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CULTURE HUNT
The Metropolitan Museum of Art
Pendant Mask: Iyoba, Nigeria, 16th century
COOL fact:
The artist created this beautiful mask by carving ivory. An Oba, or king, in Benin, Nigeria would have worn it. The face on the mask is the king's mother, or Iyoba.
Cool Culture® provides 50,000 underserved families with free, unlimited access to 90 cultural institutions – so that parents can provide their children with educational experiences that will help them succeed in school and life.
Card
Hint:
Look on the 1st floor in the Arts of Africa, Oceania and the Americas Galleries. It is in the central African gallery, before you enter the large Oceanic gallery with the big glass windows.
Now, Explore!
DURING YOUR VISIT:
* This is a mask made to honor the king's mother. Can you find her headdress?
* Can you imitate the expression on her face?
* Find the fishlike creatures on the mask. They are mudfish, which live on both land and in water. Mudfish were a symbol for the king, who was thought to live in both the earthly and spiritual realms.
*Can you find the carvings of faces around the edge of the mask? They are faces of the people who sailed down the coast of Africa to trade with the people of Benin. Have you ever traded something with a friend?
Before and After Your Visit:
* Encourage your child to role-play: Have your child imagine that he or she was a king or queen wearing this mask.
* With your child, recall a time that he or she has worn a mask or costume. Ask: When did you wear it? Why? How did it feel to wear the mask?
COOL CULTURE CONNECT: Connect beyond your visit!
Before and after your visit, dial 718.408.2393 and enter prompt numbers 78 # and 79 # for more fun activities and programs from the Metropolitan Museum of Art! Please note that cell phones may not be used inside the Met's galleries.
The Metropolitan Museum of Art offers a look at many different art forms from many different places. View ancient Egyptian mummies, Greek statues, African masks and much more. Children can wander through time and across the globe without ever leaving the City!
80 Hanson Place Suite 604 Brooklyn, NY 11217 www.coolculture.org
THE METROPOLITAN MUSEUM OF ART 1000 Fifth Avenue at 82nd Street (212) 535-7710
By Subway: 4, 5, 6
By Bus: M1, M2, M3 or M4 | 998 | 556 | {
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The GPS device strapped around her ankle gave "Donna" the appearance of a Lindsay Lohan-esque character under house arrest. Except that Donna had roughly 9,000 pounds on poor Lindsay and her "house" was a bountiful, sixand-a-half acres.
Donna, an African elephant at the Oakland Zoo, didn't even seem to notice the electronic gizmo as she wandered about her exhibit doing things elephants do – eating, eating and… well… eating.
She and her four exhibit mates were recently fitted with the GPS anklets as part of a nationwide study conducted by the American Association of Zoos and Aquariums.
"This is really just a way to find out how elephants are moving in captivity," explained Jeff Kinzley, the zoo's elephant manager. "How much time they spend walking. How much time they just spend standing around."
For seven days, the four elephants were each fitted with a leather strap and GPS device around one ankle. Even before the study began, zookeepers slowly trained the elephants to accept the small leather ankle band without fuss.
Once the project was underway, the device recorded the elephants' movements as they sauntered about their domain, eating branches and exploring the reaches of their exhibit.
The study was aimed at understanding how much exercise elephants get in captivity, as compared to the wild. And with one of the largest elephant exhibits in country, the Oakland Zoo has plenty of room to roam.
"We have six and a half acres that our elephants walk around in up here," Kinzley said. "We average about four or five miles a day per elephant, which is great."
The zoo won't be privy to the results of the association's study until spring. It's expected the association, which accredits the nation's zoos, will use the results to fashion new guidelines for elephant care.
It's unlikely there will be many surprises for managers at the Oakland Zoo, who already conduct their own roundthe-clock animal observation. More than 30 volunteers using small computers regularly log the activities of the zoo's elephants and other critters.
Cheryl Matthews, who has volunteered with the zoo for two decades, regularly takes a shift sitting on a bench in front of the exhibit, charting the elephants' every move. Some nights she works a swing shift to record how active the elephants are at night.
"We look around," Matthews said. "We note where the elephants are, what their proximity is to each other, and what they're doing."
The zoo plans to use its own studies to see if there's room for improvement in its care practices, which include a daily pedicure for each elephant.
"From there we can make management changes," said Gina Kinzley, the zoo's animal behavior director who is married to Jeff. "Do they need to be walking more? Do they need to be grazing more?"
Jeff Kinzley said exercise is the key to keeping captive elephants healthy. One of the strategies managers use is to scatter food and branches across the exhibit to force the elephants to walk.
"Otherwise, they're constantly getting fed, so they're just going to get overweight," Kinzey said. "They're going to wind up getting arthritis and things like that, and stop moving. "That's really the death sentence for an elephant." | 1,218 | 669 | {
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GOALS, stakes & Outcome
Every story should have a central conflict at the heart of it that is easily summarized in a onesentence logline. A strong scene has a central conflict too. This doesn't mean only one thing happens in a scene or only one character has a goal in each scene. It means the point of view character for each scene has a reason for being there and he is earning his page time.
Think of a story or scene goal as having a subject, object, verb, and outcome.
The subject is the point of view character.
The verb is the motion toward or away from the object.
Get rid of it Obtain it
Hold onto it Release it
Reach it
Escape it
Win it
Lose it
Evade it
Capture it
Kill it
Save it
Avert it
Allow it
Reveal it
Hide it
Change it
Don’t change it
Tell it
Not tell it
Define it
Obscure it
Prove it
Disprove it
Evaluate it Decide it
Obey it
Defy it
The object is the target or focus of the words and actions.
Person
Place
Thing
Information
Situation
Physical Task
Mental Task
Need
Want
Emotion
Belief
Prejudice
Rule
For every struggle there is an outcome.
Succeed/Fail ~ The character gets it and finds out he doesn’t want it.
Succeed/Fail ~ The character obtains it, but it doesn’t work.
Succeed/Succeed ~The character gets what he wanted or needed and it worked.
Succeed/But ~ The character obtains it, but needs something further.
Succeed/But ~ The character obtains it, but it caused further difficulty.
Fail/And ~ The character fails to get it and is forced to try again.
Fail/Succeed ~ The character fails to get it and realizes he didn’t need it after all.
The goal of the antagonist, or antagonistic forces, is to keep the protagonist from obtaining the object and make the verb challenging. He may have his own goal and stakes constituting a subplot.
Friends and foes provide stumbling blocks and step ladders to keep the characters moving toward and away from the object and make the verb more difficult or easier. Friends and foes can have conflicting goals and stakes constituting subplots.
Once you have the subject (character), the verb, the object, and the outcome, there is one more component. The stakes provide the "or what?" This is the price they pay if they fail and/or the prize they win if they succeed. There are story stakes for the overall story problem, personal stakes for the protagonist, and potentially personal stakes for the antagonist, love interest, friends, and foes.
Common story stakes include:
Basic need: Life-sustaining necessities (food, clothing, shelter) rest on the outcome.
Emotional: The healing or prevention of a personal or global wound rests on the outcome.
Familial: The bonds of a family are maintained or broken based on the outcome.
Financial: The financial status of a person or group rests on the outcome.
Future: The health and success of a character’s future rests on the outcome.
Global: The control of the world or worlds rests on the outcome.
Hierarchy: The continuation or destruction of a system rests on the outcome.
Imprisonment: An individual’s or group’s freedom from incarceration rests on the outcome
Justice: The righting of a personal or global wrong rests on the outcome.
Liberty : An individual’s or group’s freedom from tyranny rests on the outcome.
Materialistic: An object or asset is lost or gained based on the outcome.
Mortal: Actual life and death of one or many rests on the outcome.
Organizational: The success or failure of a group, company, government, etc. rests on the outcome.
Planetary: The health and life of the planet rests on the outcome.
Personal: A character’s sense of self is healed or broken based on the outcome.
Professional: The livelihood of one or many rests on the outcome.
Psychological: The sanity of one or many rests on the outcome.
Relationship: The success or failure of a relationship rests on the outcome.
Reputation: The integrity of one or many is lost or gained based on the outcome.
Safety: The safety and security of one or many rests on the outcome.
Societal: The cohesion of a society rests on the outcome.
Spiritual: The beliefs or core values of one or many rests on the outcome.
Providing stiff opposition and high stakes equals high tension.
Movement toward and away from the scene and story goals creates satisfying S-curves readers enjoy cruising, or racing, through to reach the story's end. It adds the requisite tension to keep the reader turning pages. | 1,937 | 1,112 | {
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Michael Pollan
Every five years or so the President of the United States signs an obscure piece of legislation that determines what happens on a couple of hundred million acres of private land in America, what sort of food Americans eat (and how much it costs) and, as a result, the health of our population. In a nation consecrated to the idea of private property and free enterprise, you would not think any piece of legislation could have such far-reaching effects, especially one about which so few of us--even the most politically aware--know anything. But in fact the American food system is a game played according to a precise set of rules that are written by the federal government with virtually no input from anyone beyond a handful of farm-state legislators. Nothing could do more to reform America's food system--and by doing so improve the condition of America's environment and public health--than if the rest of us were suddenly to weigh in.
The farm bill determines what our kids eat for lunch in school every day. Right now, the school lunch program is designed not around the goal of children's health but to help dispose of surplus agricultural commodities, especially cheap feedlot beef and dairy products, both high in fat.
The farm bill writes the regulatory rules governing the production of meat in this country, determining whether the meat we eat comes from sprawling, brutal, polluting factory farms and the big four meatpackers (which control 80 percent of the market) or from local farms.
Most important, the farm bill determines what crops the government will support--and in turn what kinds of foods will be plentiful and cheap. Today that means, by and large, corn and soybeans. These two crops are the building blocks of the fast-food nation: A McDonald's meal (and most of the processed food in your supermarket) consists of clever arrangements of corn and soybeans--the corn providing the added sugars, the soy providing the added fat, and both providing the feed for the animals. These crop subsidies (which are designed to encourage overproduction rather than to help farmers by supporting prices) are the reason that the cheapest calories in an American supermarket are precisely the unhealthiest. An American shopping for food on a budget soon discovers that a dollar buys hundreds more calories in the snack food or soda aisle than it does in the produce section. Why? Because the farm bill supports the growing of corn but not the growing of fresh carrots. In the midst of a national epidemic of diabetes and obesity our government is, in effect, subsidizing the production of high-fructose corn syrup.
This absurdity would not persist if more voters realized that the farm bill is not a parochial piece of legislation concerning only the interests of farmers. Today, because so few of us realize we have a dog in this fight, our legislators feel free to leave deliberations over the farm bill to the farm states, very often trading away their votes on agricultural policy for votes on issues that matter more to their constituents. But what could matter more than the health of our children and the health of our land?
Perhaps the problem begins with the fact that this legislation is commonly called "the farm bill"-how many people these days even know a farmer or care about agriculture? Yet we all eat. So perhaps that's where we should start, now that the debate over the 2007 farm bill is about to be joined. This time around let's call it "the food bill" and put our legislators on notice that this is about us and we're paying attention.
From: One Thing to Do About Food: A Forum in The Nation magazine – Sept. 11, 2006 issue | 1,398 | 734 | {
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" I am sometimes told that - Women aint fi t to vote. Why, don't you know that a woman had seven devils in her: and do you suppose a woman is fi t to rule the nation? Seven devils aint
no account; a man had a legion in him."
Sojourner Truth, African-American Suffragist and Abolitionist, from statements made at a national convention of the American Equal Rights Association in May 1867
"We women of America tell you that America is not a democracy. Twenty million women are denied the right to vote."
Alice Paul, Feminist, Suffragist and Political Strategist, from a banner paraded by Alice Paul and others outside of the White House in 1917.
"Nobody will ever deprive the American people of the right to vote except the American people themselves and the only way they could do this is by not voting."
President Franklin Delano Roosevelt, from a radio address broadcast from the White House on October 5, 1944
"The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible walls which imprison men because they are different from other men."
President Lyndon B. Johnson, from remarks on the Signing of the Voting Rights Act, 1965
As you think about this historic quote also refl ect on the importance of a citizen's right to vote and the challenges we still face in ensuring that all Americans have the opportunity to participate in our democracy. The right to vote is the very foundation of government by the people.
This is one of seven Newspaper In Education features created to educate and celebrate Law Day, May 1, 2014. Sponsored by the Law, Youth and Citizenship Program of the NYS Bar Association and produced by the NYNPA NIE Program.
"Half of the
Photo courtesy of David Shankbone
American people never read a newspaper. Half never voted for President — the same half?" Author Gore Vidal, in "Screening History," published 1994
decision in voting."
"No matter what name we give it or how we judge it, a candidate's character is central to political reporting because it is central to a citizen's
Journalist Roger Mudd, from "Code of Ethics" 2001
"Voting is the most precious right of every citizen, and we have a moral obligation to ensure the integrity of our voting process."
Former Secretary of State Hillary
Rodham Clinton, in reference to the Election Reform Bill (2005) when she was serving as a U.S. Senator for New York State
As you think about this historic quote also refl ect on the importance of a citizen's right to vote and the challenges we still face in ensuring that all Americans have the opportunity to participate in our democracy. The right to vote is the very foundation of government by the people.
This is one of seven Newspaper In Education features created to educate and celebrate Law Day, May 1, 2014. Sponsored by the Law, Youth and Citizenship Program of the NYS Bar Association and produced by the NYNPA NIE Program. | 1,228 | 638 | {
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Fight back against spring allergies
Written by Special to the NNPA from The Washington Informer Wednesday, 21 May 2014 16:00
Though the allergy season in the District area began late this spring, it has is already shaping into a particularly uncomfortable one. And if recent findings from the Landover, Md.-based Asthma and Allergy Foundation of America are any indication, things could become increasingly worse area residents.
The AAFA cited in their annual Spring Allergy Capitals report that D.C. ranked 67 among "the 100 most challenging places to live with allergies" during the spring and fall seasons. The data measured and compared each season includes: pollen scores (airborne grass/tree/weed pollen and mold spores), number of allergy medications used per patient, and number of allergy specialists per patient.
The worst cities for allergies are Louisville, Ky., Memphis, Tenn., and Baton Rouge, La. Baltimore ranked 73rd.
Allergy symptoms can include sneezing, swollen eyes and rashes, but allergies can trigger more serious conditions such as asthma, so people need to pay attention to their bodies.
Nearly 45 million Americans are living with nasal allergies and 25 million have asthma. These patients already have a chronic sensitivity to things like pollen, mold and other airborne allergens, but they can also be more susceptible to rapid changes in temperature and moisture, and to catching a common cold or flu. A blending of the winter and spring means these patients are at risk of multiple symptoms simultaneously. But with the proper planning and early treatment, patients can prepare and find relief.
Cities with an exceptionally high concentration of trees, grass, or weeds may have more pollen in the air, according to allergist Miguel Wolbert. Local environmental factors such as wind, humidity, typical temperatures — and air pollution — also play a role in allergies.
"If you are around certain river basins, such as in Ohio or Mississippi, higher pollen counts occur due to high humidity levels. Pollen thrives in high humidity," Wolbert said.
Symptoms can include congestion and an itchy, runny nose, as well as asthma-like symptoms.
The Mayo Clinic suggests staying indoors on dry, windy days, in addition to going outside after it rains on high pollen days as the rain helps clear pollen from the air; not hanging laundry
1 / 2
Fight back against spring allergies
Written by Special to the NNPA from The Washington Informer Wednesday, 21 May 2014 16:00
outside because pollen can stick to sheets, towels and clothing; delegating lawn mowing and other gardening chores that can stir up allergens to others; paying attention to pollen forecasts and current pollen levels to reduce outdoor time when the levels are high; and keeping indoor air clean by using air conditioning in houses and cars; and finally, keeping indoor air dry with a dehumidifier.
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Writing/GPS
Verbs
Verbs
Change these verbs from the present tense to the past tense.
I (attend)________ my dance class, where the teacher (teaches) ________ us ballet.
Tick the correct box to ensure that the sentence makes sense. The children ________ going to be late.
Circle the four verbs in the sentence below. The circus was full interesting acts who jumped, flew and played tricks.
Insert an appropriate present tense verb. I ______ excited.
Change these verbs to present tense to the past tense.
I (buy)_________ ice-creams as I (know) _________ it was going to be hot.
Verbs
* Insert appropriate past tense verbs into the passage below.
* When you ______, it would __________summer. There would have been ice cream and deckchairs and a seagull that ______ your chips. You probably _______about in the rock pools with your mum, while your dad _______ that funny shell. Remember? And I bet that when you _____ in the car to drive home, you ______up at the words CHEERIE-on-SEA – written in light-bulb letters over the pier – and _____ready to forget all about your day at the seaside. It's that kind of place.
The Answers
* Insert appropriate past tense verbs into the passage below.
* When you came, it would have been summer. There would have been ice cream and deckchairs and a seagull that pinched your chips. You probably poked about in the rock pools with your mum, while your dad found that funny shell. Remember? And I bet that when you got in the car to drive home, you looked up at the words CHEERIE-on-SEA
– written in light-bulb letters over the pier – and got ready to forget all about your day at the seaside. It's that kind of place.
* Malamander by Thomas Taylor.
* Look at the picture and list all the nouns that you can identify – concrete (objects that you can see, pick up) and abstract (an idea or a quality, like happiness, danger, humidity, brutality).
* Concrete – tree, leaves, sunlight.
* Abstract – calm, tranquillity, .
* Look at the picture and list all the verbs that you can identify.
* pour,
* drench,
* flow,
* explore
* soared
* Look at the picture and list all the adjectives that you can identify.
* perishing
* vibrant
* intricate
* Sculptured
* Soared
Waterfall
noun
phrase
A phrase does not have a verb; it can include a determiner, adjective, noun or preposition.
A determiner can be words like the, a, an, one, each, many, some, every, several, dozens. The smooth-feathered penguin.
Waterfall
noun
The gushing waterfall
phrase
clause
A clause does have a verb. A clause can subordinate, meaning it needs a main clause to help it make sense, or main, meaning it can stand alone as a sentence.
Phrases and Clauses – Pyramid Sentences
Waterfall
noun
The gushing waterfall
phrase
The gushing waterfall sparkled its beauty.
clause
sentence
Using the other sheet, write your own examples.
Waterfall
noun
The gushing waterfall
phrase
The gushing waterfall sparkled its beauty.
clause
Serene, splendid and sparkling, an enchanting place of isolation gushes through as though it was now ready to reveal its magic to the world, a kept secret that now wanted to be shared or a box of treasures ready to light its radiance to the world.
sentence
A Descriptive Account
* Write a descriptive account of the picture, remembering to include some of the ideas that you have already written about.
A Descriptive Account - Example
* A place of beauty, a place of natural beauty, a place of natural beauty and magic, one of the natural wonders of the world, a gushing waterfall rushes, cooling, refreshing, welcoming. Mesmerising those who gaze in awe, the droplets of water sparkle, glinting in the small rays of sunlight that have fought their way through. This is a chance to stop. A chance to breathe. A chance to feel the uniqueness of this place. An untouched world of magnificence shines.
Wordbank
Wordbank
Wordbank
Wordbank | 1,581 | 914 | {
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Review Phonics: /h/h, /e/e, /f/f
Say the name of each picture. Write the letter h, e, or f next to each picture whose name begins with the /h/, /e/, or /f/ sound.
1.
2.
Comprehension: Key Details
Look at the pictures about the story Waiting Out the Storm.
1. Circle the picture that shows how the animals stay safe when it rains.
2. Circle the picture that shows how the people stay safe when it rains.
3. Circle the picture that shows how the birds stay safe when it rains.
r
4.
3.
2.
1.
Copyright © The McGraw-Hill Companies, Inc.
Review Phonics: /r/
r
, /b/
b
, /l/
l
Say the name of each picture. Write the letter r, b, or l next to each picture whose name begins with the /r/, /b/, or /l/ sound.
ck
4.
3.
2.
1.
Review Phonics: /k/k, /k/ck
Say the name of each picture. Write the letter k next to each picture whose name begins with the /k/ sound. Then write the letters ck next to each picture whose name ends with the /k/ sound.
Unit 6: Weather for All Seasons • Week 3
Copyright © The McGraw-Hill Companies, Inc.
Phonics Review Game: /h/h, /e/e, /f/f, /r/r, /b/b, /l/l Place a marker on "Start." Move your marker from square to square. When you land on a picture, say the name of the picture and the letter it begins with. If you land on a letter, say a word that begins with that letter. When you reach "End," play again and think of new words.
b
ck
Unit 6: Weather for All Seasons • Week 3
Unit 6: Weather for All Seasons • Week 3
High Frequency Word Review: my, are, he, with, is, little, she, was Read the book aloud to a partner. Reread for fluency.
Tip, tap on my deck.
He is with my little cat!
Copyright © The McGraw-Hill Companies, Inc.
Tip, Tap
Copyright © The McGraw-Hill Companies, Inc.
We sit with my little cat.
We are in.
She was mad!
1.
2.
Category Words: Question Words
1. Circle the picture that shows who a story might be about.
2. Circle the picture that shows what a story might be about.
3. Circle a picture that shows where a story might take place.
1.
bed Rob hen
bed
2.
Review Phonics: Blending
Blend the sounds and say the word. Write the word. Repeat the word.
Unit 6: Weather for All Seasons • Week 3
1.
2.
kick lid fan
lid
3.
Review Phonics: Blending
Blend the sounds and say the word. Write the word. Repeat the word.
1.
2.
lock rip
hop
Handwriting Review
Say each word as you trace it and write it. Then read each word to a partner.
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Bnai Mitzvah Pulpit Honors at Kol Haverim
Tallit Presentation – parent and/or grandparent presents the tallit to the child and places it on his/her shoulders at the very beginning of the service.
Torah service begins. We call up:
Shomrim – two persons to open the ark doors and stand as an honor guard as we parade with the Torah scroll around the sanctuary. When we return to the bimah, the shomrim assist with undressing the scroll and they close the ark doors.
L'dor Vador – Grandparents and parents hand down the Torah scroll through the generations to the bar/bat mitzvah child. If the family wish, readings are available for each generation to recite
Aliyah to the Torah – Three aliyot, or 4,5,6 or 7 as the family desire. For each Aliyah, one or more persons are called up to the bimah to recite the blessings both before and after the reading of the Torah. For each aliyah, at least three verses of Torah are recited. People called for an aliyah must be Jewish and over the age of 13. They must be familiar with the Hebrew blessings. It is not necessary for the first aliyah to be a cohen.
Ba'al Korah (Torah reader) – At the family's discretion you may have family members do the Torah readings. The Rabbi will perform up to three readings, unless the family wish to recite all the readings. For additional aliyot as desired the family must provide their own readers. Volunteer readers are also available from the congregation by advance request to the Rabbi. Readers must read from the scroll, without vowels or punctuation marks. Readers must be capable and must practice in advance.
Hagbah and Galilah (Raising and Dressing the Scroll) – One person to hold up the scroll and show it to the congregation (hagbah) and one to dress the scroll, after which it is placed on the Torah shelf on the bimah. The person who performs hagbah must have physical strength to raise the scroll.
Shomrim – two more shomrim open the ark as we return the scroll.
Parental Address – One or both parents may speak to the child. The purpose of the parental address is to speak about your religious and ethical hopes for your child – what kind of person you would like him/her to be – and to express your pride at your child's Jewish achievement to date. | 884 | 518 | {
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New research suggest Pluto should be reclassified as a planet
September 7 2018
Should Pluto be reclassified a planet again? UCF scientist Philip Metzger says yes based on his research. Credit: NASA
The reason Pluto lost its planet status is not valid, according to new research from the University of Central Florida in Orlando.
In 2006, the International Astronomical Union, a global group of astronomy experts, established a definition of a planet that required it to "clear" its orbit, or in other words, be the largest gravitational force in its orbit.
1/4
Since Neptune's gravity influences its neighboring planet Pluto, and Pluto shares its orbit with frozen gases and objects in the Kuiper belt, that meant Pluto was out of planet status.However, in a new study published online Wednesday in the journal Icarus, UCF planetary scientist Philip Metzger, who is with the university's Florida Space Institute, reported that this standard for classifying planets is not supported in the research literature.
Metzger, who is lead author on the study, reviewed scientific literature from the past 200 years and found only one publication—from 1802—that used the clearing-orbit requirement to classify planets, and it was based on since-disproven reasoning.
He said moons such as Saturn's Titan and Jupiter's Europa have been routinely called planets by planetary scientists since the time of Galileo.
"The IAU definition would say that the fundamental object of planetary science, the planet, is supposed to be a defined on the basis of a concept that nobody uses in their research," Metzger said. "And it would leave out the second-most complex, interesting planet in our solar system.""We now have a list of well over 100 recent examples of planetary scientists using the word planet in a way that violates the IAU definition, but they are doing it because it's functionally useful," he said."It's a sloppy definition," Metzger said of the IAU's definition. "They didn't say what they meant by clearing their orbit. If you take that literally, then there are no planets, because no planet clears its orbit."
The planetary scientist said that the literature review showed that the real division between planets and other celestial bodies, such as asteroids, occurred in the early 1950s when Gerard Kuiper published a paper that made the distinction based on how they were formed.
2/4
UCF Scientists Philip Metzger is a co-author on the paper questioning the logic behind Pluto's classification. Other authors include Mark Sykes, of the Planetary Science Institute; Alan Stern, of the Southwest Research Institute; and Runyon of Johns Hopkins University Applied Physics Laboratory. Credit: University of Central Florida
However, even this reason is no longer considered a factor that determines if a celestial body is a planet, Metzger said.
Study co-author Kirby Runyon, with Johns Hopkins University Applied Physics Laboratory in Laurel, Maryland, said the IAU's definition was erroneous since the literature review showed that clearing orbit is not a standard that is used for distinguishing asteroids from planets, as the IAU claimed when crafting the 2006 definition of planets.
"We showed that this is a false historical claim," Runyon said. "It is therefore fallacious to apply the same reasoning to Pluto," he said.Metzger said that the definition of a planet should be based on its intrinsic properties, rather than ones that can change, such as the dynamics of a planet's orbit."Dynamics are not constant, they are constantly changing," Metzger said. "So, they are not the fundamental description of a body, they are just the occupation of a body at a current era."
Instead, Metzger recommends classifying a planet based on if it is large enough that its gravity allows it to become spherical in shape.
"And that's not just an arbitrary definition, Metzger said. "It turns out this is an important milestone in the evolution of a planetary body, because apparently when it happens, it initiates active geology in the
3/4
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body."
Pluto, for instance, has an underground ocean, a multilayer atmosphere, organic compounds, evidence of ancient lakes and multiple moons, he said.
"It's more dynamic and alive than Mars," Metzger said. "The only planet that has more complex geology is the Earth."
Provided by University of Central Florida
Citation: New research suggest Pluto should be reclassified as a planet (2018, September 7) retrieved 3 October 2023 from https://phys.org/news/2018-09-pluto-reclassified-planet.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Вісник 7/ 2016
out of dialogues, and undoubtedly requires preparation from a teacher and students. Planning a role play it is important to bear in mind its structure: the components and the stages. Preparing the activity for future engineers the main elements of a role play [16, p.9] are supposed to be taken into consideration. They are:
1) topic (which defines the content of business spoken interaction);
2) situation (a set of specific conditions e.g. talking to a colleague/ boss/ foreign partner at work/ at the interview/ in a workshop/ at the factory etc.);
3) scenario (the plot of a conversation, plan of actions according to the aim);
4) roles (students act on behalf of some character, such as a famous person or a person occupying a certain position in the company);
5) participants' actions (students' action and behaviour during the role play);
6) task and instruction (main objectives of the activity and main rules, set by the teacher);
7) the use of objects substituting or representing the ones used in the similar real-life professional situation (these could be visual aids, such as tables, diagrams, maps, as well as tools, articles or equipment prepared and brought by the teacher or students).
The components listed above are typical of role plays and similar activities applied in the teaching process.
Planning of a role play is also impossible without keeping in mind its main stages. The number of phases may vary in different resources. A six-step procedure, for example, can consist of preliminary activity, a model dialogue, learning to perform with the help of role cards, listening to recordings of native speakers performing the role play/simulation with role cards, follow-up, and repeating the sequence [10] or might contain such stages as teacher preparation, students preparation, giving instructions, role playing, debriefing, and follow-up [9, p.33-34]. Most researchers agree on the idea of a role play having four main stages (orientation, preparation, acting out, discussion [13, p. 43]; preparation, explanation, conduction, conclusion [16, p.10; 12, p. 335-336]) or even less (creating a story, giving instructions, role playing) [6, p. 99-100]. Four main language skills (speaking, listening, reading and writing) are developed and enhanced during one or several phases.
Let us consider the role playing procedure studying the example of a role play "Choosing roofing material" for engineering students. It belongs to non-scripted role plays; can be played in pairs in the classroom during the lesson; involves speaking, listening, reading, writing skills; previous preparation from the students is recommended but not necessarily required; visual support in the form of tables with technical characteristics of materials is used. The preparative stage requires from the teacher to create favourable learning conditions: make sure the students' language development level is sufficient for such activity; prepare the materials needed to practise before the role play and visual aids used by the students in the process of role playing (authentic material are welcome to be used as they help create the atmosphere and immerse in the English language environment). During the lesson, introducing a lead-in activity, a teacher might discuss with students engineering materials and ask them to read the text about materials used in construction and do several exercises to check the understanding. It might be useful to listen to a dialog and introduce new lexical items (metal, clay, concrete, shingles, slate etc) and useful vocabulary to facilitate discussion (In my opinion, as far as I know, I must say that What about, We also have to take into consideration that, I agree with you at that point, I am not sure that etc). Students might be also asked to find interesting information related to the topic at home before the lesson. Speaking, listening, writing and reading skills are practiced. During the next phase, the teacher announces the topic of a role play (Choosing roofing materials), sets goals (asking for and giving information, describing) and tasks (to select proper materials for the roof of the house which is being built). At this stage, the characters are described and roles assigned, clear instructions should be given:
Student A. You are the resident of a rural area and your house is currently being constructed. You want to choose durable and reasonably priced roofing material for the building and decide to consult an expert. Be ready to make your choice at the end of the conversation. Act the conversation. Use role and cue cards. | 1,828 | 925 | {
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> A. Ask your partner the following questions.
1. Have you ever been to hospital?
2. Have you ever been in an ambulance?
3. Have you ever broken any bones? How?
4. Have you ever burnt yourself? How?
5. How do you feel at the sight of blood?
6. What's your blood group?
7. How do you feel about having injections?
8. Are you allergic to any drugs, e.g. penicillin?
> B. Fill the gaps below with the following words.
sprain first aid kit crutches plaster sling (plaster) cast bruise faint stitches scar blood donor
1. A ........... is a mark on your skin, often a white line, where the skin healed after a deep cut.
2. A .................... is a box which contains medical equipment which is useful in an emergency.
3. If you break a bone in your leg the doctor sets the leg in a ..................................which stays on for about six weeks.
4. If you cut yourself you put a ............................on the cut to protect it.
5. A ................................ is someone who donates some of their own blood to help people who have lost too much blood.
6. If you have a deep cut a doctor needs to close it with ...........................
7. If you hurt your arm or shoulder you may need to rest your arm in a .............................
8. You .................... when you lose consciousness because your brain isn't getting enough oxygen.
9. A .................... is a mark on your skin which appears after bumping against something hard. The skin changes colour from blue or purple to red and yellow over a few days.
10. You ................... your wrist or ankle when you twist it too far.
11. You use a pair of ......................... to help you walk if you have hurt one of your legs or feet.
> C. Ask your partner the following questions.
1. Have you ever sprained your wrist? How? Did you wear a sling?
2. Do you have a first-aid kit at home, or in the car? Have you ever given anyone first aid?
3. Can you name four things usually found in a first aid kit?
4. Would you like to be a trained first aider?
5. Are you a blood donor? Would you like to give blood? Why (not)?
7. Do you have any scars? How did you get them?
8. Have you ever had a cut which needed stitches? How many stitches did you have?
9. Have you ever needed crutches? Why? How long did you need them for?
10. Have you ever worn a plaster cast? Why? What happened? Did your friends write on it?
11. Do you bruise easily? How long does it take for your bruises to heal, usually?
6. Have you ever fainted, or felt faint? Why? What happened?
12. When you need to take a plaster off, do you pull it slowly, or rip it off quickly?
> D. Discuss the difference between the words in each group below.
pain hurt injure ache treat cure heal
> E. Choose the correct word in the sentences below.
1. What would you do if you had a sudden pain/ache in your abdomen?
2. On a scale of 1 to 10, how much does it hurt/ache when you are being given an injection in your arm?
3. If you stay on your feet all day (in comfortable shoes), do your feet hurt/ache in the evening?
4. Have you ever stepped on something sharp and hurt/injured your foot? When? Where?
5. Have you ever worn shoes which were too tight and hurt/injured your feet?
6. Have you ever hurt/injured someone emotionally?
7. What would you do to help people who had been hurt/injured in an accident?
8. Do you think paramedics should deal with the hurt/injured at the scene of the incident or just stabilise the patient and take them to hospital?
> F. Ask your partner the questions in > E.
9. When you have a cold or flu, what medication do you take to treat/cure it?
10. In your opinion, how likely is it that scientists will find a treatment/cure for the common cold?
11. To what extent do you agree that sometimes the treatment/cure is worse than the disease?
12. If you have a small cut on your hand, do you go to the doctor or wait for it to heal/cure by itself?
13. Do you believe that alternative therapies, such as acupuncture, can heal/cure addiction to alcohol, nicotine, etc.?
14. Do you believe that some people have healing/curing hands? | 1,827 | 982 | {
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8.4 Angles of Elevation and Depression
Angle of Elevation: is the angle formed by a horizontal line and a line of sight to a point ________________ the line.
Angle of Depression: is the angle formed by a horizontal line and a line of sight to a point _______________the line.
Angle of Elevation vs. Depression
Classify each angle as an angle of elevation or an angle of depression.
Finding Distance by Using Angle of Elevation
1) The Seattle Space Needle casts a 67-meter shadow. If the angle of elevation from the tip of the shadow to the top of the Space Needle is 70˚, how tall is the Space Needle? Round to the nearest meter.
2) In a movie theater, the aisle is 150 feet long and the floor is sloped so there is a difference of 30 feet in height between the front and back of the theater. What is the angle of elevation? Round to the nearest tenth.
Finding Distance by Using Angle of Depression
3) An ice climber stands at the edge of a crevasse that is 115 feet wide. The angle of depression from the edge where she stands to the bottom of the opposite side is 52˚. How deep is the crevasse at this point? Round to the nearest foot.
4) An air force pilot is flying at an altitude of 1500 feet and must descend over a distance of 9000 feet to land smoothly on an aircraft carrier. What is the planes angle of descent? Round to the nearest hundredth of a degree.
5. A small plane takes off from an airport and rises uniformly at an angle of elevation of 4°. After it has traveled over a horizontal distance of 600m, what is the altitude of the plane to the nearest meter?
6. A ship sailed from a port with a bearing of S22°E. How far south has the ship traveled after covering a distance of 327km?
7. A ladder on a fire truck can be turned to a maximum angle of 70° and can be extended to a maximum length of 25m. If the base of the ladder is mounted on the fire truck 2m above the ground, how high above the ground will the ladder reach?
8. A tree that is 7 meters high casts a shadow that is 18 meters long. Find the measure of the angle of elevation of the sun.
9. A plane is flying at an altitude of 1.5km. The pilot wants to descend into an airport so that its angle of depression is 5° How far from the airport (horizontal distance) should the descent begin? | 953 | 552 | {
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eSmart Policy
Purpose
The eSmart policy sets out the college's approach to creating a learning environment and culture where children, young people, staff members, parents and the wider college community can uphold positive digital citizenship and promote smart, safe and responsible use of information and communications technology.
Scope
All staff, volunteers, contractors; whether or not they work in direct contact with children or young people. This policy will apply across a range of school forums (e.g. camps, online) and outside of school hours.
Statement of Commitment to Child Safety
Carrum Downs Secondary College is committed to the safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making, with particular attention paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.
- Carrum Downs Secondary College has zero tolerance for child abuse.
- Carrum Downs Secondary College is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives.
- Every person involved in Carrum Downs Secondary College has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
- In its planning, decision-making and operations, Carrum Downs Secondary College will:
o Take a preventative, proactive and participatory approach to child safety
o Value and empower people to participate in decisions which affect their lives
o Foster a culture of openness that supports all persons to safely disclose risks of harm to children
o Respect diversity in cultures and child rearing practices while keeping child safety paramount
o Engage only the most suitable people to work with children and have high quality staff and volunteer supervision and professional development
o Ensure children know who to talk with if they are worried or are feeling unsafe, and that they are comfortable and encouraged to raise such issues
o Report suspected abuse, neglect or mistreatment promptly to the appropriate authorities
o Share information appropriately and lawfully with other organisations where the safety and wellbeing of children is at risk
o Value the input of and communicate regularly with families and carers
Policy and procedures
Policies and procedures outlining Carrum Downs Secondary College's approach to eSmart are outlined below. For further information, please contact the college's Principal or Assistant Principal.
1) Effective school organisation
2) School plans, policies and procedures
3) Respectful and caring school community
4) Effective teacher practices
5) An eSmart curriculum
6) Partnerships with parents and the local community
Definitions
A full list of definitions for eSmart is available at https://www.esmart.org.au/
Evaluation: This policy will be reviewed as part of the College's review cycle
Related policies: School Policy Advisory Guide – http://www.education.vic.gov.au
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Saint Maria Mazzarello
Maria Mazzarello was born on 9 May 1837, in a hamlet of Mornese called I Mazzarelli, in Northern Italy. She was the first of ten children. Maria learnt from a young age how to be a caring and efficient person in the home to her young sisters and brothers.
When she was seventeen years of age she joined a group of young women who helped the parish curate, Fr Dominico Pestarino, in various activities of the parish. Through these experiences Maria was empowered to be a leader amongst those she encountered in her everyday life.
At the age of twenty-three she was stricken with typhoid fever and nearly died. From this point on, the physical strength she always possessed was gone forever. She was not sure what she could do in life without her former energy and vigour. With her closest friend, Petronilla Mazzarello she decided to start a professional school for girls in her locality. Maria's motivation for initiating this venture was to assist youth to be able to earn their own living in society and develop christian values that would be lived out throughout life.
Maria started the first educational boarding school which would multiply as the years went on. While the professional classes and boarding facilities developed, on Sundays Maria gathered many of the girls around the district and offered them the opportunity to play and pray together.
In 1864 Don Bosco came to Mornese. He saw the great work Maria and her friends were doing for youth and was very impressed with what he saw. Over a period of eight years the Institute of the Daughters of Mary Help of Christians was formed and Maria Mazzarello became the first Salesian Sister and leader of the new congregation. With other religious women Maria founded houses in Italy and France. Forthright in temperament but reserved in manner, Mary Mazzarello possessed ardent faith, fortitude, and good judgment in spite of her very limited education; she was a woman of the fields with a natural dignity that commanded respect. Although according to Pius IX, she knew how to rule, it was easy to obey her, because, as one Sister said, she exercised the office of superior like a true mother with genuine concern and without pretense. Firm as well as persuasive all obeyed her without resentment.
Weakened by the typhoid Maria had contracted when young, and weakened too by her hard work, Maria's health began to deteriorate. Finally on May 14th, 1881, she died. Maria Mazzarello was just 44 years old.
On June 24th 1951, Maria Mazzarello was proclaimed a Saint by Pope Pius XII. In the meantime, that small group of Daughters of Mary Help of Christians has developed into the second largest Congregation of women Religious in the Catholic Church.
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Inspiring stories about language learning
Identity texts (4)
Context:
- A primary school in Dublin, Ireland. English is the language of schooling. The Irish language is a curricular subject that is taught in an integrated manner with English. The official Primary School Curriculum allocates 3.5 hours per week for the teaching of the Irish language at this age level.
- There are 27 children in this Third Class. 20 of these children speak home languages other than English. Within this group there are 11 different language backgrounds.
- The Social, Personal and Health Education module of the Primary School Curriculum (PSC) requires that children be able to discuss and appreciate the strands of Myself; Myself and others; Myself and the wider world. The nature of the PSC is spiral, thereby allowing the same topic to become more complex as children develop.
Reasons for choosing this activity: The teacher chooses this activity to continue the process of developing children's self-awareness/self-reflection and to continue embedding in literacy (using their home language(s) and the language of schooling) the oral
v ocab ulary an d phrase stru ctures th ey are in th e pr ocess of le arning.
Description:
* Children are accustomed to discussing their linguistic and cultural backgrounds. As time goes on, they become capable of writing more complex sentences and adding additional information to their texts. They also become increasingly capable of writing independently in both their home language(s) and the language of schooling (→ relying on existing linguistic repertoires; autonomous and meaningful language learning). Children operate at different levels of proficiency with some being (more or less) proficient in either their home language(s) or the language of schooling.
* As always, children are encouraged to read aloud their texts for the class. The children's sense of enjoyment and achievement continues to be obvious as they read their texts in both languages for their classmates (→ active language learning).
Observation:
* As children progress through the school, they continue to derive cognitive benefits that aid their learning. All their languages act as a support for children's continued language learning (→ relying on existing linguistic repertoires). Giving the children the freedom to choose which language they use, helps to support learner autonomy. This results in the development of increasingly complex language use and expanded content delivery (→ coherent and continuous language learning).
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Team Discovers How Aquaporins Admit Water While Excluding Protons
Associate Professor of Biochemistry Emad Tajkhorshid and colleagues have discovered a new mechanism by which water channel proteins in cell membranes allow water molecules to flow easily while keeping protons out. The research appears in the journal Science.
The cell membrane serves as a protective barrier that lets only certain materials in or out of the cell, helping to maintain an environment conducive to cellular processes. There are many types of proteins embedded in the cell membrane that control which molecules can pass through, said University of Illinois biochemistry professor Emad Tajkhorshid, whose lab conducted the collaborative research with colleagues at the University of Gothenburg in Sweden.
Tajkhorshid's lab studies aquaporins, proteins responsible for water transport across the membrane. Aquaporins allow water molecules to pass through, but exclude protons which are even smaller in size, Tajkhorshid said. The selective abilities of aquaporins have great physiological importance, he said.
"The proton gradient across the membrane is a source of energy for the cell; it's almost like a battery for the cell, so if there are leaks, protons can go through too fast and kill the cell. But at the same time, you want to allow water to go through," Tajkhorshid said. "That's one of the results of millions of years of evolution: to come up with a channel that is so specific for one or two types of molecules, but nothing else."
Normally, protons "hop" from one water molecule to the next. Tajkhorshid compares this process to the behavior of a toy known as Newton's cradle. When the metallic ball on a string on one end of a Newton's cradle is lifted and released, it crashes into a line of other metallic balls on strings, transferring the force through the line and propelling the last ball outward. This is analogous to a proton crashing into a line of water molecules, Tajkhorshid said.
"One proton comes in, jumps on the first water molecule, but because that water already has two protons on it, it receives that one proton, then gives one of its protons to the next water. Then the next water gives this extra proton to the next water molecule," he said. "This series of proton hops between seven or eight water molecules effectively results in the release of a proton from the other end."
Researchers used the highest-resolution crystal structure of a membrane protein ever solved to see some of the tiny hydrogen bonds within the protein, and they discovered yet another mechanism the aquaporin uses to stifle proton transport.
After the chain of water molecules enters the pore, it passes through the narrowest region (called the selectivity filter), causing the water molecules to remain, as Tajkhorshid said, "strictly single file." This results in a "high correlation between the water molecules' motions in the selectivity filter," he said.
"We used molecular dynamics simulations to show how the atoms interact with each other and what forces are acting between them to predict the trajectory of each atom. We saw that the highest correlation between two neighboring water molecules is in the selectivity filter. That means they move together like they are connected to each other tightly," Tajkhorshid said.
These correlational measures show that the two water molecules in this narrow passage behave differently than those in the rest of the chain above and below this region, Tajkhorshid said.
"Outside the selectivity filter, you have a nice chain of water molecules moving together – a little playful but still moving together. But then you come to this high fit region, where these two water molecules are moving together but at the cost of becoming isolated from the others," Tajkhorshid said. "When they pass this region, they rejoin the calmer chain of water molecules."
The breaking of the water molecule chain stops the characteristic proton hopping, keeping the protons from going through the aquaporin but allowing water through.
This newly discovered mechanism joins a host of previously discovered mechanisms that are evolutionarily advantageous to the cell, Tajkhorshid said.
"Nature has evolved this protein system with multiple selectivity mechanisms working together. Cells with only one mechanism have the potential to fail, but if they have two or three complementary mechanisms working together, then they ensure that protons are strongly excluded," he said.
Read "Subangstrom Resolution X-Ray Structure Details Aquaporin-Water Interactions," in Science
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The Newbury Carved Stones
A total of 10 carved stones from the colonial period have been found in Newbury, Massachusetts. Six of the stones can be still seen in Newbury. The other four are in the Smithsonian Museum of American History.
Father's Stone (Coleman Road)
This stone was originally found on the Dummer farm, now the site of the Triton Regional School. The Dummer family was one of wealthiest families in the 1600 and 1700's in Newbury. The stone was removed to its present location in the 20 th century.
It is known locally as the "Witchstone." A name derived from the idea that the circle designs were thought to be hex symbols. The circles and triangular are actually common decorative geometric designs popular in their time period.
The stone features a full length caricature of a man in late 1600's fashionable clothing which includes a long waistcoat and high heel shoes. The hands are on the waist and the feet point outward, a common pose used in folk art from the 1600's through 1725.
The stone was commissioned by John Dummer as a memorial to his father Richard Dummer Jr. It was used as a walkway stone leading to the family mansion house. It was carved in 1723 by Robert Mullicken, Sr. a gravestone carver from Bradford, Mass.
Milestone 33 (Gov. Dummer Academy)
"B 33" stands for 33 miles to Boston, "N 5" stands for five miles to the center of Newbury which was near the 1 st Parish Burying Ground at the time. The stone was commissioned by John Dummer and carved by John Hartshorn, a local gravestone carver.
Milestone 34 (Middle Road)
This stone is a reproduction based on a surviving fragment of the original milestone currently in a private collection. It was carved circa 1709-1710. It is similar in design and basic layout to milestone 33 and several milestones on Rte 1A Wenham, MA.
Milestone 35 (Junc. of Middle/Boston Rd)
Milestones 35, 36, and 37 are the only known examples of milestones carved with bold geometric designs. All other surviving milestones from colonial America were carved with pertinent information and lack any real decorative embellishments. These milestones may have been commissioned for Newbury's Centennial in 1735.
Milestone 36 (Boston Road)
The top section of this milestone was broken off. The missing section had a whorl (pinwheel) design. It also has a triangle within the design on the bottom. A triangle motif is found on all of the milestones commissioned by John Dummer.
Milestone 37 (Junc. of Green/Hanover St)
This is the final milestone in the series. It has a double triangle design on the top and mileage to Portsmouth and Ipswich on either side. It was a family affair being carved by Robert Sr, Robert Jr., John, and Joseph Mullicken, all gravestone carvers.
Credits
Local authors, Mary Gage and James Gage (mother and son) have done extensive research on the Newbury carved stones. Their research is present in their book Stories Carved on Stone .
This tour map is made available for free courtesy of the Newbury 375 th Committee (www.Newbury375.org) and by authors Mary Gage and James Gage:
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To Flush or Not to Flush?
It's a delicate subject, but this is the truth: Only human waste and toilet paper should be flushed down your toilet. However, our wastewater treatment professionals find a wide variety of items in our sewers and collection facilities, including cell phones, toys, cue-balls, marbles, and diapers. How did these end up in our collection system?
The following is a short list of materials that should never be disposed of in kitchen and bathroom sinks, or down your toilet. Unlike toilet paper, which breaks down quickly in water, wet wipes (Rags) remain intact and tangle into massive clogs that jam pumps and block pipes. Even those labeled "flushable" should not be flushed.
Here's a list of a few other items that need to be thrown in the trash:
- Toys, or anything made of plastic
- Paper towels
- Cat litter
- Diapers
- Cigarette butts
- Disposable toilet brushes
- Tampons
Fats, Rags, Oils, and Grease (FROG)
When Fats, Rags, Oils, and Grease (F.R.O.G.) are sent down drains, they can build up in pipes and cause backups in homes, streets, and the sewer system. Fats, Oils, and Grease come from meats, butters and margarine, lard, food scraps, sauces, salad dressings, dairy products, and cooking oil. When these items are introduced down the drain, it hardens and causes sewer pipes to clog. This can lead to a Sanitary Sewer Overflow (SSO) where raw sewage actually backs up into your home, lawn, neighborhood, and streets.
In addition to the costly repairs, sewer backups pose a serious public health threat. Pouring grease down the garbage disposal and then running hot water and grease-fighting detergent to wash it down does not remove grease from the plumbing system. Hot water cools down in pipes causing fats and grease to thicken, creating blockages further down the pipeline.
A useful tip is to freeze small amounts of fats, oils and grease in a container with a tight sealing lid and dispose of them in the trash. You can also mix cooking oil with an absorbent material, such as car litter or coffee grounds, and place in a tightly sealed container before disposing, or scrape and wipe excess grease from pans and dishes with a paper towel and dispose in the trash receptacle before washing. Another solution: allow fat, oils and grease to harden in a can or carton and then dispose of it in your garbage.
Baby wipes, flushable wipes, and disinfecting wipes (Rags) are becoming a National problem with Sanitary Sewer Systems. According to the Department of Environmental Protection, Toilet paper disintegrates almost immediately, but the strong-fiber wipes wreak havoc on city sewer systems. Clean water agencies across the country are increasingly dealing with problems caused by wipes and other products that do not break down quickly in the sewer system. The City of Tega Cay request that you dispose of these wipes properly in your trash receptacle rather than flushing them and allowing them to enter the collection system.
For questions on helping prevent a Sanitary Sewer Overflow (SSO) and how to properly dispose of Fats, Rags, Oils, and grease please contact the City of Tega Cay Utility Department during our normal business hours at (803) 5483514.
Office Hours Monday - Friday: 8:30 AM- 5:00 PM After-hours Emergency Contact: (803) 548-3514 | 1,342 | 735 | {
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Dear Educator,
This file offers views of some of the worksheets in our "Exploring Time" thematic unit. The cover for an eWorkbook is shown followed by the preview pages.
The "Exploring Time" unit offers 14 pages.
Locate many more eWorkbooks here.
iShopToday.com
Free worksheets, teacher tools, and more can be found here.
SchoolExpress.com
Exploring Time
Exploring Time
What are time patterns?
A second is 1/60th of a minute. A minute is 1/60th of an hour. An hour is 1/24th of a day. A day is 1/30th of some months, 1/31st of others and 1/28th or 1/29th of one month.
The patterns of seconds, minutes, hours and days are based on the Earth spinning on its axis. The darkness of night and light of day have to do with which part of Earth is facing the sun.
Months are based on the pattern of the moon orbiting Earth. During a moon cycle we have a full moon, quarter moon and a little sliver of a moon. Each 24 hours the moon and Earth are in a little different part of their orbit cycles. Earth moves in an orbit, too. It orbits the sun. During this orbiting process seasons change. As the seasons change from winter to spring to summer and to fall, a year passes. Write the names of the months on the lines below. Begin with January. Write the number of days in each month. You may need to look at a calendar for this activity. sample
Exploring Time
There are 24 hours in each day. By dividing every place on Earth into 24 time zones everybody experiences pretty much the same sort of day. 7:00 AM is the early morning, 12 noon is the middle of the day and 8:00 PM is evening.
Most neighboring cities are in the same time zone. When two cities are in different time zones their times are always one hour earlier or later. Most countries around the world also use this time zone system.
Want to learn more about time? 1. The Sundial 2. Pendulum Clocks 3. Military Time 4. Quartz Clocks 5. Clockwise and Counterclockwise 6. Hemispheres 7. Timers 8. Where Names of Days & Months Came From 9. Atomic Clocks The prime meridian is a "place" on the globe at something called "zero-degree longitude." The prime meridian passes straight through Greenwich, England. This is the place from which time is measured. It is called Greenwich Mean Time. Halfway around the globe in the Pacific Ocean is the International Date Line at "180 degrees longitude." Here is where the date changes from "today" to "tomorrow." If time interests you, there is much more to learn about it. Here is a list of topics you might like to research at home, in the Library or on the Internet. sample
Exploring Time
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necessities and nuances
ABCs of Being Smart ... N Is for Nurturing
By Dr. Joanne Foster
In this installment of ABCs of Being Smart, I navigate words beginning with the letter N, with a nod to all those who nobly nurture children's high-level development— in accordance with their numerous needs. In a nutshell, here are necessities and nuances to think about now.
* Networks—friends, families, and colleagues—we depend upon one another, locally and globally, for ideas, recommendations, updates, findings, and strategies. NAGC is one noteworthy organization. Its members embrace and further the mandate to help kids reach the highest levels possible.
* Neighbors—another integral part of that network. Our communities are strongholds for children's optimal development. "It takes a village to raise a child."*
* Netscapes—new technological advances alter the status quo, and will continue to affect the way we acquire information, communicate, and learn. Help children attain technological know-how, and teach them to use it wisely.
* Nascent—each child has promise—talents and abilities that will emerge with maturity, and with the right kinds of learning opportunities and nurturing.
* Naïve—don't be. As long as there've been kids, there've been parents looking out for them. Observe, listen, model, guide, motivate, and be available (nearby) when needed. If you think your job is done, then think again.
* Notice—keep your eyes open for the little things as well as the big ones. Sometimes small matters end up becoming challenging issues that might've been nipped in the bud.
* Narrow—kids who narrowly miss a designated "cut-off " for inclusion in a gifted program likely have advanced learning needs that should be addressed. Differentiated programming would be beneficial. In fact, it would be beneficial for all children.
* Neural Plasticity—the brain continually changes in its structure and functional pathways, sculpted by experiences across the lifespan. Intensive brain-building occurs during the early years, and it influences and shapes children's development. Necessities for optimal brain health include opportunities for playful exploration, conversation, and exposure to many kinds of cognitive and sensory stimulation.
* Never—never stop advocating for gifted/high-ability learners. If you don't, who will?
* Nucleus—offer safety, learning experiences, direction, and reassurance, ideally within the nucleus of a loving family.
Nuances (nevertheless, don't neglect...)
* Newsworthy Versus Nonsense—be astute when it comes to determining what child-rearing information merits your close attention, and what should be taken lightly. (In other words, use your noggin.)
* Negotiation—it's somewhat of an art. When engaged with kids, be sensible. However, don't be too quick to say no.
* Normal—what's normal? What's not? Every child is different. Some have strengths with numeracy, or numbers; some are naughty, or nerdy, or neat, or noisy, or nonstop questioners. Others are still finding their personal nexus or niche.
* Nagging—kids often need reminders; however, don't needle or nitpick.
* Nap—rest is important. A balance of stimulation and downtime is good over the long-term.
* Notions—children have all kinds of curious, novel, and even outlandish ideas. Why be a naysayer? The future depends on creative juices!
* Nerve—the word brings to mind the synonyms courage, boldness, spunk, and bravado. No matter how you define it, a child's spirit of adventure shouldn't be nixed.
Endnote
* Popular African proverb, adapted more recently by Hillary Clinton for her book It Takes a Village: And Other Lessons Children Teach Us (1996)
Author's Note
Joanne Foster, EdD, is co-author (with Dona Matthews) of the award-winning book Being Smart About Gifted Education, 2nd Ed. (2009, Great Potential Press), and Beyond Intelligence (2014, House of Anansi Press). As a parent, teacher, consultant, researcher, and education specialist, Dr. Foster has more than 30 years of experience in the field of gifted education. She teaches at the Ontario Institute for Studies in Education at the University of Toronto, and writes and presents extensively on high-level development and on a wide range of topics at conferences and learning venues across North America. Her book Not Now, Maybe Later: Helping Children Overcome Procrastination is forthcoming (Great Potential Press). You can visit her website at www.beyondintelligence.net or contact her at firstname.lastname@example.org | 1,885 | 961 | {
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Maths INTENT
At Manor Farm Infant school, we strive to ensure that the children in our care leave our school with high standards of numeracy, encouraging all pupils to work to the best of their ability.
Our intention is to ensure a depth of conceptual understanding through maths fluency, problem solving and reasoning skills. The maths curriculum is planned and sequenced utilising small step progression through concepts as well as a concretepictorial-abstract approach.
With this in mind we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them, by fostering analytical minds and confident communicators to tackle a range of practical tasks and real-life problems.
Manor Farm Infant School - Curriculum Design for Maths
Maths IMPLEMENTATION
Throughout the school we use the White Rose Maths scheme of learning as a basis to guide the children's journey to mathematical understanding. White Rose Maths is based on a mastery, small steps approach that gradually builds up to develop a deep understanding of the subject. It uses a concrete, pictorial and abstract approach to underpin understanding. Teachers use their expertise and knowledge to adapt and develop lessons to suit their cohorts needs.
EYFS
Mathematics is one of the seven areas of learning within the Early Years Foundation Stage Curriculum and is subcategorised into the two strands, 'Number' and 'Numerical Patterns'. There is a focus on learning through play for children at this stage of their education. Therefore, practical, hands on mathematics activities are available in dedicated areas in both the inside and outside environments. These will be changed regularly, as topic areas change, to keep children engaged, and will allow children to explore concepts introduced in adult-led activities. Staff also provide learning opportunities through quality interactions with children and encourage the children to explain their reasoning using full sentences.
Key Stage 1
Maths is taught daily using a wide range of mathematical resources and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. Every lesson will include some practise of mental maths skills, usually as a starter, development of fluency skills and an opportunity to practise reasoning and problem-solving skills. Talking about Maths is an important part of every lesson as this helps children to develop speaking, listening and reasoning skills. Maths vocabulary is explicitly introduced and recapped on to ensure understanding. Children are encouraged to work together to solve problems. Teachers will use the White Rose Maths Flashback questions to revisit and revise topics previously covered.
Maths IMPACT
As a result of our Maths teaching you will see:
* Engaged children who are all challenged
* Confident children who can talk about Maths and their learning and the links between Mathematical topics
* Children who show perseverance, resilience and a willingness to 'have a go'
* Lessons that use a variety of resources to support learning
* Different representations of mathematical concepts
* Learning that is tracked and monitored to ensure all children make good progress from their starting points
Children will:
* Have a greater understanding of number sense and be more secure using and applying number facts
* Be able to apply their knowledge to solve a range of concepts using a variety of methods
* Become more flexible and fluent thinkers as they are exposed to the relationships between idea and concepts
* Visualise and reason more readily due to a more in depth understanding of the key concepts
* Be confident using the correct mathematical language to compare, explain and problem solve.
Meeting the needs of our disadvantaged children, including Children Looked After, those eligible for Pupil Premium funding and those with SEND.
* Pupils falling into the lowest 20% category make personal progress of which they are proud. Where necessary children receive structured targeted interventions in a small group situation. We embrace a no ceilings approach where all children access the same work and those that need it have support in accessing resources to allow them to understand how to solve problems and extend their learning. This provision enables their learning to be taken in small steps, modelled and scaffolded. | 1,823 | 820 | {
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April 18-25, 2022
This Week in STEM
Kindergarten
We are learning about living and nonliving things. This week, we are reading a story about living and nonliving things in the ocean, then we will make a bubble map to describe each.
Home School Connection: Look around your house or neighborhood with your student and see what they can classify as living or nonliving in the desert.
1st Grade Students:
We are finishing up learning about animal homes this week. Students are finishing up their trioramas about their animal and the home its habitat.
Home School Connection: Go for a walk in your neighborhood or for a hike and look for different animals and how they live.
2nd Grade Students:
We began learning about coding using physical activity to code a dance and learn the correct vocabulary for sequencing, repeat, and code. This week, students will learn about binary coding and create a bracelet using binary code and the initials of their name.
Home School Connection: Ask your student to code a dance for you to complete at home, following a specific code.
3rd Grade Students:
We are playing our seeds this week and placing them into our greenhouses for safe growing for the next two weeks. Once their ready to take home, students will be able to transplant their green bean plants into their own garden or flower pot.
Home School Connection: Students will bring home their plants ready to transplant into a pot in a few weeks!
April 18-25, 2022
This Week in STEM
4th - 6th Grade Students:
All 4th - 6th grade students will be entering a culminating unit of study this final quarter of the 2021 - 2022 school year. It will take us the rest of the quarter to complete this final unit of study.
* 4th Grade will build and design their own board game and all components. We will spend the final two class periods playing each game created. They will follow the Engineering Design Process to build and design their games.
* 5th Grade will build a mini-golf course. Students will work in teams of 3-4 to create their own hole on the putt-putt course that will be played by all members of their class at the end of the year. Students will be able to bring in any needed materials from home to support their design and build. They're using Newton's Laws of Motion to complete this project.
* 6th Grade will design and create their own Olympic Game, set of rules, Country Flag, Medals, and any equipment needed to play their game. We will end the year playing the STEM Olympic Games, with medals to be awarded per class. They're using Newton's Laws of Motion to complete this project.
3rd Grade Gifted:
Students are finishing their own animal creation which they started before break out of playdough and craft materials. Once finished, they will create a diorama for their animal's habitat.
5th Grade Gifted:
We are coming to the end of our study on global warming. Students have finished their summaries and are now completing their analysis of what can be done to support global warming based on what they've learned thus far. They will begin their poster this week and will finish during our next class period. Poster presentations will be our last focus of the unit.
April 18-25, 2022
This Week in STEM
4th - 6th Grade Students:
Parents,
Your students may choose to bring materials from home to support their projects in STEM this quarter. Though we have many materials available in the STEM Lab, we do not always have the exact materials your student wants to use for their project. Please support your student and help them to find the materials they want to use. If you choose to purchase materials, the Dollar Store is a great place to look for materials.
We have the following supplies in class:
Glue
Hot glue
Scotch tape
Masking tape
Fasteners
Cardboard
Popsicle Sticks
Pipe Cleaners
Cups
Straws
Paper
Scissors
Cardboard Tubes (toilet paper and paper towel rolls)
Paint
Clay
Duct tape
Glitter/Glitter Glue
Felt paper
Playdough
Foam paper
Specific materials for their theme
They may wish to bring any or all of the following:
Paint
Clay
Duct tape
Glitter/Glitter Glue
Felt paper
Playdough
Foam paper
Specific materials for their theme | 1,715 | 942 | {
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Microplastic Resources for Educators
What Are Microplastics?
Microplastics are plastic particles that are greater than 1 nanometer (nm) and less than 5 millimeters (smaller than a strand of DNA and up to the diameter of a straw). This definition includes nanoplastics, which range from 1 nm to 1,000 nm.
Why Do We Care about Microplastics?
Effects on human health are not well understood. Scientists are researching microplastics and their effects on the environment and human health. Microplastics have been found in the air we breathe, the water we drink, and the food we eat. They pose a potential risk to humans and wildlife through exposure to the chemicals in plastic and through physical effects. Learn more at https://mp-1.itrcweb.org/human-health-andecological-effects/#4_5.
How Are Humans Exposed?
MP-1-4 07/2024
Let's Learn Together!
The science surrounding microplastics is new and rapidly evolving. As a result, we are all working to better understand microplastics— even scientists and regulators. Addressing microplastics requires collaboration between the scientific community, decision makers, and the general public. Learn more at https://mp-1.itrcweb.org.
Ideas for K-12 Student Curricula
ITRC has compiled a list of curricula, lesson plans, activities, videos, coloring books, and handouts that teachers can use to educate their students about plastics and microplastics. The list can be found at https://mp-toolkit.itrcweb.org/wpcontent/uploads/2024/05/23-K12-Resourcesfor-Educators.xlsx.
Here are a few tips for looking for additional sources or for creating your own activity:
Humans may consume microplastics from many different sources—in products such as toothpaste that contain microbeads; in drinks stored in plastic bottles; in food that is packaged, stored, and microwaved in plastic; and in water from community water supplies or private wells.
1. Use reputable resources such as a college/university or government website. Typically, their educational materials are free and not copyrighted.
2. Use age-appropriate language and examples.
3. Try to incorporate graphics and hands-on activities.
The Interstate Technology and Regulatory Council (ITRC) is a state-led environmental coalition devoted to creating innovative solutions, best management practices, documents, and trainings to foster technical knowledge and quality regulatory decision-making to protect human health and the environment. Visit Home - ITRC (itrcweb.org). | 1,131 | 529 | {
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Engraved around the edge of the seat: "On September 9th, 2015, the reign of Queen Elizabeth II surpassed that of Queen Victoria, making it the longest reign in Canada's modern era."
Laser etched onto the front of the back rest, along with Historic Reign Seal (to be provided):
First Royal Tour of Canada (as Princess Elizabeth) - 1951
Ascended the throne as Queen of Canada - February 6th, 1952
First monarch to open Parliament (Ottawa) - 1957
First visit to United States as Queen of Canada - 1957
Appointed the first French Canadian Governor General (General Vanier) - 1959
Named "Mother of all People" by the Salish Nation - 1959
Opened the St. Lawrence Seaway - 1959
Celebrated the 100th anniversary of the Charlottetown and Quebec Conferences - 1964
Proclaimed the Canadian National Flag - 1965
Presided over Centennial celebrations on Parliament Hill (Ottawa) - 1967
Established the Order of Canada - 1967
Established the Order of Military Merit - 1972
Commemorated the 100th anniversary of the founding of the North- West Mounted Police - 1973
Commemorated the signing of Treaties Six and Seven - 1976
Opened the Games of the XXI Olympiad (Montreal) - 1976
Celebrated Silver Jubilee and opened Parliament (Ottawa) - 1977
Proclaimed the Constitution Act & Canadian Charter of Rights and Freedoms - 1982
Visited Her Majesty's Chapel of the Mohawks at Six Nations of the Grand River - 1984
Established the Canadian Heraldic Authority - 1988
Unveiled her equestrian statue on Parliament Hill (Ottawa) - 1992
Approved the creation of the Canadian Victoria Cross - 1993
Commemorated the 500th anniversary of the arrival of John Cabot in Newfoundland - 1997
Established the Order of Merit of the Police Forces - 2000
Celebrated Golden Jubilee - 2002
Elevated Christ Church, near Deseronto (on Tyendinaga Mohawk Territory), to become a Royal Chapel
- 2004
Presented a stone taken from the Balmoral estate to the First Nations University of Canada - 2005
Rededicated the Canadian National Vimy Memorial (France) - 2007
Commemorated the 300th Anniversary of the Covenant Chain Relationship - 2010
Marked the 100th anniversary of the baptism of Mi'kmaq Grand Chief Henri Membertou - 2010
Marked the Centennial of the Royal Canadian Navy (Halifax) - 2010
Unveiled the cornerstone of the Canadian Museum for Human Rights (Winnipeg) - 2010
Celebrated Diamond Jubilee - 2012
Accepted title of "Commissioner-in-Chief" of the Royal Canadian Mounted Police - 2012
Approved the creation of the Polar Medal - 2015
Approved the creation of The Sovereign's Medal for Volunteers - 2015
Attended the centennial celebrations of the entry into Confederation of Manitoba (1970), Northwest Territories (1970), British Columbia (1971), Prince Edward Island (1973), Saskatchewan and Alberta (2005).
On the rear of the back rest of the bench the following text:
Unveiled on September 9th, 2015, by the Honourable Elizabeth Dowdeswell, OC, OOnt, 29th Lieutenant Governor of Ontario
This monument was made possible thanks to generous donations by the following:
Wilf and Doris Arndt
Carolyn Brown
Madeleine and Monte Levy
Carrie and Mark Mullins
Oresta Orlick
Councillor Judi Partridge
Councillor Robert Pasuta
Marilyn Hardsand UE
Rotary Club of Waterdown
The Students, Parents and Staff of Yorkview Public School (Dundas)
David Sweet MP
The Tidridge Family
United Empire Loyalists' Association of Canada - Hamilton Branch
The Waterdown - East Flamborough Heritage Society
Special thanks to Mr. Kevin MacLeod CVO CD, Canadian Secretary to the Queen, for his advice and support. | 1,902 | 926 | {
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Oraze Elementary
3468 N. Armstrong Fresno, CA 93727
Dear Parent or Guardian,
Coronavirus (COVID-19) is an illness caused by a virus that can spread from person to person. The virus that causes COVID-19 is a new coronavirus that has spread throughout the world. COVID-19 symptoms can range from mild (or no symptoms) to severe illness. You can become infected by coming in to close contact (under 6ft) or through the spread of respiratory droplets (through cough, sneezing, or talking) from a person who has COVID-19. You may also get it by touching a surface or object that has the virus on it, and then by touching your mouth, nose or eyes.
People with COVID-19 have had a wide range of symptoms reported – ranging from mild symptoms to severe illness. Symptoms may appear 2-14 days after exposure to the virus. People with these symptoms may have COVID-19:
* Cough
* Fever or chills
* Shortness of breath or difficulty breathing
* Muscle or body aches
* Fatigue
* Headache
* Sore throat
* New loss of taste or smell
* Congestion or runny nose
* Diarrhea
* Nausea or vomiting
Because your student has one or more of the above listed symptoms and because we want to protect your student's health and the health of others, your student cannot return to school until one of the following are true:
2. At least 10 days have passed from the day symptoms were first identified AND at least 24 hours without symptoms including being fever free without fever reducing medication.
1. Your student has a negative test result for COVID-19 and has no further symptoms (be prepared to show proof of negative COVID-19 test). OR
COVID-19 and other illnesses are potentially very serious. Please consult your medical provider for any questions you may have regarding your student's condition or testing. If your student has symptoms that are worsening, particularly any trouble breathing, continued pain or pressure in the chest, or bluish lips or face, immediately contact your medical provider, go to the emergency room, or call 911.
If you do not have a negative COVID19 test for your student, the earliest date your ill student can return is: ________
In addition, any other students living in the household of the sick student may not return for 14 days AFTER the last day they were in contact with the ill child. You should try to isolate your sick student from any well family members while at home.
Please contact the school site nurse if you have any questions regarding returning to school at 559-327-1700. For more information on isolation and quarantine, please visit the Fresno County Department of Public Health website at https://www.co.fresno.ca.us/departments/public-health/covid-19/covid-19-orders
Robyn Snyder, Principal Oraze Elementary | 1,225 | 604 | {
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Assignment 1 - 100 points
Algorithms
CMPT 435
Goals
Requirements and Notes
Resources
Hints
Submi6ng Your Work
Algorithms
* to program a few elementary data structures so we can experiment with them later on.
* Develop and test a singly linked list (essentially, a Node class).
[20 points]
* Using the elements of your linked list, develop a stack. You must implement it yourself; you may not use any built-in features of the language or its libraries for the stack. (You may use language libraries for other things, like Lile operations and the like.)
* Using the elements of your linked list, develop a queue. You must implement it yourself; you may not use any built-in features of the language or its libraries for the queue.
* Download the the text Lile magicitems.txt from our web site.
* Check each line of the array to see if it's a palindrome, ignoring spaces and capitalization. Print it out only if it is a palindrome.
* Read it line-by-line into array. (You will need this code again.)
- To check whether or not a given string is a palindrome, take it character by character and push each character on a stack and enqueue each character on a queue. When every character is on the stack and in the queue, pop the stack and dequeue the queue one character at a time. If they always match then the string is a palindrome.
* Create a LaTeX document that includes code listings (with line numbers) for your node, stack, queue, and main program. Explain the good parts of how each works, as if you were teaching it to someone else. Reference line numbers for pedantic clarity.
Your code must …
* separate structure from presentation.
* not be in a Java package; it makes it harder for me to compile.
* be professionally formatted yet uniquely yours (show some personality)
* demonstrate best practices and make me proud to be your teacher.
* Linked lists are described in our text in chapter 10.2, starting on page EC.
* Stacks and queues are described in our text in the beginning of chapter 10, starting on page 1110 1000.
Make sure that I have approved of your programming language (the one about which you wrote a limerick in Assignment 0) before you begin.
Make many commits to GitHub. I do not want to see one massive "everything" commit when I review your code. (It's −∞ if you do that.) Commit early and often. And make sure your commit messages are descriptive and informative, and — if possible — entertaining.
Be sure that you make your Linal commit for this assignment on or before the due date. (See our syllabus for those details.)
© 2019-2112 Alan G. Labouseur, All Rights Reserved
Page of
[20 points]
[20 points]
[30 points]
[10 points]
[−∞ if not]
1
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Assignment 3 - 100 points
Algorithms
CMPT 435
Goals
Requirements and Notes
Resources
Submitting Your Work
Algorithms
* to implement searching and hashing, and to understand their performance.
* Download the the magicitems.txt file from our web site again.
* Sort the array using one of your sort implementations from assignment #2. Include a copy of your sorting code in this assignment's directory so that your project remains easy to compile.
* Read it line-by-line into an array, reusing (and improving) your code from assignment #2.
* Develop your own implementation of linear and binary search.
* Perform a linear search on the entire (sorted) array for each of those 42 randomly selected items. Print the number of comparisons used for each search and compute the overall average.
* Randomly pick 42 items from the array of magic items.
* Perform a binary search on the entire (sorted) array for the same 42 items as before. Print the number of comparisons used for each search and compute the overall average.
* Record your results in a table in a LaTeX document along with your code listings and documentation. Note the asymptotic running time of each search and explain why it is that way.
* Develop your own implementation of a hash table with chaining, of size 250. Use the hash function we spoke about in class (and in the example code on our web site at https://www.labouseur.com/courses/ algorithms/Hashing.java.html).
* Retrieve the same 42 (no longer random) items from your hash table. Print the number of (get + comparisons) for each item and compute the overall average. (Every get is one compare, then count the comparisons needed to handle chaining.)
* Load your hash table with all of the the magic items.
* Add these results to your LaTeX document, including the asymptotic running time of hashing with chaining and explain why it is that way.
As usual, your code must separate structure from presentation, be professionally formatted yet uniquely yours (show some personality), use and demonstrate best practices, and make me proud to be your teacher.
[−∞ if not]
* Linear and binary search are described in our text in sections 10.2 and 27.3.
* Hash tables with chaining are described in our text in section 11.2.
In addition to your source code, commit your LaTeX document in both .tex and .pdf forms to your GitHub repository. For your code, make many commits to GitHub. If you don't make enough commits, I will not accept your work. Be sure that you make your final commit for this assignment on or before the due date. (See our syllabus for those details.)
© 2019-2112 Alan G. Labouseur, All Rights Reserved
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Growing Guide: Beetroot
Top 5 Reasons to Grow Beetroot
1. Easy to grow
3. Zero food waste – you can eat every part of the beetroot (and all parts taste amazing!)
2. Stores well – can be eaten all year round
4. Nutritious – good source of iron and folate
5. Versatile veg – boil it, bake it, grate it into salads, make chutneys, wine and even cakes (beetroot brownies, yum)
Step 1: Sowing
When to Sow: Sow every two weeks from April until July (for a continuous supply of young beets) although you can start even earlier (March) in a greenhouse or polytunnel. Sow another batch in July which will be ready to lift in October for winter storage.
Where to Sow: You can sow beetroot seeds direct in the soil, but if you're growing outside we recommend sowing in a module tray first to transplant later. For baby beets you can sow in pots (one or two litre) and grow them on a sunny windowsill.
How to Sow: Fill the tray or pot with compost and give it a little bang on the table to settle the compost and get rid of any air pockets. Place one seed in each module in the tray, or 2-3 seeds in a large pot. Push each seed into the compost about 2cm deep and cover up with some compost. Give it a water.
Sowing Tip: Soak seeds in warm water for 20 mins before sowing to aid germination
Step 2: Growing
Transplanting: When the seedlings are large enough and ready to graduate to life outside the module tray (after about four weeks) it's time to move them on to either a larger container or into the soil outside. Plant about 10cm apart at 30cm between rows.
Growing Tips: Keep the ground weed free by hoeing carefully. Young beets are sensitive to cold spells so be mindful to put fleece over them if growing during the colder months. Over-watering encourages leave growth at the expense of root formation.
Step 3 - Harvest
When to Harvest: Harvest the beets when they're nice and small (somewhere between the size of a golf ball and a tennis ball) and they will taste delicious. You can also harvest the leaves for salads, but not too many as the roots need the leaves too.
Harvesting Tip: You can store harvest beets in sand or peat and they will keep for 3-4 months. Twist off leaves a few centimetres above the root before storing. Handle carefully as they will "bleed" if damaged.
GIY Tips
Beetroot is an example of a veg that we succession sow. This means we sow a few seeds every so often so that fresh beetroot will be available all year round! We suggest sowing in February, March and July.
Beetroots do not like dry soil – it causes 'woody' roots (very unpleasant). Keep soil moist in dry weather and/or mulch to conserve moisture.
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Primary Concepts®
Ready to Read Read Along Songs 1299
Primary Concepts' Ready to Read Read Along Songs addresses the following Common Core State Standards.
Common Core State Standards Kindergarten
Reading: Foundational Skills
Print Concepts
RF.K.1. Demonstrate understanding of the organization and basic features of print.
* Follow words from left to right, top to bottom, and page to page.
[x] Recognize that spoken words are represented in written language by specific sequences of letters.
[x] Understand that words are separated by spaces in print.
Phonological Awareness
RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
* Recognize and produce rhyming words.
* Count, pronounce, blend, and segment syllables in spoken words.
* Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phonics and Word Recognition
RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.
* Read common high-frequency words by sight.
* Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Fluency
RF.K.4. Read emergent-reader texts with purpose and understanding.
Reading Literature
Range of Reading and Level of Text Complexity
RL.K.10. Actively engage in group reading activities with purpose and understanding.
Language Standards
Common Core State Standards Grade 1
Reading: Foundational Skills
Print Concepts
RF.1.1 Demonstrate understanding of the organization and basic features of print.
* Recognize the distinguishing features of a sentence (e.g, first word, capitalization, ending punctuation).
Phonics and Word Recognition
RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
[x] Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
[x] Read words with inflectional endings.
[x] Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
[x] Read on-level text with purpose and understanding.
[x] Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
[x] Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Language Standards
Vocabulary Acquisition and Use
L.1.4. Determine or clarify the meaning of unknown and mulitple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
[x] Use sentence-level context as a clue to the meaning of a word or phrase.
[x] Use frequently occurring affixes as a clue ot the meaning of a word.
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DAY.23
"The art of listening is a key quality of great leaders."
Listening is truly an art. Usually, we don't truly listen to each other, we just wait to respond. We are often never taught how to listen actively. We say we want to understand, but we don't listen. We project our own fears, assumptions, interpretations and desires to others' words. Every word we hear is a trigger to our ears. Positive or negative.
We hear based on our belief system, and we respond accordingly. The art of listening is the art of keeping the focus on the other, versus getting lost in our own mind. It's about being patient and present. Listen and Silent are the same words, written in a different way. By staying present and silencing the inner critic who judges us and others all the time, we can reply not only to words but also to feelings and expectations. We can have a heart-to-heart conversation.
The art of effective listening is the gateway to real, deep and clear communication.
By letting space for others to be fully heard we create the fundamental soil for great relationships, trust and honest feedback. By listening actively we create deeper & true connections with the people around us.
Plus it boosts our confidence. If you want someone to fly, make them feel heard, valued & understood.
Lastly, the best insights a person can have is only when they draw their own conclusions, not when you just tell them to him/her. Leadership in that sense is the art of asking good questions & listening actively.
ON.PURPOSE STUDIO
Phrase of the day: 'Today I listen actively'.
Write this phrase in your journal.
PRACTICE
This morning, instead of meditation, we invite you to listen to the sounds of silence. Stay in silence for 10 minutes. Just be. You will experience this as a challenging, yet the best listening exercise.
'Throughout your day invite you to listen actively during your conversations with others. Listen as if you had to repeat with details to someone else, the tone of the voice, the feeling, and the words. Make notes if necessary. The goal is to make the other person feel heard and understood.
You can also ask the person you are talking to ask one of the following:
"if I understand it correctly.... repeat what he/she said"
him/her to repeat something if you didn't understand.
"can you share an example?"
"how does that situation make you feel?"
Breathe. Keep eye contact.
Breathe before you reply.
Observe your mind.
Is it wondering when someone is talking to you?
What do you feel in your body when you are listening to someone's issues?
Optionally: Today we also invite you to call or meet someone that usually triggers you into conflict. Try to practice the above. Pause, listen actively, observe your body and sensations. Write in your journal any insight from this exercise.
ou canStay word
ON.PURPOSE STUDIO
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"Me Too"
December 2014, January, February 2015
WINTER QUARTER
Dear Boys and Girls,
I wonder if winter is cold and snowy where you live. It is cold and snowy where I live.
It is fun to play outside in the winter when the weather is not too cold. It is also fun to be warm and cozy inside in the winter.
It is fun to go to Sunday school any time of the year. It is especially nice to be in a warm classroom when the snow is flying and the wind is howling!
This winter you will learn more about Jesus. You will learn how to trust Him as Saviour. You will learn how to live for Him all your life.
Welcome to winter! I have prayed for you!
Your friend,
Donna Poole
"Me Too"
WINTER QUARTER
Vol. XCI
December 2014, January, February 2015
Editor in Chief: Grace M. Todd
Writer: Donna Poole
No. 1
Edited and published quarterly by THE INCORPORATED TRUSTEES OF THE GOSPEL WORKER SOCIETY UNION GOSPEL PRESS DIVISION
Rev. W. B. Musselman, Founder
Price: $1.75 per quarter* $7.00 per year*
*shipping and handling extra
ISBN 978-1-936898-35-0
Lessons based on International Sunday School Lessons; the International Bible Lessons for Christian Teaching, copyright © 2011 by the Committee on the Uniform Series and used with permission. Edited and published quarterly by The Incorporated Trustees of the Gospel Worker Society, Union Gospel Press Division, 2000 Brookpark Road, Cleveland, Ohio 44109-5812. Mailing address: P.O. Box 6059, Cleveland, Ohio 44101-1059. www.union gospelpress.com
What Boys and Girls Like to Do
Play in snow, go skating too, Color with crayons a sky so blue, Go to church and Sunday school— Those are what boys and girls like to do.
Learning to Pray
"When you feel ready, you can use your own words when you pray," Dad reminded Robbie again.
Robbie nodded. Mom had been telling him that for a few months now. Robbie wanted to keep saying the memorized prayer he had prayed since he could talk. He did not really want to learn to pray in his own words. He did not know how to pray until Johnnie and his parents got hurt in a car accident.
Johnnie's family was on the way home from church one snowy Sunday. The car skidded on a curve and hit a tree. Johnnie and his parents were in the hospital. Only Johnnie's little sister was not hurt.
Robbie's parents got the phone call about the accident right before they sat down to Sunday dinner.
"May I pray for the meal in my own words?" Robbie asked.
"Of course," Dad answered.
"I don't know what to say," Robbie said.
"When we pray, we thank God. We praise Him. We tell Him we are sorry for our sins. We ask Him for what we need. We pray in Jesus' name," Dad replied.
Robbie nodded. "Dear God," he prayed, "thank You for this food and that You can do anything. Thank You that Jesus died for my sins. I am sorry for my sin. I am sorry I get angry. Please help Johnnie and his parents to get better. I love You. In Jesus' name. Amen."
"Was that OK?" Robbie asked.
"That was just fine, Robbie," Dad said. "That was just fine."
Worship God's Son
Lesson: Hebrews 1:1-9
God created Adam and Eve. He walked and talked with them in the garden every night. When Adam and Eve sinned, they had to leave the garden. God no longer came down to speak to them every night.
God did not stop trying to speak to people. For many years, God spoke to prophets who gave His words to people. Sometimes the people listened to the prophets. Sometimes the people did not listen to the prophets.
God then spoke to people through His Son, Jesus. Jesus left heaven and came to earth. He was born as a baby. He grew up. He told people what God the Father wanted them to know. He showed people what God is like. Jesus is God the Son.
Jesus died on the cross to take the punishment for the sin of the world. He rose again. He went back to heaven. He sits next to God the Father. Because of Jesus, we know all that God the Father wants us to know.
Jesus is better than prophets. He is better than angels. Angels also told people God's messages. Angels are wonderful, but they are not God. Jesus is God the Son. Angels worship Jesus.
Angels do many things we cannot do. They are God's servants. Jesus is God's Son. Jesus will come back to earth someday. He will rule as King forever. His king-
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MATH5061: Week 3 Assignment
Instructions
Please submit answers to this assignment as a .tar.gz file of the directory containing the python solution source files via email email@example.com sureto use the subject line (without quotes)"MATH5061:Assignment 03:ACCESSID" Where ACCESSID is your AccessNet ID, for example tue86537
Q1
Write a Python program that reads the included file rfc.txt and prints out a histogram of the number of occurrences of each word. Ignore case. And also ignore punctuation (comma, single and double quotes, period, and parenthesis, exclamation mark etc.). Sort the output so that the words with highest frequency are at the bottom of the histogram
- For the program
- Write a function to generate a dictionary with words as keys and number of occurrences as values
- Write a function that takes a dictionary returned by the previous function and prints a histogram that is sorted so that the highest frequencies appear last
Q1. Example Output of Your Program
Sample Input File:
The software tools philosophy was an important and integral concept in the initial design and development of Unix (of which Linux and GNU are essentially clones).
Output:
```
$ python3 countwords.py integral : + concept : + are : + software : + was : + design : + an : + unix : +
```
```
linux : + development : + clones : + which : + in : + gnu : + important : + essentially : + philosophy : + initial : + tools : + the : ++ of : ++ and : +++
```
Hints for Q1.
- It is very important that you tackle this exercise in stages. Writing the entire program in one go will make your job harder
- In class, I built the "histogram for characters" program in stages verifying that each stage works
- For example, in the second stage I just write a program that splits the string into characters and prints each one. And then verify that it works correctly for different inputs.
- Try a similar strategy
- Use str.strip() method to remove punctuation
- The sorted() built-in, when passed the items of a dictionary will return it sorted by the keys (we need it sorted by values)
- sorted() has a parameter called key which is the name of a function that takes one argument and returns the value that should be used for determining the sort order
- Example of using sorted() with a key
The following program prints a list sorted in two different ways
- With no key function specified. The items are sorted in their natural order
- With key argument set to the name of a function that returns the absolute value of its argument. The resulting list is sorted by its absolute value because sorted() calls myabs() for each element in the list and uses the return value to determine sorting order.
- Example program and output:
```
def myabs(n): if n < 0: return -n else: return n a = [-1, -3, 2, 4, -7,-5, 4] print(sorted(a)) print(sorted(a, key=myabs)) $ python3 myabs.py [-7, -5, -3, -1, 2, 4, 4] [-1, 2, -3, 4, 4, -5, -7]
```
Q2
Write a program that creates a copy of a file
- Ask user for input pathname and output pathname
- Check if input file exists and inform user if it doesn't exist
- Ask user to try entering an input pathname again
- Print a message to the user if the output pathname already exists
- Ask user to enter a pathname that does not already exist
- Read all contents of input file and write to the output file using only the methods mentioned in class
- Test your program with an image file '.JPG' to see if the output file can be opened and is an exact copy of the input file | 1,630 | 868 | {
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13 Months
Date:___/___/___
Patient Name:________________________ D.O.B.:___/___/___
Age:_______ Ht:________ Wt:________
HC:________
PREVIOUS Exam:___/___/___
Ht:________
Wt:________
Vitamins:______________________
Breast-Whole Milk:_______________
Foods:________________________
Immunizations:__________________________ Next Appt.:________________
Nutrition:
- Your child's appetite may be variable and your child may eat very little. This is normal as the rate of growth is slowing down.
- You may switch your child from formula to whole (4%) milk. Encourage cup, wean off bottle.
- Encourage your child to use a cup and a spoon. Try to transition off the bottles to sippy cups as soon as possible.
- Your child may begin to eat table foods. Avoid foods that can cause choking or be aspirated, such as popcorn, nuts and hot dogs cut into circles.
- Most children at 1 year of age weigh about three times their birth weight.
- Vitamin supplements are generally not necessary.
- Start setting limits on pacifier use.
Accident Prevention:
- Poison Control # 800-222-1222.
- Continue to use an approved car safety seat. Infants should be rear-facing until they are 24 months old.
- Be careful of hot liquids on the stove or table top-move them back from the edge and turn pot handles to face the back of the stove.
- Store all medicines and cleaning supplies out of your child's reach. Use safety latches on drawers that contain dangerous objects, such as scissors and knives.
Sleep:
- Your baby may experience some night wakening. If this happens, do not play, feed or take your child into your bed. Use a transitional object, such as a favorite blanket, toy or doll, to help soothe her back to sleep.
- Establish a bedtime routine and relatively constant bedtime.
Development-Most babies at this age:
- Stand alone.
14-15 MONTHS
- Have a precise pincer grasp with their thumb and index finger.
- Cruise around furniture or walk alone.
- Put one object inside of another.
- Drink from a cup.
- Try to build towers of cubes or blocks.
*Walks well alone.
*Point to body parts on request.
*Scribble on paper.
*Indicate wants by pointing or vocalizing.
- Imitate words.
*Limit TV viewing.
- Say "dada" or "mama".
o Toys and activities: Blocks for building and stacking, naming body parts, smelling things, toy telephone, rolling ball back and forth, pat-a-cake are good toys and activities for this age.
o Language: Encourage language by naming objects and using picture books. Use short sentences. Use less baby talk. Read to your child.
o Independence: Children this age are becoming more independent. They want to do more for themselves. This normally leads to expected oppositional behavior. Your child may seem to resist everything that you want them to do. Try not to get into a power struggle over everything. Allow a reasonable amount of freedom within a safe environment.
o Discipline: Use positive reinforcement for most behaviors. There should be few prohibitions or rules, but be very firm about those you choose to enforce. Above all, be consistent and persistent.
Pediatric Associates, Inc.
Fort Wayne, IN 46804
7910 W. Jefferson Blvd. Ste. 201
(260) 436-3789
*●Gregory W. Veerkamp, M.D.●●Mary Pat Veerkamp, M.D.
Aaron J. Sackett, M.D. ●●Kathryn I. Kleber, M.D. ●●Abigail R. Haselden, M.D.
David A. Rusk, M.D.●●Andrew P. Landrigan, M.D.●●Jennifer L. Landrigan, M.D. | 1,663 | 818 | {
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Active transportation is a healthy, fun and easy way to get around.
Here are some tips and safety suggestions:
BE SAFE DRIVING
è è Stop for pedestrians. Every intersection is a crosswalk — painted or not.
è è Watch for children around schools, parks, buses and in neighborhoods.
è è Give bikes at least 3 feet when passing. Bikes are vehicles and can legally use the full travel lane.
è è Allow buses to merge into the travel lane after picking up or dropping off passengers.
è è Always check for bicyclists and pedestrians when making a turn.
è è Check your mirrors and look for bicyclists when opening car doors or turning right.
BE SAFE BUSING
è è Give yourself plenty of time. Do not run across or along the street to catch a bus.
è è Stay alert and hold on to railings when a bus is slowing down or turning.
è è Get ready to ride. Wait for the bus in the correct location and make yourself visible to the bus driver.
è è After exiting, wait for the bus to depart and cross at the nearest intersection to get to your destination.
BE SAFE BICYCLING
è è Wear a properly fitted helmet and ensure that your bike is in good working order (ABC = air, brakes, chains).
è è Bikes belong on the road. Stay off sidewalks, ride in the direction of traffic and obey all traffic laws.
è è Be predictable – ride in a straight line, don't weave between parked or moving vehicles, and use hand signals to communicate your intentions to other drivers.
è è Be visible. Use head and taillights at night – it's the law. Bright clothing increases visibility.
è è Stay at least 3 to 4 feet from parked cars to prevent collisions with suddenly opened car doors.
BE SAFE WALKING
è è Cross in crosswalks and at marked intersections. Avoid the temptation to cross the street midblock. If a pedestrian signal is present, only cross when the "WALK" signal is lit.
è è Eyes and mind on where you are walking. All. The. Time.
è è Check for turning vehicles when crossing streets and driveways.
è è Walk on sidewalks or designated paths. If none are present, walk along the shoulder/ berm in the direction opposite of traffic.
è è Allow space and time for vehicles to stop and increase space and time at night and during inclement weather.
è è Be visible. Bright clothing increases visibility. Carry a flashlight for walking when it's dark.
YourMoveOhio
/
@YourMoveOhio
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The impact of the internal design of the educational environment on the
innovative skills of the child
Prof. Ashraf Hussein Ibrahim
Professor, Department of Interior Design and Furniture - Faculty of Applied Arts Helwan University firstname.lastname@example.org
Prof. Asmaa Abd El-gawad El-Sebaay
Professor, Department of Interior Design and Furniture - Faculty of Applied Arts -
Helwan University email@example.com
Researcher. Alaa Magdy Said Abd El-Hameed
Assestant teacher, Department of Interior Design and Furniture - Faculty of Applied
Arts - Helwan University firstname.lastname@example.org
- Abstract:
Childhood is one of the most important stages in a person's life, as it is considered the fertile environment in which the child can be affected by everything around him and this is shown through his behavior and actions within the surrounding environment, and many scientists have emphasized the importance of that age stage in developing the innovative process of the child Creativity is a common characteristic of all children, and since today's children are the ones who will interact in the near future with the rapid technological change that we are accompanying, and they will be responsible for the development and progress of society. Therefore, an appropriate environment must be provided to develop their intellectual and innovative skills from an early age to advance society in the future .
Hence the problem of the research lies in the neglect of the role of interior design in building and forming the child's personality and developing his innovative skills, and the lack of the interior design of the child's spaces in Egypt for the determinants and standards of interior design that contribute to the development of the child's innovative skills. The research also assumes that there is a strong relationship between interior design and character building The child and that the use of the standards and determinants of the internal design of the child helps in providing an educational environment capable of developing the innovative skills of the child. The research aims to reach the importance of the role of interior design in developing and developing the innovative skills of the child, as well as identifying the design determinants of the internal design directed at the child, and this is done. Through the research methodology that relies on the inductive approach: through books, references and scientific messages that clarify the importance of innovation in the child's life and the role of interior design in creating an appropriate environment for the development of his innovative skills, and the descriptive and analytical approach: through an analysis of an interior design work directed at the child that contributes In developing his innovative skills. Hence the importance of research in activating the role of interior design in Tehi Creating the child's internal environment to contribute to the discovery and development of his innovative skills.
- Key words:
Innovation - the child's learning environment - innovative skills | 1,291 | 566 | {
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ALLERGY-PROOFING YOUR HOME
Many things in your home can trigger allergic reactions or make them worse. These troublemakers (allergens) include dust, mold, animals, and pollens. The less your home contains these allergens, the more comfortable your child will be and the less medication your child will require to alleviate allergy symptoms. Common allergy symptoms are cough, sneezing, itchy & watery eyes, eczema and runny nose (rhinitis).
WHAT TO DO TO MINIMIZE HOUSEHOLD DUST EXPOSURE
HOW TO AVOID MOLD GROWTH
* Cover pillow, mattress & box spring with airtight vinyl or nylon zip-on covers
* Replace upholstered headboard
* Use furniture that can be wiped clean with a damp cloth
* Replace down & feather pillows with synthetic filled pillows (not foam rubber)
* Replace wool blankets and down comforters with cotton or synthetic blankets
* Wash sheets, blankets, curtains, and rugs often using hot water to kill dust mites
* Use washable curtains instead of drapes
* Use roller shades or vertical instead of horizontal Venetian blinds
* Remove carpets and damp mop floor often
* Wash stuffed animals frequently in hot water and dry in dryer
* Close forced-air heating outlets or cover with filters
* Keep extra books and knickknacks to a minimum
WHAT ABOUT PETS
* Don't buy a furry or feathered pet for the allergic child
* Keep pets outside as much as possible
* Keep indoor pets out of your child's bedroom
* Wash hand well after contact with pets
* Wash the pet once a week
* Vacuum carpets regularly to remove hair and fleas
* Don't let your child travel in the same car as a pet
* If you live on a farm, minimize your child's chores around the animals
THE POLLEN SEASONS
* Spring - Trees, pollen counts are highest in the early morning
* Spring to Fall - Grasses, pollen counts are highest in the early evening
*
Late Summer to Fall - Ragweed, pollen counts are highest midday
AND FOR ALL ALLERGIES
* Minimize exposure to cigarette smoke; it makes the respiratory tract more vulnerable to allergens
* A high-efficiency particulate-arresting (HEPA) filter may be helpful in your child's room, however they can be costly
* Keep humidity low (40-50%)
* Use exhaust fans in kitchen and bathroom.
* Keep all rooms well ventilated
* Wash bathroom well with mold-killing cleaners such as Lysol or bleach
* Launder shower curtain and liner frequently
* Waterproof your basement as much as possible
* Clean the refrigerator often to avoid growth of mold
* Dehumidify damp areas such as basements Remove old wall paper and replace with mold proof paint
* Check closets for moldy shoes and boots
* Keep household plants and dried flowers to a minimum, inspect for mold
* Check and clean out air conditioners and vaporizers
* Remove or keep child away from compost piles, mold grow well here
IF YOUR CHILD HAS POLLEN ALLERGIES
* Keep windows closed during pollen seasons,
* use an air conditioner if possible
* If you must open windows for ventilation, keep closed when pollen counts are highest
* Dry linens indoors instead of on a outside line
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Marathon Nutrition
Providing your body with plenty of go is important when you are training for a marathon. There are four main pieces to this puzzle. It's simple when written down, but doing it can be another story. Let me know if you need a hand!
Everyday Nutrition
Pre-training Nutrition
Training for a marathon is hard on your body! Thank it with food that provides plenty of goodness.
- Eat plenty of fruit and vegetables (your parents were right).
- Eat balanced meals including whole-grain carbohydrates (breads, cereals, rice, pasta, fruit, starchy vegetables), protein (meat, eggs, dairy, lentils, tofu, beans), and healthy fats.
- Think about iron and calcium rich foods.
- Don't micromanage your nutrient and calorie intake, it is unnecessary and boring.
- Enjoy your food – you've earned it.
Training Nutrition
When training is less than 1 hr:
No requirements. Some carbs may perk you up though.
When training is 1-2 hrs:
Aim for 30-60g of carbs per hour from fluid and fuel. You should drink to thirst.
When training is 2+ hrs:
- Nutrition is important to optimise training quality and practise for event day.
- The more carbs you can tolerate, the better you will perform.
- Aim for at least 60g of carbs per hour.
- Fluid requirements vary depending on the weather and personal factors.
Get Personalised Advice
Achieve your event goals with a personalised nutrition plan for training and race day.
Click here for more details.
Food/Fuel
- Prior to longer training sessions a preexercise meal can improve performance.
- Take 2-3 hours prior to exercise if possible.
- Choose foods that make you feel great, but aim to focus on whole-grain carbohydrates.
- Some fats and protein (e.g. eggs, dairy, meat etc) can be included but larger amounts can cause gastro issues.
Fluid
- Aim to be well hydrated prior to exercise – regularly drink water but generally no need for electrolytes
What you practise during training should be what you do on event day. The Wellington Marathon starts at 7:30, so practise getting up at 5:30, eating, and starting training at 7:30.
The exact amount of carbohydrate you consume will depend on a range of individual factors.
Recovery Nutrition
Training is not over until you have eaten your recovery meal. Optimal recovery nutrition, especially after longer sessions, is key to optimising fitness gains. Personal requirements vary, but be mindful and listen to your body.
When training is less than 1 hr:
Aim to eat a meal or snack that includes carbs and protein soon after training.
When training is 1-2 hrs:
Consume a meal containing carbs and protein soon after training, and include an extra snack.
When training is 2+ hrs:
Consume a large meal or snack soon after exercise, and follow this up with another meal/snack within 2 hours. Make it carb and protein rich, and don't forget your veggies :) | 1,199 | 632 | {
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Instructional Unit Title: Reading Our World
The teacher may bring in a variety of informational and fictional texts focused on the same topic (in this example, animals), so that students can examine similarities and differences between the two different text types.
The teacher may introduce the elements of an informational text focused on the same topic (in this example, animals) so that students can begin to become familiar with unique elements of this type of text. [Understanding text]
The teacher may model the process of drafting an informational text about a topic so students can begin using evidence from texts in their own writing. [Producing text]
The teacher may provide framed sentences focused on the same topic so that the students can begin to understand sentence structures while revising and editing their expository (informational) writing. [Producing text]
PERFORMANCE ASSESSMENT: You have been asked to write an informational book about the animal of your choice, and your readers are students in the preschool class or next year's Kindergarteners. Your informational book needs to include pictures and words that help your reader learn about the animal and give them insight into that animal.
This unit was authored by a team of Colorado educators. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. To see the entire instructional unit sample with possible learning experiences, resources, differentiation, and assessments visit http://www.cde.state.co.us/standardsandinstruction/instructionalunitsamples.
The teacher may model close reading strategies (emphasizing purposeful repeated readings) focused on the same topic (in this example, animals) so that students can begin to comprehend and respond to informational texts. [Understanding text, Responding to text]
The teacher may use informational texts focused on the same topic (in this example, animals) so students can consider different ways they can use a text to gather information on a specific topic. [Responding to text]
The teacher may model text-based questions (posing and answering) from texts focused on the same topic (in this example, animals) so students can consider the need for using evidence from the text to answer questions. [Understanding text, Responding to text]
The teacher may utilize informational texts focused on the same topic (in this example, animals) to enable students to identify and discuss main ideas and authors' use of supporting details. [Understanding text, Responding to text]
The teacher may use informational texts focused on the same topic (in this example, animals) to highlight vocabulary words so that students can understand the importance of identifying key and/or unknown words in their reading. [Understanding text]
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Bertha Benz Memorial Route
Did you know that the first long-distance trip in a car was successfully completed by a brave woman along a route dedicated to her known as the Bertha Benz Memorial Route?
When Karl Benz invented the automobile in 1888 in Mannheim, Germany he was too afraid to test it. Even though Benz was later granted a patent for the automobile, people still had reservations since the horseless carriage had only covered very short distances.
A Woman Makes Automobile History
Without her husband's knowledge, Bertha Benz set out to prove that her Karl's invention was safe enough to put on the road. On August 5, 1888 Bertha and her teenage sons planned a surprise visit to her mother's home using the Model 3 designed by her husband.
She knew her husband wouldn't approve saying "But Karl would never have allowed that. So, the two 13- and 15-year-old boys and I hatched a real conspiracy. We left early in the morning and had already traveled a couple of hours before daddy woke up."
The First Filling Station
Along the route, today known as the Bertha Benz Memorial Route, Bertha encountered some problems. She ran out of fuel and had a minor breakdown on roads which existed mainly for farm animals.
Wiesloch, Germany
You see, Karl Benz had only estimated fuel consumption for short trips on paved roads so the Benz family needed to refuel. The only problem was that there were no filling stations at that time. They stopped at the pharmacy in Wiesloch, Germany to obtain Ligroin, a detergent used as a fuel at that time. Therefore, the Wiesloch pharmacy (which still exists today) became the world's first filling station.
Never Leave Home without Hairpins and Garters
With no navigation system to guide them or colorful dashboard sounds and symbols to warn of mechanical errors, the brave travelers along today's Bertha Benz Memorial Route listened for potential break-down sounds.
Bertha Benz recalls "The first time, the fuel line was clogged – my hairpin turned out to be helpful there. The second time the ignition was broken. I used my garter to fix it." Now that's what I call ingenious!
Do Women Make Better Drivers?
Upon Bertha's return her husband said, "She was much more courageous than me, and went on a decisive trip for the further development of the motor carriage." The idea of the automobile quickly became more marketable since it was safe enough even for the wife and kids.
Not only did she manage to take the first long-distance auto trip but she fueled and repaired the auto. And the answer to that long-standing question is "Yes", of course woman make better drivers and mechanics too!
The Bertha Benz Memorial Route is 194 kilometer (120 mile) scenic drive from Mannheim to Pforzheim, Germany in the Black Forest. Along the route you'll pass historic castles, medieval cities, and vineyards.
Enjoy the ride, don't forget to fill up before you go, and pack several Pan Bagnat sandwiches in case you get hungry. | 1,237 | 716 | {
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Instructional Unit Title: Movements Inspired by Famous Choreographers
As an introduction, the teacher may brainstorm with students the elements of specific dance styles (Hip Hop, Bollywood, and Contemporary) so that students can identify the ways people dance socially in today's cultures.
The teacher may show examples of different dance styles (Hip Hop, Bollywood, and Contemporary) and discuss the cultural aspects of each style so that students can begin to understand and be able to differentiate cultural aspects.
The teacher may guide students in a discussion of famous choreographers (e.g. Mia Michaels, Napoleon & Tabitha D'Umo, and Nagul Dev Mahajan) and show samples of individual choreographic styles so that students can begin to understand choreographers associated with unique dance styles.
The teacher may use a structured rehearsal process so that students can make connections between the rehearsal process and the creation of a final performance
The teacher may lead movement activities for each style of dance (Hip Hop, Bollywood, Contemporary, etc.) so that students can physically experience different styles of dance.
The teacher may use collaborative group work to model experimenting with movement in different dance styles, so that students can discover (and be comfortable with) diverse dance forms.
The teacher may discuss the successful construction of a dance proposal so that students can begin to see the connections between planning and the creation of unique dance expressions.
The teacher may demonstrate a dance phrase of 32 counts so the students can begin moving from improvised/informal dance into structured dance works with beginnings, middles, and ends.
The teacher may use/create a mock dance-audition protocol so that students may experience and reflect on important aspects of the lived-lives of today's professional dancers and choreographers.
(Post-Performance Task) The teacher may model performance reflection so that students can understand the significance of self-evaluation and its relationship to the creative process.
PERFORMANCE ASSESSMENT: As an expert in contemporary forms of dance, you have been asked to share your knowledge and talents about a variety of choreography styles for your peers at an all school assembly. Some of the dance teams in your class will be featured at the assembly based on their technical skill and ability to incorporate dance phrases inspired by famous choreographers. You will learn, choreograph, and audition dance phrases that are inspired by famous choreographers for the class. If selected, you will perform a dance sequence inspired by a Hip Hop, Bollywood, or Contemporary dance style at a school assembly.
This unit was authored by a team of Colorado educators. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. To see the entire instructional unit sample with possible learning experiences, resources, differentiation, and assessments visit http://www.cde.state.co.us/standardsandinstruction/instructionalunitsamples.
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Strategies for Better Living.
by Jennifer Kerr, MS, RD, CDN
CHILDREN ARE INUNDATED WITH IMAGES THAT PORTRAY THINNESS AS A STANDARD OF BEAUTY. Repeated viewing of these images may lead a child to feel as if his or her own body is imperfect. These negative feelings can diminish self-esteem and set the stage for eating disorders like anorexia, bulimia and other unhealthy attitudes towards food and physical activity.
Self-criticism that is constant or excessive and causes lasting distress may signal a body image problem called body dysmorphic disorder. This involves obsessions about insignificant or imagined imperfections in physical appearance. If you notice any of these signs, talk to your child's doctor. Knowing the warning signs helps to identify problems early.
Watch for:
Signals that a child views herself/himself only in terms of her physical appearance
The language your child uses to describe physical development and attractiveness
Talk of dieting
Frequent comments about the weight of other children
Depression and low self-esteem
read to those with positive child-friendly content
What can a parent do? It is never too early to start building a healthy body image.
As a parent, you can help your child by:
Discussing the fact that his or her body will change over the years
Helping your child understand that there is no "ideal" body shape
Watching what you say about your own body
Watching what you say about the bodies of others. Avoid prejudices, stereotypes and words like ugly and fat
Focusing on your child's abilities and personality and not physical appearance
Keeping nutrition messages positive by focusing on eating well, instead of dieting and weight loss
Encouraging participation in physical activity, sports and active play
Limiting your child's exposure to media by restricting time spent watching TV and surfing the web
Worries about attractiveness
Restricting the type of magazines they
Brought to you by your School Food Service Department
Using the media to your advantage. Media will provide opportunities for you to begin communication about body image. Discuss what you see and read in the media with your children; let them know when you disagree with what is being portrayed and encourage them to do them same.
Discouraging children from weighing themselves.
Remember, taking steps early on can help prevent the self-esteem issues that may lead to eating disorders and other unhealthy attitudes towards food and physical activity.
Sources: Center for Media Literacy http://www.medialit.org U.S. Dept. of Health and Human Services http://www.womenshealth.gov/bodyimage/kids/ http://www.girlshealth.gov/emotions/bodyimage/index.cfm Kidshealth.org for Parents http://kidshealth.org/parent/food/weight/body_image.html
© 2009 LunchByte Systems, Inc. All Rights Reserved | 1,290 | 582 | {
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Around the World in Eighty Days
DOMINOES
Starter
BEFORE READING
1 a elephant
e car
b balloon
f camel
c train
g horse and carriage
d ship
h bicycle
2 They did not have cars in 1872. Apart from this, encourage students to call out single words or to make simple sentences like this:
They moved from country to country by elephant.
You could ask students to say which things they think are in the story. (Don't correct them at this point.) They will find these things in the story: train, ship, elephant, horse and carriage, and sledge (on the snow).
Activities pages 6–7
READING CHECK
1
aF bT cF dT eF fT gF hT
2
Phileas Fogg, gentleman, c
Passepartout, servant, a
Stuart, gentleman, d
Fix, detective, b
WORD WORK
GUESS WHAT
Encourage students to guess but do not tell them the answers now. They will find out as they read the next part of the story that the answers are:
a He talks to Passepartout
b He goes to a shop.
c Hewrites toLondon.
d He leaves Egypt.
e He stays with Fogg.
.
Activities pages 12–13 READING CHECK
1
f 1 b 2 d 3 a 4 c 5 e 6
2
Kiouni
WORD WORK
GUESS WHAT
Encourage students to make up possible answers before reading the next part of the story. Do not tell them the answers now. They will find out as they read the next chapter.
Activities pages 18–19 READING CHECK
a 3 b 1 c 2 d 2 e 3
WORD WORK
1 cousin, prison, follow, arrest, court
2 a prison
d court
b cousin
e arrest
c follow(s)
GUESS WHAT
Encourage students to guess but do not tell them the answers now. They will find out as they read the next part of the story that the answers are:
a Yes b No c No d Yes e No f No g No
DOMINOES
Starter
Activities pages 24–25
READING CHECK
a Passepartout gets the Carnatic to Japan.
b Fogg, Mrs Aouda and Fix all go to Yokohama on another ship.
c Passepartout finds work in a circus.
d Fogg sees Passepartout at the Circus.
e Passepartout leaves the circus with Fogg.
f Fogg, Mrs Aouda, Passepartout and Fix go by ship to America.
WORD WORK
1 storms, circus, signal, wakes up, travel, passengers, pays
d signal
2 a wakes up
e circus
b travel
f pays
c storms
g passengers
GUESS WHAT
Encourage students to guess but do not tell them the answers now. They will find out as they read the next chapter that the answers are:
b, c and d
Activities pages 30–31
READING CHECK
a 3 b 2 c 3 d 3 e 2 f 2
WORD WORK
a snow
d ride
b sails
e fight
c meeting
f river
The secret word is 'sledge'.
GUESS WHAT
Encourage students to guess but do not tell them the answers now. They will find out as they read the next part of the story that the answers are:
b 2 c 1 d 1 e 3
Activities pages 38–39
READING CHECK
c 1 d 2 b 3 e 4 a 5 i 6 g 7 h 8 f 9
WORD WORK
GUESS WHAT
Open answers
Project A pages 40–41
2
Dear Mabel,
Here we are in Italy. On the front of this postcard you can see a picture of the Colosseum. I like Italian spaghetti. Italian wine is
very good, too. We're leaving tonight for Suez by ship.
Perhaps I can write again from Egypt.
Love,
Fix
3 Open answers
Project B pages 42–44
1 Students draw Fogg's route on the map. Encourage them to look back at the story if necessary. The first part of the route is:
London, France, Italy, Port Said, Bombay, Calcutta (and across the sea to the east)
The second part of the route is:
(across the sea from the west)
Hong Kong, Japan, San Francisco,
New York, Liverpool, London
2 Open answers
3
Open answers
1/1
©
Oxford university press
Photocopiable
Activity Key | 1,855 | 1,045 | {
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Guidance for Georgia Families Outdoor Air Quality & Physical Activity
Can Air Pollution Make You Sick?
Yes! Breathing air that is polluted can lead to serious health problems, including asthma attacks and heart trouble. The effects of air pollution are greatest when outdoor air pollution is at its worst, but some people have trouble even when air pollution is not bad enough to cause a problem for others.
We worry particularly about children breathing polluted air because their lungs are still developing, they breathe more air in relation to body weight than adults, and they are active outdoors a great deal. Elderly people and those with heart or lung diseases are also more likely to have trouble on "bad air" days. If you have a child or other family member with asthma, it is very important that you know when the outdoor air is unhealthy.
How Do You Know When the Air Is Unhealthy?
When and Where Is Air Pollution a Problem in Georgia?
A measure called the Air Quality Index (AQI) rates daily air quality on a scale from 0 (the cleanest) to 500 (the most polluted). Health warnings are set according to research studies that link health risks with different amounts of air pollution.
The Georgia Environmental Protection Division (EPD) issues a smog alert whenever the AQI is predicted to be more than 100. Atlanta area residents may sign up to receive emailed alerts through the following web site: www.CleanAirCampaign.org.
Macon area residents may contact the Middle Georgia Clean Air Coalition to sign up for smog alerts: email@example.com.
Another way to check for an alert is to call the EPD Air Quality hotline: 404.362.4909.
Year-round daily forecasts are available through the EPD web site: www.georgiaair.org/smogforecast. These forecasts predict air quality for the following day to help you plan outdoor activities.
The two kinds of outdoor air pollution to worry about in Georgia are ground-level ozone and fine particles. These pollutants together are sometimes called smog. The twenty-county metro Atlanta area and the Macon area fail air quality standards set by the federal government. Mid-sized cities such as Athens, Augusta and Columbus also have days when air pollution reaches unhealthy levels. Rural parts of Georgia sometimes have problems with high particle pollution, usually from open burning, diesel engines and wildfires.
Although air pollution can be a problem at any time of year, most smog forms during the warm months of late spring and summer, from early May through late September. It is very important to pay attention to air quality during this time, known as "smog season."
Funded with the generous support of:
Recommended Changes in Outdoor Activities
*Parents and other caregivers should watch children and the elderly carefully for signs of distress to find out if they are particularly sensitive to air pollution. Be sure always to carry medications for people in your care who have asthma.
Ozone and particle pollution go up and down with different patterns.
* Ozone pollution is usually at its worst between 2:00 p.m. and 7:00 p.m. Move outdoor activities to the morning, and limit outdoor time after 2:00 p.m. as much as possible.
* Particle pollution may peak during morning and evening rush hour but sometimes stays high all day. Limit outdoor time throughout the day and evening.
* If both ozone and particle pollution are high, limit outdoor activity all day and in the evening.
* If a conditioned, indoor space is not available, reduce the duration and intensity of outdoor activities. The harder the breathing, the more air pollution is taken into the body.
To check the AQI for a number of locations in Georgia go to: www.georgiaair.org/tmp/today/amp_AQI.html. | 1,566 | 767 | {
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Roundabout Rules of the Road for Motorists
When approaching a roundabout, slow down and stay to the right of the splitter island.
Look for and yield to pedestrians in the crosswalk.
When approaching the entrance to roundabout, look to the left. Traffic already within the roundabout always has the right-of-way.
Approach the yield line and enter the roundabout when there is an adequate gap in the circulating traffic flow.
If another car is waiting at the yield line ahead of you, do not stop in the crosswalk. Keep the crosswalk clear for pedestrians.
Bicyclists are permitted to ride within the roundabout and will be riding in the lane just as other vehicles do. Do not pass a bicycle in a roundabout.
Once you have entered the roundabout, you have the right-of-way. Proceed counter-clockwise to your exit.
As you approach your exit, turn on your right turn signal.
Exit the roundabout, yielding to pedestrians in the crosswalk.
Give special consideration to trucks, trailers, and other large vehicles. Never pass or drive adjacent to large vehicles within the roundabout.
Emergency vehicles have the right-of-way. Do not enter the roundabout if an emergency vehicle to approaching from one of the other legs. If you are within the roundabout when an emergency vehicle approaches, do not stop. Move safely through, exit, and then pull over.
Rules of the Road for Cyclists
o If you are comfortable riding in traffic, take the lane and circulate as the vehicles do, making sure to yield to traffic in the circle when you enter.
o Ride at the speed of the circular roadway to discourage cars from passing you.
o Be aware of traffic around you; continually scan for vehicles that may turn unexpectedly.
o When you exit the roundabout, use your right hand signal.
o If you are unsure about using the roundabout, dismount and walk your bike as a pedestrian at the designated crosswalks.
Rules of the Road for Pedestrians
o Stay on the designated walkways at all times.
o Never cross to the central island.
o Cross only at the designated crosswalks.
o Watch for cars; you have the right-of-way, but your best protection is your own attention.
o Cross the crosswalk one direction at a time, using the splitter island as a refuge area before crossing the next direction of vehicular traffic.
o Roundabouts have shown a 40% reduction in pedestrian injuries, however always be aware of traffic before crossing any intersection. | 916 | 543 | {
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Make Your Own Wrapping Paper
As adorable as those rows of pretty wrapping paper marching down the store aisles are, one look at the price tag is likely to turn even the most diehard holiday fanatic into the Grinch. Refusing to buy pricey paper doesn't mean that you can't have pretty presents, though. Encourage your child to look for snazzy—albeit unconventional—wrapping materials around your home, and this year's presents will look gorgeous without you shelling out a dime! Your child will learn the importance of recycling as he receives a lesson in present-wrapping basics.
What You Need:
Newspaper
Old calendar pages
Old pillowcases
Coffee cans
Decorated paper
Maps
Waxed paper art
What You Do:
Newspaper:
This one's a classic, but for good reason! The crisp black and white paper looks top-notch when wrapped around a box and tied with pretty colored ribbon. Have your little one search for his favorite pages to use, and suggest that he turns to the inside pages or the classifieds if he likes the appearance of words over pictures.
Old Calendar Pages:
Out with the old; in with the new! Instead of just tossing away your old agenda or calendar pages, invite your child to use them to make creative wrapping paper. Small gifts can be wrapped using just one calendar page, or he can layer and tape calendar pages together to wrap larger presents.
Old Pillowcases:
Pillowcases are a particularly pretty way to wrap up presents. Recipients will be impressed that your child has covered his presents with cloth, but there's very little effort involved. Show your child how to use the pillowcases as he would paper (fold and tape them into place), or simply put his gift inside the case and tie it up with a pretty bow!
Coffee Cans:
If your family drinks a lot of coffee, this one is a no-brainer! Those shiny silver cylinders are perfect for gifts on the smaller side—just clean them out, have your child slip his gift inside, and pop on the lid. Finish it off with a festive ribbon and wait for the family's "oohs" and "ahhs"!
Decorated Paper:
Big rolls of brown paper are great for various art projects and are generally inexpensive. If you have one lying around, invite your child to have at it! He will gain valuable wrapping practice with this easy-to-work-with paper, an activity that is very beneficial for his motor skill development. Gifts
look great wrapped in the neutral paper alone, but sponging or stenciling on bright paint will really liven them up!
Maps:
When you cross a state line or visit a national landmark, free maps are often provided at the visitor's center. Start hoarding these, as they make interesting (and informative!) wrapping paper. Have your child wrap up a gift for someone who loves to travel, and his present will be a doublewhammy!
Waxed Paper Art:
This one requires slightly more effort, but it's worth it in the end! Ask your child to collect an assortment of flower petals and leaves; a greater variety makes for more interesting packaging. Pull out the ironing board, spread a plain cloth on top of it, and place a sheet of waxed paper on top of that. Invite him to scatter the petals and leaves until he's happy with the way they look. Put the second sheet of waxed paper over the arrangement, and help him carefully press the iron across the paper. The heat of the iron glues the sheets of waxed paper together, creating adorable floral wrapping paper!
© Copyright 2006-2012 Education.com All Rights Reserved. | 1,298 | 750 | {
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Florence. A thirteen-years-old boy is willing to learn a practical trade, as an artist. He likes to imitate the great Masters of sculpture and painting, going so far as to falsify them in order to gain some coins. He goes to school and gets, because of his talent, a punch in the face – breaking his nasal septum – from an envious fellow-student. This sounds like a good story for a novel of formation, worthy of Dickens or Collodi, but maybe it is more interesting because the main character is a real person, no less than the great Michelangelo Buonarroti.
It was in the year 1489 when the promising boy was sent, with some other contemporaries, to the garden "of the old curiosities" of San Marco in Florence, where Lorenzo de' Medici, the "Magnificent", entrusted the old but "very practical" master Bertoldo, ex-pupil of Donatello, to establish a school for young artists. In fact Lorenzo in those times used to complain of how hard it was to find a good sculptor while there were so many good painters in Florence.
Luckily he could get soon some good results, as he could experience himself: one day the young Michelangelo made a copy of a "stile antico" marble head of an old and wrinkled faun, which was insolently laughing showing the teeth and the tongue from the open mouth; Lorenzo saw the head and was pleasantly surprised but, just to tease the boy a little, he explained him how the old people "Never have all the teeth and some is always missing". Michelangelo then did not loose heart and suddenly broke away a tooth of the faun with a hammer blow, then took the drill and made a hole in its gum as if the tooth had just fallen out. As Lorenzo saw the sculpture again a loud laugh came out of him: not only he had a new funny story to tell his friends, but definitely he also had found a new talent. Touched by simplicity and the cunningness of the boy, the Magnificent Lorenzo decide o take him to heart, asking his father, Lodovico, to let the boy stay at his palace, receiving him among his sons. This is how it begun the career of the most talented sculptor ever, in the simple and pleasant setting of a nice garden.
Today the same garden, after many events during the centuries, is alive and open again, thanks to the efforts of these last months, after years of private and inaccessible use. The garden is the heart of the new extension of the Orto de' Medici Hotel (whose name means garden, according to this unrepeatable heritage), including the reopening of the ground floor of the noble palace in San Gallo Road, where also some hidden, delicate 17th century frescos were rediscovered. Just in time before the 5th centenary celebration of the Sistine Chapel frescos, Florence can now discover another Michelangelo's place, which goes to integrate and complete the itinerary retracing Michelangelo's steps, just a stone's throw from the David and the Accademia Museum.
But what happened to Michelangelo in the Medici Garden of San Marco then? Because of his cleverness he became the darling of master Bertoldo and of the head-master Lorenzo, but somebody disliked these honors. His fellow-student Pietro Torrigiani, as Giorgio Vasari reports, was tired to see Michelangelo's skills better then his, so at the first occasion to fight, he rammed a fist in his face, smashing the nose and marking his face feature forever. We may think that fame, art and talent took the revenge against the event, but also Michelangelo himself had his own private revenge: ten years later, when the cardinal Francesco Todeschini Piccolomini asked him to rearrange his altar in the Cathedral of Siena, Michelangelo had not only to sculpture some new statues, but also to fix the ones sculptured a few years before by Pietro
1 / 2
Torrigiani, full of mistakes. In the end Michelangelo was the last to change a face feature, but definitely in a better way! | 1,425 | 858 | {
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Building children's language and communication skills in Kenya Brick-by-Brick®
Lisa is Co-Founder of Bee Heard Kenya and a Speech and Language Therapist with over 15 years' experience working with both children and adults.
Lisa and the Bee Heard Kenya team support children in international and local schools, Kenyan centres, and other organisations to develop their speech and language skills through their work as Speech and Language Therapists.
When Lisa learned about Play Included and the Brick-by-Brick® programme, she recognised that the majority of the children she works with would benefit in some way from the collaborative LEGO® play programme especially because it "complements the activities we do in Speech Therapy."
Many children find play motivational and engaging, and Lisa is enthusiastic about sharing the importance of play for children's learning and development with teachers and parents.
The playful approach of the Brick-by-Brick® programme appealed to her and she believes that "the approach can be used with every child" she works with to help them to develop their speech, language, communication, and social skills. Most importantly, it is fun for the children.
Initiating and facilitating
Lisa completed the Level 01 Initiate e-learning in 2021 before completing her Level 02 Facilitator training, in-person, in London in August 2022. Lisa's colleagues at Bee Heard Kenya also completed the virtual Level 01 Initiate training to enhance their knowledge and understanding of the Brick-by-Brick® programme.
Lisa is particularly impressed with the ongoing support that she receives from Play Included, including remote Q&A sessions and peer support as well as regular communication: "We keep in contact on social media and have a lot of messages going back and forth."
Establishing a Brick Club
After completing the Brick-by-Brick® programme training, the Bee Heard Kenya team delivered the first Brick Club pilot in Kenya, in Nairobi, and continues to offer two Brick Clubs per week. Lisa identified two groups of three children who would benefit from the Brick-by-Brick® programme's approach. Lisa notes: "We already knew the children from our Speech and Language Therapy work, and so we were able to put the groups together depending on the children's skill sets."
One club was for children aged five to six years old and the other was for children aged six to nine years old. One third of the children taking part are autistic and, while the children all have different profiles, they all need additional support with their communication, speech, and language skills.
The sessions take place on a Monday and Wednesday after school at Bee Heard Kenya's therapy centre. Lisa explains that "the clubs are being run within the therapy space, but we are using the Brick-by-Brick® programme approach with some of the children we work with in 1:1 sessions within the school setting."
Skills development
Lisa notes that there are many positive outcomes for students who attend Brick Club:
"Some of the developments we have seen are active listening, language learning, and helping each other to problem solve. The group consistently works together to solve problems and we had a lovely session recently, where we didn't do much building, but we talked through difficult situations and problem solving."
Visual aids are used to help support the children to talk about their feelings in Brick Club and Lisa is pleased to see that the students "implement strategies they learn in Brick Club in the classroom."
What's next?
"The engagement that we have had has just been brilliant," says Lisa. She is now looking forward to working with Play Included to expand the number of Brick Clubs available to children in Kenya and beyond as well as continuing to support the children she currently works with.
The Brick-by-Brick® programme is now available in
Kenya. Register your interest by emailing: email@example.com. | 1,609 | 801 | {
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Allergic rhinitis
Allergic rhinitis (hay fever) is caused by an allergy to common airborne allergens such as house dust mites, pollen, pets, and moulds. It affects around a quarter of UK adults and 15% of children. Tree and grass pollen can cause allergic rhinitis in the spring and summer time, whereas people who have symptoms all year round are often allergic to house dust mites, moulds, or pets. Allergic rhinitis impacts school attendance and performance at work and can also affect quality of life due to sleep disruption, low mood, and poor concentration.
The most common symptoms are sneezing, blocked or runny nose, itchy or watering eyes. Some people may also experience an itchy palate or throat, headache, or blocked sinuses. However, allergic rhinitis can also cause tiredness, post-nasal drip, chronic mouth breathing, snoring, and sometimes symptoms. of seasonal asthma such as cough, wheeze, or shortness of breath.
Medication
First line treatment is antihistamines and/or steroid nasal sprays. Antihistamines help to relieve sneezing, runny nose, and itching. It is better to use non-sedating antihistamines such as cetirizine, loratadine and fexofenadine. Steroid nasal sprays reduce inflammation in the nose and relieve congestion and should be used correctly to be effective. The treatment should be started two weeks before the pollen season. Information on the correct way to use nasal sprays can be found at: Nasal-
corticosteroid-SOP-BSACI.pdf
These medications may not always suit everyone, and if they are not tolerated or effective then other treatments may be prescribed. However, it is important not to use nasal decongestants as they can increase symptoms of nasal blockage and are not recommended for children.
Avoidance measures:
Immunotherapy
Immunotherapy is prescribed for patients with severe symptoms of allergic rhinitis, who are not improving or responding to standard medications. Immunotherapy involves the use of injections (subcutaneous) or tablets/sprays/ drops (sublingual) containing small amounts of tree/grass pollen or house dust mite. It is a long-term treatment, and the effects may last for several years after the treatment is stopped. However, immunotherapy is not a cure for allergic rhinitis and symptoms often return after a period of no treatment.
Immunotherapy is currently available only in specialist centres and may not be suitable for everybody. For more information on Immunotherapy: Registry for Immunotherapy (BRIT) - BSACI | 1,044 | 550 | {
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A.K. SOCCER ACADEMY ANTI-BULLYING POLICY
Bullying has become a major issue in today's society. Whether it is at school or on the soccer field, bullying is an issue that needs to be addressed. A.K. Soccer Academy ("AKSA") recognizes the seriousness of bullying and wants to bring this issue to the forefront of the club's policy. As a major Academy club within Manitoba, AKSA is set on implementing a progressive policy that will aim to prevent bullying and make for a better overall environment on and off the field for our players.
Bullying is defined as unwanted, aggressive behavior among children and youth that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. A safe and inclusive learning environment in our club is critical for our players to achieve success. Parents and players must be confident in knowing that our club environment is free from harassment, violence, intolerance and intimidation, all of which are forms of bullying. AKSA aims to properly educate our coaches about bullying so that they can identify it and can reiterate to the players that bullying will not be tolerated.
AKSA Code of Conduct:
Code of conduct describes the positive behaviors expected of the club's players, coaches, and parents. The code of conduct applies to all, sets standards for behavior, and covers a focused set of expected positive behaviors. Along with our Code of Conduct, we expect all our players to adhere to this Anti-Bullying Policy.
Coach Education:
AKSA will make all of our coaches aware of this Anti-Bullying policy. Our coaches will be trained on how to be more aware about bullying and so they can reiterate that awareness to their players. We will expect our coaches to employ preventative measures so that bullying is not an issue for any of our players. If cases of bullying do arise we have a conflict and resolution protocol (see below).
Conflict and Resolution Protocol:
Conflict Procedure
1. Report bullying incidents to the coach, manager, coordinator or a member of the executive.
2. Coach/adult needs to contact the executive immediately.
3. Parents should be informed and will be asked to come in to a meeting to discuss the problem.
4. If necessary and appropriate, police will be consulted.
5. The bullying behaviour or threats of bullying must be investigated and the bullying stopped immediately.
6. An attempt will be made to help the bully (bullies) change their behaviour.
7. If mediation fails and the bullying is seen to continue the club will initiate disciplinary action.
Recommended Actions for Resolution
If AKSA coaches decide it is appropriate for the parties involved to deal with the situation they should follow the procedure outlined below.
1. Reconciliation by getting the parties together. It may be that a genuine apology solves the problem.
2. If this fails or is not appropriate, coach(es) of the team(s) should meet with the parent and child alleging bullying to get details of the allegation. Minutes should be taken for clarity.
3. The coach(es) should meet with the alleged bully and parent(s) and discuss the incident that has been raised to allow them to answer and provide their view of the allegation. Minutes should again be taken.
4. The coach(es) should talk to anyone else that may have been involved to gather additional information; again, minutes should be taken.
5. If bullying has, in the view of the coach(es), taken place the athletes should be warned and put on notice of further action. Consideration should be given as to whether a reconciliation meeting between parties is appropriate at this time.
6. All other coaches involved with both athletes should be made aware of the concerns and outcome of the process i.e. the warning.
7. Third party consultation may be required prior to resolutions. | 1,596 | 786 | {
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St. Mary and St. Mina Coptic Orthodox Church, Syracuse, NY
St. Stephen the Archdeacon Bible Study Group
Introduction to the Second Part of the Book of Genesis:
Chapters 12 – 50, or the second part of the Book of Genesis, provides an overview of the early history of Israel. In the five books of Moses, Israel is viewed as a microcosm of mankind, to which is tied the fortunes of all people. The focus of these chapters is on the forefathers (or as we often refer to them the Patriarchs) of Israel, namely Abraham, Isaac, and Jacob, as well as the stories of the twelve sons, who constitute the twelve tribes of Israel. A special focus is laid on Jacob's favorite son, Joseph (Chapters 37 – 50). In these chapters, we also learn about the Covenant which God establishes with Abraham, and which serves as the very foundation of God's plan to redeem mankind.
Chapter 12 – God's calling and promise to Abram
Now, the Bible narrative focuses on one family line, that of Abram. We see in this chapter, how God called Abram and asked him to go from his county, leave his father's house and head to the land which God would show him. God promises Abram three specific blessings, namely to (1) make him a great nation; (2) make his name great; and (3) to make him a blessing to all nations (universal blessing). These blessings are given first as Divine promises in this Chapter, and later in the narrative are transformed into covenants, associated with a sacrifice. Specifically, in Chapter 15, following the sacrifice of animals, God transforms his first promise (i.e., the great nation) into a covenant. In Chapter 17, following the circumcision of Abram, the promise of making Abram's name great is emphasized, and finally in Chapter 22, following the sacrifice of Isaac, God confirms the universal blessing of all nations through Abraham's seed (i.e., our Lord, God and Savior Jesus Christ). Abram obeys God, and departs with his wife, Sarai, and Lot, his nephew.
Questions for Reflection on Chapter 12:
1. How old was Abram when God called him?
2. Why does Abram go down to Egypt?
3. What was Abram's mistake in Egypt and how did God save him?
Chapter 13 – Abram and Lot part ways
In this chapter, we learn more about the personalities of Abram and Lot. Abram is really seeking after God, he is a man of peace, and he values his good relationship with his nephew more than any earthly gain. Lot, on the other hand, focuses more on the earthly, and he chooses what he perceived as fertile land despite knowing that sin abounded there. Consider the following questions:
Questions for Reflection on Chapter 13:
1. What was the cause of dispute between Abram's and Lot's servants?
2. How did the Bible characterize the people of Sodom?
3. What did Abram always do first whenever he went to dwell in a new place?
Chapter 14 – Lot's Capture and Rescue
In this Chapter, we see more of the holy personality of Abram. Lot who has left him, by his own accord, is now captured in war, and Abram rushes to rescue him. In this Chapter, we also meet the mysterious personality of Melchizedek, who is a clear type of our Lord Jesus Christ, as St. Paul later explains in his epistle to the Hebrews in the New Testament (refer to Hebrews, Chapter 7, to see how our teacher St. Paul draws several analogies between Melchizedek and our Lord Jesus Christ). Melchizedek is described as priest of the Most High God, and his sacrifice is bread and wine. Melchizedek blesses Abram, and Abram gives him a tithe of everything. Consider the following questions:
Questions for Reflection on Chapter 14:
1. How many men went to fight with Abram?
2. List some of the similarities between Melchizedek and our Lord Jesus Christ.
Chapter 15 – God's Covenant with Abram
In this Chapter, God transforms the first part of his promise to Abram, recorded in Chapter 12, into a covenant. God assures Abram that he will have a child, and that his seed will be as numerous as the stars of the heaven and the sands of the sea. God confirms his covenant with Abram with an animal sacrifice.
Questions for Reflection on Chapter 15:
1. According to Abram, who was going to be his heir and whom did Abram prefer to be the one to inherit him?
2. What did God tell Abram about the future of his descendants? | 1,819 | 984 | {
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Factorising into single brackets
Starter
1.
N.B.
2.
(Review of last lesson)
Expand and simplify:
(a) (2x + 5)(x −3)(x + 3)
Factorising is the opposite to expanding brackets.
(Review of previous material)
Factorise:
(a) 6x + 8
(b)
(b) (x −2)(x + 5) 2
(c) 10a 2 −15ab
12x −16y
Notes
To factorise an expression look at each term of the expression and decide which are the common factors. These factors could be numbers or letters.
The final answer needs to have the highest common factor (HCF) in front of the bracket.
For example:
8
x
+ 12 = 2(4
x
+ 6)
This is a correct first step but it is not the final answer because is not the HCF of and . It is fine to have two bites at the cherry though. 2 8x 12
It is better if you can spot the HCF at the start.
Success criteria — factorising
1. Look at the coefficients (i.e. the numbers in front of the letters) in each term — take out the HCF.
2. Look at the letters in each term — take out the HCF.
3. After factorising, look at the terms in the bracket and see if you can take out anything else out as a factor. If so, take it out and multiply the term in front of the bracket.
N.B. Always check your answer by expanding the bracket mentally and seeing if it is the same as the question.
E.g. 1 Factorise these expressions:
(d) 45x 2 y + 30xy 2
(a) 2x −11x 2
(b)
(c) 36p 2 + 20p
(e) 14p 3 q 4 + 21p 2 q
56
x
−32
y
Working:
(a) 2x −11x 2 = x(2 −11x)
Exercise
9-1 class textbook:
p108 M4.7 Qu 1-54 odd
A*-G class textbook:
p97 M4.6 Qu 1-50 odd
9-1 homework book:
p38 M4.7 Qu 1-29
A*-G homework book:
p28 M4.6 Qu 1-27
(f) 24x 2 y −36x y + 18x y 3
Video:
Factorisation
Solutions to Starter and E.g.s
Summary
Success criteria — factorising:
1. Look at the coefficients (i.e. the numbers in front of the letters) in each term — take out the HCF.
2. Look at the letters in each term — take out the HCF.
3. After factorising, look at the terms in the bracket and see if you can take out anything else out as a factor. If so, take it out and multiply the term in front of the bracket.
N.B. Always check your answer by expanding the bracket mentally and seeing if it is the same as the question.
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Ceramics & Sculpture Syllabus
Teacher: Mrs. Wurst
Length of Course: 1 semester
Target Population: 9-12
th
grades
Pre-Requisites: Visual Arts 7
Course Description: During the first half of the class we will be working with Ceramics. Students will learn the basic skills and techniques of traditional hand building pottery and sculpture. They will explore pinched forms, coil, slab construction and casting techniques using ceramic slip molds, and using a pottery wheel. Students will also become familiar with decorating, glazing, and firing methods. During the second half of the class we will be working with Sculpture. This unit is designed to develop skills for building 3-D artwork with a variety of media. Materials explored include plaster, wood, stone, metal, wire, paper mache', glass, fabric, and fibers.
Grading: Work will be graded using specific guidelines for each assignment. However, all project grades will include these basic guidelines: Was the project completed? Did the student follow directions? Was the work neatly and carefully done? Did the student demonstrate understanding of the project? Does the project demonstrate artistic creativity? Is it unique? Did the student participate in class? Did the student put forth effort?
Deadlines: All projects assigned during each 5 week session will be due upon the end of that 5 week session. They will be graded at that time, whether they are done or not. Points will be taken off a project if it is unfinished.
Lates: Make every effort to be here on time. If you are late and it is a reasonable excuse, please be sure to tell me or else I will put it in the grade book as late. Three lates result in an After School Detention.
Supplies: I will be able to provide you with the supplies for this class. Materials include: clay, modeling tools, plastics bags, masonite boards, glazes, plaster molds, slip, potters wheel's (hand turned), plaster bat's, and access to the kiln.
Additional Responsibilities:
- Proper care and use of all materials is expected (especially washing clay off the tables and chairs in this class).
- Do NOT write or scratch the tables.
- Please, no lining up by the door at the end of class, wait in your seats for the bell.
- It is VERY important to wipe off any large amounts of clay on your hands and materials first and put it into the garbage before you wash them in the sink. Clay can clog up the drain very easily and once that happens it is very hard to un-clog the drain.
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Maryland
Hellen Creek Hemlock Preserve, Calvert County
Hellen Creek Hemlock preserve harbors part of an isolated stand of eastern Canadian hemlock (Tsuga canadensis), which is the southern-most stand in the coastal plain of the eastern U.S. The stand is probably a relict community left behind by the last glaciers some 15,000 years ago. Some species found here are more characteristic of the Appalachian forest in western Maryland. For example, the deer mouse (Peromyscus maniculatus) and climbing fern (Lygodium palmatum) are unusual on the coastal plain and
Visiting
- No facilities, trails or convenient parking
- Close to D.C.
commonly associated with hemlocks further north. There is a variety of landscapes at this preserve, such as upland woods, steep bluffs, ravines, and marsh. This diverse topography provides habitat for many species of wildlife. More than 50 different kinds of birds make their home at Hellen Creek, including pileated woodpeckers, kingfishers, and bald eagles. The main tree here, hemlock, has soft, blunt, dark-green needles. Other types of trees include red maple, black locust, beech, hickory, tulip-tree, and many kinds of oaks. The understory features American holly, mountain laurel, sassafras, dogwood, and Hercules' club. Ferns are plentiful, and blooms of cardinal flower and marsh
mallow can be found near the marsh. Trailing arbutus grows on the bluff.
Protection of Hellen Creek Hemlock preserve started in 1957 with land donated by Mr. and Mrs. Chandler S. Robbins. It was preserved primarily for its protection of eastern hemlock in the coastal plain, as well as its rich birdlife. 67 acres have been protected since the TNC
Contact
The Nature Conservancy of Maryland/DC
5410 Grosvenor Lane,
Suite 100
Bethesda, MD 20814
P: 301-897-8570
For more information:
www.nature.org/Maryland
A sweeping shot of the beautiful Hellen Creek.
beginning of its preservation.
The preserve is slated for transfer to Cove Point Natural Heritage Trust, which owns land and has its office adjacent to the preserve, and has been managing the preserve since the Conservancy's Board of Trustees approved the transfer plan in 2006.
Directions (GPS Coordinates: 38°22'35.0"N 76°27'33.2"W)
From Washington: Take Route 4 south to Prince Frederick. Continue past Prince Frederick about 12 miles to Lusby. Turn right onto Sollers Road. Travel approximately 2 miles and then turn left onto Mill Bridge Road. The preserve is about 1 mile on the right. | 1,101 | 587 | {
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Caught in the Net
Year 1 Term 5
The Billow Maiden by James Dixon
Dolphin Boy by
Michael Morpurgo
Knowledge Sequence
What was fishing in Newquay like in the past? (H4)
Lesson 1 The Boating Lake – rowing boats
In this lesson the children will be introduced to different types of fishing and what it was like in the past. The children will learn about different ways that fish are collected (using nets, rods, pots), which fish were collected (herring, mackerel, pilchards and sardines) and how fishing has changed over time. The children will learn about the fishing trade and explore fishing equipment to think about how they were used to collect fish and the changes in equipment over time. The children will also learn about fishing boats in the past and the similarities and differences of them today. During this lesson the children will start to examine the importance of fishing to Newquay and the impact that this had on people's livelihoods. They will have a go at catching their own fish (Boating Lake visit – rowing boats).
Lesson 2 Huer's Hut
In this lesson children will learn how the Huer helped the fishermen of Newquay to collect the pilchards. The children will learn that from the 1500's the Huer would sit in the Huer's hut and look out for shoals of pilchards. They will understand that when the pilchards appeared he would blow a horn and shout out to the fishermen to signal that they needed to go and get their boats to begin the fishing. They will learn how the Huer would signal from the Huer's Hut to show the fishermen where to go. During this lesson
How did the Huer help the Newquay fishing trade? (H4)
Historical enquiry
Describe some simple similarities and differences between artefacts/sources.
Use historical artefacts, photographs and visits to museums etc to find out about the past.
Similarity and difference
Know simple facts about aspects of daily life studied this year. Know some things which have changed / stayed the same.
Historical enquiry
Describe some simple similarities and differences between
Use historical artefacts, photographs and visits to museums etc to find out about the past.
artefacts/sources.
Significant people/place
the children will use sources of evidence, as well as visiting the Huer's hut to find out this information.
Lesson 3 Newquay Harbour
In this lesson the children will learn about what the harbour looked like in 1439 and 1832, with the North and South Quay and then compare this to 1870, when the jetty was added. The children will learn about how the harbour was significant place for the town of Newquay and the impact that this had on the people. The children will learn about 'trade' and how the fish were transport by rail to London. This links to Year 2 where the children learn about changes in the industry of mining. Throughout this lesson children will use sources of evidence and visits to the harbour to compare and contrast changes.
Why was the harbour an important place for fishing in Newquay? How was the harbour used? (H4)
Lesson 4
RNLI and Harbour mission
In this lesson children will learn about a rescue in December 1917 where the SS Osten from Denmark crashed against a rock and was rescued by RNLI Newquay. The children will learn about how the ship was carrying war supplies and that the crew were awarded medals. The children will begin to learn about the RNLI, what it is and the importance of it to Newquay's community. They will visit the RNLI centre at the harbour and the Harbour Mission. They will learn about the significant person, Ellen James, who set up the Harbour Mission in 1883. They will learn that the Harbour Mission was a place for fishing crew to read books, the daily newspaper and Christian literature. The children will learn about how in 1992 the RNLI needed part of this space for the lifeboat station.
How have the RNLI and Ellen James helped fisherman? (H4)
Know the name of a famous person/ place and explain why they are famous.
Know the name of a significant event and be able to talk about it.
Historical enquiry
Describe some simple similarities and differences between artefacts/sources.
Use historical artefacts, photographs and visits to museums etc to find out about the past.
Significant people/place
Know the name of a significant event and be able to talk about it.
Know the name of a famous person/ place and explain why they are famous.
Chronological Understanding
Know how to use terms like before / after old/new correctly.
Know how to put 3 events / objects in the correct order they happened / were made
Significant people/place/event
Know the name of a significant event and be able to talk about it.
Know the name of a famous person/ place and explain why they are famous.
Historical Interpretation
Relate his/her own account of an event and understand that others may give a different version.
Useful links
https://www.cornwallharbours.co.uk/our-harbours/newquay/fishing/
https://rnli.org/find-my-nearest/lifeboat-stations/newquay-lifeboat-station/station-history-newquay https://www.communityarchives.org.uk/content/organisation/newquay-old-cornwall-society
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Shape, Space, Measures
Buying a New Apartment
Solution
Pupils may first work out the maximum amount of money that Andy could have to spend on the apartment:
* Bank mortgage is three times his salary = 3 × £24 000 = £72 000
* Savings + bank mortgage = £22 000 + £72 000 = £94 000
Pupils must then work out the area of the apartment:
21 feet wide
* 5' + 16' = 21'
OR
* 11' + 10' = 21'
23 feet and 4 inches long
* 7' + 16' 4'' = 23' 4''
They must then convert imperial dimensions into metric dimensions:
Wide: 21' × 30 = 630 cm = 6.3 m
Long: 23' × 30 = 690 cm
4'' is 1/3 of a foot and 1/3 of 30 cm is 10 cm
690 cm + 10 cm = 700 cm = 7 m
They then calculate the area of the apartment in square metres:
6.3 m × 7 m = 44.1 m²
Location
Pupils calculate the cost of the apartment if it was in the Belfast city centre:
44.1 × 2196.65 = 96 872.265 = £96 872.27
Pupils determine whether Andy can afford the apartment if it was in the Belfast city centre: £94 000 – £96 872.27 = −£2872.27
Andy would be £2872.27 short of the money he needs to buy the apartment and cannot afford it on his current salary.
Pupils then calculate how much the apartment would cost if it was outside the city centre: 44.1 × 1875 = 82 687.5 = £82 687.50
Pupils determine whether Andy could afford the apartment if it was outside the city centre: £94 000 – £82 687.50 = £11 312.50
Andy could afford the apartment if it was outside the city centre and have £11 312.50 left over.
© CCEA 2017
1
Images © thinkstock.com
Buying a New Apartment (Continued)
Size
Pupils calculate the size of apartment that Andy can afford in the city centre:
£94 000 ÷ £2196.65 per square metre ≈ 42.79 m 2
Andy could afford an apartment covering an area of 42 m 2.
Pupils then calculate the size of apartment that Andy can afford just outside the city centre:
£94 000 ÷ £1875 per square metre ≈ 50.13 m 2
Andy could afford an apartment just outside the city centre covering an area of 50 m 2.
Salary
Pupils calculate the salary Andy would need to have in order to be able to afford the apartment in the city centre:
£96 872.27 – £22 000 = £74 872.27
£74 872.27 ÷ 3 ≈ £24 957.42
£24 957.42 – £24 000 ≈ £958
Andy would need to earn an extra £958 a year.
The pupils could give Andy the following possible suggestions as financial advice:
1. Andy cannot afford the apartment as it is too expensive and big, he is £2872.27 short.
2. He could afford the apartment if it was outside the city centre – in fact, he would have £11 312.50 to spare.
3. If he prefers to live in the city, he could afford a slightly smaller new build apartment if it covers an area of up to 42 m 2 .
4. If he was to live outside the city he could afford a bigger new build apartment that covers an area of up to 50 m 2 .
5. He could renegotiate his salary and ask for an extra £958 a year.
6. If he really wants the apartment in the city centre, he could borrow the extra £2873 from somewhere/someone else.
7. He could try to negotiate a bigger mortgage.
8. He could try and negotiate a deal to buy the apartment in Belfast city centre for less than what it should cost.
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How to Track Your Child's Symptoms
With conditions that affect the whole body, like Systemic Juvenile Idiopathic Arthritis (SJIA), it's important to keep track of all your child's symptoms. But this isn't always easy—especially since symptoms can change day to day and over time. The symptom tracker worksheets attached here can help keep track of everything your child is experiencing in one place. Bringing them to your child's next doctor's appointment can help you have more detailed and meaningful conversations about your child's health.
Tips for working with your child to track symptoms
It may not always be easy for your child to put how they're feeling into words, especially if they are very young. Here are some suggestions to help you get started:
Keep it simple
Try to avoid overly complicated or technical terms. Instead of "joint pain," you can ask if it hurts when they walk or run, or are still. If possible, try to avoid leading questions as well. "When did it first start hurting?" will get a more accurate answer than "But it didn't hurt earlier in the day, right?"
Look for visual and nonverbal cues
Your child may not know which symptoms to look for or when to tell you if they aren't feeling well. But if you notice any signs that may indicate symptoms—such as walking with difficulty or being too tired to play—it will help guide your conversations.
Find a system that works for both of you
The attached symptom tracker worksheets are a helpful tool for tracking symptoms. It can also help to take photos or notes on your phone in the moment. This can help you keep your child's tracking information accurate—and make it easier to share with the doctor during appointments.
Common symptoms:
These are just a few symptoms of SJIA, but there are other symptoms as well. They can vary from person to person, so it's important to track these. Also, make a note of any others, even if they may not seem related.
Fever 1
Rash 2
Swollen and/or painful joints 3
Feeling very tired 4
If you're new to tracking symptoms, take some time to think about everything your child has experienced and jot down some notes if that helps. There can be a pattern with when and how symptoms of SJIA appear. This can help you get started.
Weekly Symptom Tracker
Week of
How to use it: Check boxes and jot down notes for symptoms as they happen. Below are the most common symptoms associated with SJIA. Bring this tracker with you to your child's next doctor's appointment.
Where
Where
Where
Where
Where
Where
Where
Where
Where
Where
Where
Where
Where
Where
Fever SJIA is characterized by high fever (102.2 ºF or higher).
Notes Use this space to record additional information, such as other symptoms, the time of day symptoms occurred and when any of them went away, what activities they were or weren't able to do, and which medications they're taking.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
Temp
Temp
Temp
Temp
Temp
Temp
Temp
Yes No
Yes No
Yes
No
Yes No
Yes No
Yes
No
Yes No
Pain
Pain
Pain
Pain
Pain
Pain
Pain
Pain
It can be hard to put pain into words so circle the emoji that best fits how your child is feeling.
Swelling Inflammation from SJIA can lead to painful swelling in their joints.
Rash Rash from SJIA may appear in the same place around the same time each day. With SJIA, rashes may appear as pink or salmon colored. It can help to take a picture of your rash(es) with your phone.
Where
Where
Where
Where
Where
Where
Where
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes
No
Itchy Painful Itchy Painful Itchy Painful Itchy
Painful
Itchy Painful
Itchy
Painful Itchy Painful
Tip: Depending on your health care system, you may be able to share your child's completed tracker(s) digitally in advance of appointments.
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Senate Permits Oil Drilling in Alaska Refuge
Friday, November 4, 2005
WASHINGTON — The Senate brought the country one step closer to drilling for oil and natural gas in the Arctic National Wildlife Refuge after it narrowly defeated an attempt to kill drilling in an amendment attached to the deficit reduction bill
Cantwell D-Wash fell two votes short when the Senate defeated her amendment to strip the provision, 51-48. Supporters of drilling say the vote reflects new realities of higher gasoline prices.
Picture above: A herd of musk ox graze in an area of the Arctic National Wildlife Refuge in Alaska, known as Area 1002, in this undated file photo
Drilling would occur on the coastal plane on a 1.5 million acre plot within ANWR's 19.5 million-acre * terrain. Available oil reserves are estimated between 4 billion and 12 billion barrels, a six-month to 20-month supply for the entire United States if it were completely dependent on the reserve. Currently, the United States now uses about 7.3 billion barrels of oil a year. Almost 60 percent of it is imported.Even with instant approval for drilling, it will take 10 years before the oil from ANWR will be brought to market, and another 10 years after that to get to 1 million barrels pumped per day.
"There is an average of over 500 oil spills a year on Alaskan North Slope, and over 4,000 spills in the last 10 years. Let's not pollute one of the great last refuges of America," Cantwell said. In contrast, "Republicans have proposed to find $50 billion in savings from a $2.5 trillion budget, and not a single Democrat will help," DeLay said.
The provision in the budget bill assumed $2.5 billion in federal revenue from oil lease sales over the next five years. Alaska would get a like amount as well as half of future oil royalties from the refuge.
* A football field (including the two end zones) is 360 feet long and 160 feet wide for a total of 57,600 square feet. When you take away the two 30-foot-long end zones at each end, the field is 48,000 square feet, making an acre about 91% of the field. ~ Mr. Daughtry *
1. Approximately what percentage of voters in the Senate supported drilling for oil and natural as in Alaska?
2. How many square feet are in the 19.5 million-acre terrain? What formula in mathematics is always expressed in square units (volume, perimeter, etc.)?
3. Annually, in the United States we use about how many barrels of oil?
4. What percentage of $2,500,000,000,000 is a savings of $50,000,000,000?
5. Numerically how much is imported?
6. In the passage above, in paragraph form, explain at least five ways using the "Reading Across The Curriculum" poster simplifies understanding of the material. Be specific.
7. Using contextual clues, explain the meaning of the italicized word provision above.
8. In paragraph form, do you support the claim being made by Washington state Democrat Maria Cantwell or Republican Tom Delay?
9. In paragraph form, compare and contrast the pros and cons of drilling for oil and natural gas in the Arctic National Wildlife Refuge.
10. In paragraph form, explain three legitimate and educational purposes behind The Daughtry Times. | 1,387 | 718 | {
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Cat Colony Management Best Practices
"When cat populations are present, the choice is not between having cats and not having cats. It's between having a managed colony and an unmanaged colony."
CITY OF TEM PE
-Brian Kortis, Program Manager, PetSmart Charities
Best Practices for Cat Colony Management (as recommended by the Humane Society of the United States)
TNR (Trap-Neuter-Return) – Neutering an entire cat colony stops population growth and allows for ID of friendly cats and kittens to be adopted. Neutered cats roam less and are less likely to fight or mark territory, meaning fewer complaints of noise or destructive behavior. Cats will also "hold" the territory and keep the majority of new (unneutered) cats from moving in and breeding, maintaining a stable population. (TNR'd cats can be identified by the flattened tip of the left ear, clipped during surgery.)
Controlled feeding – A designated place and time for feeding puts cats on a schedule, making them easier to trap and less predatory. Without controlling the food, we can never control the cats.
Tracking your colony – Keeping track of colony members along with their overall health and spay/neuter status is key to good management. Identification of owned cats in the neighborhood avoids wasting resources trapping cats who are already fixed. Tempe tracks colonies in 57 zones across the city.
Why is Tempe investing in feral cats?
With as many as 70 million outdoor cats in the U.S., every neighborhood is contending with this problem. Without intervention, the cat population will continue to increase, but your well-meaning neighbors are unable to fully manage and control the cats by themselves.
Why can't we just get rid of the cats?
There is literally nowhere for them to go. Virtually every U.S. neighborhood has its own cat population. Cats are territorial and will generally return to their original home if moved, but even if cats are successfully relocated, neighboring cats would move quickly to expand into the territory and take control of available resources. New cats may not be neutered, leading to rapid population growth. Additionally, outdoor cats are protected by state law and relocating them by abandoning them somewhere else is a felony.
Can't we make feeding feral cats illegal?
Many cities have tried with no success. Not feeding cats does not make cats leave their home territories, they simply become more aggressive hunters and scavengers, keeping them closer to our homes.
Won't feeding all these cats just bring more cats into the neighborhood?
No. If cats are fed appropriate amounts and food is not left out, there will be no draw for neighboring animals. The cats who live here now will "hold the territory" and stop most new cats from moving in. The key is to provide just enough food for the existing cat colony.
But won't they just keep breeding?
Successful colony management includes Trap-Neuter-Return (TNR) of all cats. The cats are neutered and then returned to their home territory to continue keeping unneutered cats out. The City of Tempe funds these TNR services for residents managing cat colonies in their neighborhoods.
How do I keep cats off my property?
Residents have reported positive results with a variety of deterrents including motion sensor sprinklers, ultrasonic devices, specialized mats, fencing, and sprays. Additionally, providing appropriate toileting areas, shade structures, and other incentives can encourage cats to settle in more appropriate parts of the neighborhood.
What resources are currently available?
Educational materials and funding for TNR surgeries are currently available to colony managers. Residents struggling with negative cat behaviors or colony managers in need of assistance may contact firstname.lastname@example.org. | 1,520 | 759 | {
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Read the passage given below and answer the questions that follow:
Now the boy whose name was Jon, had always obeyed his mother. So he went about his farm work with a heavy heart but did not again mention the sea.
One day, he had been walking behind the plough. He all but ran over a tiny green turtle on a clod of dirt. He picked the turtle up and set it on his head where he knew it would be safe. When he was done with ploughing, Jon plucked the turtle from his head. To his utter surprise he found that it had turned into a tiny green fairy man that stood upon his palm and bowed.
Activity-1
A. Tick the correct answer: 1 × 2 = 2
(i) Jon was engaged in
(a) domestic work (b) motor work
(ii) The tiny turtle was found on the
(a) plough
(b) clod of dirt
(c) seaside
B. Write 'T' for true and 'F' for false statements in the given boxes. Give supporting statements for your answers: 2 × 3 = 6
(i) Jon had never obeyed his mother. F
Supporting Statement: Jon Had always obeyed his mother
(ii) The little turtle that Jon found was green in colour. T
Supporting Statement: He all but ran over a tiny green turtle on a clod of dirt.
(iii) The little turtle converted into a beautiful mermaid. F
Supporting Statement: He found that it had turned into a tiny green fairy man
Activity-2
Match the following words with their antonyms: 1 × 4 = 4
Ans :
(c) farm work
| | | Countable Nouns | | Uncountable |
|---|---|---|---|---|
| | | | | Nouns |
| | (i) | | tiny | huge |
| (ii) | | safe | | |
| | (iii) | | obey | disobey |
| (iv) | | heavy | | |
Activity-3
Write a paragraph in about 80 words on 'Protection of Wild Life'. You may use the following points: 8
Points : disturbance of ecological balance – man's greed and selfishness causing gradual extinction of wild life – deforestation, less space for accommodation of wild life – urgent need for protection of wild animals – conclusion
Ans :
Protection of Wildlife
Wildlife is important to maintain the ecological balance of nature and maintains the food chain. It provides useful substances and wild animal product. But unfortunately, human's ever-increasing demands and greed that have led to deforestation and habitat destruction. For development and urbanization, man has chopped down trees to build dams, highways, and towns and this has forced the animals to retreat further and further into the receding forests. Poachers kill the animals for the illegal trading of their body parts.As a result of that, the ecosystem and the balance of nature is deteriorating. The wildlife is an important factor of our ecosystem, without their existence, the ecological balance will turn to an imbalanced state. Though we have wildlife conservation laws in the country it has not reduced the destruction of wildlife as expected. People need to feel the importance of wildlife and try to protect it from being destroyed. | 1,221 | 707 | {
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Any questions?
Your child's teacher will be happy to answer questions about homework or explain what your child needs to do. We try to ensure that homework builds on, and reinforces, learning in the classroom. If your child is struggling with their homework, or becomes distressed, please talk to the class teacher as soon as you can.
Develop a positive attitude
Developing a positive attitude is likely to bring the best results. Please support your child to complete their homework by encouraging them and asking questions to develop their learning (try not to give so much help that you do it for them).
Other opportunities for learning together as a family
Remember there are lots of other learning opportunities at home—going for a walk in the park, cooking together, singing songs, reading with/to your child, and even just having a chat are all valuable experiences.
Playing board games and card games, doing jigsaw puzzles, and eating meals together teaches children about turn-taking and sharing, and develops language and speaking skills, as well as having fun together as a family.
Learning At Home
Information about homework at Fairholme School
"We believe we can achieve" – our Fairholme motto
At Fairholme, we set weekly homework. We value home learning because:
* It supports children in making the best progress they can, both academically and socially.
* It develops a positive partnership between home and school in supporting each child's learning.
* It helps our children to develop skills in becoming independent learners, and helps them to develop good work habits for the future.
* It consolidates learning in school and allows children to practice skills that they have been taught in lessons.
Our Home Learning Expectations
Reading will always be one of the most important parts of your child's homework. We expect children to read at home, with an adult, 5 times a week. For younger children, this includes sharing books and practising sounds. Reading for 15-20 minutes every evening, on their own or sharing a book with an adult, will help children to develop reading skills and a love of literature.
Maths: Each child has a Maths Passport in the front of their Home Learning Journal which shows which maths skills to practice at home over the year. Children can practice times tables on Times Tables Rock Stars https://ttrockstars.com/login/33877 and children in Reception, Year 1 and Year 2 can practice number skills on Numbots https://numbots.com (class teachers can provide username and password for your child).
Spellings: Learn and practice spelling words at home each week.
Homework project: Complete a homework project over the half term and bring it in – this is usually related to the topic the children are learning about and may include research or making something creative.
How can parents and carers help with homework?
There are lots of things you can do to help your child learn at home:
* Join a library, borrow books and help your child find information.
* Ensure you child has a quiet space in which to complete their homework.
* Give a gentle reminder when there is work to be done.
* Praise effort and offer encouragement.
* Encourage your child to expect high standards of him or herself.
* Ensure the time is right for homework and your child is not missing their favourite activity or TV programme, and they are not too tired.
Home Learning Journal and folder
We will provide your child with a Home Learning Journal each term and a plastic wallet to keep everything safe. We ask adults at home to sign and date each time a child completes part of their home learning – e.g. each time they read, practice maths skills and spellings, and so on. There are spaces for this every week on the Home Learning Journal.
Children should bring their Home Learning Journal and reading book to school every day.
Half-termly homework projects can be completed separately and handed in at the end of each half term. If you find you do not have the resources you need at home (pencils, coloured pencils, glue sticks), please speak to your child's teacher.
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Module 3 – Worksheet 5
My Inner Child
The little person you used to be is still inside you. Your inner child is probably between the ages of three and seven years old, and is the child you once were. You watched and listened to the people and culture around you, and created perceptions, messages and 'shoulds' about the world and how to function and be safe in it.
S/he can be your fun and playful side, and be your guide and support, giving you valuable information about who you are and what you need.
However, your inner child might be wounded and fearful, and will bring up old insecurities from long ago. If you're not aware of when this happens, s/he might influence your attitudes and behavior. If you allow it, this will get in the way of your ability to be the capable, competent, loveable and valuable adult you now are.
Your inner child makes itself known through the self-talk in your head. When something happens that pushes old buttons from your past, your inner child can become loud and demanding, telling you how to deal with the situation. Often this is based in fear and the need to protect you from things that were once hurtful. Remember that s/he is coming from the perspective of a powerless child, so the fears s/he experienced long ago may continue to surface, even though as an adult you know how to deal with them.
It's important to understand and nurture your inner child, so s/he doesn't interfere with your ability to be strong, deal with life and move ahead. When you notice messages from your inner child, you can have a conversation with yourself, and remind yourself that you're no longer small and powerless.
As an adult you have the knowledge, wisdom and power to handle whatever arises. Reassure your inner child that you, the adult, have things under control, so s/he can relax and be amazed at how capable you are.
Some common messages from your Inner Child might be:
* Don't trust other people, they will laugh at, reject and hurt you
* You're not important and others don't want to hear what you have to say
* It's not safe to trust people because they are unreliable and don't do what they say they will
* To stay safe you have to be quiet and inconspicuous
* Everyone else is smarter than you are
Of course, as an adult you know these messages aren't true, but the things your Inner Child believes are what that you need to be aware of in order to counteract them.
In the space below write some of the messages from your Inner Child, as if s/he were speaking. Then write the 'truth' as you know it now, as an adult. Tell your child what s/he needs to hear to feel safe. | 916 | 575 | {
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Active Citizenship Launch video, March 2019
As part of the Tackling Paramilitarism Programme CCEA has launched a new range of resources for Teaching Controversial Issues. We're here today to launch CCEA's new Active Citizenship resources. In it's simplest form Active Citizenship is participating in society and we would give examples of, even just voting can be seen to being a good active citizen. And for young people, we're trying to promote the idea that being an active citizen can support their communities as well even just actively helping other people as a way of being an active citizen. So we have two sets of resources that are being launched today and all of them are available on the CCEA website under the Key Stage Three Learning for Life and Work area. So the first set of resources are eight units of work with three lesson plans in each unit, one animation and teacher guidance and really that's looking at things like Lawfulness, Justice, The Role of the PSNI and being an active citizen and participating in your community and in society. They're aimed at Key Stage Three and Key Stage Four Learning for Life and Work teachers but there's a lot of the themes that might also be relevant to subjects like Religious Education English, Drama and Personal Development.
As soon as we saw the resources, as soon as Teresa showed them to us we thought right this is something we can use, went back to school and we tried them right across Key Stage Three and got a really, really positive response and when we went back to CCEA for the follow up meeting, it was additions and suggestions we were making rather than changes and rejection and really very, very happy to be integrating them into my programs for next year.
So the second set of resources have been devised in collaboration with Cinemagic and Cinemagic have created an amazing short film called The Stone's Throw. A Stone's Throw is a collaboration between Cinemagic and CCEA and it's a creation of both a short play and a film so the idea behind it was that we would create a piece that could be used for Citizenship alongside educational resources that CCEA would devise, so after a lot of research working with Department of Justice and looking at the End the Harm campaign and Tackling Paramilitarism we came up with this concept of a young boy called Jack who falls off the path a bit.
I think Active Citizenship and promoting a culture of lawfulness and very important parts of being a positive contribution, making a positive contribution in your community and I think all of this added together just really helps us all as a community be much more positive. Culture of lawfulness is about personal responsibility, it's accepting the rule of law and resources like this really help people engage and educate young people about their role in society and what they can do to make a positive contribution to it.
One of the things that teachers cry out for anyone controversial issues is that, well you provide me with the stuff and I'll do it well, CCEA has. You literally leave today with a lovely CCEA folder full of your stuff and you go in and start teaching it tomorrow morning. | 1,197 | 643 | {
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Fruit Scramble
Students get moving and dancing while learning a variety of fruits for dessert OVERVIEW
ACTIVITY
1. Gather the students into a circle.
3. Tell them fruit is a great alternative when they are craving something sweet for dessert after lunch. Tell them fruit helps us fight off colds, gives us energy, keeps our hair shiny, our skin soft, and our teeth and bones strong.
2. Ask them what some of their favorite dessert foods are. Remind them cakes, cookies, and ice-cream are "slow" foods and should not be eaten too often because they can slow our bodies down.
4. Also tell them each type of fruit has different amounts and types of nutrients in it, so it is important to eat a variety of them (e.g. oranges provide vitamin C, which helps fight off colds and bananas provide potassium, which helps prevent muscle cramps). Then, tell them they should eat about 1½ servings of fruit a day (see below for serving size amounts).
6. Tell them you will call out various fruits (see below). For example, you can say: "If you have ever eaten blackberries for lunch, change spots when the lunch bell rings."
5. Explain that they are going to play "Fruit Scramble."
7. Everyone who has eaten blackberries for lunch should hop to a new empty spot in the circle. (You can mimic the sound of a bell or use a real bell, whistle or noisemaker.)
9. You can vary the movements (skip, jump, slide, etc.) the students use to move around the circle or ask those who have both tried and liked blackberries to change spots.
8. If only one student has tried the fruit, she or he should hop to the center of the circle and back to her or his original spot.
10. You can also have them play "Musical Chairs" style so the person in the center is trying to steal some one else's spot.
Activity Note
BACKGROUND INFORMATION
While it is important to introduce students to new, healthy foods they can try, be sensitive to the limitations of lifestyle, income, transportation, etc. Try to include uncommon fruits, but not so uncommon they couldn't find them in a local grocery store. If possible bring in fruits or pictures of them.
Fruit provides bodies with nutrients they need to stay healthy and strong. Fruits are an important source of fiber, complex carbohydrates, and other food components that can help reduce a person's risk for chronic diseases such as heart disease and cancer. They also provide vitamins (such as A and C), minerals, are low in calories, fat, and sodium, and contain no cholesterol. 100% juice is one way to get fruit servings, but whole fruit is a better choice.
In general, K-4th graders should eat 1 ½ servings of fruit per day and vary their fruit choices as fruits differ in nutrient content. One serving of fruit is about:
- one medium piece of fruit (apple, pear)
- two plums
- six strawberries
- fifteen grapes
- 1/2 cup of 100% juice
More Common Fruits:
- apples
- bananas
- oranges
- cherries
- strawberries
- pears
- blueberries
- watermelon
- raspberries
Less Common Fruits:
- apricots
- coconuts
- papayas
- kiwi
- cranberries
- figs
- cantaloupes
- starfruit
Related National Standards
| NHES: | 1.5.1, 1.5.2, 7.5.1, 7.5.2 |
|---|---|
| NSPSELA: | E3b |
| NSPE: | 1, 5 |
| NS: | NS.K-4.6 |
Source: New York Road Runners. Retrieved from http://www.nyrr.org/youth-and-schools/running-start/nutrition-activities/elementary-school/lunch/fruit-scramble | 1,473 | 846 | {
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Stafford Township Preschool 2024-25
Our Program is a 5 days a week, full day program.
Classes are housed in district: Oxycocus Elementary Ocean Acres Elementary Primary Learning Center (PLC)
Local Outside Providers:
Happy Days
Happy Days 2
Little Graduates
If you are interested in having your attend our preschool, please pre-register at www.staffordschools.org or call 609-978-5700 x1270 We will contact you is a seat becomes available to schedule an appointment.
Stafford Township Schools' Extended Day is available and separate from the preschool program.
Additional fees are charged. Students must be potty trained. Extended Day hours are 6:30 am to the start of the school day and from dismissal to 6:00 pm. Call 609-978-5700 ext. 1454 or visit www.staffordschools.org for more Information
Outside Providers also have extended day options.
Stafford Township School District
An integrated, child centered, play based preschool program including children of all capabilities, skills, and interests
The Stafford Township Board of Education is offering a 5 full day preschool class
Stafford Township School District Preschool
Mission
The mission of the Stafford Township School District, a partnership of schools, parents, and community, shall provide a secure, nurturing environment that fosters a positive self-image through educational achievement and promotes mastery of the New Jersey Student Learning Standards while encouraging students to become life-long learners in a global society.
A certified early childhood education teacher and teaching assistant will be assigned to each preschool class
Each class uses a state approved curriculum Class sizes range are a maximum of 15 students
What Goes on in Preschool….
Within preschool we explore and investigate many important pre-kindergarten skills. All learning takes place in small, natural settings because many learning experiences at this age are spontaneous – arising from an inquiry and expanded on by a showing of genuine interest in the idea or concept.
Throughout preschool your child will be encouraged to take a look at the world around them and ask questions about what they see, how they feel, and what they think.
By providing them with opportunities to answer these questions, they will not only learn, but grow and succeed in countless ways.
Your child will have the opportunity to learn about, and be exposed to the following through the state approved HighScope Curriculum:
Math Concepts: Routines, Numbers, Patterns, Categorizing, Classification, Colors, Shapes
Science Concepts: Independent inquiries, Prediction and hypothesizing, Critical thinking, Making connections
Language Arts Concepts: Letters, Literature, Sequencing, Rhyming, Storytelling
Social Development Concepts: Resolving conflicts with words, Cooperating, Sharing, Waiting turns, Following directions, Making choices independently, Being a good person
If you are concerned your preschool child is developing or learning differently, you can call our district Child Study Team to request an evaluation for preschool special education and related services. For more information call : 609.978.5700 ext. 1077.
Si le preocupa que su hijo en edad preescolar se desarrolle o aprenda de manera diferente, puede llamar a nuestro Equipo de Estudio Infantil del distrito para solicitar una evaluación de educación especial preescolar y servicios relacionados. Para más información llame al: 609.978.5700 ext. 1077. | 1,568 | 699 | {
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BRIGHT HORIZONS
We Serve Healthy Meals
*
| Cheerios Orange Juice/Applesauce Milk ● | Bagels with Cream Cheese ● Applesauce Milk● | Poppy Seed Bread●# Pineapple Chunks/Banana Milk● | Blueberry Crumb Muffin●# Apple Juice Milk● | Cheerios Orange Juice/Apples Milk ● |
|---|---|---|---|---|
| Animal Crackers Chocolate Soy Milk | Mini Muffins● # Banana | Goldfish Crackers ● Apple Juice | Cottage Cheese ● Cantaloupe/Sliced Peaches | Blueberry Bel Strawberry G Yogurt ● |
| Roasted Marinated Chicken Breast Yellow Rice Peas Pineapple Tidbits Milk● | BBQ Chicken On Whole Wheat Bun Corn Mixed Melon/Banana Milk● | Herbed Tomato Pizza Capri Mixed Vegetables Applesauce Milk● | Turkey and Cheddar Cheese Sandwich● on Whole Wheat Hoagie Roll (Mayonnaise) # Green Beans Banana Milk● | Macaroni & C California Ble Vegetables Apple Slices/ Milk● |
| Wheat Thins String Cheese ● | Strawberry Nutri- Grain Bar ● Mandarin Oranges/Peaches | Strawberry Greek Yogurt● Graham Crackers | Assorted Crackers Cheddar Cheese ● | Zucchini Brea Banana |
*
I/T: Infant/Toddler Alternative
Items contains milk or milk ingredients
#
Item contains eggs or egg ingredients
Item contains nuts (and/or is produced on equipment that also produces nuts
Milk for infants and toddlers is whole milk. Older children receive skim milk.
BRIGHT HORIZONS
We Serve Healthy Meals
| Pumpkin Bread# Apple Juice Milk● | Cheerios Banana Milk● | Golden Oat Belvita Bar Apple Slices/Applesauce Milk● | Cheerios Orange Juice/Applesauce Milk● | Bagels with C Cheese● Mixed Melon Chunks/Appl Milk● |
|---|---|---|---|---|
| Mini Muffins●# Milk● | Goldfish Crackers● Apple Juice/Milk● | Poppy Seed Bread●# Milk● | Strawberry Nutrigrain Bar Milk● | Banana Bread Milk● |
| Baked Fish Fillet● on Whole Wheat Bun Country Blend Mixed Vegetables Cantaloupe Chunks/Applesauce Milk ● | Cheese Bosco Stick● with Marinara Sauce Broccoli Sliced Peaches Milk● | Dino Chicken Bites● Roasted Red Potatoes Pineapple Tidbits/Banana Milk● | Whole Wheat Rotini with Marinara and Meatballs● Peas and Carrots Banana Milk● | Cheddar Chee Quesadilla● Spanish Rice● Corn Mandarin Oranges/App Milk● |
| Assorted Crackers Cheddar Cheese ● | Animal Crackers Banana | Graham Crackers Strawberry Greek Yogurt ● | Vanilla Wafers● Applesauce | Wheat Thins String Cheese |
I/T: Infant/Toddler Alternative
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Australia is failing at math and needs to find a new formula to arrest the decline
May 18 2022
Credit: Pixabay/CC0 Public Domain
Divide, subtract, add, multiply: whatever way you cut it, Australia is heading in one direction when it comes to global math rankings—downwards.
1/4
From an OECD mathematics ranking of 11 in the world 20 years ago, Australian secondary students are now languishing in 29th place out of 38 countries, according to the most recent statistics.
The sliding math rankings have created widespread debate over whether curriculum changes are needed in our schools, but a new international paper co-authored by University of South Australia cognitive psychologist Dr. Fernando Marmolejo-Ramos could provide part of the solution.
In the latest edition of Integrative Psychology and Behavioral Science, Dr. Marmolejo-Ramos and researchers from China and Iran explain why simple gestures such as hand motions are important in helping students understand mathematical concepts.
"Many people struggle with mathematics and there is a lot of anxiety around it because it is an abstract topic," Dr. Marmolejo-Ramos says. "You see the numbers, equations and graphs, but unless you engage human motor and sensory skills, they can be very difficult to grasp."
To get math concepts across, it is important to bring together language, speech intonation, facial expressions and hand gestures, particularly the latter, the researchers say.
"Using your hands to create triangular, spherical, circular shapes and straight lines, reflecting the formulas you are trying to explain, is vital. It helps our brain better understand the concepts and commit them to memory."
Gestures are body movements that are learnt from infancy, usually before speech, so they are ingrained in humans as a way of processing and acquiring new knowledge.
2/4
Dr. Marmolejo-Ramos says hand gestures are more relevant in teaching mathematics than other subjects because they engage our sensorimotor skills to help students interpret numbers more effectively.
The shift from face-to-face teaching towards online learning in the past two years due to the COVID-19 pandemic has made it even more challenging for math students, Dr. Marmolejo-Ramos says.
"When the only input you have is from a screen and a set of headphones, it is more difficult to use tools and gestures on screen. It's not impossible, however, and if online learning is going to become more widespread, then hand gestures should be incorporated into the online teaching."
"People struggle with mathematics for several reasons. It's progressively demanding, but if you grasp the basics, the curve is not as steep."
"Gestures Enhance Executive Functions for the Understanding of Mathematical Concepts" is published in Integrative Psychological and Behavioral Science.
More information: Omid Khatin-Zadeh et al, Gestures Enhance Executive Functions for the Understating of Mathematical Concepts, Integrative Psychological and Behavioral Science (2022). DOI: 10.1007/s12124-022-09694-4
Provided by University of South Australia
Citation: Australia is failing at math and needs to find a new formula to arrest the decline (2022, May 18) retrieved 9 September 2024 from https://phys.org/news/2022-05-australia-mathformula-decline.html
3/4
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This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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YEAR GROUP: FS2
TIME ALLOCATION: Half term
Literacy (Reading and Writing)
To develop our reading skills further we will continue to build on our knowledge of Phase 1 and 2 phonics and will begin to learn a wider range of Phase 3 digraphs.
We will read stories linked to the weather such as, William's Winter Wish, Noah's Ark, Elmer and the Wind, One Year With Kipper and Rosie's Hat. To deepen our understanding of stories we will begin to answer a wider range of comprehension questions in both whole class and small group guided reading sessions.
As we grow in confidence as writers we will take our writing outdoors and think about words which describe our current weather. We will use these adjectives to write weather poems which we will make into a poetry book to share with other year groups.
Maths
As mathematicians we will be continuing to deepen our knowledge of number by working on our 'Number of the Week'. We will look at a range of ways of representing the number and use the 'Number blocks' to help us with our learning.
As part of our outdoor weather station we will have the opportunity to measure the amount of rainfall, measure our shadows and time how long puddles take to dry up.
Understanding the World
To develop our understanding of the world around us we will learn about the different seasons and types of weather. We will spend time in our outdoor area observing the changes in weather and will create our own weather station and diary to log this. We will learn about water and why we need it and look at comparing how rain changes the landscape of a country. We will use our water area to look at floating and sinking and make our own boats to test.
To support us with our understanding of technology we will use the iPads to take photographs of the weather around us and add them to our weather
DATE: Spring 1
TEACHERS: Miss Smith and Miss Green
Social, Spiritual, Moral and Cultural
As members of a Church of England school we will be exploring our school values of courage, forgiveness, thankfulness and our community in collective and class worship. We will continue to access our classroom worship area and enjoy stories linked to our school values.
Personal, Social and Emotional Development (PSED)
To support our PSED we will be continuing with our team circle times to support behaviour and social development. We will work on developing our confidence of making new friends and interactions with others. During our circle times we will be practising our turn taking and sharing with other children.
Physical Development
To support our physical development we will continue to use our outdoor area to promote fitness using our trim trail and other equipment.
In our PE lessons we will be focussing on developing our basic skills of balance, balls skills, dance and gymnastics.
To support our understanding of Health and Self-Care we will learn about clothing that is appropriate for different types of weather and how to put them on correctly.
Expressive Art and Design
To develop as artists we will use a range of materials and resources to create art work linked to different types of weather. We will create seasons paintings using our fingers to print leaves onto trees. We will use coloured ice to paint and experiment with painting in the rain. Using junk modelling materials we will create rain shakers and instruments to represent different types of weather.
To develop as musicians we will continue to work on rhythm and will learn to use a range of instruments, including the ones we have made ourselves to create weather music.
We will develop our imaginative skills by creating our own weather reports and performing them to each other.
Communication and Language
To develop our communication and language skills we are working on broadening our vocabulary. We will learn to talk about different types of weather using newly learnt or existing vocabulary. After writing weather poems in groups we will perform them in front of other children using a range of performance techniques. | 1,553 | 794 | {
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Key Stage 3 Representation Trail
People's History Museum Main Galleries
This resource is designed to highlight stories and themes in the main galleries that link to the temporary exhibition Represent! Voices 100 years on, on the ground floor.
- Each of these sections can be completed in any order
- To be completed as you go around the main galleries
1. Find a 'radical hero' who identified as:
2. Many people have been left out history because of prejudice against how they identify. Which stories are missing or underrepresented in of our galleries?
| | Who are they? |
|---|---|
| Working Class | |
| Female | |
| Black, Asian or minority ethnic | |
| LGBT+ | |
REVOLUTION (red section)
Main Gallery One: first floor
1. Find evidence to support the following statement.
Page 2 of 8
Two hundred years ago Britain’s political system was corrupt and controlled by a few rich men.
Draw a relating object here ...
How does the object support the statement?
2. Spin the Wheel of Fortune. Which of these people could vote in 1819?
Name
Vote? (Yes/No)
William Hulton
Elizabeth Wareing
Tom Shelmerdine
3. What does parliament do?
4. What would make it more representative?
Yes
No
REFORMERS (green section)
Main Gallery One: first floor
1. Explain your answer
2. Find an example from this section of a group that used violent protest
Chartism is known as the world’s first working class movement. It demanded suffrage (the vote) for all men and political reform.
1. Describe what it means to vote:
3. What were the chartist's demands and what do you think they mean?
1.
2.
3.
4.
5.
6.
Yes
No
WORKERS (blue section)
Main Gallery One: first floor
Find the Tin Plate Workers banner, 1821. It uses symbols to celebrate the society's core values.
1. Draw three symbols you recognise and label them with their meaning:
2. What is a trade union?
Clue: look in the Skilled Workers section
3. Find this radical hero:
Annie Besant
What did they do?
An interesting fact:
4. What was life like for Home Workers who did not have representation in the work place?
VOTERS (purple section)
Main Gallery One: first floor
1. Find evidence to support the following statement...
Queen Victoria believed that women shouldn’t vote. Thankfully some people disagreed with her.
Draw a relating object here ...
How does the object support the statement?
2. Find a political poster that is attempting to appeal to female voters.
Clue: look near the Joan Davies' sitting room
Draw the poster and label its key features here:
What is its message?
Draw the poster here:
CITIZENS (pink section)
Main Gallery Two: second floor
1. Explain your answer
2. What do you imagine life is like for people in countries where you cannot vote?
3. Post 1945, what actions did the government take to improve people's lives?
4. Find one example of a strike and complete the following questions:
| Improvements to: | Action: |
|---|---|
| Employment | |
| Living conditions | |
| Health | |
CITIZENS (pink section)
Main Gallery Two: second floor
1. Find evidence to support the following statement:
Page 7 of 8
Society isn’t equal, though it is much more equal than it was. People have had to fight hard to achieve change both in societies’ attitudes and government legislation.
Draw the relating object here ...
How does the object support the statement?
2. How can you fight against misrepresentation?
3. Find a slogan by someone who has campaigned for equality.
Write it here:
What do you think it means?
4. Copy the design of your favourite protest badge on display in this outline:
5. Who might have worn it?
Yes
No
Banners (white section)
Main Gallery Two: second floor
Find the banner that interests you most. Draw the banner and label the key features here:
Draw the banner here: | 1,804 | 892 | {
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Operation Tone Up: Improving Academic and Fitness Test Scores
Operation Tone Up in an evidence-based in-school program that can dramatically improve academics, health, and attendance. The Operation Tone Up program commenced January-April (2014). Program materials included a CD, DVD, and enough workbooks for each student. There are two components to the program: physical activity and nutrition. The physical activity portion spans 3 days per week, with the children getting an additional 20 minutes of physical activity on each day. The nutrition component is offered each school day for 10 weeks.
The program does not supplant Physical Education, and does not count towards PE minutes. However, there is some additional physical activity that the students engage in. The music that accompanies the physical activity component has nutrition facts built in. The students are reviewing nutrition facts while they are being physically active. Teachers, parents, and principals were included in videos that touted the benefits of the program, and the positive impact it made on the lives of the students. Alliance for a Healthier Generation was an organization that joined forces with the district. One school received Gold status in the Healthy Schools Program challenge for their exemplary work in school health.
Previous to Operation Tone Up students struggled to meet the requirements to do well in fourth grade. Academic test scores were low and fell below standards when children entered fourth grade. Adding additional physical activity has increased or maintained scores even when the curriculum or testing changed. Not only did academic scores improve, fitness testing scores also improved.
Parent Engagement
Parents have been engaged with the program through the online home version as well as helping their child track their nutrient and water intake daily over each of the 10 weeks. Parents stated that they have been spurred on by their children, to reduce the purchase of unhealthy foods. As their children learn through the program, how to read food labels and how the nutrients in food works to support them, they become so engaged in applying what they have learned that they seek to share these resources with their friends and families. Both parents and other family members (including some of the teachers) say they have changed their personal practices because of seeing the positive effects on the children.
Community Engagement
Operation Tone Up is being used in the 4th and 5th grades at each of the district's 14 schools. At the end of the 10 weeks, each school has a site based competition (20 minutes of nonstop aerobic activity with students scored on endurance, proper form and transitions and answering nutrition based questions) to find the fittest 4th and 5th graders at the site. The 10 students selected from 4th and 5th grade to attend the District's Fittest School Challenge. Here the 10 students from each site compete as a team to identify the Fittest School in the District.
Parents and community members attend to cheer on their respective sites. The winning school from the district competition then moves on to the Inter-district competition against other San Gabriel Valley districts, to identify the Fittest District. The winning district will then go on to compete against the Fittest District from Arizona.
El Monte City School District has won the inter-district three times and inter-state competition twice in the last three years. Advancing in the competition helped to gain the attention of the entire San Gabriel Valley. This healthy competition brings the community together and increases the awareness around the importance of physical activity, nutrition, and the connection to academics.
To learn more, contact: Mary Jones at El Monte City school District: firstname.lastname@example.org | 1,575 | 718 | {
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Arizona's bald eagles may lose endangered status
26 February 2010, By John Faherty
The desert-nesting bald eagles of central Arizona are the only bald eagles in the United States still receiving protection as members of the endangered-species list.
live in extreme heat. Supporters of keeping them on the list also say the birds are biologically distinct.
That protection may soon end. A motion filed in U.S. District Court on Wednesday by the U.S. Fish and Wildlife Service asked the court to end the temporary protection it has imposed for nearly two years.
Environmentalists had argued in court that the Arizona eagles are a "distinct population segment," meaning they deserve special protection.
But federal officials, after a yearlong study ordered by the court, concluded the bald eagles in Arizona are merely a "discrete population segment," meaning they are pretty much just another group of bald eagles that happen to live there.
This matter of semantics could have significant consequences for the birds, which are found south of the Mogollon Rim and north of the Arizona/Mexico border.
Fish and Wildlife says there are 204 desert-nesting bald eagles in the state, including 48 breeding pairs.
In July 2007, eagles in the contiguous 48 states were removed from the federal protection list because, after decades of conservation efforts, the bald eagle was beginning to thrive.
The Center for Biological Diversity, based in Tucson, and the Maricopa Audubon Society filed a petition in federal court arguing that the desertnesting bald eagle, sometimes called the bald eagle of the Sonoran Desert, should still be protected.
The birds, they argued, are smaller and lighter than other bald eagles. They are also the only ones to
The birds, Fish and Wildlife says, do not have any "biologically distinguishing factors important to the species as a whole."
Fish and Wildlife is confident the birds would survive a delisting.
"Well, we certainly hope so. We think it would," said Tom Buckley, an agency spokesman.
The agency points out that the birds would continue to receive protections under the Bald and Gold Eagle Protection Act and other federal and state statutes.
(c) 2010, USA Today. Distributed by McClatchy-Tribune Information Services.
1 / 2
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APA citation: Arizona's bald eagles may lose endangered status (2010, February 26) retrieved 12 November 2019 from https://phys.org/news/2010-02-arizona-bald-eagles-endangered-status.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,186 | 569 | {
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Pennington Traditional –SIGNET 4 th and 5 th Grades
Teacher: Mrs. Pfeiffer
Updated: March 24, 2020
| Objectives Covered | Prior Assignments, Assessments, Resources |
|---|---|
| 30 Reading Challenge For the school year. SOL objectives for: 4th, 5th and 6th grade language arts. Independent Learning Centers: SOL objectives for 4,5,6 grades: Language Arts, Mathematics Science and Social Studies. | Students to read 30 books during the school year. Students are to record books in their agenda. Students to begin Independent learning Centers: 4th grade: Treasure Seekers- Finial- Create your own island map 5th grade: Sports Fanatic-Finial- Create your own sport. |
| 30 Reading Challenge and Invention-The Wright Brothers- SOL objectives for 4,5,6 grades: Language Arts, Mathematics Science and Social Studies. | Same as above for 30 Challenge and centers. Wright Brothers What do you know about the Wright brothers? What is an invention? Process for Invention? What is innovation? Engineering Design process. Students to read classroom books: Choose 2 of 4. Complete actives with each book 1.Who Where the Wright Brothers? By James Beckly 2.The Wright Brothers-Pioneers of American Aviation by Quentin Reynolds. |
| | 3. Frist Flight Story of the Wright Brothers Level 4 by Caryn Jenner 4. Science Comics, Flying Machines How the Wright Brothers Scored. By Alison Wilgus |
|---|---|
| Same as above. | Same as above: |
| Same as above. | Same as Above: Airplane Test Flights: Testing the Bernoulli’s Principle |
| Same as above. | Same as above: Experiments with the Bernoulli’s Principle. |
| Same as above. Hands on Equations: SOL- 4th, 5th, 6,th math | Same as above. Hands on Equations: Pre-assessment Pre-Algebra lessons 1-3 |
| Same as above. | Same as above. |
Reminders:
- No new instruction is being given.
- All additional available resources are for optional practice only and are not being used for grades.
- All due dates are April 14, or whenever students return to school.
- I am available during regular school hours (9:00 a.m. – 3:40 p.m. Monday-Friday) to provide assistance and/or additional resources and I can be reached at Mrs. Pfeiffer email@example.com | 1,125 | 594 | {
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Useful Information about Battery
Automotive Battery stores electricity. This energy powers many different devices on a vehicle, including the starter, headlights, radio and more. A battery contains a certain amount of water and sulfuric acid. Together, these two ingredients create an electrolyte solution which is necessary for the chemical reaction that generates voltage, according to the Auto Batteries website. A 12.6-volt auto battery (commonly referred to as simply a 12-volt battery) has an electrolyte solution of 65 percent water and 35 percent sulfuric acid.
AGM - The Absorbed Glass Matt construction allows the electrolyte to be suspended in close proximity with the plate is active material. This enhances both the discharge and recharge efficiency.
Maintenance-free batteries - The electrolyte is sealed inside the battery case and cannot leak or create fumes outside the battery. Modern maintenance-free automotive batteries will last many years, but may need to be charged if the vehicle's lights or other battery-robbing accessories are left on after the car has been shut off
Wet Cell Battery - Wet cell batteries, sometimes called flooded, are made from a glass or plastic container filled with sulfuric acid in which lead plates are submerged. The main concern for wet cell batteries in all applications is leaking sulfuric acid, as it is a dangerous corrosive that can damage what it contacts and can burn human tissue.
Gell Cell - The most forgiving and can stand a wider range of charging parameters.
Battery Do's:
*Think Safety First.
*Do read entire tutorial
*Do regular inspection and maintenance especially in hot weather.
*Do recharge batteries immediately after discharge.
*Do buy the highest RC reserve capacity or AH (Ampere Hour) battery that will fit your Configuration
Battery Don'ts :
*Don't forget safety first.
*Don't add new electrolyte (acid).
*Don't use unregulated high output battery chargers to charge batteries.
*Don't place your equipment and toys into storage without some type of device to keep the Battery charged.
*Don't disconnect battery cables while the engine is running (your battery acts as a filter).
*Don't put off recharging batteries.
*Don't add tap water as it may contain minerals that will contaminate the electrolyte.
*Don't discharge a battery any deeper than you possibly have to.
*Don't let a battery get hot to the touch and boil violently when charging.
*Don't mix size and types of batteries.
SAFETY INFORMATION
Before you start, always check the type of grounding system the vehicle has. If you remove the positive connector first in a negative ground system, you risk the chance of creating a spark. That could happen if the metal tool you're using to remove the positive terminal connector comes in contact with any piece of metal on the car. If you are working near the battery when this occurs, it might create an ignition source that could cause the battery to explode. It's extremely important to remove the ground source first. | 1,230 | 608 | {
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St. Thomas Site
1230 Talbot Street St. Thomas N5P 1G9 519-631-9900
1-800-922-0096 | www.swpublichealth.ca
FACT SHEET: FIFTH DISEASE
Fifth disease is a mild rash illness caused by a virus called human parvovirus B19. It is more common in children but can infect adults as well. The infection does not cause serious illness in most people and the rash resolves in 7 to 10 days.
SIGNS AND SYMPTOMS
HOW IS IT SPREAD?
Symptoms generally appear between 4 and 14 days after coming into contact with the virus.
Some people who are infected with fifth disease may not show any symptoms. The first symptoms of fifth disease are usually mild and may include:
* Fever
* Runny nose
* Headache
* May also be stomach upset (nausea and diarrhea)
After several days, a red rash may appear on the cheeks (slapped cheek appearance).
A red, lace-like rash may appear on the body, arms and legs 1-4 days later. The rash may be itchy. The rash may last from 1-3 weeks. During that time, the rash may come and go. It can be worse with changes in temperature, exposure to sunlight, and exercise.
In adults, a rash is not usually seen. Adults may develop joint pain. The joint pain usually lasts 1 to 3 weeks, but it can last for months or longer. It usually goes away without any long-term problems.
Fifth disease spreads through respiratory secretions (such as saliva or nasal mucus). It is spread person to person by direct contact with these fluids; for example when sneezing and coughing or by touching a used facial tissue or sharing cups and utensils.
Fifth disease is most contagious before the rash appears. Once the rash appears, a child is not likely to spread the infection. As a result, children diagnosed with fifth disease do not need to be excluded from school or child care if they are feeling well enough to participate in normal activities.
Transmission during pregnancy from mother to fetus is possible, but does not always occur.
continued ...
Updated December, 2018
Fifth disease
(Page 2 of 2)
CAN FIFTH DISEASE BE DANGEROUS?
Fifth disease is usually very mild. Some children may not even feel sick. It's usually more severe in adults. However, some people are at risk of serious complications if they become infected, including:
* Those with certain forms of chronic anemia (such as sickle cell).
* Those with weakened immune systems due to disease or medical treatment.
* Pregnant women.
If you are at risk of serious complications from fifth disease there is a blood test that can determine if you have recently been infected with parvovirus B19 or if you are immune due to previous infection.
HOW IT CAN BE PREVENTED
There is no vaccine or medication that prevents infection with parvovirus B19.
You can lower the chance of getting sick with fifth disease by doing the following:
* Frequent hand washing to decrease the chance of becoming infected.
* Cover your cough. Cover your mouth and nose when you cough or sneeze.
* Avoid touching your eyes, nose and mouth.
* Avoid close contact with people who are sick.
* Do not share eating utensils or cups with others.
Most people who had fifth disease as a child will not get it again.
HOW IS IT TREATED
There is no treatment for fifth disease.
Treatment of symptoms such as fever, pain, or itching is usually all that is needed for fifth disease.
Children may continue with usual activities provided they feel well.
If you are pregnant or have a weak immune system or certain blood disorders, see your doctor. You may need extra checkups, tests, or treatment.
REFERENCES
Canadian Paediatric Society. Fifth Disease [Internet]. Ottawa: Canadian Paediatric Society; 2012. Available from http://www.caringforkids. cps.ca/handouts/fifth_disease
Centers for Disease Control and Prevention. Parvovirus B19 and Fifth Disease [Internet]. Atlanta: CDC; 2015. Available from: https://www. cdc.gov/parvovirusb19/index.html
Heymann DL. Control of Communicable Diseases Manual. 20th ed. Washington, DC: American Public Health Association; 2015.
* Stay home when you are sick.
MORE INFORMATION
Southwestern Public Health
St. Thomas Site
519-631-9900
Woodstock Site
519-421-9901
1-800-922-0096 | www.swpublichealth.ca
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Communication and Language
To show interest in play with sounds, songs and rhymes
Listens to others one to one or in small groups, when conversation interests them
To understand simple sentences and respond to basic instructions
To use language to widen contacts, share feelings, experiences and thoughts.
Use talk to connect ideas, and explain what is happening
Physical Development Developing FMS & GMS
Using the outside area safely with adult support
Large building projects outside
Mark making activities, sand trays, threading, rice, gluing and sticking.
Skills with balls and hoops
Spatial awareness, ring games.
Self selecting equipment & using it appropriately.
Using wheeled toys in imaginary play
Health & Self Care
Beginning to be independent in self-care Communicate clearly their need for the toilet
Develop own likes and dislikes Beginning to manage own clothing
Through this topic children will settle into the Nursery, will explore the new environment and begin to create friendships with peers and adults. Once confident in their new setting children will engage in a wide range of exciting activities and investigate Dark and Light through various celebrations and festivals (Hanukah, Diwali and Christmas)
Wow: McMillan Coffee Morning & Garden Party Chinbrook Park Autumn Treasure Hunt Trip to Albany Theatre
Expressive Arts and Design
Personal, Social & Emotional Development
To experiment with colours and marks
To explore the way musical instruments sound
To engage with songs and ring games
To begin to make-believe by pretending To create movement in response to music
To use imagination and to begin building up stories around toys
To separate from main carer with support and encouragement
Nursery routines, reminding children of behaviour expectations.
To be interested in others' play and starting to join in
Literacy
Reading
To be interested in books and rhymes and to have favourites
Writing
To enjoy mark-making as a sensory experience
Mathematics
To begin to recite some number names in sequence
To know that numbers are for counting
To begin making comparisons between quantities
To associate sequence of actions with daily routines
To begin to use the language of size
To notice simple shapes and patterns in pictures
Understanding the World
To enjoy pictures and stories about themselves and their family
To have a sense of own immediate family
To engage playing with small world activities (farm, garage, train)
To notice detailed features of objects in the environment and to begin to talk about things they observe
To show interest in toys and books with buttons and flaps
To be able to operate mechanical toys | 1,141 | 517 | {
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HIVE
LEARNING AT HOME 2020
What we're hoping for you to get from remote learning
* Develop self managing skills, timetabling, completing learning
* Demonstrate empathy (be aware of the needs of others in the household)
* Show integrity making good choices, this includes sensible behaviour online
* Create positive memories
* Consolidate learning from Term One and make connections with 'real life' contexts
*Have loads of fun.
EXPECTATIONS FOR WHANAU
* We want you to use this resource in a way that best suits you all at home.
* You can email your whanau kaiako at anytime with a question or if you just want to get in touch (we will endeavour to get back to you within 24 hours).
* It would be great to post some learning that you're doing at home to Seesaw so teachers can give feedback. (Instructions in slide 5).
* Your wellbeing is important to us. There is no pressure to complete the tasks.
9am – 10.30am
10.30 – 11am
11am – 12.30pm
12.30-1.30pm
1.30-2pm
2pm – 3pm
Activities from the list provided, math's games, reading, Seesaw activities.
Morning Tea Time
Teacher Reading at 11am on Seesaw. Create! Use your imagination, bake or make something with Lego. Draw, make up a dance, get crafty!
Lunch Time
DIRT: Read quietly, listen to an audio book or sketch in a calm space at home. Get some fresh air, move your body!
An activity from the list provided Then reflect on your day. What are you proud of? Struggled with? Learned? Plan your day for tomorrow.
IMPORTANT LOG INS
Seesaw
Both your Mathletics log in and Google Drive log in should be in your Home Learning Book.
H ow to p os t t o your journal
Head to the Seesaw website. Click 'I'm a student'.
Scan your QR Code.
Get in touch if there are any issues.
Please add some of your work to your Seesaw account so the teachers can give you feedback.
ACTIVITIES – PICK N MIX
Click on an image to head to the link. You are more than welcome to come up with your own.
Mathematics
Literacy
Languages
Health and Fitness
Activity Section
Activity section
Google Drive Folders
Mandarin
Choose one activity
TAKING IT OFF THE GRID
Activities that involve less device that you can add to your timetable.
* What plants do you have inside? Do you know their scientific names? Find a plant book and research them.
Interview someone in your bubble. Make up five questions that you don't know the answers to about them.
Weed the garden with someone who knows what weeds are.
Find out what someone in your bubble is great at and get them to teach you about it
Find your Home Learning book and look through ideas that you may want to do from the Hauora worksheet.
For more 'offline' ideas click here
Draw the view from your lounge window. Add colour
Train for the cross country with a family member.
TEACHER READING
Don't miss out on your favourite part of the day! Head to Seesaw at 11am on a school day where the HIVE teachers will read to you via a video. | 1,321 | 729 | {
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PINK OCTOBER IN CROATIA
A project by Association EVERYTHING for HER (CSO) for International Breast Cancer Month
Dijana Mayer, Ivana Pavic Simetin, Anja Belavić, Ljiljana Vukota*
Croatian Institute of Public Health * Association EVERYTHING for HER (CSO)
Background
Material & Methods
Amongst gynecological cancers at the top lies cancer of the uterus and cervix with 9%. Croatia has three national early cancer screening programs (breast, colon and cervix). It is extremely important to raise women's awareness of the importance of responding to free screening in all three programs. "Pink October Project" was created to inform women in detail about ways to care for their health and early detection of primary breast cancer as well as other cancers following this.
The children were instructed to give the leaflet to their mother, and the contents of the leaflet were reviewed by the Croatian Institute of Public Health. In the leaflets, women are called to care for their health and national cancer programs were promoted. While the students were assembled, they were approached by the principal and ambassador (the person who initiated the campaign at that school) with instructions and a request to bring leaflets to their mothers.
Results
The association implemented the project "Pink October" as a pilot project in October 2017 in Glina and Hrvatska Kostajnica, and then in 2018 in 28 schools across Croatia. 8500 educational leaflets were distributed to mothers by their children.
October 2019, for the third time in a row, the "Mama, Be Healthy" 2019 project was implemented in 31 schools across Croatia.
6,250 students in primary and secondary schools who formed with their bodies pink ribbons holding balloons or recorded a short video with the message "Mama, be healthy". 11,090 educational leaflets were distributed to students and teachers of schools involved in the campaign.
Conclusion
The project is being implemented to help raise awareness of women's concerns about their own health. We are witnessing morbidity in women of all ages from malignancies, as well as the often late detection of the disease, which significantly reduces the chances of cure. One of the main concerns for a sick woman at that moment is what it is like to be with children. Children can have a positive influence on parents and encourage their more responsible behavior, which is why we designed the project incorporating children as a means for communicating preventative and educational messages to mothers and other female family members, in order to encourage them to have regular check-ups. | 1,123 | 539 | {
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Springvale Primary School
Learning Journal- a parental guide to what is going on! (Weeks 33-39) Summer 2
General reminders:
1. Please ensure that your child's name and class are labelled on all items, especially coats and shoes! Shoes must be plain and black.
2. Please help us to demonstrate progress in reading by recording regular reading support in individual pupil records
3. Please bring an outdoor PE kit in on a Monday and take it home on a Friday- most PE will now be outdoor
Early Years Foundation Stage
Nursery (Foundation 1)
Reception (Foundation 2)
- Bedtime books and learning letter sounds (revising all key sounds)
- Friendship and sharing
- Topic- Superheroes around the world!
- PE day on Tuesday (Sports Day practice!)
- Topic Focus – Around the World
- PE day is on Tuesday (Sports day practice)
Maths- numbers, doubling and halving, 2x 5x 10x
- Practice at home- phonics work, numbers and reading
Key Stage 1
Year 1
Year 2
Topic: Trains, planes and automobiles
PE Days (Kit required): Monday and Wednesday
Maths work: Multiplication and Division/Place value to 100
Literacy work: Story Writing
Homework: Daily reading, weekly spelling and phonics book
Topic: Planes, trains and automobiles
PE Days (Kit required): Tuesday and Wednesday
Maths work: Time, capacity, maths and temperature
Literacy work: Story writing and information texts
Homework: Daily reading, spelling and multiplication tables
Lower Key Stage 2
Year 3
Year 4
Topic: The Romans
PE Days (Kit required): Tuesday/Thursday
Maths work: Time and shape
Literacy work: Letter writing, recipes and adverts
Science: Plant investigations
Shared book: Romans on the Rampage…Jail Break
Spelling test day: Monday
Homework: Reading, times tables, spellings
Topic: The Natural World
PE Days (Kit required): Monday and Thursday (outdoor)
Maths work: Money and time
Literacy work: Persuasive writing
Shared book: Beyond the Deep Woods
Spelling test day: Different group each day, see class newsletter
Homework: Reading, spelling, times tables and long term homework
Upper Key Stage 2
Year 5
Topic: Jurassic Age
PE Days (Kit required): Monday, Friday
Maths work: Angles and shape
Literacy work: Creative writing: Jurassic Park
Shared book: Jurassic Park
Spelling test day: Wednesday
Homework: Reading, spelling, times tables and long term homework matrix
Year 6
Topic: Harry Potter and Evolution
PE Days (Kit required): Every day!
Maths work: Reasoning and Problem Solving
Literacy work: Descriptive writing and biographies
Shared book: Skellig/Harry Potter
Spelling test day: Tuesday
Homework: TT Rockstars and daily reading
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Concept Maps
Concept maps can be useful for a range of purposes: consolidating understanding of concepts, planning ideas for an essay, committing concepts to memory for exams, and so on.
The key difference between concept maps and mind maps is that concept maps identify relationships between things, whereas mind maps only capture associations between things. You would use a mind map, for example, to remember to take things on a holiday (food, clothing, kitchen items, car-related things), with each concept being a separate item. You would use a concept map to diagram the causes and effects of the Asian currency crisis, or the sequence of events that lead to the 9/11 terrorist attack. Concept maps are more sophisticated than mind maps and require careful planning.
Principles
1. All concept maps must be concise, containing only sufficient information for your purpose.
2. Concept maps must convey a singular idea. This idea must not be lost among congested information or clutter.
3. They must explain the idea conveyed, not merely describe it. If only a description is needed, words will suffice. Maps must show explanatory connections, which can be causal, cause-effect, directional, definitional, or other kinds of connections.
4. They must be balanced. Maps with connections that are unequal reflect a selective understanding of a topic.
5. Concept maps must be appropriate for the intended audience. Choose terminology that the audience understands the message of the map within seconds. This helps memory retention as well as understanding.
Concept map example: pregnancy induced hypertension
(Source: https://groups.diigo.com/group/mucreehiwa/content/concept-map-of-pregnancy-induced-hypertension10431781)
studyskills.federation.edu.au
CRICOS Provider No. 00103D
Making a concept map
Follow this a staged process to create your own concept map:
1. Devise a focus question, e.g., What are the causes and effects of hypertension? Simplify the question to a word or phrase and place it in a box. This becomes the topic concept of the map, but, importantly, it stands for a focus question.
2. Make a list of key concepts related to the topic. This is a brainstorming stage; you will not need all the concepts. Make a "parking lot" of concepts first, and then sort through them until you have the ones you need. Like the topic concept/question above, put each concept in a separate box.
3. List the concepts in order of importance. This might take several attempts. Ask other students: a) whether you have missed any key concept; and b) whether your list is ordered correctly.
4. Draw link lines that establish some relational connection between the concepts from top to bottom (i.e., from the key concept at the top of the map to the lower-order concepts at the bottom). Arrows can be used to show the relational connections. Use both uni-directional and multi-directional arrows.
5. Add cross-links between concepts i.e., from left to right-hand sides of the map. Add verbs and phrases to show relationships, e.g., "requires", "to work with", "will lead to", "involves", "due to", "is an example of", "during", "such as", "is assessed by", and so on.
6. Add terminal points representing concepts, or concrete examples, to complete your map.
7. Review your map to ensure it captures all the ideas you need to understand or remember.
Tools
Concept maps can be drawn on a computer using the "Insert Shapes" function of Word. Specialised software such as CMap can also be used. Another example of a concept map is provided below.
Other helpsheets available
- Argument Maps
- Mind Maps
studyskills.federation.edu.au
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A PROJECT OF THE SONOMA-MARIN COASTAL PRAIRIE WORKING GROUP
AT-A-GLANCE
VALUE SUMM ARY
Grasslands perform essential services necessary to support life, contribute to human well-being, and provide beneficial goods and services that extend to local, regional, and global communities.
Humans owe the development of our civilization to grasslands, which are the source of species that are staples in our diet, and enabled the development of agriculture and domestication of livestock.
Grasses have a predigious capacity for carbon storage. Soil organic matter of coastal prairies is approximately 50% carbon.
California's relatively intact grasslands are reservoirs of biodiversity containing about 40% of California's native plant species.
Coastal prairie plants are considered excellent forage and continued to be so after reportedly over 100 years of grazing use. Average forage production can exceed 3,000 lbs/acre/year.
Deep-rooted perennial grasses capture, filter and store water, and anchor the soil in place throughout the year long after annuals die. Native perennial grasses are used in Mediterranean vineyards and orchards to prevent erosion, suppress weeds, and maintain nutrients in the soil without competing for irrigation water during the drought of summer (Volaire, et al. 2009).
Grasslands are open habitats, providing great coastal views, gorgeous wildflower displays, and wonderful hiking opportunities.
DE FINITIONS SUMM ARY
Citation: Jeffery (Immel), D., C. Luke, K. Kraft. Last modified February 2020. California's Coastal Prairie. A project of the Sonoma Marin Coastal Grasslands Working Group, California. Website: www.cnga.org/prairie.
.
"Prairie," a French word derived from Latin for "meadow," was first applied to the great North American prairies of the Midwest by French trappers in the 1600s.
"Coastal prairies" mostly occur in areas where plants obtain some moisture from fog. The term "coastal prairie" was probably first used to describe California's coastal grasslands in 1957.
DI VER SITY SUMMARY
In prairies, native wildflower species (forbs) outnumber grass species and account for most of the plant diversity.
Coastal prairies of California support the highest plant diversity of any grassland in the United States
During surveys in Sonoma and Marin counties, botanists found 30-70 plant species in 10 m x 10 m plots.
California coastal prairies support 80 endemic plants.
Coastal prairie grasslands types (over 34 alliances) represent 30-50% of the diversity of vegetation types occurring in Sonoma and Marin counties.
DI STRI BUTION SUMM ARY
California's coastal prairies are distributed from southern California to Oregon, usually within 100 km of the coast and under 350 m in elevation.
The main types of landforms associated with California coastal prairie are coastal marine terraces, coastal bluffs, hillside slopes, uplifted grassy bald hills and lowland grasslands.
Coastal prairies, like other types of grasslands, are sustained by disturbances that prevent invasion by shrubs and trees (e.g., fire, trampling, digging, wallowing and grazing)
California tribes regularly burned coastal grasslands to increase the quality and quantity of grassland resources for their use. Through their burning practices, the extent of coastal prairies and other grasslands increased relative to scrub and forest habitats throughout California.
VEGET ATION TY PES SUMM ARY
Coastal prairie community types are commonly named for the dominant plant, usually a grass species.
The dominant grass species are usually accompanied by a set of species, an "herbaceous alliance," that grow under the same environmental conditions.
Examples of names of coastal prairie vegetation types include California oat grass prairie (Danthonia californica Herbaceous Alliance) and tufted hairgrass meadows (Deschampsia cespitosa Herbaceous Alliance). | 1,824 | 842 | {
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How to Teach a Song by Rote
Prepare at Home
By preparing ahead of time, you will be better equipped to teach the song. Listen to recordings or study a score. Choose a simple verse or chorus that you intend to teach and break it into into smaller parts (consider the phrasing, melodic and rhythmic patterns, etc). You should be able to sing the song comfortably before teaching it to the group.
Teach the Song to the Group using Call-and-Response
To teach the song to the group, first sing the song (or the part of the song you intend to teach) in its entirety. Then use call-and-response: sing one phrase or part of a phrase and have the group echo you. Repeat as needed.
Other Strategies
If the song or certain parts of it are particularly challenging, consider these additional strategies:
Chant the Rhythm
Keeping a steady beat on your lap, chant the rhythm on a neutral syllable such as 'da'. Use call-and-response. Repeat as needed.
Sing the Melody
Sing the melody on a neutral syllable such as 'doo'. Use call-and-response. Repeat as needed.
Speak the Text
Speak the text in rhythm. Use call-andresponse. Repeat as needed.
INTRODUCE THE SONG
Invite a volunteer to introduce their song and tell their story. Listen mindfully. Allow space for conversations. Allow other stories to emerge. With permission from the participants, record the stories and responses.
Sing or play a recording of the song
If the volunteer feels comfortable doing so, have them sing the song. If not, play a recording of it. Ask the volunteer how they feel upon hearing it again. Does it conjure any memories for others in the group? Record the responses. Talk about the song: Who wrote or performed it? What is it about? What does it mean?
Repeat
Sing or play the song again. Invite the group to tap or sway to the beat and hum along.
TEACH THE SONG
Teach the Song by Rote
Rote learning is based on listening, imitating and repeating. Teaching a song by rote is an excellent way to help your group develop listening skills and work on technique. It encourages auditory memory without requiring any formal musical training or musical literacy making it accessible to everyone.
Depending on the comfort level of the individual who chose the song, they may be willing to teach the song or may instead wish to have the facilitator do it. In either case, refer to the how-to guide in the sidebar for guidance. Depending on the song and depending on the group, you may wish to provide lyric sheets. In the beginning, try shorter, simpler songs or consider learning just one verse or the chorus. | 1,036 | 561 | {
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Year 12 REP
Skills
Formal Assessments
Intent: Pupils who have opted for A Level RE study a religion (Buddhism), Ethics and Philosophy. They study each component with a view to be able to examine and evaluate key aspects of each element in Year 12. Pupils should have an in depth understanding of key religious, ethical and philosophical ideas that underpin the study of religions and theology or philosophy courses beyond A Level standard. They will need to familiarise themselves with important individuals, consider primary and secondary sources and read widely within and around the subject in order to be able to critically analyse key aspects of the course.
Threshold Concepts:
1. Buddhism is an ancient religion that can be argued to be the best equipped religion to deal with issues we have created and face in the 21 st century – why is this the case?
2. Ethical theories were created in order to find systems to make correct moral decisions. Is this possible when we consider various theories and applications to modern day issues?
3. Philosophical arguments were created to help us make sense of the world – do they achieve this and provide us with answers to life's questions?
Unit 1: Buddhism
Unit 2: Ethics
Unit 3: Philosophy
| The life of Siddhartha Gautama and the creation of fundamental aspects of the dharma, including; the three universal truths (anicca, anatta and dukkha), the four noble truths and the eightfold path. The separation into the two main schools of Buddhism: Theravada & Mahayana and their understanding of Buddha (Trikaya doctrine) Buddhist beliefs about life (Samsara & Karma) and death (Nirvana). This links to moral decision making (Ahimsa, Karuna and Metta) and the five moral precepts, applied to various issues including the unborn child and war. The use and importance of meditation in Buddhism, within the sangha and different acts of devotional practice. | The key differences between the 3 main approaches to ethical decision making; deontological, teleological, character based. Students will study the knowledge (AO1) and evaluation (AO2) of Aristotle’s Virtue Ethics, St Thomas Aquinas’ Natural Moral Law and Joseph Fletcher’s Situation Ethics, amongst other relevant scholars. |
|---|---|
| How does the life of Siddhartha influence key aspects of dharma? The core of the dharma must be understood by all Buddhists – is this easy? The 3 universal truths – why are they so significant for Buddhists? This life and the next are vital for Buddhists. What do they believe? How does this influence their behaviour to moral issues? How do Buddhists live day to day in Sangha’s? Why is it important to show devotion and what does this look like in practice? | In order to show a full understanding of how the above ethical theories work in practice, students will consider how each approach deals with the following applications; theft, lying, embryo research, cloning, designer babies, capital punishment, euthanasia, abortion, animal experimentation, intensive farming, blood sports, organ transplantation. |
| Student’s must be able to examine and evaluate the content above with accuracy and critical analysis. They must display knowledge (A01) and the ability to evaluate (A02) key religious ideas. | Students will be able to display considerable knowledge (AO1) of how the ethical approaches work, the rationale behind them, how they apply to ethical issues, and evaluate (AO2) whether they provide an effective guide to ethical decision making. |
(those done by all/vast majority of the coh
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By the end of the year students on course for at least a grade C will be able to examine ideas from each element with reasonable accuracy, using sources and examples (scholars and theories) where appropriate to engage directly with the question. Pupils will also be able to evaluate key ideas above in depth and consider a variety of different points of view. This will include scholarly debate where appropriate and varying religious views. This evaluation will be supported by a reasoned judgement. | 1,732 | 853 | {
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Prepare Educators to Screen Students
1. Select which screener to use.
- Four screeners are recommended for most students.
■ The first screener identifies unfinished learning for the current grade level's readiness standards.
■ The second screener measures growth on the current grade level's readiness standards.
■ The third screener identifies unfinished learning for the next grade level's readiness standards.
■ The fourth screener measures growth on the next grade level's readiness standards.
- Tier 3 screening recommendations are available for students with unfinished learning from 2 or more previous grade levels.
Activity 1: Open the Delta Math RtI Program screener recommendations to help create a plan.
* What screeners are recommended screeners for the grade level you support?
* What month is recommended for students to complete each screener? (See top row)
* How can you use the data for each recommended screener? (See bottom row)
2. Get to know the screening process.
- Support for online screening includes scripts, work paper, and powerpoints.
■ Powerpoints display what students will see on their personal screens after each click.
■ Screening packets provide support guides and teacher scripts.
* For grades 3 through algebra 2, work paper provides support for the longer computational problems.
■ Course PINs can be used to provide easy access to student screeners.
* Teachers will need to modify the script for students using the course pin option to sign in.
■ Recommended wait times are provided to help identify when students use inefficient strategies.
* To maintain an emotionally safe environment, you may provide up to 15 extra seconds before asking to click to the next problem.
■ Practice screeners are available for students to become familiar with the online screening functions.
* When completing the math facts, it is highly recommended that students use the "OK" button on the keypad to move from one problem to the next.
■ Middle and high school teachers can choose to have students work at their own pace. (Option B)
Activity 2: Watch the Online Screening Experience to understand how the teacher script guides the screening process. Then, familiarize yourself with the online screener functions.
3. Locate screening management resources.
- Powerpoints and screening packets that include materials lists, teacher scripts, and work paper for longer computational problems are available for all screeners on the "Online & Paper Screening" tab.
Activity 3: Find and preview a screening powerpoint and packet for a grade level you support.
Prepare Educators to Screen Students
(Continued)
4. Prepare an online account to screen students.
- Sign in to the Delta Math screening and reporting website.
- Activate a course that you plan to screen.
- Subscribe the course to the AVAILABLE PROGRAM you would like to use.
- Assign a screener
- Make the screener available
- Print student usernames and passwords.
- Set a course PIN. (Optional for students who may be challenged with usernames and passwords.)
Activity 4: Watch the support video demonstrating each step listed in the support guide. | 1,328 | 611 | {
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Orcas in Wellington
What are orcas?
Orcas are also known as killer whales, but are actually the largest member of the dolphin family. They get the name 'killer' whale from their consumption of other marine mammals. They are easily identified by their distinctive black and white markings and tall dorsal fins. They can grow up to 9 m in length, with male dorsal fins reaching higher than a metre. Orcas have a wide-ranging diet including fish, squid, sharks and other marine mammals. Disturbance and strike by vessels and pollution via bioaccumulation (the accumulation of toxins through the food chain) are the largest threats to these animals. Orcas can often be seen spyhopping (where they float vertically with their head out of the water to view their surroundings), breaching, and slapping their tails and flippers on the surface of the water.
While they are found all throughout the world, New Zealand is home to an estimated 150–200 individuals, which travel long distances throughout the country's coastal waters. We are beginning to understand that there are different types of orca throughout the world, and work on defining these types is currently underway. Even within New Zealand it has been proposed that there are three different types, based on observations of different food preferences.
Why do they visit Wellington Harbour?
Pods of orcas are known to venture into Wellington Harbour throughout Spring and Summer looking for a unique food source (orcas in other parts of the world aren't known to do this), but it is rare for them to stick around. They dig the muddy sea bottom for stingrays and are often seen herding them into shallow water around Oriental Parade, Frank Kitts Park and The Lagoon. Passers-by have even watched as one stingray made a frantic leap for safety onto nearby rocks, later to be assisted back into the water by a nearby observer. Orcas are also often seen exploring the northern end of the harbour and the Kapiti Coast.
Orca whales spyhopping in the Ross Sea, Antarctica.
How to stay safe around orcas
Orcas are large predators. Despite the fact there are no records of deliberate attacks on humans in the wild, it is recommended that you show respect around these animals and keep a safe distance. Some general rules to follow are:
* Operate your boat slowly and quietly at 'no wake' speed.
* Manoeuvre your boat sensitively near all whales and dolphins. Do not obstruct their path, cut through a group or separate mothers from calves.
* Avoid sudden noises that could startle the animals.
* Co-operate with others so everyone can see the animals without putting them at risk.
* Maintain a distance of 50 m.
One of a small pod of orca swims near Evans Bay, Wellington, 11 January 2013. Photo: Ewan Delany
Published by: Department of Conservation National Office PO Box 10420, Wellington 6143 New Zealand February 2014
Editing and design: Publishing Team, DOC National Office
How you can help orcas
Keep their environment clean by carefully disposing of any rubbish appropriately— plastic waste can be particularly hazardous when discarded near waterways or beaches.
Please report sightings of orcas to the 0800 DOC HOTline (0800 362 468). These are always of interest and help increase our knowledge of marine mammal distribution and movement around New Zealand. Useful information includes species/description, location, number of individuals, estimated sizes, what they appeared to be doing and the direction in which they were headed.
Legislation protecting marine mammals
Orcas are fully protected under the Marine Mammals Protection Act 1978 – this act provides for the conservation, protection and management of marine mammals. It is an offense to harass or disturb orcas, as well as other marine mammals.
Offences carry penalties of up to 6 months imprisonment or fines up to $250,000, and further fines of up to $10,000 for every marine mammal in respect of which the offence is committed.
Refer to the Marine Mammals Protection Regulations 1992 for a complete list of conditions prescribing behaviour around marine mammals.
Visit: www.legislation.govt.nz.
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Service Animals
What is a Service Animal?
Under the Americans with Disabilities Act (ADA), a service animal is "any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. Other species of animals, whether wild or domestic, trained or untrained, are not considered service animals under the ADA. However, the ADA does include miniature horses in the definition of service animals, providing that the horse has been individually trained to do work or perform tasks for the individual with the disability. There is also a maximum size and weight restriction for a miniature horse that acts as a service animal. The work or tasks performed by a service animal must be directly related to the individual's disability." 28 C.F.R. §§ 35.104 and 36.104.
ND Relay 711 TTY www.ndpanda.org email@example.com
What are the Responsibilities of Owning a Service Animal?
The service animal must be under the control of its owner. This can be accomplished by harness, leash, or voice control. If the service animal is not under control and the owner fails to take effective action to control the service animal, or the service animal poses a direct threat to the health or safety of others, it is allowable to require the animal to be removed from the premises. The animal must be "house broken." The owner must also comply with local animal control and public health requirements, such as up-to-date vaccinations and licensing.
1-800-472-2670 (701) 328-2950
Please contact Protection and Advocacy if you need an alternative format
Alert Deaf people or people who are hard of hearing
Provide non-violent protection or rescue work
Pull wheelchairs
Assist an individual during a seizure
Alert individuals to the presence of allergens
Retrieve items such as medicine or the telephone
Provide physical support and assistance with balance and stability
Help persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors
Provide physical support and assistance with balance and stability
Is the animal required because of a disability? (This does not mean that the owner must disclose their disability.)
What task or work is the animal trained to perform for you?
Is the animal required because of a disability? (This does not mean that the owner must disclose their disability.)
ADA National Network's Service Animals and Emotional Support Animals
U.S. Department of Justice's Frequently Asked Questions About Service Animals and the ADA
U.S. Department of Justice's ADA Requirements: Service Animals
U.S. Department of Justice's Frequently Asked Questions About Service Animals and the ADA
U.S. Department of Justice's ADA Requirements: Service Animals
This document is funded through a Social Security grant. Although Social Security reviewed
this document for accuracy, it does not constitute an official Social Security communication.
This communication is printed, published, or produced and disseminated at US taxpayer
expense.
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Let's Visit Mount Rushmore | Lesson Plan
Why is Mount Rushmore an important symbol in American history?
Students will learn about Mount Rushmore, discuss its significance as a national memorial, and understand why it is considered an important symbol in American history.
Learning Objectives:
* Understand the significance of Mount Rushmore as a national landmark.
* Identify the presidents on Mount Rushmore and why they were chosen to be depicted.
* Explain basic facts about Mount Rushmore's history and construction.
Key Vocabulary:
* Mount Rushmore: An iconic monument featuring carved faces of four U.S. Presidents.
* Granite: Hard, durable rock often used in construction and sculptures.
* Preservation: The act of maintaining something in its original state.
* Development: To grow.
* Hall of Records: A chamber behind Mount Rushmore containing historical information and artifacts.
Educational Standards: CCRA.R.1, CCRA.L.2, CCRA.R.7, CCRA.SL.1, CCRA.SL.2, CCRA.L.4
Academic Topics: American Values, U.S. Presidents, History
What You'll Need
* Video: Otto's Tales: Let's Visit Mount Rushmore (Watch Here)
* Book (Optional): Otto's Tales: Let's Visit the Statue of Liberty (Purchase Here)
* Worksheet: Let's Visit Mount Rushmore Worksheet (Click Here)
* Images of Mount Rushmore
* Images of George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt
Lesson Plan (45 mins.)
Warm-Up: (10 mins.)
1. Begin by showing pictures or drawings of Mount Rushmore to the students. Have them describe what they see.
2. Ask them if they recognize any of the faces carved in the mountain. Call on students to share their thinking.
3. Next, show images of the four presidents carved into the mountain: George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt.
4. Ask the students why these particular presidents were chosen to be depicted on Mount Rushmore (e.g., their important contributions to American history).
5. Introduce Mount Rushmore as a national memorial, an important symbol of American history and democracy. Explain that they will learn more about its history and significance as a national landmark.
Watch and Discuss: (25 mins.)
1. Play the video Otto's Tales: Let's Visit Mount Rushmore for the students.
2. Pause at opportune moments in the video to ask questions and check for understanding of key vocabulary words and objectives from the lesson:
- What material is the monument made of?
- What does it mean if something is durable?
- Why were these particular presidents chosen to be honored on Mount Rushmore?
- Why does Washington represent the birth of our country?
- Why does Jefferson represent the growth of our country?
- Why does Lincoln represent the preservation of our country?
- Why does Roosevelt represent the development of our country?
- How long did it take for Mount Rushmore to be constructed?
- What is the secret room located behind Lincoln's head called? What does it contain?
Wrap-Up: (15 mins.)
1. Have students complete the Let's Visit Mount Rushmore Worksheet.
2. Give students time to color in the picture and either write or dictate 1-2 sentences explaining what they learned about Mount Rushmore (its significance, which presidents are depicted, etc.) This may be collected as a formative assessment.
3. Wrap up the lesson by asking students to share what they have written on their worksheets. Call on a few students to explain why they think Mount Rushmore is an important symbol in American history and explain that the presidents depicted represent our country's progress, from its founding to its continuous development.
Extension Activity: Role-Play as Builders
Divide the students into small groups and assign each group a role, such as sculptors, engineers, or workers. Provide building blocks, playdough, clay, or other construction materials and encourage them to work together to build their version of Mount Rushmore. This collaborative activity will reinforce teamwork and problem-solving skills while also teaching about the construction process of the monument.
Don't have time for the full lesson? Quick Activity (15 mins.)
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NEOREGELIA
Neoregelia is a genus of the subfamily Bromelioideae. There are 113 accepted species and nearly 8,000 registered hybrids and cultivars. They are native to South American rainforests and coastal regions, mainly in eastern and southeastern Brazil in the Atlantic forest regions where they grow as epiphytes and terrestrials. They range from giants, like N. johannis, some of which can reach over a meter across and hold a gallon or more of water, to little thimble-sized N. lilliputiana . Whether the particular species is like a birdbath or an upright funnel in shape, all form a rosette of leaves holding water. When they bloom, the flowers remain down in the center, opening just above the water level like small blue or white waterlilies. The trait that makes Neoregelias so popular with the public and hybridizers is the beautiful foliage. They come in a wide range of colors and can have stripes the length of the leaves, or bars across each leaf in contrasting colors. Some are spotted. Some are mottled. White, pink and red variegation can further enhance the patterns and colors. All the species have spines. Some have very small spines; and some huge spines that are part of their attraction.
The color and overall appearance of a Neoregelia is highly dependent on where and how it is grown. Offsets from the same plant, grown by two different people in different areas, can mature with only a vague resemblance to one another. The intensity and duration of light, amount and frequency of fertilization and pot size can make a world of difference in the finished plant. Most do best when underpotted, underfed, grown on the dry side (but always with water in the center), and given as much strong light as they can endure without bleaching. A few can take full sun, but the vast majority look their best when grown in 50-60% shade.
Neoregelias do well in any airy, well-draining potting mix. Many growers use a mix of equal parts of (1) pine bark nuggets, (2) perlite and (3) a commercial soil-less potting mix. Any similarly open and fast draining mix will do fine. The pot does not need to be any larger than what it takes for the plant to stay upright. Crowded roots are not an issue. The reason it is recommended that the pot be on the small side is that avoids having them too wet. Keeping the potting mix slightly moist at all times would be perfect, but hard to accomplish. If it is not dry to the touch, just water the center of the plant.
For colorful foliage, it is very important that Neoregelias receive only a light fertilization. Whether you use time-release granules or a liquid spray, use only a little. It goes a long way, and too much can result in the foliage losing color and the plant becoming poorly shaped. If you want your Neo to grow larger, faster, do not increase the amount of fertilizer you give. Instead, increase the frequency. If monthly does not result in fast enough growth, try alternate weeks. Some growers find it important for variegated Neoregelias to receive regular fertilization to compensate for there being less leaf surface area engaged in photosynthesis.
Probably the most important factor in people becoming dissatisfied with their Neoregelias is light exposure and duration. Filtered sun that is about half the intensity of full sun, all through the day, brings out the bright colors. If you can provide such light for only a part of the day, try a spot where the plant will receive some direct early morning sun. When moving a Neo to brighter conditions, make the move gradually so the plant can acclimate to the higher light intensity. It is receiving too much light if the leaves start yellowing or "bleaching".
Neos do well outdoors, but can pick up a lot of leaves & debris which makes them un-sightly. The debris can be washed out of the rosettes with a gentle stream from a hose.
After blooming, pups are produced. Some Neos produce pups at the end of long stolons that stretch away from the mother. There is no need to remove these pups unless you do not want the spreading habit. Most produce their pups at the base of the mother plant. To have the symmetrical rosettes most enjoy, the offsets should be removed when about a quarter to a third of the size of the parent. Some growers have best success by leaving the offsets upright in an empty pot for a few days to "harden off" before potting, but keep water in the cup.
The Neoregelias give more satisfaction with less work than many other bromeliads. Beautifully colorful with less work explains why Neoregelias are the most popular bromeliad in Florida. | 1,649 | 1,015 | {
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28d I'm in the Fish Tank
________________
Hyphens
A hyphen is a small dash (-) that is sometimes used to join two words. Here are two examples from the book I’m in the Fish Tank –
upside-down telescopic-eyed
Read the book again to find other examples of words joined by hyphens and write them below –
_______________________________________________________________ _______________________________________________________________
Write below any other examples of words joined by hyphens that you know –
_______________________________________________________________ _______________________________________________________________
Look closely at page 10 of the book I'm in the Fish Tank. Here is another example of using hyphens. This time the hyphens are used to help us say the word axolotl – ax-oh-lot-ill
Look through some magazines and newspapers to find other examples of hyphens. Copy them onto the back of this sheet.
Permission is given to teachers to reproduce this page for classroom use.
28d I'm in the Fish Tank
Name ________________
Look closely at the graph of information on pages 20 and 21. Answer the following the questions –
1. Which fish likes to eat meat?
__________________
2. How did the seahorse get its name?
_____________________________________________
3. Which two fish should not be in a tank with other fish?
_____________________________________________
4. What colour is the telescopic-eyed moor?
___________
5. What does the upside-down catfish like to have in its tank?
_____________________________________________
6. What colour are the gills of a Mexican walking fish?
________________
Use an encyclopedia, books, or the Internet to research two other fish-tank pets. On a separate sheet of paper, make a chart like the one on pages 20 and 21 of the book. Complete the chart with the information you find.
Permission is given to teachers to reproduce this page for classroom use.
28d I'm in the Fish Tank
________________
Designing Your Own Fish Tank
Imagine that you are going to have some fish-tank pets. You must plan and design your fish tank so that you will have everything you need to care for your pet correctly. There are two ways to do this –
1. Make an accurate drawing of the fish tank, or
2. Make a model of the fish tank in a clear plastic container.
Choose which one you would like to do and make sure you include the following details in your drawing or model –
* The fish-tank pet with correct colours and patterns on its scales
* The right food
* Plants
* Shade or places to hide
* How many pets will you have? Will you have one type of fish or more?
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Name:
Date:
Read each item below and then rate that item based on the extent to which you agree or disagree with how well it describes you. Use the rating scale below to choose the appropriate score.
```
Strongly Disagree 1 Disagree 2 Tend to disagree 3 Neutral 4 Tend to agree 5 Agree 6 Strongly agree 7
```
1. I don't jump to conclusions.
2. I think before I speak.
3. I don't take action without having all the facts.
4. I have a good memory for facts, dates and details.
5. I am very good at remembering things I have committed to do.
6. I seldom need reminders to complete tasks.
7. My emotions seldom get in the way when performing tasks.
8. Little things do not affect me emotionally or distract me from the task at hand.
9. I can defer my personal feelings until after a task has been completed.
10. No matter what the task, I believe in getting started as soon as possible.
11. Procrastination is usually not a problem for me.
12. I seldom leave tasks to the last minute.
13. I find it easy to stay focused on my work.
14. Once I start an assignment, I work until it's completed.
15. Even when interrupted, I find it easy to get back and complete the job at hand.
16. When I plan out my day, I identify priorities and stick to them.
17. When I have a lot to do, I can easily focus on the most important things.
18. I typically break big tasks down into subtasks and timelines.
19. I am an organized person.
20. It is natural for me to keep my work area neat and organized.
21. I am good at maintaining systems for organization.
22. At the end of the day, I've usually finished what I set out to do.
23. I am good at estimating how long it takes to do something.
24. I am usually on time for appointments and activities.
25. I take unexpected events in stride.
26. I easily adjust to changes in plans and priorities.
27. I consider myself to be flexible and adaptive to change.
28. I routinely evaluate my performance and devise methods for personal improvement.
29. I am able to step back from a situation in order to make objective decisions.
30. I "read" situations well and can adjust my behavior based on reactions of others.
31. I think of myself as being driven to meet my goals.
32. I easily give up immediate pleasures to work on long-term goals.
33. I believe in setting and achieving high levels of performance.
34. I enjoy working in a highly demanding, fast-paced environment.
35. A certain amount of pressure helps me to perform at my best.
36. Jobs that include a fair degree of unpredictability appeal to me. | 1,010 | 594 | {
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BILLBERGIA
Billbergia is a genus of the subfamily Bromelioideae. The genus, named for the Swedish botanist, zoologist, and anatomist, Gustaf Johan Billberg, is divided into two subgenera: Billbergia and Helicodea. They are native to forest and scrub, up to an altitude of 1700 meters. Billbergias are found in southern Mexico, the West Indies, Central America and South America, with many species endemic to Brazil. The leaves are considerably longer than their width and usually form an upright cylindrical tube shape, which holds water at the bottom. They are typically epiphytic and are known for their brilliantly colored bracts and flowers. There are currently 63 accepted species, a fairly small number, but there are nearly 1,300 registered hybrids and cultivars and probably 10 times as many not even named.
Those from subgenus Helicodea are known as 'the watch spring' Billbergias because the flower petals curl backwards. They tend to grow very tall and have inflorescences that usually hang down further than the height of the plant. When growing in trees in Nature, this trait places the flowers hanging in open air where hummingbirds can easily reach them. In cultivation, it means they need to be placed on a stand or a tall over-turned flower pot when they bloom, or the beautiful inflorescence will be on the ground. Billbergias from subgenus Helicodea are among the least cold hardy of bromeliads. They are best brought indoors when a freeze threatens.
The subgenus Billbergia species are the ones most frequently grown. All around Central Florida the bright red blooms of Billbergia pyramidalis, often called 'the hurricane flower' or 'torch flower', are seen in bloom in late Summer and early Fall planted around the bases of oak trees. However, most Billbergias bloom during the cooler months from November through midSpring. They should be protected from freezing, but many clumps grown outdoors in Central Florida make it through normal winters with little damage. Although hard freezes may kill back a clump, often the base of the plants survives to produce pups by the following Summer.
The gorgeous flowers of the Billbergias are often compared to the beauty of orchids, but they are not long lasting. Typically, they last only a couple of weeks from first rising out of the center of the tube of leaves until becoming dried out and brown. However, over the past 20 years there have been many hybrids created with colorful foliage with spots and splotches of white and shades of pink, rose and purple. These are much desired for the colorful foliage and sculptural shapes. The beautiful bloom is a bonus.
Billbergias do well in a standard, fast-draining bromeliad potting mix. One of the standard recipes in use by many growers is a mix of equal parts of (1) mulch/pine bark nuggets, (2) perlite and (3) a professional soil-less potting mix. Some growers use equal parts of pine bark mixed cypress mulch and peat moss. Orchid-type potting mixes do well also. The goal is to have a mix that is easily moistened, but drains well. Avoid heavy soils and any mix the remains soggy wet.
Billbergias seem to grow best when "under-potted". They like being a bit crowded. They should be only lightly fertilized, if at all. They do not need any fertilizer if grown outdoors where leaves and such get caught in their leaves. When grown in pots, a little fertilizer can be beneficial. Sprinkle a little time-release fertilizer on the surface of the potting mix, but just a little. Use no more than half of the label recommendation, or even less. Or, you can use a liquid fertilizer spray mixed at one-half to onequarter strength and sprayed very lightly on the foliage. Fertilizing a few times during the year is plenty. Too much fertilizer makes the plants lose their shape and color. The leaves become plain green and overly long and weak. Some growers have observed that once fertilized heavily, it can take a couple of generations for the Billbergias to regain the colorful foliage and sculptural shape. They are that efficient in using and storing all the nutrition that comes their way. When in doubt, do not fertilize.
Billbergias will do acceptably in moderate shade, but for full color in the foliage they need filtered sun. Some early morning sun helps bring out the color. Be careful of direct sun the rest of the day, especially when the weather is warm. They will burn in direct sun during Florida's long, hot summers. If you would get a sunburn, it is probably too much for your Billbergia. If a plant is being grown in too little light, it will turn greener and its leaves will start becoming overly long. Move it to a brighter area. When a plant needs to move to a brighter location, make the move gradually. Unlike ordinary garden plants, bromeliads need time to acclimate to increased light without burning. If there is too much light, the leaves start yellowing or "bleaching".
Watering is easy. Keep water in the center cup and moisten the potting mix whenever it gets dry. Let the potting mix get fairly dry between waterings. Soggy soil is to be avoided. When in doubt, water the center and let the pot go dry. | 1,912 | 1,124 | {
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Midterm Prep-Earth Rotation
1. How many degrees does the Sun appear to move across the sky in four hours?
A) 60°
B) 45°
C) 15°
D) 4°
A) Sun, only
B) Sun and the Moon, only
C) Moon and some stars, only
D) Sun, the Moon, and some stars
2. The spinning of Earth on its axis causes the apparent rising and setting of the
A) 1 hour
B) 6 hours
C) 3 hours
D) 4 hours
3. A camera was placed outside at night and pointed directly at Polaris and several other stars. The lens was kept open and a time-exposure photograph was taken. The diagram below represents that photograph of Polaris and star trails, with an angular protractor to measure apparent motion.
How many hours was the lens kept open to create the star trails in this photograph?
4. The diagrams below represent photographs of a large sailboat taken through a telescope over time as the boat sailed away from shore out to sea. Each diagram shows the magnification of the lenses and the time of day.
Which statement best explains the apparent sinking of this sailboat?
A) The sailboat is moving around the curved surface of Earth.
B) The sailboat appears smaller as it moves farther away.
C) The change in density of the atmosphere is causing refraction of light rays.
D) The tide is causing an increase in the depth of the ocean.
5. The Earth's actual shape is most correctly described as
A) a circle
B) a perfect sphere
C) an oblate sphere
D) an eccentric ellipse
6. Which object best represents a true scale model of the shape of the Earth?
A) a Ping-Pong ball
B) a football
C) an egg
D) a pear
7. Compared to the weight of a person at the North Pole, the weight of the same person at the Equator would be
A) slightly less, because the person is farther from the center of Earth
B) slightly less, because the person is closer to the center of Earth
C) slightly more, because the person is farther from the center of Earth
D) slightly more, because the person is closer to the center of Earth
8. The best evidence that the Earth has a spherical shape is provided by
A) photographs of the Earth taken from space satellites
B) the amount of daylight received at the North Pole on June 21
C) the changing orbital speed of the Earth in its orbit around the Sun
D) the cyclic change of seasons
9. The path of a Foucault pendulum provides evidence that Earth
A) rotates on its axis
B) revolves in its orbit
C) is tilted on its axis
D) has an elliptical orbit
10. Base your answer to the following question on the diagrams below, which represent two views of a swinging Foucault pendulum with a ring of 12 pegs at its base.
Diagram II shows two pegs tipped over by the swinging pendulum at the beginning of the demonstration. Which diagram shows the pattern of standing pegs and fallen pegs after several hours?
11. What causes the Coriolis effect?
A) high and low-pressure belts
B) the Earth's revolution
C) the equatorial calms
D) the Earth's rotation
12. Evidence that the Earth rotates on an axis is provided by the Coriolis effect and the
A) Foucault pendulum
B) phases of the Moon
C) position of the Sun at solar noon
D) geocentric model of the solar system
13. In the Northern Hemisphere, planetary winds blowing from north to south are deflected, or curved, toward the west. This deflection is caused by the
A) unequal heating of land and water surfaces
B) movement of low-pressure weather systems
C) orbiting of Earth around the Sun
D) spinning of Earth on its axis | 1,482 | 838 | {
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Think Ink!
Activity inspired by the exhibition
A New Horizon: Contemporary Chinese Art
- Have you ever painted in ink?
- What would your name look like as a Chinese symbol?
Kids in the discovery space over the summer school holidays were inspired by the contemporary Chinese art in A New Horizon. Like the artists in the exhibition, children painted their own artworks using red and black ink. The ink was applied using all sorts of tools such as sponges, brushes, spray bottles and even chopsticks! Children also practised writing their names in the style of a Chinese symbol and made a name badge.
Chinese inspired ink painting and name symbol
What you will need:
Apron
Paper (good thick paper is the best, but you can use any paper)
Contrasting ink such as red and black (or watered down paint)
Trays or plates for the ink
Water
Brushes / sponges / wooden chopsticks / spray bottles (anything that can be used to make marks with ink)
Thick black texta
Brooch back or plastic convention card holder with pin (optional)
What to do (Ink Painting):
It's a great idea to draw inspiration from Chinese art. See if you can find some art books or images on the internet or check out images of A New Horizon from the National Museum of Australia website. Think about what you might want to paint, but don't think too long, ink often flows freely and makes a picture or pattern before your eyes.
Put on your apron or wear clothes you don't mind getting messy. It is good if an adult can help get you started as you need to be careful of spilling it. Use the tools to apply the ink. See how it flows with sponges. Notice how the colour fades if you add more water to the ink. Use sticks to apply dots or thin lines. Spray a contrasting colour to create another interesting effect. Let the ink run off the paper to see even more cool effects.
What to do (Chinese Character Name):
Have a look at picture books or internet images of Chinese characters. Notice how many are shaped like a triangle or square. Can you write your name so it looks like a Chinese symbol? Experiment with making one letter of your name large and stacking the other letters of your name under or next to it. Play around until it looks right. When you are done go over it with a thick black texta and if you like, turn it into a name badge.
Have fun! We'd love to see your results. | 962 | 530 | {
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Presented by The National Humane Education Society
Disaster and YourPets
A Handy Pocket Guide
In Case of Disaster. Protect Your Pets!
Your animal's best protection is to be with you. Taking your pet requires special planning and the following are some guidelines:
c Keep your pet's vaccinations and medical records up-to-date
c Make sure your pet wears a comfortable collar with the proper identification, license and rabies tag. Also, consider a microchip or tattoo as additional identification insurance.
c
Locate safe places for your pets
BEFORE disaster strikes.
Many emergency shelters
for humans do not
allow pets due to
public health and
safety reasons.
If you must leave your home, here are some resources to contact:
c Boarding Kennels
c Veterinary Hospitals
Friends/Relatives
c Hotel/Motels ( ) that will allow pets
c
c Animal Shelters (consider only as a last resort)
Disaster supplies to prepare:
c Portable kennel carrier or crate for each pet for whom you are responsible (Carriers should be large enough for animal to stand up and turn around in)
c Food/water bowls
c Pet food and water
c First aid kit
c Litter and litter box
c Pet's medications
c Leash
c Plastic bags for waste
c Pet's medical records
c Cloth towels/paper towels
Leaving your pet behind will place your animal at greater risk for injury or loss, so please make every effort to take your pet with you. If there is no alternative and you must leave your pet, take the following precautions:
c Bring your pet indoors. Never leave a pet tied outside.
c Prepare a selected area of your home -preferably without windows - but with adequate ventilation.
c Leave enough food and water for at least three days. Water should be left in bathtubs, sinks or other sturdy spill-proof containers.
c Leave familiar bedding and toys
c Secure a note on your front door alerting emergency personnel that pets are inside. Provide a telephone number where you can be contacted.
c Never leave cats with dogs, even if they normally get along.
c Keep small pets safely caged. Leave these pets with food and water dispensers that regulate the amounts.
c Secure bird cages so that they won't swing or fall.
Fostering a sentiment of kindness to animals
P.O. Box 340 • Charles Town, WV 25414-0340
304-725-0506 • www.nhes.org | 1,039 | 516 | {
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Earthly matters: Sindh's legendary forests
Sunday, 03 May, 2009 | 02:46 AM PST |
Rina Saeed Khan
Deserts, forests, rivers and freshwater lakes — interior Sindh has all of them, along with a rich history and heritage that dates all the way back to Mohenjodaro. Just before the really hot weather set in, I was back in interior Sindh to visit the Indus For All project, which is being implemented by WWF-Pakistan in collaboration with the Government of Sindh and other stakeholders.
This multi-million euro project is funded by the Royal Netherlands Embassy and its aims are long term biodiversity conservation and livelihood improvement in the Indus River eco-region.
On this trip, I finally got a chance to visit one of Sindh's legendary riverine forests. These types of forests, once found in abundance along the 'kacha' Indus River banks, are disappearing fast. There are several reasons for this — over exploitation, decline of water in the river, grazing pressure, encroachments and misguided forest policies. Under the current forest lease policy, influential people are grabbing forest land for cultivation of crops. Sindh's riverine forests are also infamous as hiding places for dacoits. In recent years, given the breakdown in law and order, even forest personnel are not safe to move around and perform their duties freely! Without forest guards to protect the wooded lands, tree cutting and theft have become uncontrollable.
I was invited to visit the Matiari forest near Hyderabad, where even the local dacoits have been encouraged to become conservationists! In 2006, the UNDP's GEF Small Grants Programme gave funding to the Indus Development Organisation, a local NGO, to organise and mobilise the communities living in and around the forest in planting 10,000 trees and saving what was left of this once thick riverine forest (which used to be spread over 28,000 acres — now only a few thousand acres remain forested). The Indus For All project is continuing the reforestation drive by giving the NGO more funding under their partnership fund to plant trees on another 1000 acres of forest department land.
After a quick briefing, we were taken into the forest in 4 by 4 vehicles, since the road is little more than a dirt track. We were shown the plantation done by the villagers, who have formed 54 community based organisations in the area (in 54 villages). The trees planted under the UNDP's GEF funding have already grown to adult height. The predominant species found in riverine forests are Babul, Kandi, Bahan and Lai and they are all fast growing species, dependent on water received during the monsoon season.
"It is a struggle to save this forest" pointed out Zain Daudpota, who heads the project. "There have been attempts to put the forest on fire in order to lease the land. Once, they burnt down 20,000 trees in one night! Then there are all these encroachments — they have grabbed land more than 10 feet inside the forest. The forest policy introduced in 2004 also allows people to lease this land — but according to the policy you are supposed to plant trees first, before cutting them. But people who lease the land are not planting any trees, they are just cutting them instead!
The communities mobilised by the NGO have set up two protection committees for the Khebrani and Rais Mureed forests, which include members of the CBOs and range forest officers. The communities are also being taught about honey-bee keeping, and buffalo and goat rearing. "Almost a 100,000 cattle graze in the forest. There should also be sustainable cutting allowed. We want the people to benefit from the forest" pointed out Zain, who once used to be a journalist himself. The new thinking in conservation, which is participatory forest management, includes public involvement and partnerships. The NGO will also introduce silk rearing soon, with training given to the local communities.
"Our main concern right now, however, is to make this area lease-free. The forest lease policy is the most damaging. We want to lobby the local MPAs, MNAs and bring this to their notice. The forest department and community should work together to help this forest grow. The community has been mobilised and is very aware of the benefits of this forest. They are ready to own these forests," said Zain as we drove deeper into the forest and onto the island called 'Keti' which is connected to the bank right now due to the low level of water in the Indus. Here the forest is thick and runs wild – the Indus runs alongside, and hog deer and wild boar are found in abundance. No one lives in the Keti area (except for dacoits, I'm sure!) since it is subject to seasonal flooding.
There are huts deep inside the forest and we stopped for lassi and tea. An influential landlord of the area comes here for hunting, we were told. That's too bad — it was an ideal spot for eco-tourists — here, in the shade of the forest, all you can hear are the sounds of birds and wild animals and you can almost the sense the cooling river nearby. A few minutes drive later, we cleared the trees and found ourselves on the bank of the Indus River, which shimmered below. The sandy beach was inviting and it was a perfect place for a picnic. I really hope that these special forests can be saved before it is too late. | 1,971 | 1,146 | {
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Tuesday English News Report
Daily bowl of quinoa* could save your life, says Harvard University
Broadcast Date: 14th April
It is the news that middle-class foodies across Britain have been waiting for: quinoa could save your life.
A study by Harvard Public School of Health had found that eating a daily bowl of quinoa reduces the risk of premature death from cancer, heart disease, respiratory disease and diabetes by 17 per cent.
In fact all whole grains, such as wheat and oats have been shown to be beneficial, warding off illness and keeping organs healthy because they are rich in dietary fibre, minerals and antioxidants.
Researchers studied more than 367,000 people across eight states in America, recording their diets and health for an average of 14 years.
They found that those who ate around 1.2 ounces (34 grams) of whole grains per 1000kcal per day lowered their risk of premature death by 17 per cent.
The findings remained even when allowing for different ages, smoking, body mass index and physical activity.
Study leader Dr Lu Qi said: "Our study indicates that intake of whole grains and cereal fibre may reduce the risk of all-cause mortality and death from chronic diseases such as cancer, heart disease, diabetes, and respiratory disease.
"Our findings should motivate future studies especially clinical trials and experimental studies to further testify the beneficial effects of whole grains and potential effective components such as fibre and other nutrients, and explore mechanisms."
When broken down for individual chronic diseases the research showed that eating whole grains and cereals had a significant protective effect.
High whole grains consumption was associated with an 11 per cent and 48 per cent reduced risk of death from respiratory disease and diabetes, respectively and a 15 per cent reduction in cancer risk.
The team believes that whole grains may hold protective properties such as anti-inflammation.
Whole grains, where the bran and germ remain, contain 25 per cent more protein than refined grains, such as those that make white flour, pasta and white rice.
Previous studies have shown that whole grains can boost bone mineral density, lower blood pressure, promote healthy gut bacteria and reduce the risk of diabetes.
One particular fibre found only in oats – called beta-glucan – has been found to lower cholesterol which can help to protect against heart disease. A bioactive compound called avenanthramide is also thought to stop fat forming in the arteries, preventing heart attacks and strokes.
Whole grains are also widely recommended in many dietary guidelines because they contain high levels of nutrients like zinc, copper, manganese, iron and thiamine. They are also believed to boost levels of antioxidants which combat free-radicals.
* Quinoa is a grain that is cooked liked rice. It originated in South America (Peru, Chile).
* Don't worry if you can't find quinoa as oats (porridge) is just as good.
A handful of quinoa
1.What do you think?
2.Vocabulary
Fill in the blanks in the sentences below using words from the box.
1. Eating the right food and doing exercise is very ______________ for your health.
2. ______ is another word for stomach. Other words are abdomen (formal) and belly (informal).
3. Used to describe a serious illness or condition that lasts for a long time. She has __________ back pain.
4. Good leaders should inspire and ____________ their followers to perform better.
5. Two major ________________ supply blood to the heart.
6. A ________________ illness is connected to the lungs and breathing.
7. The good things in food that benefit our health are known as ___________________.
8. “________________” is an informal way to describe people that are interested in all aspects of food.
9. Basically it means too early or too soon. The baby was born 3 weeks __________________.
10. To avert, repel, deflect, prevent. He was able to use his shield to ___________________ the blows from the sword.
THE ENGLISH CAFÉ IS OPEN!
FREE COFFEE / HOT CHOCOLATE WITH MR. LANE!
When: Every Tuesday lunchtime from 1-1:30pm
Where: The English Corner (Room B001B by the basketball court) Have a free drink with Mr. Lane, check the answers to the Tuesday
News report and talk about life in general! | 1,931 | 907 | {
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June 28, 1914
World War 1 began as a Serbian Nationalist Gavrilo Princips Shoots and kills The Austrian archduke Ferdinand and his wife. They were in Bosnia to inspect troops.
Austrians blame the Serbian Government and Declare war on Serbia.
July 28, 1914 - Germany mobilizes on the side of Serbia. Russia and France on the side of the Austrians
August 1 and 3 1914 - Germany declares war on Russia then on France. Germany floods into Belgium. The British tell Germany to get out of Neutral Belgium.
August 4, 1914 British declare war on Germany.
August 1914 - Battle of Tannenberg Russian troops are spanked by the Germans. Thousands of Russians killed. 125,000 taken prisoner.
Germans lose 13,000 troops. Sets the tone of the future of the war.
August 13, 1914 - Japan declares on Germany.
Sept. 1914 - Battle of Masurian The Russians spanked again. Germans didn't defeat them but took 100,000 prisoners. From Oct to November Turkey now is involved on the side of Germany so everyone is now declaring on Turkey.
Early stage of 1914 - Despite counter attacks by the French, Germany continues to march into France. The French are spanked in the Ardennes.
The Germans are finally halted at the River Marne. Brits march in from the North and Spanked at Yreps.
By Christmas all hope of an early end was over. The men began to dig trenches on the Western Front.
Dec. 1914 - First Zeppelins show up on the front.
May, 1915 - Saw the sinking of the Lusitania.
May 23, 1915 - Italy Joins the Allies.
April 2, 1915 - Second Battle of Yreps Brits get spanked. Germans Use Gas for the first time.
Feb 1915 - Zeppelins first bombing raids.
Feb. 1915 - Dardanelles Russians appeal for Brits help. The Brits Navy sails into Dardanelle's harbor to attack Turks. Mission Fails. Russians spanked again.
February 1915- Churchill resigns from the Navy because of the Dardanelle's embarrassment.
April 1915 - German Zeppelins attack London.
Early 1916 - Churchill is back as an officer of ground troops.
May 31, 1916 - Battle of Jutland.
Only true large scale navel battle. Germans are not defeated but they are sent running by the British navy. Germany puts its navy away for the rest of the war.
Nov. 28, 1916 - First German air raid on London airplanes.
February - November 1916 - Battle of Verdun - The Germans hit the French city and plan to Bleed The French Dry. Battle was inconclusive.
Germans lose 430,000 men
French lose 500,000 men
July - November 1916 -Battle of the Somme. Inconclusive 60,000 Brits were killed on day one. Brits use first tanks.
By Early 1917 the war was a war of attrition .
Early 1917 - The Germans Step up the U-Boat campaign. Sink All Allied Ships on Sight.
April 6, 1917 - U.S. declares war on the Germans.
December 1917 - Treaty of Brest-Litovsk - The Russians and Germany sign a treaty as a result of the Bolshevik Revolution. Very Harsh, the Russians had to surrender all of Poland, the Ukrain, and pay 300 million Rubles.
April 1918 - British R.A.F. is formed.
Mid October 1918 - Allies recover France
October 30, 1918 - The Turks sign a treaty with Allies.
Early November 1918 - The Hindenberg line collapses. The end is near
November 9, 1918 - Kaiser Wilhelm abdicates.
November 11, 1918 - Armistice signed. 11th day of the 11th month at the 11th hour. | 1,682 | 898 | {
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CENTER ON
YOUTH AMBASSADOR JOB DESCRIPTION
What is a Youth Ambassador?
Youth Ambassadors are the most important parts of the Center for Youth Voice, Youth Choice (CYVYC) Project!
CYVYC Youth Ambassadors are young people with intellectual and developmental disabilities (IDD). They are messengers to help people with IDD make more of their own decisions. They will help teach people about supported decision-making and ways to avoid guardianship.
What will a Youth Ambassador do?
Youth Ambassadors will work with their state teams and mentors to make change happen. During Year 1, they will:
1. LEARN!
2. ACT!
3. THINK!
1. LEARN !
First, Youth Ambassadors will get trained by Self Advocates Becoming Empowered (SABE) trainers.
* The training will be remote.
* The training will cover topics like leadership, self-advocacy, and ways to avoid guardianship.
* Youth Ambassadors will make action plans for advocating in their communities.
2. ACT!
Second, Youth Ambassadors will use their action plans to spread the word about alternatives to guardianship.
* Youth Ambassadors will work with their state teams to carry out their plans.
* Youth Ambassadors will share their stories to inspire others.
* Youth Ambassadors will check in with their mentors and SABE trainers to share their progress.
Youth Ambassadors will be trained by Self Advocates Becoming Empowered (SABE) trainers.
3. THINK!
Last, Youth Ambassadors will make a report about what they did and what they learned.
* Youth Ambassadors will work with SABE trainers to record their experiences.
* Youth Ambassadors will share their reports with their state teams.
* Youth Ambassadors will have the chance to share their experiences at a SABE conference.
Do Youth Ambassadors get paid?
Yes! Youth Ambassadors will receive a stipend of $500 for their participation.
How do I know if I am a good candidate to be a Youth Ambassador?
* Are you between the ages of 14-26?
* Do you identify as a person with an intellectual or developmental disability?
* Do you want to learn more about ways people with IDD can avoid guardianship?
* Do you live in Georgia, Vermont, or Wisconsin?
If you answered "yes" to all of these questions, you are a good candidate!
Who can I email at the CYVYC project for more information?
* Juliana Huereña: email@example.com
* Allison Hall: firstname.lastname@example.org
This project is supported through a cooperative agreement #90DNDM0004 between the University of Massachusetts Boston, and the Administration for Community Living (ACL), U.S. Department of Health and Human Services (HHS). The content of this document does not necessarily represent the policy of ACL or HHS. | 1,186 | 588 | {
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In my childhood I had a science kit that demonstrated the properties of light. I would shine a flashlight through a box that had a slit in the end, and when I placed a glass prism near the hole where the light exited the box, I saw white light divided into the colors of the rainbow. I was fascinated that I could split light into many colors with a small piece of glass, something that Isaac Newton discovered in 1666 as he saw light pass through a prism. He had made a small hole in a window shutter to let a beam of sunlight enter his darkened room. When he placed a glass prism in the light, he observed the multitude of colors, and with further experiments he concluded that white light contains all the colors, which we see when the white light is bent and split in the prism into a rainbow of colors.
This same basic principle happens when sunlight passes through raindrops and is refracted and reflected into the colors we see in the sky. Noah may not have understood the rainbow of colors in the same way that Isaac Newton understood them, but the colors carried an important message that the world needed to see.
You remember the story of Noah and ark: the narrator tells us that the world had become so corrupt that God decided to destroy it. God invited Noah to build a large boat and collect pairs of animals to ride out the storm and flood to save a portion of the world.
I struggle with the narrator's perspective, for I don't see God as a destructive power who wipes out an entire creation. I realize a tragic flood must have occurred, for stories about this flood exist in other cultures as well, but I struggle with the biblical narrator's interpretation of what happened. Do we interpret such events today caused by God's anger?
We continue to have floods today, such as the typhoon that happened in Japan this past week, almost two months after one of the deadliest of floods inundated the same nation in July. Most would agree that weather patterns don't reflect God's anger in response to our mistakes, for people in Japan are not worse than the rest of us.
I think we realize the danger of taking the biblical narrator's interpretation too literally, as was the case with a young girl and her mother who were looking at a rainbow in the sky.
"That rainbow sure is beautiful," exclaimed the girl.
"Yes," her mother commented, "God painted a wonderful rainbow in the sky."
"And just think," said the girl, "that God did it with only his left hand."
The mother replied, "What do you mean? Why just the right hand? Couldn't God use both hands?"
The girl replied, "We learned in Sunday school that when Jesus went up into heaven he sat next to God and is seated on his right hand." 1
Even though we have a different understanding today of why floods occur, we can see God's role in the flood story: to save creation. During the destruction, God offers us another option, a way of salvation, an escape from the floods of life.
In the midst of the flood, God called Noah and his family to save a portion of the inhabitants so that some life could survive. Imagine what it might have been like for Noah and his family to encounter God's invitation to save a portion of creation. I've invited Noah and his wife and a few members of the ark to share their experience…
(Skit: Noah, wife, elephant, lion)
Have you ever felt overwhelmed, as though a flood of troubles crashed into your life all at once?
* When you face too many deadlines approaching, you may feel overwhelmed with the huge number of responsibilities.
* When your children are all sick at once and you don't feel well either, you may feel flooded with the exhaustion of caring for sick family members.
* When tax payments come due, as well as the mortgage payment and insurance bills, along with a large credit card bill, you may feel your financial situation is overflowing.
* When you find yourself visiting the doctor's office waiting for answers to illness or pain, you
may feel flooded with frustration of unanswered questions.
Amid these floods of life, God offers us a promise: that we are not alone, we are loved by a caring God. Although we recognize the rainbow as the result of light refracting in raindrops, the rainbow reminded Noah and his family of God's promise: that in the floods of life, God offers hope. When that ark landed on dry ground and they saw the rainbow, God offered a promise to not just their family, but to the entire world: "I am now setting up my covenant with you, with your descendants, 10 and with every living being with you—with the birds, with the large animals, and with all the animals of the earth, leaving the ark with you. 11 I will set up my
1 Adapted from Hodgin, Michael. 1001 Humorous Illustrations for Public Speaking: Fresh, Timely, and Compelling Illustrations for Preachers, Teachers, and Speakers (Kindle Location 1304). Zondervan. Kindle Edition, #119.
2 Genesis 9:9-11, CEB.
covenant with you so that never again will all life be cut off by floodwaters. There will never again be a flood to destroy the earth." 2
When you face the floods of life, the overwhelming struggles that we all encounter, look around at the beautiful colors of the world, from the rainbows in the sky to the changing leaves on the trees to the while light split into a prism of colors, and may they remind you that you are not alone, that God is with you in the torrents of life, in the white-water rapids, in the downpours that wash into our lives. | 1,917 | 1,171 | {
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Taaqademy's music teachers are carefully chosen for their musical ability, teaching aptitude, live performance experience and music qualifications - pretty much in that order. We can confidently claim to have some of the country's top musicians with us. As a result, we use a proprietary method of 'Skill Maps' to bring structure and focus to our classes, enabling our musicians to avoid cookie-cutter methods when working with students. Skill Maps provide detailed specifics on what students should be able to accomplish at every level while allowing our teachers to use their own unique approaches, songs, techniques and shortcuts to get students there!
I-1
GUITAR INTERMEDIATE LEVEL 1: AREAS COVERED
MUSIC THEORY & FUNDAMENTALS
SONG LEARNING
EAR TRAINING
MUSCULAR TRAINING
SIGHT READING
LIVE PERFORMANCE
IMPROVISATION
MUSIC EXAMINATIONS
MUSIC THEORY & FUNDAMENTALS
2-Octave Maj & min scales using movable shapes.
5 Pentatonic Scale shapes across the neck.
Maj, min, 7th, sus, and add9 chords, open-string and movable barre shapes (CAGED). All chords learnt with 'spellings'
Understanding Intervals
Using intervals to harmonize scales and generate 'chord families'
Understanding basic cadences and resolutions.
For Electric Guitarists - good grasp of tone setting and understanding of elements of a signal chain'. Acoustic guitarists - good grasp of tone and dynamcs.
EAR TRAINING
Ability to sing major, minor and pentatonic scales with only root as reference.
Ability to pick up melodies/simple solos and chords for pop songs by ear.
Understanding non-diatonic chord progressions and beginning to develop the ability to work them out by ear.
MUSCULAR TRAINING
Alternate picking: 1/4 notes at 90 - 110 bpm; 1/8 notes at 70 - 90 bpm (at a minimum).
Technique - palm muting, sliding, string bending, double stops, basic vibrato, hammer-ons, pull-offs.
Technique - finger-picking, acoustic muting, percussive rhythms.
SIGHT READING
Book Examples - Mel Bay Guitar Method Grade 1, up to Duets, simple bass + chord accompaniment. RSL Grade 1 pieces.
Ability to read chord charts fluently for accompaniment.
SONG LEARNING
Ability to play at least 10 pop-style songs and a few solos as well.
Ability to play RSL Grade 1 or Grade 2 pieces fluently and well.
LIVE PERFORMANCE
2-3 Taaqademy Recitals, 1 Taaqademy Live performance, participation in 1-2 Taaqademy 'Jam-Bands'.
IMPROVISATION
Knowledge of simple pentatonic licks that can be used to play spontaneously over static harmony
MUSIC EXAMINATIONS
RSL Awards Grade 1 or 2 (depending on ability/practice); Trinity Rock & Pop Grade 2 - 3 (depending on ability/practice).
HOW LONG WILL THIS TAKE?
At this level, if you consistently practice an avg. 30min - 1 hr. per day, you can expect to have mastered the above in 6 months (24 classes) or less.
If you practice <1 hr. per week, you could take 10+ months!
If you practice around 2 hrs. per week, this could add 2 months.
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We all enjoy exploring the outdoors with our family pets, and we want to keep our pets safe, while respecting and enjoying nature. Using a leash is the best way to achieve this!
This fact sheet provides helpful suggestions to create awareness about our wild neighbours and to keep family pets and wildlife safe in the great outdoors.
Did You Know?
* Our pet dogs are part of the Canidae family, which also includes wolves, foxes, coyotes, and jackals. All canids are curious, and domestic dogs are driven by instinct to explore and to chase or kill wildlife. Leashing up prevents negative encounters between our off-leash dogs and wildlife.
* Coyotes and other wildlife are protective of family members and may perceive domestic dogs as a threat or danger.
* 92% of conflict situations between wildlife and domestic dogs occur when dogs are off-leash. 1
* Conflict often occurs near coyote den sites or in established coyote territory; however, many dog walkers are unaware of these dens and territories. You may frequent these spaces daily, without even realizing it!
* It is not uncommon for a coyote to 'escort' or 'shadow' a dog walker out of an area when pups or a den are nearby.
* Allowing dogs to chase or harass wildlife is illegal in most areas. Wildlife harassment incites conflict between species and alters the natural behaviours of wild animals, causing them to venture outside of their territories and expend vital energy unnecessarily.
* Free-roaming pets can encounter a wide range of dangers, including vehicles, other animals, or ill-willed individuals. In Ontario, traps and snares can be set in wild spaces with no markers or signage. Many dogs are reported to have been exposed to toxic products, poisons, or sick animals when off-leash.
Tips for Keeping Family Pets Safe
* Get to know the wildlife in areas where you walk your family pets. There may be fascinating species in your neighbourhood that you aren't even aware of!
* Always obey signage regarding nature and the bylaws or ordinances that apply to the wild spaces you visit.
* Keep a safe and respectful distance if you see a coyote, fox, or wolf.
* Never feed wildlife. This includes indirect feeding, such as leaving food waste in wild spaces. Wildlife feeding disrupts natural foraging behaviours and encourages an unnatural proximity tolerance to people.
* If a coyote is in the area and a dog is off-leash, immediately leash up. Keep your dog close. Small dogs can be lifted and carried for safety.
* Never run from any canid (wild or domestic). Leave the area slowly, keeping your dog close to you.
1Shelley M. Alexander & Michael S. Quinn (2011): Coyote (Canis latrans) Interactions With Humans and Pets Reported in the Canadian Print Media (1995–2010), Human Dimensions of Wildlife, 16:5, 345-359, http://dx.doi.org/10.1080/10871209.2011.599050
www.coyotewatchcanada.com | 1,220 | 625 | {
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