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Celebrating Together
Lesson 4
September 26, 2021
Acts 2:37-47
get excited (5 minutes)
Play Scattegories.
key verse exercise
Do the Lesson 4 Key Verse escape room activity.
Scripture Summary
Acts 2:37-47
This speech by Peter was made to Jewish listeners. He wanted them to do three things: repent, be baptized, and live a new life as a follower of Jesus. These believers started the practices of listening to apostles teach, eating meals together, and worshiping as a community. Christians still do these things today.
Verse to Remember
Day by day, as they spent much time together in the temple, they broke bread at home and ate their food with glad and generous hearts, praising God and having the goodwill of all the people.
Acts 2:46-47a
Instructions and answers can be found in the Teacher’s Guide at cedamezion.com. Click on the “resources” tab, then click CSL, then click the appropriate Quarterly.
"Yes! Friday is finally here!" exclaimed Jahari. He had been looking forward to the Friday Night Fellowship all week. The church planned a fun-filled time at the Go-Kart Track.
When Jahari arrived at the Go-Kart Track, he saw the rest of the Faithful Five under a tent with a lot of people. "Wow! A lot of people showed up today," he said as he greeted his friends.
Nevaeh saw one of their church school teachers, Mr. Williams. "Let's go over and greet him."
"Hi Mr. Williams. It seems like more people than usual are here today," said Zakiyah.
"What's poppin' F5!" That's what Mr. Williams called the Faithful Five whenever he saw them together. "I'm glad you made it. We invited the church that just opened, West Tabernacle Church, to come and fellowship with us. Everyone is a part of the fellowship tonight – children, youth, young adults, and seniors. The pastor thought this would be a good way for us to get to know our new neighbors."
Pastor Davis used a megaphone to greet everyone. "Thank you for coming to our Friday Night Fellowship. Today is extra special because we are welcoming the West Tabernacle family to the neighborhood. We look forward to worshipping together on other occasions. Tonight is all about having fun and enjoying each other's company. And don't let this clergy collar fool you. I'm 'fast and furious.' See you on the track!"
The Faithful Five happily followed the pastor as he got in the go-kart line. Everyone had a great time racing and meeting fellow believers.
---
**Key Words**
- **what's poppin'**
- an expression used to greet someone
- **occasions**
- particular events
- **clergy collar**
- a shirt worn by Christian ministers that has a stiff white collar and fastens in the back of the neck
It’s time to work with the Faithful Five on this week’s Superhero Challenge: “FELLOWSHIP FUN.” Help the Faithful Five describe times when they had fellowship fun by sharing your own.
**What do you think?**
What did Peter want the listeners to do?
What practices did the early believers start that Christians still do today?
**Time to create**
Make a name tag.
**Time to pray**
Dear God, thank You for giving us communion with fellow believers. Help us to be a welcoming faith community. In Jesus’ name we pray. AMEN. | 1,254 | 738 | {
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Appendix A
Films, Quotations, and Articles
Films
Following is a list of films that faculty might show their students to promote discussion and reflection about civic responsibility.
A Civil Action
American History X
Bamboozled
Crash
Dead Man Walking
Do the Right Thing
El Norte
Erin Brockovich
Gandhi
Hoop Dreams
Hotel Rwanda
It’s a Wonderful Life
Malcolm X
Matewan
Mi Vida Loca
Motorcycle Diaries
Mr. Smith Goes to Washington
Norma Rae
Pay It Forward
Rashomon
Roger and Me
Schindler’s List
Silkwood
Stand and Deliver
The Fisher King
The Hurricane
The Milagro Beanfield War
The Women of Brewster Place
To Kill a Mockingbird
Twelve Angry Men
Quotations
Following are some quotations related to service and civic responsibility. Using quotes can be an effective way to initiate reflective discussions or writing.
Everybody can be great because everybody can serve.
- Martin Luther King, Jr.
Service is the rent we pay for living. It is the very purpose of life and not something to do in your spare time.
- Marian Wright Edelman
I was born a citizen of a free state… however slight my voice may affect public affairs, my right to vote on them is enough to impose upon me the duty of learning about them.
- Jean Jacques Rousseau
A different world cannot be built by indifferent people.
- Horace Mann
One is not born into the world to do everything but to do something.
- Henry David Thoreau
Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.
- Margaret Mead
From what we get, we make a living; what we give, however, makes a life.
- Arthur Ashe
No act of kindness, no matter how small, is ever wasted.
- Aesop
Without community service, we would not have a strong quality of life. It's important to the person who serves as well as the recipient. It's the way in which we ourselves grow and develop.
- Dorothy I. Height
I don't know what your destiny will be, but one thing I know: the only ones among you who will really be happy are those who will have sought and found how to serve.
- Albert Schweitzer
I shall pass through this world but once. Any good therefore that I can do or any kindness that I can show to any human being, let me do it now. Let me not defer or neglect it, for I shall not pass this way again.
- Mahatma Gandhi
How wonderful it is that nobody need wait a single moment before starting to improve the world.
- Anne Frank
A thousand words will not leave so deep an impression as one deed.
- Henrik Ibsen
Treat people as if they are what they ought to be, and help them become what they are capable of being.
- Alice Walker
Work to make a living; serve to make a life.
- Will Rogers
Articles
The following books are good sources for articles and readings related to civic responsibility.
Barber, Benjamin R., and Richard M. Battistoni. 1993. *Education for Democracy*. Dubuque, Iowa: Kendall/Hunt Publishing Company.
Bellah, Robert N., Richard Madsen, William M. Sullivan, Ann Swidler, and Steven M. Tipton. 1985. *Habits of the Heart: Individualism and Commitment in American Life*. Berkeley: University of California Press.
Lappé, Frances Moore, and Paul Martin Du Bois. 1994. *The Quickening of America: Rebuilding Our Nation, Remaking Our Lives*. San Francisco: Jossey-Bass. ERIC ED No. 386 812.
Shea, Margo, and Kevin Mattson. 1998. *Building Citizens: A Critical Reflection and Discussion Guide for Community Service Participants*. New Brunswick, N.J.: The Walt Whitman Center for the Culture and Politics of Democracy at Rutgers University. | 1,612 | 857 | {
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Biking and Walking: Investing Beyond Transportation
Investing in multi-use trails such as the Empire State Trail will provide needed recreation space in communities across the state. It will also benefit the State’s tourism industry, promote economic development, and improve New York’s health and environment.
TOURISM
Bicycle tourism is a growing industry, with an estimated 60 million recreational cyclists spending almost $47 billion on meals, transportation, lodging, gifts, and entertainment at the national level.
The Erie Canalway Trail receives 1.6 million visits per year, pumping over $253 million in much-needed tourism revenue into the dozens of communities across the 360-mile Canalway Trail corridor between Buffalo and Albany.
Each year, tour operators bring thousands of cycling tourists from around the world to New York State to experience our rich history, culture, and scenery from the unique perspective of a bicycle.
ECONOMIC DEVELOPMENT
Bicycling and walking are job creators: the Erie Canalway Trail supports more than 3,400 jobs and every $1 million spent on biking and pedestrian projects creates an average 9.6 jobs compared with an average of just 7.8 jobs created by road-only projects.
A recent study from the National Association of Realtors found that 78% of homebuyers considered walkable neighborhoods important when deciding where to live; 56% also considered bike lanes and trails important.
A survey conducted at businesses in New York City’s East Village found that bicyclists spend more per capita per week than customers arriving by foot, car, or transit.
HEALTH
Sidewalks and trails promote mental health: walking on trails and in parks reduces anxiety, improves sleep quality, and positively affects cognitive performance.
In 2011 New Yorkers spent almost $10 billion to combat the effects of adult obesity-related health problems, costing each family in the State an additional $771 annually.
Only 49% of adult New Yorkers meet physical activity recommendations. One of the most cost-effective ways to improve New Yorkers’ health is to give them places to walk and bike.
ENVIRONMENT
According to a 2014 report by NYSERDA, transportation is the largest contributor, at 34%, to New York State’s overall greenhouse gas emissions. Most trips New Yorkers take each day are within biking and walking distance, suggesting we can reduce our negative effect on the environment by investing more in active transportation.
A large share of New Yorkers cannot or choose not to drive. Investing in biking and walking gives this segment of the population the safety and freedom of mobility we all deserve.
Increasing levels of walking and biking can increase the capacity of our transportation network in a low-cost way while simultaneously preventing urban sprawl and preserving open space.
Trails and greenways can also enhance resiliency and sustainability projects such as coastal area and wetland rehabilitation.
Prepared by Parks & Trails New York
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There are a number of ways to save water outdoors...
* Water landscaping only when needed. Water no more than twice a week unless the weather is hot and dry.
* Check your irrigation system, faucets and hoses regularly and repair any leaks. Make sure your irrigation system is operating as efficiently as possible.
* Water your lawns before 10am or after 4pm so that water is less likely to be lost due to evaporation or wind.
* Water deeply with a soaker hose so that water will penetrate the soil just below the root zone. This will encourage deep, strong roots.
* Consider native and drought tolerant plants and grasses when making landscape choices and adjust your watering to take advantage of the less-thirsty plants.
* Use your local specialists! Contact the Public Works Dept. at 473-5460 to review your irrigation system at no cost.
... and they all start with you!
Every drop counts!
How to Contact Us:
Public Works Department
1375 Ash Street
Arroyo Grande, CA 93420
Phone: (805) 473-5460
Fax: (805) 473-5462
www.arroyogrande.org
CITY OF ARROYO GRANDE
CALIFORNIA
Water Conservation
Irrigation & Landscaping
San Luis Obispo County has a semi-arid climate, typified by warm, dry summers and cool, moist winters. By planning within the conditions of our local environment (climate, soils, water availability, etc.), we can create "Smart" landscapes that are more appropriate for our area and more resource-efficient.
Whether you are designing a new landscape or renovating an old one, you will be able to create a beautiful landscape that satisfies your personal needs, adds value to your property, and conserves valuable resources.
Where to start to make an existing landscape more water efficient.
Replace part or all of the lawn.
Keep just what you need. Replace the rest with unthirsty plants or hardscape, such as patios and decks.
Update your irrigation system.
Replace old sprinklers with drip irrigation or newer, more efficient sprinklers. Install an electronic controller.
Use organic mulches
They'll save water now and improve soil texture for new plantings in the future.
Please contact the City of Arroyo Grande with any questions at:
(805) 473-5460
For best results, convert all irrigation to drip irrigation. These suggested schedules are effective 95% of the time during typical seasonal conditions of San Luis Obispo County. Varying soil types, terrain, weather conditions, irrigation system design factors, type of vegetation and use of mulch can greatly affect the water requirements of any given landscape. | 1,138 | 559 | {
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Prevention
On June 25, 2013, President Obama announced a series of executive actions to reduce carbon pollution, prepare the U.S. for the impacts of climate change and lead international efforts to address global climate change.
As part of the Climate Action Plan, President Obama issued a Presidential Memorandum directing the EPA to work expeditiously to complete carbon pollution standards for the power sector. You can learn more about the President's Climate Action plan on the White House web site.
http://www.whitehouse.gov/share/climate-action-plan
To reduce the health impact of environmental pollution:
- Limit diesel soot pollution from construction, equipment, buses, trucks & trains.
- Reduce air pollution from dirty coal-fired power plants.
- Support efforts to bring cleaner cars to Illinois.
- Reduce the threat of deadly radon exposure.
- Reduce motor vehicle idling
Carbon Pollution refers to air pollution caused by the production of CO2 (carbon dioxide) from industrial activity and is the biggest driver of Climate Change.
In 2009, The Environmental Protection Agency (EPA) determined that greenhouse gas pollution threatens Americans’ health and welfare by leading to long-lasting changes in our climate that can have a range of negative effects on human health and the environment. Carbon dioxide (CO2) is the primary greenhouse gas pollutant, accounting for nearly three-quarters of global greenhouse gas emissions and 84% of U.S. greenhouse gas emissions.
**CARBON POLLUTION & POWER PLANTS**
The electric power sector accounted for 33% of U.S. total greenhouse gas emissions and 60% of U.S. stationary source greenhouse gas emissions in 2011.
Fossil fuel-fired power plants are the largest source of U.S. CO2 emissions. Fossil fuel-fired power plants use natural gas, petroleum, coal or any form of solid, liquid, or gaseous fuel derived from such material for the purpose of generating electricity.
**HEALTH EFFECTS OF CARBON POLLUTION**
Unchecked carbon pollution leads to long-lasting changes in our climate, such as:
- Rising global temperatures
- Rising sea level
- Changes in weather & precipitation
- Changes in ecosystems, habitats & species diversity
These changes threaten America’s health & welfare for current & future generations. Health risks include:
- More heat waves & drought
- Worsening smog (also called ground-level ozone pollution)
- Increasing the intensity of extreme events, like hurricanes, extreme precipitation and flooding
- Increasing the range of ticks & mosquitoes, which can spread diseases such as Lyme Disease & West Nile Virus.
Air pollution can endanger your lung health in outdoor & indoor environments. Breathing air pollutants can cause numerous health problems, including lung cancer, asthma attacks, heart attacks, strokes & premature death. Doctor’s visits, emergency room treatments & hospitalizations all increase when air quality worsens.
Despite progress in recent years, air pollution continues to be a serious problem. Today, more than 100 million Americans live in areas with unhealthy levels of air pollution. The Chicago metropolitan region still violates federal air quality standards for harmful ozone and particulate matter pollution. Poor air quality is not only an outdoor problem, but an indoor problem as well. In fact, the U.S. EPA ranks poor indoor air quality among the top five environmental risks to public health. | 1,606 | 666 | {
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LI water needs state watchdog
A panel with enforcement power would help stop further aquifer contamination
Water is our most important natural resource. We drink it, bathe in it, wash with it. And every drop we use on Long Island comes from aquifers that lie far underground. So it was good news that the Suffolk County Legislature voted last week to create a bi-county commission on aquifer protection.
Now Nassau lawmakers need to pass similar legislation. And both county executives need to sign it so the commission can begin to do its work.
But that alone is not enough.
With our drinking water under threat as never before from fertilizers, pesticides and other contaminants, what is really needed to safeguard Long Island's water is a state commission with teeth. A commission with the authority to establish and enforce tougher standards and levy fines in an effort to reduce the amount of nitrogen pollution in our groundwater.
The data are too compelling and the need too urgent to wait.
Research paints a worrisome picture. Much of it was outlined in the recent Newsday-News 12 series on Long Island's water supply. Nitrogen in the aquifer that supplies most of our drinking water has increased 200 percent in Suffolk between 1987 and 2005, according to the latest data available; the concentration is well below federal standards for safety but the trend is alarming. Testing has detected 117 pesticides in our groundwater. The gasoline additive MTBE has been found in 330 wells in Suffolk alone. And last summer was the worst on record in the frequency and severity of nitrogen-fueled red tides, brown tides and rust tides spoiling our waterways.
So the vote in Suffolk, although a half-step, is encouraging. It is recognition by a group of leaders that a problem exists. And the bi-county commission's immediate charge — to produce a report on the state of the aquifer — is important. Although there is good water quality data for Suffolk as a whole, the same does not exist in Nassau, where information is compiled separately by dozens of water suppliers. What are the trends there on nitrogen pollution? The report also would be a benchmark for new policy recommendations. But it's not a substitute for action itself.
That would be done more effectively by a state commission overseeing the entire aquifer system. Water protection is a regional issue; we're all affected equally because we all draw from the same one source. So we need one watchdog. State Assemb. Robert Sweeney (D-Lindenhurst) has introduced legislation that would create a commission with teeth, require the Department of Environmental Conservation to devise a clean water plan, and set a much more restrictive standard for nitrogen in groundwater. The bill is due to be taken up next year but the political will to do anything controversial before elections in 2014 might be lacking. And it will be controversial, because the best solutions entail pain and sacrifice for everybody. Upgrading septic system technology, for example, would mean higher costs for homeowners forced to upgrade systems when buying homes. Upgrading sewer technology would be expensive for taxpayers. Reducing pesticide and fertilizer use has been resisted by farmers. But all are essential steps to cleaning our water and keeping it that way.
There will be a temptation to wait. But elected officials — local and statewide — should remember that Long Islanders care deeply about their environment and about their water. This is too important not to get right. | 1,363 | 692 | {
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General synopsis:
In this short video clip, Grade 1–6 teachers are using guided reading strategies to support all students in their classrooms, including students with significant disabilities.
Key Understanding
- Guided reading offers structured opportunities before, during and after reading to support students in developing literacy skills and strategies.
- A guided reading approach offers strategies and structures that teachers can use to address the unique learning and communication needs of students with significant disabilities.
Questions for Discussion
- What impact can activating and building background knowledge have for a student with significant disabilities?
- Share examples of activities and strategies that can be used as part of the before reading time. Would these activities work for a student with significant disabilities? If not, what changes would you have to make to ensure all students benefit?
- During reading, students read the book, including rereading the book. How might this “reading” look different for a student with a significant disability?
- What are some strategies you can use to get a sense of individual student’s understanding of what he or she have read, particularly students with limited verbal skills?
- What types of after reading activities would help students with significant disabilities deepen their understanding?
- How is your understanding of the potential of the guided reading process changing as a result of watching this video? Is there anything you would do differently in your classroom, after viewing this video?
For more information
- Literacy for All. Retrieved from http://abliteracyforall.wikispaces.com/
- Alberta Regional Professional Development Consortia. Inclusive Education Retrieved from http://www.inclusiveeducationpresources.ca/literacy/
- Erickson, K., and Koppenhaver, D. (2007). Children with Disabilities: Reading and Writing the Four Blocks® Way. Greensboro, NC: Carson-Dellosa.64–65.
- Erickson, K. (2003). Reading Comprehension in AAC. The ASHA Leader, Vol. 8, No. 12, 6–9. Retrieved from http://ebookbrowse.com/reading-comprehension-in-aac-pdf-d48311206
- Center for Literacy & Disability Studies, University of North Carolina-Chapel Hill Teacher Resources: Guided Reading Retrieved from http://www.med.unc.edu/ahs/clds/projects/new-voices-project/teacher-resources
Acknowledgement:
This guide was developed through a collaboration between Edmonton Regional Learning Consortium and Alberta Education. It is freely provided in support of improved teaching and learning under the following Creative Commons licence: Link to the Inclusive Education: Support for Implementation website at http://inclusiveeducationpresources.ca/ for Professional Development Resources. For further information on learning opportunities to support inclusion, visit http://www.arpsc.ab.ca/. | 1,330 | 553 | {
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Worded Questions.
1). A block of ice weighs 2208 g and has a volume of 2400 cm$^3$. Find the density of the ice.
2). A piece of Stilton cheese has a density of 2 g/cm$^3$. It has a volume of 420 cm$^3$. What is the mass of the cheese?
3). A stone weighs 440 kg. The density of the stone is 2200 kg/m$^3$. What is the volume of the stone?
4). Magnesium has a density of 174 kg/m$^3$. A bar of magnesium has a volume of 1.2 m$^3$. What is the mass of the bar of magnesium?
5). A gold chunk has a volume of 2.5 cm$^3$ and a mass of 48.5 g. What is the density of gold?
6). Steel has a density of 7700 kg/m$^3$. A girder made out of steel weighs 26180 kg. What is the volume of the steel girder?
7). Lead has a density of 11.5 g/cm$^3$. A rectangular block of lead measures 7 cm x 5 cm x 2 cm.
a). Find the volume of the block of lead.
b). Find the mass of the block of lead.
8). A plywood plank measures 1 cm x 8 cm x 90 cm and weighs 396 g.
a). Find the volume of the plywood plank.
b). Find the density of plywood.
9). The petrol in a petrol can weighs 2000 g. The density of petrol is 0.8 g/cm$^3$.
What is the volume of petrol in the petrol can
a). in cm$^3$, b). in litres?
10). A cube of balsa wood has edges of length 12 cm. It weighs 345.6 g.
a). Find the volume of the balsa wood cube.
b). Find the density of balsa wood.
11). A marble slab is 1 metre long and has a rectangular cross section of area 15 cm$^2$.
a). What is the volume of the marble slab?
b). The density of marble is 2.7 g/cm$^3$, what is the mass of the marble slab?
12). Copper is cast in a rectangular block of dimensions 10 cm x 8 cm x 5 cm. The density of copper is 8.9 g/cm$^3$.
a). Find the volume of the copper.
b). Find the mass of the copper. | 934 | 554 | {
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Life of Pi Crossword Puzzle
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Name: _____________________________
Date: _______________________________
Across
2 The protagonist of the story. He is the narrator for most of the novel, and his account of his seven months at sea forms the bulk of the story.
3 The elderly man who tells the author Pi’s story during a chance meeting in a Pondicherry coffee shop.
4 Never given a name, he is outraged when Pi, who was raised Hindu, begins practicing other religions.
5 Okamoto’s assistant. He is the more naïve and trusting of the two Japanese officials.
7 Pi’s father. He once owned a Madras hotel, but because of his deep interest in animals decided to run the Pondicherry Zoo.
11 Pi’s atheistic biology teacher at Petit Séminaire, a secondary school in Pondicherry. A polio survivor with a body shaped like a triangle.
13 Pi’s young daughter. She is shy but very close to her father.
14 The maternal orangutan (monkey) that floats to the lifeboat on a raft of bananas. Killed by The Hyena.
17 Pi’s son. He plays baseball.
18 Pi’s wife, whom the author meets briefly in Toronto.
19 The Royal Bengal tiger with whom Pi shares his lifeboat.
20 Driven by hunger and desperation, he tries to kill and cannibalize Pi, but Richard Parker kills him first.
Possible Answers:
Atsuro Chiba, Father Martin, Francis Adirubasamy, Gita Patel, Meena Patel, Nikhil Patel, Orange Juice, Piscine Molitor Patel, Ravi, Richard Parker, Santosh Patel, Satish Kumar, Satish Kumar, The Blind Frenchman, The Cook, The Hindu Pandit, The Hyena, The Sailor, The Zebra, Tomohiro Okamoto, Usha Patel, Yann Martel
Down
1 The Catholic priest who introduces Pi to Christianity after Pi wanders into his church. He preaches a message of love.
4 He is rude and violent and hoards food on the lifeboat. After he kills the sailor and Pi’s mother, Pi stabs him and he dies.
6 Pi’s older brother. Ravi prefers sports to schoolwork and is quite popular. He teases his younger brother over his devotion to three religions.
8 An official from the Maritime Department of the Japanese Ministry of Transport, who is investigating the sinking of the Japanese Tsimtsum.
9 The human counterpart to the zebra in Pi’s second story. He speaks only Chinese and is very sad and lonely in the lifeboat.
10 Author of Life of Pi.
11 A plain-featured Muslim mystic with the same name as Pi’s biology teacher. He works in a bakery.
12 An ugly, intensely violent animal. He controls the lifeboat before Richard Parker emerges.
15 Pi’s beloved mother and protector. A book lover, she encourages Pi to read widely. She does not subscribe to any religion.
16 He breaks his leg jumping into the lifeboat. The hyena torments him and eats him alive. | 1,272 | 686 | {
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Introduction to the Campo (Countryside) Experience
The campo experience for many people is the highlight of their time in Nicaragua. Experiencing other cultures and realities, particularly those of a lower income country, allow us to gain insight into how most of the world’s population lives. The major goal is to experience, acquire understanding and learn from those whose lives are very different from yours. That will mean leaving much of yourself behind and giving yourself to the situation and to the Nicaraguan people around you. You will need to trust them and depend on them, which is not something that most of us (U.S. Americans in particular) are used to doing.
Many times you may feel that there is nothing to do but sit, to which many of us are unaccustomed or are uncomfortable. Let it be a time of thinking and observing. Conversations may develop slowly; people are comfortable with long silences. Other times the conversation moves rapidly.
One way to observe life in the campo is to look at different aspects of life. It takes a great deal of work to observe and understand well what you see because we interpret everything through our particular frame of reference. This experience will likely force you to put aside your “glasses” and put on someone else’s. The questions below can be seen as a tool for expanding your understanding of the people who have opened their homes and lives to you and which will, in turn, help you better understand yourself.
A second goal is to reflect on who you are, as a person formed by a particular culture, and what your role is in the world, as you understand it. We cannot learn about others without reflecting on ourselves. We cannot understand ourselves until we can see at a distance the culture that has shaped us. This campo experience is an opportunity to look at yourself in a new way. This, too, is part of understanding peace and justice issues, or Christian mission, because ultimately all relationships begin with individual responses to situations.
Take note of your observations, reactions and feelings. What you are about to do is not easy. You will no doubt experience some discomfort in some aspect of your physical life related to eating, sleeping, bathing or going to the bathroom. What are your reactions?
You will also likely experience some discomfort related to social interactions. What does it feel like to not be able to communicate your thoughts or even your needs? What is it like to not know the correct way to act in a given situation?
However challenging the experience, it is key to understanding the reality of the majority of the world. You will enlarge your vision of the world and your understanding of yourself. Allow yourself that opportunity.
**Reflection Questions: Deepening the Experience**
**Basic Needs:**
- How do people get their food? Do they grow it? Buy it? What varieties of food do they eat? How much does their income and time is spend obtaining and preparing food?
- What are their houses made of? What does the design and placement of the houses tell you about the resources and social relationships?
- What is the source of water? Is the community satisfied with their water?
- How far is the nearest health clinic or hospital? What is available right in the community?
- How does the available transportation affect their basic needs?
**Relationships:**
- What are relationships like between men and women, neighbors and outsiders, adults and children? How and where do neighbors interact? What does the arrangement of their houses tell you about community values and relationships?
- How do the number of people in the community, the type of work they do and their geographic surroundings affect their relationships?
- What are the predominant influences from the outside? (Teacher, technicians, government workers?)
**Community Decision Making:**
- Who has the power?
- How are decisions made?
- What do various people see as the great strengths and need of the community?
Education:
• How are the young taught the values and skills of the community?
• What formal educational opportunities exist? Why or why not are they utilized to their maximum?
• What informal education opportunities exist? (Church studies, etc.)
Recreation:
• How do people relax and enjoy themselves?
• What facilities are available for recreation?
Beliefs and Values:
• How do they express their understanding of the world?
• What is important to them? What is the “good life”?
• What role does religion play in their lives?
• What is their view of time?
• What meaning does work have? What is the main purpose in life? | 1,728 | 913 | {
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Know Before You Go: Tropical Storm Season
Traveling internationally is exciting and full of adventure, but it’s always important to stay safe. If your customers are planning to travel to regions of the world often affected by hurricanes, typhoons, or cyclones, they should carefully consider the potential dangers and inconveniences associated with their travel before finalizing plans. Travelers should have an emergency plan in advance of their departure. Even areas far from the coastline can experience dangerous winds, tornadoes, mudslides, and floods from seasonal storms.
When does storm season begin and end?
| REGION | START OF SEASON | END OF SEASON |
|-----------------|-----------------|---------------|
| North Atlantic | June | November |
| Northwest Pacific| July | November |
| Northeast Pacific| May | November |
| Southwest Pacific| October | May |
| South Indian | October | May |
| North Indian | April | December |
What can be expected in a hurricane/typhoon/cyclone?
The effects of a storm can last long after it has passed. Regions affected may experience:
- Widespread damage to the local infrastructure, such as roads, public transportation, electricity, and both land lines and cell phones; and serious shortages of adequate accommodations, food, water, and medical facilities.
- Airport closures or limited flights due to high winds, flooding, or runway or terminal damage. Available flights may fill up very quickly.
- Ocean/sea ports may also be impacted. Even large ships may have difficulties on the open water or need to change their scheduled route to avoid dangerous storms, high winds, and rough waves.
- Extended stay in an emergency shelter with basic resources and limited medicine and food supplies.
How can your customers prepare?
* Enroll in our Smart Traveler Enrollment Program (STEP). Enrolling in STEP lets them sign-up to receive important information from the nearest U.S. Embassy or Consulate about safety conditions in their destination country and allows us to better assist them in case of an emergency.
* Purchase comprehensive travel insurance. Use our Traveler’s Checklist to help you organize an emergency kit.
* Follow the instructions of local authorities concerning security and evacuation. Doing so could save their life.
* Monitor local radio, television, and other sources of information to stay aware of any weather developments in the area. Minor tropical storms can quickly develop into dangerous storms, limiting the time available for a safe evacuation.
* Keep in touch with their tour operators, hotel staff, cruise company, airlines, and local officials for evacuation instructions.
* Update friends and family in the United States as regularly as possible to let them know how they are doing. If they use social media, consider ways to keep their status updated.
Travelers should always carry the telephone number and address for both their hotel and the nearest U.S. Embassy or Consulate.
Additional Resources
Please note, these are other U.S. government websites and are not maintained by the U.S. Department of State.
* National Hurricane Center
* Joint Typhoon Warning Center
* Ready.Gov
* Centers for Disease Control and Prevention | 1,567 | 637 | {
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Pertussis ("Whooping Cough")
What You Need to Know
from the Greene County Combined Health District
What Is Pertussis?
Pertussis, or whooping cough, is a highly contagious respiratory infection caused by the bacteria *Bordetella pertussis*.
Who gets Pertussis?
Pertussis can occur at any age. Although most of the reported cases occur in children under five years, the number of cases in adolescents and adults is increasing, probably due to waning of vaccine immunity. Adolescents and adults and those partially protected by the vaccine may have milder disease which is not diagnosed as Pertussis. Pertussis is thought to account for up to 7% of cough illnesses per year in adults.
How is Pertussis Spread?
Pertussis is primarily spread by direct contact with the discharges from the nose and throat of infected individuals. Frequently, older siblings or other adult household members who may be harboring the bacteria in their nose and throat can bring the disease home and infect an infant in the household.
What are the symptoms?
Pertussis begins as a mild upper respiratory infection. Initially, symptoms resemble a common cold, including sneezing, runny nose, low-grade fever and a mild cough. Within two weeks, the cough becomes more severe and is characterized by episodes of numerous rapid coughs followed by a crowing or high-pitched whoop. A thick, clear mucous may be discharged with the coughing. These episodes may recur for one to two months, and are more frequent at night. Young infants, adolescents, and adults do not have these typical coughing spells. Older people or partially immunized children may have milder symptoms.
When do symptoms appear?
The incubation period is usually 7 to 10 days, with a range of 4 to 21 days.
When and how long is a person able to spread Pertussis?
A person can transmit Pertussis from the onset of symptoms to three weeks after the onset of coughing episodes. The period of communicability can be reduced to five days after appropriate antibiotic therapy is begun.
Does past infection make a person immune?
One attack usually confers immunity comparable to that provided by vaccine.
What are the complications associated with Pertussis?
Young infants are at the greatest risk for complications. Serious complications of Pertussis include pneumonia, seizures, encephalopathy (disorders of the brain), and death. Less serious complications include ear infections, loss of appetite, and dehydration.
What is the vaccine for Pertussis?
Children should be immunized with the DTaP (diphtheria toxoid in combination with tetanus toxoid and acellular pertussis) vaccine at 2, 4, 6 and 15 to 18 months of age and between 4 and 6 years of age. Older children and adults who have completed the primary series should receive Td (tetanus/diphtheria) boosters every 10 years. It is recommended that for both adolescents (11-18 years of age) and adults <65 years of age, Tdap (tetanus/diphtheria/acellular pertussis) be used for one of those boosters to provide protection against Pertussis.
How can the spread of Pertussis be prevented?
The single most effective control measure is maintaining the highest possible level of immunization in the community. The treatment of cases of Pertussis with the appropriate antibiotic is important, as is the treatment of close contacts of cases. In addition, medical professionals should consider the diagnosis of Pertussis in adolescents and adults with persistent coughs. People who have or may have Pertussis (including those with a persistent cough) should stay away from young children and infants until properly evaluated by a physician.
FOR MORE INFORMATION
WWW.GCCHD.ORG ● WWW.ODH.OHIO.GOV ● WWW.CDC.GOV 1-800-CDC-INFO | 1,637 | 815 | {
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The San and the story of ≠hannuwa
The San (known as the Bushmen in colonial times) are the only true indigenous people of South Africa. They are known to have been living here more than 80 000 years ago, and their way of living remained unchanged until the first of several waves of colonists began displacing or marginalising them 2 000 years ago.
The San were hunter-gatherers. They lived in highly mobile groups of between 20 and 50 people, following the game herds. They regulated their behaviour in harmony with plant and animal cycles, astral movements and climatic phenomena. For them the geography of their surroundings was sacred and they showed this by engraving and painting art on boulders, on the rock walls of shelters and on overhangs throughout the landscape. This secured a sense of place that found expression in their myths. The land was the source of life – a gift to mankind that nourishes, supports and teaches.
Indigenous peoples like the San in the Western Cape devised wise ways to protect their natural resources and, although they themselves had never heard of conservation, they could be called the original environmentalists. They avoided over-using food and water supplies by ranging over wide territories. They harvested only what nature would replenish. Land was not regarded as an asset to be owned. The San upheld many traditions which in most cases had positive impacts on the environment.
The San society was self-sufficient and sustainable. While today’s societies are global and our progress is undeniable, our long-term sustainability has yet to be proven. Today, we face many challenges in our relationship with our environment and there is much that we can learn from our indigenous societies.
The language of the /Xam San was painstakingly transcribed by the German linguist Dr Wilhelm Bleek and his sister-in-law, Lucy Lloyd, in the late 19th century. From this work we know that the /Xam language in itself is metaphorical and abstract when denoting certain ideas, especially if used to convey ‘feeling’ concepts such as life, nature, harmony or even mother earth. A word/verb that is associated with good fortune (as in having enough to eat or to gather) is ≠hannuwa, meaning to be ‘comfortable, happy, good, nice or fortunate’ (Bleek 1956). It is a collective word suggesting a life of harmony and plenty; in other words, success in sustaining life. It may be used to suggest the wine growing industry as being ≠hannuwa, in succeeding in sustaining nature in the successful gathering of fortune. Here is a quote using this word (translated) from Díaikwain, the Bushman teacher of San ritual concepts from the Katkop hills in the Northern Cape, considering the good fortune of hunting and gathering when the moon grows:
“When our mothers saw the moon, when they saw that the moon did not lie hollow, they spoke, they said, ‘This moon is a good moon; it does not carry people, for it carries as a man does when he carries food, when he has put food into the net. It seems as if it knew that our men will carry; therefore it carries with the net. It seems as if it knew that our folk will go out and find food, that their going will be fortunate…’” (Lewis-Williams 2000:249 Stories that float from afar: ancestral folklore of the San of Southern Africa Cape Town: David Phillip)
Wines of South Africa is using the word ≠hannuwa to encapsulate the philosophy of the wine industry as embodied in the pledge that our producers are signing, namely:
• To farm sustainably.
• To be a custodian of the land and preserve it for our future generations.
• To nurture a culture of respect among the people who work with us on our farms and in our cellars.
• To promote an environment of dignity, equality and upliftment for all.
• To protect the unique and valuable biodiversity of our winelands.
• To safeguard the rich heritage of South Africa’s winelands.
The South African wine producers are embracing this ancient wisdom with enthusiasm, for we ignore it at our peril.
* ≠ or Alveolar click. The front part of the tongue more than the tip is pressed against the alveolar ridge and drawn sharply downward when released. Some English-speakers use this sound to express sympathy.
Research by Renée Rust
Department of Geography and Environmental Studies
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Young teens and road safety
Road incidents are a major cause of injury and death for young teens in Great Britain. 2012 road casualty statistics for 12–15 year olds show there were:
- 6,702 road casualties
- 26 people killed
- 2,799 pedestrian casualties (of which 7 people were killed and 608 seriously injured)
- 1,302 cycling casualties (of which 10 people were killed and 192 seriously injured)
- 2,230 car user casualties (of which 8 people were killed and 129 seriously injured).
It is important to make them aware of the risks and help them to take positive actions that will keep them as safe as possible.
How parents and carers can help
Your son or daughter may be learning about road safety at school. However as a parent or carer you are vital in helping your son or daughter to develop good road safety habits. Young people tend to copy adults’ behaviour, so if they see you taking risks they are likely to take risks too. One of the best ways that you can help your son or daughter to be safer is to set a good example when using roads, on foot and in the car.
As your son or daughter moves through secondary school, he or she will be starting to make more and more independent journeys as a pedestrian, as a cyclist or on public transport. They need to be able to assess the risks and take positive actions to make their journey as safe as possible.
Journey planning
Talk to your son or daughter about the safest way to make a journey. Encourage them to think about it before starting the journey and be prepared for unexpected things. You could ask:
- What route will you take, and where are the road hazards? Can changing the route make it less risky? For example, walking to crossings rather than taking short cuts.
- What are the times and costs of any public transport?
- Could you change your route to make it safer?
- What would you do if something unusual happened?
You could complete the journey planner overleaf with your son or daughter before they begin making the new journey to secondary school, or any new journey.
Further information
You will find more detailed information for parents and carers at http://think.direct.gov.uk/education/secondary/. There, you’ll find information on pedestrian safety and the Green Cross Code, the importance of being seen, distractions, in-car, cycle and motorcycle safety. You’ll also find useful links for further reading.
Journey planner
You will travel between your home and secondary school around 400 times each year. This journey planner will help you to plan your journey to make it as safe as possible.
1. Look at a map that shows your home and your new school to find the route you will take.
2. Use the grid provided to show the different stages of your journey.
3. List the hazards at each stage (things that could harm you).
4. Is the risk for each hazard high, medium or low? (How likely is it to happen?)
5. Think about how you could remove the risk or reduce it to keep yourself safer.
Example journey
| Stage of my journey | Hazards | Risk | How I could be safer |
|---------------------|----------------------------------------------|------|------------------------------------------------------------------------------------|
| Walk on the pavement to the main road. | Being hit by a car pulling out of a driveway. | Medium | Staying alert, not being distracted by friends, phones, music etc. |
| Cross the busy road to the bus stop. | Being hit by a car or other vehicle. | Medium | Find a safer place to cross to get to the bus stop. Is there a pedestrian crossing nearby for example? |
| Get on the bus. | Falling over if the bus stops suddenly. | Low | Sitting down if there is a seat available. Making sure there is a railing or handle to hold on to if you are standing. |
| Get off the bus and cross the main road outside school. | Getting hit by a car or other vehicle. | Medium | Walking down the road to the zebra crossing. Wait until the bus has moved off and you can see clearly in both directions. |
What would you do if something unusual happened? For example:
- you were going to be late for school
- you missed your bus
- the person giving you a lift home did not turn up
- it’s dark and the batteries for your bicycle lights have gone flat.
What happens if your friends want you to take a short cut across a busy road with no pedestrian crossing? | 1,941 | 947 | {
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Welcome back to school Year Six, after a wonderful Easter break! It is lovely to see you all back in school and we are very excited to spend your last term of primary school with you, helping you to prepare for high school!
**KS2 SATs 2024**
The SATs timetable will run as follows:
- **Monday 13th May**
- English Grammar, Punctuation and Spelling
- Paper 1: questions—45 minutes
- Paper 2: spellings
- **Tuesday 14th May**
- English reading—60 minutes
- **Wednesday 15th May**
- Mathematics
- Paper 1: arithmetic—30 minutes
- Paper 2: reasoning—40 minutes
- **Thursday 16th May**
- Mathematics
- Paper 3: reasoning—40 minutes
**SATs Preparation**
Lots of children are already joining us for tutoring after school on either Tuesdays or Thursdays with different members of staff, but over the next 5 weeks please encourage your child to use their CGP books in their blue book bags to revise what we have already covered so far in reading, SVGP and maths.
**Huge Congratulations!**
Over the Easter break, Miss Taylor got married and is now Mrs Evans. We wish her and her husband all the best in their new journey together as husband and wife!
**PE Kit**
Our PE days will remain the same this term on Tuesdays and Thursdays. Our slots have swapped round, our outdoor slot is now on a Tuesday afternoon and our indoor slot is now on a Thursday afternoon, however in the summer we do try to go outside as much as we can if the weather allows us too.
Please remember to send your children in their PE kits on a PE day. Last term, we had to remind a lot of children about wearing the correct PE kit on these days — children must be wearing the correct kit! This is a white t-shirt, blue or black shorts, trousers or leggings and white or black trainers.
**Summer Term Curriculum:**
In **English**, our core text will continue as ‘Boy in the Striped Pyjamas’ by John Boyne, and then after half term we will begin looking at Shakespeare’s Macbeth. We will be writing in a range of styles based around these texts.
In **maths**, we will be focusing on key areas identified from the children’s last practice SATs papers in order to close gaps and support children with weaker areas. Each week we will also do times table practice, arithmetic questions and reasoning and problem solving. After SATs the children will work on projects to help apply their maths skills into wider world concepts in preparation for high school.
In **science**, we will be learning all about the circulatory system and evolution and inheritance.
In **history**, we will be investigating a local study to discuss who we think is responsible for the Rounds Green New Colliery Disaster.
In **geography**, we will be looking at how to read and create maps.
In **design technology**, we will be creating an automata toy.
In **art**, we will be creating a legacy structure to display in school before they leave.
In **Spanish**, we are going to be talking about school, including subjects, timetables and equipment.
In **music**, we will continue to follow Charanga to explore and appraise different styles of music.
In **computing**, we will be learning about eSafety, Scratch coding and a stop motion project.
In **RE**, we will be learning about Christianity, knowing right and wrong and worship.
In **PSHE**, we will be learning about what affects mental health and ways to take care of it, managing change, loss and bereavement, managing time online, the affects of drugs and alcohol and becoming more independent in preparation for transition to high school. The children will also have a session with the school nurse on changes to their bodies as they grow up.
As a cohort, we will also be working on an our End of Year Leavers’ Assembly which we will look forward to sharing with you all at the end of the year (dates to follow soon). | 1,605 | 849 | {
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Coal City Unit District #1
Second Grade
Social Studies Curriculum
SS.2:1 Students will demonstrate an understanding of inquiry skills such as developing questions, evaluating sources, and communicating conclusions.
- SS.2:1-1 Create questions to help guide inquiry about a topic with guidance from adults and/or peers.
- SS.2:1-2 Explore facts from various sources that can be used to answer the developed questions.
- SS.2:1-3 Gather information from one or two sources with guidance and support from adults and/or peers.
- SS.2:1-4 Evaluate a source by distinguishing between fact and opinion.
- SS.2:1-5 Ask and answer questions about arguments and explanations.
- SS.2:1-6 Use listening, consensus building, and voting procedures to decide on and take action in their classroom.
SS.2:2 Students will demonstrate an understanding of civic and political institutions and processes, rules, and laws.
- SS.2:2-1 Explain what governments are, their different parts, and some their functions (e.g. making laws, protecting citizens, and collecting taxes).
- SS.2:2-2 Identify the meaning of a community and describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
- SS.2:2-3 Identify the meaning of a right and a responsibility and be able to give examples.
- SS.2:2-4 Explain how citizens’ choices affect themselves and their communities.
SS.2:3 Students will demonstrate an understanding of geographic representations, human-environment interactions, and human populations.
- SS.2:3-1 Construct and interpret maps and other graphic representations of both familiar and unfamiliar places.
- SS.2:3-2 Identify some cultural and environmental characteristics of your community and compare to other places.
- SS.2:3-3 Explain how people in your community use local and distant environments to meet their daily needs.
- SS.2:3-4 Identify features and locations of/on a map or globe.
SS.2:4 Students will demonstrate knowledge about the economics system in the United States.
SS.2:4-1 Determine how our choices can affect ourselves and others in both positive and negative ways.
SS.2:4-2 Explain the role of money in making exchanges and how money can be either saved or spent.
SS.2:4-3 Compare the goods and services that people in the local community produce and those that are produced in other communities.
SS.2:5 Students will demonstrate an understanding of historical changes, perspectives, and sources.
SS.2:5-1 Describe changes that have occurred in the local community over time.
SS.2:5-2 Identify individuals and groups who have shaped a significant historical change or have been a part of a significant historical change.
SS.2:5-3 Explain how different kinds of historical sources (such as written documents, objects, artistic works, and oral accounts) can be used to study the past. | 1,317 | 619 | {
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Dear Parent(s)/Carer(s),
This term we will be studying the three themes of Local Church (Community), Eucharist (Relating) and Lent/Easter (Giving). Each class will approach the themes through different topics.
**LOCAL CHURCH - COMMUNITY**
*(04/01/2022- 28/01/2022)*
| Early Years | Year 1 | Year 2 | Year 3 | Year 4 and Year 5 | Year 6 |
|-------------|--------|--------|--------|-------------------|--------|
| CELEBRATING - People celebrate in Church | SPECIAL PEOPLE - People in the parish family | BOOKS - The books used in Church | JOURNEYS - Christian family’s journey with Christ | COMMUNITY - Life in the local Christian community ministries in the parish | MISSION - Continuing Jesus’ mission in diocese (ecumenism) | SOURCES - The Bible, the special book for the Church |
**SUGGESTIONS FOR HOME ACTIVITIES**
Explore the Diocesan website, looking at the number of churches, and finding out about our bishop. Read Bible stories together or encourage older children to read a child’s Bible.
**EUCHARIST - RELATING**
*(31/01/2022- 04/03/2022)*
| Early Years | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
|-------------|--------|--------|--------|--------|--------|--------|
| GATHERING - Parish family gathers to celebrate Eucharist | MEALS - Mass, Jesus’ special meal | THANKSGIVING - Mass, a special time to thank God | LISTENING & SHARING - Jesus gives himself to us | GIVING & RECEIVING - Living in communion | MEMORIAL SACRIFICE - Eucharist as the living memorial of Christ’s sacrifice | UNITY - Eucharist enabling people to live in communion |
**SUGGESTIONS FOR HOME ACTIVITIES**
Look through the family photograph album to help the children remember important events and special people in their lives. Discuss how we come together for special celebrations.
**LENT/EASTER - GIVING**
*(07/03/2022- 08/04/2022)*
| Early Year | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
|------------|--------|--------|--------|--------|--------|--------|
| GROWING - Looking forward to Easter | CHANGE - Lent: a time for change | OPPORTUNITIES - Lent: an opportunity to start anew | GIVING ALL - Lent: remembering Jesus’ total giving | SELF DISCIPLINE - Celebrating growth to new life | SACRIFICE - Lent: a time of aligning with the sacrifice made by Jesus | DEATH & NEW LIFE - Celebrating Jesus’ death and resurrection |
**SUGGESTIONS FOR HOME ACTIVITIES**
As a family talk about how you are going to practice self-control and self-giving for the rest of the season of Lent. You may decide to give up biscuits or cakes and donate the money to a charity. If you have an older child provide him/her with an opportunity to take part in The Stations of the Cross. Ask your children how the school is focusing on Lent and self-giving.
IMPORTANT DATES THIS TERM
MARY, THE HOLY MOTHER OF GOD
1 January
THE EPIPHANY OF THE LORD
6 January
THE BAPTISM OF THE LORD
9 January
THE PRESENTATION OF THE LORD
2 February
ASH WEDNESDAY
2 March
ST JOSEPH, SPOUSE OF THE BLESSED VIRGIN MARY
19 March
THE ANNUNCIATION OF THE LORD
25 March
PALM SUNDAY OF THE PASSION OF THE LORD
10 April
MAUNDY THURSDAY
14 April
GOOD FRIDAY
15 April
EASTER SUNDAY
17 April | 2,022 | 834 | {
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Truggle tree monsters hang by their knees, way up high in red truggle trees. Hanging in bunches, hanging in rows, giggling and wiggling their monstrous toes. Hooting and howling and smacking their lips and crunching on bugs and truggle tree chips.
Truggle Tree Monsters
DAY 1: Comprehension
Introduce the title of the poem, *Truggle Tree Monsters*.
Look at the illustration.
*What kind of a poem do you think this is?* (nonsense)
*What makes you think that?*
Read the poem to the students.
Use the punctuation and the other visual clues (bold font, illustrative text) to read the poem with the correct expression and emphasis.
Ask students:
*How do you know there are no such things as Truggle Tree monsters?*
*Would you like it if there were Truggle Tree Monsters? Why do you say that?*
Ask students what questions they would ask the Truggle Tree monsters. They can use How, Why, When, Where, What.
DAY 2: Vocabulary
Read the poem to the students again.
Now get the students to read it with you out loud together.
Focus on the words: *hooting, howling*
Ask the students what these words mean and what other words could have been used instead.
Act out the Truggle Tree monsters *smacking their lips*.
DAY 3: Reading with Fluency
Put a circle with your finger around a period, comma, bold font and illustrative text (*jiggleing, wigglin’*).
Ask students what these are for.
Now read the poem out loud again, making sure the students use the punctuation and other clues to read with expression.
DAY 4: Reinforce Phonics/Phonemic Awareness
Read the poem out loud together.
- Write the word *monster* and *monstrous* on the board.
- Show students how the word *monster* is the base word of *monstrous*.
- Write the words *cuckering, munching, gogling, wigglin*.
- Write the base word. Draw on the board a drawing on *giggle* and *wiggle*.
- Write the words *bunches* and *trees* on the board.
- Talk about these words being plural nouns. Focus on how the endings are different.
- Find some other plural nouns in the poem.
DAY 5: Creating
Read the poem out loud together.
Clap the rhythm of the poem.
Make a tune or a rap for the poem.
Move to the poem in some way.
Each child needs to have a copy of the poem from the blackline master glued into his or her own notebook.
Encourage them to illustrate the poem in their own way. | 961 | 576 | {
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Solve the following ratios using the BAR DIAGRAM model.
1. The ratio of number of text messages sent by Lucas to the number of text messages sent by his sister is 3 : 4. Lucas sent 18 text messages. How many text messages did his sister send?
_________________ text messages
2. Josie took a long multiple choice test. The ratio of the questions she got incorrect to the number of problems she got correct was 4 : 9. If there were 65 questions on the test, how many did Josie get incorrect?
_________________ incorrect
3. At a country concert, the ratio of the number of boys to the number of girls is 2 : 7. If there were 350 girls at the concert, how many total people were there?
_________________ total people
4. At the Speedy Fast Ski Resort, the ratio of number of skiers to the number of snowboarders is 7 : 5. If there are 28 more skiers than snowboarders there, how many skiers were at the resort? How many snowboarders?
_________________ skiers
_________________ snowboarders
5. For a project in their health class, Jasmine and Brenda recorded the amount of milk they drank every day. The ratio of amount Jasmine drank to the amount Brenda drank was 3 : 2. If Jasmine drank 12 pints of milk, how much more milk did she drink than Brenda?
___________ pints more than Brenda
6. Heritage Middle School has 150 students. If two out of every three students prefer math over ELA how many more students prefer math than ELA?
___________ students
7. For every five dollars that Pam saves in her account, her brother saves two dollars in his account. Today, Pam has 36 more dollars in her account than her brother. How much do they each have in their account?
Pam $_____________
Her brother $_____________
8. A survey found that 12 out of every 15 people in the United States prefer eating at a restaurant over cooking at home. If 400 people selected eating at a restaurant on the survey, how many people took the survey?
___________ total people
5. For a project in their health class, Jasmine and Brenda recorded the amount of milk they drank every day. The ratio of amount Jasmine drank to the amount Brenda drank was 3:2. If Jasmine drank 12 pints of milk, how much more milk did she drink than Brenda?
J | 444 | 12 pints
B | 44 | 8 pints
4 pints more than Brenda
6. Heritage Middle School has 150 students. If two out of every three students prefer math over ELA, how many more students prefer math than ELA?
Math over ELA 2 : 3 total
Math over ELA | 50 | 100 prefer math
Total | 50 | = 150
150 - 100 = 50 students
7. For every five dollars that Pam saves in her account, her brother saves two dollars in his account. Today, Pam has 36 more dollars in her account than her brother. How much do they each have in their account?
Pam | 12 | 12 | 12 | 12 | 12 | $60
Brother | 12 | 12 | $24
Pam $60
Her brother $24
8. A survey found that 12 out of every 15 people in the United States prefer eating at a restaurant over cooking at home. If 400 people selected eating at a restaurant on the survey, how many people took the survey?
Restaurant Home
12 : 3
REDUCE
4 : 1
R | 100 | 100 | 100 | 100 | = 400
H | 100 | = 100
500 total people | 1,501 | 805 | {
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Coal City Unit District #1
Kindergarten
Math Curriculum
MA.K:1 Students will demonstrate an understanding of number recognition and counting. (CC)
MA.K:1-1 Rote to 100 by 1’s. (K.CC.A.1,2)
MA.K:1-2 Rote to 100 by 10’s. (K.CC.A.1)
MA.K:1-3 Identify numbers 0-20.
MA.K:1-4 Write numbers from 0-20. (K.CC.A.3)
MA.K:1-5 Count a group of objects using one-to-one correspondence up to 20. (K.CC.B.4,5)
MA.K:1-6 Compare 2 written numbers between 1 and 10 to determine greater than, less than, or equal to. (K.CC.C.6,7)
MA.K:2 Students will demonstrate an understanding of addition and subtraction. (OA)
MA.K:2-1 Solve addition word problems 1-10 using objects or drawings. (K.OA.A.1)
MA.K:2-2 Solve subtraction word problems 1-10 using objects or drawings. (K.OA.A.2)
MA.K:2-3 Decompose numbers 10 or less into different numbers using drawings or objects. (e.g. 5=3+2). (K.OA.A.3)
MA.K:2-4 Write missing addend to make 10 when added to the given number. (4+__ = 10) (K.OA.A.4)
MA.K:2-5 Orally state the correct answer when shown a visual addition fact family to five. (K.OA.A.5)
MA.K:2-6 Orally state the correct answer when shown a visual subtraction fact family to five. (K.OA.A.5)
MA.K:3 Students will demonstrate an understanding of numbers 11 to 19 using base 10. (NBT)
MA.K:3-1 Compose numbers from 11-19 using ten ones and additional ones using objects or drawings. (K.NBT.A.1)
MA.K:3-2 Record numbers from 11-19 into ten ones and additional ones by using objects or drawings. (10+3=13) (K.NBT.A.1)
MA.K:3-3 Decompose numbers from 11-19 into ten ones and additional ones by writing an equation. (13=10+3) (K.NBT.A.1)
MA.K:4 Students will demonstrate an understanding of the concept of measurement. (MD)
MA.K:4-1 Describe measurable attributes of objects. (e.g. length, weight) (K.MD.A.1)
MA.K:4-2 Compare two objects with a measurable attribute in common to see which has “more of”/“less of” the attribute. (K.MD.A.2)
MA.K:4-3 Sort and graph objects to determine greater than, less than, or equal to. (K.MD.B.3)
MA.K:5 Students will demonstrate an understanding of geometric shapes. (G)
MA.K:5-1 Name shapes: square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, and sphere. (K.G.A.2)
MA.K:5-2 Correctly describe an object using the name of the shape and its position. (e.g. above, below, beside, in front of, next to) (K.G.A.1)
MA.K:5-3 Identify shapes as two-dimensional (flat) or three-dimensional (solid). (K.G.A.3)
MA.K:5-4 Compare two-dimensional objects describing similarities and differences. (e.g. sides, corners, other attributes) (K.G.B.4)
MA.K:5-5 Compare three-dimensional objects describing similarities and differences. (e.g. sides, corners, other attributes) (K.G.B.4)
MA.K:5-6 Build and draw environmental shapes using different materials. (K.G.B.5)
MA.K:5-7 Compose simple shapes to form larger shapes (pattern blocks). (K.G.B.6) | 1,623 | 902 | {
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We all need food, but is it safe to eat? Can we make it last longer and not cause disease? Unsafe food handling can lead to food poisoning. Food poisoning can be prevented by taking care when buying, storing and handling food. Careful handling keeps food safe and makes it last longer.
**BUYING FOOD**
To protect your health buy the best quality food you can, and always check the following:
- **Packaging** – avoid damaged cans and torn packets.
- **Labelling** – is the product near its use-by date? How should it be stored? Follow the recommended storage conditions e.g. REFRIGERATE AFTER OPENING.
- **Perishable food** – avoid dairy products, meat, fish, poultry, etc. stored out of refrigerators or above the loadline in freezers.
- **Transporting perishable food** – plan your shopping trip so perishable foods are purchased last. Transport in an esky and place them in a refrigerator or freezer as soon as possible.
**STORING FOOD**
Following these easy steps will help protect your food:
- **Keep food covered** to protect it from dust, insects, sneezes, etc. Always use a clean cover - never re-use plastic or aluminium wrap.
- **Keep raw food separated from cooked food**. Always wrap foods and store cooked foods above raw foods in the refrigerator.
- **Keep perishable foods hot (above 60°C) or cold (below 5°C)**. Check the temperature of your refrigerator regularly. In hot weather it may need adjusting to keep food cold.
- **Arrange food in your refrigerator** so cold air can easily circulate around it. Never overstock the refrigerator. Refrigerators work better and are cheaper to run if they are defrosted regularly.
**TIME AND TEMPERATURE CONTROL**
High-risk foods include dairy products, meat, poultry, fish, seafood, etc. Bacteria grow easily on these foods and need time in the right conditions to multiply to dangerous levels. Bacteria grow best at temperatures between 5°C and 60°C. This temperature range is known as the 'temperature danger zone'.
TO STOP BACTERIA GROWING:
- Always keep high risk foods:
- above 60 °C (e.g. roasts, stews, casseroles, soups, curries, etc.) or
- below 5°C (e.g. sliced meats, desserts, dairy products, sandwiches, salads, etc.)
- Never leave high-risk food out at room temperature.
- Always defrost frozen food in the refrigerator or in a microwave oven set on 'defrost'.
- Make sure food is cooked thoroughly. Joints of meat, poultry, etc. should reach at least 75°C in the centre. This will kill most harmful bacteria.
- Cook food and serve immediately. If you must cool food, place it in small, shallow containers to allow for rapid cooling before refrigerating.
KEEP HIGH-RISK FOOD OUT OF THE TEMPERATURE DANGER ZONE
HANDLING FOOD
Bacteria cannot move on their own - they must be carried from one place to another.
Bacteria are spread by poor food handling practices or by contact with pets, flies or other pests. Keep pets out of the kitchen when preparing food.
To stop the spread of bacteria:
- Always wash your hands thoroughly with soap and hot water before handling food, especially before handling cooked food.
- Use separate cutting boards and knives for each type of food e.g. raw meat, fish, vegetables and cooked foods.
- Always clean and sanitise work surfaces and utensils. Sanitisers kill bacteria, while detergents only remove dirt and grease.
- Avoid using bare hands to touch food. Use tongs, forks and spoons whenever possible.
- Use paper towels whenever possible. Dishcloths and towels can carry bacteria.
FURTHER INFORMATION
For further information contact your local government Environmental Health Officer or Food Safety, Environmental Health Service
PO Box 8172, Stirling St
PERTH WA 6849
Telephone: (08) 9388 4999
Facsimile: (08) 9388 4955
http://www.public.health.wa.gov.au
RELATED PUBLICATIONS
- Food Poisoning
- Simple Rules for Safe Sandwiches
- Cleaning and Sanitising | 1,784 | 887 | {
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EXTREME WORLD QUIZ
1. The coldest continent on Earth has a recorded temperature of -89 °C. Brrrrr, that’s freezing cold! Where is it?
A. Asia B. Antarctica C. America
2. In the driest place in the world it rains 1 mm every year. Where is it?
A. The Sahara Desert in Africa B. The Gobi Desert in Asia C. The Atacama Desert in Chile
3. The highest inhabited place in the world is 4,900 m above sea level. Where is it?
A. Tibet B. India C. Holland
4. In the warmest sea in the world the average temperature is 22 °C. Mmmm, perfect for swimming. Which sea is it?
A. The Mediterranean Sea B. The Red Sea C. The Black Sea
5. The largest ocean in the world is 165 million square km. Which ocean is it?
A. The Pacific B. The Atlantic C. The Indian
6. The highest mountain on Earth is 8,850 m high. That’s a long way to climb to the top! Which mountain is it?
A. Mont Blanc in the Alps B. Mount Everest in the Himalayas C. Mount Kenya in Kenya
7. The longest river in the world is 6,650 km long. That’s more than the distance between London and New York. Which river is it?
A. The Amazon B. The Loire C. The Nile
8. The largest volcano in the world is called Mauna Loa. Where is it?
A. Hawaii B. Japan C. Iceland
9. The highest waterfall in the world, Angel Falls, is 979 m high. That’s a big drop. Where is it?
A. Brazil B. USA C. Venezuela
10. The hottest recorded temperature on Earth is 57.8 °C. That’s boiling hot! Where is it?
A. Libya B. Nicaragua C. Australia
11. The wettest place on Earth has 13.3 m of rain a year. Get your umbrella ready! Where is it?
A. Britain B. Spain C. Colombia
12. In the world’s windiest place, Commonwealth Bay, winds blow at 240 km an hour. It’s always a bad hair day! Where is it?
A. Australia B. Canada C. Antarctica
TOTAL SCORE: / 12 | 915 | 536 | {
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This week’s theme is **SUFFERING**. After celebrating Passover, Jesus broke bread and poured wine for his friends. Christians now call this meal Holy Communion, and share it with our church family to remember Jesus’ suffering.
**Remember Me**
Invite a church family to your home. Share dinner together while you remember and talk about Jesus.
**Quiet Walk**
Read about Good Friday in Luke 23:26-49. Walk through your neighborhood in silence and think about what happened to Jesus that day. At the end of your walk, join hands and ask God to be with those in your church and community who may be suffering.
**Comunion Celebration**
Interview your pastor and/or those who prepare the bread and cup for Holy Communion. Use what you learn to write and illustrate a book about how this special meal to remember Jesus is celebrated in your church.
**Cup of Forgiveness**
Write the word FORGIVE on a recycled jar with a permanent marker. During the day, write what you need to be forgiven for on slips of paper and put them in the jar. At the end of the day, remove them and thank Jesus for dying to forgive all our sins.
**What Is Passover?**
Watch a children’s video clip online to hear the story of the Passover meal and why Jesus celebrated a Passover meal with his friends before he died on the cross. Call or email someone you know to share what you learned.
**Create a Cross**
Ask each family member to make their own unique cross using materials found in nature, such as sticks, leaves, and flowers. Place each one in a different room in your home as a reminder of the sacrifice that Jesus made for us.
**Prayer Places**
Jesus prayed in a garden at Gethsemane. Talk about different places that you and your family have prayed. Find a new location. Go there together and say a prayer for people who are suffering, so that they may feel God’s presence surrounding them.
**This week our family is praying for…**
---
**Father, forgive them; for they do not know what they are doing.**
**Daughters of Jerusalem, do not weep for me, but weep for yourselves and for your children.**
**Father, into your hands I commend my spirit.**
**This is my body, which is given for you. Do this in remembrance of me.**
**Truly I tell you, today you will be with me in Paradise.**
**This cup that is poured out for you is the new covenant in my blood.**
Circle the **cross** that most reminds you of Jesus’ life, suffering, death, and resurrection. Put a star next to the cross that you see most often in your community.
| Cross Type | Description |
|---------------------|-----------------------------------------------------------------------------|
| Alpha and Omega | This cross reminds us that Christ is the beginning and the end. |
| Byzantine | This cross reminds us that the Byzantine Emperor, Constantine, brought Christianity to much of Europe. |
| Latin | This is the most common cross in the world and reminds us that Jesus died for us. The empty cross reminds us of the resurrection and hope of eternal life. |
| Quadrate | This cross reminds us to take the gospel to the four corners of the earth. It can also remind us that Christ died on the cross to save the entire world from sin. |
| Eastern Orthodox | The upper bar represents the inscription INRI, which Pilate had written above Jesus’ head. The lower bar represents Jesus’ footrest. |
| Anchor | This cross symbolizes Christians’ hope anchored in Christ. It is also known as the mariner’s cross. |
| Crosslet | This cross reminds us to bring the good news of Jesus to all corners of the earth. |
| Passion | The pointed ends of this remind us of the nails pounded into Jesus’ hands and feet, and his suffering. | | 1,658 | 813 | {
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Research in progress
Beneficial microorganisms
Bacteria that stimulate the growth and yield of agricultural crops have been identified and isolated by University of California plant pathologists. In field tests in which the seeds were treated before planting with selected strains of the beneficial bacteria, yields of potatoes were increased by up to 30 percent and yields of sugarbeets by up to 10 percent. The scientists believe similar increases can be obtained in other crops such as wheat, which is now being field-tested after significant bacterial stimulation of growth was recorded in greenhouse trials. The researchers say the beneficial bacteria, species that occur naturally in the soil, probably stimulate growth and yields by biologically controlling pathogenic organisms.
Mosquito control
California mosquito control agencies have reduced their use of chemical insecticides almost 1,000 percent since 1962 by using integrated control strategies developed by University of California research. The statewide research program emphasizes the use of natural enemies of mosquitos such as gambusia fish and insect predators, manipulation of mosquito genetics to induce sterility and other characteristics, and the use of biological compounds to kill mosquitos without harming other organisms. The research has reduced mosquito-borne encephalitis and malaria infections in California.
Foilling insects
Aluminum foil and white plastic mulch in Imperial Valley squash and melon plots causes flying insect pests to get their signals mixed: they keep flying instead of landing to damage the crop and spread virus diseases. In tests by University of California entomologists, it was found that aluminum foil mulch kept 96 percent of green peach aphids, which spread watermelon mosaic disease, out of the test plots for a full season. By thus controlling this scourge of squash and melon growers, yields were increased by 45 percent over untreated plots. Scientists conjecture that the mulches cause the aphids to see reflected ultra violet light instead of the normal blue-green light of plants which would be a signal to land.
Fiber and B12 deficiency
Some fiber in the diet is necessary, but too much of certain kinds may result in depletion of vitamin B12 and create a health hazard, according to research at the University of California. Nutrition scientists have found that high levels of cellulose and pectin, found in fruits and vegetables, led to progressively and significantly depressed growth and depletion of B-12 when fed to rats. Pectin apparently exerts an additional negative effect on B-12 utilization because it serves as an energy source to intestinal bacteria. The researchers say the consumption of pectin supplements would significantly increase the vitamin B-12 requirements in the diet and could represent a health hazard to persons such as vegetarians and the elderly.
Antifreeze in fish
Antifreeze substances termed glycoproteins (AFGP) found in northern polar fish blood lower the freezing temperature of the blood and keep the fish from freezing to death. Studies by R. E. Feeney at the University of California at Davis, on the structure of the antifreeze substance from the northern polar cod obtained during a 1976 expedition, showed it to be essentially identical to the same AFGP isolated and identified from Antarctic fish. Differences were found, however, which may prove to be of interest from the evolutionary and global distribution standpoint. Shipments of serum from the Norwegian government are aiding in studies to determine how the antifreeze mechanism works. | 1,544 | 681 | {
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Volunteers Turn Out for Earth Day Cleanup
By BOBBY CUZA
TIMES STAFF WRITER
What do a surfboard, a toaster and a hypodermic needle have in common?
All three were among the items found floating in Marina del Rey on Saturday by a fleet of volunteers who paddled out in kayaks to fish garbage out of the harbor.
More than 250 people lent a hand at the all-day cleanup, just one of dozens of events held across Southern California on Earth Day. All told, volunteers rid the marina of about 1,600 pounds of rubbish, including 400 pounds of recyclables.
But the day's largest crowd was at EarthFaire 2000, a wide-ranging festival that drew an estimated 15,000 people to Exposition Park in Los Angeles. The event kicked off with a rally at Pershing Square downtown, followed by the Clean Energy Ride and Walk, a four-mile procession by foot, bicycle and alternative-fuel vehicles to the Coliseum.
From the dozens of environmental groups doling out literature and the organic food booths to the company promoting its feng shui and space-clearing services, EarthFaire had something for everyone.
Even lonely hearts, CaringSingles.com, a matchmaking service that encourages singles to participate in a community service event as a first date, organized a local neighborhood cleanup.
Meanwhile, in Lake View Terrace about 250 volunteers turned out to plant 450 trees around the artificial lakes and pool at Hansen Dam recreation area. In addition to providing shade and oxygen, the oaks and sycamores will strengthen the hillsides.
"This is a beginning step to make it a more habitable place," said Gabrielle Newmark of Pacoima Beautiful, which helped organize the event.
The Marina del Rey boat and kayak cleanup was the third held in the last year by the fledgling Ocean Conservation Society, which also conducts marine mammal research in Santa Monica Bay. It was by far the largest.
Volunteers of all ages came throughout the day, strapping on life vests and climbing into one of the 75 kayaks on loan from Cobra Kayak. After tethering 10 to 12 of them together, group coordinators in powerboats towed the kayaks to one of the marina's eight basins, where volunteers would go to work.
Each group paddled around for about two hours, snatching up plastic bags, cigarette butts and fast-food cups.
"I thought it might be a little boring, but it really wasn't boring at all," said Tim Lee, 14, one of about 10 students from Whitney High School in Cerritos who participated as part of a project for their biology class. "I don't really do stuff like this. But it feels good to help out a little."
Charlie Saylan, director of the Ocean Conservation Society, said Saturday's event was just one part of an ongoing cleanup effort in Marina del Rey.
"We feel we can make a pretty significant difference over time," Saylan said. "If we do this twice a month, with 35 kids, and we do three or four of these [big] things a year, it's probably going to translate to somewhere in the neighborhood of 6,000 to 10,000 pounds of trash."
Times staff writers Meg James and Roberto J. Manzano and correspondent Gina Piccalo contributed to this story.
A volunteer carries bags of trash gathered as part of Earth Day celebration. | 1,312 | 708 | {
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Relaxation and Focussing Techniques
When you are learning new skills or preparing to do a routine in training or in competition, it is very important to have the ability to relax your body and your mind and to be able to focus on where you are and what you are about to do.
Like doing a skill or a routine, learning to relax and focus takes time and practice.
**Relaxation**
What do you find relaxing? Is it sitting – doing nothing, painting, fishing, going for a walk, reading a book, listening to music, shopping, doing weights, a gym work out, talking to a friend or playing sport?
Think about things that you do that relax you and find ways to build them into your weekly routine. This is a way both to prevent stress, better manage stress, which will help you to stop yourself getting angry, frustrated or upset. When you get stressed your blood pressure rises, you get tense and you stop thinking as clearly as normal about what you are doing.
There are a number of quick relaxation techniques that take just a few minutes. You can use these in many places, for example:
- taking a few minutes to relax in the middle of a test, by deep breathing with your eyes closed to help reduce anxiety when you find yourself getting stressed and not thinking clearly;
- when you are having trouble getting the techniques right as you are learning a new skill, it can be a good idea to take a break – walk away – use one of the techniques described later on this sheet – and then come back to your training session;
- taking a few minutes to unwind and focus before you start doing a routine at a competition.
Technique No 1
Deep breathing
Close your eyes.
Breathe in through the nose and let the air fill the bottom of your lungs first, by breathing using your upper abdominal muscles so you fill your lungs completely.
Breathe out slowly, concentrating on letting the muscles of your body relax, particularly those around your neck and shoulders.
Repeat this exercise twice more, allowing yourself to relax more deeply.
Keep your eyes closed and breathe normally until you feel ready to continue.
Technique No 2
Stretching
Close your eyes.
Stretch your muscles, reach the arms above the head and stretch or just stretch whatever part of the body you feel needs it.
Keep your eyes closed and breathe normally until you feel ready to continue.
Technique No 3
Focus breathing
Close your eyes.
Breathe in through the nose and as you breathe out say a positive statement to yourself like:
“relax”
or
“I am capable”
See also: ‘Visualisation, Confidence and Concentration’ and ‘Focussing’ | 946 | 549 | {
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During the late 18th and 19th centuries, the Swifts were one of Windham's most prominent families. William Swift, the family's progenitor, arrived in Massachusetts in 1680. His great-grandson, Rowland Swift, (1721-95) left Wareham, Mass., for Lebanon in 1760. Two of Rowland's nine children, William Swift (1744-1835) and Zephaniah Swift (1759-1823), settled in Windham Center.
The younger brother, Zephaniah, graduated from Yale University in 1778 and afterwards studied law. On admittance to the bar, Zephaniah Swift established a law practice in Windham and then embarked upon a political career. Windham's freemen sent Swift to the state House of Representatives in 1787 and he served for six consecutive terms. Northeastern Connecticut's voters subsequently sent him to Congress. Upon leaving Washington, D.C. in 1797, Swift then resumed the practice of law at Windham.
Zephaniah Swift became a Judge of the Connecticut Supreme Court in 1801 and its chief justice in 1806. Judge Swift wrote the first legal treatise ever published in America. "A System of the Law of the State of Connecticut" (1795) includes Swift's observations on government, the state constitution and the differences between English and American common law. In 1810, he published the first American treatise on the law of evidence, followed in 1820 by "A Digest of the Laws of the State of Connecticut." Swift's "Digest" and his judicial opinions are still widely cited today.
In 1814, Swift represented Connecticut at the Hartford convention, when the New England states were threatening to secede from the Union over the War of 1812. He then resumed his legal career, but in 1820 he briefly returned to the Connecticut House of Representatives. In 1822, Swift went to live with his daughter at Warren in Trumbull County, Ohio, where he died in 1823.
In 1824, Judge Swift's nephew Justin Swift (1793-1884) took advantage of the rise of manufacturing in Windham Center's neighboring community, the factory village of Willimantic Falls, and began spinning cotton thread there in a small mill located on the east side of Bridge Street. In 1830, Swift purchased George Spafford's paper mill in North Windham and converted it into a cotton mill. The following year Swift became one of the incorporators of the Windham Bank, where he served as president for many years.
Justin Swift operated his North Windham cotton mill for the next 29 years. It burned down in 1860, but he rebuilt it and in 1862 leased it to the Merrick Manufacturing Co. of Holyoke, Mass. In 1872, Gardiner Hall, a Willington thread manufacturer, purchased Swift's old mill and put his grandson, Edward Harrison Hall, in charge. The Hall thread mill operated in North Windham until it burned Christmas, 1913.
After leasing his North Windham cotton mill to the Merrick Co., Justin Swift purchased a store in Windham Center, and upon retirement, his son William Swift (1832-1905), took over its operation. William Swift was educated at the Bacon Academy and the Wesleyan Academy in Wilbraham, Mass. From 1869 until filing for bankruptcy in 1873, he operated a silk mill in North Windham. William then operated his father's old store until his own death in 1905.
William Swift's son, also William, was born in Windham in 1848. He entered the U.S. Navy after college and quickly acquired the rank of commander. In 1898, William Swift Jr. played an active part in the Spanish-American War, in which the United States captured the Pacific island of Guam.
The following year the U.S. government organized Guam as an unincorporated U.S. territory, controlled by the Navy Department. In 1900, the Navy appointed Swift commander of the Guam naval base, and he later became the governor of Guam, a post he held until 1902. In 1906, the Navy appointed Swift commander of the Boston Navy Yard and 1908 promoted him to rear admiral. It was in Boston that Rear Adm. Swift compiled the Swift Report, a plan for the reorganization of U.S. Navy yards. Swift retired shortly afterwards and died in Newport, R.I., in 1919.
From legal treatises, to cotton and silk mills and naval achievements, the Swift family not only made an impact upon Windham history, but also upon wider American history. The family is long gone from Windham, but not totally forgotten. | 1,884 | 986 | {
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## Sir Graham Balfour School
### Curriculum Overview – Key Stage 3 Music
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|------|----------|----------|---------|---------|---------|---------|
| **Year 7** | Rotation 1 – each class will have one half-term of Music | Exploring Music | • What is music? Elements of Music, listening to and appraising a wide range of music
• Graphic scores: group performance using vocal sounds and body percussion, refining ideas
• Instruments: different families, the orchestra, class performance using glockenspiels
• Music Technology: creating music on Incredibox using loops, structure, and texture. | Rotation 2 – each class will have one half-term of Music | Pitch, Pulse & Rhythm | • Pulsation: pulse, tempo, rhythmic notation, composing and performing rhythms
• Music styles: listening to and appraising a wide range of music
• Pitch: treble clef notation, class performance using boomwhackers
• Keyboards: learning and developing technical skills to play melodies. |
| **Year 8** | Rotation 1 – each class will have one half-term of Music | Rap | • Key concepts: hip-hop culture, rhyme, emphasis, alliteration, hooks, lyric structure, beatboxing
• Project: group composition and performance of a rap on a chosen theme. | Chords | Performance: learning to play a common chord progression on keyboards and ukuleles. | Rotation 2 – each class will have one half-term of Music | Music for Adverts | • Performance: group arrangement of a well-known advert including rap and keyboards
• Appraising: components of an advert, voiceover, jingle, language, sound effects
• Brief: responding to a compositional brief, target audience
• Music Technology: creating a radio advert using techniques in Studio One (sequencer). |
| **Year 9** | Skills | • Recap: skills from Years 7 & 8 including listening and appraising, performing and treble clef notation
• Keyboards: individual performance assessment. | Film Music | Listening: how film genres and Elements of Music are linked
• Horror: musical devices, keyboards
• Music Technology: creating horror film trailers on Studio One using original music, voiceover, effects. | Skills | • Recap: skills from Years 7 & 8 including listening and appraising, performing and treble clef notation
• Keyboards: individual performance assessment. | Film Music | Listening: how film genres and Elements of Music are linked
• Horror: musical devices, keyboards
• Music Technology: creating horror film trailers on Studio One using original music, voiceover, effects. | Skills | • Recap: skills from Years 7 & 8 including listening and appraising, performing and treble clef notation
• Keyboards: individual performance assessment. | Film Music | Listening: how film genres and Elements of Music are linked
• Horror: musical devices, keyboards
• Music Technology: creating horror film trailers on Studio One using original music, voiceover, effects. | | 1,497 | 656 | {
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C. Frequently Asked Questions
Question: Is there a difference between deaf, Deaf and hearing impaired?
Answer: Yes. Generally, the term deaf refers to those who are unable to hear well enough to rely on their hearing and use it as a means of processing information, according to the National Association of the Deaf. When Deaf (uppercase) is used it may refer to a particular group of deaf people who share a language — American Sign Language — and a culture. Hearing impaired, also referred to as hard of hearing, generally is used for individuals who have some hearing, are able to use it for communication purposes, and who feel reasonably comfortable doing so. Hearing loss can range from mild to moderate. Many deaf people find the term hearing impaired offensive.
Question: Do people who are deaf or hearing impaired use service animals?
Answer: Yes, in some cases. While most people associate the use of service animals with those who are blind or have mobility disabilities, deaf or hard of hearing people use hearing dogs and other animals to alert them to sounds, such as someone knocking on a door or a driver honking a horn.
Question: What if I’m showing a movie in class. Are all movies captioned these days?
Answer: If it is an older move or video on DVD or film, chances are, it’s not captioned. Most newer releases have subtitles. Another option is to order movies from sources that do captioning, such as CMP and Tripod.org. Both of them get permission from studios to caption movies, which costs about $35 a minute. However, the titles can be limited because many studios won’t release movies for captioning because there is no real profit in it.
Question: What’s the difference between subtitles and captioning?
Answer: They’re similar. The difference is that captioning has additional features, such as identifying speakers and noting any sound effects, like gunshots.
Question: What do I do if I get a note before class that an interpreter has called in sick?
Answer: Work with disability services now — before this happens — to develop a procedure in case an interpreter calls in sick. Here are some options.
- Ask the DS office to send over a tape recorder and tape the class. Later, the interpreter can meet with the student to interpret the tape.
- Arrange for the student to take the same class at another time when the interpreter may be available.
- Arrange for a note-taker. If the student isn’t already using one, find one in class.
Question: If a qualified interpreter is not available, is it better to have a lousy interpreter or none at all?
Answer: If no qualified interpreter is truly available, a less qualified interpreter with supports will suffice. Or you can explore other accommodations. (See previous question.)
Question: I'm concerned that an interpreter may unfairly be giving a student the answers to a test. What should I do?
Answer: Most often, interpreters are not needed for written tests. But some institutions allow deaf and hard of hearing students to take exams with the help of an interpreter. Signed questions and answers can be beneficial to a student who has a slow processing ability and poor reading and writing skills. You should establish ground rules, such as whether the student can ask clarifying questions, and under what terms on the test the interpreter can finger spell. By establishing ground rules, you can alleviate your concerns.
Question: A student who is deaf has requested extended time on tests as an accommodation. I don't understand why. What should I do?
Answer: This can be an accommodation if the student's tested levels of reading, writing and vocabulary are low, or he is slow at processing information. Ask your DS provider if slow processing speed is documented and/or whether past records indicate that extended time on tests helped. Extended time should NOT be needed for lab experiments or short answer/fill-in-the-blank exams — tests that are not heavily language-based.
Question: A student claimed he needed a "noise-free" environment for tests. Is this a legitimate request?
Answer: Could be. It depends on the test setting and the student's condition. With hearing aids, background noises may be magnified and distracting to students. Think about noises you automatically screen out that students with hearing impairments may not be able to. | 1,716 | 867 | {
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The basic unit of the Chinese language is the zi (字), i.e. a Chinese word. Each zi has a written form (called a character, made up of strokes), a sound (made up of consonant and vowel) and a meaning (or multiple meanings). When we speak or write Chinese, we string zi together to form terms, phrases and sentences.
In Putonghua (the spoken form of Modern Standard Chinese) each zi is pronounced in one of four tones:
1st tone: 1 = diacritical mark — pitch: 5 to 5, highest prolonged
2nd tone: 2 = diacritical mark / pitch: 3 to 5, middle to high
3rd tone: 3 = diacritical mark U pitch: 2 to 1 to 4, low to lowest to high
4th tone: 4 = diacritical mark \ pitch: 5 to 1, highest to lowest)
To pronounce each zi below, follow its pinyin and the given tone number. Light-sound words, which have no definite pitch, carry no diacritical mark and are marked by 0.
This week: Words about false hopes
梅
Putonghua pronunciation: mei2
Cantonese pronunciation: mooi4
Meanings: Chinese plum
梅 (Chinese plum, Latin prunus mume, Japanese name “ume”) is tree bearing 梅花 (mei2 hua1 = Chinese-plum~blossom) which symbolizes elegance/purity/perseverance. In winter/spring, hikers 踏雪尋梅 (ta4 xue3 xun2 mei2 = step~snow~search~plum = search for blossoming plum-trees in snow).
Plum-tree bears 梅子 (mei2 zi3 = plum~son/fruit = plum-fruit) in early summer. 酸梅湯 (suan1 mei2 tang1 = sour~plum~soup = sugared plum juice) is a cold summer drink.
Botanically distinguished from 梅, 蠟梅 (la4 mei2 = wax~plum-flower = Latin chimonanthus praecox = wintersweet, also called 膾梅 la4 mei2 = 12th-month~plum-flower), has flowers yellow like 蜜蠟 (mi4 la4 = honey~wax = beeswax/non-transparent-amber). Its buds, used in Chinese medicine, can 解暑生津 (jie3 shu3 sheng1 jin1 = relieve~summer-heat~produce~saliva = relieve fevers/thirst).
by Diana Yue | 940 | 561 | {
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The Earth System
What is a system? A group of parts that work ________________________ as a whole.
The Earth system involves cycles of matter driven by ___________________________.
The energy source is heat from the _____________ and flowing out of the Earth’s core as it cools.
The Earth System has four main spheres
- **Biosphere** – the part of the Earth that contains all _________________ things
- __________________________ – a thin envelope of gases that forms the Earth’s outermost layer
- **Hydrosphere** – contains all the Earth’s ___________________________
- ___________________________ – the four main layers are crust, mantle, outer core and the inner core
_____________________________ – a system returns or feeds information back to itself about changes in the system
Changes in part of the Earth’s System affect other parts.
Lands are created and destroyed by competing forces.
_____________________________ forces shape land’s surface by building mountains and other land masses. ____________________________ build up Earth’s surface by spewing lava that hardens into rocks. Earthquakes build land masses by lifting up mountains and rocks.
**Destructive forces** destroy and ______________ away landmasses through processes like erosion and ____________________________.
The Earth System
Understanding Main Ideas
Answer the following questions in the spaces provided. Use a separate sheet of paper if you need more room.
1. What are the four main spheres of the Earth system?
2. Explain why constructive forces and destructive forces are considered to be competing forces.
3. How do constructive forces change the land’s surface?
4. How do destructive forces change the land’s surface?
Building Vocabulary
Match each term with its definition by writing the letter of the correct definition in the right column on the line beside the term in the left column.
5. ___ biosphere
a. the ability to do work
6. ___ energy
b. forces that construct, or build up, mountains
7. ___ hydrosphere
c. the thin envelope of gases forming Earth’s outermost layer
8. ___ destructive forces
d. the sphere that contains all of Earth’s water
9. ___ system
e. the part of Earth that contains living organisms
10. ___ constructive forces
f. Earth’s metal core, solid middle layer, and outer rocky layer
11. ___ atmosphere
g. forces that wear down, or destroy, landmasses
12. ___ geosphere
h. a group of parts that work together as a whole | 1,259 | 520 | {
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CCSU Regional Math Competition, 2014
Part I
Each problem is worth ten points. Please be sure to use separate pages to write your solution for every problem.
Problem 1. You are floating down the middle of a river. It is 1000 feet wide and flows at 11 feet per second. Suddenly you notice a waterfall 230 feet ahead. Unfortunately, you can only swim 10 feet per second in still water. Can you reach the bank before being swept over the falls?
Problem 2. We are given 2015 positive integers. We know that if we take away any one of them, the remaining 2014 integers can be partitioned into two sets with the same number of elements and the same sum of elements. Show that all integers must be equal.
Problem 3. Let $P$ be the parabola $y = x^2$. Let $A$ be any point on $P$ other than the vertex. Let $L$ be the line orthogonal to the tangent line to $P$ at $A$. Let $B$ be the other point at which $L$ crosses $P$. Find the smallest possible area of the bounded region lying between $P$ and the segment $AB$.
Each problem is worth ten points. Please be sure to use separate pages to write your solution for every problem.
**Problem 4.** Show that there is a point $A$ on the surface $S$ of a cube of side 1 that can be joined with any other point on $S$ by a piecewise straight line path contained in $S$ of length at most 2.
**Problem 5.** Let $x_1, x_2, ..., x_{49}, x_{50}$ be 50 real numbers, not all equal. The mean $\mu$ and the standard deviation $\sigma$ are given by
$$\mu = \frac{1}{50} \sum_{i=1}^{50} x_i, \quad \sigma = \sqrt{\frac{1}{50} \sum_{i=1}^{50} (x_i - \mu)^2}.$$
The z-score for a particular value $x_k$ is given by $z = \frac{x_k - \mu}{\sigma}$. It measures the distance of $x_k$ from the mean in standardized units of $\sigma$. Find the largest possible value of the z-score for $x_1$ and show why it is the largest possible.
**Problem 6.** Given $C > 0$, find all non-negative continuous functions $f$ defined on $[0, \infty)$, which satisfy the following inequality for all $x \geq 0$
$$f(x) \leq C \cdot \int_0^x f(t)dt.$$ | 964 | 587 | {
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Study Guide
1. How did the automobile effect American society?
2. Why did the John Scopes trial challenge religious fundamentalism?
3. What role did the American Civil Liberties union play in the Scopes’ trail?
4. What caused the people to disregard the prohibition laws in the 1920s?
5. What was a Flapper?
6. What was the Harlem Renaissance?
7. How did the Harlem Renaissance celebrate African American culture?
8. How did women challenge their traditional roles in the 1920s?
9. What organization preached the hatred of Jews, Catholics, and immigrants?
10. Why is the Sacco and Vanzetti trail a symbol of anti-immigration feelings?
11. Why did the government pass the National Origins Act?
12. What caused the prosperity of the 1920s?
13. Why was Charles Lindbergh considered a hero by the American press?
14. Describe the causes of the Great Depression?
15. What event started the Great Depression?
16. What caused the Stock Market Crash?
17. What was a result of the great dust storm of 1934?
18. Why did a “Bonus Army” march to Washington, DC?
19. Who did Herbert Hoover think should be responsible for helping people through the Great Depression?
20. Why was the New Deal significant in changing how Americans viewed the role of federal government?
21. What was the most urgent task facing President Roosevelt in 1933?
22. How did the New Deal attempt to raise the prices of farmers’ crops?
23. How did Hoover and Roosevelt differ in their ideas to deal with the Depression?
24. How did Eleanor Roosevelt redefine the role of the First Lady?
25. Why did the Supreme Court rule the AAA unconstitutional?
26. How did the CCC attempt to help people?
27. How was the FDIC an attempt to reform the Banking industry?
28. How did the TVA attempt to help people?
29. Why did people criticize the New Deal?
30. What was the purpose of Social Security?
31. Why did President Roosevelt try to “pack” the Supreme Court?
32. What was the purpose of the Bank Holiday?
33. What New Deal legislation had the greatest impact on the American citizen?
34. What was the purpose of the AAA?
35. What social group suffered the most from the Great Depression?
36. Why is the work of Dorothea Lange during the Great Depression significant?
37. Assess the impact that the Harlem Renaissance had on American culture and race relations.
38. Assess the impact that the automobile had on social and economic aspects of life. | 1,097 | 529 | {
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IBM's System/360* and its descendants use this ancient method to multiply integers. Microcode for fixed-point multiplication builds the $1 \times$, $2 \times$, $3 \times$, and $6 \times$ products of the multiplicand in local storage. Then, just as the scribes did nearly 4000 years ago, it combines the products corresponding to the multiplier. If the multiplier is 8 or more, a shift of 4 is first made (corresponding to multiplication by 16), and then products are subtracted rather than added; e.g., to multiply by 11, first shift to multiply by
16, then subtract $6 \times$ and add $1 \times$. One may ask why the products used by System/360 are $1 \times$, $2 \times$, $3 \times$, and $6 \times$ instead of the $1 \times$, $2 \times$, $4 \times$, $8 \times$ used by the Egyptians. When I raised this question in a lecture in New York in 1982, John Macpherson (who was the first to implement binary coded decimal on an IBM computer) gave me the explanation in engineering terms.
However unfamiliar its symbols may be to us, the hieroglyphic message is inherently simple. So it is with the symbols of APL, all of which stand for well-known or easily understood operations. Many today, as Oughtred found 350 years ago, are "scared by the newness of the delivery; and not by any difficulty in the thing itself"!
The ancient Egyptians used mathematics for practical purposes, such as paying wages and collecting taxes. Consider the instructive example of salary distribution at the Temple of Illahun—not paid in salt (as the word "salary" implies) but in jugs of beer and loaves of bread. Division, of course, often produces fractions, and the hieroglyphic way to represent fractions can be seen in Figure 7.
All fractions were represented as unit fractions, i.e., with a numerator of 1. Even $2/3$, which seems like an exception, was represented as the unit fraction $1/1.5$. The eye-like symbol is perhaps the earliest of all APL function symbols. It is the reciprocal, or monadic divide, which in APL has become an eye closed into a slit, with dots above and below ($\div$).
If a loaf of bread is divided into 10 parts, and you are to get 1 share, your portion is $1/10$; if you are to get 2 shares your portion is $1/5$; and if you are to get 5 shares your portion is $1/2$. From these simple fractions, other shares can be computed by combination. For example, 3 shares are the same as $1 + 2$ shares, i.e., $1/5 + 1/10$; 4 shares are the same as $2 + 2$ shares, i.e., $1/5 + 1/5$, which, by consulting a table of values of $2/n$, is set down as $1/3 + 1/15$.
Sylvester became interested in the unit fractions of the Egyptians when reading "the chapter in Cantor's Geschichte der Mathematik which gives an account of the singular method in use among the ancient Egyptians for working with fractions. It was their curious custom to resolve every fraction into a sum of simple fractions according to a certain traditional method, not leading, I need hardly say, except in a few of the simplest cases, to the expansion under the special form to which I have the name of a fractional sorites." | 1,362 | 769 | {
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• Melody = Tune: like a musical sentence
• Phrase = division of a melody (like one line of a poem) (4 measures) not a complete musical thought
• Sequence = repeated melody at higher or lower pitch
• Theme = melody for a long piece of music
• Cadence = notes or chords that end a melody or section
○ Complete cadence = sounds finished
○ incomplete = expect to hear more
• Staccato = choppy - disconnected
• Legato = smooth - connected
• Music form - techniques:
○ Repetition = gives unity and balance
○ Contrast = change = soft, loud; fast, slow; higher, lower; major, minor
○ Variations = rhythm changed, chords changed
○ Forms: A (1st tune), B (2nd tune), A (1st tune) = ABA = 3 part form; A (1st tune), B (2nd tune) = AB = 2 part form
○ Harmony = combination of notes sounded together = chord
○ Triad = the 1-3-5 of a scale
○ Consonance = pleasing
○ Dissonance = not so pleasing, tension
○ Arpeggio = notes of chord sounded one at a time
○ Texture = Dictionary = "connection of threads" woven together; in music, the "threads" are melody and harmony
• Monophonic = one melody, no accompaniment
• Homophonic = one melody with chords
• Polyphonic = more than one melody all together and each melody of equal importance
• Major scale interval = page 50-51
• Key signature: number of sharp(#) or flat(b) = what note the scale starts on
1 (whole) 2 (whole) 3 (half) 4 (whole) 5 (whole) 6 (whole) 7 (half) 8
• Chromatic scale = all notes from C to C (p. 53) (12 or 13 notes)
• Key of a signature:
○ For sharps, the line or space above the last sharp, reading them from left to right = the key of the scale
○ For flats:
▪ one flat = F
▪ two flats, second to last flat is on the line or space of the key (and you need to specify that the key is "flat" - for example, "Bb", not just "B") | 960 | 525 | {
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Pilot Safety Tips
Radio Communication Tips
1. Fly the airplane, before you talk.
2. Think about what you want to say before you talk.
3. Talk SLOWLY, people who talk too fast waste time repeating themselves.
4. Listen BEFORE you Transmit, make sure the frequency is clear 1st.
5. In non-towered areas use the color make/model you will be easier to see and avoid.
(Example 82Y Red & White Cessna is better than just 1482Y)
IF IM CLOSE ENOUGH TO SEE YOUR TAIL # WE HAVE OTHER PROBLEMS!
6. Don’t yell “OPEN or STUCK MIC” they can’t hear you anyways.
7. Call 5-10 miles BEFORE you enter Delta or Charlie airspace.
8. Don’t use the words TO or FOR and the radio, when you say climbing to three thousand...
The controller hears, “climbing 23,000” pretty high for a Cessna 152! Say “Climb Tree Thousand”
9. Don’t forget ICAO compliance 3=Tree, 5=Fife, 9=Niner
10. All radio calls use the same format, who, where, what.
Who are you calling= Long Beach Tower,
Who are you=Cessna 1482 Yankee
Where are you= Tree thousand feet, 10 miles east of Long Beach
What do you want=Landing Runway Two-Fife Left with Kilo(ATIS)
FREE PILOT SAFETY POSTER PRINTING SPONSORED BY:
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and donations from private individuals and companies visit www.PilotSafety.org for info.
Night Flying Tips
1. Get your instrument rating!
2. Fatigue has the same effects as alcohol get your rest.
3. Night flying takes practice, try to fly at night at least 1x/month
4. RED LIGHT IS A MYTH and can be dangerous trying to read charts etc.!
The best light to use in the cockpit for night vision, reading instruments and charts, is a DIM WHITE light
5. Don’t fly in mountainous areas at night!
6. Don’t land at airports at night without a working visual glide slope like a PAPI or VASI
7. NEVER cancel IFR or a flight plan in the air, Wait until AFTER you land.
8. USE oxygen at 5000 feet and above your night vision requires it to be 100% effective
FREE Pilot Safety Downloads, Ask The Experts, and Live Classes www.PilotSafety.org
Sign up today for WINGS Credit Safety Classes and more at www.FAASafety.gov
Mountain Flying Tips
1. Your airplane(non-turbo) loses 3% of HP for every 1000 feet.
(Example 180HP Cessna 172 at 12,000 ft = only 115 hp)
2. Using the rule above treat your airplane as one model lower in the mountains.
(Example a 4 seat Cessna 172 flies like a 2 person Cessna 152)
3. Wind Speed aloft can double across a mountain range so always fly high to avoid turbulence.
4. A wind of 1nm/hr=50fpm downdraft, Wind of 20nm/hr=1000 fpm or more downdraft
5. DO NOT ADD SPEED TO YOUR APPROACH, fly the same indicated airspeeds in your operating handbook.
6. Good weather in mountains is usually great, marginal weather turns horrible very fast.
7. Never fly up a mountain canyon, it can easily out climb your airplane.
8. Having a CFI or ATP means NOTHING. The mountains don’t care how many hours you have.
(How many several thousand hour ATP’s die in Aspen, CO?)
8. Having a turbine or jet means NOTHING if you are not mountain trained.
(See #7 and remember, the MOUNTAIN ALWAYS WINS) | 1,680 | 853 | {
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PART—A
Instructions: (1) Answer all questions.
(2) Each question carries four marks.
(3) To be drawn not to scale.
(4) Assume suitable data, if necessary.
1. State any four guiding principles for positioning of beams in a structural planning of a building.
2. Redraw the figure given below and name the columns and beams as per the ‘grid reference scheme’:
3. Draw the details of reinforcement at the junction of column and beam of a frame designed as earthquake resistant structure.
4. Prepare the bar bending schedule and find the quantity of steel required for the main reinforcement for lintel shown in the figure below. Top and bottom covers are 25 mm and side cover is 40 mm:
5. Prepare the bar bending schedule and find the total quantity of steel required for the one-way slab shown in the figure below. Top and bottom covers are 20 mm and side cover is 25 mm:
PART—B
Instructions: (1) Answer all questions.
(2) Each question carries twenty marks.
(3) Assume suitable data, if necessary.
6. Draw the reinforcement details of a simply-supported singly-reinforced RCC beam with the following specifications:
(i) Specifications:
- Clear span of the beam: 4600 mm
- Bearing on either side: 230 mm
- Width of the beam: 300 mm
- Overall depth of the beam: 500 mm
(ii) Materials:
- Concrete: M-20 grade
- Steel: Fe-415
(iii) Reinforcement:
- Bars in tension: 4 # 20, out of which 2 middle bars are cranked at a distance of 600 mm from the face of the support at 45°
- Hanger bars: 2 # 12
- Stirrups: # 8, two-legged stirrups at 250 mm c/c throughout
(iv) Covers:
- Top and bottom clear cover: 25 mm
- Side clear cover: 40 mm
Draw the following views to a scale of 1 : 20:
(a) Longitudinal section of beam
(b) Cross-section at the midspan
(c) Cross-section near the support
7. Draw the reinforcement details of a simply-supported RCC one-way slab with the following specifications:
(i) Specifications:
- Size of the room: 2.8 m × 6.0 m
- Edge conditions: Simply supported
- Overall depth of the slab: 140 mm
- Bearing on walls: 230 mm
(ii) Materials:
- Concrete: M-20 grade
- Steel: Fe-415
(iii) Reinforcement:
- Main reinforcement: # 12 at 180 mm c/c (alternate bars are cranked at a distance of 400 mm from the face of the support)
- Distribution reinforcement: # 10 at 220 mm c/c
- Provide 3#8 hanger bars at each edge to keep top bars in position.
(iv) Covers:
- Top and bottom clear cover: 20 mm
- Side clear cover: 25 mm
Draw the following views to a scale of 1 : 20:
(a) Bottom plan of the reinforcement
(b) Top plan of the reinforcement
(c) Cross-section along the longer span at midspan | 1,447 | 713 | {
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1. Draw the conventional signs for the following:
(a) Brick
(b) Glass
(c) Ceramic tiles
(d) Wood
2. Draw the line diagram of queen post truss and label the parts.
3. State the best locations of the following rooms as per the building bye-laws:
(a) Kitchen
(b) Bedroom
(c) Dining room
(d) Pooja room
4. Draw the electrical layout drawing for a hall of 6 m × 4 m with a provision for all necessary electrical fittings.
5. Draw the sectional elevation of a lift shaft for multistoried building.
PART—B
Instructions: (1) Answer all questions.
(2) The drawing must be to the scale.
(3) Any missing data may be assumed suitably.
6. With the following specifications and given line sketch of a building (in page 3), draw the following views to a scale of 1:50:
(a) Fully dimensioned plan
(b) Section on A-A
Specifications:
(i) Foundation: Foundations for all the main walls are taken to a depth of 1000 mm below ground level. They consist of CC (1:4:8) bed 800 mm wide and 300 mm deep. The remaining portions consist of two footings 500 mm and 400 mm wide and are 400 mm and 300 mm deep. The footings are of brick masonry in CM (1:4).
(ii) Basement: All the walls are 300 mm wide and the height of basement is 600 mm above general GL.
(iii) Steps: Steps of 1200 mm wide are provided with brick masonry in CM (1:6) on both front and rear sides and rest on CC bed (1:4:8) 150 mm thick and
having offset on the three sides equal to 100 mm. Tread of each step = 250 mm and rise 150 mm.
(iv) **Superstructure**: All the walls are 200 mm thick except partition wall between toilets which is constructed on the floor with thickness of 100 mm. The height of walls is 3300 mm to the bottom of RCC roof slab.
(v) **Lintels and sunshades**: RCC (1:2:4) lintels are provided on all openings with 150 mm thickness and 150 mm bearing on either side of opening.
RCC sunshades are provided on all exterior doors, windows and ventilators with 90 mm thickness at wall face and 75 mm thickness at free end. The projection of sunshades beyond the wall surface is 700 mm.
(vi) **Roofing**: 120 mm thick RCC (1:2:4) slab is provided over entire building.
(vii) **Parapet wall**: Brick masonry parapet wall in CM (1:6) is of 100 mm thick and 700 mm height. A coping with 50 mm projection is provided at the top of the parapet wall.
(viii) **Flooring**: Flooring consists of mosaic tiled flooring over 100 mm thick CC bed (1:4:8). The remaining depth of basement is filled with sand and gravel and thoroughly compacted.
7. Draw the line diagram of a hostel for 50 students with all functional requirements to a suitable scale. | 1,288 | 697 | {
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GROUPING: group of 4 students working in pairs to challenge the other pair.
TIME ALLOWED: 15 minutes.
EQUIPMENT
- colour pencil or highlighter – one per pair
- lead pencil and maths book – per student (optional)
- Shade the Fraction Wall gameboard 2 sheet– one per pair
- two dice (each a different colour) – per group of four
: numerator die (1, 2, 2, 3, 3, 4) indicating the number to be placed in the square on the other die.
: denominator die (2/2, 3/3, 4/4, 6/6, 8/8, 12/12).
INSTRUCTIONS
1. To start, each pair rolls the numerator die (1, 2, 2, 3, 3, 4). The pair with the highest number goes first.
2. MAKE IT: The first pair rolls both dice to make a fraction.
3. SAY IT: Say the fraction made and what you will shade eg. If rolled $2/4$: “We rolled two-fourths. We will shade two of four equal parts”
4. DRAW IT: Shade the parts on your gameboard.
5. WRITE IT (optional): Write a number sentence in your maths book to describe what you shaded eg. $2/4 = 1/4 + 1/4$
6. WINNING TEAM: The first pair to shade all the fraction pieces on their game board wins.
© 2010 Anita Chin Mathematics Consultancy | www.anitachinmaths.com.au
SOURCE: Adapted from Teaching literacy in mathematics in year 7. Activity 2.3 (1997, NSW Department of School Education, Curriculum Directorate)
GROUPING: group of 4 students working in pairs to challenge the other pair.
TIME ALLOWED: 15 minutes.
EQUIPMENT
- colour pencil or highlighter – one per pair
- lead pencil and maths book – per student (optional)
- Shade the Fraction Wall gameboard 2 sheet – one per pair
- two dice (each a different colour) – per group of four
: numerator die (1, 2, 2, 3, 3, 4) indicating the number to be placed in the square on the other die.
: denominator die (□2, □3, □4, □6, □8, □12).
INSTRUCTIONS
1. To start, each pair rolls the numerator die (1, 2, 2, 3, 3, 4). The pair with the highest number goes first.
2. MAKE IT: The first pair rolls both dice to make a fraction.
3. SAY IT: Say the fraction made and any equivalent fractions eg. If rolled $\frac{2}{4}$: “We rolled two-fourths. That’s the same as: one-half or three-sixths or four-eighths, or six-twelfths”.
4. SAY IT: Explain what you will shade eg. If rolled $\frac{2}{4}$: $\frac{2}{4} = \frac{1}{2}$. We will shade one of two equal parts” eg. If rolled $\frac{2}{4}$: $\frac{2}{4} = \frac{1}{4} + \frac{1}{8} + \frac{1}{8}$. We will shade $\frac{1}{4}$ and $\frac{1}{8}$ and $\frac{1}{8}$”.
5. DRAW IT: Shade the parts to total the fraction rolled.
6. WRITE IT (optional): Write a number sentence in your maths book to describe what you shaded eg. $\frac{2}{4} = \frac{1}{4} + \frac{1}{8} + \frac{1}{8}$
7. WINNING TEAM: The first pair to shade all the fraction pieces on their game board wins.
© 2010 Anita Chin Mathematics Consultancy | www.anitachinmaths.com.au
Adapted from Teaching literacy in mathematics in year 7. Activity 2.3 (1997, NSW DSE, Curriculum Directorate) | 1,530 | 886 | {
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This dance is an 8 person dance with a mill. It is elegant, with much up-and-down motion of the ankles. The dance was learned from Ingvar and Jofrid Sodal.
TRANSLATION: 8 person dance with mill.
PRONUNCIATION: Oh-teh-tour med Mill-nee
RECORD: TD-1, Norsk Grammofonkompani A/S, Oslo, Norway (45), and EMI Norsk A/S, Olso (LP) Norwegian Folk and Figure Dances
FORMATION: Sets of 4 cpls. M's free hand on hip with thumb back at pocket level. W holds skirt.
STEPS & STYLING: Step-lift (followed by a slight downward flexing on back leg and ankle). Front leg relaxed, toe pointed down. Entire body goes "down-up-down." (1 step per meas.) All "down-up-down" motion is from the supporting ft, ankle and knee. Same step throughout dance, except for the greeting and the waltz.
SEQUENCE:
1. Circle, L and R.
2a. Cpls star, W in ctr, CW.
2b. Cpls star, M in ctr, CCW.
3. Grand R & L.
4. M and W, bow and curtsy (deep Norwegian style curtsy)
5. Waltz.
METER: 3/4
PATTERN
INTRODUCTION: 4 meas, no action
1-16 1. 4 cpls in a closed circle facing L (RLOD) (W on M's R), starting on L do 8 step-lifts as described - "down-up-down." Reverse direction by bringing L across in front and do 8 step-lifts to R (LOD). Hands are held at shldr ht, with W's hands on top of M's.
1-8 2a. With M's R arm around W's waist, W's L hands on M's nearer shldr; W put R fist in ctr of circle (thumb fwd), with each W grasping the next W's thumb. This pattern forms a R-thumb star. Starting on L, do 7 step-lifts CW (start to "shoot the star" on the 8th step).
7-16 2b. "Shoot the star," turning CW, so that M are in the ctr (M grasp L thumbs, W hold skirts). (8 step-lifts, starting L)
Continued...
3. Beginning with ptr, do a Grand R & L once around, joining hands are held at head ht (look under the joined hands). When you meet your ptr, turn all the way around CW and go back the same way you came. (Grand R & L, 8 step-lifts). 2 steps per person.
4. Bow and Norwegian curtsy when you meet your ptr again. Women: Bow head. Bring L toe behind R and go straight down until L knee touches floor. Rise and step L next to R while head raises. Men: Ft together, arms crossed and relaxed on chest. Bow the head. Lift the head up when the girl rises.
5. Waltz. In shldr-waist pos, do 14 waltz steps in the circle moving LOD, with acknowledgement of ptr at the end of the waltz.
Repeat dance from beginning.
Presented by Edward & Carol Goller
Idyllwild Workshop 1979 | 1,184 | 721 | {
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ink
wink
sink
mink
drink
pink
| ink | inch |
|-----|------|
| | |
| wink | wing |
|------|------|
| | |
| sink | sing |
|------|------|
| | |
| milk | mink |
|------|------|
| | |
| Picture | Word |
|---------|------|
| Trunk | |
| Skunk | |
| Bank | |
| Drink | |
| Bunk | |
| Trunk | |
| Skunk | |
The sink is green.
The ink is black.
The trunk is brown.
The ring is yellow.
The bank is green.
The king is red.
chipmunk lipstick
lunchbox wishbone
| skunk | skate |
|-------|-------|
| | |
| track | trunk |
|-------|-------|
| | |
| wing | witch |
|-------|-------|
| | |
| bench | beach |
|-------|-------|
| | |
| Question | Yes | No |
|----------------------------------------------|-----|----|
| Is the fish on the train? | | |
| Is the chick on the chair? | | |
| Is the skunk on the chair? | | |
| Is the fish on the sink? | | |
| Is the skunk on the train? | | |
| Is the chick on the sink? | | |
The fish is green.
The skunk is black.
The train is orange.
The chick is brown.
The chair is blue.
The sink is yellow.
| sing | swing |
|------|-------|
| string | sweep |
| bunk | cheese |
|------|--------|
| bank | chess |
| sheep | kitten |
|-------|--------|
| ship | kitchen|
| king | sandwich |
|------|----------|
| kite | sunset |
Now you can read the storybook *Ring the Bell* listed on the back cover.
| kettle | paddle |
|--------|--------|
| rattle | saddle |
bottle
- [Image of a saddle]
- [Image of a bottle]
- [Image of a kettle]
- [Image of a maraca]
- [Image of a rattle]
The kettle is yellow.
The lipstick is yellow.
The chipmunk is brown.
The rattle is blue. | 1,333 | 529 | {
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In 2013, the caʔinwa (gooseneck barnacle) fishery re-opened its doors following the Ahousaht et al vs. Canada court decision in 2009 to recognize the aboriginal right to harvest and sell all species of fish. Given their constitutional right to access this resource, five Nuu-chah-nulth Nations—Ahousaht, Ehatteshaht/Chinehkint, Hesquiaht, Mowachaht/Muchalaht, and Tla-o-qui-aht—established the rights-based fishery, which had originally closed in 2005 due to a lack of market demand and lack of management measures to meet sustainability goals.
Not long after re-opening, the fishery had landed its first major sale of 150 pounds and was making waves among chefs at a handful of Vancouver’s top restaurants. With permission from the Ha’wilh (hereditary chiefs) to sustainably harvest from their ha-houlthee (Chiefly territories), the five First Nations, known as T’aaq-wilhak, created Ha’oom Wild Seafood products, and the flavourful crustacean became one of its signature products.
“It’s an easy sell to chefs who want to provide a unique food experience to their customers and to source local, sustainable seafood,” says Steve Johansen, one of the fishery’s first buyers of goosenecks. His company called Organic Ocean sells the product to higher end restaurants in Vancouver, Calgary, Toronto, Ottawa and Montreal, and is thankful for the dedication and skillfulness of T’aaq-wilhak fishers.
“We’re happy to be supporting the five First Nations,” he says, “and are very appreciative of the effort put into harvesting the goosenecks as it’s a risky business.”
Marcel Martin, a T’aaq-wilhak fishery harvester agrees that the work is very dangerous.
“The winter months are the most difficult due to strong tides,” he says. “We always have two people on the rock when prying off the goosenecks so we can take turns harvesting and listening for a swell; we time the waves so that we work between them.” He adds that safety is always their number one priority. “Having someone in the boat is very important as the boat can get hooked on the rock and out of reach in an instant when the tide changes.”
The three-person crew, comprised of two harvesters on the rock and one on the boat, carries hand-held radios with them at all times and safety throw lines in case of a man overboard.
“This is always a possibility as the barnacles live where there are strong waves,” says Martin. “And the dangerous conditions can impact harvesting because sometimes harvesters can’t get out to the rocks.”
It’s a well-known fact that Nuu-chah-nulth First Nations have always harvested gooseneck barnacles on the west coast of Vancouver Island. And today—just as their ancestors once did—fishers are taking care of the sea resources in their territories to insure a long-term, successful fishery. Part of this attention includes making regular checks of harvest locations to record and track species that are being harvested.
“We do biological assessments,” says Alex Gagne, T’aaq-wilhak fishery coordinator. “To make sure we are harvesting in a range that will preserve the fishery for the future.”
Studies have shown that the small gooseneck fishery has little impact on surrounding species and barnacle populations regenerate swiftly if harvested selectively. Adding to this, the aspect that only about three percent of the barnacles on any given rock are viable for market means there’s a limit as to how much gets taken. Besides preserving this significant resource and business opportunity, the fishery also sees education as key to its long-term success.
Some describe the flavour of goosenecks as a cross between a lobster and a clam. The pale pink meat that is tender and sought after by chefs around the globe, must also appeal to public taste, and so giving people opportunities to learn about, try and enjoy this sea treat, is part of doing business.
“Gooseneck barnacles are always in season so there’s plenty of opportunity to educate people about the wonderfulness of them year round,” says Johansen.
He compares the barnacles to spot prawns when they first entered the market several years ago. “People didn’t know what they were, but slowly they came round and now everybody knows what a spot prawn is. The same thing will happen to gooseneck barnacles.”
It is a learning curve for the fishery to re-establish markets and ensure sufficient, skilled harvesters exist to meet orders and ensure safety. Yet, in spite of the many challenges, the fishery is growing its network of fishers and buyers and has extended its reach within BC and across North America. The only gooseneck barnacle fishery to serve the North American market, the T’aaq-wilhak fishery will continue working hard to embody the Nuu-chah-nulth Nation’s cultural commitments to careful harvest, sustainable livelihoods and fresh and local foods.
To eat a gooseneck barnacle, pick it up by the head (the shell) with one hand, and use a knife or your fingers to make a small ‘rip’ in the covering at the top of the stalk. Allow water to drain (or drink or save the broth), then pull off the entire covering of the stalk to expose the succulent strip of meat. | 2,038 | 1,146 | {
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The Invasive Red Lionfish, *Pterois Volitans*
By Michael Sipos, Florida Sea Grant Agent, UF/IFAS Extension
Florida Fish and Wildlife Conservation Commission Lionfish Spearing Records:
- Atlantic – Longest: 18.78 inches, caught off Islamorada
- Gulf – Longest: 18.70 inches, caught off Destin
- Gulf – Heaviest: 3.77 pounds, caught off Pensacola
Lionfish belong to the Scorpaenidae family, which contains about 500 species of mostly marine fish that live in tropical and temperate seas. Two nonnative species of lionfish are in the western Atlantic Ocean: the red lionfish (Pterois volitans) and the devil firefish (Pterois miles).
These two species look at lot like each other, but about 97% of Atlantic are red lionfish.
Because they’re hardy, and good at defending themselves, lionfish have quickly spread throughout the Atlantic and Caribbean. They can now be spotted from Massachusetts to Venezuela, with their range expected to expand.
Lionfish can live in depths up to 1,000 feet, tolerate temperatures as low as 50 degrees and withstand low salinities. A more typical environment for lionfish is on shallower natural or artificial reefs, ledges, wrecks and other offshore structures in stable temperatures and salinities.
A lot of people know lionfish are venomous. These slow-moving fish are passive (unless you happen to be a small fish or invertebrate) and use their 18 grooved venomous spines to defend themselves, rather than attack. The spines are not hollow, like snake fangs, but are grooved and hold venomous glandular tissue. The venom of a lionfish sting contains a neurotoxin and acetylcholine, which affects neuromuscular transmission. Stings can be painful for several hours, but they’re rarely fatal.
Lionfish grow fast and have lots of eggs. In warmer climates, it’s possible for a female lionfish to spawn every four days, releasing two gelatinous egg masses, which can hold a combined 15,000 to 30,000 eggs.
The larval stage of this fish typically lasts 20 to 40 days, before it grows into a more recognizable juvenile lionfish. Both male and female lionfish can reach maturity within a year. It is believed that lionfish can live 10 to 15 years in their native range with individuals living much longer in captivity.
If it can fit in its mouth, a lionfish can eat it. They have been known to consume prey nearly half their length and eat a wide variety of fish and invertebrates. The large, webbed pectoral fins of the lionfish are not only for ornamentation/signaling but are used to herd prey when flared out.
These invaders can consume juvenile commercially and recreationally valuable species, compete for resources with native animals and snack on herbivorous species who help maintain the reef. To be considered an invasive species the organism must be nonnative, introduced by humans and can cause environmental, economic, or human harm.
What can you do to help with the lionfish and other invasive species?
· First, never release your pets. In addition, educate others about responsible pet ownership.
· Second, if you can’t beat them, eat them. Lionfish are delicious and will quickly become one of your favorite seafood meals/
· Third, get involved in invasive species removal efforts.
On the Radar, the FWC Reef Rangers are hosting The Lionfish Challenge which is a summer-long tournament open to participants from anywhere in the state! Another great lionfish event is The Emerald Coast Open which is schedule to take place in Destin Florida May 13-14th, 2022. This tournament filled with activities and education. is by far the largest lionfish roundup out there with over 10,000 lionfish removed during the 2021 event! Head online to find more information on these efforts and other derbies to find out how you can get involved.
Before you attempt to remove any invasive species like the lionfish, review how to harvest and handle them safely before trying to do so yourself. Lionfish are a slow-moving easy target, and you will be doing a service to both the environment and your tummy.
Michael Sipos is the Florida Sea Grant agent for UF/IFAS Extension, an equal opportunity institution. Contact him at firstname.lastname@example.org. | 1,724 | 927 | {
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By choosing the recommended portions from each of the 4 main food groups will ensure your child has a tasty, well-balanced packed lunch to keep them focussed and maximise their learning.
**DAIRY & DAIRY FREE ALTERNATIVES**
Choose 1 portion
- Small glass = 150ml semi skimmed milk or dairy free alternative (with added calcium & unsweetened)
- 1 small pot of yogurt or unsweetened custard
- Match box size (30g) of cheese
Contains calcium that helps to keep teeth and bones healthy
**CARBOHYDRATES**
Choose 1 portion
- 1-2 slices of bread
- Small bread roll
- Pitta bread
- 1 dinner plate sized wrap
- 2-3 tablespoons rice, pasta or other grains
- 2 egg sized potatoes
Provides lots of energy
**FRUIT & VEGETABLES**
Contains vitamins & minerals which are needed for good health
- Apple
- Banana
- Pear
- Strawberries
- Carrot sticks
- Tomatoes
- Peppers
A portion is a medium sized piece of fruit, or a child’s handful of chopped fruit or veg
**PROTEIN**
Needed for growth & repair of muscles
Choose 1 portion
- Eggs
- Poultry: chicken or turkey
- Lean meat: beef, pork or lamb
- Fish: salmon, tuna or sardines
- Non-meat protein: houmous, lentils, beans or pulses
A portion is the size of your child’s palm
1. Choose a main course: which contains 1 portion of carbohydrate and 1 portion of protein, use ideas from above.
2. Add some salad or vegetables: using frozen veg or cooking extra the night before are quick and cost effective options.
3. Add a little something else: fruit, yoghurt, low sugar jelly, rice cakes, malt loaf or plain popcorn are healthy options.
**HEALTHY DRINKS**
1. Remember to pack a drink. Tap water is the cheapest way to keep your child hydrated. Other alternatives that are healthy & less damaging to teeth are low fat milk or sugar free fruit squash.
2. Fruit juice is another option and will count towards 1 of their 5 a day. Limit to 150ml a day due to the sugar content.
**TASTY TRADES**
1. Swap crisps for plain popcorn or plain rice cakes.
2. Swap the sweets, cakes, cereal bars and chocolate for fruit cake, malt loaf or fresh, tinned or frozen fruit.
3. Cut back on fat by using reduced fat spread, low fat yoghurt & cheese.
4. Swap white bread and pasta for brown versions to keep little tummies fuller for longer. | 1,115 | 575 | {
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Look into the woods of Michigan and you can find it teeming with lush greenery. However, not everything you see is harmless. You are very likely to find invasive species, which are species that are not native to the area, and can cause environmental, economic, or human harm. Invasive species are sadly a common sight in Michigan forests, and can range from microbes to full-sized trees. In Southwest Michigan, forest landowners are commonly plagued by three invasive species: Autumn Olive, Oriental Bittersweet, and Multiflora Rose. Our friends at the Woody Invasives of the Great Lakes Collaborative (WIGL) have provided some great insight onto why these species are such a problem, and what we can do about them!
Focusing in on these “Big Three”, Autumn Olive is an invasive shrub that grows extremely fast in open areas. Autumn Olive is found naturally in Northern Asia and Eastern Europe, but was brought here for its supposed benefits for building up habitat for Michigan wildlife. It was recommended by local and state agencies until its aggressive and invasive qualities became clear. Autumn Olive is a nitrogen fixer, similar to soybeans and clover, and so it can alter the soil it grows in to help it grow even faster. This quality, combined with its robust root system, vigorous sprouting after cuts, and prolific seeds, makes it spread out of control when it is introduced to an area. WIGL’s recommended treatment for this nasty shrub is to hand-pull new seedlings as soon as possible, and to apply herbicide to the stumps of larger shrubs after cutting them in the late summer or fall. This shrub is tough, so it may need multiple years of this “cut-stump” treatment.
Oriental Bittersweet is an invasive vine, brought in for very different reasons than Autumn Olive. This twining or “strangling” vine has very showy flowers and fruits, can grow to great heights, and requires little to no maintenance to survive, making it a popular choice in landscaping. Unfortunately, these very same qualities make it a horrible nuisance in the woods. Oriental Bittersweet can grow thicker than four inches in diameter, and up to sixty feet long, making them heavy enough to break tree limbs and wide enough to girdle full sized trees. Another threat that these vines pose is a genetic risk to the native American Bittersweet. The two species can make hybrids, which can make the competition for resources in the forest even worse. This pesky vine is near impossible to control by physical removal when they are already abundant, according to WIGL. However, foliar treatments or stem injections with herbicide are effective. Spraying the leaves of new growth after cutting the previous year is often the most effective treatment.
Last but not least is another invasive shrub, Multiflora Rose. This shrub is native to Japan and Korea, and was introduced to other countries as a form of erosion control near roadsides and wildlife forage, as well as rootstock for other rose species. The problems with this invasive species, aside from the obvious and vicious thorns, are the amount of their seeds, and how long they can remain viable. The plentiful seeds are easily spread by birds who eat the fruit and “deposit” the seed elsewhere, and the seeds themselves can remain viable for ten to twenty years. WIGL’s advice shows that smaller plants can be dug out, but you must be sure to remove all of the roots to avoid new sprouting. Repeated mowing can also reduce populations, but requires constant effort over the growing seasons for multiple years. Spraying the leaves with herbicide is the most feasible for large groups of Multiflora Rose, whether as a stand-alone practice or alongside the repeated mowing.
Looking into the woods and seeing what needs to be done to control invasive species can be daunting, but it can be reassuring to know that there are known methods to manage them effectively. It may take a little work, but you can make an impact on your local community by taking the right steps. WIGL provides great insight into these practices, and their information is freely available to the public at their website: www.woodyinvasives.org. If you have questions about what is going on in your woods, and what options you may have, the Michigan Conservation Districts have a local forester on staff who can help you! District Forester Ben Savoie provides site assessments at no cost to landowners in Barry, Allegan, and Ottawa counties. Give Ben a call at 269-908-4134, or send an email to firstname.lastname@example.org to set up your free visit.
This Month by the numbers:
Site Visits - 11
Site Visit Acreage - 593
Private Sector Referrals - 10
Public Sector Referrals - 7
QFP Verifications - 4
QFP Acreage - 216
Outreach Events - 1
Media Occurrences - 4
Tree Farm Inspectors
Please let me know if you have not had a tree farm inspection this year, or would like to do more! We have many optional inspections in Southwest Michigan that can be done this year still. | 1,979 | 1,072 | {
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Lake Stevens 2021 Health Report
Lake Health = EXCELLENT
The lake health is excellent as alum treatments keep phosphorus and algae low. Actions are still needed to prevent pollution and improve shoreline health.
| Health Indicators | Poor | Fair | Good | Excellent |
|-------------------|------|------|------|-----------|
| Water Clarity | | | | |
| Visibility in water | | | | |
| Phosphorus | | | | |
| Keeping it low prevents algae | | | | |
| Algae | | | | |
| Problematic if too much | | | | |
| Shorelines | | | | |
| Shoreline plants protect the lake | | | | |
Details:
- **Excellent** – Average clarity is 24.9 feet and is getting better.
- **Excellent** – Phosphorus levels are low as a result of ongoing alum treatments.
- **Excellent** – Algae levels are low. The lake rarely has toxic algae blooms.
- **Poor** – Only 16% of the lake shoreline has trees and shrubs rather than lawns.
Possible ratings include: ▼ Poor, ▲ Fair, ▲▲ Good, ▲▲▲ Excellent
Based on data collected from 2013-2020. For additional details and data, visit www.lakes.surfacewater.info.
Take Action to Keep Stevens Healthy
- **I Love Lake**
Make small changes on your property to prevent phosphorus pollution (see reverse side).
- **Retain Trees & Shrubs**
Keep or plant more trees and shrubs. They reduce and clean polluted runoff.
- **Prevent Milfoil**
Clean, drain and dry your boat before launching or leaving the lake to prevent the spread of invasive plants.
See back for details on how you can help.
Lake Stevens Facts
- Lake Stevens is the largest and deepest natural lake in the county, and is a destination kokanee fishery.
- To reduce phosphorus pollution the world’s largest aeration system was installed in 1994.
- In 2013 the aerator was replaced with cost-effective alum treatments that reduce phosphorus and prevent algae.
- Lake Stevens has the highly invasive plant Eurasian watermilfoil, which is treated annually in the spring.
Phosphorus pollution is the culprit behind excessive algae growth. It comes from houses draining to the lake from common sources like lawn fertilizers, fecals (waterfowl, pet waste, livestock, septic systems), and lawn clippings. Even though the current water quality in Lake Stevens is classified as healthy, that’s largely because of the current Alum treatments. While Alum is an effective short term solution, it’s expensive and not the most sustainable long term solution. Check out the Lake-Friendly actions below to help protect Lake Stevens.
Avoid fertilizer that contains phosphorus.
The zero in the middle signifies how much phosphorus is in the bag.
Properly dispose of lawn clippings.
Either dispose in a green bin, or leave them on your lawn as a natural fertilizer.
Use a commercial car wash facility.
When cars are washed at home, the soap and grime run into the closest stormdrain or ditch and into local waterways.
Always pick up your pet’s waste, even in your yard.
Pick up dog poop, bag it and place it in the trash (not in the yard waste bin).
Maintain a leak-free septic system.
If you have a septic system, check it regularly, and pump as needed. Remember to get an inspection every 3 years.
Practice shoreline friendly landscaping.
Replace shoreline lawns with other shrubs, trees, or perennials.
Visit ilovelake.org to learn more
I Love Lake is a partnership between the City of Lake Stevens and Snohomish Conservation District. The campaign aims to raise awareness and promote community-wide lake-friendly actions to keep our lake healthy for years to come. | 1,899 | 832 | {
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Alcohol Awareness Month
According to the Surgeon General, 217 million people (81.0%) aged 12 or older have used alcohol in their lifetime.
Addictions/Substance Use Disorders are defined as occurring when the recurrent use of alcohol and/or drugs causes significant impairment, such as health problems, disability, and failure to meet major responsibilities at work, school, or home. Addiction can cause many serious health problems, as well as negatively effect your relationships with family, friends & co-workers.
HIGH BLOOD PRESSURE
Drinking too much alcohol can raise blood pressure to unhealthy levels. Having more than three drinks in one sitting temporarily increases your blood pressure, but repeated binge drinking can lead to long-term increases.
CANCER
Alcohol is a carcinogen—that means it causes cancer. Alcohol is converted into our bodies into a toxic chemical called acetaldehyde. This can cause cancer by damaging our DNA and stopping cells from repairing the damage. Alcohol can also increase the levels of some hormones, such as estrogen, which particularly increases the risk of breast cancer.
Types of cancer are caused by alcohol:
- Mouth
- Upper Throat
- Larynx
- Liver
- Breast
- Bowel
- Esophagus
ALCOHOL IN THE WORKPLACE
Substance use disorder is very common in industries like food service, construction, mining and drilling, and excavation. These high stress jobs, combined with a work culture that normalizes “unwinding” with substances, can contribute to substance use disorder.
We understand that substance use disorder is a health issue, not a personal choice. If you are struggling and need help, please call the Drug and Alcohol hotline at 800.622.2255.
HEALTH MYTH BUSTERS
1. Alcohol isn’t as harmful as other drugs.
Alcohol increases your risk for many deadly diseases, such as cancer. Drinking too much alcohol too quickly can lead to alcohol poisoning, which can kill you.
2. Beer and wine are safer than liquor.
Alcohol is alcohol, no matter how you consume it. One 12-ounce bottle of beer or a 5-ounce glass of wine (about a half a cup) has as much alcohol as a 1.5 ounce shot of liquor. Mixed drinks often contain more alcohol than beer.
3. Alcohol is a way to relax and reduce stress.
We may feel more relaxed when we drink alcohol, but alcohol increases the level of stress that is placed on the body.
SUCCESS STORY
MEMBER
49 Year Old Female
GOALS
To get stress levels under control so that it doesn’t affect her family life.
SUCCESS
As member and her coach worked together, they were able to establish a meaningful rapport through mindful listening and open-ended inquiry.
OUTCOMES
Member established weekly physical activities with her children. She started to meditate and speaks with her priest weekly. She has been exploring YouTube videos and listening to positive affirmations as part of her morning routine. Member said that even her children and co-workers are responding to her positive changes.
IN HER OWN WORDS
“My practices have really impacted my life and how I view my environment.”
WANT TO SHARE YOUR HMC HEALTHWORKS SUCCESS STORY? EMAIL US HERE.
GRILLED SALMON WITH GREEK SALAD
Ingredients - Serves 4
- 6-oz. low fat Greek yogurt
- 2 tbsp. fresh lemon juice
- Kosher salt
- Black pepper
- 2 tbsp. chopped fresh mint
- 1 tbsp. chopped fresh dill
- 1-1/4 lb. skinless salmon fillet, cut into 4 pieces
- 2 tbsp. red wine vinegar
- 1 tbsp. olive oil
- 1/2 tsp. dry oregano
- 1-1/2 lb. tomatoes, cut into small wedges
- 1 cucumber, cut into 1/2” pieces
- 1/4 red onion, thinly sliced
Directions
1. In a small bowl, mix together yogurt, lemon juice, and 1/4 teaspoon pepper; fold in mint and dill.
2. Heat grill to medium-high. Season the salmon with 1/4 teaspoon each salt and pepper. Grill until opaque throughout, 3 to 5 minutes per side; transfer to plates.
3. In a large bowl, whisk together vinegar, oil, oregano, and 1/4 teaspoon each salt and pepper. Toss with tomatoes, cucumber, and onion. Serve with the salmon and tzatziki.
Click here for more healthy recipes. | 1,915 | 942 | {
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Meeting people for the first time
Pleased to meet you
How do you do
Nice to meet you
Good to meet you
How do you do is not a question that needs an answer. People reply the same (“How do you do”) or say any of the other expressions in the list.
Nice to meet you and Good to meet you can also be said at the end of a first meeting, along with goodbye.
British people shake hands when they meet for the first time, though generally don’t at subsequent meetings.
Please let me introduce myself
I would like to introduce you to ...
Let me introduce you to ...
This is ...
ROLE PLAY
Imagine you have never met your teacher before. Introduce yourself.
Now your teacher will introduce you to an imaginary group of distinguished listeners …
And your turn: introduce your teacher to the same audience.
A few people will shake hands when they meet friends and colleagues, but most don’t. The only certain time people shake hands in the UK is when they meet for the first time.
Catching up with friends and colleagues
When greeting someone we often use a different expression from the one they use. If they say “Good morning”, we might say just “Morning” or “Hi”. It seems that if we say exactly the same back it lacks warmth and makes us sound a bit robotic, like an echo!
With your teacher say the first exchange and see how stiff and formal and not very warm it sounds!
Good morning
Morning
Hello
Hi
Hello (especially on the phone)
Practise other ways you might greet each other:
- Hi!
- Good morning
- Morning!
- Hello!
When you meet someone you know, *Good morning* or *Morning* is fine up until midday. *Afternoon* or *Good afternoon* is standard at work after midday, though a bit too formal for your wife or husband. *Hi*, *hello* and the others are warm and friendly. *Hello* is standard on the telephone.
When they meet a colleague, people in Britain like to talk about the weather. The weather in Britain is unpredictable and can change in seconds. That’s why it’s a talking point. The key is to express a mild grumble, however hot or cold or wet or windy it might be, and to avoid precise statements.
We like to ‘catch up with’ friends and colleagues, to find out how they are and what they are doing (or ‘what they are up to’). If they reply *It could be worse* or *Not so bad*, this is not as negative as it seems.
When we ‘catch up’ we make ‘small talk’, which is light conversation about the weather, something in the news, what you did last night and similar. Small talk generally avoids politics, religion and other opinionated subjects which may expose different views and create an awkward atmosphere.
**Exchange greetings with your teacher as if the time were …**
9am 3pm 8pm
**How’s it going?**
Good to see you
How you doing?
How’s it going?
How are things?
Not too bad
Yes, not so bad
Yes, good thanks
What are you up to these days?
**A bit chilly today**
Freezing, isn’t it!
What a lovely day – and we’re indoors!
Raining again. Will it ever stop?
A bit windy today!
**ROLE PLAY**
Practise making small talk with your teacher about:
1) the current weather
2) a recent sports game or news story
3) a television programme you have both seen
4) your favourite music
5) what you did last weekend | 1,232 | 753 | {
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ASK THIS:
What is keeping you from forgiving?
REMEMBER THIS:
“Put up with one another. Forgive one another if you are holding something against someone. Forgive, just as the Lord forgave you.”
COLOSSIANS 3:13, NirV
DO THIS:
God says that loving others means making the first move. Whether you need to be forgiven or whether you need to forgive, if something is wrong between you and someone else, you need to take a step to make things right. You might even say that choosing to make peace with others through forgiveness is one of the best gifts you can give God! Pray that God will help you make the first move to forgive.
FORGIVENESS:
DECIDING THAT SOMEONE WHO HAS WRONGED YOU DOESN’T HAVE TO PAY
Forgiveness can be hard.
We all have this tendency to hold our hurt and carry it around like a weight in a backpack. We just keep piling in those hurts, until we bend and break beneath the weight of our bitterness. Even as adults, this is something we’re prone to do. No matter how hard we try forgiveness doesn’t seem to be our natural instinct.
Imagine how difficult it must be for our kids. They’re just learning to grapple with the emotions associated with hurt. Friends can be fickle. Hurt people hurt people. And our kids are left aching from the hurt; yet they’re unable to process what they’re feeling and find the path towards forgiveness.
As parents, we try and help them see how forgiveness will free them from the additional hurt that comes. But kids are often too close to the situation to see any other option than letting the bitterness sink in making way for revenge to take over. And so, our words fail us and we need some help.
Thankfully, we have stories. Stories over time give us a perspective on life we can’t see on our own. Forgiveness is one of those areas where stories can offer a perspective for you and your kids to discover a pathway out of the pain to find a place where you can let go of that bitterness backpack you’ve been carrying around.
Here are several ideas for where to start with stories that teach the idea of forgiveness for Upper Elementary/Middle School:
“Meaniehead” - Bruce Eric Kaplan
“The Lemonade Crime” - Jacqueline Davies
“The Hundred Dresses” – Eleanor Estes
“Shiloh Season” - Phyllis Reynolds Naylor
“The Year the Swallows Came Early” - Kathryn Fitzmaurice
“Birthdays” - Wendy Mass
For more blog posts and parenting resources, visit: ParentCue.org | 983 | 538 | {
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Explanation of terms
City Council:
An assembly of elected local politicians. They discuss and decide about life together in the city and about important topics like traffic, education, the environment, the local economy or culture.
City Councillor:
A member of the City Council, in other words a local politician who is elected by the citizens of the city.
Enquiry:
A question about the current state of a situation, e.g. “How many kindergarten places are there in the city?” Or a question about what the City Council is planning. An enquiry can be submitted in writing or in person.
Request:
When you ask the City Council to do something, e.g.: “We request that you set up a bilingual kindergarten,” or „We request that you organise and offer more language courses for working people.”
Natural multilingualism:
When a child grows up with several languages and learns them all naturally.
Contact
Advice Office of the Integration Council in the „Nadelfabrik“
Reichsweg 30
Room A002
52068 Aachen
Tel.: 0241 432-56602
firstname.lastname@example.org
www.aachen.de/integrationsrat
To make an appointment, call Tel.: 432-56602 or send an email to email@example.com
The state association of the 107 Integration Councils in North Rhine-Westphalia is the „Landesintegrationsrat NRW“
firstname.lastname@example.org
www.landesintegrationsrat.nrw
Printed on 100% recycled paper
The City of Aachen
The Lord Mayor
Department of Housing, Social and Integration Affairs
Office of the Integration Council
Reichsweg 30
52068 Aachen
www.aachen.de
Integration Council Aachen
Growing together in our city.
www.aachen.de/integrationsrat
The Integration Council protects your interests
There are about 255,000 people living in Aachen.
A third of them have an international background. They originate from over 160 different countries. And they bring a colourful variety of different languages, cultures and religions to the city. The Integration Council gives these people a voice.
Aachen is your home. The Integration Council protects your interests, for example with respect to
- housing and living conditions
- access to schools and employment
- experiences with marginalisation and racism
If you have any questions, please contact your Integration Council!
Please note: the Integration Council is not there to solve the problems of individual persons. Its primary mission is to represent and protect the interests of all naturalised persons and persons with a migration background in our city.
What is the Integration Council?
The Integration Council is a committee that is democratically elected. It is a part of the city’s urban policy. In the Integration Council, members of the City Council* work together with naturalised persons and representatives of persons with a migration background. Their goal is generally to promote good coexistence in the city. But most of all it is to give you a political say in all aspects of your life! In other words, the Integration Council is there to make sure that your voice is heard.
In Aachen the Integration Council has 21 members. Persons with a migration background living in the city elect 14 representatives to be their members on the Integration Council. The City Council* designates seven City Councillors*, who belong to the different political parties in the City Council. The Integration Council holds new elections every five years. The election of the Integration Council usually takes place on the same day as the local government elections. The participation of the City Councillors ensures that the resolutions of the Integration Council are brought to the attention of the city’s urban policy makers. This can be achieved, for example, by submitting enquiries* and requests* to the City Council. Furthermore, the City Council is obliged to give a hearing to the Integration Council on certain specific topics.
Do you want to know how you can have your political say in your city? Would you like to watch a public session of the Integration Council? Then please feel free to contact us!
Possible issues and concerns
Integration applies to all areas – to schools and to the world of work, to free time activities and to life in your part of town. The Integration Council is committed to building a community where Germans and persons with a migrant background live together as equals. Its goal is to promote and encourage tolerance and respect on all levels of political life. Possible issues and concerns include the following, for example:
- political participation
- education
- employment
- social & cultural participation
- measures to counter racism and discrimination
- integration of refugees
- promotion of „natural multilingualism“*
* Explanations of these terms are given towards the end of this flyer. | 2,030 | 981 | {
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By eating eggs, we’re condemning hens to a miserable life and to be killed. Just in France, 50 million chicks and 47 million hens are concerned every year.
**By what right do we take their lives?**
In cage farms, between 15 and 60 hens are crammed together, each of them disposing of an available surface equivalent to a DIN A4 sheet (i.e. about 16 hens per m²). All birds live constantly on grid floors wounding their legs. These farms are large closed buildings and can enclose up to 200 000 hens, in some cases even more.
In free-range or barn farms, space is limited to 9 hens per m² (6 hens per m² in organic farms). In barn farming, hens are permanently confined in large buildings. In free-range and “organic” farms, they must be able to go outdoors during the day.
**ORIGIN OF EGGS SOLD IN SUPERMARKETS AND GROCERY STORES**
- **Caged hens**
- 36%
- **Barn-raised hens (in a closed building)**
- 19%
- **Free-range, organic hens**
- 45%
---
**BECAUSE L214 SUPPORTS YOU**
A plant-based diet offers a huge variety of delicious and healthy foods. Meat, dairy and egg alternatives are becoming more and more abundant and ubiquitous.
**L214 supports the dietary transition: to know more, visit their Vegan Pratique and VegOresto websites!**
There are many plant-based options available to replace eggs, and almost any recipe can be adapted to be 100% plant-based!
To know more: l214.com/remplacer-oeuf
---
L214.com
vegan-pratique.fr | vegoresto.fr
viande.info
l214.com/poussins
contact: L214.com/contact
L214 Association
CS20317
69383 Lyon 08 Cedex
---
*These percentages only apply to France.*
1. **Because animals are sentient beings**
Like us, animals can suffer and feel joy, and they should be able to live their lives however they wish. Animals are sentient, that is, they are conscious and they can feel emotions and a broad range of sensations.
2. **Because hens are amazing birds**
Many people are unaware of how intelligent and sensitive chickens can be. For instance, chicks are born with the ability to count up to 5. Their mother will teach them to recognize threats and danger, and also what sort of food is edible or not. Throughout their lives, chickens constantly learn by observing other members of the flock. Some hens have proved they can also learn by observing other hens on television!
As mothers, hens are devoted to their chicks, and will risk their lives for the sake of their young ones. In the egg industry, however, hens and chicks don't meet and don't get to know each other.
3. **Because millions of chicks are mutilated and killed**
Regardless of the farming system (in cages, in a barn or outdoors), we bring millions of chicks to life in huge incubators in order to provide farms with new laying hens.
Far from any maternal warmth, chicks are selected right after birth. Males are immediately gassed or ground up alive in a macerator, since they don't lay eggs and they don't belong to a breed oriented towards meat production, so they're considered a waste product by the industry. Fragile or sick female chicks, as well as spare ones when they're bred in higher-than-necessary numbers, will suffer the same fate. Just in France, 50 million chicks are killed this way every year.
The retained chicks have their beak cut with a hot blade. This painful mutilation is performed with the aim of preventing hens from pecking each other once they're crammed together in overcrowded farms.
4. **Because hens are exhausted after laying so many eggs**
Laying hens have been genetically selected to lay as many eggs as possible, to the detriment of their health. While a wild hen lays around 20 eggs per year, currently farmed laying hens lay more than 300. This high productivity requires enormous amounts of calcium to produce the eggshells and is a common cause of bone decalcification, leading to frequent bone fractures in hens.
5. **Because hens are killed**
Regardless of where they are raised, hens are sent to the slaughterhouse and replaced by others after only 18 months of life, when they could live up to 8 years. Hens are violently handled, crammed into cages and transported for sometimes very long distances. They often have fractured legs or wings when they arrive at the slaughterhouse.
Once in the slaughterhouse, hens are usually hung, fully conscious, on hooks over an automated chain. Hens are subsequently submerged into electrified water, stuck, bled, plucked, eviscerated and finally conditioned for human consumption. The hanging, electrical stunning and bleeding processes are not painless. They cause stress and suffering to a huge number of birds. | 1,960 | 1,061 | {
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FACT SHEET: Marin County Coho Salmon and Drought
In times of drought the already endangered Marin County coho salmon face even more obstacles to survival including:
- Less water
- This year there is less water in the Lagunitas Creek and its tributaries
- San Geronimo Creek, the most important undammed creek (above the Inkwell waterfalls) in the Lagunitas Watershed current flows are 0.3 cubic feet per second (cfs), flow levels normally seen at the end of summer dry season
- This winter San Geronimo Creek saw flows as low as 1/3 cfs (less than one inch of water). This is typical of summer water levels, but not winter levels. During rainstorms the creek flows at 7,000 cfs.
- Due to low flows the fish are unable to get over the waterfalls, and are blocked from their primary spawning area
- More exposure to predators
- Stuck in pools awaiting high enough flows to reach spawning grounds, fish are exposed for longer periods to predators during the spawning migration
- Fish are more exposed and less able to hide from predators while spawning
- Predators include: herons, egrets, hawks, osprey, raccoons, coyotes, river otters, and invasive fish like largemouth bass and bluegill
In response to these threats, Turtle Island Restoration Network’s Salmon Protection and Action Network’s (SPAWN) program (and other organizations and agencies) has developed ways to support the coho salmon’s survival even in times of drought through:
- Habitat improvement
- SPAWN creates woody debris structures (manmade log jams) in waterways that shelter fish in times of drought and provide resting and hiding places from predators
- Native plant restoration work
- Native plants provide food and shelter for young salmon and stabilize creek banks preventing salmon-killing sediment from reaching creeks.
- Native plants are naturally drought-resistant and do not need on-going irrigation to survive and thrive.
- Rain-harvesting cisterns
- SPAWN is offering residents an opportunity to purchase cisterns at a discounted bulk price
- Cisterns, which are primarily used for outdoor irrigation, release water slowly through a drip irrigation system
- This allows water to collect in the ground and raise the water table, which continually feeds river systems throughout the year – even in times of drought
- Summer Fish Rescue
- SPAWN rescues baby salmon from drying pools in the summer. To date, SPAWN has rescued more than 14,000 baby coho salmon and steelhead from certain death.
Turtle Island Restoration Network works to mobilize people and communities around the world to protect marine wildlife, the oceans and the inland waterways that sustain them. The Salmon Protection And Watershed Network (SPAWN) is a project of Turtle Island that works to protect endangered salmon and their habitat in the Lagunitas Watershed. | 1,239 | 619 | {
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Visual Story
cdpKids
www.cdp.com.au
THE PRODUCTION
CDP presents Tall Stories’ production of *Room on the Broom* adapted from the award winning picture book by Julia Donaldson & Axel Scheffler, published by Macmillan Children’s books.
**Length**
The show is approximately 55 minutes with no interval.
**Age Recommendation**
Suitable for ages 3+. Families are encouraged to review warnings, in order to assess appropriateness of content.
**Photography**
Production Stills by Heidrun Lohr.
Content Warnings
• At some moments the lighting on stage will be dimmed and the stage will be a little darker, like when the Witch casts her spell but it only lasts for a little while.
• During the show, there are also some loud dragon roars. It only lasts for a little while and you can cover your ears if it’s too loud.
THE THEATRE
Room on the Broom is a play that is being performed at different theatres in Australia.
The team travel all around the country on a tour. They stop in different towns and cities to perform the show for the audiences that live nearby.
What theatre are you watching Room on the Broom at?
Do you know what the theatre building looks like?
Arriving at the Theatre
When you arrive at the theatre, there may be lots of other people in the foyer area. They are there to see the show just like you!
You will also see some staff members who work at the theatre. They can help you with directions and any questions that you have about the performance.
Before the Show
To see the show, you will need a ticket. You may already have your ticket, or you may need to collect them from the Box Office.
There may be a queue of people who are also waiting to collect their tickets.
Before you go inside the auditorium, you may also want to get something to eat or drink or use the toilet.
When the performers are ready, the staff members will open the doors to the auditorium so that you can find your seat before the show starts. They will ask you to show them your ticket, which will tell you which seat you are sitting in for the play. The staff members can help you find your seat.
Inside the Auditorium
Every theatre auditorium looks little bit different. In some theatres everyone is sat on the same level, and in other theatres there are seats on different floors. You might need to walk up or down some stairs to get to your seat.
How many levels does your theatre have?
The Set
When you go into the auditorium you will see the set on the stage. The set looks like forest. You will see trees and the moon on stage.
During the Show
The play will last approximately 55 minutes and has no interval.
During the show, if it gets too loud, you can cover your ears.
When the show starts, it will be time to be quiet so that you can hear everything.
The lights will turn down in the audience, but the stage will stay bright so that you can see everything.
If you need to take a break that’s ok. You can leave the auditorium and find a place to sit in the foyer if you’d like. You can return to the auditorium whenever you are ready.
After the Show
When the show is finished, people will clap to say thank you to the performers.
If it’s too loud you can cover your ears with your hands.
THE PLAY
This play is called *Room on the Broom* and the story comes from a book with the same name. It is the story of a witch and her cat who are on a journey to the Back of Beyond to fight a dragon, but they meet lots of new friends on the way.
4 actors play different characters and use puppets to tell the story. Acting is fun! And often playing characters quite different to ourselves can be SO much fun!
The actors in *Room on the Broom* are having a lot of fun playing roles that are very different to themselves.
THE CHARACTERS
The characters that we will meet are:
Witch
Cat
Dog
Frog
In the show the Dragon says hello to the audience sitting in the auditorium. It might seem a bit scary at first, but don’t worry – he won’t *actually* eat you!
The actors are having a lot of fun playing the different characters.
NEW FRIENDS
The Witch and her Cat are on their way to the Back of Beyond to fight a Dragon, but on their way they meet some new friends.
They meet a Dog who asks the Witch to take him all the way to the moon.
Then they meet a Bird who wants to go on holiday to Bali.
And they also meet a Frog who is trying to escape from a princess that wants to kiss him!
At first Cat isn’t very happy and says that there isn’t room on the broom for everyone.
A BROKEN BROOM
With all of the new friends on the broom it’s very heavy and gets overloaded!
The broom snaps in two and everyone tumbles down. They land in the bog!
THE DRAGON
There’s a loud roar and the dragon appears!
He says that Witch is his favourite food and sings a song about how he’s going to eat her with some chips for his tea.
Witch calls for help and out of the bog comes a big mud monster to scare off the Dragon.
The monster might look a bit big and scary at first, but don’t worry, it’s just the actors and the puppets covered in some big sheets!
THE MAGNIFICENT BROOM
The Dragon has been defeated but the broom is still broken!
Usually the Witch isn’t very good at magic spells but this time she asks everyone to help by finding something to add to the cauldron.
When the Witch says her spell the lights might be a bit darker, and there might be some loud noises. It’s ok, it doesn’t last long and it just means that the magic is working!
The spell worked! They have a new broom and it is truly magnificent!
We hope you enjoy your visit to Room on the Broom!
cdpKids
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THE Storyteller
EVAN TURK
HLAYKIA
Elders as Storytellers:
An Interview Activity
“Teaching youth is like carving in stone.”
—Moroccan Proverb
HLAYKIA
Elders as Storytellers: An Interview Activity
*Hlaykia* are the public storytellers of Morocco. They have been learning, preserving, and sharing stories for nearly one thousand years. These stories have been passed down from generation to generation and have become a part of the cultural fabric.
Every culture has a tradition of passing stories from the older to younger generation. While *hlaykia* spend a lifetime perfecting their craft, every person we encounter has a story to tell.
Can you prepare a classroom assignment or a cross-generational public program where young readers can interact with and interview older members of the community? You will, of course, create your own fine ideas and connections. Below are simply suggestions for an experience related to *The Storyteller*.
**Interview Questions**
In keeping with the themes of the picture book, elders could be asked about:
*A time when they:*
- Ran out of something important and found an interesting way to replace it.
- Made something with their hands and shared it with their community.
- Told a story and saved the day.
- Felt hope because of a story that was told to them.
**Introduction Sheet**
We have provided a sheet that will introduce the book and project to your elders. Look for an adaptable version of that sheet in Word on the “Inspiration & Resources” page of TheStorytellerBook.com.
**Capturing Voices**
Decide how you want to capture those stories. How can you integrate active listening into the interview process?
**Capturing Faces**
Can you incorporate photography or portrait drawing into the interview process?
**The Storyteller**
We have provided a sheet that is topped with the words, “The Storyteller.” Consider having your readers do their final write-up of their interview on this page, reinforcing that we are all storytellers.
**Note on Moroccan Arabic**
Any words on this sheet in *bold italic* can be heard on an audio pronunciation guide on the “Inspiration & Resources” page of TheStorytellerBook.com.
These materials are designed for an exploration of the picture book *The Storyteller* by Evan Turk (Atheneum Books for Young Readers). Find more and share your projects at TheStorytellerBook.com.
Dear,
We have been reading and discussing a book called *The Storyteller* by Evan Turk (Atheneum). The illustrated book is set in Morocco, where the tradition of *hlaykia* or public storytellers goes back nearly one thousand years. The *hlaykia*'s stories have been passed down from generation to generation and have become a part of Morocco’s cultural fabric.
The book is ultimately about the power of storytelling and our thirst to hear stories from one another. We are thirsty for *your* stories.
Would you be willing to have one of our readers interview you? We have selected some topics based on the themes of the book. You can pick one of these four topics below or choose your own story.
**Could you tell your young interviewer about a time when you:**
- Ran out of something important and found an interesting way to replace it?
- Made something with your hands and shared it with your community?
- Told a story and saved the day?
- Felt hope because of a story that was told to you?
*Include contact information, permissions, use of photography, and so on!*
Look for more about *The Storyteller* by Evan Turk (Atheneum) at TheStorytellerBook.com.
This piece was created after reading *The Storyteller* by Evan Turk (Atheneum). TheStorytellerBook.com. | 1,451 | 795 | {
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One out of five Americans has had a bed bug infestation in their home or knows someone who has encountered bed bugs according to a new survey released by the National Pest Management Association (NPMA).
Source: http://www.pestworld.org/news-hub/
Kent City Health Department
Kent Central Gateway 2nd Floor
201-G E. Erie Street
Kent, Ohio 44240
330-678-8109
www.kentohio.org/153/health
Facts About Bed Bugs
Life Cycle of a Bed Bug
(Cimex lectularius)
Egg
1st Stage Nymph
2nd Stage
3rd Stage
4th Stage
5th Stage
Adult Fed with blood meal
Adult Unfed
What are bed bugs?
Bed bugs are flat, small, wingless, blood-sucking insects. They feed on warm-blooded animals, such as birds, bats and humans. They hide in cracks and crevices in beds, wooden furniture, floors and walls during the day, and come out at night to feed on sleeping hosts. Bed bugs are not caused by poor hygiene or bad housekeeping. Bed bugs are not known to spread disease. Adult bed bugs are approximately ¼ inch long, about the size of a lady bug. They are gray or brown in color, but turn red after finishing a blood meal. Bed bugs can survive a very long time without eating – perhaps several months. Female bed bugs will lay 200-500 eggs in a lifetime. Bed bug eggs are cream colored and look similar to tiny pieces of rice.
Health Issues: What are the symptoms of bed bug bites?
The majority of people do not react to bed bug bites. The bed bug bite may cause itchy red bumps on the skin. Most people don’t feel the bug biting. The bumps may appear in a line or a group of bites. Lack of sleep is a serious side-effect causing reduced alertness and productivity. Some people could have more serious or allergic reactions to the bites and may require medical treatment, such as:
♦ Large, itchy bumps up to 8 inches across.
♦ Blister-like skin sores.
♦ Skin rashes similar to hives.
♦ In very rare instances, a severe allergic reaction can lead to anaphylactic shock.
Signs of a Bed Bug Infestation in Your Home
• Small bloodstains on your sheets and mattresses.
• Bed bugs or their eggs may be found in the folds and creases in the bed linens and seams or tufts of mattresses and box springs. They may also be found within pleats of curtains, beneath loose areas of wallpaper near the bed, in corners of desks and dressers, in crevices of sofas and chairs, on furniture, behind cove molding, and in laundry or other items on the floor or around the room.
• Sometimes, characteristic dark brown or reddish fecal spots of bed bugs can be found on the bed linens, mattress or walls near the bed.
How do you know if you’ve got bed bugs?
• You wake up with itchy bug bites
– Look like mosquito bites
– Exposed skin is most affected: face, neck, hands, arms, and lower legs
How is it treated?
Bed bugs move around by hitching rides on clothing, furniture, bedding and baggage. Bed bugs will live in any crack or crevice in or around sleeping areas. Treatment of bed bug infestations can be difficult, as the pests are very good at hiding, and they can spread rapidly between rooms and buildings. Treatment usually consists of a combination of environmental controls (daily laundering of bedding, vacuuming, caulking cracks and crevices, eliminating clutter, etc.) and insecticide treatments by licensed professionals.
How is it prevented?
If bed bugs are already present in your home, you can help prevent more bites by wearing pajamas that cover as much skin as possible.
To help control bed bug infestations:
* Inspect antiques and secondhand furniture thoroughly before bringing them into your home.
* Place new or second-hand clothing in a dryer set on the highest heat the fabric can withstand for at least 20 minutes when you bring the clothing home.
* While you are traveling, inspect any room where you will be staying, paying close attention to the sheets and mattress.
* After you return from a trip, check your luggage for insects.
* Change bed linens at least once a week, and wash in the hottest water the fabric can stand.
* Vacuum around the home at least once a week, paying special attention to areas around the bed.
* Caulk holes in floors and walls.
Resources: www.michigan.gov/bedbugs, http://u.osu.edu/bedbugs/, https://www.cdc.gov/parasites/bedbugs/, www.spcpweb.org
Safer Pest Control Project | 1,815 | 997 | {
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Heat Stress
Symptoms of heat stress should never be ignored. They are your body’s way of telling you that something needs to be done to balance your body’s heating and cooling system.
For more information on heat stress, refer to IHSA’s Construction Health and Safety Manual (MO29) or visit the Heat Stress topic page at ihsa.ca/topics_hazards or labour.gov.on.ca
This pamphlet is one of a series developed by the Roofer Trade Labour-Management Health and Safety Committee.
Find out what we can do for you at ihsa.ca
Heat Stress Prevention for Roofers
Heat stress can occur wherever work operations involve heavy physical labour in hot, humid environments. With little protection from the sun, roofers are at increased risk of heat stress. Working on dark roof surfaces and using equipment such as hot-tar kettles and propane torches to apply roofing materials can add to the risk.
This brochure helps roofers learn about heat stress, recognize the symptoms, and control the hazards.
Heat stress
The human body functions best within a surprisingly narrow range of temperatures: 36°C to 38°C (96.8°F to 100.4°F). When you do heavy work in a hot environment—indoors or outdoors—your core body temperature rises.
To get rid of this excess heat, your body uses two cooling mechanisms:
1. Heart rate increases to move blood—and heat—away from your internal organs and toward your skin.
2. Sweating increases to help cool your skin, blood, and body through evaporation.
When you become dehydrated, your body’s cooling system can’t get rid of the heat, and your temperature rises above 38°C (100.4°F). This can lead to a heat-related illness such as
• Heat rash (due to plugged sweat glands)
• Heat cramps (due to loss of salt caused by sweating)
• Heat exhaustion
• Heat stroke.
Heat exhaustion
Heat exhaustion occurs when your body cannot keep blood flowing both to vital organs and to the skin for cooling.
Symptoms
• weakness, feeling faint
• headache
• breathlessness
• nausea or vomiting
• difficulty continuing work
Treatment
Get medical aid and cool down (move to a shaded spot, loosen your clothing, and drink cool water). It takes at least 30 minutes to cool the body down after heat exhaustion. Without prompt treatment, heat exhaustion can lead to heat stroke.
Heat stroke
Heat stroke is a medical emergency. You can die from it. Your body has used up all its water and salt and cannot cool itself. Your temperature rises to dangerous levels. Heat stroke is also called sunstroke.
Symptoms
• confusion and irrational behaviour
• convulsions
• loss of consciousness
• no sweating—hot, dry skin
• abnormally high body temperature—40°C (104°F) or more
Treatment
If a co-worker shows symptoms of heat stroke, you should act fast.
• Call the local emergency number or get the worker to a hospital.
• Take aggressive steps to cool the worker down by:
✓ immersing in a tub of cool water
✓ placing in a cool shower
✓ spraying with a hose
✓ wrapping in cool, wet sheets and fanning rapidly.
• If the worker is unconscious, don’t give anything to drink. | 1,354 | 683 | {
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Enabled by Intel® Atom™ Tablets for Windows* 8.1
As digital devices provide new opportunities to engage children, innovative new apps provide exciting opportunities for children to have fun while learning.
Intellijoy has produced numerous games for Windows* 8.1 tablets with an Intel® Atom™ processor, designed to simultaneously entertain and educate young children. These games that are visually appealing, dynamic and fun, and enable children to learn letters, numbers, shapes, colors, reading and much more.
Intellijoy’s very popular series of children’s games for Windows* 8.1 tablets include:
- Kids ABC Letters
- Kids ABC Phonics
- Kids ABC Trains Game
- Kids Learn to Read
- Kids Numbers and Math
- Kids Colors
- Kids Shapes
- Kids Connect the Dots
- Kids Connect the Dots Xmas
- Kids Preschool Puzzle
- Kids Professions Dressing Game
Children Learn through Play with Intellijoy
Adults can now be assured the time young children spend on Windows* 8.1 tablets is meaningful and educational with the series of Intellijoy games.
Children enjoy interacting with the touch interface and visually rich display of new Windows* 8.1 tablets as they play and learn about fundamental educational concepts. The powerful Intel Atom processor in these tablets ensures the experience is fluid and seamless.
Intellijoy’s full range of educational games for children is designed to entertain and enlighten. They include:
**Kids ABC Letters**
This fun app helps preschool-aged kids learn their ABCs and practice letter shapes, letter recognition, and find letters in context.
**Kids ABC Phonics**
This fun game teaches young children the sounds of each letter, which is a precursor to learning reading. Children have fun building ABC blocks, popping letter bubbles, solving letter puzzles, creating words and more with the sounds of each letter featured.
**Kids ABC Trains Game**
Kids ABC Trains Game allows children to learn and identify letters and their sounds (phonics) using trains and railroads. Children can also write letters, identify letters in context and match lower and upper case letters.
**Kids Learn to Read**
Once children learn letter names and sounds, Kids Learn to Read is an excellent way for children to practice blending sounds together to form, read and spell three letter words like “dog”, “sun”, and “big”.
**Kids Numbers and Math**
Children can learn basic math in this entertaining and colorful game, which teaches numbers, counting, comparing numbers, adding, subtracting and more.
**Kids Colors**
Toddlers and preschoolers have fun recognizing colors and naming them with this entertaining game. Children use the touch interface of Windows* 8.1 tablets to splash colors onto an easel, match colors by memory and identify colorful fish.
**Kids Shapes**
Children enjoy recognizing shapes with real-life objects in natural settings in this fun app. Featured shapes include circle, rectangle, triangle, square and oval.
**Kids Connect the Dots**
Children take advantage of the interactive touch capabilities of Windows* 8.1 tablets to play the traditional connect the dots game. As they tap or connect the dots, numbers and letters are pronounced. Once all dots are connected, they transform into a colorful graphic, such as an animal.
**Kids Connect the Dots Xmas**
Children get into the holiday spirit through 40 simple connect-the-dot puzzles all with holiday themes.
**Kids Preschool Puzzle**
Children can solve puzzles with their hands by dragging colorful pieces into place. Once a puzzle is completed the pleasant voice of a lady congratulates the child and explains the image.
**Kids Professions Dressing Game**
Children often dream of becoming a doctor, fireman, baseball player, nurse and more. Now they can dress up characters with different professional uniforms.
Learning Made Fun with Intel and Intellijoy
Intel® Atom™ Tablets for Windows* 8.1 provide a fun, interactive and visually rich interface for children to explore and learn with Intellijoy’s series of educational games. The touch capabilities, high-resolution display and Intel Atom processors combine to make an engaging and interactive platform for young children to play and learn.
To learn more visit http://software.intel.com/pams/tablet
To become an Intel Software Partner visit www.intel.com/partner | 1,851 | 871 | {
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Today in the newspaper I read that China was considering limiting the amount of rare earth it exports to other countries. Since China produces about 97 percent of all the rare earth metals used in electronics, such as integrated circuits, LCD TVs, and other high-tech components, this limit would do two things: raise prices on all these components and force companies to build more electronics factories in China to skirt the limit on raw materials.
Although these rare earth elements exist in other countries, for a long time it has been cheaper to get them from China, so potential rare earth supplies in other countries were not developed. Because rare earths are used in relatively small quantities to build relatively high-value goods, their shipping costs were negligible. Now that the prices of these rare earth materials are rising, other sources outside China are being developed, but they will not be ready until 2015.
I do not blame China either for limiting its production of these rare earth metals to get more money or for wanting to draw more high-tech companies to China to manufacture products from these materials. I do blame the countries that allow local raw materials critical to their existence (both economic and physical) to be neglected and unable to be produced in a timely manner for industries that need the materials, particularly when these sources could effectively offset the ability of one country to hold other countries hostage.
Likewise, when I go to a country like Brazil (a country of 192 million people) and talk to the local computer manufacturers about designing and making motherboards, they tell me it is “cheaper and faster” just to go to Taiwan and buy the motherboards there. When I point out that import duties often more than double the cost of these boards, they just shrug and pass the duty costs (which would not be paid on Brazilian-manufactured goods) on to the consumer. This raises the prices for the goods to almost double what is paid outside Brazil, which in turn leads to many products being “hand carried” across the border by people traveling to Brazil. It also means design and manufacturing jobs that could be created in Brazil go to other countries.
I understand that some countries are so small or resource-poor they cannot supply the resources they need for existence. These countries, by definition, are dependent on others. However, many countries do possess and could supply these materials, thereby reducing their dependency on resources outside their domain.
Additionally, a country should develop a skilled workforce that not only can create new products but can repair the items necessary to keep the country strong. To keep deferring these skills to some other country, no matter how benign they currently might be, is a recipe for disaster.
Some people might argue “economies of scale” in having one country design and manufacture the needs of other nations; however, in a lot of circles, one country designing and distributing a product is as much a monopoly as one company designing and distributing a product.
Software is one of these resources. Software is no longer a luxury that can be foregone if it is cut off for some reason, such as embargo, war, legislation, or simply corporate insufficiency or failure. We can no longer run our countries using hand calculators and slide rules.
With Free Software, a country of almost any size can develop the skills within their borders to repair and extend the software necessary to run the country. Designing high-tech hardware, such as motherboards and cellular telephones, builds knowledge and skills within the country that could be applied to other jobs. Because these skills are needed to design complex hardware, “brain drain” – highly skilled people leaving for other countries to find challenging work – is also minimized.
Free Software also allows countries to jump-start industries because the countries won’t have to start from scratch writing their own software and systems. Students who are learning how software works can examine and modify the software that is being used in Open Source products.
As I continue to travel to countries to “beat the Free Software drum,” I suppose I should no longer be amazed by people, both in industry and government, who stick their heads in the sand. | 1,606 | 823 | {
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Managing Your COPD Day to Day
Do you struggle with symptoms of COPD? Symptoms can include coughing, breathlessness, and changes to your mucus. You may notice that your symptoms may change day to day.
COPD is with you all the time, no matter how you feel. In addition to taking your medicine as prescribed, you can also take steps at home to help reduce your symptoms. Talk to your healthcare provider about a plan that’s right for you.
Be aware:
Keep an eye on your environment
5. Cold Weather: During the colder weather months, you may be at increased risk for respiratory infections
6. Indoor Air Quality: Keep the air in your home clean by doing things such as changing your air filters regularly
7. Outdoor Air Quality: Try to avoid lung irritants such as air pollution. Keep your windows closed and stay at home (if possible) when there’s a lot of air pollution or dust outside
Add to your life:
Try making one of the following positive changes
1. Sleep: Poor sleep quality may contribute to an increase in symptoms. Talk to your provider if you have problems sleeping
2. Stool: Doing activities with less effort, such as sitting while performing day-to-day tasks, may lead to less tiredness
3. Handwashing: Washing hands after contact with a person who has a cold may prevent you from catching it
4. Medicines: Using your COPD medicines as prescribed may improve everyday symptoms
Remove from your life:
Try taking away even one of the following
8. Smoke: Staying away from smoke may decrease your symptoms. In addition to quitting smoking, try to avoid secondhand and fireplace smoke
9. Mold: Being exposed to mold may increase your risk of infection
10. Dust: Try to avoid lung irritants such as dust
It can be hard to change your whole routine at once. So start small. Even one or two changes around the house may help improve your symptoms.
Meet Catherine
Catherine has COPD, and her symptoms sometimes prevent her from being as active as she would like to be. She lives in a house, much like the one on the previous page. She smokes inside and cleans her house often. Her hobbies include playing with her grandchildren, cooking, and gardening.
Catherine needs your help to manage her day.
What might Catherine be doing well? ____________________________________________
What could she add to her life that might reduce her COPD symptoms? _______________________
What might be causing Catherine some trouble? _________________________________________
What could she be aware of or remove from her life to help reduce her symptoms? _______________________
Now that you have helped Catherine, think about what might work for you.
Right now, what are you doing well to manage your COPD? ____________________________________________
Check what you could add to your life, in addition to taking your medicine as prescribed, that may positively affect your COPD symptoms.
- [ ] handwashing
- [ ] sitting down during daily tasks
- [ ] improving sleep quality
Which positive changes can you make this month? ____________________________________________
In the next 3 months? ________________________________________________________________
Check what you think may be affecting your COPD symptoms in your home.
- [ ] cigarette smoke
- [ ] mold
- [ ] fireplace smoke
- [ ] dust
- [ ] secondhand smoke
- [ ] cold weather
Which of these can you eliminate or be aware of this month? ____________________________________________
In the next 3 months? ________________________________________________________________
How ready do you feel about making these changes?
- Not so ready
- Almost ready
- I'm ready
What might you need in order to feel more ready? ____________________________________________
What steps will you take to get started? _______________________________________________________
Talk with your healthcare provider before changing your daily routine. Remember to pay attention to how you feel over time so you can learn what works best for you. | 1,947 | 798 | {
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What is it?
Living the Liturgy is a school wide program aimed at strengthening the Catholic identity of our school, which falls under Brisbane Catholic Education’s Strengthening Catholic Identity Initiative. Living the Liturgy does this through providing opportunities to enhance the sacramentality, outreach culture, prayerfulness and formation of the St Stephen’s School community.
Through learning about and engaging with the Catholic Mass, the students are given multiple opportunities to live out Jesus’ Mission in practical and engaging ways. It is our hope that all of the students at St Stephen’s will gain a deeper knowledge, appreciation and love for the Catholic Mass and recognise how it can enrich the lives of all people of good will.
Sacramentality Focused
The Sacrament of the Eucharist is the source and summit of the Christian life. Living the Liturgy unpacks the meaning and value of the Eucharist and living a ‘sacramental life’, which engages students in everyday ways they can live out Jesus’ message of love.
Outreach Focused
The Catholic Mass is always focused on ‘Mission’ – going out into the world to share the peace of God. Through outreach events, Living the Liturgy, draws the students out into the world around them to help those who are poor or in need of God’s help.
Prayer Focused
Liturgy is all about worship of God. In learning the true meaning of ‘worship’ and contemplating God in their lives, the students learn how to pray and reverently connect with God through Living the Liturgy.
Formation Focused
Catholic Formation is about shaping one’s spiritual, theological, scriptural and human life. Living the Liturgy gives the students opportunities to grow and enrich all of these dimensions of themselves in order to grow nearer to God.
Staff Involvement – How can you contribute?
The most significant way that staff can contribute to the program is by bearing witness to the Gospel for the students and the community. This program is more successful when run by the community, rather than just the APRE. Staff are always invited to take lead roles in the Religious Life of the School and specifically leading activities and events within the Living the Liturgy Program.
How does it work?
Living the Liturgy runs for the duration of the school year and is broken into the 4 parts of the Mass, coinciding with the 4 terms of the year.
Term 1 - Introductory Rite.
Students learn about Christian hospitality, Christian community and the power of penitence and humility. In the past, the students have entered a competition to create something physically welcoming within the school such as a “Welcome Garden” and “Welcoming Art”.
Term 2 - Liturgy of the Word.
Students learn about Sacred Scripture and its significance and relevance in our lives. In the past, the students have created a “Scripture Challenge Book” which is designed to challenge the reader to live out the scriptural message. The book is sold within the community to raise money for the poor.
Term 3 - Liturgy of the Eucharist.
Students learn about the Body of Christ and its transforming power in the Christian life. In the past, the students have participated in the “Come and See” Program led by year 10 students at St Thomas More College, which focuses on formation around the Eucharist, then the “Adore for 24” event which invites all people within the community to participate in prayer before the Blessed Sacrament.
Term 4 - Concluding Rite.
Student learn about Jesus’ Mission to go out into the world glorifying the Lord by our lives. In the past, the students have participated in the Socktober challenge led by Catholic Mission. The students get “Actively” involved in living the Gospel through sports, raising money and community engagement.
Each term the students are involved in a practical and enjoyable event that links the coinciding part of the Mass to their everyday lives. | 1,589 | 799 | {
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With reference to one ecosystem studied, Intertidal Wetlands (Mangroves) we are going to look at its biophysical interactions which lead to diverse ecosystems and their functioning.
First of an ecosystem is an interaction of living and non-living organisms and their functioning or interaction with each other in their community.
Now we are going to look at the Intertidal wetlands which are also known simply just as mangroves, at Botany Bay. Not always were people aware of their usefulness and beauty, it has come to our awareness in recent years just what Intertidal wetlands provide for animal species, and their community.
Intertidal wetland is an ecosystem that's at risk, and it is a serious issue. Like mentioned before, they were not always regarded useful, in the past they have been removed, in order to build canal estates, housing, and other facilities such as schools, golf clubs, and industries. The mangroves have a right to be there for future generations to see and appreciate its beauty for simply its intrinsic value as well as utility value. The Intertidal wetlands provide home to hundreds of animal species and their food web. Such as juvenile fish, crabs, etc. They are at risk of destruction from human impacts in the area, as well as the natural impacts. The gray mangrove has become tolerant to the salt marshes, as its roots
have adapted to the harsh climate. Perhaps people should be educated about the Intertidal wetlands and their usefulness to the ecosystem, than they would come to awareness of its utility value. Denied access to the site, could be a strategy to prevent further destruction, signs should be put up bringing attention to the people and the way they are to behave around mangroves. Water pollution is another problem, water should be filtered, and kept at its high quality. So as mangroves are source of economic income as it is a breeding ground for many species of fish it should be protected. Another ecosystem we can look at is the sand dunes at Sylvania Waters. The sand dunes form according
to the speed and direction of wind. They also provide home to some animal species and plants. Human impacts have resulted in their destruction. Due to building of the roads, houses and other facilities, it has become an endangered ecosystem. All these biophysical interactions lead to diverse ecosystems and their functioning. Their protection is vital.
The human interaction along with nature's own interaction, all lead to diverse ecosystems, and the way they function. With sand dunes protection it would take things such as putting up the fences, signs to educate the people, so that they become aware of the usefulness that these ecosystems possess. As we have seen from the above evaluated ecosystems
those interactions lead to diverse ecosystems and their functioning. | 1,084 | 566 | {
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Conservation In Action
The Denmark Environment Centre promotes environmental conservation through education, advocacy and research. For information on becoming a member phone 9848 1644 or visit us at 33 Strickland St DENMARK.
The Shire of Denmark has a Coastal Management Plan outlining recommendations for Shire of Denmark Coastal Reserves. The Shire implements and funds coastal management works throughout the Shire of Denmark and supports voluntary management groups. Examples of this work include installing access stairs at Ocean Beach and installation of consistent signage across coastal areas to reduce erosion from visitor impacts. Works conducted are essential for effective management of coastal reserves. For further information on coastal management matters contact Shire of Denmark NRM Officer: (08)9848 0300 firstname.lastname@example.org or see the Shire website: http://www.denmark.wa.gov.au/councilservices/naturalresourcesmanagement/file/coastal
Left: Shire of Denmark Coastal Management Works Photo: Courtesy of Shire of Denmark
The William Bay National Parks Association does hands on work in the William Bay National Park including weeding, dune brushing and restoration work, marine monitoring at Green’s Pool and conduct regular walks in National Parks for fitness and leisure. Contact: Barry Goldsmith 9840 9024
Curious Creatures
The Leafy Sea Dragon is found around the southern coastline of Australia.
This mysterious and ornate creature floats around like a piece of seaweed. The conservation status of Leafy Sea Dragons is ‘Near Threatened’.
Curiously, the male sea dragon becomes pregnant and gives birth to live young. The female lays her eggs onto a special brood pouch on the underside of the male’s tail where they are fertilised. You can protect the leafy sea dragon by protecting their sea weed homes.
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Denmark - A Special Place
Denmark’s marine and coastal environment is very special. A number of rare species live in this area that rely on the environment around Denmark for their survival. The hooded plover is a local bird under threat. They live and nest on beaches like Parry’s beach. Nests are no more than a scrape in the dirt, making it easy for people to run over or step on their eggs.
The Western Blue Groper frequents reefy habitats around Denmark. It is an extraordinary fish which spends most of its life in the same general area. Gropers do not reach sexual maturity until they are 15 years old and can live to 70 years old. They are a fish highly sought by fisher people and have been listed as one of five most vulnerable species of fish. Western Blue Groper are essential for maintaining a balanced food chain and for the survival of so many marine creatures.
What Can You Do?
Fish Responsibly
Obtain copies of recreational fishing guides and rulers to ensure you stick to the limits.
Snorkel With Care
Take care not to damage or remove anything. Stand away from coral, seagrass and seaweed. Enter the water at a sandy location to avoid damage.
Boaties Beware
Careful where you anchor your boat, sandy areas are best. Be aware when coming ashore so as not to damage seagrasses and other habitats. Take all rubbish home with you.
Stick To The Tracks!
When four wheel driving or walking stick to maintained tracks to reduce erosion in coastal areas. Erosion leads to habitat loss for creatures. When driving on beaches stick close to the water line. Hooded plovers lay their eggs higher on the beach. Watch where you step!
Did you know?
Wilson Inlet is a key nursery for many juvenile fish species, including pink snapper. The minimum size limit for pink snapper in Wilson Inlet is 41cm.
Threats to the Marine and Coastal Environment
- Irresponsible Recreation
- Water Pollution
- Litter
- Erosion
- Dieback
- Inappropriate Fire Regimes and Wildfire
- Invasive Species
- Habitat Destruction | 1,705 | 826 | {
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Assamese director dons teacher’s cap
SMITA BHATTACHARYYA
Jorhat, Feb. 10: Assamese filmmaker Jahnu Barua today donned the role of a teacher as he imparted lessons on art, culture and beauty to schoolchildren at the district library here.
The programme was organised by a Guwahati-based NGO, Film and Cultural Society of North East, and the Indira Gandhi National Centre for Arts, New Delhi.
The two-day programme, which began today, showed documentaries on art, including the masks worn in bhaonas, and on artists from all over the world.
“Art cannot be defined in one sentence or in one book. It is there in everything, it is something which elevates us or inspires in us a sense of beauty,” Barua, who was awarded the Padma Bhushan this year, told the 1,000-odd schoolchildren gathered at the venue.
The renowned filmmaker said culture is a habit, associated with our conscience and the way we think. “Singing a song, playing a musical instrument, dancing or performing a drama is not even one per cent of what we understand to be culture.”
To explain the concept, Barua cited the example of a child who asks his parents to buy him a motorcycle as he does not want to cycle 10km to his college or to be laughed at by his peers but is refused because his parents cannot afford it. The child understands his parents’ problem and apologises for making such a demand. “This is culture,” said Barua.
“The child’s conscience understood the limits of how much his parents could afford to educate him and he was apologetic. It shows a healthy good mind with good conscience and morals. This is culture. Had he persisted, it would have been the opposite of culture and the beginning of destruction of his family as his father would have become debt-ridden to satisfy the child’s desire,” Barua said.
He said an amalgam of art and culture could help society develop and become strong. He referred to Xankardeb who had done so through dance, literature and moral preachings, to name a few mediums.
The objective of the programme is to teach children to view culture and society through the medium of art.
The documentary Behind the Masks showed how Xankardeb used masks of animals and demons in his bhaonas to attract the masses and teach them moral lessons through religious plays.
The documentary Brush with Life was on Satish Gujral who was deaf, mute and had deformity in a leg but was a world-renowned architect, sculptor and painter. There was another one on Max Liebermann, a German painter, and one on Ankiya Naat, a genre of the religious plays enacted in the neo-Vaishnavaita monasteries and begun by 15th century social reformer Srimanta Xankardeb.
Three upcoming filmmakers of Nagaland — Sophie Lasauh and Seseno (who work as a team) and Yapangnaro Longkumer — were conferred the Young Achievers Award, instituted by Dalmiya Bharat Cements, in today’s programme. Longkumer said Nagaland and the region could develop only “if we show what we have instead of others coming here and showing us what we have and making films on us and for us.”
The additional chief secretary of Assam, V.B. Pyarelal, film critic Manik Bora, professor of Ambedkar University, Delhi, Mousumi Kondoli, and artist Bhrigupati Hazarika also addressed the gathering.
The Goethe Institute, Germany, the Danish Film Institute, the Indian Documentary Producers’ Association, the Films Division, and the district administration, aided in holding of the programme. | 1,434 | 777 | {
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Don’t be Afraid to Say “No”
Saying no is commonly and incorrectly associated with being selfish or callous. A “yes” will bring a smile from the person doing the asking, and a “no” will probably have the opposite effect. So, we might find ourselves saying yes when we shouldn’t just to make someone else happy or to avoid conflict in the moment.
Although setting proper boundaries can feel stressful at first, over time and with practice, it can boost our resilience and promote well-being. It’s not wrong to want to do things for others; but when we want to please too much, and at our own expense, good intentions can leave us feeling resentful and exhausted.
Boundaries are limits we set for ourselves to facilitate reasonable, safe, and healthy ways of interacting with others.
If setting and respecting your own boundaries is new to you, trying it can feel unnatural at first. Here are a few tips to help you learn how and when to say no.
Decide what you need. Imagine a compass that can point to either Yes or No. If you agree to a request, and your needle points to Yes, how does that make you feel? Anxious? If your needle points to No, how then? At ease? Take a moment to reflect before answering.
別害怕說“不”
說“不”，通常被錯誤地與自私或冷酷連在一起。說出一個“是”，會讓請求者露出微笑，而一旦吐出“不”，後果往往就相反。所以，我們可能意識到自己在不該回答“是”的時說“是”，僅僅是為了取悅別人或避免當場的衝突。
雖然，剛開始設定恰當的人際界限時，會覺得壓力很大，但隨著時間的推移和實踐，它可以增強我們的韌性，促進幸福感。想為別人做事並沒有錯，但是當我們太想討好別人，而且以犧牲自己的利益為代價時，善良的動機會使我們陷入憤懣怨恨和疲憊不堪的境地。
人際界限是我們為自己設定的底線，來幫助我們可以與他人進行合理、安全和健康的互動方式。
如果設定和尊重自我界限，對你來說很陌生，那麼在最初嘗試時，你可能感到有點不自在。以下列出一些技巧，可以幫助你練習如何以及何時說“不”。
先決定自己的需要。想像眼前有只羅盤，它可以指向“是”或“否”。如果你同意他人請求，指針就指向“是”，讓你感覺如何？焦慮不安？如果指針指向“否”，你的感覺又如何？回答之前花點時間反思。
Set your calendar. When filling out your calendar, map out time for personal things like chores, leisure activities, and dinners with family. Having plans can make it easier to say no without guilt when conflicting requests come in.
Discomfort passes, but resentment can last forever.
When someone asks you for something you can’t or don’t want to do, take a deep breath and remember that the discomfort of a no will pass in a moment. But, the resentment of saying yes can affect your health and well-being long into the future.
Rehearse. Research shows that if we prepare ourselves to give a specific answer to requests, we are more likely to honor and maintain healthy boundaries. Try practicing a polite no phrase so that it is ready when you need it. Something like: “I wish I could help with that, but I can’t really take on anything else this week.”
Like many healthy habits, setting boundaries takes effort at first but should get easier with practice. Invest time to build your boundary skills now and you might be surprised at how much time and effort you will gain in return.
設置你的日程表。安排您的行程表時，事先規劃個人事務的時間，包括打理雜事，個人休閒活動，和家人晚餐的時間等。生活有了計畫，當突發要求與你的日程有衝突時，你會相對容易地、沒有愧疚地說：“不”！
不適感會過去，但怨懣會永遠持續。
當有人要你做一些你無法或根本不想做的事時，請先深呼吸一下，同時牢記這點——拒絕帶來的不適感只是一瞬間。相反，違背內心地說“是”所帶來的怨懣，會長期影響你的健康，快樂和幸福。
練習。研究表明，面對生活裡這些請求，如果事先練習應對技巧，有意識地提前準備如何回座，我們可以更好地尊重和維護健康的人際界限。嘗試在腦海裡練習一個彬彬有禮的拒絕短語，以備不時之需，比如這樣的回答：「我真希望我能幫上你的忙啊。但是，這週我的事情太多已經沒有辦法再加任何活動。」
像許多健康習慣一樣，在設定人際界限的最初階段，你會覺得費勁，但實踐越多越容易。現在，投入時間來培養你的人際界限的技能吧，你可能會驚喜地發現，因些你可以省下的時間和精力實在太多了。 | 843 | 1,219 | {
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Feelings/Emotions - Partial List
(internal sensations, without reference to thoughts, interpretations)
The following are words we use when we want to express a combination of mental states and physical sensations. This list is neither exhaustive nor definitive. It is meant as a starting place to support anyone who wishes to engage in a process of deepening self-discovery and to facilitate greater understanding and connection between people.
A. Feelings we may experience when our needs are being met
AFFECTIONATE
compassionate
friendly
loving
openhearted
sympathetic
tender
warm
CONFIDENT
empowered
open
proud
safe
secure
ENGAGED
absorbed
alert
curious
engrossed
enchanted
entranced
fascinated
interested
intrigued
involved
spellbound
stimulated
EXCITED
amazed
animated
ardent
aroused
dazzled
eager
energetic
enthusiastic
giddy
invigorated
lively
passionate
surprised
vibrant
EXHILARATED
blissful
ecstatic
elated
enthralled
exuberant
radiant
rapturous
thrilled
GRATEFUL
appreciative
moved
thankful
touched
HOPEFUL
expectant
encouraged
optimistic
JOYFUL
amused
delighted
glad
happy
jubilant
pleased
tickled
INSPIRED
amazed
awed
wonder
PEACEFUL
calm
clearheaded
comfortable
centered
content
equanimity
fulfilled
mellow
quiet
relaxed
relieved
satisfied
serene
still
tranquil
trusting
REFRESHED
enlivened
rejuvenated
renewed
rested
restored
revived
B. Feelings we may experience when our needs are not being met
AFRAID
apprehensive
dread
foreboding
frightened
mistrustful
panicked
petrified
scared
suspicious
terrified
wary
worried
CONFUSED
ambivalent
baffled
bewildered
dazed
hesitant
lost
mystified
perplexed
puzzled
torn
EMBARRASSED
ashamed
chagrined
flustered
mortified
self-conscious
TENSE
Anxious
cranky
distressed
distraught
edgy
fidgety
frazzled
irritable
jittery
nervous
overwhelmed
restless
stressed out
DISCONNECTED
alienated
aloof
apathetic
bored
cold
detached
distant
distracted
indifferent
numb
removed
withdrawn
FATIGUE
beat
burnt out
depleted
exhausted
lethargic
listless
sleepy
tired
weary
worn out
VULNERABLE
fragile
guarded
helpless
insecure
leery
reserved
sensitive
shaky
ANGRY
angry
enraged
furious
incensed
indignant
irate
livid
outraged
resentful
DISQUIET
agitated
alarmed
discombobulated
disconcerted
disturbed
perturbed
rattled
restless
shocked
startled
surprised
troubled
turbulent
turmoil
uncomfortable
uneasy
unnerved
unsettled
upset
PAIN
agony
anguished
bereaved
devastated
grief
heartbroken
hurt
lonely
miserable
regretful
remorseful
YEARNING
envious
jealous
longing
nostalgic
pining
wistful
SAD
depressed
dejected
despair
despondent
disappointed
discouraged
disheartened
forlorn
gloomy
heavy hearted
hopeless
melancholy
unhappy
wretched
AVERSION
Animosity
appalled
contempt
disgusted
dislike
hate
horrorified
hostile
repulsed
(This list is a collaborative effort of many, and adapted from Marshall Rosenberg’s original list) | 1,578 | 952 | {
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RAISED BED GARDENING
Gardening in a raised bed has many benefits. Most gardeners enjoy working in a rich bed of soil that warms early and is weed free. The main advantage of raised beds, however, is the fact that you never need to step on the soil in the bed, which prevents compaction, allowing your plants to develop deep, healthy roots. Raised bed kits are available in stores and online, or you could make your own for little expense or time. Consider adding a raised bed in your garden or landscape, and you and your plants will thrive!
WHY SHOULD I USE A RAISED BED?
Once raised beds are established, they are less work because they’re easier to weed, water, and fertilize. The organic matter you add to improve the soil goes into the bed, not waterways. You can be creative in the location and the shape of a raised bed. Virtually all plants will grow well in raised beds.
WHAT ARE SOME GUIDELINES?
Let the sun shine in! For vegetable gardening, locate the raised bed in an area that receives at least 6 hours of sun a day. The garden should also be located near a water source. A soaker hose or drip irrigation will supply deep watering, so the plants will receive 1” a week.
Bigger isn’t necessarily better. Raised beds can be any shape or size, but square or rectangular shaped beds are most often used for vegetables. A height of at least 8-10” deep is recommended; for gardeners with limited mobility, beds can be raised to wheelchair height so they can be tended while the gardener is seated. Keep the width narrow enough – no wider than four feet -- so you can reach across it when planting, weeding, watering, and harvesting. You can create a free-form garden by using a garden hose to outline the shape. Although raised beds do not require a border, you’ll find that the soil stays in place far better with some sort of containment. Once you decide the shape, remove the weeds, grass and rocks from the area.
WHAT IS A RAISED BED?
A raised bed is an area higher than the surrounding soil level. The higher level allows for good drainage and root growth, and the soil will warm more quickly in the spring. The goal for raised beds is to have loose, fast draining soil that’s rich in organic matter and deep enough (8-10”) for plants to develop healthy root systems. Raised beds should be constructed to fit your space and location. Some raised beds are constructed using planks, timbers, logs, or cement blocks. Borderless beds can also be formed by raking soil into mounds, then sloping and pressing down the sides to remove air pockets, which prevents erosion.
KEEP IT SIMPLE!
To create a simple 4’ x 8’ by 10” bed with a wooden border, you can purchase three 2” x 10 x 8” boards. Cut one in half to make two 4-foot long boards that will form the ends. Use the other two boards for the sides. One two inch x 4”x 8’ lumber can be cut into 16” lengths to place in each corner. This will anchor the beds in place. (You will have some left over.) Number 12 or 16 galvanized screws can be used to screw the boards together. Drill starter holes into the wood before screwing together. You may use treated or untreated wood, or you can select rot resistant woods such as redwood or cedar. Creosote-treated railroad ties are not recommended. If your bed is longer than about twelve feet, you’ll want additional bracing about halfway down each side.
MAKE YOUR BED!
Now that the raised bed is prepared, mix the existing topsoil with organic materials such as compost, aged manure, or shredded leaves. Additional soil can be purchased or moved from nearby areas as needed to fill the bed. The finished soil mixture should be at least 1/3 organic material. Rake the prepared soil into the center of the bed. Spread the soil inside the frame until it is 1-2” from the top edge. Water the bed, let the soil settle for a few days, then plant.
Written by Rachel Cardinez,
Guilford County Extension Master Gardener Volunteer
Karen Neill, Extension Agent
Agriculture – Urban Horticulture
Guilford County Cooperative Extension
336-375-5876
www.guilfordgardenanswers.org | 1,618 | 922 | {
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Message from the Joint Secretary
Friends, as we celebrate the birthday of one of the foremost humanitarians of our time, Henry Dunant, we realize that he not only witnessed the Battle in Solferino, that left thousands dead and injured without any form of help being provided to them; but who indeed took upon himself the challenge to form a group of volunteers and after much effort was able to start a movement, a Movement that we call the Red Cross, in 1863. You may be aware that he was along with Frederic Passy, the recipient of the Nobel Peace Prize in 1901.
India today is faced with many challenges like the increasing incidents of crop failure due droughts or unseasonal rain, the cities that are faced with flash floods, the threat of changing climate from environmental degradation and from increasing dumping of electronic and solid waste. It is therefore important that volunteers of Red Cross, especially the young, should try and educate people of the country on limiting wastage of scarce natural resource like fresh water and actively work towards better solid waste disposal methods that will enable less pollution of our water sources. The promotion of renewable energy is also to be supported in larger measure.
The World Red Cross Day is therefore a time for all of us to introspect, a time to think how each one of us can work to make our country greener, the air and environment cleaner and think and actively work to prevent waste of scarce natural resources. It is also a day for our youth to not only think of themselves but also to think of the other person. It is important to empathize with the needy and vulnerable. Faced with several difficult circumstances it is patience that can see us through in almost all cases. Patience is an important quality that needs to be discovered again.
In the recent past, the Indian Red Cross, National Headquarters has launched several new initiatives especially the First Medical Responders programme in the most disaster prone states to address these issues as well as to make communities more resilient. It also is focussed on providing quality First Aid to the people of the country. Our programmes also address to make India “Clean India” and “Open Defecation Free” by 1919.
Friends, the theme for World Red Cross Day for the year is, “Everywhere for everyone”. I appeal to all that as members, volunteers and staff, look for the opportunity to be there, wherever people need you. Even if you do not belong to Red Cross, carry the spirit of the great organization and as a human being just be there where there is pain and suffering, for as Swami Vivekananda said “Where can we go to find God if we cannot see Him in our own hearts and in every living being.”
With best wishes.
Dr Veer Bhushan | 1,047 | 562 | {
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**Reading**
Throughout the term, we will be exploring different genres and authors. We will be looking at how language and structure contribute to meaning.
**Writing**
Throughout the term, we will analyse and discuss different text types. These will reflect the text they will be writing, learning from its structure, vocabulary and grammar. An emphasis will be placed on children assessing the effectiveness of their writing. Ensuring they are proof-reading for spelling and punctuation errors and suggesting improvements, to up-level their writing.
**HISTORY**
This term we will be learning about the Ancient Egypt civilisation. The children will learn about how and where the ancient Egyptians lived, what was important to the daily lives of ancient Egyptians, who Tutankhamun was and how mummies were made. The children will also learn about how Egyptian people used hieroglyphs to communicate and compare the powers of different gods.
**GEOGRAPHY**
This term the children will learn about what a rainforest is and where in the world they can be located. They will learn about: the rainforest itself including climates, weather and the 4 different layers; about deforestation and its impacts on people and places; about different plant and animal life that can be found in the rainforest and about people that live in rainforests.
**Art/DT**
This term we will be investigating and exploring Ancient Egyptian jewellery and pottery. The children will research and design an item of either jewellery or pottery, which they will then create using clay and different resources to add colour and texture.
**Maths**
**Number**
- count, read and write numbers to at least 1000 in numerals and words
- count backwards through zero to include negative numbers
- recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
- identify, represent and estimate numbers using different representations
- compare and order numbers to at least 1000
- read and write numbers to at least 1000 in numerals and words
- solve number problems and practical problems involving these ideas
**Addition and Subtraction**
- add and subtract numbers mentally, including:
- a three-digit number and one-digit number
- a three-digit number and a two-digit number
- adding three one-digit numbers
- estimate and use inverse operations to check answers to a calculation
- solve problems involving addition and subtraction:
- including using their drawings and models to help them
**Fractions**
- count up and down in tenths
- recognise that tenths arise from dividing an object into 10 equal parts
- recognise, find and write fractions of a discrete set of objects
- recognise and use fractions as numbers
- recognise equivalent fractions with small denominators.
- add and subtract fractions with the same denominator within one whole
- compare and order fractions with the same denominators.
**Measurement**
- measure, compare, add and subtract: lengths, mass and capacity.
- add and subtract amounts of money to give change, using both £ and p in practical contexts
- identify right angles, recognise that two right angles make a half-turn,
**R.E./P.S.H.C.E.**
This term we will have a strong focus on our Prep production. Children will be learning their lines and building their confidence when speaking publically.
In R.E, we will be studying both Christianity and Hinduism, side by side. As a class, we will be looking at the similarities and differences between both regions, as well as encouraging the use of religious vocabulary to explain some of the ways in which Christians and followers of other religions describe God. | 1,466 | 735 | {
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| | |
|---|---|
| 7. $89 \div 6$ | 8. $96 \div 6$ |
| $\begin{array}{c}14 \\ 6\end{array}$ | $\begin{array}{c}16 \\ 6\end{array}$ |
| $\begin{array}{c}89 \\ -6 \\ 29 \\ -24 \\ 5\end{array}$ | $\begin{array}{c}96 \\ -6 \\ 36 \\ 0\end{array}$ |
| Quotient = 14 | Quotient = 16 |
| Remainder = 5 | Remainder = 0 |
| | |
|---|---|
| 9. $60 \div 3$ | 10. $60 \div 4$ |
| $\begin{array}{c}20 \\ 3\end{array}$ | $\begin{array}{c}15 \\ 4\end{array}$ |
| $\begin{array}{c}60 \\ -6 \\ 00 \\ -0 \\ 0\end{array}$ | $\begin{array}{c}60 \\ -4 \\ 20 \\ -20 \\ 0\end{array}$ |
| Quotient = 20 | Quotient = 15 |
| Remainder = 0 | Remainder = 0 |
| | |
|---|---|
| 11. $95 \div 8$ | 12. $95 \div 7$ |
| $\begin{array}{c}11 \\ 8\end{array}$ | $\begin{array}{c}13 \\ 7\end{array}$ |
| $\begin{array}{c}95 \\ -8 \\ 88 \\ +1 \\ 95\end{array}$ | $\begin{array}{c}95 \\ -25 \\ 70 \\ -21 \\ 4\end{array}$ |
| Quotient = 11 | Quotient = 13 |
| Remainder = 7 | Remainder = 4 |
Directions: Solve using the standard algorithm. Check your quotient and remainder by using multiplication and addition.
| 1. $46 \div 2$ | 2. $96 \div 3$ |
|----------------|---------------|
| $\begin{array}{c} 23 \\ 2 \longdiv{46} \\ -4 \\ \hline 06 \\ -6 \\ \hline 0 \end{array}$ | $\begin{array}{c} 32 \\ 3 \longdiv{96} \\ -9 \\ \hline 06 \\ -6 \\ \hline 0 \end{array}$ |
| Quotient = 23 | Quotient = 32 |
| Remainder = 0 | Remainder = 0 |
| 3. $85 \div 5$ | 4. $52 \div 4$ |
|----------------|---------------|
| $\begin{array}{c} 17 \\ 5 \longdiv{85} \\ -5 \\ \hline 35 \\ -35 \\ \hline 0 \end{array}$ | $\begin{array}{c} 13 \\ 4 \longdiv{52} \\ -4 \\ \hline 12 \\ -12 \\ \hline 0 \end{array}$ |
| Quotient = 17 | Quotient = 13 |
| Remainder = 0 | Remainder = 0 |
| 5. $53 \div 3$ | 6. $95 \div 4$ |
|----------------|---------------|
| $\begin{array}{c} 17 R2 \\ 3 \longdiv{53} \\ -3 \\ \hline 23 \\ -21 \\ \hline 2 \end{array}$ | $\begin{array}{c} 23 R3 \\ 4 \longdiv{95} \\ -8 \\ \hline 15 \\ -12 \\ \hline 3 \end{array}$ |
| Quotient = 17 | Quotient = 23 |
| Remainder = 2 | Remainder = 3 | | 1,534 | 899 | {
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Protecting the Park
With nearly five million visitors each year, Grand Canyon is one of the most visited national parks in the United States. Rangers, scientists, residents, Native American tribes, volunteers, and visitors work together to protect and preserve the park. *Stewardship* means taking care of the land and everything in it.
Respecting Wildlife
Many species of wild animals (also called *wildlife*) live at Grand Canyon. Deer, elk, birds, rattlesnakes, mountain lions, rabbits, squirrels, and others make their home there.
Most visitors enjoy seeing wildlife. But sometimes people walk too close to animals, feed them human food, or leave trash on the ground that animals may eat. These actions can cause both people and animals to get hurt or become sick.
Respecting wildlife means keeping food away from animals, throwing trash in garbage and recycling bins, and staying a safe distance from wildlife.
Elk can be dangerous to visitors who come too close.
Litter is not healthy for squirrels and other animals to eat.
Cool Quote!
“Leave it as it is. You can not improve on it … Keep it for your children, your children’s children, and for all who come after you, as one of the great sights which every American … should see.”
- President Theodore Roosevelt, 1903
Leave No Trace
The best way for visitors to protect Grand Canyon during their visit is to *leave no trace*. This means enjoying but not disturbing the park.
**Know Before You Go**
Be prepared with food, water, sun protection, a map, and a plan.
**Choose The Right Path**
Always stay on trails and sidewalks.
**Trash Your Trash**
Throw trash in garbage cans and recycling bins.
**Leave What You Find**
Leave objects where you find them for others to enjoy.
**Be Careful With Fire**
Always watch campfires, and put them out completely.
**Respect Wildlife**
Leave animals alone and enjoy looking at them from a distance.
**Be Kind To Other Visitors**
Share the park with others.
The member-driven Leave No Trace Center for Outdoor Ethics teaches people how to enjoy the outdoors responsibly. This copyrighted information has been reprinted with permission from the Leave No Trace Center for Outdoor Ethics [www.LNT.org](http://www.LNT.org)
Junior Rangers Protect Parks
Each year, about 30,000 children become Grand Canyon National Park Junior Rangers! Thousands more earn junior ranger badges at other parks throughout the United States, too.
Junior rangers help park rangers by:
- Cleaning up litter, watching out for wildlife, protecting what they find, and taking care of the park
- Exploring Grand Canyon and learning more about its geology, ecology, and history
- Bringing fun facts home to share with family and friends
To become a junior ranger, kids must complete an activity book, attend an educational program taught by a ranger, and take the junior ranger pledge.
Grand Canyon Junior Ranger Pledge:
*I promise* to discover all I can about Grand Canyon National Park and to share my discoveries with others.
*I pledge* to enjoy and protect Grand Canyon and all national parks and to be a friend to my planet Earth.
Create a National Park
National parks protect, preserve, and share American public lands that hold unique history, culture, beauty, and natural resources.
The National Park System includes more than 400 parks, monuments, seashores, wildlife preserves, rivers, and other lands nationwide.
Your challenge:
If you could create a national park, what would it be?
Think of your favorite park or natural area. Why is it special to you? Which plants, animals, fossils, history, or scenery does it protect?
Draw or create a new national park that has your favorite features. You can use colored pencils, recycled objects, clay, and other tools.
Share your creation with a family member, friend, or teacher.
Learn More
Check out these cool tools to learn more about human history at Grand Canyon:
- Listen to “Explore, Learn, Protect” and other Junior Ranger songs
- Find a park that participates in the Junior Ranger program
- Become a Junior Ranger or WebRanger
Look kids! It’s a California condor. We can help protect condors by watching them from a distance and never feeding them. | 1,697 | 873 | {
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Instructions:
1. Q.No. 1 is compulsory.
2. Attempt any THREE questions out of remaining five questions.
3. Assume suitable data wherever necessary.
4. Use of steam tables and moiller chart is permitted.
Q.No.1 Attempt any FOUR.
a) A piston-cylinder arrangement is containing a fluid at a pressure of 4 bar and with specific volume of 0.20 m$^3$/kg allows the fluid to expand reversibly to a pressure of 0.8 bar according to the law $p = c/v^2$, where ‘c’ is a constant. Determine the work done by the fluid on the piston.
b) What are the limitations of First Law of Thermodynamics and state Kelvin-Planck and Clausius statements of second law of thermodynamics?
c) State and prove Carnot’s theorem.
d) State and prove Clausius inequality.
e) Calculate the state of steam i.e. whether it is wet, dry or superheated for the following cases: i) Steam has a pressure of 15 bar and specific volume of 0.12 m$^3$/kg. ii) Steam has a pressure of 10 bar and temperature 200°C. iii) Steam has a pressure of 30 bar and if 2700 kJ/kg of heat is required to generate steam.
f) Obtain an expression for air standard efficiency of Diesel cycle.
Q.No.2
a) Obtain the expressions for change in entropy of the non-flow processes i.e. Isobaric, Isochoric, Isothermal and Isentropic.
b) A piston and cylinder machine contains a fluid system which passes through a complete cycle of four processes. During the cycle, the sum of all heat transfer is -150 kJ and the system completes 100 cycles per minute. Complete the following table and calculate the net rate of work output.
| Process | Q (kJ/min.) | W (kJ/min.) | dU (kJ/min.) |
|---------|-------------|-------------|--------------|
| 1-2 | 0 | 2150 | .....? |
| 2-3 | 20000 | 0 | .....? |
| 3-4 | -2000 | .....? | -36000 |
| 4-1 | .....? | .....? | .....? |
Q.No.3
a) A perfect gas flows through a nozzle where it expands in a reversible adiabatic manner. The inlet conditions are 22 bar, 500°C and 38 m/sec. at the exit the pressure is 2 bar. Determine the exit velocity and exit area if the flow rate is 4 kg/sec. take R=190 J/kgK and γ=1.35.
b) Two reversible heat engines A and B are arranged in series. A receives 30 kJ at a temperature of 500°C from a heat source, while engine B is in communication with a cold sink at a temperature of 5°C. If the work output of A is twice that of B, calculate the intermediate temperature between A and B and thermal efficiency of each engine.
Q.No.4
a) 0.2 m³ of air at 2 bar and 80°C is compressed to 0.05 m³ according to the law \( pV^{1.35} = C \). Now the heat is added at constant volume until its pressure is 12 bars. Calculate the change in entropy in each process undergone.
b) 3 kg of steam at 9 bars and $260^\circ C$ undergoes a constant pressure process. The resulting steam is wet having dryness fraction 0.6. Calculate work done, change in enthalpy and heat transferred assuming non-flow process.
Q.No.5
a) An air standard Otto cycle has a compression ratio of 9. At the start of the compression process, the temperature is $27^\circ C$ and the pressure is 1 bar. If the maximum temperature of the cycle is $1200^\circ C$, calculate the heat supplied per kg of air, net work done per kg of air and the thermal efficiency of the cycle.
b) In a Rankine cycle steam enters the turbine at 130 bars and $500^\circ C$. If the exhaust pressure is 0.07 bar and all the processes are reversible find the cycle thermal efficiency, work ratio and steam rate.
Q.No.6
a) Steam is at a pressure of 2.5 bar and $150^\circ C$. Find the condition of the steam, its enthalpy and entropy.
b) Write short notes on:
i. Joule Thompson porous plug experiment.
ii. Entropy, a property of the system.
iii. Equivalence of Kelvin-Planck and Clausius statements | 2,004 | 998 | {
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English - Narrative Writing: Editing
A child in Grade 5 has written a boring short story and hasn’t edited their work. Your job is to re-write the passage into your homework book and edit their work. There are spelling, punctuation and grammatical errors. Also try to make the writing more interesting for your audience by using some of the narrative strategies we have focused on in class, such as writing with a ‘voice’, adding in adjectives and writing with the 5 senses. Remember that when editing, you can add, change or delete existing words.
John opened the door of the house and went inside and shut the door behind him. He stared around. In the middle of the room there was thick dust and an wooden table. It was set with cutlery and a candle burning with brightness. It was creepy. The damp smell was making him feel queasy.
He had to get out. He turned towards the door and grabbed the handle. Don’t go said a voice. John yelled get me out of here.
English - Reading: Author’s Purpose
In reading our comprehension focus has been on identifying the ‘Author’s Purpose’. All authors have a reason why they write a piece of text.
We have learnt that there are 3 main reasons…
To Persuade
To Inform and
To Entertain
…their audience.
Your task is to look at a newspaper or magazine and find an example of each of these purposes. Stick a copy of each in your homework book and label them as either Persuade, Inform or Entertain (PIE).
Maths – Area & Perimeter
1. Write your own definition of ‘area’.
2. Write your own definition of ‘perimeter’.
3. Find 3 objects in your house that you can measure the perimeter and area of, eg. table top. Draw the object in your book and calculate the area and perimeter.
‘Don’t forget to use a ruler.’
Well Being - Body Systems
Over the past two weeks we have looked at four important body systems.
Choose one of the four systems we’ve covered:
- Skeletal System
- Muscular System
- Digestive System
- Nervous System
Your task is show us what you have learnt by explaining what major parts make up that system, how the system works and how to keep the system healthy.
Present your information in a creative way. Good luck!
Teacher Fun Quiz – Get to know your teachers better!
It is now your turn to create a Fun Quiz question about one of the 2015 Grade Five teachers.
Remember it needs to be something that you know the answer to and you can test others in your class on. It of course needs to be appropriate!
Reminders
★Reading Diaries due each Friday - aim for 3 and a half hours per week.
★iPads must be backed up, software up to date & have all school apps.
★Sport each Friday - be at school at 8:45am wearing your sports top and have packed school clothes in your bag.
★Monday 9th March: Labour Day - no school | 1,135 | 630 | {
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A new index for measuring the health of oceans considers the benefits of the sea to humans, as well as the status of natural components, such as biodiversity. According to the researchers who developed the index, it provides a powerful tool for allocating resources and improving policy in the management of marine ecosystems.
From an ecosystem services perspective, the oceans provide specific benefits that humans can gain from the oceans, in terms of goods and services, such as food and tourism. However, the researchers argue that the human population is still seen as an external force, which typically affects ocean ecosystems negatively. Their method of coupling human systems with natural systems provides an alternative perspective on ocean health, which balances what we can gain from the ocean with what we should try to protect. It thus reflects the EU Marine Strategy’s emphasis on management approaches that consider the needs of both people and nature.
To calculate a global or national score for ocean health using the index, performance towards meeting goals for ten areas of concern is measured out of 100. The areas are: food provision, artisanal fishing opportunity, natural products, carbon storage, coastal protection, tourism and recreation, coastal livelihoods and economies, sense of place, clean waters and biodiversity.
The researchers analysed data from around the world to calculate scores for each area. Scores were calculated by comparing each location to a more favourable or ideal state (the goal), for example, the size of habitat in comparison to a certain time in the past, or an established target for the proportion of waters set aside as protected areas.
Globally, the ocean’s health was scored at 60 out of 100. Scores for individual countries ranged from 36 to 86, with most scoring below 70. Scores for developed countries were generally higher than those for developing countries. In Europe, Germany scored highly with 73 and Poland scored poorly with 42.
Similar total scores could be achieved through different routes. For instance, while the UK scored 62, with high scores for natural products and food provision, the US scored 63, with high scores for coastal protection and coastal livelihoods and economies.
Comparing the scores for different countries and goals could provide guidance for improving overall ocean health at global and national levels, according to the researchers. For instance, food provision scores were low globally compared to scores for other goals, suggesting that humans could benefit from efforts to improve sustainable fishing and mariculture (such as fish or seaweed farming).
The researchers say computer simulations could be used to provide further guidance on the actions that would have the greatest impact and inform decisions about how to use and protect the oceans. However, they stress that the index itself is an assessment tool rather than a means to predict future conditions.
The index only covers ten goals, but this streamlined approach aids the understanding and communication of key issues. It is also limited by data availability, meaning that modeling or proxies had to be used to fill gaps in the calculation of some scores. In addition, benchmarks for ideal conditions were not always easy to set, such as in the case of mariculture, where sustainable levels for production are ill-defined. | 1,346 | 621 | {
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Forest School & Outdoor Learning
EYFS, KS1, Y5, Y6
Summer Term 2018
‘Beneath Our Feet’
PE & Problem Solving
Experience a range of opportunities to extend their agility, balance and coordination, individually and with others. Engage in competitive (both against self and against others) co-operative physical activities, in a range of increasingly challenging situations.
- Balance & agility equipment
- Team games (defence & attack)
- Strategy team games
- Tree climbing
Use cooperation & communication skills to solve physical puzzles & group challenges.
Den, Shelter & Ladder Building KS1 & Y5/6
Working in groups using a range of natural & man made resources. Select an appropriate place to build a shelter & think carefully about the shelter requirements, size & seating. Using the newly acquired skills that will be taught in the first few sessions, select enough appropriately sized wood to build a ladder strong enough for a team member to climb. Join the wood using Clove Hitch and Square Lashing knots.
Music – Singing (KS1)
Learning & singing folk type songs to sing as a group or in a round. Children to be encouraged to take the lead for some echo songs & chants.
Art
Use soil, clay and plant material to make paints of different colours. Paint pictures on paper, wood slices & pebbles.
Fire Lighting & Camp Fire Cooking (Y5/6 only)
Understand the basic rules for sighting & lighting a small controlled outdoor fire. Follow safety procedures. Gather, collect & organise suitable fire wood. Using a fire steel, light, feed & sustain a small fire for long enough to cook a food item (marshmallow, popcorn, bread). Demonstrate how to extinguish the fire responsibly & how to leave the fire site.
Using Woodland Tools & Ropes
Under close supervision learn to safely handle a variety of woodland tools:
- Peilers
- Hand Drills
- Secateurs
- Braddles
- Bow Saws
- Forest Knives
(KS2 only)
Understand what each tool can be used for & select the most appropriate tool accordingly. Learn about and demonstrate the correct ways to protect yourself and others from harm: handle, carry, use, care for & store the woodland tools available. Use the tools to make a variety of items from wood, both directed and self-directed. Learn to tie Clove Hitch & Square Lashing knots for ladder construction purposes.
Health & Safety
Be aware of your own & others’ safety when outside. Knowing the importance of staying warm. Being able to find or create a place of shelter. Understand the need for & carry out personal risk-assessments. Remember to care for the environment used & where possible, ‘Leave No Trace’.
Science
- Plants, Trees, Animals & Mini-beasts in the local environment. Identifying which can be found in the Forest School areas and sorting/categorising using different methods. Especially those that live underground.
- Look at plant and tree roots, determine their function and size compared to the plant or tree.
- Noticing the seasonal changes that happen around us the Forest School areas.
- Fire Triangle - what does a fire need to exist & be sustained? | 1,342 | 657 | {
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ANXIETY
There are times in our life when our anxiety may increase, when difficult situations arise, or when a number of difficult things happen all at the same time.
It is important during times of high stress that we look after our wellbeing, get plenty of sleep, eat a healthy diet and exercise on a daily basis.
FEELINGS:
~ can’t cope
~ exhausted
~ oversensitive
~ nervous
~ overwhelmed
~ unhappy
THOUGHTS:
~ random thoughts
~ negative thinking
~ thinking the worst
~ self loathing
~ repetitive thoughts
PHYSICAL SYMPTOMS:
~ headaches
~ sickness
~ rapid heartbeat
~ breathlessness
~ sensitive skin
~ dry mouth
~ insomnia
~ restlessness
WHAT TO DO
Anxiety symptoms are your body’s way of warning you to Watch out!
☑ Learn to catch yourself when you are starting to feel anxious
☑ Recognise what your first symptom is and at what point to catch yourself
☑ Close your eyes and imagine a pleasant image / memory
☑ Remind yourself that all will be well
☑ Your anxiety and fears are NOT you and they do not have to rule your life
HOW TO HELP YOURSELF
Top Tips
to help reduce your stress levels
☑ Take a walk in the daylight
☑ Take a digi-break: no tweeting, messaging or phones
☑ Listen to music
☑ Have some early nights to supercharge your batteries
☑ Spend time with friends
☑ Create order around you, tidy up or rearrange your things
☑ Ask for help through school or use online counselling: www.kooth.com
PRACTICAL ACTIVITY
Try this simple calming exercise:
- find a quiet place
- close your eyes and breathe deeply, in and out
- notice where the tension lies in your body: your belly, your back, neck or anywhere else
- just breathe deeply, in and out 5 times
- as you do it, concentrate on the places that feel tense and imagine the tension melting away
- open your eyes, stretch like a cat and go on with your day
SEEKING EXPERT HELP
Seek help if:
- symptoms happen a lot
- when your mood becomes low
- when you stop eating
- when you cry regularly
Seek help from:
- a parent or carer
- your form tutor
- any teacher you trust
- Mrs Del Grande or Mrs Turner
This leaflet was produced as part of the Future in Mind initiative, in conjunction with the NHS Wakefield.
Written by Jenny Turner, SEMH Lead at Kettlethorpe High School in consultation with Mary Pepper, Education Consultant. It has been reviewed by Primary Practitioner Kathryn Thomas.
2018 | 1,117 | 571 | {
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Cities shown to shelter threatened wildlife – but good urban planning is key
Although cities are typically low in biodiversity, they can provide important refuges for native species, new research shows. Urban planning making use of green infrastructure can enhance city habitats and may help reduce the loss of biodiversity that follows urban expansion, the researchers say.
Cities currently cover around 3% of the Earth’s surface and harbour around 70% of its human population. Urban populations are expanding faster than the rate of global population growth as, increasingly, people are moving from rural to urban areas. Urban sprawl can have severe effects on local wildlife by degrading habitats and disrupting migration routes.
Cities share structural characteristics, creating similar habitats across the globe. Combined with a higher risk of introduction of non-native species than in rural areas, it is thought some urban species have become ubiquitous, so-called ‘cosmopolitan species’. Invasions of cosmopolitan species and reductions in local biodiversity are thought to lead to global similarity of urban biodiversity.
Previous research has focused on the effects of urbanisation over individual regions or for particular cities. However, the present study investigates how urbanisation affects biodiversity on a global scale, and identifies human activities that drive biodiversity loss.
The researchers analysed data on plants in 110 cities and data on birds in 54 cities around the world to determine the diversity of native and non-native plant and bird species in each city. They also analysed the data for patterns and predictors (both human and natural) of urban species diversity, such as the percentage of natural vegetation or urban land cover within a 15 km radius of the city centre, city age, annual average temperature and latitude. The results for each city were also compared to estimates of biodiversity in nearby undeveloped areas.
Cities contained, on average, only 8% of the native bird and 25% of the native plant species found in nearby undeveloped areas. Despite this, a total of 36 bird and 65 plant species of conservation concern were supported in cities. Threatened plants were found in 8% of cities and 30% of cities were home to threatened bird species. Four ‘cosmopolitan’ bird species were found in more than 80% of cities, such as the rock pigeon (*Columba livia*) in 51 cities, and 11 ‘cosmopolitan’ plants were found in more than 90% of cities, such as the annual meadow grass (*Poa annua*) in 105 cities.
For both plants and birds, species diversity in cities was best explained by anthropogenic features of the city, such as city age, rather than natural factors, such as average temperature. The diversity of bird species was most negatively affected by urban land cover, indicating that vegetation is an important factor for bird conservation. Plant species were positively affected by city age and, unsurprisingly, higher percentages of intact vegetation were found to preserve plant species.
Taken together, the findings indicate that although urbanisation has significant, negative effects on biodiversity, cities are able to provide a refuge for some threatened species. Improved urban planning and conservation efforts within cities, such as preserving and restoring native vegetation and establishing sufficient green spaces, could reduce the biodiversity declines associated with urban expansion, the researchers conclude. | 1,419 | 654 | {
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"How did organ systems evolve - the history behind it all..."
By Sibani Sengupta
Sacred Heart Academy
Hamden, CT
email@example.com
Background: Multicellular eukaryotes have evolved over time to accumulate a high degree of complexity at both the inner and outer levels. For example, the organ systems in our body, the way they coordinate and collaborate with members in their own system as well as with organs in other organ systems provides an insight into how evolution might have shaped/fine-tuned their functionalities so as to make them a good fit for their assigned role in the organism. Therefore, in order to have a better idea of how we function as humans on a daily basis (of course with the help of our organs), it is best to start where and how it all began in the simpler life forms. This group activity will allow students to visualize the evolution of our organ systems and in the process help them to understand that complex organs do not simply appear in new species; they evolve as well.
Materials:
Most Biology textbooks have at least some information on organ systems in different organisms. I use this to get them started on Day 1.
Any Movie making software (I used Windows Movie maker). It is very user-friendly and easy for first timers as well.
Computer and Internet access to carry out research.
Assign one organ system per student group and each group will put together a movie that describes how their organ/organ system started off in the invertebrates and over time led to the formation of our organ systems. Every video must include at least two-three invertebrates and two other vertebrates besides humans.
Timeline: (Please feel free to modify according to your school/class meeting times and length of period). In my school, we have block scheduling and periods are 80 minutes long and we meet on alternate days.
- **Day 1** (usually takes most 60 minutes after the project has been explained): Students get in their groups and start off by reviewing and discussing the information on appropriate pages in your textbook + Figures (if any). Each of the groups cover invertebrates (only their assigned organs/organ systems) and then summarize the information in a flowchart/concept map – checked by teacher next class. Their homework includes any additional research that they might need to fill in the information gaps.
• **Day 2**: Now they read and evaluate the information on vertebrates as it pertains to their assignment + Figure (if any) and summarize the information in a flowchart/concept map. This will be turned in next class.
• **Day 3**: The group makes a plan for their 5 – 10 minute video. They have to be creative so that they can attract and hold on to the attention of the high schoolers. Classwork + Homework – each group member comes up with a written plan).
• **Day 4**: Group gets together and comes up with a final plan. The students then spend time researching on the web looking for information and or find relevant images / text.
• **Day 5**: Group now organizes their storyboard and gets it okayed by the teacher. Then they can start creating their Movie.(we meet again in groups 2-3 days later)
• **Day 8**: Groups spend time editing their movie in class and their finished project is due 4-5 days later. They have to put their movie on CD or a flash drive.
• **Day 12**: The finished product, the Movie, one for each organ system is submitted to the teacher, watched by the entire class and graded according to the attached rubric.
**Comments:** I find that this student-directed activity works as a great introduction to the Human Body and the concepts that they come across here are reinforced over and over during our class discussions.
**Organ systems included in my last class:**
- Circulatory
- Digestive
- Water Balance and waste Disposal (Excretory)
- Gas Exchange (Respiratory)
- Reproductive | 1,573 | 824 | {
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Watersheds: Connecting Weather to the Environment
Sara Espinoza – NEETF and Joseph P. Lamos – UCAR/COMET
Most Americans believe they know more about the environment than they actually do: just 12 percent can pass a basic quiz on energy awareness; about 80 percent are influenced by incorrect or outdated information; and only 41 percent can correctly define the term “watershed” in a multiple-choice format. To bridge this environmental information gap, the National Environmental Education & Training Foundation (NEETF), in partnership with the American Meteorological Society (AMS), is turning to broadcast meteorologists—a trusted public source of daily scientific information—for assistance.
The premier professional society for broadcast meteorologists in the United States, AMS believes that weathercasters are an underutilized public resource, and would like to see them become more central in improving science and environmental reporting at their stations. AMS foresees an evolution of the broadcast meteorologist into a “station scientist” who can expertly cover the weather, watersheds, and other environmental issues for the station.
Although broadcast meteorologists are experts in the atmospheric sciences and the art of broadcasting, they often have a more limited background in hydrology, water quality, and watersheds. To provide the background necessary to cover these topics on the air, NEETF partnered with the Cooperative Program for Operational Meteorology, Education & Training (COMET®) to develop a series of online environmental education courses aimed at providing basic watershed and environmental information to incorporate into local weathercasts. Online education materials complement NEETF’s Earth Gauge™ program to provide free environmental science information to the broadcast meteorology community for use on-air.
The initial course, “Watersheds: Connecting Weather to the Environment,” was released in September 2006. This online course is organized into six short units of instruction, each approximately 20 minutes long, and divided into six to eight small lesson elements. Overall, the course uses a narrative style to convey watershed science, and models how weathercasters can communicate watershed and hydrological concepts to the public. Central to the course content is the theme that one’s backyard is in a watershed; key information and data are provided by the EPA, USGS, NOAA, and other government agencies through their websites. The lessons focus on how these Web resources can be used to better educate the public about watershed science.
By incorporating this course into the AMS continuing education program, it is hoped that broadcast meteorologists will earn points toward their certification and inform and educate their audiences. While intended for broadcast meteorologists, the course is also an excellent primer for land use managers, teachers, community leaders, and others interested in learning more about watersheds.
Over the next year, NEETF and COMET will add a module that addresses smart growth issues and interactions between weather and the built environment. In addition, a course on weather and public health is planned.
The watershed course, funded by the U.S. EPA’s Office of Wetlands, Oceans, and Watersheds, is free and accessible on the COMET Program’s MetEd website, meted.ucar.edu/broadcastmet/watershed/.
Contact Sara Espinoza at email@example.com. Learn about the AMS initiative at www.ametsoc.org/stationscientist. | 1,497 | 671 | {
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A verse from Scripture that guides my teaching comes from II Corinthians 5:15 – Christ died for all, that those who live might no longer live for themselves but for him who for their sake died and was raised.
Mrs. Joy Yurk, teacher
RELIGION
We cover four main topics throughout the year:
♦ The Lord’s Prayer
♦ The Ten Commandments
♦ A walk-through of the Pauline Epistles
♦ How to defend my faith through a Biblical Worldview
OUTDOOR EDUCATION
St. Paul joins with five other area Lutheran schools for three days at Camp Timber-Lee in East Troy, WI, to experience hands-on science and nature lessons, to develop connections with each other, and to grow in their walk with Christ. Activities include:
• survival and team building
• pond and raptor studies
• night hikes and campfire devotions
SCIENCE
We study Life Science using *Science Fusion* by Holt McDougal. Topics covered include:
♦ Cell and Heredity
♦ Ecology
♦ Diversity of Living Things
In-class projects include dissections, plant or animal cells model-making and a leaf collection. Students have access to online textbooks, lessons and activities.
TECHNOLOGY
Seventh grade is in the second of three years of *Learning with Computers* by Thompson-Southwestern. National Education Technology Standards (NETS) are met. Course work includes:
♦ Microsoft Excel ♦ Microsoft PowerPoint ♦ Microsoft Word
♦ Internet Safety ♦ Web research
SOCIAL STUDIES
In World History and Culture, the goal is for the students to learn about places around the world. We will focus on
♦ Geography ♦ Culture
♦ History ♦ Project-based Learning
LANGUAGE ARTS
As our literature, vocabulary, writing, and English grammar studies are taught in a block schedule, students are allowed to make the connections among each of those facets. Our literature instruction is based on a readers’ workshop model -- Units of Study -- where specific reading strategies are taught, modeled, and practiced in student-selected literature. This is balanced with whole-class novels, selected from both classics and recently-published works, in order to address varied themes as well as clearly connect responding to writing. Vocabulary, writing, and English grammar are instructed through mentor texts, giving students exposure to the concepts in published literature, allowing for practice, and developing in their own writing.
MATH
St. Paul teaches *Saxon Math* throughout our middle school.
♦ Algebraic thinking is embedded throughout the curriculum to build a solid foundation that links arithmetic to algebra
♦ Skills and concepts are kept alive through daily practice
♦ Math connections are strengthened and made meaningful
♦ Content is mastered through small increments and then followed by practice, review and assessment
ART
Students receive instruction in a variety of art mediums and styles. These styles are learned by studying past and present day artists. A sketch book is used in class to help the students plan and sketch their projects. | 1,359 | 621 | {
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Weights Calculator
| | WAX | SILVER | 9ct GOLD | 14ct GOLD | 18ct GOLD | 22ct GOLD | PURE GOLD | PALLADIUM | PLATINUM |
|---------|------|--------|----------|-----------|-----------|-----------|-----------|-----------|----------|
| WAX | 1.00 | 10.3 | 11.2 | 14.1 | 15.7 | 17.8 | 19.5 | 11.9 | 20.6 |
| SILVER | 0.097| 1.00 | 1.11 | 1.31 | 1.50 | 1.73 | 1.87 | 1.18 | 2.08 |
| 9ct GOLD| 0.089| 0.90 | 1.00 | 1.18 | 1.36 | 1.59 | 1.72 | 1.10 | 1.88 |
| 14ct GOLD| 0.071| 0.76 | 0.85 | 1.00 | 1.14 | 1.29 | 1.40 | 0.93 | 1.59 |
| 18ct GOLD| 0.064| 0.67 | 0.74 | 0.88 | 1.00 | 1.15 | 1.25 | 0.79 | 1.39 |
| 22ct GOLD| 0.056| 0.58 | 0.63 | 0.78 | 0.90 | 1.00 | 1.08 | 0.67 | 1.21 |
| PURE GOLD| 0.051| 0.53 | 0.58 | 0.72 | 0.83 | 0.94 | 1.00 | 0.62 | 1.11 |
| PALLADIUM| 0.084| 0.85 | 0.91 | 1.07 | 1.26 | 1.47 | 1.61 | 1.00 | 1.67 |
| PLATINUM| 0.049| 0.48 | 0.53 | 0.63 | 0.72 | 0.83 | 0.90 | 0.59 | 1.00 |
Select your material from the left hand column and multiply it by the factor in the column you wish to convert your weight by.
E.G. A 6.5g 9ct ring in 18ct will calculate as: 6.5g x 1.36 = 8.84g | 1,309 | 657 | {
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WHAT IS DRIP IRRIGATION?
Drip irrigation is the slow and precise application of water and nutrients to the root zones of a planting. Other names for drip irrigation are micro-irrigation and trickle irrigation.
Drip irrigation conserves water and reduces leaching of water and nutrients below the root zone. To make sure the drip irrigation works effectively, the system needs to be placed properly around the root zone for good root development. The system will require regular maintenance and inspections. The tubing for the drip irrigation should be placed in a position where no one will trip over it, dogs cannot play with it, and where a lawn mower could not run over it.
LAYOUT
While drip irrigation works well in the vegetable garden, particularly where the garden is planted in rows, it can also be designed/installed in the home landscape. Most soils are suitable, with special consideration for clay soils where water must be applied slowly to avoid pooling and runoff. With sandy soils, higher emitter discharge rates will be needed to ensure adequate lateral wetting of the area.
Basic Layout of Drip Irrigation www.wasatchgardens.org
PLANNING YOUR DESIGN
1. Identify the plants you will be watering.
2. Select the appropriate volume of water based on plant material.
3. Determine the soil type.
4. Measure the water source flow rate.
COMPONENTS
Irrigation kits for home use can now be purchased at local garden centers. A typical drip irrigation system consists of a pump unit, control head, main and sub-main lines, laterals, and emitters or drippers. The pump unit takes water from the source and provides the needed pressure for delivery into the pipe system. The control head consists of valves to control the discharge and pressure throughout the system. The valves may also contain filters to clear the water. Filters include screens and sand filters, which remove substances that are suspended in the water. Control heads can include a fertilizer or nutrient tank to slowly add a measured dose of fertilizer during irrigation. Main lines, sub-lines and laterals supply water from the control head to the fields. These are usually made from PVC or polyethylene hose and should be buried to prevent solar degradation. Emitters and drippers are devices used to control the discharge of water from laterals to the plants. They are normally spaced 1 meter apart.
During the growing season, periodically check and clean emitters for proper operation. Flush the system thoroughly after breaks and repairs to avoid emitter clogging. Clean the filter more often if using well or pond water and less often if using municipal water. Winterization tasks for drip systems are minimal. Detach the head assembly, which consists of the control valve (if portable), backflow prevention device, filter and pressure regulator, and store indoors for winter. Uncap the mainline to drain, especially if an emitter is not located at the low point in the system, and then re-cap. Systems with many right angle fittings may retain water and require pressurized air to blow out. Most emitters store well outdoors over winter, and only occasional replacement is necessary.
Written by Rachel Cardinez,
Guilford County Extension Master Gardener Volunteer
**Resources:**
Brouwer, C., Prins, K., Kay, M., Heibloem. “Irrigation Water Management.” *Training Manual No. 5.* 1988. [http://www.fao.org/docrep/S8684E/S8684E00.htm](http://www.fao.org/docrep/S8684E/S8684E00.htm)
Broner, I. *Drip Irrigation for Home Gardens.* Colorado State University Cooperative Extension. [http://www.ext.colostate.edu/pubs/garden/04702.html](http://www.ext.colostate.edu/pubs/garden/04702.html)
Stryker, J. *Drip Irrigation Design Guidelines.* [http://www.irrigationtutorials.com/dripguide.htm](http://www.irrigationtutorials.com/dripguide.htm) | 1,696 | 823 | {
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WHAT IS YOUR FAVORITE SEASON?
Lesson: What is your favorite season?
By learning this lesson today, you will:
• Be able to talk about your favorite season
• Be able to pronounce the consonant sounds /t/ and /d/ correctly
• Be aware of common pronunciation mistakes.
Watch the video and answer the following questions
1. What’s your favorite season?
2. What do you like to do in your favorite season?
Source: http://www.dailymotion.com/video/x42o9fe
Choose one role and act it out with your partner in 2 minutes.
Student A: Ask your friend about his/her favorite season.
Student B: You are student A’s friend. Talk with him/her.
Learn how to talk about your favorite season.
A
This summer is getting very hot this year.
I hate it too. What’s your favorite season?
Winter is my favorite. Why do you like spring by the way?
Well, I like winter because it’s cold. I like to wear heavy clothes and drink hot soups while watching a movie in my room.
I love skiing. It’s the only time I get to ski.
B
That’s right. I really hate this season.
I like spring the most. What’s yours?
Everybody likes spring! It’s so full of life. Why do you like winter?
And what do you like to do the most in winters?
Learn how to pronounce the consonant sounds /t/ and /d/ correctly
Read all the words below
Dew Dry Tornado Typhoon
Degree Tour Temperature Drizzle
Learn how to pronounce vowel sounds /t/ and /d/ correctly
Common mistakes:
/d/: Dew, Dry, Tornado, Typhoon, Degree, Temperature, Drizzle, Tour
Correct pronunciation:
/d/
- Dew, Dry, Degree, Drizzle
/t/
- Tornado, Typhoon, Temperature, Tour
Pair work: Choose a role and act it out with your teacher in 2 minutes.
Student: Ask your friend about his/her favorite season.
Teacher: You are the student’s friend. Talk with him/her.
Context 1
Spring - Flowers bloom. Trees/bushes blossom - Festivals
Context 2
Autumn – Leaves change colour – Cool weather.
Context 3
Summer - Swimming outside - cycling around the city
Suggestions:
- What is your favorite season?
- What do you like to do in ...?
- I often go sledding or go sightseeing with my friends.
- I curl up next to the fireplace and enjoy the cozy atmosphere.
- Etc.
Here are some comments on your performance
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HEALTHY EATING
MANAGING YOUR ASTHMA
WHY DOES YOUR WEIGHT MATTER?
Carrying a few extra kilos can make your asthma harder to manage – the more kilos, the harder it gets.
Working towards your ideal bodyweight can help you get fewer symptoms and use less medication.
Losing weight can also help you sleep better.
Inspired? Talk to your doctor before you start any new health and fitness program. Together you can check how your asthma is going, plus work out the best diet and exercise plan for you.
If you are overweight, losing just a few kilos can really make a difference to your asthma.
EAT WELL TO BREATHE WELL
Fresh fruit and vegetables are full of antioxidants, which may improve your lung health and help avoid asthma attacks. Aim for a well-balanced diet with 5 servings of vegetables and 2 servings of fruit every day. Eating lots of fish (not fish oil supplements) may help with your asthma too.
Eating too much saturated fat may increase your risk of asthma attacks. Limit the amount of saturated fats you eat by limiting fast foods and choosing lean meats.
LIGHTEN THE ASTHMA LOAD
Being overweight can make asthma harder to manage. Carrying extra weight puts extra strain on your lungs, and might also worsen your asthma.
If you are overweight, losing just 5-10% of your current weight (e.g. 5 or 10 kilograms for a person who weighs 100 kilograms) might really improve your asthma, so you get fewer asthma symptoms and use less medication.
Breathing problems during sleep are common among people who are overweight, and can make asthma harder to manage. If you snore or don’t feel refreshed after a night’s sleep, talk to your doctor.
ENJOY AN ACTIVE LIFESTYLE
Don’t let your asthma stop you being physically active. Choose an activity you enjoy and aim for at least 30 minutes of moderately intense physical activity every day or most days.
Consider getting involved in structured exercise: people with asthma who participate in physical training feel better.
Asthma symptoms after exercise are common but treatable. If exercise causes asthma symptoms, tell your doctor so you can find the treatment that works best for you. This could be as simple as taking a few puffs of your reliever before you warm up.
THE MILK MYTH
Despite the common misconception, milk and other dairy foods don’t cause or worsen asthma symptoms. Don’t cut these out of your diet unnecessarily.
Milk, cheese and yoghurt can all be enjoyed as part of a balanced diet unless you have a proven allergy to cow’s milk.
MORE INFORMATION
See our website factsheet on Exercise and Asthma: www.nationalasthma.org.au
© 2012 National Asthma Council Australia
Disclaimer: It is important to note that information contained in this brochure is not intended to replace professional medical advice. Any questions regarding a medical diagnosis or treatment should be directed to a medical practitioner.
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Welcome to Nightingale Class!!
Our learning theme for this half term is…
“What Makes Britain Great?”
Our focus will be on life in Britain from the Stone Age to the Iron Age. Many of our subjects will be accessed through this theme. Some subjects, such as maths, will continue to be taught separately.
In English, Nightingale class will be recapping our spelling and grammar knowledge before moving on to work with a range of fiction and nonfiction books on the Stone Age.
Our writing focus will be on First Person Narrative and instructional texts. We will be using the books *Stone Age Boy* and *How to Wash a Woolly Mammoth*. We will also be reading *Stig of the Dump* as our class book.
We will be spending this half term working on key words from year 2 and looking at new ones for year 3. We will not be doing weekly spelling tests but I will send word lists home for the children to practise.
In Maths, the focus for the first few weeks will be place value of number, leading on to addition and subtraction. We will be recapping previous learning and working on our basic calculation skills before building upon these later in the term.
In year 3 there is a greater emphasis on learning the times tables. We will be using Times Tables Rockstars in school and your child has a login to use at home as well.
In History, we will be studying changes in Britain between the Stone Age and the Iron Age, and how we know what life was like back then.
In Science, our focus will be on rocks and fossils. This will involve investigating types of rock and how they are formed.
Our focus in Art will start with cave painting before we look at fossils. We will explore this through drawing and printing fossil shapes.
On Thursday mornings Mrs Hawes will be in class to teach RE and Music. She will also spend time each week working on PHSE with the class.
As we study our theme this term we will be using our previous knowledge of timelines to gain an understanding of when the Stone, Bronze and Iron Ages happened in relation to historical events we have learned about.
Some of the children have prior knowledge of fossils so we will hopefully be able to go into much more detail with this as we learn about rock formation and fossilisation.
Please can your child bring their reading book to school every day. We will spend a little time reading on most days and the pupils will be able to change their books daily if needed.
PE will be on Wednesdays when we will be orienteering. This will start next week so please make sure you send your child to school wearing their PE kit on Wednesdays.
As part of our healthy eating approach, we do not allow squash or flavoured water in school, so please ensure your child has only water in their bottle. If your child would like a snack at break times we ask that you send them to school with fresh fruit or vegetables to promote a healthy diet.
Sharing stories and listening to your child read can really help further their learning at home. As the children progress we encourage independent reading as well, but please try to discuss the story with them to aid their understanding of the text.
Your child has access to TT Rockstars and Purple Mash at home. There is a huge range of activities available on there that you can use at home. I suggest that you login together to explore it with your child.
If you have any questions or concerns please feel free to come and speak with me. Thank you in advance for your support.
Mr Cocks
Dates for your diary:
Meet the teacher session – Tuesday 12th Sept 3:30-4pm
End of half term – Friday 20th Oct | 1,347 | 755 | {
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The IUCN Red List criteria perform well as an early warning system for short-lived species threatened by climate change, according to recent research. Using the Red List criteria, the study identified *Assa darlingtoni*, an Australian frog, as being at risk of extinction up to 85 years before a model predicted it was likely to become extinct.
The International Union for Conservation of Nature and Natural Resources (IUCN) Red List of Threatened Species\(^1\) is a globally recognised directory. It provides the conservation status of plants and animals worldwide that have been evaluated using carefully chosen criteria.
The criteria categorise species according to their risk of becoming extinct. It includes three threatened categories – Critically Endangered, Endangered and Vulnerable – and any one of five criteria can be used to decide whether a species is threatened with extinction. These criteria are based on biological indicators, such as population declines or small population sizes. However, there is some concern that the small timeframe used to assess extinction risk for short-lived species may not give enough early warning for slow-acting threats, such as climate change.
This study investigated when it is possible to judge whether a species is threatened, based on the Red List criteria. As a case study, the researchers used all five Red List criteria to assess the extinction risk of *Assa darlingtoni*, a short-lived Australian frog species which was last assessed in 2004. Other studies have linked climate change to declines in amphibian populations, and frogs are considered to be particularly susceptible.
First, the researchers estimated when the frog is likely to become extinct using a model which simulated scenarios of population changes under different climate change scenarios. The model suggested that populations would be stable for a hundred years if the climate does not change.
With a warming climate, populations would remain stable until 2040–2050, and then would decline at different rates depending on the severity of the climate change. In the worst case scenario, *A. darlingtoni* would become extinct in the wild by 2095. Less severe climate change could see *A. darlingtoni* populations decline by 39% to 96% over a hundred years.
The researchers then applied the Red List criteria to see when they would categorise *A. darlingtoni* as a threatened species in advance of its predicted extinction date. In the worst case scenario, the species qualified for threatened status (Vulnerable) in 2010, 85 years before the model estimated it may become extinct. This status was based on Criterion E – quantitative estimates of extinction risk. Criterion A (population decline) categorised it as threatened in 2050, 45 years before the worst case predicted extinction.
These results imply that the Red List criteria do act efficiently as an early warning system for short-lived species at risk for extinction under a slow-acting threat, such as climate change. How much warning is needed depends on many factors, including how a species reacts to conservation actions, managing the practicalities of environmental policy, and delays caused by slow political change. The researchers suggest that at least several decades are needed from qualifying for listing to the date of estimated extinction so that appropriate conservation plans can be developed and implemented.
---
1. [www.iucnredlist.org](http://www.iucnredlist.org) | 1,466 | 670 | {
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1. What is $\frac{3}{50}$ as a decimal?
A. 6.0
B. 0.6
C. 0.6
D. 0.06
2. What is $1 \frac{5}{9}$ as a decimal?
A. 0.15
B. 1.5
C. 1.5
D. 15.6
3. What is 0.42 as a fraction in simplest form?
4. Which symbol makes $\frac{6}{11} > \frac{2}{5}$ a true sentence?
A. >
B. <
C. =
D. +
5. Which of the following has the least value?
A. $\frac{13}{20} = \frac{26}{40}$
B. $\frac{7}{8} = \frac{35}{40}$
C. $\frac{3}{4} = \frac{30}{40}$
D. $\frac{3}{5} = \frac{24}{40}$
6. A recipe calls for $\frac{1}{6}$ teaspoon of vanilla extract. If the recipe is doubled, how much vanilla extract is needed?
7. Jeremy and his friends ate $\frac{7}{8}$ of a pie. If the pie was cut into sixteen pieces, how much pie is left over?
8. A recipe calls for $5 \frac{3}{8}$ cups of milk. If the recipe is tripled, how much milk is needed?
9. Ayana bought a container of peanuts. She gave $\frac{1}{4}$ of it to one sister, $\frac{1}{3}$ to another sister, and she kept the rest for herself. What fraction did she keep?
10. A restaurant had 3 pies, each cut into eighths. By noon, $\frac{1}{2}$ of all the pieces were sold. How many pieces of pie were sold by noon?
| | |
|---|---|
| 11. The Davis family traveled 20 miles in $\frac{1}{2}$ hour. If it is currently 2:00 P.M. and the family’s destination is 240 miles away, at what time will they arrive? Explain how you solved the problem. |
| | $20 \text{ miles} \div \frac{1}{2} \text{ hr} = 40 \text{ miles per hour}$ |
| | $\frac{240 \text{ miles}}{40 \text{ mph}} = 6 \text{ hours}$ |
| | $2:00 \text{ pm} + 6 \text{ hours} = 8:00 \text{ pm}$ |
| 12. $\frac{4}{7} - \frac{2}{7} = \frac{4-2}{7} = \frac{2}{7}$ |
| 13. $\frac{4}{5} + \frac{1}{5} = \frac{4+1}{5} = \frac{5}{5} = 1$ |
| 14. Add $\frac{1}{2} + \frac{1}{4} + \frac{1}{6}$ Use this model if it helps $\frac{1}{2} + \frac{1}{4} + \frac{1}{6} = \frac{6}{12} + \frac{3}{12} + \frac{2}{12} = \frac{6+3+2}{12} = \frac{11}{12}$ |
| 15. $4\frac{3}{4} = 4 + \frac{3}{4} = 9$ |
| | $+ 5\frac{2}{4} = \frac{3}{4} + \frac{2}{4} = \frac{3+2}{4} = \frac{5}{4} = 1\frac{1}{4}$ |
| 16. $7\frac{5}{6} = 7\frac{10}{12}$ |
| | $+ 2\frac{1}{4} = 2\frac{3}{12}$ |
| | $7 + 2 = 9$ |
| | $\frac{10}{12} + \frac{3}{12} = \frac{13}{12} = 1\frac{1}{12}$ |
| 17. $5 - 3\frac{1}{3} = 3\frac{1}{3} = 3 + \frac{1}{3}$ |
| | $5 - 3 = 2$ |
| | $2 - \frac{1}{3} = 1\frac{2}{3}$ |
| 18. $\frac{1}{2} \times 5\frac{1}{2} = \frac{1}{2} \times \frac{11}{2} = \frac{1 \times 11}{2 \times 2} = \frac{11}{4} = 2\frac{3}{8}$ |
| 19. $\frac{2}{3} \div \frac{1}{2} = \frac{2}{3} \div \frac{1}{2} = \frac{2}{3} \cdot \frac{2}{1} = \frac{4}{3} = 1\frac{1}{3}$ |
| | $-1\frac{1}{3}$ |
| 20. Stephanie is stacking blocks. If each block is $\frac{3}{4}$ inches tall how many blocks will fit in a stack $5\frac{1}{4}$ feet tall? |
| | $5 \text{ feet} = 60 \text{ inches}$ |
| | $\frac{1}{4} \text{ foot} = 3 \text{ inches}$ |
| | $63 \div \frac{3}{4} = 63 \cdot \frac{4}{3} = 84$ |
| | 84 blocks in the stack | | 2,033 | 1,325 | {
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Year 5: My Checklist
Hi Everyone!
I hope you are all well. So that we continue learning and growing, make sure you read every day so we stay on track!
I am looking forward to seeing you again really soon!
From Ms Sturzenegger
Do 15 minutes each day toward this task.
Tick once completed! ✔
LITERACY:
Practice reading the sight words listed on sheet attached.
Read aloud for one minute. How far did you get?
Record your word count/minute below.
Try to beat your previous word count each day!
| Mon: | Tue: | Wed: | Thur: | Fri: |
|------|------|------|-------|------|
2. Happiness
Name_________________________ Year _______
Day 1-date:_____ Day 2-date:_____ Day 3-date:_____
Sight Words
| | Day 1 | Day 2 | Day 3 |
|----------------|-------|-------|-------|
| lazily | | | |
| teased | | | |
| disturbed | | | |
| siesta | | | |
| stealthily | | | |
| swatted | | | |
| patient | | | |
| spied | | | |
| thought | | | |
| happiness | | | |
Comprehension
Literal
1. What time of the day did this happen?
Day 2
2. On what type of flower did the butterfly settle?
3. For how long did Christopher chase the butterfly around the garden?
Inferential
1. What would Christopher have done with the butterfly if he had caught it?
Day 3
2. How do get the things that make you happy?
3. What is the moral of the story?
Oral Reading Fluency
Target: _____ words per minute
| Day 1 | Day 2 | Day 3 |
|-------|-------|-------|
| _____ words per minute | _____ words per minute | _____ words per minute |
2. Happiness
Sola was lazily sleeping by her favourite flower bed when she noticed a beautiful butterfly settling onto an iris close by her. The butterfly teased the sleeping cat, waking her up. Sola never liked to be disturbed when she was enjoying her mid morning siesta. She opened her eyes and looked disdainfully at the flying creature.
Christopher, the cat's owner, was playing a few metres away. He also spotted the pretty butterfly, and quickly ran to fetch his net. Creeping stealthily towards the border of irises, he swatted the butterfly, missing her and swatting the cat instead. Sola awoke again, and was even less tolerant than she had been before. The little butterfly flittered away gracefully.
Christopher, annoyed at not catching the insect, followed it all around the garden for over an hour. Exhausted, and unsuccessful, he lay down with his cat. Soon he fell asleep. The two of them slept peacefully for sometime.
On waking up, Christopher spied the dainty butterfly perched on his knee. He could just make out her beautiful markings on her back. They made a pattern like a word, which read 'Happiness'.
Christopher thought about this for a moment and a thought came to him: 'Chase after happiness and it will run away from you. Be patient, kind and caring and it will find you.'
Happily, Christopher hugged his cat and went back to sleep. | 1,515 | 745 | {
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The Australian lungfish has the largest genome of any animal so far sequenced.
Siegfried Schloissnig at the Research Institute of Molecular Pathology in Austria and his colleagues have found that the lungfish’s genome is 43 billion base pairs long, which is around 14 times larger than the human genome.
Its genome is 30 per cent larger than that of the previous record holder: the axolotl, a Mexican amphibian that the team sequenced in 2018.
The researchers used high-powered computer sequencers to piece together the lungfish genome.
To account for inherent errors that the sequencers introduce, they used multiple copies of the genome, each fragmented into small pieces of DNA. After all the fragments were sequenced, the team used algorithms to reassemble the pieces into a complete genome.
The result took roughly 100,000 hours of computer processing power, Schloissnig estimates.
Read more: History’s biggest lungfish pops up in Nebraska
The Australian lungfish (Neoceratodus forsteri), native to south-east Queensland, has changed little in appearance since the time when animals began transitioning from a water-based to a terrestrial-based lifestyle, says Schloissnig.
The animal’s fins are fleshy and flipper-like, and it has a single dorsal lung, which it can use to breathe air at the water’s surface.
Previously, it was unclear whether lungfish or coelacanths – a group of archaic fish found in the Indian Ocean and around Indonesia – were more closely related to land-based vertebrates such as mammals and birds.
The new genomic analysis shows unequivocally that lungfish are more closely linked to the evolutionary line that gave rise to four-legged animals. Coelacanths diverged earlier, while lungfish branched off 420 million years ago.
“In order to get out of the water, you need to adapt towards a terrestrial lifestyle,” says Schloissnig. “You have to be able to breathe air, you have to be able to smell.”
The Australian lungfish is similar to amphibians when it comes to the raw number of genes associated with the development of lungs and articulated limbs, as well as the detection of air-borne smells.
“When you look at it from a genomic perspective, it is genomically halfway between a fish and a land-based vertebrate,” says Schloissnig.
Journal reference: Nature, DOI: 10.1038/s41586-021-05198-8
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Energy Sparks for...
School management
Energy Sparks is an online energy analysis tool and energy education programme specifically designed to help primary and secondary schools reduce their electricity and gas usage through the analysis of smart meter data. Energy Sparks helps schools reduce their carbon emissions, and make a real contribution to addressing the ‘climate emergency’.
Energy Sparks has been developed by Transition Bath, a registered charity in England and Wales, whose aim is to build a sustainable future. Energy Sparks is currently provided free to schools through funding by the Department of Business, Energy and Industrial Strategy.
Freshford Church School used energy information provided by Energy Sparks to reduce annual electricity costs by £740.
Whiteways Primary School used energy information provided by Energy Sparks to save 35% in annual gas use.
Stanton Drew Primary School used Energy Sparks to reduce storage heater costs by 28%.
"I initially got involved with Energy Sparks as I thought it would inspire the children to be more eco-aware. Little did I realise back then how much we would be saving now! ...We should be able to save £800 annually so that's over £15 extra per child per year - all thanks to Energy Sparks."
Andrew Marriott
Deputy Head
Federation of Bishop Sutton and Stanton Drew Primary Schools, Bath and NE Somerset
Automatic charting and analysis
Energy Sparks analysis focuses on low cost measures which can help schools save energy and fight climate change. On average 50% of gas and electricity is consumed at schools when they are closed and the buildings are unoccupied. Energy Sparks highlights opportunities for energy saving at your own school through:
- Reducing out of hours use
- Improving control of school boilers
- Advice on purchasing of new energy efficient equipment
- Benchmarking versus other schools
Notification of changes in energy consumption
Energy Sparks provides online, email and text notification of changes in energy consumption with recommended energy saving actions tailored just for your school. Suggested energy saving interventions and capital investments are prioritised for each school to maximise cost and energy savings.
Energy Education Support
Energy Sparks aims to provide school pupils with life skills in understanding energy, learning about the problems of energy generation and climate change, as well as empowering them to support their own school to save energy.
Energy Sparks has over 60 energy related activities which pupils can participate in through eco-teams or class based learning. The activities include downloadable lesson plans for teachers and worksheets for pupils. Schools gain points for completing activities and these contribute to a scoreboard where pupils can compete with other schools providing extra motivation.
If you have any questions about Energy Sparks then please email us at email@example.com You can also contact us via social media: @energysparks @EnergySparksUK
Energy Sparks is a product of Transition Bath, a registered charity in England and Wales, registration 1139853 and a company limited by guarantee, registration 6898152. It provides free access to all schools. | 1,430 | 590 | {
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Title: A Lesson in Stone: The Sears Point Petroglyph Sites, Lower Gila River, Arizona
The author's research orientation as an archaeologist has taken two dramatic changes since leaving the University setting in 1975. The first resulted from accepting a position as an archaeologist for the U.S. Bureau of Land Management in Yuma, Arizona. The new region of responsibility centered in Western Arizona, along the Colorado River. Two conditions are present in this region that caused the first orientation change. First, this region has one of the largest concentrations of Earth Figures known in the world, as well as many petroglyph sites. Second there exists in the region three Native American tribes, (Quechan, Cocopah and Mohave) who have their ancient heritage on the Colorado River.
During the authors early research concerning the large Earth Figures in the region, many questions arose as to the origins and meanings of these figures. In due time the author learned that the local native peoples hold considerable knowledge about these figures, and also about the petroglyphs along the rivers. This new information was in stark contrast to what many professional people had taught -- that the Native Americans knew little or nothing about either the Earth figures or the petroglyphs.
The second major change in orientation came directly from the native peoples themselves. Over the years, many native persons have helped the author gain a better awareness about how they feel about the work of their ancestors on stone, on the earth, or wherever their "art work" appears. The lesson learned is that the Native Americans do not consider their earth figures or petroglyphs as "art" in the Western concept. Nor are they meaningless "doodles". Almost without exception, the native people say that the pictures made by their ancestor are simply their form of communication.
Perhaps the most notable native person the author has learned from is the outstanding Hopi teacher, Thomas Banyacya. In early 1982 the author and Mr. Banyacya spent a day together at the Sears Point site. The author cannot recall any other day where as many "windows" of knowledge were opened. At several panels of petroglyphs Mr. Banyacya shared an incredible amount of knowledge about the meanings of individual elements and panels. That day was the beginning of many years of new learning about why and what can be learned from native people. There is little doubt now about the function of the images or symbols on the rocks and on the earth. They are intended to communicate information to other people of their culture who understood the meanings of the various elements or symbols. The lesson is simple - we will not really understand their culture until we gain a greater understanding of what they expressed to each other in ancient times.
The author's presentation will highlight what has been learned over the years from the native peoples about the panels at Sears Point. Certain panels concentrate on the spiritual aspect of the "Creation" and the "Great Journey" of mankind through past, present and future ages of our existence. The author will attempt to integrate the aspect of "Place" with the native concepts of myth and legend, image and symbol, and ritual and ceremony. These concepts merge into a very beautiful expression among the Quechan known as "Icama", which means "The Spirit of the Creator in all things." | 1,300 | 670 | {
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DROUGHT CAN BE SCARY, and there’s no doubt that recent headlines about the potentially cataclysmic drought in California has us all a little uneasy. Groundwater has long been California’s “safety net” in times of drought, but so much groundwater has been taken that land is sinking under people’s feet, and aquifers are at serious risk of being depleted (if they aren’t already).
It’s difficult to believe that up until last year, when and where wells were drilled, and how much could be pumped from them was basically unregulated in most of California.
Prior to last year, British Columbia also did not regulate its groundwater. In fact, it was the only province in Canada without any groundwater regulations. In 2014, however, both BC and California passed legislation to address this problem: the Water Sustainability Act and the Sustainable Groundwater Management Act, respectively. BC’s act is not yet in force, but will be by 2016. This new legislation provides real opportunities to better manage groundwater use in the province, and the provincial government is currently drafting the first regulations for pumping and allocating groundwater under the act.
New research from the University of Victoria’s POLIS Project on Ecological Governance and Ecojustice shows that British Columbia can learn valuable lessons from its neighbours to the south as it drafts its new groundwater regulations. It’s rare for two jurisdictions with this level of similarity to be undergoing such significant changes at the same time, and there are some really rich learning opportunities that simply cannot be ignored.
1. Local planning and control are important, but take time – so start now.
2. Voluntary programs are not good enough when water supplies start to run dry.
3. Watershed or aquifer plans must have clearly defined minimum performance standards, timelines, and accountability for local decisionmaking bodies.
Randy Christensen and Oliver M. Brandes’ new report *California’s Oranges and BC’s Apples? Lessons for BC from California Groundwater Reform* analyzed California’s legislation while taking into account the climatic, social and legal differences between the state and province. They say that by employing a proactive approach and learning from California, BC can avoid a crisis situation.
One big insight for BC is that local planning and control are important, but they take time – generally measured in decades. As such, it is critical that local groundwater planning in BC start now, even though it is not yet required in the new legislation.
Other important lessons include the fact that voluntary programs – even those with the best of intentions – simply are not good enough when water supplies start to run dry. Having binding plans is critical. Any watershed or aquifer plans that are put into place must have clearly defined minimum performance standards, timelines, and accountability for local decisionmaking bodies.
The California drought offers a genuine glimpse into what could be the future for some of BC’s watersheds and regions. The good news, though, is that it’s not too late. Over the next few years, BC will be developing the necessary regulations to create and enforce measures that are desperately needed to protect our water. BC has the rare and positive opportunity to avoid California’s errors and benefit from its successes. But the province must act now because when a water crisis hits, it will already be too late. | 1,355 | 661 | {
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Common Sugary Drink Myths
Myth #1: Fruit drinks are healthy.
Fruit drinks can have 10% or less of juice, which means that the main ingredient added is sugar.
Myth #2: Children need fruit drinks to get enough vitamin C.
Whole fruits and vegetables are the best source of vitamin C. Good sources of vitamin C include strawberries, oranges, kiwi, tomatoes, and broccoli.
Myth #3: Children need sports drinks after vigorous physical activity.
Drinking sports drinks during routine physical activity or to satisfy thirst increases your risk of excess weight gain.
Learn more at:
www.5210Jax.org
This brochure is adapted from Let’s Go! Materials.
www.letsgo.org
Did you Know?
Milk contains calcium and vitamin D, which is important for children’s growing bones and teeth.
Juices labeled “drink” or “punch” may only contain 5% real juice or less.
Sugar is known to cause cavities by providing “food” for the bacteria that promote tooth decay.
Water is the best choice for hydration, even when you are exercising or being physically active.
Fruit-flavored drinks are sweetened with sugar and contain little or no real fruit juice.
Drink more WATER!
Water
- 16-24 ounces (2-3 cups) for children 2 to 3 years
- 32-40 ounces (4 - 5 cups) for children 4 to 8 years
- 50-60 ounces (7 - 10 cups) for people 9 years of age and older
Lowfat Milk
- 16 ounces (2 cups) per day for children 2 to 3 years of age
- 20 ounces (2.5 cups) per day for children 4 to 8 years of age
100% Juice
- No more than 4-6 ounces (1/2 cup) every day for children 1 to 6 years of age
Healthy Tips!
Be a role model.
Drink water throughout the day. Keep a pitcher of water in the refrigerator.
Add flavor to your water.
Add fresh lemon, lime, or orange wedges to water for natural flavor.
Use a water bottle.
Give everyone a water bottle to take to school or work. Encourage them to refill it often.
Stay hydrated when being active.
Always remember to have water available when being physically active.
Eat fruit instead of drinking juice.
Real fruit is always better. If you serve fruit juice, choose 100% juice.
Buy, serve, and drink water or lowfat milk. Avoid keeping sweetened drinks and juice in the house. | 1,019 | 538 | {
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Glue this side into your notebook.
REPRODUCTION
CHECKLIST KEY
- I could teach this.
- I somewhat get it.
- I've heard of it.
- I need to learn this.
THE THINGS I SHOULD KNOW BEFORE 8th GRADE:
- All living things (organisms) are made from cells.
- Organisms inherit many traits from parents.
- Cells come from other pre-existing cells (Modern Cell Theory).
- Cells and their organelles perform specific functions, and many cells are different across kingdoms.
- Cells divide to result in more cells through mitosis.
- Living things are organized from cells to tissues to organs to organ systems to organisms.
THE MOST BASIC IDEAS TO KNOW AFTER THE UNIT:
- Organisms pass on genetic information through reproduction.
- Every organism on Earth comes from a long line of ancestors who reproduced successfully every generation.
- Reproduction can be the mixing of genes from two individuals or one individual to the next generation.
- DNA is the genetic code that is passed down from parent to offspring.
- There are advantages and disadvantages to the survival of a species due to both asexual and sexual reproduction.
| I KNOW... | I CAN... |
|-----------|---------|
| a. that reproduction is necessary for life to continue | a. connect reproduction to evolution and genetics |
| b. how mitosis and meiosis relate to cells, including the number of cells at the end and if the chromosomes at the end are the same as the parent cell or different and how | b. identify if mitosis or meiosis have been done based on the resulting cells at the end |
| how mitosis and meiosis relate to sexual and asexual reproduction | predict the end results of the daughter cells for mitosis and meiosis |
| that meiosis itself isn’t sexual reproduction but that it produces gametes necessary for sexual reproduction | c. predict the end results of asexual reproduction compared to the parents |
| c. understand the mechanisms of and predict the end results of asexual reproduction compared to the parents | predict the end results of sexual reproduction compared to the parents |
| understand the mechanisms of and predict the end results of sexual reproduction compared to the parents | analyze and compare characteristics passed on from parent to offspring through sexual and asexual reproduction |
| the advantages and disadvantages for an organism’s survival from both asexual and sexual reproduction |
**VOCABULARY**
- reproduction
- asexual reproduction
- sexual reproduction
- parent
- offspring
- genetics
- gene
- trait
- sex cells/gametes
- sperm
- egg
- mitosis
- meiosis
- parent cell
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The Beginning:
- 1995 - Birth of Public Internet
- 2006 - Facebook available to 13 YO
- 2007 - First iphone released
- 2010 - First ipad released
In 2012, 23% of teens had access to a smartphone. In 2017, 95% of teens had access to a smartphone.
- Pew Research Center
Teens on average spend 9 hours a day on media (tv, youtube, games, social)
45% of that time is spent on social media (snapchat, instagram, twitter)
Common Sense Media; PEW Research Center
Deaths from suicide (ages 0-17) have increased 84% over the last decade (07-16)
Suicide rates among girls (ages 10-14) have increased 231% in the last decade (07-16)
High school students who reported seriously contemplating suicide increased from 13.8% to 17.7% (09-15)
Pain in the Nation Education Brief, April 2018
Teens who spend more time than average on screen activities are more likely to be unhappy, and those who spend more time than average on non-screen activities are more likely to be happy. There’s not a single exception. All screen activities are linked to less happiness and all non-screen activities are linked to more happiness.
Have Smartphones Destroyed a Generation?
The Atlantic 6/29/18
Anxiety - the keep-you-up, leave-you-immobile variety is this generation’s brick wall...Experts estimate that 1/4 of teens and as many as 1/3 of teen girls have an anxiety disorder.
Generation Vexed, Deseret News 6/29/18
...The effect of screen activities is unmistakable: The more time teens spend looking at screens, the more likely they are to report symptoms of depression.
Have Smartphones destroyed a Generation?
The Atlantic 6/29/18
Teens who spend three hours a day or more on electronic devices are 35% more likely to have risk factors for suicide.
Have Smartphones destroyed a Generation?
The Atlantic 6/29/18
WHAT CAN BE DONE?
Parents & Families
- Parents follow and look at their teens social media accounts. Know the apps and check them often
- Create social media/technology contracts with teens that include behavior expectations, time limits, and consequences
- Be aware of multiple social media accounts! Teens may create fake accounts (finstagram, hidden apps) to hide their activity.
Schools
- Train teachers and administrators on suicide awareness and prevention
- Train teachers and administrators on mental health symptoms
- Research and implement school-wide mental health screenings
- Establish a system to identify and help at-risk students
- Ensure an engaging educational program that includes the arts, CTE, and PE. | 1,254 | 585 | {
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Connecticut Wildlife Action Plan -- Protecting Pollinators
Written by Laura Saucier, DEEP Wildlife Division
Did you know that DEEP is updating the Connecticut Wildlife Action Plan for 2015-2025? The Wildlife Action Plan will set the course for conservation for the next decade, identifying a new list of species of greatest conservation need and drafting plans to protect their habitats. Stay tuned to “Connecticut Wildlife” magazine and www.facebook.com/CTFishandWildlife to learn about conservation actions initiated under the first plan approved in 2005.
On June 20, 2014, President Obama released an urgent presidential memorandum on the severe decline of our nation’s pollinators, which include bees, certain bats, and butterflies. The memorandum highlights pollinators’ $15 billion value to the nation’s agricultural sector and warns how the loss of pollinators poses a threat to the sustainability of our food system. In his memorandum, the President created a Pollinator Task Force and specifically charged the Department of the Interior with assisting “States and State wildlife organizations, as appropriate, in identifying and implementing projects to conserve pollinators at risk of endangerment and further pollinator conservation through the revision and implementation of individual State Wildlife Action Plans. The Department of the Interior shall, upon request, provide technical support for these efforts, and keep the Task Force apprised of such collaborations.”
Since 2005, Connecticut has been progressive with using State Wildlife Grants (funding which supports State Wildlife Action Plans) to conserve its pollinators. State Wildlife Grants provided funding for Dr. David Wagner, from the University of Connecticut, and other collaborators to compile, survey, and update information on bees. Because of Dr. Wagner’s work on bees, there is now a clearer picture of what species are endemic to Connecticut, as well as which ones need protection under Connecticut’s Endangered Species Act. It is now known that Connecticut is home to over 300 native bee species. In 2010, Connecticut became the first state in the nation to offer legal protection to bees by adding five bee species to Connecticut’s List of Endangered, Threatened, and Special Concern Species.
State Wildlife Grants also partially funded entry of Connecticut bee specimens into the American Museum of Natural History BEE Database Project. This project focused on compiling information collected on bee specimens in a national database and mapping specimen locations on Discover Life’s website. The ability to easily retrieve specimen and location data has allowed scientists to analyze and document the declines of bee species in North America. The Wildlife Division will continue its efforts to protect pollinators in the next decade with State Wildlife Grants funding.
More information on the Pollinator Task Force is available at: www.whitehouse.gov/the-press-office/2014/06/20/presidential-memorandum-creating-federal-strategy-promote-health-honey-b. More information on the BEE Database Project is available at: www.amnh.org/our-research/invertebrate-zoology/resources/collections-databases/bee-database-project.
Connecticut Wildlife Action Plan
DEEP is updating Connecticut’s Wildlife Action Plan — a strategic plan to conserve wildlife and their habitats for the future. The plan is reviewed and revised every 10 years to ensure it reflects current needs and priorities for species of greatest conservation need and their habitats. The revision will be completed by October 1, 2015.
Participation by conservation partners, academic institutions, municipalities, and the public is a key to making the Wildlife Action Plan an effective tool for conserving Connecticut’s wildlife diversity for future generations.
How You Can Help
Read the original 2005 Plan, as well as updated and revised portions of the Plan. All of these documents can be found on the DEEP website at www.ct.gov/deep/WildlifeActionPlan. Then submit your comments to email@example.com. Plan to attend informational meetings. The meeting schedule is available on the DEEP website and the Connecticut Fish and Wildlife Facebook page (www.facebook.com/CTFishandWildlife). Share your wildlife observations on Twitter @CT_SWAP and #CTSGCN. | 1,974 | 837 | {
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Children need extra understanding and emotional support during this time. The way children show sadness may look really different right now. Follow this [link](#) to learn many ways children express sadness.
COVID-19 has changed many things about our daily lives. But even during this uncertain time, our children are still learning, growing, and developing. Everyone can help support a child’s healthy development (and it may even help relieve your stress!). Here are some [ways to support yourself and your child](#).
Help your child learn to identify emotions by playing Emotion Charades! Each player should [pick a card](#) illustrating a specific emotion. Take turns acting out the emotion while the audience attempts to guess the emotion. Children will need to think about body language associated with each emotion and situations that trigger the emotion. Start with basic emotions (ex. happy, sad, mad) and gradually introduce more complex emotions (ex. worried, proud, confused). Ask your child, “What are the clues that helped you figure out the feeling?” or “When have you felt this way?”
Helping Your Child Manage Frustration
Many young children have difficulties with frustration tolerance. For example, children get frustrated when they cannot communicate effectively or when presented with difficult tasks. Parents can help children build frustration tolerance skills at home and teach children how to cope when things are difficult so that frustration does not escalate into anger. This article contains information about [teaching frustration tolerance](#) to children.
Why Mindfulness?
"Children of all ages can benefit from mindfulness, the simple practice of bringing a gentle, accepting attitude to the present moment. It can help parents and caregivers, too, by promoting happiness and relieving stress." Please see this [New York Times article](#), which provides "basic tips for children and adults of all ages, as well as several activities that develop compassion, focus, curiosity and empathy." And remember, mindfulness can be fun.
When Siblings Won't Stop Fighting
Siblings often argue, but being at home more than usual and competing for your attention can intensify their fighting. Use conflicts between your children as an opportunity to practice social skills at home. Create a positive dynamic by introducing "tootling" rather than "tattling." Encourage your children to come to you to call out their siblings for positive behaviors like sharing toys or being kind. Make a big deal out of their behavior and be sure to praise and reward them. Click [here](#) for more tips.
Caregiver Self-Care Tip
Getting a good night's sleep is vital for your mental and physical health and helps you be at your best during the day. Don't sacrifice sleep!
- Go to bed/wake up at the same time each day
- Sleep in a dark, quiet, comfortable room
- Be physically active during the day
- Right before bedtime...
- Wind down with a warm bath or read a book
- Limit your use of electronics
- Avoid caffeine, alcohol, and nicotine | 1,203 | 613 | {
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The Wisconsin Salt Wise Partnership is urging homeowners, municipalities, and private contractors to reduce salt use this winter. Once you put salt down, it doesn’t go away. It travels into our lakes, rivers, streams and wetlands, putting our aquatic life at risk and endangering our freshwater resources. Salt also alters the composition of soil, slows plant growth and weakens the concrete, brick and stone that make up our homes, garages, bridges, and roads.
According to a recent report from Public Health Madison Dane County, more than 38,000 tons of salt were spread on Madison and Dane Co. roads during the winter of 2016-2017, and that doesn’t include what was spread on parking lots, sidewalks and driveways. That is enough to pollute over 29 billion gallons of water.
You can help by only using what you need — and that’s less than you might think! Be Salt Wise this winter by following these three easy steps:
- **Shovel**: Clear walkways and other areas before the snow turns to ice. The more snow you remove manually, the less salt you will have to use and the more effective it will be.
- **Scatter**: If you use salt, make sure to leave space between the grains. Believe it or not, just a coffee mug of salt is enough to treat an entire 20-foot driveway or 10 sidewalk squares.
- **Sweep**: Sweep excess salt from walkways and parking lots after a snow event, especially before a rain event to prevent salt from washing down the storm drain to our waterways.
- **Switch**: When pavement temps drop below 15, salt composed of sodium chloride won’t work. Switch to sand for traction or a different ice melter that works in lower temperatures.
- **Hire a Certified Contractor**: If you hire a contractor to do your snow and ice removal, check to see if they are already certified through the City of Madison’s Winter Salt Certification Program. If not, encourage them to become certified and to follow locally developed application rates.
- **Be Salt Wise all year!** The salt you put in your water softener ends up in local freshwater streams. New, efficient softeners use less than one bag per month. If you’re using more – have a professional tune yours up – or, replace it with a high-efficiency model.
Find out more at www.wisaltwise.com
Photo options:
(Available in our google drive “Images” folder)
ScatterPattern.png
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Evenings in the Park
Fireflies Galore
(Community Park Gazebo)
All Ages Learn what makes fireflies light up and why they do it. Then come along as we try to catch some of these little critters. Bring your own containers and nets or borrow one of ours.
6/22
Thurs 8:30-9:30 pm
Kickball and Watermelon
(Plainsboro Park)
Ages 5-8 Let's play ball! Come on out for a fun game of kickball. Then stay for a nice refreshing watermelon!
7/6
Thurs 6:30-7:30 pm
Storytelling
(Morris Davison Park Pavilion)
All Ages Bring your blanket or chair and sit back and listen to storyteller Denise McCormack as she makes stories come alive with high energy, humor, audience participation, and improvisation.
7/20
Thurs 6:30-7:30 PM
Kite Building
(Community Park Gazebo)
All Ages Join us for a fun evening of kite building and then kite flying in the park
8/3
Thurs 6:30-7:30 pm
Walk through the Preserve
(Plainsboro Preserve)
All Ages Along the way we might (if we are quiet) hear or see frogs, deer, fox, turtles, and bats. Then at the end we will enjoy watching the sun set over McCormack Lake. Don't forget your insect repellent
6/29
Thurs 7:30-8:30 pm
Kickball and Watermelon
(Plainsboro Park)
Ages 9-14 Let's play ball! Come on out for a fun game of kickball. Then stay for a nice refreshing watermelon!
7/6
Thurs 7:30-8:30 pm
Dodgeball!
(Community Park)
Ages 8-14 Your parents probably remember playing dodge ball in school, and they will recall the sting of the ball when hit, but we will play a safer version using a much softer ball, but will still have lots of fun!
7/27
Thurs 6:30-7:30 pm
Night Hunters of the Sky
(Plainsboro Preserve)
Cedar Run Wildlife Refuge will bring along a few friends to help teach us about certain night flying creatures and their adaptations along with the importance of protecting and conserving their habitats.
8/10
Thurs 6:30
www.plainsboronj.com
Township of Plainsboro • Department of Recreation & Community Services • 641 Plainsboro Road • Plainsboro, NJ • 609-799-0909 x1719 | 914 | 556 | {
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Welcome back to an extremely busy and exciting term at school! We hope you and your families enjoyed the autumn break. Thank you for supporting our hundred square challenge and home journal books – the children are enjoying sharing these with their friends.
Our newsletters aim to provide you with a termly overview of what we will be teaching in school and give you a few tips on how you can reinforce learning at home. Please also remember to check our Foundation Stage noticeboard, located on Cygnet’s window, as well as our school website for more news and information.
**Nursery Rhyme Week**
Over the last two weeks, we have been enjoying the story “Is There a Dog in this Book?” and have responded to the illustrations of the cats and dogs in the story, making our own drawings and creating speech bubbles. We have also had fun pretending to work in the Vets. We even had Mrs Park’s dog come and stay with us 😊
Our activities will be focused around different nursery rhymes over the next few weeks. We’re looking forward to seeing the children’s costumes on Friday 24th November!
**Maths**
This term, we will be exploring numbers to 10 in many different ways: counting with 1:1 correspondence, saying number names in order forwards and backwards, exploring the concepts of ‘more’ and ‘less’, finding one more and one less, as well as some practical addition and subtraction.
Playing board games at home not only supports children with their turn-taking, but it also helps them develop the skill of counting one object at a time and recognising number patterns on dice. Towards the end of term, we will be inviting you in to play board games with your child in school (info to follow).
**Literacy**
Now that we have started learning letter sounds, we will be trying to use these in our writing. This term, we will be looking to write for a purpose, for example labels and lists, using our developing knowledge of phonics to “sound-out” words.
For reading, we will be using vocabulary such as ‘illustration’, ‘author’, ‘character’ and ‘title’, with a focus on listening to stories with rhyme and repetitive language.
Thank you so much for your support with your child’s key word challenge – it is great to see the children recognising more and even noticing them in books! Please look at the school website for some ideas for games to play.
**Phonics**
The children are already amazing us with their phonics skills! This term, we will continue learning letter sounds and we will have a focus on blending sounds together to hear words (e.g. when an adult says “d-o-g”, the children will blend the sounds to hear the word dog). We will use this skill to learn to read short words by sounding-out.
We will also be continuing to explore rhyming words. Please see our website for phonics resources.
“I Spy” is a great game which helps children develop their listening skills and helps them hear the first sound in words.
www.ruthmiskin.com/en/read-write-inc-programmes
http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs
General Notices
The children are doing really well with remembering to change their home reader book independently. Please write your child’s new book in their reading record when you have read it at home. In addition to their home reader books, the children will have two book changes a week which will include some phonics activities to try at home. Your child will need to bring their yellow reading record in to school every day so that we are able to record the reading we do with them.
Your child will need a raincoat with them every day to ensure they are fully prepared for all weathers. You are welcome to keep one at school, along with a pair of wellies if you wish. We are encouraging all children to change into their shoes and coat independently – please continue to support this at home, as we have a number of children finding it tricky to zip their coat up.
We hope to see your child at the PSA’s welcome party on Wednesday 22nd November. Please bring your child’s party clothes in a named bag so they can get changed in school.
It was great to see so many parents, grandparents and friends at our phonics session last week, as well as our phonics meeting the previous week. We hope you have found them helpful and that they have provided you with an insight into how we teach early reading skills. We will be holding another parent open afternoon later this term, this time with a number focus, where you can bring along your child’s favourite board game to play with them. These sessions will be on the 18th and 19th December at 2:30pm.
A polite reminder that we are a nut-free school. We have severe allergies in school, therefore please keep this in mind when organising healthy packed lunches/snacks for your child. Thank you for your cooperation.
Dates for your diary:
7.11.17 – Playing with phonics in the classroom (parents welcome!)
17.11.17 – Children in Need dress-up day (spots)
24.11.16 – Dress up as your favourite nursery rhyme character!
22.11.17 – FS party (organised by PSA)
12.12.17 & 13.12.17 – FS Christmas production
18.12.17 & 19.12.17 – Sharing board games in the classroom (parents welcome!) 2:30-3:00pm.
20.12.17 – Christmas jumper day [finish at 2pm] | 2,001 | 1,150 | {
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What is ICT?
ICT stands for Information Communication Technology. The most obvious example of this is computers, but it also means televisions, DVD’s, CD’s, cassette recorders, telephones, musical keyboards, programmable toys, camcorders, cameras…
Why is it important?
The government has placed a lot of importance in ICT. This has been reflected in the policies they have implemented. The government has set up a scheme called e-credits which enable schools to buy software for the computers. They have also given ICT the same status as English, Numeracy and Science in schools.
What can parents do to help?
In the home, give your child as much hands on experience with technology as possible. This does not mean a lot of money has to be spent on an expensive computer.
What can be done without a computer?
Many ICT skills for young children can be gained from everyday devices around the home.
- Televisions – encourage younger children to change channels and switch them on and off.
- Cassette recorders, videos and DVD’s – teach children how to play a tape/DVD, to rewind and fast forward, to find the part they want to watch or listen to. Teach them how to record a programme, or themselves singing.
- CD players – show them how to play and change tracks.
- Programmable toys – many toys develop ICT skills, such as remote controlled vehicles and animals, musical keyboards, electronic cash registers, children’s telephones/microwaves etc, and children’s electronic computers.
Teach the children how to click and that they have to keep a steady hand while they do it.
Show the children how to click and hold down while dragging the mouse, a skill that is needed in most computer programs, especially a drawing program.
If you feel your children are able, teach them how to load a program by double clicking on an icon, load a CD-ROM, save a document into a file or print a document.
What programs are recommended?
There are a lot of programs in shops that are suitable for young children. Many of them are good and come on a CD-ROM. They are often very colourful, fun and have good educational content. Here are a few guidelines to help:
- The BBC produces very good educational CD ROMs. Many of them use characters that your children are familiar with such as Balamory, Pingu, Tweenies etc. They also produce CD ROMs in various subject areas.
Dorling Kindersley (DK) has many good quality educational CD ROMs that often have an age appropriate age range given to them. Their software covers a range of subjects intensively and often contain well known characters such as Arthur. They also do Children’s Encyclopaedias and dictionaries which are useful resources for children especially in Year 2.
A children’s painting program. Many of them have fun painting tools, often with sound effects. These are particularly good at developing children’s mouse control and introducing them to easy ways of editing and improving their own work.
**What about the Internet?**
There are an ever increasing number of sites aimed at children, and many of them have ideas for parents included, some of which you have to pay a subscription fee but there are many of which that are free:
- [www.bbc.co.uk/children/](http://www.bbc.co.uk/children/) - Various resources. For younger children then proceed to the Cbeebies link.
- [www.bbc.co.uk/learning/](http://www.bbc.co.uk/learning/) - Lots of resources to use and support in every subject.
- [www.puffin.co.uk](http://www.puffin.co.uk) – Excellent for finding out about books and different authors.
- [www.roalddahl.com](http://www.roalddahl.com) – A fun colourful literacy site.
- [www.ngfl-cymru.org.uk/vtc-home/vtc-ks1-home.htm](http://www.ngfl-cymru.org.uk/vtc-home/vtc-ks1-home.htm) - Resources in every area of the curriculum.
- [www.coxhoe.durham.sch.uk/curriculum.htm](http://www.coxhoe.durham.sch.uk/curriculum.htm) - This school’s site has links to hundreds of web pages in all areas of the curriculum.
**NEVER leave young children unsupervised on the internet.**
Above all, work with your child and make it FUN!!! | 1,788 | 914 | {
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