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The story behind Alex
Until I was six, I lived on a sheep farm in the Wattle Range area, South East, SA. Then we moved to Central QLD. I grew up on a mixed-farming and grazing property during a long drought near a tiny town called Banana. I attended a one teacher primary school and went to school on a converted cattle truck for almost an hour, picking up students from all the properties. A few children lived in Banana and they walked up to the school.
On Saturdays I had the job of watering a small rose garden with bore water. I had to hold the hose at all times. But I liked to read, and you need to put the hose down to turn pages or they get wet. One day my brother caught me not holding the hose and boy was I in trouble. No one was allowed to waste water. I was last in the bath and Mum washed my hair once a week. On Sunday I wore a ponytail but by Friday I wore plaits so no one could see my hair was dirty. No one was allowed to have showers or let a tap run – I washed my hands in a bowl.
Mum and Dad often had quiet conversations about the drought, but they looked worried.
I liked walking on our property with my kelpie-cross dog, Teddy. I climbed the windmill to draw and sometimes rode a horse. I saw the sea once a year. I never wore a raincoat or used an umbrella. Most importantly, I learned never to waste water.
The ideas for Alex came from my own experience of growing up during drought. At the beginning of 2020, I began journaling, collecting images and information while finishing off another writing project. I knew the Flinders Ranges area and chose to set Alex’s story there. I was also familiar with many of the towns in the area. Relatives of my husband lived on a farm
near Orroroo; our friends lived near Quorn. I visited Leigh Creek on a Premier’s Reading Challenge trip after I went to Arkaroola. I’ve been to Beltana, Maree and Farina, and ate at a pub that serves outback food. Then in 2021 I visited Hawker Area School during Bookweek. I’m indebted to the staff and students at Hawker, especially Ailsa Green and Leticia for giving me ideas. I decided to set the novel near a fictitious town that was a lot like the country towns I knew.
Many people told me it was not an easy task to write during COVID-19. I found that I could write but my story was darker than usual. I soon came to realise with editor Lyn’s suggestions that Alex needed to be rewritten with more light, passion and joy. | 882 | 559 | {
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Program helps blacks hone parenting skills
by Ron Fitten
Times staff reporter
Richard Bash was a desperate man.
The single parent, black father of three — one girl and two boys — was worried about his family disintegrating. He didn't know where to turn.
Neither did Rachael Clark, a black, single mother who wondered if she'd failed as a parent when she found her son might be held back in school.
The concerns of Bash, Clark and 76 other parents of black children prompted them to seek better parental skills. They turned to the General Youth and Family Services Effective Black Parenting Program.
The 15-week parenting class, offered by the Seattle-based, non-profit agency, was specifically designed to provide parenting tools for parents of black children.
"We wanted this program to assist parents ... in the cultural and social nurturing of black children," said Pat Mouton, who is black and is the program's coordinator. "The program was meant to help parents feel more comfortable with their children."
Bash concedes he'd lost virtually all of his parental confidence before entering the program.
"I was not parenting effectively," Bash said. "I mean, I felt that I was overwhelmed with the responsibilities and the workload. But I'm not overwhelmed anymore."
The program, Bash said, taught him "to appeal to my child's mind and not his behind."
He added that the program also showed him how to identify his child's behavior, to explore problems, isolate that behavior from his own feelings, and redirect his child's behavior into something positive and instructive.
Bash also learned to understand some historical problems associated with black parents.
"There are cultural and social differences that I was not even aware of until I joined the program," he said.
During slavery, for example, there was "a need to instill fear" into black children, Bash said.
"They (parents) thought it would be better to instill fear in them at home, so they wouldn't go out and get killed by the white power structure — the slaveholders," he said. "The children had to be fearful because social condition demanded that they be fearful. I was a tool parents used as protection for the children."
Please see PARENTS on E 2
Blacks learn how to become more effective parents
PARENTS
continued from E 1
Often whipping — or even beating — a child was the way some parents achieved their aim.
But the program, Bash said, taught him that was no longer necessary. Positive interaction, he learned, was a healthy way of raising children.
Mouton said the Effective Black Parenting Program, one of several in King County, resulted from a statewide task force mandated in 1989 to examine parental education as a way to curb family disintegration.
The task force initiated a "needs assessment" for each county across the state and determined that targeting specific cultural and social groups might help strengthen family units.
"The task force found that because there weren't any specific parenting classes that talked about the history of blacks, racism and slavery, and how it affects the black family unit, it might be smart to start some around the state," Mouton said.
After examining several culturally targeted, parental programs across the nation, the task force selected the Effective Black Parenting Program as its model.
The program was conceived by California educator Dr. Kerby Alvry, who is white, and created and developed by black professionals, said Mouton.
"One of the things this program does is help families develop healthy black identities," Mouton said.
About six years ago, the 78 parents of black children in King County were among the largest group to graduate from the Effective Black Parenting Program.
Clark was one of them.
"I learned things from the class that I really needed to know," Clark said. "A lot of us didn't always get the structure from our parents, so we're trying to break out of that parenting cycle into one that will allow us to help our children meet their goals."
Abbie Jackson, a foster mother, said the program "was very enriching" for her. "A lot of the children I'm dealing with are coming out of hell," she said.
"They need very specific teaching and parenting tools to enable them to grow. I knew of my ability, but I needed reaffirmation of my skills and reassurance that the things I was doing were correct. I learned a lot."
Bash said he finally realized that "instilling fear is not necessary. It is counter to effective parenting. It may have worked — and probably did work — during slavery, and Jim Crow, but that's not effective parenting."
"We can control children with fear — with spankings and whippings — but that's not teaching them the skills that will take them to their life goals," he said. | 1,784 | 978 | {
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4. The light energy for photosynthesis is captured by
A water
B hydrogen
C chlorophyll
D oxygen.
5. Photosynthesis is a two stage process.
Stage 1 — Light reactions
Stage 2 — Carbon fixation
(a) The table below shows some statements about photosynthesis. Complete the table to show which stage each statement refers to by placing a tick (✓) in the Stage 1 or Stage 2 box. The first two statements have been completed for you.
| Statement | Stage 1 | Stage 2 |
|-------------------------|---------|---------|
| Carbon dioxide required | | ✓ |
| Light energy required | ✓ | |
| Water required | | |
| Sugar produced | | |
| ATP + Hydrogen required | | |
| Oxygen produced | | |
(b) Explain why high temperatures (above 50°C) would prevent the photosynthesis reactions from taking place.
(c) The graph below shows how the rate of photosynthesis is affected by the concentration of carbon dioxide.
State two environmental factors which could limit the rate of photosynthesis between points P and Q.
1. ______________________________________________________________________
2. ______________________________________________________________________
4. Photosynthesis is a two stage process used by green plants to produce food.
(a) The diagram below represents a summary of the first stage of photosynthesis.
Complete the diagram by filling in the three boxes, selecting terms from the list in the box below.
| ATP | carbon dioxide | carbon fixation |
|-----|----------------|-----------------|
| sugar | hydrogen | oxygen | light reactions |
Name of the first stage
Two products used in second stage.
1. _______________________
2. _______________________
Diffuses out of the leaf
(b) Describe the second stage of photosynthesis.
__________________________________________________________
6. The diagram below shows the carbon fixation stage of photosynthesis.
Which row in the table below identifies X and Y?
| | X | Y |
|---|------------|--------------|
| A | Sugar | Oxygen |
| B | Water | Carbon dioxide |
| C | Carbon dioxide | Sugar |
| D | Water | Oxygen |
4. The graph shows the effect of increasing carbon dioxide concentration on the rate of photosynthesis.
Two factors which could be limiting the rate of photosynthesis between points X and Y on the graph are
A starch concentration and light intensity
B temperature and light intensity
C temperature and carbon dioxide concentration
D sugar concentration and carbon dioxide concentration.
5. Which row in the table describes a process in plants which requires sugar and a substance into which sugar is converted?
| Process | Substance |
|---------|-----------|
| A | Photosynthesis | Cellulose |
| B | Respiration | Starch |
| C | Photosynthesis | Protein |
| D | Respiration | ATP |
(c) State one factor, other than temperature, which can limit the rate of photosynthesis.
_____________________________________________________
(d) The diagram represents the second stage of photosynthesis.
![Diagram]
Name substances X and Y.
X ________________________________
Y ________________________________ | 2,047 | 657 | {
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Objective 2A-01 Define and differentiate between product and period costs in financial accounting
Bright Idea Light Bulb Company has identified the following product and period costs associated with producing a single light bulb:
| Cost | Amount |
|-----------------------------|--------|
| Glass | $0.35 |
| Metal | $0.40 |
| Lighting Elements | $1.20 |
| Manufacturing Labor | $0.60 |
| Cardboard for packaging | $0.25 |
| Shipping to distribution centers | $0.20 |
| Accounting labor | $0.10 |
| Commercials | $0.05 |
| Sales Commissions | $0.40 |
The company produces 10,000 bulbs a day. What are their total product costs per day?
A. $30,000
B. $25,500
C. $28,000
D. $35,500
TYPE: MC
ANSWER: C
Product Costs: Glass, Metal, Lighting, Manufacturing Labor, and Cardboard for packaging.
Period Costs: Shipping, Accounting labor, commercials, and sales commissions.
3. What does a general systems flow chart permit one to do?
A. showcase a system's efficiency
B. quantitatively communicate system changes
C. analyze and redesign a system
D. resolve conflict using images
ANS: C REF: 53 DIFF: Easy KEY: Bloom's: Knowledge
4. If a general system flow chart has too many needless steps, what can be done to simplify it?
A. Place the extra steps into a new chart.
B. Repackage some of the steps.
C. Eliminate some of the steps.
D. Add a written description to offer clarity.
ANS: B REF: 57 DIFF: Moderate KEY: Bloom's: Application
5. What are two primary methods an analyst uses to gather the needed information to construct a general system flow-chart?
A. interviewing and observation
B. directing and production
C. delegating and observation
D. interviewing and participation
ANS: A REF: 57 DIFF: Moderate KEY: Bloom's: Application
6. In what way could a health care manager wrongly interpret a general systems flow chart?
A. by reading the flow chart from the bottom upward
B. by reading the flow chart from the top downward
C. by reading the flow chart from the left to right sides
D. by reading the flow chart based on preset conventions
ANS: A REF: 55 DIFF: Moderate KEY: Bloom's: Analysis | 1,318 | 561 | {
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Breathe in, breathe out. Breathe in, breathe out. The steady flow of air in and out of my body matches the steady flow of the river beside me. I can hear the water making its way from here to there, merely meandering. It takes no thought of where it will go, nor how fast. I find that strangely peaceful. It is different from the nearby road filled with busy cars, intent on getting somewhere, blind to the beauty just beside them. Above me, a woodpecker taps out its lonesome song on an ancient tree. The wind picks up, whispering secrets for just for a moment, and then settles back down again. Grasses swish and sway, their seeded heads dancing in unison. They have no concerns for their survival. They stand in their appointed place, and simply are. This world is fresh, and tranquil, but at the same time, unspeakably old. It is primordial, powerful, slumbering.
The sun journeys across the sky as I journey far below on the earth. I am a mere speck, surrounded by entities much greater than I am. I am humbled. As I ponder on my own significance, I am reminded that I stand in a veritable temple. The river and its surroundings have become sanctified to me. They have granted me a refuge in which I can simply sit, and be still. They have given me a haven in which I can rest- if only for a moment- before reentering the careworn world.
Unfortunately, unless preserved, this haven cannot last. Instead of water, there will be dry, barren ground. In place of flowers, plastic. A lasting prevention to this tragedy is education. I don't mean education as in notebooks and homework. No, this education must be much deeper, much more important than grade school. This education, after all, will ultimately preserve the beauty that the human race so desperately needs.
If people are educated about the impacts of their actions on the environment, if they come to a deep understanding of what the American River and its canyons have to offer humanity as a whole, then they will respect the river enough to preserve it. And if the river is preserved, the exhausted will find quiet strength, the hopeless will find solace, and those buried in the commotion of everyday life will find peace.
This vision for the American River and its canyons is not just one of preservation. Preservation is essential, but there is a higher ideal to approach. As people are educated about the importance of the river to humanity, they will become renewed and healed. They will find refuge in the beauty of the river. They will be empowered and emerge as a help, not a hindrance, to society. The river can facilitate a change for the better in the human race. It can guide us to progress and lead us to where we should be as a people. That is my vision for the American River and its canyons. | 934 | 611 | {
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Preparing your child for school or pre school
The early days of a school year can be hard work for some kids – it’s hard for some kids to stick to the rules and routines of school.
During the holidays children need to be able to tune out from school. A break from school is good for your child’s mental health as well as giving them an opportunity to recharge their batteries.
As holidays draw to a close it is useful to turn your child’s attention to school and help him or her get ready for the year ahead. Some kids are excited by the prospect of going to school or pre school, whereas others are somewhat less thrilled that holidays are over and its back to reality. Here are some ideas to consider:
- Be positive about the year ahead, even if your child is apprehensive about some aspect of the coming year. Children often pick up the cues of their parents so your attitude to school or pre school, your child’s teacher and learning can set the scene for a positive year ahead. Often children’s fears and concerns about a particular grade level or class disappear on the first day.
- In the days leading up to the start of school or pre school begin to readjust children’s routines in line with the routine they will experience when they start school. In particular, bedtimes and wake up times should resemble those of the school year.
- Children can participate in the purchase and preparation of uniforms, books and stationery for the coming year.
School starters may even wear their uniform prior to the first day.
- Encourage discussion of school in a matter of fact manner and talk about possible friendships they may renew or begin. Give children practice in becoming more independent at home particularly if they are in the early years of school.
- Be on time on the first day. This is important for children to help settle into class and not disrupt others or themselves. The start of the day is the most important part of the school day.
A word of warning: Don’t be surprised if some young children are less than perfect when they come home from school in the first days of term. The early days of a school year can be hard work for some kids – it’s hard for some kids to stick to the rules and routines of school. They often blow off some steam in the relative security of home. Be prepared for your patience and understanding to be stretched a little. It’s good to remember that many kids save their worst behaviour for their parents!!
Published by Michael Grose Presentations.
All rights reserved.
For more ideas, support and advice for all your parenting challenges visit:
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Campers get in step with themselves
2-week session of dance and self-expression gives kids skills they need to thrive
BY CARRIE WELLS
The Baltimore Sun
Splayed out on their stomachs or hunched over pieces of paper, two dozen preteens gathered in the cool darkness of the theater studio and mulled over what kind of legacy they would leave behind.
Tracie Jiggetts, responsible for helping to shape the campers' artistic and social skills at a two-week summer camp held at Towson University, paced the floor and prompted the students to think about how they wanted to be remembered when the camp was over.
"I wanted to leave behind my positive attitude and I want people to remember me for my kindness, oblige and smile," she said in a near-whisper. Another camper let out an amused sniff at the girl's forthrightness.
AlleyCamp, named after the late Alvin Ailey, a choreographer and activist who founded the Alvin Ailey American Dance Theater in New York City, is part dance camp and part road map for the tricky terrain of the middle-school years. The roughly 100 children who attended it last year participated in the camp this summer were interviewed before being selected, with organizers looking for children from underserved populations of Baltimore who needed help with their self-esteem and who could benefit from learning creative expression.
Nashia Thomas-Schwartz, the national director of AlleyCamp, said many of the students are seeking support.
"They're looking for someone to identify with," Thomas-Schwartz said.
The camp, which ran from June 16 to today, started this year as a pilot, with Towson University donating space in its Center for the Arts. Next year, organizers hope to double the number of campers and by 2016, triple it, Thomas-Schwartz said.
The children work with professional dancers on modern ballet, jazz and West African dance. They also take part in "interpersonal communication" using poetry, art and journalism. They get counseling in nutrition, stress reduction, conflict resolution, and in how to develop social and conflict-resolution skills. The children also were provided with transportation, lunch and a snack, as well as tights, leotards, costumes, ballet shoes and other items.
The camp was founded in 1989, the year of the death of Ailey, who promoted opportunities for African-American dancers. About 900 children will participate in nine camps nationwide this summer, including in Kansas City, Berkeley, Calif., and Miami. The Towson University camp is the only one in Maryland.
In one of the creative communications classes held this week, Autumn Jones, 13, showed off three works of art she had made. One featured a waterfall and a poem that plays on the word "fall."
Autumn explained: "Your emotion pours, and it comes from your pores. And we just put it into drawings."
The camps are funded through donations, corporate sponsorship and fundraising. Susan Fligor, dean of Towson's College of Fine Arts and Communication, said the university raised about $30,000 in summer expenses this year, but hopes to raise at least $40,000 for the expanded program in 2015.
"The 11-to-14 age group, this is the single-age group," explained Lisa Denise Fisher-Harrell, a Towson professor and former member of the Alvin Ailey American Dance Theater. Fisher-Harrell helped encourage the national organization to open a camp in Baltimore. "They make sure kids know they're worth something or they don't. We want to create a nurturing environment."
Jade Marie Edwards, a soft-spoken 12-year-old from Baltimore, said that in one exercise, she and other campers picked out three African symbols to represent their own attributes. Tuleah said she picked symbols for faithfulness, patience and bravery because she felt they represented her.
"I feel like I can be myself here," said Tuleah, explaining that she usually had a tendency to be introverted and shy. She said she was most forward to showing her mother, father and little sister what she learned in the camp at the final performance today.
"I like that you get to show emotion in dance," she said. "When you see people dance, you can see if they're happy or broken down."
email@example.com
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| Requirement | "F" Paper Criteria | "D" Paper Criteria | "C" Paper Criteria | "B" Paper Criteria | "A" Paper Criteria |
|-----------------------------------|------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|
| Reading FOR Evidence (60%) | Assumed. Used an unreliable source or an incorrect or incomplete part of the source required for the question asked. | Misread, read passively, or made errors such as cherry-picking facts or embellishing facts. | Accurately read the parts, but did not try to evaluate or to synthesize the interconnections. | Accurately read the parts and analyzed each one. Tried to evaluate and synthesize interconnections. | Accurately read the parts and analyzed each one. Evaluated and synthesized the interconnections. |
| Writing WITH Evidence (30%) | Wrote assumptions. Used "" inaccurately and changed meaning. Did not answer all parts of the question. Did not use endnotes. Did not cite accurately and according to the directions. | Wrote passively. Plagiarized or did “half-copy” plagiarism (also called “patchwrite”). Used "" inaccurately, including making the author’s sentences look grammatically incorrect. | Only summarized separately each of the parts of the question, but did not cover interconnections. | Revealed each part and covered some interconnections. Provided few examples. | Understood each part and revealed the parts’ interconnections. Provided clear and representative examples. |
| Following Directions for Evidence (5%) | Did not follow directions above or with the questions (such as maximum length). | Did not follow directions. | Followed the directions. | Followed the directions carefully. | Followed the directions exactly. |
| Mechanics (Language and Punctuation) (5%) | Many mechanical errors. | Several mechanical errors. | Two or more mechanical errors. | One or more mechanical errors. | No more than one minor mechanical error. |
Grade for its Good Habits for Evidence:
* 0 = If any marks in “D” or “F”
*20 = If no marks in “D” or “F”
Grade for the content: Either “C” or “B” or “A” as marked
If you made a “C” or “B” or “A,” you had no marks in the “D” or “F” columns.
1. Your instructor will show you the link to this rubric with instructions on how to use the rubric with your paper.
2. For points, sign this form below and return it and your attached writing to me within one week of the day you received it.
3. To take both paper and rubric with you, you must sign them out and return them with one week. If you do not return both, you receive 0 points.
4. If you do not understand the feedback or want help in developing different habits, I will be glad to help you.
Your signature that you have understand this, especially number 4
Date | 2,002 | 630 | {
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The Chesapeake PC Users Group: A Resource For Families
By Laura Wiegmann
Today’s Americans live in a technological society, and there is no getting away from that. If there is no access to technology, or internet, it becomes almost impossible to function in the world. Online, people can do a host of “life requirements”; re-registering vehicles, paying bills, searching and applying for jobs and so much more. In some cases, the person on the other end doesn’t want to handle business any other way, leaving the computer-less person at a definite disadvantage. This phenomenon has come to be known as “the digital divide”.
To help people cross that divide, in 1999 Jerry Moscovitz began The Chesapeake PC Users Group, with a mission to provide computers to people who can’t afford to buy new ones. The group has forged an agreement with Microsoft to provide software and such for the computers, helping them to accomplish their mission. Then, too, the community donates desktop computers to be completely refurbished. (They do not, however, provide laptops because people generally use their laptops beyond reviving, and they are also much more time consuming to work on than a desktop computer.)
When these computers are received at the facility, the first concern is protecting the privacy of the donor. They take this seriously, so the hard drive is top priority. Every single computer that is distributed must have the hard drive overwritten seven different times, using an old but still very effective system, donated to them by the Department of Defense. Once this is complete, the computer is checked and cleaned for performance. Finally, there are several new programs installed for practical use, including a cleaner, 2 browsers, Microsoft Security Essentials (anti-malware), Adobe Reader, Photostory 3, Picasa 3, a Zip program, an MP3 converter, and QuickTime. The computer performance and hardware are all guaranteed for 90 days, where there has been no misuse. To complete the package, there is a program available through Comcast where families whose children receive free school lunches can qualify for Internet service priced at $9.99 per month.
CHPCUG provides not only to individuals with need, they will also supply computers to other non-profit groups, often donating several computers to one organization. However, they will not promote political or religious organizations, and the government is also excluded.
Since 1999, the group has donated over 2000 computers to individuals and other non profit groups. In June of 2005, they were excited to donate their 1000th computer to a student at the Mills Parole Elementary School, which has, through the years, become one of their proudest moments, because it was part of a much bigger story. Fran Damratowski, Special Interest Group Chairperson, learned about and was able to obtain a $10,000 grant. They began looking for a great use for the grant, and were soon connected with the Mills Parole Elementary School, which had many needy families in it. The Chesapeake PC Users Group went into the school in force and presented their opportunity to those families that could benefit from it. When all was said and done, CHPCUG had given computers to over 400 families in the school.
The team working on these computers normally consists of about 12 people, but right now several of them are down due to health and family issues. Still, they get from 6 to 8 volunteers every time the doors are open. Fran says that they are all “techie retirees”, and doing this “keeps them off the streets”.
Computers are everywhere, and those who use them tend to take for granted all the services they provide. For instance, typing one sentence online gives all the resources necessary for any school assignment or research paper. Paying a bill or renewing a license online saves the gas and time required to go there. Ordering things online enables shoppers to get exactly what they need without going to 5 different stores. Seeking a job is almost impossible without going online because much of what is available is only online, and so is the beginning of the application process. It enables many people to work from home and make money when they are shut ins.
These are only a few of the ways computers have changed life for everyone. If there is no computer in the home, the family is handicapped. Chesapeake PC Users Group realizes this, they are doing all they can to eliminate it.
Applying for a computer is very simple. The facility is open on Wednesday and Thursday from 9:30 to 4:30, and interested parties can email Fran at firstname.lastname@example.org or call 410-923-1550. There is an application to be filled out, and applicants must be able to demonstrate need. The group is non-profit, but since it is self supporting, they require an $80 donation for each computer, a fraction of the value.
Donations are gladly accepted from anyone who has replaced their computer and doesn’t know what to do with their older one. Donations are also gladly given to anyone who is financially and “technologically” handicapped, and wants to cross “the digital divide.” The Chesapeake PC Users Group was formed to be the resource for meeting true technological need, and with community support, they continue to be able to do just that. | 2,018 | 1,093 | {
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For each location mentioned in a chapter, a hexagon with dark border is drawn near that location.
For each character mentioned in a chapter, a hexagon with light border is drawn near the location the character controls.
Chapter Color Scale:
- The place or the people was mentioned explicitly
- A character from nearby was mentioned
- City or mountain location
Where a region is dominated by a large settlement (like a capital), the settlement is generally used instead of the region to save space. Some names in crowded locations on the map have been left out.
Characters mentioned three or more times
Athenians: Alcmaeon, Aniphron, Aristogeiton, Callias II, Callimachos, Cimon, Cleisthenes, Codrus, Dicaeus, Harmodius, Hipparchus, Hippias, Hippocleides, Isagoras, Megacles, Meliichus, Militiades (48), Neocles, Peisistratos (62), Pheidippides, Siskinnus, Solon, Stesichorus, Tellus, Timochares (41), Thrasybulus, Tissaphernes, Xanthippus.
Spartans: Agis, Archimachus, Amynasrates, Anaxarhidas II, Anestius, Archidamus, Aristodemus, Aristomachus, Ariston, Bullis, Charilaus, Chilon, Cleotaios, Cleombrotus, Cleomenes I (76), Demaratus (50), Demaratos, Dorieus, Eurybiades, Eurysthenes, Eurytus, Glaucon, Gorgias, Leon, Leonidas, Leotychides, Lycurgus, Menares, Nicolaios, Orestes, Pausanias, Polycrates, Polycleitus, Sparta, Sybaris, Theron.
Others: Daniel (291), Xerxes I (242), Cyrus II (193), Croesus (183), Cambyses II (127), Mardonius (112), Amasis II (74), Astyages (60), Polycrates (55), Harpagus (50), Histiaeus (50), Aristagoras (47), Paris of Troy (46), Bardyla (45)… and 216 more.
Footnote: The map uses an orthographic projection centered at Athens; regions far away from Greece appear smaller than they actually are. It is also scaled to 50% in the vertical direction as compared to the horizontal, to make better use of available space.
Sources: Herodotus (G.C. Macaulay), “The History of Herodotus” published by The Project Gutenberg, 2015. Herodotus (A. Sélincourt) “The Histories” published by The Penguin Group, 2003. | 1,045 | 604 | {
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What to do if you find kudzu...
• This is a priority noxious weed. Report sites to the Oregon Department of Agriculture immediately!
• Document sites using landmarks or GPS coordinates, this information is essential for followup investigation.
• Do not plant or use kudzu as an ornamental.
Don’t let kudzu get a foothold in Oregon!
Report suspect sites to
Oregon Department of Agriculture
Invasive Noxious Weed Control Program
503-986-4621 or call
1-866-INVADER
What is kudzu?
Kudzu is a fast-growing invasive vine of the southeast United States. It has invaded tens of thousands of acres and costs $500 million annually for control and reduced agriculture and timber production. Kudzu has been found at four locations in the Pacific Northwest, three within Oregon. The Oregon sites have been treated, but additional unknown infestations may exist.
What does kudzu do?
Fast growing vines climb and cover vegetation. Kudzu vines smother trees, causing them to fall from the weight of the vines or die from insufficient light. The vines can bring down power lines and collapse man made structures. Highly infested lands are void of other vegetation, becoming undesirable for timber or agricultural production.
How does kudzu spread?
Kudzu spreads from rhizomes and by sprouting at rooting nodes on stems and runners. Seeds are produced in pods that contain six to 10 seeds each. A low percentage of seed is viable and most reproduction is vegetative. Introduction to the Pacific Northwest was likely the result intentional plantings.
How can you identify kudzu?
Kudzu is a perennial, semi-woody climbing vine in the pea family. Vines extend 50 to 100 feet and develop a main stem up to 6 inches in diameter. Kudzu leaves are similar in size and shape to garden beans with three nearly heart-shaped leaflets. Purple pea-like flowers with grape-like odor appear in midsummer and hang in large clusters. Flowers are followed by dark brown flattened pods. A massive fleshy taproot, weighing up to 400 pounds, can grow to 7 inches in diameter and 6 feet long.
Distribution in Oregon
- Widely distributed
- Limited distribution
- Not known to occur
Invasive Noxious Weed Control Program
www.oregon.gov/ODA/programs/Weeds
Photo credits: Tom Forrey.
Oregon Department of Agriculture.
Contact 1-866-invader for more information
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**Passengers**
**Stand Behind the Yellow Line**
Trains express through stations at up to 79 mph, weigh about one million pounds and take up to a mile to stop.
**Mind the Gate When Running Late**
Taking shortcuts across tracks or around pedestrian safety gates is illegal and dangerous. It’s better to arrive late than not at all.
**Cyclists**
**Always Walk Your Bike**
Don’t ride your bike when on station platforms or when crossing tracks.
**Cross Tracks in a Straight Line**
Always cross tracks at a 90-degree angle, never diagonally.
**Drivers**
**Steer Clear of the Tracks**
Only cross railroad tracks when you know you can completely clear all of the tracks. Trains overhang the tracks by at least three feet and sometimes even further if they have straps or other objects.
**Stalled Cars**
If your vehicle stalls while on a crossing, immediately get everyone out of the vehicle and move quickly away from the tracks. Call the number on the blue and white sign at the crossing.
---
**Rail Safety Presentations**
In partnership with California Operation Lifesaver, the Caltrain’s Communications Department offers free rail safety presentations for people of all age groups.
These presentations use engaging videos and other materials to teach individuals how to stay safe around train tracks.
For more information or to schedule a presentation, call 650.208.9895 or email email@example.com.
Operation Lifesaver, Inc. administers grant funding on behalf of the Federal Transit Administration to increase awareness about the importance of rail safety education. Please visit www.olil.org for additional information about the grants and download materials for additional outreach efforts.
---
Caltrain’s “Don’t Shortcut Life” safety campaign focuses on education, engineering and enforcement. Know and follow the safety tips, and share them with your loved ones. Stay safe, arrive alive and don’t shortcut life.
Don’t Shortcut Life
You play an important part in ensuring the rail system remains a safe place. Following the basic rules of rail safety will keep you, other passengers and the community safe around the tracks.
Trains are a routine part of daily life for lots of Peninsula residents, and many people who live and work in the area have grown accustomed to them.
Always be aware of your surroundings and make sure you remember the basic rules of rail safety.
Transit Watch
If you see something, say something.
Call Caltrain Transit Police at 1.877.SAF.RAIL (1.877.723.7245)
Rail Safety Rules
1. **LOOK, LISTEN, LIVE**
It’s your responsibility to stay safe around train tracks. Trains move faster and are closer than they appear – an optical illusion makes them appear slower and farther away. Listen carefully, look both ways before crossing and always wait at the gate.
2. **WATCH FOR A SECOND TRAIN**
When crossing multiple tracks, be careful of other trains you may not see or hear. The first train can block your view of a second train coming from another direction. Make sure you have a completely clear view in both directions before crossing.
3. **WAIT FOR THE GATE**
Whether you’re driving, walking or cycling, always wait for the gate to completely rise before crossing tracks. Going around the gate is illegal and dangerous.
4. **PAY ATTENTION**
Crossings have warnings, signs, instructions and may have gates designed to keep you safe. Be aware that headphones, cell phones and other distractions may prevent you from hearing or seeing them.
5. **ALWAYS EXPECT A TRAIN**
Freight, special event and other trains are not on the Caltrain schedule. And, Caltrain operates on a push-pull system, meaning trains can be pushed or pulled by the locomotive, so it may not be obvious which direction a train is traveling. Always expect a train in any direction and at any time when crossing or traveling near the tracks.
6. **CROSS AT A DESIGNATED CROSSING**
Designated crossings are the only safe place to cross railroad tracks. Crossing anywhere other than a designated crossing is dangerous and illegal.
7. **CONSTRUCTION**
As Caltrain modernizes, be aware of construction and possible safety detours. | 1,742 | 855 | {
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3 & 4-year-olds: how you can help me with my learning?
**Communication & Language**
- Have conversations with me about things that I am interested in. Encourage me to keep talking by nodding, smiling and making comments.
- Introduce new words when we are playing, eating or when we are out and about. Explain what new words mean to me.
- Talk to me about things that have already happened and what might happen soon.
- Play listening games with me such as ‘Simon Says’.
**Personal, Social & Emotional Development**
- Give me tasks to carry out, e.g. washing my plate after a snack.
- Model how you manage your own feelings, e.g. “I’m feeling a bit angry so I am going to take a deep breath.” Help me to understand why I am feeling sad or frustrated.
- Make a ‘calm down jar’.
**Physical Development**
- Help me with dressing but let me do the last steps, e.g. pulling up my zip after you have started it off.
- Give me lots of opportunities to be active and practise running, jumping, balancing, climbing and swinging.
- Encourage me to walk, scoot or bike to my nursery or childminder.
**Literacy**
- Talk about stories with me, what is happening in the pictures? Give me time to think and share my ideas.
- Play around with words. Make up fun rhyming sentences with me.
- Let me help you write birthday cards and shopping lists.
**Mathematics**
- Point out the number of things rather than just the names, e.g. “We have two apples!”
- Give me lots of opportunities to count for a real reason and always emphasise the last number – “There are 3 cookies.”
- Cut out a large shape from a cereal box (circle, triangle), then cut that shape into 2-4 smaller pieces to make a simple puzzle.
- When we’re at the park, use words like ‘up’, ‘under’, and ‘between’ to talk about what we see.
- Make playdough with me.
**Understanding the World**
- Help me make collections of interesting natural materials, e.g. pebbles, shells.
- Let me explore ice, once it has melted a bit (so I don’t get frostbite)
- Plant seeds and bulbs with me.
- Take me to different places such as the library.
**Expressive Arts & Design**
- Make home-made paintbrushes using clothes pegs and items from around the house and outdoors.
- Join in pretend play with me.
- Give me a cardboard box and some fabric to build a den with. | 910 | 543 | {
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Reading is Fun!!
1st grade Summer Reading Suggestions
Berkeley School Libraries, 2014
Beginning to Read (*level G – I)
Dog and Bear: Two friends, three stories, by Laura Vaccaro Seeger
Hattie and the Fox, by Mem Fox
Get the Ball Slim (Real Kids Readers series), by Marcia Leonard
Robot, Go Bot! (Step Into Reading Comics), by Dana M. Rau and Wook Jin Jung
I Am Invited to a Party! (An Elephant & Piggie book), by Mo Willems
The I’m Not Scared Book, by Todd Parr
Little Bear, by Else Minarik
Papa and Me, by Arthur Dorros
The Pigeon Needs a Bath, by Mo Willems
Super Fly Guy!, by Tedd Arnold
Developing Readers (level J – K)
Buzz Beaker and the Cave Creatures, by Cari Meister
Frog and Friends: Outdoor surprises, by Eve Bunting
Harold and the Purple Crayon, by Crockett Johnson
Katie Woo: Boss of the world, by Fran Manushkin
Ling and Ting: Not exactly the same, by Grace Lin
Mercy Watson to the Rescue, by Kate DiCamillo
Penny and Her Marble, by Kevin Henkes
Ricky Ricotta’s Mighty Robot, by Dav Pilkey & Dan Santat
Young Cam Jansen and the Library Mystery, by David Adler
Zelda and Ivy, The Runaways, by Laura Kvasnosky
* reading levels based on Fountas & Pinnell system
Visit your local library this summer!
berkeleypubliclibrary.org
Exploring Animals All Around
*Actual Size*, by Steve Jenkins
*Caterpillar to Butterfly* (National Geographic Reader), by Laura Marsh
*Fly Guy Presents: Sharks*, by Tedd Arnold
*Puppies and Kittens* (Scholastic Discover More), by Penelope Arlon
*Rabbits (A Pet’s Life)*, by Anita Ganeri
*Sharks: Biggest, Littlest*, by Sandra Markle
*Spiders* (Scholastic Reader), by Nic Bishop
*Zipping, Zapping, Zooming Bats*, by Ann Earle
Beginning with Chapter Books (level L-M)
*Andy Shane and the Pumpkin Trick*, by Jennifer Jacobson
*Boris for the Win*, by Andrew Joyner
*Commander Toad in Space*, by Jane Yolen
*Katie Woo and Friends*, by Fran Manushkin
*Ivy & Bean*, by Annie Barrows
*Mercy Watson Goes for a Ride*, by Kate DiCamillo
*Never Glue Your Friends to Chairs* (Roscoe Riley Rules), by Katherine Applegate
*Pinky and Rex*, by James Howe
*Rabbit and Robot: The sleepover*, by Cece Bell
*Young Cam Jansen and the Pizza Shop Mystery*, by David Adler
New Picture Books We’re Loving
*Awesome Dawson*, by Chris Gall
*Bad Bye, Good Bye*, by Deborah Underwood
*Count the Monkeys*, by Mac Barnett
*The Day the Crayons Quit*, by Drew Daywalt
*Journey*, by Aaron Becker
*Maria Had a Little Llama*, by Angela Dominguez
*Mr. Tiger Goes Wild*, by Peter Brown
*Niño Wrestles the World*, by Yuyi Morales
*Rain*, by Linda Ashman and Christian Robinson
*Red Kite, Blue Kite*, by Ji-li Jiang and Greg Ruth
Find more recommendations at Mary Ann Scheuer’s website greatkidbooks.blogspot.com
BUSD Library Services
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Tucker Turtle Takes Time to Tuck and Think at Home
A scripted story to assist with teaching the “Turtle Technique”
By Rochelle Lentini, Lindsay N. Giroux and Mary Louise Hemmeter
Tucker Turtle is a terrific turtle. He lives with his family in a small pond.
Hi! I’m Tucker.
Sometimes, things happen that make Tucker really mad.
"You can't play with us."
"That makes me mad!"
"It's time to stop playing and get ready for dinner."
It used to be that when Tucker got mad, he would hit, kick, or yell at his family and friends. His family and friends would get sad and scared.
Tucker now knows a new way to stay calm when he gets mad.
Step 1
He can stop yelling and keep his hands and body to himself!
He can tuck inside his shell and take 3 deep breaths to calm down.
Step 3
Tucker can then think of a solution to solve his problem.
When Tucker stops and thinks, his body is calm and feels better.
When he uses gentle touches and kind words with his family and friends, they feel happy and safe.
Tucker’s family practices stopping and thinking together using Tucker’s new way to calm down.
Practice Thinking Like a Turtle
Teach your child the steps of how to control feelings and calm down (“think like a turtle”).
- Step 1: Recognize your feelings.
- Step 2: Stop your body.
- Step 3: Tuck inside your “shell” and take 3 deep breaths.
- Step 4: Come out when you are calm and think of a solution.
Turtle Technique Tips
- Practice tucking like a turtle when your child is calm.
- Throughout the day, make time to practice taking 3 deep breaths.
- Model using the calming steps when your feelings are strong.
- Practice these steps frequently during routines (e.g., before playing with siblings, while reading a book, before chores, etc.).
- Use the cue cards on the next page when practicing the steps.
- Prepare for and help your child handle possible disappointment or change by reminding them to tuck and think like a turtle when they feel angry or mad.
- Offer lots of encouragement when your child tries to use the steps.
- Recognize and comment positively when your child stays calm.
- Help all family members know the Turtle Technique.
Help Children Think of Possible Solutions
- Ask for help.
- Say “Please stop.”
- Wait and take turns.
- Get a timer.
- Ask for a hug.
- Take a break.
- Say, “Will you play with me?”
- Share.
- Use kind words.
The Turtle Technique
Step 1. Recognize your feelings.
Step 2. Stop your body.
Step 3. Tuck inside your shell and take three deep breaths.
Step 4. Come out when you are calm and think of a solution. | 1,001 | 602 | {
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WATER QUALITY
ONLY 30% OF ROUTINE WATER SAMPLES IN 2016 MET HEALTH STANDARDS FOR FECAL COLIFORM BACTERIA
30%
70%
TOO MUCH BACTERIA!
What are Fecal Coliform Bacteria?
Fecal coliform bacteria live in the intestines of warm-blooded animals. When found in water, they indicate that animal waste has entered the water upstream and it may be contaminated with disease-causing organisms.
Rain washes the animal poop, which contains disease-causing organisms, into the rivers, creeks, and ditches. These waterways carry the organisms out to the shores and bays.
This can put us and our families in direct contact with disease causing organisms when recreating in the water or eating contaminated shellfish.
RACCOONS & WATER QUALITY
GET YOUR PAWS ON THE FACTS!
Pollution Identification and Correction Program
Community Solutions for Clean Water
QUESTIONS?
Contact Whatcom County Public Works at 360-778-6302 or email@example.com
Whatcom County Public Works Department
322. North Commercial Street, Suite 110
Bellingham, WA 98225
Raccoons
Larger than natural populations of wildlife, such as raccoons, are one of the possible sources of the high bacteria levels in creeks.
Human interactions with wildlife, like finding easy sources of food around homes, can increase their populations above natural levels.
Larger populations lead to more poop and associated bacteria that can wash into our waterways, causing swimming and shellfish harvesting closures.
Raccoons create toilet areas, called latrines, away from their nesting area where they poop. This poop piles up and becomes a health risk for humans and pets.
How You Can Help
1. Never feed raccoons.
2. Do not leave pet food outside.
3. Secure the lids of your garbage can and compost bin.
4. Prevent raccoons from entering your house, crawl-space, or attic.
5. Keep poultry in a secure pen and house.
6. Keep wildlife wild. Don’t treat raccoons as pets.
Warnings
Never touch raccoon poop or contaminated soil! It can contain roundworm eggs and the virus canine distemper, which can be fatal to dogs.
Raccoons are wild animals, even if they seem tame, they can bite.
Always abide by beach swimming closure signs and shellfish harvest warning signs. Check the state Department of Health’s website on the day you dig! | 1,094 | 516 | {
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You’re hiking under the blazing sun in California’s Mojave Desert, surrounded by dusty shrubs and cacti. But wait, what’s that in the distance? You spy a giant tower glowing like a lighthouse. It’s more than 40 stories tall. A sparkling lake surrounds it. Getting closer, you see that the “lake” is actually thousands of glittering mirrors on the ground.
Is this a mirage—a trick your eyes are playing on you?
No, it’s a solar power tower, and it’s harnessing the desert sun to make electricity. Did you know that in just six hours, deserts get more energy from the sun than all the world’s people use in a year? Solar towers are being built in deserts from California to Africa to put that sunshine to work. The biggest Mojave Desert project is at Ivanpah, California. It has three towers and more than 300,000 mirrors. It can produce enough energy to power 140,000 homes!
Solar towers work differently from rooftop solar panels. Towers use Concentrating Solar Power (CSP) technology. All those mirrors concentrate the sun’s rays, directing them to the tower tops. There, water waits in huge boilers. The concentrated sunlight superheats the water. This changes the water into steam. The steam turns big turbines, which are engines that produce electricity.
Building in the desert poses special challenges. Think of cleaning the dust from all those mirrors! And what about the desert animals? When the Ivanpah builders found rare desert tortoises on their construction site, they moved them to safer areas. Now, naturalists are worried that birds flying too close to the mirrors can be burned.
It’s worth working to solve these problems, because using the sun’s energy helps us burn less oil and coal. That means less carbon dioxide goes into the air. And that can help slow global climate change.
Deserts may look like empty wastelands . . . but they could hold the golden key to powering our future: sunshine! 🌵
Make this solar cooker and use the sun to roast marshmallows—without a campfire!
YOU’LL NEED:
• Sharp scissors
• Empty chip can (about 9½ inches long)
• Clear plastic wrap
• Tape
• Skewer (about 14 inches long)
• Marshmallow
1. Make a 7-inch cut lengthwise along the can, leaving an equal amount of space uncut at both ends.
2. Make a 3-inch cut at each end of the first cut and perpendicular to it.
3. Open the can at the cuts, create flaps, and bend them back.
4. Cover the opening with plastic wrap. Tape it into place.
5. With an adult, make a small hole in the center of the can’s lid and another in the center of the base.
6. Remove the lid. Insert the skewer through the hole in the lid. Slide a marshmallow onto the skewer and insert through the hole in the can’s base. Replace the lid.
7. Place the cooker so direct sun hits the marshmallow. It will toast in a few minutes! | 1,109 | 645 | {
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**Learning Through History**
**Focus:** Pioneers from Spain Settle St. Augustine
**Unit 1 - Day 1**
### Reading About History
Read about history in the following resource:
- **American Pioneers and Patriots** p. 2 and 12
**Key Idea:** When pioneers from Spain came to settle in Florida, they crossed the ocean in sailing ships. Travel was very different in those days.
### Picture the Past
Read aloud *Leif Eriksson* p. 3-11. Get out the matching *Visual History Bookmark* for this book. Orally discuss questions 1-3 on the bookmark with the students. Then, place the bookmark in your book to mark your page for Day 2.
**Key Idea:** Make historical connections and practice listening skills.
### Geography
Outline a huge circle on the floor with masking tape. Say, *This circle is Earth. Earth has 7 continents. A continent is a large body of land surrounded by water.* On separate pieces of paper write these continent names: Asia, Africa, Antarctica, North America, South America, Australia, and Europe. Help students tape each continent name on Earth in the correct place. Give students actions to follow using the continent names (i.e. *Hop on one foot from Africa to Asia*). Other actions might be to walk backward, tiptoe, crawl, twirl, stomp, or gallop. Last, have students use p. viii in *American Pioneers and Patriots* as a guide while they scoot on a pillow to show Columbus’ route and Magellan’s route.
**Key Idea:** Explorers discovered that the Earth had 7 continents.
### Bible Study
Psalm 4:8 is the memory verse for this unit. Read the verse out loud. Ask,
*What does it mean to feel peaceful? How can you feel peaceful even when there may be many things that make you worried? Who keeps you safe? How can Psalm 4:8 comfort you?* Say the verse together 3 times. Add hand motions to help students remember the words.
**Key Idea:** Even though the pioneers had a long, hard trip ahead of them, they knew the Lord was watching over them.
### Corresponding Music
- **Hide ‘Em in Your Heart Volume 2**
- Track 20
- Song: “I Will Lie Down and Sleep”
---
**Learning the Basics**
**Focus:** Language Arts and Math
**Unit 1 - Day 1**
### Language Arts
Choose either spelling list 1 or 2 (see Appendix for lists). Write each spelling word on a separate index card. Guide students to study each card one at a time, flip it over, write the word from memory on paper, flip the card back over to check the spelling, and erase and correct any mistakes.
**Key Idea:** Practice spelling words with the short ‘a’ sound as in ‘hat’.
### Reading Choices
Choose one of the reading options listed below (see Appendix for details).
- A phonics program
- Emerging Reader’s Set 1
- Emerging Reader’s Set 2
**Key Idea:** Use a guided reading program for reading instruction.
### Poetry
Open *Copy the Classics* to Unit 1. Read aloud the poem “The Storm” to the students. Do not share the title. Ask students to suggest some titles for the poem. Share the real title. Read the poem again with the students. Then, have students complete the copywork in *Copy the Classics* Unit 1 – Box 1.
**Key Idea:** Learn to enjoy classic poetry.
### Storytime
Choose at least one biography to read aloud for the next 20 days of plans (see Appendix for suggested titles). To introduce the genre, *Biography*, hand each student a sack. Give students a limited amount of time to find 5 items to put in their sack that tell something about themselves. Have students share their items and explain their reasons for choosing each item. Say, *A biography is a true story of a person’s life written by another person. Just like we learned about you as you shared about yourself, we can learn about others by reading about their lives.* Read a portion of the biography you chose.
**Key Idea:** Introduce the genre: Biography.
### Math Exploration
Choose one math option listed below.
- Singapore Primary Mathematics 1A/1B or 2A/2B
- Apologia Math Level 1 or 2
- Math with Confidence Grade 1 or 2
- Your own program
**Key Idea:** Use a guided math program. | 1,815 | 954 | {
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LIFE IN CAVES
Currently, about 3,000 different species of animals are known from caves in Germany.
Those which enter a cave accidentally are called cave visitors (eutrogloxenes).
Other species are regularly cave-dwelling during certain times of the year - for example bats. These are subtroglophiles.
"Cave-loving" animals (eutroglophiles) are building stable populations in subterranean habitats, but also above ground.
Of special interest are the so-called "true" cave animals (eutroglobionts), which are exclusively living below ground and which are adapted to this way of live, for example by reduction of the eyes or the loss of pigmentation.
CAVE ANIMAL OF THE YEAR 2015
Numerous animal species are living in caves. They are depending on the cave's constant climate.
One of these animals is the Cellar Glass-Snail
Oxychilus cellarius -
Cave Animal of the Year 2015
The Cellar Glass-Snail belongs to the terrestrial lung-bearing snails. It was first described in 1774 by the Danish naturalist Otto Friedrich Müller. The animal lives all year round in natural caves, mines and in rock-cut cellars. For this reason, it was designated as ‘Cave Animal of the Year 2015’. The snail stands for a large number of animal species, which all depend on sheltered and frost-free refuges below ground.
The Cellar Glass-Snail inhabits humid and shady places. It is found in forests, bushes, between rocks and in gardens, but is also commonly found in natural caves, mine tunnels and rock-cut cellars. Here, this species builds permanent populations, which are migrating quite far into the depth zone. The snail feeds on rotting plant parts and algae, but acts also as a predator, devouring other snails and their eggs. In caves, observations are known of Cellar Glass-Snail devouring wintering moths. The snails may reach an age of 12 to 14 months.
The shell of the Cellar Glass-Snail is usually up to 11 mm large, almost disk-shaped with slightly arched whorls. It has five to six whorls, which are evenly increasing in size. The paval on the lower side is funnel-shaped and open. The surface is almost completely smooth and lustrous. The upper side of the shell is translucent and yellowish grey, the lower side is substantially paler and yellowish. The body is colored blue-grey, the foot is light grey.
The natural distribution area of the Cellar Glass-Snail encompasses Western, Central and Northern Europe. The Eastern border of its distribution runs through Poland and Slovakia. In Scandinavia, the species is restricted to coastal areas. The snail prefers altitudes between 300 and 800 m a.s.l., the upper limit of its occurrence in the Alps is about 1,800 m a.s.l. In all German karst areas, the Cellar Glass-Snail is regularly found in the caves.
The German Speleological Federation has chosen the Cave Animal of the Year with the intention to point out the immense deficiencies in the research of subterranean ecosystems and their associated faunas.
For all living organisms, caves are a very special place. The most characteristic trait is the lack of sunlight.
What seems to be a disadvantage on first sight also has its merits:
- There is no danger of sunburn or desiccation, and no need for camouflage.
- Cave animals have neither to adapt to daily or seasonal cycles, unless their food source shows such cycles.
- Temperatures are constant, with no danger of freezing.
In Central Europe, the main challenge for cave dwellers is the low food supply. Cave animals adapted to these conditions by developing a small body size, slow movements and a low metabolism.
Cave animals are very sensible to environmental changes. Therefore, a strict protection of subterranean habitats is essential. | 1,553 | 821 | {
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Japheth wiped a tear that rolled down his cheek. He watched the pigs eat the corn husks he had brought them. His stomach hurt from hunger. He found himself wishing that he could eat the pigs’ food himself.
Japheth thought back to when he still lived with his family. There they had servants to wait on them and always plenty of food. But he had become unhappy living there. He had asked for his share of his father’s money and then left home to live in a country far away. He had wanted to have fun and not have anyone telling him what to do!
At first it had seemed wonderful to be young and have lots of money. He had gone to parties and made friends who liked to help him spend his money. Japheth had thought he was really having a good time.
But before long all his money was gone. Japheth had gone from being rich and merry to poor and sad. The people he had thought were his friends didn’t care about him anymore. Nobody would help him. He had to become a servant. He was sent into the fields to feed pigs.
So here he was in the pigpen, lonely, ragged, and hungry. He began to think about how bad things were. No money, no food, and feeding pigs. Why, even the servants in my father’s house are better off than I
am. They have more than enough to eat. I have done nothing good with my life. I’m so sorry for what I’ve done!
Japheth thought about going home to his father. But would his father love him after he had wasted everything his father had given him? How ashamed he was! Finally he decided to go home and see if he could work as a servant in his father’s house. He knew he did not deserve to be called a son anymore.
Japheth began the long trip home. His father saw him coming even before he got to the house. He ran out to meet his son with love and joy in his heart.
Japheth cried as he fell into his father’s arms. “Father! I’ve sinned against God and you. I don’t deserve to be your son anymore, but will you take me back as a servant?”
“Oh, my son! I’m so happy you’ve come home.” Japheth’s father told the servants to bring the best clothes and to prepare a dinner in Japheth’s honor. The father was happy because the lost son was alive and had come home.
Color by Number
Use the color guide and color the picture of the prodigal son going home.
Color Guide
1. Green
2. Blue
3. Brown
4. Purple
5. Red
6. Yellow
Preparing for This Bible Lesson
Parent’s Corner
Our Bible story is the parable of the prodigal son. This is a very descriptive story, and the primary child can easily visualize the progression of events beginning with the son’s leaving home, turning to riotous living, and eventually repenting and returning to his father’s house.
As we study this lesson together, we will be focusing on the thought that sin will bring trouble, but Jesus will forgive and restore all those who will return to Him.
Let your child use modeling clay to form the main elements in this story: the son, father, money, things purchased, pigs, and pigpen. When completed, he might wish to act out the story for other family members, utilizing the clay figures.
Time Together for Family Devotions
Verses to help your child understand this Bible lesson.
SUNDAY: James 4:8
MONDAY: Psalm 73:28
TUESDAY: I Peter 2:25
WEDNESDAY: Isaiah 55:7
THURSDAY: Psalm 34:18
FRIDAY: II Corinthians 7:10
SATURDAY: I John 1:9
Bible Text
Luke 15:11-24
Memory Verse
Draw nigh to God, and he will draw nigh to you. — James 4:8
Returning Home
Start at HOME and follow through the maze to find out what happened to the prodigal son because of what he did.
FRIENDS and MONEY
HOME
GOING HOME
NO MONEY!
NO FRIENDS!
WELL-FED PIGS!
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This design focuses on improving social skills and provides visual stimulation.
The design is focused around two wheels of coloured gels that can be rotated using a hand crank by two children on either side of the equipment, by working together, the children can create combinations of gels that produce different colours.
The equipment is designed for outdoor use so is protected with clear H.I.P.S plastic coating to protect the mechanisms from the elements and make sure the children aren't harmed by the gears.
This candidate has addressed three different senses – vision, hearing and touch.
They have made reference to scale, an area much neglected by other candidates.
Solution 2 would benefit from greater explanation of the circuit.
In all three solutions it is not clear how the devices are mounted – a little more information would have helped here.
This design focuses on stimulating children's sense of hearing and musicality and teamwork that when hit, act like press switches, completing the circuit.
Includes vertical chime bars connected to pressure sensors that connect to speakers. When a chime bar is hit, a pre-recorded voice saying the note of the note hit, will be played via a speaker.
The electronic aspects of this design are powered via a rechargeable lithium battery connected to a solar panel. This design is intended for outdoor use by 2 children.
The beaters are attached to each end of the chime bars (8, one octave) by nylon woven chord. This both stops the beaters getting lost and means 2 children have to work together to play all the notes.
Each chime bar is essentially a push switch: the impact when the note is hit compresses the steel springs attached to the support pins.
Attached to the insulated back of the chime bar is the top section of the switch. When compressed it comes into contact with the base part of the switch closing the circuit.
The speaker plays "name of note"
Springs extend, breaking circuit.
| For Examiner use only |
|-----------------------|
| Function and creativity of the 3 concepts | /30 |
| Technical knowledge & Reasoning | /15 |
| Total for Section A | /45 |
| Functionality of Proposal | /30 |
| Materials, components and construction | /15 |
| Total for Section B | /45 |
| Communication | /10 |
| Total | /100 |
• This design is to be used alongside a pre-existing sandpit or waterpool.
• It lifts water/sand from floor level to a higher platform to allow using a pulley system operated by children. This design helps to improve hand-eye coordination, touch sense and teamwork as soon the device will be more effective with multiple children working together to operate it.
• The lifted sand/water can then be used for play in an area it was harder to take it to before; this encourages forward planning and helps to develop spatial awareness.
| For Examiner use only |
|-----------------------|
| Section A | Function and creativity of the 3 concepts /30 |
| | Technical knowledge & Reasoning /15 |
| | Total for Section A /45 |
| Section B | Functionality of Proposal /30 |
| | Materials, components and construction /15 |
| | Total for Section B /45 |
| | Communication /10 |
| | Total /100 |
Name:
School:
Section A or B: A
Question Number: 3
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1. A 0.1kg ball is thrown upward. At a height of 1m, the ball has a velocity of 8m/s. The ball is caught and brought to rest at a height of 2m. What non-conservative work is done on the ball after it passes the 1m mark?
\[ mgh_0 + \frac{1}{2}mv_0^2 + W_{nc} = mgh \]
\[ (0.1)(9.8)(1) + \frac{1}{2}(0.1)(8)^2 + W_{nc} = (0.1)(9.8)(2) \]
\[ 0.98J + 3.2J + W_{nc} = 1.96J \]
\[ W_{nc} = -2.22J \]
2. A physics student creates a string of rubber bands with \( k=5N/m \). She then ties one end of the string to a 500g mass and the other end to the floor. She raises the mass until it is just about to stretch the spring (at a height of 1.2m) and holds it momentarily motionless. Then she throws the mass directly upward. At the moment before the mass hits the 2.7m tall ceiling, its velocity is 4m/s. If, during the throw, her hand pushed the mass over a distance of 0.3m, what average force did she apply?
\[ PE_{g0} + W_{nc} = PE_g + PE_s + KE \]
\[ mg h_0 + F(0.3m) = mg h + \frac{1}{2}kx^2 + \frac{1}{2}mv^2 \]
\[ (0.5kg)(9.8m/s^2)(1.2m) + F(0.3m) = 0.5(9.8)(2.7) + \frac{1}{2}(5)(1.5)^2 + \frac{1}{2}(0.5)(4)^2 \]
\[ 5.88J + F(0.3) = 13.23J + 5.625J + 4J \]
\[ F(0.3) = 17.0J \]
\[ F = 56.6N \]
3. A physics teacher pushes a 1N banana up a ramp. The banana starts at rest and ends at rest. The ramp is 0.1m tall, but it is 0.5m long. Assuming zero friction, how much average force does the teacher exert on the banana?
\[ Fd = mgh \]
\[ F(0.5m) = 1N(0.1m) \Rightarrow F = 0.2N \]
4. The same launcher is used to shoot a 0.03kg cube up an inclined ramp, and this time the spring is compressed a distance of 0.4m. The cube slides up the ramp and comes to a stop, due to friction. At some point in its slide, the cube has traveled a linear distance of 5m and a vertical distance of 0.3m, and its speed has dropped to 1m/s. What average force of friction has the spring experienced up to this point?
\[ KE_{SO} + W_{friction} = PE_g + KE \]
\[ \frac{1}{2}kx^2 + F_{fr}(5m) = mgh + \frac{1}{2}mv^2 \]
\[ \frac{1}{2}(48N/m)(0.4m)^2 + F_{fr}(5m) = 0.03kg(9.8m/s^2)(1m) + 0.5(0.03)(1)^2 \]
\[ 3.84J + F_{fr}(5m) = 0.294J + 0.015J \Rightarrow F_{fr}(5m) = -3.53 \]
5. A 0.03kg sphere is launched horizontally from a spring-loaded projectile launcher. To load the launcher, a student compresses the spring a distance of 0.25m. When the sphere is launched, it reaches a maximum speed of 10m/s. What is the k of the launcher spring?
\[ PE_{SO} = KE \]
\[ \frac{1}{2}kx^2 = \frac{1}{2}mv^2 \]
\[ k(0.25m)^2 = 0.03kg(10m/s)^2 \]
\[ k = 48N/m \] | 1,427 | 995 | {
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Working together as ONE for a better future.
Both nationally and locally, USI is committed to supporting an eco-friendly and sustainable environment through USI Green, a series of corporate initiatives focused on recycling programs, beautification projects, and actions to lower our carbon footprint. Depending on office locations, some of our progress includes:
**Reduce, Reuse, Recycle, Restore**
Helping to minimize our ecological footprint by reducing, reusing, recycling, and restoring.
- Installing water filtration to cut down on bottled water usage
- Defaulting all printers to double sided printing to reduce paper
- Donating used furniture to reduce waste
- Participating in Keurig Grounds to Grow On™ coffee pod recycling
- Issuing reusable mugs to minimize use of paper and styrofoam
- E-Delivery of policy forms, presentations and vendor invoices to reduce paper
- Recycling used toner cartridges to reduce landfill
- Supporting reforestation efforts in U.S. National Parks in partnership with One Tree Planted
**Electronics Stewardship**
Ongoing efforts to improve electricity consumption and reduce electronics waste.
- Using multi-purpose machines for copying, scanning, faxing and printing
- Reusing and recycling electronics to prevent valuable materials from going into the waste stream
**Sustainable Purchasing**
Making smarter purchasing decisions to benefit our environment without compromising quality.
- Partnering with vendors who have sustainability programs in place
- Printing business cards on recycled paper
- Purchasing recycled products when possible
**Energy Conservation**
Reducing our overall energy consumption.
- LEED certification in more of our offices
- Powering down machines when not in use
- Maximizing natural light in office design
- Energy efficient and motion sensor lighting to reduce electricity
- Video/teleconferencing to decrease air and car travel and reduce our carbon footprint
---
**2023 USI Green Program by the Numbers**
- 6,728 Trees preserved by recycling
- 90%+ Of each coffee pod consumed in participating offices converted to compost
- 410,160 Pounds of paper securely shredded and recycled resulting in 966 pounds of CO2 emissions avoided
- 17 Additional office locations equipped with occupancy sensor lighting (79 total)
- 701,000 Disposable cups eliminated by using reusable water bottles
- 1,102,582 Pieces of paper saved by using e-delivery
- 6,416 Trees planted in support of reforestation projects across the United States
For more information on USI’s sustainability and community investment, please visit www.usi.com.
Think “Green” before you print. | 1,214 | 529 | {
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EVERYTHING ANCIENT EGYPT
The kingdom of Ancient Egypt lasted for a whopping 3,000 years. Though the heart of this great civilisation flooded the mighty River Nile, which provided water for drinking, washing and transportation.
Fantastic flood
The Nile flooded every year, but this wasn’t a disaster – it was brilliant! The annual swelling of the river soaked the surrounding land. When the waters receded, they left behind rich black mud that was great for growing crops in.
People power
In the months when the river was flooded, farmers were made to do national service — working to build pyramids, tombs and temples for the pharaohs. World-famous places like Giza (right) were once huge construction sites, cities of 20,000 labourers working day and night to build the giant tombs. The workers were fed, clothed, housed and given medicine, so they weren’t exactly slaves, as once was thought.
Magic crafts
Master Ancient Egyptians worked for the pharaoh’s government, decorating tombs and temples and creating precious jewellery and objects. Paintings were created using a grid and following a set ‘natural’ proportion system. If it were exactly the right proportions, they would come alive in the afterlife! These highly skilled craftspeople weren’t famous like today’s artists, and wouldn’t get credit for their work – it was just another job.
Marvellous medicines
Magic and medicine went side by side in Ancient Egypt. As well as having amazing medical knowledge, doctors such as priests to set broken bones, make effective medicines from herbs and perform minor surgery — doctors had some wacky ideas too. Docs would prescribe mint to cure coughs, pigs’ teeth to calm dodgy tummies and even smear crocodile poo on skin to get rid of demons!
Funky fashions!
The long black beaded hairstyles of Ancient Egyptians were actually wigs. Their real hair was shaved off so they wouldn’t catch lice. Even their beards were fake! Thick black eyeminer and green eye shadow were worn by both men and women as it was said to protect against eye infections — and help fight off evil!
FAMOUS PHARAOS!
Roughly 170 kings ruled ancient Egypt, but the unwieldy ones were erased from monuments, so they have to keep track! Here are some of the most well known...
KHUFU
REIGN 2589 – 2566 B.C.
FAMOUS FOR: Building the Great Pyramid of Giza — which is the world’s biggest building for nearly 4,000 years. The entire project took about 23 years to complete, during which time 2,200 blocks, weighing an average of 2.5 tonnes each, were moved!
HATSHEPSUT
REIGN 1479 – 1458 B.C.
FAMOUS FOR: Being the most successful female ruler and one of the most successful ever. Taking over the throne after her father died by claiming the gods had given her permission. Dressing as a king and wearing a fake beard!
RAMESSES II
REIGN 1279 – 1213 B.C.
FAMOUS FOR: Being the most successful pharaoh in more than 65 years. Wow!
CLEOPATRA VII
REIGN 51 – 30 B.C.
FAMOUS FOR: Being the last pharaoh. Having relationships with two Roman generals — Julius Caesar and Mark Antony. Committing suicide when Rome took control of Egypt in 30 BC. Many films, plays and stories worldwide.
GODS & GODDESSES
Ancient Egyptians believed in more than 2,000 deities! They had gods for everything — from the sun to the moon. Each had different responsibilities and needed to be worshipped so that life could be kept in balance. Check out our faves...
RA
Hawk-headed sun god Ra was one of the most important gods of all. He was gobbled up every night by the sky goddess Nut, then reborn every morning at sunrise.
TEFNUF
Controlling the rain and water, lion-headed Tefnut was the goddess of moisture. She was spat into existence by her dad, Ra, the sun god.
BES
A dwarf with lion features, little Bes’s job was to protect babies and mums. He also protected against scorpion bites. And nightmares. What a guy!
ANUBIS
This dog-faced deity was the god of embalming and the dead. Wild dogs, or jackals, were often seen hanging around in cemeteries so it was thought they watched over people in the afterlife.
SOBEK
The god of the waterways, Sobek was a fierce protector of Egyptian people. He would eat fish. Live crocodiles were kept in pools at temples to honour him.
HAPI
This blue pot-bellied fellow was the god of the Nile, responsible for the annual flooding of the great river.
ngkids.co.uk 17 | 1,854 | 1,022 | {
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1. Lin is tracking the progress of her plant’s growth. Today the plant is 5 cm high. The plant grows 1.5 cm per day.
a. Write a linear model that represents the height of the plant after \( d \) days.
\[ y = 1.5x + 5 \]
b. What will the height of the plant be after 20 days?
\[ y = 1.5(20) + 5 = 35 \text{ cm} \]
2. Mr. Thompson is on a diet. He currently weighs 260 pounds. He loses 4 pounds per month.
a. Write a linear model that represents Mr. Thompson’s weight after \( m \) months.
\[ w = 260 - 4m \]
b. After how many months will Mr. Thompson reach his goal weight of 220 pounds?
\[ 220 = 260 - 4m \]
\[ -40 = -4m \]
\[ m = 10 \text{ months} \]
3. Paul opens a savings account with $350. He saves $150 per month. Assume that he does not withdraw money or make any additional deposits.
a. Write a linear model that represents the total amount of money Paul deposits into his account after \( m \) months.
\[ y = 150m + 350 \]
b. After how many months will Paul have more than $2,000?
\[ 150m + 350 > 2000 \]
\[ 150m > 1650 \]
\[ m > 11 \text{ months} \]
4. The population of Bay Village is 35,000 today. Every year the population of Bay Village increases by 750 people.
a. Write a linear model that represents the population of Bay Village \( x \) years from today.
\[ y = 35000 + 750x \]
b. In approximately many years will the population of Bay Village exceed 50,000 people?
\[ 35000 + 750x > 50000 \]
\[ x > 20 \text{ yrs} \]
5. Conner has $25,000 in his bank account. Every month he spends $1,500. He does not add money to the account.
a. Write a linear model that shows how much money will be in the account after \( x \) months.
\[ y = 25000 - 1500x \]
b. How much money will Conner have in his account after 8 months?
\[ y = 25000 - 1500(8) = \$13000 \]
6. A cell phone plan costs $30 per month for unlimited calling plus $0.15 per text message.
a. Write a linear model that represents the monthly cost of this cell phone plan if the user sends \( t \) text messages.
\[
y = 30 + 0.15t
\]
b. If you send 200 text messages, how much would you pay according to this cell phone plan?
\[
y = 30 + 0.15(200) = \$60
\]
7. Amery has \( x \) books that weigh 2 pounds each and \( y \) books that weigh 3 pounds each. The total weight of his books is 60 pounds.
a. Write a linear model that relates the number of 2 pound books to the number of 3 pound books Amery has.
\[
2x + 3y = 60
\]
c. If Amery has 10 3-pound books, how many 2-pound books does he have?
\[
2x + 3(10) = 60 \\
2x = 30 \\
x = 15 \text{ 2-pound books}
\]
8. Kara used the linear model \( y = 20,000 + 0.3x \) to predict her total salary from achieving total sales of \( x \).
a. What is her base salary?
\[
\$20,000
\]
b. What percent commission does she earn?
\[
30\%
\]
9. The model \( 2x + 5y = 85 \) can be used to model how much money Tim spent on \( x \) sodas and \( y \) sandwiches. If he bought 15 sodas, how many sandwiches did he purchase?
Solution:
\[
2x + 5(15) = 85 \\
2x + 75 = 85 \\
2x = 10 \text{ or } x = 2
\]
Tim bought 2 sandwiches.
What is the error? Explain how to solve the problem.
He divided 10 by 2 to get 2 but should've gotten 5. He bought 5 sandwiches.
10. A bacteria population doubles every minute. Explain why this population growth cannot be modeled using a linear equation.
Doubling represents an exponential growth, where as linear equations represent a constant growth. | 1,883 | 1,087 | {
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Arkansas
Hi there! My name is Amanda Flöckner and today I’m going to tell you about my home state of Arkansas.
First of all, have you ever wondered how to correctly pronounce Arkansas? The name Arkansas derives from a French term and was initially applied to the Arkansas River. In 1881, the pronunciation of Arkansas with the final "s" being silent was made official by an act of the state legislature after a dispute arose between Arkansas’s two U.S. senators.
Okay, now that we know how to pronounce it, let’s find out where it is located! Arkansas is a state in the southeastern region of the United States, bordering along the Mississippi river on the east. It is home to around 3 million people and its capital and most populous city is Little Rock, located in the central portion of the state.
Indeed, Arkansas has a lot to offer geographically! The state’s diverse geography ranges from the mountainous regions of the Ozark and the Ouachita Mountains to the densely forested land in the south known as the Arkansas Timberlands. The Hot Springs National Park as well as the Buffalo National River in the Ozarks are major state attractions. Who doesn’t enjoy soothing thermal waters from 47 hot springs at an average temperature of 62 degree celsius? Now, guess what!? Although Arkansas is only the 29th largest state by area of the 50 United States, it contains over 600,000 acres of lakes, two-and-a half million acres of national forests, seven national scenic byways and six national park sites. Not surprisingly, Arkansas is officially known as the Natural State.
But enough about the geography, let’s talk about Arkansas’s rich cultural and historical background! Did you know that Bill Clinton, the 42nd President of the United States was born in Hope, a city in the South-West of the state? He also served as the Governor of Arkansas for almost 12 years!
Talking about politics, J. William Fulbright, founder of one of the most prestigious international exchange programs worldwide, was also a United States Senator representing Arkansas from 1945 to 1974. To this day, the Fulbright program fulfills its mission to promote mutual understanding, cooperation, and knowledge transfer between the United States and more than 155 countries all around the world by sponsoring educational and cultural exchange programs for individuals and institutions.
Arkansas is also a pioneer state when it comes to equality for women and men in politics. In the 19th century, Hattie Wyatt Caraway was an American politician who became the first woman ever elected to serve a full term as a United States Senator. She represented the state of Arkansas and was also the first woman to preside over the Senate.
And finally, for all of you country music and rock ‘n’ roll fans out there, Arkansas is THE place for you to visit! Why? Well, the American singer-songwriter and guitarist Johnny Cash was born in Kingsland, Arkansas! He is one of the best-selling music artists of all time, having sold more than 90 million records worldwide. Cash was known for his deep, calm bass-baritone voice and traditionally began his concerts by simply introducing himself, "Hello, I'm Johnny Cash," followed by his signature song "Folsom Prison Blues".
Last but not least, American bestselling author politician, and activist John Grisham, best known for his popular legal thrillers, was also born in Arkansas. His books have been translated into 42 languages and published worldwide.
So whether you’re a nature junkie, a die-hard rock ‘n’ roll fan, a history lover or simply love a good book – pay Arkansas a visit, it’s definitely worth it! | 1,506 | 754 | {
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中3英語（現在完了②継続beenあり）
宿題1．日本語の意味に合うように、（ ）に適語をいれて英文を完成させなさい。
(1) わたしは、昨日から大阪にいます。
I ( ) ( ) in Osaka ( ) yesterday.
(2) 彼女は、長い間貧しい人々のために働いています。
She ( ) ( ) for poor people ( ) a long time.
(3) 彼らは3週間の間にここに滞在しています。
They ( ) ( ) here ( ) three weeks.
(4) あなたは、どれくらいの間、英語を勉強していますか。
( ) ( ) have you ( ) English?
2．日本語に直しなさい。
(1) How long have you used this car? —— For three years.
(2) I have lived here since I was a child.
(3) He has been sick in bed for a week.
(4) He has wanted to go to America for a long time.
3．指示にしたがって書き換えなさい。
(1) He has worked as a volunteer since last year. （疑問文にし、yesで答える）
(2) I am busy.（“先週から”という語を付け加えて、現在完了形の文にする）
(3) She has wanted this bag for 3 weeks. （下線部を問う疑問文に）
(4) Tom came to Japan last week. He still stays in Japan.
現在完了形を用い、2つの文をひとにつまとめよ。（sinceを使うこと）
(5) We became friends 10 years ago. We are still friends.
現在完了形を用い、2つの文をひとにつまとめよ。（beenとforを使うこと）
4．自分の立場で、英語で答えよ。
(1) What have you wanted for a long time?
(2) How long have you lived in Shizuoka?
(3) What did you do last Sunday?
(4) Have you been busy since yesterday?
(5) What are you going to do next Saturday?
(6) Where were you at eight this morning?
(7) What do you do when you are free?
5．「 」の文を英語にしよう。
（友達と天気の話で）（今日も雨かあ…）「もう一週間ずっと雨降りだなあ。」
© 2020 Creative School. All Rights Reserved. - このプリントの販売、商用利用はできません。https://19ch.tv | 545 | 579 | {
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Forest School is an innovative educational approach to outdoor play and learning. The philosophy of Forest School is to encourage and inspire children of any age through positive outdoor experiences. Forest School is a way of learning which offers all children regular opportunities to develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.
The original concept of Forest School began in Sweden in the 1950s and developed throughout Scandinavian and European countries. The modern concept of Forest School for pre-school children was established in Denmark in the 1980s as a solution to the lack of indoor facilities. In 1993 a group of nursery practitioners and lecturers from Bridgewater College in Somerset visited settings in Sweden and saw first hand the benefits of this style of learning on the children’s well-being and development. They brought these ideas back to the UK and developed a Forest School programme, with training and accreditations for other practitioners.
Extensive research has shown that children attending Forest School sessions have:
- stronger social skills
- a greater ability to work in groups and as part of a team
- higher self-esteem and confidence
- greater independence
- improved self-awareness
- stronger communication skills
- better concentration and co-ordination
- improved mental health
- an ability to assess risk
What will my child do in a Forest School session?
Children will be encouraged to discover, explore, observe and question what they find in their outdoor environment by:
- making dens
- exploring tracks
- using simple hand tools to make wooden objects
- cooking on fires
- creating art
- playing and climbing
- finding and identifying wildlife
- planting fruit, vegetables, flowers and plants
- creating and following maps
- enjoying stories and songs...
...in all weather and in all seasons.
How does Forest School link to the Early Years Foundation Stage?
- “Being outdoors has a positive impact on a child’s sense of well-being and helps all aspects of a child’s development”
- “Being outdoors offers opportunities for doing things in different ways than when indoors”
- “Outdoor environments offer children freedom to explore, use their senses and be physically active and exuberant”
- “When children are actively involved in learning they gain a sense of satisfaction from their explorations and investigations”
Forest School leaders at Nursery have an accredited Level 3 Award in Forest School Leadership so they are fully trained in undertaking these sessions with the children.
What does my child need for Forest School sessions?
To get the most from Forest School Sessions, your child will need:
- Wellington boots
- Long-sleeved fleece/warm top
- Warm/waterproof trousers and jacket or a waterproof ‘all-in-one’ suit
- Hat and gloves in Winter and a sun hat in Summer. | 1,211 | 557 | {
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1. **Randy:** “Hi Rachel, that’s an interesting quadratic equation you have written down. What are its roots?”
**Rachel:** “The roots are two positive integers. One of the roots is my age, and the other root is the age of my younger brother, Jimmy.”
**Randy:** “That is very neat! Let me see if I can figure out how old you and Jimmy are. That shouldn’t be too difficult since all of your coefficients are integers. By the way, I notice that the sum of the three coefficients is a prime number.”
**Rachel:** “Interesting. Now figure out how old I am.”
**Randy:** “Instead, I will guess your age and substitute it for $x$ in your quadratic equation … darn, that gives me $-55$, and not 0.”
**Rachel:** “Oh, leave me alone!”
(a) Prove that Jimmy is two years old.
(b) Determine Rachel’s age.
2. There is a board numbered $-10$ to 10 as shown. Each square is coloured either red or white, and the sum of the numbers on the red squares is $n$. Maureen starts with a token on the square labeled 0. She then tosses a fair coin ten times. Every time she flips heads, she moves the token one square to the right. Every time she flips tails, she moves the token one square to the left. At the end of the ten flips, the probability that the token finishes on a red square is a rational number of the form $\frac{a}{b}$. Given that $a + b = 2001$, determine the largest possible value for $n$.
\[
\begin{array}{cccccccccccc}
-10 & -9 & -8 & -7 & -6 & -5 & -4 & -3 & -2 & -1 & 0 & 1 & 2 & 3 & 4 & 5 & 6 & 7 & 8 & 9 & 10 \\
\end{array}
\]
3. Let $ABC$ be a triangle with $AC > AB$. Let $P$ be the intersection point of the perpendicular bisector of $BC$ and the internal angle bisector of $\angle A$. Construct points $X$ on $AB$ (extended) and $Y$ on $AC$ such that $PX$ is perpendicular to $AB$ and $PY$ is perpendicular to $AC$. Let $Z$ be the intersection point of $XY$ and $BC$. Determine the value of $BZ/ZC$.
4. Let $n$ be a positive integer. Nancy is given a rectangular table in which each entry is a positive integer. She is permitted to make either of the following two moves:
(a) select a row and multiply each entry in this row by $n$.
(b) select a column and subtract $n$ from each entry in this column.
Find all possible values of $n$ for which the following statement is true:
Given any rectangular table, it is possible for Nancy to perform a finite sequence of moves to create a table in which each entry is 0.
5. Let $P_0$, $P_1$, $P_2$ be three points on the circumference of a circle with radius 1, where $P_1P_2 = t < 2$. For each $i \geq 3$, define $P_i$ to be the centre of the circumcircle of $\triangle P_{i-1}P_{i-2}P_{i-3}$.
(a) Prove that the points $P_1, P_5, P_9, P_{13}, \ldots$ are collinear.
(b) Let $x$ be the distance from $P_1$ to $P_{1001}$, and let $y$ be the distance from $P_{1001}$ to $P_{2001}$. Determine all values of $t$ for which $\sqrt[50]{x/y}$ is an integer. | 1,435 | 849 | {
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The Assumption of Our Lady
Today we are celebrating the feast of the Assumption of Mary into Heaven. When her life on earth was over, Our Lady was assumed—taken body and soul—into Heaven to be with God.
When we die, our bodies will be buried and break down. This happens because of original sin. When Adam and Eve committed the first sin, people could no longer live forever on earth. But Our Blessed Mother was kept free from original sin so that she could be the perfect mother for Jesus. Our Lady suffered from some of the effects of original sin, but God would not permit her body to decompose in the tomb.
At the Annunciation, when the angel Gabriel brought Mary the message that God wanted her to be His mother, she gave herself totally to God. All through her life, even when He died on the cross, she did everything for Jesus. So God decided that instead of being buried like everyone else, His holy mother should come, body and soul, into Heaven.
Our Lady is now in Heaven with Jesus, waiting in happiness for us to come and join her in loving and praising God forever.
www.thekidsbulletin.com
The Kids' Bulletin
The Assumption of the Blessed Virgin Mary
August 15, 2021
Today we celebrate Our Lady's Assumption into Heaven. When Mary's life was over and the disciples came to bury her body they found that it was gone and her tomb was full of flowers.
Can you draw enough flowers to fill Mary's tomb?
Pope Saint Pius X
August 21
Joseph Sarto was born in 1835 in Italy. His father was a mail man. When Joseph went to school to become a priest he was so poor that he went barefoot for miles to save his only shoes.
As a priest, Father Sarto loved the poor and gave everything he had to help them.
Here, you need a coat!
Father Sarto became a bishop and then a cardinal.
Fr. Sarto is an excellent pastor. He will make a good bishop.
When the Pope died he was chosen to be Pope. He took the name Pius X.
Pope Pius X encouraged people to receive Holy Communion often.
When World War I broke out he was very sad.
Lord, please let this end!
Those dishes were a lovely gift. We should give them to the Antoni family.
Pope Saint Pius X wanted everyone to be able to receive Jesus in Holy Communion. He allowed younger children to receive their first Holy Communion, when before they had to be at least 12. We can learn from him to receive Holy Communion often and with great love.
Queen of Heaven Word-Find
Find the words in CAPITALS and use the letters left over to fill in the blanks at the end.
PERFECTCL
QQULEEJAA
TUMOTHERD
HEAVENSEY
REREANUSP
ONYPROSFR
NMARTYRSO
EMYAHHEAP
AHRYOURIH
TELISTENE
BLESSEDTT
APOSTLESS
When Our Lady's life was over, Jesus took her, body and soul, into HEAVEN. There He honours her as the Queen of Heaven and EARTH. She is the most PERFECT of all the SAINTS. MARY is the QUEEN of the APOSTLES, MARTYRS and PROPHETS. She rules beside her Son Jesus on His THRONE in Heaven.
But Our BLESSED MOTHER does not forget us. She is full of LOVE and CARES for us, and will always LISTEN when we PRAY to her. She is OUR greatest HELP and prays to God for us.
Here is a name that you can give Our LADY to remember how much she loves you:
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ | 1,365 | 795 | {
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1a) (7 points) A beam of electrons is directed at two slits which are 4 µm apart. On a fluorescent screen four meters away, they form an interference pattern where the center of the first side-fringe is 0.2 mm from the center of the central bright spot. What is the kinetic energy in eV of the electrons? (You may assume non-relativistic electrons. The electron mass is $9.11 \times 10^{-31}$ kg.)
1b) (3 points) We assumed non-relativistic electrons for part 1a. Using your answer for part 1a, give a brief explanation for why this was or was not a good assumption.
2) A passenger aboard a spaceliner is furious that the ship’s breakfast buffet has no onion bagels. The spaceliner happens to be close to Earth, so the crew asks an Earth deli to immediately send them an onion bagel by special courier.
2a) (4 points) If the spaceliner is moving towards the Earth at 0.8c and the special courier is moving away from the Earth at 0.85c (they are moving in straight lines towards each other), how fast is the special courier moving relative to the spaceliner?
2b) (6 points) The Earth deli decides that the energy needed to accelerate the onion bagel to a speed of 0.85c must be added to the bill for the spaceliner. Assuming a cost of 12 cents per kilowatt-hour for the electricity, how much will it cost the spaceliner to purchase a 30-g bagel? (One kw-hr = 3,600,000 J.)
3) (3 points each) Four intensity patterns are shown at right. Match the correct pattern with the relevant description below.
_____ I Light passing through a single narrow slit.
_____ II Light passing through a grating with 10 slits.
_____ III Two waves (light or sound) of equal frequency and amplitude radiating spherically from two point sources.
_____ IV Monochromatic light passing through two narrow slits set very close together.
4) (10 points) A relativistic radon atom is approaching the Earth at 0.90 c when it emits a $\gamma$-ray (towards the Earth) which has an energy of 186 keV in the rest frame of the radon. What is the energy of the $\gamma$-ray in the rest frame of the Earth?
5) I am shining three different lasers of three different colors onto a sheet of metal: a blue laser \((\lambda = 420 \text{ nm})\), a green laser \((\lambda = 532 \text{ nm})\), and a red laser \((\lambda = 620 \text{ nm})\). I have noticed that electrons with a kinetic energy of 0.40 eV (only that energy) are being emitted by the metal.
5a) (3 points) Which color of laser is producing the observed electrons? ________
5b) (7 points) What is the work function (in eV) of this particular metal?
6) (8 points) Suppose you have a quantum system with the following wave function:
\[ \psi(x) = (1.427) e^{-x} \text{ for } 0 \leq x \leq 2, \]
and \( \psi = 0 \) everywhere else.
What is the probability that you will find this particle somewhere between \( x = 0 \) and \( x = 1 \)? | 1,328 | 752 | {
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Stress less, live more
We all get stressed from time to time. Here are some ways to help bring calm into your life.
1. **Take action**. You can shift minor stressors with a little effort. Does the news make you tense? Try limiting how much you watch, read, or listen to every day. Same goes for social media. Yes, it can connect you to friends and loved ones, but numerous studies point out how it also triggers stress responses. Taking action gives you a feeling of control.
2. **Find a healthy distraction**. Hobbies such as quilting, painting, and gardening will let you set your worries aside for a few hours. If you can do them with someone else, even better. Companionship is a proven stress-reliever.
3. **Resist unhealthy distractions**. Overeating, excess shopping, and spending too much time online will distract you — but not in a healthy way.
4. **Stay healthy**. Basic health routines help your body reset from stressful events. A diet low on processed foods and heavy on vegetables, fruits, whole grains, nuts, and legumes is one way. Restful sleep is another. And regular exercise releases feel-good chemicals called endorphins in your brain, improving your mood — and also helping you sleep.
5. **Breathe**. Meditation, prayer, writing in a journal, and similar activities can defuse stress. Even simple breathing exercises can help calm your mind. Sit comfortably and breathe in through your nose for the count of four, hold it a few seconds, then exhale for the count of eight. Try this five times each morning and evening to increase feelings of calm.
These techniques can help. But there might be times when stress won’t ease up, no matter what healthy habits you embrace. If that happens, talk with your health care provider or a therapist. They can help get to root of your stress — and help you find ways to cope and thrive.
**Medica behavioral health resources**
Your mental health is just as important as your physical health. When you or a covered dependent needs help, Medica has a variety of resources you can access. Learn more: [behavioral health resources tip sheet (PDF)](https://example.com).
**Ovia Health™**
Get mental health support from Ovia at no cost to you. Download Ovia®, Ovia® Pregnancy, or Ovia™ Parenting to get free unlimited access to mental health experts, clinically-backed content, and benefits information.
Plus, you’ll also receive 1:1 personalized care from the Ovia Health Team when you connect with an Ovia Health Coach with mental health training in realtime.
Follow these steps to get started:
1. Download Ovia®, Ovia® Pregnancy, or Ovia™ Parenting from the App Store or Google Play.
2. Sign up and choose “I have Ovia Health as a benefit.”
3. Enter your state, health plan (Medica), and personal details.
4. Get started!
**My Health Rewards by Medica®**
**It’s coming: Step it Up to a Better You challenge**
It’s time to make a change in your life and reinvent yourself! All it takes are a few lifestyle changes to improve your physical and emotional health. The process starts with you, so let’s take the first step together. Are you ready?
**Who can join?** Employees and family members ages 18+ who are enrolled in a Medica health plan and have a My Health Rewards by Medica® Standard or Results account.
**Registration dates:** June 1 - 12, 2024
**Challenge dates:** June 10 - 24, 2024
On June 1, watch for email reminders from My Health Rewards and messages on the My Health Rewards website and app under the “Social/Challenges” section.
You’ll even earn points for joining and participating. [Sign in](#) to your My Health Rewards account to join on June 1. | 1,522 | 821 | {
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What are the symptoms of BRUCELLOSIS
Brucellosis has an incubation period of 5 to 60 days.
Symptoms include:
- Fever
- Sweats
- Headaches
- Back pain
- Physical weakness
Severe infections of the central nervous system or lining of the heart may occur. Brucellosis can also cause long-lasting or chronic symptoms that include recurrent fevers, joint pain, and fatigue.
For more information, call
Aloha United Way
211
health.hawaii.gov
or
www.cdc.gov
The Department of Health provides access to its programs and activities without regard to race, color, national origin (including language), age, sex, religion, or disability.
Write or call our Affirmative Action Officer at Box 3378, Honolulu, HI 96801-3378 or at (808) 586-4616 (voice) within 180 days of a problem.
Hawaii State Department of Health
health.hawaii.gov
For more information or referral Call 2-1-1
What is brucellosis?
Brucellosis is an infectious disease caused by *Brucella* bacteria. These bacteria are primarily passed among animals, including livestock, wild game and even dogs. It can also affect humans.
What are the symptoms of brucellosis?
Brucellosis has an incubation period of 5 to 60 days.
Symptoms include:
- Fever
- Sweats
- Headaches
- Back pain
- Physical weakness
Severe infections of the central nervous system or lining of the heart may occur. Brucellosis can also cause long-lasting or chronic symptoms that include recurrent fevers, joint pain, and fatigue.
Why is there concern about brucellosis being used as a bioweapon?
Brucellosis is found in many parts of the world and is easily transmitted by aerosol. Its potential as an airborne biological weapon was demonstrated in the mid-1940s when the U.S. conducted testing of bombs containing *Brucella* bacteria on animal targets.
How is naturally occurring brucellosis spread?
In addition to the potential for brucellosis to be used as a bioweapon, it also occurs naturally and can be transmitted accidentally. Humans can become infected by coming in contact with animals or animal products that are contaminated with the *Brucella* bacteria. This generally occurs in one of three ways: eating or drinking something that is contaminated with *Brucella*, breathing in the organism (inhalation), or having the bacteria enter the body through skin wounds.
The most common way humans become infected is by eating or drinking contaminated milk products. When sheep, goats, cows, or camels are infected, their milk is contaminated with the bacteria. If the milk is not pasteurized, these bacteria can be transmitted to persons who consume the milk products.
Inhalation of *Brucella* organisms is not a common route of infection, but it can be a significant hazard for people in certain occupations, such as those working in laboratories where the organism is cultured.
Contamination of skin wounds may be a problem for persons working in slaughterhouses or meat packing plants or for veterinarians. Hunters may be infected through skin wounds or by accidentally ingesting the bacteria after cleaning infected animals.
How is brucellosis treated?
Blood tests can determine if a patient has brucellosis. Doctors can prescribe effective antibiotics to treat the disease. Depending on the timing of treatment and severity of illness, recovery may take a few weeks to several months.
What should you do if you were exposed to brucellosis?
Seek prompt medical attention. Tell your care provider of the possible exposure. Brucellosis is generally not fatal.
Antibiotic treatment can lessen the severity of the disease.
How common is brucellosis and where is it found?
Brucellosis is not very common in the United States, where 100 to 200 cases occur each year. But brucellosis can be very common in countries where animal disease control programs have not been prioritized or effective. Areas currently listed as high risk are the Mediterranean Basin, South and Central America, Eastern Europe, Asia, Africa, the Caribbean, and the Middle East.
Can my pets get brucellosis?
Yes, dogs can contract and transmit brucellosis. If you think your pet has been infected call your veterinarian. People with immune system deficiencies should not handle dogs known to be infected with brucellosis. | 1,912 | 946 | {
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Care Plan for Treating Yeast Infections
A yeast infection that can be transferred between an infant and the mother. A yeast infection of the nipples can cause severe nipple and/or breast pain. The nipples may be slightly reddened or they may crack and bleed. Yeast is easily spread among family members and is difficult to cure. To prevent yeast infections from reoccurring, it is sometimes necessary to treat both the mother and baby at the same time. Thrush (that is what the yeast infection in the baby’s mouth is called), looks like milk curds on the insides of the cheeks, gums, and palate. It cannot be rubbed off without causing bleeding. Mothers do not get white patches on their nipples, they just get irritation, redness and pain!
**Yeast may be present:**
- In your infant’s mouth
- In your vaginal area
- On your nipples
- On your partner’s genitals
- On your infant’s diaper area
**Suggestions:** (LC to check appropriate suggestions)
- 1. Call your baby’s health care provider for assessment and treatment.
- 2. Call your health care provider for assessment and treatment.
- 3. Have your partner call his health care provider for assessment and treatment.
- 4. Wash your hands with hot soapy water:
- Before you nurse.
- Before and after you use toilet (before… so you don’t spread the yeast to your vagina).
- After changing your baby’s diaper.
- After nursing or touching your breasts.
- 5. Rinse your nipples with clear water after nursing and dry well.
- 6. You can use a camomile tea rinse on your nipples after nursing, then dry well.
(Steep 3 tea bags of camomile tea in one cup of boiling water for 20 minutes. Make a new solution each day.)
- 7. Use ____________________________, a antifungal cream, after every nursing. Apply a small amount to the nipples and areolas and rub in well. (Antifungal creams need to be applied after every feeding or at least every three hours to stop the growth of yeast cells).
- 8. Apply 0.5% Gentian Violet to:
- _______ mother’s nipples and areolas
- _______ infant’s mouth
- Apply _____ time(s) a day for _____ days.
- 9. When its time to nurse or pump, rinse the nipples with warm water. (A squirt bottle works very well; do not rub or use soap)
- 10. Use breast shells (with the large ring) to prevent your bra from rubbing against your sore nipples.
- 11. Before giving an oral thrush medication to your baby, rinse his mouth with clear water or wipe out his mouth with a moist cloth to remove any residue of breastmilk.
- 12. Medications given to the infant for oral thrush must make contact with the thrush to be effective. Use your finger or a cotton swab to paint the inside of his mouth, gums, lips and tongue with the medication.
- 13. If your baby sucks his thumb, consider applying medication to his thumb also.
- 14. Boil all pacifiers, bottle nipples and pump flanges each day for 20 minutes.
- 15. Change your breast pads as soon as they become damp and use only disposable ones. Absorbent paper towels work well also.
- 16. Wash all bras, underpants, towels and wash cloths in very hot water with bleach. Dry them in the sun or in a dryer on a hot setting.
- 17. Wash all teething toys daily in the dishwasher or in very hot soapy water. Boil if possible.
- 18. If the infant has a yeast diaper rash, wash his bottom with warm soapy water, dry well and apply his medicated cream with each diaper change. Change him frequently.
- 19. Probiotics may be very helpful in helping your body overcome the yeast infection. Check with a good natural food store. The best ones are kept under refrigeration.
©2012 Lactation Education Consultants. May be reproduced freely. May not be resold. | 1,551 | 867 | {
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The Candida Yeast-Autism Connection
Written by Stephen M. Edelson, Ph.D.
Center for the Study of Autism, Salem, Oregon
There is a great deal of evidence that a form of yeast, candida (rhymes with "Canada") albicans, may cause autism and may exacerbate many behavior and health problems in autistic individuals, especially those with late-onset autism.
**Scenario.** Candida albicans belongs to the yeast family and is a single-cell fungus. This form of yeast is located in various parts of the body including the digestive tract. Generally speaking, benign microbes limit the amount of yeast in the intestinal tract, and thus, keep the yeast under control. However, exposure to antibiotics, especially repeated exposure, can destroy these microbes. This can result in an overgrowth of candida albicans. When the yeast multiplies, it releases toxins in the body; and these toxins are known to impair the central nervous system and the immune system.
Some of the behavior problems which have been linked to an overgrowth of candida albicans include: confusion, hyperactivity, short attention span, lethargy, irritability, and aggression. Health problems can include: headaches, stomachaches, constipation, gas pains, fatigue, and depression. These problems are often worse during damp and/or muggy days and in moldy places. Additionally, exposure to perfumes and insecticides can worsen the condition.
Dr. William Shaw has been conducting important research on yeast and its effects on autistic individuals. He recently discovered unusual microbial metabolites in the urine of autistic children who responded remarkably well to anti-fungal treatments. Dr. Shaw and his colleagues observed a decrease in urinary organic acids as well as decreases in hyperactivity and self-stimulatory, stereotyped behavior; and increases in eye contact, vocalization, and concentration.
There are many safe methods to treat yeast overgrowth, such as taking nutritional supplements which replenish the intestinal tract
with 'good' microbes (e.g., acidophilus) and/or taking anti-fungal medications (e.g., Nystatin, Ketoconosal, Diflucan). It is also recommended that the person be placed on a special diet, low in sugar and other foods on which yeasts thrive. Interestingly, if the candida albicans is causing health and behavior problems, a person will often become quite ill for a few days after receiving a treatment to kill the excess yeast. The yeast is destroyed and the debris is circulated through the body until it is excreted. Thus, a person who displays negative behaviors soon after receiving treatment for candida albicans (the Herxheimer reaction) is likely to have a good prognosis.
Please note: treatment for candida albicans infrequently results in a cure for autism. However, if the person is suffering from this problem, his/her health and behavior should improve following the therapy.
To learn more about yeast and candida albicans, visit the Autism Research Institute's web site <http://www.autism.com/ari/>. The Institute's publication list contains an extensive information packet and books on this subject. In addition, William G. Crook, M.D. has written several excellent books on yeast, including the classic *The Yeast Connection* (1986), *The Yeast Connection and the Woman* (1995), and more recently, *The Yeast Connection Handbook* (1996). Dr. William Shaw also provides organic acid testing as well as additional testing. He can be contacted at: The Great Plains Laboratory for Health, Nutrition, and Metabolism, 9335 West 75th Street, Overland Park, KS 66204, U.S.A; telephone: (913) 341-8949; and fax: (913) 341-6207.
The Autism Research Institute distributes an information packet on candida (yeast) and autism. Click here <http://www.autism.com/ari/pubs.html#p-3> to learn how to obtain this packet.
©Copyright information <http://www.autism.org/copyright.html>
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Seasonal Affective Disorder (SAD)
Around this time of year, I begin to feel like I’m not getting enough sleep at night. I wake up in the mornings feeling fatigued, in a fog, like I am just going through the motions. Then a few months later when spring rolls back around, I begin to feel better. Is this just the “winter blues” or something more serious?
During the colder months of fall and winter, when we experience less exposure to sunlight, some people suffer from the symptoms mentioned above that can appear gradually or come on all at once. These symptoms often dissipate as spring arrives and stay in remission through the spring and summer months. Those who work long hours inside office buildings with few windows may experience symptoms all year, and some individuals may note changes in mood during long stretches of cloudy weather. This may be a sign of seasonal affective disorder (SAD).
Seasonal affective disorder has been linked to a biochemical imbalance in the brain prompted by shorter daylight hours and a lack of sunlight during the winter. Just as sunlight affects the seasonal activities of animals, SAD may be an effect of this seasonal light variation in humans. As seasons change, people experience a shift in their biological internal clock or circadian rhythm that can cause them to be out of step with their daily schedule. Melatonin, a sleep-related hormone, also has been associated to SAD. This hormone, which has been linked to depression, is produced at increased levels in the dark. When the days are shorter and darker, more melatonin is produced. Researchers have proved that bright light makes a difference in the brain chemistry, although the exact means by which sufferers are affected is not yet known. SAD may begin at any age, but the main age of onset is between 18 and 30 years. And, according to the American Academy of Family Physicians, six in one hundred Americans suffer from seasonal affective disorder. Some studies show that SAD is diagnosed more often in women than in men, but that men may have more-severe symptoms.
SAD symptoms can include, but are not limited to, fatigue, lack of interest in normal activities, social withdrawal, craving foods high in carbohydrates, weight gain or weight loss, difficulty concentrating and processing information, depression and anxiety.
There are some actions you can take on your own that may help, such as: making your environment sunnier and brighter. Open blinds and curtains and trim tree branches that block sunlight. Sit closer to bright windows while at home or in the office. Get outside. Take a long walk, eat lunch at a nearby park, or simply sit on a bench and soak up the sun. Even on cold or cloudy days, outdoor light can help — especially if you spend some time outside within two hours of getting up in the morning. Exercise regularly. Physical exercise helps relieve stress and anxiety, both of which can increase seasonal affective disorder symptoms. Being more fit can make you feel better about yourself, too, which can lift your mood.
If you feel you are suffering from seasonal affective disorder, it is important to seek the help of a trained medical or mental health professional for a proper diagnosis. SAD can sometimes be misdiagnosed as hypothyroidism, hypoglycemia, infectious mononucleosis, or confused with a more serious condition like severe depression or bipolar disorder.
If you would like to talk with someone about how you are feeling, you can call COMCARE of Sedgwick County, a licensed Community Mental Health Center, at 316-660-7540. COMCARE will speak with you confidentially and assist you with your next step. | 1,438 | 743 | {
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| Class: 4th | Subject | Content |
|-----------|---------|---------|
| | English | 1. Do one page of cursive handwriting daily on a cursive handwriting book.
2. Usage of dictionary: With the help of a dictionary find three words from alphabet A To Z each. Write their meanings and also frame sentences using them.
3. Write a paragraph describing how you spent your summer vacations.
4. Take or make picture of your garden and write one activity you do daily in your garden for at least two weeks. (Do written work on a separate notebook) |
| | Hindi | 1. सुलेख पुस्तिका पर प्रतिदिन एक सुलेख लिखिए।
2. पाठ 1 से 3 तक याद करो।
3 व्याकरण पाठ 1, 2 और 3 याद करो।
4 अनुच्छेद लेखन --हमारे राष्ट्रीय पर्व और मेरी दीदी पर अनुच्छेद लिखिए।
5. अपूर्ण गद्यांश --पृष्ठ 86 व्याकरण पुस्तिका पर करो।
नोट -- अनुच्छेद कक्षाकार्य की कापी पर लिखिए। |
| | Maths | 1) To make **a cat** using tangram pieces and paste that shape on scrap book.
2) Take an old calendar cut out any 6-digits from it and paste it on scrap book. Form the smallest and greatest 6-digit number using each digit once and write the numbers formed on that scrap book (Repeat this activity at least 4 times).
3) Do all the questions given on page no. 22 & 44 on a separate note book.
4) Revise Ch-1, 2 and 3 |
| | EVS | 1) Watch the discovery channel, Animal kingdom, Geographical channel on T.V and observe the habits of animals.
2) Collect information about super senses of animals. Eg. Dog – sense of smell and hearing.
3) Draw your extended family tree in your scrapbook. Include as many members as you can. You can also write one special quality of each member against their name.
4) Find out about the lives of some differently-abled people and explain how these people overcame their disabilities. Paste their pictures also and do this work in scrapbook.
Revise lesson 1, 2, 3, and 4. |
Tangram
Math: | 885 | 546 | {
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On March 16, ladies beat out the men in a battle of the sexes during the Sadies rally.
Screaming, stereotypes, and an explosion of pink and black. The Sadies’ rally was won with song, dance, cheers and sneers. With a theme based off the hit TV show, “The Voice,” each side had a singing group, a rap group and a cheer group.
The girls’ side was represented by the Alpha E, a country singing group including Alexys Williams, Amanda Peterson and Maddison Page; the boys were represented by Connor Graves, Isaiah Moore, Evan Ornick and Clark Lantz. The girls’ rap group called themselves “The Lost Boys.” In four judge’s chairs, Rachel Blankenship and Sheila Perkins faced the women and led various chants, while Connor Graves and Evan Ornick faced the men’s side.
“Teamwork is the key to winning,” said Clark trying to finish the lyrics to popular songs like “Set Fire to the Rain” by Adele and “I Want It That Way” by The Backstreet Boys. Mr. Erich Means only had to sing one verse of “Ice Ice Baby” by Vanilla Ice, but went on to successfully rap the rest of the song instead, while the Hunks rapped the chorus. The girls sang “DJ Got Us Falling In Love,” by Usher. The rally was much different from previous years with more of a focus on entertainment than activities. “The Music was more relatable and there was a lot more participation,” Madison Preston said. The dance group, “The Hunks,” and “The Lost Boys” World of Girls, and a group of hip-hop dancers performed as well, featuring Lawaun Clark moon walking. “My associates and I performed facing the men’s side. It was just me and some friends (Jacqueline Evans, Traci Hines, Chris Hines, Tamea Turner and Ashley Moore). I just liked to perform with me,” Clark said.
With the genders divided on opposite sides, it became a screaming match of stereotypical insults and chants. “Make me a sandwich!” screamed the men, to which a quick reply of “Go to Subway!” from the ladies.
The winner was decided by teachers’ votes based on the criteria of participation in dress-up days throughout the week, and spirit, behavior and performances at the rally. Mr. Jason Feuerbach announced the women as the winner at the dance at 7:30 that same night.
48 teachers voted for the winner of the rally based on the following criteria:
| Criteria | Men | Women |
|-----------------------------------------------|-------|-------|
| Which gender participated more in regards to the dress up days? | 19% | 81% |
| Which gender obeyed the school rules and had appropriate behavior? | 8% | 92% |
| Which gender had better rally performances? | 50% | 50% |
| Which gender had more spirit at the rally? | 29% | 71% |
Source: Mr. Jason Feuerbach
Photos: 1. Sadies decorations 2. Thuy Pham & Shayla Herbert 3. Julia Devereaux 4. Kristen Bowers 5. Sadies decorations 6. Brianna Lantz 7. Blair Warren & Sadies dancers 8. Anahita Behzad 9. Dance Team 10. Dance Team 11. Brooke Shields & Brenna Bowers 12. Sadies decorations 13. Sadies decorations 14. Sadies decorations 15. Sadies decorations 16. Sadies decorations 17. Sadies decorations 18. Sadies decorations 19. Sadies decorations 20. Sadies decorations 21. Sadies decorations 22. Sadies decorations 23. Sadies decorations 24. Sadies decorations 25. Sadies decorations 26. Sadies decorations 27. Sadies decorations 28. Sadies decorations 29. Sadies decorations 30. Sadies decorations 31. Sadies decorations 32. Sadies decorations 33. Sadies decorations 34. Sadies decorations 35. Sadies decorations 36. Sadies decorations 37. Sadies decorations 38. Sadies decorations 39. Sadies decorations 40. Sadies decorations 41. Sadies decorations 42. Sadies decorations 43. Sadies decorations 44. Sadies decorations 45. Sadies decorations 46. Sadies decorations 47. Sadies decorations 48. Sadies decorations 49. Sadies decorations 50. Sadies decorations 51. Sadies decorations 52. Sadies decorations 53. Sadies decorations 54. Sadies decorations 55. Sadies decorations 56. Sadies decorations 57. Sadies decorations 58. Sadies decorations 59. Sadies decorations 60. Rhinestone Bracelet 61. Chris Lantz & Anahita Behzad 62. Sadies rally 63. Chris Schramm 64. Sadies rally 65. Chris Schramm 66. Sadies decorations | 2,016 | 1,061 | {
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Female Reproductive System
The Ovaries
Each month, the female reproductive system prepares for a possible pregnancy by producing a mature egg cell—the female gamete. After sperm have been deposited and fertilization has occurred, the role of the male in reproduction is complete. If pregnancy occurs, the female reproductive system will nourish and protect the fertilized egg through nine months of development.
Production of Eggs
Two egg-shaped ovaries, shown in Figure 5, are located within the abdominal cavity. The ovaries (OH vuh reez) are the gamete-producing organs of the female reproductive system. Females are born with all of the egg cells they will ever produce. At birth, the ovaries contain about 2 million immature egg cells that already have begun the first division of meiosis. Like sperm cells, egg cells contain 23 chromosomes (the haploid number) because eggs also are formed through meiosis.
After meiosis begins, egg cells become stalled in prophase of the first meiotic division. When a female reaches puberty, the increased production of sex hormones enables meiosis to resume. However, normally only one immature egg cell matures each month. In the lifetime of a female, only 300–400 egg cells will mature. When an egg cell matures, it is called an ovum (OH vuhm).
Structures of the Female Reproductive System
An ovum is released from an ovary about every 28 days. Cilia sweep the ovum into a fallopian tube. Each fallopian (fish LOH pee uhn) tube is a passageway through which an ovum moves from an ovary toward the uterus. Smooth muscles lining the fallopian tubes contract rhythmically, moving the ovum down the tube and toward the uterus, as shown by the arrows in Figure 6. An ovum’s journey through a fallopian tube usually takes three to four days to complete. If the ovum is not fertilized within 24–48 hours, it dies. An ovum, shown in Figure 7, is many times larger than a sperm cell and can be seen with the unaided eye.
The uterus (YOO tuh ruhs) is a hollow, muscular organ about the size of a small fist. If fertilization occurs, development will take place in the uterus. During sexual intercourse, sperm are deposited inside the vagina (vuh JEE ruhn), a muscular tube that leads from the outside of the female’s body to the entrance to the uterus, called the cervix (SUR vikks). A soft rubber cap called a diaphragm (DIE uh fram) can be used to cover the cervix and help prevent fertilization by blocking the passage of sperm into the uterus. A diaphragm is more effective when used with a sperm-killing chemical, or spermicide. During childbirth, a baby passes through the cervix and leaves the mother’s body through the vagina.
Figure 5 Female reproductive organs
The ovaries produce egg cells. The uterus nurtures the fetus during pregnancy.
Figure 6 Female reproductive system. The arrows indicate the path taken by an ovum from an ovary to the uterus.
Figure 7 Ovum. Notice the great difference in size between the sperm and the ovum.
The Ovum
The ovaries prepare and release an ovum in a series of events collectively called the ovarian cycle. The release of an ovum from an ovary is called ovulation (oh yoo LAY shun). The ovum is then swept into the fallopian tube and begins to move toward the uterus, awaiting fertilization. Although the duration of the ovarian cycle varies from female to female, the cycle generally spans about 28 days. | 1,478 | 770 | {
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Poems We Will Remember
My name is Ya'alon Gutin. I chose the poem "Whatif" by Shel Silverstein because this the subject of the song is a subject that I connect to. I felt the subject is a part of me when I was reading the poem. The picture that came to my mind was a teenage kid that was wondering about life. What I liked best about the poem was the feelings of a teenage kid that was expressed by words. Feeling are a hard thing to express because the poem was so simple but yet so hard to understand what the writer really felt when he wrote.
When I read the poem, I felt like the writer. I almost felt that it was me that wrote the poem because the writer wrote like us, from our position at life.
The message I got from the poem was the message from the writer was fear from the things that he wasn't sure about.
I think this poem should be included because this song is a deep song from the heart of the writer. You can't feel it when you are reading it.
*The poem "Whatif" was implemented in the pilot but does not appear here.
| Content | Discourse & Organization | Vocabulary | Language Usage & Convention |
|---------|--------------------------|------------|-----------------------------|
| 5 | 4 | 3 | 3 |
Poems We Will Remember
My name is Hadar. I chose the poem "What If" by Shel Silverstein because the song is written in a simple language, and the title makes you wonder what the song is about. The picture that came to my mind when I was reading the poem was why does the character in the poem thinks those things would happen? What I liked best about the poem was that the "problems" that are shown in it are teenagers' problems.
because that would make younger readers to relate to this poem.
When I read the poem, I felt I can really relate to what the writer is saying because sometimes I feel the same way as the
The message I got from the poem was how those little problems in life can make a big impact.
I think this poem should be included because it's a very nice poem that is written in a simple language. I think that every person has "What Ifs" nighttime before he or she goes to bed and maybe it would make them feel a little better if they'd know somebody else feels the same way.
| Content | Discourse & Organization | Vocabulary | Language Usage & Convention |
|---------|--------------------------|------------|-----------------------------|
| 5 | 4 | 3 | 4 |
Poems We Will Remember
My name is Angelika. I chose the poem "My dog has got no manners" by Bruce Lansky because I love dogs and animals and I think that I have the same problem. The picture that came to my mind when I was reading the poem was dog that offering up everything and make a big mess. What I liked best about the poem was that the poem is then exeply the end that the dog learns everything from his owners because it was like My dog.
When I read the poem, I felt really that I want to legh be and I felt that i in the same situation because it was very funy and treu.
The message I got from the poem was that we got to teach them well and give a gold exemple.
I think this poem should be included because it gives a smile on my face.
| Content | Discourse & Organization | Vocabulary | Language Usage & Convention |
|---------|--------------------------|------------|-----------------------------|
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FAO is a leading Organization in natural resource management, playing an important role in protecting the environment and those who depend on it for survival. The sustainable management of natural resources like forests, fisheries, land and water are part of FAO’s daily work to reduce poverty and food insecurity.
Given the very close relationship and linkages between indigenous peoples and natural resources, many of the Organization’s environmental programmes are related to indigenous peoples.
In this regard, we would like to highlight three of the most relevant experiences:
- **Natural resources and biodiversity**, in close relationship with the Secretariat of the Convention on Biodiversity, FAO through articles 8(j) and 10(c) of the Convention works to preserve the world’s biodiversity, supporting the sustainable and customary use of biodiversity.
Or through other initiatives like the 2002 launched Globally Important Agricultural Heritage Systems, which helps in the conservation and adaptive management of unique traditional agricultural systems around the world. In this initiative, FAO empowers farmers and indigenous peoples in Peru, Chile, Kenya, Tanzania, China, Philippines, Tunisia, and Algeria, so that their traditional practices and livelihoods are not lost.
- **Fire management** like when in 2006 FAO developed Voluntary Guidelines for fire management, recognizing the critical role of fire in sustaining livelihoods as well as the dangers when mis-managed. The integrated approach of fire management promoted by
FAO includes the participation of all stakeholders, recognizing indigenous and traditional practices.
Like for example, on May 2011 during the 5th International Wild-land Fire Conference in South Africa when FAO held a specific session on indigenous fire management and knowledge.
• The International Treaty on Plant Genetic Resources for Food and Agriculture, recognizes the enormous contribution of local and indigenous farmers from all regions in the conservation and development of plant genetic resources. With Article 9 of the Treaty stating that the responsibility for realizing Farmers’ Rights, as they relate to plant genetic resources for food and agriculture, rests with national governments and is subject to national law.
In addition, in 2010 the International Treaty launched the Benefit-sharing Fund. A call for proposals to finance projects that work with local and indigenous farmers to ensure food security. The main objective of the Benefit-sharing fund is to help farmers to adapt to climate change through conservation and sustainable use of plant genetic resources.
In 2011 at its 4th Session, the Governing Body of the International Treaty emphasized the need to exchange experiences to progress in the implementation of Farmers’ Rights. The Treaty invited the Contracting Parties to organize consultations on Farmers’ Rights together with farmers and other stakeholders.
These are three key examples of the work of FAO on Natural resource management and the relations between the environment and the local communities living in it.
Thank you very much for your attention | 1,334 | 563 | {
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The diagram illustrates an object moving at uniform circular motion from point $B$ to point $C$ during a time interval $\tau$.
Which statement is correct?
- The magnitude of acceleration is directly proportional to the distance $AB$
- The magnitude of acceleration is inversely proportional to the distance $AB$
- The direction of acceleration is that of the direction of velocity $v_1$
- The direction of acceleration is that of the direction of velocity $v_2$.
Question 2
A ball is attached at the end of a string and is rotating in a horizontal circular path in a clockwise direction as shown in the figure.
The string is broken at the point (x). In which direction does the ball move when reaching the point (x)?
- Westward
- Clockwise
- Southward
- Eastward
Question 3
An object moves at uniform speed \( v \) in a circular path, with centripetal acceleration \( a \). If the object moves in the same circular path at uniform speed \( 4v \), what will be the centripetal acceleration?
- \( 16a \)
- \( 4a \)
- \( 8a \)
- \( 2a \)
Question 4
The centripetal acceleration by which an object moves in a circular path increases as …
- Radius of the circular path decreases.
- Mass of object increases.
- Radius of the circular path increases.
- Mass of object decreases.
Question 5
The intensity of the gravitational field on the surface of a planet increases as … decreases
- Its radius
- Thickness of its atmosphere
- Its mass
- Its temperature
Question 6
If the force of gravity exerted by the Planet Earth on its moon is (F),
- \( \frac{1}{2} F \)
- \( \frac{1}{6} F \)
- \( \frac{1}{4} F \)
- \( F \)
Question 7
Which vectors given in the diagram represent the velocity and acceleration vectors in circular motion?
- Vector C and Vector A
- Vector D and Vector C
- Vector A and Vector B
- Vector B and Vector D
Question 8
Which quantity decreases as the mass of a satellite decreases in its orbit around the Earth?
- The centripetal force
- The radius of its orbit
- Its orbital velocity
- The centripetal acceleration
Question 9
The orbital velocity of a satellite around the Earth needs to increase to double if …
- The radius of its orbit increases to double.
- The radius of its orbit decreases to half.
- The radius of its orbit increases to four times.
- The radius of its orbit decreases to quarter.
Question 10
The satellite used in communication orbits the Earth a complete revolution in a time interval of
- One day.
- 7 days.
- 28 days.
- 365 days.
Question 11
A car of mass M kg moves at uniform speed 36 km/h in a circular curve of radius 20 m. If the centripetal force that keeps the car in the circular path is 5000 N, calculate the mass of the car.
Question 12
Why does the pilot bank the airplane as it wants to move in a circular path?
Question 13
A car (A) has mass (m) and a car (B) has mass (2m) are moving from rest at the same acceleration. What is the ratio between the engine force of both cars, neglecting friction and air resistance in both cases?
Question 14
The graph below represents the motion of a car in two successive stages AB and BC.
In which stage the resultant force acting on the car does not equal zero?
Question 15
A bicycle moves at uniform acceleration $1.0 \text{ m/s}^2$.
If the mass of the bicycle and the rider is 120 kg and the force exerted by the bicycle rider is 130 N.
What is the frictional force opposing the bicycle motion?
Question 16
An object moves with a centripetal acceleration $\frac{64}{7} \text{ m/s}^2$ in a circular path of radius 28 m.
Calculate the time required to complete one revolution.
Question 17
Given that the mass of Earth is $m$ and the mass of the Sun is $M$ and the distance between their centers is $D$,
answer the following questions:
1- Which of them attracts the other with a greater force?
2- Why the earth is not pulled into the sun? | 1,821 | 943 | {
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1. Let $AC$ be a line segment in the plane and $B$ a point between $A$ and $C$. Construct isosceles triangles $PAB$ and $QBC$ on one side of the segment $AC$ such that $\angle APB = \angle BQC = 120^\circ$ and an isosceles triangle $RAC$ on the other side of $AC$ such that $\angle ARC = 120^\circ$. Show that $PQR$ is an equilateral triangle.
2. Solve the equation $y^3 = x^3 + 8x^2 - 6x + 8$ for positive integers $x$ and $y$.
3. Suppose $< x_1, x_2, \ldots, x_n, \ldots >$ is a sequence of positive real numbers such that $x_1 \geq x_2 \geq x_3 \geq \cdots \geq x_n \geq \cdots$, and for all $n$
$$\frac{x_1}{1} + \frac{x_4}{2} + \frac{x_9}{3} + \cdots + \frac{x_{n^2}}{n} \leq 1.$$
Show that for all $k$ the following inequality is satisfied:
$$\frac{x_1}{1} + \frac{x_2}{2} + \frac{x_3}{3} + \cdots + \frac{x_k}{k} \leq 3.$$
4. All the 7-digit numbers containing each of the digits 1, 2, 3, 4, 5, 6, 7 exactly once, and not divisible by 5, are arranged in increasing order. Find the 2000-th number in this list.
5. The internal bisector of angle $A$ in a triangle $ABC$ with $AC > AB$ meets the circumference $\Gamma$ of the triangle in $D$. Join $D$ to the centre $O$ of the circle $\Gamma$ and suppose $DO$ meets $AC$ in $E$, possibly when extended. Given that $BE$ is perpendicular to $AD$, show that $AO$ is parallel to $BD$.
6. (i) Consider two positive integers $a$ and $b$ which are such that $a^a b^b$ is divisible by 2000. What is the least possible value of the product $ab$?
(ii) Consider two positive integers $a$ and $b$ which are such that $a^b b^a$ is divisible by 2000. What is the least possible value of the product $ab$?
7. Find all real values of $a$ for which the equation $x^4 - 2ax^2 + x + a^2 - a = 0$ has all its roots real. | 980 | 618 | {
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Three of the four throwing events have been at the Olympics since its modern beginnings.
Discus, shot put and hammer among the field events included for the first modern Olympic Games in 1896. Javelin made its debut in London in 1908.
The sculptured bronze image of the ancient Greek discus thrower is one of the most recognisable in sport – not just Olympic sport. One of the world’s most famous ancient works of art, the sculpture underscores how deeply discus and throwing events have influenced the history of the Olympic Games. When athletes competing in Olympic athletics at the 1928 Amsterdam Games, discus was the only throwing event on their menu. Javelin followed in 1932, shot put in 1948 and hammer in 2000.
**AT THE GAMES**
There are four throwing disciplines for both men and women – discus, javelin, shot put and hammer.
**THE COMPETITION**
In all throwing events, athletes start with a single round and get three attempts to achieve a qualifying distance. All who achieve that distance go through to the next round, and, if fewer than 12 reach qualifying standard, the top 12 go through.
Athletes make three initial throws in the final, with the top eight after the first three rounds then having a further three throws to determine the winner.
**TIES**
The first tie-breaker is the athletes’ second-best performance. If that doesn’t break the tie, their third best performances are compared and so on.
**TIME LIMITS**
Judges may penalise an athlete for an “unreasonable” delay in throwing and disallow an attempt. The time limit is one minute.
**JAVELIN**
Javelin throwers sprint down a runway gripping the spear-like instrument. As they near the line they turn sideways, lean back and launch the javelin. The two sides of the 30-36.5m runway join at a point called the end. The thrower must release the javelin first behind it. It must be thrown over the shoulder, not slung or hurled, landing tip first and breaking the turf.
**MEN**
- Length: 2.6-2.7m
- Weight: 800g
**WOMEN**
- Length: 2.2-2.3m
- Weight: 600g
**DISCUS**
Athletes hold the discus flat against the palm and forearm while standing in a 2.5m circle. Generally, athletes spin around the circle to build momentum before releasing the discus with a powerful arm motion. An athlete must remain in the circle until the discus has landed. The discus, a wooden plate with a 12cm metal rim, has two identical smooth sides that are flat in the centre.
**MEN**
- Weight: 2kg
- Diameter: 25cm
**WOMEN**
- Weight: 1kg
- Diameter: 18cm
**HARRIER**
The head of the hammer is a metal ball attached to a wire with a handle at the end. Standing in a throwing circle (within a safety cage), the athlete grips the handle with both hands and swings it twice in an arc that passes below the knees and above the head. Before releasing the hammer they then spin up to four times on the load-bearing foot to increase speed.
**MEN**
- Ball: 11-13cm diameter
- Weight: 7.26kg
- Wire length: 121.5cm
**WOMEN**
- Ball: 9.5-11cm diameter
- Weight: 4kg
- Wire length: 119.5cm
**SHOT PUT**
The shot is a ball of solid brass or iron which athletes attempt to “put” as far as possible using a specific technique. Keeping the shot above shoulder level, the athlete uses a glide or spin action to launch the shot with a powerful arm push. The throwing circle is surrounded by a 15cm-high toe “stop board”.
**MEN**
- Shot weight: 7.28kg
- Diameter: 11-13cm
**WOMEN**
- Shot weight: 4kg
- Diameter: 9.5-11cm
**FACT FILE**
Gael Monte created history by winning bronze in the women’s shot put in 1984, becoming the first Australian to win a throwing event medal at an Olympic Games. | 1,643 | 914 | {
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Q & A
Q.: In RBN 6/2005 you discussed different types of coaches from a scientist's point of view. To be fair, it would be interesting to speculate about types of sport scientist from a coach’s point of view.
A: In the coach's quadrant we set the Y axis as ambition to use sport science. A scientist must have this ambition by default. Therefore, we will use another coordinate system: let the X axis represent ability to accumulate available knowledge in a specific area; the Y axis will be ability to develop new knowledge, i.e. research, invent, create something new. Let's conditionally call the four types of scientists Dummy, Dogmatist, Ignorant “Genius” and Expert (again):
Dummy is a person without good knowledge in the specific area and with no ability to learn or develop new things. This individual can be called a "scientist" by mistake only. However, it happens that a person with good manipulation skills or a loud commanding voice can find a position in science instead of placing himself in the administrative area. Life is not easy for this person. He/she is always anxious about his/her professional weakness. Usually this person picks up some fashionable ideas or technologies and uses them everywhere as a panacea, with or without a reason. Obviously, results are unpredictable and very often could be dangerous. Coaches should be very careful with this sort of person and can utilise them on minor tasks only, e.g. time-keeping, and equipment maintenance.
Dogmatist has read a lot of books and papers. He knows virtually everything not only in the specific area, but also many other things. It is very easy to understand what this person is talking about. He shares the opinions of many people, but he can hardly develop his own point of view. If established methods, testing protocols and analysis packs can be found, then Dogmatist can do a job successfully. However, in most cases it is necessary to define if a method would work or not, to adjust available knowledge to current conditions, which can be controversial. Here problems arise for Dogmatist. Quite often he loses the ability to make sense of known facts and ideas, or to put them together. It is extremely difficult for Dogmatist to invent something new. If he has to do research, he usually selects an objective, which is obvious without any investigation, e.g. stronger athletes produce higher power, etc. Coaches can use knowledge accumulated by Dogmatist, but they have to work out the application of concepts themselves.
Ignorant “Genius” is very good in “reinventing the wheel”. Usually he has no specific education and does not care to learn what is already known. This person believes that only his ideas are important and everything done before by other people is “rubbish”. Usually his ideas are very difficult to understand and people think that this person is “crazy”. It is hard to talk to “Genius”, he speaks in his own language and needs to be interpreted. This person is excellent in innovation, but results can be next to zero, because similar things were already invented. When such high ambitions are well grounded, and the person is really talented, then it makes sense to help and persuade him to learn. However, quite often the “Genius”’ ideas are inadequate or wouldn’t work in real conditions. Sceptical attitudes can make him aggressive and this can be a real problem for colleagues.
Expert is good in both accumulation and development of knowledge. He/she has learned everything that is available in the area, analysed it and found out where is a real “bottle neck” of the knowledge stream. At lower level, an Expert can find missing parts of the mosaic, do research projects and put them in place. At higher level, an Expert creates the “mosaic” structure himself, i.e. he/she creates a scientific theory, which explains and incorporates known facts. An Expert continuously develops his ideas and concepts, which can be difficult for coaches to follow. Something that is true today can be false tomorrow, which requires adjustment of training methods and technique.
Conclusion. Sport science has become very popular these days, but a coach needs to be aware what sort of scientist he/she works with. As it was with the coaches' types, the two opposites Dogmatist and “Genius” can make an efficient pair.
Contact Us:
©2005 Dr. Valery Kleshnev, EIS, Bisham Abbey
www.biorow.com e-mail: firstname.lastname@example.org | 1,756 | 930 | {
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What Is Croup?
Croup (or laryngotracheobronchitis) is a respiratory infection that mainly affects children. The larynx (voice box) and trachea (windpipe) going into the lungs become irritated and swollen. Children have a very hoarse voice and a cough that sounds like a seal barking. Children and parents may be frightened because it is hard for air to go in and out of the lungs and children find it hard to breathe.
Young children between 3 months and 5 years old are more prone to croup. Boys seem to get it more often than girls. Croup is also more likely in children who have at least one parent with asthma or allergies.
Most cases are not serious, and complications are rare. A few children can have pneumonia or serious bacterial infection in the lungs.
What Causes Croup?
An infection in the throat or lungs can lead to croup. The infection is usually due to a virus, such as the flu virus.
What Are the Symptoms of Croup?
Many children have a sore throat, runny nose, or fever before croup. Croup symptoms include a hoarse voice, cough that sounds like a barking seal, fast breathing, and a high-pitched, windy sound while trying to breathe air into the lungs.
Symptoms get worse when the child lies down. Often, symptoms are worse at night.
How Is Croup Diagnosed?
The health care provider makes a diagnosis from a medical history and physical examination. X-rays of the child’s neck and lungs may be done. X-rays may show swelling of the neck and whether something is stuck or pus or blood in the airway is causing symptoms.
Blood tests may be done if the health care provider suspects that the infection could be due to bacteria.
How Is Croup Treated?
Antibiotics don’t help because a virus causes croup. Cough medicines also don’t help much. Acetaminophen may lower the fever.
Having the child breathe air that is very moist (humid) or very cold may help. Provide moist air by going into a steamy bathroom. For cold air, wrap the child in a warm blanket and stand outside in the cold air for a few minutes.
The health care provider may prescribe medicine to reduce airway swelling. In severe cases, the health care provider may refer a child who has trouble breathing to the emergency department for oxygen.
Children who don’t respond to these treatments may need corticosteroids (injected, by mouth, by nebulizer). Sometimes, children need admission to a hospital.
DOs and DON’Ts in Managing Croup:
✓ **DO** wash hands often, which is the best way to stop the spread of infections.
✓ **DO** keep your children away from children with a sore throat or runny nose.
✓ **DO** get emergency care if your child has trouble breathing and is very pale or has blue lips, face, or fingers. Get emergency care if the child doesn’t wake up when you talk to or gently shake the child.
✓ **DO** call your health care provider if symptoms don’t get better or are getting worse.
✓ **DO** call your health care provider if you think that your child has side effects from medicine.
🚫 **DON’T** forget to give your child medicine as instructed by the health care provider.
🚫 **DON’T** forget follow-up health care provider appointments.
FOR MORE INFORMATION
Contact the following source:
- Website: [http://www.familydoctor.org](http://www.familydoctor.org)
- The American Academy of Pediatrics
Tel: (847) 434-4000
Website: [http://www.aap.org](http://www.aap.org) | 1,454 | 772 | {
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Donate platelets. The need is real.
Platelets are a special gift that each of us holds. By sharing them, you can give someone another chance at life.
Blood is made up of four components – red cells, white cells, platelets and plasma. Each component plays a specific role in the body and can benefit patients in a different way.
What are platelets?
Platelets are cells in the blood that help form clots and control bleeding.
Why are platelet donations needed?
Platelets are routinely needed to support patient surgeries, cancer patients, blood disorders and organ transplants. After donation, platelets have a life span of only five days. To ensure an adequate supply of platelets for patients, more donors are needed.
How long does it take?
The entire process may take two to three hours to ensure a full donation. This is because it takes time to separate and collect the platelets from the other blood components. Donors are encouraged to relax during the donation – videos, TV and wireless internet are available in some locations. Platelets may be donated every seven days, up to 24 times a year.
The time is now.
What is the donation process?
It is very similar to donating blood, but platelet donation uses an automated machine. You’ll sit in a donation chair and have a blanket to keep you warm – sometimes donors experience a tingling sensation or chills. Here is what happens during the donation:
1. A relatively small amount of blood is drawn from a donor’s arm and goes into a blood cell separator.
2. This blood is rapidly spun, which forces the platelet cells to the bottom.
3. These cells then go into a sterile, single-use plastic bag.
4. Meanwhile, the rest of the blood – the plasma, red cells and white cells – is returned to the donor.*
This cycle is repeated several times. A single donation of platelets often constitutes several transfusible platelet units.
*Depending on the donor, one or two arms may be used in this process.
How do I prepare for my donation?
You cannot take aspirin or medications containing aspirin within two full calendar days prior to your platelet donation (three full calendar days in the state of New York). You should consume plenty of calcium-rich foods and beverages for a few days prior to your donation. Also it’s important to get a good night’s rest before you donate.
You can help.
We invite you to try a new way to help save lives.
Please call 1-800-RED CROSS or visit redcrossblood.org for more information or to schedule your appointment today!
Platelet Donation 101
Timing is Everything
Platelet donations are needed every day, but the need is greater on certain days due to hospital schedules and the time it takes to prepare platelets for transfusion. Please ask Red Cross staff about the current priority donation days.
Donors Needed
The American Red Cross is recruiting new platelet donors to help ensure cancer patients have the platelets they depend upon during treatment. Start giving platelets today to help kick cancer.
Your Commitment
When you schedule an appointment to donate platelets, we are reserving a chair just for you and hospital patients in need are counting on your donation. If you are unable to make your appointment, please notify us at least 24 hours in advance.
Saving Lives
Check out how your donation makes an impact by visiting our website at redcrossblood.org. | 1,308 | 698 | {
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Note:- Make 3-in-1 separate notebook for holiday homework.(English, Hindi and Math’s)
Learn all the work done in notebooks and books.
SUBJECT-ENGLISH
1. Students will plant a sapling on Environment Day (5th June) and click a photo of the sapling.
Write any five methods you will adopt to save our environment.
2. Daddy’s Day Out - On Father’s Day (Third Sunday Of June)
*Make him feel special in every way.
*Gift him a card on father’s day.
*Go for some outing with him and click photos of the very special moment.
3. Read and answer the questions.
This is Nelly. She’s a nurse. She’s tall and thin. She works at the hospital.
She looks after sick people. She gets up at six o’clock in the morning.
She takes a shower and puts on her clothes.
Then she eats breakfast at half past six. At seven o’clock, she drives her car to the hospital. Nelly starts work at eight o’clock. She cleans the rooms in the hospital. Then, she helps the doctors.
At twelve o’clock, she has lunch. She goes home at five o’clock.
At home, she takes a shower and she cooks dinner. She has dinner at half past six in the evening. Then she watches TV. At ten o’clock, she goes to bed.
a. What is her name? ____________________________
b. What is she? _________________________________
c. Where does she work? _________________________
d. Is she fat? ___________________________________
e. Can she drive a car? __________________________
f. Does she get up at six o’clock? _________________
g. Does she help the doctors? _____________________
h. What time does she have lunch? ________________
i. What time does she have dinner? _______________
j. What time does she go to bed? __________________
4. Read lesson 3, 4 and 5.
SUBJECT-HINDI
निर्देश: सारा कार्य A4 Sheet पर कीजिए।
1. हिंदी – अपने दादी/दादी / नाना/नानी से बातचीत कीजिए व आपने उनसे क्या अच्छी बातें सीखीं। उनकी किसीं 5 अच्छी बातों को लिखिए और उनके साथ तस्वीर खींचकर चिपकाएं।
2. आप किसी पार्क व बगीचे का भ्रमण करें। वहाँ पर देखे गए फूलों व पेड़ के पत्तों को चिपकाएं और उनके नाम लिखिए।
3. (सुलेख) स्तर और व्यंजन दो बार लिखिए।
1. Visit a zoo/park with your parents and write the answer of the following –
| Number of big animals/swings that you have seen | |
|-------------------------------------------------|---|
| Number of small animals/benches that you have seen | |
| Number of dustbins that you have seen | |
2. Collect the wrappers of any five things that you use in your house. Write their prices and paste those wrappers in front of their prices.
3. **Ways to make 10**
Count the empty boxes and fill in the blanks.
\[
4 + \_\_\_\_ = 10 \quad \quad \quad 6 + \_\_\_\_ = 10
\]
\[
5 + \_\_\_\_ = 10 \quad \quad \quad 3 + \_\_\_\_ = 10
\]
SUBJECT-EVS
1. “Walk together”- Go for a walk with family. You will realize you have 2 of God’s greatest gifts: Nature and your family. Do not forget to thank GOD for these gifts every morning and evening.
2. “Cultivate manners”- Remember the 4 magic words: PLEASE, THANK YOU, SORRY and EXCUSE ME. Use them in your daily conversation at least four times a day.
3. Paste a family tree of your family in a scrap book and name all the family members.
4. Collect five flowers and five leaves of different plants, dry them and paste them in a scrap book.
*HAVE A WONDERFUL AND FRUITFUL VACATION!* | 1,656 | 952 | {
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CHILDREN'S STORY HOUR
'I'm going to read someday'
By Janaan Manternach
NC News Service
This story is about Mary McCleod Bethune, who was born more than 100 years ago in South Carolina — in the year 1875, as a matter of fact.
"Put that book down!" the little girl shouted at Mary McCleod Bethune. "Black people can't read."
Mary held the book carefully in her hands. All her life she wanted to learn to read.
She did not put the book down but asked the two white girls, "You can read, can't you?"
"Of course we can," one answered. "Why can't you?" So close the book and put it down!"
"Please show me how to read," Mary asked.
"We told you no," one girl said. "Go home now. Your mother is here with the laundry."
Mary's mother did the laundry for the family who lived on the big farm. She also cleaned their house.
Mary ran outside to wait for her mother. She sat down on the back steps and cried.
"What's wrong, child?" her mother asked when she came by. "Why are you crying?"
"They made me put their book down," Mary sobbed. "They said black people can't read."
Mary's mother felt sad. She could not read. Mary's father couldn't read. Neither could her brothers and sisters.
"I am going to learn to read," Mary insisted as she and her mother walked inside. "I don't know how, but I'm going to read someday."
Not long afterward, a church opened a school for black children. The teacher came to the cotton fields to teach students. Mary's mother and father decided to let Mary go to the new school. Mary's dream was going to come true.
Soon Mary could read. She read the Bible out loud in the evenings to her family. They were very proud of her.
Mary did so well in the school that she was able to go on to a bigger school.
The more Mary read the more she thought of her people in the cotton fields. "I want to help more of my people learn to read," she decided. So she became a teacher.
She started her own school for black children in Florida. She was a good teacher. She hired other good teachers. More and more children and young people came to her school.
Mary Bethune became well known for her work as a teacher. Then the president of the United States, Franklin D. Roosevelt, called her to Washington. He put her in charge of a national organization to help black people get better educations and better jobs. She was the first black woman to be in charge of a federal agency.
(Ms. Manternach is the author of catechetical works, scripture stories and original stories for children.)
School Words
Fill in the missing letters. All the items can be found in your classroom.
1. ch__lk
2. cr__y__n
3. d__sk
4. p__p__r
5. b____ks
6. t__ __ch__r
7. fl__g
8. bl__ckb__ __rd
9. p__nc__ls
10. b__ll_t__n b__ __rd
answers: 1. chalk, 2. crayon, 3. desk, 4. paper, 5. books, 6. teacher, 7. flag, 8. blackboard, 9. pencil, 10. bulletin board
HOW ABOUT YOU?
Did you ever make up your mind that there was something you wanted to learn to do, the way Mary Bethune does in this week's story? What did you want to learn?
What made Mary cry in the story?
Children's Reading Corner
"The Terrible Thing That Happened at Our House," by Marge Blaine, begins with a little girl wistfully saying, "My mother used to be a real mother." She goes on to describe how her mother was home to get lunch and to read stories and to take her to the park. Then her mother went back to work, which meant everyone in the family had to make some changes in the way they lived. "The little girl gets so miserable about all the rushing around everyone does that one night at dinner she yells, 'No one cares anymore in this house!' The book tells how the family members decide what they can do to make the situation a little bit easier and a little bit happier. (Parents' Magazine Press. New York, N.Y. 1975. Hardcover. $4.95.)
Discovery
Guiding children along the road of Christian discovery is the highest priority of Father Forrest McAllister, O.F.M. With help from the Catholic Church Extension Society, he serves the spiritual needs of those who live in isolated communities high in New Mexico's mountainous terrain.
Father McAllister is one of a team of home missionaries who, in partnership with the Catholic Church, carry out the most vital and urgent task of evangelization here in the United States. But the team is too small to do the job without help. It needs new members. It needs you.
Join us. Become a member of the Extension team. Although you won't be present in the home missions personally, your impact will be felt in this holy effort. Together we can bring Christ to those living in the home missions.
Write for a free subscription to Extension magazine today and discover the difference you can make. Together, and with God's grace, we can achieve His missionary goals here in our own beloved country.
The Catholic Church Extension Society
36 East Wacker Drive * Room 400 * Chicago, Illinois 60601 | 1,849 | 1,179 | {
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Maths
This week we have continued to look at decimal fractions and money in Maths. Have a go at the attached questions to practice what we have been learning. I have provided some examples to help you.
Coming Soon:
7th March - World Book Day
11th March - School Closed (INSET)
12/13th March - Parents’ Evening
15th March - Red Nose Day
26th March - Wear Purple Day
11th April - Easter Holidays
12th April - School Closed (INSET)
Project Sharing Afternoon - Wednesday 3rd April (2:30PM)
Spellings - Endings with cious/tious
Vicious, Precious, Conscious, Delicious, Malicious, Suspicious, Ambitious, Cautious, Fictitious, Infectious.
Topic/Homework Project
Over the last few weeks, Year 5 have been learning about ‘Stargazers’ in topic lessons. We have identified what we would like to find out by the end of the topic, and have researched the solar system and its planets in more detail. This week we have looked at the influence of Galileo Galilei and his beliefs about the solar system.
The ‘Hola Mexico’ Project sharing afternoon will be on Wednesday 3rd April (2:30PM)
If you require another copy of the sheet with ideas for the project or have any other questions, please let me know.
Reminder:
Reading records need to be brought in everyday. Aim to read and record at least 3 times per week. Records will be checked each morning.
Record the name of the book, pages read, and write a comment about the book or write down new vocabulary.
What are the missing numbers?
\[
\frac{\square}{50} = 0.6 \\
\frac{48}{\square} = 0.6
\]
| | |
|---|---|
| P1 | \(\frac{1}{100} = 0.01\) |
| P2 | \(\frac{1}{1000} = 0.001\) |
| P3 | \(\frac{11}{1000} = 0.011\) |
| P4 | \(\frac{12}{100} = 0.012\) |
| P5 | \(\frac{13}{1000} = 0.13\) |
| P6 | \(\frac{14}{1000} = 0.014\) |
| | |
|---|---|
| 1 | \(0.123 = \frac{\square}{1000}\) |
| 2 | \(1.123 = \frac{\square}{1000}\) |
| 3 | \(1.023 = \frac{\square}{1000}\) |
| 4 | \(0.103 = \frac{\square}{1000}\) |
| | |
|---|---|
| 1 | \(\square = \frac{456}{1000}\) |
| 2 | \(\square = 1 \frac{456}{1000}\) |
| 3 | \(\square = 1 \frac{406}{1000}\) |
| 4 | \(\square = \frac{46}{1000}\) | | 1,183 | 680 | {
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What are permeable reactive barriers?
A permeable reactive barrier or PRB is a wall built below ground to clean up polluted groundwater. The wall is *permeable*, which means it has tiny holes that allow groundwater to flow through it. *Reactive* materials in the wall trap harmful chemicals or change the chemicals into harmless ones. Clean groundwater flows out the other side of the wall.
How do they work?
A PRB is built by digging a long, narrow trench in the path of the polluted groundwater. The trench is filled with a reactive material that can clean up the harmful chemicals. Iron, limestone, and carbon are common types of reactive materials that can be used. The reactive materials may be mixed with sand to make it easier for water to flow through the wall, rather than around it. At some sites, the wall is part of a funnel that directs the polluted groundwater to the reactive part of the wall. The filled trench or funnel is covered with soil, so it usually cannot be seen above ground.
The material used to fill the trench depends on the types of harmful chemicals in the groundwater. Different materials clean up pollution through different methods by:
- Trapping or *sorbing* chemicals on their surface. For example, carbon has a surface that chemicals sorb to as groundwater passes through.
- *Precipitating* chemicals that are dissolved in water. This means the chemicals settle out of the groundwater as solid materials, which get trapped in the wall. For example, limestone can cause dissolved metals to precipitate.
- Changing the chemicals into harmless ones. For example, iron can change some types of solvents into harmless chemicals.
- Encouraging tiny bugs or *microbes* in the soil to eat the chemicals. For example, nutrients and oxygen in a PRB help the microbes grow and eat more chemicals. When microbes completely digest the chemicals, they can change them into water and harmless gases such as carbon dioxide. (*A Citizen’s Guide to Bioremediation* [EPA 542-F-01-001] describes how microbes work.)
**How long will it take?**
Cleaning groundwater with a PRB may take many years. The time it takes depends on two major factors that vary from site to site:
- type and amount of pollution present in the groundwater
- how fast the groundwater moves through the PRB
Groundwater may move a few inches to hundreds of feet per year. Its speed varies from site to site.
**Are PRBs safe?**
PRBs have a good safety record. Once built, they have no moving parts, equipment, or noise. The reactive materials placed in the PRB trench are not harmful to the groundwater or to people. The polluted groundwater is cleaned underground so cleanup workers can avoid contact with it. Some soil, which may be polluted, must be removed when digging the trench. EPA makes sure that the polluted soils are handled safely. For example, they cover loose soil to keep dust and harmful gases out of the air.
EPA tests the air to make sure that dust and gases are not released. If the soil is polluted, it may be cleaned using another cleanup method. Or the soil is disposed of properly in a landfill. The groundwater is tested regularly to make sure the PRB is working.
**Why use PRBs?**
PRBs work best at sites with loose, sandy soil and a steady flow of groundwater. The pollution should be no deeper than 50 feet. PRBs clean up many types of pollution underground. Since there is no need to pump polluted groundwater above ground, PRBs can be cheaper and faster than other methods. Very little waste needs to be disposed of in a landfill, which also saves money. There are no parts to break, and there is no equipment above ground so the property can be used while it is being cleaned up. There are no energy costs to operate a PRB because it works with the natural flow of groundwater. PRBs have been installed at more than 40 sites in the United States and Canada.
*NOTE: This fact sheet is intended solely as general guidance and information to the public. It is not intended, nor can it be relied upon, to create any rights enforceable by any party in litigation with the United States, or to endorse the use of products or services provided by specific vendors. The Agency also reserves the right to change this fact sheet at any time without public notice.* | 1,630 | 890 | {
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What is the largest living thing on earth? What are the four levels of a forest? Bill Nye explores a forest, its purpose, and its by-products. Visit different kinds of forests, a timberline, and a forest fire.
**ACADEMIC STANDARDS**
Subject Area: Geography
- Standard: Understands the characteristics of ecosystems on Earth’s surface
- Benchmark: Knows plants and animals associated with various vegetation and climatic regions on Earth (e.g., the plant and animal life supported in a midlatitude forest in North America, the kinds of plants and animals found in a tropical rain forest in Africa, animals and trees that thrive in cities)
**INSTRUCTIONAL GOALS**
1. To simulate the diverse forest environment.
2. To show how water is absorbed by tree roots and plants on the forest subfloor.
3. To simulate growth in three environments in a forest.
**AFTER SHOWING**
**Discussion Items and Questions**
1. What are the largest living things on Earth?
2. What are the parts of a forest?
3. What are decomposers?
**Applications and Activities**
1. Put a drop of food coloring in each of four glasses. Put a stalk of celery in each glass. Place the glasses in four areas: sunlight, in front of a blowing fan, in a plastic bag, and in a classroom at room temperature. Observe how the change in the celery is affected by various environments.
2. Use a corkscrew to hollow out the top quarter of a large, fat carrot. Insert a one-hole stopper into the carrot hollow. Remove the rubber stopper and fill the carrot hollow with corn syrup. Insert a glass tube into the rubber stopper. Replace the stopper in the carrot
hollow. To insure a tight fit, seal the edge with candle wax. Place the carrot in a 600-milliliter beaker of water. Use toothpicks to hold it upright. After waiting 24 hours, measure the amount of corn syrup in the glass tube. Water in high concentration (in the beaker) will move toward water in low concentration (in the carrot), forcing the corn syrup up the glass tube.
3. Soak 60 beans overnight in water. Place 10 wet seeds on each of 3 wet paper towels. Dry 30 seeds and place 10 dry seeds on each of 3 dry paper towels. Carefully slide each paper towel into a plastic bag. Seal and label all 6 bags. Place one dry and one wet bag in the following classroom locations: under a light or sunlight, in a cold refrigerator, and in a dark drawer. Wait 48 hours, and then count the seeds that have germinated (roots appear from seeds). Record your observations on a chart.
**RELATED RESOURCES**
**Captioned Media Program**
- The Changing Forest #2458
- Plant Adaptations: Why Needles, Why Leaves? #3393
- Trees and Our Environment #2535
**World Wide Web**
The following Web sites complement the contents of this guide; they were selected by professionals who have experience in teaching deaf and hard of hearing students. Every effort was made to select accurate, educationally relevant, and “kid safe” sites. However, teachers should preview them before use. The U.S. Department of Education, the National Association of the Deaf, and the Captioned Media Program do not endorse the sites and are not responsible for their content.
- **SOCIETY FOR AMERICAN FORESTERS**
[http://www.safnet.org/about/forestryfun.htm](http://www.safnet.org/about/forestryfun.htm)
Choose one of the grade-appropriate level buttons and have some fun checking out many of the links! Take a trip through the “Fantastic Forest,” find out what we get from trees, participate in the National 4-H Forestry Invitational, and play tree-related games!
- **USDA FOREST SERVICE**
[http://www.fs.fed.us/links/forests.html](http://www.fs.fed.us/links/forests.html)
Check out the national forests by interactive map, by name, or by state. Also check out national grasslands and forest Web sites by region. Contains a section for kids, explained by Woodsy Owl.
- **THE NATIONAL ARBOR DAY FOUNDATION**
[http://www.arborday.org](http://www.arborday.org)
Pick one of the several highlights, such as “Arbor Day History,” “Tree City USA,” “Youth Education,” and others. This Foundation provides more than 8 million trees for planting throughout America each year. | 1,854 | 960 | {
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Junior Kindergarten
Children learn by being actively involved in their world. The NWT Integrated Junior Kindergarten/Kindergarten Curriculum is child-centred and play-based. This allows children to be actively involved in the learning process and helps them construct a deeper understanding of the world around them.
At YK1 we believe play is the essence of the program. Through play, children learn to take appropriate risks and accept challenges, while interacting with the environment and other students in a safe and respectful manner.
We believe that Junior Kindergarten programs should nourish the physical, intellectual, emotional, and social growth of young children.
We encourage the development of self-awareness and believe children should be treated with respect and also be encouraged to respect the rights of others.
We believe our school programming is enriched by the contributions of individual children and families and we look forward to sharing and communicating with families throughout the school year.
We believe parents are the primary influence on their children’s lives. We will make every effort to be sensitive to the beliefs and cultures of the families we serve.
Nestled in neighborhoods throughout the community, you’re sure to find a YK1 school close to home!
Mildred Hall School - English
867.873.5811 • mhs.yk1.nt.ca
École J.H. Sissons - French Immersion
867.873.3477 • jhs.yk1.nt.ca
Range Lake North School - English
867.920.7567 • rln.yk1.nt.ca
N.J. Macpherson School - English
Montessori available
867.873.4372 • njm.yk1.nt.ca
YK1 Provides Superintendency services to:
K’älemi Dene Community School of N’dilo (JK-12)
867.920.7260
Kaw Tay Whee Community School of Dettah (JK-8)
867.873.4303
Come grow with us at YK1!
5402 50 Avenue
Phone: 867-766-5050
Fax: 867-873-5051
yk1.nt.ca
YK1 Junior Kindergarten
Program Goals:
- To provide a safe, positive and fun learning environment with a range of developmentally appropriate and individually challenging activities
- To encourage and support learning through play and interactions
- To provide an environment which supports and encourages independence and freedom of choice
- To create positive self esteem
- To work cooperatively with parents and support an open door policy
We Promote:
- Taking turns and sharing
- Children being responsible for their own decisions
- The development of self-control and self-confidence
- Children communicating feelings with words
- Positive guidance and redirection
Indigenous Education
Exposing children to local Indigenous culture and perspectives
Development
Physical:
Physical development involves both the growth of a child’s body and the ability to use it. Through physical activities, crafts and games children work on their gross and fine motor skills.
Intellectual:
Activities that promote the child’s ability to think and problem solve.
Emotional:
Emotional development is the child’s ability to learn from his/her experiences, express his/her feelings and develop empathy for others.
Social:
Activities that promote social development and awareness that teaches them to get along with others.
Cultural:
Cultural development programming reflects the cultural diversity of the children in the program, as well as the world around them.
Working Together
Parents and teachers work together to promote the growth and development of the child through open communication.
Songs, Games, and Stories
Listen and follow directions
Cooperate in a group setting
Explore different talents and have fun
Arts and Crafts
Large selection of craft supplies and craft ideas
We encourage effort rather than final product
Experience sense and wonder
Healthy Lifestyles
We encourage healthy eating
Activities to promote healthy living
Outdoor Play & Field Trips
Explore their environment
Explore nature
Experience the world around them
Establish connections with their community
Centre Time
Listening and sharing experiences in a large group setting
Promotes respect and cooperation | 1,875 | 830 | {
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Andy’s Flowering Annual Guide
Soil Preparation Prepare flower beds by spading deeply. Loosen up heavy clay and clay loam soil with addition of peat moss, ground bark, or compost. Add about 2 lbs of 5-10-5 fertilizer per 100 sq ft or 1 lb of 10-10-10 per 100 sq ft and turn the soil over again. Then rake it smooth, and the bed will be ready for the plants.
Pre-Planting Care If you buy bedding plants but cannot plant them in the same day, water the packs or flats thoroughly and put them in the shade to prevent excessive wilting. Evenings or cloudy days are the best time to plant.
How To Plant Choose plants that are dark-green, vigorous-looking specimens, short in height. Plant the root ball of the plant even with the soil line. Individual peat pots must be planted slightly below the soil line to keep the pot from drying out by exposure to air.
Watering Bedding flat annuals are thirsty. Water them in thoroughly to give them a good start. Thereafter water whenever the soil begins to dry. Do it early in the day with soaking technique at ground level. Don’t be satisfied with just sprinkling the foliage since plants will not receive enough water, and the moisture on the leaves for more than 24 hours encourages plant disease. Don’t rely on rainfall to keep plants fresh…you are more reliable than Mother Nature in this case.
After-Planting Care To promote bushy, vigorous growth in bedding annuals and more continuous blossoming, pinch out the central bud of annuals such as tall snapdragons, zinnias, and marigolds. The tops of plants which tend to vine such as petunias should be cut back to 3 or 4 inches when they are too tall. Fertilize every 3 or 4 weeks with 5-10-5 fertilizer. Vacation Tip: Cut plants back again so when you return home they will be fresh, thriving and vigorous.
Plants for Sunny Areas
Ageratum Cornflowers Gloriosa Daisies Petunias
Alyssum Cosmos Lantana Phlox
Asters Daisies Lobelia Salvia
Balsam Dahlias Marigolds Snapdragons
Calendula Dusty Miller Nasturtiums Stock
Celosia Gaillardia Nicotiana Verbena
Cleome Geranium Pansies Zinnias
Plants for Semi-Shady Areas
Ageratum Cosmos Begonia Impatiens
Alyssum Impatiens Browallia Lobelia
Plants for Shady Areas
Making the world beautiful one flower at a time. | 961 | 555 | {
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Underage alcohol and other drug use is illegal. It’s also dangerous, evidenced by the countless thousands of automobile accidents, drownings, murders and suicides linked to alcohol and other drug use.
For these and other reasons, preventing underage alcohol and other drug use has become a priority for schools, communities and workplaces across the nation. While prevention efforts target underage youths, they benefit everyone in the form of safer highways and reduced accident-related costs. And because young people who choose not to use alcohol or other drugs are more likely to avoid tragedy, so too are their friends and loved ones spared grief.
While there is no single definition of prevention, there is general agreement among prevention professionals on the overall goal of prevention, which is to foster a climate in which:
• Alcohol use is acceptable only for people of legal age;
• Prescription and over-the-counter drugs and other abusable substances such as gasoline or aerosols are used only for their intended purposes; and
• Illegal drugs are not used at all.
To achieve this goal, adults in the home should model appropriate behavior, set clear standards of right and wrong, enforce consequences for inappropriate behavior, get involved in children’s lives, and listen, really listen, to what children have to say. This pamphlet provides some guidelines to help accomplish these important tasks.
Communicate values openly
Talk about why values such as honesty, self-reliance and responsibility are important, and talk about the role values play in helping us make good decisions. Explain how each decision builds on previous decisions as one’s character is formed and how a wise decision makes the next decision easier. Instead of watching TV during dinner, try talking about these values in the context of hypothetical or real-life situations.
Recognize how your actions affect the development of your child’s values
Simply stated, children copy their parents’ behavior. Children whose parents smoke, for example, are more likely to become smokers. Evaluate your own use of tobacco, alcohol, prescription medicines and even over-the-counter drugs. Consider how your attitudes and actions may be shaping your child’s choice about whether to use alcohol or other drugs.
Look for conflicts between your words and your actions
Children should understand and accept that there are differences between what adults and children may do legally and appropriately. Keep that distinction sharp. If you drink, don’t involve your children in your drinking by asking them to bring you a beer, and don’t allow children to have sips of your drink. Remember that children are quick to sense when parents send mixed messages. It’s like telling your child to say that you’re not home when a phone call comes at an inconvenient time. That behavior, in effect, teaches a child that it’s OK to be dishonest. The same is true about telling children that no-use for those under 21 is the house policy and then allowing them “just one sip” of wine or beer on a special occasion.
Set and stick to the rules regarding alcohol and other drug use
Use of illicit drugs is illegal for anyone, and use of alcohol by underage youths is illegal. There is no gray area here. When it comes to alcohol and other drug use, the rules must be clear, and realistic consequences for violating them must be enforced. Here are more guidelines for effective prevention:
• Be specific. Explain what the rules are and what behaviors are expected. Discuss the consequences of breaking the rules, what the punishment will be, how it will be carried out, how much time will be involved, and what will be accomplished by the punishment.
• Be consistent. Make it clear that zero-tolerance for alcohol and other drug use is a constant — at home, at a friend’s — anywhere.
• Be reasonable. Don’t add consequences that were not discussed before a rule was broken. Avoid unrealistic threats. React rationally.
• Become involved. Join community groups and work with parents and other adults who support zero-tolerance.
• Don’t leave youths unsupervised for weekends or for overnight events.
• Know the activities and social groups of your children’s friends.
• Educate youths about how to stand up to peer pressure. | 1,692 | 824 | {
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Bees Ways
Breanna Y.
Harrison Middle School, Yarmouth, ME
Follow this and additional works at: https://findings.gmri.org/journal
Recommended Citation
Y., Breanna (2020) "Bees Ways," Findings from the Field: Vol. 3 , Article 30.
Available at: https://findings.gmri.org/journal/vol3/iss1/30
This Nature Notes is brought to you for free and open access by Findings from the Field. It has been accepted for inclusion in Findings from the Field by an authorized editor of Findings from the Field.
Bees Ways
By: Breanna Y
Stonecrop plants are popular with bees (Montgomery County Beekeepers Association 2020). These stonecrop plants are the bee’s autumn joys (The Alamance County Beekeepers 2016). They also love dandelions; however, dandelions lack the amino acids that bees require (The Daily Journal 2018). It has been found that bees are attracted to colors like blue and yellow; on the other hand, they dislike the color red (NYBG 2018). They see red as black, the absence of color, and bees dislike dark colors (NYBG 2018). Darker colors can remind them of a predator, like a skunk or a bear, and the bees will attack (Rest Easy Pest Control 2018). There are many plants that have pros and cons for bees.
On May 22, 2020, in a yard in Yarmouth, Maine, I walked outside and found that bees were everywhere. I saw that a bee landed on a stonecrop plant at 11:34 a.m. The bee was there for about five seconds before it went into the plant. I could see it go straight to the center before it disappeared. Then, after two minutes, at 11:36, it came out with a jolt and flew away. Again on May 27, 2020, in the same place, I found that another bee landed on the stonecrop plant, at 10:42 a.m. The same process happened. It landed on top, sat there for 3.8 seconds then dove into the plant. I could no longer see what was taking place. It was in there for 1 minute and 47 seconds, before it came out.
When observing the Dandelions, on May 27, 2020, at 10:27 a.m., in Yarmouth, Maine. The bee landed on the flower and sat there for 48 seconds. As it sat on top, it moved around a little, but then flew away. Then again, on May 28, 2020, at 11:10 a.m. I observed that the bee went through the same process. It landed on the flower, sat there, and moved around a little. This time it only sat there for 32 seconds and then the bee flew away.
Bees like many different flowers. I never came to a conclusion as to why they go to the stonecrop plant, even when it wasn’t in full bloom. There might be some pre-pollination that happens with the stonecrop plant, but I did find that when Stonecrop plants are in bloom they tend to be yellow and blue. Bees are attracted to the colors yellow and blue. They always stayed longer on the stonecrop plants compared to the dandelions. I believe that happened because the dandelions lack the amino acids that they need. Bees go to many different plants for many different
reasons. The type of plant will affect how long the bee stays there, because of the nutrition that it has inside of it and also because of the physical makeup like color.
Works Cited
"Early Spring Blooms to Welcome the Bees." *Barbolian Fields*, barbolian.com/spring-blooms/. Accessed 29 May 2020.
"September Honey Bee Power Plant – Stonecrop." *Montgomery County Beekeepers Association*, montgomerycountybeekeepers.com/2017/09/september-honey-bee-power-plant-stonecrop/. Accessed 29 May 2020.
"Should You Leave the Dandelions for the Bees?" *Daily Journal*, www.daily-journal.com/life/home_garden/should-you-leave-the-dandelions-for-the-bees/article_5bdbe4d6-3368-11e8-bb9b-03095a620738.html. Accessed 29 May 2020.
"What Colors Are Bees Attracted to in the Garden." *NYBG*, libanswers.nybg.org/faq/222585. Accessed 9 June 2020.
"Which Colors Attract Bees and Wasps?" *Rest Easy Pest Control*, www.resteasypestcontrol.com/bees-and-wasps-facts-which-colors-attract-them/. Accessed 9 June 2020. | 1,659 | 1,028 | {
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Ready for Kindergarten?
- **Mastery**: Your child is doing even better than expected on this skill.
- **Proficient**: Your child is ready for kindergarten!
- **Working Towards**: Your child will benefit from more work in this area.
1. Counting
- **Mastery**: Counting to 100+
- **Proficient**: Counting to 29 or 39
- **Working Towards**: Counting to 12
How to improve: Count anything and everything. Count aloud without counting actual objects. Use an abacus.
Bonus: Count back and forth to 100.
2. The Alphabet
- **Mastery**: Names all capital and lowercase letters and every letter's sound.
- **Proficient**: Names all capital letters and some lowercase letters. Names half the sounds.
- **Working Towards**: Names only a few capital letters and very few lowercase letters. Names only a few sounds.
How to improve: Read alphabet books every day until your child starts pointing out letters he sees on food packages, books, and signs. Do alphabet activities together.
Bonus: Start teaching your child to read. Try This Reading Mama’s free Reading the Alphabet curriculum for preschoolers. (thisreadingmama.com)
3. The Bathroom
- **Mastery**: Can easily operate all kinds of fasteners on clothing without assistance.
- **Proficient**: Is comfortable wearing his or her school clothes and operating the buttons, snaps, and zippers independently.
- **Working Towards**: Needs help removing and fastening clothing to use the bathroom.
How to improve: Practice wearing school clothes around the house.
4. Name Writing
- **Mastery**: Begins with a capital letter and follows with lowercase letters (first name).
- **Proficient**: Uses all capital letters (first name).
- **Working Towards**: Cannot recognize her name, cannot spell it, or cannot write it.
How to improve: Have your child write his or her name on a large, unlined pad of paper daily. Flip to a new page each day and watch as the name becomes smaller and more readable.
Bonus: Teach your child to write his or her last name.
5. Listening to Books
- **Mastery**: Asks to be read to every day. Will listen to a large stack of picture books and begs for more. Enjoys listening to simple chapter books with good attention. Makes personal connections to stories and answers both simple and complex questions correctly. May be reading some books independently.
- **Proficient**: Enjoys listening to a stack of picture books. Makes personal connections to stories and answers simple questions. May be recognizing a handful of familiar words.
- **Working Towards**: Does not sit for more than 1-2 books at a time. Does not talk about books or ask basic questions and cannot answer simple questions about a story. Usually prefers a screen to a book.
How to improve: Limit screen time and read to your child several times a day if possible.
**Things to remember and/or practice:**
*Can my child open up things I pack in the lunch?
*Phasing out naps- while we might have rest time, it is not time for the kids to take a full nap.
*Limit after school activities at the beginning of the year- a long day of school followed by a long evening of activities might be too much for your young child.
*Label everything. With 25 students- hats, gloves, book bags, lunch pails- Students have a lot of things. Please label so we can return them to their original owner. | 1,391 | 737 | {
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The Blitz
On the 7th September, 1940, the German air force changed its strategy of bombing the British air force and began to concentrate on bombing London. Nearly 2,000 people were killed or wounded in London’s first night of the Blitz. The heavy and frequent bombing attacks on London and other cities was known as the ‘Blitz’. Night after night, from September 1940 until May 1941, German bombers attacked British cities, ports and industrial areas.
Anne Frank
Anne Frank was an ordinary German Jewish girl. She is well-known because of her diary - ‘The Diary of Anne Frank’. It was first published as a book, in Dutch, in 1947. Since then, millions of people have read the thoughts and hopes of one young girl, and they have been truly inspired by them.
Throughout her diary, people all over the world are able to see what life was like for Jewish people during World War II.
What you should already know:
- In September 1939, German armies invaded Poland and France.
- Hitler wanted to make Germany the most powerful country in Europe.
- Adolf Hitler was the German leader during World War II.
- The major Allied Powers were Britain, France, Russia, China and the United States.
- The major Axis Powers were Germany, Italy and Japan.
Key Vocabulary
attic – a space or room inside or partly inside the roof of a building.
Auschwitz – was originally a Polish army barracks in southern Poland. Also known as Auschwitz-Birkenau. It opened in 1940 and was the largest of the Nazi concentration and death camps.
commemorate – to recall and show respect by doing or producing something.
countryside – the land and scenery of a rural area.
ethnicity – connected with or relating to different racial or cultural groups of people.
flee – run away from a place or situation of danger.
Holocaust – a very large amount of destruction, especially or heat, or the killing of very large numbers of people.
Jew – a member of the people and cultural community whose traditional religion is Judaism.
surrender – stop resisting to an enemy or opponent and submit to their authority.
**VE Day**
On the 7th May, 1945, the Germans surrendered to the Allies. The war in Europe was officially over, and the following day was called VE (Victory in Europe) Day. Huge celebrations took place in Paris, London, and throughout Europe. In London, people gathered in front of Buckingham Palace to see prime minister Winston Churchill and the royal family. After five devastating years, the war in Europe was finally over.
On May 8, 1945, both Great Britain and the United States celebrated Victory in Europe Day. Cities in both nations, as well as formerly occupied cities in Western Europe, put out flags and banners, rejoicing in the defeat of the Nazi war machine during World War II.
**Concentration camps**
Concentration camps were prisons where people, especially Jews, were made to work by the Nazis. In 1942, eight of the Nazi camps were equipped with gas chambers. These were used to murder large numbers of people. Conditions in the camps were terrible. There was not enough food available, and guards committed acts of violence against the prisoners. Working too hard on too little food and rest was responsible for many deaths.
**The Holocaust**
The Holocaust, also known as the Shoah, was the genocide of European Jews during World War II. Between 1941 and 1945, Nazi Germany and its collaborators systematically murdered some six million Jews across German-occupied Europe, around two-thirds of Europe’s Jewish population.
**Websites you might find useful.**
- [http://www.bbc.co.uk/history/worldwars/wwtwo/](http://www.bbc.co.uk/history/worldwars/wwtwo/)
- [http://www.primaryhomeworkhelp.co.uk/Britain.html](http://www.primaryhomeworkhelp.co.uk/Britain.html)
- [https://www.dkfindout.com/uk/history/world-war-ii/](https://www.dkfindout.com/uk/history/world-war-ii/)
**Books you might find useful.**
- *Diary of a Young Girl* by Mirjam Pressler
- *The Second World War* by Rob Lloyd Jones
- *Letters from the Lighthouse* by Emma Carroll | 1,796 | 897 | {
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Our Kindergarten Program
The kindergarten program at Fall River Elementary is built around the District’s curriculum referred to as the Standards for Academic Excellence. Children receive instruction in literacy, numeracy, and social skills. They may also participate in other activities such as music, movement, art based activities, and library skills.
We have high expectations for all our students. Our primary goal is for children to have a positive and successful first experience in school, preparing them for the remainder of their learning career.
While the St. Vrain Valley School District Board of Education policy states that students entering kindergarten must turn five years of age by October 1st, please consider the following readiness skills:
Academic Readiness
- Does your child show an interest in numbers?
- Can your child count to 20 and begin to write some numbers?
- Does your child recognize some numbers and letters?
- Does your child know the names of colors and basic shapes?
- Does your child show interest in the letters of the alphabet?
- Does your child look at books with pictures and pretend to read?
- Is your child able to retell a story in the order that things happened?
- Can your child recite the alphabet?
- Does your child know their full name, full names of parents, address and telephone number?
- Does your child recognize his/her name in writing?
- Does your child write his/her name?
- Does your child show interest in rhyming?
- Is your child able to explain things, activities or events with clarity?
- Does your child make up stories, songs, and/or poems?
- Can your child keep track of school supplies and pick up after him/herself?
Social Readiness
- Has your child had positive experiences being away from their home and parents for short periods of time?
- Does your child accept authority from adults outside their family?
- Has your child experienced satisfying interaction with a group of peers?
- Has your child acquired such social skills as taking turns, making compromises, and putting away toys when asked?
- Is your child able to dress, use the toilet without assistance, and feed themselves using a fork and spoon?
- Can your child take turns talking and/or wait his/her turn when someone else is talking?
Things you can do to prepare for kindergarten:
- Read to your child every day.
- Get involved with play groups or invite friends over to play.
- Help your child practice writing their name (upper and lower case, e.g. Joey).
- Find things around the house to count.
- Strengthen your child’s hands and legs by playing with clay, Lego’s, small objects, cutting with scissors, hopping on one foot, catching a ball and running/stopping on signal.
- Practice tying shoes, fastening buttons, and zippers.
- Assemble puzzles.
- Talk positively about going to school.
- Be sure he/she knows the route to and from school. Walk or travel the route with him/her several times this summer. Teach him/her to cross streets safely at crosswalks or corners. Explain the importance of going directly to and from school.
- Establish regular bedtime hours. Your child needs twelve hours of sleep (including the weekend).
- Mark boots and coats with your child’s name and show them where they are marked.
- Help your child learn to follow a short sequence of simple directions by giving them easy chores around the house.
Frequently Asked Questions
My child is going to turn five near the end of the summer (or right before the cut-off date). Would you recommend sending him/her to kindergarten this year or next?
This is a very personal decision. If you have looked over the information included in this brochure and answered “yes” to many of the questions asked, your child is most likely ready for kindergarten. However, if you feel your child has a difficult time being away from you, has a hard time sharing, taking turns, listening or solving problems with his/her peers, or has not had much experience in a formal group setting, you might want to consider enrolling him/her the following year.
My child is already reading. Will he/she be challenged in kindergarten?
Kindergartners come to us in the fall with a wide range of abilities. We are fully prepared and excited to differentiate our teaching of math, reading, and writing to all ability levels. Our goal is to have each child progress to higher levels of thinking and learning.
My child writes letters and numbers backwards, is that unusual?
It is very developmental for children the age of 6 and younger to be reversing some letters when they write and read. We will focus on directionality and handwriting in kindergarten. | 1,815 | 937 | {
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HUNGRY AS A BEAR
Yukon’s GRIZZLY banquet
World’s first park for BEES
AND MORE
Wildlife stories of the year
THE LOST BOY: what we’ve learned from the teen who died on a B.C. glacier 200 years ago
Green-minded homeowners take note: affordable energy retrofits are within reach, even for drafty mid-century homes. The Now House, an innovative retrofit project in Toronto’s Topham Park neighbourhood, turned an energy-sucking Second World War-era home into a model of efficiency that generates almost as much energy as it uses, proving that you don’t need to build new to go green.
There are nearly one million wartime houses across the country (four million in the United States), and the so-called Victory Homes are perfect candidates for green retrofits, says Lorraine Gauthier, the Now House project president.
Originally meant to provide temporary housing for war-effort factory workers, the 800-to-1,100-square-foot bungalows and 1½ storey cottages quickly became fixtures in Canada’s suburban landscape. Large lots, winding streets and small but efficient floor plans made the mass-produced and sometimes prefab homes attractive to thousands of returning veterans, as well as new immigrants and, later, baby boomers pining for a piece of suburbia.
But with minimal insulation, outdated heating systems and leaky windows, the homes are showing their age, contributing an estimated 9.7 million tonnes of greenhouse gasses per house annually. Retrofitting wartime homes alone could meet three percent of Canada’s Kyoto Protocol commitments.
That’s where the Now House comes in. Aiming for near zero energy costs, the plans include improvements that will decrease the home’s greenhouse-gas emissions by nearly 60 percent (down 5.4 tonnes annually), slash the annual natural-gas bill to $227 (from $1,267) and hook rooftop solar photovoltaic panels into the city’s hydro grid to offset any lingering energy costs.
With a budget of $85,000 and a four-month timeline, the Now House project team reinvigorated the house from the foundation to the peak of its steep-sloped roof. “Although we didn’t hit near zero energy use, we came very close,” says Gauthier. “But we’re hitting near zero energy cost.”
She hopes owners of aging houses will see that they, too, can make simple changes that can have a major impact on the environment and their annual energy bills. As fuel prices rise, the greening of existing homes will become an important factor for homebuyers.
“We see the Now House as a way of helping to maintain communities,” says Gauthier. “There are a million opportunities across the country to do this again.”
Blake Eligh
The original Now House community (below), and drawn by neighbourhood kids (top). | 1,188 | 587 | {
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I want to watch my child grow up healthy and happy. Because I am my child’s first and most important teacher I will
- Buckle up my child correctly on every ride.
- Buckle up myself because my child needs me.
- Teach my child about riding safely in a vehicle.
- Be a safe role model for my child.
- Remind relatives and other caregivers to always buckle up my child correctly.
Always buckle up your child correctly on every ride and be sure to buckle up yourself, too!
You are the love of my life
Children should ride in the back seat because
- It is the safest part of the car in case of a crash.
- They are less likely to disturb the driver.
- Air bags can kill children, especially babies.
For safety, children should always ride in the back seat of the car. Air bags can kill children, especially babies.
You are the love of my life
I know it is very important to protect my family, so I will always take one minute to check that everyone is buckled up correctly in the proper type of seat every time my family gets in the car.
Use this chart to determine what kind of safety seat your child should ride in.
| Age/Weight | Infants | Toddlers | Young Children |
|------------|---------|----------|----------------|
| | Birth to 1 year at least 20-22 lbs. | Over 1 year and over 20 lbs - 40 lbs. | Over 40 lbs. Ages 4-8, unless 4’9” |
| Type of Seat | Infant only or rear-facing convertible | Convertible/forward-facing | Belt-positioning booster seat |
| Seat Position | Rear-facing only | Forward-facing | Forward-facing |
| Always Make Sure | Children to 1 year and at least 20 lbs in rear-facing seats. Harness straps at or below shoulder level. | Harness straps should be at or above shoulder level. Most seats require top slot for forward-facing. | Belt positioning booster seats must be used with both lap and shoulder belt. Make sure the lap belt fits low and tight across the lap/upper thigh area and the shoulder belt fits snug crossing the chest and shoulder to avoid abdominal injuries. |
Warning: All children age 12 and under should ride in the back seat.
Just like cars and other products, a car safety seat may be “recalled” because of a defect which could injure your child.
Register your new car seat.
If your seat is recalled, be sure to get it fixed right away.
If you are not sure if your seat has been recalled, call the D.O.T. Safety Hotline: 1-888-327-4236.
Have the seat in front of you when you call the Hotline.
Before you call:
Manufacturer’s Name: _______________________
Model Number/Name: _________________________
Manufacture Date: _________________________
Air bag Safety
An infant or child riding in the front seat can be seriously injured or killed by the air bag.
- An air bag is not a soft pillow.
- The force of an air bag can hurt people who are too close to it.
- Infants in rear-facing child safety seats MUST NEVER ride in the front seat.
- Children 12 and under should ride buckled up in the rear seat.
Child Passenger Safety Laws in Massachusetts
Children must ride properly secured in child safety seats until they are both 5 years old and weigh over 40 pounds. Children who weigh over 40 pounds, but are under 5, must ride in booster seats.
Children older than 5 and over 40 pounds must be properly restrained. Children 12 and older must wear a safety belt as required by the Massachusetts Safety Belt Law.
Drivers will be fined $25 for each child not wearing a safety belt. A police officer may stop your motor vehicle if a child 12 and under is not properly restrained.
Safety Seats Save Lives
Motor vehicle crashes pose a great risk for children. Eight children ages 0 to 12 were killed and approximately 500 were injured in car crashes in Massachusetts in 1999.
When properly installed, child safety seats reduce the risk of death in a motor vehicle crash by 71% for infants and 54% for toddlers. Safety belts increase the chance of surviving a crash by 45%.
When properly installed, child safety seats reduce the risk of death in a motor vehicle crash by 71% for infants and 54% for toddlers. Safety belts increase the chance of surviving a crash by 45%. | 1,843 | 923 | {
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SIXTH SEMESTER DIPLOMA EXAMINATION IN ENGINEERING/TECHNOLOGY—MARCH, 2013
TRANSPORTATION ENGINEERING
(Common to CE, EN and WR)
(Maximum marks: 100)
[Time: 3 hours]
PART—A
(Maximum marks: 10)
I Answer all questions in one or two sentences. Each question carries 2 marks.
1. What is meant by sight distance?
2. Define road Arboriculture.
3. What is meant by sleeper density?
4. Define the term coning of wheels.
5. What do you understand by scouring? (5×2=10)
PART—B
(Maximum marks: 30)
II Answer any five of the following questions. Each question carries 6 marks.
1. Discuss different types of curves used in roads with sketches.
2. Define super elevation. How it is expressed and write the formula for super elevation?
3. Draw the traffic signs for:
(a) Right turn
(b) Parking sign
(c) School
4. What are the requirements of an ideal permanent way?
5. Name the different types of Ballast and the functions of Ballast.
6. What are the advantages and disadvantages of Tunnels?
7. Define the terms related to an Airport:
(a) Run way
(b) Taxi way
(c) Apron (5×6=30)
PART—C
(Maximum marks : 60)
(Answer one full question from each unit. Each question carries 15 marks.)
UNIT—I
III (a) What are the advantages of roads to a country? 7
(b) Draw the typical cross section of a road in cutting showing all details. 8
OR
IV (a) What do you understand by gradient in roads? Explain different types with the standard values as per I R C specifications. 8
(b) Explain different methods of road drainage systems with sketches. 7
UNIT—II
V (a) Explain ‘pre mix’ method of construction of Bituminous bound macadam roads. 8
(b) Draw the cross-section of a hill road partly in embankment and partly in cutting showing all details. 7
OR
VI (a) Explain the construction of a W.B.M. road. 8
(b) Draw a neat sketch of a round about indicating the direction of traffic. 7
UNIT—III
VII (a) What is plate laying? Explain various methods of plate laying. 8
(b) Draw a neat sketch of a right hand Turn out showing its different parts. 7
OR
VIII (a) Explain different types of rail joints with the aid of sketches. 8
(b) Describe the different types of Railway yards. 7
UNIT—IV
IX (a) Explain with sketches the classification of bridges according to the location of flooring decks. 8
(b) What is a harbour? Draw the layout of an artificial harbour and mark the parts. 7
OR
X (a) What are the factors to be considered in the selection of site for a bridge? 8
(b) What is Break waters? Explain different types of break waters. 7 | 1,277 | 675 | {
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Rethinking of Old Orleans
C.W.Lattin County Historian
Vol. XVI "EARLY SCHOOL BUSSING" No. 37
The first district in the county to abandon instruction and centralize was Albion District No. 6. The old district schoolhouse was located on Gaines Basin Road near the N.Y. Central Railroad crossing. Known as the Albion Union Free School, it was closed in 1907 when the district negotiated a contract with the County Board of Education to provide transportation for all pupils. The first school bus in the county was operated by Mr. Howard Ward, the father of the late Charles Howard of Stanton School fame. This photo was taken in September 1950 after one of Mr. Howards first return trips back to the school after a day of school duty.
Motorized school buses were rare on a school day. The first motorized school bus in Orleans County was operated in 1922 by S.T. Pratt Jr., as we see in this photo. As time went on more and more rural school districts started to send their pupils into the villages for their education. And in due course of time the State Department of Education recommended centralization and consolidation to reduce this move. The last district school property to close down was Eagle Harbor District No. 2, which closed its two-room school in 1963.
As we view numerous yellow school buses seen on our school grounds today, an old photo like this and are reminded of how many changes have occurred in a life time.
For a final note, the 1850 census indicates that we had 41 school districts in Orleans County. We now have five. Each town was divided into school districts with one-room school houses generally not more than two miles apart. The school superintendent was the only paid employee in the town. He was responsible for coordinating assessments, tax rates and individual school district budgets in his town.
IN ADDITION
A couple of weeks ago someone e-mailed by Lena Britt which appeared in the Colburn sparkles column, the memories of the Landauie store in Medina from the late Marie M. Shannon. Here is what she writes:...
"The first elevator in the north east corner of the building. They also had a basement store that was accessible from the inside of the store and also from the East Center side of the building... south east corner. They also had a cashier desk in the middle of the north side of the store through which all cash was sent on a 'trolley line'... all the floors on their side money, to the main cashier.
"I will remember the store... all Medina felt bad when they closed the doors. They were a high class store. One of the first stores I ever worked at was the Albion store. Street... same house where Paul Groot now lives. Even though the Landauies were Jewish, they celebrated Christmas by having an oyster supper for the employees on Christmas eve... after the store closed." | 1,159 | 601 | {
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GETTING INTO THE ACTIVITY
Keeping our bodies and minds active and healthy is really important. Let’s get both our body and mind working hard, with this active take on a quiz.
Explain to the group that you are going to ask them a series of questions based around their bodies and how fascinating the human body is. For each question there will be two options (i.e. True or false). An action or exercise should be given for each option. Children should complete the action for the answer they think is correct.
Example: Your heart beats a million times a year. True of false? (True = Star jumps. False = run on the spot).
Once everyone is doing an action, reveal the correct answer and award a point for anyone who guessed correctly. Continue with the rest of the questions, but change the actions throughout. Other actions could be, star jumps, running on the spot, spinning, jumping, boxing, stretching, high knees, balancing and so on. You could also award a point for the person doing the best / most energetic actions each round too. Who can get the most points by the end of the quiz?
Take it further: You can use the actions to signal answers for any quiz you do in the future. A great way to get active and learn at the same time.
WHAT YOU’LL NEED
• ‘Active Body, Active Mind’ Question Sheet
KEEPING EVERYONE SAFE
Ensure children have plenty of space around them to complete the actions. If running this activity face-to-face, please maintain social distancing as required.
1) Your heart beats a million times a year. True or False?
False - It’s actually 35 million times a year. That’s 100,000 heart beats a day or 4000+ an hour. Your heart works really hard!
2) Laughing is good for your heart. True or False?
True - Your body likes it when you laugh and it releases hormones (chemicals) which do lots of good things.
3) How many bones do we have in our body? 106 or 206?
206 - We have a lot of bones in our body! Children are actually born with 300 bones, but these develop and merge with other bones during childhood to become 206 bones by the time you are an adult.
4) Half of our bones (100+ bones) can be found in our hands and feet. True or False?
True - Our hands and feet are full of tiny little bones which mean we can use them to do lots of different things.
5) A sneeze can travel as fast as 70 MPH (The speed you drive on the motorway). True or False?
False - A sneeze can actually travel at 100mph! That’s a lot faster than a car is allowed to travel on any of the UK’s roads.
6) The largest muscle in your body is your bum. True or False?
True - The bum muscle is called the ‘gluteus maximus’ and has the big job of keeping you upright when you sit down.
7) Which part of your body is thought to be the most ticklish? Ribs or Feet?
Feet - For lots of people, the bottom of their feet are the most ticklish part of the body. A good fact to remember next time you see a family member’s feet up on the sofa!
8) Your fingernails grow 4 times faster than your toenails. True or False?
True - Fingernails grow much faster than toenails. A completely pointless fact for you to remember and share with your friends at school!!
9) Adults have more tastebuds than children. True or False?
False - Children actually have more than adults. Tastebuds are the things on your tongue that help you to taste food and drink. Children usually have twice as many tastebuds as adults.
10) You are taller in the morning than you are in the evening. True or False?
True - On average we can be 1cm taller in the mornings. During the day our body and bones compress (get pushed together) a little bit. When we lay down to sleep, these bones go back to normal again. | 1,530 | 866 | {
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**BACKGROUND**
In oPt, the handicraft sector’s prosperity and growth is generally proportional to the country’s tourism levels. During the Intifada period, the sector was greatly affected by the reduction in the number of tourists, which forced many souvenir shops and handicrafts establishments to shut down and lay off workers.
There are 18 different varieties of handicrafts in the Palestinian territories. Olive wood is the dominant handicraft, representing 36% of handicraft market in 2003, while mother of pearl accounts for 10%. Around 19% of handicraft establishments are located in the Gaza Strip and 81% are located in the West Bank (BCCI, 2004).
The impact of handicrafts in the Palestinian economy is difficult to measure. Economic data on handicrafts are not compiled, instead lumped into the "manufacturing" section of industrial statistics.
**PROCESS**
A capacity building programme targeting young designers from the West Bank and Gaza was implemented, in which participants received training from a regional expert in handicraft production. The goal was to train participants to apply traditional methods and crafts to innovative purposes such as furniture, or home design and appliance. Marketing and management training was provided as well, and micro-credit loans were given to some trainees.
All selected trainees were unemployed architects and designers. After the capacity building programme and the small grants they received, new jobs were created and additional income was generated. Participants joined a “placement programme” through which 70 handicraft-producing women in remote areas received the innovation training as relayed by the initial trainees.
**Outcomes**
The programme resulted in new, innovative crafts designs based on traditional skills, but suitable for modern markets. The initiative provided a creative space for handicraft producers to create pilot designs for famous companies, and also involved women from remote areas whose products have since been promoted by national galleries at local and regional levels. Through the initiative, the newly-created network of handicrafts producers and young designers were able to identify market opportunities that were previously inaccessible to them in an effort to establish sustainable livelihoods and stable employment. In fact, 7 young designers have since found employment through the new relationships they established. Following its success, the initiative was officially included in the Ministry of Culture’s new policy and strategic plan.
**BACKGROUND**
Although oPt has a rich musical tradition, music education is not culturally accepted everywhere. Particularly in a conservative culture like Hebron, parents do not readily allow their children to practice music. Moreover, the conservative nature of the culture does not permit females to travel from one city to another. There is therefore a limited access to music education for all children in general, and a particularly decreased chance that females will have the opportunity to engage in a musical education.
The Edward Said Foundation provided technical and physical assistance to two institutions already working in Hebron: Dar Al-Tefel and France-Hebron Exchange. These institutions received institutional capacity building support on how to teach music, and also received musical instruments donations for their long-term use. When the implementation of the activities started, few participants were interested, and females were not allowed to participate. Further, most families did not accept the notion of mixed classes including both males and females in the same space.
**PROCESS**
In order to overcome these obstacles, all stakeholders, including partner institutions, children, and parents, were involved in designing and implementing the programme. Parents were invited to attend information sessions about the importance of musical education and were encouraged to allow their children to participate. The teachers who delivered the sessions came from Hebron, which helped promote the idea of the programme as an inclusive and locally-owned initiative.
The impact of the programme affected the community in several ways. Concretely, 92 students received musical training, which contributed to their skill set and education levels, and 2 institutional partners received capacity building and physical support. Several festivals took place in the region as a result of the programme, including the Al Yasmeen Festival, and a festival which showcased the Youth National Orchestra.
But a change in cultural beliefs was also accomplished. There is now a clear acceptance within the Hebron community of the importance of teaching music, and a general acceptance of mixed classes which include both males and females. Additionally, as part of the activities, females were invited to visit the Edward Said Foundation in Ramallah, making it the first time that these women travelled to the city. | 2,032 | 890 | {
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II. Spoken Arabic: Use the three-step-procedure (3SP), i.e., read the Arabic text, translate each Arabic word one-by-one, and then translate the whole sentence without repeating the Arabic text.
When you meet someone you say:
| الله | وَرَحْمَةُ | عَلَيْكُمْ | السَّلَامُ |
|-----|------------|-----------|----------|
| of Allah | and mercy | on you all | Peace be |
III. Grammar: Learn using Total Physical Interaction (TPI), i.e., See it; Think it; Say it; Show it; and Read it with others. Use the following guidelines for showing what you mean. It will make the learning of these words extremely easy as well as enjoyable.
1. When you say هُوَ (he), point the index finger of the right hand towards your right as if there is a person sitting on your right. When you say هُمْ (they), point all the four fingers of your right hand towards your right. In a class, both the teacher and the student should practice this together.
2. When you say أَنتَ (you), point the index finger of your right hand towards your front. When you say أَنتُمْ (you all), point all the four fingers of your right hand towards your front. In a class, the teacher should point his fingers towards the students and the students should point their fingers towards the teacher.
3. When you say أَنَا (I), point the index finger of your right hand towards yourself. When you say نَحْنُ (we) point all the four fingers of your right hand towards yourself.
Please note that the following six pronouns have occurred **1160** times in the Qur’an.
| Detached / Personal Pronouns | No. | Person |
|-----------------------------|-----|--------|
| he | hu-wa | sr. | 3rd |
| they | hum | pl. | |
| you | 'an-ta | sr. | 2nd |
| you all | 'an-tum | pl. | |
| I | 'a-na | sr. | 1st |
| we | nah-nu | dl., pl. | |
II. Spoken Arabic:
| السَّلَامُ | وَرَحْمَةُ | عَلَيْكُمْ | اللَّهُ |
|------------|-----------|-----------|-------|
| wa-rah-ma-tul-laah-h | 'a-lay-kum | 'as-sa-la-a-mu |
III. Grammar: Write the 6 masculine forms of the words (he, they, you, you all, I, and we). Write it using English letters (Transliteration) if you can not write Arabic:
& Fill out in Arabic the pronouns which you have learned in the grammar above:
| Detached / Personal Pronouns | No. | Person |
|------------------------------|-----|--------|
| he | sr. | 3rd |
| they | pl. | |
| you | sr. | 2nd |
| you all | pl. | |
| I | sr. | 1st |
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The kinds of learning styles to know in your course
Editor’s note: The following is an excerpt from the new Third Edition of How to Teach Adults, by William A. Draves. How to Teach Adults is the most popular book on the subject, with more than 100,000 sales.
Adults participating in a course have always been complicated, with individual characteristics and learning styles. Yet one of the primary aims of the last century was to develop conformity in skills and knowledge. Thus the typical class has resembled a factory setting in many ways, with the participants all expected to be at the same point and have the same level of accomplishment.
Teachers have often followed the factory model by teaching only one way. Once I overheard this conversation between a teacher and learner who was behind in math:
Teacher: “I could teach you math a different way.”
Learner: “Why don’t you?”
Teacher: “Because I’m the teacher.”
This is the wrong approach. Yet slowly but surely teaching is moving from the delivery of content to helping adults learn. One reason is that in the 21st century the workplace is increasingly valuing individual strengths rather than conformity in skills. Another reason is simply that we know more now about learning styles, and that we do not all learn in the same way.
There is a fascinating growth of research about the brain and how our physical, neurological and hormonal make-up affects how we each learn. This learning research regarding nature has been accompanied by learning research regarding nurture. So others have been studying how social and cultural forces affect how we each learn. Together, the research is helping us as teachers understand and address our participants’ different learning styles.
There are several different ways of looking at learning styles. They include:
- Sensory learning styles.
- Gender learning styles.
- Generational learning styles.
- Ethnic and cultural learning styles.
- Neurological learning styles.
Sensory Learning Styles
The traditional way we have understood learning styles is that many of us have a preference in how we use our senses to learn. There are:
- **Visual learners**, who prefer to see or read something.
- **Auditory learners**, who may retain more knowledge by listening.
- **Motion (kinesthetic) learners**, who need to touch, practice or actually perform the function or task in order to learn it.
For example, if you are talking about a novel, an auditory learner may retain more by listening to the book on tape. And if you are discussing how to organize a home office, a touch learner may understand it better by actually moving furniture around.
Gender Learning Styles
Men and women learn differently. And because males and females mature at different rates, there are even greater distinctions between how boys and girls learn.
Men are generally better at learning spatial relationships (for example, maps and directions), math, science and technology skills. Women are generally better at verbal skills, language, and written communication.
Women mostly enjoy relationships and like group learning, while more men prefer learning independently. Women find it far easier than most men to express feelings, and are able to communicate feelings more quickly than men are.
Men generally have a harder time hearing than most women. In a one-to-one situation, most men prefer the teacher to sit next to them. Generally women prefer someone to sit across from them.
Males are far more likely to doodle, fiddle, and stare out the window than women. Males have a shorter attention span, and benefit from more frequent exercise or physical activity.
Females are likely to be able to sit longer and smile far more often than males. In school and college, girls turn their homework in on time. Males are more likely to disagree with or argue with an instructor. In school and college, boys often turn their homework in late.
On a bell curve with the average learner in the middle of the curve, there are apt to be more males at the low (lower performing) end of the curve. And there are apt to be more males at the upper (higher performing) end of the curve. Women are more likely to be clustered closer to the median or average.
All of these gender learning styles originate in the neurology and hormonal differences between males and females. For example, males do not want to fidget. Instead males have 15% less serotonin than females and use fidgeting as a way to focus. Males do not want to be devoid of expressing their feelings. Instead, the synapses between the neurons associated with feeling and the neurons associated with verbal expression are not as well connected as they are for females.
It is critical for us as teachers not to attach motivation or ‘want to’ labels to learning phenomenon that are clearly neurological and hormonal in origin. | 1,829 | 956 | {
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Hippopotamus
- **Weight:** 1000 kg
- **Height:** 2 m
- **Length:** 4 m
- **Diet:** Herbivore
- **Habitat:** Riverine, Swamp, Forest
- **Behavior:** Social, Omnivorous, Aquatic
- **Conservation Status:** Vulnerable
- **Lifespan:** 30 years in the wild, 50 years in captivity
- **Reproduction:** Gestation period: 8 months, Litter size: 1-2, Age at weaning: 6-8 months, Age at sexual maturity: 4-5 years
- **Predators:** Crocodile, Lion, Elephant
- **Threats:** Habitat loss, Poaching, Climate change
- **Conservation efforts:** Protected areas, Anti-poaching patrols, Breeding programs, Education and awareness campaigns
**Hippopotamus Facts:**
- The hippopotamus is the third-largest land animal after the elephant and rhinoceros.
- They are primarily herbivores, feeding on grasses and aquatic plants.
- Hippos can weigh up to 10,000 pounds and stand about 10 feet tall when standing in water.
- They are social animals that live in groups called pods, which can consist of up to 100 individuals.
- Hippos are excellent swimmers and spend much of their time in water, where they rest and cool off.
- They have a unique way of breathing while underwater by holding their nostrils closed with their lips.
- Hippos are known for their aggressive behavior and have been known to attack humans who encroach on their territory.
**Hippopotamus Conservation:**
- Habitat loss is one of the biggest threats to hippos, as they rely on wetlands and riverine environments for survival.
- Poaching is also a significant threat, as hippos are hunted for their meat and ivory tusks.
- Climate change is another threat, as rising temperatures and changing rainfall patterns can affect the availability of food and water for hippos.
- Conservation efforts include protecting hippos in national parks and reserves, anti-poaching patrols, and breeding programs to increase the population of hippos in captivity.
Figure 1: Flamingo Template
A1, A2, B1, B2
Figure 1: Schematic diagram of the elephant model. The arrows indicate the direction of the force applied to the head.
Giraffe
1. Cut out all shapes.
2. Glue together as shown.
Zebra Family
Print, cut out and assemble.
The figure shows the results of the numerical simulation for the flow around a circular cylinder at a Reynolds number of 100. The streamlines are depicted in blue, indicating the direction of fluid flow. The wake behind the cylinder is clearly visible, with the flow separating from the surface and reattaching downstream. The color gradient represents the vorticity, with darker shades indicating higher vorticity. The simulation captures the complex flow patterns around the cylinder, including the formation of vortices and the development of the wake structure. | 1,241 | 757 | {
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1. (#57) Explain in at least two different ways why
\[
\sum_{i=0}^{k} \binom{m}{i} \binom{n}{k-i} = \binom{m+n}{k}.
\]
Find one combinatorial proof (think of the examples from class) and find a completely different proof that uses the Binomial Theorem.
2. (#59) Use the Binomial Theorem to calculate a nicer expression for
\[
\sum_{i=0}^{n} i \binom{n}{i}.
\]
*Hint:* Think about taking a derivative.
3. (#64) All the powers of five end in a five, and all the powers of two are even. Show that for some integer \( n \), if you take the first \( n \) powers of a prime other than two or five, one must have “01” as the last two digits.
*Hint:* Use the pigeonhole principle.
*Example:* The smallest \( n \) such that \( 7^n \) ends in the digits is “01” is 4 (\( 7^4 = 2401 \)). The smallest \( n \) such that \( 19^n \) ends in the digits “01” is 10 (\( 19^{10} = 6131066257801 \)). Your proof won’t actually calculate the appropriate \( n \) for you, it will just show that such an \( n \) always exists.
*Another hint:* The theorem is clearly false for the primes 2 and 5, therefore your theorem *must* depend on the fact that your prime is not 2 or 5! If your theorem “works” for 2 and 5, then something must be wrong with it.
4. (Kind of #66) In this question we’ll prove that the Ramsey number \( R(3,3) \) must be at least 6. We’ll show this by proving that for \( n = 3, 4, 5 \) it’s possible to have a group of \( n \) people for which no subset of three people all know each other and for which no subset of three people all don’t know each other. (Assume “knowing” is symmetric: if \( A \) knows \( B \) then \( B \) knows \( A \).) Equivalently, we’ll show that it’s possible to color the edges of the graphs \( K_3, K_4 \) and \( K_5 \) with two colors such that there is no monochromatic \( K_3 \) subgraph.
a) Draw three vertices, labeled “Alice”, “Brian”, and “Cy”. The complete graph on these three vertices has three edges. Draw these three edges, each in red or blue, in such a way so there is no monochromatic \( K_3 \) subgraph. (Don’t overthink this one...)
b) Draw four vertices, labeled “Alice”, “Brian”, “Cy”, and “Dominic”. The complete graph on these four vertices has six edges. Draw these six edges, each in red or blue, in such a way so there is no monochromatic \( K_3 \) subgraph.
c) Draw five vertices, labeled “Alice”, “Brian”, “Cy”, “Dominic”, and “Greta”. The complete graph on these five vertices has ten edges. Draw these ten edges, each in red or blue, in such a way so there is no monochromatic $K_3$ subgraph.
5. (Kind of #65)
a) Show that in a set of six people, there is a set of at least three people who all know each other, or a set of at least three people none of whom know each other. (Assume “knowing” is symmetric: if $A$ knows $B$ then $B$ knows $A$.)
b) Explain why the fact in the previous part, together with the previous problem, shows that $R(3, 3) = 6$.
6. (Chapter 1 Supplementary Questions #1 and #2)
a) We can write the number $n$ as a sum of $n$ ones (which uses $n - 1$ plus signs in between the ones). In how many ways may we write $n$ as an ordered sum of $k$ positive numbers? These objects are called compositions of $n$ into $k$ parts. (Here, “ordered” means that $1 + 1 + 2$, $1 + 2 + 1$, and $2 + 1 + 1$ are all different compositions of 4 into 3 parts.) Note that the parts cannot be zero, they must be at least 1.
*Hint:* Think about the explanation for the “stars and bars” technique that used the robot analogy.
b) What is the total number of compositions of $n$ (into any number of parts)?
*Hint:* What is the number of subsets of a set of size $n - 1$? How does that apply here? | 1,671 | 1,075 | {
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MTA TRANSFERS OLD CHINATOWN ARTIFACTS TO CHINESE HISTORICAL SOCIETY
The past, present and future came together today in Chinatown.
The MTA presented title to thousands of artifacts recovered from the site of the old Chinatown during the excavation of the subway stations at the present day Union Station to the Chinese Historical Society of Southern California.
The artifacts were unearthed at 59 different digs during construction of the Metro Red Line Station at Union Station from 1989 to 1991. The items include cooking and serving utensils, Chinese medicinal vials, hundreds of Asian coins, stoneware shipping jars, gaming devices and toothbrushes.
"We're happy to transfer this cross-section of immigrant life in early Los Angeles to the Chinese Historical Society of Southern California," said MTA Chief Executive Officer Franklin White. "This view into the past is a by-product of our Metro Rail construction, which will serve Los Angeles well into the future."
The area had been home to the Los Angeles Chinese community from the 1870s to 1934, when the land was condemned to make way for Union Station. The population, which peaked at nearly 3,000, was relocated. The area, 12 city blocks of houses, workshops, stores, warehouses, and a mission, was leveled. The site was covered with 14 feet of fill to form the trackbed for several rail lines.
Union Station opened to rail passengers in 1939.
The area lay undisturbed for the next 50 years, until construction began on the Metro Red Line.
(MORE)
The existence of Old Chinatown was well documented in maps and census records, and the MTA hired an archaeological consultant, Greenwood and Associates, to ensure that historic items were properly removed, documented, preserved and catalogued.
Project archaeologists found intact brick foundations and thousands of items that provide a greater understanding of the early Chinese community.
"We know that cultural interaction was very limited in Old Chinatown," said Roberta Greenwood, supervising archaeologist. "Our recoveries help paint a picture of how life was back in the 1800s and how they established their homes, shops and small businesses in their community."
The MTA and the Catellus Corporation, owner of the property where the artifacts were recovered, are transferring title to the artifacts to the Chinese Historical Society of Southern California. The MTA is also providing $4,000 to fund preservation and display of the items.
The Chinese Historical Society of Southern California, founded in 1975, will make the artifacts available to scholars and will display selected items at local businesses and financial institutions.
The Society plans to build a Chinatown Heritage and Visitors Center at the site of two 110-year-old Victorian bungalows, which will be restored to their original appearance.
The MTA, which played a role in uncovering Chinatown's past, also will be a presence in Chinatown's future. One of the 13 Pasadena Blue Line stations will be in Chinatown. The Pasadena Blue Line is scheduled to open in 2002. | 1,312 | 628 | {
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HOW DO I SUMMARIZE THE ARGUMENT OF A SOURCE?
1. Identify the source’s thesis (or research question, or hypothesis). Both the introduction and conclusion are good places to look for the author’s main idea.
2. Identify the major method(s) used to investigate the problem(s).
3. Identify major points in the author’s argument by looking for repetition of key terms or ideas. Follow these through the text to see how they are developed.
4. Note the main conclusions.
5. Notice if a theory is used. How does the author interpret evidence using this theory?
HOW DO I EVALUATE THE RELEVANCE OF A SOURCE?
1. Identify why and how you intend to use the source.
Are you interested in:
• The way the research question is framed by theory or a specific context? The way the source investigates the research question (its method)?
• How the source makes new connections among evidence? Is the source problematic in any way?
• Does the source gather and analyze evidence (e.g., data, literature) effectively?
• How does the source’s conclusion bear on your own investigation?
2. Make a judgement of the source’s contribution to your research.
Adapted from “Writing an Annotated Bibliography”, by Deborah Knott, New College Writing Centre. Copyright 2018. All rights reserved. Based on materials originally developed for the Equity Studies Program, New College.
Example 1
Pendrill, Charles. *London Life in the 14th Century*. 1925. Reprint, Port Washington: Kennikat Press, 1971.
This book is about how in London in the fourteenth century, there was a complex order not just of street cleaners and fines for waste infractions, but also a system of tolls and the establishment of “sworn masons and carpenters of the city,” who were to examine encroachments into the street, as merchants’ stalls tended to grow more and more elaborate.
Points to note
Appropriate reference style (Chicago).
- "This book is about" is a text cue: description, all about a topic. Contents are listed from the source without explanation.
- One very long complex sentence, difficult to comprehend.
Overall, Example 1 is ineffective. This descriptive paragraph does not identify, summarize, or evaluate the author’s argument. Identifying the source’s argument is different than listing its contents.
Example 2
Pendrill, Charles. *London Life in the 14th Century*. 1925. Reprint, Port Washington: Kennikat Press, 1971.
In this book, Pendrill argues that although Medieval London had a complex system of street cleaners, fines, and tolls in place to deal with waste, this system was unsuccessful because the citizens and tradespeople disregarded it and left their refuse in the streets. His argument differs from Baker’s in that Pendrill admires London’s system, and believes that the reason it did not succeed was a lack of proper enforcement rather than flaws in the system itself. Pendrill’s depth of analysis includes information about the geography of London which is helpful in understanding this case.
Points to note
Appropriate reference style (Chicago).
- "Pendrill argues" is a text cue: identifies author’s thesis/argument.
- "...although Medieval London" signals subordinated structure: background information provides contrast to author’s thesis.
- "...differs from Baker's": provides specific context for comparison.
- Ends with judgement of the source’s contribution to student’s research.
Overall Example 2 is effective. It identifies the source’s argument and why the source is useful for the student’s research. | 1,595 | 746 | {
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Alnus serrulata Tag Alder
**Stream’s Edge**
Tag Alder is the native plant you don’t know you love…but think about it…those miniature “cones,” the swaying 4” male catkins that appear in February, the glossy undulating green leaves, the babbling brook or shiny pond that is usually nearby…. when you see Tag Alder, you just want to smile and say, ahhhh, there it is.
Admiring the close-up beauty of the reddish winter leaf buds, sitting on a distinctive stalk, is a great treat of Tag Alder. Interestingly, last year’s “cones” remain on the twig for up to a year for a unique and beautiful display. The “cones” are really the female catkin and native plant enthusiasts have been known to use them for jewelry and art projects.
**Landscape Uses**
Tag Alder would be an excellent choice for a challenging wet location. The multi-stemmed trunks create a tenacious thicket that becomes an effective choice for erosion control. Tag Alder is also known as a nitrogen fixer, allowing it to build up the soil in a stream area.
**Eco-benefits**
According to Doug Tallamy, Alders support 255 species of caterpillars as well as many sawfly larvae. This allows a grove of Alder to provide food and shelter for wintering birds, breeding birds, and migrant birds. Beavers seek out the twigs.
William Cullina reports the alder aphid is the “primary source of food for our only carnivorous butterfly, the harvester (*Peniseca tarquinius*), whose larvae prey on aphids much as ladybugs and lacewings do.” In addition Alder leaves are caterpillar food for tiger and pallid tiger swallowtails, white admiral, green comma and morning cloak butterflies.
**Winter wildlife tip…** add a water dish to entice birds and wildlife within view. Provide 1-2 shallow dishes with a rim on which birds can perch. Refresh the water daily, and clean the dish weekly.
**Planting Alder**
Also known as Common Alder, or Hazel Alder, Tag Alder should be available this spring at the UNCC Botanical Garden plant sale, April 14-16 or can be found at online nurseries.
A full sun location is best, but it can tolerate some shade. Another similar plant with catkins for moist-to-upland sites is *Corylus americana* (Hazelnut). Companion plants for a moist location include Buttonbush, Possumhaw and River Birch.
For more Eco and Bird Friendly pages visit:
ncwildflower.org
ncpssouthernpiedmont.wordpress.com
©2017 North Carolina Native Plant Society | 1,037 | 577 | {
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GOSPELS
TEACHING
MIRACLES
EASTER
Jesus often used parables, or stories, to teach people about God, the Law, our need for a savior, and how to live in a way that honors Him.
Jesus came to fulfill God’s promise of a savior, teach about the kingdom of God, and offer salvation to all. He was crucified and buried, but resurrected and returned to heaven.
Jesus chose to take the punishment for sin and die on a cross. He was buried, but came back to life the 3rd day. Because of His sacrifice, we can be forgiven of all our sins when we trust in Him.
Jesus showed His power over nature, sickness, and even death through miracles. His miracles showed He was no ordinary person but truly was the Son of God.
CHURCH
PENTECOST
APOSTLES
PERSECUTION
Jesus commanded His followers to tell everyone about Him and promised to send them a helper. On Pentecost, the Holy Spirit came to live in all the believers and gave them what they needed to do the Lord’s work.
God used the apostles to start the Church in Jerusalem. The Church is all believers who have been saved by faith in Jesus and it is God’s way to carry His message of hope to the world.
Not everyone liked the news they heard about Jesus, and they tried to force the apostles to stop preaching. Many believers were arrested, beaten, and even killed because of their faith in Jesus.
The men who had spent time learning from Jesus were called apostles. With the help of the Holy Spirit, they boldly preached the Gospel wherever they went and many people believed in Jesus.
Missions
Paul
Journeys
Letters
At first, Paul hated Christians and persecuted them. One day, Jesus met him on the road and changed his heart. Paul then began to travel all over the world telling others the Good News.
God used Paul and other believers to expand the church into the rest of the world. Inspired by the Holy Spirit, they wrote letters and went on journeys to share the Good News of Jesus.
The Holy Spirit inspired many leaders in the early church to write letters to people and churches to encourage them, point out things that needed to change in their lives, and remind them of God’s truth.
Paul and some of his friends, including Luke, Timothy, and Barnabas, went on journeys all over the Roman Empire to tell others about Jesus, start churches, and encourage the believers.
FUTURE
RETURN
JUDGMENT
ETERNITY
When He was on earth, Jesus promised that He would come back again someday. No one knows when, but one day, Jesus will keep His promise and return.
Jesus is coming back to fulfill prophecy, defeat His enemies and rule forever. God will judge the earth and all people. Those who have been saved by grace will be with Him forever.
God will make all things new, right, good, and perfect again. Jesus will reign as king and people who have been saved by faith will have a perfect relationship with God forever.
God will judge all people for their sins. Those who have been saved by faith will be with Him forever. Those who did not choose to trust Jesus will be separated from God forever because of their sin. | 1,149 | 680 | {
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Class 2 Autumn 1 Me and My Family
Over this half term we shall be learning about 'Me and My Family'.
Our main subject focus for this half term is: History.
Our key learning skill is: Resilience.
We shall be learning about changes within living memory by finding out about our own family by asking questions to our parents and grandparents. We shall be looking at how daily life has changed since our parents and grandparents were younger.
We shall also be developing our understanding of how many of the changes of our daily life, within living memory, are due to changes and advances in technology.
Science
We shall be learning about animals, including humans. This will include how animals, including humans have offspring that grow into adults, finding out about the basic needs for survival and understanding that exercise, healthy eating and hygiene are important for growth.
We shall be working scientifically to investigate hand washing and exercising, as well as designing a healthy meal.
Healthy eating is important for children's growth and development. It can help them stay healthy, have more energy, and perform better in school.
The children will learn to use technology safely and respectfully and understand that there are rules to be followed when using ICT, such as keeping personal information private and identify where to go for help and support if they have concerns about others online.
Music
We shall be listening to music from when our parents and grandparents were younger and responding with our likes and dislikes.
We shall also be learning to sing some harvest songs.
Art
The children will be learning to mix primary colours to make secondary colours and to apply different colours to paper, maintaining their separateness.
They will be gaining greater control and effective manipulation skills as they apply paint to paper.
**Design and Technology**
We shall be making sandwiches to share with our grandparents. We shall also design and make a lunch box to bring the sandwiches home to have tea with our grandparents.
P.E.
The children will learn a variety of team games to develop spatial awareness, moving in different ways and along different pathways, dodging and changing direction.
R.E.
In R.E. we shall be thinking about why and how we celebrate Harvest Festival. We shall also be looking at how Harvest Festival is celebrated around the world.
PSHE - Relationships
We shall be learning that respect is two-way and that you should treat others as you expect to be treated.
We shall discuss who cares for us and whom we can go to for help if we need it.
We shall focus on the importance of learning from your mistakes and being able to bounce back from setbacks. We shall set goals and develop our self-confidence, believing that we can do it.
Homework
Children always have reading as part of their homework and are expected to read at home regularly. In mathematics the children need to practise the number bonds to and within 10, initially and then use these to calculate number bonds to and within 20; as well as practising their 2’s, 5’s and 10 times tables. Spellings are uploaded on to Teams each week for the children to learn. | 1,167 | 620 | {
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KITT PEAK — Twenty students from across the nation are "shooting for the stars" this week at the inaugural astronomy camp held by the University of Arizona Alumni Association.
This camp, the first of its kind in Arizona, is being held in a fitting place, because Tucson is regarded as the "astronomy capital of the world," said Joan L. Morrill, assistant director of UA's alumni office.
Coordinators of the camp are Morrill, Ray White, an astronomy professor who is associate director of UA's Steward Observatory; and Larry Dunlap, Flandrau Planetarium education director. White and Dunlap serve as supervisors when the students go on their field trips.
The students, between the ages of 11 and 15, traveled from as far away as Minnesota and New Jersey for the camp. They are spending the week observing different aspects of astronomy.
In the evenings, they go to Flandrau Planetarium to study the constellations and learn how to adjust a telescope to find the stars on their own.
On Tuesday, the students were given a tour of Kitt Peak, home of the Robert R. McMath solar telescope, the world's largest.
The students were shown how the telescope tracks the sun throughout the day by using an 81-inch mirror that takes the sun's beam hundreds of feet into the earth and reflects it into optical equipment that feeds it to instruments at the observatory's base.
They also were given the opportunity to look directly at the sun with the use of the solar patrol telescope, a smaller solar telescope that uses filters to make the sun look like a large red ball.
With the use of this telescope, the sun's surface appears splotchy and the outer edges appear to be in constant motion.
The 12-meter radio telescope was cause for concern for one of the students, 11-year-old Kim VanRavenswaay of Rio Rico.
While one of the telescope operators was rotating the 50-foot telescope, a small bolt fell onto the floor.
VanRavenswaay came up to White with a very concerned look on her face. She held out the bolt and said, "Ray, this just fell out of the telescope."
"She had this 'Tell me it will be OK' look on her face," White said and he burst into laughter.
Everything turned out fine. To the little girl's relief, the telescope did not fall apart.
The students will be on Mount Lemmon from 3 p.m. today to midnight tonight, to observe the night sky with Steward Observatory's 40-inch telescope and with other, smaller telescopes.
The students will be given a lecture on searching for comets and will photograph constellations.
On Tuesday, the students, most of whom never had been to Kitt Peak before, were attentive and noticeably amazed by the magnitude of the telescopes. All seemed enthusiastic about an astronomy career, with the exception of one student who expressed the fear of "never being able to go to a party because you have to work at night."
Nicole Babcock, 12, of Tucson, said that before she came to Kitt Peak, she was interested in astronomy because of the science involved, but did not think it was all that fun. "It seems like a lot of fun, now that I have been here," Babcock said.
Todd Henry, one of the graduate students helping with the camp, said that probably the most important thing the students would learn is that astronomers hardly ever actually look through telescopes anymore. Astronomers use a computer screen to give them an image of the night sky, Henry said. He added that "these kids will see more telescopes this week than most people ever will see in their lives."
The camp will last until Saturday, when all 20 students will graduate in a Flandrau Planetarium ceremony at which they will be given certificates for their achievements. | 1,390 | 790 | {
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BAYARD RUSTIN INSIDE ASHLAND
Written and Directed by Steve H. Broadnax III
Arranged and Composed by Jason Michael Webb
Pre-Performance Guide
People’s Light
CONTENTS
VISITING THE THEATRE
p. 4
CHARACTERS
p. 16
VISITING THE THEATRE
I am going to People’s Light to see a show called BAYARD RUSTIN INSIDE ASHLAND. This show will have music, costumes, and lots of light, sound, and video effects.
Masks
I will see signs in the Lobby to remind me to wear my mask while I am visiting the theatre. Masks protect me and others from the COVID-19 virus. I will keep my mask on the entire time I am inside the theatre. I can take my mask off if I am outside or eating or drinking.
Chill Space
People’s Light will have a Chill Space in the upstairs lobby where I can relax. I can visit the Chill Space any time I want.
Light Effects
Lights will flash when an actor poses for a pretend photograph. If the lights are too bright or too fast, I can close my eyes while the lights are bright or flashing. I can also wear my sunglasses.
Music
Actors in this play will sing. Musicians will play guitar and piano. Sometimes the guitar is very loud. If I bring headphones or earplugs, I can wear them during the loud portions of the show.
Sound Effects
When actors pretend to enter a jail cell, I will hear a loud buzzing sound. If the sound is too loud, I can cover my ears.
Video Effects
I will see videos and photographs on the theatre walls. I will see the date 1944 to let me know when the play takes place. I will see people from World War 2, protestors from the 1960’s, and protestors from the Black Lives Matter movement. I will also see images on the walls that look like people’s shadows. The actors pretend those shadows are real people.
Nudity
An actor is forced to take off all his clothes and stand naked before he pretends to enter prison. The actor covers his genitals with his hands. The actor is naked to show how badly some prisoners are treated.
Violence
Actors will pretend to fight. In this play, an actor playing a jail guard will pretend to strike another actor. Actors will also pretend to force food into an actor’s mouth.
Homosexuality
The main character, Bayard Rustin, is homosexual. In 1944, when this play begins, homosexuality is illegal. While Bayard is in Ashland prison, other male inmates accuse him of trying to have sex with them.
Race
In this play, African-Americans call themselves “Black.” Sometimes the white people in this play call Black people insulting names like “nigger,” “monkey” or “spade.” I will hear white and Black people use these names to show how badly Black people are treated. I will never use these terms.
End of Play
When the play is over, the actors will take a bow. People will clap to thank the actors. I can clap if I want to. If the clapping is too loud, I can cover my ears.
CHARACTER PROFILES
Real People
All the people in this play are based on real people who lived in the 1940’s. Actors will pretend to be those people.
In this play, Bayard Rustin’s mother Florence comes to him as a spirit and talks to him. The actor who plays Florence is a real person, but spirits are not real. Bayard talks to his mother’s spirit like she is still alive.
Actors in this play can play several roles. The actor who plays Davis Platt also plays a prison guard and another prisoner named Schoolboy.
Bayard Rustin is an African-American leader who works for the rights of African Americans. In 1944, Rustin is sent to Ashland Prison because he refuses to fight in World War 2. He is also homosexual, a man who loves other men. Rustin organizes the 1963 March on Washington, D.C., where more than 200,000 people gathered to speak out for rights for African-Americans.
A. J. Muste is a religious leader and a friend of Bayard. He wants to help Bayard and he encourages Bayard’s work. Muste believes in peace and opposes war. He will read letters he writes to Bayard.
Warden Hagerman runs the Ashland Prison, where Bayard Rustin is sent. He follows the Bible and believes that Black prisoners and white prisoners should live separately from each other. Hagerman allows Rustin to teach white prisoners and to create a singing choir with both Black and white inmates.
Florence
Florence Rustin is Bayard’s mother. Because she was so young when she gave birth to him, she pretended to be his sister and pretended that his grandmother was his mother.
Tennessee
Tennessee is another jail inmate who becomes friends with Bayard. He later says that Bayard tried to have sex with him. He thinks about hanging himself but changes his mind.
The pre-performance materials were developed by:
LEIGH JACKSON
Director of Accessibility and EDI Programming
People’s Light
CHRISTINA SMITH, MOT, OTR/L
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Exodus 19 en 20
DE WETGEVING
Joseph’s brothers were jealous of him, so they sold him to some traders who took him to Egypt. Joseph was sold for twenty pieces of silver. Joseph was taken to Potiphar, an Egyptian official, and he became his servant.
Potiphar’s wife tried to seduce Joseph, but he refused. She told her husband that Joseph had tried to rape her, and Potiphar put Joseph in prison. Joseph was thrown into jail with other prisoners. Joseph was very kind to everyone in jail, and the jailer liked him very much. He made Joseph look after all the prisoners. Joseph was very good at his job, and the jailer trusted him completely.
Moses went up to the mountain, and the Lord called to him from the top of the mountain.
The Israelites were slaves in Egypt for many years. They had to work very hard and were treated badly. One day, God told Moses to go to Pharaoh and ask him to let the Israelites leave Egypt.
Moses went to Pharaoh and asked him to let the Israelites go. Pharaoh said no, but God sent ten plagues on Egypt to show Pharaoh that He was in control. The first plague was frogs that covered the land. The second plague was lice that covered everyone. The third plague was flies that swarmed everywhere. The fourth plague was livestock that died. The fifth plague was boils that covered people’s skin. The sixth plague was hail that destroyed crops. The seventh plague was locusts that ate all the crops. The eighth plague was darkness that covered the land. The ninth plague was the death of the firstborn son. The tenth plague was the death of the firstborn son.
After these plagues, Pharaoh finally agreed to let the Israelites leave Egypt. The Israelites left Egypt with their families and all their possessions. They traveled through the desert for many days until they reached the Red Sea. God told Moses to stretch out his staff over the sea so that the Israelites could cross safely. When the Israelites crossed the sea, the waters closed up behind them. The Egyptians tried to follow them but the waters closed up again and drowned them all.
The Israelites were free at last! They thanked God for saving them from slavery and for leading them to freedom.
Moses spoke to all Israel, saying: "This is what the Lord has commanded."
The people were amazed at what Jesus did. They said, “Never before has anything like this happened in Israel!”
The woman in the white dress is pointing at the man with the blue mat, and she looks surprised. The man with the blue mat looks confused.
I'm scared to sleep alone.
I'm going to school today.
I'm going to show you my drawings!
The family is sitting on a blue couch, watching a cartoon about a wedding.
A boy is playing with a ball in a playground. A girl is swinging on a swing, and her mother is pushing her.
I'm sorry, but I don't see any text in the image you provided. It appears to be an illustration of two characters in a classroom setting. If you have any questions or need assistance with something else, feel free to ask!
I want to play soccer!
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People at Church Help Me
“God gives people to help me.”
(See 1 Corinthians 12:28.)
This month we will help your child:
• develop an awareness of the name of Jesus;
• and associate Jesus with being loved and helped.
May
Do these activities with your child to continue the learning your child has experienced at church.
Little Activities for Little People
Babies
• Make up or sing to your child songs that you know about church to help your child develop happy and safe feelings about church. Sing often to your child to calm him or her or to accompany your child’s play. Your baby enjoys your voice more than any other sound. So don’t be shy—sing silly or sweet or any way you like!
• Even a young baby will enjoy watching soap bubbles as you blow them. Point to the bubbles and talk about how they are floating around the room. Gently blow a bubble toward your baby. Say, I’m blowing bubbles for you to see, Alysha. I’m glad to be with you. Jesus loves you.
Do It!
People Help Me
People at church help me.
They say “hello!”
And smile at me.
They hold me close
And play with me
And give me good things to eat!
Say and do this finger play as you play with your child. Use your child’s name instead of “me.” Talk about the people who care for your child at church. (If your church has a picture directory, show pictures of these people to your child.) Do this finger play many times, but especially immediately before and after your child has participated in the church nursery program. Your child’s confidence and pleasure in the nursery will grow as he or she sees you affirming and enjoying your child’s experiences in the nursery program, too.
Sing It!
Showing God’s Love
(Tune: “Twinkle, Twinkle, Little Star”)
I will smile and play with you.
Jesus helped His good friends, too.
I can show I care for you
To help you know that God loves you.
Sing this song as you serve a meal to or play with your child. Talk about how you enjoy caring for your child. Smile at your child and tell him or her that you smile to show you love him or her. Talk about how people at church like to smile and take care of your child. If a child knows the name of his or her teacher at church, sing the song using the person’s name in place of the word “I.”
Q: How can I tell what my baby wants when he or she can’t talk yet?
A: You can learn most about your baby by slowing down and being observant. A great deal of communication goes on with even the youngest child. The first and most basic part of this process is simply to watch your child. One well-known psychologist has said, “If you want to know how a baby feels, watch his feet.” That’s good advice! Notice your baby’s facial expressions, sounds, body posture and gestures. These provide the foundation for understanding what your baby is trying to communicate.
Place yourself at your child’s eye level. Smile and talk quietly with him or her. As you make eye contact, especially when doing something routine like changing diapers, watch and talk to your child to indicate your interest and care. This encourages the child to respond.
Rather than going into action only when your child fusses, work towards paying attention and responding to your child even when he or she is not fussing. You may find that as you become better at this, your child fusses less and communicates more!
Because everything is new to your baby, it is very easy for him or her to become overstimulated. If your baby looks flushed, try reducing the stimulation—lower the lights, turn down the noise, remove some of the toys and gently stroke your child. Children’s reactions don’t instantly change, but by paying attention to your child’s reactions, you will discover what helps to soothe him or her.
If you observe your child trying hard to grab a rattle, but unable to do so, or trying hard to do something else but failing, he or she will fuss to express frustration. Instead of saying, “Don’t cry!” move the rattle closer or help your child hold the rattle and bring it to his or her mouth, talking to your child as you do so. In this way babies and toddlers learn that communication works.
Bottle Bowling
• Wash and dry several empty plastic liter pop bottles. Stand the bottles upright on the floor. Help your child roll a ball toward the bottles to knock them down. Clap and cheer when the bottles fall down. Say, You knocked the bottles down!
• Let your child set up the bottles however he or she wants to. Your child may also want to knock down other toys as well. Continue to play as your child shows interest.
“Children are God’s apostles, day by day. Sent forth to preach of love, and hope, and peace.”
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The Association of Science-Technology Centers (ASTC) is a global organization providing collective voice, professional support, and programming opportunities for science centers, museums, and related institutions, whose innovative approaches to science learning inspire people of all ages about the wonders and the meaning of science in their lives.
The Biogen Foundation provides access to scientific education and essential human services to children and their families in the communities in which Biogen operates. We are committed to raising a passion for science and research by supporting effective science education initiatives and strengthening efforts to make science education and scientific careers accessible to diverse populations.
The ambassador program enlists secondary school students, 13-19 years old, to give presentations on dynamic biotechnology topics in their schools & communities – inspiring others to engage in science. Ambassadors train in science communication & interact with international students through online exchanges. The program allows youths a unique view into STEM careers & access to scientists & industry leaders from around the world.
**RECRUITMENT**
- 13 -19 years old
- Open call
- Classrooms & teachers
- Gifted programs
- Applications & camps
**BIOTECH RESEARCH**
- Scientist & industry mentors
- Laboratory and/or communication topics
- Hands-on experience in labs
- Discussions with peers & experts
**SCIENCE COMMUNICATION**
- Communication workshops & virtual exchanges
- Festival booths and tables
- Presentations for judges & media
**EVALUATION**
- Local 3rd party evaluators at each site
- Science center reports
- Final project report (2018)
**TEENS AND SCIENCE COMMUNICATION**
“A powerful way for teens to learn about science is to communicate it. In communicating about science with different audiences, teens can experience the beneficial role of science in society and our everyday lives, and participate in evidence-based dialogue and decision making.”
Cristin Dorgelo, President and CEO of ASTC, former White House Office of Science and Technology Policy Chief of Staff
**LESSONS LEARNED & CHALLENGES**
- Science centers were able to increase the local impact of the WBT
- Ambassadors often credit the program in helping them make decisions about their study choices & careers
- Ambassadors are effective in engaging non-traditional science center audiences
- Language barrier
- Fostering communication
- School schedules and commitments
**CONTACT**
ASTC: Carlin Hsueh, firstname.lastname@example.org
Walter Staveloz, email@example.com
818 Connecticut Ave. NW, FL 7 | Washington, DC 20006 USA
WWW.WORLDBIOTECTOUR.ORG | 1,364 | 543 | {
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How we identify pupils with SEN at Castle Hill Primary School
Staff have concerns about a pupil- they are not making expected progress despite receiving high quality, differentiated work as part of universal provision through quality first teaching.
Step 1: Identify the Barriers to Learning
Class teacher to investigate the problem- analysis of pupil’s needs:
- What are the origins of the problem?
- What are the pupil's needs?
- What are the needs that aren’t being met?
- What needs to be different for the pupil?
- What is impacting on and maintaining the difficulty or need?
Evidence to support the investigation may include:
- Teacher's professional experience
- Work in books
- School assessment data
- Pupil's performance in relation to their peers
- Results from any standardised assessments
- Observation records
- Discussions with other staff
- Discussions with parents
- Discussion with the pupil
- Pupil Progress Meeting
Step 2: Plan of Action to be Drawn Up
- Gather baseline data- e.g. phonic assessment, number bonds, behaviour record
- Decide what will be done differently to help the pupil (e.g. reduce copying from the board, seating arrangements, visual aids, concrete apparatus, give longer to think/ respond to questions)
- Ensure TA knows how to use scaffolding techniques to encourage as much independence as possible
- Identify the objectives and exit criteria for any intervention- complete an intervention log- SMART
- Record concerns on class provision map and inform Phase Leader of concerns
Step 3: Make the Changes/ Start Intervention
- Record changes, observations, improvements, problems etc.
- Monitoring register
Step 4: Review Progress
- Has the child made progress, achieved the intended outcome? Evidence of transfer of learning should be seen in books, behaviour etc.
- Has anything changed for the pupil or is further interventions needed?
- Has the right intervention been used?
Step 5: Taking it Further
If, despite high quality intervention/support for at least 2 intervention cycles, the pupil is not making progress the class teacher should consider:
- Altering the intervention based on the evidence obtained from the first interventions.
- Looking for support/advice from Phase Leader
- Discussing the problems with inclusion manager
- Follow Gloucestershire graduated pathway
Step 6: Inclusion manager to investigate further using standardised tests, discussions with staff, parents, observations of the pupil, school assessment data. If appropriate, the pupil will be placed on the SEN list.
- Inclusion manager will help to determine if the gap is significant based on age expectations for all children, not just Castle Hill pupils
Step 7: Wave 3 Interventions
The pupil will be supported using the Gloucestershire graduated pathway- MyPlan, MyPlan +, EHCP. Use Plan, Do Review system to monitor. If they came off register, continue monitor. | 1,301 | 585 | {
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Saint Scholastica and her twin brother, St. Benedict, were born about the year 480 to a Roman noble family in Norcia, in central Italy. The twins’ mother died at their birth. When Benedict was old enough, he left home to study in Rome, leaving Scholastica with her father to tend the family estate.
In time, Benedict left his studies to live first as a hermit, and then as the head of a community of monks in Italy. When Scholastica saw her brother’s life of prayer and close relationship to God, she gave up everything and followed his example. She lived for some time in a community of pious virgins, eventually founding a monastery of nuns there.
The brother and sister communities were about five miles apart. Saint Benedict seems to have directed his sister and her nuns, most likely in the practice of the same rules by which his own monks lived, such as the rule of hospitality: “Let all guests who arrive be received like Christ—the key is to welcome every guest like Christ.”
The twins visited each other once a year at a house situated halfway between the two communities since neither was permitted in each other’s monastery. In the last visit between the siblings according to the Dialogues of St. Gregory the Great, they passed the time as usual in prayer and pious conversation. Scholastica sensed her death was close at hand and she begged Benedict to stay with her until the next day. He refused her request because he did not want to spend a night outside the monastery.
Scholastica then joined her hands together, laid them on the table and bowed her head upon them in supplication to God, asking Him to let her brother remain. When she lifted her head from the table, immediately there arose such a storm that neither Benedict nor his fellow monks could leave.
Benedict asked her what she had done. She replied, “I asked a favor of you, and you refused it. I asked it of God, and He has granted it!” Benedict had no choice but to stay and speak to his sister all night long about spiritual matters—including the kingdom of heaven for which she would soon depart.
Three days later in the year 543, in a vision Benedict saw the soul of his sister, departed from her body and in the likeness of a dove, ascend into heaven. He rejoiced with hymns and praise, giving thanks to God. His monks brought her body to his monastery and buried it in the grave that he had provided for himself. Saint Benedict followed her soon after and was buried in the same grave with his sister.
Saint Scholastica shows us that God does respond to our prayer. She models the virtue of purity in her life and entered heaven in the form of a dove to show us the way of innocence.
Saint Scholastica is the patron saint of cloistered nuns. Her feast day is February 10.
Prayer to St. Scholastica:
Saint Scholastica,
You gave yourself totally to God,
help me to give myself totally to God through prayer and service of others.
You lived your Rules of Life with great joy,
help me to follow the Commandments and the Beatitudes with great joy.
You formed Monasteries and “Received every Guest who arrived be received like Christ.”
Help my home-place to be a place where God dwells, and let me receive guests, family members and strangers with respect, love, food, water, clothing, and medicine in need.
Help me to seek Christ’s face always. Amen | 1,195 | 727 | {
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The Dinner Table Project
September 2017
Developmental Assets
The Search Institute has identified building blocks of healthy development, the 40 Developmental Assets, for four age groups. These building blocks have been proven to help youth grow up healthy, caring, and responsible. Each month, we introduce three assets and include tips on how you can encourage these assets in your everyday life. Please visit our website at thedinnertableproject.com to view the full list.
1. Children as Resources
It is important that the child contributes to family decisions and has opportunities to participate in positive community events.
Tip: Let your child plan dinner one night a week. Take them to the store with you to pick out the ingredients and let them help prepare the meal whether they are old enough to help cook, prep, or set the table!
2. High Expectations
Parent(s), teachers, and other influential adults encourage the child to do his or her best in all tasks and celebrate their successes.
TIP: Create a reward system! For every good grade your child gets, they get a point. Once they "collect" so many points (i.e. 25), they get a reward! Either they get to pick the movie for a home movie night or they get to choose a piece of candy from the store, it's up to your family to decide!
3. Sense of Purpose
Child welcomes new experiences and imagines what he or she might do or be in the future.
Have each family member create a "vision board". This can be done on a piece of paper or on poster board. Have everyone put cut-out pictures from magazines (most public libraries give out old magazines for free) on the paper or poster board of things they would like to do or be in the future. At the end of each week, when you're around the dinner table, talk about what you each did that week to get you closer to your "vision".
September 10th is World Suicide Prevention Day!
September 10 - 16, 2017 is National Suicide Prevention Week
#BeThe1To
ASK. KEEP THEM SAFE. BE THERE. HELP THEM CONNECT. FOLLOW UP.
Find out why this can save a life by visiting www.bethe1to.com
If you're struggling, call 1-800-273-TALK (8255)
thedinnertableproject.com
Ellen Walsh – email@example.com – 270.442.8039 ext. 703
Samantha Powell – firstname.lastname@example.org – 270.442.8039 ext. 701
Conversation Starters
Where do you see yourself in 5, 10, and 20 years?
Who do you look up to? Why?
What are two jobs that you think are really cool or interesting? Why?
If you had to eat just one food for the rest of your life, what would it be?
If you could have any animal as a pet, what would it be?
What is one thing you want to accomplish or do in your lifetime?
Dinner Table Game
10 Things I Love About...
Take turns choosing a topic. Then, go around the table and have everyone name something they love about that topic. Examples include: seasons, holidays, a person, place, etc. Try to come up with 10 things you love about whatever the topic is!
Recipe
Asparagus Sweet Potato Chicken Skillet
What you’ll need:
1 lb. boneless chicken breasts
1 tablespoon olive oil
Salt and pepper
3 garlic cloves, minced
1 medium sweet potato, peeled and diced
½ cup chicken broth or water
½ lb fresh asparagus (the spears should be cut at a diagonal in 1 and 2 inch pieces)
½ teaspoon crushed red pepper
Directions:
Cut the chicken into small pieces and season with salt and pepper.
In a skillet over medium heat, add olive oil, garlic and chicken.
Sauté the chicken for about 7-10 minutes or until it is cooked though. Don’t forget to stir well. Set chicken aside.
In the same skillet, add sweet potato and chicken broth.
Cook for about 7-10 minutes or until the sweet potato is cooked.
Add asparagus and cook for about 4-5 minutes.
Season with salt, pepper and crushed red pepper.
Derived from: https://www.primaverakitchen.com/asparagus-sweet-potato-chicken-skillet/print/
Health Ideas for Practicing Self-Care
Physical
Go for a walk - Dance - Clean and reorganize - Stretch
Mental
Read a book - Color or draw - Turn your phone off
Emotional
Talk to a friend - Journal - Meditate | 1,763 | 965 | {
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Welcome to a fun experience with your 2-3 year old! This letter is to acquaint you with Toddler/Parent class procedures.
Our goal at Head Over Heels Gymnastics is to introduce basic gymnastic skills and exploration through the use of specialized preschool gymnastics equipment. This program is designed to build strength, coordination, and self-confidence while incorporating interaction between parent and child. Our progressive lesson plans work to develop both fine and gross motor skills through fun and engaging activities.
Gym Tot Class at HOH
Toddler Class Highlights
- Fun time with Mom or Dad
- Jumping, landing, and rolling skills
- Learning in a group atmosphere
- Physical Fitness is FUN!
Parent/Adult Participation
- Adult Participation is required! (If a parent is unable to attend nannies, relatives and friends are more than welcome to participate adhering to the 1/1 ratio).
- You are your child’s partner (and teacher’s second set of eyes and hands) and must stay with them at all times during class.
- A participation form must be signed by each parent/guardian participating with your child in the gym.
Each Class will start in our warm-up area where we do partner stretches, and try to learn basic body positions and terminology. We realize that toddlers have a mind of their own and the best way to keep them involved in our activities is to grab a hand and be their partner. We expect that they will wander some at first. For safety reasons, please immediately follow and retrieve them.
We will introduce stations for you to accompany your child where the teacher will show you the objectives of each task and how to help you assist your child. Remember, any attempt at a station is a success!
Activity stations will include large muscle areas for jumping, running, rolling, swinging, as well as fine motor skills. There will also be some free exploration time for them. For safety reasons, it is important that you always stay within arms reach of your toddler and siblings should not accompany you to class.
Equipment Safety
- Trampolines: only 1 person on the trampolines at a time. Please do not step on the blue edges of the large in-ground trampoline.
- Foam Pits: Our foam-filled pits are bottom entry only (never face or belly first). Children need to keep their head above foam blocks so they can be seen at all times. *For the safety of your child, please lift him/her out of the pit from under their arms.*
- Resi-mats: We have 2 large in-ground mats located next to each foam pit. Please use caution while walking across these mats as they do sink down.
The First Weeks of Class
The first weeks of class may be a bit busy for your child. As soon as you enter the gym they want to go, go, go! If you and your child are new this session, please realize that the first time or two is the hardest for you and them. There will be other children who have been in the program longer, and may be older. There are many different developmental stages between 2 and 3. Try not to compare your child to them. They were new once also.
It is okay if your child does not want to participate in the exact way the teacher presents the lesson; try to follow along and enjoy their attempts. Eventually they will become more accustomed to the class structure.
By the end of a term it is truly amazing how many things they can do!
www.HeadOverHeelsMA.com 781-659-3378
412 Washington Street Norwell, MA 02061 | 1,330 | 735 | {
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STEP 3 ▶ コア・カンパセーションの確認
STEP 1 のコア・カンパセーションのトランスクリプションです。語注も参考にしながら、内容を確認してください。（訳は p.60）
Kaori: Hello, John. How is your first day? Is everything OK?
John: Yes. But I think this coffee maker is broken. Is this the start button?
Kaori: Yes. But first you...uh...what is the word?
John: I have to plug it in. Sorry. I'm not good with machines.
Kaori: I can see that. That's OK. Um, what is your job here?
John: I'm a computer programmer.
Kaori: Are you really a computer programmer?
John: Just kidding. I'm in overseas marketing. How about you?
Kaori: I'm a, um, software analyst.
John: Wow. That's impressive. By the way, where are you from, Kaori?
Kaori: I'm from Sendai, in Miyagi prefecture. It isn't so interesting.
John: Yes, it is! That's the real Japan. Oh, the coffee's ready. Would you like some?
Kaori: Yes please, thank you.
【語注】
broken: 壊れた
What is the word?: 単語は何だっけ？（単語が出てこないときに使うストラテジー。p.63 参照）
plug: 挿し込む
just kidding: 冗談です
analyst: アナリスト、分析者
impressive: すばらしい
prefecture: 県
STEP 4 ▶ STEP 2 の解答・解説
STEP 2 で行った応答練習の解答と解説です。左ページにあるコア・カンパセーションのスクリプトとあわせて、解答の確認をしましょう。
be 動詞の疑問文に対する答えのパターンはいろいろです。“Is he happy?”という疑問文に対する答えを示すと、一番短いものから次のようになります。
① Yes. No.
② Yes, he is. No, he is not.
③ Yes, he is very happy. No, he is unhappy.
④ Yes, he is. He is very happy. No, he is not. He is unhappy.
①のように簡単に答えてもいいですが、それではぶっきらぼうな感じになってしまうこともありますので、本当は、②③④のように、もう少し情報を付け加えた方がいいです。ただ、この段階では、あまり「無理をして」話す必要はありません。無理して話すと変な英語が身に付いてしまいますから。
【応答練習の解答】
1. John’s first day is not OK.
False
2. Kaori is not from Nagano prefecture.
True
3. John is not good with machines.
True
4. Kaori is from Tokyo?
No. / No, she is from Sendai.
5. John is in overseas marketing?
Yes. / Yes, he is.
6. The coffee maker is broken?
No. / No, it’s not broken.
7. Is John good with machines?
No, he is not good with machines.
8. Is John a computer programmer?
No, he is in overseas marketing.
9. Is Kaori a software analyst?
Yes. / Yes, she is.
【応答練習の訳】
1. John の初日は大丈夫ではありません。
誤
2. Kaori は長野県の出身ではありません。
正
3. John は機械に強くありません。
正
4. Kaori は東京出身ですか？
いいえ。彼女は仙台の出身です。
5. John は海外マーケティング部ですか？
はい、そうです。
6. コーヒーメーカーは壊れていますか？
いいえ。壊れていません。
7. John は機械に強いですか？
いいえ。彼は機械に強くありません。
8. John はコンピュータ・プログラマーですか？
いいえ。彼は海外マーケティング部です。
9. Kaori はソフトウェア・アナリストですか？
はい、そうです。 | 830 | 966 | {
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My Choices: 3 Ways to Behave
www.bozenazawisz.com
Bashful
Sometimes we can feel bashful, shy, or quiet.
We may worry too much about what someone else is thinking about us.
and feel uncomfortable to, or forget to say, what we think and want.
Our voice can sound very weak, quiet.
We may feel like we want to hide.
We may feel sensitive and easily hurt.
Kind
Whenever our behavior is kind we are sensitive to another person’s feelings, and we look after ourselves as well.
We say what we feel, think, and want.
We feel good about who we are.
Our bodies feel straight and tall.
When were you kind and nice to your friends?
Did you take turns to speak?
Did you say what you thought and felt and then listened to your friends?
When were your friends kind to you?
Were they paying attention to what you had to say, and behaved kindly?
Mean
Sometimes children can be mean.
They can behave like they don’t care about what you think and feel.
They can say things without thinking.
They can act bossy.
They can sound like they are putting you down.
Can you sort the behavior of these children and characters into:
- Shy,
- Kind,
- Mean?
The characters in the images represent different archetypes and themes that can be explored through storytelling. The first image shows a character with a crown, symbolizing royalty or leadership. The second image features a dwarf, which could represent humility or a journey of self-discovery. The third image depicts a princess, often associated with beauty, grace, and strength. The fourth image shows a pig, which might symbolize innocence or simplicity. The fifth image illustrates two children playing with swords, suggesting themes of adventure, bravery, or sibling rivalry. The sixth image captures two children sitting on the ground, possibly indicating themes of friendship, communication, or shared experiences.
Can you sort these situations into:
- Shy,
- Kind,
- Mean?
- Mum is asking you to pack away toys and you don’t do it
- You let someone play what they want all the time
You listen to a friend when they are talking and then have your turn to talk
Someone is mean and you do nothing
Someone is mean and you tell them to stop, in a strong voice
You talk to a friend and don’t let them have a turn to talk
You feel too tired to play soccer, but you don’t say anything
A friend wants to tell you about their weekend and you listen to them, then tell them about your weekend. | 899 | 530 | {
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2002 was the warmest year since 1990 in terms of “mean daily temperature”, though the daily maximum of 28.6°C/83.5°F on July 29 was a little down on last year’s value and 0.6°C below the 30-year mean. The year eventually ended as the second warmest on record here [1956] with only 3 years, 1995, 1990 and 1989 having seen higher mean maximum temperatures. Solar radiation [black bulb temperatures] have set new records for the months of March, April, October and November with December the second highest since 1964.
It was also the sunniest year since 1999 with 1571.4 hours of bright sunshine with only 4 years producing higher values, 1999, 1995, 1990 and 1989. Howbeit, no sunshine records were broken in 2002 though individual months turned in some unusual data. June’s sunshine was significantly up on a normal month, whilst August was the dullest since 1987. September was the sunniest since 1991 whilst December ended as the dullest since 1995.
The year was also the fifth wettest since 1981 with 829.5mm/32.7ins of rain falling over a time-span of 197 days that was the wettest in terms of “rain days” since 1972. Just 2 days produced falls in excess of 25mm/1inch, July 30 with 26.5mm/1.04in and October 13 with 30.1mm/1.19in. In terms of duration 2002 saw rain falling over 786.6 hours with the highest daily total of 21.5 hours occurring on October 13. By far the heaviest fall of rain was on August 3 when it was falling at a rate of 125mm/4.92ins per hour for a minute or so.
Winds were predominantly from the WSW on 45 occasions though the year saw an easterly component on 39 days with both a westerly and SSW on 38 occasions. Over the year just 1 incidence of a “calm” was reported, on January 6, the mean speed over the year ending at 5.9 knots/6.8 mph. Gusts in excess of gale force occurred in 6 individual months with the strongest to 54kn/62mph on October 27, a day that saw widespread structural damage throughout the region. This was the only gale reported in over 2 years.
Over the year there were 67 sunless days, he most since 1997, with 60 “sunny” days [>9hrs daily] and 12 “very sunny” days [>12hrs daily], the former showing the best results in 5 years. In all 6 days were “hot” [max>25°C/77°F], poor by recent standards and when compared with the 41 such occasions in 1995 and the 32 in 1990!
The area indication the most dramatic change was with the incidence of snow, sleet and frost. In 2002 just 2 days saw snowflakes as against the 19 last year, 20 in 1999 and 44 in 1979. Lying snow has been equally sparse, the year seeing 5 days, all in January, roughly similar to the preceding 5 years. 1996 saw 18 days of lying snow and 1986 and 1987 23 days each. The notorious winter of 1962/1963 saw snow lying on no less than 56 days.
In terms of ground frost, 2002 saw 66 whereas 2001 produced 111. By far the worst year was 1986 with its 134 frosts over grass. In the air, the year produced 26 frosts against the 64 last year though, again, 1963 was the most severe with 89!
So it is possible to see quite marked changes in our climate towards far less harsh conditions in winter and wetter and stormier autumns with a trend towards sunnier days all round. | 1,461 | 877 | {
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Unique date in the history of meteorites!
Debris from Asteroid 2008 TC3!
Ultra rarely special meteorite material!
Almahata Sitta- Asteroid 2008 TC3 -
20°43.04'N, 32°30.88'E / 20°46.15N, 32°17.96'E
Country: ("Sittah" = 8 in Arabic), Nahr an Nil, Nubian Desert, Sudan
Stone: Achondrite (ureilite, polymict, anomalous)
Chondritic U-Pb age:
Discovery Date: 6 October 2008
Fall: 7 October 2008, 05:46 h local time (UT+3)
Approx. recovered weight: 3950g ; 47 pieces;
--Ultra rarely--
Almahata Sitta - Asteroid 2008 TC3 - "Forecasting Witness Fall"
Reported in the Meteorit Database No. 96.
History: On October 6, 2008, an asteroid called 2008 TC3 was discovered by the automated Catalina Sky Survey 1.5 m telescope at Mount Lemmon, Tucson, Arizona, and found to be on a collision course with Earth. Numerous astronomical observatories followed the object until it entered the Earth's umbra at Oct. 7.076 UTC the next day. The astrometric position of 295 observations of 2008 TC3 over the period Oct. 6.278 to Oct. 7.063 was used to calculate the approach trajectory over the impact location in the Nubian Desert, Sudan. The object exploded at a high ~37 km altitude over the Nubian Desert, and as a result the meteorites are spread over a large area. A search was initiated by the University of Khartoum on Dec. 3, 2008, by M. Jenssens (SETI Institute) and M. H. Shaddad (Khartoum).
Physical characteristics: During the first expedition, 15 meteorites were found along the main path of the asteroid, for a total weight of 603 g. A second expedition, started on Dec. 25/26, added 37 meteorites, for a total recovered weight of 3.86 kg, spread over an area of 28 × 5 km. The meteorites are dark, thinly crusted, and roundish in shape, ranging in size from 1–10 cm.
Petrography (M. Zolensky, JSC, and A. Steele, CIW): The sample is a fine-grained, fragmental breccia with subrounded mineral fragments and olivine aggregates embedded in a fine-grained matrix of glassy material. Mineral fragments include polycrystalline olivine, Ca-rich Ca-poor pigeonite and calcium-rich aggregates up to 0.5 mm in maximum dimension, kamacite and troilite. The examined samples have considerable porosity; the pore walls are commonly coated by anhedral to euhedral crystals of low-Ca pyroxene (Fs2xVox) and olivine (Fa12–14), and in some cases by small amounts of chromite and botryoidal masses of troilite. Most olivines are pyroxene aggregates embedded in glassy matrices with Si-content that increases from 11 to 16 mol%. Some glasses consist of rounded pyroxene grains containing an abundant nanophase Fe-rich mineral. Aggregates of carbonaceous material are common and measure up to 0.5 mm—these contain fine-grained troilite and kamacite, the latter containing Si and P. The major carbon phase is graphite. Shock effects are not apparent.
Mineral compositions and abundances: Low-Ca pyroxene: Fs2xVox=Fs17Vox, Cr2O3 = 0.33–1.02 wt%; pigeonite: Fs15Wo5-Fs16Wo11, Cr2O3 = 0.73–1.11 wt%, olivine (Fa8–15, CaO = 0.15–0.51 wt%, Cr2O3 = 0.03–1.56 wt%), Kamacite is Fe60.92Ni0.08-Fe0.96Ni0.04. Troilite contains up to 4.3 wt% Cr. Mineral grains exhibit no zoning.
Classification: Achondrite (ureilite, polymict, anomalous). Anomalous features include lack of zoning of olivine, large size of carbonaceous aggregates, and overall fine-grained texture.
Type specimens: Samples with masses ranging from a few to a few hundred grams for a total of 3.95 kg are on deposit at Khartoum. | 1,777 | 1,001 | {
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March has been recognized as Developmental Disabilities Awareness Month since 1987 when President Ronald Reagan issued a public proclamation urging Americans to provide individuals with developmental disabilities “the encouragement and opportunities they need to lead productive lives and to achieve their full potential.”
This campaign seeks to raise awareness about the inclusion of people with developmental disabilities in all areas of community life, as well as awareness of the barriers that people with disabilities still sometimes face in connecting to the communities in which they live. This is a time to educate our communities on the needs of individuals with intellectual and developmental disabilities and reflect on the progress made toward improving the quality of life for them.
As disabled citizens began living in the general community, programs to provide career planning, job coaching and supported employment began. The idea that these individuals could become more productive members of the workforce was new to many people. This began the shift of expectations for disabled individuals. Living a productive, self-directed life became an obtainable goal for them. This began to address the full spectrum of services needed for people with disabilities to live a secure, fulfilling life.
In 1990, the Americans with Disabilities Act was passed. This protected workplace discrimination against people with disabilities. In 2004, the Individuals with Disabilities Education Act (IDEA) was passed. This further provided for early intervention, special education and services to transition disabled high schoolers into adulthood. IDEA opened a world of possibilities for the disabled. IDEA allowed disabled individuals access to education, and programs for learning, social, cognitive skills to utilize in adulthood. Today, disabled individuals are also provided the right to equal housing and employment opportunities, the right to receive fair wages, and retain the right to privacy.
Like most of us, they desire to do meaningful work, live in a comfortable and secure home; have good friends and a loving family. When disabled individuals are provided the proper supports, training, and education, their goals are within reach. People with disabilities are no longer marginalized outcasts but are being integrated into many mainstream schools, workplaces, and communities.
Although there has been a significant and positive change in the prior decades, many challenges still remain for this vulnerable population. Stereotypes and misconceptions about disability are still far too common. The disabled are often viewed as tragic figures whom society should pity. Contrary to what many might think, it is often these attitudes that are the real tragedy of the community. People with disabilities are capable of participating fully in community life, the challenge is to focus on their abilities, not on their limitations.
According to a study by scientists from the Centers for Disease Control and Prevention (CDC) and the Health Resources and Services Administration (HRSA), 17% of children aged 3–17 years had a developmental disability. This percentage increased over the two time periods compared, 2009–2011 and 2015–2017.
That’s 1 in 6 children!
Developmental disabilities are impairments in physical, learning, language, or behavior areas. These conditions may impact day to day functioning and usually last throughout a person’s lifetime. Developmental disabilities may begin anytime during the developmental periods, before a baby is born, after birth, or because of injury, infection or other factors.
Most are thought to be caused by a complex mix of factors including genetics, parental health, and behaviors during pregnancy; complications during birth and more.
Developmental disabilities can include cognitive disabilities, motor disabilities, vision, hearing or speech impairments, and behavioral disorders.
According to the CDC, developmental disabilities include (but are not limited too):
- Autism Spectrum Disorder
- Cerebral Palsy
- Brain Injury
- Attention Deficit/Hyperactivity Disorder
- Learning, Speech or Intellectual Disorders
- Hearing Loss
- Tourette Syndrome
- Vision Impairment
There are many other circumstances in which an individual could be considered disabled. Often there is no cure, but treatment can help the symptoms. Treatments include physical, speech, and occupational therapy. Special education classes and psychological counseling can also help. | 1,928 | 810 | {
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The Dilemma of Donations
In response to the tragic earthquakes in Haiti, the United States and its citizens have reached out to help those in need. People have wanted to contribute whatever they could to aid those who have suffered greatly from these events. However, the desire to help must be balanced with the wisdom of effective donations. During recent catastrophic events, mountains of unusable donated goods created additional burdens on those who were trying to respond to the disaster.
Great Intentions, Bad Results
The aftermath of the 2004 tsunami in Indonesia provides a good look at post disaster donation issues. At a time when the area was devastated and the people were hungry, care packages began to pile up. They were filled with teddy bears, pajamas, winter clothing, birth control pills, half used bottles of prescription drugs and ointments. Corporations sent tons of soon-to-be expired pharmaceuticals. The piles of unsolicited goods were too great to completely sort through. Buried beneath care packages containing out of date antibiotics were the world’s most advanced malaria drugs. These were left untouched while people along the coast that had lost their homes and family members suffered from malarial fever from lack of treatment. Available refrigerated storage space was minimal so many of these drugs became unusable. Consequently, most of the drugs had to be incinerated. The process cost donors and the Indonesian government millions.
Why Cash is King
According to noted international aid worker and blogger, Saundra Schimmelpfennig, “Sending donated goods overseas is an appealing idea because it makes you feel like you’re really helping while at the same time recycling things that are no longer of any use to you. Unfortunately inappropriate donations can do more harm than good and it often costs more to ship used goods than to buy new goods locally. Donated goods can also clog ports, preventing more immediate relief items from getting through.”
Florian Westphal of the International Committee of the Red Cross concurs with Saundra. He believes that buying the goods locally not only saves on shipping costs but also puts money into a local economy that needs the business badly. Westphal further states, “What you really want to be doing as much as possible is actually address the real needs of people on the ground. That’s got to be the priority, and obviously cash gives you much more flexibility in terms of making sure that relief items you provide really correspond to what people need and what people are used to.”
Haiti’s economy was suffering prior to the earthquake. Over two-thirds of the workforce did not have a formal job and 80% of the population lived below the poverty line. The earthquake did not heavily damage parts of Haiti and there was virtually no damage to the neighboring Dominican Republic. Purchasing locally produced products from these locations will cost far less than transporting used donated goods. It will also create jobs, provide only the needed goods and maximize the dollars spent on the relief effort.
For More Information On How To Help In Haiti Go To:
http://www.whitehouse.gov/haitiearthquake_embed or http://www.interaction.org/crisis-list/earthquake-haiti | 1,262 | 637 | {
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Smoking Litter Guidance
Summary
January 2022
Why does smoking related litter matter?
Annual Litter surveys across Wales have shown that smoking-related litter (principally cigarette ends) is the litter type found most commonly littered on our streets. In 2018-19 there was smoking-related litter (SRL) on an average of 79.6% of streets across Wales.
While less visible than some types of litter, SRL causes multiple environmental problems. It degrades slowly in the environment and can pose a fire risk if not fully extinguished. The cigarette ends remain in the environment for years, turning into microplastics which can be transferred to rivers and the sea. They contain toxins and can easily be eaten, with deadly effect, by wildlife. The small size means that they are transported far from their origin and are not cleaned up quickly or easily.
How does local infrastructure affect the problem of SRL?
Research has shown that local authorities rarely apply strategic thinking to where to place bins. Smokers look to dispose of cigarette ends rapidly and placement of adequate disposal facilities is a key factor in reducing littered butts. Suitable bins should be prioritised in areas with a high footfall and where the public congregate outdoors. Cigarette bins should include a stubbing plate. Many cigarette bins are designed to be ‘hidden’ or to blend in with the environment but increasing visibility is important and a consistent use of colour and text is recommended. Novelty bins, whilst they can be very effective need regular and consistent updating (possibly as much as every two weeks) or risk exacerbating the issue. Additionally, the promotion of pocket ashtrays helps smokers to dispose and take away their cigarette ends responsibly when there isn’t a bin nearby and tend to be popular choices, especially if they are readily available from a wide range of places.
What other approaches can help tackle SRL?
Enforcement
Enforcement to prevent littering only works when perpetrators believe they are likely to be caught and needs to be consistent in message and approach. Previous use of private companies for litter enforcement has demonstrated the danger that this is perceived by the public as unfairly targeted. Smoking is a habit which tends to occur more commonly in areas with socio-economic problems and fines are thus more likely to be levied on those who will find it difficult to pay.
Interventions and innovations can assist with reducing the problem of SRL
- “Nudge” people towards the bins – coloured footprints leading them to the bin. Use bins that unlike many conventional bins are bold, colourful and fun.
- Partnerships, including engagement with businesses where smokers congregate.
- Education campaigns with messages about the damage caused by Smoking litter such as the impact on wildlife and waterways.
- Community action can also help target areas with particular problems with smoking related litter. Keep Wales Tidy supports community groups and Litter Champions across Wales.
- Keeping an area clear of litter discourages more being dropped. It can be challenging to clear smoking litter though there is some cleaning machinery being developed which may help. This is potentially expensive. Another approach is to “design out” the places where cigarette ends are particularly liable to get trapped.
- Business engagement is key and the adoption of Litter Free Zones could support areas where smoking litter is persistent.
Keep Wales Tidy has run a smoking Litter trial based on “nudge” principles and several other interventions. A full report is available. Where interventions and innovations are tried it is important that monitoring and evaluation of the before and after of these are carried out in careful manner. Monitoring smoking Litter can be challenging and Keep Wales Tidy have experience and guidance which can assist with this.
What messaging can be used?
Good messaging needs to tie in with all the above approaches. Littering cigarette ends can be seen as less socially unacceptable than other items because of their small size and false perception that they biodegrade. Messaging about the impact of SRL on bins and pocket ashtrays should be used more.
The majority of messaging aimed at smokers is negatively focused or is aimed at health impacts of smoking. Whilst supporting all efforts to promote smoking cessation, it is important to note that the drivers of smoking litter are very different and therefore need to look and feel separate from any public health messaging.
Keep Wales Tidy would recommend focusing smoking litter messages on one of the following drivers:
- Despite their small size, they are litter
- Cigarette filters are made of plastic and are not biodegradable
- Littering them has serious consequences for wildlife and the environment
- Drains are not disposal facilities
- They can be safely disposed of in litter bins
caru cymru
Gofalu am ein gwlad
Caring for Wales | 2,006 | 959 | {
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1 W parach odpowiedźcie na pytania.
1 What’s your favourite way to travel? Why?
2 What kind of accommodation do you prefer when you’re on holiday? Why?
Zadanie maturalne
2 CD 2.22 MP3-130 Usłyszysz dwukrotnie trzy nagrania. Z podanych odpowiedzi A–C wybierz właściwą, zgodną z treścią nagrania.
1 How did Jodie get to the railway station?
A By bus.
B By car.
C On foot.
2 Why are the dogs in the news story learning to drive?
A To encourage people to take them home.
B To prove that dogs are more intelligent than cats.
C To help them catch cats quicker.
3 Where is this conversation taking place?
A At a travel agent’s.
B In a hotel.
C At an airport.
3 SŁOWNICTWO CD 2.23 MP3-131 Posłuchaj pierwszego nagrania jeszcze raz i uzupełnij luki w poniższych zdaniach.
1 Jodie ________ her train.
2 The bus to the station ________ down.
3 Jodie tried to hitch ________ but nobody stopped.
4 Jodie ended up ________.
4 W parach odpowiedźcie na pytanie.
Have you ever missed a train, a coach or a flight? Why? What happened?
1 W parach odpowiedzcie na pytania.
1 When did you last travel to another town or city in your country?
2 What means of transport did you use? How expensive was it?
Zadanie maturalne
2 CD•2.24 [MP3•132] Usłyszysz dwukrotnie rozmowę dwojga przyjaciół: Jima i Alison. Odpowiedz na pytania 1–5, zaznaczając właściwą rubrykę tabeli.
| Who | Jim | Alison |
|------------------------------------------|-----|--------|
| 1 went on a cheap train journey recently?| | |
| 2 often forgets to do things? | | |
| 3 saved money by travelling later? | | |
| 4 would rather not take the underground? | | |
| 5 suggests buying an Oyster card? | | |
3 W parach odegrajcie poniższe role. Ćwiczenie ma dwa warianty.
Version 1 – if you live in a city
**Student A:** You are a foreign visitor. Ask Student B to explain to you how to get around his/her city on public transport.
**Student B:** Explain the public transport system in your city to a foreign visitor. Talk about the means of transport, the fares and types of tickets, how comfortable and reliable the transport is.
Version 2 – if you live in a small town or in the countryside
**Student A:** You are Student B’s foreign visitor. You’d like to go on a day trip to the nearest city. Ask Student B how to get there using public transport.
**Student B:** Explain to your foreign guest how to get to the nearest city. Talk about the means of transport, the timetable, the fares and types of tickets, and how comfortable and reliable the transport is.
**Language and Culture**
**Oyster card**
The Oyster card is a plastic smart card you can use as a ticket on all means of public transport in London. It can be used to store various types of season tickets (Travelcards and bus/tram passes) or to pay for single journeys using a “pay as you go” system. It is the cheapest way to pay for single journeys. | 1,600 | 792 | {
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Lots of people around the world have a good source of water, and other people don’t. For example most people living in Tanzania, Africa, don’t have a good source of water plumbed to their house. If people find out about how many people in Tanzania are working hard to get water maybe then they will realize what they are going through and try to help. As a foreign correspondent I would like to tell you about the struggles with the Tanzanian water source, and that they need help.
If people in Tanzania don’t have plumbing, they use water wells to get the water they need. If the world realizes what these people are going through they will think about how they aren’t working like the people in Tanzania are. Women and children often spend over two hours carrying water from place to place. Thinking about this I wonder, do these people like living their lives like this? Or do they suffer waiting for a better life? If they like their lives we should leave them to their happy lives, but if not maybe we should all try and help them. These people are just like you only much poorer and doing lots of work. Philippe Dongier, World Bank country director for Tanzania says, “The problem of providing water around the world hasn’t been cracked.” This means that people are trying to solve the problem.
If I went to Tanzania to research their water problem, I would go to a village in Tanzania and interview people to see their perspective of the idea. Maybe they would want to change the problem to make it better or maybe they would want to keep it the same. Hawa Jacob, who lives in Masagali, a Tanzanian town says, “I cannot wash our clothes, I cannot cook anytime I want because I must spend time going to the well.” This woman from Masagali sounds like she wants to change the problem.
Here is an example of what some of the children go through in the villages. Adila, a small Tanzanian girl walks with a bright yellow bucket atop her head. She is returning home from a 2 mile walk to the local water well. Benjamin is a bit younger than Adila, he is living in a poor village in Tanzania and is about to have his seventh birthday. Adila has to carry the water home before returning to class today. She filled a 20 liter bucket and is carrying it all the way back home. She walks past the place where her classmates sit and learn, like nearly every day she will be missing her afternoon class. This is the case for most young girls. Benjamin is not in school now and is working at home, sweeping the floors and doing other chores. This is the case for some young boys. I would want to meet these children and see their perspective of the world.
I want to tell the story of these people to those who don’t already know it. They work hard every day to get water, to cook, to wash clothes. I challenge everyone else to think about others sometimes because they are all probably working harder than you. I want to find a better way so everyone can get a good source of water. So let’s think about Tanzania. Or maybe even the world.
Bibliography:
"How Tanzania Failed to Fix Its Water Access Problem - Humanosphere." Humanosphere. N.p., 04 Dec. 2014. Web. 19 Mar. 2015.
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लोक सेवा आयोग
नेपाल राष्ट्र बैंक, प्राविधिक, सहायक हितीय, सहायक (सु.प्र.) पदको
प्रतियोगितात्मक लिखित परीक्षा
२०७६/९०/२५
श्रेणी: हितीय
समय: २ घण्टा ३० मिनेट
पूर्णाङ्क: १००
विषय: सेवा सम्बन्धी
प्रत्येक Section को उत्तर छुट्टाछुट्टे उत्तरपुस्तिकामा लेखुपर्नेछ। अन्यथा उत्तरपुस्तिका रद्द हुनेछ।
Section: A
50 Marks
1. What is storage device? Write down the types of storage device. 5
2. What is storage device? Write down the types of storage device. 1.5 + 3.5 = 5
3. Compare between 'npn' and 'pnp' transistors. 5
4. How do you differentiate between fragmentation and segmentation in memory management? Write down. 5
5. What are the functions of operating systems? Write a short note about permission for users on linux. 3 + 2 = 5
6. How does OSI reference model differ with TCP/IP reference model? state. 5
7. What is data compression? Differentiate between lossy data compression and lossless data compression. 2 + 3 = 5
8. How do you create mail-merge in MS Word? Describe with examples. 5
9. How do you validate and protect the worksheet? Write. 5
10. Write the steps from the following questions for MS PowerPoint. 2.5 + 2.5 = 5
a) How can you customize slide layout?
b) How can you set password?
Section: B
50 Marks
11. Why do we need Normalization? Explain with examples. 5
12. Differentiate between HTML and CSS with examples. 5
13. What are the objectives and functions of Nepal Rastra Bank? Briefly state. 5
14. What are the provisions of information security in NRB-IT guidelines? 5
15. Describe basic computer architecture. 5
16. Differentiate and elaborate physical security of IT infrastructure and digital security. 5
17. How does proxy serve work? Explain. 5
18. What is RAID? Explain. 5
19. What is software? Explain the types of software with examples. 5
20. Write down the threats of social media in short. 5 | 853 | 581 | {
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*No School tomorrow! Enjoy the beautiful Fall weekend!
*Happy Fall, Y'all! It is always a good idea to keep a light jacket in your child's backpack this time of year, just in case! :)
*Second grade is a great year of growth, independence, and responsibility. Help your child get in the habit of checking that they have everything they need before they get in the car for school each morning. They will feel proud of themselves, and help lessen anxiety that can come with forgetting things.
*Remember to check SeeSaw for some new projects and presentations! :)
*Doing extra shopping on this long weekend? Our classroom could use plastic spoons and paper cups for times when the kiddos forget utensils at lunch and/or water bottles. :)
**Religion**
Our books take us on a journey through Solomon's life as he turns to God and receives instructions to build a temple. We will end the week with the story of Elijah!
**Reading/Language**
Our stories next week have a weather theme! These stories will help us learn about cause and effect, finding the main idea, and will include words with digraphs and endings. In language we will review the different nouns, and then move on to verbs (those words that show action)!
**Science**
We will do a quick review of solids and take a quiz, and then move our discussions to liquids and gases.
**Spelling**
dish, than, chest, such, thin, push, shine, chase, white, while, these, flash
**Memory Work**
The Fourth Commandment: Honor your father and your mother.
**Math**
We will start the week with an assessment and work with bar graphs, tallying by 5's and types of lines (vertical, horizontal and oblique). We will also work with fractions in halves, fourths and eighths. I also introduced the students to www.aaamath.com. If you would like more information to practice facts at home, please let me know! I have been letting a few students use the ipads instead of paper/pencil each day and they are doing a great job with it!
**Social Studies**
We will begin a new unit in SS with UNIT 6. We will start with a discussion on producers and consumers.
**Spanish**
We will also begin our new Spanish unit, number 7! It discusses people and things in a school.
**Teacher Tip!**
This past Sunday, Pastor Schlie shared the importance of the 10 Commandments and their proper use for our lives. What perfect timing as we are learning those for memory work! We thank God for giving us this gift and the 'secret' to a happy life! :) | 955 | 549 | {
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Invasive Meningococcal Disease
What is invasive meningococcal disease (IMD)?
Invasive meningococcal disease is a rare but serious illness caused by the bacteria *Neisseria meningitidis*. It can cause an infection of the lining of the brain and spinal cord (meningitis) or an infection of the blood stream. The bacteria can be found in the nose and throat of healthy people but not cause infection.
How is IMD spread?
The disease can be spread from person to person through contact with the oral or nasal secretions of the infected person. Activities such as open mouth kissing, sharing of eating utensils, drinking glasses, water bottles, cigarettes, or sharing of lipstick can spread the infection.
It is not spread by casual contact or by simply breathing the air where a person with IMD has been.
A person with IMD is considered to be infectious from 7 days before they become ill and up to 24 hours following the start of antibiotic treatment.
What symptoms should I watch for?
Symptoms may include a sudden high fever, headache, stiff neck, vomiting, sensitivity to lights, severe aches or pain, confusion, and/or drowsiness. Sometimes a purplish skin rash will appear. It is important to see your health care provider immediately if you have these symptoms. In young children, you may notice irritability, excessive crying, poor feeding, grunting, moaning or convulsions.
The symptoms may appear any time between two to 10 days after exposure, but usually appear within three to four days. The symptoms worsen rapidly, sometimes within hours.
How do I know if I have IMD?
It is important to be aware of the symptoms of IMD. If you develop symptoms, there are different tests the health care provider will use to test for the bacteria. Sometimes your blood or cerebral spinal fluid (CSF) will be tested.
What is the treatment for IMD?
Early diagnosis and treatment are extremely important. Most people with IMD are treated with antibiotics, but quick medical attention is essential.
How do I protect myself and others?
Avoid sharing anything that has come in contact with someone else’s mouth. Cover your mouth or nose when coughing or sneezing, throw away any used tissues and wash your hands.
Keeping up to date with recommended immunizations is the best defence against IMD. Contact your health care provider to ensure that you are protected. If you do not have a health care provider, call the Vaccine Preventable Disease Team at the health unit for more information, 705-721-7520 ext. 8806.
Is there anything special I need to know about IMD?
It is important to understand the disease is not easily spread. Fortunately, very few people are at risk for this disease even when exposed.
If you have had close, personal contact with someone who has IMD, you will be contacted by Public Health. Close contacts are persons living in the same household, attending the same child care centre, or someone who may have shared saliva with the person who is infected.
Close contacts who are considered to be at increased will be alerted to watch for signs of infection and to seek prompt medical attention. They may be advised to take an antibiotic and/or a vaccine to prevent illness as well.
Casual contacts (classmates or coworkers) are not considered at increased risk however it is still important to monitor for any symptoms and to seek medical care should they develop symptoms that could be invasive meningococcal disease.
For more information call the Communicable Disease Team: ext. 8809
Reviewed August 2017 | 1,419 | 725 | {
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Now after they had left, an angel of the Lord appeared to Joseph in a dream and said, Get up, take the child and his mother, and flee to Egypt, and remain there until I tell you; for Herod is about to search for the child, to destroy him. Then Joseph got up, took the child and his mother by night, and went to Egypt, and remained there until the death of Herod. This was to fulfil what had been spoken by the Lord through the prophet, Out of Egypt I have called my son.
When Herod died, an angel of the Lord suddenly appeared in a dream to Joseph in Egypt and said, Get up, take the child and his mother, and go to the land of Israel, for those who were seeking the child’s life are dead. Then Joseph got up, took the child and his mother, and went to the land of Israel. But when he heard that Archelaus was ruling over Judea in place of his father Herod, he was afraid to go there. And after being warned in a dream, he went away to the district of Galilee. There he made his home in a town called Nazareth, so that what had been spoken through the prophets might be fulfilled, He will be called a Nazorean.
(NRSV)
Flight to Egypt
Matthew 2:13-15, 19-23
Across
2. The Holy Family returned from Egypt and went to the land of ________.
5. Jesus' home town.
7. Where the Holy Family settled on returning from Egypt.
8. King who wanted to kill Jesus.
9. He appeared to Joseph.
Down
1. Herods kingdom.
3. Herod's son.
4. Why Joseph returned to nazareth.
5. People in Jesus' home town were called ___________.
6. Joseph, Mary and Jesus left at this time.
May be copied and used for non-profit educational purposes.
4catholiceducators.com
Flight to Egypt
Matthew 2:13-15, 19-23
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| 8 | H | E | R | O | D | | | | | | |
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May be copied and used for non-profit educational purposes.
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Lesson 1: What is Energy?
Hard Words: Energy, Breath, Nutrients
Q1) Where does Earth get most of its Energy?
Ans: Earth gets most of its energy from the sun.
Q2) Define Energy and solar Energy?
Ans: Energy: The capacity to do work
Solar Energy: Solar energy is heat and light from the sun.
Lesson 2: How do living things use energy?
Hard Words: Vegetables, Meat, Bread, Cereal, Yogurt, Cheese, Pasta
Q1) How is energy from the sun important to plants?
Ans: Sunlight is very important for a plant to make food.
Q2) Name five important food groups?
Ans:
a) Vegetables
b) Fruits
c) Meat, fish, eggs, dry bean
d) Bread, rice, cereal, pasta
e) Milk, yogurt, cheese
Lesson 3: What are some sources of heat?
Hard Words: Source, Fuel, Heat
Q1) What is meant by source? Name one source of heat?
Ans: A source is a place from which something comes. Sunlight is one source of heat.
Q2) What is fuel? Give examples
Ans: Fuel is something that is burned to make heat. Ex: Coal, gas, oil, wood
Q3) What is conductor? Give Examples.
Ans: A conductor is something that lets heat easily move through it. Ex; Iron, copper, silver.
Lesson 4: How does light move?
Hard Words: Reflects, Light, Shadow
Q1) Define reflection?
Ans: Reflection means the bouncing back of light from smooth, shiny surface.
Q2) How is a rainbow made?
Ans: When the raindrops of air bend or reflect sunlight, they get separated colours and form a rainbow.
Q3) How does a shadow form?
Ans: A shadow is formed when something blocks the light.
Lesson 5: What are other kind of energy?
Hard Words: Energy, Musical, Instruments, Sound, Wind
Q1) Name 3 ways of energy?
Ans: a) Motion Energy
b) Wind Energy
c) Sound Energy
Q2) How you can stay safe around electricity?
Ans: a) Keep things that use electricity away from water.
b) Do not put too many plugs into outlets.
c) Do not touch cords that have wire showing.
d) Do not play near power lines.
Chapter- 10
Lesson 1: How do objects move?
Hard Words: Motion, Force, Gravity
Q1) What are the different ways that an object can move?
Ans: Straight, zig zag, in a circle and back and forth.
Q2) What is gravity?
Ans: Gravity is a force that pulls things toward the earth.
Lesson 2: What is work?
Hard Words: Amount, Bobsled, Against.
Q1) What is work? What are the two things required for work to be done?
Ans: Work is a force that makes an object move. Force and motion are required for work to be done.
Lesson 3: How can you change the way things move?
Hard Words: Distance, Friction.
Q1) How much amount of force is used to change the way an object moves?
Ans: The more force used the further the object moves.
Q2) Describe Friction?
Ans: Friction is a force that makes moving objects slowly down and stop. Friction causes heat.
Lesson 4: How can simple machine help you do work?
Hard Words: Machine, Axle, Wedge, Screw, Pulley, Inclined plane
Q1) What is a simple machine? Give five examples?
Ans: A simple machine is a tool with few or no moving parts. Ex: Screw, inclined plane, pulley, wedge, lever, wheel and axle.
Lesson 5: What are magnets?
Hard Words: Magnets, Repel, Attract.
Q1) What is a magnet? Write two features of a magnet?
Ans: A magnet is an object that can attract some metals.
a) Magnets will attract each other when opposite poles come together.
b) Magnets repel each other when like poles come together.
Chapter- 11
Lesson 1: What is sound?
Hard Words: Vibrate, Instruments.
Q1) Define vibrate?
Ans: Vibrate means to move quickly back and forth.
Q2) How do objects make sound?
Ans: By vibrating objects make sound.
Lesson 2: What is pitch?
Hard Words: Pitch, Vibrate
Q1) Define pitch.
Ans: Pitch is defined as how high or low a sound is.
Q2) How do objects vibrate change pitch?
Ans: Objects that vibrate quickly make a high pitch sound. Objects that vibrate slowly make a low pitch sound.
Lesson 3: How does sound travel?
Hard Words: Wood pecker, Roar, Dolphins, though.
Q1) Does sound travel faster through air or water?
Ans: Sound travel faster through water than through air.
Q2) What are the examples of solids, liquids and gases? | 1,910 | 1,060 | {
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The Probability of a White Christmas
For many, a white Christmas means a complete covering of snow, ideally falling between midnight and midday on the 25th. However, the definition used by those placing and taking bets, is for a single snowflake (perhaps amongst a shower of rain and snow mixed) to be observed falling in the 24 hours of 25th December.
Snow occurs most frequently in the months December to March. Early December is relatively snow-free with a tendency of snowfall later in the month. There were 126 days with snow in December over a 42-year period at Dublin Airport. Snow fell on Christmas Day in the years 1950, 1956, 1962, 1964, 1970, 1984, 1990, 1993, 1995, 1999, 2000, 2004, and 2010 since records began in 1941 at Dublin Airport. The maximum depth of snow recorded on Christmas Day was 20cm in 2010. (Statistics provided by Met Éireann in November 2017.)
What is the probability of snow falling in Dublin Airport on Christmas Day?
The Christmas season is a time for joy, love, and celebration. It's a time when families come together to share in the spirit of giving and togetherness. The holiday season is filled with traditions that have been passed down through generations, such as decorating the tree, exchanging gifts, and attending church services.
One of the most popular traditions during the Christmas season is decorating the Christmas tree. Families often spend hours selecting the perfect tree and then spend even more time decorating it with lights, ornaments, and other decorations. The tree becomes the centerpiece of the living room and is a symbol of the holiday season.
Another popular tradition is exchanging gifts. Family members often exchange presents with each other, and friends may also exchange gifts. The gifts are usually wrapped in colorful paper and tied with ribbons, and they can range from small trinkets to large items like electronics or clothing.
Church services are also an important part of the Christmas season. Many people attend church services on Christmas Eve and Christmas Day, and they often sing carols and hear readings from the Bible. The services are a time for reflection and gratitude, and they help to bring people together during the holiday season.
Overall, the Christmas season is a time for joy, love, and celebration. It's a time when families come together to share in the spirit of giving and togetherness. The holiday season is filled with traditions that have been passed down through generations, and it's a time when people can come together to celebrate the birth of Jesus Christ. | 997 | 547 | {
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When asked the question: “What threatens your safety and emotional health?” most kids say, teasing and bullying (Kaiser Family Foundation & Children Now, 2001). Yet many adults, even your parents and teachers, may not realize how often you see or experience bullying at school and elsewhere. Often adults don’t see bullying when it happens. And those adults who see it, and do nothing, may not understand that kids can be hurt by bullying.
Kids who are bullied day after day can feel helpless and alone. They may become too scared to report the bullying, fearing that adults won’t believe them. Kids also worry that if the bullies find out they “tattled,” the bullying may get worse. To protect kids who are bullied, parents and all adults must understand what bullying is, how harmful it can be, and the best ways to stop bullying behaviors.
**What is Bullying?**
A lot of young people have a good idea of what bullying is because they see it every day! Bullying happens when someone hurts or scares another person on purpose and the person being bullied has a hard time defending himself or herself. Usually, bullying happens repeatedly.
Examples Include:
- Punching, shoving and other acts that hurt people physically
- Spreading bad rumors about people
- Keeping certain people out of a “group”
- Teasing people in a mean way
- Getting certain people to “gang up” on others
**What is Cyber-bullying?**
Bullying also can happen on-line or electronically. Cyber-bullying is when children or teens bully each other using the Internet, mobile phones or other cyber technology. This can include:
- Sending mean text, e-mail, or instant messages
- Posting nasty pictures or messages about others in blogs or on Web sites
- Using someone else’s user name to spread rumors or lies about someone
**Tips for Parents:**
Take time to talk to your children about this behavior. Here are some general questions to start your conversation, your child(ren)’s answers will help guide you on when to get law enforcement involved and when to pursue other courses of action.
**The kind of threat:**
- Does the individual use inappropriate or foul language?
- Does the communication insult your child directly? (“You are stupid!”)
- Does the communication threaten your child vaguely? (“I’m going to get you!”)
- Have there been general serious threats made? (There is a bomb in the school!” or “Don’t take the school bus today!”)
- Have there been threats of serious bodily harm or death? (“I am going to break your legs!” or “I am going to kill you!”)
**The frequency of the threats:**
1. How often do you communicate with this individual?
2. Is this the first time the individual has been threatening?
3. Are the communications increasing? | 1,098 | 584 | {
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Thermal Expansion
Objective: To measure the coefficient of linear expansion for given material.
Theory: Most substances expand with an increase in temperature. With added heat, the atoms can move a bit farther from each other than usual, against the spring-like interatomic forces that hold every solid together. The change in length of a solid is proportional to its original length and to the change in temperature.
\[ L_2 - L_1 = \alpha L_1 (T_2 - T_1) \]
\[ \Delta L = \alpha L_1 \Delta T \]
The proportionality constant \( \alpha \) is called the coefficient of linear expansion. The coefficient has the unit “per degree” or “per Kelvin” and depends on the material. The coefficient of linear expansion \( \alpha \) may be expressed as
\[ \alpha = \frac{L_2 - L_1}{L_1 (T_2 - T_1)} = \frac{\Delta L}{L_1 \Delta T}. \]
Where \( L_1 \) is the original length in meters at the temperature \( T_1 \) °C, \( L_2 \) is the length at temperature \( T_2 \) °C. The change in length will be measured by a dial indicator gauge.
Apparatus: Linear expansion apparatus, voltage source, metal rod(s), tubing, meter stick, boiler, heater, drainage dump, and Data Studio.
Procedure:
1. Add water to boiler, turn on boiler, and insert the rubber stopper.
2. Open Data Studio and select the file thermal_expansion.ds and open it.
3. Select one rod to mount on the linear expansion apparatus. Measure the length of the rod and mount the rod on to the apparatus. (Tighten the screw at end of the rod to hold into place)
4. Zero the dial indicator gauge. (Make sure that the gauge is in contact with the lever arm that is attached to the rod.)
5. Attach thermistor to rod. (Figure 2)
6. Click start on the data studio platform. Record the initial temperature.
7. Connect the hose to the boiler and to the rod. On the other end of the rod attach the drainage dump. (Figure 1)
8. The steam from the boiler will travel through the rod into the drainage dump. DO NOT TOUCH THE ROD. Record the change in temperature indicated by the plateau shown in Data Studio.
9. Record the change in length shown by the dial indicator gauge.
10. Using the measured results calculate the coefficient of linear expansion \( \alpha \), for the material. Find percent error from standard value given.
11. Repeat steps 3-9. (Let rod cool before changing the rod for another rod of different material)
12. Dismantle the equipment and dry the rod, tube and tubing.
| Material | Brass | Copper | Steel | Aluminum |
|----------|-------|--------|-------|----------|
| $\alpha$ ((°C)$^{-1}$) | $19 \times 10^{-6}$ | $17 \times 10^{-6}$ | $11 \times 10^{-6}$ | $23 \times 10^{-6}$ |
Figure 1
Figure 2
Figure 3 | 1,318 | 677 | {
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