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One hundred years since the birth of Camillo Olivetti
"The inventor and the industrialist are mutually complementary, and an invention cannot mature and give the benefits of which it is capable, if it is not an integral part of a sound and suitable industrial organisation. The day scientific and experimental studies are considered for their true worth, and sound, honest industrial organisations are able to obtain the maximum advantages from them, helping with development and practical applications—on that day only will our inventors see their ideas put into practice for everyone's benefit. This will be a great advantage morally and economically not only to themselves but to the country that has seen them launched".
These words, still valid today, were spoken at the beginning of the century by Camillo Olivetti, when he was preparing to produce his first typewriter. The ingenuity, foresight and determination to succeed implicit in his statement laid the foundations for the building of the Olivetti organization into what it is today—an international group with 18 factories, situated in various parts of the world. Its sales network reaches all over the world by means of 27 associated companies and 106 general agents. It has 58 thousand employees. Its production ranges from portable typewriters to the most sophisticated electronic products for data processing and covers the entire sector of information handling.
The Founder
Camillo Olivetti, born in Ivrea on August 13th, 1868, was a man whose unexpected and bold decisions, whose "eccentricities", always amazed the small township of Ivrea. When the sign "Ing. C. Olivetti & C., first national typewriter factory" was erected on the roof of the first factory in Ivrea, the new projects of Camillo Olivetti were judged to be even more ambitious than his previous ones for manufacturing electric measuring instruments. In fact the typewriter, far from competing with the pen and ink-well, was at the most an object of curiosity.
In 1908 his first typewriter, the M1, was finished. "It is still not perfect", he wrote, "but I believe that in a short time I can make it as good as the best machines of its kind". In 1911 the M1 gained considerable success at the Universal Exhibition in Turin, notably for its appearance.
Though the phrase "industrial design" was then unknown, Camillo wrote: "Even the beautiful appearance of the machine has been taken care of. A typewriter must not be a toy for the drawing room, with decorations of questionable taste, but must have a serious, and at the same time elegant, aspect".
With the "thousand machines" mark reached, Camillo Olivetti had a distinctive tie-pin struck for all employees. This event was to be linked, several years later with the founding of the "Golden Pins" for all employees completing 25 years of service with the firm.
New ideas, fresh energy
Adriano, son of Camillo Olivetti, brought fresh energy and ideas for the technological and social growth of the factory when he joined the Company. In 1929 the Research and Development Office was started. In 1932 the first example of a portable typewriter—the MPI—was brought out, and by 1934 the workers exceeded 1,000.
Commercial growth proceeded at the same rate: in 1929 the first company abroad was created—S. A. Hispano Olivetti, at Barcelona. In 1937 the studies led by Giuseppe Beccio, and Massimo Olivetti, Camillo's second son, resulted in the production of telexprinters. Four years later the firm entered the field of calculators with the Multisumma.
In 1938, at the age of 70, Camillo Olivetti gave up the presidency of the company to his son Adriano, who had already held the position of managing director for 5 years. In the autumn of 1943, his health, already precarious, grew worse. He was admitted to the hospital in Biella, where he died on December 4th, 1943.
Centenary celebrations
The Centenary of Camillo Olivetti's birth was commemorated by events organised by a civic committee and by the Company. A commemorative ceremony including an official oration, was held at the Giacosa Civic Theatre in Ivrea on October 13th. Public visits to production departments and the firm's social services were arranged.
At the Metropolitan Museum in New York on 25th September, an exhibition of
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Important events in the history of Pakistan.
14 August 1947 – Creation of Pakistan as a new and independent country. Quaid-e-Azam Muhammad Ali Jinnah is sworn in as Governor General, Liaquat Ali Khan becomes Prime Minister.
16 August 1947 – Borders with India finalized. Dir, Swat, Hunza, Gilgit and Bahawalpur join Pakistan.
September 1947 – Pakistan becomes a member of the United Nations Organisation.
11 September 1948 – Muhammad Ali Jinnah passes away.
14 September 1948 – Khwaja Nazimuddin made Governor General.
17 September 1948 – India invades Hyderabad (Deccan).
12 March 1949 – Objectives Resolution passed
1949 – Public and Representative Officers Disqualification Act [PRODA] passed.
28 September 1950 – First Report of the Basic Principles Committee.
16 October 1951 – Liaquat Ali Khan assassinated while addressing a public meeting in Rawalpindi.
October 1951 – Malik Ghulam Muhammad sworn in as Governor General, Khawaja Nazimuddin becomes Prime Minister.
17 April 1953 – Nazimuddin dismissed from Premiership. Muhammad Ali Bogra becomes Prime Minister.
21 September 1954 – PRODA repealed. The Assembly passes laws limiting the powers of the Governor General.
29 September 1954 – Ghulam Muhammad dissolves the Assembly, new cabinet sworn in.
28 May 1955 – New Assembly elected.
August 1955 – Ghulam Muhammad forced to resign due to ill health.
1955 – Iskander Mirza becomes acting Governor General. Muhammad Ali Bogra is dismissed as Prime Minister. Chaudri Muhammad Ali made Prime Minister.
5 October 1955 – One Unit system introduced.
23 March 1956 – Pakistan’s first Constitution formally enforced on 23 March.
12 September 1956 – Chaudri Muhammad Ali resigns, Hussain Shaheed Suhrawardy made Prime Minister.
8 October 1957 – Suhrawardy dismissed, I.I. Chundrigar appointed Prime Minister.
December 1957 – I.I. Chundrigar dismissed, Feroze Khan Noon made Prime Minister.
7 October 1958 – Mirza proclaims martial law and appoints himself President.
24 October 1958 – Ayub Khan is appointed Prime Minister.
27 October 1958 – General Ayub Khan becomes President.
October 1959 – Basic Democracies introduced.
1 March 1962 – New Constitution.
September 1965 – War with India.
25 March 1969 – Ayub forced to resign.
March 1969 – Yahya Khan, Commander-in-Chief of the Army, becomes President. One Unit system repealed.
April 1969 – 1962 Constitution suspended.
December 1970 – Awami League wins majority in the National Assembly.
25 March 1971 – Civil War breaks out between East and West Pakistan.
4 December 1971 – India declares war on Pakistan.
16 December 1971 – Pakistan army in East Pakistan forced to surrender.
20 December 1971 – Yahya resigns as President, Bhutto takes over.
21 December 1971 – Republic of Bangladesh officially declared an independent nation. | 1,651 | 666 | {
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Name ___________________________________
1 2 3 4 5 6 7 8
1. Write a Conservation of Energy statement relating the total energy of the system before the mass is released to the total energy of the system after it has dropped a distance of Δy. Express your equation in terms of g, m, I, r, ω, and v.
2. Using the equation in part 1, predict the velocity (v) of the hanging mass after it has dropped a distance of 1.7 m. Does your prediction match the result displayed?
3. What happens to the maximum angular velocity (ωmax) of the platter if you use a larger spindle diameter? Explain using conservation of energy.
4. What happens to the maximum angular velocity (ωmax) of the platter if you use a platter with a larger moment of inertia? Explain using conservation of energy.
5. What happens to the maximum angular velocity (ωmax) of the platter if you use a larger hanging mass? Explain using conservation of energy. | 421 | 897 | {
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St Michael's Preschool
Observation, Assessment and Planning
We believe it is important to observe the children and have frequent conversations with parents and carers throughout their child's time at preschool, to find out about their current
* Likes and interests
* Things they are trying to master/ have mastered
* New words/ language structures that are emerging
* Patterns of play
This information then forms the basis of our planning and helps us to ensure that we are providing a range of appropriate and responsive play and learning opportunities. Staff will observe how children interact with other children and the adults in the setting as well as how they use the resources and spaces.
When observing and assessing the children in the setting and planning for future experiences we use a range of frameworks and assessment tools to assist us. These are:
* Early Years Foundation Stage
o Development matters
o Characteristics of effective learning
* Leuven scales of well-‐being and involvement
* Schema Theory
Preschool staff will tell parents more about these frameworks during visits to the setting or the period when they are settling their child in.
We document the children's learning and keep a learning journey book for us to share with the children and parents, showing photos and observations to celebrate each child's achievements. We involve the children and parents in their journey book by recording their progress together and sharing thoughts and ideas about what they have enjoyed or found difficult and what they would like to do next.
We produce a holistic child review and next steps document each term which we discuss with parents and receive their input.
We also track their learning and development using development matters age band overviews (Revised EYFS 2014). This allows us to identify the progress children are making during their time with us.
Produced January 2015
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You can use these writing practice sheets in a few different ways:
- Print them off and have your child trace the letters. For children who already have worked with the tracing pages, print off the pages with boxes and have them write the letters themselves for practice.
- I personally have printed off each of the pages and laminated them. Then, I have my child write the letters with dry erase markers. When your child is finished writing, just wipe off with a tissue and you can reuse the sheets over again.
آنناس
ع
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باب
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تُقَاحَة
ت
ثُقَاحَة
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ثوم
ث
ثوم
ج
جذر
جِنْز
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حديقة
ح
1.
2.
حديقة
ح ح ح ح
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خبز
خ
1.
2.
خبز
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LOCAL FOOD SYSTEM INVESTIGATION:
Local Food System Investigation: The cost of healthy food. PART 1
Together: Create a list of seasonal produce—10 items we will investigate.
In partners cover each grocery store in town, writing down the price per pound or item for each. Note whether it is labeled as local, organic, conventional etc.
Comparisons with processed foods.
Local Food System Investigation: The cost of healthy food. PART 2
Attend the local farmers' market.
Each team will investigate 1 farm stand.
While one person decides what to purchase with $10, the other will collect price information for each produce item of interest. Talk to the farmer about production practices. Make a note of these.
Meet in the field to compare and discuss.
Discuss issues related to the marketing of produce at this location. As market manager, what innovative strategies would you suggest to improve the marketing of produce?
Questions to consider throughout the investigation
How do we get local food to the people?
What takes precedence organic or local? Does it change based on the food group we are considering?
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Community Issues Caused by Technology
Creating a Presentation
Step 1: Mind Map
1. Identify one negative impact technology has had on our society.
2. Consider a creative way to introduce your issue
a. Find at least one credible internet source that talks about your issue
b. Summarize information from that source that could be a good introduction.
3. Give several (at least 3) applications of your issue
4. Consider a way that technology could be used to help your issue
Prezi Assignment
5. Create a Prezi to present that issue to the class
6. End the Prezi by showing or suggesting how the technology (or a different technology) could be used to fix the problems caused.
7. Your Prezi should have the following
a. A minimum of 10 "slides"
b. At least one graphic organizer (e.g. bar graph, Venn Diagram, line graph, pie chart, etc…)
c. At least one picture (either cited properly or taken by you)
e. Appropriate animations that fit your topic
d. A theme that matches your topic (either a template from the website or one you made yourself)
Your presentation should take between 2 and 5 minutes in total.
If you use a video or sound byte in your presentation, it should also fit within the allotted time. | 515 | 967 | {
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Sea Turtle Quiz
1. What do hawksbill sea turtles eat?
A. Sponges
B. Anemones
C. Squid
D. All of the above
2. This turtle gets its name because of its exceptionally large head:
A. Leatherback sea turtle
B. Hawksbill sea turtle
C. Loggerhead sea turtle
D. Green sea turtle
3. The Pacific green turtle is also called the:
A. Blue sea turtle
B. Black sea turtle
C. Somewhat Green sea turtle
D. Red Sea turtle
4. The upper part, or back, of a sea turtle's shell is called the:
A. Plastron
B. Carapace
C. Scute
D. Scale
5. When a female turtle crawls out of the ocean onto a beach, but for some reason does not nest, it is called a:
A. Successful crawl
B. Head start
C. False crawl
D. Body pit
6. The lower part, or underside, of a sea turtle's shell is called the:
A. Plastron
B. Carapace
C. Scute
D. Scale
7. While a female sea turtle is nesting, she appears to shed "tears," but the turtle is really:
A. Secreting extra water from her body
B. Secreting extra salt from her body
C. Secreting sand from her body
D. Secreting sugar from her body
8. All sea turtles nest in these regions of the world:
A. Arctic & temperate waters
B. Temperate & subtropical waters
C. Subtropical & tropical waters
D. Tropical & arctic waters
9. Which sea turtle species dives the deepest, travels the furthest and grows the largest?
A. Leatherback sea turtle
B. Hawksbill sea turtle
C. Loggerhead sea turtle
D. Green sea turtle
10. Which of the following is not a human‐caused threat to sea turtle survival?
A. Capture in shrimp nets
B. Beach front lighting
C. Ghost crab predation
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Report of Suspected Bullying Information
John Winthrop Middle School takes all potential bullying situations very seriously. We are required by law to enable parents or guardians of students the ability to file written reports of suspected bullying.
Bullying means:
The repeated written, oral, and electronic communications
*by one or more students directed at or referring to another student
*and physical acts and gestures by one or more students that are repeatedly directed against another student and that:
*create a hostile school environment for the student,
*cause the studentphysical or emotional harm or damage his or her property, •put the student in reasonable fear of harm or property damage,
*infringe on the student's rights at school, or
*substantiallydisrupt the education processor a school's orderly operation.
Bullying also includes:
Targeting a student's actual or perceived possession of, or association with others possessing or perceived as possessing, any differentiating characteristic based on race; color; religion; ancestry; national origin; gender; sexual orientation; gender identity or expression; socioeconomic or academic status; physical appearance; or mental, physical, developmental, or sensory disability.
The definition of bullying has been expanded to include:
"Cyberbullying," which it defines as acts of bullying carried out through mobile electronic devices or electronic communications, the Internet, interactive and digital technologies, or cell phones.
Filing a Report of Suspected Bullying:
If you suspect that bullying has taken or is taking place according to the aforementioned definition, please complete the Report of Suspected Bullying form that is available online or in the JWMS office. Once filled out, please print the form and deliver to JWMS administration as soon as possible. | 801 | 1,295 | {
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III International Competition for Young Performers of Wind Instruments
Brass instruments
Protokols BI (remotely) – pupils of music secondary schools (Year 1)
| Dalībnieka Vārds,Uzvārds | Izglītības iestāde | Pedagogs | Vidējais |
|---|---|---|---|
| Tibor Rajtarić | Franjo Lučić Mākslu skola | Tomislav Špoljar | 23,17 |
| | | Iva Šorša | |
| Akimov Damir | Karaghandi speciālā Mūzikas internātskola | Chyomov Vladimir Bektemirova Svetlana | 22,17 |
| Ariungerel Ankhbayar | Mongolijas Valsts koservatorijas Mūzikas un horeogrāfijas skola | Ganbaatar Norov Lkhagvasuren Otgonbaatar | 21 |
| Hana Dokuš | Glazbena škola Dugo Selo | Tomislav Špoljar Tomislav Previšić | 20,33 |
| Veronika Kantarević | Franjo Lučić Mākslu skola | Tomislav Špoljar | 18,5 |
| | | Iva Šorša | |
BI (remotely) – pupils of music secondary schools (Year 2)
| Dalībnieka Vārds,Uzvārds | Izglītības iestāde | Pedagogs | Vidējais |
|---|---|---|---|
| Dominiks Levuškāns | Jelgavas Mūzikas vidusskola | Guntis Supe Anita Akmene | 23 |
| Angel Srebchev | Dobrin Petkov Plovdivas Nacionāla Mūzikas un deju skola | Pencho Penchev Mariana Koleva | 17,75 |
BII (remotely) – pupils of music secondary schools (Year 3)
| Dalībnieka Vārds,Uzvārds | Izglītības iestāde | Pedagogs | Vidējais |
|---|---|---|---|
| Mattis-Johan Mere | Tallinas Mūzikas vidusskola | Neeme Ots Meeli Ots | 24,33 |
| Alexander Lagutik | «Complex «Music College - Musical Boarding School for Gifted Children | Vladimir Shlegel Alexei Kuminov | 24,17 |
BII (remotely) – pupils of music secondary schools (Year 4)
| Dalībnieka Vārds,Uzvārds | Izglītības iestāde | Pedagogs | Vidējais | Vieta |
|---|---|---|---|---|
| Rauno Rüütelmaa | Tallinas Mūzikas vidusskola | Aavo Ots Meeli Ots | 24 | 1 | | 1,241 | 713 | {
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Why Didn't the Piano Work?
Factor the expression. Find a factor in each of the two answer columns. One factor will have a letter and the other a number. Write the letter in the matching numbered box at the bottom of the page.
**Set 1 Answers**
| | |
|---|---|
| a. \(x^2 - 6x\) | T. \((3x^2 + 10)\) |
| b. \(2x^2 + 8x\) | V. \((8x^2 + 15x)\) |
| c. \(45x^2 - 20x\) | S. \((9x - 4)\) |
| d. \(9x^3 + 30x\) | N. \((8x^2 - 15)\) |
| e. \(8x^5 - 15x^3\) | A. \((x + 4)\) |
**Set 2 Answers**
| | |
|---|---|
| a. \(8a^3 + 4a^2 + 12a\) | Y. \((a^2 - 5a - 2)\) |
| b. \(7a^4 - 35a^3 - 14a^2\) | P. \((2a^5 - 5a^4 - 3)\) |
| c. \(6a^8 + 10a^6 - 3a^4\) | K. \((2a^2 + a + 3)\) |
| d. \(36a^3 - 24a^4 + 60a^5\) | H. \((2a^5 - 5a^4 - 1)\) |
| e. \(30a^6 - 75a^5 - 15a^3\) | M. \((3 - 2a - 5a^3)\) |
**Set 3 Answers**
| | |
|---|---|
| a. \(m^3n + 9m^2n\) | L. \((4 - 11m^2n^2)\) |
| b. \(10m^3n^2 - 25m^2n^3\) | P. \((7m^4 + 4n)\) |
| c. \(49m^5n^3 + 28mn^4\) | S. \((2m - 5mn^2)\) |
| d. \(72m^7n + 24n\) | I. \((m + 9)\) |
| e. \(8m^3n^4 - 22m^5n^6\) | O. \((2m - 5n)\) |
**Set 4 Answers**
| | |
|---|---|
| a. \(40x^2 - 100xy - 80y^2\) | R. \((4x^2 + 3x - 6y)\) |
| b. \(12x^5y^2 + 9x^4y^2 - 6x^3y^2\) | N. \((16x^6y^2 + 3x^2y + 1)\) |
| c. \(15x^3y - 35x^2y^2 + 40xy^3\) | Y. \((4x^2 + 3x - 2)\) |
| d. \(144x^8y^2 + 27x^4y + 9x^2\) | L. \((2x^2 - y^2)\) |
| e. \(2\pi x^2 - \pi y^2\) | W. \((3x^2 - 7xy + 8y^2)\) |
PUNCHLINE • Algebra • Book B
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Bottom-Up 1 to 100 Chart with Even Numbers
Name:
Date:
Score:
Fill in the blanks.
| 92 | 94 | 96 | 98 |
|---|---|---|---|
| 82 | 84 | 86 | 88 |
| 72 | 74 | 76 | 78 |
| 62 | 64 | 66 | 68 |
| 52 | 54 | 56 | 58 |
| 42 | 44 | 46 | 48 |
| 32 | 34 | 36 | 38 |
| 22 | 24 | 26 | 28 |
| 12 | 14 | 16 | 18 |
| 2 | 4 | 6 | 8 |
Bottom-Up 1 to 100 Chart with Even Numbers Answers
Name:
Date:
Score:
Fill in the blanks.
| 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 |
|---|---|---|---|---|---|---|---|---|---|
| 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 |
| 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 |
| 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 |
| 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 |
| 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 |
| 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 |
| 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 |
| 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | | 902 | 535 | {
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4th Grade Hidden Letters #2
Grade 4 Vocabulary Worksheet
Each word below has one letter missing. Print the correct letter in the space for each word.
| S | | | L | | O | |
|---|---|---|---|---|---|---|
| | | A | L | L | | |
| | | A | | | O | W |
| | | | L | L | O | |
| | | | L | | O | W |
| S | | A | | | | W |
| | H | | L | L | | |
| T | | I | |
|---|---|---|---|
| | | I | T |
| | | I | T |
| | W | | |
| | | I | T |
| | W | | |
4th Grade Hidden Letters #2
Grade 4 Vocabulary Worksheet
Each word below has one letter missing. Print the correct letter in the space for each word.
| S | H | A | L | L | O | W |
|---|---|---|---|---|---|---|
| S | H | A | L | L | O | W |
| S | H | A | L | L | O | W |
| S | H | A | L | L | O | W |
| S | H | A | L | L | O | W |
| S | H | A | L | L | O | W |
| S | H | A | L | L | O | W |
| B | U | I | L | D |
|---|---|---|---|---|
| B | U | I | L | D |
| B | U | I | L | D |
| B | U | I | L | D |
| B | U | I | L | D |
| T | W | I | T | C | H |
|---|---|---|---|---|---|
| T | W | I | T | C | H |
| T | W | I | T | C | H |
| T | W | I | T | C | H |
| T | W | I | T | C | H |
| T | W | I | T | C | H |
| T | H | R | I | L | L |
|---|---|---|---|---|---|
| T | H | R | I | L | L |
| T | H | R | I | L | L |
| T | H | R | I | L | L |
| T | H | R | I | L | L |
| T | H | R | I | L | L |
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INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP)
www.sciencepracticesleadership.com
Instructional Strategies – Using Computational and Mathematical Thinking
Mathematical and computational thinking involves using tools and mathematical concepts to address a scientific question.
Potential Instructional Strategies forUsing Computational and Mathematical Thinking
1. Provide opportunities for students to perform calculations on their gathered data, such as finding the mean (average) of several trials of data.
2. Engage older students in using computer programs such as excel to analyze large data sets from scientific organization (e.g. NASA, NOAA).
3. Create activities in which students are given a scientific question and must decide how to use mathematical or computational thinking to address the question.
4. Use various tools to gather data such as graduated cylinders, thermometers, balances, etc.
5. Have older students decide whether to represent their data in different ways such as using ratios, percents, etc.
6. Engage students in investigations that require them to use mathematical operations (e.g. subtract quantities to determine the volume of an object).
For a classroom example of instruction using this science practice, visit our website at www.sciencepracticesleadership.com and click on the Grade 2 Exemplar under Case Studies. | 650 | 904 | {
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College and Career Readiness Anchor Standards for Language
The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
|
Note on range and content of student language use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-‐appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts. | 1,021 | 1,707 | {
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Five Fun Activities
WB: 20 th April 2020
1. #chalkyourwalk
Draw a picture/game/riddle/activity/joke on the pavement outside your house (using chalk – not paint!!). We are all very limited to where we can walk at the moment. Let us try to make the walk around our local area a little more interesting for everyone.
Here are some examples of pictures you could choose to draw…
You may choose to write a message for people to read as they walk past…
Or you could give them something to do…
Get creative! I am sure you will have your own excellent ideas. Take pictures if you see any on your walk.
2. Start the day with a good breakfast
We have these pancakes every Saturday morning and our children love them! They are a healthier alternative to normal pancakes. Give them a go! You can help make the batter but make sure an adult cooks them! You can cut up the fruit to go on the top as long as an adult is with you.
Ingredients (Serves 4)
4 bananas, roughly chopped
4 eggs
100g porridge oats
Full fat Greek yoghurt
Fresh fruit to serve (for example, blueberries, raspberries, strawberries)
Method
For the child: Whizz up the bananas, eggs and oats in a blender (or with a hand mixer) to make your batter.
For the adult: Heat a teaspoon of oil in a frying pan over a medium heat. Pour little puddles of batter into the pan – I usually use a tablespoon per 'puddle' and can get three pancakes in at once. Cook for about 1 minute on each side. Remove and repeat the process with the rest of the batter.
Serve with a dollop of yoghurt and a few berries.
3. Spaghetti and Marshmallow Tower Challenge
The Marshmallow Tower Challenge is a simple team exercise that encourages people to work together to practice problem solving, design thinking, resilience and agility.
Each person in the family needs:
Pieces of spaghetti
1 big marshmallow
Small marshmallows
Instructions:
Set a 12 minute timer on your phone.
You have 12 minutes to build the tallest, free-standing tower.
Before the 12 minutes are up you must attach the big marshmallow to the top of the tower.
Measure the towers to find out who is the winner.
Think about towers you may have seen before to help you decide to build your tower, for example;
Here are a few ideas:
Blackpool Tower Petronas Towers
4. Giant garden games
Memory Game
This is a simple garden activity that can be played by just one child or your whole family.
You will need sheets of A3/A4 card (you could use cereal boxes/cardboard boxes). The amount and size will depend on how big you want the game to be and the size of your garden.
Pair up the sheets of card and for each set, draw the same image on both sheets (an animal, flower, coloured shape, or letter are good choices).
Position the cards on the grass in a grid shape with the images facing down. Test your memory by taking it in turns to turn over two cards each in hope of finding a pair. You can also pair up and work together to find a matching set.
Dominoes
If you wanted to you could also have a go at making your own giant dominoes. Below are all the combinations your need to make your own set of dominoes.
5. Plan and host a quiz for friends or family
There are many ways you can have fun keeping in touch! Why not plan and host a quiz?
First you will need to choose themes for each round.
Potential themes could include animals, geography, history, music, sport or film. Choose themes you and your friends/family are interested in.
Try and think of 5 questions for each round.
You could choose questions which have one answer, for example;
What is the name of a baby goat?
Or you could have questions which are either true or false, for example;
There are 7 continents in the world, true or false?
Write out your quiz (and the answers) before you start, for example;
Round 1 – Animals
1. What is the name of a baby goat? Kid.
2. What do you call a group of whales? Pod.
3. The African elephant is the largest animal in the world, true or false? False, it is the Blue Whale.
4. Is a dolphin a mammal? Yes.
5. What is the fastest land animal in the world? Cheetah.
Round 2 – Geography
1. There are 7 continents in the world, true or false? True.
2. What is the capital of France? Paris.
3. In which country would you find the Eiffel Tower? France.
4. How many countries are in the United Kingdom? 4.
5. What is the name of the highest mountain in the UK? Ben Nevis.
To host your quiz, you could video call your friends/family or you could try using an app called 'Zoom' to call more than one person. Read out the questions and ask them to write their answers down. At the end read out the answers and see who has answered the most questions correctly. | 1,815 | 1,089 | {
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45965 Nokes Blvd, Suite 120 Sterling, Virginia 20166 703-772-0480
www.thenewtonschool.org
The Newton School Anti-Bullying Policy
The Newton School believes that all students have a right to a safe and healthy school environment. Schools and community have an obligation to promote mutual respect, tolerance, and acceptance.
The Newton School will not tolerate behavior that infringes on the safety of any student. A student shall not intimidate, harass, or bully another student through words or actions, whether in person or electronically. Such behavior includes: direct physical contact, such as hitting or shoving; verbal assaults, such as teasing or name-calling; and social isolation or manipulation. The Newton School will not tolerate bullying through the transmission of information via electronic communication from a Newton School computer or computer network, or other electronic school equipment, nor will it tolerate cyberbullying of any kind.
The Newton School expects students and/or staff to immediately report incidents of bullying to the Director. Staff who witness such acts take immediate steps to intervene when safe to do so. Each complaint of bullying should be promptly investigated. This policy applies to students on school grounds, while traveling to and from school or a school related activity, during lunch, whether on or off campus, and during any field trips.
Teachers should discuss this policy with their students in age-appropriate ways and should assure them that they need not endure any form of bullying. Students who bully are in violation of this policy and are subject to disciplinary action up to and including suspension and expulsion.
Students need to follow the rules below:
- Any student who engages in bullying may be subject to disciplinary action up to and including suspension or expulsion.
- Students can rely on staff to promptly investigate each complaint of bullying in a thorough and confidential manner.
- Students are expected to immediately report incidents of bullying to the principal or designee.
- If the complainant student or the parent of the student feels that appropriate resolution of the investigation or complaint has not been reached, the student or the parent of the student should contact the director. The Newton School prohibits retaliatory behavior against any complainant or any participant in the complaint process.
The procedures for intervening in bullying behavior include, but are not limited, to the following:
- The school will make all reasonable efforts to keep a report of bullying and the results of investigation confidential.
- Staff who witness acts of bullying shall take immediate steps to intervene when safe to do so. People witnessing or experiencing bullying are strongly encouraged to report the incident; such reporting will not reflect on the target or witnesses in any way. | 1,213 | 526 | {
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Maths vocabulary test
Name _________________ Date __________
1. What is a discount?
a. The original price
b. Money taken off the original price
c. Money added to the original price
d. Twice the original price
2. What does under 4½ hours mean?
a. More than 4½ hours
b. More than or equal to 4½ hours
c. Less than 4½ hours
d. Less than or equal to 4½ hours
3. How do you find the difference between two numbers?
a. Add them together
b. Multiply them together
c. Divide the bigger one by the smaller one
d. Take the smaller one away from the bigger one
4. How do you find the mean average of a set of data?
a. Add up all the values and divide by the number of items
b. Take the smallest value away from the biggest value
c. Put the values in order and find the middle value
d. Look for the one that occurs the most
5. How do you find the range of a set of data?
a. Add up all the values and divide by the number of items
b. Take the smallest value away from the biggest value
c. Put the values in order and find the middle value
d. Look for the one that occurs the most
6. How do you find the mode of a set of data?
a. Add up all the values and divide by the number of items
b. Take the smallest value away from the biggest value
c. Put the values in order and find the middle value
d. Look for the one that occurs the most
Maths vocabulary test
Name _________________ Date __________
7. What does approximately mean?
a. Exactly
b. Roughly
c. Half
d. Double
8. How do you find the median of a set of data?
a. Add up all the values and divide by the number of items
b. Take the smallest value away from the biggest value
c. Put the values in order and find the middle value
d. Look for the one that occurs the most
9. Which of these is one-third?
10. What does enlarged mean?
a. Made bigger
b. Made smaller
c. Made faster
d. Made slower
11. What does import mean?
a. To send to another country
b. To bring in from another country
c. To produce
d. To throw away
12. To find out how many more items were sold in December than in November,
which of these calculations should you do?
a. November sales + December sales
b. November sales December sales
c. November sales – December sales
d. December sales – November sales
Maths vocabulary test - answers
1. What is a discount?
b. Money taken off the original price
2. What does under 4½ hours mean?
c. Less than 4½ hours
3. How do you find the difference between two numbers?
d. Take the smaller one away from the bigger one
4. How do you find the mean average of a set of data?
a. Add up all the values and divide by the number of items
5. How do you find the range of a set of data?
b. Take the smallest value away from the biggest value
6. How do you find the mode of a set of data?
d. Look for the one that occurs the most
7. What does approximately mean?
b. Roughly
8. How do you find the median of a set of data?
c. Put the values in order and find the middle value
9. Which of these is one‐third?
b.
3
1
10. What does enlarged mean?
a. Made bigger
11. What does import mean?
b. To bring in from another country
12. To find out how many more items were sold in December than in November, which of these calculations should you do?
d. December sales – November sales | 1,580 | 992 | {
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A place to shine …
Let light shine out of darkness and God's light shine in our hearts 2 Corinthians ch4, v6
History policy and Guidance
'For whatever was written in former days was written for our instruction, that through endurance and through the encouragement of the Scriptures we might have hope'
(Romans 15:4)
Rationale
History is the study of the past which gives a better understanding of the present. The history of our children begins to place their own experience in a wider context. History not only gives the children at Central Walker the knowledge to make sense of their own heritage, but it gives them the skills to interpret it. History stimulates cultural curiosity in the environment. There is a strong religious heritage locally and regionally which can be used to support the spiritual values and awareness of Central Walker. This is also a central intention of the Staff and Governors of the school. Our school is in a locality which provides our children with a rich, affordable and invaluable historical resource.
Aims
- To make history relevant to the children of Central Walker Church of England Primary School.
- To make the children aware of the historical and social aspects of their local environment and national heritage.
- To provide children with first hand opportunities to learn about History through educational visits and artefacts.
- To develop an awareness of the past and the ways in which it was different from the present.
- To encourage children to be tolerant and respectful of the many value systems, cultures and peoples represented in the past and present.
- To develop in children the skills of enquiry, investigation, analysis, evaluation and presentation.
Planning
Our History teaching is based on the current National Curriculum. History is taught as part of a topic. Appropriate links are made between the National Curriculum objectives and each phase's topic. Curricular links with other subjects are recognised and developed when planning.
Teaching and Learning
History teaching focuses on enabling children to think as historians. Good teaching in History provides a balance between imparting information to pupils through, for example story and narrative and prompting them to become active enquirers on their own account. Our children are also given the opportunities to visit places of historical interest and handle historical artefacts. We encourage visitors to come into the school and talk about their experiences of events in the past. We recognise and value the importance of stories in history teaching and we regard this as an important way of stimulating interest in the past.
Every child at Central Walker is provided with the opportunity to access History. Differentiation can be planned in terms of learning objectives, tasks, teaching methods, grouping, questioning, teacher intervention and resources. There should be a balance of open ended and structured tasks for all pupils. Teachers should also be aware of any physical disability that may affect a child's performance and make appropriate provision.
Resources
The subject leader will carry out an annual audit and identify the resources needed to support delivery of History throughout Central Walker. It is also the responsibility of the subject leader to ensure all staff are aware of outside agencies (for example, Tyne and Wear archives and museums) who are willing to lend artefacts to schools for a period of time.
Assessment, recording and reporting
Much valuable assessment can be carried out by observing pupils while they are engaged in learning activities, by talking to them, by evaluation any work they have done and by talking to them about what they are doing and about their History understanding.
Our approach to assessment must ensure that it is History skills and understand that are being assessed and not Literacy skills.
Reporting to parents is done annually through a written report.
Health and Safety issues
All teachers are expected to complete the appropriate documentation before taking a group of children on an educational visit.
Community links
The subject leader will promote community links and advise staff of suitable contacts, places to visit, visitors and agencies to support this area of the curriculum. Central Walker also promotes parental involvement.
Review
This policy will be reviewed September 2020. | 1,715 | 797 | {
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This week our home learning suggestions are all based around the theme "Disney!" We hope this give you the chance to work together as a family, for siblings to support each other and to cover different subjects in a fun, interesting way.
Reading
Writing
Maths
https://litt
| Art/DT/Music | History | Geography |
|---|---|---|
| Learn to draw your favourite Disney characters using this link. https://www.youtube.com/wat ch?v=hMyH62Q_dZU Learn to draw your favourite Marvel Hero using this link https://www.youtube.com/wat ch?v=XBpibPsypmA Design and draw your own Marvel superhero. What powers would they have and why? Learn to sing your favourite Disney song. | Research Walt Disney and create a fact file all about his life. Or Have a look at the toys you have at home. Talk to your parents they had when they were a child. What is different or the same? Compare your modern toys to those of your parents past. Do you have any toys that are the same? | Where are the different Disney films set? Research the different countries. Draw the flag and find out some fun facts. E.g Rataouille is based in Paris. Paris is in France which is in the continent on Europe. Or Think about a place in your town that would be a perfect setting for a Disney movie. Draw it and list the reasons it would make a good setting. |
Extra Maths
Science
http://preschoolpowolpackets.blogspot.com/2014/07/frozen-water-magic-science.html
Frozen water magic powers experiment
You will need:
- Bottles of water
- freezer
- small bowl
- ice
Method:
1) Put your bottles of water into the freezer. Leave them there for about 3 hours. You do not want them to freeze completely.
2) Test a bottle by squeezing the middle. If ice starts to form then its ready.
3) Put some ice into the small bowl, enough so the bowl is about half full.
4) Slowly and carefully pour your super cold water onto the ice.
5) Watch closely as frozen ice towers grow.
Computing and Music
Google have created a cool music lab that allows children to play and experiment with music on the computer. It is a colourful fun resource that allows for creativity and imagination.
Check it out here:
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Writing tasks
Design a poster about what foods make you happy!
Write a letter to yourself in 5 years' time- describe what you have been doing, how it's making you feel and what amazing things you have done so far!
Happiness is …
What makes you happy? It could include cuddling a pet or toy, watching a movie with your family, when your grown-up reads a story to you or plays a game with you, when you see a family member or friend.
Using these ideas write a poem (see bottom of the page).
Maths
Practise counting in 4s and 8s forwards and backwards.
Can you complete a missing number sequence:
8, 16, 24, ___, 40, ___
4, __, 12, 16, __
Ask someone to create a number sequence for you to complete or make your own.
Look at the fraction maths questions at the end of this document. Can you use your problem solving and reasoning skills to solve them?
Keep a tally chart or block diagram of how many different fruits and vegetables you eat each day. Remember juice such as orange or apple, baked beans and frozen vegetables and fruit all count. Can you get your five a day? Can you try a new fruit or vegetable?
Spelling tasks
Complete the activities set for you on Spelling Shed (3 times a week)
If you can't access Spelling Shed practice these common exception words: different, difficult, disappear, early
Practise spelling the words above or picking 5 from the common exception words list and make your own silly sentences.
Reading tasks
You could share a story together. This could be a chapter book where you read and discuss a chapter a day or a shorter book.
With your child- listen to this story https://www.youtube.com/watch?v=UmrUV8v-KQg And discuss the different feelings with your children. It's ok to have a blue day!
Read a book on Epic. Discuss what you enjoyed with someone in your family.
Online maths
Mathletics – Complete the challenges set by your teacher and try to get a new certificate!
TT Rockstars – try to have a go every day for at least ten minutes and ensure you practise Soundcheck.
Problem of the day
http://whiterosemaths.com/resources/classroomresources/problems/
Art
Draw a self-portrait – showing everyone how amazing you are!
https://www.youtube.com/watch?v=FAY5ZMxDteE
Or in the style of Picasso!
Science
Help an adult to cook something in the kitchen, talk about what healthy ingredients you are using. There are lots of child friendly recipes here:
https://www.bbcgoodfood.com/recipes/collection/kidscooking
Find out what vitamins we get from:
-carrots
-broccoli
-peas
-sweetcorn
For free Twinkl resources use code
Try to complete a different physical activity each day for five days! This could include going for a walk with your family, riding your bike or scooter, skipping, PE with Joe, dance with Oti Mabuse, cosmic kids yoga and any other type of physical activity you like.
Maths
Public Health in Ancient Rome
Public Health in Ancient Rome
Public health was developed by the Romans as they believed that cleanliness would lead to good health. The Romans made links between causes of disease and methods of prevention. As a consequence, Roman Public Health works were distributed around their empire.
The Romans believed that Prevention of illness was more important than cure of illness. Roman Philosophy was based along the lines of searching for a reason then establishing a preventative measure to minimize the risk attached. As a practical people they used observations of the environment to determine what was causing ill health. This form of empirical observation led the Romans to realise that death rates were higher in and around marshes and swamps.
The cure would then be based upon logic. As the Romans believed that Gods held the key to longevity of life they initially built Temples to the gods near large swamps to pacify them and reduce the deaths. Alternatives to this were the drainage of swamps and they also ensured that the army and important people lived away from these areas.
Such empirical observations led the Romans to believe that ill health could be associated with, amongst other things, bad air, bad water, swamps, sewage, debris and lack of personal cleanliness. In some places, Rome included, it is impossible to avoid all of these unless something is physically done to alter the environment. The Romans, being technologically adequate, resolved to provide clean water through aqueducts, to remove the bulk of sewage through the building of sewers and to develop a system of public toilets throughout their towns and city's. Personal hygiene was encouraged through the building of large public baths (The City of Bath being an obvious British example of these).
The consequence of this pragmatic approach to preventative measures was an advanced system of public health structures, many of which are still visible in places today. | 1,930 | 1,021 | {
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Clarion Review
Cherry Mouse Babies
Christine Rotsaert Kathy Kerber, Illustrator AuthorHouseUK (Aug 4, 2016) Softcover $19.82 (26pp) 978-1-5246-3626-5
The story and pictures work together seamlessly in this thoughtful children's book.
Christine Rotsaert's Cherry Mouse Babies is an easy-to-follow story with friendly animals and unexpected characters who explore themes of love, friendship, and diversity.
Weefeefee is a mouse fairy who lives in an idyllic "green-aqua valley" surrounded by all his friendly animal pals. The end of his tail, his ears, and his eyes are all shaped like hearts, bringing love symbolism to the front. When Leebeebee, a cherry fairy who lives on the "fruity mountain," arrives with her parents for a happy feet dance, she falls in love with Weefeefee immediately. Though they are from different fairy families, they soon have many cherry mouse babies.
Rotsaert's text is simple enough for even the youngest children to understand what's going on. The sparse amount of text on each page combined with the vibrant illustrations make it an unintimidating read, and the thoughtful subject matter opens up much discussion about the overarching themes.
Kathy Kerber's colorful pictures fill the pages with happy animals, humorously drawn fruit, and beautiful scenery, bringing the unusual story to life. It's one thing to read about Mama Applericoe and Papa Grapedeo at the happy feet dance or the cherry-fruit noses of the mouse babies, but it's another thing entirely to actually see all of them depicted in the story.
Rotsaert and Kerber want children to interact with Cherry Mouse Babies, and so the back of the book repeats illustrations—but not filled in with colors. These pages give children the opportunity to paint or color the pictures in on their own. Kerber includes animal outlines on many pages of the actual story for kids to color in as well.
In Cherry Mouse Babies, the story and pictures work together seamlessly, resulting in a thoughtful children's book.
KELLY THUNSTROM (February 3, 2017)
Disclosure: This article is not an endorsement, but a review. The publisher of this book provided free copies of the book and paid a small fee to have their book reviewed by a professional reviewer. Foreword Reviews and Clarion Reviews make no guarantee that the publisher will receive a positive review. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
Source: https://www.forewordreviews.com/reviews/cherry-mouse-babies/
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PA Rare Bird Report
Submission Date
2016-10-06 18:37:15
Observer's Name
E-mail
Phone
Observer's Address
Names of additional
observers
Species (Common Name)
Species (Scientific Name)
Number of individuals
Observation Date and Time
Did you submit this sighting to eBird?
Link to eBird checklist
County
Location (City, Borough, Township)
Exact Site (E.g. Name of park, lake, road)
Habitat
Distance to bird
Viewing conditions
Optical equipment used
Description
Behavior (be as detailed as possible about what the bird was doing)
Pam Pryor
firstname.lastname@example.org
484-695-1234
736 Main St
Slatington
Pa
18080
United States
Bryon Pryor
Black bellied whistling duck
Dendrocygna autumnalis
2
10-03-2016 9:30 AM
Yes
http://ebird.org/ebird/pa/MyEBird?
cmd=list&rtype=loc&r=L494993&time=life&spp=bbwduc
Northampton
Walnutport
Lehigh canal towpath
Lehigh canal and canal towpath
Stayed back about 10-15 feet
Clear morning
Iphone
Standard. Pink orange bill, grey Head, chestnut brown chest, black belly
Feeding & swimming with a group of Mallards. Both days we saw it the duck stands on the bank of the canal with its neck elongated & when you approach it it flies into the water with the group of mallards
Discussion – anything else relevant to the observation that will aid the committee in evaluating it:
Are you positive of your identification ? (Why or why not)
We walk the canal for years now. We like to watch the birds that are there however we are not professional birdwatchers. On October 3 when walking down the towpath I observed a bird in the distance with an elongated next standing on the bank of the canal. As we approached closer it flew into the water with the Mallard ducks that were swimming and we saw it was another species of duck. I took photos and noted it's coloring so that when I got home I could look up the variety. When we got home we were shocked to see that it was a rare species for this area and it was very exciting. I posted about the duck on my Facebook because we were excited and my friends told me I needed to report it. We just want the bird to be safe. Apparently since word got out a lot of people are going to see the duck now.
Yes absolutely
Supporting evidence (check all that apply)
Photograph
Upload images, audio, video or drawings
image36.png
image44.png
Click to edit
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This week our home learning suggestions are all based around the theme "My Family". We hope this give you the chance to work together as a family, for siblings to support each other and to cover different subject in a fun, interesting way.
| Reading | Phonics/Spelling | Writing | Maths |
|---|---|---|---|
| Reading a variety of books at home. Your child could share a book every day. This can be reading a book aloud every day or sharing a book with an adult. Watch Newsround and find out what is happening in the world. What did you find out? Is there anything you need help understanding? Create a bookmark, perhaps you could choose characters from your favourite stories. Complete a book review on one of the books you have read - what did you like about it? Would you recommend it to anyone? | Our phonics and spellings we will focus on the letters that make the “i” sound this week igh as in night ie as in tie i-e as slide y as in my Using Phonics Play games Picnic on Pluto, Buried Treasure, Dragon’s Den to practise different sounds each day. Spelling Shed Practise the words released each day. Spell Year 1 Common Exception words - check the word each day we are working on or use your child’s individual list to work from targeting those he/she is still working on. | Family: Think about each of your family members. What is their favourite thing to look at, favourite smell, taste, feeling (touch), sound? Create a riddle for each family member. i.e. I love the smell of flowers, I love the taste of watermelon, I love the sound of birds chirping, I love to look at the shape of clouds, I love to feel the warm sun Who am I? Can other family members guess? Family recipe – can you think of a family recipe? Or maybe a family favourite meal – practice writing the recipe down. What do you know about instructions to help you? As a family create a story. | Working on Mathletics - your child will have an individual login to access this. Play on Hit the Button - number bonds, doubles and halves. Practise counting in 2s, 5s and 10s. This game Balloon Skip Count could support this. Work on a shopping list for the weekly shop and get children to add up how many items and add up the cost of some items. This game could support work on making amounts of money. Practise telling the time. This could be done through this game (scroll down to access the game). Read to the hour and half hour. |
| | | Who will be the main characters? Where will the setting of the story be? Think about the beginning to introduce the main character, something to happen in the middle and how it gets sorted out in the end. |
|---|---|---|
| Science | Art/D&T/Music | History |
| Investigate as a family to answer the question: “Do big hands mean big feet?” Draw around all the family members' hands and feet to investigate if the person with the biggest foot also has the biggest hand? Cut them out and put them in order to answer the question - if you had the biggest foot did you also have the biggest hand? Did you have any surprises when you looked at your evidence? | Draw, paint, collage or build a family portrait. Create a picture of your family. You may do this using any resources you have. Can you make it realistic with lots of details? You might even include your pets. Remember what we have learnt about drawing a portrait – think about the shape of the face, add eyes linked to ears, nose, mouth, eyebrows, eyelashes then finally add the hair and glasses if they wear them! | Look at photographs of your family members and discuss where they would go on a family timeline. (This challenge links to the family discussion time.) Have you met everyone? Can you put them in order from oldest to youngest? Can you place them on the year that they were born? |
Discussion Time
Take a moment to sit down and look at family photographs together. Show pictures that may include family that you haven't seen or the children haven't met. Talk about these people, what they did and how they are related to you. Share memories of the people and the events in each picture. Allow the children to ask questions about the people. | 1,484 | 929 | {
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Food As Medicine
Summary
Explore the healing potential of foods, beverages and dietary patterns using the best knowledge from both traditional and scientific sources. You will learn how to recommend wholesome foods and beverages based on seasonally available ingredients that delight the senses whilst providing specific phytochemicals and nutrients to improve health and prevent disease.
Duration 40 hours
(20 contact hours & 20 hours self-directed learning)
Hours are inclusive of all supervised and prescribed activities throughout the duration of this unit of study. These may include lectures, on-line tasks, forums, assessments, prescribed reading, research, assignments and activities.
Learning Outcomes
By the conclusion of the subject, you should be able to:
1. Explain the role of nutrition within the multi-causal model of health and disease.
2. Describe whole foods and recognise the benefits of eating local, seasonal produce
3. Describe the impact of cultural and lifestyle influences on the development of a healthy diet
4. Name foods that are good sources of specific phytochemicals and nutrients.
5. Outline the eating philosophy of eating for disease prevention
6. Discuss and explore the healing properties of specific foods and food groups from a traditional and scientific perspective
7. Outline the benefits of using herbs and spices in meals, teas and other beverages
8. Learn how to put together wholefood menu plans that
9. Try out some tasty whole food recipes and learn about some new ingredients
Assessment
This subject is assessed via the following:
* One on-line quiz – 100%
Refer to assessment pack for full details
Pre-requisites
Nil
Nature Care College
P.O Box 5194 Greenwich NSW 2065
Tel: +61 2 8423 8333 Website: www.naturecare.com.au
Resources
You will need a computer to access your course materials and submit assessments. Your computer needs reliable internet access.
NCC is a Wi Fi friendly site. Students are encouraged to use laptops/notepads etc. with internet access for log in into e-Learning for resources.
Compulsory Textbooks
'Foods that harm foods that heal: An A-Z Guide of What to Eat and What to Avoid for Optimum Health'. Reader's Digest Australia Pty Ltd 2013 or later.
Content
* Food as medicine in Australia
* Eating a rainbow of plant foods
* Luscious leafy greens
* Mediterranean diet, nuts and oils
* Fibre rich foods and gut health
*
Fabulous fruits and vinegars
* Alliums and mushrooms
*
Herbs
* Spices
* Menu plans
Certificate of Completion
If you are completing the subject as a standalone short course, you will automatically receive a Certificate of Completion.
If you are completing the subject as part of a Course Program you will receive your Credentials upon completion of the entire Course Program.
*If you are learning for personal growth, you may elect not to participate in the assessment please notify us by emailing firstname.lastname@example.org | 1,356 | 608 | {
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voyage / trip / travel / tour / journey
voyage: to go on / set out on a voyage to; to make / take a sea voyage to; a homeward / long / maiden / ocean / sea voyage; a voyage of discovery;
trip: to go on / make / set out on / take a trip to; to arrange / cancel / organize / plan / postpone / put off a trip; a business / camping / day / long / round-the-world / short trip; to be away on a trip;
travel: an air / commercial / foreign / sea travel; a travel from … to …; Travel broadens the mind;
tour: to go on / make / take a tour of; to arrange / operate / organize a tour of; to be on tour; a cycling / day's / guided / lighting / package / sightseeing / walking / week's tour; a tour around;
journey: to go on / make / set out on / undertake a journey; a journey from … to …; a car / plane / train journey; a five-day / long / pleasant / round-the-world / safe / tiring journey; a journey on foot;
Complete the following sentences with nouns 'voyage', 'trip', 'travel', 'tour' or 'journey'.
1. This summer, we're planning to go on a …………..….. around the Mediterranean countries.
2. How about going on a day …………..….. to Hastings?
3. During his three-day train …………..….. from Paris to Moscow, the famous inventor came up with a number of original ideas.
4. Christopher Columbus set out on a …………..….. to India but discovered America.
5. Because I fell ill I had to cancel my business …………..….. to the Netherlands.
6. Everybody enjoys foreign …………..….. .
7. I suggested going camping but the others opted for a package …………..….. in Spain.
8. This morning, I have already made two shopping …………..….. to downtown.
9. While you’re in Hamburg, don’t forget to take a …………..….. up the Elbe on a steamer.
10. The place I am talking about is hundreds of kilometres away from here but it is worth a …………..….. for sure.
11. Our …………..….. from Tunis to Tripoli went smoothly. Problems began when we reached the Sahara desert.
12. We’ve sent our children on a sightseeing …………..….. around Scotland. I hope they are enjoying it.
13. This is the ship's maiden …………..….. . How exciting!
14. It’s common knowledge that …………..….. enriches your education and broadens your horizons.
15. 'How long did your car …………..….. from York to Coventry take?
16. Thousands of people who travel to work by train make the same …………..….. every day – from the neighbouring cities to Tokyo.
17. After years of foreign …………..….. , the explorer finally settled down in Brazil.
18. I am dreaming of a sea …………..….. round the world.
19. Tomorrow, our class are going on a school …………..….. to Hastings.
20. It was a long and tiring …………..….. that we had but we enjoyed it a lot. | 1,167 | 680 | {
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BREAD IN THE GREAT WAR
Without doubt bread is one of the most significant inventions of Man. It marks a revolutionary turn in his evolution. From being a hunter-gatherer and living as a nomad, Man started working the land, building settlements, creating culture and civilisations.
Bread is the only type of food connecting Man with basic principles of life and the transcendental.
Ritual bread follows us from birth to death, even after death. When in the ancient past our ancestors started making bread that was a result of long-lasting experience, patient work and will. As soon as they tasted it, people realized its importance to survival. Precisely because of its importance as basic food, bread has become a symbol of life, spirituality and a reflection of culture.
Bread has gained its unique position in man's life because of its peculiarity. Bread's ingredients are the basis and symbols of a lasting life (seed, salt and water); then as food – "first course"; while the very making of dough and baking are seen as the creation of the world.
In the tradition of many peoples, bread creates the balance between Man and invisible forces endangering his life, and is also used as on object with magical powers to fulfil human wishes. The former is played out through giving bread as a gift, and the latter is based on the belief that bread can transfer certain qualities onto those who come in contact with it.
The author's intent was not only to show the importance of bread as food but also to illustrate the miracle of bread as a treasury of collective memory and testament to ethical and symbolic values and downfalls of human during most difficult times such as war.
Soldiers and historians usually write war histories. However, military and history books do not tell it all. While preparing the book the author reviewed more than a thousand photographs and authentic witness accounts – from the Military Museum in Belgrade to the Imperial War Museum in London. The topic of his research was – Bread in the Great War!
The topic of bread's significance in soldiers' diet as well as its symbolic place in everyday life during the Great War has been left on the margins.
"An army marches on its stomach," claimed Napoleon. Though the importance of soldiers in trenches and on the frontlines is beyond dispute, the Great War wasn't won on the front. An important turn of events happened when the United States stopped sending wheat to the Central Powers, and opted to support the Allied Powers. Then US President W. Wilson was quoted saying after the war that "it was a victory thanks to wheat."
The Great War was the first war in which civilians were legitimate war targets. The war was not waged only with firearms on battlefields, but also by creating shortages of bread and food in cities far away from frontlines. The suffering of civilians was not any less than those of soldiers in tranches. In all cities of countries at war, from Wien, Paris, London and Berlin to Moscow and Prague, women used to queue for hours to get their rations – a modest piece of bread.
Examples of real courage were not only among soldiers. Women who stayed at home were just as brave and courageous. They are the 'forgotten' heroines who waited patiently in long lines to get a piece of bread, worked the land, and looked after the children and households. Thanks to them homes were preserved. Homes to which the lucky ones, those who were not killed in battle, returned. Without women's sacrifice it is difficult to imagine how 'normal' life would have continued after the war.
One of the more important events during the Great War happened in Russia – the 1917 October Revolution. However, it is an obscure fact that the first protests were held in Petrograd and their initiators were women who stood in breadlines for as long as 60 hours a week. They took to the streets demanding peace, bread and freedom in spite being fired at by Tsar's soldiers. Workers joined these women later. These mass February protests in Petrograd got the name Bread Uprisings. They led to the fall of the Tsar and marked the beginning of the October Revolution.
The book does not show the Great War neither in the context of military nor war fronts, battles, countries at war. It rather focuses on common topics that show equal suffering and cruelty endured by people of all countries at war. The book shows that in any war both its winners and losers are in fact all defeated. In that sense, the book aimed to send an important anti-war message.
The quality of book was greatly helped by and through cooperation with the Mr. Andrea Fadani, Ph.D. (Museum der Brotkultur, Ulm) and Mr. Laurent Bourcier (Membre-fondateur du Centre de recherche et d'étude de la boulangerie et ses compagnonnages - CREBESC, France).
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Build
your inner strength
By Trish Stratus, Stratusphere Yoga Studio Proprietor
Flu season. It's here and with all the H1N1 buzz, it may seem that this season, it's going to be tougher than ever to battle through. But really, I personally will approach this season the same as I do every other and that is with a preventative mindset. The great news is all the arsenal we need is right at our fingertips. The choices you make about what you eat and how you live will ultimately dictate how you will fare against seasonal viruses. As the saying goes, the best defense is a good offence, so taking the steps to boost your immune system will give you the best chance to experience optimal health and wellness not only during flu season, but throughout the year.
Trish Stratus is a long-time yoga practitioner and studio proprietor in Vaughan, Ontario where she runs several different styles of yoga and pilates classes. One of her most popular and fastest growing classes is her prenatal classes. Offered regularly on her schedule, this weekly class offers momsto-be a way to maintain their fitness during pregnancy, which plays a significant role in having a safe and comfortable birthing process. The class also provides the support and company of other pregnant women as well as the expertise of Team Stratusphere member and instructor Lisa. Whether you are new to yoga or already an experienced practitioner, Trish Stratus shares her thoughts on prenatal yoga and why doing it is wonderful for both mother and her baby.
lifestyle changes, you can easily get those white blood cell soldiers ready to fight … and win!
* Citrus fruit, broccoli, tomatoes, red, yellow and orange peppers (vitamin C)
You are what you eat. By eating a varied and balanced diet that includes lots of fresh fruits and vegetables you prime the body's defenses from the inside out. Eating certain foods will ensure you get the nutrients that help strengthen the immune system:
* Garlic (acts like a natural antibiotic, active components block the enzymes that lead to infection)
* Bananas (vitamin B6)
* Whole grains (zinc and vitamin E)
* Sweet Potatoes, carrots, spinach (sources of beta-carotene, which is a form of vitamin A that helps produce white blood cells.You can also add these immune enhancing products to
continued on next page
There are many things you can do to improve your body's ability to fight disease. By incorporating healthier patterns into your daily living, like how you nourish your body, how much physical activity you get and certain simple help prevent or shorten the duration of common colds and flu:
* Vitamin C
* Vitamin D
* Echinacea
* Probiotics
* Goldenseal
In addition to what you eat, certain lifestyle changes can help support your immune system, including:
* Getting enough sleep. At least 7 or 8 hours of sleep is recommended, any less makes you more susceptible to getting sick.
* Washing your hands. Wash thoroughly and often with warm water and soap to avoid both passing on and picking up cold viruses.
* Reducing and managing stress. Long periods of stress or chronic stress can raise cortisol levels (the stress hormone) which can weaken the immune systems' ability to fight off cold or flu symptoms.
system, which is rich in white blood cells and plays a vital role in your immune system
* Inversions and forward bends (like downward dog) improve the flow of the sinuses and help flush mucous from the lungs.
* Certain poses compress the organs, this helps massage and rejuvenate immune organs and channels.
* A regular yoga practice reduces high levels of cortisol in the body which can increase the body's vulnerability to infections.
* The cardiovascular work that is required in yoga helps remove toxins through sweat. This detoxification process can also be achieved by doing yoga in a heated room.
* Deep breathing techniques increase the flow of oxygen into the lungs, which helps in alleviating colds, asthma, sinus congestion and allergies.
All of these are possible kinds of natural, preventative approaches to help build up our natural defenses and immune health.
improve overall
So before you and flu medications
reach for the cold remember that the solution lies in prevention instead of the cure. Let's not forget that the body has an amazing innate ability to heal itself. Years and years ago, we didn't have antibiotics or flu vaccinations - but, we did have whole foods and we did have yoga.
REVIVE
* Eliminate sugar and processed foods from your diet whenever possible. Sugar consumption has an immediate, debilitating effect on your immune system.
* Twists and inversions stimulate the lymphatic
Another way to not only help ward off a cold and flu virus but also attack it is physical activity. Regular exercise appears to jumpstart the immune system by increasing the number and aggressiveness of certain immune cells. Yoga in particular provides many healing benefits that help improve immune function: | 2,033 | 1,003 | {
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SUMMARY
California is home to the nation's largest population of dual language learners (DLLs). These young children have the potential to reap the academic, social, and cultural benefits of bilingualism when they are in early learning environments that effectively support the development of both the home language and English.
California's State Preschool Programs (CSPP) are already identifying and collecting data related to DLLs. There is an opportunity to use this data to ensure educators are equipped to meet the needs of the DLLs they serve by receiving much-needed professional development. AB 1947 takes another critical step in implementing the recommendations from the Governor's Master Plan for Early Learning and Care for supporting all DLLs.
BACKGROUND
Historically, there have been no statewide requirements for early childhood certification or training for working with young DLLs. In recent years, however, policies and practices in California have been evolving to recognize the value of bilingualism and respond to the need to develop an early childhood workforce that can effectively support DLLs prior to kindergarten entry. Some recent efforts to advance this work include: In 2016, California passed Proposition 58, the California Education for a Global Economy Initiative, repealing a law limiting K-12 instruction to English only. Additionally, the State Board of Education (SBE) adopted the California English Learner Roadmap policy in 2017. In December 2020, California Governor Gavin Newsom released the Master Plan designed to transform the State's robust, mixed delivery early learning and care system. The Master Plan highlights the importance of providing culturally relevant learning experiences and high-quality language interaction in both English and the home language for DLLs in early learning settings. The Master Plan also prioritizes advancements in professional development to better prepare the early childhood workforce to provide equitable and high-quality learning experiences for all young children.
Superintendent of Public Instruction to develop a standardized process for California State Preschool Program providers to identify DLLs.
PROBLEM
DLLs represent a large and growing population in California's early learning programs. However, without formal certifications or training requirements, many early learning providers across California are not sufficiently prepared to work with DLLs. Research has found that specific and intentional teacher training that focuses on instruction for DLLs can lead to increases in knowledge about DLLs as well as better quality teaching practices and positive learning outcomes for DLLs.
SOLUTION
AB 1947 builds on the progress made in AB 1363 in achieving the goals of the Master Plan to identify and support DLLs. Specifically, this bill will:
* Expands the number of allowable staff training days under a CSPP contract from 2 to 6 days
* Specifies that when a CSPP contractor enrolls an 25% of DLLs and opts to provide 3 or more days of staff training, one of those days must include DLL PD
* Deems PD provided during regular hours of operation are considered days of operation to meet the minimum number of days for part-day and full-day CSPP.
CONTACT
Jose Medina, Legislative Aide email@example.com | (916) 319-2043
SUPPORT
Understanding the need to support DLLs, Assemblywoman Luz Rivas authored AB 1363 (Chaptered by Secretary of State - Chapter 498, Statutes of 2021), which took the first step of implementing the Master Plan by requiring the State
Californians Together (co-sponsor) Early Edge California (co-sponsor)
AB 1947 (L. Rivas) Fact Sheet·04/12/24 | 1,710 | 719 | {
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Calming Kits Introduction to the project
Say, "Each one of us feels worried or angry, frustrated or frightened at times. Learning to identify our feelings and develop strategies for responding to big emotions helps us do well in life. It gives us clear thinking to do our work and to respond reasonably to the people and situations around us. Being aware of our feelings and the feelings of others is key to respectful conversations and creating a kind and respectful classroom community. We are going to help others understand their feelings in a service project to make our community a more peaceful and loving place for everyone."
Show students pictures of a lake that is calm and one that is stormy. Discuss the meaning of the word calm. Invite the students to think about a time when they were really upset and what they did to calm themselves down. Tell them, "We are going to create a calming kit that can be used to help people in our community calm down when they are feeling big emotions." Discuss how this helps make our community better. Decide together who you will donate your kit to, such as another classroom or preschool, fire station, nursing home, or hospital.
Calming Kit Contents (in a decorated small repurposed box):
* Instruction sheet to describe how to use the kit
* Feelings check-in chart so they can reflect on how they feel before and after they use the calming box
* Timer to help the user set a time limit and return to the group activity, if desired
* Several options of items to fidget with (a variety gives users a choice)
Preparation for Making Calming Kits to Donate
1. Duplicate and laminate the "Instructions" and "Check-In Chart" for each kit.
2. Have students and the art teacher help you gather materials and set up stations with a copy of the DIY directions for each of the items you want to put in the kit. Some of these materials are purchased, and most are recycled or donated from home. Students may donate other fun items for the boxes.
* Shoeboxes or smaller boxes
* 12" round balloons
* Gently used coloring books and crayons
* Flour, corn starch, or baking soda
* Cheap hair conditioner
* Food coloring
* Small glass bottles with sealable lids
* Pipe cleaners
* Clear school glue
* Water beads, opt.
* Baby oil or cooking oil
* Plastic bottle (funnel)
* marbles
* clay
* Craft sticks
* Beads
* Silky, stretchy, and mesh fabric (from used clothing ready to donate)
* Colored card stock
* Markers, scissors
* Sewing supplies
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First, you'll need to print off the pictures and stick them to cardboard. You need to stick the opposite picture on the same piece of cardboard because your mobile will spin!
Take two pieces of ribbon or string, making sure that they are two different lengths. Attach the string to the picture with sticky tape. Now stick one end of a lollypop stick. Do the same on the other side of the stick.
Remember to ask a grown-up for help
Colour in your pictures with your best pencils or pens so that they look bright and colourful. Now you need to put all your pictures together so you can hang them from the ceiling.
Now do this again with two other pictures. Your mobile is nearly ready!
Now using one big lollypop stick (or two stuck together) attach the two chains to either side using sticky tape. Using a really long piece of string, stick the buttterfly in the middle. Now your mobile is finished, you can hang it in your bedroom.
© 2014
bbc.co.uk/cbeebies
© 2014
bbc.co.uk/cbeebies
bbc.co.uk/cbeebies
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Disciples and Dust
3rd Confirmation Class Handout
READ Luke 5:1-11
1 One day Jesus was standing by the Sea of Galilee. The people crowded around him and listened to the word of God. 2 Jesus saw two boats at the edge of the water. They had been left there by the fishermen, who were washing their nets. 3 He got into the boat that belonged to Simon Peter. Jesus asked Peter to go out a little way from shore. Then Jesus sat down in the boat and taught the people. 4 When he finished speaking, he turned to Simon. Jesus said, "Go out into deep water. Let the nets down so you can catch some fish." 5 Simon answered, "Master, we've worked hard all night and haven't caught anything. But because you say so, I will let down the nets." 6 When they had done so, they caught a large number of fish. There were so many that their nets began to break. 7 So they motioned to their partners in the other boat to come and help them. They came and filled both boats so full that they began to sink. 8 When Simon Peter saw this, he fell at Jesus' knees. "Go away from me, Lord!" he said. "I am a sinful man!" 9 He and everyone with him were amazed at the number of fish they had caught. 10 So were James and John, the sons of Zebedee, who worked with Simon. Then Jesus said to Simon, "Don't be afraid. From now on you will catch people." 11 So they pulled their boats up on shore. Then they left everything and followed him.
NOTE:
* Of the groups we talked about last week, which ones are represented in this story?
* The amount of fish that Peter, James and John caught would've been considered a small fortune. They leave it and the family business and their families.
* Their leaving is pretty scandalous because parents depended on their kids to take care of them. No retirement funds or Social Security or retirement homes were around at that time.
* Peter James and John are most likely between the ages of 14 to 17.
* If someone entered your life right now and said, "Leave everything and follow me?" Who would it have to be for you to do like the disciples did and actually leave?
CHALLENGE OF THE WEEK
"May you be covered in your rabbi's dust." So what or who are you following so closely that you are covered in its/his/her dust? Ways to help you think about this: On what do you spend the majority of your time? On what do you spend the majority of your FREE time? On what do you spend the majority of your money? If you had more time, more money, what would you LIKE to spend it on? Pay attention to this throughout the week. We'll talk about it next week. | 909 | 610 | {
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Hebrew Vowels - Simplifi ed Chart
i
| matres lectionis | h | y | | w | |
|---|---|---|---|---|---|
| sounds | a | e | i | o | u |
| long | qamets1 F (ball) | tsere/tsere yod2 ( ) y " (they) | hirek yod3 y ii (machine) | holem/holem vav2 (O ) w (open) | shurek w% (lure) |
| short | patach A (ball) | segol (bet) | hirek I (hit) | qamets hatuph (on) | qibbuts U (under) |
| half / reduced (short in duration) | hataph patach (ball) | hataph segol (bet) | sheva (careen) | hataph qamets (on) | |
i
1. Qamets He ( h F) is also a vowel. It is pronounced like the qamets and it only occurs at the end of a word.
2. These vowels frequently occur both with and without the matres.
3. This vowel will infrequently occur without the matre.
Hebrew Vowels - Full Chart
| matres lectionis | h | y | | |
|---|---|---|---|---|
| sounds | a | e | i | o |
| historically long | qamets he1 h F (ball) / | tsere yod y " (they) / | hirek yod y i (machine) / | holem waw w o (open) / |
| long | qamets F (ball) / | tsere (they) / | hirek2 i (machine) / | holem (open) / |
| short | patach A (ball) / | segol (bet) / | hirek2 I (hit) / | qamets hatuph (on) / |
| half / reduced (short in duration) | hataph patach J (ball) / | hataph segol (bet) / | sheva : (careen) / | hataph qamets (on) / |
1. Qamets He ( h F) occurs only at the end of a word.
2. Both hirek and qibbuts can be long or short. Assume the vowel is short unless it is in an open or stress syllable. | 898 | 629 | {
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Norovirus
What are noroviruses?
The noroviruses, also sometimes referred to as Norwalk-like viruses, are a group of viruses that cause vomiting and diarrhea.
How long can an infected person spread the virus?
Who gets norovirus infection?
Anyone who becomes ill from infection with a norovirus.
How are the viruses spread?
Norovirus can easily be spread from person to person. Ways that noroviruses can spread include:
* Eating food or drinking liquids that have been contaminated by the feces or vomit of an infected person.
* Touching or surfaces contaminated with the virus, and then placing parts of the hand in their mouth.
* Ingesting particles of vomitus that have been aerosolized.
* Direct contact with a sick person (such as caring for a sick individual or sharing food, water or eating utensils).
What are the symptoms of norovirus infection?
Symptoms include vomiting, diarrhea, nausea and abdominal cramps that generally last for one or two days. Other symptoms such as low-grade fever, headache, muscle aches, chills and fatigue may also be present. Typically, children experience more vomiting than adults, though most people infected with a norovirus have both diarrhea and vomiting. Dehydration is the most common complication of infection with norovirus.
How soon do symptoms appear?
Symptoms usually appear within one to two days after exposure to the virus, but illness can occur as soon as 12 hours afterwards.
The infectious period begins with onset of symptoms and usually ceases three days after symptoms are gone, however, some people are still infectious two weeks after their symptoms have ended.
What is the treatment for norovirus infection?
Norovirus illnesses are generally self-limited, lasting one a few days. Treatment consists of drinking fluids to prevent dehydration. Fruit juices and sugary soft drinks should be avoided. Noroviruses cannot be treated with antibiotics since these medications are not effective against viruses.
How can the spread of norovirus be stopped?
Individuals infected with a norovirus should stay home while they are ill. Children should be kept out of the child care or school setting as long as diarrhea or vomiting is present. People working as food handlers, medical practitioners, and those who work in child care centers or schools should exclude themselves from work until 72 hours after symptoms have resolved. Individuals should wash their hands with soap and warm water after using the toilet, and before meals and snacks. Surfaces that may have been contaminated by feces or vomit should be disinfected with a bleach-based household cleaner.
Where can I get more information?
Contact your doctor or the Southern Nevada Health District Office of Epidemiology at (702) 759-1300.
Updated 2-13 | 1,183 | 564 | {
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Snap Scene ®
An instant scene-based communication and language learning app for your child.
Communication in a Snap!
It's Never Too Early!
"Just In Time" programming makes Snap Scene the fastest and most effective tool for communication on the fly! Take a photo, tag it with a hotspot and recordings, then press play. Snap Scene easily and quickly turns everyday moments into chances to learn to communicate naturally.
Designed for young children (as early as infancy) at the beginning stages of learning communication who:
* do not speak
* may be slower in learning to talk
* may speak but are difficult to understand
* at risk for communication challenges
" " Snap Scene is a perfect app for in the moment learning opportunities. Snap a picture, use your finger to draw hotspots on the image, record sound, add labels and Play. It's that simple! I give it a thumbs up.
- Dan Herlihy, AT Consultant
Snap Scene will set your child on the right path to communication. By starting early you can jump start your child's language development. It can make the difference between language learning success and lifelong language difficulties.
In-the-Moment Learning!
Focus on the topics and content that interest your child no matter where you are or what you're doing. By using Snap Scene, your child is an active part of the conversation and more motivated to communicate.
Provide Quick and Easy Language Growth
Using Snap Scene puts your child's language and literacy growth on the right path! Here are just a few of the benefits you can expect to find:
* A simple design – spend more time communicating rather than time flipping through a manual on how to set up a scene
* Natural and intuitive navigation between scenes no training is required to use the program
* Tap on a hotspot and the word appears on the screen when spoken – this reinforces word meaning and literacy
* Recordings are in a familiar voice that's recognizable to your child.
Pathways for Snap Scene
Tobii Dynavox Pathways ™ is a FREE, one-of-a-kind companion app for Snap Scene. Based on best practices from experts in the field, Pathways provides tips, suggestions, and real-world videos to show parents, teachers, and even therapists how to get the most out of Snap Scene. Updated features now available.
Learn more at tobiidynavox.com/pathways.
Snap Scene Full Version
* Snap Scene for iPad apple.com/itunes
* Snap Scene for Windows mytobiidynavox.com/Store
* Snap Scene for T-Series / I-Series+ Devices mytobiidynavox.com/Store
Free Trial
• Snap Scene Lite for iPad apple.com/itunes
* 8 pre-installed scenes and 2 user-created scenes, no importing
Research-Based and Tested
Snap Scene is based on Easy VSD, which was shown in research by Dr. Janice Light to increase:
* initiating and maintaining social interactions
* sharing information and expressing needs and wants
* using new words and concepts including colors, numbers, and letter sounds
* combining words and concepts to express more complex ideas
System Requirements:
Snap Scene for iPad requires:
* iPad/iPad Mini running iOS 8.0 or later (iPad 1 is not supported)
* 250 MB of available storage
Snap Scene for Windows requires:
* Windows 7 or later
* 1 GB of RAM
* 250 MB of available storage
Pathways for iPad requires:
* iPad/iPad Mini running iOS 7.0 or later (iPad 1 is not supported)
Free Companion App
* 250 MB of available storage
* Pathways for iPad apple.com/itunes
Ordering a Tobii Dynavox T-Series or I-Series+? Snap Scene comes complimentary with all new device purchases!
© TobiiDynavox®. Illustrations and specifications do not necessarily apply to products and services offered in each local market. Technical specifications are subject to change without prior notice. All other trademarks are the property of their respective owners.
We believe that everyone has the right to live their life to the fullest. Wanting to help people do just that, we provide them with the tools to communicate, become independent and do what they once were able to do or never thought possible.
www.tobiidynavox.com | 1,833 | 911 | {
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Shire of Denmark
953 South Coast Highway (PO Box 183), Denmark WA 6333 Ph: (08) 9848 0300 Fax: (08) 9848 1985
Email: firstname.lastname@example.org
Website: www.denmark.wa.gov.au
What is Campylobacter?
Campylobacter is a type of bacteria, which is harmful to man and gives rise to symptoms such as:
Diarrhoea
Fever
Abdominal pain
Nausea
Malaise
Vomiting
Headache
These symptoms are commonly referred to as gastroenteritis. There is usually a period of 3 to 5 days after eating infected food before symptoms develop and the illness usually lasts from 7 to 10 days. The elderly, infants and those with impaired immune systems are more likely to have a more severe illness.
Where Does Campylobacter Come From?
Campylobacter can be found in the intestinal tracts of cattle, sheep, dogs, cats and poultry.
How do people catch Campylobacter?
You can become infected with Campylobacter through the ingestion of:
[x] Unpasteurised milk and cheese
[x] Undercooked meat and poultry
[x] Untreated water sources
Campylobacter
or through contact with the vomit or diarrhoea of:
[x] infected persons or
[x] puppies and kittens.
It is generally spread by poor sanitation within the home, particularly via the kitchen. The high degree of contamination of poultry with Campylobacter requires that extra care be taken when preparing meals with poultry on the menu.
How can Campylobacter be diagnosed?
Many different kinds of illnesses can cause diarrhoea, fever or abdominal cramps. Determining that Campylobacter is the cause of the illness depends on laboratory tests. These tests are organised by your doctor or local Environmental Health Officer.
How can Campylobacter infections be treated?
Often it is better for the body to fight food poisoning itself unless symptoms are severe and continuous.
Usually the body will rid itself of the infection within a couple of weeks. It is important for you to drink plenty of water during this time.
Shire of Denmark – Campylobacter
Campylobacter bacteria can remain in the body after symptoms of food poisoning have disappeared. There is always the possibility that the infection could be passed to other people.
Food handlers and children who attend day care centres must remain home while they still show clinical symptoms and may return to work only if faecal specimens prove negative.
The Environmental Health Officer may ask the patient to provide a follow-up specimen until one proves to be campylobacter negative.
What can a person do to prevent Campylobacter?
The cross-contamination of foods should be avoided. Uncooked meats should be kept separate from produce, cooked foods, and ready-to-eat foods. Hands, cutting boards, counters, knives, and other utensils should be washed thoroughly after handling uncooked foods. Hands should be washed before handling any food and between handling different food items.
People who have Campylobacter should not prepare food or pour water for others until tests confirm that they no longer be carrying the Campylobacter bacteria. People should wash their hands after contact with animals or their faeces.
What can be done to prevent Campylobacter?
It is important for your local Environmental Health Officer at the Shire of Denmark to know about cases of Campylobacter. If many cases occur at the same time, it may mean that a restaurant, food or water supply has a problem that requires investigation by an Environmental Health Officer.
Better education of food industry workers in basic food safety and restaurant inspection procedures can also reduce the risk of crosscontamination and other food handling errors that can lead to infection. | 1,585 | 783 | {
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#BounceBack #AnHourADay
RPTeurope.com email@example.com
#BounceBack #AnHourADay
Developing Intrinsic Motivation
* It is widely acknowledged that the most successful players across various sports are those that have invested a significant amount of time acquiring the essential skills through purposeful practice.
* Providing a solid foundation upon which to build.
Levels of Motivation
* Our levels of motivation are a part of our psychological make-up.
* Motivation is fundamental to everything we do in daily life
* We all require certain levels of motivation.
* In sport the dedication required, the discipline necessary and the sacrifices made are often a good indicator of that players desire to succeed.
Types of Motivation
* Intrinsic Motivation – This refers to a motivation that is naturally inside each of us and
* Extrinsic Motivation – This is a type of motivation that is outside us and often involves external rewards.
Intrinsic Motivation
Intrinsic motivation is motivation from within. A desire to perform well and succeed. The following will be true:
* You will have a desire to overcome the problem or task
* Be able to develop skills and habits to overcome that problem
* Take time to practice and imbed successful habits until they are perfect
* Have a feeling of pride and enjoyment in performing the skill
* Set realistic goals and constantly and consistently review them in order to progress and maintain motivation
Intrinsic Motivation
* Intrinsic motivation is when we act without any obvious external rewards.
* Being intrinsically motivated is not without its own rewards
* Intrinsically motivated success can give people a sense of meaning a sense of progress and achievement or competence and personal satisfaction
Intrinsic Motivation
* Experts also suggest that people are more creative when they are intrinsically motivated.
* Quality is influenced by intrinsic factors.
* Love the Challenge
Intrinsic Motivation
* Internal motivation is increased when the physical environment grabs the individual's attention
* Enables us to have more control
* Intrinsic motivation can be increased in situations where people gain satisfaction from helping others
* Compare our own performance against others
* Having accomplishments recognized by others
* Challenge yourself to improve one aspect of your current role
Extrinsic Motivation
* Extrinsic motivation means that the individual's motivational stimuli come from outside.
* The most well-known and the most debated motivation is money
* Achievements have to have a clear and tangible outcome and this is what makes external motivation much easier to identify with.
Summary
* Extrinsic rewards, when used correctly, can be beneficial.
* When your primary motivation is extrinsic, you may sense a greater amount of competitive pressure and anxiety
* Ideally, you want the majority of your motivation to be intrinsic.
* Increase your level of intrinsic motivation
* Increased confidence so you can greatly improve your performance and experience choosing more effective motivation strategies.
#BounceBack #AnHourADay
RPTeurope.com firstname.lastname@example.org
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47. South-Eastern Europe 2
= Romania and Bulgaria
= most of people are Greek Catholics and Orthodox Christians
= Danube is the axis of transportation
Romania
= 1 of the largest countries in Europe
* Carpathian mts. = arc across the country (Transylvania)
* the land is rich and fertile => growing of corn (foof + fuel) and grapes (for wine to export)
* Bucharest = many FDI (manufacturing plants)
* 1989: revolution overthrew communist government => improving the life of Romanians vs. high unemployment and high prices
* Constanta = important port
* population diversity = Romanians, Hungarians, Ukrainians, Turks
* communist dictator: Ceaucescu = encouraged women to have large families but many people could not afford to keep their babies => orphans
* wooden buildings – using spruces, pines and beeches, constructed throughout the country
* Black Sea = holiday destination but without any special services – not so developed destination compared to Dalmatia or Côte d´Azur
* Slovaks living in Romania = result of migration in the 1700s and 1800s => poor communities, quite underdeveloped
* other large cities: Oradea, Timisoara, Sibiu, Brasov
Capital: Bucharest
Population: 22 million
GDP/capita (2001): 1,700 USD
Bulgaria
= was ruled by Greeks, Turks and Romans in the past
Capital: Sofia
Population: 8.2 million
GDP/capita (2001): 1,500 USD
= since the WWII until 1989 it was a part of the communist bloc
* mountains: Rhodopi, Stara Planina, Balkan mts.
* Burgas = important port, good transportation system of the country
* Sofia = industrial centre
* majority of population are Bulgars + minorities of Macedonians and Turks
* growing of tobacco and roses (oil used to make perfume), textile mills (factories) and food-processing industry
* traditional tourist destination (also during the communist period), nowadays boom of tourism
* nuclear power stations = 40% of all the electricity generation
* other large cities: Varna, Rila, Plovdiv
Keywords
Carpathians, Nicolae Ceaucescu, orphans, population diversity, Black Sea, Rhodopi, Stara Planina, Balkan mts. | 1,056 | 522 | {
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Office of Historic Alexandria City of Alexandria, Virginia
Out of the Attic
John R. Bell: Chief steward of the USS Maine
Alexandria Times, February 22,2022
Racial prejudice must have affected his naval career. Despite that, the chaplain of the ship's remark after the explosion that "more requests concerning the welfare of John Bell came to him than concerning any other crewmen" shows the affection and respect Bell garnered throughout his long career.
his week's column celebrating Black History Month highlights the little-known story of John R. Bell, who spent his childhood in Alexandria, and lost his life on the USS Maine on Feb. 15, 1898, where he served as chief steward. While he grew up in Alexandria, Bell loved the sea and was determined to spend the rest of his life on ships. T
The Feb. 18, 1898, Alexandria Gazette reported:
Bell's early years included working for a shoe store owned by R.Y. Cross. By the outbreak of the Civil War, Bell worked as a deckhand on the Washington Ferry steamer Thomas Collyer. While there is speculation that he joined the U.S. Navy during that war, later authors guess that he started his Naval career around 1871.
"(Bell) was a colored man who formerly lived here. Years ago, he, his mother and two brothers – Orlando and Samuel who now lives here – resided in a house which stood back from the street on the north side of Wolfe Street, between Fairfax and Lee."
One of the many people who remembered John Bell was Fred Buenzle. In his autobiography, Buenzle mentions serving with Bell twice, the first time on the USS St. Louis when Buenzle was a new apprentice in 1889. The second time the two served on the same ship was on the USS Lancaster in the early 1890s.
The commanding officer of the USS Maine, Captain Charles Sigsbee, remembered John R. Bell as walking with a stoop and white hair. His reputation for kindness preceded him, and Sigsbee was not
Buenzle remembered with gratitude Bell's kindness to him when he fell off his hammock on his first night at sea. His recollections of the Lancaster include Bell procuring food for Buenzle and the rest of his mess when the sailor responsible for their food supplies absconded with their money.
Office of Historic Alexandria City of Alexandria, Virginia
disappointed. The captain remarked on Bell's attention to duty and "his kindness to everyone who strode the same deck as he."
In a 1912 salvage operation, divers found a watch engraved "John R. Bell." The stern of the ship, where Bell stood during the explosion, was removed from the harbor and buried in deeper water.
Perhaps clairvoyantly, Bell claimed, "I shall never die ashore. I'll be buried deep in the sea I love." The explosion in Havana harbor sadly made that prediction true, as Bell and a total of 260 crew members lost their lives.
Historic Alexandria celebrates Black History Month throughout the month of February. For a listing of virtual events and celebrations, please visit alexandriava.gov/historic.
"Out of the Attic" is published each week in the Alexandria Times newspaper. The column began in September 2007 as "Marking Time" and explored Alexandria's history through collection items, historical images and architectural representations. Within the first year, it evolved into "Out of the Attic" and featured historical photographs of Alexandria.
These articles appear with the permission of the Alexandria Times and were authored by staff of the Office of Historic Alexandria and invited guests. | 1,407 | 752 | {
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How Old Am I? - Solutions
Solution A
First I added the two 15s which gave me a total of 30 so I knew that the square number and its square root had to have a difference of 30. So I tried out 5 squared = 25 but there was a difference of only 20 so next I tried 6 squared which gave me 36 and that had a difference of 30. So I halved 30 which gave me 15 and I added that to 6 and the answer was 21. So he/she is 21 years old.
Solution B
If I find the difference between a square number and its root:
3 2 = 9, difference 6
4 2 = 16, difference 12
5 2 = 25, difference 20
The special age is equidistant from the square and its root, so I need to halve the difference
6/2 = 3
12/2 = 6
20/2 = 10
These are the triangle numbers. So I can say "In n years' time, my age will be the square of my age n years ago" if n is a triangle number.
Solution C
In general,
If ax 2 +bx+c=0, then for x to be an integer b 2 -4ac must be a perfect square, t 2 , say.
8n+1 is odd, so t must be odd, so let t=2r+1
This is the formula for a triangle number.
How Old Am I? - Solutions
Solution D
Solution E
I used GeoGebra to create a slider for a and plotted y=(x-a) 2 and y=(x+a).
I used the 'Trace' function to mark the points of intersection.
Where they are on gridsquares, my age is a whole number.
It works for x=3 (n=1), x=6 (n=3) and x=10 (n=6).
Solution F
Let a = age now.
2
(a-15) =a+15
2
a -30a+225=a+15
2
a -31a+210=0
(a-21)(a-10)=0
age=21 (a=10 gives a-15=-5)
Try the other numbers:
(a-3)²=a+3
a²-7a+6=0
(a-6)(a-1)=0 so age=6
(a-4)²=a+4
a²-9a+12=0 no integer solution
(a-5)²=a+5
a²-11a+20=0 no integer solution
(a-6)²=a+6 a²-13a+30=0
(a-10)(a-3)=0 so age is 10
So 3,6 and 15 work. It looks as if there is a connection with triangular numbers, so I tried 10:
(a-10)²=a+10 a²-21a+90=0
(a-15)(a-6)=0 so age is 15
So all the triangular numbers seem to work and the age is the triangular number greater than the one in the question.
To prove it:
Does it work for k?
(a-k)²=a+k a²-(2k+1)a+k²-k=0
This has integer solutions when 8k+1 is a square number.
This is true if k is a triangular number.
(see diagram when k=10)
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The country where one lives, the country where one comes from, the country where one's family comes from. The country as a place where different nationalities meet, along with their culture, customs, traditions and historical heritage. The theme enables to realize the differences and mutual synergies of different cultures and to implement activities to further explore them. The point of the theme is to help creating a positive approach to the concepts of nationality and culture in their diversity and to build mutual respect for otherness. The intention is to facilitate the coexistence and respect of different cultures in the country where one lives. Each culture has its own specifics which can appeal to others.
Persona Dolls workshop:
Persona Dolls is an innovative educational tool that approaches diversity and promotes non-discrimination through creative play and communication skills.
-help children to challenge unfairness, discrimination, prejudice and racism.
-Persona doll
-help to build up children's self esteem and confidence, developing emotional literacy. -encourage children to learn about cultures and celebrate difference in a positive way.
-A passport with the doll's personal information -A bag with artefacts relating to the doll's culture -A scrapbook to be filled in as the doll visits kid's home
Volunteers can play a crucial role in supporting the implementation of the doll-based methodology in early childhood education settings. They can assist the teacher-user of the doll in introducing the doll to the children, providing additional context and information about the doll's family and interests, and helping to facilitate discussions and problem-solving activities during the second and third stages. Volunteers can also provide additional support and attention to children who may need extra help or guidance during the process. Additionally, volunteers can help to reinforce the social and emotional learning outcomes by engaging in followup activities and discussions with the children after the doll has said goodbye. Overall, volunteers can bring enthusiasm, creativity, and a fresh perspective to the doll-based methodology, and can help to create a positive and engaging learning environment for young children.
Create a structured and predictable environment with clear routines and schedules.
Ensure that the child feels welcomed and valued by providing a supportive and inclusive environment that respects their identity.
Use visual supports such as picture schedules, social stories, and visual aids, gestures, and body language to support communication and understanding.
A pedagogical puppet, also known as a persona doll, is a teaching tool used to explore diversity and promote inclusion in early childhood education. It involves the use of a doll that is introduced to children as a character with a unique identity, background, and set of experiences. Through interaction with the doll, children are encouraged to develop empathy, respect for diversity, and critical thinking skills. Pedagogical puppets are widely used in classrooms around the world as a means of promoting social justice and equity in education.
-Increase in correct ascription
-Story-telling
-Supporting 'scrap book' visits to children's homes
-Engage with parents and carers in supporting pupils' achievement, behaviour and safety and their spiritual, moral, social and cultural development
The methodology used with pedagogical puppets or persona dolls is often based on the principles of social constructivism and critical pedagogy. It involves creating a safe and inclusive environment where children can explore issues of diversity and inclusion through play, dialogue, and problemsolving.The role of the teacher is to facilitate learning by guiding the children's interactions with the puppet, asking open-ended questions, and encouraging reflection and critical thinking. | 1,508 | 697 | {
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Course Description
ENC1101 | English Composition 1 | 3.00 credits
This course introduces students to rhetorical concepts and audience-centered approaches to writing including composing processes, language conventions and style, and critical analysis and engagement with written texts and other forms of communication. Learning outcomes: students will apply rhetorical knowledge to communicate for a range of audiences and purposes; students will employ critical thinking to analyze forms of communication; and students will engage in writing processes that involve drafting, revising, and reflecting. Prerequisite: Student must meet the Developmental Education reading and writing requirements in State Rule 6A-10.0315 (by course, placement score, or eligible exemption). Students who complete this course will be awarded the Fundamentals of Written Communication Digital Badge. Writing intensive course.
Course Competencies:
Competency 1: The student will produce writing by:
1. Choosing and limiting a subject that can be sufficiently developed within a given time for a specific purpose and audience
2. Developing and refining pre-writing and planning skills
3. Formulating the main point to reflect the subject and purpose of the writing
4. Supporting the main point with specific details and arranging them logically
5. Using appropriate transitional devices
6. Writing an effective conclusion
Competency 2: The student will write well-developed essays by:
1. Writing an introductory paragraph
2. Constructing a thesis statement
Competency 3: Developing the thesis by:
1. Recognizing and correcting errors in clarity
2. Recognizing and correcting errors in unity and coherence
3. Using conventional sentence structure and correcting errors such as fragments, run-ons, comma splices, misplaced modifiers, and faulty parallelism
4. Recognizing and correcting errors in utilizing the conventions of standard edited American English, including using standard verb forms and consistent tense. Maintaining agreement between subject and verb and between pronoun and antecedent
5. Using correct subjective, objective, and possessive case pronouns
6. Maintaining consistency in point of view
7. Using standard spelling, punctuation, and capitalization selecting vocabulary appropriate to the audience, purpose, and occasion
Competency 4: The student will read and respond to selections by:
1. Identifying main ideas, purpose, overall organizational patterns, supporting details, and elements of coherence in assigned readings
2. Distinguishing fact from opinion
3. Summarizing and paraphrasing passages
Learning Outcomes
* Communicate effectively using listening, speaking, reading, and writing skills
* Solve problems using critical and creative thinking and scientific reasoning
* Formulate strategies to locate, evaluate, and apply information
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Daily Plan for Monday October 26 th
We have Teams meetings today at 8:30, 10:30, and 1:00.
Students also have small reading groups that meet from 9-10.
Materials for the week: I thought it would be fun for families to make pizza together. We are learning about where food comes from today and have a paper pizza for students to make. If you could like you can make a pizza together. The crust can be bought, a taco shell, or ever a bun, then put on sauce and toppings and bake. Have fun!
8:30 – Morning Meeting on Teams
* Show and Share: Autumn, Logan, Caitlyn, Nathanael
* Short A word families
* Reading strategies
9:00- Reading Centers- Each centre should take 15 minutes.
1. Small Reading Group Teams meeting.
* 9:00- Anthea, Adirana, Sadie, Abby, Zoey, Nyabol
* 9:15- Autumn, Akiva, Hannah
* 9:30- Jude, Miss K, Caitlyn, Eli, Marcus, Logan
* 9:45- Bailey, Emma, Landon, Guillermo, Shriya, Grey, Nathanael
2. Read to self- Print books, online books
3. Complete word families ACK-
10:00- Snack and Movement Break
10:30- Writing Lesson on Teams: Story Endings.
* Character Traits
11:00- Writing Time: You are going to write a story with a fictional character. The focus for today is writing a satisfying ending that makes the reader happy.
11:30- Math Work:
* Complete the math sheet
* Work on Basic Fact- +1 and +2 flash cards.
* Go to website and play now graphing math games.
https://generalstewart2.weebly.com/october-math.html
12:00- Lunch and movement break
1:00- Social Studies Lesson on Teams
* Farming in Saskatchewan
* What goes into making our food
* Pizza!
1:30- Social Studies work
* What does it take for the food we eat to make it to our table? It may seem simple – buy groceries at the store to make our meals, but it's much more complicated than that! Listen to the story: Pancake, Pancake to learn all that goes into making a meal
* www.youtube.com/watch?reload=9&v=_ss_4XQKgCg
* Making Pizza- You can help your family make a pizza sometime this week. You can make a crust, buy a crust, use tortilla shells, or buns as a crust. Add sauce and toppings and cook the pizza.
* Complete the Pizza Sheet. Remember to label the pizza and write what part is grown by a farmer.
*
3:00- Exercise Time: Here are some ideas.
* Cosmic Yoga Fun:
https://www.youtube.com/user/CosmicKidsYoga
* Go Noodle Dance Fun:
https://www.youtube.com/user/GoNoodleGames
* Go outside and Play
1:45-3:45- I will be having individual meetings with the Monday families.
Check List for Items to be posted to MY BLUEPRINT
o ACK word sheets
o Tally mark sheet
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FREQUENTLY ASKED QUESTIONS (FAQ)
1. What is The Leonhard Euler Scholarship Grants?
The LESG is a 6-year scholarship grant offered to all incoming Grade 7 students at Westfield Science Oriented School. It is open to all elementary graduating students with exceptional abilities in verbal/non-verbal, science and math subjects. LESG applicants undergo deep selection process through written assessments and interviews. Once a selected applicant accepts the scholarship grant, the student shall be required to finish his/her secondary course under the WSOS' educational program. The scholarship grant covers free tuition/miscellaneous fees and school/PE uniforms.
2.
What are the credentials required to qualify and where can a student get a copy of LESG
Application Form?
The applicant must -
a. be a graduating elementary student or GS6 level of current academic year,
b.
not have grades lower than 80% in any subject during the THIRD QUARTER and,
c. have good deportment grades.
3. How can a qualified applicant avail of the scholarship grant?
A qualified applicant, prior to the examination, is required to accomplish the LESG Application Form ONLINE at www.wsosonline.net. Westfield SOS conducts a qualifying test before an applicant is allowed to take the final screening and undergo a personal interview. All decisions of the School Board in the selection and screening of scholars are final. Only those selected after the final screening will be chosen as beneficiaries of the LESG Scholarship Grants.
4. When is the schedule of the examinations?
The qualifying examinations will be ADMINISTERED ONLINE on Saturday, 21 May 2022. The Tests will be posted at www.wsosonline.net and shall be accessed by the student on the date of the examinations.
5.
What are the subjects covered in the examinations?
The qualifying examinations cover assessments of verbal/non-verbal abilities and tasks in Science and Math subjects.
When is the deadline for submission of application?
6. All application forms are to be filled out ONLINE at www.wsosonline.net on or before Thursday, 19 May 2022.
SAMPLE TEST QUESTIONS
MATH
1. Find the value of x.
a. 63
b. 65
c. 71
d. 70
e. None of the above
ENGLISH
Identify "one word" or "phrase" that makes the sentence incorrect.
1.
The first microprocessors
were fabricated in 1971
for installation in handhold
objects.
A B C D
a. A only c. C only
b. B only
e. none of the above d. D only
The Leonhard Euler
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Daily Plan for Tuesday, October 27 th
We have Teams meetings today at 8:30, 10:30, and 1:00.
Students also have small reading groups that meet from 9-10.
Materials for the day: Balloon, tape, straw, and an object that floats.
8:30 – Morning Meeting on Teams
* Show and Share: Eli, Grey, Bailey, Abby, Sadie
* Word Families
* Reading strategies
9:00- Reading Centers- Each centre should take 15 minutes.
1. Small Reading Group Teams meeting.
* 9:00- Anthea, Adirana, Sadie, Abby, Zoey, Nyabol
* 9:15- Autumn, Akiva, Hannah
* 9:30- Jude, Miss K, Caitlyn, Eli, Marcus, Logan
* 9:45- Bailey, Emma, Landon, Guillermo, Shriya, Grey, Nathanael
2. Read to self- Print books, online books
3. Word Family AD sheets.
10:00- Snack and Movement Break
10:30- Math on Teams
* Gathering information
* Recording on a graph
11:00- Math Work:
* Colour the leaf spinner
* Spin the spinner12 times
* Mark a tally for each time you spin
* Complete the graphs and answer the questions.
*
* If Time: Go to website and play now graphing math games.
https://generalstewart2.weebly.com/october-math.html
11:30- Writing Time:
* Finish your story from yesterday.
* Remember to focus on a satisfying ending.
* Include, dialogue, action, and feelings
12:00- Lunch and movement break
1:00- Science Lesson on Teams
* Balloon Powered boat
1:30- Science Work
* Listen to the Boat Book:
* https://www.youtube.com/watch?v=oA3GWUNU3cw
* Make your balloon powered boat: You will need an object that floats, the balloon, tape or rubber band, and a straw.
* Here is video with instructions if you need.
* https://www.youtube.com/watch?v=tz-t_DXk6-c
*
3:00- Exercise Time: Here are some ideas.
* Cosmic Yoga Fun:
https://www.youtube.com/user/CosmicKidsYoga
* Go Noodle Dance Fun:
https://www.youtube.com/user/GoNoodleGames
* Go outside and Play
1:45-3:45- I will be having meetings for Tuesday families.
Checklist of items to be posted on MYBLUEPRINT
o AD word sheets
o Fiction story focused on the ending
o Math Leaf Graphing page
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What is a session and what do you do there?
Sessions are a bit different from bluegrass or old time jams. They are not 'jams', because we don't really improvise. Everyone plays the same tune in unison with little variation. Using sheet music is impractical, because (1) the printed music is probably not the same version/key of the tune that is being played , and (2) by the time you've found the sheet music in that giant three-ring binder, we've moved on to another tune. Traditional music has been passed on through the years by people hearing the tunes, then figuring them out and playing them with their friends.
We play tunes. We sing songs. Some tunes are also songs, but most aren't. Songs in the old style (sean nós) are usually sung unaccompanied.
The tunes are usually played in sets of two or three, with each tune being repeated a few times. The person who started the set will usually indicate the change with a 'hup.' We generally don't do the Circle of Death where each person is asked to start a tune. Anyone can start a set of tunes, and that person gets to set the pace.
There are a few guidelines:
1) Acoustic traditional instruments, please. Fiddles, flutes, whistles, pipes, and button accordions are common melody instruments, with guitars, bouzoukis, banjos, and bodhrans backing or playing melody. This is not a complete list. If you know the tunes and understand the music, you'll probably fit in.
2) If you don't know the tune, don't play. This applies to both melody players and backers. Chopping or droning doesn't teach you the tune. Listen to it a couple of times through before attempting to pick it up. If a tune is new to everyone, the person playing will try to play it a bit slower and repeat it until it sounds like the rest get it. Bring a recorder for the tunes that are new to you.
3) Backers beware: this is not bluegrass. Irish and Scottish music tend toward the modal keys that have a different chord structure than the standard major/minors. Melody players, give the backers a break and let them know the key of the tunes that you start.
4) Backers beware: This is dance music, so the rhythm is just as important as the melody. We play a lot of jigs, reels and hornpipes, with a strathspey or two just to keep things interesting. The rhythms are distinct, and can be a bit puzzling if you don't already listen to Irish or Scottish music.
5) If someone begins a song or a slow air, relax and listen. If they want accompaniment, they will ask for it.
6) Pull up a chair. This is not church. Everyone cannot sit in the back row. If the melody players sit too far away from each other, you can't hear what the tune is doing. Come closer! We all try to bathe regularly! If you aren't confident that you have a lot of the tunes, sit behind the first circle, but stay close to the action.
7) Listen.
8) Did I mention listening?
9) Oh, and buy a beverage. Dudleys Bookshop is our kind host, and when we support them, they are able to keep hosting our session.
Traditional sessions are social. They are instant parties where everyone just happens to be a musician. At Dudley's, we hope to nurture a community of musicians who are interested in traditional music. Everyone who plays here was a beginner once, and we learned to play this music because of the kindness and encouragement of other musicians. Please join us. | 1,190 | 766 | {
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Exercise 4: Design a pattern
Hand out: 30. April 2009
Due: 14. May 2009
Work style: In groups of at most three students
The concept of recurring events is present in many real-world applications. For example:
* A person can have a schedule in which there is
o A group meeting on the first and third Monday every month
o A football training session every Saturday between May and October every year
o A dentist appointment every year on 5 June
* A car can have a schedule containing
o A cleaning session every last Saturday of the month
o A checkup appointment on the first Thursday of January every year
* And likewise a company can have
o Electronic salary payments on the 25 th of every month
o Financial audits on 10 December and 10 May every year
Your task is to design a pattern with which one can easily create and use such schedules. Your pattern description should contain the following parts [1]:
* Pattern name. The pattern's name conveys the essence of the pattern succinctly. A good name is vital, because it will become part of your design vocabulary.
* Intent. A short statement that answers the following questions: What does the design pattern do? What is its rationale and intent? What particular design issue or problem does it address?
* Structure. A graphical representation of the classes in the pattern using UML or BON diagrams. If you find any interesting dynamic behavior, you can represent it by means of behavioral UML diagrams (sequence, state, or activity diagrams, etc.).
* Participants. The classes and/or objects participating in the design pattern and their responsibilities.
* Collaborations. How the participants collaborate to carry out their responsibilities.
* Consequences. How does the pattern support its objectives? What are the trade-offs and results of using the pattern? What aspect of system structure does it let you vary independently?
A good solution requires a combination of creativity and practicality. Express yourself!
Prepare your pattern description as a presentation. Bring it to the exercise session on 14. May 2009 in electronic form. Also bring 5 printouts to the exercise session.
Here are some ideas you might consider - they are not prescriptive but meant to get you going:
* A schedule contains different types of events, each associated with a set of dates.
* What would one typically ask a schedule?
o Is a particular event happening on a certain day? E.g. does John have a football training session on 24 June 2009?
o On which dates is a particular event occurring within some range of dates?
o When is the next occurrence of a particular event with respect to a given date?
o Which events happen and when during the next month?
* A set of dates can be represented by a temporal expression. A small number of such expressions can be created and combined to create more complex sets of dates. For example, suppose we can represent "the x th every month", "month y every year", and intersection and union of temporal expressions. Then we can use (("the 10 th every month" INTERSECT "month 12 every year") UNION (("the 10 th every month" INTERSECT "month 5 every year")) to represent the dates of financial audits.
* In case you want to test your ideas with a concrete implementation in Eiffel, the Gobo Eiffel Time Library contains many useful classes for date manipulation, e.g. DT_DATE.
[1] Erich Gamma, Richard Helm, Ralph Johnson, and John Vlissides: Design Patterns: Elements of Reusable Object-Oriented Software, Addison-Wesley, 1995, ISBN 0201634988 | 1,548 | 759 | {
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Daily Plan for Thursday, October 29th
We have Teams meetings today at 8:30, 10:30, and 1:00.
Students also have small reading groups that meet from 9-10.
Some students have changed reading groups. Please see times and changes below.
❖ Materials:
For Math you will need toys to count and graph such at blocks, hot wheels, stuffies.
For Science you will need a piece of cardboard and the elastic band on your sheet.
8:30 – Morning Meeting on Teams
* Show and Share: Jude, Shriya, Akiva, Anthea, Zoey
* Short A word families
* Reading strategies
9:00- Reading Centers- Each centre should take 15 minutes.
1. Small Reading Group Teams meeting.
* 9:00- Anthea, Adirana, Sadie, Abby, Zoey, Nyabol
* 9:15- Autumn, Akiva, Hannah
* 9:30- Jude, Miss K, Caitlyn, Eli, Marcus, Logan
* 9:45- Bailey, Emma, Landon, Guillermo, Shriya, Grey, Nathanael
2. Read to self- Print books, online books
3. AM word Families
10:00- Snack and Movement Break
10:30- Math Lesson Teams
* Collecting Data
* Creating a bar graph
11:00- Math Work:
* Gather together some toys. It could be blocks, stuffies etc.
* Choose a way to sort the toys
* Sort the toys into the categories
* Make a tally chart to record how many toys are in each group
* Make a bar graph to represent your tally chart
* Remember to have a title, numbers on the side, and labels on your graph.
* Example:
* Choose object to sort
* Sort the objects
* Count and tally the objects
* Create the bar graph
*
* Work on Basic Fact- +1 and +2 flash cards.
* Go to website and play now graphing math games.
https://generalstewart2.weebly.com/october-math.html
12:00- Lunch and movement break
1:00- Science Lesson on Teams
* Elastic Powered boat
1:30- Science Work
* Watch this video on boats. https://www.youtube.com/watch?v=CMkeKRcH44I
* Make your elastic powered boat
* You will need cardboard and the rubber band attached to the sheet. You can cover your boat with duct tape if you want to use it lots to help it be waterproof. It is not needed for the boat to work.
* Here are the instructions online if you need.
https://www.youtube.com/watch?v=Wy1RUskWxqk
* Decorate your boat
* Put your boat in water and watch it move.
* I would love to see a video posted on MY Blueprint of you powering your boat.
3:00- Exercise Time: Here are some ideas.
* Cosmic Yoga Fun:
https://www.youtube.com/user/CosmicKidsYoga
* Go Noodle Dance Fun:
https://www.youtube.com/user/GoNoodleGames
* Go outside and Play
Checklist of items to be posted on MYBLUEPRINT
o AM word family sheet
o Math Tally and Graph of toys
o Elastic powered boat | 1,307 | 704 | {
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Podcast 3: Applying online
Emina wants to apply for a job at Kmart. After class, she meets Nick in the library to work on the online application.
Transcript
Narrator
Podcast 3, applying online.
Nick helps Emina with her Kmart application.
Nick
So, did you check out any websites?
Emina
Yep. I was on Kmart’s website last night, but I didn’t get far. Umm, can you help me with a few things?
Nick
Sure. I decided to look for a job myself. My mum’s giving me a hard time. She said she can’t pay the bills and that I need to help out.
Emina
Yeah, I need to help mum too. My father died ten years ago, and mum is a …how do you say?
Nick
Widow?
Emina
Yeah, a widow.
Nick
Oh. Ah, sorry to hear that. Anyway, let's get on with this application.
Emina
Yep. Mmm… I wasn't sure what to write here.
Nick
Actually, why don’t we print it out so you can fill in the answers by hand. Then copy them onto the computer later.
Emina
Hang on. Just tell me what I need to do here… What are referees?
Nick
A referee’s someone who knows you and can tell them you’re OK. You know, that you’re not in trouble with the police… a drug dealer… or anything like that.
Emina
But I don't know anyone. I've never had a job here.
Nick
Mm. Maybe one of your teachers can be a referee? Or how about that student counsellor?
Emina
Oh yeah. Marie.
Nick
Anything else you don't follow?
Emina
What about this… ‘ handling raw foods’ ? I don’t want to work with food. I just want to work in the clothes section!
Nick
Chill. Look, just get the job first and then you can probably move around.
Emina
For this question, ‘Have you previously worked in retail? ’. I can tick ‘ clothing
'.
Nick
Exactly, it's important to tell them about your previous experience.
Emina
And look here. They want to know if I can work nights. Mum would never let me go out at night.
Nick
Then just tick ‘ days, mornings and afternoons’ .
Emina
Won't that be a problem?
Nick
Nah, shouldn’t be. Like here… Christmas. Can you work over Christmas?
Emina
Yeah, coz my family doesn't celebrate Christmas.
Nick
Great. You’ll probably get a lot of work then, coz most people don’t want to work at Christmas. They go away or spend the day eating big time with their family.
© Commonwealth of Australia 2009
Page 1 of 2
Podcast 3: Applying online
Transcript
Emina
OK.
Nick
What's next?
Emina
Ah. It says I need to upload my CV. What's that?
Nick
It's another name forresume.
Emina
Oh. I haven't got one yet.
Nick
Me neither, I need to get one organized. So, save what you’ve got so far, and check that everything’s correct. When you’ve done a resume we’ll submit everything.
Emina
Right. So Nick, where are you applying for work?
Nick
I went up and down High Street asking in all the bars and coffee shops. They all asked for my resume. I wish I knew someone who worked in hospitality.
Emina
Apply at Kmart, with me!
Nick
I don't want to stack shelves.
Emina
You got to take what you get!
Nick
Ngye ngye ngye!
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Remembrance further study
1. What do you remember?
What do you remember from the lesson? In the box / in your notebook, write ten words that you connect with the lesson. They can be nouns, adjectives, names, countries, verbs…anything you like, as long as they are connected to the lesson.
2. Before you watch the film
Before you watch the film, answer the three questions;
1. What is the title of the film?
2. Who is giving the lecture?
3. How long is the film?
3. Note taking
Watch the film. Note down the main ideas, names, themes in the film. An example is given here.
Remembrance is not history
Forms of
discrimination
History in the streets where you live
Comparing now to the
past
Historical facts and
historical myths
Political education
1968 student protests
Remembrance
4. Writing task
Explain the main idea that comes to you from the film. Explain it in a way that an eight year old can understand. Here is an example. Use the notes from task 3 if you wish.
Remembrance
Remembering things is what people do. We all have memories and we all have stories from
our past. History often gives us the facts. People's stories are also very important.
The places where we live, the streets where we walk, all contain their own history. In one
place something happened – in another place something else happened.
Within the stories of people involved in the events of the Second World War, we can find
many lessons and many interesting thoughts.
5. Links
The film may have stimulated your interest on the wider issue of history, remembrance, education and the world today. Here are two links on the subject – one with a film to watch, and one with something to read / listen to.
Film: Theodor Adorno
https://www.youtube.com/watch?v=4YGnPgtWhsw
Reading / listening: Oral histories
https://sounds.bl.uk/Oral-history/Jewish-Holocaust-survivors
6. Further investigation
You may wish to look further into the subjects, themes and name mentioned in the films. Google, YouTube and Wikipedia are three basic tools to make use of.
Try them with the following key words
Forms of discrimination
1968 student protest
Nazi extermination camps
West and East Germany
psychogeography
war monuments in Poland
Research is always better conducted when you have some idea of what you are looking for. Make a list of key words from the lesson and film and use them to conduct some online investigations of your own. | 964 | 546 | {
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Canadian Expeditionary Force fonds
1915-1917
25 cm of textual records
Administrative history
The Canadian Expeditionary Force (C.E.F.) was composed of troops raised by Canada for service overseas in WWI. The force was primarily Canadian in origin, though fighting mostly under British command in the first part of the conflict. By the end of the war, however, it had become in effect a Canadian National Army. Many troops were raised from other areas of the British Commonwealth. The C.E.F. was first formed in 1914 and numbered 31,000. It grew as the war progressed and was at peak strength in 1918 it had reached 388,038. In all 619,636 officers and men served in the force of which 59,544 were fatal casualties. The C.E.F. included a Canadian Corps of 5 divisions (originally only 2 divisions), the Canadian Cavalry Brigade, the Canadian Forestry Corps, and special units serving in the Caspian area and in Russia.
Scope and Content
Series L 3/1/1-21. - Nominal rolls
Nominal Rolls of officers, non-commissioned officers and men of the various battalions of the Canadian Expeditionary Force, contained in 21 volumes. Each volume contains information on the battalion and all the various divisions within it and for each member his or her number, name, rank, Corps, next of kin, address of next of kin, country of birth, where taken on and date taken on. Also included is information as to when and where the unit embarked from Canada for overseas and in which ship it travelled. About 90,000-100,000 names in all.
1) C.E.F. Infantry Battalions 1-10.
```
2) C.E.F. Infantry Battalions 61-70. 3) C.E.F. Infantry Battalions 71-80. 4) C.E.F. Infantry Battalions 81-90. 5) C.E.F. Infantry Battalions 101-110. 6) C.E.F. Infantry Battalions 111-120. 7) C.E.F. Infantry Battalions 121-130. 8) C.E.F. Infantry Battalions 131-140. 9) C.E.F. Infantry Battalions 141-150. 10) C.E.F. Infantry Battalions 161-170. 11) C.E.F. Infantry Battalions 171-180. 12) C.E.F. Infantry Battalions 181-189. 13) C.E.F. Infantry Battalions 191-200. 14) C.E.F. Infantry Battalions 202-211, 213-220. 15) C.E.F. Infantry Battalions 221,223,225-6,228-32,234-35,238-40. 16) C.E.F. Infantry Battalions 241-43, 245-46, 248, 252, 254-57. 17) C.E.F. Artillery Units. 18) C.E.F. C.M.R. Units (Canadian Mounted Rifle), Calvary Units and Cyclists. 19) C.E.F. Engineer and Signal Units. 20) C.E.F. Siege Batteries and Ammunition Columns. 21) Canadian Army Medical Corps Unit and Medical Services.
```
Notes
For additional information, see Canadian Encyclopedia, vol. I, p 340-41. | 1,365 | 740 | {
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Core Subjects
Eng
Thatchers Years 1 and 2 – Kings and Queens– Term 4
Personal Development Value: Perseverance
lish
This term the pupils will use the story of King Arthur by Marcia Williams to write their own adventure stories. They will use the structure and vocabulary to develop their own writing. They will also use the story as inspiration for writing recounts in the style of a newspaper report.
Grammar focuses this term will continue to be the use of sentence punctuation, particularly capital letters (as well as for proper nouns) and full stops. We will continue to look at suffixes and prefixes, reminding ourselves of how they change the meaning of the root word. Past tense verbs will be revisited as well as coordination and subordination. We will also look at contracted words and how the apostrophe replaces the missing letter in the word.
Maths
In Year 1 we will continue to look at partitioning numbers to 20, using what we know to help us find addition and subtraction number facts for these numbers. We will also look at the fractions ¼ and 1/2. In Geometry we will look at position and turns. In Year 2 we will also look at fractions, focusing on 1/3, 2/4 and ¾. For measurement we will look at time which will include quarter to, past and reading time to the nearest 5 minutes. We will also combine coins to make different amounts of money. A knowledge organiser of the main skills learnt this term has been sent home in bookbags.
Science
What do animals (including humans) need to survive and stay healthy?
This term, the children will develop their understanding of how animals and humans have offspring which grow into adults by exploring how animals and humans grow and change. They will learn about basic survival needs and develop their understanding of the importance of healthy eating, hygiene and exercise in staying healthy.
Foundation subjects Year 1 and 2
History and Geography
History: How did the world change during Queen Victoria's reign?
The children will use different sources of evidence to find out about Queen
Victoria and the Industrial Revolution. They will also consider differing points of view through historical representation.
Geography: The children will learn about the countries of the United Kingdom and match kings and queens of the past to these four countries.
Art and Design Technology
DT: In DT the pupils will be planning and creating healthy meals, evaluating how they could be made healthier.
Art: The children will explore drawing this term, inspired by the work of L R Lowry. They will develop their drawing skills, including observational drawing.
Music and Physical Education
Music: The pupils will be using un-tuned instruments to explore pulse and rhythm this term.
Physical Education: Thatchers will continue to have the dance lady on Mondays until the end of term when they will start swimming. This term, the children will also play invasion games to develop their understanding of dodging and marking, attacking and defending and of course the importance of working as a team. They will also develop their understanding of the importance of exercise in staying healthy, gathering and recording data about how exercise affects our bodies in a link to our science topic this term.
Spirituality
The pupils will be taking time to reflect on Spirituality at
Easter this term on our focus day.
Values
The learning for perseverance will explore personal goal setting and how to make a plan. The children will also have a chance to experience the emotions involved in persevering and strategies for remaining calm in order to persevere through setbacks and challenges. There will also be some time spent on resisting distractions and persevering to break unhelpful habits.
RE
Pupils will be exploring the Christian concept of God and considering what Christians believe God is like. Stories from the Bible including the parable of the lost son will be considered.
Computing
Building on from last term's work on algorithms, this term the pupils will be debugging computer programs.
If you have any concerns, questions or resources you'd like to share, please contact Miss Brewer:
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November, 2018 Pre-K Newsletter Mrs. Vaughan and Mrs. Shapiro
November is going to be a great month! We will talk about Thanksgiving and will do quite a few Thanksgiving and Fall crafts as well as play Thanksgiving games! We will also be enjoying a "Thanksgiving Feast" with the 3's class on November 19 th . We will start the month off learning about the letter Cc. We will be painting with cars, carrots and corn syrup and making caterpillars. We will continue patterning by patterning with marshmallows and we will finish with construction in our dramatic play area and will turn it into a restaurant! We will then talk about letter Qq where we will paint with Q-tips and make quilts. We will begin our lesson on measuring this month. We will measure with rainbow rulers and yarn and will read the book Inchworm And A Half and The Long And The Short of It by Cheryl Nathan. Gourds and Indian Corn will be at the Science table. We will finish our month off learning about the letter Oo. This is one of my favorite weeks because our theme will be the "ocean!" Most of our crafts will be ocean themed and our hallway will be transformed into a sea of ocean animals! At the Math center, we will be playing a fish bump game, pirate flag counting, measuring with "ocean rulers" and playing an ocean animal spin and graph game. We will be tracing letters in blue sand/glitter (the beach). (Using our imagination) The Science table will have shells, ocean books, etc… We will have colored and bubbly water at the sensory table.
As the days continue to get shorter and the weather gets cooler, please do not forget to dress your child appropriately. (We will go outside as long as the weather permits)
Special Reminders
Chapel: November 5
Picture Day: November 15
Thanksgiving Feast: November 19
Usborne Book Fair: November 19 and 20
No School: November 21, 22, 23
Stretch N Grow: November 27
Star of the Week:
Nov. 5-8 Claire Collopy and Irene Mijares
Nov. 12-15 Kinley Frost and Devin Sevilla
Yellow Play-Dough Volunteers:
The Graves Family and The Herring Family
We will be singing Christmas songs this month in preparation for our Christmas program in mid December. We will also start to work on those "top secret" Christmas presents after Thanksgiving.
Remember, if you have any questions or concerns, please do not hesitate to ask! | 948 | 540 | {
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1. The image of the point (9,-9) under a reflection across the yaxis is (-9, 9).
2. The image of the point (3,-1) under a reflection across the y-axis is (-3, 1).
3. The image of the point (-7, 2) under a reflection across the line y = x is (7, -2).
4. The image of the point (-4, -3) under a reflection across the line y = -x is (4, 3).
5. The image of the point (6,-4) under a reflection across the xaxis is (6, 4).
7. The image of the point (8, -3) under a reflection across the line y = x is (-8, 3).
9.
10.
6. The image of the point (9,-4) under a reflection across the y-axis is (-9, -4).
8. The image of the point (-10, -5) under a reflection across the line y = -x is (10, 5).
This graph illustrates a reflection over the Y-axis.
Tons of Free Math Worksheets at: ©
This graph illustrates a reflection over the Y-axis.
1. The image of the point (7,-2) under a reflection across the yaxis is (-7, -2).
2. The image of the point (3,-4) under a reflection across the y-axis is (-3, 4).
3. The image of the point (8, -5) under a reflection across the line y = x is (-8, 5).
4. The image of the point (-6, -3) under a reflection across the line y = -x is (6, 3).
5. The image of the point (-9,-3) under a reflection across the xaxis is (-9, 3).
7. The image of the point (6, -7) under a reflection across the line y = x is (-6, 7).
9.
10.
6. The image of the point (5,-7) under a reflection across the y-axis is (-5, 7).
8. The image of the point (-2, -8) under a reflection across the line y = -x is (2, 8).
This graph illustrates a reflection over the X-axis.
Tons of Free Math Worksheets at: ©
This graph illustrates a reflection over the X-axis.
1. The image of the point (5,-8) under a reflection across the yaxis is (-5,-8).
2. The image of the point (3,-7) under a reflection across the y-axis is (-3, 7).
3. The image of the point (2, -9) under a reflection across the line y = x is (-2,-9).
5. The image of the point (-5,-1) under a reflection across the xaxis is (5, 1).
7. The image of the point (4, -3) under a reflection across the line y = x is (-4, 3).
9.
10.
4. The image of the point (-8, -4) under a reflection across the line y = -x is (8, 4).
6. The image of the point (6,-2) under a reflection across the y-axis is (-6,-2).
8. The image of the point (3, -7) under a reflection across the line y = x is (3, 7).
This graph illustrates a reflection over the Y-axis.
Tons of Free Math Worksheets at: ©
This graph illustrates a reflection over the X-axis.
1. The image of the point (4,-9) under a reflection across the yaxis is (-4, 9).
2. The image of the point (5,-7) under a reflection across the y-axis is (-5, -7).
3. The image of the point (3, -6) under a reflection across the line y = x is (-3, 6).
5. The image of the point (9, 2) under a reflection across the xaxis is (9, -2).
7. The image of the point (-2, 7) under a reflection across the line y = -x is (2, 7).
9.
10.
4. The image of the point (-1, -8) under a reflection across the line y = -x is (1, 8).
6. The image of the point (-3,-5) under a reflection across the y-axis is (-3, 5).
8. The image of the point (6, -7) under a reflection across the line y = x is (-6, 7).
This graph illustrates a reflection over the Y-axis.
Tons of Free Math Worksheets at: ©
This graph illustrates a reflection over the Y-axis.
1. The image of the point (4,-4) under a reflection across the yaxis is (-4,-4).
2. The image of the point (2,-7) under a reflection across the y-axis is (-2, 7).
3. The image of the point (3, -1) under a reflection across the line y = x is (-3, 1).
4. The image of the point (-5, -2) under a reflection across the line y = -x is (5, 2).
5. The image of the point (-7,-5) under a reflection across the xaxis is (7, -5).
7. The image of the point (5, -4) under a reflection across the line y = x is (-5, 4).
9.
10.
3).
6. The image of the point (-9,-3) under a reflection across the y-axis is (-9,
8. The image of the point (-2, -1) under a reflection across the line y = -x is (2, 1).
This graph illustrates a reflection over the X-axis.
Tons of Free Math Worksheets at: ©
This graph illustrates a reflection over the X-axis. | 2,040 | 1,310 | {
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COLLECTIVE WORSHIP Term 4 (2018-19) – FORGIVENESS
This term we are focussing on our Christian Value of FORGIVENESS. We will begin the term thinking about Lent and what it means to Christians. This will lead into the value of forgiveness with links to the Easter story.
| Monday (CH) | Tuesday (CH/SD) | Wednesday (Rev T.) | Thursday (TP/SJ) |
|---|---|---|---|
| WHAT IS FORGIVENESS: Douglas talks Forgiveness (video clip) | Singing Worship: ‘Good Things’ (Songs for Every Day #8) | Vicar’s Worship | Worship on the theme of FORGIVENESS to include: Song of the week Child-led prayer |
| LENT: What is Lent? What does it mean to Christians? | Singing Worship: Springtime’ (#9 Songs for Every Season) & Song: ‘Pancakes’ (#10 Songs for Every Season) | Vicar’s Worship | |
| FORGIVENESS: The Unforgiving Servant. Matthew 18: 23-24 | Singing Worship: ‘God Created Them All’ (Songs for Every Day #13) | Vicar’s Worship | |
| FORGIVENESS: The Prodigal Son. Luke 15: 11-32 | Singing Worship: ‘Song for Every Day’ (Songs for Every Day #1) | Vicar’s Worship | |
| FORGIVENESS: Jesus & Forgiveness (link to the Crucifixion) ‘Father forgive these people, for they do not know | Singing Worship: ‘Lord I Pray’ (#12 Songs for Every Occasion) | Vicar’s Worship | |
| what they are doing’ | | | |
|---|---|---|---|
| THE EASTER STORY: What is Easter? Song: ‘Easter Song’ (#11 Songs for Every Season) | FORGIVENESS: The Easter Story – Palm Sunday (Matisse & Kandinsky) | FORGIVENESS: The Easter Story – The Last Supper (Picasso) | FORGIVENESS: The Easter Story – Garden of Gethsemane & Crucifixion (Van Gogh) |
EASTER BREAK
Structure:
- Greeting: "This is the day the Lord has made." (Response: "Let us rejoice and be glad in it.")
- Introduce theme of Worship
- Hymn/Song
- Main content including sharing with questions: a story based on the theme/preferably a Bible story if appropriate
- Candles: Let us light these candles as we think about…(a sentence or two referring back to the theme)….May the grace of our Lord Jesus Christ, and the love of God, and the fellowship of the Holy Spirit, be with us all evermore. Amen.
- Prayer
- Exit to music | 1,192 | 631 | {
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Just Because It Seals -- Doesn't Mean It's Safe!
Submitted by: Barbara Roths, Family Consumer Sciences Agent, K-State Research and Extension, Butler County.
How's your garden growing? Have you been to visit your local farmer's market or a "pick your own" orchard recently? Enjoy that produce now – AND in the cold winter months to come—by following these tips to preserve the harvest SAFELY!
1. Are you going to home-can that produce? Use proper techniques and tested recipes. Use food preservation information that is up-to-date with scientifically tested guidelines. Don't use outdated publications or cookbooks, even if they were handed down to you from trusted family cooks. Any information prior to 1994 should not be used for home-canning. Go to our KSRE -- Butler County Extension web site: http://www.butler.k-state.edu/fcs/Food%20Preservation.html or to the KSU Rapid Response Center web site:
www.rrc.ksu.edu You can find in-depth, step-by-step directions from the following sources:
- K-State Research and Extension, as well as other university source
- The National Center for Home Food Preservation
- USDA Complete Guide to Home Canning
2. New Food Preservation Videos. Thanks to the K-State Research and Extension Video Production Team and the Kansas Health Foundation, new food preservation videos can help us learn how to preserve foods safely. Topics include: recommended recipes, canning salsa, water bath and pressure canning, maintenance of canners. Look for these videos on the KSRE YouTube channel: http://bit.ly/1ZOTZnd
3. Hands-on canning experience. These Food Preservation workshops are scheduled:
- July 12– 13—Wichita, contact Denise Dias, firstname.lastname@example.org, 316-660-0116
- July 22 - Great Bend, contact Donna Krug, email@example.com, 620-793-1910
4. Use the right equipment for the kind of foods that you are canning. The boiling water-bath method can be used for high-acid foods, such as fruits, jams, jellies and pickles; or for tomatoes with an added acid such as bottled lemon juice or vinegar. With a boiling water bath, you use a large stockpot, rack and lid. It's simple, and you don't necessarily have to buy a specific water-bath canner. Make sure the stockpot is big enough to allow water to cover the tops of the jars by at least 1 to 2 inches.
Always use a pressure canner when canning low-acid vegetables (like green beans, potatoes and corn), meat, fish and poultry. Pressure canning is the ONLY recommended method for canning these foods because adding pressure will bring the food up to the 240 degree temperature needed to safely preserve them. The boiling water method will only reach 212 degrees and will NOT protect against botulism.
Home canning can be an excellent way to preserve garden produce and share it with family and friends. If you plan to be canning this summer, make sure you know how to ensure that all of your jars are SEALED AND SAFE.
For more information contact K-State Research and Extension, Butler County at:
206 N. Griffith, El Dorado, KS 67042 316.321.9660 www.butler.ksu.edu | 1,383 | 713 | {
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Spotlight Article
Why don't you? . . . Why can't you? . . . Why won't you? . . .
8 REASONS WHY
Why is a big question. What's the answer to the big question? How big an answer can you come up with?
Here are the most common eight reasons why:
1. Time
3. Education
2. Money
4. Skills
6. Looks
5. Obligations
7. Weight
8. Strength
The problem with all eight is that they are excuses and they are not valid. In the moment, they may be valid, but none are insurmountable to someone who truly wants to do something.
We all have the same amount of time. The issue is how we use our time. This year we may already be committed. But, we can schedule something for a future time and then do it. We're not too busy forever to do something we truly want to do.
Money is about making the effort to earn enough to do what you want and also to manage your spending. It's priorities. What about those with great cars but small houses or apartments? They made choices, you make choices, also.
Education we can all get. It takes time and effort, but we can get it. We need only to start, to make it a priority. We can always find a way to do something if we want to do it.
Skills we can acquire. We can train under someone who has the skills and we can practice until we get proficient at it. It's a matter of effort and it costs nothing to make an effort.
Obligations we all have. Young parents are obligated to their children and may not have time right now. They can plan and they can use part of their precious free time to learn the skills, or start the education needed for that which they want to do in the future when the children don't take so much time. It's planning and scheduling, and that is not difficult, nor does it cost anything.
Looks are in the eye of the beholder. You are good looking enough. You can use make up. You are magnificent to someone. Don't judge yourself, just go for it.
Weight can be an issue, and can be solved. If something means enough to you, you can lose the weight. It is as simple as burning more calories than you take in. If losing the weight is more important than the taste of the food you'll lose weight. It's you life, it's your decision; and you can do it, if it means enough to you.
Strength is an acquired skill. One needs to work out, be it at a gym or at home. Start a strength training program and you'll be amazed at the strength you can acquire. We all have the ability to do so. The issue is to use our ability.
So, the why's don't work, they don't hold water, and we know they are just excuses that anyone can see through.
Why is usually because we are afraid or because the item in question means less to us than other things we are currently doing.
The test is to ask yourself, 'why not'. If it is meaningful, you can do it. | 951 | 661 | {
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Discovery in Gardening is Terrific
By Gail Messett March 22, 2013
DigIt! A program just for young students
The DigIt (Discovery in Gardening Is Terrific) program was designed by WSU Skagit County Master Gardeners to provide schools in Skagit County with a gardening curriculum taught to second and third grade students. The in-class lessons are then reinforced by a field trip in late spring to the WSU Discovery Garden on Memorial Highway in Mount Vernon.
The field trip, led by WSU Skagit County Master Gardeners, provides hands on activities in composting, planting, garden art, adaptive tools and designs, insects and animals in the garden, and plant dyes. Children are accompanied by their teachers and volunteer parents. It is a full day of exploration and discovery.
Children are grouped into six teams and then sent off to one of six different stations. After a 20minute hands-on lesson, they move to the next station. Somewhere in the middle, a lunch break and short recess is wedged in.
- At Garbage to Garden, It's Compost Time, students join Callie Martin, Skagit County Waste Reduction/Recycling Education Specialist at the Discovery Garden compost and vermicompost (aka worm bin) area. Here, they learn that food comes from the soil and soil is formed by the decomposition of living things. They find out what things are compostable and what worms can and cannot eat. (Worms say "yes" to eggshells and coffee and "no" to citrus, meat and dairy.) They can touch, smell and measure the temperature of living material going through the compost process. Students get a close look at an actual worm bin where food is actively decomposing thanks to the worms. Picking up worms is optional.
- At the DigIt Garden, the children learn about tool safety, soils, nutrient requirements for healthy plants and facts about farming in the Skagit Valley. The students then plant corn, beans and squash and learn about the Native American lore of the Three Sisters Garden. They learn that corn provides a ladder for the bean vines that provide nitrogen to the corn. The squash vines and foliage eventually cover the ground, shade out weeds and help the soil retain moisture. The spiny squash also discourage small predators.
- At the Art Project, students take a moment to observe the shapes and colors of nature and transpose what they see to a paper drawing. Modeling after Georgia O'Keefe, they learn that she loved things of nature like flowers, bones and rocks. Sometimes her portrayals looked real, sometimes abstract. The students are encouraged to draw a blossom with bright chalks and colored paper of their choice, and they get to decide if their painting will be real or abstract. Either way, it's a work of art for their parents.
- At the Enabling Garden, students find adaptive aids that permit easier and more enjoyable gardening for persons of varying disabilities. Special design features such as raised beds, easy walkways, sitting ledges and easy reach containers create better access for those in wheelchairs. Adaptive tools include those that extend someone's reach and those with handles that are more easily held. For the visually impaired, a garden design can include plants with texture, fragrance and inanimate objects like small stones that allow one to "see" by touching.
- At the Naturescape and Native Plant Gardens, students look for animal tracks in and around the gardens. Both gardens have ponds with good frog sightings. Elsewhere, students find evidence of mason bees, swallows, butterflies, bats, moles, birds' nests, and rabbits.
- At the Plant Dyes Project, students learn how plant dyes have been used by various cultures throughout history. Using flowers collected from the Discovery Garden, the children arrange their blossoms and greenery on a square of white cotton fabric. They place a piece of wax paper over the collage, pick up a hammer, and start hammering. This bruises the flowers and releases the colors onto the fabric. Students are encouraged to make a lot of noise. Then they get to take their artwork home.
School children plant the DigIt! garden during their field trip. After hearing the legend of The Three Sisters, the students are invited to stop by anytime during the summer to see how well their corn, beans and squash are growing. Photo by Christine Farrow/WSU Skagit County Master Gardeners
At the end of the day, the students share what they've learned and what they liked best. Worms and frogs always score high.
DigIt is a fun and lively field trip involving children and the vagaries of Mother Nature. Occasionally we have to resort to Plan B, or the "now it's raining/sometimes pouring" plan, where students don white garbage bag "rain gear" and pretend to be butterfly cocoons. It's another highlight of the day!
Above left: Children enjoy searching for frogs and birds during a walk through the Naturescape Garden on DigIt! Day. Above center: In the Discovery Garden plant house, tables are set up with everything that is needed to create an art project with natural plant dyes. It's also a great energy release for Ketelina O'Brian! Above right: Carmen Garcia (left) and Sarah Malcomsen discover how a gentle pinch will release aroma from the leaves of scented geraniums in the Enabling Garden. Photos by Christine Farrow/WSU Skagit County Master Gardener | 2,025 | 1,120 | {
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Your Food Mileage May Vary
By: Darrol Shillingburg - MG Intern
A Swedish study of food miles used the ingredients from a Swedish breakfast (apples, bread, butter, cheese, coffee, cream, orange juice, and sugar) to sum the distances that each food traveled from the producers to consumer. The mileage estimated for the meal was equivalent to the circumference of the earth. (24,901 miles - equator)
Now, your mileage may vary, but the food on your table probably travels a lot farther than you realize. It's not difficult to cook up a 25,000-mile dinner. In fact it's nearly impossible to avoid high mileage meals. Seems we have gotten ourselves into something of a long distance shipping pickle when it comes to supplying food. There's not much of local origin in the supermarkets since they are dialed into the industrial agriculture system and depend almost entirely on those long distance supply lines. And now days the traditional organic supply lines are not much shorter.
The U.S. has been relinquishing its local food systems for national and global long haul ones during the last 60 years as though local was for "poor-folk" and on the bottom line all that mattered was money. As the food miles have increased freshness and nutrition have decreased along with flavor. However, we now can have hothouse tomatoes from Europe any time of year and the Almeria Province along Spain's southern coast has been, in only 4 years, totally transformed into a 49,000 acre sea of greenhouses growing out-of-season produce for a world of eaters hooked on having what they want, whenever they want, at the cheapest price possible.
"So what?" you may ask, and legitimately so. The answer to that will become more apparent as oil prices increase and supplies level off or decline. Food systems consume about 17% of the total energy used in the United States, and just transporting food to consumers requires 11% of the total food system energy.
So why are we paying for food of lower quality that's transported around the world? This is not an article about "peak oil", but it's a good idea to keep our energy consumption and supply in mind. There are many other reasons to seek out and support local foods, but the primary reward is the quality of food and community that it creates. After all the statistics are quoted and the intellect is either convinced or overwhelmed the real rewards emerge; fresher, better tasting food, satisfying personal relationships with your food grower and a renewed sense of community. The added benefit is a sustainable community where more food dollars remain and re-circulate to maintain small businesses and healthy economies.
Are you thinking about reducing your energy consumption by installing solar heating or trading in the SUV for a mini or hy-bred? Well, those are good ideas, but there is no greater way to reduce your energy footprint than by changing the way you get your food. Consider for a moment the amount of oil energy required to plow, plant, fertilize, harvest, process, package, advertise and transport your food and then compare those amounts to what you would use if food came from your garden. (You knew I would get food gardening in here somehow) Or compare those amounts to the energy required to grow and market food locally.
Recent studies reveal that locally grown food travels an average of 54 miles from field to table, and that the same 'agribusiness' food travels 1500 miles from field to table. If you eat fruit, figure that at 2,300 miles. Get the picture? Food from you own garden travels maybe 40 yards and is eaten within an hour or less of picking. With nearly zero energy consumption and maximum freshness does it get any better than that?
Let's get concrete!
Here's an example of a real deal meal that I actually prepared and ate a couple of days ago with sources and food miles estimated for you. (The quiche was delicious!)
Potato, Zucchini and Goose-egg Quiche
(concocted to fit ingredients available from the farmer's market and my garden)
Total food miles - 1,576 miles
Same meal prepared from the global food system – 10,430 miles
So, if you wish to increase the freshness and nutrition of your diet while reducing your energy footprint – Go Local – Get Gardening!
You can find more about food miles, local food sources and instructions for figuring your food miles on my web site (www.darrolshillingburg.com) in the new Local Food Page. | 1,758 | 925 | {
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January 2018 PE Governors Report
Form LH are continuing their work with myself and Reece from the Community Sports Foundation. Last term pupils worked towards improving the following skills -
Agility/ Travel -
This term we will be concentrating on improving our receiving skills.
half
As part of the Community Sports Partnership Programme, every week, Reece gives an award to a pupil who has shown particular sportmanship, fair play, teamwork and a good attitude in developing their skills. Pupils then look after Sportasaurus for the week and report back their adventures in a special book via stories and
photographs. Below are a few of our recent winners of the 'Sportasaurus' Award
Rebound Therapy - Pupils are continuing to thrive during their Rebound sessions and are making great progress.We now have 31 Primary and 16 Secondary Pupils actively taking part in Rebound every week.
Form ME & JK/SH - Last half term pupils participated in a variety of skill activities incorporating sending, receiving and traveling. These skills were then used in a different games/ activities which gave pupils the opportunity to further develop their skills.
This half term pupils will be taking part in the Play Maker Award. This is the first steps towards leadership and will give them the chance to take on the responsibility of leading their peers.
Pupils will also be able to take part in a variety of activities to help with individual needs. these include physio, using walkers, transferring onto specialist beds, soft play activities and the use of standing frames.
Form HS - We were fortunate enough to have Kevin Denmark (Head of Disability Cricket coach) come in to provide 7 weeks of coaching.
Sessions included a different warm up each week which then led on to fielding, batting and bowling activities. Each session ended with an adapted game to help reflect the learning gained during the afternoon.
During the activities, pupils were also able to worked towards -
Level 1 Sports Leaders
Unit 1 -
Establishing leadership skills
1.1 -
Demonstration of leadership skills and behaviours
1.2 - Working as part of a group/ team.
1.4 - Roles and responsibilities of sports officials.
2.1 - Assist in leading a sport/ activity.
Young Sports Leaders
Pupils were able to cover parts of the 8 areas of leadership
represented by the mnemonic FAST PACE
F - Fun
A - Activity
S - Safety
T - Team Work
P - Participants
A - Area
C - Communication
E - Equipment.
This half term we will be working with Spencer Thorpe from the Football Association to help further develop our knowledge of warm ups, Skill activities and games.
FE - Students work in different groups depending on current levels and progress.
During last half term each morning was
divided into three parts. Period one
was Asdan Sports
Edinburgh and period was team games
everybody got
together to play a different game each week. This worked really well and aided both individual and group progress.
This half term students in my group will travel to and from the UEA Sports Park via the Number 25 bus to practice their Titan skills. Students will then be as
independent as possible using the Cafe and then they will participate in a different Instructor led sport each week. Sports will include - Football, Table tennis, Volleyball, Cricket, Tennis, Rock climbing, Tag - Rugby, Athletics and Handball.
Asdan Sports and Fitness -
Sports Study
Duke of Edinburgh -
Practical (Gym)
Team Games -
Hockey
Upcoming Sporting Events
Spring Term 1
January
16th - Form HS - Indoor Athletics
18th - Form SD/ZD - Multi Skills Festival
19th - Primary/ Secondary mix - Winter Kwik Cricket
22nd - Form LR - Multi Skills Festival
26th - Primary/ Secondary mix - County Table Cricket
February
1st - Primary/ Secondary mix - Basketball Tournament
6th - Form JH - Inclusive Sports Festival
Spring Term 1
March
1st - Secondary mix - Winter School Games
8th - Primary/ Secondary mix - football tournament
16th - Form LH - Multi Skills Festival
19th - Cross Country | 1,902 | 873 | {
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ACCESS TO DIGITAL RESOURCES
The School Committee supports the right of students, employees, and community members to have reasonable access to various information formats and believes it is incumbent upon users to utilize this privilege in an appropriate manner.
Safety Procedures and Guidelines
The Superintendent, in conjunction with the Administrator in charge of Instructional Technology, shall develop and implement appropriate procedures to provide guidance for access to digital resources. Guidelines shall address teacher supervision of student computer or tablet use, ethical use of digital resources and issues of privacy versus administrative review of electronic files and communications. In addition, guidelines shall prohibit utilization of digital resources for prohibited or illegal activities and for the use of other programs with the potential of damaging or destroying programs or data.
Internet safety measures shall be implemented that effectively address the following:
- Controlling access by minors to inappropriate matter on the Internet as defined by the Children's Internet Protection Act (CIPA) and the Children's Online Privacy Protection Act (COPPA);
- Safety and security of minors when they are using e-mail, instant messaging applications, and other forms of direct electronic communications;
- Preventing unauthorized access, including hacking, viruses, and other unlawful activities by minors online;
- Unauthorized disclosure, use and dissemination of personal information regarding minors.
The School District shall provide reasonable public notice to address and communicate its internet safety measures.
Empowered Digital Use
All parents of students, all students in grades 4 and above, and all faculty must agree to and sign an Empowered Digital Use form prior to the student or staff member being granted independent access to digital resources and district networks. The required form, which specifies guidelines for using digital resources and district networks, must be signed by the parent or legal guardian of minor students (those under 18 years of age) and, for students in grades 4 and above, also by the student. This document shall be kept on file as a legal, binding document. In order to modify or rescind the agreement, the student's parent/guardian (or the student who is at least 18 years old) must provide the Director of Technology with a written request.
Andover Public Schools
EMPOWERED DIGITAL USE POLICY
Purpose
The School Committee recognizes the need for students to be prepared to contribute to and excel in a connected, global community. To that end, the district provides ongoing student instruction that develops digital citizenship skill sets for using technology as a tool. Information and communication technology are an integrated part of our curriculum across subjects and grades in developmentally appropriate ways and are aligned with the Massachusetts Curriculum Frameworks and standards, including seeking knowledge and understanding; thinking critically and solving problems; listening, communicating, and interacting effectively; and engaging and competing in a global environment.
Availability
The Superintendent or designee shall implement, monitor, and evaluate the district's system/network for instructional and administrative purposes.
All users shall acknowledge that they understand that using digital devices, whether personal or school owned, and the school district network is a privilege and when using them in accordance with School District guidelines they will retain that privilege.
The Superintendent or designee shall develop and implement administrative guidelines, procedures, and user agreements, consistent with law and policy, which shall include but not be limited to the following:
- Digital devices, software, and networks shall be used in school for educational purposes and activities.
- An individual's personal information (including home/mobile phone numbers, mailing addresses, and passwords) and that of others shall be kept private.
- Individuals will show respect for themselves and others when using technology including social media.
- Users shall give acknowledgement to others for their ideas and work
- Users shall report inappropriate use of technology immediately
These procedures shall be reviewed annually by district administration together with students and teachers and shall provide a springboard for teaching and learning around topics such as internet safety, digital citizenship, and ethical use of technology.
SOURCE: MASC
Adopted: August 2015
Andover Public Schools
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Conjunctivitis
What is conjunctivitis?
Conjunctivitis or "pink eye" is an inflammation of the conjunctiva, or outer lining of the eyeball. Healthy conjunctiva is white. When the conjunctiva is inflamed, the eyes look pink or red. Often, there is discharge, which can be watery, or thick and green. Other symptoms may include burning, itching, irritation, or crusting of the eyelashes.
What causes conjunctivitis?
There are many causes of conjunctivitis. Infectious conjunctivitis is caused by bacteria or viruses. Conjunctivitis can also be caused by allergies or contact with chemicals. The eye may look similar to you no matter what is causing the conjunctivitis. An eye exam can help determine what is the cause of the "pink eye", and also make sure that the eye is not red for another reason (see below, "Does a pink eye always mean infection?").
Is conjunctivitis contagious?
Conjunctivitis caused by bacteria or viruses is contagious [See Figure 1]
How is conjunctivitis treated?
As stated above, there are several different causes of conjunctivitis, and treatment depends on the cause. If the conjunctivitis is caused by bacteria, antibiotic drops or ointment may be needed. It
is important to use any prescription medication for the full number of days prescribed in order to prevent recurrence and reduce antibiotic resistance. Viral conjunctivitis does not respond to antibiotics. Allergic conjunctivitis is treated with allergy drops.
Are there any permanent effects on vision from conjunctivitis?
Most infections clear without causing any problems. However, some serious infections and certain types of viral eye infections, such as herpes, can cause vision problems if not treated appropriately.
How can I prevent conjunctivitis?
Hand washing is the best way to avoid getting conjunctivitis. Also, do not touch your eyes or face unless you have just washed your hands. If you wear contact lenses, wash your hands before putting in and taking out your lenses. Regularly clean and dispose of your lenses, according to manufacturer guidelines. Always store your lenses in commercially prepared solutions. Never swim in a lake or hot tub with your lenses on. If you have been diagnosed with conjunctivitis, do NOT wear your lenses until you have recovered, and then, start with a fresh pair of lenses.
Does a pink eye always mean infection?
No. A pink or red eye may be a sign of another eye problem such as allergy, foreign body, contact lens reaction, inflammation inside the eye, or glaucoma.
My baby has tearing as well as discharge. Is this conjunctivitis?
These could be symptoms of infectious conjunctivitis but may also be caused by a blocked tear duct, or glaucoma.
More technical information about neonatal conjunctivitis can be found on the EyeWiki Site.
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WHERE IS EMERALD ASH BORER
By: Kelly Feehan, Extension Educator
Release: Week of July 5, 2020
Emerald ash borer (EAB) has now been confirmed in Kearney by the Nebraska Department of Agriculture. Does this mean it must be in Columbus since the closest it was previously found was in Fremont? Not necessarily.
Emerald ash borer larvae and adults can hitchhike in firewood as well as on or in vehicles. This is the most common way it spreads because adult beetles only fly short distances.
When asked if EAB is in Columbus or Norfolk, my answer has been that it has not been found in these locations yet. It might be there, but it has not yet been found.
Now that EAB has been confirmed in Kearney, ash tree owners there and in communities near Kearney should begin making plans to either treat or remove ash trees.
For ash tree owners in communities more than 15 miles from Fremont, Kearney, Omaha, Lincoln and Greenwood, the recommendation remains to wait until EAB is confirmed in your area before beginning treatment or removing ash trees.
This recommendation strikes a balance between the need to protect valuable trees and the drawbacks of unnecessary insecticide applications.
When it is time to begin treatment, the optimal time is spring. Although professional trunk injections may provide some control even if done in summer; since EAB has not yet been found locally it would be wise to wait until EAB is confirmed in the area and then use spring treatments.
Know that treatment must be done for the remainder of the tree's life. It is not a once and be done treatment. Take time to assess the value and health of an ash tree to determine if it is a good candidate for treatment.
Trees worth treating are those that provide much-needed shade or have intrinsic value. The trees should not be too old and in very good condition with no large dead or dying branches, and no mower damage or other serious trunk wounds.
Once EAB is present, ash trees left untreated will eventually die and need to be removed. Do not wait until a tree dies to remove it. Trees that have died from EAB become extremely brittle and pose a hazard.
There may also be a high demand for tree removals when large numbers of ash begin dying. This will likely increase prices and the chance homeowners could be approached by "fly-by-night" tree companies.
When working with tree care services, it would be prudent to ask for proof of insurance as well as references from customers. In Columbus, the City of Columbus provides a list of tree care services permitted to do tree work in city limits.
As trees are removed, replace them with a diverse selection of shade trees, not just a few species of very fast growing or small trees. If one or two species are overplanted again, like ash and American elm were, another significant loss of the urban tree canopy will happen when the next serious pest arrives.
Source: Laurie Stepanek, Nebraska Forest Service | 1,157 | 612 | {
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Properties of vectors
Students place the vectors in an appropriate position on the grid. The aim is to cover as many spaces as possible with the vectors – not all the vectors will be needed and there is more than one solution. Where it says 'these' then two vectors are required and where it says 'this' only one vector is required.
| | 4 4 | 1 3 | 1 1 | 3 2 |
|---|---|---|---|---|
| 1 9 | 2 2 | 1 1 | | 2 3 |
| | | 1 3 | | 3 2 |
| This vector has 10 a length of . | This vector is parallel to 3 2 |
|---|---|
| These vectors are parallel. | These vectors have the same length. |
| This vector joins the points A (1, 7) and B (5, 3). | Vectors a and b such that 2 a b . 8 | | 441 | 541 | {
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Viewing Guide for The Medici: Godfathers of the Renaissance Program 2: "The Magnificent Medici"
Medici
Godfathers of the Renaissance
Name_________________________
True/False. Put your answers in the blanks below.
1. _______
2. _______
3. _______
4. _______
5. _______
6. _______
7. _______
8. _______
9. _______
10. _______
11. _______
12. _______
13. _______
1. All of the artists that the Ninja turtles were named after (Leonardo, Michelangelo, Raphael, Donatello) worked for the Medici family.
2. The system of patronage used by the Medici family to operate Florence and Tuscany, in which people are personally loyal to a family that looks out for them in return, was similar to the system used by the Mafia to control Southern Italy.
3. The frescoes in the chapel of the Medici Palace advertised the family's power.
4. Lorenzo de Medici ruled Florence through influence rather than by law or elected position.
5. Lorenzo de Medici married Clarice Orsini because she was beautiful and he was in love with her.
6. The Pazzi, a rival banking family, tried to have Lorenzo and his sister killed Easter Sunday 1478 in the Florentine cathedral.
7. The current pope, Pope Sixtus, was in on the plot against the Medici.
8. Monks hired by the Pazzi killed Guiliano by shooting him to death.
9. Lorenzo survived, and his supporters hanged the conspirators—including two relatives of the pope—from the government building windows.
10. The Pazzi were killed or run out of Florence, but Pope Sixtus sent an army against Florence to avenge the death of his relatives.
11. Lorenzo visited his enemies in Naples alone, bribed them, and defeated the Pope’s attempts to destroy Florence.
12. When Lorenzo returned to Florence, he was named “Il Magnifico” and asked to take over the government of Florence; he agreed.
13. For 20 years, the Florentines benefited from Lorenzo’s public generosity, his “spending virtuously” on buildings, art, festivals, and entertainments
Godfathers of the Renaissance
Viewing Guide for The Medici: Godfathers of the Renaissance Program 2: “The Magnificent Medici”
Name_________________________
14. _____
15. _____
16. _____
17. _____
18. _____
19. _____
20. _____
21. _____
22. _____
23. _____
24. _____
25. _____
14. Lorenzo established the first art school in Florence.
15. Botticelli’s painting La Prima Vera (the spring), which was based on classical mythology rather than the Bible, explored new and possibly dangerous artistic ground.
16. Botticelli’s paintings like The Birth of Venus are religious rather than humanistic.
17. Girolamo Savonarola was a Dominican priest who worked for Lorenzo.
18. Savonarola believed that nude paintings and non-religious art were evil.
19. Michelangelo and Botticelli fought against Savonarola.
20. Eventually Botticelli either changed his mind about what subjects are appropriate for painting or he feared the repercussions his art might bring because he threw some of his own paintings on Savonarola’s “Bonfire of the Vanities.”
21. When Lorenzo’s banks began to fail, the ‘amici delle amici’ (friends of friends) system of influence began to break down because there weren’t enough personal favors to go around.
22. When Lorenzo died in 1492, Savonarola forgave him on his deathbed.
23. After Lorenzo’s death, Savonarola gained control of the city; his bands of “skinhead” teens roamed the city beating up prostitutes, burning homosexuals, and harassing anyone wearing jewelry, makeup, or elaborate clothes as well as anyone still owning dice or cards.
24. In the “Bonfires of the Vanities,” Savonarola and his followers burned books, makeup, clothes, wigs, art, and jewelry.
25. Six years after his fundamentalist backlash against the Renaissance and Lorenzo de Medici, Savonarola was excommunicated, tortured, chained, hanged, and burned. Florence had turned against the prophet after suffering years of plague, war, and starvation.
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Source: https://www.k12.wa.us/sites/default/files/public/socialstudies/standards/ OSPI_SocStudies_Standards_2019.pdf
Kindergarten – Economics
"Understands the basic elements of a community's economic system, including producers, distributors, and consumers of goods and services."
E2.K.2 List and provide examples of goods and services.
Kindergarten – Economics
"Knows that when people specialize and trade, it leads to increased economic interdependence, which is a fundamental step in understanding how the world economy functions."
E4.K.1 Describe goods that are produced in local geographic regions
Grade 1 – Economics
"Understands the basic elements of a community's economic system, including producers, distributors, and consumers of goods and services."
E2.1.2 Give examples of how people earn income.
Grade 1 – Economics
"Knows that when people specialize and trade, it leads to increased economic interdependence, which is a fundamental step in understanding how the world economy functions."
E4.1.1 Explain that people need to trade for products that are not found in their geographic region.
E4.1.2 Describe why people in one country trade goods and services with people in other countries.
Grade 2 – Economics
"Understands the basic elements of a community's economic system, including producers, distributors, and consumers of goods and services."
E2.2.2 Describe the goods and services that people in the local community produce and those that are produced in other communities.
Grade 2 – Geography
"Knows that people, products, and ideas can move, connecting local and global communities to each other."
G3.2.3 Describe the connection between the physical environment of a place and the economic activities found there
Grade 3 – Economics
"Understands the basic elements of a community's economic system, including producers, distributors, and consumers of goods and services."
E2.3.2 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
Grade 4 - Economics
"Understands the basic elements of a community's economic system, including producers, distributors, and consumers of goods and services."
E2.4.2 Identify the basic elements of Washington state's economic system, including agriculture, businesses, industry, natural resources, and labor.
E2.4.3 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services in Washington state.
E2.4.4 Explain why individuals and businesses specialize and trade in Washington state.
Grade 5 – Economics
"Understands the basic elements of a community's economic system, including producers, distributors, and consumers of goods and services."
E2.5.2 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
Grades 6–8 – Economics
"(World) Extensive trade relationships emerged between nations in ancient times to acquire scarce resources and maximize the economic standing of participating civilizations.
(WA) Washington's location and geographic regions affect the production of goods and the state's role in the global economy.
(US) The free market economy of United States is driven by the exchange of goods and services, which has many influences. Most notable is the agreement by the producer and consumer on the value of the items to be exchanged."
E2.6-8.1 Describe the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present.
Grades 6-8 – History
"(World) In the last 10,000 years ancient peoples from regions all around the globe shifted from a life of foraging to farming, developed civilizations, advanced technology, and connected all regions of the world.
(WA) History is made up of a series of events that define a society, nation, or state.
(US) History is made up of a series of events that define a society, nation, or state."
H1.6-8.5 Explain how themes and developments have defined eras in Washington state history from 1854 to the present: • Territory and treaty-making (1854-1889) • Railroads, reform, immigration, and labor (1889-1930) • Turmoil and triumph (1930-1974) • New technologies and industries in contemporary Washington (1975-present) | 2,000 | 927 | {
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Spruce Trees Issues, Think Twice About Planting
By: Kelly Feehan, Extension Educator
Release: Week of April 26, 2021
I receive many questions about spruce trees. I seem to be asked why is a spruce tree dying or what is the best spruce to plant. With so many spruce diseases and dieback, one might wonder why so many continue to be planted.
When asked what type of spruce tree to plant, I admit I encourage the person to consider another type of evergreen if possible. And I don't only pick on spruce. When I'm asked about a tree I know is overplanted in our community, I suggest other options and I share the reason why.
Diversity in community forests, whether in town or rural windbreaks, is important to having sustainable tree plantings better able to withstand pest infestations and environmental stresses.
Spruce trees are susceptible to a number of diseases as well as insects like bagworm and spruce mites. In recent years, I've become aware of at least three newer diseases infecting spruce.
The increase in disease is likely due to overplanting spruce trees, as well as weather extremes causing environmental stress and poor planting or care practices that further stress trees, making them more susceptible to infection.
As we move into tree planting season, think twice about planting spruce and consider other options like concolor and balsam fir, ponderosa pine, southwestern white pine, or Douglas-fir. These may not be perfect trees for your site either, so check them out further before planting.
And since no tree is perfect, mix it up and plant more than one type of evergreen if you are planting a windbreak or a number of trees in a landscape.
If you have spruce, here are some diseases to watch for. Needle cast causes older needles on the lower half of trees to turn brown or purplish and eventually drop off. Rhizosphaera and Stigmina are two needle cast diseases found.
After needle cast is confirmed, fungicides can be applied in May when new needles are between one-half to two inches long and repeated four weeks later. Two years of applications is effective for Rhizosphaera but Stigmina is proving harder to control.
Two canker diseases are Cytospora and Phomopsis. These infect branches through wounds, such as from hail, causing cankers that kill branches. On Cytospopora, dead branches may be scattered throughout the tree. Phomopsis tends to start near the bottom. There are no fungicide controls for canker diseases. Prune out dead branches to reduce spread.
Sirococcus shoot blight infects new branch tips causing them to droop and turn brown. Frost damage or death of young shoots from high winds or heat can cause identical symptoms. If Sirococcus is present, black specks can be seen on infected twigs. Follow the same timing of fungicides as for needle cast.
And then there's SNEED or Sudden Needle Drop. Symptoms are yellowing and eventual browning of older needles. Affected branches may be scattered through the tree. By fall, all of the needles on affected branches can drop off except the newest needles on branch tips. Black specks can be found on twigs. Eventually the tree canopy thins, sometimes leaving bare branches.
Although much is still unknown or undecided about SNEED, applying fungicides as you would for needle cast disease seems to help. | 1,292 | 718 | {
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Ordering Potatoes and Disease Prevention
By: Kelly Feehan, Extension Educator
Release: Week of February 15, 2021
If you try to order seed potatoes and find the company cannot ship potatoes to Nebraska; try another company or plan to purchase locally. The reason the company cannot ship to Nebraska is likely based on where their seed potatoes originate from.
There is a quarantine on seed potatoes from certain states due to the Columbia root knot nematode. Either the company obtains it's seed potatoes from one of those states, or they may have decided it is more feasible to not ship potatoes to certain states rather than sort out what can and cannot be shipped where.
On-line ordering is often the route taken when a specific variety of potato or other vegetable is needed and cannot be purchased locally. If this is the situation, check with other seed companies to see if they will ship to Nebraska.
As always, use certified disease free seed potatoes rather than using potatoes saved from your own garden or someone else's garden. This helps reduce disease issues. And potatoes from a grocery store produce section should not be used. Many have been treated to reduce sprouting.
Some diseases, once introduced into the garden, can remain in the soil for a number of years to cause infections each year. Preventing their introduction is a key step to managing disease.
As you plan the vegetable garden on paper, keep in mind crop rotation. This is another way to reduce disease issues in the garden.
For crop rotation to be most effective, rotation needs to be between vegetable families and ideally, a three year rotation works best. This is not easy to achieve in smaller home gardens, but annual rotation is better than nothing.
Vegetables from the same family are susceptible to the same diseases. Crops in the cucurbit family, such as cucumbers, melons, and squash, are related and should not be planted in the same location or follow one another in the same location each year.
Other vegetable families include the nightshade family of tomatoes, potatoes and eggplant. The cruciferous family includes broccoli, cauliflower, cabbage and kohlrabi. And some root crops like carrots and parsnips are related.
If you have an ongoing disease problem with one or two vegetables that you haven't been able to manage, it might be wise to avoid growing that crop for a few years and try something new.
Another way to manage garden diseases is selecting disease resistant varieties or cultivars. These will be labeled as such in garden catalogs, on seed packages, or on transplant tags. Finding and planting resistant varieties is worth the effort.
Other ways to manage garden diseases, to make plans for now, include staking or caging taller plants like tomatoes. Keeping the foliage out of contact with the soil and increasing air circulation around plants decreases the risk of infection.
When planting, allow enough spacing to allow for good air circulation and control weeds to also improve air movement. It is also important to thin crops to the recommended spacing after they emerge.
If overhead irrigation is used, consider changing to a drip irrigation system if feasible. If not, irrigate in the morning and not in the evenings. Foliage dries off quicker and pathogens have less chance to cause infection. | 1,253 | 656 | {
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Why Music Education?
Music Motivates Students to Come to School and Stay in School
Students indicate that arts participation motivates them to stay in school, and that the arts create a supportive environment that promotes constructive acceptance of criticism and one in which it is safe to take risks. (Source: Barry, N., Taylor, K. and K. Walls Critical Links: Learning in the Arts and Student Academic and Social Development, AEP, 2002.)
The vast majority —96 percent—of the school principals interviewed in a recent study agree that participation in music education encourages and motivates students to stay in school. Further, 89 percent of principals feel that a high-quality music education program contributes to their school achieving higher graduation rates. (Source: Harris Interactive Poll, 2006.)
Music Increases Academic Performance
A study examined the influence of music education on nonmusical abilities, the effects of music lessons on academic performance, and cognitive abilities. The study revealed that students who participated in music lessons showed statistically higher intelligence quotients. (Source: Glenn Schellenberg, Music Lessons Enhance IQ, Psychological Science, Vol. 15, No. 8,
2004.)
The College Entrance Examination Board found that students involved in public school music programs scored 107 points higher on the SAT's than students with no participation. (Source: Profiles of SAT and Achievement Test Takers, The College Board, compiled by the Music Educators National Conference , 2002)
Musically trained children performed better in a memory test that is correlated with general intelligence skills such as literacy, verbal memory, visiospatial processing, mathematics, and IQ. (Source: Dr. Laurel Trainor, Prof. of Psychology, Neuroscience, and Behavior at McMaster University, 2006)
Music Promotes a Positive School Environment
With music in schools, students connect to each other better— greater camaraderie, fewer fights, less racism and reduced use of hurtful sarcasm. (Source: Jensen, E., Arts With the Brain In Mind, Association for Supervision and Curriculum Development, 2001.)
A Columbia University study revealed that students in the arts are found to be more cooperative with teachers and peers, more self-confident and better able to express their ideas. (Source: Burton, J., Horowitz, R., Abeles, H. Champions of Change, Arts Education Partnership, 1999.)
Music Develops Life Skills
The skills gained through sequential music instruction, including discipline and the ability to analyze, solve problems, communicate and work cooperatively, are vital for success in the 21st century workplace. (Source: U.S. House of Representatives, Concurrent Resolution 355, March 6, 2006.)
A study of rural and urban inner-city schools found that arts programs helped schools in economically disadvantaged communities develop students' critical-thinking and problem solving skills. (Source: Stevenson, L., Deasy, R., Third Space: When Learning Matters, AEP, 2005.)
The U.S. Department of Labor issued a report in 1991 urging schools to teach for the future workplace. The skills they recommend (working in teams, communication, self-esteem, creative thinking, imagination, and invention) are exactly those learned in school music and arts education programs. (Source: 1991 SCANS Report, U.S. Department of Commerce)
Music Creates Good Citizens
"The challenge to American education has never been simply to raise test scores — that is a relatively recent and limited goal. The challenge has always been to raise citizens who are capable of active participation in the social, cultural, political and economic life of the world's longest experiment in democracy, an experiment demanding a free, educated and committed citizenry. We are amazed to discover anew the role of the arts in realizing that vision and creating that democracy." (Source: Lauren M. Stevenson and Richard J. Deasy, Third Space: When Learning Matters, Arts Education Partnership, 2005.)
Recommended Video
How playing an instrument benefits your brain - Anita Collins from Ed.ted.com
http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins
For more research, please visit: artsedsearch.org | 1,950 | 856 | {
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Quiz
Name _________________________________________ Date ________/________/________
1. Why is it illegal to grow currants and gooseberries in North Carolina?
a. They are considered invasive species.
b. They are an alternate host for fungi that attack trees grown for timber.
c. They are host plants for the Spotted Wing Drosophila; females lay their eggs on them.
d. The question is false; it is not illegal to grow currants and gooseberries in NC.
2. True or False: Everbearing strawberries are not recommended for most of North Carolina because of the heat, but they can do well in the mountains.
3. Which blueberry type is recommended for elevations over 2,500 feet?
a. Highbush
b. Southern Highbush
c. Rabbiteye
4. Which of the following statements is true
?
a. Kiwis can be grown easily in the mountains.
b. Birds are likely to be a problem with bunch grapes and blueberries.
c. Bunch grapes rarely need pruning.
d. Blueberries like a slightly acidic soil in the range of 6.5 pH.
e. All of the above are true.
5. "Cold air drainage" can affect where and which type of fruit you plant because:
a. You need to calculate the number of "cold air drainage" hours to determine if the plant will bear fruit.
b. Cold air is heavier than warm air creating pockets of frost that can damage plants.
c. You need to contour your landscape to capture the air to pollinate plants.
d. None of the above.
1
6. What is the first year growth on a blackberry bush called?
a. Primocane
b. Floricane
c. Neocane
d. Hurricane
7. When is the best time to prune blueberries?
a. In the spring, after the flowers are gone.
b. After they are done fruiting.
c. In the winter, when they are dormant.
d. It is safe to prune blueberries any time of the year.
8. True or False: After a frost, if the center of the strawberry blossom has turned brown, even if the flower petals are still white, it will not produce fruit.
9. Bunch grapes are not commonly grown in the NC coastal plain because they are susceptible to what disease?
a. Hodge's Disease
b. Pierce's Disease
c. Concord's Disease
d. Thousand Cankers Disease.
10. Which statement below is true?
a. All muscadines are scuppernongs
b. All scuppernongs are muscadines.
c. Muscadines and scuppernongs are 2 different grape varieties.
d. Muscadines and scuppernongs are 2 common names for the same grape.
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U11 Soccer Standards
Taken from the Canada Soccer Grassroots Standards and adopted by SSDSA with some modifications for local context. https://www.canadasoccer.com/play-landing/canada-soccer-grassroots-standards/
| | CRITERIA | | STANDARD | RATIONALE |
|---|---|---|---|---|
| Restarts from the sidelines | | Pass in | | One of the greatest challenges that young players face as they are |
| | | | | learning to control the ball is keeping the ball in play. When the ball |
| | | | | goes out of play along the sidelines, it is required to be played back into |
| | | | | play by the team who did not touch the ball last. The traditional |
| | | | | method of returning the ball into play is via a throw-in. However, for |
| | | | | young players (U7-9), this can be a challenging skill to learn and often |
| | | | | results in the ball going back out of play. To facilitate more contact time |
| | | | | with the ball at their feet and more time for the ball to be in play, |
| | | | | players up to and including U11 will pass ball back into play when a |
| | | | | restart from the sidelines is required. |
| Offside | | No | | |
| Playing Time | | Fair playing time for all | | Substitutions are used to ensure that players have an opportunity to |
| | | | | play different positions and to get some rest, when required. While |
| | | | | ensuring that all players get exactly the same playing time is a |
| | | | | challenge, it is important for players to have an opportunity to play as |
| | | | | much soccer as possible. |
| Substitutions | | Unlimited at any stoppage | | |
| Retreat Line | | 1/3 of field | | The retreat line has been introduced in grassroots soccer in recent |
| | | | | years to help develop young players’ ability to play out from the |
| | | | | goalkeeper and to keep possession of the ball as they build an attack. |
| | | | | This teaching tool has also been used to help build confidence in players |
| | | | | as they retain possession of the ball. |
| | | | | While only used on goal kicks and if the keeper picks up the ball, it still |
| | | | | provides a realistic standard of retreating to organize for defenders as |
| | | | | well as time for offensive team to organize to play out. This helps all |
| | | | | players to understand the transition phase of the game. The defending |
| | | | | team can cross the retreat line once the keeper distributes the ball |
| | | | | Retreat lines can be marked on the field or designated by using cones |
| | | | | placed 1m outside the sidelines at 1/3 of the field. |
| Game duration | | 60 minutes (2-30min halves) | | |
Other requirements:
Game Sheets – a game sheet is required for each team at each game at the link below. Each team can use the game sheet to record issues that occur during your game.http://www.sssoccer.ca/_files/gameschedules/South%20Shore%20District%20Soccer%20Association%20Game%20Sheet.pdf
Power Play Initiative – We encourage teams who are trailing by 4 or more goals to use the Power Play initiative outlined here https://www.soccerns.ca/wp-content/uploads/2018/12/Power-PlayInitiative.pdf | 1,607 | 894 | {
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Definition
"Think globally, act locally" urges people to consider the entire planet's health and take action in their own communities and cities. Long before governments began enforcing environmental laws, individuals were coming together to protect habitats and the organisms that live within them. These efforts are referred to as grassroots efforts. They occur on a local level and are primarily run by volunteers and helpers.
"Think Globally, Act Locally" originally began at the grassroots level, however, it is now a global concept with high importance. It is not just volunteers who take the environment into consideration. Corporations, government officials, the education system, and local communities also see the importance of taking necessary actions that can impact positively the environment.
Warren Heaps states, "It's really important to recognize that markets are different around the world, and company compensation programs should reflect a balance between global corporate philosophy and local practice and culture".
Origin in town planning
The original phrase "Think global, act local" has been attributed to Scots town planner and social activist Patrick Geddes. Although the exact phrase does not appear in Geddes' 1915 book Cities in Evolution, the idea (as applied to city planning) is clearly evident: "'Local character' is thus no mere accidental oldworld quaintness, as its mimics think and say. It is attained only in course of adequate grasp and treatment of the whole environment, and in active sympathy with the essential and characteristic life of the place concerned."
Geddes was a Scottish biologist, sociologist, philanthropist and pioneering town planner. He was also responsible for introducing the concept of "region" to architecture and planning. He has made significant contributions to the consideration of the environment. Geddes believed in working with the environment, versus working against it.
Town planning is important to understanding of the idea "think globally, act locally". Urban management and development highly impacts the surrounding environment. The ways in which this is initiated is vital to the health of the environment. Corporations need to be aware of global communities when expanding their companies to new locations. Not only do corporations need to be aware of global differences, but also Urban and rural areas who plan on expanding or changing the dynamics of their community. As stated "Addressing the complex urban environmental problems, in order to improve urban livability through Urban Environmental Strategies (UES), involves taking stock of the existing urban environmental problems, their comparative analysis and prioritization, setting out objectives and targets, and identification of various measures to meet these objectives".
2
Origins of the phrase
The first use of the phrase in an environmental context is disputed. Some say it was coined by David Brower as a slogan for Friends of the Earth when he founded it in 1971, although others attribute it to René Dubos in 1977. Canadian "futurist" Frank Feather also chaired a conference called "Thinking Globally, Acting Locally" in 1979 and has claimed the paternity of the expression. Other possible originators include French theologian Jacques Ellul.
Church
While the Christian church has traditionally "thought globally and acted locally", some Christian leaders have reversed the slogan by suggesting that the church should "think locally and act globally" by encouraging the empowerment of local leaders e.g. on a multi-site campus, rather than trying to direct and equip them centrally. | 1,504 | 677 | {
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Second Grade Social Studies
Scope & Sequence
ideas today and long ago
responsibility, privacy, and safety. ● 1.A. 2.a- Use appropriate informational text to develop an understanding of democratic skills and attitudes, such as rights and responsibilities, respect, fairness, honesty, loyalty, and courage.
* 1.C.1.a - Recognize and describe how making choices affects self, family, school, and community
* 3.D.1.a- Identify ways people adapt to the environment, such as wearing clothing that is appropriate to the weather.
* 1.A.1.b- Identify leadership positions and organizations in the community and explain how they can be helpful in maintaining safety and order.
* 1.A.2.b- Connect certain people, symbols, songs and poems to the ideals they represent, such as George Washington portrays leadership, the American Flag represents loyalty and respect, and the Star Spangled Banner represents courage and freedom. ● 1.A.2.a- Use appropriate informational text to
* How do leadership positions help maintain safety and order? ● What do the symbols and practices of the United States represent?
* How are certain leaders recognized for their contributions
* How do the choices we make affect self, family, school and community?
develop an understanding of democratic skills and attitudes, such as rights and responsibilities, respect, fairness, honesty, loyalty, and courage. ● 1.A.2.b- Connect certain people, symbols, songs and poems to the ideals they represent, such as George Washington portrays leadership, the American flag represents loyalty and respect, and the Star Spangled Banner represents courage and freedom. ● 1.B.1.a- Describe the contributions of local government leaders and current leaders of their school and community, such as county executives, county council or mayor, and city council .
* 1.B.1.b- Explain how contributions of people recognized in holidays, such as Memorial Day and Constitution Day, represent democratic beliefs and attitudes, that include rights and responsibilities, loyalty, respect, and courage. ● 5.A.2.a- Gather and interpret information about the past from informational sources and biographies. ● 5.C - Conflict between
Ideas and Institutions.
shelter
* 3.D.1.a – Describe ways, such as clearing trees and farming land, that people modify their environment and the impact of those modifications
| | nd farming land, th | |
|---|---|---|
| | people modify their | |
| | nvironment and th | |
| | impact of those modifci ations | |
| 3.D.1.b – Describe ho ● and why people protect or fail to protect the environment | .D.1.b – Describe ho | |
| 3 ● | .D.1.c – Explain how | |
| | people adapt to changes in the environment | |
| 1.C.1.b - Identify concern | | |
| in the community, such as safety issues and pollution problems and ways t resolve these concerns. | in the community, | |
| | uch as safety issues | |
| | and pollution | |
| | roblems and ways t | |
| ● i in | 5.A.2.a - Gather and | |
| | nterpret informatio | |
| | about the past from | |
| | formational source | |
| | and biographies. | |
| ● | 5.A.1.a - Develop a | |
| | personal timeline in | |
| | each students' life | |
| 5.A.1.b - Describe the ● relationship among events in a variety o timelines. | .A.1.b - Describe the | |
| | relationship among | |
| | vents in a variety o | |
| | | timelines. |
| ● d h o | 2.A.1.a - Use fci tion and non-fci tion to compare the elements of two | |
| | ifferent cultures, an | |
| | ow they meet thei | |
| | human needs for food, shelter, and | |
| | ther commonalitie | |
| | such as recreation, | |
| | music, and stories | |
| 2 ● | .A.1.b - Explain way | |
| | people of different | | | 1,869 | 950 | {
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(REPLACES AGNOTE ET-11)
UNDERSTANDING WEATHER
Understanding weather – fronts, troughs and ridges
Paul Carberry
Advisory Officer Climatology, Extensive Industries Development, Tamworth
Fronts
At the boundary, or front, there is a marked drop in temperature, increase in humidity, sudden wind change and a marked pressure rise. This marked discontinuity lends support to the theory of two separate air masses with the front being the boundary between the two.
A front is the boundary between two air masses of different temperatures. It may be moving, in which case the front is named for the advancing air mass, cold or warm, or it may be stationary. A simplified model of a front is shown in figure 1. The advancing air mass, cold in this case, pushes into the existing air mass, causing the air at the boundary to rise and consequently form cloud and rain.
This classic model was developed in Norway during the middle of the 20th century and is often referred to as the Norwegian Frontal Model. Although cold fronts often can be described in terms of this model, observational studies have shown many frontal systems to be far more complex.
Cold fronts are more relevant over the southern half of Australia. This classic picture occurs in parts of Western Australia, South Australia and Victoria and in New South Wales during winter and spring but seldom applies in New South Wales in summer. Features that can cause variations from the classic case include the properties of the existing air mass:
* it may not be moist or unstable enough to form cloud or rain even when forced to rise
* the depth of the advancing air mass varies – in NSW during summer it is often very shallow and can result in just a change of wind direction and a drop in temperature.
Troughs
Troughs are regions of relatively low pressure which often precede a cold front. A dashed line on
the weather map indicates the location of a weak pressure trough. These troughs form during the warmer months of the year over the southern part of the Australian continent and waters to the south.
Troughs have the potential to intensify rapidly, generally at the expense of the cold front, resulting in strengthening of the northerly winds ahead of a cool change. In summer the major significant wind change is associated with prefrontal troughs.
Figure 2 shows a cold front and prefrontal trough through SA and Victoria. An easterly dip (not shown here – see What drives NSW weather?) is a specific type of inland trough that extends into NSW from Queensland. These areas of relatively low pressure are unstable and tend to have high moisture associated with them. Consequently, they are good sources of thunderstorms.
Ridges
A ridge is a line of relatively high pressure forming an arm out of a defined high, but not forming a closed loop. Figure 2 shows a ridge pushing out into South Australia from the high positioned below Perth.
Ridges, being areas of high pressure, generally result in dry conditions in their immediate vicinity.
A high pressure ridge may be associated with coastal showers when it brings onshore winds along the east coast in advance of the ridge itself. These onshore winds can produce widespread coastal showers.
The zone of interaction of the ridge with nearby areas of low pressure or troughs can be unstable and produce storms or rain in any area.
© State of New South Wales through NSW Department of Primary Industries 2007. You may copy, distribute and otherwise freely deal with this publication for any purpose, provided that you attribute NSW Department of Primary Industries as the owner.
ISSN 1832-6668
Replaces Agnote ET-11
Check for updates of this Primefact at:
www.dpi.nsw.gov.au/primefacts
Disclaimer: The information contained in this publication is based on knowledge and understanding at the time of writing (May 2007). However, because of advances in knowledge, users are reminded of the need to ensure that information upon which they rely is up to date and to check currency of the information with the appropriate officer of New South Wales Department of Primary Industries or the user's independent adviser.
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Elementary Focus: Healthy Integration
Module Overview
Design of Module
This module will focus on building teacher capacity to effectively integrate the Kentucky Academic Standards (KAS) for Social Studies and the KAS for Reading and Writing. Additionally, this module is a resource for understanding the value of social studies experiences for students in elementary school, and the benefits of content knowledge for reading comprehension and writing skills. Educators will discover the connections between the two sets of standards and be empowered to teach social studies as a compelling context for growing proficient readers and writers.
Goals of this module
* Engage with the KAS for Social Studies and the KAS for Reading and Writing.
The goals of the Elementary Focus: Healthy Integration Module are for districts and schools to:
* Answer the question, "Why teach social studies?"
* Explore examples of healthy integration between the KAS for Social Studies and the KAS for Reading and Writing
* Learn how to incorporate healthy integration between the KAS for Social Studies and the KAS for Reading and Writing while maintaining discipline integrity.
Section A: Introducing the Module
Essential objective: To provide an overview of Module 4 including the goals of the module, the definition of integration, establish the importance of this work, and discuss any caveats participants must consider prior to engaging with this work.
Section B: Why teach social studies?
* Key features: Video entitled, "Speaking up for Science and Social Studies" and discussion questions to reflect on relationship between content knowledge and reading proficiency.
* Essential objective: To build an understanding of the value of social studies experiences for students in elementary school, and the benefits of content knowledge for reading comprehension and writing skills.
Section C: What is healthy integration?
* Key features: Teacher testimonials on fractured and stealthy integration are included and reflection questions to prompt thinking about healthy integration between the KAS for Social Studies and the KAS for Reading and Writing.
* Essential objective: To explore healthy, stealthy and fractured integration of social studies.
Section D: How do I integrate social studies and reading and writing?
* Key features: Steps are provided for understanding how to design healthy integration while maintaining discipline integrity between the social studies and reading and writing. Examples from the Kindergarten collected are used.
* Essential objective: To build an understanding of how to design healthy integration collections between the KAS for Social Studies and the KAS for Reading and Writing.
.
Section E: Case studies in healthy integration
* Key feature: Three different grade level examples of healthy integration collections are provided: Kindergarten, Grade 3 and Grade 5.
* Essential objective: To explore strongly aligned KAS for Social Studies and KAS for Reading and Writing healthy integration collections.
Section F: Is it healthy, stealthy or fractured?
o Whether or not the assignment example is weakly, partially or strongly aligned to the standards.
* Essential objective: To evaluate and reflect on an assignment example to determine:
o Whether or not the assignment is an example of healthy, stealthy or fractured integration.
* Key features: A social studies assignment with completed Assignment Review Protocol is provided.
Section G: Application: Designing a healthy integration experience
* Key features: Explains the steps necessary for designing healthy integration.
* Essential objective: To design a healthy integration collection between the KAS for Social Studies and the KAS for Reading and Writing for your grade-level.
Section H: Reflection
* Key feature: Reflection questions to prompt thinking about healthy integration and an additional document to learn more about integration.
* Essential objective: To determine the instructional impact of the work completed in this module and to reflect on this module experience. | 1,796 | 730 | {
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Course/Grade Level: 7th Grade Social Studies
| Unit | Standard(s)/Outcome(s) |
|---|---|
| 1. Developing Interpretations/ Skills/Byzantine Empire | Analyze characteristics that are ● used to organize people into cultures. Apply understandings of ○ the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs (2.a.a) Use geographic tools to locate ● places and describe the human and physical characteristics in the contemporary world a. Use maps to compare ○ geographic locations of places and regions b. Use photographs and ○ thematic maps to compare human and physical characteristics of places and regions c. Analyze geographic ○ issues and problems (3,a,1) Analyze interrelationships ● among physical and human |
environment and the impact of those modifications (3,d,1)
* Analyze the historic events, documents, and practices in early world history that are the foundations of political systems (Feudalism,English Bill of Rights,Magna Carta, Decline of Feudalism- leads to Monarchy)
* Examine and report on the roots of democratic principles in World History (Magna Carta, English Bill of Rights)
* Examine the decline of feudalism and the emergence of monarchies (Feudalism)
* Analyze the roles of governments around the world regarding public policy and issues
* Evaluate the effectiveness of the various policies of governments in addressing issues, such as health, poverty, crime, security, and environmental concerns (Growth of towns and cities)
* Analyze the methods used by individuals and groups to shape governmental policy and actions in early world history (Magna Carta)
What purpose did castles serve in society and in the feudal government?
Explain the impacts of physical features on medieval society.
Using a variety of textual resources Analyze the effectiveness of the feudal system in addressing the needs of citizens.
Analyze the events, groups, individuals and policies that served to shift political power and lay the foundations for more democratic reforms.
* Analyze the relevancy of sources and perspectives of information (Sourcing,
Bias)
Features)
physical characteristics of
and influenced government
Buddhism, and Sikhism on the Indian Sub-Continent.
economic developments of feudalism in Japan?
Obj: Analyze the influence of transportation on the movement of people, goods, and ideas.
Obj: Analyze the impact of Genghis Khan on the Mongol Empire. | 1,188 | 526 | {
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FACT SHEET
Physical Disability
Definition
A life-long physical disability refers to 'total or partial loss of a person's bodily functions (eg walking, gross motor skills, bladder control etc) and total or partial loss of a part of the body (eg a person with an amputation)'(1). The disability is permanent.
Types of physical disabilities
Some examples of life-long physical disabilities include:
Cerebral palsy - the most common childhood disability. An 'umbrella' description for a group of non-progressive (meaning it won't get worse over time) disorders of movement caused by abnormalities or damage to the brain before, during or soon after birth. (Cerebral refers to the affected section of the brain, and palsy refers to disorder of movement).
Muscular dystrophies – disorders that involve muscle weakness/ wasting in various parts of the body. These disorders can be generalised (effecting the whole body) or effect particular parts of the body.
Epilepsy – a disruption of the brains normal electrochemical activity that results in seizures. There are several different seizure types. Most people with epilepsy do not have intellectual disabilities, but a substantial minority of people with intellectual disabilities have epilepsy.
Multiple-sclerosis (MS) – disease affecting the central nervous system that interferes with the transmission of nerve impulses throughout the brain, spinal cord and optic nerves; resulting in impairment of motor, sensory and cognitive functions. (Sclerosis - a Greek word meaning 'hardened tissue or scars' and multiple means many).
Spina bifida – the incomplete formation of the spine and spinal cord during the first month of a baby's development in the womb.
Amputation – the intentional surgical removal of a limb or body part. It is performed to remove diseased tissue or relieve pain (e.g. because of severe trauma to the body part)
Post-polio syndrome (polio) – is a highly infectious disease caused by a virus that invades the nervous system, and can cause irreversible paralysis (usually in the legs).
Acquired spinal injury – the major causes of traumatic spinal cord injury are traffic-related accidents (motor vehicles/ motor cycles), falls, diving and sports-related accidents. There are two main types of spinal injury, depending on where the damage to the spinal cord occurs.
- Paraplegia – partial or complete paralysis of the lower body, including the legs and, in many cases, some or all the trunk. Paraplegia is a back injury.
- Quadriplegia (or more correctly tetraplegia) – is partial or complete paralysis of the upper and lower body, including legs, trunk, arms and hands. Quadriplegia is a neck injury.
Causes
The physical disability may have been caused by damage or injury to the brain before, during or soon after birth (e,g . cerebral palsy, spina bifida) or acquired later in life through trauma (e.g. acquired spinal injury) or illness (post-polio syndrome).
The person's disability may be apparent, such as the loss of a limb; or hidden, such as epilepsy or post-polio syndrome. The disability may vary and be more or less severe in its impact.
A person may have one disability or a number of disabilities. For example, a large number of people with Cerebral Palsy may also have other associated impairments including, epilepsy, intellectual impairment, learning disabilities and problems seeing, hearing or speaking. This can make the area of communication challenging for many affected by Cerebral Palsy as many people wrongly assume a person with Cerebral Palsy cannot understand them and are therefore mentally impaired. This assumption is incorrect for many (2).
Prevalence
In 2009 it is estimated that 15% of the Australian population have a physical disability of some kind (3). Of those persons with a physical disability, '87% had a specific limitation or restriction; that is, an impairment restricting their ability to perform communication, mobility or self-care activities, or a restriction associated with schooling or employment'(3).
Sources
Disability Services Australia
References
1. definition from The Physical Disability Council of NSW Inc (PDCN) website 2012
2. Cerebralpalsy.org.au
3. Australian Bureau of Statistics figures 2009. | 1,927 | 873 | {
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Salah Handout 1
The Importance of Salah in Islam
Salah is the 2 nd pillar (rukn) of our faith and most important pillar of Islam. Five times every day, it strengthens the foundations of our faith, prepares a person to live the life of goodness and obedience to Allah (SWT). Also, it builds courage and determination.
Every time we perform our prayers, we renew our commitments to Allah (SWT).
Salah is mandatory on every Muslim. It separates believers from non-believers. There are no excuses, not even when you are ill, on a journey or even in war.
References from Quran
Observe the regular prayers and the prayer in the best way; and stand before Allah as devout people. (Al-Baqarah 2:238)
Perform the regular prayer in the period from the time the sun is past its zenith till the darkness of the night, and recite the Qur'an at dawn – dawn recitation is always witnessed – and during the nigh wake up and pray as an extra offering of your own, so that your Lord may raise you to a highly praised status. Say, 'My Lord, make me go in truthfully and come out truthfully, and grant me supporting authority from You. (Al-Isra' 17:78-80)
Perform the regular prayer at both ends of the day, and during parts of the night, for good things drive bad away – this is a reminder for those who are aware. (Hud 11:114)
References from Prophet Muhammad (S) / Hadith
Prophet Muhammad (S) said "The person that observes prayer properly, the prayer itself, blesses him with good wishes."
According to a hadith a companion of Prophet Muhammad (S) came to him one day and asked him "What is the thing that Allah (SWT) loves most?" Prophet Muhammad (S) replied "The thing that Allah (SWT) loves most is when his people pray salah on time."
Prophet Muhammad (S) said the bond man is nearest to Allah (SWT) at the moment when he is lying in prostration (Sajdah) before him.
Once Holy Prophet Mohammad (S) shook a dry branch of a tree so that all of the leaves of the branch fell off than the Holy Prophet Mohammad (pbuh) said "The sins of those who pray Salah, drop off as the leaves of this branch fell off."
Salah reminds you of Allah (SWT), when you get up in the morning, it reminds you three more times when you are busy during the day, and once again before you go to bed.
How Salah was made a Pillar in Islam
All Prophets (A) of Allah told their people to pray, but Islam has made it a very essential part of the religion.
Allah commanded the Prophet (S) about Salah on the Isra/Meraj: the Night Journey during which Prophet Muhammad (S) was taken into the heavens to talk directly with Allah. It is the only Ibaadat (worship) that was not given to Prophet Muhammad (S) on earth through Angel Gibreel (A); it was given to him directly by Allah.
Allah initially ordered the Prophet (S) to pray 50 times per day. As the Prophet (S) was descending in the heavens, he met Prophet Musa (A) and told him about the commandment of prayer. Prophet Musa (A) advised Prophet Muhammad to return to Allah and ask him to lower the number, because 50 was too much. The Prophet (S) did so and Allah reduced the number to 40. Again, Prophet Musa (A) told the Prophet (S) to return to Allah and ask for a reduction. This kept happening until the number of prayers was 5. Again, Prophet Musa (A) gave Prophet Muhammad (S) the same advice, but then he said he was too shy to ask for further reduction and said he would command his people (i.e. the Muslims) to say 5 prayers per day. | 1,465 | 844 | {
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Ducks, ponds & great crested newt
Analysis of Suffolk Wildlife Trust's pond survey data (2003—2006) and surveyors' observations has reinforced the message that duck in any numbers can significantly reduce the wildlife value of a pond especially for priority species such as great crested newt.
Ponds where ducks fly in on natural pond
Occasional foraging visits by a few duck should cause few problems and are part of the natural ecology of ponds. Indeed, ducks help to transport native plants of seed to different ponds. However, this can cause problems where they fly in with seeds from invasive alien pond plants such as new zealand pygmyweed which can then rapidly spread, out-competing the native species.
Ducks are unlikely to stay on to breed in the spring at small farm ponds where no extra food is provided as there will be insufficient natural food to sustain them and their young ducklings. Instead they would naturally move on to a larger waterbody where there is more abundant natural food. And if the pond is able to sustain them without artificial feeding, the level of duck activity is probably at a natural balance and no harm is being done to the pond and its other wildlife.
Ponds where ducks are fed occasionally or regularly
Ponds supporting fed or reared duck are artificially supporting far more than they naturally could and tend to lead to visually unattractive muddy ponds devoid of plants and species-poor habitats.
Great crested newt
Natural England
Registered Charity No 262777
Up-ending duck searching for grain and bread on the pond bottom disturb the pond substrate making the pond muddy and murky, preventing the light in the water needed for aquatic plant growth. This problem is further exacerbated by enrichment by duck faeces and sometimes rotting food, which leads to algal blooms.
When first inhabiting a small pond, duck will initially graze pond plants, frogspawn and small invertebrates. Without pond plants, there is little food or cover for invertebrates or amphibians. As pond plants are grazed so the protection of pond edges is removed and banks become eroded and bare.
Creating a
Living Landscape for Suffolk
Unfortunately, in spring surrounding ponds may be adversely affected by a large population of duck concentrated on one pond, as the well-fed resident duck will move out to nearby ponds to breed (thereby impacting on them), returning for top-up feeding at the fed pond.
Carp
General considerations
* Avoid encouraging large number of duck by artificial feeding. However, where they are a priority on a farm, try to keep feeding to one pond only – and that to a minimum. A no-feeding policy may be difficult to implement on village green ponds but consider discussing, at a parish level, the adverse wildlife impact on surrounding ponds.
* If a pond already has a dominant population of coarse fish such as carp, try to concentrate duck activity on this pond as coarse fish will have already reduced the wildlife interest of the pond and it is better to keep both duck and fish on one pond.
* On fed ponds try to establish some duck-resistant marginal vegetation such as the rhizomatous pond sedge, flag iris and reedmace which are normally quite invasive and help to protect pond margins and create small backwaters where a few invertebrates can escape.
* Consider a cull of duck where numbers are damaging the host and surrounding ponds.
For further advice, contact Suffolk Wildlife Trust on: 01473 890089
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BILLIE HOLIDAY PLACE
Street Co-Naming Resolution
Whereas: Billie Holiday (April 7, 1915 – July 17, 1959), born Eleanor Harris and later called Lady Day, was an American singer known equally for her difficult life and her emotive, poignant singing voice. She is generally considered one of the greatest jazz voices of all time.
Whereas: It was in Harlem in the early 1930s that she started singing for tips in various night clubs. According to legend, penniless and facing eviction, she sang "Body and Soul" in a local club and reduced the audience to tears.
Whereas: In the late 1930s she was introduced to a song entitled "Strange Fruit," which began as a poem about the lynching of a black man written by Abel Meeropol, a Jewish schoolteacher from the Bronx. The poem was set to music and performed at teachers' union meetings, where eventually it was heard by the manager of Cafe Society, an integrated nightclub in Greenwich Village. Holiday performed the song in 1939, a move that by her own admission left her fearful of retaliation. She later said that the imagery in "Strange Fruit" reminded her of her father's death, which was why she persisted in performing it.
Whereas: More than nearly any other singer, Holiday phrased her performances in the manner of a jazz instrumental soloist, and accordingly she has to be seen as a complete jazz musician and not merely a singer. Nevertheless, her voice, even in the light and lively numbers she often sang during her early period, carried a wounded poignancy ("God Bless the Child") that was part of her attraction for general audiences.
Whereas: Her impact on other artists was undeniable, in that even after her death she influenced such singers as Peggy Lee, Janis Joplin, and Nina Simone. In 1972, Diana Ross played her in a movie version of Holiday's autobiography, Lady Sings the Blues, earning her a Best Actress nomination. In 1988 U2 released "Angel of Harlem", a tribute to her.
Whereas: Like many artists, the importance of Holiday's music and her influence were only truly realized after her death. She struggled against Racism and Sexism her entire career, and achieved fame despite a turbulent life. She is also often cited as an example to the black and gay communities, both which admire her early efforts to stand up for equal rights, and to speak out against discrimination and racism. She is now considered a transcendent talent as well as being one of the truly important vocalists of the 20th century. It is our sad loss that her beautifully bright essence burned out much to soon.
Resolved: Even though she made this world a better place, by intensifying our understanding of Life, Blues, Jazz, and Soul, all to many of us have never known the importance of her Legacy and Contributions, which makes it is past time for our Community and our City, to remember, and honor our former Neighbor (108 W 139St.) and a Great Harlemite - Billie Holiday by CoNaming 139 Street between Malcolm X Blv. and Adam Clayton Powell Boulevard BILLIE HOLIDAY PLACE | 1,258 | 658 | {
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Little Houghton CEVA Primary School
Progression Map
I can give other examples of touches that are ok or not ok (even if they haven't happened to me) and I can identify a safe person to tell if I felt 'not OK' about something. be helpful or harmful, and say feels when you have to say goodbye to someone or give feedback to someone.
I can explain that medicines can some examples of how they can be used safely. I can give examples of when I've used things to help me when I am not settled. I can name different parts of my body that are inside me and help to turn food into energy. I know what I need to get energy. I can explain how setting a goal or goals will help me to achieve what I want to be able to do. I can tell you who helps us grow (people who look after us) and what things I can now do myself that I couldn't when I was younger. I can give examples of how it something (e.g. move house). I can give examples of how to
I can explain why it's important to challenge stereotypes that might be applied to me or others. I can give examples of people or things that might influence someone to take risks (e.g. friends, peers, media, celebrities), but that people have choices about whether they take risks.
I can say a few of the risks of smoking or drinking alcohol on a person's body and give reasons for why most people choose not to smoke, or drink too much alcohol.
I can give examples of positive and negative influences, including things that could influence me when I am making decisions.
I can explain how a 'bystander' I can have a positive effect on negative behaviour they witness (see happening) by working together to stop or change that behaviour.
I can explain how these reports (TV, newspapers or their websites) can give messages that might influence how people think about things and why this might be a problem. I can give examples of these decisions and how they might relate to me.
I can give a few examples of different things that I do already that help to me keep healthy. I can give different examples of some of the things that I do already to help look after my environment.
prejudiced behaviour and sometimes bully for this reason. I can explain the difference between a passive bystander and an active bystander and give an example of how active bystanders can help in bullying situations.
I can explain why emotional needs are as important as physical needs and what might happen if a person doesn't get their emotional needs met. I can explain some ways of making sure that I keep myself safe when using a mobile phone, including safety around sharing personal information or images, and that there are laws relating to this. I can explain why some people believe that more young people drink alcohol than actually do (misperceive the norm). I can explain why people might do this (why they are showing certain aspects of themselves) and how social media can affect how a person feels about themself. I can explain that what 'environmentally sustainable' living means and give an example of how we can live in a more 'sustainable' way. I can explain the advantages and disadvantages of different ways of saving money. I can tell you how I can overcome problems and challenges on the way to achieving my goals. I can give examples of an emotional risk and a physical risk. | 1,141 | 694 | {
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Information for people worried about
Child Abuse or Neglect
Introduction
This leaflet is for anyone worried that a child may be at risk of abuse or neglect.
It is everyone's responsibility to protect children.
All children have a right to grow up in a caring and safe environment. All adults have a responsibility to protect children, including:
Parents
Family members
Friends
Neighbours
Members of the public
Professionals
What is child abuse?
There are different types of abuse:
Physical injury (hit, kicked, punched)
Physical neglect (not being properly fed or clothed, poor hygiene)
Sexual abuse (inappropriate sexual behaviour or language)
Emotional abuse (constantly criticised, ignored, humiliated)
What might make you concerned?
Children rarely tell if they are being abused, however, there may be signs which make you concerned and may be an indication of a child being abused or neglected.
The child may:
Have unexplained bruising or bruising in an unusual place
Appear afraid, quiet or withdrawn
Be afraid to go home
Appear hungry, tired or unkempt
Be left unattended or unsupervised
Have too much responsibility for their age
Be acting out in a sexually inappropriate way
Misusing drugs or alcohol
The adult may be:
Acting in a violent or sexual manner towards a child
Misusing drugs or alcohol while caring for a child
Verbally abusive towards a child.
If you notice any of these signs and/or are worried, please take action to protect the child.
What to do if you are concerned
If you are concerned about a child speak to someone. This might be a health visitor, nursery staff, teacher, family doctor, social worker, police officer or children's reporter.
Make sure you:
Act promptly
Note your concerns
Give as much information as you know about the child and family
If the child is at risk of abuse this information will need to be shared with other agencies.
Will you need to give your name?
No. However remaining anonymous may cause difficulties in establishing whether or not a child is at risk of abuse.
All information received will be treated with discretion. Any details received, including your name, will not be revealed unless the child's safety requires it.
Once you have passed on your concerns someone will get back in touch to confirm appropriate action has been taken.
All children have a right to grow up in a caring and safe environment.
What happens next?
All information received is treated seriously and will be acted upon. This might include:
Checking agency records and gathering information
Speaking to the child and family and assessing the situation
Making sure the child is safe
What will happen to the child and family?
Once enquiries have been completed one or more of the following might happen:
No further action
Support or advice offered to the family
Referral to another agency for a service
Referral to the appropriate legal system
Where Child Protection concerns are identified:
An inter-agency meeting will be held to decide the best way to protect the child. This will include people who have a knowledge of the child and family eg. health visitor, police, teacher, social worker. In a small number of cases, immediate, emergency action may be necessary to protect the child
What might happen if you don't report your concern?
If you have a worry about a child and don't share your concerns a child may be harmed.
List of useful local contact numbers
If you are worried or know of a child who may be at risk of being abused, you can talk to staff at one of the following numbers:
Social Work Resources
0303 123 1008
Police 101 (and ask for Lanarkshire Family Protection Unit)
Scottish Children’s Reporter Administration
0131 244 8701
ParentLine Scotland
08000 282233
ChildLine Scotland
0800 1111
This leaflet has been prepared by South Lanarkshire Child Protection Committee. The Child Protection Committee is made up of representatives from across the main statutory and voluntary organisations in your area.
The purpose of the Child Protection Committee is to ensure local agencies work together to protect children. Working together with the community we aim to ensure that all children in our area are protected from harm and given the best possible chance in life.
If you need this information in another language or format, please contact us to discuss how we can best meet your needs. Phone: 0303 123 1015 Email: email@example.com www.childprotectionsouthlanarkshire.org.uk | 1,936 | 927 | {
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FOR IMMEDIATE RELEASE
Students Get a First Hand Look at Science and Exploration on Mt. Everest Through ASC's Expedition to the Classroom
Bozeman, MT May 15th, 2012 - Tuesday morning students from Paul Andersen's AP science class at Bozeman High School had the opportunity to converse with adventurers on Mt. Everest right from their classroom. During a special session of Expedition to the Classroom, a program created by Adventurers and Scientists for Conservation (ASC) that streams live media from science-based expeditions directly into classrooms, the explorer team of Willie and Damian Benegas spoke with students from Everest Basecamp about their expedition and the scientific data they are collecting while climbing the world's highest peak. ASC's founder, Gregg Treinish, explains the importance of such a unique science experience, "This provides a direct opportunity to make science 'cool.' If children can see tangible ways they can interact with the outdoors and simultaneously learn, contribute, and challenge themselves, there is no doubt that the impact will be lasting and profound."
The video chat with the Everest team lasted about forty-five minutes, and the students were able to ask questions about life on the mountain, hear how the adventurers plan to look for samples of plant life during the ascent, and understand what it was like to discover the highest known plant sample in the world last year at 22,000ft. By exposing the teens to the exciting side of science, Expedition to the Classroom has been monumental in cultivating a love of science and the outdoors. "I try to instill a deep understanding of science in my classroom. Unfortunately many students will never get to experience the excitement of discovery found in a science career. Programs like Expedition to the Classroom allow us to bring this exciting world into the classroom. The students can interact with scientists and adventurers rather than just reading about them in a book or a magazine," says Paul Andersen.
-continued-
This will be ASC's second installation of Expedition to the Classroom; last year Andersen's class and a 6th grade class from Asheville, North Carolina spoke with adventurers collecting data on the Antarctic Peninsula for an ASC scientist studying penguin colonies. ASC's student programs will extend beyond classroom video streams this summer to include a Grizzly tracking expedition for at-risk youth in Missoula and another tracking expedition in the
Sierras with under-served youth from W. Oakland, CA. These youth programs are an incredible opportunity for students to not only see first hand such a unique and remote landscape, but also to be inspired by such a vivid interaction with groundbreaking science and exploration. For More information on Expedition to the Classroom and ASC please visit http:// www.adventureandscience.org/expedition-to-the-classroom.html.
About Adventurers and Scientists for Conservation
Adventurers and Scientists for Conservation was founded in January of 2011 with the understanding that many people traveling in the outdoors genuinely want to do more for the places they visit but often struggle with how to help. ASC exists to bridge this gap by pairing adventure athletes already traveling to some of the earth's most difficult-to-reach places with the scientists who need information from these areas. ASC also has the goal of creating unique and innovative learning experiences about science. while also saving the scientific and conservation communities millions of dollars in data collection costs. For more information visit www.adventureandscience.org
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DAVIES, DAVID ARTHUR (1913 - 1990), meteorologist
Name: David Arthur Davies
Date of birth: 1913
Date of death: 1990
Spouse: Mary Davies (née Shapland)
Child: Michael Davies
Child: Rosalind Davies
Child: Margaret Davies
Parent: Garfield Brynmor Davies
Parent: Mary Jane Davies (née Michael)
Gender: Male
Occupation: meteorologist
Area of activity: Science and Mathematics
Author: Lyn Owen
Arthur Davies was born on 11 November 1913 in Barry, Glamorganshire, the second child of Garfield Brynmor Davies, a schoolteacher, and his wife Mary Jane (née Michael, 1881-1974). He had one brother, William Brynmor Davies (1911-1970). He was educated at Gladstone Road Elementary School and Barry County School, and went on to the University of Wales, Cardiff, where he graduated with first class honours in both mathematics and physics in 1936. He married fellow student Mary Shapland (1912-1992) in 1938, and they had one son, Michael (b. 1939), and two daughters, Rosalind (1945-2016) and Margaret (b. 1952).
Davies pursued an interest in meteorology, and from 1936 to 1939 he was employed as a technical officer by the Meteorological Office of the Air Ministry. From 1939 to 1947 he served in the RAF where he became Senior Meteorological Officer for the British Expeditionary Force. He helped co-ordinate RAF flights across the North Atlantic and directed the meteorological services which enabled aircraft to reach the vital Yalta conference in 1945.
In 1947 he returned to the Meteorological Service as Principal Scientific Officer. From 1949 to 1955 he worked in East Africa, gaining a wide reputation for his research which identified relationships between climate patterns and the development of human societies. In 1955 he was elected by delegates of the World Meteorology Organisation (WMO) to the post of Secretary-General, which he took up in 1956 and held until 1979, serving six consecutive terms. In this role he achieved a high level of international collaboration on climate issues and ensured that the WMO worked with other UN agencies. He regarded meteorology as an aspect of the study of human impact on the natural environment. He was responsible for inaugurating the World Weather Watch Programme in 1963, and the Global Atmospheric Research Programme (1967-82).
On his retirement in 1979 his work was recognised by a United Nations Peace Medal, and in 1980 he was awarded a knighthood. He received many other medals and honours from meteorological institutes and universities across the world, including the United States, Hungary, Sweden, Switzerland and the Czech Republic. In his retirement he edited a history of the WMO, Forty Years of Progress and Achievement (1990) and was active in the Welsh Centre for International Affairs.
Arthur Davies died on 13 November 1990 in Brighton. He has been remembered in the town of birth with a blue plaque in Gladstone Road, Barry.
Author
Lyn Owen
Sources
Daniel Gorman, 'Davies, David Arthur', Io-BIO, Biographical Dictionary of Secretaries General of International Organisations O. M. Ashford, Meteorologist's profile — David Arthur Davies, Weather, vol. 54, issue 8 (1999), 253-57
Sixwells (genealogical site which includes 'World Weather Watch', unpublished memoir by Davies)
Additional Links
Wikidata: Q63036264
Published date: 2023-09-28
Article Copyright: http://rightsstatements.org/page/InC/1.0/
The Dictionary of Welsh Biography is provided by The National Library of Wales and the University of Wales Centre for Advanced Welsh and Celtic Studies. It is free to use and does not receive grant support. A donation would help us maintain and improve the site so that we can continue to acknowledge Welsh men and women who have made notable contributions to life in Wales and beyond.
Find out more on our sponsorship page .
Donate | 1,879 | 887 | {
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Hoops Challenge
- Twirl on left arm x 5
- Twirl on right arm x 5
- Drop hoop on the floor then Jump in the hoop then Lift the hoop over body and hold in the air and shout JOIN US MOVE PLAY!
Level up!
Race against other players
Consider
- Small hoops for the children, large hoops for adults
- Twirl the hoop around a leg x 5
- Hula hoop around the body x 5
- How long does it take to get everyone through the hoop?
- Carry milk bottle to the line, put it down, turn around, pick up the milk bottles and return to the beginning
- Move the household items one at a time from line to line
- Sit on the floor, knees bent if possible, and move the bag from side to side
- Arms in front, looking forward, slowly sit on the chair and stand up again
- Use larger or smaller containers
- Add squats or star jumps into the sequence
- Hop on square number 1, jump one foot on square number 2 and one foot on square number 3
- Hop one foot on square number 4 continue the sequence all the way to number 10 and turn around
- Jump / hop all the way back to the start
- Pick a number throw a bean bag on that square hop/ jump down the grid missing out this number
- Pick up the marker on the way back up the grid
Hoops Variations
Household Circuits
Household Circuit Variations
Hopscotch
Level up!
Play against someone using all the numbers in turn. Miss a turn if your marker doesn't land on the correct number or you touch the lines
Hopscotch Variations
- Mark out the board using chalk or string
- Create different board layouts e.g. snail, triangle
- Use different sized squares
- Put a gap in the board requiring a large jump
- Time the players
Throw a ball against the wall and catch it, with an added challenge each time!
- Throw and catch it x 6
- Throw let it bounce and catch it x 5
- Throw the ball under your leg and catch it x 4
- Throw a ball clap and catch it x 3
- Bounce it on the floor to the wall and catch x 2
- Throw the ball turn around and catch it x 1
You must complete each step without dropping it before moving on!
Wall Ball Variations
- Try using different balls
- Make up new challenges e.g. head the ball
- Complete using right hand only
- Complete using left hand only
With the elastic stretched around two people's ankles to make a rectangle stand facing one end of the rectangle
[x] Jump astride the left elastic
[x] Jump astride the right elastic
[x] Jump astride the left elastic
[x] Jump astride the right elastic
[x] Jump both feet inside the elastic
[x] Jump both feet outside the elastic
[x] Jump one foot on each elastic
Take turns.
Level up!
If a player makes no mistake the elastic is moved higher on the next go!
Elastic Jump Rope Variations
- Use chairs to hold the elastic to reduce the number of players
- Create a rhyme: England, Ireland, Scotland, Wales, inside, outside, inside, on.
- Try different variations of jumps
Place twelve cups on the ground in a grid: Six cups upright and six cups upside down.
- Player one has to turn all the cups upright
- Player two has to turn all the cups upside down
- Set the timer for 60 seconds. Ready Steady Go!
- Count down the last ten seconds.
Player one wins if more cups are upright or player two wins if more cups are upside down when the time runs out.
Cups Variation
- Make the grid of cups bigger
- Increase the time
Obstacle Relay
Travel:
- In and out of the cones
- Over the stepping stones
- Back over the stepping stone
- Back in and out of the cones
Complete the obstacles
1. In as short a time as possible
2. Balancing a ball on the baton
3. Balancing a bean bag on head
- Create different courses
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Observations
Aims
To think about why observations are important.
What types of observations do we do.
How do we use observations.
Why are observations important?
Observations form the main part of the children's assessments and it is a statutory requirement that all adults observe the children and use these observations to help plan the children's next steps.
They also contribute to the children's end of year assessments.
80% of the evidence needed to support the children's scores by the end of Reception and this has to be child-initiated.
What do we as teachers and parents need to do to work together to support your child ?
Observe children to find out what they are interested in. It's hard to engage children and get them excited about their learning if they are not motivated by the resources.
Observe children to see where they are against their age related expectations.
Analyse what next steps are needed to take their progress forward.
Note children's responses in different situations.
Don't Forget !
You know your child better than anyone. You are able to see and hear the new learning they have absorbed at school reflected in their everyday life experiences and play.
We need your help collating this so their assessments are accurate.
What types of observations could you do ?
Firstly do not be alarmed. You will hear things your child says everyday that make you surprised .
Always remember to use the child's voice
Ask children to enlarge upon what they know using open-ended questioning.
Be clear about what you are trying to tell us.
There are some examples of notes that are not so useful following
Examples Of Not So Useful Observations
Jim can count to 10 ( Is he just reciting to 10 or actually counting objects. Does he get prompted by an adult or is this completely independent ? )
Here is a photo of Kim at Ballet. ( Out of school activities provide important insight into how children learn and progress but details about what they are actually aching are important. Use the Early Years Outcomes on our website to see how physical development can be achieved as well as Being imaginative in dance and movement).
Donna and I read a book at bedtime . ( Did mum read the book ? If so this is not so relevant to what Donna can do unless perhaps she said something about the story. Did she actually read any of the words herself ? )
John went to the Fire work display last night. ( Remember the child's voice is important What did John remark on ? The history of the occasion Guy Fawkes or perhaps through speaking he gave articulate descriptions of the things he could see , smell and hear.
Sally spent a long time in the garden collecting bugs yesterday. ( This could be a perfect opportunity to ask open-ended questions about the scientific aspects found in " the World' area of learning).
Now see the next slide for some more useful observations to give you an idea of how to capture your child perfectly for assessments.
It doesn't have to be longer to be more accurate evidence just more precise for example
Jim saw a row of painted pebbles and counted them accurately to 10. Number
Kim could balance and coordinate much better in ballet this evening. She explained how pleased she was when the teacher told her how much stronger and more coordinated her bar work was. Physical Development
Donna and I shared a book at bedtime. Whilst I was reading the story she began to pick out some of the tricky words she had been learning at school. The next day she spotted ' I ' 'the' and .'to' at the Supermarket Reading
John said ' Mummy I know that we celebrate bonfire night because of Guy Fawkes. He wanted to hurt the king in London a long time ago. People and Communities
Sally said " Dad look! This is a spider. Do you know they have six legs and they make webs? I know a song about spiders " ( She sang 'Insey Winsey Spider' ) Understanding the World and Being imaginative
How to Stay in Touch With Us.
Below are our contact details.
email@example.com firstname.lastname@example.org
Remember:
Emails are specifically for letting us know about your child's learning . For concerns or worries please ring school or speak to a member of staff.
Be patient with us as we acknowledge everyone's emails. We will try our best to respond as quickly as we can.
Photographs are not always necessary and please limit to one or two photographs.
Capture the child's voice in their words.
Use the weekly newsletters to see what new learning has been happening at school so you know what to look out for at home. | 1,688 | 979 | {
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UNDERSTANDING YOUR FOOD
the ultimate educational resource
TEACHER NOTES
S6. Food for diabetics
Pupils are presented with basic information on the dietary requirements of people with diabetes and asked to find out more. They are required to produce a booklet for a diabetic (of their own age) which details diet, menus and a recipe.
Research
Information about diabetes is available from many different sources.* The amount of research will depend upon interest and ability.
The overall aim is to produce a booklet which concentrates on the special dietary aspects of this condition. The booklet is to be aimed at the pupils' own age group. Pupils are asked to design, prepare and test one dish in which an artificial sweetener is used.
The most important and obvious area in a diabetic's diet is the intake of carbohydrate.
When someone without diabetes eats food which contains carbohydrate, the pancreas produces a correct dosage of insulin to cope with any glucose which eventually reaches the bloodstream after digestion of the carbohydrate. This is not the case with diabetics.
Diabetics must balance the amount of carbohydrate they eat with the amount of insulin they are injecting and with the amount of exercise they are taking. They must try to keep the level of blood glucose as near normal as is possible. Both situations of too much blood glucose and too little blood glucose are potentially very dangerous. The diet of a diabetic is therefore of considerable importance.
Designing menus
Pupils are asked to produce menus but not to cook vast quantities of food. The aim of the exercise is to give a greater understanding of the special dietary needs of a diabetic, particularly in relation to carbohydrate intake.
Diabetics are advised to adapt their existing diets rather than to buy specialist diabetic products. This should be reflected in the work produced by the pupils. However, the inclusion of the so called 'diet' drinks in a diabetic's diet is encouraged since they do not contribute to blood glucose levels. You could carry out parts of the activity S5 Sweeter than sugar, page 73, to show this.
The use of artificial sweeteners in tea, coffee, etc. is also recommended. These sweeteners, in granulated form, can also be used to produce puddings, cakes, biscuits, etc. and it is in this area that pupils are asked to develop their own recipe and product.
KS4
project in food technology
Timing - various
Pupil activity sheet S6 accompanies this activity.
Diabetics do not have to drastically alter their diet. They do have to keep a much closer check on the food, particularly carbohydrate, that they eat. There are guidelines for them to follow. These include:-
* Eat regular meals. Try to eat similar amounts of starchy foods from day to day.
* Try to eat more high fibre (non-starch polysaccharide (NSP)) foods. The fibre in beans, peas, lentils, vegetables, fruit and oats is particularly good.
* Cut down on fried and fatty foods such as butter, margarine, fatty meat and cheese.
* Reduce the amount of sugar you eat by swapping high sugar foods for low sugar foods.
* Try to get to the body weight that is right for your height and build and stay there.
* Be careful not to use too much salt.
Task
Your task is to produce a Diet Booklet for Diabetics aimed to help them to eat a healthy diet for their special needs. Aim the booklet at your own age group. Suggestions for research:
* Find out as much as you can about the dietary needs of a diabetic.
* Carry out a survey of the information and products available to diabetics. This could include looking in supermarkets and chemists for specialist products and facts about diabetes.
* Find special recipes for particular dishes.
* Collect the labels of diabetic products or write down their ingredients. You can then compare them to their equivalent 'normal' product.
It is not necessary that a diabetic diet should include specialist products. It is better to just adapt ordinary food. However, imagine that one of the days' meals includes a party, maybe for a birthday, at which guests will want to eat some special dishes. Some of these must be suitable for a diabetic and will contain an artificial sweetener. Your final booklet must contain menus (not recipes) for 2 days' worth of meals.
Plan, prepare, cook and market test one of the dishes from your menus which uses an artificial sweetener. The recipe for this dish should appear in your booklet. | 1,754 | 917 | {
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Lv 2 - Consumer Wise
Consumer/Personal Finance Consumer Education
Enroll in ZSuite Under this Project Name: CPF-CONSUMER ED-Lv 2: Consumer Wise
Approved for 2024-25 Project Year
Project Description:
In this project, youth will practice decision making, learn about advertising, and understand how to be smart online shoppers.
REQUIRED YOUTH CURRICULUM
ZSuite 4-H Involvement Report
Consumer Wise, Level 2 (#08031DD), 2008
ZSuite 4-H Project Record Book
REQUIRED VOLUNTEER CLUB LEADER CURRICULUM
Consumer Savvy Helper's Guide (#08033DD), 2008
SUPPLEMENTAL RESOURCES
none
i
The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national origin, sex, age, sexual orientation, gender identity/expression, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities and includes, but is not limited to, applications, admissions, access to programs and services, and employment. State 4-H scholarships for education or events are available to all 4-H participants. Persons with disabilities who wish to request reasonable accommodation may do so by filling out an online form here, or by requesting the accommodation form from their local Extension 4-H office.
Consumer/Personal Finance
Lv 2 - Consumer Wise
Consumer Education
PROJECT COMPLETION CHECKLIST
STATE REQUIREMENTS
i
Complete at least 21 act vit e s wit h in t h r ee years to complete the Consumer Wise Achievement Program.
In the project manual, comp le t e and d ocument at least five Consumer Wise act vit es and three Savvy Challenges each project year. Your project leader or helper should date and initial each activity as you complete it.
Complete the 4-H Project Record Book for this project in your ZSuite Member Account
i
Fill out your 4-H Involvement Report in your ZSuite Member Account
i
* Junior: 5-8 minutes
Give an oral presentat on (sp e e c h, de monstrat on, or illustrated talk) to your 4-H peers on a topic related to this project. Recommended guidelines for length of oral presentations are:
* Intermediate: 8-10 minutes
i
* Senior: 10-12 minutes
Complete any supplemental forms or a c ti vit es required at the County level for your project (see below) and submit to the County Ext e n sion O ffi c e by the date specified.
ADDITIONAL LOCAL REQUIREMENTS
FAIR EXHIBIT CHECKLIST
Completed Idaho 4-H Project Record Book for this project (ZSuite)
Completed Idaho 4-H Involvement Report (ZSuite)
A poster (14" x 22") or displ ay i ll ust r at n g something you learned during the project year. Some examples include a personal values shield, a comparison shopping chart, or an advertisement you created for a product.
i
The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national origin, sex, age, sexual orientation, gender identity/expression, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities and includes, but is not limited to, applications, admissions, access to programs and services, and employment. State 4-H scholarships for education or events are available to all 4-H participants. Persons with disabilities who wish to request reasonable accommodation may do so by filling out an online form here, or by requesting the accommodation form from their local Extension 4-H office. | 1,742 | 784 | {
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February/March Double Issue
March 2023
Overfishing: a threat to clean water and sanitation
Sofiya Samoylenko
Ensure availability and sustainable management of water and sanitation for all
Overfishing is one of the largest causes for marine life destruction, as it threatens the world's oxygen supply, as well as one of the planet's biggest carbon sinks. Basically, overfishing is unsustainable fishing, so catching too many fish at once without allowing the species to reproduce, eliminating or putting under threat of extinction a lot of those species. It endangers ocean ecosystems and the people who depend on seafood as a key source of protein.
On the one hand, one could say that modern fishing gear is quite efficient at catching specific fish and everything else in its way, right? However, around 40% of by catch ends up dead before being tossed back into the water. So, the question is: Is the gear used by most fishermen really the best it could be? According to Greenpeace, nets, lines, and traps make up more than 85% of all plastic in the sea, and most of what happens in the sea goes unregulated.
What you can do to help:
1. Lower your seafood intake & choose certified sustainable/organic seafood Pro tip: look out for the blue fish tick!
2. Reduce food waste Especially with seafood (which is known for going bad quickly), be more mindful of portion sizes, so nothing goes to waste
3. Go vegetarian or vegan
* Currently, approx. 90% of all managed water is used to grow food
* Livestock is the number 1 contributor to nitrogen & phosphorus pollution of streams, rivers & coastal waters worldwide
Climate Change and Conflicts Over Water
Ninad Satish
As the planet continues to warm, conflicts over water are likely to become more common and serious.
One example of a water conflict is the conflict between Egypt and Ethiopia over the Nile Basin. The conflict began when Ethiopia began building a dam which Egypt says will reduce the share of water it receives from the Nile.
However, there are some ways to fix this on a policy level, through water agreements (SDG 16: Peace, Justice, and Strong Institutions), which enable countries to collaborate on sharing water, which can help to ensure that water is shared more equitably. More importantly, however, is the need for climate action (SDG 13), as these issues will only be exacerbated as the planet heats up.
Unfortunately, this may be difficult to come by. In many regions around the world – and especially those experiencing water shortages and water conflicts, such as Egypt - populations have more pressing issues to deal with, such as government crackdowns on free speech, human rights violations 1 , economic mismanagement, and more. This can make it less likely that people will have the power to force their governments to focus on effectively regulating water.
The Issue of Dams
Pranav Satish
While dams provide many benefits in ensuring access to clean hydroelectric power and water storage, they do have some negative drawbacks. Dams have a role in water quality degradation in reservoirs, sometimes trapping sediment and pollutants. This may significantly impact the water quality of communities that are further downstream. Additionally, dams might contribute to the spread of disease. Dams create large, stagnant bodies of water, which increases their risk of people catching water-borne diseases such as cholera.
Additionally, because dams disrupt natural river flows, they have negative impacts on aquatic ecosystems. This alters habitats and disrupts nutrient cycling, causing the quality of the water downstream to degrade.
Actions you can take to help:
It is important to recognize the negative impacts of dams, especially in rural or underdeveloped areas; perhaps monitor the cleanliness of the water periodically to keep your community secure.
Works Cited
1. https://archive.internationalrivers.org/environmental-impacts-of-dams
1 Egypt: Human rights crisis deepens one year after national human rights strategy launched Amnesty International | 1,606 | 816 | {
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Food & Cooking
Drying
Food Preservation
Enroll in ZSuite Under this Project Name: FOOD-FOOD PRESERVATION-Drying Approved for 2024-25 Project Year
Project Description:
Spoilage bacteria can't grow without water, which makes drying a great way to preserve food. Learn how to dry fruits, vegetables, and herbs. Make your own dried food mixes and use dried foods in recipes and menu plans.
REQUIRED VOLUNTEER CLUB LEADER CURRICULUM
none
SUPPLEMENTAL RESOURCES
How to Dry Foods by Deanna DeLong (check with your local library or bookstore)
Drying Fruits and Vegetables (PNW #397)
So Easy to Preserve (University of Georgia Extension)
National Center for Home Food Preservation (www.nchfp.uga.edu)
i
The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national origin, sex, age, sexual orientation, gender identity/expression, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities and includes, but is not limited to, applications, admissions, access to programs and services, and employment. State 4-H scholarships for education or events are available to all 4-H participants. Persons with disabilities who wish to request reasonable accommodation may do so by filling out an online form here, or by requesting the accommodation form from their local Extension 4-H office.
Food Preservation
PROJECT COMPLETION CHECKLIST
i
| STATE REQUIREMENTS |
|---|
i
ADDITIONAL LOCAL REQUIREMENTS
FAIR EXHIBIT CHECKLIST
Completed Idaho 4-H Project Record Book for this project (ZSuite)
Completed Idaho 4-H Involvement Report (ZSuite)
Your completed Food Preservation Drying Manual.
* A poster (14" x 22") illustrating something you learned in this project this year.
ONE of the following exhibit options:
* A labeled photo journal showing how to dry a food from start to finish.
* Two dried fruits, in a proper storage container with a correctly completed label.
* A display (12" x 12" x 12") showing some of the equipment used in this project. Please label each piece of equipment.
* Two dried vegetables, in a proper storage container with a correctly completed label.
* Recipes and a menu plan using foods you preserved in this project.
* Two dried herbs, in a proper storage container with a correctly completed label.
i
i
The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national origin, sex, age, sexual orientation, gender identity/expression, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities and includes, but is not limited to, applications, admissions, access to programs and services, and employment. State 4-H scholarships for education or events are available to all 4-H participants. Persons with disabilit es who wish to request reasonable accommodat on may do so by filling out an online form here, or by request ng the accommodat on form from their local Extension 4-H office.
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Clothing, Textiles & Design Sewing Expressions
Lv 2 - Fashion Forward
Enroll in ZSuite Under this Project Name: CTD-SEWING EXPRESSIONS-Lv 2: Fashion Forward
Approved for 2024-25 Project Year
Project Description:
In this project, youth will continue to develop sewing skills, learning intermediate techniques such as pockets, pleats, darts, and buttonholes.
REQUIRED VOLUNTEER CLUB LEADER CURRICULUM
Sewing Expressions Helper's Guide (08063), 2008
SUPPLEMENTAL RESOURCES
Note: Youth are encouraged to repeat this project multiple years to build their basic skills before advancing to the next level of the Sewing Expressions series.
i
The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national origin, sex, age, sexual orientation, gender identity/expression, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities and includes, but is not limited to, applications, admissions, access to programs and services, and employment. State 4-H scholarships for education or events are available to all 4-H participants. Persons with disabilities who wish to request reasonable accommodation may do so by filling out an online form here, or by requesting the accommodation form from their local Extension 4-H office.
Clothing, Textiles & Design Sewing Expressions
PROJECT COMPLETION CHECKLIST
STATE REQUIREMENTS
i
Complete and document at least seven (7) required and optional activities in the
i
Learn 10-12 skills each year from the Fashion Forward (Sewing Expressions Level 2) Skills Checklist.
Fashion Forward Act vity Gu i de e a c h y e ar. Your project leader must init al and date (MM/YY) each act vity in the guide as it is complete d .
Learned skills must be initial
ed and dated (MM/YY) by the adult project leader.
Fill out your 4-H Involvement Report in your ZSuite Member Account
Complete the 4-H Project Record Book for this project in your ZSuite Member Account
i
*
Give an oral presentat on (sp e e c h, de monstrat on, or illustrated talk) to your 4-H peers on a topic related to this project. Recommended guidelines for length of oral presentations are:
* Intermediate: 8-10 minutes
Junior: 5-8 minutes
*
i
Senior: 10-12 minutes
Complete any supplemental forms or activities required at the County level for your project (see below) and submit to the County Extension Office by the date specified.
ADDITIONAL LOCAL REQUIREMENTS
FAIR EXHIBIT CHECKLIST
Completed Idaho 4-H Project Record Book for this project (ZSuite)
Completed Idaho 4-H Involvement Report (ZSuite)
Fashion Forward Skills Checklist
* A garment or outfit that includes at least three (3) new sewing skills learned during the current project year.
Display one of the following:
* One or more non-clothing items that include at least three (3) new sewing skills learned during the current project year.
* A display or a poste r ( 14 " x 2 2 ") illustrat ng something learned in this project year.
i
i
The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national origin, sex, age, sexual orientation, gender identity/expression, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities and includes, but is not limited to, applications, admissions, access to programs and services, and employment. State 4-H scholarships for education or events are available to all 4-H participants. Persons with disabilities who wish to request reasonable accommodation may do so by filling out an online form here, or by requesting the accommodation form from their local Extension 4-H office.
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WHAT ARE GREEN STREETS AND GREEN PARKING LOTS?
There is a lot of variability in how a "green street" or "green parking lot" is defined. For the purposes of this guidebook, they include streets and parking lots designed with a landscape and/or paving system that captures, slows, filters, and potentially infiltrates stormwater runoff. Green streets and parking lots provide stormwater reduction and water quality benefits to runoff before discharging to local creeks. Specific design strategies are discussed in detail in Chapter 2.
Green Streets and Parking Lots are designed with a landscape element and/or pervious pavement system that captures, slows, filters, and potentially infiltrates stormwater runoff into the ground.
Figure 1-11 below describes different levels of green design based on how aggressively a particular site manages runoff. For example, a street or parking lot with substantial landscape areas and a system of broad canopy trees to capture rainfall is a Level 2 design, even though it has no dedicated stormwater treatment measures. On days with minimal rainfall, a majority of the rainfall may be captured within the tree structure and ground landscaping.
most commonly thought of as introducing some type of stormwater treatment measure (e.g., vegetated swale, planter, rain garden, etc.) to actively capture and manage surface runoff at its source. This is a Level 3 design and represents the most common perception of a green street or parking lot. But green streets can move beyond a Level 3 design.
However, green streets and parking lots are
The concepts of livability and stormwater management are intertwined for Level 4 and 5 designs and are primarily related to green streets rather than parking lots. A Level 4 green street not only encompasses the attributes of Levels 1, 2, and 3, but also provides a direct emphasis
Figure 1-11: Green streets and parking lots can be
"multiple shades of green"
12
WHAT ARE GREEN STREETS AND GREEN PARKING LOTS?
on alternative transportation options, such as walking, biking, and/or using mass transit. More people using alternative transportation lessens the number of vehicles generating pollution. Furthermore, incorporating mass transit stops, bike lanes and racks, carpool drop off areas, or other similar site design measures can reduce the overall impervious area required.
The "greenest," and most difficult level to achieve, is a Level 5 design. This comprehensive approach allows stormwater to be managed within the entire street "envelope," which blurs the line between public and private space. Stormwater from private driveways and buildings could be managed within the public right-of-way. Conversely, stormwater from the street could utilize available landscape space within private property. This is currently not a widely-accepted condition here in the United States; however, in many European cities, this type of a green street is becoming more common.
New and redevelopment projects offer more opportunities to achieve a Level 4 or 5 design. Other projects (especially retrofits), due to a multitude of site constraints, might only be able to achieve a Level 3 design. Regardless, the most important consideration is to always strive to reach the highest level of green design possible. When a high level of green design is applied to street and parking lot sites throughout the County, the overall health of the watershed, the San Francisco Bay, and the Pacific Ocean will improve.
Figure 1-13: Green infrastructure can also be very freeform and artistic.
Figure 1-14: A vegetated swale within a green parking lot in San Mateo County.
c h a p t e r 1
* introduction to THE GUIDEBOOK
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January 13, 2006
Compiled by Colin Babb; Production Manager: Mike Babeki, Frank Cruz; Art: Larry Behunek
The "ONR" and "Powered by Naval Research" logos are trademarks of the Office of Naval Research.
For additional information about any of these items, and other press coverage of ONR, contact the Office of Naval Research, Corporate Communications Office at email@example.com.
A Tunnel Through Space
By Nancy McGuire
"A long time ago, in a galaxy far, far away..." Specifically, more than a billion years ago, in the center of the galaxy cluster Abell 2597, a tunnel formed that was large enough to house the entire Milky Way galaxy. The discovery of this tunnel was announced yesterday at a meeting of the American Astronomical Society in Washington, DC, by a team of investigators that included NRL researchers Dr. Tracy Clarke and Dr. Namir Kassim.
The immense oblong tunnel piercing the hot gas in the core of the galaxy cluster has a cross section of nearly 100,000 light years by 36,000 light years. (A light year is the distance that light travels over one year. The sun is about 8 light minutes from Earth.) Because Abell 2597 is about a billion light
years from Earth, the "snapshots" that the research team obtained show the galaxy cluster as it appeared a billion years ago.
NRL, the Navy's corporate laboratory, was one of several agencies with a hand in this project. Hot gases in the interior of the galaxy cluster emit X-rays, which the research team observed using the Chandra X-ray Observatory, a satellite that has followed an elliptical orbit around the Earth since its launch in 1999. (The Smithsonian Astrophysical Observatory operates this observatory for NASA.) They also constructed images from low-frequency radio wave emissions using the National Science Foundation's Very Large Array (VLA), an assembly of radio-frequency receiver dishes in the New Mexico desert.
At the center of Abell 2597, a black hole consumes everything that comes within its reach. Just outside the limit of the black hole's reach, high-energy particles stream outward in "radio jets" that travel at nearly the speed of light. These jets sweep away the hot gases in their path, temporarily pushing them out of the reach of the black hole. With no gas streaming toward the black hole, the energy supply for the radio jets is cut off, and the jets stop. This allows the gas to flow back toward the black hole. The radio jets start up again, and the cycle begins anew.
Using the X-ray and radio observations (orange and blue in the top photo, respectively), the research team determined that the small, relatively young radio source at the center of Abell 2597 marks the start of a new cycle of radio jet emissions. (The radio source was about 200 million years old at the time the light started its journey toward Earth.)
http://ww2/newsletters/originator/articles/2006/jan/13/space.asp (1 of 2)3/7/2006 6:49:09 AM
that a river carves a channel.
The large tunnel they observed (dark blue in the photo) is a remnant of previous cycles, which have probably been going on for billions of years, according to Dr. Craig Sarazin, a member of the research team from the University of Virginia at Charlottesville. Because the research team used lowfrequency radio waves to construct their images, they saw previously unobserved particles that likely originated from past outbursts from the black hole.
The tunnel, which extends all the way back to the black hole, suggests that successive cycles of jets streaming away from the black hole follow the same path, in much the way
Further studies will require detectors, not yet developed, for radio waves at even lower frequencies. The Southwest Consortium, a collaboration among astronomers at several institutions, is working to build the world's largest and most sensitive low-frequency telescope, the Long Wavelength Array. Current plans call for this array to be built near the VLA.
Clarke is also affiliated with Interferometrics, Inc. in Herndon, VA. Her collaborators in this project include Dr. Craig Sarazin of the University of Virginia in Charlottesville, VA; Dr. Elizabeth Blanton of Boston University in Boston, MA; and Dr. Doris Neumann of CEA in Saclay, France. Project support also came from NASA through the Chandra X-ray Observatory awards, and the National Radio Astronomy Observatory operates the Very Large Array radio telescope for the National Science Foundation under a cooperative agreement by Associated Universities, Inc.
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Always a Faster Boat
Traditional Buddhist Folktale
An eager student came to the shore of a river and was most anxious to get to the other side, where he believed the answers to all of life's questions can be found. The only problem was, the student did not have a boat to sail across and he could not swim.
Out of the corner of his eye, he saw a little rowboat. He waved his arms in the air and flagged the rowboat over. The people in the rowboat kindly stopped and picked him up, and he began to make his way across the river in the rowboat.
The student's excitement of getting to the other side of the shore quickly dissipated as the rowboat was slow moving; not to mention it was a lot of hard labor to row the boat. If only he could find a quicker way.
…
No sooner had the student wished for a quicker way across the river than a sleek and beautiful sailboat appeared in the distance.
The student was captivated by the smooth efficiency of the sailboat and its progress across the river. He was also tired of the hard work of rowing.
So once again, the student waved his hands in the air, this time gesturing for the sailboat to pick him up. As the sailboat glided by, the student jumped from the rowboat to the sailboat to make his way across the river to the other side of the shore.
…
The student's excitement grew. Surely he'd be to the other side of the shore in no time. The sailboat was much faster than the rowboat. In fact, they were already half way to the other side.
1
Just then the wind died down and the sailboat came to an abrupt halt. Without the wind to carry it, the sailboat started to move downstream, carried by the current.
The student was impatient with the turn of events. He began to frantically search for another boat he could ride upon.
Out in the distance he saw a boat charging his way. Ah, a motorboat, he thought, surely this is the fastest and best way across the river. And just as the motorboat passed by, he jumped on.
…
No sooner had the student jumped on the motorboat than he became irritated by the noise and fumes of the motor. At least he was making good time, he thought.
Just then the motorboat ran out of gas and came to a halt. He looked around to see what boat might be available, but none this time were in sight. All he saw out in the far distance was the rowboat, slowly and surely making its way to the other side of the shore.
If only I had stayed on the rowboat, the student thought.
DISCUSSION QUESTIONS & PROMPTS
OPENING CLASS
DURING CLASS
We live in a hurried culture and we live our lives always wanting to be somewhere we aren't.
But, what if there wasn't anywhere else you were suppose to be? What if right now, in this moment, you were exactly where you were meant to be?
Allow yourself to arrive here with your breath…
CLOSING CLASS
The shortest path to get from where you are to where you want to be is traveled with steadfast determination and commitment.
What can you commit to this week? Where can you invest in the practice of making progress?
Before Finishing the Story
Where in your practice are you trying to push through? Where are you checking the boxes to get to the next thing thinking it will bring you closer to where you want to go? Where can you instead settle into this moment as it is?
After Telling the Story
Quick fixes never provide absolute solutions. Jumping from one thing to the next, will never take us to where we want to go.
With patience comes magic….where can you trust your path, your practice, your journey?
EXTRAS
Fast food. Fast cars. Fast working medicine. They're each potentially dangerous, yet they perfectly describe the mindset of our current society. When we are hungry, we want our food right now. Want the newest home décor or fashion? It can be on your doorstep within 24 hours without even leaving your house. If we are experiencing pain or any other physical symptoms, we go to the doctor in hopes of finding a magic pill that offers quick relief.
The issue with the quick-fix approach when it comes to your health and wellbeing is that it is not usually the healthiest option. When you reach for a medication that offers quick relief from your pain, the pain may subside for a time, but it typically returns since the root cause isn't dealt with. The same applies to many areas of life. Faster isn't always better.
Ask your students to think about the areas in their life where they're caught up in the "quick-fix" approach and to see where they can better invest their time and energy. | 1,521 | 999 | {
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How the MFL department actively promotes British values
The MFL department at St Patricks' Catholic College actively promote the key values of mutual respect, diversity and plurality. By gaining an appreciation of the countries where the language the students are studying is spoken, they are encouraged to reflect on other cultures and ways of life and embrace socio-cultural and economic differences and contexts. This ensures that they remain open to the world around them and have a better grasp of the links and connections between countries and societies. This in turn emphasises the need for tolerance and justice, and through their studies, our students come to value the rule of law and democratic systems that European countries and countries further afield enjoy despite the varied customs, festivals and national characteristics that makes every society so unique.
Democracy -
Students have the opportunity to have their voices heard through suggestion boxes and Student Voice in MFL lessons. We encourage an open door policy where the students feel free and able to visit their teachers with their ideas and suggestions. We study the work of UNICEF when we look at Francophone and Hispanic African and Latin American countries, as well as the Convention of the Rights of the Child (CRC) when we discuss the similarities and differences between children's lives in developed and developing Francophone and Hispanic countries.
The Rule of Law –
The importance of Laws, whether they are those that govern the class, the school, or the countries of the languages that we are teaching, is consistently reinforced. Students are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. We study law and order and delinquency in GCSE units of work. We also explain rules and laws when we visit target language countries (FRANCE)
Individual Liberty -
Within MFL lessons, students are actively encouraged to make choices, knowing that they are in a safe and supportive environment. In MFL lessons we educate and provide boundaries for young pupils to make choices confidently and safely. Students are encouraged to know, understand and exercise their rights and personal freedoms and are advised on how to exercise these safely, especially on MFL trips. This is also explored through our eSafety advice when corresponding with our French pen friends. In lessons and in written and spoken controlled assessments, we encourage students to express their individual views whilst respecting the views and choices of others
Mutual Respect –
Part of our ethos in the MFL classroom is to promote the core values of respect, reflection, resilience and resourcefulness. Pupils have been part of discussions during which they have actively demonstrated what these mean. We aspire to promote these values and increase the students' knowledge of the importance of mutual respect – in school, our local community, nationally and in the wider world. This is reiterated in our new behaviour policy within the MFL classroom. There are units in the KS4 curriculum that focus on the effects on marginalisation which arises when mutual respect and tolerance does not exist and our students deepen their understanding of the very serious consequences of this.
Tolerance of those of Different Faiths and Beliefs -
This is achieved through developing pupils' understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Across the key stages we study topics relating to tolerance. There are also units within the KS4 curriculum that focus on celebrations and customs of other faiths in the countries where the language being taught is spoken. Across all units, students are often encouraged to develop and reflect upon their own thoughts, beliefs and reactions using the French language, which is a particular focus at GCSE. Within this we create a safe space for students to share these ideas with their peers. Our MFL penfriends and overseas trips have also allowed our students to witness first hand other faiths and cultures. The school celebrates the many languages spoken by our pupils. | 1,647 | 773 | {
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What most babies do by this age:
CMA 2 Month Well Baby Visit
Development
Safety
- Smiles when you talk or smile at them
- Always use car seat rear facing
- Looks at your face
- Makes sounds other than crying
- Calms down when spoken to or picked up
- Reacts to loud sounds
-
- Watches you as you move
- Holds head up when on tummy
Looks at a toy for several seconds
- Moves both arms and both legs
- Opens hand briefly
Feeding/Nutrition
- Vitamin D supplement of 400IU/day is advised if mainly breastfeeding or taking less than 32 oz formula daily
- Breast or bottle feed on demand (average baby takes 24-32 oz/day or nurses 7-10 times/24 hr)
- Do not prop bottle, or put to bed with bottle
- No honey or cow's milk until after first birthday
- Wait until 4-6 months before solids
- No fruit juice
Sleep Help
- Place baby in crib when drowsy, but still awake
- Place on back to sleep
- Babies sleep about 14-16 hours or more per day
- Wait a few minutes before responding to your child's fussing at night
- Develop nighttime ritual
Hygiene
- Bathing 2-3 times a week or more is ok
- Use mild soaps (Dove, Aveeno, Baby washes)
- Only use q tips in outer areas of ears
- Maintain good hand-washing practices
- Keep fingernails short
- Never leave baby unattended on any surface above the floor
- Adjust water temp to less than 120 degrees to avoid burns
- Never leave baby alone in house, yard, or car
- NEVER shake the baby (can cause permanent brain damage)
- Never warm bottle in microwave oven; it can have hot spots that can burn baby, as well as alter nutrients in the milk/formula.
- Avoid smoke in baby's environment; has been linked to asthma, ear infections and SIDS
- Nothing in crib such as comforters, pillows, stuffed animals etc. until 1 years old
- Have baby sleep on her back to prevent SIDS
- Avoid too much sun exposure--use sunscreen SPF 15 or higher if outside for extended period of time
- Infant walkers are not recommended
- Install/Check smoke detectors in the home
- Avoid holding baby while you are cooking or holding hot beverages
- Poison control: 1-800-222-1222
- Keep Emergency numbers and Poison Control numbers near phone at all times
- Keep crib away from window and curtain cords
Stimulation/Activities
- Going outside for rides and walks
- Consistent routines
- Being sung to, talked to, and cuddled
- Rattles and squeaky toys
- Sucking on pacifier or thumb
- Mirrors and pictures of faces
- Music
- Bright colored patterns/ black and white geometric patterns
- Crib toys to bat at
- Tummy time (may not like at first, but it's good for their muscle development)
- Dangling toys
- Infant Massage
*Next Well Baby Visit at 4 Months
*See CMA links page for more helpful health information: www.cmanva.com | 1,299 | 685 | {
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The women's cell organizes several programmes every year for girl students to
- Educate them about women rights and empowerment
- Make them physically and mentally strong
- Conduct competitions to girl students such as elocution, poster preparation and essay writing on women issues
- Sensitize them about gender discrimination and challenges to face
- Motivate and develop confidence in them
- Establish Internal Complaints Committee
Awareness Program on Health and Hygiene
Place:
Seminar Hall
Date & Time:
4th December 2020
Details of the Activity:
Andhra Loyola College Women's cell organized an awareness program on Health and Hygiene for first year Degree students. Mrs. D.Tabitha Vice Principal gave a talk on importance of health. Explained different types of hygiene and their merits and demerits. Personal hygiene is important for keeping the body healthy and clean.Social hygiene prevents infections and avoids breaking of epidemic diseases. Explained the care of hand,body,tooth,foot and cloth's hygiene in day to day life in the presence and the absence of certain facilities.
Mrs.T.Sandhya Sree,HOD of Zoology explained the queries regarding the health issues like PCOD etc.Vote of thanks is given by K.Vijaya Durga from AGH section and the program ended with national anthem.
International Women's Day 2021 Celebrations
The Women's Cell of our College in collaboration with the A.P. State Council of Science & Technology (APCOST) and Dept. of Education, Krishna Dist. organized the International Women's Day 2021 Celebrations with the theme "Choose to Challenge" on 8 th March 2021.
Dr.Y Aparna, Member Secretary, APCOST, and Mrs.M.V.Rajya Lakshmi, DEO, Krishna, were the Chief Guest and the Guest of Honour respectively at the one day Celebrations. The District Science Coordinators and the Best Women Science Teachers from Government/Zilla Parishad/Municipal/Aided High Schools of Vijayawada Division along with the women staff members and girl students of our College were present on this occasion.
Rev.Fr.Dr.G.A.P.Kishore, SJ, Principal, welcomed the dignitaries and the participants. Rev Fr.Dr.M.Sagayaraj, SJ, Correspondent, extended his blessings and Rev Fr.S.Raju, SJ and Rev Fr. I. Lourduraj, SJ, Vice Principals of P.G. and U.G. Sections respectively extended their greetings.
Rev Fr. P Balashowry, SJ, Rector, introduced the theme of the event. Chief Guest Dr.Aparna delivered a Motivational Talk on "Women in Science and Technology" and Mrs.L Chandrakala, DYEO, Vijayawada Division, delivered her message.
The District Science Coordinators and the Best Women Science Teachers were felicitated by the Chief Guest and the Guest of Honour marking the conclusion of the programme with vote of thanks proposed by Mrs.A Manjula, Women's Cell Coordinator. The Women's Cell led by Mrs.A.Manjula, Coordinator, meticulously planned and organized the event with the cooperation of all its members including Dr.T.Rose Mary, Dr.B Siva Kumari, Dr.P Anila, Dr.B.Baby Rani, Ms.N.Bharathi and others. | 1,438 | 688 | {
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Dysphagia: Swallowing disorder
Dysphagia (dis-FAY-gee-uh) is difficulty, pain, or discomfort when swallowing. It occurs when food does not move safely from the mouth to the stomach. When that happens, a child may swallow food into their lungs. This can cause infection, respiratory problems, and other medical problems. Dysphagia can cause longterm health or feeding problems if it is not treated.
How does dysphagia change the way my child swallows?
When your child swallows, muscle movements in the tongue and mouth allow them to swallow and move food into their throat, or pharynx (FAIR-inks). From the throat, food travels down a muscular tube in the chest called the esophagus (eh-SOF-ah-gus) to reach the stomach (see figure 1).
Dysphagia occurs when any of the muscles or body parts involved in the swallowing process do not work.
What causes dysphagia?
Dysphagia is often caused by muscle weakness, neurological diseases, brain injury, brain tumors, congenital problems, or brain, mouth, and throat surgeries.
What are the warning signs of dysphagia?
Your child usually has one or more of these warning signs:
* Weak or slow swallowing
* Poor response when their mouth is stimulated
* Lots of drooling
* Coughing or choking when eating or drinking
* Weak cough
* Frequent respiratory illnesses, including pneumonia
* Food still in the mouth after swallowing
* Wet or gurgle-like voice
* Vomiting or reflux of liquids and solids
* Refusing to eat or drink
* Blue spells (not enough oxygen) associated with eating or drinking
* Breathing changes when eating or drinking
* Long feeding times
* Eating small amounts
* Refuses most food preferences
* Failure to thrive
How is dysphagia diagnosed?
Your child's healthcare provider may use one of three tests to see if your child has dysphagia:
* Clinical feeding evaluation
* Modified barium swallow study (MBS)
* Fiberoptic endoscopic evaluation of swallowing (FEES)
1
Clinical feeding evaluation
The feeding specialist will talk to you about the foods your child eats. They will also ask about the environment in your home when your child eats and their eating habits. The specialist will look at your child's mouth and face and watch your child being fed or feeding themselves.
By watching your child eat, the specialist can learn about your child's:
* Mouth function
* Neck and core strength
* Mental alertness
* General ability to eat
* Posture
Modified barium swallow
Your child will have the MBS in the hospital x-ray department. They will sit in a feeding position, and you may be able to feed your child during the test. Your child will have a video x-ray while they swallow small amounts of liquids or food with barium in them. Barium is a liquid metal that can be seen with x-rays. This allows the doctor to see the food in the x-rays. After your child has a modified barium swallow test, you will meet with a speech language pathologist and a doctor who will explain the x-ray videos.
Fiberoptic endoscopic evaluation of swallowing (FEES)
Your child will have the FEES study at the hospital's outpatient clinic or endoscopy room. They will sit in a feeding position during the test, usually on your lap. A healthcare provider will put a small tube with a camera through your child's nose until the healthcare provider can see the back of their throat in the camera. Your child will then eat or drink, and the camera records their swallowing.
How is dysphagia treated?
Treatments for dysphagia may include:
* Different positions when eating to make up for muscle weakness
* Diets of safe-to-swallow liquids and foods
* Swallowing methods that help your child swallow safely
* Learning to eat varied liquids and foods
* Training for you, your child's caregivers, and your child about safe swallowing methods
* Waiting for your child to gain more strength and endurance
* Exercises to strengthen the neck and facial muscles that help your child swallow
Your child may need to see a speech language pathologist (SLP), an occupational therapist, a pediatric gastroenterologist, and a dietitian.
This study helps the doctor and therapists learn more about your child's mouth movement skills, their swallowing pattern, how the food moves into the esophagus, and if the food passes down the throat without going into the lungs.
The goal of dysphagia treatment is to find the safest, most efficient, and most enjoyable way for your child to eat. Dysphagia treatment will help your child swallow safely and be less likely to swallow food into their lungs. With treatment, eating can be easier for your child and your family.
Intermountain Healthcare complies with applicable federal civil rights laws and does not discriminate on the basis of race, color, national origin, age, disability, or sex. Se proveen servicios de interpretación gratis. Hable con un empleado para solicitarlo. 我們將根據您的需求提供免費的口譯服務。請找尋工作人員協助。
2 | 1,964 | 1,099 | {
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16/07/18:
Theme: Logical
Rock Paper Scissors by Serkan Yürekli
Rules: In this puzzle, the symbols represent a Rock Paper Scissors game (as expected: rock beats scissors, scissors beats paper, paper beats rock). Divide the grid into connected regions so that every cell belongs to one region and each region contains exactly two kinds of symbols. In each region there must be only one "winning" symbol and two or more "losing" symbols. Answer entry (similar to Fillomino): For each cell in the marked rows, enter the area of the region it belongs to. Enter just the last digit for any two-digit number, and separate the rows by a comma.
Rock
Scissors
Paper
16/07/19:
Theme: Logical
Rock Paper Scissors by Serkan Yürekli
Rules: In this puzzle, the symbols represent a Rock Paper Scissors game (as expected: rock beats scissors, scissors beats paper, paper beats rock). Divide the grid into connected regions so that every cell belongs to one region and each region contains exactly two kinds of symbols. In each region there must be only one "winning" symbol and two or more "losing" symbols. Answer entry (similar to Fillomino): For each cell in the marked rows, enter the area of the region it belongs to. Enter just the last digit for any two-digit number, and separate the rows by a comma.
16/07/20:
Rock Paper Scissors by Serkan Yürekli Theme: Logical
belongs to. Enter just the last digit for any two-digit number, and separate the rows by a comma.
Rules: In this puzzle, the symbols represent a Rock Paper Scissors game (as expected: rock beats scissors, scissors beats paper, paper beats rock). Divide the grid into connected regions so that every cell belongs to one region and each region contains exactly two kinds of symbols. In each region there must be only one "winning" symbol and two or more "losing" symbols. Answer entry (similar to Fillomino): For each cell in the marked rows, enter the area of the region it
16/07/21: Canal View by Prasanna Seshadri Theme: Clue Symmetry and Logic
Rules: (Variation of Cave/Shading Puzzles.) Shade some empty cells black to create a single connected group. Cells with numbers cannot be shaded, and the shaded cells cannot form a 2×2 square anywhere in the grid. Each numbered cell indicates the total count of shaded cells connected vertically and horizontally to that numbered cell.
16/07/22: Canal View by Murat Can Tonta Theme: Powers of Two
Rules: (Variation of Cave/Shading Puzzles.) Shade some empty cells black to create a single connected group. Cells with numbers cannot be shaded, and the shaded cells cannot form a 2×2 square anywhere in the grid. Each numbered cell indicates the total count of shaded cells connected vertically and horizontally to that numbered cell.
16/07/23: Canal View by Prasanna Seshadri Theme: Clue Symmetry and Logic
Rules: (Variation of Cave/Shading Puzzles.) Shade some empty cells black to create a single connected group. Cells with numbers cannot be shaded, and the shaded cells cannot form a 2×2 square anywhere in the grid. Each numbered cell indicates the total count of shaded cells connected vertically and horizontally to that numbered cell. | 1,429 | 716 | {
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CLASS- MIDDLE SCHOOL: YEAR 5
These independent learning tasks should be completed by 20/10/23. Pupils are expected to complete all tasks. All completed tasks will be rewarded with positive points.
Reading Pupils in years 4 to 6 follow the Reading Eggs programme and should be completing this 5 times a week for 20 minutes, working through the levels and maps and completing the reading and spelling task. Pupils should access the library area of the programme in addition to this and read a variety of books. Please contact your child's teacher if you need a reminder of your child's login details.
Mathematics and numeracy
English, literacy and communication
Science and technology
Caru dysgu: humanities
Weekly maths tasks will be uploaded onto Google Classroom linked to the work we have been completing in class. These tasks will be on the topic of place value and include recognising the value of numbers up to 1 million and rounding numbers to the nearest 10,100,1,000 and 10,000.
Please also practise your times tables.https://www.timestables.co.uk/games/
Caru dysgu: expressive arts
Drama task - Martin Luther had a dream that there would be a world of fairness and equality. Create a 2-3 minute speech about what you believe is important linked to our theme on rights. Practise, record and upload it to Google Classroom.
Write a short diary extract from the perspective of Auggie based on his first day at school. Remember to include feelings and emotions and write in the first person. Help sheets will be available on Google Classroom.
Weekly spelling words will be uploaded onto our Google Classroom. Please learn them for our weekly tests. Weekly Reading Eggs assignments will be also be set.
Well-being
Think about your qualities and characteristics. What makes you unique? Your well-being task is to think of anything to do with yourselves using every letter of the alphabet Don't just list your qualities, try to be as creative as you can! More details on Google Classroom.
Independent learning task sheet has been uploaded onto the Google Classroom and will be sent out via parentmail.For each row you complete you get an added two points to your total points which links to the leadership board. All work needs to be uploaded to the drive or put in the homework box to get your points. Tasks will be based on topics such as electricity.
https://drive.google.com/file/d/1lkMME5C6zay yulJPW1gy5gMogicvVKaU/view?usp=drive_lin k
Languages: Welsh
Can you ask your family members facts about themselves such as their names, age , date of birth? Then use this information to create a family tree about your family in Welsh. Use linguascope website to help you.
Research about Martin Luther King linked to our topic. Please include facts about his early life, what he was famous for, what did he fight for? You can choose to present your work as you wish - fact file, poster, slides, presentation,. More details and help sheets are available on Google Classroom.
Languages: Spanish
Use the website www.linguascope.co.uk to practise vocabulary in the 'Beginners' Spanish section. Pupils should spend one hour over the half term on the red section 'Las Bases' and the topic 'los números. The username and password can be found in the Google Classroom area. | 1,392 | 718 | {
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