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Green Gazette is a new e-newsletter by Green Clan, an NIE volunteer group focused on environmental sustainability. We aim to support an eco-conscious NIE community and celebrate staff and students' contributions to reducing environmental impact.
Through thoughtful actions, even those as small as saving the use of one plastic bag a day, we can help preserve our beautiful world for future generations. Let's go green together!
Recent Green Initiatives at NIE & NTU
NIE
- First e-waste recycling bin at NIE
Time to drop off those old wires and gadgets: NIE's first official electronic waste recycling bin has been installed at the U.iD NIE Student Hub (Student Services Centre).
This e-waste recycling effort is supported by ACIS, with the arrangement of the bin initiated by Prof Paul Teng from NIEI and coordinated by CUS. The bin is part of the nationwide RENEW programme, a collaboration by Starhub, DHL and TES to help the public recycle their e-waste.
- BYO (Bring Your Own) at the Staff Lounge
Free coffee tastes even better when you BYO! To reduce the use of disposable cups at the Staff Lounge, CPDO has encouraged staff to BYO mugs and provided communal mugs in the lounge.
NTU
- Ban on free plastic bags from 1 Oct
NTU has announced a measure to promote sustainability as part of its ECHO initiative. From 1 Oct, a fee will be charged for plastic bags at all campus events, retail outlets and food outlets. [NTU press release]
At the NTU townhall, it was also announced that the university will be tackling the excessive use of plastic disposable bottles on campus.
Know of a campus initiative to feature? Let us know at email@example.com!
Sustainability in the News
- New BCA benchmark for energy-efficient buildings (The Straits Times, 6 Sep 2018)
- Kopitiam says straw situation could have been handled better (The Straits Times, 5 Sep 2018)
- 7 in 10 people in Singapore do not know what plastics to recycle: SEC report (Channel NewsAsia, 30 Aug 2018)
- 1.76b plastic items used here yearly: Poll (The Straits Times, 1 Aug 2018)
Green FAQ
Q: "I'd like to use fewer plastic disposables when dining. Is switching to paper or biodegradable disposables always a better option?"
A: No, according to a life-cycle assessment commissioned by NEA.
The study found that since waste in Singapore is incinerated and not left to degrade, promoting certain types of disposables (e.g. paper or biodegradable disposables) may not be better for the environment. Instead, a better way for consumers to reduce their environmental impact is to opt for reusable bags and food containers.
Share Your Green Initiatives
Tell us how you or your colleagues are promoting the 4Rs (refusing, reducing, reusing, and recycling)! Email firstname.lastname@example.org.
SEEDS FOR THOUGHT
"I have met people who say 'I don't know what you're doing, but I need my air con, I need my comfort.'.... I always tell people 'You don't have to be like me, you just have to do it bit by bit.'"
– Tay Lai Hock, founder of Ground-Up Initiative
About Green Clan
Green Clan was formed in 2017. We are an informal group of research, faculty and admin staff interested in sustainability matters and supporting evidence-informed initiatives for sustainability. Connect with us
Issue 1 – September 2018 | 1,487 | 758 | {
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READER'S GUIDE
ANTON AND CECIL: CATS AT SEA
by LISA MARTIN and VALERIE MARTIN illustrated by KELLY MURPHY
MIDDLE-GRADE HARDCOVER FICTION
On sale October 8, 2013
Ages 8–12 $16.95
256 pages, 51/2 x 81/4
ISBN: 978-1-61620-246-0
E-Book ISBN: 978-1-61620-312-2
BOOK TALK
Anton and Cecil are brother cats who don't have much in common: Anton is slim and quiet, and content to listen to the music in the local saloon, while his bigger brother Cecil is always up for an adventure. Their harborside home has just enough excitement for Anton, but Cecil wants more. He dreams of taking a journey on one of the giant sailing ships. One day when Anton ventures to port, he is impressed by a crew of sailors. Cecil sets out on another ship in search of his brother, and though he always longed for an adventure, he finds that the sea offers more than he bargained for. Encountering creatures big and small, dodging swarthy sailors and fierce pirates, and braving storms and a "Fingerling Mist," Anton and Cecil experience a spectacular journey on the high seas. But on an ocean as vast as the one they've discovered, will they see home—or each other—ever again?
ABOUT THE AUTHORS
VALERIE MARTIN is widely acclaimed for her adult novels, among them Property, winner of the Orange Prize, The Confessions of Edward Day, and Mary Reilly, which was made into a movie starring Julia Roberts. She lives in New York.
Photo Credit: John Cullen
LISA MARTIN, Valerie's niece, is an educator and poet who lives in Virginia. This is Valerie and Lisa's first collaboration and their first book for young readers.
ABOUT THE ARTIST:
KELLY MURPHY has illustrated many books, including Masterpiece by Elise Broach, winner of the E. B. White Read Aloud Award. A graduate of the Rhode Island School of Design, where she is now on the faculty, Ms. Murphy lives in Massachusetts.
PRAISE FOR ANTON AND CECIL: CATS AT SEA
A Junior Library Guild Selection A Book-of-the-Month Club Selection
"Rich with seafaring vocabulary and nautical adventure."—Publishers Weekly
"The story is well paced with descriptive language that firmly places readers in the midst of dangerous storms, sea battles, and islands full of strange animals . . .
[C]hildren who like animal fantasies such as Avi's Poppy will find much to enjoy here."
—School Library Journal
DISCUSSION QUESTIONS
1. In what ways are Anton and Cecil different from one another? In what ways are they similar?
2. On page 9 Anton says: "Right here is the best place in the world for a cat to live. Everybody says that." Why is the harbor a good place for cats to live? Why do you think Cecil wants to leave someplace that "everybody" says is so great?
6. On page 146, Gretchen refers to herself as part of the crew of pirates aboard her ship, saying, "Some things you just get used to." Describe her relationship with the pirates. Does she trust them? How has her time on the ship changed her?
3. After Anton is impressed, why does Sonya tell Cecil that Anton "may surprise" them with his bravery (page 68)?
4. During his travels, Anton meets different types of animals that he's never seen before. How does he feel about these new creatures—like Dave the lizard, the clackers, and Hieronymus the mouse— when he first meets them? How do his attitudes change when he gets to know them? Why?
5. On page 81, Adrianna the dolphin says to Cecil, "This above all: to thine own self be true." What does it mean to be true to yourself? Why is it important? Is Cecil true to himself? Who might Adrianna be quoting?
7. Cats and mice are usually enemies. Why were Hieronymus and Anton able to become such good friends? In what ways is their friendship important?
8. "Where the eye sees the eye, the lost shall be found." Why did Anton and Cecil see the eye in the sky so often?
9. How is Anton different at the end of the story? How is Cecil different?
10. What do you think the future holds for the three returned cats? Will they continue their seafaring adventures, or stick to dry land?
11. The sailors think black cats are lucky. When the great whale nearly tips Cecil's ship, the sailors believe that "the whale had been an omen, an evil spirit, a test that had been passed" (page 28). And when Anton appears on deck of the new ship, the captain says, "A cat that falls out of the sky is one we'd better make welcome" (page 167). Why are sailors so interested in signs and good luck charms?
Reader's Guide prepared by Avery Finch
ALGONQUIN YOUNG READERS
An imprint of Algonquin Books A division of Workman Publishing
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Thailand's Exquisite Wall Hangings
By MaryAnne Stanislaw
Excitement in the village is high. It's festival time at the temple and a makeshift stage is being erected. The dancers are donning their costumes and the orchestra is warming up. A large, ornate curtain serves as a backdrop for the spectacle. As the drama begins, the villagers are transported back to the time of the Ramayana to enjoy a story they all know very well. As they wait in anticipation for the dancers and prepare themselves to become one with the performance, their gazes rest on the sumptuously embroidered backdrop, a kalaga.
Ayutthaya period (1350-1767), Thai art and culture was the envy of neighbouring kingdoms, which led to a series of wars between the Burmese and Thais and finally to the siege and destruction of Ayutthaya in 1767. Many Thai prisoners were taken, especially dancers and court attendants, in order to copy their costumes and culture. Sadly, very little remains of the splendour of the Ayutthaya court. In the early Ratanakosin or Bangkok period that followed, bronze statues, mainly of Buddha, showed the opulence and detail of those costumes.
This one depicts the Ramayana. Large kalagas often have borders of animals
Since the late 1800s in the area of Mandalay, Burma, kalagas embroidered with the stories of the Buddha's lives have graced temple walls and inspired worshippers. The most exquisite pieces were used to decorate King Mindon's palace walls in Mandalay. Some kalagas depicted foreign faces, attesting to trade with foreigners, while others depicted very Italianlooking angels, perhaps inspired by priests and made for export. Kalaga means 'foreign curtain' in Sanskrit, which leads us to believe that the original idea was imported. Perhaps tapestries from Europe brought about the idea of the 'curtain', but the embroidery work of the kalaga can be traced back to 12 th century Sukothai in Thailand. It was during this time that appliqué embroidery became a part of court costumes. At the height of the
14
PASSAGENovember / December 2013
The kalaga is the ultimate appliqué art form. A design is drawn freehand on the base cloth, which is often plain black cotton, but can also be black or red velvet, then embellished with sequins, glass beads and embroidery. The figures on the piece are often stuffed with kapok as they are being sewn on, to give the kalaga a 3D effect. The base cloth is first stretched on an embroidery loom and a theme is drawn. The figures that will be featured in the kalaga are outlined and sequins made from a silver/nickel mixture are applied. Next, the details in the figures are embroidered and coloured threads dyed with vegetable dye are stitched onto the fabric. Finally, more coloured threads are made especially for the borders. Glass or mother- of-pearl beads are added to the base cloth with the threads keeping them in place. On many earlier kalagas, the figures were not stuffed, but simply applied onto the base cloth. This made them much lighter and easier to pack up. They were designed to be folded up, for ease of transportation by travelling troupes. The kalagas first made their way to the West during World War II, in the hands of Allied soldiers who simply folded them up and took them home.
Kalagas can range in size from quite small to as large as 20x5 feet. The larger ones usually depict stories, while smaller ones can be themes or have just a single figure.
During the late 1940s Jim Thompson made a trip to Burma where he found some kalagas for sale. Although he was interested in them and sold a few in his shop, his main focus was on developing the silk business that he had revived in Thailand. It wasn't until 1971 that my grandmother, Connie Mangskau, owner of Monogram Antiques and a good friend of
Jim's, would be offered a collection of kalagas in Chiangmai. These pieces were quite large and a few ended up with collectors and in museums. As interest in the art form grew during the 1980s, a renaissance took place and kalaga-style embroidery was being used for clothing items such as vests and hats. These were a far cry from the court costumes this art form once embellished, but one can still enjoy what the costumes must have looked like by taking a close look at traditional Thai dancing costumes. New kalagas have a brighter look as the threads being used today are dyed with synthetic dyes versus the muted look of kalagas made before the 1990s.
The most popular kalaga themes are: the life of the Buddha, the ten lives of the Buddha, the Ramayana, Burmese nats (spirits), the god of the planets, animals of the Buddhist years, horoscopes, ceremonies, mythical beings and ordinary animals.
MaryAnne Stanislaw grew up in Bangkok learning about antiques through her family business Monogram. Her book Kalagas: The Wall Hangings of Southeast Asia is available on Amazon.com.
Photos by Teresa Lai Stanislaw
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Managing Mosquitoes
Location: Denver, Colorado, USA
Type of property: Public, 9-hole golf course
Type of membership: ACSP for Golf
Member Since: 2008
Certified Since: 2015
They Found A Home
Standing water created a habitat for mosquitoes on the golf course
Ordinarily, mosquitoes are not an issue in the dry, high plains cli mate. However, overgrown and unmanaged urban storm water features were creating standing water and became a host to mosquito larvae and adults. The ditches in the problem areas had 20-foot tall trees and cattail vegetation. All the vegetation and 30 years of sediment caused many pockets of standing water. "We needed to work through the political, social, and functional aspects of mosquito control for this area. We were not getting support from other agencies to fix the standing water issues so we had to manage this problem from the back end," said Pam Smith, Director of Agronomy at the Harvard Gulch Golf Course.
First Steps
After a vegetation removal project in the area in 2013, the course experienced fewer standing pockets of water in rain events. They kept these areas trimmed to reduce the adult habitat of mosquitoes; however, there was just too much vegetation to be properly controlled. They added a dry vegetation burn, with a scheduled burn in spring and fall of each year. The course continued this management along with applying Bacillus thuringiensis israelensis (Bti), a biological control for certain species of insect that is safe for humans and other creatures.
Results
After the 2013 Bti applications and burning, they experienced a marked difference from 2012 adult populations. 2013 overall had fewer customer and neighborhood complaints on mosquitoes. "Generally we had excellent control over adult mosquito populations. We went most of the season without the complaints that we had from 2012. However, we experienced a severe adult outbreak after a significant rain event. It took us about 1 month to regain control of larvae and adult reductions," said Pam. Overall, the staff proudly reported that they did not have the terrible infestations that occurred in 2012. Regarding public perception, most of the golfer comments and questions occurred when monitoring and treatments were performed. Night golf participants were most inquisitive due to the intensity of mosquitos at that time.
Lessons Learned: Consistent Monitoring in Key
Overall using a combination of non-toxic larvicide and vegetation control can be effective in combating mosquitos. Lessons learned:
- A breakthrough of infestation occurred in the summer when large amounts of storm water washed out existing Bti treatments. Don't stick to your weekly schedule if you have a rain event; be sure to re-treat with Bti after every significant rain event.
- Test your larvicide, and test it often. Mosquitos should be dead by the next day if the larvicide is effective.
- If you have bad areas, treat, and come back within 72 hours to see if you had success. Don't wait a full week.
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How to make a shrub or climber flower
Sometimes you plant a shrub or climber expecting a glorious display of flowers and it just refuses to perform. It probably grows quite well; maybe too well. Lots of leaves and not a sign of a bud or bloom. That lack of flowers can be for a number of reasons, so firstly establish if it is a result of something you are doing, or if it is a problem with the plant.
Lack of flowers can be a result of incorrect pruning or snipping at the wrong time of year. As a rule all flowering shrubs are pruned soon after flowering, removing some of the shoots that
So what's the solution?
have flowered and leaving new shoots to develop ready to flower the following season. If you prune a few months later you may well be cutting off next year's flowers.
Firstly do not prune. Leave the plant alone for a year at least. Secondly do not feed with a high nitrogen fertiliser, especially one which releases nitrogen into the soil quickly such as farmyard manure or Growmore.
Wisterias are
notorious for being stubborn to flower and this can be the result of pruning with a pair of shears, rather than cutting back the shoots in midsummer and midwinter to produce flowering "spurs". These are short knobbly branches, like the ones on fruit trees that produce blossom and apples.
Another reason may be lack of light. Most
flowering shrubs and climbers need at least four hours of direct sunlight to bloom well. As gardens get smaller, shade becomes more of an issue. If parts of your garden are in shade throughout the day you must plant accordingly. Familiar flowering shrubs such as philadelphus, weigela, rosa and syringa may not be the best choice.
Lack of flowers can also be a result of feeding. High nitrogen fertilisers such as farmyard and stable manure stimulate leaf growth which can be at the expense of flowers. So if a plant is particularly lush and leafy and you know you applied lots of manure recently, that could be the reason.
Then lightly cultivate the ground around the plant to remove any weeds or competition and apply a couple of handfuls of Sulphate of Potash and water it into the soil surface lightly. Sulphate of Potash not only stimulates flower production, but it also hardens growth and increases the plant's resistance to cold. You can do this at any time, however autumn is ideal, especially for later flowering subjects such as hydrangeas and hibiscus. In the case of wisteria, flower buds will already have been initiated, so it may not be effective until the season after next, rather than next spring.
To ensure that your flowering shrubs and climbers get all of the nutrients they need feed once a year with Vitax Q4 Fertiliser. The pellets are easy to apply and can be scattered around plants in early spring, then gently worked into the surface using a hoe.
Vitax Q4 Fertiliser is especially beneficial if a shrub or climber is reluctant to flower and is ideal applied three to four months after you have applied sulphate of potash. You can use it on anything apart from lime hating plants which should be fed with Vitax Conifer and shrub Fertiliser.
Still no flowers?
In most cases the above treatment will work and an annual application of Vitax Q4 is all that is needed to keep your plant blooming year after year. Occasionally it is just a plant that will not flower: then it is time to replace it with one that will perform. That's gardening!
What you will need to create your shopping list
Sulphate of Potash
Vitax Q4
Gardeners who know and trust our brands
Get in touch
For more garden inspiration and advice, visit the website at: www.gardenworld.co.uk
Contact our customer service team:
Tel: +44 (0)1530 510060
Email: email@example.com
Vitax Ltd. Owen Street, Coalville, Leicester, LE67 3DE
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Beluga Whale Google Earth Guided Tour
Belugas out of Balance
Follow the pins on the map/tour here and visit the locations to answer the following questions:
Location 1: Introduction to World Wildlife Fund (WWF)
a. When was the WWF established and how many countries are involved?
b. Provide a brief explanation as to who the WWF are and what the organization's purpose is.
Location 2: Norway
Beluga Spy?
a. Why was the beluga wearing a harness and what did it say on it?
b. Why is this whale considered an "alleged spy"?
c. Provide three examples of how the military uses marine mammals.
Location 3: Sea Life Trust Beluga Whale Sanctuary/Sæheimar Aquarium Vestmannaeyjabær, Iceland
Two Beluga Whales Captured
a. What are the names of these two whales?
b. How old were they when captured?
c. What were the whales used for in China?
d. When were they placed in the Sea Life Trust Sanctuary?
e. How are these two Belugas doing today?
Location 4: Qaanaaq, Greenland
The North Atlantic Marine Mammal Commission
a. Describe the current habitats and distribution of this species.
b. List and describe how human activities are impacting the population of belugas around Greenland.
The Whales of Greenland
a. How many species of whales exist in this area? Which ones remain nearly year round while others migrate elsewhere?
b. At what time of year is it best to view these whales? Best locations?
Location 5: Hudson Bay Manitoba, Canada
Beluga Background Information
a. What is the typical size of both males and female beluga whales?
b. What is different about the necks of the belugas as compared to other whales? What about their dorsal fin?
c. Why are these whales known as "canaries of the sea"?
d. What is the typical diet of belugas?
e. Approximately how many offspring are produced within the lifespan of this species?
Location 6: Georgia, US
Conservation Efforts and Live webcams at the Georgia Aquarium
a. Describe the teeth of Belugas from this source.
b. Describe the reproduction age, gestation and fertility, and the care of calves.
Location 7: Florida, US
Florida Atlantic University, US
a. Watch the video and reflect on researcher's discoveries on the social networking and kinship among this specific species of whales.
b. Read through the groundbreaking research information and explain the relationships. How does this kinship compare to that of humans?
Location 8: Cook Inlet, Alaska
Protecting and Conserving the beluga whale habitat
a. In what year was this region's beluga population considered at extreme risk?
b. What are some of the benefits/reasons why this species stays in this estuary instead of migrating like other belugas?
c. What is the purpose of the Aridea Terralytix Platform and how does this help with conservation efforts?
In the Spotlight- Belugas in Cook Inlet
a. What is the biggest contributing factor to this population's decline in Cook Inlet?
b. Since 1979, how much of this region's beluga population are left?
c. Describe the beluga's location within the Cook Inlet. Do they migrate?
Marine Mammal Protection Act
a. When was the Marine Mammal Protection Act (MMPA) put in place?
b. What federal agencies and Indigenous People's Council are involved in this act?
c. What is the goal of this act? What actions are being taken? Any success or barriers? | 1,496 | 756 | {
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Parents Make the Difference!
Understanding Least Restrictive Environment (LRE)
The Individuals with Disabilities Act (IDEA) was originally passed in 1975. It was known as P.L. 94-142. According to this law, children were to receive a free appropriate public education in the least restrictive environment. This cornerstone of the law remains unchanged today. The federal regulations say that "to the maximum extent appropriate, children with disabilities are educated with children who are nondisabled; and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." (CFR 300.114)
The law goes on to say that educational placement for students with disabilities is to:
be determined at least annually;
be based on the student's IEP;
be as close as possible to the student's home; and,
consider any potential harmful effect on the student or on the quality of services needed.
Furthermore, a student with a disability is not to be removed from education in age-appropriate classrooms solely because of needed modifications in the general curriculum.
To the maximum extent appropriate, services are to:
be provided in the school that the student would normally attend if nondisabled;
be provided in the general education classroom;
include supplementary aids and services to support the student in the general education classroom;
be provided, as necessary, during nonacademic and extra-curricular activities; and,
be provided with nondisabled students.
(More information about LRE on reverse side)
For more information, visit www.familiestogetherinc.org or call the center nearest you:
Topeka
1.800.264.6343 or 785.233.4777
Garden City
1.888.820.6343 or 620.276.6364
Wichita
1.888.815.6364 or 316.945.7747
Kansas City
1.877.499.5369 or 913.287.1970
Spanish
1.800.499.9443
Families Together, Inc., Parent Training and Information and Family to Family Health Centers for Kansas, assisting parents and their sons and daughters for 30 years!
What are Supplementary Aids and Services?
In order to serve a student in a regular education classroom, the school must provide supplementary aids and services to help ensure his or her education is a success. Also, supplementary aids and services must be provided in extracurricular or nonacademic settings, such as lunchrooms, student clubs, athletics, and so on. These services help the student be educated with students without disabilities as much as possible. Examples of supplementary aids and services may include paraeducators or interpreter services, assistive technology devices and services, consulting teachers, environmental adaptations, note takers, and modifications to the regular class curriculum. Supplemental aids and services must be listed on the student's Individualized Education Program (IEP).
Some things to think about…
IEP teams, including the parents, determine a student's placement annually. It is helpful to ask the following questions when making decisions about placement.
Where would my child go to school if he/she didn't have a disability?
Where do my other children attend school?
What changes would have to be made at the school for my child to attend? (Physically accessible? Interpreter? Transportation? Changes to the curriculum?)
What do I want for my child's future?
What skills will my child need to learn in order to have this future?
The Role of the General Education Teacher
The law says that at least one general education teacher must be present at the IEP team meeting, if the child is, or may be, participating in the general education environment. The general education teacher is knowledgeable about the curriculum, appropriate activities of typically developing peers, and how the child's disability affects the child's participation in the curriculum and activities. General educators assist in the development of the IEP by helping determine:
positive behavioral interventions and strategies;
supplemental aids and services;
program modifications; and,
supports for personnel that enable teachers to work with the child.
For more information about LRE, contact the Families Together Parent Center nearest you.
Made possible through funds through the Kansas State Department of Education's Technical Assistance Support Network, Project Success | 2,036 | 909 | {
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Sixth Grade Benchmarks Mathematics
Level 5 – Student performance exceeds year-end standard
Level 4 – Student performance meets year-end standard
Level 3 – Student performance approaches year-end standard
Level 2 – Student demonstrates limited performance to year-end standard
Level 1 – Student does not yet evidence understanding or application of skills related to year-end standard
NOTE: MPI and MPII performance levels are determined based on performance expectations at the time of reporting
is equivalent
| | sum of two whole numbers with a common factor. | numbers ≤ 12. | and the LCM of two whole numbers ≤ 12. |
|---|---|---|---|
| Places integers on a number line and integer pairs on a coordinate plane with one-unit increments on both axes with support. | Places integers on a number line and integer pairs on a coordinate plane with one-unit increments on both axes. | Orders rational numbers and interprets statements of their order in situational context; places integers on a number line and integer pairs on a coordinate plane with various axis increments; relates changes in sign to placements on opposite sides of the number line and understands that absolute value is the distance from zero. | Relates statements of inequality to relative positions on a number line, places points with rational coordinates on a coordinate plane, and solves problems involving the distance between points; understands absolute value and ordering by using number lines and models and relates reflections across axes to changes in signs. |
Expressions and Equations:
| Evaluates numerical expressions without exponents with support; writes one- or two-step numerical expressions with scaffolding; identifies parts of an expression, using mathematical terms, with prompting. | Evaluates numerical expressions without exponents; writes one- or two-step numerical expressions; identifies parts of an expression, using mathematical terms. | Evaluates numerical expressions with nonnegative integer exponents and algebraic expressions without exponents; writes one- and two-step algebraic expressions and identifies equivalent expressions. | Writes and evaluates numerical expressions with nonnegative integer exponents and algebraic expressions in real- world context; evaluates algebraic expressions that include nonnegative integer exponents using the distributive property; applies properties of operations to generate equivalent expressions. |
|---|---|---|---|
| Uses substitution to determine when a given number makes an equation or inequality true with prompting and support. | Uses substitution to determine when a given number makes an equation or inequality true. | Solves one-variable equations and inequalities with non- negative rational numbers; identifies and uses variables when writing equations. | Writes one-variable equations and inequalities with non- negative rational numbers; reasons about and solves equations and inequalities by writing and graphing |
solutions on a number
Revised: 11/17
| | | | context. |
|---|---|---|---|
| Summarizes or displays numerical data on a number line, in dot plots, and in histograms with prompting. Finds the median of an odd number of data points and finds the mean of nonnegative integers with support and scaffolding. | Summarizes or displays numerical data on a number line, in dot plots, and in histograms; finds the median of an odd number of data points and finds the mean of nonnegative integers. | Calculates mean and median and understands that they can be different or the same; uses the measure of center to summarize data with respect to the context. | Summarizes or displays data in box plots and finds the interquartile range; uses interquartile range and measures of center to describe overall patterns in data distribution. | | 1,742 | 759 | {
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On this second day of Stand Up 4 Grain Safety week 2022, we turn our attention to electrical safety. Electricity is everywhere both at work and at home. Consider these fun facts about electricity:
- Electricity travels at the speed of light, about 186,411 miles per second.
- A spark of static electricity can measure up to 3,000 volts
- The first four common items to be powered by electricity were a sewing machine, fan, kettle, and toaster.
- The worlds biggest lightbulb is in Edison, New Jersey. It's 14 ft tall, weighs 8 tons, and sits on top of the Thomas Edison Memorial Tower.
As useful as electricity is, it is also one of the most hazardous parts of working in agriculture. According to the U.S. Department of Health and Human Services, 1 in 10 farmers will be electrocuted on the job. Also, farmers and elevator employees have an 8% chance of being electrocuted while working. Common causes of these injuries are:
- Contact with overhead power lines
- Exposed underground power lines
- Damaged wiring in equipment and buildings
- Damaged extension cords
While we can't avoid electricity entirely, there are things we can all do to prevent an accident.
* Keep a safe distance from overhead powerlines, especially when working with tall equipment such as augers, ladders, and loaders. Maintain a distance of at least 10 ft from the top of the equipment and the power line.
- If the vehicle you are in comes in contact with a power line or is struck by lightning, remain in the vehicle unless it is on fire. Do not touch anything and call 911. If you must exit, open the door, and jump away from the vehicle and keep both feet together. Once you are clear of the vehicle, shuffle away, keeping both feet on the ground and get at least 50 ft away or further.
* Always call before you dig. JULIE (Joint Utility Locating Information for Excavators) is a free service in Illinois to locate underground utilities to keep you safe while digging. In Illinois call 811 or visit juliebeforeyoudig.com to schedule 2 days before you plan on digging.
- Get in the habit of inspecting electrical wiring. If you see broken or exposed wires or electrical burn marks, then make sure repairs are complete before flipping the switch. Repairs should be completed by a trained electrician. Never assume equipment or systems are de-energized, always test to be sure.
- Never use a damaged extension cord or attempt to repair one. Once an extension cord becomes damaged, it loses the UL safety rating and is not safe for use unless repaired by a UL certified repair shop. Generally, it is cheaper to replace the cord than it is to repair it.
- Avoid being near or climbing on metal structures such as grain bins, grain legs, or metal buildings whenever lightning is around.
Remember, no job is so urgent that you can't take the time to work safely, especially if it involves electricity.
This special edition Stand Up 4 Grain Safety bulletin is a publication by Maplehurst Farms and Fehr-Graham. Suggestions for content are welcome. Please send all questions or suggestions to email@example.com | 1,286 | 686 | {
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Color the boxes that have these letters:
| z | c | u | M | a | r | y | t | q | u | s |
|---|---|---|---|---|---|---|---|---|---|---|
| h | k | l | t | c | G | o | d | f | p | z |
| n | h | c | q | s | v | n | b | a | b | y |
| j | o | y | z | c | x | e | w | f | v | h |
__________ went to Zechariah and Elizabeth's home.
Elizabeth was filled with the Holy Spirit. Elizabeth called out to __________, “_______ has blessed you more than other women. And blessed is the child you will have! But why is _______ so kind to me ? Why has the mother of my Lord come to me ? As soon as I heard the sound of your voice, the __________ inside me jumped for _______. You are a woman God has blessed. You have believed that the Lord would keep His promises to you!” __________ stayed with Elizabeth about three months. 1 2 3 4 1 1 2
1. Color the names of God (in bold) one color.
2. Color what God has done (underlined) another color.
3. Think about what Mary's song means.
4. Circle any words that are important to you.
Mary said,
"My soul gives glory to the Lord.
My spirit delights in God my Savior.
He has taken note of me even though I am not considered important.
From now on all people will call me blessed.
The Mighty One has done great things for me. His name is holy.
He shows His mercy to those who have respect for Him, from parent to child down through the years.
He has done mighty things with His powerful arm.
He has scattered those who are proud in their deepest thoughts.
He has brought down rulers from their thrones.
But He has lifted up people who are not considered important.
He has filled with good things those who are hungry.
But He has sent away empty those who are rich.
He has helped the people of Israel, who serve Him.
He has always remembered to be kind to Abraham and his children down through the years .
He has done it just as He promised to our people of long ago."
Luke 1:46-55
Mary praised God with a song. Write some things you can praise God for. You can even write Him your own song. | 918 | 544 | {
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Mozart Trivia
1. At what age was Mozart presented as a performer at the imperial court in Vienna?
a.
4
b.
6
c. 8
d. 10
2. What was the name of Mozart's sister?
a. Nannette
b. Nannerl
c. Bernadette
d. Bernice
3. What game did Mozart like to play while he composed symphonies?
a. Chess
b. Poker
c. Billiards
d. Tennis
4. What was Mozart's first opera?
a. Mitridate
b. Bastien und Bastienne
c. Idomeneo
d. The Marriage of Figaro
5. How many operas in total did Mozart compose?
a. 22
b. 37
c. 15
d. 32
6. How old was Mozart when he died?
a. 40
b. 35
c. 30
d. 53
7. What was Mozart's last opera?
a. The Marriage of Figaro
b. Don Giovanni
c. Così fan tutte
d. The Magic Flute
8. Who completed Mozart's Requiem, which remained unfinished at the time of his death?
a. Freystadtler
b. Stadler
c. Süssmayr
d. Salieri
ANSWERS:
1. b. Six
In 1762, at the age of six, Mozart was presented as a performer at the imperial court in Vienna. By that time, he was already a budding composer and an accomplished keyboard performer, and soon after he would embark on a three-year tour of Europe, performing with his sister.
2. b. Nannerl
Mozart's sister, Maria Anna Mozart, called Nannerl, was born on July 30, 1751 in Salzburg. Nannerl, like Mozart, was considered a musical wonder-child and toured with her brother for several years. Her musical gifts, however, were overshadowed by the achievements of her younger brother.
3. c. Billiards
Mozart loved to play Billiards, and would sometimes play all night, composing symphonies as he played.
4. b. Bastien und Bastienne
Mozart's first opera, Bastien und Bastienne, was composed at the age of 12 and premiered in Vienna in 1768. It was based upon The Loves of Bastien and Bastienne (Les amours de Bastien et Bastienne) by Marie-Justine-Benoîte Favart and Harny de Guerville.
5. a. 22
Mozart composed 22 operas in his lifetime although not all were completed. They range from the small-scale, derivative works of his youth to full-fledged operas. Three of his works were abandoned before completion and were not performed until many years after the composer's death.
6. b. 35
Amadeus Mozart died on December 5, 1791 at the age of 35. Studies by a panel of experts have concluded that Mozart died of natural causes. The most widely accepted hypothesis is that Mozart died of acute rheumatic fever.
7. d. The Magic Flute
Mozart's last and perhaps his finest opera, The Magic Flute (1791), was interestingly the only one of his operas to earn the praise of his bitter rival Salieri.
8. c. Süssmayr
After the production of The Magic Flute, Mozart worked feverishly on his Requiem, with the foreboding that it would commemorate his own death. He died at the age of 35 without finishing it; the work was completed by his pupil Franz Süssmayr at the request of Mozart's wife, Constanze, after Joseph Eybler, another pupil whom she had asked to complete it, failed to follow through. | 1,375 | 814 | {
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4-H Youth Development
Vegetable Garden Project Worksheet
Your name
For year
Garden Plan
Use the graph below or a separate sheet of paper to make a plan of your garden. Measure the length and width of your garden plot, and draw it to scale. For example, let 1 ⁄ 4 inch on the scale drawing equal two feet in your garden. Use lines to indicate rows, and write in vegetables to be planted in each. Be sure the distance between rows is to scale. See PM 819, Planting a Home Vegetable Garden, for recommended plant spacings.
1
Table 1. Soil Fertility Program
It is a good practice to have your garden soil tested for nutritional needs and pH every four years or so. Soil test information sheets and soil sample bags can be obtained from your county extension office. There is a small fee for the soil testing service.
Date of last soil test
Soil test recommendation
Fertilizer Applications
Record the fertilizer applications for this year. Record application amounts per 1,000 square feet. See PM 820, Garden Soil Management, for more information. If you have records for the previous two years, include those here. As you plan future gardens, check this year's 4-H record to help you plan to meet your soil nutrient needs.
| Amount of lime | Amount of manure or compost | |
|---|---|---|
| | | Analysis |
Table 2. Record of Insect and Disease Control
| Date | Crop(s) | Pest(s) to be controlled |
|---|---|---|
2
Table 3. Planting, Harvesting, and Sales Record
Some crops require harvesting several times during the season, such as cucumbers, tomatoes, green beans, etc.; try to weigh and record as many of these harvests as possible. Even though you may harvest many times, you only need to record the date a crop was planted one time. Use local grocery store prices to estimate the value of fruits and vegetables used at home. Include those used fresh and those stored for winter use, such as onions and potatoes. See PM 731, Harvesting and Storing Vegetables, for information on the proper time to harvest vegetables.
| Date planted | Crop (variety) | Dates harvested | Total yield in pounds or numbers | Comparable value from store | Total value used at home (yield 3 value) |
|---|---|---|---|---|---|
Box 1
Box 2
Total $
$
Total value (Box 1 + Box 2)
$
3
Table 4. Expenses
| Date | Items (fertilizer, seed, plants, pesticides, wire cages, stakes, etc.) |
|---|---|
Total expenses $
Table 5. Net Return
| | Amount |
|---|---|
| Total value from table 3 | |
| Minus total expenses from table 4 | |
| Net return | $ |
Prepared by Linda Naeve, former extension associate, horticulture; and Melva L. Berkland, former extension communication specialist.
2/01
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Many materials can be made available in alternative formats for ADA clients. To file a complaint of discrimination, write USDA, Office of Civil Rights, Room 326-W, Whitten Building, 14th and Independence Avenue SW, Washington, DC 20250-9410 or call 202-720-5964.
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Stanley R. Johnson, director, Cooperative Extension Service, Iowa State University of Science and Technology, Ames, Iowa.
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AFRICAN INSTITUTE FOR MATHEMATICAL SCIENCES SCHOOLS ENRICHMENT CENTRE
TEACHER NETWORK
IF THIS THEN THAT
In front of you there are 20 envelopes.
Eight of the envelopes each contain 5 blue and 3 red sheets of paper.
The other 12 envelopes each contain 6 blue and 2 red sheets of paper.
You choose one envelope at random. Then you choose a sheet of paper from it at random. What is the probability that this sheet of paper is red?
NOTES FOR TEACHERS
Why do this activity?
This is a simple probability problem that gives learners practice in using tree diagrams. It could be introduced to review the idea of tree diagrams.
Intended learning outcomes
Practice in solving probability problems.
Possible approach
Importantly give the problem to the learners to read and to interpret for themselves individually to give them practice in interpreting and using the information that they are given as they are required to do in exams.
After half the learners have drawn a tree diagram and calculated an answer you could ask the learners to work with a partner to explain their reasoning, if necessary to help learners who are struggling, and also to check their working and answers. If there are then pairs of learners who are both still in difficulties you could ask one learner from a pair who are confident about the problem to swop with one learner from the other pair and explain it to them.
Key questions
What is the probability that you will choose an envelope with 5 red and 3 blue? What is the probability that you will choose an envelope with 2 red and 6 blue? If you have chosen one sort of envelope rather than the other sort what difference does it make to the probability of choosing a sheet of red paper from it?
Possible extension
Next the class might go on to:
Same sweets https://aiminghigh.aimssec.ac.za/grades-4-to-6-same-sweets/ which involves listing all the possible outcomes
Same Birth Month https://aiminghigh.aimssec.ac.za/grades-7-to-9-same-birth-month/ and Same Birthday https://aiminghigh.aimssec.ac.za/grades-10-to-12-same-birthday/
Possible support
Leaners could try this activity first:
https://aiminghigh.aimssec.ac.za/grades-9-to-12-in-the-bag/ | 969 | 516 | {
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Unit 14 | Farmyard fun
Preparation
* Teacher's Lesson Card
* Flashcards for Levels A and B
* Language Presenter DVD/CD
* Song/rhyme CD
* Pupil's Books, pencils
* Reward stickers
* Classroom Poster
Optional extras: Lolly sticks
Extras: Online Resource sheet, bag
Pupil's Book page 2
Farmyard fun
Vocabulary:
Unit 14 | Lesson 1 | 30 minutes
Language presenter fi lm track Farmyard fun
* Ask the class to sit where they can see the screen easily.
* Invite a volunteer to fi nd and point to the fi lm icon on the Classroom poster.
* Show the clip and invite the children to repeat the new words and phrases. Show the fi lm again and ask the class to point at the key words as they hear them on the screen.
* Praise everyone.
Song Duck, duck
* Pin up the fl ashcards for the
* Invite the class to stand up.
* To start, invite the class to repeat the words and sing the song, pointing to the right matching fl ashcard as they sing.
duck,
pig and
cow.
* Extension: Show actions for the duck (fl ap mini wings); pig (hold up an index fi nger behind your back like a curly tail) and cow (hold up fi ngers as two horns).
* Invite the class to join in and sing the simple song – singing the words and/or doing the actions.
Note: The song gets faster with each repeat, making both the words and actions an exciting challenge! Praise everyone.
Note: Remind the class to listen to the other unit song on the home song CD, What can you hear in the farmyard to practise the phrases What can you hear? and I can hear….
Find the frog
* Place the following cards face-down in the circle: farmer, duck, pig, cow, Dog, Cat, Tom, Keri, frog.
* Sit in a circle.
* Invite one volunteer at a time to turn over a card to look for the frog.
* When the frog is found, invite them all to tap the ground twice with a hand, like the frog jumping.
* Ask the class to name each card that is turned over.
* Shuffl e the cards and search again!
* Praise everyone.
Claire Selby | Tom and Keri | Universal Preschool Course | LEVEL B
Unit 14 | Lesson 2 | 15 mins
* Invite everyone to sit or stand where they can see you.
Game + revision of Goodbye,
* Use the phrase: The duck goes quack! Repeat the vocabulary presentation fi lm if necessary. Explain that the class should look out for the duck card and quack when they see it.
* Prepare a handful of fl ashcards that only include known items: Tom, Keri, farmer, duck, red, cow frog, pig, yellow, blue.
* Hold the cards up with one card facing the class. Keep moving the front card to the back, faster and faster. See how many of the class can spot the duck and quack at the right time!
* Extend further as you introduce new sounds, or add in hello and goodbye for Tom and Keri to increase the challenge!
* Extend by introducing the next sound, Moo! Explain that they should look out for the cow card and shout Moo! if they see it. Remind the class of the phrase from the vocabulary fi lm: The duck goes quack! and adapt it to repeat together The cow goes… moo! Now the class needs to respond to two cards as they appear.
* Revise Goodbye at the end by placing each card into a box or bag and waving goodbye to each. Say Goodbye, Cow! And so on.
* Praise everyone.
Lesson 3 | 15 mins
* Use a transition action to move to the tables. Perhaps invite the class to walk to the tables like a duck, waddling as they go. This aims to focus their minds on the topic.
Pupil's Book
* Give each child the Pupil's Book page and pencils.
* Hold up the animal fl ashcard for one of the four creatures for the class to name. Ask them in the home language to help the farmer fi nd the animal by turning the spinner to reveal the correct picture. Ask the class to hold up their spinner to show that they have matched the animal correctly. Repeat for all animals.
* Hold up the page and demonstrate colouring the animals to complete the spinner. Help them to cut out the two circles and use a butterfl y clip or pencil to link them together.
* Praise everyone.
Lesson 4 | 15 mins
* Revise the song from lesson one. Extend the song and sing with the actions.
Song Duck, duck
* Extend further. Repeat the song again in groups of three animals. Invite one group to be ducks, one group to be pigs and one group to take the cow part.
* Praise everyone.
* Repeat and swap the groups around. Repeat a last time and allow them all to release their energy and join in with a big Moo! at the end.
Lesson 5 | 15+ mins
Craft Online resource sheet
* Invite the pupils to sit at the tables, using a transition action or song.
Please make these fl ashcards in lesson fi ve. They will be used in lessons 6-10.
* Hand out colouring pencils and the online resource sheet.
* If you can, stick each card around a lolly stick to make it easier to hold up.
* Invite the pupils to colour and make the animal and farmer fl ashcards.
* Praise everyone and sing the song again, holding up the mini fl ashcards instead of doing the actions! Keep all the cards.
Claire Selby | Tom and Keri | Universal Preschool Course | LEVEL B | 2,030 | 1,240 | {
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Dips and Dippers
Design and Technology | KS1 | Unit Overview
Introduction
This Dips and Dippers unit will teach your class about good food hygiene rules and using kitchen equipment to prepare food safely. Children will apply these skills when making and evaluating a healthy dip and dippers. The unit develops children's understanding of the eatwell plate and explains the importance of eating a healthy and varied diet.
Health & Safety
Permission slips for food tasting maybe necessary. Be aware of any children with food allergies or intolerances. Ensure that there is adequate adult supervision and guidance when children are using kitchen equipment. For safety guidance, see these correct peeling and chopping techniques.
Home Learning
Supermarket Sweep: This is a fun way to get children involved in the weekly food shop.
Food Group Diary: Get children interested in the food they are eating with this food group diary task and recording task.
Assessment Statements
By the end of this unit...
...all children should be able to:
* Explain ideas about how to eat a healthy and varied diet.
* Give a simple evaluation of a product by explaining their likes and dislikes.
* Use kitchen equipment safely and prepare dishes.
...most children will be able to:
* Explain the food groups and know they have to eat a balance of foods to have a healthy and varied diet.
* Design a new product that is appealing to themselves and others.
* Explore and evaluate existing products.
...some children will be able to:
* Give specific names, such as protein, to the different groups they eat.
* Design a new product that is appealing to themselves and other users based on a design criteria.
* Explore existing products and give evaluations that contain some detail.
To look at all the resources in the Dips and Dippers unit click here.
To find out more about PlanIt download our free guide here.
Lesson Breakdown
1. Evaluating Dips
Explore and evaluate a range of existing products in the context of comparing different dips. To understand where foods comes from.
* I can evaluate different dips.
* I can start to think about where different foods come from.
2. Exploring Dippers
Explore a range of existing products in the context of comparing different dippers.
* I can explore different dippers and describe them.
3. Food Groups
Use the basic principles of a healthy and varied diet in the context of comparing different ingredients in dips and dippers.
* I can explain why I need to eat a balance and variety of food groups to stay healthy.
4. Modelling Dips and Dippers
To select from and use a range of tools and equipment to perform practical tasks (for example, cutting) in the context of making a Dip and Dipper.
* I can make dips and dippers.
5. Designing a Dip
Design purposeful, functional, appealing products for themselves and other users based on design criteria in the context of designing a new dip. Generate, develop, model and communicate their ideas through talking and drawings.
* I can plan my own appealing dip and dipper and clearly show my ideas.
6. Making and Evaluating
Use the principles of a healthy and varied diet to prepare dishes in the context of following a design to make a new dip and dipper and then evaluating it. Evaluate their ideas and products against design criteria.
* I can follow my plan to make my own dip and dipper.
* I can evaluate my dip and dipper.
To look at all the resources in the Dips and Dippers unit click here.
Resources
Lesson Pack
* Different dips: hummus, guacamole, salsa, raita, Thousand Island.
* Breadsticks.
Lesson Pack
* A selection of different dippers such as crackers, breadsticks, carrots, cucumber, pepper, nachos and pitta bread.
* Greek/natural yoghurt.
Lesson Pack
* The ingredients to make a raita dip.
Lesson Pack
* A selection of different ingredients such as beetroot, pepper, grated carrot, tomatoes.
* Equipment to help prepare the food e.g. chopping boards, bowls, graters, safe knives, food scissors, teaspoons and tablespoons.
Lesson Pack
Lesson Pack
* A selection of ingredients and kitchen equipment. | 1,714 | 863 | {
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Select Readings, Second Edition Elementary, Chapter 8 Test
Read the passage and answer the questions that follow.
How Can We Solve Traffic Problems?
Large cities often have problems that small towns and rural 1 areas do not have. Two of the biggest problems are heavy traffic and the pollution that cars creat Of course, traffic problems and pollution are not only found in big cities. However, the higher populations and larger number of cars on the roads in cities can make t problems happen more often and with more noticeable e. he 2 effects.
One of the most common traffic problems that large cities have is congestion 3 As the population of a city increases, so does the number of cars on the road. Cities cannot always improve the number and size of their roads and highways to keep up with the number of cars. The result is traffic congestion, or traffic jams.
.
When traffic jams happen, cars that are stuck in the congestion continue to run their engines. This creates pollution and is a big problem. Pollution causes health problems for the people in cities and also hurts the environment.
Some big cities around the world have found ways to help solve common traffic problems. In London, England, for example, drivers must pay a very high fee 4 to drive into downtown areas. The government in Singapore also makes people pay large amounts of money to own a car. Because of this, it is too expensive for many Singaporeans to own a car.
In places like Tokyo, buying a car is not too expensive for many people. However, finding a parking place is often almost impossible, and paying for parking can be very expensive. Since the public transportation system in Tokyo is very good, for many commuters, it is more convenient not to own a car.
Reducing the number of cars in cities is helpful. However, making it too difficult or too expensive to own a car is only one solution. Governments need to find other solutions to the problems of traffic and pollution as well.
1. What is the main idea of the article?
A. Driving a car costs too much in Singapore.
B. Most big cities have too much pollution.
C. Having too many cars is a big problem for many cities.
D. Traffic jams cause pollution.
2. The cars that drive together on the roads are called _____.
A. congested
B. pollution
C. government
1 rural in the country, not in the city
3 congestion being too crowded or too full
2 noticeable can be seen
4 fee a cost, money
1
D. traffic
3. Why do traffic jams cause a lot of pollution?
A. People stop driving their cars into the city.
B. Car engines keep running for a long time.
C. Too many people drive dangerously.
D. Cars move too fast and get stuck.
4. Pollution from traffic congestion hurts the _____.
A. health problems
B. environment
C. traffic jams
D. noticeable effects
5. Traffic jams are a problem because they _____ the environment.
A. pollute
B. pollution
C. polluter
D. polluting
6. Which of these is true about Tokyo?
A. Owning a car is too expensive for most people.
B. It is easy to find a parking place around the city.
C. People use cars more than public transportation.
D. Many people don't drive because parking is too expensive.
7. People who travel to and from work every day are called _____.
A. commuters
B. congested
C. traffic
D. popular
8. _____ can use public transportation to reduce the number of cars.
A. Commute
B. Commutes
C. Commuting
D. Commuters
9. All of these places are in the article EXCEPT _____.
A. Tokyo
B. Singapore
C. London
D. New York
10. Reducing the number of cars is _____ for reducing pollution.
A. too difficult
B. too expensive
C. helpful
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Monitoring Summary 2022
History of the North West Shelf Flatback Turtle Conservation Program
* Began in 2009.
* Is a 60-year conservation program delivered from the Gorgon Gas Project.
* Is run by the DBCA.
hours of monitoring were contributed by 59 volunteers this season!
Did you know?
The Dampier Archipelago is home to 50% of the North West Shelf flatback turtle population!
Objectives of the program
This program intends to increase the conservation and protection of the North West Shelf flatback turtle population by:
a) Surveying, monitoring and research.
b) Reducing interference to key breeding and feeding locations.
c) Establishing information and education programs.
The program monitors
* nesting abundance and distribution by completing track counts, tagging and aerial surveys.
* demographic parameters including nesting success, recruitment and survivorship by tagging.
* hatching and emergence success by excavating nests.
* turtle health by measuring mass, carapace length and observations.
Below – Map of the North West Shelf study area. Source: © Landscope / DBCA
* foraging locations and behaviour.
Photo – © DBCA
Rangers from the Ngarluma and Yawuru Aboriginal Corporations were involved in monitoring this season.
Roebuck Bay Foraging Site
* This is the only flatback turtle foraging ground being monitored in Australia.
* A total of 47 satellite tagged flatback turtles were tracked using the waters of Roebuck Bay for foraging or migration.
* Turtles from populations all across WA use Roebuck Bay.
* 96.4% of turtles used Roebuck Bay as a foraging area.
* Two-thirds of their time was spent in a protected area.
Number of individuals identified at Delambre Island of each species
Above - Track paths of 107 flatback turtles satellite tagged in Western Australia. Populations "stocks" are identified by different colour lines. Roebuck Bay is circled in red. Source: © Sabrina Fossette / DBCA
Delambre Island
* 2022 was the 5 th season of monitoring.
* A total of 917 individual turtles were observed over the monitoring season. Some individuals returned several times to the beach.
* Three turtle species were identified, with 97% being flatback turtles.
* 228 turtles were observed for the first time at Delambre, while 657 were "remigrants" (returning after being recorded in a previous season).
* There were 604 nests recorded in the tagging area.
The North West Shelf Flatback Turtle Conservation Program supports monitoring at other Kimberly and Pilbara locations including Cape Domett, Cable Beach, Eco Beach, 80 Mile Beach and Cemetery Beach.
Thevenard Island
* 156 flatback turtles (97%) and 4 green turtles (3%) were observed over the monitoring season.
* 15 turtles were observed for the first time at Thevenard, while 141 were "remigrants".
* Some individuals returned to the beach up to eight times this season.
* There were 124 nests recorded in the tagging area.
Photo – © Tristan Simpson / DBCA | 1,343 | 651 | {
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Office of Dean of Sustainability
Thapar Institute of Engineering & Technology
(Deemed to be University)
Patiala – 147004 INDIA
Activity: Tree Plantation
Location: Hostel-N to Hostel-H Road and Hostel Signboards
Date: 09 August 2024
On August 9, 2024, a ceremonial planting event was held to introduce two significant plant species, Sita Ashoka and Machira, into the landscape. The event was attended by prominent scholars and experts, including Dr. Rafat Siddique, Dr. Kulbir Singh, Dr. Nitu Singh, and several other distinguished colleagues. Their presence underscored the importance of this initiative, which represents a collective commitment to advancing environmental sustainability and preserving biodiversity.
This planting event highlights the integration of traditional knowledge with modern environmental practices, demonstrating how collaboration among experts can lead to meaningful contributions to ecological conservation.
Details of Plants
Tree planted by Dr. Rafat Siddique, DoS
| Sita Ashoka | Saraca asoca | 40 |
|---|---|---|
| Machira | Radermachera sinica | 30 |
Watering and planting Dr. Rafat Siddique, DoS and Dr. Nitu Singh, CHED
Tree planted by Deans, Warden, and Invitee
Significance of the Planting
Sita Ashoka: The Sita Ashoka (Saraca asoca) is a revered tree in Indian culture and traditional medicine. It is known for its beautiful foliage and fragrant flowers, which have significant ornamental value. The Sita Ashoka is also recognized for its medicinal properties, particularly in Ayurveda, where it is used to treat various ailments. Planting 40 Sita Ashoka trees not only enhances the aesthetic appeal of the area but also contributes to the conservation of a species that plays a vital role in cultural heritage and biodiversity.
Machira: The Machira (commonly referred to as Maclura cochinchinensis) is a resilient and fast-growing species. It is valued for its ability to thrive in various soil conditions, making it
an ideal choice for areas needing reforestation or rehabilitation. Planting 38 Machira plants supports ecological balance by preventing soil erosion and providing habitat for local wildlife. This species also has economic value due to its timber, which can be used in construction and handicrafts, thereby offering a sustainable source of income for local communities.
Sustainability and Environmental Impact: The planting of Sita Ashoka and Machira trees aligns with broader sustainability goals aimed at enhancing biodiversity, improving soil health, and mitigating the effects of climate change. By introducing these species into the environment, the event promotes the regeneration of green cover, supports local ecosystems, and reinforces the commitment to environmental stewardship.
Biodiversity Enhancement: Both Sita Ashoka and Machira play critical roles in supporting biodiversity. The Sita Ashoka tree attracts pollinators like bees and butterflies, while Machira provides shelter and food for various bird species. By planting these trees, the event contributes to creating a thriving ecosystem that sustains a wide range of flora and fauna.
Soil and Water Conservation: The deep-rooted systems of these plants help stabilize the soil, reduce erosion, and improve water retention. This is particularly important in areas prone to soil degradation and water scarcity. The introduction of Machira is especially beneficial in rehabilitating degraded lands, while Sita Ashoka enhances soil fertility through its leaf litter
(Kulbir Singh) Associate Dean Sustainability
(Rafat Siddique) Dean Sustainability | 1,601 | 740 | {
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Let It Snow Picture Books
Youth Services
E/Fiction
No Two Alike by Keith Baker
Baker
A pair of birds take a snowflake-filled journey through a unique winter landscape.
E/Fiction
Snowmen at Night by Caralyn Buehner
Buehner
Snowmen play games at night when no one is watching.
E/Fiction
The Smiley Snowman by Christina M. Butler
Butler
After awakening early from his winter sleep and wishing for someone to play with, Little Bear is joined by new friends who help him make a snowman.
E/Fiction
First Snow by Bernette Ford
Ford
A family of young rabbits explore a meadow at night and play in winter's first snow.
E/Fiction
I See Winterby Charles Ghigna
Ghigna
Illustrations and easy-to-read, rhyming text show what makes winter special, from snowflakes and sleds to cocoa and Christmas.
E/Fiction
Snow! Snow! Snow! by Lee Harper
Harper
A father and his two sons spend a perfect day sledding together.
E/Fiction
Hooray for Snow! by Kazuo Iwamura
Iwamura
Finally able to convince their father to leave the warmth of the house to help them pull their sled, three squirrel children partake in all the wonders of a snowy day.
E/Fiction Johnson
Snow Sounds: an Onomatopoeic Storyby David Johnson
A young boy, eager to reach a much-anticipated holiday party on time, listens to the sounds of the shovels, snow plow, and other equipment used to clear his way.
E/Fiction
Winter White by Christianne Jones
Jones
Children enjoy playing in a white winter wonderland.
E/Fiction
Into the SnowBy Yuki Kaneko
Kaneko
A child plays in the snow and experiences the sensory joys of winter and independence.
E/Fiction
The Snowy Dayby Ezra Jack Keats
Keats
The adventures of a little boy in the city on a very snowy day.
E/Fiction
Picture Books About Snow
You Make Me Smile by Layn Marlow
Marlow
A little girl rushes out into the first snow of the year, and builds a special friend.
E/Fiction
First Snowby Peter McCarty
McCarty
When Pedro comes from far away to visit his cousins, who are eager to introduce him to snow, all Pedro can think about at first is how much he dislikes the cold.
E/Fiction
First Snow by Po-mi Pak
Pak
A young girl’s adventures, include rolling a snowman and making snow angels while exploring the wonder of snow.
E/Fiction
Snow by Cynthia Rylant
Rylant
Celebrates the beauty of a snowfall and its happy effects on children.
E/Fiction
All You Need for a Snowman by Alice Schertle
Schertle
Lists everything that one needs to build a snowman.
E/Fiction
Pablo in the Snow by Teri Sloat
Sloat
The heartwarming tale of one little lamb's first snowy adventure. From making trails to sledding with friends and crafting snowmen, there's tons of fun to be had in the snow.
E/Fiction
Snow by Sam Usher
Usher
Join a boy and his grandfather as they enjoy a snow day in the park.
E/Fiction
Owl Moonby Jane Yolen
Yolen
Father and daughter trek into the woods on a winter's night to see a Great Horned Owl.
Easy Reader Raymond Briggs’ The Snowman by Michelle Knudsen
Briggs
When his snowman comes to life, a little boy invites him home and in return is taken on a flight high above the countryside.
Easy Reader Snow Day! Frosty the Snowmanby Courtney Carbone
Carbone
A magic hat brings Frosty the Snowman to life! Can Frosty's friends help him get to the North Pole before he melts? Based on the 1969 television special Frosty the Snowman.
Easy Reader Eloise and the Snowmanby Lisa McClatchy
Eloise
When the snow starts falling in New York City Eloise rushes outside to have some fun and to make a snowman as only Eloise can!
Easy Reader Snow Surprise! by Lisa Campbell Ernst
Ernst
Joan makes a surprise for her little brother, Ben, but in the end, she is surprised.
Easy Reader I Love Snow! by Hans Wilhelm
Wilhelm
A dog finds lots of fun things to do in the snow. | 1,628 | 957 | {
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Refractive Errors in Children
HOW DOES THE EYE FOCUS LIGHT?
In order to see clearly, light rays from an object must focus onto the inner back layer of the eye [See figure 1]. The eye works like a camera. It has an opening at the front (the pupil), a focusing mechanism (the cornea and crystalline lens), and a light-sensing portion at the back (the retina). If light rays are not focused on the retina, a refractive error is present.
The refractive errors are: myopia, hyperopia and astigmatism [See figures 2 and 3].
WHAT IS HYPEROPIA (FARSIGHTEDNESS)?
Hyperopia occurs when light rays focus behind the retina (because the eye is either too short or has too little focusing power) and causes near and distant objects to appear blurry. The signs and symptoms of farsightedness are more severe the closer the object of regard. Some hyperopia is normal in childhood and correction is typically not required. Children can compensate for this on their own using their natural focusing mechanism (accommodation). A large amount of hyperopia may require correction with converging or plus (+) power glasses, particularly when associated with crossed eyes (accommodative esotropia). Hyperopia usually increases in early childhood and then decreases during preteen to early teenage years. Contact lenses and laser surgery are alternatives to spectacles at the appropriate age.
WHAT IS MYOPIA (NEARSIGHTEDNESS)?
Myopia occurs when light rays focus in front of the retina because the eye is too long or has excessive focusing power. Objects in the distance appear blurry and as they get closer to the eye, are seen more clearly. This condition may be inherited or associated with premature birth and can occur at any age. The prevalence of myopia is low in US children under the age of eight, but much higher in Asian countries. Diverging or minus (-) power glasses focus the light rays on the retina and improve vision. Myopia usually progresses yearly and stabilizes by the late teens to early twenties. There is currently no widely accepted treatment to stop progression. Some recent epidemiological data suggests that more time spent outdoors was associated with less myopic progression. There is no specific evidence that excessive use of computers or
handheld devices increases nearsightedness. Contact lenses may be utilized instead of glasses by those capable of independent care for the lenses. At the appropriate age, laser surgery may be an alternative if the refractive error is stable.
More technical information on myopia may be found on the EyeWiki Site.
WHAT IS ASTIGMATISM?
Astigmatism occurs when cornea is curved more in one direction than in the other. The shape of the eye is more similar to a football than a baseball. The prevalence of astigmatism is highest in infancy and childhood. Rays focus at several points (in front and/or behind the retina). Near and distant vision is affected. Cylindrical power glasses are prescribed for significant astigmatism, which, if not corrected, can lead to suboptimal adult vision. Contact lenses and laser surgery are alternatives to glasses at the appropriate age.
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Year 3
Autumn Term 2
5 th November – 21 st December 2018
English
Miss Gray (Class Teacher) Miss Clancy Taylor (Teacher on Wednesday's) Mrs Mason (Teaching Assistant)
Maths
In English this half term, Year 3 will be have the opportunity to explore information texts and write their own using the correct features.
We will also be looking at historical stories and arguments. Year 3 will research and identify changes over time between the Bronze and Iron Age and the present day. They will then construct and deliver arguments for and against working in each time period.
This will all be underpinned by spelling, punctuation and grammar focuses for each lesson.
R.E.
In Maths this half term, Year 3 will primarily be focusing on multiplication and division. We will investigate number patterns and make connections between multiplication and repeated addition. They will revise how to answer questions using the inverse operation before answering worded questions.
They will then learn and practise multiplication and division written methods and be challenged further through problem solving and reasoning questions in order to develop their thinking skills.
Science
The second topic in RE this year is Mary, Our Mother. We will be looking at the importance of Mary, the Birth of Jesus and the significance of the Wise Men. By the end of the topic, the children should be able to retell some significant stories about these people and events.
Arts (Art, D.T. Music)
The children will have regular opportunities to develop their fine art and sketching skills as well as their construction and Design Technology skills through drawing and making objects relating to the Iron Age. One project they will work on will involve the making of a 3D house from the Iron Age period.
Languages (KS2)
Year 3 will start learning Spanish this half term and will be focusing on basic conversation and places.
Our Statements to Live by for this Half Term
P.E.
In Science, this half term, Year 3 will be focusing on magnets and forces, including friction. They will have frequent opportunites to enquire, investigate, observe and record their findings.
Computing
In computing this half term, awareness will be raised to online safety, how we can make sure we stay responsible when using technology, especially online materials and what to do if we are unsure of something on screen.
In PE this half term, Year 3 will be focusing on athletics.
Children will have the opportunity to practise and develop their running, jumping and throwing skills.
This will be done through gradual development of posture, balance and focus.
Topic
We have now transitioned into the Bronze Age where we will be looking at the change from using stone to using metal and the impact this had on everyday life. We will research Historical sites around Britain which still exist and are now popular tourist attractions. These include Avebury and Stonehenge. Finally, we will explore what it was like to work in the Bronze Age and argue for and against working during that time period and modern day.
P.S.H.E
05.11.18 - I try to be just and fair.
12.11.18 - I can tell you about how I look afer myself
19.11.18 - I think before I make choices that affect my health
26.11.18 – I can can work rest and pray each day
03.12.18 – Simple things can make us happy
10.12.18 – I try to love others as I love myself
Our second topic in PSHE will be 'Getting on and Falling out'. Children will discuss what it means to be a good listener and taking turns, understanding someone else's point of view, working and contributing as a team and managing tricky or intense emotions, such as anger, and identifying coping strategies for such feelings.3 | 1,511 | 775 | {
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Empower Minds. Strengthen Bodies. Inspire Creativity.
PATIENT HANDOUT
70 Ideas for Stimulating Your Brain!
Research has identified how important it is for aging humans to provide novel stimulation to our brain to maximize brain plasticity and possibly prevent and/or slow decline in cognitive ability. Listed below are 70 ideas for "brain stimulation." They cover the spectrum of simple to complex. It is important to remember that the maximum benefit for brain stimulation consists of activities that are novel to the brain, dynamic, and require a person to do things out of the ordinary or to do the ordinary in different and new ways.
1. Learn new card games and play with friends on a regular basis
2. Play Sudoku
3. Use your non-dominate hand to brush your teeth and to eat a meal with
4. Shop at a different grocery store chain than the one you normally shop at
5. Play Scrabble
6. Lean a new language
7. Go to museums
8. Try following recipes to cook dishes you have never cooked before
9. Play Boggle
10. Watch foreign language movies with subtitles
11. Assemble 500+ piece puzzles
12. Count backwards from 100 by 7's or any odd number combination, try doing as you walk
13. Say the alphabet backwards, then try doing as you take a walk
14. Take a walk and try to name something you see along the way using every letter of the alphabet
15. Using the alphabet, name an animal for each letter.
16. Learn to juggle
17. Go to musicals/plays
18. Take classes at a community college
19. Attend lectures on topics of interest
20. Practice doing Anagrams
21. Drive a different route(s) to frequent destinations
22. Join a book club
23. Do word find/search pages
24. Volunteer
25. Take an art class
26. Practice writing lists/letters using your non-dominate hand
27. Learn to use a smart phone
28. Play video games
29. Read magazine articles and then write down as many facts as you can remember from the articles
30. Take a walk/exercise to increase the blood flow to your brain
31. Supporting yourself, practice standing on your non-dominate leg while lifting your dominate leg off the floor
32. Do ring toss/darts using your non-dominate arm
33. Recall phone numbers from memory versus relying on your smart phone
SOARLifeProducts.com
t 877.663.5364 877.663.5370 f
70 Ideas for Stimulating Your Brain! (cont. from front)
34. Learn sign language
35. Don't always rely on a calculator, do math calculations the old fashioned way
36. Get a good night's sleep
37. Turn off the GPS
38. Learn to eat using chop sticks, then learn to use with your non-dominate hand
39. Do craft projects you have never done before
40. Don't rely on a grocery list, try recalling all of the items needed from memory
41. Use a computer based cognitive training program
42. Take online courses
43. Practice meditation and yoga
44. Keep hydrated with water
45. Eat based on a Mediterranean Diet
46. Take cooking classes
47. Make a list (at one time) of 100 things (ex. 100 things I am grateful for, 100 things I want to do before I die, etc.)
48. Go barefoot outside
49. Spell words backwards (ex.) stimulation = noitalumits
50. Completely rearrange your kitchen
51. Learn to speed read
52. Learn to play a musical instrument
53. Teach yourself Origami
54. Keep a journal and at the end of the day try to record everything you can remember from that day
55. Eat at various ethnic restaurants and try dishes you are not familiar with
56. Learn about the brain, the parts, which part does what, etc.
57. Stop and smell the flowers
58. Have someone write words of different lengths on index cards. Hold a card up to a mirror and try to name the word as quickly as possible
59. Try the games "Operation and/or Jenga." When you are able to do with your dominate hand then use your non-dominate hand.
60. Learn to knit or crochet
61. Download or purchase a book of "connect the dots." Try doing them backward (highest to lowest number)
62. Complete an "adult" coloring book
63. Learn the 206 bones in the human body
64. Take a wine tasting class
65. Make a list of all the Homonyms you can think of
66. Re-arrange your desk at work moving everything around and into new locations
67. Buy a "brain games" book and work through the various brain games
68. Play "Finding Waldo;" it is not just for kids
69. Go to a farmers market and make it a point each week to try something you have never tried before.
70. Purchase a "Hoop N Loop;" once you become proficient with your dominant hand use your non-dominant hand
SOARLifeProducts.com
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Changing the way you feel about your academic abilities and/or your education involves making changes in your thinking and your behavior.
Do you give up on schoolwork too easily?
Are you frustrated in your classes or unhappy with your grades?
Do you think negative thoughts about school?
Would you like to feel more confident in yourself or more optimistic about your future?
Did you answer yes to any of those questions? It is important that you find a way to feel more positive about your abilities and your education—and that you find ways to stay motivated.
EXERCISE ONE: Have goals. Goals give you direction. They help you decide where you want to go and what you need to do. Without goals and plans to reach them, you are like a ship that has set sail with no destination. –Fitzhugh Dodson
Short-term goals are things you strive for in the near future (like getting a B on Monday's exam). Long-term goals are things you strive for longer down the road (like graduating from college with a 3.0 GPA).
Below, write down one short-term goal along with two things you can do to achieve it—and when you'll do them. Here is an example.
Now you try:
Why is this goal important to you?
On a scale of 1-10 (1 means not motivated at all and 10 means extremely motivated), how motivated are you to achieve this goal?
Does your current behavior match your level of motivation to reach your goal? Why or why not?
How willing are you to change your behavior in order to reach your goal? Why?
Now write down one long-term goal and steps you can take to achieve it.
L.T. GOAL
STEP ONE
STEP TWO
Why is this goal important to you?
On a scale of 1-10 (1 means not motivated at all and 10 means extremely motivated), how motivated are you to achieve this long-term goal?
Does your current behavior match your level of motivation to reach your goal? Why or why not?
How willing are you to change your behavior in order to reach your goal? Why?
Pick someone who will check up on you about your goals. Who did you pick? ______________________________ Right now, ask that person to check on your progress on a date of your choosing. What date did you choose? __________________.
EXERCISE TWO: Watch this ten-minute video on unique ways to get motivated.
https://youtu.be/tQkQ-0oKlu8
Did any of the ideas resonate with you? What will you try?
EXERCISE THREE: Watch this five-minute video on how a positive attitude can boost your motivation.
https://youtu.be/sRE90qnAlDA
What did you think?
MORE TIPS
Believe in yourself. Have you ever heard a coach talk to a team before a game? Coaches try to energize players and make them believe they can win. You are more likely to succeed if you believe you can.
Surround yourself with positive people. Try to avoid negative or critical people. Choose to be around those who encourage you and will help you achieve your goals and dreams.
Focus on your strengths. Identify your talents and strengths and look for ways to develop them. Do the Strenghtsquest exercise!
Change your self-talk. When things aren't going well, the voice in our head can be negative and critical. Stay positive and motivated by changing your self-talk to be more positive and uplifting. It will change how you feel and act.
Visualize success. Imagine yourself confidently walking into the classroom, answering test questions correctly and getting the grade you want.
Leave yourself little post-it notes with encouraging phrases.
Care for your mind and body. Get enough sleep, eat healthy, get exercise and find healthy ways to cope with stress.
Turn failure into success. When something doesn't go well, learn from the experience.
NOW ASK TWO CLASSMATES OR FRIENDS FOR TWO MORE IDEAS:
Person one__________________________________
Idea one
Idea two
Person two__________________________________
Idea one
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Signature ____________________
Name _____________________
cs3wb_____
Student ID ___________________
Score:
Quiz 4
CSE 3
cs3wb_____
Student ID ___________________
Score:
Quiz 4
CSE 3
Winter 2007
Circle the correct answer.
1. In JavaScript, global variable declarations are placed:
A. inside the curly braces { } of a function definition
B. in the parens ( ) of a function
C. after the keyword global
D. inside <script> </script> tags
2. The JavaScript statement that is used to insert HTML code or text into a page as it is being rendered:
A. document.render()
B. document.insert()
C. document.print()
D. document.write()
3. In Microsoft Excel, which of the following is a valid cell range:
A. 4C:8D
B. C4-D8
C. 4C-8D
D. C4:D8
4. In the if statement – if ( exp ) – the exp part must be:
A. an assignment statement
B. a boolean statement
C. a string
D. an arithmetic expression (an expression using arithmetic operators like +, -, *, /)
5. Input controls like buttons using the <input> tag are usually enclosed in
A. <script> </script> tags
B. if or if-else statements
C. <form> </form> tags
D. <p> </p> tags
6. Given the assignment document.X.Y.Z = 420; which of the following naming is correct:
A. attribute Z on input element Y in form X on this document
B. attribute X in input element Y in form Z on this document
C. input element X in form Y with attribute Z on this document
D. attribute document in input element Z on form Y in table X on this html page
7. Math.random() returns a pseudo-random value in the range:
A. 0 to MAX_INT
B. -MAX_INT to +MAX_INT
C. 0 to .99999999...
D. 0 to 1
8. In JavaScript, 14%3 is:
A. 4.67
B. 2
C. 14 percent time 3
D. 4
9. Which of the following would correctly produce the string "Give Me 5" in JavaScript:
A. Give + Me + 5
B. "Give '+' Me '+' 5"
C. "Give " + Me + " 5"
D. 'Give' + " Me " + 5
Fill in the blanks.
10. The logical AND operator/symbol in JavaScript is _________.
11. The year 1800 _________(is/is not) a leap year.
12. What is the name of the graphic viewer/editor for PCs I recommended in class ____________________.
13. The size attribute for a text box input element sets the width of the text box measured by the number of ______ characters.
14. When importing text files into Microsoft Excel, a common character used to delimit/separate cell data is ________.
15. Fill in the blank to create a button with the string "Push Me" as the label on the button.
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English: Reading into Writing
◊ Hidden Figures: We will be looking at the incredible work carried out by the 'human computers' and using this to support our writing; with a focus on fiction. We will be looking at modal verbs, modal adverbs and begin to use relative clauses.
◊ Coming Home: This is a Michael Morpurgo picture book, which we will be looking at for Christmas. We will again be using imagery to create a poem version of the book.
Science
SPACE! Earth, Sun & Moon, Gravity We will be using what we have learnt about forces, to support our Science topic. We will be exploring our solar system, where we will learn about the planets, stars, moon and Earth's rotation.
Geography
Blue Planet. We will be identifying and learning about the oceans. Studying key areas of pollution, the impact that this is having on our oceans, environment and climate. We will also be exploring the issues sustainable energy.
PSHE
Valuing Differences: We will be understanding how everyone is different and exploring how we should respect others. Anti-Bullying Week.
Maths
◊ Statistics: reading, interpreting and drawing charts and line graphs; using line graphs to solve problems; reading and interpreting timetables
◊Multiplication and Division: multiples, factors, prime numbers, square/ cube numbers; multiplying and diving by multiples of 10
◊Area and Perimeter: measure and calculate perimeter; area or regular and irregular shapes We will be using a range of manipulatives to deepen our understanding of these key concepts, which will further support us in solving mastery problems.
Autumn 2 nd half
nd half
PE
Music
Introduction to Jazz and improvisation. Looking at Bossanova, Samba and listening to how Jazz has evolved over the years.
French
The children will be working on their sentence building skills by using sentence building frameworks. They will be able to create their own 'silly' sentences and learn about sentence and word order. They will create a mini book to share with younger children.
RE
Exploring and comparing different creation stories from different religions.
◊We will be continuing with Outdoor Adventurous Activities, then rugby and netball
◊In the hall, we will be continuing with our gymnastics skills, where we will be developing our core strength and balance, which we will use on apparatus and create sequences .
Computing
We will be developing our research skills to decide what information is appropriate.
Art/ D&T
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REPUBLIC OF KENYA
MINISTRY OF ENVIRONMENT AND FORESTRY KENYA METEOROLOGICAL DEPARTMENT
EMBU COUNTY WEEKLY WEATHER FORECAST
Period of forecast: Tuesday, 24th to Monday, 30 th January 2023.
Date of issue: Monday 23rd January 2023
Summary for the Weekly Forecast
During the current forecast period (24 th to 30 th January 2023), wet weather activities are expected to drastically reduce while more mainly sunny days and clear sky nights conditions are expected to be experienced mostly during the forecast period. Maximum temperatures are also expected continue rising up to 32 o C especially over Mbeere North and Mbeere South sub-counties.
Manyatta and Runyenjes Sub-Counties (Embu town, Runyenjes Town etc)
| | | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
|---|---|---|---|---|---|---|---|
| Morning | Sunny Intervals | | Sunny Intervals | Cloudy | Mainly Sunny | Mainly Sunny | Mainly Sunny |
| | | Sunny | | | | | |
| | | Intervals | | | | | |
| Afternoon | Light Showers | | Sunny Intervals | Sunny Intervals | Mainly Sunny | Mainly Sunny | Mainly Sunny |
| Night | Partly Cloudy | | Partly Cloudy | Partly Cloudy | Clear Sky | Clear Sky | Clear Sky |
| Rainfall distribution | | | | | | | |
| Maximum temperature | 26⁰C | | 29⁰C | 28⁰C | 27⁰C | 28⁰C | 28⁰C |
| Minimum temperature | 15⁰C | | 16⁰C | 16⁰C | 16⁰C | 15⁰C | 16⁰C |
| Hazards | | | | | | | |
Key
Rainfall distribution symbols: rain is likely to fall in few places (less than 33%), rain is likely to fall in many places (33-67%), rain is likely to fall in most places (more than 67%)
| Rainfall categories | |
|---|---|
| Range | Category |
| <5 mm | Light |
| 5 - 20mm | Moderate |
| 20 - 50mm | Heavy |
| >50mm | Very heavy |
Mbeere North and Mbeere South Sub-Counties (Siakago, Kiritiri etc)
| | Tuesday | | Wednesday | | Thursday | | Friday | | Saturday | | Sunday |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Sunny Intervals | | Sunny Intervals | | Cloudy | | Mainly Sunny | | Mainly Sunny | | Mainly Sunny | |
| | Sunny Intervals | | Sunny Intervals | | Cloudy | | Mainly Sunny | | Mainly Sunny | | Mainly Sunny |
| Sunny Intervals | | Sunny Intervals | | Cloudy | | Mainly Sunny | | Mainly Sunny | | Mainly Sunny | |
| Partly Cloudy | | Partly Cloudy | | Clear Sky | | Clear Sky | | Clear Sky | | Clear Sky | |
| 29⁰C | | 30⁰C | | 31⁰C | | 30⁰C | | 30⁰C | | 31⁰C | |
| 17⁰C | | 17oC | | 17⁰C | | 17⁰C | | 15⁰C | | 17⁰C | |
Key Rainfall distribution symbols: rain is likely to fall in few places (less than 33%), to fall in many places (33-67%), rain is likely to fall in most places (more than 67%)
rain is likely
KEY OF SCIENTIFIC WORDS USED
Commentary of county weather forecaster:
No significant weather related impact.
County Meteorological Office:
Mobile: +254 0705 252469
Email: firstname.lastname@example.org
You can find more information about the climate and weather in Kenya on the KMD website http://www.meteo.go.ke/
COUNTY DIRECTOR OF METEOROLOGICAL SERVICES, EMBU | 1,959 | 1,028 | {
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Supporting your middle or high schooler's writing skills at home
Introduction
This example process log demonstrates one way your middle or high schooler can record their decisions and reflections as they move through stages of the writing process. Student reflection on their writing, including how well they accomplished their goals or whether use of a particular strategy was helpful, can support students in improving the quality of their writing. Encourage your student to use the process log when they are working on important writing assignments.
For strategies to support your student's writing development at home, please see our handout on strategies for supporting your middle or high schooler.
| What is your writing assignment? | What are your ideas for writing? What is your writing plan? (add notes here as plan evolves) | Writing goal (word choice, organization) | What stage of the writing process are you working on today? | What strategy did you use today? How did it go? | Self-assessment: How well did you achieve your writing goal today on a scale of 1 to 5 (with 1 being not well at all and 5 being very well)? |
|---|---|---|---|---|---|
| Example: My assignment is to write a persuasive essay about school uniforms. | Example: My position: School uniforms should not be required. Reason 1: They restrict students’ freedom of expression. Reason 2: Even if they reduce bullying, we don’t have that problem in our school. Reason 3: Students will resent the administration for forcing them to wear uniforms, and this may lead to academic and behavioral problems. | Example: I am hoping to improve my word choice, especially transition words. My teacher says I use the words “and” and “also” too much. | Example: I’m in the drafting stage for this assignment. | Example: I used the WRITE strategy. I wrote my thesis statement using my planning ideas. Then, I wrote two body paragraphs using a variety of transition words. But I had trouble explaining my first two reasons. I need to go back and reread the article we discussed in class. | Example: I would give myself a 4 because I used two transitions in each body paragraph. |
| What is your writing assignment? | What are your ideas for writing? What is your writing plan? (add notes here as plan evolves) | Writing goal (word choice, organization) | What stage of the writing process are you working on today? | What strategy did you use today? How did it go? | Self-assessment: How well did you achieve your writing goal today on a scale of 1 to 5 (with 1 being not well at all and 5 being very well)? |
|---|---|---|---|---|---|
| Enter response here. | Enter response here. | Enter response here. | Enter response here. | Enter response here. | Enter response here. |
4700 Mueller Boulevard
Austin, TX 78723
Twitter: @RELSouthwest | email@example.com https://ies.ed.gov/ncee/edlabs/regions/southwest/default.aspx
101 SW Main Street, Suite 500 Portland, OR. 97204 Twitter: @relnw https://ies.ed.gov/ncee/edlabs/regions/northwest/
Regional Educational Laboratories (RELs) Southwest and Northwest are part of a network of 10 RELs funded by the U.S. Department of Education's Institute of Education Sciences. Each REL serves a designated region of the country and helps states and districts use data and research to address policy and practice issues with the goal of improving student outcomes.
12201v7 11/20 This work was funded by the U.S. Department of Education's Institute of Education Sciences (IES) under contract 91990018C0002, administered by American Institutes for Research and under contract number ED-IES-17-C-0009 administered by Education Northwest. The content of the infographic does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. | 1,768 | 878 | {
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Y9 Topic: Unseen Poetry Skills (Booklet)
Cold Task: Analysis of the language in a poem Summative Task: Analysis of a theme in a poem/Comparative essay
Classwork Tasks
1. Understand what is meant by language, structure and form and how they contribute to mood and tone of the poems
2. To be able to identify and comment on language, structure and form in a range of poems
3. To analyse and discuss understand why the writer makes certain language/structural choices
4. To be able to make links between writers ideas/perspectives in poems
5. To be able to structure comparative analytical writing using PEARL or integrated paragraphs
6. Write a comparative essay commenting on use of language, structural features and writer's intent.
Key Words/Phrases
Metaphor Simile Stanza symbolic imply Conflict Power Tone Alliteration Personification Repetition Reader Imagery Rhyme Speaker Poet Interpretation
Homework Tasks
Ø Completion of classwork tasks
Ø Homework Booklet
Ø 3 Spelling Tests
Challenge Key Words
Ambiguous
Atmosphere
Enjambment
Your Success Criteria:
(These are the skills that you will need to have by the end of this unit)
Reading (I should be able to): PEARL
* Answer the question in straightforward manner mentioning author/themes
Oracy (I should be able to):
* choose and embed quotes that support my answer
* Explore the meaning of my quotes, thinking about connotations and the writer's intent
* Show some understanding of how and why a writer makes language/structural decisions
* Show understanding of context/ideas perspectives
Challenge Box:
A. Successfully structure my analytical writing using integrated paragraphs
B.
To be able to explore themes/ideas/perspectives in
BOTHpoems
C.
To find two unseen poems that share the
same theme and be able to discuss how and
why the poet makes language/structural choices in
BOTHpoems
Useful Websites: (to help you with this unit)
Responding to poetry: https://www.bbc.co.uk/bitesize/guides/zcrpycw/revision/1
Literacy Focus:
Plan, draft and edit your work, choosing the right type of sentences, a variety of punctuation and use of some ambitious vocabulary.
* speak confidently and effectively
* use Standard English confidently in classroom discussion
ExtraCurricular Focus:
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1-800-256-2452
(TTY: 1-866-518-6778)
An NC Medicaid Behavioral Health and Intellectual/Developmental Disabilities Tailored Plan
We assure that people in need have access to quality physical and behavioral health services in 11 central North Carolina counties.
Visit us at: SandhillsCenter.org.
ANSON-DAVIDSON-GUILFORD-HARNETT-HOKE-LEE MONTGOMERY-MOORE-RANDOLPH-RICHMOND-ROCKINGHAM
WHAT IS HIGH BLOOD PRESSURE?
Blood pressure is a measure of how hard the blood pushes against the walls of your arteries. Arteries carry blood throughout the body. It is normal for blood pressure to go up and down throughout the day. But if it stays up, you have high blood pressure. Another name for high blood pressure is hypertension.
Blood pressure has two numbers. The first number is systolic pressure (top number). It shows how hard the blood pushes when your heart is pumping. The second number is the diastolic pressure (bottom number). It shows how hard the blood pushes between heartbeats, when your heart is relaxed and filled with blood. A normal blood pressure level is less than 120/80.
High blood pressure means that the top number stays high, or the bottom number stays high, or both. High blood pressure increases the risk of stroke, heart attack and other problems. Blood pressure is considered to be high if it is around 130/90, or higher. Your doctor will give you a goal for your blood pressure based on your health and age.
WHAT IS PREHYPERTENSION?
Stage 1 hypertension is also known as prehypertension. In prehypertension, your blood pressure reading may be elevated, or slightly above normal. You may have a systolic reading of 120-139, or the diastolic reading is 80-89. Prehypertension is a warning sign that you are at risk of getting high blood pressure in the future.
Nearly half of all adults older than age 18 have prehypertension or hypertension, as measured by average of two or more readings at two or more doctor's visits. People with prehypertention have a greater risk for other health problems, such as obesity and diabetes. These are seen more in people with prehypertension than in those with normal blood pressure.
WHAT CAUSES HYPERTENSION?
Experts do not fully understand the exact cause of high blood pressure. But they know that some things are linked to it. These include aging, drinking too much alcohol, eating a lot of sodium (salt), being overweight, and not exercising.
WHAT ARE THE SYMPTOMS?
High blood pressure usually does not cause symptoms. Most people do not know they have it until they go to the doctor for other reasons. Very high blood pressure (such as 180/120) can cause severe headaches and vision problems.
HOW IS IT DIAGNOSED?
During a routine visit, your health care provider will measure your blood pressure. They may ask you to test it again when you are home. This is because your blood pressure can change throughout the day. To diagnose high blood pressure, your health care provider needs to know if your blood pressure is high throughout the day.
HOW IS HIGH BLOOD PRESSURE TREATED?
The two types of treatment are lifestyle changes and medications. Your doctor may ask you to lose extra weight, eat less sodium (salt), and be more active. If these lifestyle changes do not help enough, you also may need to take daily medicines.
HOW CAN YOU PREVENT IT?
A heart-healthy lifestyle can help you prevent high blood pressure. These changes are even more important if you have risk factors for high blood pressure that you cannot change, such as race, age, and having others in your family who have high blood pressure.
Here are some things you can do:
* Stay at a healthy weight.
* Eat heart-healthy foods, and limit sodium.
* Get regular exercise.
* Limit alcohol to two drinks a day for men, and one drink a day for women.
* Manage stress.
BLOOD PRESSURE READING CHART
(Source: The American Heart Association - heart.org)
Talk to your doctor about understanding your blood pressure levels. Seek medical help right away if your reading is at or near 180/120. | 1,792 | 900 | {
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Appendix 1: North Carolina Common Core Standards
Reading Common Core Standards
The reading common core standards are used in this unit. We used RL 1.1 to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. This will be used in the annotating of the text. Students will determine a theme or central idea of the text and analyze its development over the course of the text. RL1.2 and RI1.2 is used to support analyzing illustrations and dialogue within the text.
With the added use of vocabulary, RL2.4 and RI2.4, students will determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of specific word choices with meaning and tone.
As students read the novel, an article and a poem, students will compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. By using the standard RL2.5, students will create an Instagram between characters, tone, mood, and setting.
Again as students read the novel, article and poem, students will analyze how a text makes connections among and distinctions between individuals, ideas, or events. With this standard, RI1.3, students will be making connections with currents events.
In order to complete the unit, students will determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. By using standard RI2.6, students will be able to write dialogue and create illustrations from a different point of view.
With incorporating RI3.7, students will evaluate the advantages and disadvantages of using different mediums. Students will reflect on using traditional text and use different strategies to close read the novel, article and poem.
Writing Common Core Standards
The writing common core standards used are to support the development of the unit. Students will use W1.2 to write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. The activity for this will include Instagram, article responses, and code of ethics for heroes writing assessment, and the writing process.
The use of quick writes will support W2.3 where students will write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sentences.
This standard, W3.4, supports the students in producing a clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. This will be done in the code of ethics for heroes writing assessment.
With the use of standard W3.5, students will develop and strengthen writing as needed by planning, revising, and typing a new approach. Again this will be used code of ethics for heroes writing assessment.
This standard, W3.6, will use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. This will be used with the Instagram assignment and code of ethics for heroes writing assessment.
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Issue # 2
1
Choosing a Home
"When choosing a home, it's very important to consider the surrounding neighborhood as well as the home itself. Each neighborhood has its own characteristics including degree of safety, crime and physical appearance".
"While some neighborhoods can cause a home's value to fall, others, such as gated communities, help homes resist market trends and retain value over time"…………….
Gated Communities & their Benefits
Newsletter Issue: Dec 2017
Gated communities are residential neighborhoods planned and designed with security in mind, as they are surrounded by a gate or wall that limits access to residents and their guests only. Living in a gated community offers unique benefits to homeowners that are not often found in open, unsecured neighborhoods, including increased security and lower crime rates, exclusivity of grounds access, greater sense of privacy and enhanced property values. These gated communities often have a lot of in-house facilities such as community centers, gymnasiums, swimming pool, dining and entertainment options.
We humans are social beings. We love interacting with other people and naturally tend to depend on each other for happiness, love and growth. Gated communities seem to have embraced this idea in the real sense. Gated communities bring together individuals with varied skills across different cross sections of the society. Perhaps this is the reason why gated communities have become popular even when compared to individual houses.
making them responsible citizens who will be an asset to the nation. Benefits of Gated Communities includes:
1. Security – Since the points of entry and exits are controlled, the gated communities become a safe haven for residents. This factor makes the people staying within the community feel extra safe and protected from strangers and intruders.
Many people who are conscious of providing access to their residential complex only to known people and not to the entire world, will find a lot of potential in living in a gated community.
Many home makers have turned into entrepreneurs and are successfully earning a substantial income while staying in the comfort of their home by catering to various needs like tuitions, hobby classes, cooking etc. Even senior citizens find staying in gated communities safe and comfortable. Like-minded individuals come together for morning walks, evening talks and even social work. Community gettogethers provide an opportunity for youngsters to develop their organizational and leadership skills,
2. Privacy - Due to the gate and fencing all around the gated community, people get a sense of privacy and security protected from the prying eyes of strangers.
3. Exclusivity – A gated community provides a sense of affluent lifestyle and secure accommodation. This degree of exclusivity can never be enjoyed by those who live in cramped townhouses or apartments.
|
4. Tranquility – The self-sufficient and calm surroundings With a lot of greenery and open spaces, the elderly of the house will find a lot of space to walk along. It also appeals a lot to children who hardly find any open space for their daily play or time out in the fresh air in the open.
5. Traffic - You are also protected from traffic noise and general commotion of the world outside the gated community.
6. Enhanced Property Values Because of the wide array of benefits offered by gated communities, home prices are often higher than those in other residential neighborhoods, and value is retained more easily over time. | 1,398 | 665 | {
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Sterile Technique
Some procedures you do at home require sterile technique. The purpose of using sterile technique is to prevent infection. The word sterile means free from germs. People who are ill are at more risk for infection, so using sterile technique can lower their risk. Rules for sterile technique to keep in mind are listed below.
Rules for sterile technique
* Always wash your hands before and after doing any sterile procedure.
* Sterile supplies must be kept dry. If the outer wrapper is not sealed, do not use the kit. It is not sterile.
* Prepare a work area by washing the counter or table with a disinfectant spray or soap and water. Make sure the surface is dry before you put the sterile supplies down.
* Special care must be taken when you handle supplies to keep them sterile. Touch only the outside wrapper, not the sterile supplies with ungloved hands. Your nurse will show you how to keep the supplies sterile.
* Do not sneeze or cough on the supplies.
* Try not to reach over the sterile supplies when doing the procedure. It may be best to have your work surface off to the side.
* Put on a mask if you are instructed to use one.
Opening a sterile kit or tray
If the kit is in a bag and there is a paper wrapper around the kit, follow these steps:
1. Open the outside bag or wrapper.
.
2. Place the kit on a clean work surface.
3. Turn the kit, so the top flap will open away from you.
4. Unfold the sterile paper wrapper on the kit or tray. Always open the flap away from you. Pinch up the paper on the first flap and lay it back, being careful not to touch the inside of the flap. Repeat until all flaps are open. See pictures as a guide.
5. The kit or tray contents are sterile. The paper wrapper around the kit is sterile except for the 1 inch around the edge. This is often called your sterile field.
If your kit or tray is in a bag and has a cover that peels off, follow these steps:
1. Open the outside bag or wrapper.
2. Place the kit or tray on a clean work surface.
3. Turn the kit or tray, so the cover flap will open away from you and peel off the cover. Be careful not to touch the inside of the kit or tray.
4. The kit and tray contents are sterile. The outside of the kit or tray is not sterile.
5. Pull the package with the sterile paper sheet open. If the sterile sheet is in the kit, carefully pinch the top of it and lift it up and out of the kit.
6. Carefully open out the paper sheet to make a sterile place for your other supplies. Pinch the paper sheet at the back of one corner and lift the sheet, being careful not to touch the sheet against anything else.
7. Grab the back of the other corner and open out the paper sheet.
8. Lay the paper sheet, with the back side you are holding, down on the clean surface to make your sterile field. Be careful not to touch the front of the sheet. The sheet is sterile except for the 1 inch around the edge.
Adding items to your sterile field
If you need to add sterile dressings or other items to your field, open the outer package. Holding the outer package, drop the item so it lands near the center of your field. Throw the outer wrapper away.
Put on the sterile gloves
Opening the package:
Sterile gloves may be wrapped inside your sterile tray or packaged on their own.
* Packaged inside the sterile tray on top of supplies:
Wash your hands.
Open your sterile dressing tray.
Take the sterile gloves out of the tray by pinching the middle of the paper the gloves are wrapped in.
Put the paper on a clean dry surface. Do not put the paper on your sterile supply wrapper.
* Packaged in a paper wrapper separate from the sterile tray:
Wash your hands.
Open the outer wrap of the sterile glove pack.
Take out the inner wrap.
Put the wrapped sterile gloves on a clean, dry surface like a table or counter top. Do not put the wrapped gloves on the sterile supply wrapper.
Putting on the gloves:
1. Open the wrapper, so you can see both gloves. With the hand you usually write with, grasp the opposite glove at the folded edge of the cuff. Pick the glove up by the folded edge.
2. Slip your hand into the glove. Keep your hand flat and your thumb tucked in. Pull the glove on. Be careful not to touch the outside of the glove. Touch only the part of the glove that will be next to your skin. Leave the cuff on the glove folded.
3. With your gloved hand, slip your fingers into the folded cuff of the other glove. Pick up the second glove.
4. Slip the glove over your fingers. Keep the hand that you are putting the glove on flat. Keep the gloved thumb up and back to keep from touching your bare palm or wrist.
5. Pull the glove over your hand.
6. Adjust each glove to get a snug fit. Reach under the cuffed part to pull up or adjust.
7. Once you have your gloves on, keep your hands in front of you and above your waist. Do not touch anything outside the sterile field.
Talk to your doctor or health care team if you have any questions about your care.
For more health information, contact the Library for Health Information at 614-293-3707 or e-mail firstname.lastname@example.org. | 1,798 | 1,160 | {
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O12.5 - Lesson 5:
connected
Subject
Exploring the theme of 'Happiness, play and social interaction'.
Age group
Over 12 years of age.
Introduction
This lesson explores the importance of being happy, playing games (online or offline) and the way we are able to connect to friends, family and also people we may not know but have contact with online.
Description
This lesson enables students to explore the things that make them happy: for example, the importance of 'belonging' to groups and the people they engage with online. Using the Pan European Gaming Information as a platform to build on, they will further design advice and guidance to keep safe. They will then consider what more can be done by developers of games and websites to help to promote safety and responsible use of their products.
Pedagogical objectives
As a result of engaging in this lesson, children and young people will have:
1. Increased their awareness of their self-esteem, confidence and identity.
2. Increased their awareness of the importance of play.
3. Learnt about Pan European Gaming Information.
4. Learnt some basic principles for safe and responsible use of the internet.
5. Learnt about contributing positively to the development of European policy.
6. Increased their understanding of their rights and responsibilities in the online environment.
Process
Introduce the theme of the lesson by playing the provided tutorial video. After playing the video, ask the group if they have any immediate questions, to ensure that they have understood the process.
- Part A: Ask students to consider what makes them happy. Working in pairs as a listening exercise, ask them to reflect for one minute and then take turns speaking and listening to their partner. Ask them to list the common themes, for example, being with friends, being with family, being part of a group, their hobbies and leisure activities.
Creating a better internet - being happy, playing games and being
- Part B: Ask the students to share the outcomes of their discussions with the group and compare ideas. Which of these themes is also something they can do online? Considering the social web and gaming, ask students to consider the groups they belong to online: which are personal and public groups where they connect to anonymous users? Ask them to then explore what worries or concerns they have, if any, about being part of groups: ask them to individually write these on sticky notes and stick them on a flipchart sheet (they can do this anonymously if they wish). The groups should then group the notes into themes so that the whole class can then collectively build a list of concerns.
- Part C: This part of the lesson focuses on keeping safe online while being connected and gaming. Review the PEGI (Pan European Gaming Information) website and tips on the Insafe website: these resources offer guidance on to keep safe online and has a good video clip for young people. Ask students to build on these come up with their own tips to keep safe online. What advice would they develop for younger students? What could the makers of games do to make sure it is safe for children and young people to play their games? Use a collaborative wall such as Padlet to record the discussion and add any suggestions to the Tricider website.
Evaluation
Using the feedback from the previous lessons, seek to identify advancements or changes in attitudes and the students' own reflections on earlier activities and discussions. A final round up of sticky note feedback on 'things I have learnt', or online feedback using Tricider, can be used to evidence learning outcomes.
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Thumb Fractures
www.aspenors.com / 262-395-4141
A broken thumb is a serious problem. It affects the ability to grasp items. A broken thumb can increase the risk of arthritis later in life.
Anatomy
The thumb has two bones. The first bone (distal phalange) extends from the tip of the thumb to the knuckle. The second bone (proximal phalange) extends from the knuckle to the base of the thumb. This is the area of webbing between the thumb and the first finger. The thumb connects with a bone in the hand (first metacarpal).
Description
Although a break can occur in any of these bones, the most serious breaks happen near the joints. This is particularly true when the fracture occurs at the base of the thumb near the wrist.
There are specific types of thumb fractures, depending on the type of break. Bennett and Rolando fractures are breaks at the base of the thumb. They involve the joint between the thumb metacarpal and a specific wrist bone.
Fractures that involve the joints are always more difficult to treat and are at increased risk of an unfavorable outcome.
Classification of fractures of the thumb. Reproduced with permission from Soyer AD: Fractures of the Base of the First Metacarpal: Current Treatment Options. J Am Acad Orthop Surg 1999;7:403-412.
Fractures can also occur in the long portion of the bone called the metacarpal shaft.
Cause
Thumb fractures are usually caused by direct stress, such as from a fall. A thumb fracture may happen when a ball catches and pulls the thumb back. Some fractures may be caused indirectly, from twisting or muscle contractions, as occur in wrestling, hockey, football, and skiing. People with a history of bone disease or calcium deficiency are especially at risk.
The risk of a thumb fracture can be lessened by using protective taping, padding, or other equipment. Developing strength in the hands through exercise and proper nutrition can also provide some protection.
Symptoms
* Swelling
* Severe pain at the fracture site
* Limited or no ability to move the thumb
* A misshapen or deformed look to the thumb
* Extreme tenderness
* Numbness or coldness in the thumb
Doctor Examination
A doctor should be consulted as soon as possible if a thumb injury and suspected fracture has occurred. A delay in treatment may make it more difficult to align the bones properly, due to continued swelling, and may lead to a poor outcome. A padded splint can be used to prevent the bone from moving farther out of alignment. This is encouraged before treatment is finalized.
The physician will examine the injury, take a medical history, and order x-rays of the injury.
Treatment Nonsurgical Treatment
A fracture of the thumb can be held in proper alignment using external fixation. Reproduced with permission from Soyer AD: Fractures of the Base of the First Metacarpal: Current Treatment Options. J Am Acad Orthop Surg 1999;7:403-412.
If the bone fragments of the fracture have not moved (displaced) very much, or if the break is located in the middle (shaft) of the bone, your surgeon may be able to use a specially designed cast (spica cast) to hold the bone fragments in place. The cast may need to be worn for at least 4 to 6 weeks. During that time, regular X-rays may be needed to ensure that the bone has not slipped out of alignment.
Surgical Treatment
Surgery may be needed, depending on the location of the fracture and the amount of movement between the broken fragments of bone. Your surgeon may use one of several operative fixation techniques to realign the bone fragments. These fragments must be held in place while the bone heals.
These techniques include devices that hold the bone fragments in place either inside the body (internal fixation) or outside the body (external fixation). Internal fixation techniques include the use of wire, pins, plates, and screws. External fixation techniques include the use of pins in bone that are held in place through their attachment to an external fixation device.
A cast or splint will be worn for 2 to 6 weeks after surgery. When the cast is removed, hand therapy may be recommended in order to restore movement. It can take 3 months or more to regain full use of the hand, depending on the severity of the injury.
Outcome
If the bones remain in a stable position, thumb fractures generally heal well. There is a possibility of infection and tenderness around the surgical site and around the pins, if external fixation is used. As with all joint injuries, there is an increased tendency to develop arthritis following a thumb fracture, which can limit motion and reduce strength in the thumb.
To help restore motion, soak the hand in warm water. While soaking the hand, exercise the thumb by moving it in a circular motion and by touching the little finger to the thumb. Strength can be improved through regular use of a spring-type hand squeezer. | 2,001 | 1,045 | {
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Animal Farm Multiple Choice Questions Answers
Animal farm multiple choice test questions george orwell this set of lesson plans consists of approximately 96 pages of tests, essay questions, lessons, and other teaching materialse quiz below is the second in a series of questions set to help you review the animal farm chapter by chapter. take up these ten questions and jog your memory on what you read before we begin chapter 3. all the best asanimal farm multiple choice. 1. which scene from animal farm shows that all of the animals were equal? a) pigs moving into house b) animals singing song of revolution c) snowball run out by dogs d) boxer sent to glue factory. 2. which scene from animal farm shows that all of the animals were not equal? a) kicking farmer jones off the farm b) animals protecting farm the 1st time people came to print or play this list of test questions and answers for animal farm. play or print animal farm or play this animal farm quiz online. animal farm test and animal farm quiz.editor pick. re: animal farm novel: multiple choice questions. remember best answer gets 10 points. animal farm chapter 1-3 - proprofs quiz. animal farm test - athens academyanimal farm multiple choice. 1. which scene from animal farm shows that all of the animals were equal? a) boxer sent to glue factory b) snowball run out by dogs c) pigs moving into house d) animals singing song of revolution. 2. which scene from animal farm shows that all of the animals were not equal? a) animals sing song of revolution b) animals protecting farm the 1st time people came to print or play this list of test questions and answers for animal trivia. question and answers for animal trivia or quiz questions for animal trivia trivia. animal trivia trivia and animal trivia quiz questionsimal farm homework help questions. how does ignorance add or lead to the social and political oppression in george orwell's ignorance is a major theme in orwell's animal farmimal farm questions and answers chapter 1-4 animal farm required vocab - chaps. 1-4 animal farm studyguide answers chapters 1-4 animal farm chapter 1 vocabulary. test how much you know about animal farm with our amazing animal farm quizzes animal farm chapter 1-4 quiz in this quiz you will be answering multiple and true or false questions. remember to read and chose your answers carefully the death of the animals who confess to crimes against napoleon and animal farm shocks the other animals because: a. the scene is far bloodier than anything farmer jones ever did b. so many animals are executedtest your knowledge of george orwell's animal farm by taking an enotes quiz! created and approved by high school teachers, each enotes quiz is multiple choice and includes questions on plot points quizzes (answers at bottom) multiple choice (answers at bottom) fun printable animal trivia questions what is the latin name for the grizzly bear? a: ursus artus horribilus . depending on the water temperature, what can oysters do? a: change sex. an american porcupines teeth are what color? a: orange . the is no known language that does not have a word for what type of creature? a: butterfly
animal farm quiz that tests what you know. perfect prep for animal farm quizzes and tests you might have in school. perfect prep for animal farm quizzes and tests you might have in school. shakespearekidspiration videos. interviews with leading professionals by kids and for kids!
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Animal Farm Multiple Choice Questions Answers, Animal Farm Multiple Choice Questions Answers, Animal Farm Multiple Choice Test Questions Bookrags Com, Top Animal Farm Quizzes Trivia Questions Answers, Animal Farm Multiple Choice Thatquiz Org, Play Animal Farm Quiz Questions And Answers, Animal Farm Multiple Choice Questions Yahoo Answers, Animal Farm Multiple Choice That Quiz, Play Animal Trivia Quiz Questions And Answers, Animal Farm Short Answer Quizzes Enotes Com, Animal Farm Questions And Answers Chapter 1 4, Animal Farm Exam Seneca Valley School District, Animal Farm Quizzes Test Your Knowledge Enotes Com, Fun Printable Animal Trivia Questions With Answers, Sparknotes Animal Farm Quiz, Animal Trivia Quiz Factmonster | 1,804 | 875 | {
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Main South Road, Templeton, Christchurch 8441 Ph 0800 800 352 Fax 347 9223 firstname.lastname@example.org www.southernwoods.co.nz
Info 10: HEDGING GUIDE
A hedge is far more than a row of plants in a line. A well-planned hedge can:
-block wind or dust,
-provide privacy,
-screen an unattractive view or
-create a living fence or wall.
A hedge can be formal or informal. Plants can be selected from species that have coloured foliage, flowers, berries or fruit. Whatever the purpose of your hedge, think about its' eventual height and access for trimming.
The best hedge plants should be ideally suited to your site (ie climate, soil, sun, shade, frost). Hedging plants should be leafy and dense to the ground, even when mature. Plants should be hardy to competition from weeds and drought, and should be of moderate growth rate – vigorous growth means higher maintenance.
TEN STEPS TO A BETTER HEDGE
1. Clear the area. Clear competing vegetation by using a herbicide (eg Roundup) or mechanically.
2. Prepare the soil. Cultivate a 1m wide strip using a rotary hoe or fork, spaced to a 35cm depth. Dig in well-rotted compost and manure.
3. Set up a string-line with stakes at either end, mark accurate spacings. See further on for advice on appropriate spacing.
4. Dig planting holes, about double the size of the root-ball.
5. Add a slow-release fertilizer (Grotabs are ideal) to each hole.
6. Plant. Gently remove plants from the containers, position into hole. Bury 3cm of the stem in the soil. Check spacing, then backfill.
7. Firm soil around the root-ball with the ball (not the heel) of your foot.
8. Water well, making sure the water goes deep into the soil.
9. Add mulch. Keep it away from the trunk (about a hand's span) to avoid fungal problems.
10. Trim. Clipping the top shoots encourages your new hedge to grow thick and strong.
HEDGE CARE
Feeding and Watering: Hedges require extra food and water due to close spacing.
Mulching: Regular top-ups helps your hedge make full use of rainfall and irrigation.
Clipping: The more formal your hedge, the more trimming in needs. Aim for dwarf hedge to start, then gradually build height and width once plants are full and dense. Clip slow growers twice yearly and fast growers may need monthly trims. When growing a lower hedge, space plants closer together.
SUGGESTED HEDGING VARIETIES
Visit our display hedges at the nursery – see exactly what yours might look like! | 1,142 | 599 | {
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Emotional Wellbeing Services and Support for children and young people aged 7-18 years
The Big U
The Big U is a whole school based approach that provides early intervention and preventative interventions and support for children and young people aged 10 – 18 from years 6-13. The service provides both universal (assemblies and workshops) and targeted elements (1-2-1 support sessions) designed to: increase children and young people's awareness and understanding of mental health problems, develop their knowledge of where to go for help and support, build on their confidence to support their own mental health and wellbeing, and build their resilience. The service provision starts with an assembly followed by 1 hour workshops aimed at resilience, building confidence, learning coping strategies and building support networks.
Assemblies
The assemblies aim to improve children and young people's mental and emotional health literacy by improving their understanding and awareness of mental health problems and emotional wellbeing, and improving access to information for pupils in primary and secondary schools. The duration of each assembly is approximately 15 – 20 minutes in primary and secondary schools. The assembly content is comprised of a PowerPoint presentation which include short films, interactive games and activities. Typically one assembly is given per year group, however schools may join years together.
Workshops
The workshops focus on life skills and coping strategies which can help students to maintain positive emotional and mental health, and can help them support others with their mental health and wellbeing. Workshops are delivered in class groups and last between 50 minutes - 1 hour. PowerPoint presentations, interactive games and activities are also used. Only one academic year per school receives the workshops and this is usually split into four/ five hour class sessions to cover the year group. If a school want more workshops it would be the up to the local Mind delivering the service and their funding model.
1-2-1 targeted support sessions
The 1-2-1 sessions are designed to support children and young people at risk of developing mental health problems. Sessions are delivered on a weekly basis for five weeks and each session lasts 40 minutes. Young people can either self-refer for the 1-2-1s or be referred by a teacher/SENCO. They are selected to take part based on their Strengths and Difficulties Questionnaire (SDQ) score (mild to moderate, below 20). In the sessions pupils follow one or a combination of different streams of support, including 'Anger', 'Anxiety', 'Low Mood', 'Assertiveness', 'Loss', 'Low Mood', 'Worrying' and 'Self-Esteem'. SDQs, Generalised Anxiety Disorder Assessment (GAD-7) and Patient Health Questionnaire (PHQ-9) are used to monitor the pupil's wellbeing throughout the 5 weeks if the low mood and anxiety pathway is followed. Anywhere between one - 20 students per school can be referred for the 1-2-1 sessions. | 1,319 | 605 | {
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HAPPY NEW YEAR, YEAR 2!
Your Year 2 Teachers are;
Miss Mattison
Mrs Clare
Mr Higgins
Miss Begum
Miss Farzana
Miss Faizi
YEAR 2 PUPILS
During your time in Year 2, we will expect you to:
♦ Always put in 100% effort.
♦ Aim to have 100% attendance (research shows that there is a direct link between Level 1 and 2 SATs results and extremely high attendance).
♦ Be kind and considerate to everyone.
♦ Do your homework to a high standard homework will be given out on FRIDAY's and must be returned on MONDAY's.
♦ Read regularly to an adult at home.
♦ Put your book bag in the box when you want your book changed.
♦ Practise your spellings.
♦ Look after your own things.
♦ Make sure you wear the correct uniform with the appropriate footwear.
♦ Bring your PE kit in on Wednesday's.
We will be learning...
LITERACY
The children will be entering the mythical world of monsters and beasts. They will be making their own monsters from plasticine and writing a non-chronological report about it.
The children will also have the opportunity to read Aesop's fables and have a go at writing their own. As always we will be immersing children in a range of stories and literature and we hope that you will do the same at home!
NUMERACY
During our math's lessons, we will be focus on using the four operations to solve word problems as well as a weekly problem solving session. We will be measuring weight, length and capacity through practical activities. Each Friday there will be a mental math's test.
SCIENCE Our topic this term will be plants and animals where the children will be experimenting and exploring. This will include looking into the differences between species. Ask your children what they can tell you about how plants grow!
Computing
We will be learning to use databases to sort and classify and we will learn how to present data in graphs. The unit is called 'We are Zoologists' .
Music
Children will be enjoying our weekly singing assemblies and learning about different types of instruments and the sounds that they make.
RE This term we will be learning Jesus the story teller, why he told stories and how they are still used to teach others today.
PSHE Children will be exploring the topic of 'Me, my family and friends.' They will be exploring families and how to build on new and existing relationships.
ART & D.T. Specialist teachers from Ben Jonson Primary will be joining Year 2 to teach Art and D&T during Spring 2.
P.E. This term will see the children improving their ball skills and working on their co-ordination in Dance.
CLUBS Year 2 will be running a number of clubs this term including arts and crafts, Lego literacy and Numicon clubs. Clubs run from 3.20pm — 4.20pm.
Please ensure they attend every week.
Trips planned...
Year 2 are hoping to take the children on a marble treat! We will also be taking the children to Mudchute farm to link to our science topic.
Things you will need in Year 2…
SCHOOL SHOES
Plimsolls or lace-ups. Trainers can be worn, as long as they are completely black.
If you have any questions, we are always happy to listen, so please just pop in and book a time to chat!
Assessment week:
Year 2 will be assessed internally during Spring 1 week 5, commencing Monday 2nd February. The purpose of this is to identify gaps in learning and to fill these gaps before the SATS.
MARY the COOK
MRS KEMP
J. BLOGGS Please remember to label everything with your name – especially sweatshirts, PE kits and coats!
2015
YEAR 2 | 1,450 | 815 | {
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18
EXERCISE 2 Postcards
l This exercise may be used as a stand-alone activity but the group will gain more from this if they have already done Exercise 1 in this study pack. It also builds on the basic go-round Introductions (see p.3).
Time needed
70–90 minutes, depending on length of final group sharing [excluding pre-session preparation]
Materials needed
l series of images, collected beforehand, sufficient to allow choice [see explanation below]
l flipchart paper and felt markers, or scrap paper and pens/pencils for the last part of the exercise
Pre-session preparation
l in advance of the session ask participants to collect a variety of images [see explanation below]
l before the session begins, spread the images face-up round the room (on tables if you have them, or on chairs or even on the floor, as long as people don't have difficulty bending).
General information and instructions for facilitator
How the 'postcards exercise' works:
you will need a variety of images for this exercise. you can use postcards, or you might (if you prepare far enough ahead) be able to find images from colour magazines, newspapers, greetings cards, photographs, etc. Many people who work regularly as facilitators have such a resource that they've collected over time. It's a very useful collection to assemble as it can be used in many settings.
In this situation, you might like to ask the group to help you. Starting two or three weeks before this session is to be run, ask everyone to find images and bring them.
you need varied images – representational, abstract, cartoon, photographic, 'pleasing', 'challenging'; people, plants, animals, reproductions of well-known paintings, landscapes, seascapes, buildings, still life, countryside, cityscapes… etc. you might want to include also a few that aren't an image but a very short quotation. (Not more than a couple of lines at most). you might have a few with single words on such as peace, joy, light and so forth, but this exercise is primarily about images rather than words.
you will need a large number of images for this activity – at least twice the number of cards as people in the group.
Activity
Once the cards are laid out ask people to walk round, slowly, looking at them all, and then choose one that speaks to them of their spiritual life at present. (you might suggest that they 'let one of the cards choose you'.)
Give people time to walk around, think about it, and consider which one calls to them. If two people want the same card they can go and sit together.
Once everyone has picked a card arrange the group into either 2s or 3s (or, in a very small group, you can do this as a whole group).
Now give each person in the group some time to explain to the other people/person what it was about the card that prompted them to choose it. about 5 minutes per person is about right.
as a secondary part of the exercise you could ask people to share in the whole group some of the key words that emerged for them. a good way of doing this, which doesn't put people too much 'on the spot', is to give each pair or small group a piece of flip-chart paper and a felt pen; ask them to put the words on the sheet (allow about 5 minutes for this). the small groups can then share their flip-chart sheets in the whole group, which takes the spotlight off the individual.
at the end, you can ask in the whole group if there is anything they noticed about the process of doing the exercise that they would like to share with everyone – play the timing of this by ear.
Close
close with a few moments silence, and then maybe a cup of tea together to enable people to talk informally.
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Youth Career Connect Internships
A evaluation document provided by the Kentucky Educational Development Corporation
This is a document designed to evaluate youth on practical applications of their skills and knowledge. The work experience is provided by an employer that has partnered with the local high school or KEDC and will provide planned and structured learning experiences. Over the next several weeks, the YCC student will be evaluated on skill qualities related back to their academics from Project Lead The Way courses or CTE program.
Their evaluation will come from several components that employers want from young employees. Most noted are problem solving, professionalism, communication skills, and teamwork. Specifically, they have skills that they will need to showcase. They are listed below. Each should demonstrate the ability to:
o Work within a team structure
o Make decisions and solve problems
o Plan, organize, and prioritize work
o Verbally communicate with peers and with those in the organization
o Obtain and Process Information
o Analyze Quantitative Data
o Create and edit reports
For documentation with the Department of Labor, this form will be used by the Employer and the YCC Career Counselor to evaluate and show a structured system of learning and working. At the end of the internship, this form must be complete and turned in to the YCC Career Counselor to ensure completion.
School Contact: Name of School:
YCC Career Counselor:
Student Name:
State Date:
Employer Contact:
Employers should review this tool with the youth on or prior to the first day of the work experience. Each youth should have a clear understanding of their expectations.
Employer Name:
Worksite:
Student Job Title:
Worksite Supervisor:
Performance Expectations | Overall Evaluation:
To be completed by the YCC point of Contact, and the Employer.
The student must sign off below and meet the minimum total score (80%), in order for this to count toward an internship.
Sources: Tool content and design based on US Dept. of Labor – ETA sources and Work-Based Learning Manal, through the office of Career and Technical Education.
| FOUNDATION | | PERFORMANCE | RATING |
|---|---|---|---|
| SKILL | | EXPECTATIONS | |
| | Understanding work expectations for attendance and adhering to them. Notifying supervisor in advance in case of absence. | | 1 2 3 4 5 |
| | Understanding work expectations for punctuality. Arriving on time for work, taking and returning from breaks on time, and calling supervisor prior to being late. | | 1 2 3 4 5 |
| | Dressing appropriately for position and duties. Practicing personal hygiene appropriate for position and duties. | | 1 2 3 4 5 |
| | Participating fully in task or project from initiation to completion. Initiating interaction with supervisor for next task upon completion of previous one. | | 1 2 3 4 5 |
| | Giving best effort, evaluating own work, and utilizing feedback to improve work performance. Striving to meet quality standards. | | 1 2 3 4 5 |
| | Speaking clearly and communicating effectively – verbally and non-verbally. Listening attentively. Using language appropriate for work environment. | | 1 2 3 4 5 |
| | Accepting direction, feedback, and constructive criticism with positive attitude and using information to improve work performance. | | 1 2 3 4 5 |
| | Relating positively with co-workers. Working productively with individuals and teams. Respecting diversity in race, gender, and culture. | | 1 2 3 4 5 |
| | Exercising sound reasoning and analytical thinking. Using knowledge and information from job to solve workplace problems. | | 1 2 3 4 5 |
| | Demonstrating understanding of workplace culture and policy. Complying with health and safety rules. Exhibiting integrity and honesty. | | 1 2 3 4 5 |
| | YCC Student made real-life connections with the workplace and was able to connect it back to their current career pathway in high school. | | 1 2 3 4 5 |
| | During this process, new abilities will be developed and your overall knowledge should increase. | | 1 2 3 4 5 |
| | YCC Student applied methods and/or knowledge gained from their coursework in PLTW or CTE classes. | | 1 2 3 4 5 |
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COMMON
GRACE&
MĀLAMA
WEEK 5
MENTORS
quarantine
MENTORING PLAN
THE POWER OF PLAY
OVERVIEW
This week we're focusing on the Power of Play! We love seeing giggles and laughter from our mentees who are having a genuinely good time with their mentors. This week, invest in playing with your child. We have a few resources below including a picture book and coloring pages, but we encourage you to be creative! You know your mentee best. Let us know if you need help accessing an activity you know your mentee would enjoy. Our staff found two resources that are fun and related to the crisis we are going through. See below for a cute picture book along with locally made coloring pages that honor our first responders.
SUGGESTED MENTORING PLAN:
10 mins: Listen to your child and use our conversation starters.
30 mins: Play! We have game ideas listed below along with websites that you can play Connect 4 with your child and draw online with your child.
20 mins: Do homework with your child or complete one of the fun activities we have listed below. We found some local COVID19 resources for keiki!
CONVERSATION STARTERS
What do you like to do for fun?
What was the last thing you did that was really fun?
ACTIVITY IDEAS
LOCAL COVID-19 ACTIVITIES FOR KEIKI
We found a few activities that honor our first responders and address the crisis locally in a fun and kid friendly way.
The Story of the Oyster And The Butterfly: The Coronavirus and Me Picture Book mindfulhawaii.org/wp-content/uploads/2020/04/Corona-Virus-Me-picture-book.pdf
cdn.shopify.com/s/files/1/0298/6324/8004/files/Image_9.pdf?v=1586142423
Local coloring pages by Nicole Namdar honoring Hawaii and our first responders:
cdn.shopify.com/s/files/1/0298/6324/8004/files/Image_13.pdf?v=1587523572
GAMES YOU CAN PLAY REMOTELY
Scattegories, 20 questions, charades, pictionary, hangman. Play Connect 4 (c4arena.com). Draw a picture together (aggie.io).
COMMON GRACE & MĀLAMA MENTORS
WEEK 5
quarantine
ACTIVITY PREVIEW
THE POWER OF PLAY
THE STORY OF THE OYSTER AND THE BUTTERFLY
This cute story helps keiki work through and understand tough times with an adorable story and activity pages for children to do. To access this book, click here: mindfulhawaii.org/wpcontent/uploads/2020/04/Corona-Virus-Me-picture-book.pdf
LOCALLY MADE COLORING PAGES BY NICOLE NAMDAR
We are so grateful to live in Hawaii and for our frontline workers keeping us safe. These coloring pages honor both of these things! To access these coloring pages, click these links:
cdn.shopify.com/s/files/1/0298/6324/8004/files/Image_9.pdf?v=1586142423
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Graminoid, Tree and Shrub Height Field Guide
Task
Measure the height of graminoid vegetation, shrubs and/or trees to help determine the MUC class of your Land Cover Sample Site.
What You Need
q 50 m measuring tape
q Flexible measuring tape
q Small bean bag
q Graminoid, Tree, and Shrub Height Data Sheet
q Pen or pencil
q Permanent tree markers (optional)
q Species ID keys and/or other local species guides
q Blindfold
q Clinometer
In the Field
1. Measuring Graminoid Vegetation Height (Graminoids are grass-like species.)
a. Stand in the center of your Land Cover Sample Site and blindfold your partner. Have him or her throw a beanbag somewhere in the site.
b. Using the flexible measuring tape, measure the height of the herbaceous vegetation where the beanbag landed. Measure from the ground to the top of the graminoids.
c. Record the height on the Graminoid, Tree, and Shrub Height Data Sheet.
d. Repeat this process two more times and average the results.
e. Use this average to determine your MUC class.
2. Measuring Shrub Height (Shrubs are 0.5 m to 5.0 m tall.)
a. Stand in the center of your Land Cover Sample Site and blindfold your partner. Have him or her throw a beanbag somewhere in the site.
b. Locate the closest shrub to the beanbag. Measure the height of the shrub from the ground to the tallest branch. Do this with a tape measure if possible. If the shrub is too tall, measure it with your clinometer using the directions for Measuring Tree Height in the next section.
c. Record the height on the Graminoid, Tree, and Shrub Height Data Sheet.
d. Repeat this process two more times and average the results.
e. Use this average to determine your MUC class.
3. Measuring Tree Height (Hint: Trees are greater than 5.0 m tall.)
a. Determine your dominant (most common) and co-dominant (second-most common) tree species by counting the number of times each tree species was recorded on the Canopy and Ground Cover Data Sheet. Record the names of the species on your Graminoid, Tree and Shrub Height Data Sheet.
b. Choose:
* the tallest tree of the dominant species
* the shortest tree of the dominant species that still reaches the canopy
* three trees that have heights in between the tallest and shortest of the dominant species
c. Permanently mark and number/label the trees if your teacher has instructed you to do so or if you will be returning to this site to take measurements over time.
d. Measure the height of the tree using the clinometer. If you are on ground with a slope, or using the simplified clinometer technique, then use the appropriate Alternative Technique to Measure Tree Height Field Guide to substitute for the steps below. Otherwise,
* Move away from the base of the tree until you can see the top of the tree through the drinking straw of the clinometer.
* For the best results, adjust your distance from the base of the tree so that the clinometer reads as close to 30˚ as possible and you are at least as far from the tree as it is tall.
* Be sure to be on level ground so that your feet are at the same elevation as the base of the tree. Remember, if you are not on the same level with the tree, you need to use an Alternative Technique to Measure Tree Height Field Guide.
* Have your partner read and record the number of degrees (˚) of the angle.
* Using the
Table of Tangents
, record the TAN of the angle on the
Data Sheet.
* Measure the distance between you and the tree. Have your partner help you using the 50 m tape. Record this in the table on your Data Sheet.
* Measure the height from the ground to your eye level. (You only need to do this step once!) Record this in the table.
* Calculate the tree height using the following formula:
Height of Tree = TAN (angle of clinometer) x (distance to tree) + eye height and record on your Data Sheet.
* Measure the height of each tree three times and calculate the average of the three heights. If they are within one meter, record the average on your Data Sheet If not, repeat the measurements until they are within one meter.
e. Repeat the step above for the other four trees.
f. If your co-dominant species is a tree, repeat steps b-e for the co-dominant tree species. If you do not have five co-dominant species trees on your site, include other tree species to make a total of five. Note that you are using other species in the Metadata.
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Ruamähanga Whaitua Committee
Contact us: 0800 496734 | email@example.com | www.gw.govt.nz/ruamahanga-whaitua-committee
WORKING TOGETHER
TALK TO US
From its source in the Tararua Ranges the Ruamahanga River winds its way down the Wairarapa valley, through bush, farmland and towns until it meets the sea at Onoke Spit.
It is joined by other rivers and streams on its journey. The Ruamahanga is enjoyed by swimmers, walkers and fishermen, supports town drinking and waste water needs, is used by farmers and is valued by many for its spiritual significance.
Landowners across Wairarapa value land and water, not only as their home but also in an economic sense. The Palmer family has operated a dairy farm in the Kopuaranga, a sub catchment of the Ruamähanga River catchment, for six generations. Philip Palmer is a Ruamähanga Whaitua Committee member, and well aware of the pressures that today's businesses face in maintaining a financially viable operation in a changing climate.
"The Kopuaranga catchment has six dairy farms, many sheep and beef farms, the lime works and some forestry. These operations are largely working towards a better understanding of how their businesses affect the wider environment. We know different land uses have an impact on water quality, studies are varied and the science around the interaction of soil and water is not always clear," says Palmer.
"People have made a lot of assumptions in recent years, for example about water quality affecting trout numbers. They forget the old Acclimatisation Society, that predated Fish and Game, used to artificially stock local rivers each season. The picture is often more complex than it seems!"
"The existing Kopuaranga river management scheme has managed erosion and flood protection very well here. It is a great example of a community working together towards a common aim and I think, as in many places I have read about in NZ, we can expand this local level thinking to work at an integrated catchment level."
"I am hoping that the work of the whaitua committee will help describe what is happening more clearly for local landusers and develop some balanced thinking about water allocation. We can work together to find solutions."
The natural Wairarapa landscape has been modified by townspeople and landowners over time. Balancing the needs of our native species and human use is challenging. The Ruamähanga Whaitua Committee is working to understand how the catchment community wants land and water resources managed into the future. They will bring this information together into a guiding document for the Ruamähanga River catchment.
The Ruamähanga Whaitua Committee has a vision for the Ruamähanga River catchment - a Wairarapa where water glistens.
We all want a resilient and connected community that is responsible for the water flowing through our catchment. You can help shape the future of land and water management.
The Ruamähanga Whaitua Committee is asking for community feedback on a number of key questions:
* What is the fairest way of restricting water use during the summer?
* What do we need to do to make our rivers swimmable and how long should it take to get there?
* How should we manage rivers to improve natural character while safe guarding community assets, income and households?
Join the conversation online or talk to committee members at a meeting near you. In July and August meetings will be held in Whangaehu, Gladstone, Featherston, Carterton, Masterton, Martinborough and Greytown.
Discuss land and water management in the Kopuaranga Catchment Thursday 7 July, 6-8pm, Kopuaranga Hall
Want to know more?
Go to: http://haveyoursay.gw.govt.nz/ruamahanga-whaitua | 1,486 | 809 | {
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A lyric poem…
1. is a brief poem which expresses the feelings or thoughts of the speaker
2. uses rich, imaginative, musical language, and rich imagery.
3. usually represents the speaker as "I."
4. does not tell a story like a narrative poem does.
5. Lyric is derived from the word lyre, a stringed musical instrument which was used by ancient Greek poets who played and sang their poems in chant-like fashion to build up emotions of the poems and help listeners respond - hence we get the word lyrics - words to a song.
_______________
Class Discussion Questions
1. How is "Jenny Kissed Me" a lyric poem? Use details; quote phrases from the poem that prove it is a lyric poem.
2. Name some of the feelings/emotions the speaker has. Explain your answer.
3. What literary writing technique does the poet use? Explain your answer.
_______________
Quiz Questions
1. "Jenny Kissed Me" is written by ______________________________.
2. "Jenny Kissed Me" is a _____________________ (type) poem.
3. This type of poem has four main characteristics. List them.
4. Write the poem (use eight lines).
5. In line three, what literary writing technique does the poet use? Explain fully.
6. Explain the origin of the word answered in item two from above.
7. Write the words from lines 7 and 8, which signal pauses in reading.
8. To whom is the speaker talking in this poem?
9. What special event happened in the speaker's life?
10. What two indications do we have that this event was unexpected?
_______________
Dear Jenny,
It has been many years since that day you jumped out of your chair to kiss me. What a pleasant surprise that was. I had always hoped that someday we would marry, but it seemed that life had other plans for me. Our lives took very different paths. My life has been a simple one. My job on the assembly line, while it may not seem glamorous, kept food on the table. Even though I married and raised my own family, I have watched with interest as your career has soared – seeing you in the movies and in the magazines.
You have probably forgotten that day many years ago, but for me, it is the one bright memory in my life. My spirits rise when I remember that day; it helps me feel less old and helps me forget my failing health. I hope your life, though to me it seems very busy, has been a happy one. I thank you for my fondest memory, and I wish you all the best.
Sincerely,
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150 Activities
to do with someone who has Dementia or Alzheimer's
40. Take a walk around the yard or block
81. Make peanut butter sandwiches
120. Go for a drive in the old neighborhood
82. Cut up used paper for scratch paper
83. Blow bubbles
84. Take care of a fish tank
85. Bake cupcakes and decorate them
86. Interview the person about their life using either a video camera or audio recorder
87. Play Hangman
88. Finger paint
89. Cut out pictures from magazines
90.
Talk about their children
91. Put coins in a jar
92. Put bird seed out for the birds
93. Decorate a pumpkin, gourd, pear etc…
94. Reminisce about a favorite summer
95. Pick flowers for an arrangement
96. Ask them about their first job
97. Roll yarn into a ball
98.
Trace and cut out autumn leaves
99. Cook a favorite family recipe together
100. Gather arts supplies and have fun
101. Wash silverware
102. Give them a hug
103. Bounce or throw a ball with them
104.
Ask the person to show you how to do something (i.e. sew, paint etc…)
105. Make a frame out of popsicle sticks
106. Play a musical instrument
107. Keep a journal together
108. Ask the person about their "hero"
109. Sort playing cards
110. Ask the person about their pets
111. Wash windows together
112. Ask the person about their first car
113. Talk with them about their wedding
114. Play croquet
115. Pick out yarn colors for a new afghan
116. Play bingo
117.
Take them to church
118. Pick flowers to plant in the Spring
119. Talk about their parents
121. Have them help prepare a favorite dish
122. Bring in pictures, maps and mementoes from the trip you will or have taken and discuss your adventure with them
123. Give them an ear massage
124. Tell jokes
125.
Unknot or knot neckties
126. Read or look at your loved one's genealogy
127. Ask them where they were when Pearl Harbor happened or another significant event
128. Dance the Waltz
129. Play Cats Cradle
130. Have them teach you to salute
131. Read your horoscopes out loud
132.
Watch old movies together
133. Give them a pedicure
134.
Sort socks
135. Think up new lyrics to old songs
136. Ask about first loves
137. Play bean bag toss
138. Ask the person about their favorite food
139. Make a rootbeer float together
140. Help them redecorate their room
141.
Paint with water colors
142. Talk about their military service
143.
Hold hands and snuggle
144. Sit by the fireplace and talk about camping or cold winter nights
145.
Play the card game War
146. Look through a book about their favorite animal or bird
147. Brush their hair
148. Fill a bird bath or bird feeder
149. Stroke their face and cheeks
150.
Tell them that you love them | 1,176 | 665 | {
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The Difference Between Dyslexia and Dyscalculia
By Peg Rosen
Both dyslexia and dyscalculia can make it hard for kids to learn math. While they can occur together, they're very different learning issues. And the connection between them isn't yet clear.
Evidence suggests they have certain brain-based weaknesses in common. A central one is poor working memory. But there are other challenges at work when kids have these issues.
Dyslexia is better known than dyscalculia. That may be why some people refer to dyscalculia as "math dyslexia." This nickname isn't accurate, however. Dyscalculia is not dyslexia in math. This chart shows how dyslexia and dyscalculia differ, and what can help with each.
Dyslexia
Dyscalculia
Find out what to do if you're concerned your child may have dyslexia or dyscalculia. No matter what learning or attention issue your child has, there are many ways you can help.
Learn more about accommodations for dyslexia and for dyscalculia. Read about how to help kids who are good at math but struggle with word problems. Discover ways you can help your child improve working memory. And explore Tech Finder for recommendations on apps that can help kids with reading and math.
About the Author
Peg Rosen writes for digital and print, including ParentCenter, WebMD, Parents, Good Housekeeping and Martha Stewart.
Guinevere Eden, Ph.D., is a professor at Georgetown University and director of its Center for the Study of Learning.
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FOR IMMEDIATE RELEASE Contact
: John Dwyer, Coordinator / CCEMA
February 28, 2019
(217) 384-3826 / email@example.com
Julie Pryde, Administrator / CUPHD
(217) 531-5369 / HYPERLINK "mailto:firstname.lastname@example.org"
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Champaign County EMA and Champaign-Urbana Public Health District Urge People to Prepare for Severe Weather
Severe Weather Preparedness Week in Illinois begins March 3
Champaign, IL – The Champaign County Emergency Management Agency (CCEMA) and the Champaign-Urbana Public Health District (CUPHD) urge everyone to prepare for severe weather. March 3-9, 2019 is Severe Weather Preparedness week in Illinois. Now is the time to prepare - before severe weather is predicted.
While there is nothing we can do to stop severe thunderstorms, lightning, tornadoes, or floods from developing, there are things that everyone can do to minimize the impacts of severe weather on our lives. According to the National Weather Service (NWS), the following precautions can be taken to prepare for severe weather:
STAY INFORMED
This can be done by monitoring a weather alert radio, local radio and TV broadcasts, NWS web pages, or various applications on computers and smart phones. DON'T just rely on one method - especially storm sirens - which are NOT designed to be heard indoors by everyone. Have multiple ways to receive information such as:
Weather Alert Radio
Portable radio with battery backup
Wireless emergency alerts on most smart phones - cell phone apps such as FEMA, Red Cross, and Chambana
Weather will send you warnings for your area but make sure to enable alerts
Local TV and radio stations
HAVE AN EMERGENCY PLAN
Do this for your home, business, schools, and when you are traveling. Designate places to go to seek safe shelter from a tornado or severe thunderstorm. Pick two places to meet in case you are separated from your family or coworkers. While traveling or when away from home, know the names of the locations you are visiting - especially county and city names.
PREPARE YOURSELF & YOUR HOME FOR AN EMERGENCY
Learn how to use a fire extinguisher, how to administer CPR, and how to turn off the electricity, gas, and water supplies in your home.
Inspect your home for potential hazards such as weakened trees or limbs, cracked windows, or worn roofing.
When you build a new structure - or renovate an existing one - there are ways to prevent wind damage to roofs, upper floors, and garages. Rafters, trusses, walls, and doors can all be reinforced.
HAVE AN EMERGENCY SUPPLY KIT
Some storms produce power outages that will last for several days. Having the following items will help you cope with the disaster:
Bottled water
Non-perishable food
Flashlights and extra batteries
Extra clothing and blankets
An extra set of keys and cash
Medications and a first aid kit
Personal hygiene items
Pet supplies
A weather alert radio or portable AM/FM radio
The Illinois Emergency Management Agency (IEMA) and the NWS developed a Severe Weather Preparedness Guide which provides information about tornadoes, severe storms, lightning, and flooding along with recommended actions to take before, during, and after each of these weather events. It is available on the Ready Illinois website at HYPERLINK "http://www.Ready.Illinois.gov" www.Ready.Illinois.gov.
Preparedness tips and information are also available through the Ready Illinois Facebook Page (www.facebook.com/ReadyIllinois) and Twitter Page (twitter.com/ReadyIllinois). For local information, go to Champaign County EMA (www.facebook.com/ ChampaignCountyEmergencyManagementAgency/) and Twitter Page (twitter.com/ChampCoEMA). | 1,868 | 871 | {
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Dark Before Dawn Reader's Guide
For more information on the book, visit http://stacyjuba.com/blog/dark-before-dawn/
1. In one of Dawn's classrooms there is a poster that says "Nearly all men can stand adversity, but if you want to test a man's character, give him power." Why do you think the author selected that particular quote?
2. Dawn's English class is reading The Crucible , about the Salem Witch Trials. Why do you think Dawn dislikes this play?
3. Dawn's teacher explains that one of the themes of The Crucible is that when we make mistakes, we can purify ourselves by making what's wrong right. In what ways does Dawn attempt to do this at the end of the book?
4. Candace tells Dawn that Serina can make her feel like a swan rather than an ugly duckling. Why do you think Dawn's psychic abilities make her feel like an ugly duckling? Would you like to have her abilities? Why or why not?
5. How did you feel about Dawn's mother? Did you like her or dislike her, and why?
6. Dawn's mother wants her daughter to hide her psychic abilities, for reasons that she shares in the second half of the book. Even though her mother had good intentions, what effect do you think these actions had on Dawn's self esteem?
7. Why do you think Dawn, Jamie, and Candace allowed Serina to become such a powerful influence on them? What did you think of Serina?
8. Serina tells Dawn that she can do good in the world by mastering mind control. What do you think about the ethics of mind control? Are there any situations in which you would find mind control ethical, and if so, what kinds of situations?
9. Vicky and Candace come from the same family, but are complete opposites. If the sisters hadn't drifted apart, do you think Candace would have turned out differently? Did you find Vicky a supportive or unsupportive sister? Why?
10. Serina talks about clearing your mind to tune into your own higher self or inner voice of wisdom. Do you feel that you have an inner voice of wisdom? If so, when do you feel that you are most able to tap into it?
11. How do you think Dawn changed by the end of the book? How did you feel about Jamie and Renee at the end of the book? | 818 | 513 | {
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Garden Site Preparation
Prior to starting your activity walk around the garden scouting out areas in need of weeding. Pull out a couple of weed examples from the garden to later show students. You may consider pre-irrigating the area(s) to be weeded a few days before to make the weeds easier to pull.
Materials
* Gloves
* Trowels
* Buckets or Empty Large Plant Containers
* Laminated Pictures of Root Types
* Shovels
* Rope, Hose, Flags to Mark Areas
Engage
Ask students to turn to a neighbor and define what a weed is. Call on some teams to share the definitions they come up with.
Today we are going to be caretakers of our garden to help it grow and look beautiful by removing weeds. Can anyone define what a weed is? A weed is a plant that is growing where we do not want it to be growing. What might be some reasons we don't want weeds in our garden? Weeds take the space, food and water of the plants we want in our garden.
Now we are going to be performing a simple skit that shows why we don't want weeds in our garden because they can take over the resources of other plants. Ask for a volunteer to play the happy plant in the garden and then ask for a couple more volunteers to play our weeds. Have the students playing the weeds to put their hands over the happy plant shading and crowding it out, which makes the happy plants unhappy because without sun and space the happy plant isn't able to grow big and strong. Weeds also compete for water resources with other plants so have the weeds pretend to suck the water from the roots of the happy plant (have "weed" students make sucking noises). There are other reasons why weeds are problems for plants and people. You may consider demonstrating other reasons we remove weeds such as: binding or strangling plants or being irritants or sharp.
Explore
If possible, consider having small groups of students work together. Send groups to areas in the garden to find what they believe are weeds. Or walk with the whole group asking kids to identify what they believe are weeds. Have students pair share or tell you why they think the plants are weeds.
Explain
1. Walk around the garden with the students pointing out areas in which they will be working and pointing out some of the weeds they will want to pull out. You many want to define areas you plan to weed with rope or garden hose or use landscape flags or ribbons to mark the plants you don't want weeded.
2. Demonstrate how best to pull different types of weeds. Some weeds might be a little more difficult to pull out and a trowel or even a digging fork might be needed, in this case demonstrate to the students how to properly use a trowel and/or fork. Simply dig a little under the weed and pull up and the weed and roots should come out, you might have to pull out the remain roots by hand. Show students how to knock off extra root soil in the garden
3. Show the laminated pictures of the most common root structures that the students will see on the weeds they pull out.
4. Provide students with buckets/containers to place the weeds in.
Elaborate
After collecting weeds for a while have students refer to the root type cards and sort their weeds. Depending on your group(s) size you may do this in small groups or bring everyone back together as a big group. Have students sort the weeds into groups, line-up, or big circle. For example making groups of similar root structures, lining up the weeds from shortest to longest root, or grouping them up by similar plant size.
Ask the students if there is anything interesting that they notice about their weeds. Pick a couple of students to explain to the class what interesting things they noticed. If you notice any interesting weeds point them out to the rest of the class.
Plant root structures are very different so this is a good time to have students compare the different type of root structures and to ask the students why they think the root structures vary per plant. Students will most likely find the two most common root structures which are taproots and fibrous roots.
- Taproot: a large main root that grows straight down and gives off many smaller side roots.
- Fibrous: a root (as in most grasses) that is one of many similar slender roots branching directly from the base of the stem of a plant.
2
Evaluate and Closure
Have the students collect all the weeds and place them into the compost bin. If your group collected noxious, creeping grasses, or weeds that have already set seeds you may not want to compost them but rather put them in a green bin or landfill trash.
Circle up for a quick debrief of the activity and have students pair share on questions like these:
What would happen to the garden if we didn't weed? Why are weeds bad for our garden? How does it feel to be a garden caretaker?
End the day with recognizing the caretaking work by having students pat themselves on their back or by thanking another student for being a caretaker.
3
4
www.lifelab.org/schoolgardens
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MARLFIELDS NURSERY & PRIMARY SCHOOL ASTHMA POLICY
1 Introduction
Marlfields recognises the impact that asthma may have on children's day to day activities and as such we aim to raise awareness of ways in which to support any pupil with asthma. Marlfields will:
* Encourage and help children with asthma to participate fully in all aspects of school life
* Recognise that asthma is an important condition affecting many school children
* Recognise that immediate access to inhalers is vital
* Do all it can to make sure that the school environment is favourable to children with asthma
* Ensure that other children understand asthma so that they can support their friends; and so that children with asthma can avoid the stigma sometimes attached to this chronic condition
* Ensure all staff have a clear understanding of what to do in the event of a child having an asthma attack
* Work in partnership with parents, school governors, health professionals, school staff and children to ensure the successful implementation of a school asthma policy.
2 "Asthma friendly" School
2.1 Where at all possible, contact with known irritant to asthma sufferers is kept to a minimum eg dust and animals.
2.2 The school operates a no-smoking policy
3 How to deal with medication and inhalers
3.1 There are two types of treatments, both of which come in an inhaler.
Relievers: These medicines, sometimes called bronchodilators, quickly open up the narrowed airways and help the child's breathing difficulties. Generally speaking relievers come in blue containers.
Preventers: These medicines are taken daily to make the airways less sensitive to the triggers. Generally speaking Preventers come in brown, and sometimes white, containers.
3.2 Reliever inhalers are crucial for the successful management of asthma. Delay in taking reliever treatment, even for a few minutes, can lead to a severe attack and in rare cases has proved fatal.
3.3 Many children use a plastic spacer to help them take their inhaler more effectively.
3.4 If a child who does not have asthma "experiments" with another child's asthma medication this will not be harmful. Relievers act simply to dilate or open up the airways and will not have an adverse effect on a child who does not have asthma.
3.5 As soon as the child is able, allow them to keep their reliever inhaler with them at all times, in their pocket or class tray. The child's parents and doctor should decide when they are old enough to do this.
MARLFIELDS NURSERY & PRIMARY SCHOOL
ASTHMA POLICY
3.6 A child who has an inhaler should also have National Asthma Campaign card so that a record can be kept of the child's medication. If parents provide the school with a copy of this card, it should be kept where it is readily available to those responsible for each child.
3.7 Parents are to ensure that children have two reliever inhalers, a spare one to be kept at school and one they can keep at home.
3.8 Spare reliever inhalers marked with the child's name and dosage should be kept in an agreed place, which is always accessible to children so they can get one if they have forgotten to bring one in. Keep younger children's inhalers in the class teacher's desk and make sure they are clearly marked with the child's name. At break time make sure the inhaler is still accessible to the child.
3.9 If a teacher believes a child to have over used an inhaler they should inform the parents as the medication may need to be reviewed.
3.10 Make sure the inhalers are always taken on school trips.
3.11 Liaise with a health professional on correct management if a child needs to use a nebuliser at school.
4
How to involve children who have Asthma in sport and exercise
4.1 Children with asthma can suffer because many people think that their asthma prohibits them from joining in. The aim of full participation should be the goal for all but the most severely affected pupil with asthma. However, most young people with asthma can become wheezy during exercise. Taking a dose of reliever may help prevent exercise-induced asthma.
4.2 Make sure that everyone involved in physical education is aware of the needs of children with asthma.
4.3 Make an opportunity for children who have exercise-induced asthma to take a puff of their inhaler before they start exercise. Teachers should be aware that some children are shy of doing this in public.
4.4
Make sure that children bring their inhalers to the gym, the sports field or the swimming baths.
.5
Make sure that children who say they are too wheezy to continue take their reliever inhaler and rest until they feel better.
5 Review
Approved
Signed
Review date
September 2011
September 2013 | 1,945 | 1,010 | {
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Religion Today February 24-March 2, 2000 India v. Pakistan Paul Flesher
The dispute between India and Pakistan over Kashmir provides a strong example of the power and animosity that political ambition can cause when coupled with religion. This is because religion, in this situation, functions like a tribe. It identifies a social group, people who share the same views about the moral rules that govern life -- especially with regard to the big issues such as the birth and raising of children, marriage and the nature of the family, death and the character of the afterlife.
Prior to 1100, two religions, of India, Hinduism and Buddhism, were predominate. Starting in the 12th century, Moslem armies began invading India, first in the north and then in the south, attempting to conquer and hold large territories. The generals who were successful became rulers. Over the following centuries, they used their Islamic followers to govern their non-Moslem populations.
When Great Britain took over India starting in the 17th century, the friction between Moslems and Hindus receded, to be replaced by a mutual antipathy to the British. Thus an uneasy truce reigned between the two antagonists until the British began to make moves to leave the country in the 1940s. Then, as it became apparent that political power was about to be restored, the friction between the Hindus and the Moslems erupted in riots and violence. It got so bad that the British gave up any hope of leaving a single, united country and instead worked to arrange a mutually-agreeable partition into two countries, one Moslem and the other Hindu.
Unlike the Moslem expansion westward into Africa and the Mediterranean region, the Moslem rulers in India did not emphasize conversion. Instead, their policies ranged from repression to cautious acceptance, to even one or two instances of cooperation and promotion. Even in the best of times, however, animosity built up between the ruling Moslems and the Hindus who were ruled.
Furthermore, Hindu leaders made repeated attempts to overthrow their Moslem rulers. These attempts, both successful and unsuccessful, also deepened the divisions between the two communities by emphasizing the alignment between political sovereignty and religion adherence.
When the British left in 1947 and the partition plan came into effect, millions of Hindus and Moslems rushed with their families to resettle in the country of their religion -- not trusting their political future with people of another religion. The Moslems went to Pakistan and the Hindus ran to India. Each person wished to dwell among members of their own religious social group, those who lived their lives according to the same moral guidelines.
The disagreement between the two countries over Kashmir is thus only the most recent clash in a centuries-long history of political conflict between Moslems and the Hindus. While the quick resolution of the Kashmir problem is certainly in the best interests of everyone concerned, resolving the powerful animosity of the two religious communities will be much longer in coming. | 1,224 | 603 | {
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The Bubbling Pot (Notes, February 2022)
Things to remember
* There is no right or wrong
* These are just sparks, so if you find yourself on a different thread, follow it and don't look back
* Be comfortable – this might mean lying down or walking about while you're doing these exercises
* Try to hold a sense of 'playing' rather than trying to make a 'finished' thing. These exercises are designed to help with the 'bubbling' bit of the creative process.
* Setting a timer can really help if you're doing these exercises independently.
* Try to step around or move faster than your critical brain so that it can't get in your way.
* Take a few seconds to come back to your body between exercises. Feel your breath. Wiggle your fingers and toes. Stretch.
Grounding in the Body (5 minutes)
Close your eyes and feel the ground beneath you, whether you're sitting, standing or lying down. Use your breath to guide you and take a short body scan to connect with your body. Be kind to the bits that feel sore. Be gentle with yourself.
Scribbling (3 minutes)
Think of this as a loosening up of the brain. Of a rubbing out of the critical voice we all have lurking somewhere. Just scribble. Maybe the lines make shapes, maybe they make words. It doesn't matter. Just let yourself follow the pen nib. If your brain is niggling, make a wee box in the corner of the page to drop 'to do' things or shopping lists so they can stop trying to draw your attention. Return to the flow. Use colours if you want to.
Random Word Pairings (6 minutes)
* One column – 20 random objects (2 mins)
* One column – 20 'doing' words (2 mins)
* Pair two words from each column and write a line or a couplet. As many as you can. (2 mins)
Simmer Down (6 minutes)
* Begin with 'I remember' and let your pen carry on. When the thought runs out, write 'I remember' again and keep writing. Write a long-ish paragraph. (2 mins)
* Read your sentences and reduce to a rhyming couplet. (1 min)
* Read your paragraph back and reduce it to two sentences. (2 mins)
* Read your rhyming couplet and reduce to two words. (1 min)
Draw a Window (10 minutes)
* Draw a window frame to fill the whole page (1 min)
* Look out of your imaginary window and begin to write what you see. Let it be prose or rhyme or just random or connected words. Really try and hold and explore the picture in your mind. (3 mins)
* Draw something in the window – it might be a view or a person or a scene of something happening. (2 mins)
* Then choose something tangible from this place that you want to return to. (1 min)
* Confine yourself to a couplet – two short lines that rhyme – that can in some way communicate this place to someone else (3 mins)
Draw and Sing (5 mins)
* Use coloured pens to draw a curved line across the page. Doodle and colour around it to give textures. (2 mins)
* Start to sound it, say it, sing it. Try going from left to right, from right to left, up, down, random…. [you can start to add in words from 'simmer down' exercises if you feel inclined] (3 mins)
Saying the Sound (word clusters) (9 minutes)
* Choose a sound (eg 'b') and keep saying it until a word comes. Write that word down and keep saying the sound and writing words down that come from it. Try to outrun your critical brain – don't worry if the word is unexpected or not the right sound – if it came from your lips saying that sound, it's the right word. (2mins)
* Choose a word or a sentence and sing it out loud. Where does it take you? (5 mins)
* Then write some sentences starting with these words, but not restricted to only them. (2mins) | 1,420 | 868 | {
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As he started to get up to show off his own handstand, his elbow bumped the book he was supposed to be reading. He sighed and changed his mind. "Next recess, it's on!" he called to Sarah, who was still upside down. He opened his book again and stuffed his fingers into his ears. He could still hear some of the commo tion going on around him, but now he could actually concentrate on his book.
The next day Niles's teacher was back. "Pop quiz!" she announced as she passed the papers down the rows. "Ten questions on what you read yesterday."
By Lindsay Stevens Tanner
(Based on a true story)
"And thou shalt do that which is right and good in the sight of the Lord" (Deuteronomy 6:18).
Niles stared blankly at the book in his hands, trying hard to concentrate on the words on the page. But Anna was throwing a paper airplane across the classroom, Tyler was making seal noises, and Chris was bragging about how many free throws he could make. Who could pay attention to a book when everyone else was doing all that stuff?
Niles dropped the book on his desk in frustration. His teacher, Mrs. Bradshaw, was gone for the day. She had left a reading assignment with the substitute teacher, but everyone in the class was doing whatever they wanted. Niles glanced up at the substitute, who was running after the paper plane.
"Hey, Niles," Sarah called from the back of the class. "I bet you can't do this!" She leaned forward and lifted her feet above her head in a perfect handstand. Niles knew she was challenging him—he had the handstand record in his class.
The whole class groaned. Niles started to feel wor ried. He had tried to read the assignment yesterday, but even though he had concentrated his hardest, he had only gotten through about half of it. He answered the questions the best he could, but he knew he failed the quiz.
When the final bell rang, Niles's teacher asked him to stay behind while the other kids left the classroom.
"The substitute teacher left me a note, and it mentions you by name," Mrs. Bradshaw said. "Would you like to know what it says?"
Niles swallowed and nodded, trying to remember if he had done anything wrong the day before.
"'Of the entire class,'" she read, "'Niles was the only one who actually tried to read the assignment. He was an example to his classmates.'"
Niles was stunned. He didn't know the substitute had noticed him. He thought she was too busy with the other kids.
"Niles, I am going to give you full credit for the quiz," Mrs. Bradshaw said. "Thank you for being an example yesterday."
ILLUSTRATION BY DAVID MALAN | 859 | 584 | {
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Help is Available—Strategies
As a parent, you can support your teen's education in many ways—from helping with course selections and planning a career pathway, to assisting with everyday schoolwork. While answering their questions, you might have your own questions about the best ways to help, what else you can try, and where to find more information.
You might be anxious about your own math skills or feel challenged by the difficulty of your child's math homework, but your child will benefit greatly if you maintain a positive, encouraging attitude. Encourage your child to have a positive attitude about learning mathematics. Stress the importance of effort by prompting your child to face challenges positively and to see mathematics as a subject that is important. Students who believe that their hard work makes them "smarter" are more likely to try harder in mathematics, and their efforts result in better performance.
Here are some general tips and strategies that apply to many situations involving math and education.
Help is available!
Specific strategies for helping with math homework
Don't try to solve math questions for teens. Instead, suggest specific steps they can take to solve each question themselves. If they are stuck, you can suggest that they:
* Reread the problem out loud and check the meaning of math terms.
* Highlight important information in the problem.
* Look for examples of similar solutions in texts and notes.
* Break the problem into parts.
* Discuss alternative approaches.
* Take a break and try again later.
* Phone a friend or math helpline.
* Look for information related to the topic on the Internet.
Encourage your teen to proofread math schoolwork. Suggest that they ask themselves:
* Have I made proper use of math terminology?
* Have I used appropriate math tools?
* Have I included correct units where required?
* Have I answered the question that was asked? Would someone else understand my solution process?
* Have I completed all parts of the assignment?
* Does my solution make sense?
Help is Available—Strategies
Specific strategies for promoting math at home
* Ask about math in school. What topics are being discussed? What's the homework? What's interesting?
* Connect math to daily life. Encourage everyone in your family to estimate grocery bills, change, tax, tips, measurements, travelling distances and times, and even the quantity of paint or carpet needed for a room.
* Talk about how you use math in your job and daily life, and about math in the newspaper (sports statistics, stock prices, math puzzles, graphs).
* Seize every opportunity to calculate mentally and talk about the process involved.
Specific strategies for effective studying
Encourage your teen to:
* Clarify the exact content of a test as soon as a date is assigned. Ask questions in advance.
* Spread studying out over several days.
* Use a variety of techniques —writing, talking, singing — to retain information.
* Make study notes to condense the material to be learned.
* Rework questions that caused difficulty in the past, and check solutions.
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Sunday, May 1, 2022
Editorial | Insight | Island Voices
Column: Building workforce skills to help address stresses is a key to healthier kids, families
By Justina Acevedo-Cross and Erin Henderson Lacerdo
With May recognized as Mental Health Awareness Month, let's expand our understanding of who needs mental health services. A strong mental health system starts at birth — and it includes services for babies, toddlers, preschoolers and their families.
Poor mental health shows up in different ways in children than for adults, and not enough adults are trained in how to spot it or make it better. Babies, toddlers and preschoolers might display disruptive or aggressive behavior like throwing toys at a teacher. Or a child may be quiet or show signs of being withdrawn like retreating to a corner during shared meal time.
Signs of infant distress are easy to miss: Babies may turn away from a caregiver who is seeking to console them or not cry at all. All these behaviors, whether disruptive or withdrawn, can be signs of trauma or toxic stress. Toxic stress wreaks havoc on developing brains and bodies — like a car engine that's revving at high levels for an extended period. All the wear and tear is damaging. Fortunately, that damage can be minimized by trained adults who can help a child's "engine" run smoother and allow them to shift gears.
With the recognition that babies, toddlers, and preschoolers have similar mental health needs as adults, and an understanding that adults are a part of the solution, a cross-sector team in Hawaii developed a five-year Integrated Infant and Early Childhood Behavioral Health (IECBH) Plan in 2021.
The plan proposes to integrate mental health and trauma-informed care into the health and early learning systems throughout the state and lays out a roadmap on how to do just that.
The plan identifies four components: 1) systems and policy, 2) community education, 3) workforce development, and 4) programs and services that will make the biggest difference toward creating a mental health system that starts at birth.
Let's take one of those plan components — workforce development — to illustrate what is underway and what still needs to improve.
In the last three years, there has been an increase in capacity toward developing a skilled workforce that can work with infants, toddlers and their families on addressing toxic stress and improving their overall wellbeing.
Professionals have gained new knowledge, skills, connections and resources. An example is the way one teacher now addresses a child who aggressively threw toys in the classroom. She's changed the classroom daily routine and accessed help for the child from a specially trained preschool counselor. The teacher has reported less encounters and a "new calmness for the entire classroom."
Efforts to equip medical professionals with knowledge have also begun through partnerships with continuing education programs for doctors, nurses and other allied health professionals. Today, in Hawaii, more than 100 people working in early childhood jobs are equipped with mental health knowledge and an additional 39 mental health professionals have gained deep expertise.
This workforce should be celebrated, and yet it is not enough to meet the demand for services or provide consistency in care for infants and toddlers.
Out of the 95,000 children under age 6 in Hawaii, 23,000 children need mental health services. Let's not have them wait to get it. By the time they are teens or adults the health and social costs are too great.
Together let's advocate for increasing the workforce through policies that incentivize training programs that prepare infant and early childhood mental health professionals.
Let's ensure that Hawaii uses federal, state and private funding to implement necessary services for families. Let's encourage government and nongovernment coordination to expand our mental health system to reach all children who need it.
Justina Acevedo-Cross, top, is program director for the Promising Minds initiative at the Hawaii Community Foundation; Erin Henderson Lacerdo is executive director of the Association for Infant Mental Health in Hawaii. | 1,694 | 803 | {
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THE ART OF THE SONNET
This course of six sessions will discuss the sonnet poetic form in all its varieties, and study by way of many examples what gives the sonnet its enduring power over a long history of hundreds of years.
Session 1: The Structure of the Sonnet This session analyzes the basic form(s) of the sonnet and the priority of its elements – number of lines, meter, rhyming. The tension between content and structure is a key feature. There are also many varieties within this structure: dialogue sonnets, echo sonnets, picture sonnets, sonnet sequences and more. "How to write a sonnet" will be explained for anyone who wants to try.
Session 2: Shakespeare's Sonnets – the mysteries These remain the greatest sequence of love poems in the literature, but there are many questions about them. When exactly were they written, to whom were they addressed, are they in the right sequence? The many mysteries surrounding these will be reviewed, and a plausible explanation will be proposed.
Session 3: Shakespeare's Sonnets – the content W.H. Auden judged that of the 154 sonnets by Shakespeare, some 49 were excellent. (He didn't tell us which ones.) Taking a selection of the greater sonnets (hopefully from those 49), there will be class discussion into their language and meaning.
Session 4: The History of the Sonnet – Early to Elizabethan Some of the best sonnets written within the historic tradition will be discussed in this Session, from the early Italian masters (Dante and Petrarch) through the flourishing of the sonnet in the Elizabethan era (Spenser, Donne) and Milton.
Session 5: The History of the Sonnet – Romantic to Modern Continuing with the romantics (Wordsworth, Browning) through to the moderns (Millay, Yeats), there will be a survey of current sonnet writing.
Session 6: Review Finally, to summarize the sessions, the class can share some of their favorites, or their own originals in the format (no pressure). No preparation is required.
The emphasis will be on class interaction and participation with most of the material available on the internet. There is a huge literature on the subject. Two recommended books are THE PENGUIN BOOK OF THE SONNET, ed. Levin, 2001 and THE BOOK KNOWN AS Q by Robert Giroux, 1983. These can be readily found on Amazon as used books at low cost. Other books will be recommended during the sessions.
LEADER: Peter M. Smith (retired from IT and Pharma) has been studying sonnets for many years and has written over 100 sonnets. The emphasis on this series is to develop an appreciation for the art form. The format will be informal and interactive, with participation and readings encouraged.
LOCATION:
Zoom
FRIDAYS:
10:00 a.m. to noon, 6 weeks beginning March 4 through April 8
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Christmas
The word "Christmas" means "Mass of Christ," later shortened to "Christ-Mass." The even shorter form "Xmas" – first used in Europe in the 1500s – is derived from the Greek alphabet, in which X is the first letter of Christ's name: Xristos, therefore "X-Mass."
Today we know that Christ was not born on the 25th of December. The date was chosen to coincide with the pagan Roman celebrations honoring Saturnus (the harvest god) and Mithras (the ancient god of light), a form of sun worship. These celebrations came on or just after the winter solstice, the shortest day of the year in the northern hemisphere, to announce that winter is not forever, that life continues, and an invitation to stay in good spirit.
Christmas is a sacred festival of the Christians. It is celebrated with great enthusiasm and gaiety all over the world. It is observed on 25th December to celebrate the birth of Jesus Christ. It is largely characterized by exchanging gifts within families and by gifts brought by Santa Claus or other mythical figures.
Christmas was not among the earliest festivals of the Christians. The exact date of the birth of Christ was unanimously fixed some two centuries after his death, as the Catholic Church began to establish its tradition. Now Christmas is celebrated on 25th December in Catholic, Protestant and most orthodox churches.
The period of celebration varies in different countries. In the United Kingdom, the Christmas season traditionally runs for twelve days following the Christmas Day. These twelve days of Christmas are a period of feasting and merrymaking which ends on Twelfth Night the feast of the Epiphany.
Christmas period has grown much longer in some countries including the United States. It begins many weeks before. During Christmas people enjoy shopping and meet one another. The celebration continues up to New Year's Day.
The numerous customs related to Christmas vary from country to country. Most of the familiar traditional practices and symbols of Christmas are named as the Christmas tree & the Christmas ham.
The Yule Log holly, mistletoe and giving of presents, were adapted or appropriated by Christian missionaries from the earlier Asatru pagan midwinter holiday of Yule.
The Christmas tree is believed to have first been used in Germany. Gift giving is a near-universal part of Christmas celebrations. The concept of a mythical figure that brings gifts to children derives from Saint Nicholas, a good-hearted bishop of Asia Minor.
In many countries, offices, schools and social communities organize Christmas parties and dances during the several weeks before Christmas Day. Christmas pageants, which include the retelling of the story of the birth of Christ, are common in Latin America. People sing Carol and visit neighborhood homes and exchange gifts. Traditional feasting with special meal of Christmas dishes is also a part of Christmas.
Christmas in India
Christians in India decorate trees. They also light small oil-burning lamps as Christmas decorations and fill their churches with red flowers. They give presents to family members and baksheesh, or charity, to the poor people.
In India, the poinsettia is in flower and so the churches are decorated with this brilliant bloom for the Christmas Midnight Mass.
In South India, Christians put small clay lamps on the rooftops and walls of their houses at Christmas, just as the Hindus do during their festival called Diwali. | 1,400 | 685 | {
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Bucks Taekwon-Do Academy 4 th Kup BLUE BELT STUDY SHEET
4TH KUP - BLUE BELT STUDY SHEET Training period 4 months.
4th Kup Pattern: Joong-Gun - 32 movements. Diagram'I'. Ready Moa Jumbi Sogi B.
Joong-Gun is named after the patriot Ahn Joong-Gun who assassinated Hiro-Bumi Ito, the first Japanese governor-general of Korea, known as the man who played the leading part in the Korea-Japan merger. There are 32 movements in this pattern to represent Mr. Ahn's age when he was executed at Lui-Shung prison in 1910.
Colour Red: Signifies danger, cautioning the student to exercise control and warning the opponent to stay away.
Stance
Sogi
L-Stance stance
Nuinja sogi
Walking stance
Gunnun sogi
Fixed Stance
Gojung Sogi
Closed Stance
Moa Sogi
Low stance
Nachuo sogi
Rear foot stance
Dwit bal sogi
Blocks
Palm pressing block Middle reverse knife hand side block U-Shaped block Palm upward block X-Fist rising block Middle forearm guarding block Middle knife hand guarding block
Punches
Angle punch
Middle punch
High punch
High twin fist vertical punch
Twin fist upset punch
Strike
Upper elbow strike
High back fist side strike
Kick
Middle side piercing kick
Low front snap kick
Makgi
Kaunde dung sonkal yop makgi
Sonbadak noollo makgi
Digutcha makgi
Kyocha joomuk chookyo makgi
Sonbadak Ollyo makgi
Kaunde palmok daebi makgi
Kaunde sonkal daebi makgi
Jirugi
Glokja jirugi
Kaunde jurigi
Napunde jirugi
Napunde sang joomuk sewo jirugi
Sang joomuk dwijibo jirugi
Taerigi
Wi palkup taerigi
Napunde dung joomuk yop taerigi
Chagi
Kaunde yop cha jirugi
Najunde ap cha busigi
Technical
In pattern Joong-Gun various movements requires changing from "L" stance to walking stance. In "L" stance the width is about 2" and the length is 1.5 shoulder widths measured from the back leg heel to front leg big toe, in walking stance the width is 1 shoulder width and length 1.5 shoulder width measured from the horizontal line of the back heel to front heel. Therefore walking stance is both wider and longer than "L" stance, in this move www.buckstksacademy.co.uk
firstname.lastname@example.org
Bucks Taekwon-Do Academy 4 th Kup BLUE BELT STUDY SHEET
the front foot must move back to centre point (up part of sine wave) and then 40 degrees forward and out sideways (down part of sine wave) to accommodate for both increase in width and length. The reverse is for the move from walking stance to "L" stance.
You are now performing both elbow strikes (Palkop Terrigis) and elbow thrusts (Palkop Tolgis). The elbow strike is performed with front of the elbow in a circular motion and the elbow thrust is performed with the back of the elbow in a linear motion.
Grading for 3rd kup blue belt / red tag
1. YuI-Gok TuI.
3. Another patter either your own or examiner's choice.
2. Joong-Gun Tul.
4. 1 step sparring, and 2 step sparring (not preset).
6. Free sparring, and possibly 2 vs 1 free sparring, any combinations.
5. Kick combinations of examiner's choice.
7. Student must measure and break with reverse turning kick, both legs.
8. For 'A' level pass student must measure slowly and confidently, and break 1st time 2 boards, with choice kick.
Questions
This is just an indication of the type of questions asked at the 3rd Kup Grading and can also relate to previous study sheets and information taught in class.
1. Name all the patterns you know, number of movements and diagram of each one.
3. Name and perform the 1st and 3rd movement of Joong-Gun and describe the difference between the two movements.
2. Who was Joong-Gun?
4. Name and perform - upper elbow strike, high elbow strike, back elbow thrust and side elbow thrust.
6. What is the purpose of the 14th movement in Joong-Gun.
5. What is the difference between an elbow strike and an elbow thrust.
7. What is the meaning of the colour red.
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13141 4 Hours / 100 Marks
Seat No.
Instructions
: (1) All Questions are compulsory.
(2) Figures to the right indicate full marks.
(3) Assume suitable data, if necessary.
(4) Use only H/2H grade pencils.
(5) Retain all construction lines.
1. (a) A pictorial view of an object is as shown in Figure.
Draw the following views.
(i) Sectional elevation section along A-A.
(ii) Plan
(Use first angle method of projection)
Marks
5
5
(b) Fig. No. 2 shows F.V and L.H.S.V. of an object.
Draw the following views of the object. Use first angle method of projection.
(i) Front view
(ii) Top view (missing view)
(iii) L.H.S.V.
2. (a) The top view of a 75 mm long line AB measures 65 mm, while the length of its front view is 50 mm. Its one end A is in the H.P. and 12 mm in front of V.P. Draw the projections of AB and determine its inclination with the H.P. & V.P.
(b) Solve any ONE :
(i) A regular hexagonal plate, 30 mm side, is resting on H.P. on one of its edges/sides. The surface of the plate is inclined at 45° to HP and is perpendicular to V.P. Draw the projections of plate. (Use first angle method of projection).
(ii) A circular plate of negligible thickness and 50 mm diameter appears as an ellipse in the top view, having its major axis 50 mm long and minor axis 30 mm long. Draw it projections when the major axis of the ellipse is perpendicular to V.P. Also determine its inclination with H.P.
4
4
2
8
8
3. Solve any TWO :
16
5. Solve any TWO :
(a) A cone, base 50 mm diameter and axis 70 mm long is resting on its base on the H.P. It is cut by an (auxiliary inclined plane) AIP inclined at 45° to H.P. and bisecting the axis. Draw the development of lateral surface of the cone.
(b) Draw the development of lateral surface of a pentagonal prism with edge of base 40 mm and height 90 mm, kept on H.P. with an edge of base parallel to V.P, when it is cut by an AIP (auxiliary inclined plane) inclined at 30° to H.P. and bisecting the axis of the prism.
(c) Fig. 3 shows the front view and top view of a tray. Draw the development of lateral surface on a flat sheet such that it can be folded in the form of tray.
6. Draw the freehand sketches of any FOUR of the following :
(i) Acme thread
(ii) Eye foundation bolt
(iii) Check nut or capstan nut
(iv) Gib head key
(v) Single rivetted lap joint
(vi) Split pin
__________
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My Early Childhood in Rural Kentucky
By Paul Settle (Writing Your Life Stories Group)
I was born in rural Kentucky during World War II. My father joined the navy after Pearl Harbor and spent the war with a construction battalion (CBs) on Island "X" which was really several islands, Adak Alaska, Saipan, Okinawa and Guam. Never did talk much about it all though. We moved into town, more to rural Louisville and had a rural route number on our mailbox. Our subdivision was just a paved street with a few houses and we were the 5 th house. Had plenty of kids to play with though. My mom was stay at home and took care of the household and dad was working for the city. I grew up in a household with parents who loved me and my sister and always wanted the best for us. We were encouraged to make our own mistakes unless the mistakes were dangerous and to be the best we could be no matter what we were doing. Dad always said that if I wanted to dig ditches for a living, just be sure I dug the best ditches around.
We were a church-going family, Sunday school and other church activities. Dad taught several Sunday school classes and he sang in the choir for many years. Church was a central part of our lives and I can remember several things about it. The church, which was a German reformation church, would have a yearly turtle soup barbeque. It was delicious along with hotdogs, burgers and German potato salad. Pastor and some of the other older men would sit on folding chairs under a big tree, smoke cigars and drink beer. We also had Easter egg hunts with the golden egg as the prize. Then there were the dreaded Easter and Christmas plays. I seemed to always have some speaking part and was petrified on remembering my lines.
We have always been family oriented and celebrated birthdays, anniversaries. Christmas, Easter, Thanksgiving and New Year were all celebrated with family. On New Year's Eve, mom and dad would go to the Rotary party and then be home by 12:30. They were not real social with parties.
I was foolhardy, headstrong, willful and wanted to do what I wanted, when I wanted and how I wanted. One of my most vivid memories is trying to go off the roof of the house using an umbrella as a parachute. Mom saw me go out the 2 nd floor window and raced up to grab me as I was going off the edge. This was one mistake she was not going to let me experience.
I was also the household lawn care specialist and hate it to this day. When my mom passed away, a neighbor lady came up and told me one of her memories. She said the weather was really hot and sunny and I was out cutting the grass. I was pushing the lawn mower with my right hand and holding a shade-producing umbrella with my left. She said she laughed so hard she had to sit down. Every night I had to share the dishwashing chores with my sister and hated that as well. I also had to take the trash out every night. We had to do our own laundry but mom did the ironing. I even learned to sew and was quite good at it, making a Davy Crocket coonskin cap. I learned to cook as well. My sister and I made a Lord Baltimore cake with 13 egg yolks and used literally every pot and pan in the kitchen. Dad pronounced the cake the best he had ever had and mom threw a conniption when she saw the kitchen mess.
My parents were not really disciplinarians but I did get paddled when I deserved it. One time I did something so terrible that I had to wait until my father got home. I just knew my sister was going to be an only child or I would not be able to sit for a week. So, I took a comic book and put it in my pants. Dad took me into the bathroom for the paddling and when he saw the comic book, he started laughing so hard he had to stop. He took by by my shoulders and said to never do it again and do not ever put a comic book in my pants like that or he would paddle me twice as hard. I lucked out on that one.
I felt as though I could always talk with them about what was bothering me. I talked with my dad about me being bullied at school. His words of wisdom were that if I was hit to hit back. I was and I did and was never bothered again. We had a fireplace and had fires going almost all the time. My drawings of the house would always have the fireplace which I understand is the sign of a loving, healthy and stable household. Ours certainly was.
I consider myself very fortunate to have had the parents and life that I had. I felt loved and tolerated at the same time. I gave my parents many sleepless nights but they were always there for me and I trust I was always there for them. I was a picky eater but could not get my fill of mashed potatoes and gravy. I remember many cold weather Saturday lunches of homemade chili, soda and grilled cheese sandwiches, love it to this day. Comfort food. I loved my parents and didn't realize until years later how smart they really were and I wasn't the genius I thought I was. Reckon all kids feel that way and then one day the epiphany occurs. | 1,679 | 1,151 | {
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Thrift Tip: Green is Thrifty
Philadelphia Profile in Thrift: Penn Future's Next Great City Initiative
"We will be a thrifty nation when we all learn conservation." —The Treasure Twins (children's book), 1923
Thrift Tip of the Day: Sign up your home or business for RecycleBank rewards. Encourage your local public officials to implement an incentivized recycling program.
Fast Facts
* The Next Great City Initiative coalition includes 130 organizations.
* In 2005, Philadelphia had a 5.2 percent recycling rate, the second worst rate among large cities in the country.
* In 2010, Philadelphia became the largest city to participate in RecycleBank, a forprofit incentivized recycling program that rewards residents for recycling. It now has an 18 percent diversion rate.
The New Thrift Goes Green Why Green is Thrifty
Since thrift is fundamentally the wise use of resources, to live sustainably is to be thrifty!
Learn More About Next Great City An interview with Christine Knapp, Director of Outreach at Penn Future
Tell us a little bit more about the Next Great City Initiative.
"Penn Future started the initiative in 2005, because at the time we knew that there was going to be a Mayor's election in 2007 and that it was an open election. We saw this as a real opportunity to inject issues of environment and sustainability into that race to get the issues talked about. . . . And then secondarily we also wanted to bring together a large coalition. There are a lot of environmental organizations in Philadelphia but there hadn't been a campaign to bring them all together. And partly for that reason there wasn't a lot of clout in this community."
How many organizations are part of the Next Great City Initiative?
"Our coalition is now 130 organizations. And that runs the gamut from environmental groups, health groups, churches, labor unions, a few businesses, and a lot of community and civic organizations."
What did you first aim to accomplish?
"We emerged with our ten point agenda of what we wanted the next Mayor to do. It covered a pretty wide range of things, from planting trees to reducing air emissions from city trucks. . . . We framed them as common sense and cost effective."
Have any of those objectives been accomplished?
"Depending on how you do the accounting, we're actually at about seven out of ten of our objectives being accomplished. We had always planned on releasing a second phase, but then Mayor Nutter then turned around and released Greenworks. It was kind of a reaction to Next Great City, but him saying, 'I'm going to do even better than this. I'm going to be really ambitious.'"
One of your ten objectives was to expand recycling. Tell us more about the incentivized recycling program.
"It is run by a for-profit company called RecycleBank, originally started by two MBA students who were from Philadelphia but then went to Columbia University. This was essentially their MBA thesis. The way it works is that everyone who signs up gets one of these stickers to put on your bucket—kind of like Easy Pass—and the scanner or reader is on the truck. You get points based the participation in your community. You get two points for recycling and one point for trash reduction, so it's a true diversion model. If you do something to reduce having trash in the first place you can get rewarded for that. And then you can log on to their website and there's a series of hundreds of rewards partners where you can get discounts and vouchers at local businesses. The way they make their money is that they're saving cities money on both landfill costs and they're increasing the amount of money they can make on the sale of recyclable materials on the commodities market. So in Philadelphia it's the difference of saving I think $65 a ton at the landfill and then they can make $50 a ton by selling the recyclable material."
How many people are signed up for RecycleBank?
"We just had a training last night for a group of about ten of us and each of us is going to train ten other people so that we can go around and get people signed up for RecycleBank. Right now there are 110,000 households signed up out of 550,000 so we're hoping to help them boost that."
How can people in the community get involved in the work that you're doing?
"For the next phase, it's going to be about a couple things—spreading the word and bringing in new partners. We'd love to have people sign their church up, sign their civic association up, their bowling club—just any group of people. And share the information. That's a hard thing. For more information people can visit www.nextgreatcity.com, and sign up for our bi-weekly newsletter. You can also sign your organization up to be a part of the coalition by contacting me at firstname.lastname@example.org."
Information courtesy of www.newthrift.org | 1,899 | 1,010 | {
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A E Ulmus americana L.
American elm is one of our largest and most graceful trees; it occurs throughout the state, although its numbers have been severely reduced by Dutch elm disease. It is found most often on rich bottomland and moist soil along streams, but sometimes grows on higher ground. It grows quickly, attaining a height of 60–70 feet and a diameter of 2–4 feet.
The trunk often divides into numerous limbs, which form a vaseshaped or spreading, round-topped head with graceful, drooping branches.
The number of American elms in Maine has been severely reduced by Dutch elm disease.
AMERICAN ELM
The bark on the trunk is separated into broad ridges by deep fissures and is ashy-gray on the surface. It shows alternate layers of chocolate brown and buff coloration beneath.
The leaves are alternate, 3–6 inches long, with coarsely doubly-toothed margins and uneven bases. The upper surface is dark green and sandpaper-like.
The flowers appear in April before the leaves.
The fruit consists of a small, winged seed which ripens about the end of May, before the leaves have fully developed. It has a wide, open notch at the apex and a hairy margin.
Slippery elm, Ulmus rubra Muhl, has been recorded in Franklin and York counties, but these records are historical. A few specimens have been found in association with cultural settings, but it is not known if these populations are native or escaped. If it still occurs naturally in the state, it is undoubtedly quite rare. Slippery elm is most easily distinguished from American elm by the winter buds which are covered with rusty hairs. In the past, the inner bark of the slippery elm was chewed to relieve sore throats.
The wood is spiral and coarsegrained, hard, heavy, strong, tough and hard to split. It is used for flooring, railroad ties and pulp.In the past it was used to make barrel hoops, barn stall flooring, door thresholds and wheel hubs.
MAINE REGISTER OF BIG TREES 2008
American Elm Circumference:
244''
Height:
110'
Crown Spread:
120'
Location:
Yarmouth
AMERICAN ELM
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Harvest of the Month Checklist: Implementing an Oregon Harvest for Schools Campaign
Use this checklist to plan and implement a Harvest of the Month program, featuring Oregon Harvest for Schools materials and Oregon-grown products.
Month: ________________________ Item: ________________________
From (name of farm): ____________________________________________
Getting Started: where to begin
Look over this checklist and assign tasks to school staff and volunteers
Make sure that the principal and the food service director are both introduced to the project.
o A template email for introducing an Oregon Harvest for Schools campaign to school staff is available at: www.food-hub.org/app/webroot/files/resources/OH4S_Template-Email_Final.docx
Purchase Product: know your farmer and procure your product
Decide what quantity of product will be served, and on which day(s)
To conduct an informal bid, find three local farmers who would be able to meet your needs, and collect price quotes from each
o Join FoodHub to find farmers in your area, if needed: www.food-hub.org
Award the bid to the lowest bidder. Arrange delivery and payment details with this farmer.
Poster: promote and educate in the cafeteria
Order/obtain Oregon Harvest for Schools poster(s) for the item to be featured. Posters are free for schools: http://www.ode.state.or.us/go/h4s
Laminate poster(s)
Decide on spot to hang poster in cafeteria. Choose somewhere prominent, and only hang the poster that corresponds to the item being served at that time (when posters are hung all year long as decoration, they no longer serve to promote the Harvest of the Month item)
Menu Template: promote and educate on the menu
Download the Oregon Harvest for Schools menu template that corresponds with the featured item: http://www.ode.state.or.us/go/h4s
Paste your school's lunch menu for the month onto this template
Highlight the days when the Harvest of the Month item will be featured
Disseminate this lunch menu
Parent Newsletter: promote and educate in the community
Download and print the parent newsletter that corresponds to the local item: http://www.ode.state.or.us/go/h4s (available in English and Spanish)
Send newsletters home with students at the beginning of the month and/or post them on your Nutrition Services webpage
If your school has a regular school newsletter for parents, include a paragraph about the local item you will be serving this month. Paragraphs for newsletters are available at: www.food-hub.org/app/webroot/files/resources/OH4S_Newsletter-Text_Final_2.doc
Classroom Activities: promote and educate in the classroom
Download the poster that corresponds to the local item being served (it has activities for in the classroom on the second page): http://www.ode.state.or.us/go/h4s
Email teachers to let them know about the Harvest of the Month. Ask them to remind their students on the day(s) that the item will be served.
Send teachers the poster and activities that corresponds to the local item being served. Encourage them to incorporate a short activity related to the fruit or vegetable that month.
Announcement: generate excitement!
Make an announcement over the intercom to the school in the morning. Remind students that it is Harvest of the Month day! | 1,487 | 723 | {
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Watercraft Rental Orientation
Cold Water and Life Jackets
I understand the number one threat to boaters in Alaska is cold water, regardless of swimming ability or experience. Wearing a life jacket is the single most important factor in surviving a cold water immersion event.
I understand passengers and I should each wear a properly fitted and fastened, U.S. Coast Guard approved life jacket at all times when in the boat. Each life jacket should be in serviceable condition:
* no rips or holes in fabric
* flotation material not compressed
* no broken zippers, buckles or straps
Alaska law requires children under the age of 13 wear a U.S. Coast Guard approved life jacket when in an open boat or on the deck of a boat.
Renter Initial
Preventing Cold Water Immersion
I understand that five out of six of Alaska's fatalities involve a capsizing, swamping or a fall overboard, resulting in a cold water immersion related drowning.
* maintain three points of contact when inside a small boat
* avoid overloading the boat
* avoid standing in or moving around inside the boat
* balance and secure loads to avoid shifting, adjust for water conditions
* do not reach overboard for objects
Renter Initial
Alaska Requirements
I understand under federal and state law it is my responsibility as the boat operator to ensure all legal requirements are met.
Renter Initial
Communication and Signaling
I understand the importance of carrying communication and signaling devices ON MY PERSON.
In an emergency, items such as a whistle, a cellular phone in a waterproof case, a marine VHF radio or an emergency locator beacon may shorten rescue response time considerably.
Renter Initial
State of Alaska Office of Boating Safety www.alaskaboatingsafety.org 907-269-8706
Boat Operator (signature) Date
Vendor (signature) Date
Boat Operator (print)
Vendor (print)
Rev. 7.1.13
Complete float plan:
1. Description of boat and equipment:__________________________________________________
2. Names of persons on boat:________________________________________________________
3. Planned destination and route:______________________________________________________
4. Expected date and time of return:___________________________________________________
5. When and who to contact if overdue:_________________________________________________
Renter Initial
Float Plan
Operator and passengers have received instructions on how to safely operate the boat.
Renter Initial
Boat Operator:__________________________________________________________________
Company Name:________________________________________________________________
Date:_________________________________________________________________________
The above named boat operator and vendor has completed the Watercraft Rental Orientation
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Comprehension Check The World of Ivy
Circle the best answer.
1. When times got hard for Ivy, she always wanted to:
a. go fishing at the bayou
b. leave town.
c. fly to the moon.
d. live with Miss Dotty.
2. What was Ivy's important decision about school?
a. She will make friends with Linda Sue.
b. She will quit.
c. She will change to a new school.
d. She will tell Mrs. Gilbert about Danny's behavior.
3. At Mr. Schubert's store, Danny frightened Ivy by:
a. twisting her wrist and threatening her.
b. jumping out from behind the counter.
c. grabbing Little Mary.
d. hitting her with a comic book.
4. The one thing in the bayou that terrified Ivy was:
a. alligators.
b. snapping turtles.
c. wasps.
d. snakes.
5. How did Ivy and Esau meet?
a. Esau took Ivy's hidden fishing pole.
b. Esau got lost and ended up in Ivy's yard.
c. Little Mary pulled Esau out of the bushes.
d. Little Mary barked to give away Esau's hiding place.
6. After Esau's first reading lesson, Ivy was pleased to see Esau:
a. writing his name in the mud.
b. reading from her favorite book.
c. trying to spell the names of his family.
d. writing the alphabet on his tablet.
7. In the Red Rover game, Linda Sue:
a. called Ivy over, but Ivy did not break the line.
b. broke Ivy and Ellen's grip.
c. fell when Ivy and Ellen dropped their grip.
d. was caught by Ivy and Ellen's tight grip.
8. Ivy and Esau's plans for the Fourth of July picnic included:
a. meeting to watch the fireworks.
b. picking up Esau in Grandpa J's truck.
c. eating lunch together.
d. playing a trick on Linda Sue.
9. What would be the best news headline for what happened the night of the Fourth of July picnic?
a. Boys Disrupt Picnic Celebration
b. A Truckload of Fireworks Explode
c. Two Children Cause Trouble
d. A Bad Prank Backfires
10. After fighting with Danny, Esau had:
a. a fish hook in his ear.
b. a gash over his left eye.
c. to go to see a doctor.
d. to get five stitches in his leg.
11. For Ivy's eleventh birthday, Granpa J, Miss Dotty, and Ivy celebrated by:
a. inviting all the girls in her class to a party.
b. taking a trip to Memphis.
c. inviting Esau to eat birthday cake and ice cream.
d. having a picnic with Esau.
12. Why didn't Esau go with Ivy to Memphis?
a. He was sick.
b. He was too afraid.
c. He could not go in the stores and restaurants.
d. His parents would not let him go.
13. On Ivy's first day back to school, she was surprised to find:
a. Esau was allowed to go to her school.
b. Danny was no longer in her class.
c. Linda Sue had moved away.
d. a new teacher named Mrs. Walker.
14. Mrs. Walker decided to take a break from Esau's reading lessons after:
a. Danny came to school and threatened them.
b. Priscilla McElroy ran screaming to her mother.
c. the sheriff threatened to arrest her.
d. the principal threatened to fire her.
15. On Halloween night Ivy ran to get help when:
a. Granpa J did not return home.
b. she couldn't put the fire out.
c. Miss Dotty fell and broke her leg.
d. someone threw a rock through the window.
Comprehension Check
Answer Key: | 1,215 | 818 | {
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SPECIES INFORMATION GUIDE
Common Poppy
Papaver rhoeas
© Tim Pankhurst
Lifecycle
Common Poppy is an annual herb with a flowering period between June and October. Seeds germinate in the spring (February to April), and Autumn (August-October). Seeds are very long-lived in the soil seed bank.
Habitat
Common Poppy grows in all types of soils. It is found in arable fields and margins, road verges, waste ground and disturbed sites. It prefers full sun and is shade intolerant. Common Poppy can be found alone, or in large numbers or associated with other cornfield annuals. It only produces pollen and no nectar. However, bees have been found to preferentially visit Common Poppy to collect pollen even when there are abundant nectar sources nearby and it is thought that the pollen contains essential amino acids that bees require throughout their lives.
Common Poppy is a member of the poppy family (Papaveraceae). Historically, it was a common sight in cornfields. It has large (7-8 cm wide) red flowers with four petals. Tall hairy stems up to 60 cm have alternate, stalked, pinnately lobed, hairy leaves. Seed capsules are oval and hairless, approximately 1-2 cm long.
Occasionally poppies can lose their pigmentation and white flowers are found in seas of poppy red.
The poppy is a symbol of remembrance for fallen service personnel and has a poignant place in the cultural heritage of Great Britain.
GB status and rarity
The Common Poppy is classified as 'Least Concern' in The Vascular Plant Red Data List for Great Britain (2005)
Protection under the law
This plant is not protected under law in any of the UK countries.
Survey method
Common Poppy is not usually the subject of a population survey. However, if a population is surveyed individual plants could be counted or as Common Poppy can be very prolific larger populations should be estimated.
SPECIES INFORMATION GUIDE
Common Poppy distribution
across Britain and Ireland. The
data used to create this map
has been provided under
license from the Botanical
Society of Britain and Ireland
(BSBI) and accessed from the
Society's online database.
Distribution
Widespread and common in lowland areas of the UK. Certain areas are known for their displays of Common Poppies, such as the National Trust West Pentire Fields in Cornwall where Common Poppy and Corn Marigold grow alongside one another producing a dazzling display. In Hampshire and Wiltshire, Common Poppy often grows alongside Opium Poppy which is grown for medicinal purposes on the chalk soils.
Reasons for decline
Common Poppy has declined due to the intensification of arable farming and use of fertiliser and herbicide. However, populations are on the rise in parts of the country as a herbicide resistant strain has developed and Common Poppy is considered a problem species by some farmers.
Habitat management for the Common Poppy
Common Poppy requires annual disturbance and the creation of bare ground during the early spring or early autumn.
Sowing Common Poppy seed
Common Poppy is often a component of cornfield flower mixes alongside Corn Marigold, Austrian Chamomile, Cornflower and Corncockle.
When sowing, seeds should be spread thinly on the soil and not buried as they will not grow if too deep. Soil should be pressed down to ensure the seeds are in contact with the ground. Seeds may be mixed with sand to achieve an even distribution. The ground should be cultivated annually, either in the spring or autumn to stimulate fallen seeds to germinate. Ground should remain undisturbed until after the flowers set seed. | 1,562 | 768 | {
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GRADING STRATEGIES
Alternative Grading Models: Portfolios
Portfolio grading was developed as an alternative to the traditional evaluation model in which students pass in papers on assigned due dates to be graded by the teacher and then simply filed away. Because the use of portfolios forces students to write many drafts of their papers, receiving feedback at many points, and choose which papers they want to be graded, this grading model tries to undermine the message frequently sent to students by the traditional model that writing is "completed" as soon as it is passed in and that the teacher has complete control over what is graded.
Advantages:
* Encourages students to see revision as an ongoing process that never truly reaches closure
* Fives students more control over their own grading
* Forces students to become better readers and critics of their own work
How to Set Up a Class Using Portfolios
Assignments:
A classroom incorporating the portfolio method is not radically different from a traditional writing class. Writing assignments are still given regularly and due dates are assigned for drafts. The key difference is that the "final" due date for a given assignment does not result in a grade assigned to that draft; the grading process only occurs once or twice a quarter when the "portfolio" is due. A student places each draft of every assignment in this portfolio (usually simply an expandable folder.)
Drafting:
Assigning due dates for multiple drafts and providing a venue for feedback--either from the teacher or peers, but usually both--is essential to a portfolio classroom meant to encourage revision. Hence, frequent peer responding sessions, conferences with the teacher, or written comments by the teacher should be incorporated into any syllabus using a portfolio grading method. Students receive credit, in terms of "complete" or "incomplete" for finishing each draft but are not graded on them. Some provision should be made for a reduction of total points, or overall grade, for failure to write certain drafts. In this way, the student receives credit for the drafts even though they are not graded.
Grading:
There are several ways to grade a completed portfolio, but the basic principle is the same. The student selects a designated number of papers (e.g., 2 out of 4 writing assignments) to be graded from the portfolio. The students may turn in the last draft of each assignment on which they received comments, or they may rewrite this draft as many times as they wish past the original due date until they have a final copy they wish to be graded. In this way, the student must judge the relative quality of her or his work and has ultimate control over the writing to be evaluated.
Some teachers require students to complete this selection and grading process at various intervals throughout the quarter, most frequently at mid-term and final time. Other teachers grade the selected papers only at the end of the quarter. The grading itself can be done holistically by a group of teachers, holistically by the class itself, or individually by the teacher. (see the teacher resource "Holistic Grading" for more information). The final grade is determined by the average of the selected papers, or the teacher may choose to judge improvement over the term by examining the complete portfolio as well as grading individual papers. Some teachers include a third component to the grading process in the form of student self-evaluation, an evaluation which requires the student to review his or her own portfolio and conduct an analysis of his or her progress.
In sum, the final grade in a portfolio classroom usually includes some combination of the following:
1. Credit for all completed drafts
2. Grades on student-selected papers
3. An analysis of student improvement and progress
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COVID-19 GUIDELINES
Prevent the Spread of Respiratory Illnesses
Practice good hygiene:
- Wash hands frequently with soap and water for at least 20 seconds. If soap and water are not available, use alcohol-based hand sanitizers.
- Avoid touching eyes, mouth and nose with unwashed hands.
- Do not share personal items such as water bottles.
- Avoid close contact with individuals who are sick.
- Stay home when you are sick. Remain home for at least 24 hours after you no longer have a fever (without taking fever-reducing medication) or signs of a fever (i.e., chills, feeling warm, flushed appearance).
- Cover your cough or sneeze into your elbow or with a tissue, then immediately discard the tissue in the trash.
- Clean and disinfect frequently touched objects and surfaces. Refer to "Cleaning Tips" and "Trusted Resources" for more information.
Having Symptoms?
Flu like symptoms, NOT experiencing shortness of breath
The best thing you can do for yourself and your community is stay home. If you are concerned about exposure to COVID-19, you can call your primary care provider. Additionally, NYSDOH has established a COVID-19 hotline (1-888-3643065).
Severe illness, WITH DIFFICULTY BREATHING
Call your doctor and do not delay seeking medical care. Prior to presenting to a healthcare provider's office, urgent care or local emergency room, call before you go and inform them if you have had a risk of exposure to COVID-19. If you call 911, inform the dispatcher of your risk of exposure.
If you think you may have been exposed to COVID-19:
1. Remain alert for respiratory symptoms (cough or shortness of breath) and fever.
2. If you feel feverish or develop a cough or shortness of breath:
- Take your temperature.
- Limit contact with others.
- CALL BEFORE YOU GO. Seek health advice from your primary care provider. Before going to a doctor's office, urgent care or emergency room call ahead and tell the provider or office about your possible exposure and symptoms. If you dial 911, inform the dispatcher of your risk as well.
3. Cover your cough or sneeze into your elbow or with a tissue, then immediately discard the tissue in the trash. Wash hands often with soap and water for at least 20 seconds, or use an alcohol-based hand sanitizer if soap is not available.
Cleaning Tips
The CDC recommends cleaning and disinfecting the household as usual. Clean frequently touched surfaces and objects daily (e.g., tables, countertops, light switches, doorknobs, and cabinet handles) using a regular household detergent and water.
If surfaces are dirty, they should be cleaned using a detergent and water prior to disinfection. For disinfection, a list of products with Environmental Protection Agency (EPA)-approved emerging viral pathogens claims, maintained by the American Chemistry Council Center for Biocide Chemistries (CBC), is available at Novel Coronavirus (COVID-19) Fighting Products or https://www.americanchemistry.com/Novel-Coronavirus-Fighting-Products-List.pdf
Always follow the manufacturer's instructions for all cleaning and disinfection products.
Trusted Resources
Outbreaks involving COVID-19 evolve quickly and recommendations from public health officials may change as new information becomes available. Please check the following websites often for updated information:
For the most up-to-date local information:
www.putnamcountyny.com/health www.facebook.com/putnamhealthny
www.twitter.com/putnamhealthny www.instagram.com/putnamhealthny
For more information:
CDC https://www.cdc.gov/coronavirus/2019-ncov/index.html
NYSDOH https://www.health.ny.gov/diseases/communicable/coronavirus/
Effective 3/6/2020 | 1,704 | 798 | {
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■GLOBAL
ENVIRONMENT - Donors and recipients can now track climate-change aid pledges and projects on a new United Nations-backed website. Wealthy countries promised at the Copenhagen climate summit to provide developing countries with $30 billion in aid between 2010 and 2012 to help mitigate the effects of climate change. UN officials expressed hope the site and public accounting of which countries are following through on pledges will help build trust before the next international summit in December.
DESERTIFICATION of the mountain grasslands on the Tibetan plateau - a landmass a third of the size of the US - is increasingly problematic for the Tibetan nomadic herdsmen who depend upon the grasses for their survival.
■AFRICA
SOUTH AFRICA - South African researchers have designed an inexpensive filter that can purify water directly from a bottle. A tea-bag-sized filter fits inside a tube that can be placed atop a water bottle, providing drinkers with filtered water every time they pour a cup. Researchers hope the new system can significantly affect the lives of 1.2 billion people worldwide without access to clean drinking water.
SUDAN - Food security in many parts of Southern Sudan is set to improve after good rains, according to recent crop and precipitation assessments.
SWAZILAND has yet to act on a 2006 World Health Organization (WHO) recommendation to alleviate health worker shortages through task-shifting and according to the Ministry of Health, the failure to do so is compromising scale-up of the antiretroviral (ARV) programme.
■ASIA
INDIA - The deaths of four infants during a recent vaccination drive in Lucknow, capital of northern Uttar Pradesh state, has raised questions about the Indian government's plan to introduce five-in-one vaccines in a countrywide immunisation programme.
PHILIPPINES - The Philippine government has said it will not be able to halve poverty levels by 2015 as pledged under the Millennium Development Goals (MDGs). One of the key MDG targets, set in 2000 at a UN summit, is to halve the number of people living on a dollar a day. In 2000 it was estimated that 25 per cent of the Filipino population lived below the poverty line.
■MIDDLE EAST
OPT - With power cuts up to 16 hours to full days, a soaring heat wave and unbearable humidity, the Israeli-led siege on Gaza is but one of many factors leaving Ramadan miserable for the majority of Palestinians in Gaza.
■LATIN AMERICA & CARIBBEAN
LAC Region - Experts from 13 Latin American countries called for a shift in counter-drug policies from a punitive to a public health-based approach for users, in order to reduce drug-related violence, on the argument that the current "war on drugs" has been lost in the region.
PERU - The Amazon river has dropped to its lowest level in 40 years in northeastern Peru, according to officials. Many towns in Peru's rainforest region do not have roads and so depend on the river for transport. The drop in the water level has meant larger boats cannot transport goods on the river.
WFWO's Communications Team | 1,381 | 676 | {
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1
Trading Up for Greater Nutrition
A more sustainable approach to improving your health and weight is by "trading up" the nutritional quality of your favorite meals/snacks.
Gradually Upgrade
With this approach, you'll look for more healthful alternatives to your favorite foods over time. Each week, pick a few items to "upgrade". Add more items with each week. Make a point to buy a new vegetable or fruit each week to try.
2
WHITE POTATO
SWEET POTATO
BROCCOLI, BRUSSELS, BEETS
WHITE BUN
MULTI GRAIN THIN BUN
NO BUN/LETTUCE WRAP
PASTA/RICE
VEG PASTA/BROWN RICE
ZOODLES/CAULIFLOWER RICE
SODA
CLEAN SODA/SELTZER
SPARKLING WATER
Crowd Out & Time Out
With this approach, you fill your belly with nutrient-rich foods FIRST, giving your body what it needs and having less room for empty calories.
It's very simple. Use a plate that is 8-9" in diameter. Put nutrient rich, colorful veggies on ½ of the plate. Everything else you want to eat goes on the other half.
Wait 10-15 minutes before having seconds or dessert. Take seconds of veggies first. Take a breath mint or brush your teeth to satisfy that sweet tooth. Still craving something after 10-15 minutes? Then go for something small. Moderation is key.
On Snacks….
Take a moment and jot down the foods you usually snack on, when you eat them, and why you eat them. Notice where you "fall off track" and binge on less healthy options and apply steps 1 and 2 to those snacks.
1) Upgrade – if you need salty/crunchy regularly, then pick up a better alternative to Lays. You don't have to go all the way to plain celery. Instead, pick up a baked chip or a 3ingredient chip and give yourself a controlled portion (not the whole bag). Crave sweets? Break a couple of pieces off of a low-sugar chocolate bar, like Lilly's. Dip in an unsweetened peanut butter for extra protein. Whatever you choose – stop and really enjoy it.
2) Crowd Out – First, make sure you even need food to solve your issue….Take a big drink of water and a break to walk, stretch, or chat with someone. Still need something to tide you over? Well, have something and eat it mindfully. Full enjoy it, fully chew it, and stop doing anything else to prevent mindless munching.
.
Suggestions curated by OmGirl, Integrated Nutrition Health Coach I omgirlcoaching.com I email@example.com.
3
Trading Up for Greater Nutrition
Here are a few "upgrade" options – the degree to which they are better depends on your starting point. Generally speaking, go for fresh/minimally processed options. Colorful veggies and fruits, short ingredient lists on chips and bakery. Portioned controlled for the things you simply cannot live without.
Veggies
Crunchy Snacks
* Kale
* Spinach
* Broccoli
* Raw or lightly roasted/salted cashews, almonds, brazil nuts, and hazel nuts
* Brussel Sprouts
* Carrots
* Beets
* Peppers
* Tomatoes
Fruits
* Fresh Pitted Fruits – peaches, nectarines, apricots, and mango
* Fresh Berries - strawberry, raspberry, blueberry, goji berry, acai berry
Protein
* Tuna and smoked salmon
* Portion controlled (4-6oz) grilled/baked animal proteins – especially organic, grassfed, no antibiotics
* 2 TB unsweetened nut or seed butters
* Eggs
* Nuts & Seeds
*
Mozzarella/String Cheese
Cheese – especially
* Brown Rice
* Hummus/nut dips
Suggestions curated by OmGirl, Integrated Nutrition Health Coach I omgirlcoaching.com I firstname.lastname@example.org.
* Chips with 2-3 ingredients (veg, oil, salt)
* Seeded crisps/crackers
* Seasoned popcorn
* Veggies & Dip
Sweet Snacks
* Homemade cookies or bars
* High cocoa/low sugar chocolate (i.e., Lilly's)
* Chocolate covered strawberries
* Low sugar or "mini" portion controlled frozen desserts
* Greek yogurt with toppings
Spicy Snacks
* Spiced nuts
* Fermented veggies – kimchi, sauerkraut, carrot, beet, ginger
* Veg with spicy dip
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Great Barford Church of England Primary Academy
'Growing together through learning, friendship and worship'
19 th April 2021
Dear Year 5 parents/carers,
This half term in Science, we are focusing on the National Curriculum topic of: Human and Animal changes including the human life cycle and reproduction in animals and humans. We will have a series of 6 lessons exploring the subjects of: Human time line (from fertilisation to death), growth of babies, puberty, changes in old age, gestation period and life expectancy.
Alongside this Science topic, we will be looking at the topic 'Changing Me' in PSHE this term; learning about what happens as humans change through childhood to adolescence, specifically changes to their bodies (including psychological) during puberty. We will follow the PSHE scheme of work provided by Jigsaw (www.jigsawpshe.com). The lesson objectives for each session are below.
Core objectives of the 'Changing Me' topic:
1. I can describe how boys' and girls' bodies change during puberty.
2. I can express how I feel about the changes that will happen to me during puberty.
3. Jigsaw Scheme of work for year 5: Changing me objectives
4. 1. Self and Body Image
5. LO: I am aware of my own self-image and how my body image fits into that I know how to develop my own self esteem
6. 2. Puberty for Girls
7. LO: I can explain how a girl's body changes during puberty and understand the importance of looking after yourself physically and emotionally, I understand that puberty is a natural process that happens to everybody and that it will be ok for me
8. 3. Puberty for Boys
9. LO: I can describe how boys' and girls' bodies change during puberty I can express how I feel about the changes that will happen to me during puberty
10. 4. Conception
11. LO: I understand that sexual intercourse can lead to conception and that is how babies are usually made. I also understand that sometimes people need IVF to help them have a baby. I appreciate how amazing it is that human bodies can reproduce in these ways
12. 5. Looking Ahead
13. LO: I can identify what I am looking forward to about becoming a teenager and understand this brings
growing responsibilities (age of consent). I am confident that I can cope with the changes that growing up will bring
14. 6. Looking Ahead to Year 6
15. LO: I can identify what I am looking forward to when I am in Year 6 I can start to think about changes I will make when I am in Year 6 and know how to go about this
Great Barford Church of England Primary Academy
Silver Street, Great Barford Beds, MK44 3HZ Tel: 01234 870342 E-mail:email@example.com
Great Barford Church of England Primary Academy is part of Unity Church of England Academy Trust, a charitable company limited by guarantee and registered in England and Wales with company number 7563436.
Key vocabulary expected to be used in Science and PSHE:
Sexual Intercourse, Conception, Fertilisation, Embryo, Foetus, IVF, Vagina, Breasts, Ovary, Ovum/Egg, Pregnancy, Fallopian Tube, Umbilical Cord, Menstrual Cycle, Periods, Sanitary Towels, Tampons, Womb/Uterus, Puberty, Pubic hair, Penis, Testicles/Testes, Erection, Ejaculation, Sperm, Semen and Wet Dreams.
Please be aware, that children will likely wish to discuss their learning with parents/carers at home and will possibly have more questions for you. If you have any concerns or questions, please do not hesitate to contact myself and I will be more than happy to answer any questions or alleviate any concerns.
Regards, Mrs E Humphrey Year 5 Class Teacher
Great Barford Church of England Primary Academy
Silver Street, Great Barford Beds, MK44 3HZ Tel: 01234 870342 E-mail:firstname.lastname@example.org
Great Barford Church of England Primary Academy is part of Unity Church of England Academy Trust, a charitable company limited by guarantee and registered in England and Wales with company number 7563436. | 1,718 | 899 | {
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Good morning!
Each morning, can you hold a conversation with a different person in your family? By the end of the week, you will have taught them how to do it – see if you can be as French as possible with actions and your accent!
BINGO!
Create a bingo sheet for your family (or even for your neighbours to join in!). Read out the numbers in French and cross off when you hear it! See if you can beat the adults, by shouting 'MAISON' (HOUSE!) if you cross all of your numbers off!
Mini mechanics needed!
Can you create your own garage where you can fix any transport!
Draw the transport and label what it is in French.
You can fix any type of transport (boats, trains, aeroplanes, cars, buses!) See if you can remember how to pronounce helicopter!
Clue: The French never pronounce 'H'!!
French sing-a-long
While you're in the shower or bath, or even doing things around the house – can you find a song in French to listen to. See if you can try to learn how to sing along! If you're stuck, there are a lot of French nursery rhymes on YouTube, that you can dance and sing along with!
Colour in the boxes as you complete the task.
I look forward to seeing your photos and emails as you do each task!
Story time
Can you find any well-known French stories online to read? If you have family around, find a story to read to them as best you can without telling them what the story is!
If you read it (and act out) well, they'll be able to guess the story!
French meal
Research with your family, some of the food and drink that French people love!
Can you create a French menu of food and drink that we can design, create and eat when we all return to school?
Duolingo
If you have an iPad, tablet, or smartphone – download the app 'Duolingo' for free.
There are different levels and also a wide range of topics to use! Mr Rooney uses it for other languages, so why not try to learn Spanish and see if there are any words that are similar to French?
Family Tree
Create a French family tree by naming everybody that is in your family (not just at home!). Don't forget to label who they are and include any pets (in French!!). Be as creative as you possibly can with your family tree!
What's happening in France?
Mr Rooney is a big fan of the French president! Can you see if you can find out what he is called? If you're feeling artistic, could you even draw, or paint what he looks like?
France
Create and label a map of France! Can you find some of the cities in France?
If you can, could you draw on any rivers and even mountains on your map too! | 946 | 586 | {
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Learning Through Play
We believe play is how children learn best. Play allows for holistic learning and development and supports children's individual interests, strengths and needs.
We are committed to providing a holistic approach to teaching and learning. Our programs are play based and built around the key concepts, principles and outcomes described in the Early Years Learning Framework.
Our play-based learning activities are supported by intentional teaching as we seek to extend on, scaffold and challenge children's thinking, interests and ideas.
We believe in providing a lot of open ended and uninterrupted play in an effort to foster children's creativity and individuality.
Children are supported to play both individually and interactively, to experiment, explore, and to Be, Belong and Become (EYLF, 2009).
Stirling Community Early Learning Centre
Our Philosophy
Relationships
Relationships with children and their families form the foundation of our philosophy and practices at Stirling Community Early Learning Centre. Staff seek to build strong, positive, respectful and trusting relationships with all children and families.
Families are regarded as children's first and most important educators. Strong partnerships with children and their families form the basis of our curriculum and we seek to build relationships with parents based on trust, honesty and shared goals.
We believe the relationship that exists between educators and children is central to the learning process and providing quality care and education.
Our interactions and relationships with children are guided by the Marte Meo approach. This places great importance on educators' interactions and communication to support children's learning and development. We also offer primary care and seek to support all children to have a strong sense of security and wellbeing.
Image of the Child
Our centre is inspired by the Reggio Emilia Approach, with our programs being child centred and built on children's individual interests, abilities and needs.
We believe that children are important, capable, contributing members of our community. Children are viewed as being competent, inquisitive, diverse, creative, playful, social and emotional individuals. We take a holistic view of each child and celebrate their strengths, interests and diversity, while also supporting them to feel empowered and confident and able to take risks. Children are supported to learn at their own pace and in their preferred style. We recognise and value children's many different ways to communicate and express themselves, as promoted in Reggio Emilia's notion of the 100 Languages of Children (Loris Malguzzi, Reggio Emilia).
We embrace each child's uniqueness and aim to reflect and celebrate every child's and family's culture within our programs. We acknowledge and respect our nation's first people and are committed to promoting and interweaving Aboriginal perspectives and culture in our teaching and learning.
Environment
Our educational programs place great importance on nature-based learning with Bush Kindy and Beach Kindy programs, and a strong focus on outdoor play experiences. Our Bush Kindy program is based on the Forest Schools Programs that originated in Europe, where children have the opportunity to take the lead in playing, exploring, imagining and learning in a forest or natural environment. Outdoor spaces with plants, trees, rocks, mud and water invite open ended interactions and play, spontaneity, risk taking, problem solving and a connection with nature. Nature based learning is also are embedded into our programmed experiences at the centre, both indoors and outdoors.
Our centre aspires to the Reggio Emilia principle of the Environment as the Third Teacher. We seek to provide children with a safe and welcoming environment in which they feel secure and valued. Our aim is to create stimulating and inviting learning environments, both indoors and outdoors, in which children can become enthusiastic, inquiring and challenged in their thinking.
We place high importance on using natural resources and materials to further enhance children's connection with and learning about nature and the natural world. Education for sustainability is also embedded into our programs as we promote sustainable practices to teach children how to look after their environment. | 1,713 | 787 | {
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07.08.19 EVERWIN VIDHYASHRAM
Marks: 25
STD: X PERIODIC ASSESSMENT- II Time:1hr15mins
MATHS T.T
I. Answer the following:
1. The value of Sin (90° - 72°) = _____.
2. Cosec 2 A = ______.
3. State whether the following is true or false. Justify your answer: Cot A is the product of Cot and A
4. The value of tan 60
*
= ____
II. Answer the following:
2x2=4
5. In ∆ABC, right angled at B. AB=7cm, BC=24cm. Determine Sin A and Cos A
6. If tan A = Cot B. Prove that A+B=90°
III. Solve:
3x3=9
7. Prove the following: (Cosec
𝜃
- Cot
𝜃
)
=
1− Cos
𝜃
1+𝐶𝑜𝑠
2
𝜃
07.08.19 EVERWIN VIDHYASHRAM Marks: 25 STD: X PERIODIC ASSESSMENT- II Time:1hr15mins MATHS T.T
I. Answer the following:
4x1=4
1. The value of Sin (90° - 72°) = _____.
2. Cosec
2
A = ______.
3. State whether the following is true or false. Justify your answer: Cot A is the product of Cot and A
4. The value of tan 60
*
= ____
II. Answer the following:
2x2=4
5. In ∆ABC, right angled at B. AB=7cm, BC=24cm. Determine Sin A and Cos A
6. If tan A = Cot B. Prove that A+B=90°
III. Solve:
7. Prove the following: (Cosec
𝜃
- Cot
𝜃
)
1− Cos
𝜃
1+𝐶𝑜𝑠
𝜃
3x3=9
4x1=4
2
=
8. A tower stands vertically on the ground from a point on the ground. Which is 15m away from the foot of the tower. The angle of the elevation of the top of the tower is found to be 60° . Find the height of the tower.
9. If Sin 3A = Cos (A-26°) Where 3A is an acute angle, find the value of A.
11. Two ships are sailing in the sea on either side of the light-house. The angles of depression of two ships as observed from the top of the light house are 60° and 45° respectively. If the distance between the ships is 200 3 + 1 m, find the height of the light house. 3
8. A tower stands vertically on the ground from a point on the ground. Which is 15m away from the foot of the tower. The angle of the elevation of the top of the tower is found to be 60° . Find the height of the tower.
9. If Sin 3A = Cos (A-26°) Where 3A is an acute angle, find the value of A.
11. Two ships are sailing in the sea on either side of the light-house. The angles of depression of two ships as observed from the top of the light house are 60° and 45° respectively. If the distance between the ships is 200 3 + 1 m, find the height of the light house. 3 | 1,226 | 795 | {
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Forest Plan Revision for the Okanogan-Wenatchee National Forest
February 10, 2015
Some Facts about Grizzly Bears & Forest Plan Revision:
A Brief History of the Situation on the Okanogan-Wenatchee National Forest
In 1975, the U.S. Fish and Wildlife Service listed the grizzly bear as a threatened species in the lower 48 states. The Endangered Species Act requires a "recovery plan" for threatened species such as the grizzly bear.
The "North Cascades Ecosystem Recovery Plan for the Grizzly Bear" was finalized in 1997 and was developed through cooperation between the Washington Department of Fish & Wildlife, U.S. Fish & Wildlife Service, U.S. Forest Service, and the National Park Service. In addition, a group known as the "Citizens Advisory Group" provided input to the development of this recovery plan. 1353 letters and several thousand comments made on the draft plan were incorporated into the final recovery plan.
The Forest Plans for the Okanogan-Wenatchee National Forest were implemented in 1989 and 1990 respectively. By law, the "North Cascades Recovery Plan for Grizzly Bear" must be incorporated into Forest Plans as they are revised. Only a portion of the OkanoganWenatchee National Forest is affected by the recovery plan. The northern portion of the Cle Elum Ranger District, all of the Wenatchee Valley, Entiat, Chelan, and Methow Ranger Districts, and the western portion of the Tonasket Ranger District are included in the recovery area.
Interim management direction has been in place since 1997, guiding the development of projects on national forest lands. The direction was based on the concept of "no net loss" of high quality grizzly bear habitat (known as core areas) and placed limitations on the construction of new roads and trails. In addition, the interim direction required all newly constructed campgrounds to be fitted with bear resistant garbage and food storage facilities. Existing campgrounds are to be fitted with these devices as resources allow.
How the Recovery Plan works
The U.S. Fish and Wildlife Service, in partnership with the interagency North Cascades Grizzly Bear Subcommittee, oversee the recovery of the grizzly bear in the North Cascades. The responsibility of the Forest Service is to manage grizzly bear habitat so that future recovery of the species in the North Cascades can occur. Restoration of the grizzly bear population in the North Cascades (which may include population augmentation) is not within the purview of the Forest Service and would not be a part of Forest Plan Revision. Forest Service management responsibilities consist of two components:
1) Management of grizzly bear habitat, and
2) Management of potential human and grizzly bear interactions.
These responsibilities are accomplished through the development of management direction that address the following:
Designing vegetation management treatments such as timber harvest and prescribed fire to maintain or restore grizzly bear habitats.
Reducing the impacts of roads on fish and wildlife habitat, including grizzly bears, while providing access for recreation and forest management activities.
Limiting the amount of human foods and other attractants in campgrounds and administrative facilities that may be available to both grizzly bears and black bears (and other wildlife).
Providing information to people about how to camp, recreate and live in bear country (both grizzly and black bears).
Forest Plan Revision Efforts will:
[x] Establish criteria for the identification and management of priority grizzly bear habitat. Priority grizzly bear habitat consists of areas with an abundance of grizzly bear food, cover, and relatively little disturbance from humans.
[x] Replace interim "no net loss" direction with guidance on how to balance the needs for recreation access, aquatic/fish habitat restoration, dry forest restoration, sustainable road infrastructure, and other wildlife habitat, including grizzly bears.
[x] Manage recreation facilities to enhance safety for humans and reduce the risk of bear-human interactions.
[x] Identify information and education resources that are needed.
Forest Plan Revision Efforts will NOT:
[x] Make any site specific recommendations about road or trail closures.
[x] Project specific environmental analysis with public participation opportunities will still occur.
[x] Make any changes to the location or number of existing recreation facilities or permits.
[x] Limit the ability to reduce fuels loads and fire risks in high priority areas. | 1,963 | 882 | {
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What is a Family-School compact?
A family-school compact for achievement is an agreement that parents, students and teachers develop together. It explains how parents and teachers will work together to make sure all students get the individual support that need to reach and exceed grade levels standards
Effective Compacts:
[x] Begin with standards
[x] Focus on student learning
[x] Respond to school data
[x] Define everyone's responsibilities – and
[x] Depend on us to believe in it and use it!
Activities to Build Partnerships
We will have exciting learning adventures this year.
[x] Student leadership/ mindfulness Wednesday
[x] Open House
[x] Career Day
[x] College Day
[x] College campus tours
Communication about Student Learning
Taos cyber magnet School is committed to communicating regularly with families about children's learning. Some of the ways you can expect us to communicate are:
[x] Leadership
[x] Student led conference
[x] School websites
[x] SAT process
If you have questions about your child's progress call.
Scholl number/ 575-758-5221
Taos Cyber Magnet
2020-2021 Parent/ Teacher Compact for Achievement
Taos cyber Magnet School: Combining Technology with opportunity
School- Wide Focus For student success
Our Goals for Students achievement
The Taos Municipal Schools sets goals for the entire district. The district goals for 2020-2021 are:
Reading-All students will show a 15% increase in reading proficiency within three years measured on the partnership for Assessment of Reading for College and Careers (PARCC)
Math-All students will show a 15% increase in mathematics within three years as measured on the Partnership Assessment of Reading for college and Careers (PARCC)
Taos Cyber Magnet Goals
Taos Cyber Magnet Schools administrators and teachers have studied our student performance data to decide on the most important areas of improvement for our school.
New Mexico schools are transitioning from the NM standards to common Core standards and using the new PARCC Assessment.
Reading- To increase readings proficiency by 5% within the schoolyear, our school will concentrate on the following areas:
Balanced literacy including
- Word Study
- Fluency
- Understanding of literary terms
- Comprehension
- Writing
- Vocabulary
Math-To increase reading proficiency by 5% within this school year our school will concentrate on the following areas:
- Numbers & operation
- Algebra
- Geometry
- Measurement and data
- Data analysis/Probability
In the Classroom
The teacher will work with students and their families to support students in reading and math. Some of our key connections with families will be
- E-mails and phone call as tools for communications
- Reading novels in classroom
- Homework for expanding skills and concepts learned in the classroom
- Offering in-class tutoring opportunities in Math, and afterschool reading tutoring
As a teacher I will:
- Teach engaging writing lessons that promote student achievement
- Hire necessary support staff
- Provide a safe learning environment
At Home
I will be involved in my child's education by:
* Ensuring that my student attends school daily and on time both on Edgenuity and Virtual meetings.
* Ensuring that my student gets Adequate sleep, regular medical attention and proper nutrition
* Making homework a priority
* Checking emails and communicating with Mrs. Jensen about my students progress regularly
Students
Taos Cyber Magnet School students joined staff and parents to develop ideas about how they can succeed in school
Students will:
- Come to school daily by working on Edgenutiy and joining virtual meetings, ready to learn, work hard, and be prepared
- Use my agenda daily
- Respect myself, classmates, teachers and property
- Know and follow the rules
- Make every effort to complete homework and read daily
- Create a safe environment for myself and other by not bullying, not allowing others to bully, and report bullying | 1,851 | 794 | {
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SCIENCE CURRICULUM
SECOND GRADE
THEME: CYCLES
Goal
Science education in second grade extends the foundation that began in kindergarten and first grade. Changes in rate, development, and properties will be the focus of student investigations. Since cycles happen over time, it is best to visit and revisit selected sites to notice change (e.g. different seasons, gardens, area fields).
At the second grade level, investigations include slightly more detailed procedures. For example, students may be asked to classify objects by two or more characteristics. Students should also be taking measurements and writing short descriptions of their findings.
Science Processes and Inquiry
1. The student will engage in investigations that lead to the discovery of science concepts.
a. Make predictions based on patterns of observation rather than random guessing.
b. Measure length, weight, temperature, and liquid volume with appropriate tools and express measurements in standard and non-standard units.
c. Compare and sort common objects based on two or more physical attributes (including color, shape, texture, size, weight).
d. Write, or draw, descriptions of a sequence of steps, events, and observations.
e. Construct, and appropriately label, a bar graph to record data.
f. Correctly use magnifiers or microscopes to extend the senses.
g. Practice safety procedures in all scientific experiments.
Physical Science
1. Motion – The student will observe and measure the motion of objects.
a. Describe the position of an object by locating it relative to another object (or the background).
b. Identify the ways in which things move (e.g. straight, zigzag, round and round, back and forth, fast and slow).
c. Describe the motion of objects by tracing and measuring movement over time.
d. Explain the cause and effect of motion.
e. Observe that objects can move steadily or change direction.
f. Observe that tools and machines are used to apply pushes and pulls (forces) to make things move.
g. Explore forces that move objects (e.g. gravitational, magnetic, electrostatic).
Life Science
1. Plants/Animals – The student will determine that plants and animals have predictable life cycles.
a. Analyze the life cycle of various types of plants.
b. Determine that the germination, growth, and development of plants can be affected by light, gravity, touch, or environmental stress.
c. Analyze the life cycle of different types of animals.
d. Observe that many characteristics of an animal are inherited from the parents, while some characteristics are caused by, or influenced by, the environment.
Earth Science
1. Earth – The student will observe that the Earth is made of materials that have distinct properties, which provide resources for human activities.
a. Classify rocks and other Earth materials according to their properties:
*Size
*Shape
*Color
*Texture
*Magnetism
*Buoyancy
b. Identify the properties of soil:
*Composition
*Capacity to retain water
*Color
*Texture
*Ability to support life
c. Identify various types of soil:
*Sand
*Clay
*Humus
d. Analyze the ability of soil to support the growth of many plants, including those in our food supply.
e. Evaluate composting to show how plant and animal material can be broken down to form soil.
f. Explain how fossils provide evidence about the plants and animals that lived long ago; and that scientists learn about the history of the Earth by studying fossils.
g. Interpret that rock, water, plants, and soil provide many resources including fuel, food, and building materials that humans use.
2. Water – The student will appreciate the value of water.
a. Give examples of different places water can be found on Earth.
b. Identify the elements of the water cycle.
c. Compare/contrast fresh and salt water.
Experiential Location Suggestions:
Playground
Neighborhood Park
Agricultural Field
Ponds
Lakes
Lumberyard
Hospital
Health Center
Construction Site
Other Theme Suggestions:
Change
Transition | 1,747 | 837 | {
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Cock of Arran
Geology of the Isles of Arran and Islay (9 days) Hiking the southwestern edge of Scotland
This itinerary takes us to the southwestern edge of Scotland, across two incomparably beautiful and fascinating islands, Arran, and Islay. Edges are immensely important in geology because it is there that continents have repeatedly met and parted; on each occasion leaving the trace of their tectonic dance written clearly in the landscape. You will see these geological clues in beautiful settings - without having to cover huge distances - from our welcoming and comfortable hotel bases on the islands.
Highlights
* Spectacular mountain scenery of Glen Sannox
* Cock of Arran walk with Hutton's unconformity and the millipede trail
* Basalt columns at Drumnadoon Point and walk along the coast to King's Cave, Arran
* The standing stones and stone circles on Machrie Moor, Arran
* A stroll on the sandy beach of Machir Bay, Islay
* Hike on the cliffs to the Mull of Oa, Islay
* Visit to one of Islay's eight malt whisky distilleries
1. Glasgow - Isle of Arran
5. King's Cave & Machrie Moor
2. Glen Sannox
3. Cock of Arran
4. Kildonnan & Glenashdale Falls
6. Arran - Kintyre - Islay
7. Machir Bay to Saligo Bay
8. Mull of Oa and distillery tour
9. Isle of Islay - Glasgow
Introduction
Scotland used to be part of North America. An ocean closed long ago when it, and the rest of the continent, ran smack into Europe and England. For good? No. Another ocean opened, to volcanic fireworks, but Scotland stayed British while America sailed away to the west as the Atlantic grew wider and wider.
to put forward a theory about the geological history of the earth that was to have as profound an effect upon society as did Charles Darwin's 'Origin of the Species'; as he was the first to propose that the earths' surface had evolved over an immense period of time.
Today, western Scotland displays the clues to this spectacular story. This physical landscape has influenced human history. Crucially the west of Scotland was accessible by sea and the oldest proofs of human habitation can be found along the coast and on the islands.
Isle of Arran
Arran is one of the most varied geological areas in the British Isles, and is often referred to as 'Scotland in miniature.' It lies on the Highland Boundary Fault which makes the island geologically very interesting with both Highland and Lowland landscapes. The northern part of Arran is very much a mini-Highlands with spectacular granite peaks, corries and wooded glens. In contrast, the south of the island has sweeping moorlands and wide sandy beaches. We will explore both during our hikes.
Arran is one of the sites at which James Hutton (1726 - 1797), first identified unconformity of the geological structure. He was then able
Isle of Islay
The landscape of Islay is very different from Arran and the other islands along the west coast.
The underlying rocks of Islay have been raised and eroded many times in geological history. It was two relatively recent geological events which, combined, give this part of Scotland the appearance it has today. One was the flooding of the continental margin of Europe, possibly as recently as 10 million years ago, creating the islands off the west coast of Scotland, including Islay. The other main events in creation of today's landscape were the Ice Ages.
Related to the retreat of the ice-sheets are marine-cut platforms and raised beaches, forming level areas of well-drained land, as attractive to farmers today as they were to the first settlers in Islay's Mesolithic period. The relative heights of the sea and land changed as the ice melted. When the ice melted, it did so relatively quickly, sea levels rose rapidly and much of Islay would have been under the sea. However, with the weight of ice removed, the land rose out of the sea again, leaving former beaches high and dry. | 1,591 | 867 | {
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@
GREAT EXPECTATIONS
GREAT ATTITUDE
GREAT OPPORTUNITIES
-
Grade 6 Homework
Term 1: Week 3 (Odd book)
Due: Monday 20 th February
A. English
We are all developing and improving our vocabulary. Here is an activity to try.
Fill in the synonyms and antonyms for each word.
Draw up the table in your books. Find at least 4 examples for each word. Use a thesaurus on your iPad or your computer.
Remember: there are often multiple meanings of the same word. You can include words for the other meanings as well. See the example for 'take'. If you are really interested in words then try to find some words that will improve your vocabulary.
B. Homophones- (What does this word mean? Write the meaning in your book.)
Write these tricky words in sentences into your books. Make sure you show that you understand their meanings.
(the highlighted letters help to differentiate the words from the others.)
There / their /they're
Your / you're
Start each sentence on a new line.
Make sure you have a margin and a heading for each section.
C. Reading
Remember to continue on with your reading.
Make sure you are clear of the expectations and that you make a sensible decision about your obligation. # no excuses
Remember that it is expected that you will read at least 30 minutes per day each week.
D. Maths
Make sure you are working on your times tables. Identify the tables you are weakest at and practice them. Write out 5 of times tables that you find the most difficult. Write it out 5 times each.
Eg. 5x7=35 5x7=35
5x7=35 5x7=35
5x7=35
Page 2.
Below is a chart to help you with Place Value. Use all the digits in our number system to fill in each box.
What goes into the white boxes in the top section? Why?
Remember to say the word to the left of the white box when reading the number aloud.
Practise reading the numbers to yourself.
Remember
– Showcase 'Quality' Homework (stay neat)!!
* Swimming starts this Tuesday. Make sure you have brought your notes and a complete change of clothes in your bag.
* Sport starts on Friday. (You must change out of your cricket whites.)
* Swimming notes and money are due Monday (today)
* Camp permission forms, payment and medical forms are due.
* Library for Grade 6 starts this week.
* Meet the Teacher meetings are Wednesday and Thursday | 976 | 573 | {
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Mrs. Hunwick's First Facts
Language Arts/ Math
Dear Parents:
Grosse Pointe Public Schools
*In reading we began to work in Theme Eight called Our Earth. The stories and activities will center around our Earth Day classroom theme. The children are compiling many activities from all areas of the curriculum in their Earth Day Folders.
- The Grosse Pointe Writing Test will take place during the month of May on two separate mornings. Dates to be announced.
*Please notice the word cards sent home in your child's Take Home Folder.
*In Theme Eight the children are working on the – s,-ed,-ing and base words with endings along with the ou and ow sounds. Classifying, summarizing and drawing conclusions are concentrations in this unit.
*Our class will begin Spelling starting on Monday May 2nd. Each child will receive their own folder. Please see the yellow paper coming home in your child's folder.
- NWEA testing will take place for our class on Wednesday May 4th at 8:45 for Reading and Wednesday May 11th at 8:45 for Math. Make sure the children sleep and eat well.
* The lessons in Chapter 9 concentrate on place value and fractions. We will be working to reinforce adding and subtracting.
The children had the test on chapter 8 this past week. They are advancing their skills greatly with Everyday Math.
*The next unit in Writing concentrates on research writing and Poetry.
Science/ Social Studies
*In Science we continue to observe clouds, wind speed and weather patterns.
*We began our unit on Plants. The children dissected a seed and observed, labeled and classified the seed coat, embryo, root/ stem and cotyledon. We will be growing brassica and grass in the near future while recording our observations.
*In Computers the class was given addition and subtraction assignments in a program named Tux Math.
* In Social Studies we began Unit 4- "Our Earth, Our Resources". This unit introduces the Earth's resources, identifies and describes physical characteristics of places such as landforms, bodies of water and weather. All centered around our theme.
Issue 7
April 28, 2011
Points of Interest:
Field Day will take place on Friday May 27th all day.
No school Monday May 30th due to Memorial Day.
The First Grade Picnic will take place on Monday June 13th at Patterson Park from 12:30-3:15. More information to follow at a later date. | 1,011 | 538 | {
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Married [1] Marianne CRAIKE [1804-1858] & [2] Sarah GREEN [1820-1902]
Arrived 9 December 1838 at Port Adelaide on the
Hartley
Children of John & Marianne:
Jabez (1828-1914) m Jane BINGHAM George (1831-1907) m [1] Eliza SHEPHERDSON [2] Eliza CLEMENTS
Rachel (1834-1883) m William RUNDLE
Charlotte (1838-1925) m William RENFREY
Susan (1840-1901)
William (1841-1908) m Eleanor MOLES
Mary Jane (aka Polly) (1842-1935) m John FORD
Robert (1845-1846)
Annie (1847-1871) m Charles FURNISS
Emma (1847-1870) m Thomas PLEYDELL
A Pioneering School Teacher
John Banks Shepherdson and his wife and family sailed from England on board the Hartley, reaching Adelaide in October 1837. Having a sound education, John was appointed Colonial Director of the South Australian School Society by George Fife Angas, who also arranged further training for him in farming, gardening and tailoring to ready him for setting up the first school in Adelaide.
On arrival, John with other leading colonists formed the South Australian School Society. He opened the first school in parklands near Trinity Church in May 1838 and soon fifty students attended. Although he was widely praised, he did not earn enough, despite offering adult evening classes to boost his income. On refusal of a passage back to England, he took up the position of Secretary of South Australian Cattle Co for a time until ill health forced another change.
In 1840, the family took up a property named Craike Farm near Nairne where he ran cattle and later bought a portable sawmill to diversify his means. In 1847 he was appointed Postmaster and Clerk of the Bench, and went on to become Clerk of the Local Court in 1850. However, these extra demands forced him to resign as Postmaster. He wrote The Practice of the Local Courts of South Australia and received many accolades for his ability and humane ways.
John's next appointment as Justice of the Peace, and Special and Stipendiary Magistrate for Yorke Peninsula was a fitting way to complete his life's education and work. The family moved into Weymouth House in Wallaroo where John lived out his days. His work in Wallaroo was also significant, as he established St Mary's Church and was a
member of Synod for 22 years. Sadly, Marianne died in 1858. In 1859 he remarried to Sarah Kellaway Green, and they spent their last years writing books of poetry and sonnets.
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What is empathy?
“You are not alone.” – Empathy is about sharing this message.
If you feel empathy, you might be able to sense how other people are feeling or imagine how they might think or feel.
Sometimes, we think we understand how someone feels based on how we feel. However, we forget that we also have to try to understand somebody else’s feelings or thoughts.
There are different ways to show empathy.
1. Putting yourself in someone else’s shoes
This is called looking at a situation from someone else’s perspective and just knowing how the other person feels.
2. Directly feeling the emotions of another person
You share how the other person feels. Have you ever felt like crying when you see someone else get hurt? Maybe you have felt the pain before so you can feel for the person, and indirectly, you start reacting as well. It’s almost as if the feelings can be passed to you.
The good
This can help you feel closer to the person you are sharing the experience with. You might have encountered some instances of this with your family members or close friends.
When it gets too much
Sometimes, this can be too much for you. It might affect how you are actually feeling about a situation.
3. You are moved to take action and to help however you can
• Not only do you feel for the person, you also know what to do that might help the situation
• Sometimes it is as simple as asking what the other person needs
Watch this video to find out more about empathy.
https://youtu.be/HaMvJCVQqR0
In *The Putu Piring Incident at Batu Bulat*, three characters share their experiences living in Batu Bulat. They also recounted the same incident from three different perspectives.
‘Different perspectives’ means different ways of looking at one situation or different ways of hearing or telling a story, based on different people’s experiences.
1. **PUTU PIRING TRAGEDY**
a. How would you help Putu Piring Girl stand up against her bullies? What would you say?
![Dialogue box: "Hey you! Go back to your small round island! This place is too big for you!"]
![Dialogue box: "Eh, aren't you tired? You can walk around your whole island in 10 minutes right?"]
![Dialogue box: "You hurt my feelings."]
![Dialogue box: "It was just a joke. Don't be offended!"]
![Dialogue box: "You hurt my feelings."]
b. Putu Piring Girl shared that her friends used to make fun of where she came from. When she told them how she felt, they told her it was a joke. How can you show empathy if you were her friend?
c. In the beginning, what did Putu Piring Girl think of the people who lived in the Ice House?
d. Her opinion of them changed in the end. What caused the change? Why?
2. CHASING COWS ON BATU BULAT
a. Why do you think the Island Explorer did not stop to help the Putu Piring Girl even though he thought that she fell?
b. Do you think the Island Explorer understood how the Putu Piring Girl felt?
c. Should the Island Explorer still be responsible for his actions even though it was an accident?
d. Complete the picture below to show what the Island Explorer could have done differently.
3. THE PRINCE OF BATU BULAT
a. The Ice Prince had never been to the island of Batu Bulat before and was scared the first time he visited the place. How did his cousin make him feel welcomed?
b. How would you make the Ice Prince feel welcomed if you were his cousin?
c. How did the Ice Prince show empathy towards Putu Piring Girl?
d. If you were in the Ice Prince’s shoes and had the chance to meet the Island Explorer after he hit Putu Piring Girl, what would you say? How would you show empathy even if you were angry?
BEFORE YOU GO...
1. After listening to all three stories, what is one lesson you learned?
2. Think of one situation in which you showed empathy. What did you do or say?
3. Think of another situation where you did not show empathy. How would you have done things differently?
4. Do you think it is important to have empathy for others? Why or why not?
Here are some tips to keep growing and practising empathy in your life.
Tip 1: Listen & Look
Listen to what people are saying but also look out for signals about how they are feeling. Sometimes people may not say what they feel but they show you how they feel. Think back to yourself, how do you sometimes show feelings rather than saying them?
Tip 2: Understand your own feelings
When do you get angry, sad or happy? We all have feelings and it is okay to have them. The more we understand them, the more we know what actions or incidents, or people make us feel the way we feel.
Tip 3: You cannot always follow through with how you are feeling
There are times when your actions should not follow through with how you feel. For example, if you are in a bad mood, you should not take it out on others even if you do feel angry or sad at that moment.
Tip 4: Walk in someone else’s shoes
Putting yourself in someone’s shoes is good but trying to understand how walking in them might be better. The key is to always try to be compassionate even if they may not want your help. But if you are sincere in wanting to understand and help someone, more often than not they will sense that, and that’s an empathetic start!
No part of this material may be reproduced in any other form without permission from The Esplanade Co Ltd.
Supporting Sponsor
Esplanade is a charity and not-for-profit organisation. Help us bring the joy and inspiration of the arts to different communities, including the underserved. | 2,045 | 1,255 | {
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VISION: A sustainable world, where people and the planet flourish and climate action is rooted in the principles of human rights, gender equality, localisation and a just transition that is fair and inclusive.
VALUES:
- People’s dignity is ensured, and rights are respected.
- Basic needs are met, and resources are shared equitably.
- People have control over their lives.
- Those in power act for the common good.
OBJECTIVE: To ensure sustainable, resilient lives and livelihoods for vulnerable communities by ensuring protection from disasters while addressing the injustice of the climate crisis by advocating for richer countries including Ireland, to significantly reduce greenhouse gas emissions and the provision of adequate and fair climate finance to support sustainable development pathways and a just transition.
OUR AMBITION
1. We will support people, particularly women and children, to adapt and become more resilient to climate change and environmental challenges.
2. We will create space for Trócaire teams and partners to work with others to identify and test new and creative solutions to address climate and environmental challenges. We will learn and build up evidence for what works.
3. We will challenge power structures and hold duty bearers accountable - aligning with principles of equity, polluter pays, common but differentiated responsibility and a just transition.
4. We will be Locally led supporting local organisations and communities to identify and deliver sustainable, contextually relevant, and effective climate solutions for transformative change.
5. We will amplify and empower women’s voices by supporting Women Centred Organisations fighting climate change.
6. We will collaborate with others and build alliances to achieve our goals including partnerships with a wide variety of stakeholders (communities, governments, civil society, academics, researchers, private sector).
OUR APPROACH
| Climate Risk Informed | Flexible & Adaptable programming |
|-----------------------|----------------------------------|
| Locally Led | Participatory, Inclusive, Transformative |
| Womens & Girls protection & leadership | Transparency & Accountability |
| Collaboration & Alliance Building | Advocacy for Climate Justice |
TOP CLIMATE AND ENVIRONMENTAL ISSUES ACCORDING TO TRÓCAIRE’S LOCAL PARTNERS
- controlled food systems
- wildlife
- putting the community first
- community involvement
- participation
- appropriate technologies
- participation of women
- financing
- adaptation
- loss and damage
- climate risk reduction is tractable
- equality in climate resource
- sustainable options
- sustainable food systems
- suitable participation opportunity
- climate education
- renewable energy
- utilising solar
- cost of technology
- climate financing
- right to food
- disaster risk reduction
- just transition
- support for agri-systems
TRÓCAIRES ADDED VALUE...
- Based on the values of Social Justice
- Locally - led approach driven
- Gender-transformative
- Comprehensive and complementary approaches to climate
- Triple nexus programming (humanitarian-development-peace) that integrates climate resilience | 1,543 | 597 | {
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1. Chapel Offerings - For November, our school will be supporting the work of *Redeeming Life Maternity Home*. The work of this ministry is reaching out with the love of Christ and providing a safe and stable home for pregnant women in crisis. Each classroom has a collection bottle for their offerings. Coins (or cash) can be deposited any day! Any and all gifts are welcome. Thank you for supporting this important ministry!
2. Friendzy – Friendzy is a new curriculum we are using this year dealing with Social Emotional Learning, each month has a theme based on scripture. See the attached letter for more information about this month’s theme.
3. Spirit Day - Every Friday is spirit day at Trinity. Be sure to wear your Trinity clothes. If you do not have any- wear green and black.
**Dates to Remember**
Nov. 15 Hot Lunch: macaroni and cheese
Nov. 18 Nachos at Noon: bring $1
Nov. 22 Hot Lunch: hot dogs
Nov. 22 Hat Day
Nov. 23 Thanksgiving eve worship 7 p.m.
Nov. 24 Thanksgiving day worship 10 a.m.
Nov. 29 Hot Lunch: mostaccioli
Dec. 10 Living Nativity
Dec. 22 Student led Christmas service
Upcoming Tests
(including major assignments)
Tuesday English Chapter 3
Wednesday Spelling Pre-test Lesson 12
Friday Spelling Final test Lesson 12, Science chapter 4
Worship Opportunities
Sundays 9:00 am in person and streamed
Mondays 7:00 pm in person
Wednesdays 6:00 pm Bible study streamed
Subjects
Each subject reflects what we are currently studying
Religion
- Unit 1: Beginnings and Patriarchs
- Memory: Tenth Commandment and Meaning due Thu. Nov. 17
- Friendzy theme for the month:
- Love at All Times
- from Proverbs 17:1 “A friend loves at all times.”
Math
- Math 5: Chapter 3: Multiplication
- Math 6: Chapter 4: Numerical and Algebraic Expressions
Science
- Science 5: Chapter 4: Earthquakes
- this week: seismographs and earthquake safety
Social Studies
- Chapter 4 Section 4: Government and Economy of Europe
- Daily Geography
- This week: mountains and deserts of the United States
English
- **English 5:**
- Chapter 3- topics include:
- rules for writing three-point expository paragraphs
- writing points of view
- writing forms
- **English 6:**
- Chapter 11- topics include:
- pronouns
- writing paragraphs
- journaling
Reading
- Daily Reading in Google Classroom
- Elements of Reading - *main idea and details • sequence*
- Academic Vocabulary in Google Classroom
- **Fifth:** defend · viewpoint · position · perspective
- **Sixth:** manner · system · systematic
Spelling
- Lesson 12
- assignments can be found in Google Classroom
- **Spelling 5:** review lessons 7-11
- **Spelling 6:** review lessons 7-11
Phys. Ed.
- physical fitness
- step aerobics
- circuit training
Spanish
- Unit 7 - school | 1,484 | 713 | {
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An innovative content creation model to kick-start book-gifting programmes
Book Dash is a social impact publisher of books for children, based in South Africa.
- 156 books
- 500+ translations
- 1.7 million hard copies distributed
Our vision is drawn from research:
A hundred books by the age of five
“Books in the home are the single biggest indicator of academic success — surpassing income, parents’ education, family composition, and all other factors.”
(Evans, 2010)
Obstacles to book gifting
- Books are expensive
- No government funding for book gifting programmes
- Donated books from elsewhere are not appropriate for context.
“The publishing industry, under threat from government policies, digital start-ups (etc) is risk-averse and targets existing markets...
Just 4% of South Africans buy books regularly; most of them speak English as a mother tongue, are affluent, and live or shop in urban areas.
Even for English language books, the small market size means print runs are small and costs are high. For African language books, the market is even smaller...
Quite simply, books are too expensive for most people to afford.”
(Let’s Get South Africa Reading, DGMT, 2015)
Our solution
- We create and publish our own books using an open license
- Innovative rapid content-creation model (“hackathon for books”)
- 12-hour events are called Book Dashes
- Origination cost is reduced with 80%.
Our open license
- A Creative Commons Attribution allows anyone to reuse, translate, adapt, print and distribute.
- Creative volunteers sign an agreement to open-license everything produced on the day.
- All files available online.
- Reach amplified by projects around the world (e.g. Storyweaver), community translations, etc.
12 hours, 35 creative volunteers, 10 new books
Virtual Book Dash events
- Necessitated by Covid
- Enabled continued content creation despite lockdowns
- Creative volunteers from around the world can participate
- Still fun and meaningful!
Hybrid organisation
- Publishing organisation: we publish our own books, according to our own model (and use an open license)
- A book-gifting organisation: we find funding and we work with partner organisations to give books away to children to own
Tipping points and costs
- 100 books per child is our vision
- 20 books per child is a tipping point
- At US70 cents per book, it can cost as little as $14 per child for a home library of 20 books
- Proviso: need to print at least 2,500 copies of 1 title to achieve this price point
Having as few as 20 books in the home has a significant impact on a child’s ascent to a higher level of education. Regardless of nationality, parent’s education level or economic status, children who grew up with books in their homes reached a higher level of education than those who did not.*
* Evans, Mariah, Dr. Kelley, J., and Treiman, D.J. “Family Scholarly Culture and Educational Success: Books and Schooling in 27 Nations,” Research in Social Stratification and Mobility, Volume 28, Issue 2. Pages 171 - 197. June 2010
3 case studies: Book Dash model replicated
Lebanon, July 2021: People on Paper
10 Teams. 4 Weeks. 2 Words.
1 Incredible book collection.
The Peace & Equality Book Collection brought together diverse writers and illustrators from the United States to create 10 books in just four weeks. The books, aimed at children ages 3-8, explore themes related to creating a more peaceful and just world, with the goal of recognizing the work we must continue to do as a society to create social, political, economic, and cultural systems grounded in peace and equality.
Indonesia, Laos, Cambodia: Let’s Read Asia
bookdash.org
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Trring...! The doorbell rang. When Manpreet opened the door she saw Divya and Swastik there. She called out excitedly, “Gurnoor! Look who has come.” Gurnoor came running. When she saw her friends she hugged them happily. “When did you come from the hostel (Boarding School)?” “Just Yesterday. Where are your parents? We want to meet them,” Swastik said.
“They are at the Gurudwara. We were about to go there too,” Gurnoor replied. “Oh good, we will also come with you,” said Divya.
“You come home only in the vacations. Do you like staying in your hostel? You must be missing your parents,” Gurnoor asked.
Divya said, “We do miss them, but hostel life is fun. Even if we don’t always like the food, we enjoy eating together with all the children.”
“You know, when someone in our hostel gets home-made food, we all rush to their rooms. That food finishes within minutes,” Swastik said laughingly.
Do you study in a boarding school? If you do not, try to talk with someone who goes to a boarding school and find out –
- In what ways is boarding school different from other schools?
- What kind of food do they get there?
- Where do the children sit and eat in the boarding school?
- Who cooks food for the children in the boarding school? Who serves the food?
- Who washes the vessels?
- Do the children miss home-made food sometimes?
- Would you like to go to a boarding school? Why?
At the Gurudwara
The children chatted all the way to the Gurudwara. There, they covered their heads.
They went into kitchen of the Gurudwara. It was very huge. A lot of activity was going on there. Food was being cooked in huge vessels. On one side the *channa* and *urad dal* was boiling.
In another vessel, the cauliflower and potato vegetable was being made. “There is your Papa! Gurnoor, let us go and meet him,” Swastik said.
“What are you doing here?” Manjit Singh was happy to see the children.
“Uncle, can we also help in the kitchen? What are you preparing?” Swastik asked.
Manjit Singh said, “I am preparing *kadhai prasad*. It takes a lot of effort to roast the flour in ghee in this big *kadhai*.”
“This is a kind of *halwa*. Isn’t it? When will you add sugar in it?” Divya asked.
They saw Manpreet’s mother and rushed to meet her. Divya asked, “What are you doing Aunty?” “Beta, we are rolling *chapaties* to bake them in this *tandoor*.” “So many *chapaties* at one go!” Divya was surprised. “Can I help?” “Sure! come and try, here everyone can help, but wash your hands first,” replied Aunty.
Divya washed her hands and joined the group near the *tava*. The *tava* was very hot. She started applying *ghee* on the *chapaties* as they were being taken out of the *tava*.
Swastik wondered aloud, “Who brings all the material to cook so much food?” One of the ladies answered, “Everyone here contributes in some way or the other. Some arrange for the material, some give money, and others help in the work”.
“So Swastik, how do you like it? Have you ever cooked before?” teased Manpreet.
“No, but I am enjoying working with everyone,” said Swastik. We hardly realised how all this food – *chapaties*, rice, *halwa*, *dal* and vegetable – got prepared so fast.
After *ardaas*, *kadhah prasad* was distributed. Some of the boys quickly laid out *durries* in the verandah and all the people sat down in rows to have *langar*. Some people served food and others served water. Everyone ate together.
After finishing food everyone picked up one’s own plate, and put it in a big drum. People who were serving, ate in the end. They cleaned the place and washed the utensils.
**Talk about it**
- The ‘cooking and eating together’ in a Gurudwara is called *langar*. Have you ever eaten in a *langar*? Where and when?
How many people were cooking and how many were serving the food there?
Are there other occasions when you have eaten with many people? Where and when? Who cooked and served the food there? | 1,448 | 987 | {
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2. What do we know about the first groups to live here?
Mound Builders
Many large mounds of earth can be seen in parts of Ohio today. The mysterious mounds were created by ancient Native Americans about 1,500 to 2,500 years ago. The ancient Mound Builders were the earliest groups to settle in Ohio. Some Mound Builders lived on land that is now in Columbus.
Mounds were created for many reasons. Burial mounds were used as graves. Other mounds were platforms for religious temples. Some mounds may have also been used as calendars.
The Adena and Hopewell Cultures were two of the Mound Builder groups in Ohio. The Adena Culture appears to be the first ancient people in Ohio to create burial mounds. The Adena hunted and farmed the land. The Hopewell Culture built mounds and earthworks as squares, circles, and other shapes.
Artifacts, such as copper figures, mica, shells, and pipes were buried in mounds. The Mound Builders either traveled great distances or traded with other traveling groups to get some of these resources.
Mound Builders did not have horses. They walked over land and traveled by waterways such as the Scioto River and Ohio River to distant locations.
When European explorers first came to Ohio in the 1700s, they asked the Native Americans about the purpose of the mounds. But they didn’t know. Mound Builder cultures were long gone. They disappeared from Ohio about 1,500 years ago.
Shrum Mound is one of the few mounds that can be seen in Columbus today.
Native Americans on the Scioto
In the 1600s and 1700s, Native Americans in Ohio followed trails made by buffalo and deer. Native Americans farmed, fished, and hunted.
When the first white settlers arrived in Central Ohio in the late 1700s, some people of the Mingo, Wyandot, Delaware, and Shawnee cultures lived there near the Scioto River.
In the late 1700s, there was both cooperation and conflict between white American settlers and Native Americans. Sometimes they traded goods.
Other times there were conflicts and wars. In 1774, Mingo Native Americans were attacked and killed by soldiers from Virginia at Salt Lick Town, near the “forks of the Scioto River.” This is located in Columbus today.
From 1785-1795, Native Americans and the United States fought for control of the Ohio territory. After the war, a treaty made land in central and southern Ohio open to white settlers.
Conflicts continued as white settlement expanded. In 1830, the U.S. President signed a law forcing Native Americans to move west of the Mississippi River. The Delaware left Ohio by 1831. The Shawnee left by 1832. The Wyandot were the last to leave in 1843.
A map shows some of the Native American settlements, including Salt Lick Town, where Columbus is today.
Questions for Review
1. Why were mounds built?
2. What do we know about Mound Builder cultures?
3. Which Native American groups were in Central Ohio?
4. How did Native Americans and white settlers cooperate?
5. What conflicts happened between Native Americans and white settlers? | 1,247 | 677 | {
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Lantern Walk
Acorn Hill as well as all Waldorf schools throughout the world celebrate this time of year as the daylight hours are dwindling. The celebration of light is a universal element in many cultural traditions such as Diwali, Christmas, Hanukkah, and Kwanzaa to name a few.
You too can make this time of year a family tradition by lighting a candle before meals and giving thanks in your own way. Combining the lighting of a candle and then giving thanks is another worldwide daily ritual. Making your lantern a part of your centerpiece at Thanksgiving and your child will be delighted at their contribution to the table.
Even though these are tough times and new to our generation it’s the “light” that brings us hope reflected in the light within that gives us peace.
The light of the lantern reminds us of our inner light…a spark of sunlight.
Take out your guitar or sit at your piano, keyboard or flute and sing these inspiring songs. The first one was written by our very own teacher, Nancy Foster.
Enjoy!
I Go With my Bright Little Lantern
I go with my bright little lantern, My lantern is shining with me. In heaven the stars are shining, Earth gives my lantern for me. The light goes dim we go in, La bim-ba-la bom-ba-la lam.
The Sunlight Fast is Dwindling
The sunlight fast is dwindling, My little lamp needs kindling, Its beam shines far in darkest night, Dear lantern, guard me with your light.
There are many different lantern styles and shapes. Please use your own creativity in the design of your lantern. The following are the most basic directions needed to account for in the construction of your own lantern. Enjoy!
(Read all of the directions first and then proceed.)
* Fold colored paper at the top and bottom along the longer sides, 3/4" at top, 2 3/4" at bottom.
* Cut along bottom just up to the fold.
* Cut shapes or windows in the body of the lantern.
* Glue the pieces of waxed paper, clear contact paper, or tissue onto the back side of the lantern to cover the cut-out holes.
* Form the paper into a cylinder (or even a straight sided form with folded edges), overlap and glue or staple it to hold together well.
* Press the cut pieces at the bottom into the lantern, gluing them together, then glue the piece of white posterboard onto the bottom. It's a good idea to place a heavy object onto this to hold the pieces firmly as the glue dries.
* Glue a tea candle into the bottom.
* Make two holes, evenly spaced, at the top of the lantern through the double thickness created by the fold.
* Create a handle using thin florist wire or some other material (even yarn can be used if it is not too close to the flame).
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MORE THAN ENGLISH. VALUES FOR LIFE.
LEARN WITH HELEN DORON
EXPERIENCE
THE WORLD OF HELEN DORON ENGLISH
A world of colourful characters, captivating stories, catchy songs and great games
A world where learning English can be easy and fun
A world where children always come first
CHILDREN LOVE TO LEARN
Children love to learn. And they love to play. Helen Doron English provides the best of both worlds - stories, songs, toys, games and apps that allow children to learn through play. We don’t look the same. Nor do we learn the same way. Some learn best through listening. Some learn best through hearing. Some learn best through doing. Everyone learns best when they are having fun.
JOYFUL LEARNING
At Helen Doron, you won’t see children sitting down for long. Each lesson is full of enjoyable activities which use the different senses, so there’s lots of interaction, conversations, games and songs. Imagine songs that they love singing along to. Videos that capture their imagination. And workbooks that children enjoy using!
FROM BABIES TO TEENS, AND IN-BETWEEN
From 3 months to 19 years, we offer tailored courses for all learning levels and styles. Each lesson is specially designed to enable children to learn English with ease, while meeting the highest academic standards. Original songs build comprehension and language retention, and every animated video lays a strong foundation for reading competence.
BEYOND ENGLISH
Every programme features lively characters — each with distinct personalities and values — who go on adventures, deal with challenges, and experience the world around them.
Designed by a specialized team of linguistic and pedagogic experts, our programmes go beyond teaching English.
They teach children important values and life lessons — how to become better world citizens.
GOOD TEACHERS, MAKE ALL THE DIFFERENCE
Our highly trained teachers, the best in the industry, understand how children learn, support them every step of the way, and encourage them to be the best that they can be. Small classes ensure that every child gets the attention they deserve and plenty of practice in speaking correct English.
LEARNING ENGLISH IS EASY WITH OUR GAMES AND APPS
Today’s children grow up with technology, and enjoy using it. That’s why Helen Doron English is at the forefront of pioneering games and apps which supplement the classroom materials and enable children to continue learning at home, in their own time.
We are constantly evolving with the times, to ensure our teaching methods keep up with the changing world and our students’ needs. More than 2 million children have learned English with Helen Doron. Your child can too.
CONTACT
HELEN DORON ENGLISH
WWW.HELENDORON.XXX
firstname.lastname@example.org
© Helen Doron Ltd., 2017 • All rights reserved | 1,244 | 584 | {
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A message from Mrs Knights
It was lovely to see so many of you at our 'open afternoon event'. The children were so proud to show you their work and I know that lots of you were impressed with the progress your child is making at school and the variety of different ways they learn. I hope you have all seen the poster for our 'One World Week' activities. I know it will be lots of fun and if you would like to come in and talk to our children, then please let your class teacher or myself know. I wish you all an enjoyable weekend and look forward to seeing you all on Monday.
Year 1 In English, we wrote our own story based on the book, 'Stanley's Stick'. We focused on writing a good sentence, using capital letters, finger spaces and a full stop. We illustrated our story adding details to our pictures. In Science, we are learning about materials. We explored magnets and found out what materials are magnetic and non-magnetic. Did you know, not all metals stick to magnets and not all magnets have the same strength?
Reception We have had an exciting time learning about Australia! We started by exploring the fascinating animals that are found there. We used our phonics skills to write labels for different parts of these animals, and we even created our very own information books about them. We also had a chance to discover Australia's rich traditional music and art, trying our hand at creating our own masterpieces! In our maths lessons, we continued our focus on directional language. We learned how to use it to navigate and followed clues to find treasure on our very own treasure maps. We also had discussions about how we would use directions to find important places like school, home, the park or the shops.
Year 2 We have continued our learning about Traditional Tales. In design and technology, we created a slider mechanism for the story of 'The Gingerbread Man'. The character, chasing the Gingerbread Man, got closer and closer to him. We discussed the repeating language 'You can't catch me, I'm the Gingerbread Man.' In computing, we continued learning about animation and created a traditional tale story. We used an app called 'Puppet Pals', we could add a voice over so we could tell our story.
Head Teacher’s Award
Filip, Louie, Ariya, Quinn, Janvi and Ruby in Orange for making their own information books.
Well done!
YOU MAKE US PROUD
WELL DONE to all the children who made it onto our ‘You Make Us Proud’ board.
Sonny Olive Niamh
Quinn Tommy Freya
Breakfast Club Star of the Week
George C
Happy Birthday
Filip
STARS OF THE WEEK
Zak
Grace
Mirha
Logan
Nana
Phoebe
KINGSWAY’S SUSTAINABILITY PROJECT
Our eco-council have come up with a great idea to help look after the planet!
‘Saving the world, one jumper at a time!’
They want to hold a pre-loved uniform sale on Thursday 8th February. All items will be 50p!
We would welcome donations of winter coats, boots shoes or Christmas jumpers that could be passed on to other children.
MEASLES
With the recent increase in cases please keep an eye out for the first symptoms:
• a high temperature
• a runny or blocked nose
• sneezing
• a cough
• red, sore, watery eyes
• spots in mouth
• Rash
It is however unlikely to be measles if you child has had both MMR vaccines.
Attendance
Congratulations to GREEN class.
Keep up the amazing work 😊
We would love to know about your child’s achievements outside of school, such as swimming certificate, dance medal or football player of the week. Please send a photo via email to firstname.lastname@example.org so we can share in the newsletter.
| CLASS | PERCENTAGE |
|-------|------------|
| ORANGE | 93.9% |
| PURPLE | 92.3% |
| YELLOW | 93.3% |
| RED | 91.3% |
| BLUE | 89.3% |
| GREEN | 97.3% | | 1,624 | 886 | {
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Isolation Readiness
General Stretching Routine
Just hopping out of bed? Just finishing a home workout? Looking for a quick pick-me-up? The benefits of stretching affect just about everything we do in our day to day lifestyle. This is a perfect routine to target all major muscle groups to help improve range of motion, increase blood flow and decrease your risk of injury. It is highly recommended you take a few minutes to stretch your muscles throughout the day. Perform this routine a few times each day, and stretching only to a point that is comfortable for you and does not cause any pain.
1. Chin Tuck Stretch
Sit up straight in a chair and look directly ahead of you.
Tuck your chin in without tilting your head down and hold for 5 seconds.
Return your head to the original position.
Repeat this activity 10 times.
2. Upper Trap. Stretch
Stand and put your arms behind your back.
Grasp the arm using the opposite hand to lower the shoulder.
Bend your neck to the opposite side until you feel a stretch on top of the shoulder. Maintain the stretch for 5 seconds and then relax. Now alternate, completing this on the opposite side of your body. Repeat this activity 5 times.
3. Shoulder Stretch
Place the arms parallel to the ground at the height of the neck and pull on the elbow with the opposite hand.
Maintain the stretch for 5 seconds and then relax.
Now alternate, completing this maneuver on the opposite side of your body. Repeat this activity 5 times.
4. Pectoral Stretch
Stand up next to a wall corner or doorway and place your forearm vertically on the edge.
Lean your body forward until you feel a stretch across your chest. Hold for 5 seconds. Repeat this activity 5 times on each side of your body.
Upper Chest - arm lower than horizontal
Middle Chest - arm parallel to floor
Lower Chest - arm higher than parallel.
5. Lumbar Rotation Stretch
In a seated position, extend one leg while bringing the other leg close to you with the sole of that foot on the floor. Place one hand behind you and sit tall, and then place the other arm against the knee while you sit up tall and rotate your trunk away from the bent knee.
Hold the position for 10 seconds while breathing normally.
Now alternate, completing this on the opposite side of your body. Repeat this activity 5 times.
6. Back / Hamstring Stretch
In a seated position, extend both of your legs in front of you with your toes pointed upward.
While sitting up tall, place your arms behind your lower back.
Then bring your shoulders forward and bring your head down vertically until you feel a stretch in your back and legs.
Hold the position for 5 seconds while breathing normally. Repeat this activity 5 times.
7. Cat & Dog Stretch
Start on all fours with your back straight, hands under your shoulders and knees under the hips.
Dog Stretch - slowly inhale and let the belly fall toward the floor to arch the back and extend the head at the same time.
Cat stretch - slowly exhale, round the back and tuck the chin to the chest.
Alternate between these two positions slowly holding each for 5 seconds. Repeat 5 times.
8. Quadricep Stretch
Start by lying on your stomach.
Bend your knee and hold your ankle with your hand.
Then pull your knee up off the ground with your hand until you feel a stretch at the front of your hip and thigh.
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Agriculture Works in Mysterious Ways!
Take this challenge.
Count how many times agriculture mysteriously makes a difference in your day.
Manitoba
Go through the lists and check all the items you use regularly...
Where do you live?
- in a home with wall paper – corn, cattle
- in a home with paint – soybeans, flax, corn
- in a home with linoleum floors – flax, cattle
- in a home with a cement foundation – corn sugar (helps cement dry slowly)
Did you sleep today?
- with a blanket – sheepskin, wool
- with a pillow – buckwheat, goose or turkey feathers
- with a duvet – goose or turkey feathers
What did you eat today?
- eggs
- milk
- yogurt
- cheese
- meat
- fruit or juice
- vegetables
- cereal – oats, wheat, barley
- toast or muffin – wheat, oats
- other ________________
Did you ride in a vehicle or take a bus today?
- ethanol fuel – canola, wheat
- biodiesel fuel – canola, soybeans
- brake fluid – flax
- polished vehicle – cattle, flax
- power steering – cornstarch, vegetable oils
- airbags – cornstarch
- spark plugs – cornstarch
- door panels – flax
What did you use today?
- soap – flax, corn, cattle, sheep, hemp, soybeans
- toothpaste – corn, eggs
- shampoo – oats
- clothes washed in detergent – canola
- creams or lotion – bees, wheat, safflower, canola
- sunscreen – oats
- makeup brush – hogs
- foundation makeup – canola, cattle
- mascara – wheat protein
- lipstick – bees, cattle
- shaving cream – sheep, cattle
- perfume – cattle
- other _______________
What did you wear today?
- slippers – cattle, sheep
- wool sweater, suit, scarf – sheep
- down jacket – turkey or goose feathers
- belt – cattle
- shoes – flax, cattle
- boots – ostrich, cattle
- shoe polish – corn
- leather jacket, pants, skirt – cattle, pigs
- linen shirt, jacket – flax
- purse – cattle
- other _______________
What did you do for a pet today?
- feed it – cattle, canola, lamb
- feed it fish food – plants, canola
- change the litter box – corn, wheat
- other _______________
Did you use medicine today?
- antibiotics – corn
- throat lozenges – eggs
- diabetic test strips – horseradish
Did you play any sports today?
- football – hogs
- football helmet – cattle (hard plastic)
- curling broom – pigs, horses
- volleyball – pigs
- basketball – pigs
- baseball glove – pigs, cattle
- tennis ball – sheep
- tennis racket – sheep intestines
- soccer ball – pigs
- fishing rod hook – rooster feathers
- golf grass – turf seed
- golf tees (biodegradeable) – cornstarch
- other ________________
Did you use a computer today?
- printer ink – soybeans, canola
- keyboard duster – ostrich feathers
Did you walk or use your bike today?
- grass – grass seed
- bicycle – cattle (fatty acids in tires)
Now count the number of times agriculture mysteriously appears in your day!
Insert the number of boxes you checked
Find out more about agriculture
For more information, contact your nearest Manitoba Agriculture GO Office:
call 204-945-4521 in Winnipeg; or visit manitoba.ca/agriculture. | 1,573 | 783 | {
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HUMMINGBIRD HAWK-MOTH
SCIENTIFIC CLASSIFICATION: Animalia | Arthropoda | Insecta | Lepidoptera | Sphingidae | Macroglossum | Macroglossum stellatarum
FAMOUS RELATIVES: Tomato Hornworm (A North American pest that transforms into a non-hovering hawkmoth), Death’s-head Hawkmoth (A moth famously featured in the 1990s thriller “The Silence of the Lambs”)
HOW YOU MIGHT COME ACROSS IT: Look for these buzzing moths as they sample nectar from flowers in a wide area that includes Europe, Africa and Asia.
HOW TO IDENTIFY IT: This 2.5-inch moth looks a lot like a hummingbird! It’s covered in a fine, tan- or gray-colored hair that gives its body a feathery look. Even its wings appear to be covered in feathers.
WHAT IT EATS: As a caterpillar, it eats bedstraw plants. As an adult, it seeks out nectar, just like hummingbirds do.
WHAT EATS IT: Any insectivore, including birds, bats and other animals.
LOCATION: West Africa to Japan
ACTIVITY CYCLE: DAY
HABITAT: Fields and Woodland Edges
WHAT YOU NEED TO KNOW: The Hummingbird Hawk-Moth is an amazing insect that replicates many of the features that North Americans have come to love in hummingbirds. Like their namesake birds, these large moths are able to hover while feeding on the nectar of flowers. Their similarities to hummingbirds don’t stop there. They also generate a buzzing hum during flight and it’s not uncommon in Europe for amateur birders to misidentify them as hummingbirds even though hummingbirds only occur in the Western Hemisphere.
Like the long beak on most hummingbirds, the Hummingbird Hawk-Moth also has a specialized feeding apparatus – an extraordinarily long, tongue-like proboscis that rolls out from its resting, coiled shape to reach deep inside a flower. This super-straw is often double the length of the moth’s body.
Beyond their buzzing flight and fancy proboscis, these moths have a number of other interesting features, chief among them are some really weird eyes. A Hummingbird Hawk-Moth’s eyes are huge and kind of creepy looking. In fact, it will appear as though it’s watching you no matter where you stand relative to the moth’s position. This is due to an optical illusion created by its massive, compound eyes. The result: This trick of light generates a pseudo-pupil that always seems to be giving you the evil eye!
It’s also hard to remember that these wondrous creatures were once something relatively mundane – pudgy green worms. Upon hatching from its egg, a Hummingbird Hawk-Moth larva will slowly develop into a green caterpillar. After it fattens up, the caterpillar spins a cocoon and emerges later in its “alien hummingbird” form.
Around Europe, Hummingbird Hawk-Moths are also seen as a good omen. During the D-Day Invasion of Normandy in World War II, Allied soldiers allegedly spotted a swarm of these moths crossing the English Channel. Soldiers took this as a sign of their impending success to establish a foothold in France.
North and South America have hovering, flower-feeding moths as well, but they usually have clear wing membranes. No matter where they appear these hummingbird stand-ins are certainly a sight to see! | 1,428 | 719 | {
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THE SHEPHERD
AND HIS
FLOCK.
RELIGIOUS TRACT SOCIETY;
56, Paternoster-row; 164, Piccadilly,
LONDON.
THE SHEPHERD AND HIS FLOCK.
When taking a country walk it is very pleasant to see a shepherd sitting under the shadow of a
tree, while his flock are feeding in the green meadow before him. It is hoped there are many kind shepherds in our land, though it is said those who keep sheep in some parts of the world are more tender with their flocks, and watch over them with greater care than we do. This you know is needed, as the helpless sheep may be attacked by the wild beasts, which are not found in our country.
Some years ago, a gentleman was travelling through a part of Greece, where many shepherds live. As he was on his journey he came to a place where he saw three men with their flocks. One had about six hundred sheep, another seven hundred
and a third seven hundred and fifty. These large flocks were spread all over the green valley, and were all mingled. But every shepherd knew his own sheep; and as he gave names to all, when the night came he called them together. Each flock then left the others, and followed their own shepherd, but a strange shepherd they would not follow. If called to come or go they obeyed him, for they knew his voice. When a sheep was going into a wrong place he called to it, and it came back at once. If the way was narrow or rough, he went before the sheep, and they quietly followed after him.
It was a very cold day when the gentleman saw these three
flocks. Some of the lambs were quite strong and full of play; but others were very young and feeble. The cold chilled them, and they could not walk. Each shepherd wore a kind of large cloak, tied round his neck, and also fastened about his waist, while the part round his bosom was full and loose. So he took up some of the little feeble lambs, and put them in the loose part of his robe—near the bosom. He did not quite wrap them up, but let their little heads appear, so that they could breathe well. But he kept them snug and warm. It was a pleasant sight to see a kind shepherd, with his bosom filled with lambs.
Among the large number of
sheep there were some old and feeble ones. They could not well get along the road when they returned home at night. A part of the way was steep and full of stones, and another part was miry and uneven. So the shepherds put their crooks just behind the sheep, to help them along. This was done very gently and kindly.
We are also told by other travellers, that a shepherd will take great care in finding nice green pastures to which he may lead his flocks. And should any robber or wild beast attack the sheep, the keeper will bravely defend them with his life.
Now, we well know of whom this account may remind us.
is so much like what we read in the Bible that our thoughts are at once led to Jesus. Yes; he indeed is the "Good Shepherd"—the "Chief Shepherd"—the "Great Shepherd." "The sheep hear his voice, and he calleth his own sheep by name, and leadeth them out. He goeth before them, and the sheep follow him. And a stranger will they not follow, but will flee from him; for they know not the voice of strangers." He "gathers the lambs in his arms, and carries them in his bosom." "His rod and his staff they comfort" or help the weary and aged among the flock. If you read the tenth chapter of the Gospel by St. John, the twenty-third Psalm,
and a part of the fortieth chapter of Isaiah, you will see how the Scriptures speak of our Lord Jesus Christ as a shepherd. You will also learn from other parts of the Bible how he "came to seek and to save those that are lost;" and that he "gave his life for the sheep." He so loved them as to die for them on the cross.
But who are his sheep? who are his lambs? We know that "all we like sheep have gone astray." Who then belong to Christ's "little flock"? What are the marks by which they are known? They are those who love the Shepherd, and who follow him. They keep near to him, that he may feed and protect;
them. They feel how weak they are, and look to him, that he may guide them. They know that he so loved them as to lay down his life for them—for the lambs as well as the sheep. They have faith in him as their only Shepherd and Saviour. They desire to be found in his fold on earth, and then to dwell with him for ever in heaven. Young reader, have you these marks of being one of Christ’s lambs? This is a serious question: will you think of it?
Lord may it be my chief delight
To yield to thee my early days;
Let every morning, noon, and night,
Bear witness to my grateful praise.
Benjamin Pardon, Printer, Paternoster Row.
3478660
Saviour, like a shepherd lead us,
Much we need thy tenderest care,
In thy pleasant pastures feed us,
For our use thy folds prepare.
Blessed Jesus,
Thou hast bought us, thine we are.
We are thine, do thou befriend us,
Be the Guardian of our way;
Keep thy flock, from sin defend us,
Seek us when we go astray.
Blessed Jesus,
Hear young children when they pray.
Thou hast promised to receive us,
Poor and sinful though we be,
Thou hast mercy to relieve us,
Grace to cleanse and power to free.
Blessed Jesus,
Let us early turn to THEE. | 1,838 | 1,254 | {
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LIBERATE THE LANE on the Auckland Harbour Bridge
The fast, fair, affordable fix - for a more resilient city
What's the idea?
Free up one lane on the Auckland Harbour Bridge for active travel - walking, biking, scooting and other kinds of micromobility.
Why?
- Another travel option
- Save time
- Save money
- #1 activity for visitors!
- Avoid traffic congestion
- Fun and great views
- Independence
- Health benefits
When will I be able to cycle over the bridge?
Our most FAQ
Currently you can walk or bike or scooter over Auckland Harbour Bridge. That’s a huge gap in our transport network.
Fixing this gap will make the whole transport system more resilient and more accessible for everyone.
THE LONG WAY ROUND 44km
66HR 3HR
VIA BRIDGE 41km
68min 15min
1959 Bridge built without any walking walkways and bike paths
1969 Bridge extended with bus tracks only, and no walkways or bike paths
2023 We’re all still waiting for those walkways and bike paths!
Who's it for?
66% of Aucklanders say they would walk or bike over the harbour
Waka Kotahi 2023
What about safety?
Giving a lane to active transport will extend the bridge’s life by 50 years - way less wear and tear than vehicles!
Fewer cars = better air quality for everyone, including those in the central city, which has the dirtiest air in NZ!
In 2021, Queen St exceeded WHO’s pollution guidelines by 24%. Air pollution costs Auckland an estimated $1.07bn per year.
Auckland Council Report
The bridge will be much safer for everyone with higher fencing along the outer edge, plus barriers to protect from traffic.
Did you know traffic fumes are “worst” inside vehicles?
2011 NZTA report
Biking or walking over the bridge exposes you to less fume pollution in built-up areas thanks to the constant fresh air.
2018 University of Leeds study
Is there space?
There are only 37 days/year when wind speeds would be high enough to close a lane.
NIWA data
Peak traffic volumes on the bridge have been falling since 2017. And since 2020, there’s been plenty of spare capacity to free up a whole lane 24/7.
Efficient alternatives are the key. At morning peak, around 58% of the people heading over the bridge and into the central city choose to take the bus.
Waka Kotahi, 2019
How about ferries?
- Limited room for bikes
- People with bikes are often turned away at peak times
- Fixed routes, limited timetables, unreliable services
OK then, special bike ferries?
- Requires new ferries
- Ongoing cost of staffing and running services
- 24/7 access highly unlikely
- Not a turn-up-and-go solution
What about the alternatives?
- Can’t currently take bikes on AT buses
- Adding bike racks to the whole fleet would take time and money - and will only carry max 3 bikes per bus
- Getting bikes on and off impacts bus travel times
- Fixed routes, limited timetables, unreliable services
Bikes on buses?
- The solution is right in front of us
- Freeing up a lane for walking and cycling is the smartest, simplest and speediest way to make the most of what we’ve got - and give Tāmaki Makaurau what it needs. Let’s Liberate the Lane, NOW!
LiberateTheLane.nz #LiberateTheLane | 1,463 | 748 | {
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Spider Life Cycle
Lapbook Project
How to create your lapbook:
Supplies Needed:
- File Folder
- Crayons, Markers or Colored Pencils
- Glue
- Scissors
Lapbook Cover
To create the cover of the lapbook, color each item on the page. When finished, cut each item out and glue to desired spot on the front flaps of the lapbook.
Vocabulary Words
Cut out the "Vocabulary Words" square. Cut the lines with the word 'cut' beside them. Fold on the dotted lines. Glue the folded areas and put in desired area in lapbook. Cut out the vocabulary cards and put them in the "Vocabulary Words" pocket.
Labeling Circles
Cut out each circle (with the blank label area on top) with the pictures of each step of the life cycle. Label and glue them in the correct order on one side of the lapbook.
Blank Life Cycle
Cut out the square with the blank life cycle and glue it in the desired area in the center of the lapbook. Have your students draw the life cycle steps in each circle in the correct order.
Stages 1-4 Square
Cut out the square with the Stages 1-4. Glue it to the lapbook. Then, color and cut out the individual squares with each step of the life cycle. Glue them in the correct order from Stage 1 to Stage 4.
Tracing Words Flapbook
Cut out each page of the tracing words flapbook. Glue them together in the correct order using the top line as a guide to put the glue. Have your students trace the word(s) on each page and say them aloud.
MY SPIDER LIFE CYCLE
Lapbook
Color the artwork and read each stage of the life cycle. Fold on the dotted lines to create an accordion booklet. Glue stage 1 on the lapbook.
Stage 1
The spider eggs develop into a sac like structure.
Stage 2
The egg sac protects the eggs until they hatch.
Stage 3
The spiderlings hatch and undergo several molts until they reach adulthood.
Stage 4
Adult spiders lay eggs and start the cycle all over again.
Life Cycle of a Spider
Have students cut out, color, glue and label each in their lapbook.
Cut the bar above with Stages 1-4 and the boxes below. Glue the bar with boxes Stages 1-4 in the lapbook. Students cut the life cycle boxes below and paste them in the correct order on their lapbook in the boxes above.
The Life Cycle of a Spider
Eggs
Egg Sac
Spiderlings
Adult
Draw the stages of the life cycle.
Vocabulary Words
egg sac
a protective silken pouch in which a female spider deposits her eggs.
spiderling
a young spider.
cycle
a series of events that are regularly repeated in the same order
molt
shed old feathers, hair, or skin, or an old shell, to make way for a new growth.
MY SPIDER LIFE CYCLE Lapbook
The Life Cycle of a Spider
Vocabulary Words
Draw the stages of the life cycle.
Stage 1
Stage 2
Stage 3
Stage 4
Life Cycle of a Spider
The spider egg hatches into a larva.
The spiderlings hatch and undergo several molts before they reach sexual maturity.
Adult spiders live for only one year.
egg sac
spiderling
adult
Vocabulary Words
The Life Cycle of a Spider
Vocabulary Words | 1,333 | 744 | {
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Feel the burn? Protect Yourself
By Allison Williams
STAFF WRITER
Perhaps you or someone you know came home from spring break with something other than memories or souvenirs. Redness, pain, itching and blistering all indicate one common mistake: You forgot to wear sunscreen.
Sunburns occur from excessive exposure to natural or artificial sunlight. Aside from the obvious discomfort associated with sunburns, there are many lesser-known effects that may lead to mild to severe consequences. Although the damage caused by sun exposure is irreversible, it is always important to properly treat any sunburn to maintain healthy skin.
According to WebMD.com, there are various factors one should be aware of that may increase the chances of sunburn. Traveling to areas located closer to the equator or at higher altitudes may make uninformed tourists more apt to get sunburned. In addition, certain medications can make the skin more sensitive to ultraviolet rays.
Some people with fair skin and light hair may also be at greater risk of sunburn. It is important to know, however, that darker-skinned people have a risk of skin damage from sun exposure as well.
The short-term consequences of sunburn are pain and discomfort, skin redness and irritation, inflammation and dehydration. Skin cancer is the most serious long-term effect of sunburn and can occur as a result of repeated sunburns. The smallest amount of sun can change the chemicals in your skin,” Maier said. “Changes in the cells can lead to a potential for skin cancer.”
An even more common result of sun exposure is premature aging of the body. According to the U.S. Food and Drug Administration (FDA) Center for Devices and Radiological Health, the long-term effects are pretty well documented. Every body should be putting on sunscreen.
Lynne Maier, RN at the Brockport Student Health Center said it comes as a surprise to students that severe burn can have such serious consequences.
When prevention fails, it is necessary to treat the symptoms in the incident of sunburn. Maier said cool clothes can be applied to mild burns to ease the irritation. Cool baths may also help relieve the discomfort of sunburn. Pain may be treated with over-the-counter medications such as Tylenol or ibuprofen.
Drinking fluids is essential to rehydrate the body and skin. Lotions containing aloe may also be applied to the burn to prevent peeling. If blistering occurs, wear loose-fitting clothing, avoid friction and do not puncture the blister.
Severe sunburns may require more medical attention and additional treatment. A doctor should be seen if a burn includes open blisters, excessive redness, puffiness or if a fever is present.
Maier had one final message for students regarding sun exposure: Protect yourselves.
“The long-term effects are pretty well documented,” she said. “Everybody should be putting sunscreen on.”
More information about sunburn treatment and skin care can be found by seeing... | 1,206 | 600 | {
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Once there was a bustling forest. Large, looming tree branches swayed in the gentle breeze. There were creatures of different shapes and sizes. There were long, slithering snakes rustling through the leaves. Fluffy brown rabbits scurried about looking for vegetables. Hungry squirrels quickly gathered nuts. Watchful owls scanned the forest for small mammals. Frightened mice hid from the powerful owls. Colorful song birds flitted about making nests for their babies. Even insects busied themselves. Hundreds of Army ants were hard at work finding food for their demanding queen. The sweet aroma of beautiful flowers filled the air. Suddenly, the wind grew stronger. Dark clouds covered the sky. First, small raindrops sprinkled the forest floor. Then, large, heavy drops pounded the ground. Animals hastily ran for cover. The bustling forest was now dark and quiet.
This is the story after the student editors made changes. The Page Contributors section on the left identifies each editor. The different colors indicate different authors.
Once there was a magical forest. Large trees were hugging in the gentle breeze. There were animales of different shapes and sizes. There were 100,000 legged monkeys rustling through the trees. One eyed giants looking for antie gorillas to eat. Hungry flying horses and dogs gathered hot dogs to hibernate. Watchful owls scanned the forest for
1,000 eggs. Frightened mice hid from the powerful worms. Colorful singing giraffs flitted about making nests for their babies. Even insects busied themselves. 200 of a word anteaters were hard at work finding food for their demanding queen. The sweet aroma of beautiful flowers filled the sky. Suddenly, the wind grew stronger. Dark blue green clouds covered the sky. First, pounded raindrops sprinkled the forest ponds. Then, small, blueberry drops pounded the ground. Talking trees ran for cover. The bustling forest was now spooky and deadly.
The following screen shots are of students’ discussion of their favorite fantasy.
I like the Lion the Witch and the Wardrobe because Lions are one of my favorite animals and I like to play war with my little brother.
My favorite fantasy book is WHERE THE WILD THINGS ARE I just love the adventure that they go through.
I like the story how i became a pirate because the little boy teaches the pirates how to play soccer and then the shark eats the ball because they kicked the ball off the boat and then the pirates got mad and i like how the little boy asked the pirate for a kiss and the pirates said no way and then he asked them to read a book to him and they said they only had maps and i like that they putted the boy in a box during the storm and this let the box go all over the place.
I like the story Winter Fairy because it getting sad the little fairy lost her wings and she has looked all over Snowville and she is just four I wonder what's going to happen next I hope she finds her wing. But her sister has all her wings and she is just a baby fairy. But the reason that she lost her wing is that she was flying to the store and on the way there she bumt into a the her sister laugh at her because she lost her wing and her sister toke a pic of her and made a copy of it and sent it to everyone in Snowville.
I like stories too I always want to know what comes next it is a mysteries to me.
Its fun to read and have fun.
Student,
Vamsi Gorrepati
I like the series of Narnia because it has adventure in it.
I enjoy many fantasy stories. I like Alice in Wonderland and the Wizard of Oz. The Lion the Witch and the Wardrobe is becoming my favorite because I don't remember reading it when I was younger. As I read it for the first time, I get to feel the excitement and mystery of Narnia because I really don't know what is going to happen next!
This last one is my posted comment. I usually post first so they can see what kinds of information they can include in their responses. | 1,284 | 841 | {
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Soil: Earth’s living skin
Soil is one of the significant support systems for human life. Understanding its relevance to the Earth’s processes will help us address the increasing pressures on our planet’s land and water supplies.
By DR ALFRED HARTEMINK
Waste and nutrient cycles:
nutrients released by weathering or fixed from the air are recycled; toxins are neutralized. Disturbance of the cycle may bring about eutrophication or pollution of soils and water or, on the other hand, depletion of nutrients that threatens livelihoods across the world.
» About 60% of freshwater is green water, held in the soil and available to plants.
Erosion: loss of the soil cover can lead to the stripping of the Earth’s living skin with all its irreplaceable functions. Erosion is not all bad; much of our most fertile soil in deltas, alluvial and loess plains are products of past erosion. However, when wind and water erosion is accelerated by mismanagement, it leads to alarming soil degradation and diminished air and water quality.
Key issues in soil science
Expand knowledge base
Soil science has greatly contributed to the exponential increase in agricultural production and the feeding, housing, and clothing of the people of the world. There are great challenges ahead for soil science as burgeoning human populations and aspirations increase pressures on land and water. The spatial and temporal characterization of soil and its functioning within ecosystems is vital for our understanding of the earth as a global system. Wise use of natural resources requires an expanding knowledge base that accommodates the dynamics of a rapidly changing world; where to focus is a big question.
Link soil science to the Earth sciences
Great benefits can be expected with further integration between traditional fields, for example the regolith (between soil at the surface and the solid geology below) and the influence of land-use and management on soil characteristics across a range of spatial scales. Substantial new work is needed to bridge the gaps; the crux is how this can be achieved most effectively.
Integrate knowledge
The pedosphere (soil) is the link between the atmosphere and the other ground-based spheres (geosphere, biosphere, hydrosphere) and we need to increase interaction between the many different groups and show that soil is important to all the other spheres.
Communicate better with society
Relevant, science-based information is needed so that informed decisions can be made and this will demand more effective interaction with policy-makers. We are also looking for radio and TV programs, plays, pictures, press and internet ventures. Better communication should attract students, for the future of soil science will depend on them.
Dr Alfred Hartemink is a soil scientist at ISRIC – World Soil Information in Wageningen, the Netherlands. | 1,163 | 562 | {
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myriamborst.com/objektor.html
objektor
Objektør
‘Objektør’ (objector) does not really exist. In Norwegian the word suggests ‘someone who makes objects’ (like in ‘skulptør’-sculptor) or it could mean someone in opposition (f.e. to our common way of thinking how things exist).
The objects made by Objektør try to materialize this. You can turn them upside down and they look very much the same but just a small turn or a change in perspective makes them look quite different. You might wonder whether it is the same object. It is. But it does not exist inherently (as we normally see it), from its own side. It depends on our perception.
The image shows a wooden structure with a star-like pattern, composed of multiple thin wooden slats arranged in a symmetrical design. The slats are positioned at angles that create a radiating effect, converging towards the center to form a star shape. The structure appears to be part of a larger installation or architectural element, showcasing intricate craftsmanship and geometric precision.
The left image shows a 2D square pattern with a gradient effect, while the right image displays two 3D models of stacked squares, one in a twisted configuration and the other in a straight configuration.
Wooden Stairs PNG Image
This image is a high-quality, transparent PNG file featuring wooden stairs. It can be used for various purposes such as interior design, architectural visualization, or as a decorative element in digital projects. The transparency allows for easy integration into other designs without the need for background removal.
The design process for the wooden structure involved creating a series of sketches and 3D models to explore different configurations and structural solutions. The final design features a combination of triangular and rectangular shapes, which not only provide a visually appealing aesthetic but also enhance the structural integrity of the piece. The use of wood allows for a natural and organic feel, while the geometric patterns add a modern touch. The structure is designed to be both functional and artistic, making it suitable for various settings such as galleries, museums, or as a standalone piece in public spaces.
The left image shows a regular triangular lattice structure, while the right image displays a disordered triangular lattice structure.
The design of the bridge is based on a series of interconnected trusses, each consisting of two triangles. The trusses are arranged in a repeating pattern, with each truss being connected to the next by a single point. This creates a strong and stable structure that can withstand the forces of wind and water.
The trusses are made of wood, which is a natural and sustainable material. The wood is cut into precise shapes and sizes, and then assembled using traditional joinery techniques. This ensures that the trusses are strong and durable, and can withstand the rigors of the environment.
The bridge is designed to be lightweight and easy to transport. It can be disassembled into individual trusses, which can be transported in a truck or trailer. Once at the site, the trusses can be reassembled quickly and easily, without the need for heavy machinery.
The bridge is also designed to be flexible and adaptable. It can be adjusted to fit different sites and conditions, and can be modified to suit the specific needs of the project. This makes it a versatile and practical solution for a wide range of applications.
Overall, the design of the bridge is a testament to the ingenuity and skill of the engineers who created it. It is a beautiful and functional structure that will stand the test of time, and provide a safe and efficient means of crossing the river for years to come.
Figure 1: Left: A pattern of Z-shaped structures. Right: A 3D rendering of the pattern.
1 2 3 4 5 6 7 8 9 10
Galleri ‘Parallel Univers’
This gallery offers you the opportunity to leave your world behind and experience the peace and beauty of Store Skjærvøya, a small desolated island out in the open towards the North Atlantic ocean.
The advantage of this parallel universe, in contrast to all the others, is that this one is just a short boat trip away from Stokmarknes (the center of the universe as we know it).
Here, parallel with each other, both Myriam Borst and Objektør expose their work.
objektor
myriamborst.com/objektor.html | 1,719 | 1,181 | {
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