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Dear Parents of 7 th Graders,
Summer vacation has just begun, but before you know it, we will be back in school. Seventh grade science students begin the year with a major project – an insect collection. This letter is to inform you about the insect project. It will be due Thursday, September 19, 2019.
For this project, each student needs to complete an insect collection of at least 25 different insects. Summer is a great time to begin collecting insects; they are plentiful, and many 7 th graders have time on their hands. In addition, if you take family trips, you may be able to collect insects from other areas of the US. By beginning to collect bugs now, you will be able to collect a wide variety and have some extras in case some pictures are blurry. This opportunity also gives extra time to those who may be involved in sports or other extracurricular activities in the fall.
This will be a photo insect collection and students are to take their own pictures of insects.
- Photos should be close ups of the insect and should be clear enough to identify the insect from the picture.
o They should not be blurry, too dark, or too light, nor too far away.
o Pay attention to light and shadows as this can affect the picture.
o If possible, placing a ruler next to the insect helps with measuring the size of the insect. (You may kill the insects first and then take the picture. (See directions below on making a kill jar.)
o It's a good idea to take multiple pictures of the same kind of insect. Then you can choose the best photo of that insect for your collection.
- Since we are relying only on photos for identification, it is imperative that students take good notes when the photos are taken. Students should have a notebook (5 x 8 would be a good size). Notes should be made when the photo is taken.
o Notes should include:
1. Coloring - Bright yellow with brown/black stripes about ¼ inch wide
2. Actual Size - Measurements in mm or in
3. Description of the place found (i.e. Found in the backyard on rose bush; or Lancaster, PA, in wooded area)
4. Date and time insect was found
5. Any other notes of interest, or that might help with identification
- NO PHOTOS may be taken at the zoo. (The zoo has some exotic species that will be hard to identify and we want to be fair to everyone.)
- Photo prints should be 4 x 6. You may print on photo paper or regular copy paper.
- A photo editing program may be used to resize the print and to make only minor adjustments to the photo itself. When resizing, be sure you do not blur the picture, making identification harder.
- You may choose to capture and kill your insects before photographing them. (Dead insects don't move around as much as live ones.)
o If you chose this option, please take pictures as soon as possible after killing so as to maintain the integrity of color and markings.
o Insects should be placed on a neutral background so they can be seen clearly.
o Directions for freezing and making a kill jar can be found at: https://bughunter.tamu.edu/preservation/killingspecimens/. Freezing is the preferred method.
Feel free to contact the school via email with questions. Enjoy the rest of your summer, and we look forward to seeing you in August.
In Christ,
Middle School Science Department
Cornerstone Christian School
Email:
firstname.lastname@example.org
Science Summer Project_7th Grade_2019
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After the Fall: How Humpty Dumpty Got Back Up Again
Written & Illustrated by: Dan Santat
Humpty Dumpty, an avid bird watcher whose favorite place to be is high up on the city wall―that is, until after his famous fall. Now terrified of heights, Humpty can longer do many of the things he loves most. Will he summon the courage to face his fear?
Lexile: 550L AR Level: 2.5
RC Level: 2.2
Author/Illustrator's websitehttp://www.dantat.com
Author's twitter @dsantat
Book Trailer/Author Interview: Trailerhttps://youtu.be/Ue2jS4wUBVs, Interview
https://www.teachingbooks.net/qlhanwuandhttps://youtu.be/t8K1ZvNlEeg
Other websites/links: http://www.afterthefallbook.com
Food: Deviled Eggs, cereal, cereal bars
Companion Titles:
Blackburn, Ken. Kids' Paper Airplane Book Ransom, Jeanie Franz What Really Happened to Humpty?
Introduction: Introduce this story by playing a traditional Humpty Dumpty nursery rhyme such as the one at this link - http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/FJ/humpty_dumpty or read aloud a traditional Humpty Dumpty story. Discuss how Humpty might have felt after falling. Then explain that this story will help us understand a little more about Humpty's life after his big fall.
Story Time Activities:
1. Teaching Ideas from Classroom Bookshelf - this site has great ideas from for science, dynamic characters, metamorphosis, growth mindset and more.
2. Teaching Ideas from STEM Read, Northern Illinois University - there are several science activities and experiments to do with eggs and paper airplanes.
3. Make paper airplanes and try to land them on top of a table or build a wall with cardboard boxes and land them there.
Discussion Questions
1. What were some of the things Humpty missed most about sitting on the wall? Answer: the birds and looking out over the city
2. What was Humpty Dumpty's new hobby? Answer: making and flying paper airplanes
3. What happened to Humpty Dumpty's paper airplane?
Answer: it landed on the wall
4. What does the author mean when he says "Life begins when you get back up"? Answer: Humpty Dumpty was so afraid of heights after his fall, that he was not really enjoying his life. He had to overcome his fear to live again as he was meant to be.
5. Why do you think Humpty Dumpty loved watching the birds and flying paper airplanes?
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Four Parts:
Offering encouragement
Teaching concepts
Making math real
Keeping it up
So your child has grown older, and you're ready to give them a head start in getting ready with math. Well, that's great! This article will give you some tips and ideas on how to best instruct your child while not making them fall asleep.
Offering encouragement
Encourage your child. What do you think would make for a more enriching class-time experience, an excited and ambitious one or a defiant, uninspired one?
Keep teaching the child at a consistent pace. Sit down with them daily or at least biweekly to fuse the concepts into their minds. Never forget to keep it fun!
Begin teaching your child with an interactive activity. There's so much of options. you can use flashcards or a simple sheet of problems. Give them a handful of small objects and let them use those to count out the answers to the problems. Make sure you also have them learn to use their fingers in case no objects are available.
Teaching concepts
Teach concepts, not just memorization. While memorization can certainly be helpful, it's even more helpful to have the child learn exactly how mathematical functions work. This way, they can also begin to apply their knowledge in other ways. That will help them when they begin to move on to more complicated math.
Make multiple activities that show how the concept works.
Always make sure that your child completely understands a concept before moving on. If you skimp out on anything, it will be confusing for them and they will not be able to work as well as they should be able to when you apply it in other ways.
Making math real
Enhance the learning experience by playing games with the things around you. For example, ask them to say how many more pictures on the wall there is in the living room than the dining room. Have them count them both, then subtract.
Continue to incorporate the concepts you've taught into fun things in real life. For example, measuring fractions when baking cookies, asking how many cats are at the pet store or how many showings of their new favorite movie are playing that day.
Bring up problems when you're out with your child. In the grocery store, for example, ask them how much money out of $10 you'd have left if you bought green beans for $1. This will also help make the connections in their mind to help them to become better at math.
Play board games. Board games with two dice rolled instead of one can be a good application for learning basic addition. When they get older, games that use play money, like Monopoly, can help them learn more about adding and subtracting money.
1/10/2017 1:16 PM
2 of 2
Keeping it up
Reward your child. At the end of your time sitting down to work with them, reward them somehow. Whether you give them a small piece of candy or you just hug them and express how smart they are, it will give them confidence and help them strive to do better.
Don't quit! Teaching your child math isn't something that happens overnight. Skills need to stack up in their minds like building blocks, and while schools are a primary educator in your child's life, you are one of the most important!
Community Q&A
How do I help my daughter do better on a two-minute math test?
wikiHow Contributor
Simulate the testing conditions, using a two minute timer and quizzing her for two minutes. Then during the actual test she won't panic.
Flag as duplicate
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Tips
Don't go too slow, either. Staying too long on one topic will make a child bored of it quickly.
Don't get upset over wrong answers! Thinking about the problems in a logical way is more important than getting correct answers.
Some good maths games are Maths Puzzle, 2042, King of Math, Numtris and more! There are thousands of educational games out there for you and your child to enjoy!
Remember KISS - Keep It Simple, Sweetie! Small children aren't going to be able to handle too much complexity with math at this point. Be patient and never go faster than your child can take.
Things You'll Need
Small objects to count with (optional if you have a better alternative)
Board games (optional)
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Be Quiet!
Written and illustrated by: Ryan T. Higgins
All Rupert the mouse wants is to star in a beautiful, wordless picture book. One that's visually stimulating! With scenic pictures! And style! He has plenty of ideas about what makes a great book, but his friends just WON'T. STOP. TALKING.
Lexile: 510 AR Level: 2.0 RC Level: 3.3
Author/Illustrator's website http://ryanthiggins.com
Author Illustrator's twitter @RyanT_Higgins
Book Trailer/Author Interview http://www.allthewonders.com/podcasts/ryan-t-higgings- picturebooking-episode-41/
https://readingwithmrteut.wordpress.com/2016/01/29/cover-reveal-and-interview-hotel- bruce-by-ryan-t-higgins/
https://www.youtube.com/watch?v=71TbgVXTBRU
https://www.youtube.com/watch?v=BBsHYhYQV50
Other websites/links: http://books.disney.com/content/uploads/2017/09/World-ofHiggins-DG_v%C2%A6%C3%86.pdf
Food: cucumbers and/or potatoes
Wordless Picture book Companion Titles:
Wiesner, David.
Flotsam
Lee, Suzy.
Wave
Raschka, Chris.
A Ball for Daisy
Introduction:
Show a video on youtube showing a wordless picture book (for example:
https://www.youtube.com/watch?v=3MTKWnxzqvM) and point out that wordless picture books are silent.
Use Mouse ears, hat and glasses as props to introduce the three characters.
Story Time Activities:
Use mouse ears, glasses and a hat to differentiate the characters and retell the story as a readers theater activity http://munchkinandbean.blogspot.com/2014/07/felt-mickey-mouse-ears.html?m=1
Mousey Mix-up and Mouster-piece: Coloring sheet and matching game http://books.disney.com/content/uploads/2017/04/Be-Quiet-Downloadable- Activities_1105_FINAL.pdf
Use a fishbowl filled with actions such as driving a car, brushing your teeth, riding a horse etc. and play charades to guess the action/activity.
Draw a wordless picture story in typical picture book or graphic novel form.
Discussion Questions
1. What does visually stimulating mean?
Answer:Visually stimulating books have strong illustrations.
2. What are some situations when you can be loud and rambunctious? What are some situations when you need to be fairly quiet? When must you be silent?
3. Nibbs and Thistle suggest superheroes and kittens to improve Rupert's story. What suggestions would you make?
4. Who do you think is the loudest character and why do you feel that way?
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Building a Sustainable Food Chain
Care of the Hypothermic Lamb
Hypothermia
This term refers to a body temperature below the normal 39-40°C. When the lamb is losing heat to the environment at a faster rate than the body can produce it, hypothermia can occur. Several factors can influence the balance between heat production and heat loss.
A lamb is born with a small reserve of energy in the form of brown fat in the body cavity, which in the course of its metabolism provides heat.
Why does hypothermia occur
1. During a difficult birth, a lamb may consume large proportions of its energy reserves, reducing the potential for heat production.
2. Long time intervals between birth and the first feeding, result in energy reserves becoming greatly depleted.
3. Small lambs have a higher ratio of body surface to body volume than large lambs. This means that heat loss occurs at a pace higher than that relative to the rate of production.
4. Newborn lambs lose heat at a much higher rate when they are wet than when they are dry. Evaporation of moisture from the surface causes cooling.
Recognising hypothermic lambs
Lambs may be recumbent and shivering or they may be standing with an arched back and head down. They may not notice your approach or be slow to get up when approached. They may be separated from ewe or unwilling to follow her. They are often hollow with minimal evidence of recent feeding on palpation. A good quick way to monitor temperature is to feel inside the mouth. If unsure use a digital thermometer.
Treating hypothermia
The treatment strategy will depend on the severity of the hypothermia and the age of the lamb, as lambs over 5 hours old will probably have depleted their brown fat energy reserve, resulting in hypoglycaemia. If you are in doubt about the age of the lamb or the severity of the hypothermia (e.g. no thermometer available) it is best to treat it as a case of serious hypothermia in a > 5 hour old lamb, as heating a hypoglycaemic lamb prior to glucose administration is likely to result in death.
1
- in lambs less than 5 hours old
a. Moderate hypothermia (temperature 37-39°C) in a lamb less than 5 hours old: In most cases a lamb this young will still have some energy reserve and, therefore, glucose administration will not be necessary. The lamb should first be vigorously towel-dried and then given colostrum at 50ml per kg. If it can nurse, encourage it; if not, feed 50ml by stomach tube at two-hour intervals. The lamb need not be warmed with more than a heat lamp in a draft-free pen.
b. Serious hypothermia (temperature < 37°C) in a lamb less than 5 hours old: This lamb should again be dried and warmed, with rapid warming becoming more important. This can be accomplished by plunging the lamb into warm (40°C) water or by using a warming box. In the box, the air surrounding the lamb should have a temperature of 37-40°C, since a higher temperature can cause death. When the lamb has a rectal temperature of over 38°C, give colostrum by stomach tube.
- in lambs over 5 hours old
a. Moderate hypothermia (37-39°C) can be treated as for lambs <5 hours old.
b. Serious hypothermia (<37°C) in lambs over 5 hours old is likely to have resulted in hypoglycaemia. It is vital to reverse this hypoglycaemia before heating the lamb by giving an intra-peritoneal glucose injection before warming the lamb. The lamb will almost certainly not survive if this sequence is not followed.
Giving an Intra-peritoneal Glucose injection
The dosage is 10 ml per kg body weight of a 20% glucose solution. For a 3kg lamb:
1. Use a sterile syringe and a new 1-inch, 20 gauge needle. Draw up 15ml of 40% glucose solution, and then 15ml of recently boiled water (or sterile water for injection), to make 30ml of 20% solution.
2. Clean an area of the abdomen to one side of the navel and slightly behind it.
3. Suspend the lamb by its front legs and inject it with the 20% glucose solution with the needle entering the scrubbed area, 1 cm to the side and 2 cm behind/ below the navel, aiming (at a 45 angle) toward the lamb's rump.
Use of warm box
A warm box can be used for short periods in the treatment of severely hypothermic lambs. Lambs should not be left in the box unattended for longer than 30 minutes, and the air in the box should not be allowed to exceed 40°C. Once the lamb's temperature has been raised to 38°C it should be moved to a warm pen. Lambs unresponsive to initial treatment should be euthanized.
Use of warm pen
A warm pen should be set up in a draft free location, with a heat lamp situated 4ft above ground level. Plenty of straw can be added for additional warmth. Lambs with mild hypothermia can be left in the pen for further warming post feeding. All lambs in this pen should be regularly inspected to ensure appropriate treatment, feeding or other action is taken.
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Developing inclusive practice
MANAGING LEARNING IN MIXED ABILITY CLASSES
Effective differentiation: Any measure that allows a struggling learner to succeed, or an underachieving one to perform better.
No two learners have exactly the same learning needs, so 'mixed ability' issues apply to any class that contains two or more learners.
In order to be available to meet individual needs within a class, teachers have to find ways to reduce in frequency those aspects of teaching that limit their freedom to respond to needs as they arise. This means finding ways of managing the classroom (learners, resources, tasks, relationships, responsibilties, etc.) that create opportunities for working closely with individuals or small groups of learners.
In essence, this means finding ways to counteract dependency. In freeing learners from teacher-talk-dependency, the teacher gains freedom to interact with individuals and groups on a more personal and therefore more targeted basis.
Some strategies that help to create those conditions:
The teacher gains time for inteaction with individuals and groups by...
... sharing with learners some of the responsibility for lesson planning and learning (a 'partnership' approach)
... helping learners to develop and use independent, collaborative and problem-solving skills
... organising tasks and activities in ways that are compatible with the partnership approach
... developing and organising resources in ways that facilitate the partnership approach
... devising monitoring strategies for ensuring: regular feedback to learners; feedback from learners; assessing and recording, etc.
MAKING CHANGES
Teachers are understandably afraid of 'throwing out the baby with the bathwater'. How can you know if any change you make is going to work any better than what you were doing before? Here are some ways of reducing the risk:
Take small steps
Neither you nor the pupils will be comfortable with whole-scale change. Take one step at a time, and prepare the pupils well, so that they are not upset by unexpected changes to usual practice. They need to know if your expectations have changed, and if so, why. Explain that small changes can often make a big difference to how well pupils learn, and involve them in evaluating the effectiveness of the new procedures. If they need to learn new skills (e.g. how to work in groups, engage in self- or peer- assessment, etc.) make sure that these skills are explicitly taught.
Add breadth and enrichment
Maintain the existing regime for the time being, but experiment with additions and/or alterations to one or two activities with a view to widening their sensory scope, to introducing more choice and more independent or collaborative or active learning, etc., thereby accommodating the needs of more learners.
Offer choices
First, try a range of approaches with your pupils so that you, and they, can find out which method works best for different individuals. Then, begin to offer choices, allowing pupils to choose whichever way seems to work best for them. Again, this begins to involve pupils in thinking about learning and encourages them to take on some of the responsibility. Vocabulary learning is often chosen as a vehicle for early experimentation, since it is relatively easy to evaluate the effectiveness of different approaches.
Start with one unit
One tried and tested strategy is to pick out for your experiment a theme or unit of work which seems to be particularly difficult to teach successfully, and to develop just that part of your programme in line with the new ideas that you want to try. Since you selected something which was working unsatisfactorily anyway, you have nothing to lose. Also, if it works, you know that success is due to the change in approach, and that will give you the confidence to experiment further. | 1,484 | 731 | {
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Behaviour and discipline – Consequences
At St Mary's Primary School, we pride ourselves on the good behaviour, personal development and welfare of our pupils. The majority of pupils are very well behaved and there are very few instances of misbehaviour. Teachers have high expectations of children in all aspects of their learning and children tend to rise to meet their teachers' high expectations.
We understand that very young children may need more frequent reminders and that it could take a while for them to fully understand the school's rules and expectations but we are determined to ensure children quickly learn to treat each other, and their teachers and other adults, with appropriate respect.
Our school values are central to all that we do and they are closely linked to our system of rewards. We prefer to encourage good behaviour with positive reinforcement rather than waiting until there is an instance of bad behaviour that requires a punishment.
To keep everyone safe in school and to help us to provide a suitably positive learning environment it is important that children know what is required of them. It is an expectation that children will adhere to the school, classroom and playground rules. In the event a child chooses not to behave in an appropriate way the school has a series of sanctions at its disposal, depending on the level of unacceptable behaviour. The following is an indication of the boundaries of behaviour and a guide (not an exhaustive list) to indicate some of the sanctions that can be used to help us to improve unsatisfactory behaviour.
Stage 4
Stage 5
Very Serious
- Making the choice to deliberately create disturbances and stop others in the class from learning
- Choosing to harm someone else, including bullying
- Choosing to damage something that belongs to another child or the school
- Choosing to leave class without permission including wandering around the corridors
- Choosing to leave school without permission
- Choosing to deliberately discriminate (by leaving other children out) or using racist language or behaviour towards other children
- It is very serious if a child chooses not to change their unacceptable behaviour
Extremely Serious
- It is extremely serious if a child chooses to constantly disregard the school's sanctions
- It is extremely serious if a child repeatedly leaves the classroom without permission
- Choosing to seriously challenge adults including violent or threatening behaviour e.g. throwing furniture, slamming doors or verbally threatening others is considered extremely serious
- It is not acceptable to use or show potential weapons
- It is extremely serious if a child chooses to fight or deliberately harm another child
- It is extremely serious if a child is not genuinely remorseful for their poor behaviour at any stage
If a child uses poor language to a teacher, the teacher may send a letter home and/or will talk to parents
Children who choose to be disobedient and/or challenge authority will be sent to the Key Stage Leader or the Headteacher or a member of the school's senior leadership team.
Parents will be informed if a child reaches stage 4
Parents will be regularly talking to the child's teacher and possibly the Headteacher or member of the school leadership team, through regular monitoring meetings
Children could be asked to carry out some jobs in school
Children will be sent to the Headteacher
Children who choose to destroy property will be expected to replace it
Parents will be asked to talk to the teacher or Headteacher if a child reaches stage 5
If a child chooses to use seriously extreme behaviour all incidents will be logged and a Home school log set up by the class teacher
If a child's behaviour is at stage 5 they may be excluded from the class
If a child's behaviour is very dangerous or disrespectful then very serious incidents can lead to a temporary or permanent exclusion from school.
A child's senior school will be informed | 1,583 | 754 | {
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Lesson 1 Questions-- Acts Chapter 1
LESSON 1: ACTS 1
READING ONE – ACTS CHAPTER 1:1-8
1. Luke says in Acts 1:3 that Jesus "showed himself alive after his passion by many infallible proofs, being seen of them forty days…" Skim the following chapters and pick out five appearances of Christ to His disciples after his resurrection: John 20 & 21; Luke 24.
1.
2.
3.
4.
5.
2. Why, in your opinion, was it important for the apostles and other early disciples to have "infallible proofs" of the resurrection?
3. Jesus tutored the apostles and early disciples for 40 days, a period often called "The Forty Day Ministry. " Without giving specifics---only general categories---what sorts of things might Jesus have instructed his followers about?
4. Read the scriptures about baptism of the Holy Ghost in the Scripture Reference List and answer the following questions:
A. Is baptism by the Holy Ghost something for every believer or is it a rare experience that only happens to prophets and other special people?
PERSONAL B. Have you ever experienced an outpouring of the Holy Spirit that was significant in your life? Explain.
5. In Acts 1:6 the disciples ask Jesus if He is now going to "restore the kingdom to Israel." This question shows that they did not yet fully understand his mission to mankind. How did the expectations of the Jews regarding a Messiah differ from the Savior's mission to all mankind?
READING TWO – ACTS CHAPTER 1: 8-12
6. Acts 1:8 provides a kind of mini-overview of the whole book of acts. After they received the Holy Ghost, where were they to bear their witness, and in what order?
1._________________ 2. __________________ 3._________________ 4. _________________
1
7. A. Why do you think the apostles needed the power of the Holy Ghost in order to be "witnesses unto Christ"?
B. How does the Holy Ghost enable us to bear witness of the Savior?
8. A. From what specific place does verse 12 say Jesus is "taken up from [the disciples] into heaven"?
B. What significance is given to this same spot in D&C 133:19-20? (See scripture list)
READING THREE –ACTS CHAPTER 1: 13-26
9. A. Who is listed in verse fourteen that seems to be included in the core leadership group of early saints?
B. What were they doing?
c. From verse fifteen, about how many church members overall were there at this time?
10. A. From D&C 41:3 and D&C 42:14 (see scripture list), why was it important for the disciples to spend considerable time in prayer?
B What changes a routine prayer into the "prayer of faith" mentioned in D&C 42?
11. In verse 16, Peter begins his address to the gathered disciples about the need to fill the place of the fallen Judas Iscariot. He uses two rather obscure passages from Psalms as the grounds for this organizational change. (These verses are noted in footnote "b" of verse 16, and footnote "b" of verse 20. They are Psalm 41:9 and Psalm 109:8. See scripture list)
According to Luke 24: 44-48, (see scripture list) how were Peter's eyes opened to all the prophetic references to Jesus Christ that are found in the Psalms and other Old Testament passages?
12. Who did the "vote" fall upon to take Judas' place and why was he qualified?
13. What was something new to you that you learned from this reading of Acts 1 and why do you think it is important? | 1,501 | 818 | {
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Going to Canada: Li-ming's Diary
by Susan Paris illustrated by Karen Odiam
Book Summary
Li-ming's family is moving from China to Toronto. Going to Canada is Li-ming's diary account of how she prepares for the move and how she feels about it. The text compares life in China with life in Toronto.
Features of the Book
* Personal account
* Chinese names – Li-ming, Tag-hee
* Diary format
* Questions posed by the writer
* The use of similes – like the world is wrapped in a big white quilt; they all honk like geese
Purpose
Going to Canada: Li-ming's Diary can be used to introduce and reinforce the following skills and understandings:
interpreting and analysing characters' feelings, relationships, and actions; S
making inferences; S
identifying the main theme of a story; S
identifying the use of figurative language such as similes; S
writing using figurative language such as similes; S
exploring the reasons why people move from one country to another. S
Investigation Tools
* Making Connections – Why Do People Move?, page 29
* Digging Deeper – China, pages 30–31
* Looking Closer – Mandarin, page 32
The Guided Reading Lesson
Interpreting and analysing characters' feelings, relationships, and actions S
Making inferences S
Introducing the text
Encourage the students to share their experiences of going somewhere new. Experiences may include moving to a new country or city, changing schools, joining a new sports team or music group, or going on holiday to meet relatives that they haven't met before.
– How did you feel about going?
– What did you want to know before you went?
– Who made sure that you didn't get lost or lonely?
– Was it different to how you imagined? How was it different?
Look at the cover of the book and read the blurb together. Explain to the students that you want them to think about Li-ming's feelings as they read the story.
Reading and discussing the text
Look at the contents page together. Discuss why the chapter headings are dates.
Ask the students to read Li-ming's first two diary entries (to the end of page 8).
– What does Li-ming know about life in Canada?
– How is she feeling about going to live there?
When the students have finished reading, encourage them to share their ideas with the group.
– Do you think that Li-ming understands what it will be like in Toronto? Why?/Why not?
– Where does it tell you that in the story?
Explain to the students that sometimes we learn more from a story than it actually tells us. This is called making inferences.
Ask the students to read to the end of page 14 and to think about how Li-ming and her mother are acting and feeling.
– Why couldn't Li-ming and her mother sleep? Does the text tell us this?
– How does Li-ming feel about leaving her grandmother? Will she ever see her again?
When the students have finished reading, discuss the inferences that they have made and the information they used to make them.
The students can now read the rest of the book independently. Write one or more of the following questions on the board to guide their reading:
– What is Li-ming worried about?
– Will Li-ming like living in Toronto? Why?
– How would you have felt if you were Li-ming?
When the students have finished reading, they could make brief notes in answer to one of the above questions. Give the students an opportunity to discuss their answers.
The last four pages of the text contain non-fiction information related to the stories. The students can read this now, or they can read it later as part of their independent reading.
Revisiting the Text
The activities below can be used immediately after the guided reading lesson, during later reading sessions as mini-lessons, or as independent activities.
Identifying the main theme of a story S
Explain to the students that a theme is the big idea in a story.
– What is the big idea in Going to Canada? (dealing with change and the feelings associated with change)
Write the theme on the board. Point out that the theme is not specifically about Li-ming or about moving from China to Canada. Brainstorm other story ideas that could be written on the same theme, such as changing schools or moving to a new house.
Identifying the use of figurative language such as similes S
Write "It looks like the world is wrapped in a big white quilt" on the board and ask the students to find this sentence on page 21 in the text.
– Why do you think the author used this sentence?
– What picture does it make in your mind?
– Can you think of another way to describe clouds?
Explain that a simile describes something by comparing it with something else. Similes often use "like" to show the comparison. Ask the students to find the simile on page 24 and discuss it in the same way.
The students can use the blackline master on page 72 to write similes that describe things in a big city.
Exploring the reasons why people move from one country to another S
Ask the students to read the information on page 29. Discuss reasons why people move, and list them on a chart. Discuss each reason based on the students' own experiences or experiences of people that they know. | 1,978 | 1,139 | {
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Jervois
Primary School
Stop
The
& Think
Learning Pit
POLICY – BULLYING AND HARASSMENT
Everybody has the right
- to feel happy and safe
- to learn without being bullied or harassed
- to be the best they can be
Be an upstander
- Respect other's differences
Upstanders move from silence to action.
- Refuse to be a bystander/Be a role model
- Be kind and help others who are being bullied
Bullying Policy 2017, Review 2019
Upstanders help to stop the problem.
STEP 1-Do something about the bullying.
Here are the HAND & STAND steps YOU can take.
S
tand tall and walk in a way that shows you deserve respect.
Your body language can help you from being a target.
T
ell an appropriate adult Responsible reporting is a way to help solve problems.
A void being in harms way Getting away from a dangerous situation is not being a coward; it is being smart.
N o- say NO to the bully's demands from the start (If you are in physical danger, go along until you can report it)
D
o the right thing Stop & Think, Be kind, Stand upSpeak up.
Remember bullies will continue if you do nothing about it!
Adapted from infographic by BullyEpidemic.com with a student group SOURCE: www.bullyproof.org/bullyproof_stand.php
Another way we work together to make our school bully free is through acts of kindness.
What will teachers do
What else could happen
- Teach the Child Protection Curriculum
- Help you to develop strategies to deal with harassment/bullying, conflict and anger
- Support you to bounce back and be resilient
- The teacher will record the harassment
- Provide follow up and consequences
Other places to go to get help
- https://bullyingnoway.gov.au/
- www.thinkuknow.org.au
- http://au.reachout.com/
- Kids Helpline 1800 551 800
- Parent Helpline 1300 364 100
Bullying Policy 2017, Review 2019
- We will work through the School's Behaviour Management process
- Contact Parents
- At the discretion of the school Principal and staff continued bullying and harassment will result in suspension
- Murray Mallee General Practice Network 85311303
- Headspace Murray Bridge 85312122
- www.youthbeyondblue.com
- SAPOL (SA Police) | 1,034 | 529 | {
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English IV: Introduction to College Reading and Writing email@example.com www.thatenglishteacher.com
A Thousand Splendid Suns: Part Three
Chapters 27-47 Discussion Questions
Please answer these questions in your notebook. Present a group copy for a group grade.
1. Rasheed digs Laila out of the rubble of the explosion that kills her mother and father and takes her into his home. Does his behavior seem unusual? What are his motives for taking care of Laila?
2. How has U.S. foreign policy led to the continuing chaos in Afghanistan?
3. Why does Laila agree to marry Rasheed, a sixty-year-old man, even when she considered the act dishonorable?
4. Why does Rasheed demand total submission from the two women?
5. Why does Mariam blame Laila for marrying Rasheed? Why does she see Laila as a competitor for Rasheed?
6. How has the death of his son affected Rasheed?
7. Why does Rasheed continue to taunt Mariam when he has absolute control over her?
8. What is the effect of wearing a burqa on Laila?
9. What are Mariam's changing feelings as Rasheed becomes more upset with Laila?
10. What is the significance of Mariam and Laila having tea together?
11. How is the violence in the streets of Kabul parallel to the violence in Rasheed's home?
12. Mariam and Laila ask a young man for help when they are trying to leave Kabul. Why does he betray them to the soldiers?
13. Why has Rasheed become so cruel to Mariam and Laila? How has the breakdown of society, as a result of the war, allowed this to happen?
14. How does the presence of the Taliban in Kabul affect Rasheed differently from Laila?
15. Why does Laila not go through with aborting Rasheed's baby?
16. What does Mariam come to understand about motherhood?
17. How is Laila's son being educated in the male-dominated culture of the Taliban? How does Zalmai show that he is following his father's example in how he responds to Laila and Mariam? How is Laila's daughter taught to conform to the role laid out for women?
18. What is it about the movie, Titanic, that is so interesting to the people of Kabul?
19. Why does Laila confront Rasheed with his inability to keep a job when she risks being beaten by him?
20. How does Mariam feel when she finds out that her father tried to visit her when he was dying and she refused to see him?
21. What does the suffering that Laila endures to visit her daughter in the orphanage say about the Taliban's effect on society?
22. How is Aziza changing in the orphanage?
23. Is Mariam justified in killing Rasheed? How is the act of murder a kind of fulfillment for Mariam?
24. After the murder of Rasheed, how has the relationship between Mariam and Laila changed?
25. How will Laila's lying to her son affect him when he realizes the truth?
26. What enables Mariam to have the courage to bring about Laila's escape from Rasheed's home?
27. Why does Mariam request no visitors when she is put in prison?
28. What is ironic in what the judge says to Mariam about carrying out God's laws?
29. How does Mariam show that she has grown into a woman of strong character before her death?
30. How does Mariam find peace before she dies? | 1,325 | 762 | {
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INQUIRY INTO HEALTH AND WELLBEING OF KANGAROOS AND OTHER MACROPODS IN NEW SOUTH WALES
Name:
Name suppressed
Date Received: 20 April 2021
Partially Confidential
a. I live in a rural location 55km from the nearest regional town. I purchased this property because of it's 60 acres of natural vegetation and location between three ecologically significant regions. My property acts as a corridor between national parks (Albany region, Porongorup and Stirling Ranges). I welcome all wild animals to my property and aim to provide a safe location for them, as well as preserving the ancient trees and other flora that are food for these animals. I am part of a wildlife rescue team and take on western grey joeys from 1kg. I release them on my property when they are old enough to become part of 'the mob'. When I moved here 6 years ago there was no mob. No kangaroos. That's because one boundary of my property is a main road. It kills roos. Then I am surrounded by farms on 3 sides. Farmers shoot roos. Whenever I hear people say there are too many roos I know they are coming from a road/farmer perspective. Too many roads and too many farms. This gives the impression that roos are everywhere. Roos are just trying to find safe places to raise a family and be part of a mob.
b. n/a
c. In addition to the threats of roads and farmers, there is the issue of water scarcity. The property next to me is a natural water hole. It's the only natural water source for kms. My property is riparian wetland, banksia woodland, and jarrah/marri forest. The waterhole next door is never full of water. There are too many dams on surrounding farms. They take all the water. When roos go to dams for a drink it's because all of the natural water sources have dried up due to over-farming of the land.
d. I am constantly living in a state of trauma. Every time I hear a gunshot I run outside to see if it's people shooting roos. I call for the roos I know to come home. I fret constantly if a roo I know isn't around after shooting. I have known many roos to not come past again because they've been shot or run over. I sit by the roadside and cry when I see a roo dead on the road near my place. My son loves our roos just as much as me. He knows the ones we have released and he knows which ones are wild. My partner has grown up on farms. He used to shoot roos for fun. Now he feeds them. He says he'll never shoot a roo again because he's learnt how intelligent and social they are.
e. I have seen mother roos wait beside their joeys for them to get up after being stuck in fences when being hunted by shooters. I have seen shooters chase roos into fences so they get stuck and are easier to kill.
f. n/a
g. I have contacted my neighbour to ask him to help kangaroos that have been shot but not killed on his property. He does not respond. He lets them die slowly in the paddock. Their family stay for a while, and come back and forth until the roo dies a horrible death. If shooters can't shoot them with one shot they should not be allowed to shoot at all. Kangaroos are mobile animals and people would need lots of training to do this well.
h. Much more needs to be done to prevent deforestation and the destruction of wildlife corridors. Humans have a terrible record when it comes to protecting biodiversity. David Attenborough says in his 'witness statement' that we have only a few years left to save our planet, and we must start with re-wilding the wild. | 1,289 | 810 | {
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STATEMENT OF BRITISH VALUES
Version Control
DE LA SALLE SCHOOL STATEMENT OF BRITISH VALUES
What is meant by "British Values"?
Ofsted defines British values as:
* The rule of law
* Democracy
* Individual liberty
* Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith
In addition to these four core values, we believe that the following list exemplifies some additional key British values:
* Appreciation of the rights of other citizens
* Respect of the rule of law
* The promotion of opportunities for all
* Religious tolerance and respect for cultural diversity
* Support for those who cannot, by themselves, sustain a dignified life-style
* Treating others with fairness
* The contribution to, as well as the benefit from, cultural and economic resources
* Participation in community life
Although this list is not exhaustive, we believe it encapsulates the attitudes that De La Salle School values and seeks to inculcate in its young people.
'' Lasallians recognize that each person can and needs to be formed in a holistic way. Inspired by the Founder's writings and experience and by the living tradition of the Institute, Lasallians regard education as a process of integral human formation. They recognize human dignity in the face of everyone they meet. ''
De La Salle Brothers: Circular 461, 2010
How do we promote these values at De La Salle School?
At De La Salle we believe that our core purpose and mission makes explicit our fundamental belief in many of these values. This statement is the foundation of all our work with our students. Our core values of faith, respect, challenge, innovation and compassion actively promote many of these British values and send a clear message both in word and practice that we promote inclusion, opportunity and entitlement of all members of our community.
'Pupils are prepared well to become involved in, and make a positive difference to, the world in which we live.' Ofsted 2020
'The Catholic life of the school is outstanding.' Section 48 Inspection Report, November 2018
British values are embodied in the following more specific ways:
* The RE curriculum contains the following elements which are directly applicable to promoting British values:
* All our students study RE from Year 7 -11 and the majority of our students take the subject as a GCSE
o Year 7: Belonging, community, identity, justice, reconciliation and forgiveness
o Year 9: Family values, prejudice and discrimination
o Year 8: Personal vocation, respect, discrimination, Judaism and human rights
o Year 10: Social teaching
* Students also participate in one 60-minute lesson per week of Personal, Social, Health and Citizenship Education (PSHCE) from Years 7-11, covering the following topics:
o Year 11: Marriage, families, gender equality, gender prejudice and discrimination
o Year 7: Diversity prejudice, challenging stereotypes, family life
o Year 9: Rights and responsibilities in the community, tackling age and disability discrimination
o Year 8: Tackling racism and religious discrimination, promoting human rights
o Year 10: Understanding of different families, tackling relationship myths and expectations
o Year 11: Human rights and cohesion
Other ways in which we promote British values include:
* The School Council and year councils encourages active participation in the school and wider community
* Assemblies, held weekly, are led by the Head of Year or a senior member of staff and focus on many of these identified elements through their weekly themes
* The school supports local, national and international charities. For example CAFOD, Laughter Africa, St Helen's Food Bank, Cancer Research, Guide Dogs and British Heart Foundation among others | 1,731 | 773 | {
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edieval cholars
Learning was kept alive in medieval ________________________________.
Manuscripts were recopied for centuries by hand. Over the centuries, mistakes were made and then repeated. Scholars noticed these inconsistencies.
In the 12the century new _____________________ were set up in the cathedrals of the larger cities. They were attended by _____________________.
The first major universities were formed in Bologna, ____________________, and ________________________. University classes at that time were taught in _________________________, which was the language of the Church (and therefore of scholarship).
Three Literary Giants: There were 3 well-known __________________ scholars.
Dante
Petrarch
Boccaccio
edieval cholars
Learning was kept alive in medieval monasteries
In the 12the century new schools were set up in the cathedrals of the larger cities. They were attended by boys.
Manuscripts were recopied for centuries by hand. Over the centuries, mistakes were made and then repeated. Scholars noticed these inconsistencies.
The first major universities were formed in Bologna, Paris and Oxford. University classes at that time were taught in Latin, which was the language of the Church (and therefore of scholarship.
Three Literary Giants: There were 3 well-known Italian scholars.
Dante
Wrote the Divine Comedy
Petrarch
Wrote the Book of Songs
Boccaccio
Wrote the Decameron - a book of 100 short tales about Italian life. 3 men and 7 women fled from the plague and tell stories to entertain each other.
We read Dante's Divine Comedy: As Told for Young People (affiliate link) aloud together. The kids enjoyed this... Some parts were better suited for Middle School Students because as you probably know, Dante was describing the punishments given to various people.
Disclosure: Please note that some of the links in this packet are affiliate links, and at no additional cost to you, I will earn a commission if you decide to make a purchase.
Photo Credits:
Dante: https://commons.wikimedia.org/wiki/File:Dante_Luca.jpg
Petrarch: https://commons.wikimedia.org/wiki/File:Francesco_Petrarca00.jpg
Boccaccio: https://commons.wikimedia.org/wiki/File:Boccaccio_by_Morghen.jpg
You might be interested in some of our other Middle Ages Posts: (over at homeschoolden.com)
- Middle Ages Unit: The Medieval Church and Monasteries Worksheets
Middle Ages: King Arthur, Charlemagne
-
- Middle Ages Projects and Books
- Middle Ages – Notebook Pages on England and France (800-1200)
- Crusades Notebook Pages (Middle Ages Unit)
- The Four Alls (Learning about Feudalism in the Middle Ages) | 1,339 | 581 | {
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Heathland School Curriculum Newsletter
Year 5 Term : Spring
English :
In English, we are currently focussing on Shakespeare's Macbeth, specifically playscripts and persuasive writing. This will be followed by a focus on the Jabberwocky poem where language features will be analysed. Towards the end of the term, we will be focusing on the fiction book Oranges in No Man's Land. We will continue to look at a range grammatical concepts and punctuation including:
Topic : Our Topic for the Spring 1 Half Term is 'What is Earth's role in Space?'
Expanded noun phrases, commas, relative clauses, colons, prepositional phrases, adverbs and persuasive languages
Maths :
Topics
In Maths, we are currently focusing on the four operations, with particular emphasis on multiplication and division including solving complex problems involving these operations.
In Spring 2, we will be focussing on fractions, decimals and percentages. Children will become familiar with the concept of fractions through objects and pictures, as well as represented as numbers ,which supports their understanding and ensures rapid progress.
All of our Maths lessons follow the 'Learn, Apply, Reason' structure which ensures that children are able to practise the concepts they have been taught, apply them to new contexts and discuss their understanding.
To help support your children at home, encourage your children to continue to practise their times tables and corresponding division facts regularly.
Spring 1 : What is Earth's role in Space?
This will involve children learning about how the Earth works. This includes the different forces upon Earth, moon cycles, the wider universe and different states of matter. As part of our Topic, our Year Group is taking part in a Science workshop called 'Journeys Into Space'.
In Spring 2, our Topic will be 'What impact do plastics have on Earth?' and we will be learning about the environmental impact of plastics.
Spring 2 : What impact do plastics have on Earth?
In addition to this, Year 5 children have been creating art pieces both in class and in Art Club that will culminate in an art show later on this school year.
PE, PSHE and Mind Up : In PE, we are currently focusing on basketball. All children have an opportunity to explore and develop skills in passing, ball-handling, shooting, dribbling and attack/defence. On Mondays, we have been taking part in lessons with a specialist sports coach from Fit for Fun.
In swimming, the Year 5 children are continuing to work towards achieving their goal of swimming a length of 25 metres of the pool.
Children will be continuing to learn about how their brains work through Mind Up lessons and in PSHE, they will be learning about how to share their goals and dreams and planning small steps towards
PE kits should include:
* White shirt
Heathland School Curriculum Newsletter
Noticeboard
Reminders
PE is on a Monday
* Black or navy bottoms
* Black trainers or plimsoles
Swimming kits should include:
* Towel
* One piece swimming suit/ trunks
* Swimming hat
* Goggles (optional)
* Waterproof bag (named)
No children should be wearing jewellery on these days
School uniform should include:
* White collared shirt
* Navy jumper/ school sweatshirt
* Black bottoms
* Black shoes or plimsoles
Please ensure that your child's items are labelled in case they become lost in school.
Home learning is due in on Tuesday
Music is on a
Wednesday
Swimming is on a
Thursday
Key Dates this Term
Wednesday 2nd February-Matilda Production
Friday 4th February-Science Space Workshops
Monday 7th February—Friday 11th February—Children's Mental Health Week
Tuesday 8th February—Safer Internet Day
Friday 11th February - 3.00pm finish—Students' Last Day Before Half Term
Monday 14th February - Friday 18th February — Half Term
Monday 21st February — Students Return to School
Tuesday 22nd February - Rights Respecting School Accreditation Thursday 3rd March—World Book Day
Wednesday 23rd & Thursday 24th March - Parents Evening
Friday 1st April- 2.00pm finish—Students' Last Day of Spring Term | 1,874 | 879 | {
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2022 Little Leprechaun Junior Golf Program
The Little Leprechaun Junior Program is five sessions of instruction covering all aspects of the game. This program will extend beyond the sport of golf with fun athletic activities such as hitting, throwing, hand-eye coordination drills, and rotary motions. This will not only help them become better golfers but also better athletes and develop core values that will carry with them into their adult lives such as etiquette, respect, patience, honesty, and goal setting. This program is suited for kids between 5 – 13 years old.
Each session starts with a warm up and exercise period followed by fun sporting activities that will lead us into the golf lesson of the day. After 30 minutes of instruction and activities, the students will play the designated amount of holes of golf that is next to their age group. Finally, each day will conclude with a complimentary meal for the students.
Benefits to Junior Program:
* Rules, etiquette, and core values
Session Schedule
* Fun exercises and games
* Motor skill development
* Full swing and short game instruction
* On course play with on course instruction
* Meal provided daily after golf
* Last day is family play day and pizza
* FREE GOLF AND RANGE USE!!!
Day 1 –
Teach how to read a green
Putting fundamentals
Scramble group golf
Day 2 – Tossing and throwing games Chipping fundamentals Scramble group golf
Day 3 –
Day 4 –
Balance and tempo Drills
Pitching fundamentals
Play their own golf ball
Program Schedule: Tuesday
June 14
th
, 21
st
, 28
th
July 5
th
, & 12
th
Ages 11-13 8:30am – 9:00am
Play 5 Holes after Lesson
Ages 8-10 9:30am – 10:00am
Play 3 Holes after Lesson
Ages 5-7 10:30am – 11:00am
Play 1 Hole after Lesson
Endurance and rotation drills
Iron full swing fundamentals
Play their own golf ball
Day 5 –
Team scramble with family
$170 for Five Sessions of Instruction and Golf
2022 Little Leprechaun Junior Golf Program
Name: _______________________________ Age:____________
Parent/guardian: ________________________________________
Phone: __________________ Email_________________________
Emergency Contact name and relation_________________________ Phone__________________________
Questions or concerns?
Matt Kersten Director of Golf 608-741-1100 email@example.com
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Saint Joseph School
Crescent Springs, KY
Required Summer Reading Books and Activities
Entering Grades 1-3 Note: Students will read both books.
Grade 1
Chrysanthemumby Kevin Henkes
Pete the Cat Rocking in My School Shoesby Eric Litwin
Note: Most incoming first grade students will not be able to read the books listed. Parents are asked to read the books to their child so that the child is familiar with the story.
Grade 2
Henry and Mudge and the Happy Catby Cynthia Rylant
Diary of a Flyby Doreen Cronin
Grade 3
Read one book from theMy Weird School Seriesby Dan Gutman
Read one book from theCam Jansen Seriesby David Adler
Students entering Grade 4 will choose one book from the I Survived series by Lauren Tarshis and one from the list of fantasy books below. Choose from:
The Sasquatch Escape by Suzanne Selfors Phoebe and Her Unicorn by Dana Simpson (Or any other of the four "Unicorn" Books that she has written in that series) Fortunately, The Milk by Neil Gaiman (or any book from the Big Nate chapter Book series by Lincoln Pierce) Any Big Nate Chapter book by Lincoln Pierce
Students entering Grade 4 will read a total of 2 books.
Students Entering Grade 5 will choose one book from the Who Was? What Was? Where Is? series. If you're not sure what they are, check out whowasbookseries.com. Students will also choose one of the following books:
Magic Marks The Spot (Very Nearly Honorable League of Pirates)
By Caroline Carson Moo by Sharon Creech Hoot by Carl Hiaasen
Students entering grade 5 will read a total of 2 books.
Students entering Grade 6 will read 2 quality fiction books at or above the 4 th grade reading level. Students will complete 2 projects form the given choices, one for each book.
Students entering Grade 7 will read 2 quality fiction books at or above the 5 th grade reading level.
Students entering grades 6 & 7 will complete 2 projects from the given choices, one for each book.
1. A two to three minute book review video.
2. I AM poem from the point of view of one of the main characters of the book.
3. Create a new front and back book cover to the book including your own descriptive preview of the book. (Rubric is posted on the school website: www.sjscrescent.com under the "Most Popular")
Students Entering Grade 8 will read Out of the Dust by Karen Hesse, a novel about a young Girl who struggles to survive and then live through the Dust Bowl. The novel is completed in free verse poetry which provides an inviting atmosphere for readers. A unit of study will review the novel, man's destructive forces on the environment, and his responsibility to preserve the world. Eighth graders will choose a novel (grade level) to read, will decide whether to describe the protagonist or the antagonist by writing an I AM poem. Poem format will be provided. | 1,242 | 655 | {
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Lesson Study
Process, Data Gathering, and Commentary
Pre-conference
Purpose of lesson
Size of Geoboard
How that relates to further lessons
Data Collection
Teacher dialogue
Observation of identified students
Student work
Student journal entries
2 video cameras
Gathering Data/ Observing one student
Right from the beginning she took a more active role. I'm going to try it. Now you do it. I'll hold the paper. She was always doing something today. Much more engaged. She had strategies to try, like take what partner did erase and copy what partner was doing or darken work. She was listening very careful. 85% of the time she still was not getting it. She hadn't finished. Then she watched Conner share, " these 2 match, these 2 match ." Her partner wrote equation.
Classroom Data-Reviewing Transcript
Types of questions
Probing
What is the name of the shape?
Clarifying
Checking for understanding
Generalizing
What do you think? Are they they same?
Do you agree? Can you explain what she said?
Is this like any thing else we've seen?
Teacher Moves
Misconceptions
Use of seating chart
Order of strategies
Naming strategies
Students explain other students work
Audience Questions -Number of rubber bands?
If I give them more rubber bands, then they would like to use a lot. They would make too many parts. That doesn't lead to simplest way. Somehow they would need to do part from here to here, 1 by 1 matching instead of looking at the whole shape.
Team discussions
Logistics
Revision of the next day's lesson
Solution that didn't appear
Orientation of shape
Notation on square inch
Reviewing student reflections
Use of white board
Background information available
Teacher controls story by writing
Teacher controls pace
Key ideas highlighted with color
Strategies available for review and comparison
Anticipating student responses
Solutions anticipated in planning process
Keeps lesson focused and allows teacher to make on the spot decisions as lesson progresses
Knows the contribution to mathematical content to be gained from each type of response
A little secret-Follow the students
Once you have spent so much time thinking and planning the lesson and the reasons behind all the moves, then the lesson starts and you let go of the plan. Everything is there, so you let go and follow the students. The lesson study develops a wide map of scope of what comes before and after, the lesson is just a product of the process of thinking about the whole unit and teaching. The most important part of the process is planning, not the actual lesson plan.
Aha's
Teachable moment
Divide in half, use comfortable vocabulary during exploration
Opportunities to self correct
Debate about what shape comes next?
Important Mathematical Ideas
Importance of multiplication
Having students generalize across solutions
Pretend strategy - composing and decomposing shapes
Conservation of area
Justification
Professional Development
Original sessions
Video available for further discussion
Have teacher's anticipate lesson design
Analyze what moves helped further lesson
Discuss the important mathematical content and how it can be built upon in further grade levels
Conclusion
The Japanese lesson is whole class-child centered. It is focused on the students, paying attention to what moment they learn something without the teacher correcting. Students noticed something, then they can be influenced by peers or maybe sometimes by people other than the teacher.
Students learn by contrasting or similarity to peers. They hunger for new ways to do things. The self-motivated is important for learning. | 1,490 | 797 | {
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Union Public Schools, Independent District #9, is a premiere Oklahoma school district, known for its excellence, pride, and tradition. Its reputation is based on visionary curriculum, superb faculty and staff, award-winning fine arts programs, championship athletic and academic teams, outstanding facilities, and a community that supports the school system.
Oklahoma School District Earns High Test Scores with Everyday Mathematics®
18 schools. The student population is 51% Caucasian, 18% Hispanic, 14% African American, 10% Native American, and 7% Asian. Thirty-nine percent of students qualify for free or reduced-price lunch.
year. Since then, students' math scores have steadily improved.
Everyday Math Works With Shifting Demographics
The Union Public School District is located approximately eight miles from downtown Tulsa and serves more than 14,650 students in Grades Pre-K–12 in
District teachers in Grades K–6 piloted Everyday Mathematics ® during the 2002-2003 school year. The program was implemented district-wide in Grades K–3 the following year and then adopted in Grades K–5 for the 2004-2005 school
"When we implemented Everyday Math, the district's demographics were beginning to change," explained Shannan Bittle, math curriculum specialist for the district. "Our test scores reflect an influx of new students, especially in the lower grades. New students in those grades often come to us with very little math background, but by the time they reach Grade 5, they've experienced at least one to two years of Everyday Math and are able to attain and maintain good scores."
Curriculum Translates into Student Success
Everyday Mathematics works well in the Union Public School District because of its distributive practice, Bittle said.
"With one to two years of Everyday Math , students are able to attain and maintain good scores." Shannon Bittle, Union Public Schools Math Curriculum Specialist
"Students are exposed to a skill several times before they reach mastery," she said. "The program also teaches problem-solving skills and number sense, which means they gain a great foundation of math and understanding of the procedures involved. Many of the routines introduced and used in Everyday Mathematics preview algebraic concepts that students will learn in Algebra I and Algebra II."
1008
Students understand how numbers fit together because Everyday Mathematics addresses multiple ways to solve a problem, Bittle said.
"I think that's a great aspect of the program because it addresses all the different learning styles of our students. That means children can find what works best for them. They learn there's more than one way to solve a problem, which is also a great life lesson," she said.
Scores Reflect Learning
Since implementing Everyday Mathematics, students at Union Public Schools have scored well in math on the Criterion-reference Test (CRT).
For example, 84% of Grade 5 students scored Satisfactory or Advanced in 2004 prior to exposure to Everyday Mathematics. After four years with the research-based program, that number increased to an impressive 92%.
Students in Grades 3–4 also maintain high scores in math with scores in the 80-90% range.
"This success is not only a reflection of the Everyday Math program, but also the amazing teachers that work so diligently with our students." Shannon Bittle, Union Public Schools Math Curriculum Specialist
For additional information on the Everyday Mathematics program, please contact us toll-free at 1-800-648-2970 and visit WrightGroup.com.
Expect More. Achieve More. | 1,575 | 709 | {
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Little Read 2013: Rules by Cynthia Lord
Title:
That's the Rule
Content Area:
Mathematics
NC SCOS or Common Core Objective(s):
NC SCOS OBJECTIVE: 5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 in each line and a given point in the plane located by using an ordered pair of numbers, called coordinates.
Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis, and y- coordinate).
Rationale/Relationship to Text:
In the book RULES, Catherine provides David with rules that continually remind him what is expected of him and what is appropriate and not appropriate for him to do.
Through this lesson, students will be able to understand that there are rules that apply not only to society, but also to mathematics.
The student will demonstrate an understanding of math coordinates through the "rules" established in math when graphing coordinates on a plane.
Rules in Math:
You have to walk across the lobby before you can go up or down the elevator.
OR
When graphing a point, the first number or coordinate (x) in the ordered pair (x,y) tells you how many spaces to go left or right. The second number (y) tells you how many spaces to go up or down. Start at 0.
Instructions/Procedures:
Why do you think Cynthia Lord (the author) chose to name the book RULES?
Give me some examples from the book of some rules that Catherine established for David other than the rules mentioned on the back of the book.
What are some examples of rules that we must follow in society? Example (school, library, church,etc…)
Why must we follow these rules? What happens if we break these rules?
Did you know that there are rules in Math?
(If many say yes, ask them to give you an example)
Examples to give to students:
When we see a + sign in a math problem we know that we have to add. What happens if instead of adding, I subtract? I will get the answer wrong because I did not follow that rule ( A
+ sign, tells you to add)
Today, I am going to teach you how to graph coordinates on a plane. In order to graph coordinates on a plane we have to follow a rule.
Rule:
You have to walk across the lobby before you can go up or down the elevator.
AND
When graphing a point, the first number or coordinate (x) in the ordered pair (x,y) tells you how many spaces to go left or right. The second number (y) tells you how many spaces to go up or down. Start at 0.
As a class, practice graphing coordinates on a plane.
(Use worksheet That's the Rule -- Coordinate Planes 1 first to give students practice graphing coordinates. Then students can do the activity below as an extension of the first activity.)
Ask the students to choose anything from the book Rules to draw on the coordinate plane. After drawing the picture, they are to find the coordinate points of the picture and write them down on a sheet of paper. They will then graph their own picture using their coordinates to make sure that they have the same outcome. Finally, the students will trade their coordinates with other students in the classroom and they will graph them on a plane.
Materials: RULES
Graphing paper
Writing materials
References:
Rules by Cynthia Lord. | 1,371 | 771 | {
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HAND WASHING FACILITIES
FOOD SAFETY FACT SHEET
KEY POINTS
Make sure hand wash basin have soap, paper towels and warm running water
Don't block access to the hand wash basin
Only use for washing hands
COMMON ISSUES
Hand wash basin is not easily accessible
The hand wash basin should be freely accessible by staff to wash their hands several times throughout the day, such as;
Before and after handling raw meat
Before commencing work
After going to the toilet
After smoking
After coughing
After sneezing
After cleaning
In between changing tasks e.g. after taking the rubbish out and before beginning wash up duties
A bench in front of the hand wash basin prevents staff freely accessing this basin to wash their hands.
HAND WASHING FACILITIES
Hand wash basin is not supplied with warm running water, soap and disposable paper towels
The hand wash basin should have plenty of warm running water, soap and paper towels for effective hand washing.
Warm water assists in the removal of oils that can carry bacteria.
Soap assists in the removal of oil and bacteria and should be lathered over the hands including palms, individual fingers, fingernails, and back of hands and wrists, for a duration of 20 seconds - an easy way to time this is to sing "Happy Birthday" twice.
Disposable paper towels are the most effective way to dry your hands as they can then be disposed of as well as any bacteria that has been transferred to the towel – this transferal of bacteria is the reason why tea towels and hand towels are an ineffective option.
No paper towels in the dispenser means staff will dry their hands on unsuitable items such as tea towels, aprons, their clothing or worse choose not to wash their hands at all!
Hand wash basin is being used for other activities
The hand wash basin is solely for the use of washing hands, arms and the face. The washing of hands in sinks which are used for other activities creates a transfer of bacteria from the sink back to the hands, creating an ineffective hand washing solution.
No other items are to be store in or around the hand wash basin.
Common items seen in hand wash basins are:
* Food products
* Defrosting Food
* Gloves
* Utensils
* Food debris from discarded ingredients
HAND WASHING FACILITIES
GOOD EXAMPLES
Good examples of hand wash basins are adequately supplied with warm running water, soap and disposable paper towels, they can be easily accessed by food handlers, and are used only for the purpose of hand washing.
Food Premise Assessment Report Questions
Q. Food handlers wash and dry hands thoroughly using hand wash facilities -4*
Q. Food handlers wash hands before commencing/recommencing work and after: using the toilet, coughing, sneezing, smoking, handling raw meat, cleaning, etc. - 8*
Q. Hand washing facilities are easily accessible and used only for washing of hands, arms and face - 1
Q. Hand washing facilities have warm running water through single spout, single use towels and soap - 4, 8*
Minor breach= 1 point; Major Breach = 4 points; Critical Breach = 8 points (1 critical breach results in an automatic fail).
Star Ratings and Scores
0-3 points = 5 Stars 4-8 points = 4 stars 9-15 points = 3 stars Over 15 points (or 1 critical breach) is a failed inspection requiring further action.
These questions relate to the Standard 3.2.2 Food Safety Practices and General Requirements and Standard 3.2.3 Food Premises and Equipment both include hand washing requirements.
The hand washing requirements for food handlers are set out in Standard 3.2.2 Food Safety Practices and General Requirements. For further information on these requirements see the separate fact sheet Food Safety Standards - Health and Hygiene, Responsibilities of food handlers.
Under Standard 3.2.3 Food Premises and Equipment, businesses must provide hand basins that are easily accessible and located in the places where food handlers need to wash their hands, for example, in food preparation areas and near the toilets. Businesses must also make sure that the basins have a supply of clean warm running water.
In addition, under Standard 3.2.2 Food Safety Practices and General Requirements, businesses must make sure that the basins are supplied with soap or other cleaners and that staff can thoroughly dry their hands by using, for example, single-use cloths or paper towels. There must be a container for used towels if this is appropriate, and businesses must also make sure that the basins are not used for anything other than washing hands, arms and faces. | 1,984 | 990 | {
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STEM
This week I would like you to complete some STEM activities.
Paper Plane
You all enjoyed trying to make paper planes in class so I
would like you to try these paper plane challenges. Try to complete this paper plane challenge Try some of these different designs paper plane designs Let me know which design went furthest and could carry the most 'cargo'. Send me a video on Dojo of you testing out one of your planes.
Space Rocket
I would like you to design and create a rocket model to go to the moon (like Neil Armstrong).
Watch this STEM with Mr N video about some different ways to make rockets that you could try if you like (with some adult help).
Design your rocket on a piece of paper first. Think about what items at home you could use to create it: toilet roll tubes, empty cereal cartons, tins, plastic bottles, cardboard-get creative!
After you have designed your model, create it.
Why not name your rocket too, the name of the rocket that took Neil Armstrong to the moon was the Apollo 11.
Send me a picture/video of your rocket on Dojo-I can't wait to see what you create!
The Dumfries and Galloway STEM challenges for this week will also be in the files section on the Teams general page if you would like to give some of them a try.
French – Stationery
Learn the words for stationery in these fun videos with Mr Innes:
Part 1 Part 2
Play this French game with family at home: Collect some stationary items and lay them out on a table. Everyone closes their eyes whilst one person chooses an item to hide behind their back. Then, everyone tries to work out which item is hidden by guessing in French e.g:
"Tu as un crayon bleu?" - "Do you have a blue pencil?" Reply: "Oui" or "Non"
Try to include colours if you can! Although in French you say the colour after the item of stationary. The person who correctly guesses gets to hide the next item.
Health and Wellbeing Fire Safety
Complete this lesson: 'Fireproof'.
You will learn all about fire hazards in the home and how to prevent fires from starting. A firefighter will show you how to check the fire alarm in your home is safe and working properly. You will also be shown how to create an evacuation plan for your own home. If you'd like to make one, I'd love to see a picture of it on your Dojo profile. Once you've finished the lesson, you can complete the quiz.
P.E
Mrs Gray indoor PE
Mrs Gray has made another great PE at home video for you to try!
I am sure she would love to hear from you if you have given it a go!
firstname.lastname@example.org
Joe Wicks will be doing his P.E workouts again live at 9am on Mondays, Wednesdays and Fridays. Try and join in with some of these or watch past ones that he has posted.
Try to spend some time outside in the fresh air too!
Send me some pictures of you spending time outside! | 1,068 | 640 | {
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Class : 7
¸ÁªÀðd¤PÀ ²PÀët E¯ÁSÉ
Department of Public Instruction
PÀ£ÁðlPÀ ±Á¯Á UÀÄtªÀÄlÖ ªÀi˯ÁåAPÀ£À ªÀÄvÀÄÛ CAVÃPÀgÀt ¥ÀjµÀvÀÄÛ
PÀ.¥Ëæ.².¥À ªÀÄAqÀ½, ªÀįÉèñÀégÀA, ¨ÉAUÀ¼ÀÆgÀÄ - 560003.
K.S.E.E.B, Malleshwaram, Bengaluru - 560003.
Karnataka School Quality Assessment and Accreditation Council
¸ÁªÀiÁ£Àå ªÀi˯ÁåAPÀ£À - ªÀiÁZïð
2020
GENERAL ASSESSMENT - MARCH 2020
Subject
Time
: 1 Hour 30 Minutes
I. Answer as directed :
[3 × 1 = 3]
1. Fill in the gap with the opposite of the underlined word :
The fan is mysterious as it is a __________ relative of the talking fan, if it is a near one would have been supportive.
2. Fill up the blank with appropriate tense form given with in brackets :
If the fire __________ (have/has) no fuel to feed on, no burning can take place.
3. Co-relate the first set as like in the second pair :
imaginable : ____________ : : open : reopen.
II. Match the following :
[4 × 1 = 4]
'A'
'B'
4. Walk softly through the
a) A Bicycle in good repair
velvet grass
5. Business
b) finger tips
6. you will make yourself tired
"Don't you trouble about it any more;
c) And listen by the brook
7. the ends of one's fingers
d) Garden Snake
e) Partner
: First Language English (AV) Marks
: 40
III. Answer the following questions in a word or sentence each : [5 × 1 = 5]
8.
Reproduce the eating habit of Mr. Nath.
9. Interpret the line from Meadow surprises that signify the meaning need a keen eye and a sharp ear to enjoy a meadow.
10. Name the first invention of Mr. Willy Wonka with its feature.
11. Define the term 'Fire'.
12. Rewrite the sentence using must/should in place of the underlined words :
If you want to stay healthy, exercise regularly.
IV. Answer the following questions in 4 lines each :
13. Explain in brief how firefighters are equipped professionally.
14. Differentiate between a cricket bat and a hockey stick.
15. Dad's plan C was a success. Why it was a failure then?
16. How does Nishad feel about Mr. Nath?
17. Why is the chatter electrical in the Talking Fan?
18. Explain the extract with reference to the context :
"Nothing is easier than taking off the gear-case".
19. In 'Garden Sanke' a snake is depicted as a harmless one. Justify.
20. Frame distinct sentences using the phrase and the word pair.
a) topsy-turvy
b) safe and sound
[10 × 2 = 20]
-2-
21. a) Write the other two degrees of comparison to the adjective word : long
comparative : ______________ superlative : _______________
b) "catch 'em!" he shouted;
"catch 'em! We mustn't lose any of them."
What does 'em!' imply?
22. a) Combine a pair of simple sentences to make a single sentence :
I made an effort.
I was pleased with myself.
b) Co-relate the set of pairs :
dampen : suffix : : fasten : ___________
V. 23. Write a letter to your brother or sister on your preparation for this annual examination. [1 × 4 = 4]
VI. 24. Write a short paragraph on the proverb :
[1 × 4 = 4]
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Week commencing Sunday 1st November, 2020
Faith at Home: All Saints Day.
Saint Cuthbert
Let's pray together:
Lord Jesus, we come together as your family, so that we can grow together in you.
We come together to say thank you.
We come together to ask for God's help. We come together to hear God's story. We come together to celebrate God's love. God is here, God is with us. Amen.
Let's create….A Cuthbert Cross
You will need:
- Cardboard (old box you can cut up) or paper
- Pens
- Fabric, wool, sparkles, or any bits and bobs you have.
- Glue
- Scissors
Cut out the shape of Saint Cuthbert's Cross (as picture) Then decorate it!
Or you could…
Build this week's story out of LEGO, Playmobil, recycling, junk or anything else you have at home. Send your pictures to our Facebook page, we would love to see them.
Let's draw a………Cuddy Duck! (Eider Duck)
You will need:
Pencils/pens Attached sheet.
Cuthbert cared for all the animals on Lindisfarne where he lived. He especially cared for the Eider Ducks.
The males are black and white and the females are brown. Eider ducks do not quack, they make a soft hooting noise. Maybe you could try to make a soft hooting sound!
Before Cuthbert came to the Island people would hunt the Eider Ducks for food and their feathers. But, Cuthbert protected the Eider Ducks and their nests. While Cuthbert was in charge no one was allowed to harm the Eider Ducks.
The Eider Ducks have a nickname they are known as 'Cuddy Ducks' which means 'Saint Cuthbert's Ducks.'
Creative Prayer Activity…….
Saint Cuthbert loved and cared for everyone…including the Eider ducks!
Hook a 'prayer' duck
You will need:
- Paper
- Pencil/Pen
- Scissors
- paper clips
- A stick or a Straw (something to tie the string on to)
- String/wool/ribbon
Draw shapes of ducks and cut them out.
Place a paper clip on the duck. Tie a paper clip onto the end of the string/wool/ribbon. Tie the string/wool onto a stick or straw. Shape the paper clip into a hook shape. Write a prayer on one side of the duck. Place the ducks on the floor or a table (prayer side down) Hook a duck, then read the prayer.
Dear Jesus, Thank you for Saint Cuthbert and everything he did to care for people and all the animals. Help us to care for each other and all your creation. And, help us to share your love with everyone we meet.
Amen. | 951 | 602 | {
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4TH - 5TH GRADE PERFORMANCE
TUE & WED | OCTOBER 25 & 26, 2022
Ashli St. Armant's
NORTH is a musical about a young man, Lawrence, and his mother, Minnie, as they escape the Deep South and travel North through the Underground Railroad to seek freedom. Their route north takes them on a dangerous and powerful journey as they make their way through the Louisiana's bayous, the bustling city of New Orleans, and the young town of Lawrence, Kansas. They meet many amazing folks on their journey and finally DO find their way to freedom in Canada! AND, the performance you will see will be the first time this musical has been performed in front of an audience!
Ashli St. Armant, Creator and Director
Ashli St. Armant is a jazz vocalist, composer, musician and musical-theater playwright. She is known for her award-winning work with her band, Jazzy Ash and the Leaping Lizards, who performed for USD 497 3rd-5th graders in 2017. Ashli also has an Audible mystery series, Viva Durant, which includes award winning Viva Durant and the Secret of the Silver Buttons.
Ashli wrote the story of NORTH, inspired by true accounts of folks on the Underground Railroad and her own family's experiences. She also wrote all the music and lyrics for this musical-with the help of some of her musician friends.
Antonio Vivaldi
What Was the Underground Railroad?
A cruel system of slavery existed in America long before the United States became a country. By 1850, over three million Black people living in the U.S. were enslaved, meaning they were not treated like people at all. They were considered property that belonged to someone else. Many enslaved people resisted slavery by running away. People called them "fugitives" or "runaways" then, but now we call them Freedom Seekers. The Underground Railroad refers to enslaved African Americans' efforts to gain their freedom by escaping. The risks were big. Some went alone, others found help along the way. Over time, networks of brave people called "conductors" and safe spaces called "stations" grew to help freedom seekers reach liberty.
Underground Railroad Sites in Kansas
Grover Barn
Lawrence, Kansas was active in the Underground Railroad. There are still places here that served as "stations," where freedom seekers were hidden while waiting to be moved on to other "stations" on their way to freedom in Canada. Grover Barn, built in 1858 by the Grovers, still exists and is at 2819 Stonebarn Terrace in Lawrence. The barn was one of the "stations" and played an important role in the Underground Railroad in Kansas. Scan the QR Code to read more about Grover Barn.
Underground Railroad - Vocabulary
Stations – the places on the Underground Railroad that sheltered runaway slaves, often these were homes, barns, churches and businesses of anti-slavery sympathizers.
Conductor – a person who guided runaway slaves from place to place along the routes of the Underground Railroad. Perhaps the most famous conductor was Harriet Tubman, an escaped slave who helped hundreds to freedom over the course of eight years.
Underground Railroad – a network of routes, places and people that helped enslaved people in the American South escape to the North.
Freedom Seekers – an enslaved person who takes action to obtain freedom from slavery, either by attempting escape on their own or through the Underground Railroad. Another common term is a "runaway slave."
Discovering the Underground Railroad Activity Guide - Created by the National Parks Service.
QR code to learn more about NORTH at the Lied Center of Kansas | 1,495 | 764 | {
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Girl Scout Gold Award Checklist
Girl Scouts, please follow the steps below along with your leader or advisor.
The Girl Scout Gold Award is the highest award a Senior or Ambassador can achieve. Earning the Girl Scout Gold Award involves the time to complete a journey and then a suggested minimum of 80 hours.
Before you start, make sure the following are true/complete:
* You are currently in grades 9, 10, 11 or 12.
* You are a registered Senior or Ambassador Girl Scout.
* You have completed a Senior or Ambassador Journey.
* Adults guiding you through Gold Award are registered adult Girl Scouts.
o If you did not earn your Silver Award, you must complete two Girl Scout Journeys.
* Visit girlscoutsiowa.org > About > Highest Awards > Gold Award and review the steps and guides.
* Attend Girl Scout Gold Award training via conference call, along with your leader or project advisor. Visit the Events page on our website for more information.
* Register on the Girl Scout Go Gold website.
Girl Scout Gold Award Steps
1. Identify an issue. Girls use their values and skills to choose a community or global issue that they care about.
2. Investigate it thoroughly.
* Girls use their sleuthing skills to learn everything they can about the issue they've identified.
3. Get help and build your team.
* Each girl forms a team to support her efforts and help her take action.
* Find an advisor or project committee who is an expert in your topic. He/she may be from outside of Girl Scouts.
Gold Award projects should:
* Be sustainable. How will this project continue after you are done?
* Be based on your interests and passion to make the world a better place.
* Address a need – in your community, national or globally.
* Be completed individually, with the help of a project advisor.
* Put the Girl Scout Promise and Law into action.
* Inspire others!
4. Create a plan.
* She identifies the root cause of an issue, and then creates a plan to tackle it. This is where a girl may decide to benefit the Girl Scout community, if Girl Scouts or a Girl Scout facility is the most logical beneficiary of the project. That decision should not happen
before this step.
5. Present your plan and gather feedback.
* Submit Gold Award Proposal through the Go Gold website.
* Receive approval or revisions from Higher Awards Committee before moving on.
o Please allow 4 weeks for review by Higher Awards Committee.
* Submit Money Earning Project Application if applicable.
6. Take Action.
* Girls take the lead, manage their teams and carry out the plan.
7. Educate and inspire.
* Each Gold Award Girl Scout tells her story and shares her results, while ensuring that her project will have lasting impact.
* Submit Gold Award Final Report utilizing Go Gold website.
o *If turned in before Feb 1, your project will be honored at an annual Circle of Excellence event.
o Please allow 4 weeks for review by Higher Awards Committee.
* Receive your Gold Award pin from Girl Scouts of Greater Iowa (GSGI).
* Celebrate with your troop and service unit.
* Gold Award Girl Scouts will be invited to apply for nomination by GSGI for National Gold Award Girl Scouts.
Questions about the Gold Award? Contact firstname.lastname@example.org! | 1,402 | 677 | {
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Coronavirus (COVID-19)
Know the Facts and Avoid the Fiction
March 22, 2020: Created by: Chelsi Lamb, Alli Brown, and Hayden Ward
Symptoms:
(2-14 Days after exposure)
➔ Fever
➔ Cough
➔ Shortness of breath
Prevention
➔ Social distancing
➔ Frequent handwashing
➔ Avoid touching your face
➔ Cover your coughs and sneezes
➔ Clean and disinfect objects and surfaces regularly
➔ If you know someone is sick avoid contact
➔ If you're sick, stay home!
➔ If you are showing signs or have been exposed: Call 211 or your Primary Care Provider in place of going to an ER or Urgent Care Clinic
Social Distancing
Social distancing is the avoidance of crowds or large gatherings, as well as maintaining an appropriate distance (6 feet) when you are around someone coughing or sneezing. Currently, colleges and other organizations are cancelling events to minimize the amount of exposure that would otherwise be experienced on campuses, shopping centers, stadiums, and theaters. It is important during this time to stay calm and stay home so as to reduce the spread of this disease to people who may not have the immune system necessary to fight it off. As seen in
this graph, social distancing can cause a dramatic decrease in the population infected.
Avoid the Fiction
Common Myths:
➔ Someone can take medicine to prevent or treat COVID-19...
◆ There is currently no vaccine able to prevent COVID-19
◆ Antibiotics cannot treat this
◆ To date there is not a treatment
➔ You should wear a mask at all times...
◆ A mask should only be worn if you are actively sick or are caring for someone else who is actively sick
➔ Only certain people should worry...
◆ We are all responsible for controlling the spread of this disease, if not for our own safety, for that of those who have a weakened immune system
➔ Everything I see or read is true
◆ Make sure all facts are coming from legitimate sources like:
* Center for disease control
* World Health Organization
* Local departments of public health
References:
About Novel Coronavirus (2019-nCoV) . (2020). Centers for Disease Control and Prevention.
https://www.cdc.gov/coronavirus/2019-ncov/about/index.html
COVID-19: Understanding Quarantine, Isolation and Social Distancing in a Pandemic
. (2020, March 13). Health Essentials from
Cleveland Clinic.
https://health.clevelandclinic.org/covid-19-understanding-quarantine-isolation-and-social-distancing-in-a-pandemic/ Myth busters . (2019). Who.Int. https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/myth-busters | 1,232 | 607 | {
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Calvin C. Cowan
Calvin came into the war in the last year. He enlisted on August 18, 1864, at Taylor's Falls, Minnesota. He was paid a bounty of $33.33, first payment on the $100 he was promised if he would agree to serve one year. Calvin probably left at least some of this money with his bride, Elizabeth. They had been married less than a month earlier, July 15, 1864.
Calvin went to Fort Snelling to be mustered in and there he filled out the descriptive role saying he was 5' 11' tall, had brown eyes, black hair and a dark complexion. He had been born in Pike County, Illinois, and was 21 years old. His occupation was farming in Amador, Chisago County.
The choice of enlisting in the Second Battery might have been easier for Calvin. His brother-in-law, Charles Martin, had served in the Battery. Calvin and Charles did not serve together, however. Charles had decided he'd had enough of the army and deserted in April of 1864.
The Battery did not see much fighting in the last year of the war, instead doing many different jobs including herding cattle, guard and scout duty, and some garrison duty. In December, Calvin was among a group of men detailed to cut logs for the garrison and he did this until April of 1865. The war was over, but the Second Battery remained in the south until ordered home. In typical army fashion, the Battery was ordered to Knoxville to be mustered out, but when they got there, the order was countermanded. They were ordered back to Loudon.
The trip on back on June 18th was an eventful one. The train cars were heavily loaded with soldiers. As the train approached the bridge over the Holston River from the north on a high embankment, the coupling between the tender and the forward car broke. Three or four of the forward cars "pitched over the right side of the embankment, at the same time, Calvin C. Cowan and many others jumped to the left side to save from being crushed under the cars on the right," said Jacob Staples, a Battery comrade. "(I) was further to the rear of the train, inside of a box car, and jumped to the left side, the embankment not being so high, was not injured."
Calvin wrote about the accident and what he remembered of it. "I was sitting on top a box car with my legs hanging over and I heard the boys yelling and waving for us. I looked, and before I had time to act, the car I was on went over and I was thrown and I probably tried to jump, and as it was a high embankment, I think perhaps 60 feet,
I seemed to strike on the end of a plank bridge built over the ditch along side the track. I struck with my left hip apparently. I was knocked senseless and knew nothing about it, but I gather from what the boys told me, that I was so struck. It skinned my left hip and back and a sliver seems to have run into my left knee and up into my leg some six or eight inches. The boys told me about this afterward, and said one had to pull it out while another held me." Calvin was taken by rail road car to Philadelphia, Tennessee, where he was treated in the hospital. Calvin was on crutches when he arrived back in Minnesota to be mustered out on August 16, 1865.
Elizabeth was waiting for him and in later years, she said he had gone to war a healthy, strong man, but he came home "a cripple". Elizabeth would have known as she grew up near Calvin and had known him since he was 13 years old.
Calvin and Elizabeth moved around a bit and they had several children. Not many years after the war, Calvin had to give up the farm they were living on as he could not work it. They took in boarders to make a living and Calvin had to use a cane to get around. For a while, they were living in St. Cloud, Minnesota, where Calvin sold wood. When this became too much for him, he took a job driving a team for the horsedrawn street cars in St. Cloud. By about 1880, Calvin was struggling with his health almost constantly and was using two canes.
Eventually, Calvin and Elizabeth moved to Oakland, California. In Oakland, Calvin joined the local GAR Post, # 88. It was known as the Lookout Mountain Post and he was an active member. Calvin and Elizabeth were not alone in California. Two of their children lived nearby as did Calvin's brother.
Calvin died on April 9, 1924, at the age of 79. He was laid to rest in the Mountain View Cemetery in Oakland.
Researched and compiled by the reenactors of the 2 nd Minnesota Battery of Light Artillery. Visit our website at http://www.2mnbattery.org for more information about our soldiers and our organization.
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David Carpenter
The draft rendezvous late in the summer of 1864 brought David Carpenter into the ranks of the Second Minnesota Battery of Light Artillery. He was mustered in on August 26th, his enlistment credited to the town of Traverse in Nicolet County, Minnesota. Officially, he stood 5' 7-1/2" tall, had gray eyes, brown hair and a dark complexion. His occupation was that of "laborer." David made his mark on the enlistment papers rather than signing his name. The enlistment was for one year. For his agreement to serve in the army, David received a bounty of $33.33 with the promise of another $66.67 to be paid later.
David had been born in "Lower Canada" in 1830, then came to Minnesota. Where he actually lived in Minnesota is not clear as many men who enlisted in St. Paul during the 1864 draft rendezvous were credited to areas not able to fill their draft quotas. David, though, may have been from Traverse as it was near to St. Peter, the location of the recruiting office he signed up at. It was also where he went after the war.
In Traverse, David worked as a teamster. He married Louisa and they had four sons. They lived on land that was described as "sandy or hilly, adjoining the Minnesota River" and considered to be of "little valuation."
David was a member of the St. Peter Grand Army of the Republic Post and he attended the Catholic church.
Death in the form of tuberculosis came for David on March 17, 1878. He left Louisa with their house, valued at $100, some furniture and clothing worth $50, 10 acres of land worth $10 an acre, and $100 in a team, farm wagon, and farm implements. Louisa eventually applied for a widow's pension as the farm was not able to support her. It took some time for the pension to be approved as the 1890 veteran's census described her as a "sickly and needy widow".
David was buried in the St. Peter Catholic Cemetery overlooking the town of St. Peter. What became of Louisa or the boys is unknown, but a flat granite veteran's stone was set for David many years after his death.
Researched and compiled by the reenactors of the 2 nd Minnesota Battery of Light Artillery. Visit our website at http://www.2mnbattery.org for more information about our soldiers and our organization.
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Early Intervention for the Developmentally Disabled
Early Intervention for the Developmentally Disabled
Parents know their children better than anyone. The first three years are very important in a child's life. If parents are concerned about their child's development, it is best to identify the concern as soon as possible. Families who have infants or toddlers with developmental delay or disabilities, may qualify for early intervention services provided by the Early Start program.
California's Early Start Program provides early intervention services to infants and toddlers with disabilities and to their families. Families may access the program through one of California's Regional Centers for developmental disabilities, County Offices of Education, or local school districts.
Are you concerned about your child's development?
If you have concerns about your infant or toddler's development, discuss them with your child's doctor. The doctor may recommend that you call the local regional center or special education program at either the school district or the county office of education. You may also contact these agencies directly.
Next Steps
When you contact a regional center or school district, a representative of the agency will provide additional information about services and, if appropriate, make arrangements to have your child assessed. Your child may qualify for confidential special services. You may also receive information about local Early Start Family Resource Centers and Family Empowerment Centers on Disability. These services provide parent-to-parent support, resource materials, and other information useful to families.
Eligibility
Children who are eligible include infants or toddlers (birth through 36 months) who:
have a significant delay in at least one area of development, have a condition with a known probability of causing a disability or delay,
have severe vision, hearing, or orthopedic are at "high risk" of experiencing developmental delays or disabilities due to a combination of risk
conditions, or factors.
Early intervention services support the well-being of young children ages birth-3 years old. A child's development is assessed in each of these five areas:
ability to move, see, and hear (physical) ability to think and learn (cognitive) ability to understand, talk, express self (language and speech) ability to relate to others (social and emotional) ability to eat, dress and to care for or help self (adaptive)
Services
When a child is eligible, families and professionals work together as partners to plan and deliver quality Early intervention services and support. The regional center coordinates community services based on the child's needs and the preferences of each family.
Early Start services are provided in "natural environments", such as the home and community settings where children without disabilities may participate. Evaluations, assessments, and most services are provided at no cost to the family. Private insurance, when available, must be used for medical services or therapies.
At age 3, children who have been served by Early Start move to a different system. They may continue to receive services through a special education preschool program and through Lanterman regional center services. If no longer needed, they may graduate out of specialized services.
Last month I wrote about accessing services for schoolaged children with developmental disabilities. If children can be identified prior to beginning school, services will already be in place at the time educational decisions need to be made. That will make for a smoother transition into school for the child with developmental disabilities.
My best to you during this time of Thanksgiving.
With love and affection,
Rosemarie
Copyright (c) 2018 by GenParenting | 1,634 | 689 | {
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St Saviour's Weekly Update
Friday 13th September 2024
Dear St Saviour's Families,
It has been a very busy first full week back! It was lovely to see Marc back today - he's working with KS2 classe s this term.
We are really excited for Mrs De Perlaky who is going to be starting to train as a teacher! This means she won't b e able to continue to come in and do Art with t he children any more. We have a new Art teacher, Mrs Brent, who will be starting in a couple of weeks. We wish Mrs De Perlaky all the very best and want to thank her from the bottom of our hearts for unleashin g our creativity, for her passion and the joy she h as brought us.
Open Mornings
We have opened up bookings for our Open Mornings for prospective parents. If you know if anyone who i s considering applying to St Saviour's, please direct th em to the booking form on the school website!
Buster
Perdy is taking Buster home because she consistently gives her all in every lesson and is always willing t o support her classmates when they need it. She regular ly volunteers to help with tasks both in the classroom and around the school, showing a level of helpfulness that sets a great example for others. Thoughtful and ca ring, she demonstrates kindness not just towards her peers but also towards the staff in Year 5, leaving lovel y notes in the feelings box. It is a true pleasure to hav e such a considerate and dedicated student in school!
Dates for this term
Dates are also on the school website.
16.9.24Dot Day
W/b 16.9.24Clubs start
19.9.249:00 Parent Prayer group at St Saviour's
Church
27.9.24PTA Quiz night - more information to follow
Teacher Angel
Mr Oyediran is Teacher Angel this week because he is kind, caring, fun and fair. He helps the children i n Year 3 with their work. He is always smiling and has a great sense of humour! We're really happy to h ave him as part of St Saviour's.
Attendance
The national target for attendance is 96%. Our overall school attendance for this week was 95.7%.
This week Year 5 won the Attendance Cup with 98% which is a massive increase from last week! Reception 97%; Year 1 94%; Year 2 97%; Year 3 92%; Year 4 97%; Year 6 93%
Please call in to the Office on each day that your child is sick.
Children need to be in school by 8:55a.m. If they arrive after this time, you will need to sign them i n and they will be marked as late.
Asda
If you shop at Asda and use Asda Rewards, please consider supporting St Saviour's as part of thei r 'Cashpot for Schools' scheme!
We are really excited to meet Fr Chris properly once he has been inducted on Sunday! We prayed for him i n assembly today, and are looking forward to worki ng with him.
Have a restful weekend,
Miss Granite
What Three Questions?
Nursery
Year 3
We have new friends who started in Nursery this week. Can you remember their names?
Can you sing your parents the prayer song we sing before lunch? Prompt "Thank you for the food w e eat…"
What was your favourite song you sung with Mrs Hodgson on Wednesday in music?
Reception
Phonics: What is the phoneme/sound letters 'a', 't' and 'p' make?
PSED: What are some of the class rules we created together on our list for Reception?
Maths: Can you find items around home that make up the number 3 and arrange them in different ways?
Year 1
Science: Can you label the parts of the human body?
RE: When God created the world, what happened on the 7th day?
Maths: Can you say 1 more from any given number from 1-20?
Year 2
English: How did looking at the story from a different point of view change the meaning of the story?
Maths: Can you tell me three different ways to make a number bond to 20? To 100?
Art: what is the difference between a portrait and selfportrait? Why do you need a mirror or camera when drawing a self-portrait?
Maths: Explain what a numberbond is and give an example
Art: What is the difference between portrait and landscape?
PSHE: Why do we have special rules for this subject?
Year 4
English: What is an adverbial and when would we use one?
Geography: Can you name 3 different uses of a river?
Science: Can you name four different habitats and provide examples of the animals that live in them?
Year 5
Maths: Can you add 10 to 52 756; 100 to 37 364; 1000 to 12 756?
Computing: What is a system and can you give an example?
R.E: What qualities was Guru Nanak looking for in the person who would succeed him as the secon d Guru?
Year 6
History: Why do we study the Maya in History?
Science: How do offspring vary from their parents?
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Christopher Johnson
Christopher Johnson was an immigrant from Christiana, Norway, who arrived in Minnesota before the outbreak of the Civil War. He took land and was farming Utica, Winona County, when another man from the area was recruiting for the Second Battery at the outbreak of the war. Richard Dawley lived near Utica and it is possible Christopher may have decided to enlist because of his acquaintance with Dawley. Christopher was 21 years old when he was mustered into the Battery on March 13 of 1862. He was 5' 8 1/3" tall, had gray eyes, light hair and a light complexion.
Life in the army seemed to agree with Christopher as he was never sent to the hospital for any illness. He was promoted to corporal and was serving as the driver on the swing team on the center section of the Second Battery's guns during the battle at Stones River, Tennessee. It was a fight the men remembered well, including Edward Pratt who described what happened to Christopher in the battle.
Christopher Johnson and myself (Edward Pratt) wer in the same detachment of 2nd Minn Battery at the battle of Stones River Tenn. on the morning of Dec 31st 62 and wer ordered to retreat and went back across a corner field into the edge of the timber and there unlimbered and fired a few shots with the enemy in close pursuit and wer then orderded to move back soon after striking a shell burst over head killing lead driver and his Saddle Horse and disabled his other horse. I came forward and helped Johnson off his horse he (Christopher Johnson) was driving the swing teem he was then bleeding from Ears Nose and Mouth. I then unhitched from lead teem and came back and forcably put Johnson on his horse and saved the gun.
He was very deaf for a long time and has never recovered
The spelling, grammar, and lack of punctuation are Pratt's.
The account by Captain Hotchkiss agreed with Pratt's tale, stating that Hotchkiss had been a witness to shell that damaged Christopher's hearing.
How long Christopher may have been out of action, if he even was out, is unknown, as records do not indicate him absent from the Battery at any time during the war. When enlistments were up in March of 1864, Christopher was one of the 46 men to reenlist, earning him a furlough home to Minnesota that spring.
When the war was over, the Battery went back to Fort Snelling to be mustered out and Christopher was still with them. He received his final pay and went home to southern Minnesota.
On October 8, 1865, Christopher married Inger Steensgard at the home of John Lemgoord in front of two witnesses. Reverend Jenson officiated at the ceremony in Norway Township, Fillmore County, Minnesota.
The couple soon began a family and had five children. The first, Hanna Marie born in 1868, died young. The other two girls and two boys were born from 1870 to 1882 and all survived to adulthood.
Christopher and Inger moved around some. In 1883, they were in Albert Lea and Christopher was receiving a pension of $2.00 a month for an injury to his hand, though no military record indicates any such injury in the army.
By 1890, they were calling Grand Forks, North Dakota, home, but they did not remain there. In 1891, while they were living in LeRoy, Minnesota, where Christopher applied for a pension, citing his loss of hearing as his disability. He blamed the action at Stones River for his deafness. In 1898, the disability claimed on the application was for "rheumatism and disease of heart". The final pension claim, filed in 1900, said Christopher needed a pension due to his "inability to earn support by manual labor." The pension he received was $8.00 a month with periodic increases. In 1916, the amount Christopher received was $30.00 a month for his pension, this increased to $50.00 in 1920.
At some point in his life, Christopher had given up farming and was working as a "common laborer" according to records. His death certificate stated he died in Minneapolis at the Soldier's Home and he was considered a nonresident of Minneapolis. He died on May 14, 1920; the cause of death was a cancer in his bowels.
Christopher's body was taken to LeRoy,
Minnesota, where he was buried in the Lutheran Church Cemetery, but his grave was not marked with a permanent marker. In 2004, a marble marker from the Veteran's Administration was placed on his grave by the Second Minnesota Battery of Reenactors.
Researched and compiled by the reenactors of the 2 nd Minnesota Battery of Light Artillery. Visit our website at http://www.2mnbattery.org for more information about our soldiers and our organization.
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AP Computer Science - Coding Set 3
1. Warm-up. Write a program that will ask for a user's name. Print out the letters of the name one letter at a time, skipping all a's (both lower case and capital). Print the message "Name with no a's." Use a continue statement in your program.
2. Design and implement a Hi-Lo guessing game where the program picks a random number between 1-100 inclusive, and then keeps asking the user to guess the number. On each guess, report to the user that he or she is correct or that the guess is too high or too low. Keep accepting guesses until the user guesses correctly or quits. Use a sentinel value to determine whether the user wants to quit. (A sentinel value is an arbitrary value outside of the range of expected input that is "watched-for" by the program, and used only to exit a loop early.) Count the number of guesses and report that value when the user wins or quits. At the end of each game, ask whether the user wants to play again. Keep playing games until the user chooses to stop.
3. A perfect number is a positive integer equal to the sum of all its divisors (including 1 but excluding the number itself). For example:
28 = 1 + 2 + 4 + 7 + 14. Therefore, 28 is a perfect number.
Write a program to compute the first four perfect numbers. Store the numbers in an array. Then output the array, appropriately labeled, on the screen.
Hint:
4. Write a program that will read in a Roman Numeral (accepted from the user as a String, in the ramge of zero to one hundred) and change it into the standard Arabic number, and output it. A chart of the Roman Numerals can be found at http://literacy.kent.edu/Minigrants/Cinci/romanchart.htm
5. This one is a very common interview question for people applying for jobs writing code. It tests multiple skills and data type conversion! (Typically,
there's a "coding interview" for such jobs!) Write a program that stores the numbers from 1 to 100 inclusive in an array of Strings. Then have it replace the multiples of 3 with the word "Buzz", the multiples of 5 with the word "Fizz", and the multiples of both 3 and 5 with the word "BuzzFizz" in the array. Finally, output the array.
6. Write a program to guide the Finch robot through an obstacle field. The Finch should proceed with a green beak until it detects an obstacle on its left or right side, and then should buzz and turn to avoid it. For purposes of indication, when the obstacle is detected on the right, have the Finch beak turn red, and do the same for the left side using blue. The turning motion will be accomplished by backing up a little bit, turning a little to the opposite side, and then proceeding. The program should end when the operator picks up the Finch and points its beak down. | 1,109 | 655 | {
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SelfDetermination
Core Asset
Contents
What is Self-Determination
Why is it important?
Tips for Boosting Self-Determination Skills
Early Elementary Indicators
Middle School Indicators
High School Indicators
Self-Determination
Self-determination skills are those skills needed to manage one's own life.
Self-determination is the process of taking control and making decisions that affect one's life. Selfdetermination provides our youth with the skills and abilities to:
* Make choices
* Make decisions
* Problem solve
* Set and attain goals
* Self-advocate
* Independently Perform
Why do you think Self Determination skills are important for our youth?
Tips for Boosting Self-Determination
Offer Choices
Look for opportunities to empower your mentee to make their own choice.
You can start by offering 2 choices then increase the number of choices your present.
Letting them choose a location and/or activity.
Have the choose a book to read or game to play.
Honor the Choices
* Even if you think a different option may be better, honor the choice. Let them them problem solve their choice.
Engage in Small Creative Projects Together
* Do mentee led projects together that spark imagination and ingenuity. You can construct objects from common supplies like toilet paper rolls, construction paper and pencils.
Model Decision-Making
* Talk through your own decisions to help your mentee understand the process.
* Show your mentee how to make a pros and cons list to help decide between two options.
Encourage Risk Taking
* Often time attempting something new can be scary. Encourage your mentee to try new things and praise them when they take the risk.
* Make sure they are reasonable and don't put them at risk.
Model Goal-Setting
* Help your mentee set daily or weekly goals.
* Work with them on how to develop a plan to meet those goals. Talk about how their plan is going when you connect.
Early Elementary Indicators
Identifies at least one short term skill or preferred activity.
Carries out actions to reach their goal (asks for support or help).
Can identify when goals are achieved (I got a star on my reading log).
Recognizes what was done to achieve the goal ("I did better on the test because I asked the teacher for help).
Feels good about taking actions to reach the goal.
Middle School Indicators
Explores potential goals of interest (talks with coach about a sport interest).
Selects short-term goals (youth valued actions that can be completed in 6 months like going to science camp or a movie with a friend)
Monitors progress on goals (what went well and what are the challenges)
Draws connections between short-term and longer-term goals (make varsity in high school by playing on summer youth team)
Carries out actions to pursue short-term goals (finds information, do activities, enlist help from adults)
Recognizes and takes credit for success in achieving goals or managing challenges (I'm glad I did x.)
High School School Indicators
* Actively explores long-term goals (read about careers on internet or visits a college)
* Identifies and pursues short-term goals connected to a chosen long-term goal (takes drivers ed, completes FASFA, find an internship)
* Carries out actions to pursue short-term goals (advocates, negotiates, do activities, and work with adults)
* Manges challenges that arise (reschedule meetings, be patient or avoid discouraging people)
* Monitors progress on goals and reflects on meaning for interests, interests, strengths and refined or new goals.
* Expresses confidence about being able to achieve short and long-term goals.
* Attributes success to own efforts (I made that happen).
Works cited
* Brookesinclusionlab.com
* 12 Simple Tips on Boosting Self-Determination Skills
* Friends of the Children
* Core Assets Manual | 1,681 | 799 | {
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LEMONADE DAY SUPPORTS ACADEMIC ACHIEVEMENT
Financial Literacy & Economics
College & Career Readiness
- capital equipment and consumables
- supply and demand
- credit, debt and compound interest
- gross and net income
- practical and basic business skills
- money management
- marginal utility
- return on investment
Life Skills/Personal Development
- leadership
- planning
- creativity
- self-direction and personal productivity
- social responsibility and charity
- time management
- higher order thinking
- critical thinking and collaboration
- civic responsibility
- customer service
- teamwork
- problem solving
- presentation skills and design
- 21 st Century Skills
Academics
- math calculations
- reading and interpreting data
- reading and writing
Detailed Teaching
Elementary
Reading Comprehension: decoding, word identification and syntax, vocabulary development
Reading: inquiry and research: use multiple sources, such as an encyclopedia, technology, and experts, to locate information that addresses questions
Number, operation, and quantitative reasoning: solve problems in addition, subtraction, multiplication and division; strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems
Measurement: directly compare length, area, weight/mass, and capacity, and solve problems and answer questions; select and use standard units to describe length, area, capacity/volume, and weight/mass
Patterns, relationships, and algebraic thinking: use lists, tables, and charts to express patterns, relationships and solutions
Processes and mathematical tools: apply grade appropriate mathematics to solve problems; understand problems, make plans, carry out plans, and evaluate solution
Middle School
Reading Comprehension: fluency and understanding increasingly demanding texts; making inferences
Writing: narratives and reflections on decisions, actions, and/or consequences, expository and procedural or work-related texts
Research and Plan: brainstorm, consult with others, address the research topic; obtain and evaluate information from a wide variety of sources and create a written plan
Number, operation, and quantitative reasoning: add, subtract, multiply, and divide to solve problems and justify solutions; use multiplication and division to solve problems including situations involving equivalent ratios and rates
Measurement: solve application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles; select and use appropriate units, tools, or formulas to measure and to solve problems involving length, area, time, temperature, volume, and weight
Probability and statistics: use statistical representations to analyze data; solve problems by collecting, organizing, displaying, and interpreting data
Processes and mathematical tools: apply grade appropriate mathematics to solve problems connected to everyday experiences, investigate other disciplines, and activities in and outside of school
Economics. understand the concepts of an economic system and a free market; understand how businesses operate
Economics: understand the factors of production in a society's economy; describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of societies
Health: ways to enhance and maintain personal health throughout the life span; analyze healthy and unhealthy dietary practices; learn sanitary cooking practices
Communication. format digital information for appropriate and effective communication Creative expression and performance
Personal/interpersonal skills: critical-thinking, decision-making, goal-setting, and problem-solving | 1,755 | 683 | {
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メイプル祭が近づいています。校内にも本番に向けて練習に励む声が響き、学校が活気にあふれています。本番 をぜひ楽しみにしていただけたらと思います。今月のNJJS NEWSLETTER では、９月の学習状況と１０月の学習内容 についてお伝えします。
Nancy
I am amazed at how well your children are doing in ESL! They are wonderful students who continue to work hard each and every day, and it shows in their progress. I am so proud of them. It is time for them to try to use their English outside of the classroom. Perhaps they can order food or ask for something at a store. Please encourage them to try to speak English when you are out, even if it is only a few words. They can do it!
In September we:
- reviewed their phone number and address.
- wrote a story about the family.
- read easy reader books.
- learned about fall.
- studied verb forms.
In October we will:
- study Columbus Day.
- learn about the farm.
- practice for the Maple Festival.
- complete activities related to Halloween.
- carve pumpkins.
I can't believe how hard these boys are working and what a great job they are doing. Please remember that if there is something they don't understand, or if you have any question or concerns, you can always send me a note in their ESL folder.
In September we:
- Continued with phonics
- Continued with our readers and workbook series
- Introduced new fall words
- Practiced writing simple sentences using our fall words
- Continued to practice calendar, days of the week and conversation practice
In October we will:
- Continue to work on phonics
- Continue with our Thin Than book with workbook series
- Practice the calendar and days of the week
- Continue with our daily read aloud
Sandra
Nadia
Robin
- Play Scrabble, a word game
- Start a new workbook series, Tops. Some topics include: family, parts of body and clothes
In September we:
- Continued with the past tense irregular verbs
- Learned about the fall season and incorporated reading, writing and speaking activities
- Practiced vocabulary related to clothing and tied in the seasons as well as shopping situations
- Learned about some of the literary elements and explained them with a book we read
- Continued in our phonics books
In October we will:
- Keep learning the irregular past tense verbs
- Learn about Columbus Day and Halloween
- Do some lessons about the farm
- Continue in our phonics books
- Continue with activities about fall
The students are doing such a great job in ESL class! They always do their homework and have done well on all quizzes/tests. They enjoy reading their library books every week, and I encourage them to read at least 10-15 minutes a day for at least 4 days a week. Keep up the good work!
The class is doing a wonderful job completing assignments related to the novel The Cricket in Times Square. They learned how to use a dictionary quickly and efficiently. They use the dictionary to define the new vocabulary from the novel A Cricket in Times Square. I am so pleased with how well they are reading and relating experiences from everyday life to the novel.
In September we:
- completed a Readworks activity about Labor Day.
- read the novel The Cricket in Times Square.
- completed various activities related to the novel such as: journal entries, vocabulary, discussion questions, ideas, consequences, and brainstorming solutions.
- read a poem about autumn and the fall equinox.
- wrote a poem about autumn.
In October we will:
- learn about helping verbs.
- read a five paragraph essay and learn the different parts of an essay.
- read about Native Americans.
- carve a pumpkin. | 1,386 | 796 | {
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The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the worlds population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted truth about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom. It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing neutral knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.
Mathematical Thought From Ancient to Modern Times, Volume I, The 2007 Import and Export Market for Machinery for Liquefying Air or Other Gas in Germany, Swedenborg, A Hermetic Philosopher: Being A Sequel To Remarks On Alchemy And The Alchemists, Complexity and the Experience of Values, Conflict and Compromise in Organizations (Routledge Studies in Complexity and Management), Modern American Indian Leaders (Overcoming Adversity: Sharing the American Dream), Butterfly and moth book: Personal studies and observations of the more familiar species, Robins Song: Treasure Your Souls Wisdom, THE LAKE REGIONS OF CENTRAL AFRICA In Two Volumes,
[PDF] Mathematical Thought From Ancient to Modern Times, Volume I
[PDF] Swedenborg, A Hermetic Philosopher: Being A Sequel To Remarks On Alchemy And The Alchemists
[PDF] The 2007 Import and Export Market for Machinery for Liquefying Air or Other Gas in Germany
[PDF] Complexity and the Experience of Values, Conflict and Compromise in Organizations (Routledge Studies in Complexity and Management)
[PDF] Butterfly and moth book: Personal studies and observations of the more familiar species
[PDF] Modern American Indian Leaders (Overcoming Adversity: Sharing the American Dream)
[PDF] Robins Song: Treasure Your Souls Wisdom
[PDF] THE LAKE REGIONS OF CENTRAL AFRICA In Two Volumes
Page 1
Finally i give this War, Nation, Memory: International Perspectives on World War II in School History Textbooks (Hc) (Research in Curriculum and Instruction) file. so much thank you to Brayden Yenter that give me thisthe file download of War, Nation, Memory: International Perspectives on World War II in School History Textbooks (Hc) (Research in Curriculum and Instruction) for free. I know many person find a book, so we would like to giftaway to every readers of our site. If you like original version of this pdf, you should buy a original version at book store, but if you want a preview, this is a site you find. Happy download War, Nation, Memory: International Perspectives on World War II in School History Textbooks (Hc) (Research in Curriculum and Instruction) for free!
Page 2 | 1,657 | 732 | {
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Personal Best Health
West Nile Virus Infection
How is West Nile Virus Spread?
West Nile Virus (WNV) is spread by the bite of an infected mosquito. The virus is also found in humans, horses, birds (at least 110 species) and other animals.
The presence of dead birds in an area can be a sign that WNV infection is present. Many birds that are infected will live, however, and so the absence of dead birds in your community does not mean that WNV is not present.
fant was infected before birth as well. Patients have also been infected through blood transfusions and organ donations.
There is no indication that WNV can be spread from person to person or from animal to person. Proper care should be taken, however, in disposing of any dead animals that you come upon.
MOST persons who are bitten by an infected mosquito will not get any WNV. Most who receive the virus will not have any significant
Caption describing picture or graphic.
There are reports of infants being infected through their mother's breast milk. One in- symptoms or illness. Less than 1% of persons bitten by an infected mosquito will get significant illness. Everyone must be aware of the risk and prevent exposure.
What are the Symptoms?
Most persons infected with WNV will not have any symptoms.
The CDC estimates that 20% of infected persons will develop West Nile Fever. The mild form of the disease consists of the following symptoms:
* Fever
* Headache
* Body aches
* Occasionally: skin rash, swollen glands
fection of the brain and tissues around the brain. The symptoms of this form of the infection include:
* High fever
* Neck stiffness
* Stupor, confusion, coma
* Tremors
* Convulsions or seizures
* Muscle weakness, paralysis
Patient Education
May 2003
West Nile Virus was a common topic last year and has not gone away. The risk of infection remains present this year. Dead animals with the infection have already been reported in Louisiana in 2003. There are no "fool proof" ways to prevent infection, but there are a number of commonsense things that we can do to protect ourselves.
Special points of interest:
* Limit amount of exposure to high risk areas and at high risk times.
* Use insect repellent with DEET when outside.
* Only 20% of i nfected persons will have any symptoms.
* Approximately 1 in 150 infected persons will get severe disease.
The more severe form of the disease (encephalitis or meningitis) involves viral in-
The elderly, very young and persons with decreased immune systems are most at risk for developing the severe form of the disease.
©Copyright Matthew & Jill Schuermann, 2003. All rights reserved.
Personal Best Health
PO Box 53307 Cincinnati, OH 45253
Phone: 513-325-0398
Fax:
Web: personalbesthealth.
com
Internal Medicine: Doctors for Adults
We're on the Web PERSONALBESTHEALTHCOM
Mosquito repellents that contain DEET are far superior to all other products. These products are therefore recommended. For adults the amount of DEET in the product should be at least 10%. The more DEET in a product — the longer the protection. The product should be applied as recommended in the manufacturer's directions. When used appropriately DEET-containing products are safe. The products can irritate if put directly on cuts, sores or other open skin.
The Centers for Disease Control states that DEET can be sued safely in children but consult your child's pediatrician with any questions.
Use insect repellents that contain DEET
How can I best prevent West Nile Infection?
The are other measures that everyone must consider in addition to the use of insect repellent (discussed above).
* Wear long sleeves, long pants and socks. Spray insect repellent on the clothes.
* Stagnant water should be eliminated or activity should be moved away from areas with stagnant water. Mosquitoes lay their eggs in stagnant water.
* Mosquitoes are most active from dusk to dawn. Eliminate or limit the amount of time spent outside during these hours.
* Place mosquito netting over infant's strollers and carriers to prevent bites.
* Repair screens in windows that are left open in the summer to prevent mosquitoes from coming into the home.
* Empty out bird bathes, children's pools, buckets and similar items every evening.
* Empty out clogged gutters & drains as well.
* Vitamin B and "ultrasonic" devices do not protect against bites. | 1,912 | 938 | {
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Literacy
Reading
At the beginning of this term the children will be looking at non-fiction texts on the subject of plastic pollution. We will be applying our previously learnt reading strategies to each text that we read to make inferences, find information, identify themes, summarise main ideas and work out the meaning of unfamiliar words. Later in the term we will return to interrogating texts using our group novels.
Writing
During this block we will be learning to write effective information reports to demonstrate all our learning from our topic. We will learn to present information objectively and site our references. Later in the term we will move on to writing persuasive texts which will encourage people to look after our seas.
Spelling
We will continue to develop our ability to spell words accurately using our phoneme knowledge and spelling strategies. This term we want to focus on the pupils' accuracy in spelling so that they apply their spelling knowledge to their everyday writing tasks.
P6 Curriculum Overview January – March 2019
Health & Wellbeing
PE
In Physical Education we will focus on Netball and Basketball. Pupils will gain an understanding of the basic rules and develop their cooperative skills within the context of a team game. Please make sure your child brings his/her PE kit on Thursdays!
Building Resilience
In Health and Wellbeing, we will be continuing our work on resilience. We will take part in activities that explore and discuss the importance of relationships and the contribution other people make to our wellbeing. Our sense of security and belonging is helped when we understand that we are part of a network of people who are special to us.
Numeracy & Maths
Subtraction:
We will begin the term learning about subtraction. Our main focus will be to develop a 'toolkit' of both written and mental strategies to improve our speed and accuracy. We will take part in group games that will help us not only practise our calculations but also learn to problem solve and work as a team.
Fractions:
We will be investigating how a set of equivalent fractions can be created, understanding the meaning of simplest form, and applying our knowledge to compare and order the most commonly used fractions.
Measurements:
Maths this term will be all about measuring. Calculating the centimetres in a metre and the millimetres in a centimetre. Calculating perimeters and areas using rulers, tape measures but also blocks and even hand spans and our feet.
Multiplication and Division:
Because time tables are so very important for future maths tasks we continue to practise. Not only 8 x 9, but also like: 24 can be divided by? We advise to practise at home as much as possible: at the kitchen table, in the bath, bed time. The more practice the better!
Please see overleaf on information on how you can help your child at home
How you can help at home
Topic:
- Please encourage your child to do any personal research into our current topic – Plastic is not so Fantastic. This will help your child to be more confident and engaged during our topic time.
- Take time to discuss with your child the plastics you put into your recycling bin and involve them in the process of recycling.
Numeracy:
Here is a possible additional homework task that could be done at home to help your child's understanding of our current learning:
Darts Ask your child to draw a simple dartboard by drawing a circle split into four or six sectors. In each sector they write a 2-digit number, e.g. 46, 58, 68 and 39. Ask your child to investigate as many different possible totals as they can that can be scored with three darts on their board. They use counting on strategies to find totals.
Numeracy and Maths Games
Here are some helpful websites www.sumdog.co.uk www.topmarks.co.uk www.mathplayground.com/games www.brain-games.co.uk www.mathsframe.co.uk www.nrich.maths.org
Please ensure your child is organised for the week ahead
We will continue to record any important events or information in our homework jotter. Please encourage your child to check their homework jotter frequently and organise themselves with what they will need. P6MB are now being encouraged to also check our Glow share site for up to date information pertaining only to our class. | 1,679 | 875 | {
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RESULTS AMERICA
Food Insecurity
Highlights
North Dakota most food secure, Mississippi is least secure
Results America seeks to use data and logical research to help educate states about their triumphs and challenges. Often in this process, we discover that high-profile issues are far less of an issue, while other problems are far more severe and demand
North Dakota, Virginia, and New Hampshire are the most food secure states.
Mississippi, Arkansas, and Texas are the most food insecure states in the union.
Food insecurity seems linked to a poor economy and long-term poverty.
enough safe food for their household is part of this goal. Using data from the latest survey by
greater policy attention. Food insecurity is one of the latter issues.
Strong public health is a goal of every party and government; the ability for a citizen to have the Food and Drug Administrat ion, we can see that not only is food insecurity an issue, but many states struggle with the matter. The 2012 data gives the
percentage of a state's population that were categorized as having "low" or "very low" food security.
First, of those states in the top 10, North Dakota, Virginia, and New Hampshire are the most food secure. Interesting to note is that the states with the top rankings are also those states with some of the lowest unemployment rates in 2012. This lends to an obvious conclusion that job security yields food
participants in the FDA survey who responded with "low" and "very low" had attended college.
"Mississippi is currently in the midst of some of the worst food insecurity issues on record, with over 20% of the population reporting low or very low food security and access."
security. However, it should be noted that all states have seen food insecurity increase from 2010, due in large part to continued economic troubles.
This data suggests not a lack of food, but rather a lack of access to food, what are called "food deserts." Advance techniques such as geospatial data analysis (which would map areas of greatest food security risk) would serve well those states that are interested in reducing their own food security and access issues.
Mississippi, Arkansas, and Texas are the three most food insecure states. Mississippi is currently in the midst of some of the worst food insecurity issues on
record, with over 20% of the population reporting low or very low food security and access. This during a time when the state faced a 9.2% unemployment rate. This is also not merely a regional (specifically Southern) issue, as states such as Nevada and Ohio also fall into the bottom 10 rankings. Also interesting, and will be explored in later white papers, is the relationship with obesity. Many of the most obese states are also the most food insecure states.
Beside economic concerns, there are interesting demographic and population relationships with food security. African-American and Latino communities, as well as rural areas and senior citizens, are some of the most likely to suffer from food insecurity. It is also not just relegated to the unemployed and uneducated. 23% of the
References & Data Sources
U.S. Food and Drug Adminstration Feeding America.org
Results America is a non-partisan, non-profit organization that exists to inspire and enable the spread of results-driven government. Its sole purpose is to demonstrate how focusing government on results is key to fulfilling the promise of America.
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PREPARING THE TEMPLE MOUNT
by Rabbi Yoav Elan
Diagram of the Temple Mount
One of the first steps taken in the construction of the Second Temple was a massive earth-moving operation. God instructed His prophets that the Temple should be built on Mount Moriah in Jerusalem and the section of this mountain occupied by the Temple is known as the Temple Mount. It measured 500 cubits by 500 cubits (a cubit measures approximately 18 inches, so the Temple Mount measured 750 feet on each side) and before construction of the Second Temple could begin it had to be completely excavated all the way down to solid bedrock to clear the site from any possible trace of human remains which might have been there. The builders of the Temple were particularly sensitive to any type of ritual contamination which might impinge upon the sanctity of the Temple and the Kohanim [priests] working there and so took pains to ensure that no such contamination was present. Since, according to Jewish law, tumah [ritual contamination] from even a small fragment of human remains has the power to pass through the solid ground above it all the way to the heavens it would have rendered anyone standing on the ground above the grave tamei[ritually contaminated]. Clearing the site of all the dirt effectively ensured that no trace of human remains was present and this made the site tahor [ritually pure].
A two-level network of arches was built over the bedrock which further protected against possible tumah. Jewish law teaches that the tumah of a grave is prevented from rising further when it encounters a covered airspace of one handbreadth (approximately 3 inches), thus an arch will protect the ground above it from such tumah. One level of arches would not have been sufficient since any
Tumah is prevented from rising further by a two-level network of arches
Page: 1
The Judaism Site tumah directly under one of the solid support columns would continue to rise. Therefore, a second level was needed with support columns placed over the airspaces of the first level. Although, according to the letter of the law, the excavations alone rendered the entire area of the Temple Mount tahor, it was nonetheless felt that for the sake of the Holy Temple an additional precaution of the double arches should be employed to rule out the extremely remote possibility of an unknown grave within the bedrock itself.
Having excavated down to the bedrock and installed the arches, the Temple could have been built on the now-level plane directly atop the arches. Instead, the elevations of the various courtyards matched the original - and Divinely fashioned - contours of Mount Moriah prior to the excavations, increasing in elevation as one moved from east to west within the Temple. Rather than regaining the original elevations by back-filling the area over the arches with fresh dirt, a system of vaulted tunnels was constructed under the entire Temple complex. The lowest level of tunnels supported the floor of the Temple Mount; above this was another level, 6 cubits high, which supported the area under the Women's Courtyard; a third level, 7½ cubits high, supported the floor of the Main Courtyard.
For more information on this topic, and to submit questions or comments for the author, please visit the blog post of this class.
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Book Synopsis & Theme
Overview
The book is a fantasy novel aimed at pre-teens & young adults. Core themes are an emphasis on the courage of true inner-strength that comes from believing in your own voice, the joy of compassion for others, and the gift of true friendship.
Habitan I: The Parallel Place is the first book in a multi-book fantasy series which spans the passage from teenage to adulthood for three youths, their family and friends in a race against time, magic, and the age-old battle of dark vs light.
Story Synopsis
Melissa, Michael and Annabelle were each separated from their parents as infants. The story begins where they live together in an orphanage in northern Canada (circa 1600's). Discovering a strange kinship, they have become true friends and support one another. But why do they feel they are meant to be somewhere else? Is this where they truly belong?
Then a magical event occurs, transporting them to another land called Habitan. Here, sorcery, magic, and powers of the mind abound. Animals talk, and the spirit of the woods is alive. While in Habitan, the children join forces with three animal guides, encounter a wicked sorcerous named 'Oskana', and embark on an adventure to discover their true heritage and destiny.
Can they develop their innate powers and magical gifts soon enough to protect themselves and to help the Good of Habitan? Will they be reunited with their parents again? Who can they really trust? How can they save Habitan from the tyranny of Oskana's rule? Finally, how do the events of Habitan affect The Parallel Place; the 'earth' they grew up on?
Come journey with our three young adventures as they escape to a magical place, where anything and everything is possible if you believe and strive hard enough. Journey along with them as they face difficult choices and learn more about their true selves, while discovering what motivates people to do good or bad. Cheer them on as they begin the path to finding their own inner strength, and learn how to face unbearable odds with determination and courage, standing up for what is right despite the possible personal costs.
Author's Perspective
This book was original written because my daughter asked me for it. She enjoys imagined, magical worlds and she and her brother have listened to the short bedtime stories that I made up for them for years, and now she wanted a longer one.
I believe that stories are wonderful opportunities to not just provide a thrilling escape, but also to teach and reinforce our values, and to encourage the power of the imagination.
Now that the first book in the Habitan Series is completed, it is my hope that other readers of the story will also enjoy the escape to the magical land of Habitan. I hope the tale, its characters and plot twists will entertain and surprise readers until the very end, just as it did for my children. Perhaps, it will also provoke the readers' own imaginations, and they will relate to some of the positive messages within the story. In particular, the messages around the value and courage of true inner-strength; the strength that comes from believing in your own voice, and in standing up for your values and beliefs. | 1,174 | 683 | {
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Year 4 – Thursday 25 th June 2020
Well done for all your effort so far, we hope you will enjoy these!
Hello again, Year Four! Here are your second weekly batch of home learning activities.
English
Read your home reading book (or a book online) for fifteen minutes daily. Continue with trying to describe a story orally to a member of your family. Record yourself!
Spelling
Reading
English task
Mental maths
Maths task
Topic Mountains
Living Things
PE
Try to learn the next five words for this week's spellings; using the methods we use at school. LOOK COVER WRITE
BRONZE: pass, plant, path, bath, hour
SILVER: complete, favourite, learn, popular, special
GOLD: circle, famous, knowledge, perhaps, separate
Get an adult or another child to test you!
I WOULD BE A………………
Continue reading the Story on Youtube.
Write about what animal you would be if you could change like Charlie into an animal. Write a short paragraph explaining your choice and why you chose that animal.
Maths
https://www.topmarks.co.uk/Flash.aspx?a=activity04
This is quite a challenging game(for 10-11 years) but give it a go if you are confident. (You will need to enable flash in settings. Otherwise continue with Time table Rockstars).
Outsmart the Mission 2110 Roboidz by ordering thenegative numbersin ascending order.
Negative Numbers cont…..
Try the "Negative number maze". The one star worksheet is the easiest, the three star the hardest. Do the one you feel confident doing.
Use the PowerPoint to continue your mental maths starters (using one page each day).
Other
Human Geography
Write a letter to a friend recommending one of the Mountain ranges which you feel would interest them most.
Look at the Powerpoint on Mountain Environments. Discuss the PowerPoint with an adult or a child.
Looking at differences between Species: Collect as many different flowers as you can (do not over pick, one of each, preferably wild growing) Draw and label them (try at least 6).
Different species of animals are continually being discovered. https://www.youtube.com/watch?v=GCwPFCfq8IE&safe=true check out the dancing frogs.
List similarities and differences between them.
Remember Joe Wicks - P.E with Joe! Join in with his fitness sessions on YouTube or Jump Start Johnny or create an obstacle course in your garden! | 1,029 | 514 | {
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Bee swarms follow high-speed 'streaker' bees to find a new nest
3 October 2008
It's one of the hallmarks of spring: a swarm of bees on the move. But how a swarm locates a new nest site when less than 5% of the community know the way remains a mystery. Curious to find out how swarms cooperate and are guided to their new homes, Tom Seeley, a neurobiologist from Cornell University, and engineers Kevin Schultz and Kevin Passino from The Ohio State University teamed up to find out how swarms are guided to their new home and publish their findings on October 3rd 2008 in The Journal of Experimental Biology.
complete with queen, to the island, the team could get the insects to swarm from a stake to the only available nesting site; a comfortable nesting box. Situating the camera on the most direct route between the two sites, the team successfully filmed several swarms' chaotic progress at high resolution.
According to Schultz there are two theories on how swarms find the way. In the 'subtle guide' theory, a small number of scout bees, which had been involved in selecting the new nest site, guide the swarm by flying unobtrusively in its midst; near neighbours adjust their flight path to avoid colliding with the guides while more distant insects align themselves to the guides' general direction. In the 'streaker bee' hypothesis, bees follow a few conspicuous guides that fly through the top half of the swarm at high speed.
Schultz explains that Seeley already had still photographs of the streaks left by high-speed bees flying through a swarm's upper layers, but what Seeley needed was movie footage of a swarm on the move to see if the swarm was following highvelocity streakers or being unobtrusively directed by guides. Passino and Seeley decided to film swarming bees with high-definition movie cameras to find out how they were directed to their final destination.
But filming diffuse swarms spread along a 12·m length with each individual on her own apparently random course is easier said than done. For a start you have to locate your camera somewhere along the swarm's flight path, which is impossible to predict in most environments. The team overcame this problem by relocating to Appledore Island, which has virtually no high vegetation for swarms to settle on. By transporting large colonies of bees,
Back in Passino's Ohio lab, Schultz began the painstaking task of analysing over 3500 frames from a swarm fly-by to build up a picture of the insects' flight directions and vertical position. After months of bee-clicking, Schultz was able to find patterns in the insects' progress. For example, bees in the top of the swarm tended to fly faster and generally aimed towards the nest, with bees concentrated in the middle third of the top layer showing the strongest preference to head towards the nest.
Schultz also admits that he was surprised at how random the bees' trajectories were in the bottom half of the swarm, 'they were going in every direction,' he says, but the bees that were flying towards the new nest generally flew faster than bees that were heading in other directions; they appeared to latch onto the high-speed streakers. All of which suggests that the swarm was following high-speed streaker bees to their new location.
Citation: Schultz, K. M., Passino, K. M. and Seeley, T. D. (2008). The mechanism of flight guidance in honeybee swarms: subtle guides or streaker bees? J. Exp. Biol. 211, 3287-3295. (jeb.biologists.org)
Source: The Company of Biologists
1 / 2
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APA citation: Bee swarms follow high-speed 'streaker' bees to find a new nest (2008, October 3) retrieved 21 September 2021 from https://phys.org/news/2008-10-bee-swarms-high-speed-streakerbees.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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rue Beauty
T
Getting Started
What is beautiful by the worldʼs standard? What do you think is beautiful by Godʼs standard?
God made an amazingly beautiful world. He created us in his image, so we know we are beautiful in his eyes. But God wants our hearts and minds to be beautiful, too. Most people try to be beautiful—on the outside. And we love to look at beautiful things, like pictures of models and movie stars. But how can we work on our inner beauty? How can we focus on the inner beauty we see in others, rather than how they look?
Improving Your Vocabulary
reveal (v) - to show something that has been hidden announce (v)
-
to tell everyone; to make public idol (n) - something that is worshiped because it represents a god; a false god
majesty (n) - authority, power and greatness; a name used for a king or queen decay (v)
-
to rot; to fall apart and turn to dust tremendous (adj) - large, powerful, awesome or excellent
eternal (adj)
-
lasting forever
Reading God's Word
Psalm 19:1-4
How clearly the sky reveals Godʼs glory! How plainly it shows what he has done!
1
No speech or words are used, no sound is heard;
3
4
yet their message goes out
2
Each day announces it to the following day; each night repeats it to the next.
to all the world and is heard to the ends of the earth.
Psalm 96:5-6
5 The gods of all other nations are only idols, but the Lord created the heavens. 6 Glory and majesty surround him; power and beauty fill his Temple.
1 Samuel 16:7
I do not judge as people judge. They look at the outward appearance, but I look at the heart.
2 Corinthians 4:16-18
16 Even though our physical being is gradually decaying, yet our spiritual being is renewed day after day. 17 And this small and temporary trouble we suffer will bring us a tremendous and eternal glory, much greater than the trouble. 18 For we fix our attention, not on things that are seen, but on things that are unseen. What can be seen lasts only for a time, but what cannot be seen lasts forever.
1 Peter 3:4
4 Your beauty should consist of your true inner self, the ageless beauty of a gentle and quiet spirit, which is of the greatest value in Godʼs sight.
For further study, see Genesis 1 and 2:1-9; 1 Timothy 4:8; 1 Peter 1:23-25.
Taking a Closer Look
1. What is the "message" that "goes out to all the world"? (Psalm 19:1-4)
2. What do you think the beauty and glory of nature tell us about God?
3. Psalm 96:5 says other gods are all idols. Can beauty become like a god or an idol to us? How?
4. How does God judge us? How should we judge others? (1 Samuel 16:7)
5. What happens to physical beauty? What happens to our spirit? (2 Corinthians 4:16)
6. What "unseen" things should we fix our attention on? (2 Corinthians 4:18)
7. What kind of beauty lasts forever? (1 Peter 3:4)
Taking Action
1. What kind of qualities do you think a person with inner beauty should have? How can we develop these qualities?
2. In the worldʼs eyes, only certain people are beautiful. In Godʼs eyes, every person is beautiful. How can we see ourselves as God sees us? How can we see other people as God sees them?
Memory Verse: Ecclesiastes 3:11 (NIV)
He has made everything beautiful in its time.
Review the Vocabulary
Discuss your answers to the following questions with a classmate.
1. What kinds of things can become idols, or false gods?
2. What kinds of things will decay?
3. What kinds of things are eternal?
4. What is something tremendous?
5. What is something that we should announce to everyone?
This English Bible teaching material is prepared and owned by ORTV, Inc.
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Tuesday 9 th June 2020
Today we are recapping…
English: Analysing a persuasive advert
Maths:
Find equivalent lengths using millimetres and centimetres
Spelling: Speed write
PE: Spell and Groove.. Get into the groove
English
Tuesday 9 th June 2020
I can analyse a persuasive advert.
Starter- Co-ordinating Conjunction
Starter- Recognising Determiners ANSWERS
Here is an online advert.
Read the advert and follow the instructions at the bottom of the page.
Can you see any other features? If so, make a list of them in your book.
What do you like about this advert?
How could you improve this advert?
Maths
Today we are recapping length
I can find equivalent lengths using millimetres and centimetres.
Five in 5
1) 913+72=
2) 362=122=
3) 9x4=
4) 33÷3=
5) What is double 320?
Five in 5-Answers
1) 913+72=
2) 362=122=
3) 9x4=
4) 33÷3=
5) What is double 320?
Remember a millimetre is smaller than a centimetre. Can you remember how many millimetres are in 1cm?
© Classroom Secrets Limited 2019
The A arrow is after 4cm and then if you count each of the mm lines it is 7mm.
The B arrow is after 8cm and then if you count each of the mm lines it is 4mm.
A represents 4cm and 7mm.
4cm and 7mm is equivalent to 47mm.
B represents 8cm and 4mm.
8cm and 4mm is equivalent to 84mm.
Your turn
1) Join the equivalent lengths: Equivalent means equal (the same)
2) Circle the longest length
3) Tick the correct measurement.
Asad
Who is correct? Prove it.
My pet snake is the longest. It is 889mm long.
My pet snake is the longest. It is 89cm 9mm long.
Challenge
Spot two mistakes. Explain your answer.
Answers
1) Join the equivalent lengths: Equivalent means equal (the same)
2) Circle the longest length
3) Tick the correct measurement.
Answers
Spot two mistakes. Explain your answer.
9cm and 8mm and 8cm and 2mm are wrong because 9cm and 8mm is equivalent to 98mm and 8cm and 2mm is equivalent to 82mm.
Spelling
How many times can you write each word in 60 seconds?
scope telescope
microscope horoscope
periscope inspect
spectator respect
perspective spectacles
Spell and move... get into the groove!
Use some of your spellings from this week to create a workout. Each letter in the spelling has an exercise to go with it. Put all the letters from each spelling together and you have created a workout. E.g. If your spelling is 'gold', you would do the exercises near G, O, L and D.
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homeworkweekend 16
1. Who was the main Jewish leader who conspired against the Muslims and instigated the Quraish to wage war?
A. Abū Sufyān.
B. Huyayy Ibn Akhtab.
C. Nuyam Ibn Masud.
D. Ibn Umm Makhtum.
E. Abū Jahl.
2. Who was the commander-in-chief who lead the coalition army against the Muslims in the Battle of Khandaq?
A. Abū Sufyān.
B. Huyayy Ibn Akhtab.
C. Nuyam Ibn Masud.
D. Ibn Umm Makhtum.
E. Abū Jahl.
3. Name fi ve Arab and/or Jewish tribes that formed a coalition at the instigation of the Jewish tribe, Banu Nadir, to fi ght against the Muslims.
A. ____________________________________
B. ____________________________________
C. ____________________________________
D. ____________________________________
E. ____________________________________
4. Which sūrah in the Qur'ān provides details about the Battle of Khandaq and its various developments?
A. Baqarah.
B. Al-Anfal.
C. Al-Ahzāb.
D. Al-'Ankabūt.
E. At-Taubah.
5. After how many years of the Battle of Badr was the Battle of Khandaq fought?
A. 2 years.
B. 3 years.
C. 5 years.
D. 7 years.
6. What condition did Banu Qurayzah set for the Quraish before they would launch an attack upon the Muslims?
A. Th ey wanted gold and silver from the Quraish.
B. Th ey wanted the entire annual date harvest from Makkah to be given to them.
C. Th ey wanted 300 camels to be sent to them to prepare for the battle.
D. Th ey wanted all their women rescued by the Quraish before the battle.
E. Th ey wanted a few Quraish men to come and stay with them as friendly hostages.
7. Which of the following choices correctly lists the name of the person who created confusion among Banu Qurayzah and Quraish about each others' integrity during the Battle of Trench?
A. Abū Sufyān.
B. Salman al Farsi.
C. Uthman Ibn Aff an.
D. Huyayy Ibn Akhtab.
E. Nuyam Ibn Masud.
8. Which of the following choices correctly identifi es the reason why a trench was dug in the north of Madīnah before the Battle of Khandaq?
A. To prevent the Quraish cavalry from reaching Madīnah.
B. To prevent a face to face battle with the Quraish.
C. To foil all attempt of the foot soldiers from entering Madīnah.
D. To demoralize the Quraish by halting their progress in the battle.
E. All of the above.
9. After how many days from the time the siege began on Madīnah did a violent storm ruined the Quraish camp and end the siege?
A. 3 days.
B. 10 days.
C. 25 days.
D. 1 month.
E. 3 months.
10. Mention below the month in which the siege on Madīnah began during the Battle of Trench and the month it ended.
Began: ___________________________, Ended: _____________________________ | 1,348 | 717 | {
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Knowledge Mat – Digital Literacy – Year 3
National Curriculum Links: KS2 Computing
- select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
I will know
- how to format images - move, rotate and re-size shapes
- how to type a number of sentences using the keyboard
- how to use tab to indent paragraphs
- how to use cut, copy and paste to re-order text
- how to use keyboard shortcuts e.g. Ctrl + V, X, C to re-order text.
- how to use bullet points, speech bubbles, auto shapes and text boxes
- how to format wrapping/layout of text boxes and images in word
- how to use the format tab to alter word art to enhance my work.
- how to use a variety of table tools (merge cells, fill etc.)
- how to explain the difference between save and save as.
- how to create a folder to save my work in.
- how to give a file a name to identify it
- how to transfer these skills into PowerPoint
Formatting Shapes
Digital Literacy Vocabulary
Digital
Literacy
Having the skills to live, learn, and work
where communication and access to
information is increasingly through
technology
formatting
Making the writing look different
layout
Different ways to set out information,
pictures and tables in documents or
presentation
audience
Who the document is being written for
appropriate
and relevant
Suitable, proper and connected to the
subject
abstraction
Being able to focus on task before the
look and feel e.g. colour, size, background
background
Colours, patterns or images that sit behind
the information and images on slides
border
A design around the outside of a
document
animation
How text or images appear onto the slide
transition
How each slide moves onto the next slide
keyboard
shortcut
A key or combination of keys providing
quick access to a particular function
insert
Put something into a document, like a
picture
cursor
The flashing line that shows where you
will type or insert a picture
Moving Images
To move images around your work, use text
wrapping tool.
Click
Format tab, Wrap text
or right click
on the image and investigate and
choose the appropriate wrapping for your work
Save and Save As
Save As lets you save a file in a new location.
Save lets you update a file in the same location.
Word Art
Click on Insert tab, Word Art. Choose an appropriate style.
Tabs
Click the forward arrow to indent paragraphs forward. Click the back arrow to move paragraph indents back. | 1,134 | 580 | {
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chapter 3: communicating from the beginning
OFF TO A POSITIVE START
You can do many things to make sure your child gets off to the best possible start with their communication development. Even before you have made decisions about hearing aids, early intervention services and how you will support their communication development, you can do some simple, loving actions.
Sharing quiet moments together is important. Babies enjoy the intimacy of being close and looking at people. They also learn about people and themselves as they do this.
Use speech, touch and facial expression to communicate with your baby. It's instinctive to comment when your baby moves or makes sounds, and it's exactly the right thing to do. For example, if your baby burps, you might say 'do you feel better now?' Touch is a very important part of early communication – strokes, tickles and cuddles all encourage your baby to be aware of you and their enjoyment of being with you and listening to you.
TALKING, LISTENING AND PLAYING
Here are some tips to encourage enjoyable interactions between you and your baby. The Choices booklet has further tips on communicating with your baby.
Consider the environment…
■ Position your baby so that they can see you as much as possible.
■ Move away from or reduce background noise so your child has the best chance of hearing you talking to them.
■ Reduce the distance between you and your baby when you're talking to them. Come even closer when it's noisy.
■
Make sure the room has good lighting.
Understand your baby…
■ Watch and think about your baby's behaviours.
■ Spend time in close face-to-face interaction with your baby.
■ Copy the sounds your baby makes.
■ Use your voice, movement and touching to gain your baby's attention…
■ Make your voice fun to listen to. Use lots of facial expression – your baby will be interested in the movement of your face, eyes and lips as you speak and play.
■ Use child-directed speech or sign in response to your baby's behaviours, e.g. using repetition (speech, touching), varied intonation, facial expression and head movements.
■ Try singing while feeding or changing your baby.
■ Rock your baby rhythmically to songs, music and in good-night routines.
■ As you walk around with your baby, comment on the different sounds in the area.
■ Use simple songs and reassuring tones to soothe your baby.
■ Talk to your baby during daily routines such as feeding and changing.
■ Gently touch your baby; stroke their cheek or kiss their tummy. Talk as you do this and be aware of how your baby shows their enjoyment of this close physical contact.
CHILDREN WHO HAVE A UNILATERAL HEARING LOSS
Children who have a hearing loss in just one ear can benefit from all the above ideas, but other things are also useful for their specific needs.
■ Position your baby so that their ear with the better hearing is directed towards the sounds you want them to hear.
■ Place furniture such as cots and high chairs away from background noise and in a position to take advantage of their better hearing ear.
■ Place your baby's car seat on the opposite side of the car to their better hearing ear.
■ Make sure your baby is seated so more interesting sounds come to their better hearing ear.
Reference
Early Support Program, 2006, 'Development cards', viewed
January 2008, http://www.earlysupport.org.uk/modResources
Library/StreamRenderer/Development%20cards%20deaf%2
0children%20Aug%2006.pdf.
Q QUESTIONS TO THINK ABOUT WHEN CHOOSING A COMMUNICATION APPROACH… ■ What are our main goals for our child's communication? ■ How clearly do we understand the different methods, and where can we get further information if necessary? ■ What are the important things to consider when choosing a method of communication for our child? ■ If we decide a communication style is not working, what can we do to look at other options? | 1,548 | 811 | {
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604-927-3000
Stories Told – Wooden Sidewalks, Bucket Passing Brigades and Backroom Jail Cells
last month
ARTCi
No comments
Time has transformed the streets of Coquitlam from rutted dirt to one made of wooden planks to the concrete and asphalt avenues we see today. If the sidewalks could talk, perhaps they would tell similar tales to those of Olive Van Brakel, whose parents were some of the first Francophone arrivals to the area around 1910.
"My father had not intended to stay permanently but when he was living in Maillardville, he met my mother. She played piano and he played violin left-handed. They were some of the first to be married in Our Lady of Lourdes Church," says Olive. You could say they continued to make beautiful music together for many years as they stayed to build their lives and raise their family in the community. Olive was born in Maillardville.
Now in her 90s, Olive remembers, "When I was a girl, there were no cement sidewalks. In fact there were no sidewalks at all. Later they put in wooden ones." Growing up she recalls, "I knew everyone on my street by their first name. There was a path beaten between the houses where we played with neighbouring children. We were like one big family."
Emeri Paré, one of Coquitlam's first police officers and eventually Chief of Police and Fire Chief was Olive's uncle. When Emeri moved to Coquitlam in 1910, he worked at Fraser Mills for two dollars a day. As a blacksmith he hand forged the horseshoes and then installed them on the Clydesdale horses that were used to pull the lumber wagons.
Emeri built his first house on Pitt River Road. In 1912 he was appointed as a special constable at a rate of $10 per month. Following the secession of Port Coquitlam, Emeri Paré was appointed as a constable at a rate of $75 per month and on January 19th, 1914, he was appointed Chief of Police, though his wages did not change. In the absence of a police station, part of his home served as the station and he even had two jail cells built at the back of the property. His trusty horse and the fire wagon were also kept behind his home. The same horse was used for police patrols as well as to pull the fire wagon in those early days.
There were no water mains, fire hydrants or hoses if fires threatened. In emergencies, a bell would sound from the church tower at the corner of Laval Street and Laval Square. Volunteer fire fighters formed bucket brigades where they passed buckets of water from hand to hand from the closest available water source.
They say, 'the more things change, the more they stay the same.' While Olive notes that the Coquitlam of today is not the Coquitlam she grew up in; that neighbourhoods are much larger and that general stores have been replaced by super stores; she also notes that the spirit, hope and appreciation that her parents had when they first moved here, can be seen in the faces of the new families who now choose to call Coquitlam home.
Written by Lori Sherritt-Fleming, ARTCI
Interview by Shelley MacDonald and Roy Mulder
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21C Safety Standards
1. Safety policies are clearly articulated in writing, shared with all parties (e.g., parents, staff, school), and followed accordingly
2. Written safety policies include procedures for incidents, emergencies, aquatic activities, mandated reporting, bullying, injuries, transportation, weather-related concerns, staff behavior, student behavior, record keeping, confidentiality, and parent communication
3. Clear sign in/ sign out procedures are established, staff follow up on any absentees, and every child is accounted for before being released
4. The program uses spaces and student-teacher ratios that are appropriate and safe. (Recommendations are 1-2:1 for tutoring; 1:5 for homework help and small group work; 10:1 for most programs)
5. Grantee has completed a review of state school age care licensing regulations and have adapted practices so that each elementary site could pass licensure (if applicable)
6. CPR/first aid trained staff are always on-site and if a student(s) needs an EPI Pen, a plan and training for usage of the EPI Pen is in place
7. Procedures are in place for identifying and planning on behalf of individual students who have serious allergies such as a peanut allergy
8. Director is aware of any special needs and makes sure that staff are able to handle them appropriately or that accommodations are made
9. First aid kits are available and well-stocked
10. Telephones or mobile devices are available for communication between staff, parents, and others
11. Director and staff have well organized paperwork including: who is present, what programs they are attending, how they are going home, signed permission slips from parents, emergency contact and health information
12. The program follows the guidelines and requirements of mandated reporting
13. Students are offered a healthy snack or meal each day following proper nutrition guidelines
14. Procedures and strategies are in place so that every student feels physically and emotionally safe in the program
15. Program activities, materials, and spaces are age and developmentally appropriate
16. Any issues, problems, and incidents that arise during the afterschool program are communicated to the appropriate school day personnel the next school morning
Contact Information:
If you have questions about this document or would like additional information, please contact: Emanuel Betz, Student Pathways Division, email@example.com or 802-828-6977
17. Program leaders have met with school personnel and have generated written afterschool procedures linked to the schools' safety plan, including options-based responses to violent intruders*
18. All afterschool and summer staff, (including part time non-school staff) have received and reviewed written procedures and training for emergency procedures and commands, including options-based responses to violent intruders*
19. All afterschool and summer staff, (including part time non-school staff) have reviewed regular program space to determine what to do and where to go including as part of optionsbased responses to violent intruders*
20. Programs complete two drills during the school year during afterschool time and one during the summer if the program has a new configuration involving children from multiple schools
21. Programs review and follow the Vermont Crisis Guide, school sponsored After-School section
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Writing & Language Development Center
Prepositionsfor English Language Learners
Prepositions show how things relate to each other in location/place, direction/position, or time. Learning to use prepositions can be challenging because there are few reliable rules and many variations and exceptions. You can always check an ESL dictionary or other English language usage guide, but your best bet for mastering prepositions may be just to listen and practice:
* Notice prepositions when you read.
* Write down, practice, and memorize phrases that you use often.
* Listen to how native English speakers use prepositions.
Common Prepositions
Prepositions may be one word or several words long. Here are some common prepositions:
Prepositions of Location/Place
Some prepositions indicate location or place. Use in with the names of land areas such as towns, counties, states, countries, and continents. Also use in when the meaning is "inside a place. Use on with the name of a particular street. Use at with a particular address or a specific place.
I live in Yuba City.
Sylvie is living in Spain.
My mother lives in California.
Japan isinAsia.
I will meet you on Main Street.
Meet us at Trader Joe's.
My brother lives at 344 Anderson Avenue.
I'll be studying in Room 1116.
Prepositions of Direction/Position
Some prepositions show direction/position. Two that are sometimes problematic for English language learners are on and in. Use on when you mean "on top of." Use in when you mean "inside."
Christopher and Riley were jumping on the bed.
The kitten was hiding in the box.
Prepositions of Time
Some prepositions indicate times and seasons. Use in with the name of a month (in August), season (in winter), or year (in 2020). Use on for a specific date (on October 21) or day of the week (on Mondays) and at for a specific time of day (at 5:00, at noon). Use in for a nonspecific time of day (in the morning). One important exception for time of day is at night—we can study in the morning, laugh in the afternoon, and rest in the evening, but we sleep at night.
My friend's birthday party is in August.
Kelly has piano lessons on Mondays.
Andrew likes to snowboard in
winter.
Our plane leaves for Europe on October 21 st.
The board meeting is
My instructor has office hours in the afternoon, but he's not here at night.
at
5:00 p.m.
For expresses a duration; since expresses a duration from a specific, named date or time period.
Trisdan has been studying Japanese for six months.
Professor Harvey has been waiting since 3 p.m
Satinder has been a volunteer since last summer.
Nouns and Prepositions
Some nouns must be paired with particular prepositions:
Adjectives and Prepositions
Some adjectives require particular prepositions:
Verbs and Prepositions
Certain verbs must be used with particular prepositions (also see Phrasal Verbs
):
Adapted from: Capital Community College Grammar web site: www.guidetogrammar.org/grammar/index.htm and Writing Clearly: An Editing Guide by Janet Lane and Ellen Lange.
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TIME SAVERS
1. Keep a list of specific items to be done each day; arrange them in priority order
2. Concentrate on one thing at a time.
3. Work on your "Things to Do" list without skipping over difficult items.
4. Plan the first thing in the morning; set priorities for the day.
5. Write shorter letters and memos.
6. Wastebasketry, throw away things you don't really need.
7. Committee of two, avoid involving unnecessary people in the decision making process.
8. Correspondence; handle it only once, don't put it back on the pile; fast answers, write response right on the letter.
9. Put signs in your office to remind of your goals.
10. Review/Revise your goals once a month.
11. Ask yourself, "Would anything terrible happen if I didn't do this priority item?" If the answer is negative, don't do it.
12. When you are procrastinating, ask yourself what you are avoiding.
13. Ask questions; see if someone else has the answer already; don't reinvent the wheel.
14. Closure; know when to stop a task, don't overdo it.
15. Meetings; have a purpose, have a time limit, ask only necessary individuals to participate.
16. Busywork; get rid of it; it's not how much you're doing that's important, but how much you get done.
17. Calendars; Keep yearly, monthly, weekly, and daily calendars.
18. Diagrams; use simple charts or diagrams to communicate ideas rather than long, drawn-out papers.
19. Easy things first, in order to get started, start on an easy thing, but make sure the hard ones get done.
20. Environment; make sure your "work space" is so arranged to allow you to work.
21. Set aside time to concentrate on high priority items.
22. Keep your desk-top cleared for action.
23. Have a place for everything, so you know where to look for things.
24. Phone calls (outgoing); group them; plan what you will say.
25. Write things down.
26. Continually ask yourself, "What is the best use of my time right now?"
27. Set aside large chunks of time for tasks which require uninterrupted concentration.
28. Schedule meetings for a time just prior to lunch or quitting time.
29. Use checklists; when many things have to be done, and the order in which they are done is critical, make a chronological list.
30.
Learning; have a book reading plan that matches your goals.
31. Say NO when you can't do something.
32. Reward yourself; give yourself time off and special rewards when you've done the important things.
How to Get Control of Your Time, and Your Life - Alan Lakein
CONCERN
®
Services 513-891-1627 or 800-841-5002
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Out and about
- Choose a three-digit car number, e.g. 569.
- Make a subtraction from this, e.g. 56 - 9.
- If you are right, score a point.
The first to get 10 points wins.
Mugs
You need a 1 litre measuring jug and
a selection of different mugs, cups or beakers.
- Ask your child to fill a mug with water.
- Pour the water carefully into the jug.
- Read the measurement to the nearest 10 millilitres.
- Write the measurement on a piece of paper.
- Do this for each mug or cup.
- Now ask your child to write all the measurements in order.
Counting
Time your child while he / she does one or more of these.
- Count in sixes to 60.
- Count back in sixes from 60 to zero.
- Start with 4. Count on in sixes to 70.
-Start with 69. Count back in sixes to 3.
Try counting in different steps such as 25s or 9 or 0.1
Battleships
Have a game of battleships using coordinates.
Times Tables and number bonds. Please ensure your child has the opportunity to regularly use on line sites which promote quick recall of number facts when they have been learned:
https://www.topmarks.co.uk/maths-games/hit-the-button HIT the Button https://play.ttrockstars.com/auth Times Tables Rockstars.
Achieving excellence through the pursuit
By the end of Year 4, most children should be able to:
Count on in multiples of 6,7,9,25 and 100
Find 10,100 or 1000 more or less than a given number
Recognise 1000s ,100s, 10s and 1s in a 3 digit number
Round any number to the nearest 10, 100 or 1000
Read Roman numerals to 100
Add and subtract numbers to 4 digits using efficient written methods
Estimate and use inverse operations
Recall and use all times tables to 12x12
Multiply 3 numbers together
Count in tenths and hundredths
Recognise , find and write fractions of objects and numbers
Activities to do at home
Tables
Practise your times tables. Say them forwards and backwards.
Ask your child questions like:
What are five threes? What is 15 divided by 5?
Seven times three? How many threes in 21?
Measuring
Use a tape measure that shows centimetres.
- Take turns measuring lengths of different objects, e.g. the length of a sofa, the width of a table, the length of the bath, the height of a door.
- Record the measurement in centimetres, or metres and millimetres. Try converting them from one to the other.
if it is more than a metre, e.g. if the bath is 165 cm long, you could say it is 1m 65cm (or 1.65m).
- Write all the measurements in order.
Number game
- Put some dominoes face down.
- Shuffle them.
- Each choose a domino.
- Multiply the two numbers on your domino.
- Whoever has the biggest answer keeps the two dominoes.
- The winner is the person with the most dominoes when they have all been used.
Looking around
Choose a room at home.
Challenge your child to spot 20 right angles or acute angles or obtuse angles in it.
Find 20 parallel or perpendicular lines
Find symmetrical objects. How any have 2 or more lines of symmetry?
Questions you could ask your child as they are doing their Mathematics.
* What is the same or different about these numbers, sums, processes?
* How could you organise your learning?
* Can you show me an example?
* What are the connections between...?
* What do you notice?
* When is it not true?
* Can you find another example?
* Can you find an example that does not work?
* How can you be sure?
* What question can you ask next?
* Can you explain why that happens?
* Can you describe...?
* Can you do this mentally?
Add, subtract and compare fractions with the same denominator
Compare and order decimals
Know decimal equivalents of tenths and hundredths
Identify lines of symmetry in 2-d shapes
Use coordinates in the first quadrant
Identify acute and obtuse angles and order by size
Use bar charts and line graphs to represent data
Convert between units of measure e.g. km to m, hour to minute.
Find the area and perimeter of rectangles
Read, write and convert time between analogue, digital 12hour and 24hour clocks.
These are examples of some of the mathematical targets your child is working towards this year.
Please visit the school website (in the curriculum section) where you can find video demonstrations of each of the Standard Methods for addition, subtraction, multiplication and division, from Year 3 through to Year 6. | 1,906 | 1,113 | {
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Describe and explain the characteristics of any one soil types studied by you
(80 marks)
Marking Scheme:
Overall Coherence 20 marks graded* 20 marks graded*
In this answer, I choose 3 aspects to discuss (Colour, Texture and Humus content). Overall coherence means how well your answer is structured (Introduction, main section, conclusion – well-structured and coherent) and do you keep to the point/ answer the question directly.
Introduction:
In this answer I will discuss the characteristics of the Brown Earth soil. Brown Earth soils, which is classified as a zonal soil, developed as a result of the Cool Temperate Oceanic climate such as the one found in Ireland. This is found between 30 o and 55 o North of the Equator. Brown Earth soils are the most common soil type found in Ireland.
Body of Topic:
Brown Earth soils have a number of characteristics that make them different from other soil types. The characteristics of Brown Earth Soil (B.E.S.) include colour, texture, structure, pH, organic matter, water content and colour. All soils are made of a combination of air, water, mineral matter and organic content, which are all affected by their immediate environment as well as the processes operating in that environment (eg. Humification).
As the name suggests, Brown Earth soils are brown in colour. Humification is responsible for the dark colour of the Brown Earth soils. Throughout Ireland, over the last 10,000 years, our deciduous forest have led to an abundance of vegetation (leaf litter) gathering on the forest floors. When this vegetation, combined with other organic matter which would be present, such as dead insects etc. gather on the surface of the soil, it is broken down and decomposed to form a substance called humus. This activity takes place in the upper most 'O Horizon'. Rainfall acts as an agent of 'translocation' as the humus is washed down into the soil by the rain. Humus then acts as a fertiliser to the soil, making it very fertile for further growth the following Spring. Earthworms and insects mix the soil together creating no distinct separation between the A and B horizons.
Texture refers to the coarseness or fineness of the particles found in the soil. Brown Earth soils have equal amounts of silt, sand and clay particles giving them a loamy texture. As there is space between the soil particles for air and water to pass through it, this means that Brown Earth soils are well drained making them very fertile and ideal for agricultural
purposes. When particles of soil bind together they form 'peds'. There are four main groups of 'peds', (crumb, platy, blocky and prismatic) and Brown Earth soils have a crumb structure. This means that the particles of soil are small, rounded and loosely packed together. This allow the air and water to pass through easily, aiding seed germination. Also due to the limited leaching from the climate, hard pans do not develop so tend to be free-draining. Hardpans, or Soil pans, are a dense layer of soil, usually found below the uppermost topsoil layer. The general characteristic is that it is a distinct soil layer that is largely impervious (impermeable) to water. This is the case particularly in North County Dublin where market gardening takes place. In Ireland the parent material for Brown Earth soils is, in most cases, boulder clay, which was deposited during the last ice age.
Humus is formed by the process of humification. Humus is a dark jelly like substance which forms from the decomposition of organic matter, usually by bacteria/fungi, on the forest floor. The humus content of Brown Erath Soil impacts on the structure of a soil, which describes how the particles of a soil are bound together. This binding is aided by the presence of humus. Due the Ireland's Cool Temperate Oceanic climate, this zonal soil has been allowed form over time. There are variations within Ireland also, where micro-climates of certain areas lead to slightly more leaching for example, and less humus. In the mountainous north-west of Ireland, Podzolic Brown Earth soils contain less humus. Usually, moderate levels of rainfall wash the nutrients into the soil but do not leach it. In this process, water acts as an agent of translocation. This means that water is simply moving the nutrients from the O horizon into the A horizon. Climate and relief dictate the amount of humus in a soil.
Conclusion:
Therefore, as has been shown, the most common soil type in Ireland is Brown Earth Soil, whose characteristics has evolved over time due to a variety of locational factors to give this zonal soils (a major soil group well-developed from the parent material by the normal soilforming action of climate and living organisms, generally covering a wide geographic region or zone).
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Chapter Four Homework
Homework Question 7
Assuming that the gas inside the vacuum chambers has the same composition as the outside air, estimate the following. a) The particle density inside the chambers. b) The total number of particles inside one of the arms. c) The typical distance between particles. d) The rate at which particles impact each square meter of the inside of the vacuum chamber. Each of the arms is 4 km long and 1.2 m in diameter. The temperature inside the chamber is around room temperature, ⇠ 300 K.
Homework Question 8
While the LIGO test masses reside in a vacuum environment, it is not a particularly cold one. The temperature inside is whatever the ambient room temperature is in the lab, around 300 K. Use the Equipartition Theorem to estimate the motion of the 40 kg test masses. You can use the last stage of the pendulum if you like, ignoring the others.
Homework Question 9
In addition to transverse kinetic energy, each pendulum has thermal energy partitioned into the strings that support it. The vibrational energy in a string under tension is given by the following equation.
Here, An is the amplitude of the n th vibrational mode of the string, ⌧ is the tension in the string, and L is the length of the string. From Figure 4.1 you can see that each test mass is suspended by two pairs of silica fibers, so that each fiber supports one fourth the weight of each mass. Assuming that the fibers are 60 cm in length, compute the amplitude of the fundamental (n=1) vibrational mode. How does this amplitude compare to the size scale you found in the previous exercise? Do you think that the assumption of a vibrating string with two "fixed" ends is a good one? The frequency of such a string is given as follows.
The mass per unit length of each fiber is denoted by µ. The density of fused silica is ⇢ = 2.2 g cm − 3 , and each fiber has a diameter of 0.4 mm. Estimate the vibrational frequency of the fibers. Keep this frequency in mind. It will prove relevant later on in Section 5.
Homework Question 10
The wavelength of the LIGO laser is 1064 nm and its power inside the Fabry-Perot cavities is 850 W. In this problem you will use this information to explore the e↵ect of statistical fluctuations of the laser light on the motion of the 40 kg test masses. This shot noise is caused by Poisson fluctuations on the numbers of photons. Use a characteristic time scale of 100 Hz, typical for the frequencies of the gravitational waves LIGO can detect, and complete the following steps.
a) How much laser energy hits the test mass in one time scale?
b) How many photons is this?
c) What is the Poisson fluctuation on this number?
d) What fluctuation in photon momentum corresponds to this photon fluctuation?
e) What fluctuation in the momentum of the test mass does this impart?
f) What fluctuation of the speed of the test mass corresponds to this?
g) How far does the test mass move during this timescale? | 1,210 | 698 | {
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Traditional vegetable garden
Highlights
NATURE: along the Tagus River, you can fish barbel, boce, carp, black bass, eel, dace and perch. The avifauna that live here includes species such as the grey heron, the black stork, the red kite, the osprey, the black vulture, the eagle owl, the cormorant and the griffon vulture. This is also the natural territory of the wild boar, the red deer, the rabbit, the fox, the genet cat, the hare, the mongoose and the wildcat.
HERITAGE: Cacheiro: Parish Church of São Matias, with stone image of St. Peter, from the 16th century; old fountains; community oven. HANDICRAFT: stoned pottery; embroidery and stitched from Nisa; bobbin lace; tatting; felt appliqués and pulled thread hems.
GASTRONOMY: cachola rice from Alpalhão; febras da matança; sarapatel soup; afogado soup; potato crumbs; papa ratos; maranhos; pezinhos with tomato sauce; feijões das festas; lamprey rice; river fish soup. Sweets (cavacas, dormidos cakes, esquecidos, nisas, barquinhos). Mestiço cheese from Tolosa (Protected Geographical Indication); Nisa cheese (Protected Origin Designation); sausages from Alpalhão.
Recommended season
This walking path can be done throughout the year. Nevertheless, users must be aware of high temperatures during summer time and some slippery points during winter and rainy days.
Trail signage
right way wrong way
turn left turn right
Place of Interest
TRADITIONAL VEGETABLE GARDEN
Much of the Nisa Municipality is used for agriculture, predominately fruit trees, olive groves and traditional vegetable gardens and vineyards. Most of the houses of the villages have a yard where legumes and vegetables are grown, the subsistence agriculture also being used by retired people as an occupational therapy.
Walking code
Follow sign-posted trails only. / Respect private property. / Avoid making unnecessary noise. / Do not disturb the animals. / Do not collect or damage plants or rocks. / Do not litter and leave no trace of your visit. / Do not light fire and do not throw cigarettes on the ground. / Be kind to local people. / Beware of cattle. Although gentle, they do not like strangers approaching their young. / Leave the gates as you found them. If they are closed, be sure they remain well shut.
Useful contacts
Town Hall of Nisa:
+351 - 245 410 000
Nisa Tourist Office: +351 - 245 410 000 - extension 353
SOS Emergency: 112
SOS Forest: 117
Medical Center: +351 - 245 410 160
Anti-Poisoning Information: +351 - 217 950 143
GNR (Republican National Guard): +351 - 245 410 116
Fire Department: +351 - 245 412 303
Village Hall of São Matias: +351 - 245 469 226
Promotor:
Walking path registered and approved by:
Partner institution:
Co-financing:
July 2015 / 2500 copies
PATH NETWORK IN NATURE
Walking path description circular
==
1.30
4.25
uphill
m
265
H
Km
II
easy
188
m
m
82
=
Tagus River. The peaceful water plane is formed by the Fratel Dam.
The walking path starts next to the old Primary School of Chão da Velha, where you see the old houses of the village with the characteristic chimneys of Alentejo. Once upon a time, agriculture and grazing of cows and goats were the main sources of livelihood for this village, now practically deserted. However, there are still some vegetable gardens and vineyards around, proving that there are still people who have not abandoned these fields. Walking through the woods, populated by eucalyptus, go down by a footpath, snaking along a narrow path down the slope, lost in the barriers of the Tagus, leading to the south bank of the river. After reaching the spot where there is a small dock and a picnic area, you get a good perspective of the embedded valley of the river that marks the transition between the south of the country, hot and dry, and the north, temperate and humid. Here you may see some birds such as the grey heron or cormorants. Then comes the climb, on a dirt trail, passing through several eucalyptus groves. Follow the path until you reach the highest point of the track, at a threshing-floor, accompanying a schist wall. Before arriving at Chão da Velha, you will pass by a fountain and some buildings in schist. | 1,927 | 1,046 | {
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Achiltibuie Garden feed granules – controlled release fertiliser for plants
At an average temperature of 21 o C, Achiltibuie Garden feed granules will provide nutrients for your plants over a three to four month period. Nutrients are released from the granules to the plants at a rate which depends on temperature, so they will last longer when the weather is cooler. All you have to do once you have added granules is to provide sufficient water.
Plants vary enormously in the size of their appetites: some are very modest, others seem almost insatiable. Achiltibuie Garden feed granules help you cater for their individual needs. The recommended dose for the pot you are using will be suitable for most plants but for particularly greedy feeders such as tomatoes, cucumbers or melons use 1 1 / 2 to 2 times the amount. For plants with low nutritional requirements such as orchids and ferns use half the recommended dose.
These granules are easy to use and convenient for small pots or individual plants. For larger growing systems, we recommend our range of hydroponic liquid feeds. These give a higher level of control and accuracy and are suitable for using with plants which crop heavily.
How to apply Achiltibuie Garden feed granules
For seedlings and cuttings, add feed granules to the base/reservoir of the pot when you are transplanting into the pot (they do not require feed before this as long as they are transplanted as soon as they are ready).
If you sow directly into a pot and intend to grow the plant to maturity in situ, add the recommended dose of feed granules to the base/reservoir of the pot when you sow the seeds and then add water. Check the water level regularly, ensuring that water is always available to the plant in the base/reservoir.
Every three to four months add the appropriate dose of feed to the base/reservoir of the pot. The feed will diffuse out into the water directly for uptake by the plant. Please note that the Achiltibuie Garden feed granules do not dissolve so you may wish to empty out the used ones before adding more.
Although these instructions are given for plants grown using hydroponics, Achiltibuie Garden feed granules are also suitable for use with conventionally grown plants. Houseplants, herbs, strawberries and a wide variety of other plants will thrive.
Rate of use of Achiltibuie Garden feed granules
Achiltibuie Garden supplies a range of pots and growing kits with complete instructions on how to use the granules. In general 5ml (1 teaspoon) for each 2 litres of Gold growing medium is sufficient for most plants. Use a similar dose for conventionally grown plants. | 1,055 | 573 | {
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Supporting a Person with Diabetes
Key Facts
People with intellectual or developmental disabilities (I/DD) have a significantly higher risk of developing type 2 diabetes than those without I/DD. It is important to talk to people with I/DD about prevention to reduce their risk of developing diabetes.
Speak to people who have diabetes and I/DD in a way that is clear and easy to help them understand how to follow the treatments and recommendations prescribed by their doctor, as well as the importance of these recommendations for their health.
Risk Factors for Diabetes
* Overweight
* Low levels of physical activity
* Poor diet
* Smoking
* High blood pressure/ cholesterol
* Low compliance with medication regimes
Lifestyle Habits to Reduce Risk of Diabetes
Determine if the person you support is at risk for diabetes and talk to them about lifestyle changes that could reduce their risk.
Diet
* Eat smaller portions of carbs, such as potatoes, bread, and pasta, which are converted into sugar when digested.
* Reduce intake of fats and sugar.
* Increase intake of vegetables and fiber.
Physical Activity
Go on walks throughout the day or walk instead of drive when possible.
Smoking
Consider nicotine replacement therapies.
Increase Compliance with Medical Regimes
Participate in health screenings. Get annual feet examinations, eye exams and primary care check-ups.
Communicating with a Person with I/DD who has Diabetes
* Encourage medical staff to speak to the person directly, not just to their support person.
* Communicating with the person about diabetes in a way they understand, is an important part of supporting them so they can monitor their condition and seek out other supports as needed.
* Speak slowly and clearly, facing the person.
* Check for understanding by asking clarifying questions, or repeat main points if necessary.
* Pause in between thoughts to make sure they understand.
* Involve the support person in the conversation rather than talking about the person with diabetes.
* Find out who is providing support and involve them in conversations so all are aware of recommendations for successfully managing healthcare needs.
What to say
The person you support may have limited knowledge of diabetes. Complicated descriptions and too much information can cause confusion and anxiety.
* Use plain language instead of complex medical terminology when possible.
* Break down difficult information into smaller pieces and check for understanding.
Start with what the person does now
Some people have set eating routines that need to be understood before they can be adapted. Talk about what they like and don't like before suggesting changes. Some helpful tips include:
* Suggest gradual changes and explore "swaps", like replacing full sugar drinks with diet drinks or using sparkling water with a lemon wedge instead of soda.
* Use easy read leaflets, visual aids, and online videos to support conversations about diabetes, but do not use them to replace conversations.
* Find out who shops and cooks and involve this person in conversations.
The Importance of Physical Activity as Well as Diet
People with I/DD often have low levels of activity and may not be aware of the importance of exercise in managing diabetes. Explain that being active is as important for their health as their diet. Find out what activities they enjoy and find ways to support their participation in those activities. Some people feel more comfortable doing activities arranged specifically for people with I/DD, while others may enjoy going to an exercise facility. Be sure to ask the person and help support their preferred choice.
Related fact sheets:
* Encouraging Preventative Health Care
This fact sheet was created in June 2021.
The fact sheet contains general information only and does not take into account individual circumstances. It should not be relied on for medical advice. We encourage you to review the information in this fact sheet within the context of educational purposes and when appropriate, share it with your health professional to decide whether the information is right for you.
This module was adapted from NSW Council for Intellectual Disabilities (2009), Australia.
The toolkit and its components were supported in part by the grant or cooperative agreement number DD000014, funded by the Centers for Disease Control and Prevention and by the University Center for Excellence in Developmental Disabilities Administration on Community Living grant #90DDUC0039. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention, Administration on Community Living, or the Department of Health and Human Services. | 1,970 | 884 | {
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The "Art of Fine Play"
THE FPG-9
Play has been defined as the work of children and, as such, toys are the tools of their work. If play is the work of children, the "art of fine play," (fun with a purpose) is the work of teachers. Orville and Wilbur Wright first learned about flight when their father brought home a toy helicopter for their amusement Orville recalled that they played with it for hours, eventually designing and modifying the original many times.
The FPG-9 derives its name from its origins, the venerable and ubiquitous foam picnic plate. The Foam Plate Glider, is created from a 9-inch diameter plate, available in most grocery and convenience stores. It can be used for an engaging and safe exploratory activity to excite students and deepen their understanding about science and the physics of flight. The activity introduces concepts about air pressure, drag and how aircraft use control surfaces to climb, turn and maintain stable flight.
Most students can better understand how things work when they are given a toy and the time to learn about its characteristics. This simple plane will help your students understand how control surfaces affect flight. For example, they can discover for themselves that a plane will loop and turn, depending upon the position of the elevons* and rudder. Classroom work with these planes is a natural invitation for students to experiment and make observations. This discovery activity challenges students to solve problems as they devise their own experiments.
It will take approximately five minutes for students to assemble this aircraft. Once the planes are assembled, allow the students to play and experiment with their new creation for about ten minutes. After students have developed skill in "teaching the plane how to fly," they will need approximately twenty minutes to complete the FPG-9 worksheet. Make sure that your students understand that they must launch their planes with the same amount of force and at the same angle for each step in the activity. Consider wrapping up the class with a discussion of their observations and suggestions for extended study. This activity may be used as a launching point to further study the physics of flight, or to discuss the Wright Brothers' contributions to understanding how a flying machine is controlled in the air.
Good luck and have fun! More activities and suggestions for classroom use of model aircraft can be found by contacting the Academy of Model Aeronautics Education Committee at their website, buildandfly.com.
As Orville once said, "I can remember when Wilber and I could hardly wait for morning to come to get at something that interested us. That's happiness!"
* The FPG-9 uses "elevons" to control both pitch and roll. In a conventional airplane, elevators control pitch and ailerons control roll.
Ninety Nines Columbia Cascade Chapter Glider Control Activity
Name________________________________________ Troop and age _________________
Directions: Answer the questions below. Draw pictures to aid each response. You should draw the plane from a rearview perspective, as though the plane is flying away from you and in to the paper. Remember to launch your plane with the same amount of force and at the same angle for each step in this activity.
1. How would you position both elevons so the plane will loop? Draw the elevons on the picture below: (You are looking at the back of the plane.)
2. What happens when the elevons are neutral (they are even with the wing) and the rudder is moved to the left? (You are looking at the back of the plane.)
3. Place the rudder in a neutral position for the following experiment: How would you arrange both elevons to get your plane to fly to the left? Draw the position of the plane’s elevons.
4. How can you get your plane to fly to the right? There are at least 3 possible answers. Draw a picture of the back of each plane and show the position of its control surfaces. Feel free to use combinations of the rudder and the elevons.
Collect data for these two different elevon configurations:
| Elevon Configuration | Flight Time (Seconds) | | | |
|---|---|---|---|---|
| | Trial 1 | Trial 2 | Trial 3 | Trial 4 |
| A) | | | | |
| B) | | | | |
5. Which configuration (A or B) is better at keeping the nose of the plane in the air? Which plane flew longer? Why did it fly longer?
6. Which configuration (A or B) has more drag? Why? What do you think drag is?
7. Refer to the following picture to answer this question: Which wing has higher pressure under it when the plane is flying? Circle your answer below:
The left wing has higher pressure under it.
The right wing has higher pressure under it. | 1,875 | 1,014 | {
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HUMPBACK WHALES
The humpback whale (Megaptera novaeangliae) is a species of baleen whale. One of the larger rorqual species, adults range in length from 12–16 metres (39–52 ft) and weigh approximately 36,000 kilograms (79,000 lb). The humpback has a distinctive body shape, with unusually long pectoral fins and a knobby head.
Like other large whales, the humpback was and is a target for the whaling industry. Once hunted to the brink of extinction, its population fell by an estimated 90% before a moratorium was introduced in 1966. While stocks have since partially recovered, entanglement in fishing gear, collisions with ships, and noise pollution continue to impact the 80,000 humpbacks worldwide.
Interesting Facts:
- A humpback whale can easily be identified by its stocky body with an obvious hump and black dorsal coloring. The head and lower jaw are covered with knobs called tubercles, which are hair follicles, and are characteristic of the species.
- The fluked tail, which it lifts above the surface in some dive sequences, has wavy trailing edges
- The long black and white tail fin, which can be up to a third of body length, and the pectoral fins have unique patterns, which make individual whales identifiable.
- Humpbacks have 270 to 400 darkly colored baleen plates on each side of their mouths. The plates measure from a mere 18 inches (46 cm) in the front to approximately 3 feet (0.91 m) long in the back, behind the hinge. Ventral grooves run from the lower jaw to the umbilicus about halfway along the underside of the whale.
- The stubby dorsal fin is visible soon after the blow when the whale surfaces, but disappears by the time the flukes emerge.
- Humpbacks have a 3 metres (9.8 ft), heart-shaped to bushy blow, or exhalation of water through the blowholes. Because humpback whales breathe voluntarily, the whales possibly shut off only half of their brains when sleeping Early whalers also noted blows from humpback adults to be 10–20 feet (3.0–6.1 m) high.
- Found in oceans and seas around the world, humpback whales typically migrate up to 25,000 kilometers (16,000 mi) each year.
- Humpbacks feed only in summer, in polar waters, and migrate to tropical or subtropical waters to breed and give birth in the winter. During the winter, humpbacks fast and live off their fat reserves.
- Their diet consists mostly of krill and small fish. Humpbacks have a diverse repertoire of feeding methods, including the bubble net feeding technique.
- Females reach sexual maturity at the age of five, achieving full adult size a little later. Males reach sexual maturity at approximately seven years of age. Humpback whale life spans range from 45–100 years. [16] Fully grown, the males average 13–14 m (43–46 ft). Females are slightly larger at 15–16 m (49– 52 ft)
- Newborn calves are roughly the length of their mother's head. At birth, calves measure 6 metres (20 ft) at 2 short tons (1.8 t) The mother, by comparison, is about 15 metres (49 ft). They nurse for approximately six months, then mix nursing and independent feeding for possibly six months more. Humpback milk is 50% fat and pink in color. | 1,339 | 758 | {
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Acadiana Animal Aid 142 Le Medicin Rd Carencro, LA 70520 337-896-1553 email@example.com www.acadianaanimalaid.org
Chewing
Chewing is a relatively common behavior in dogs, especially puppies. It's normal for dogs to chew on objects to explore their environment, for self-care, whether that's relieving pain caused by incoming teeth or to keep jaws strong and teeth clean, or they might do it for entertainment. Chewing helps alleviate boredom and treat mild anxiety or frustration. These are all healthy causes of chewing but as companion pets this means that our dogs need to learn what objects are and aren't appropriate to chew by our own standards. It's our job as pet owners to responsibly manage the behavior so that they don't have the opportunity to chew on unacceptable objects.
Causes
* Teething: puppies, like toddlers, explore the world by putting objects in their mouths. They teethe for about six months, which usually creates some discomfort. Some recommend giving puppies ice cubes, special dog toys that can be frozen to chew, which might help numb teething pain. It's important to make sure that you are giving them appropriate alternatives and a variety of textures to choose from.
* Boredom: most destructive behavior is due to boredom. A lack of exercise and mental stimulation can lead to many unwanted habits, including chewing. Make sure your dog is getting enough one on one time with you playing and working on basic manners. When you are unable to supervise your dog, be sure to give them something positive to do like a chew bone or food dispensing toy.
* Anxiety: whether it's general anxiety or more specifically, separation anxiety, it's important to understand why your dog chews. If your dog is pacing, whining, drooling, etc. the chewing or destructive behavior may be separation anxiety. Practice confidence building exercises and work with your dog on healthy alone time.
Acadiana Animal Aid
142 Le Medicin Rd
Carencro, LA 70520
337-896-1553
firstname.lastname@example.org www.acadianaanimalaid.org
Tips:
* Take responsibility for your belongings and "dog proof" your house! Put valuable objects away, keep shoes away in closets, and other items on shelves out of reach. If you don't want it in your dog's mouth, don't make it available.
* Set your dog up for success by giving them toys that are easily distinguishable from household items. Don't confuse them by allowing them to chew on old socks or other disposed belongings.
* Supervise! Keep an eye on your dog until he learns the house rules. When you leave the house, your dog should be crated or in a safe, dog proofed area to avoid opportunities for them to make mistakes.
* Make sure your dog is getting enough physical and mental exercise. A tired dog is a good dog! Identify what times your dog usually chews and interrupt them when they are in the act to give them an appropriate chewable toy, dog puzzle or play a game with them to replace the behavior with something constructive. Offer your dog a toy or treat instead of what he has in his mouth. If you need to get him to drop something, make sure to trade him with something else. Do not chase your dog. This will most likely lead to your dog playing keep away.
* You can also try taste deterrents like Bitter Apple spray. This shouldn't be used to replace teaching your dog appropriate chew manners but spraying this on your furniture and other items can help make them much less appealing to your dog. Note: Some dogs actually like the taste of taste deterrence, so it is not a cure all.
* Have realistic expectations! Your dog may very well chew up something to your disliking – this is part of the transition. Be patient and don't scold your dog if you find something chewed up. If you catch your dog in the act of chewing, clap your hands or say "aghh aghh" to get his attention and call him away from the item. Then provide him with an alternative and praise him. This is teaching him what is acceptable.
Good luck and happy wags from the AAA team! | 1,504 | 872 | {
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Breastfeeding basics for full-term healthy newborns
1. Most babies are sleepy during their first 24 hours of life. Babies become more alert and ready to nurse their second day. Holding your baby skin to skin in kangaroo care can help your baby to transition to life outside the womb.
2. Try to respond to your baby's early feeding cues: rooting, bringing hands/fists to mouth, suckling/smacking of lips, and awakening after a nap. If it has been two to three hours since your baby breastfed, you may need to awaken your newborn to attempt to nurse. Gently unwrap your baby, change his/her diaper and feed skin to skin whenever possible.
3. If in the first 24 hours your baby isn't feeding every two to three hours, hand express or pump to ensure your milk will come in. Once the baby is feeding eight to 12 times in a 24-hour period, discontinue hand expressing or pumping. Your breasts should be stimulated eight to 12 times per day either by breastfeeding or hand expressing/pumping to ensure a full milk supply.
4. After the first 24 hours, expect your baby to awaken more frequently and to nurse at least eight to 12 times each 24-hour day. Some babies "cluster" their feedings, nursing every 1½ to two hours with one long stretch of sleep of up to five hours. This is normal as long as your baby is feeding a minimum of eight times in 24 hours.
5. Feedings can range from five minutes per breast for a total of 10 minutes up to 30 minutes per breast for a total of one hour. These are normal ranges. Allow your baby to finish feeding on the first breast before attempting to feed on the other side. Always offer the second breast but some babies may nurse on only one breast at a feeding. This is OK if your baby is satisfied, gaining weight, has good urine output, and your other breast is not overly full.
6. Breastfed babies don't always burp. You may attempt for 15 to 30 seconds. If the baby doesn't burp, resume nursing.
7. Your baby should have one wet diaper for each day of age until your milk comes in, i.e., first day = one wet, second day = two wets, etc. After your milk is in, expect six to eight wet diapers every day.
8. Your baby should have two to 10 stools each day. They will go through several color changes: black, brown, green, yellow, and finally a seedy yellow.
9. Breastfeeding should not be painful although a small amount of tenderness or soreness is normal. It is not normal to have cracking, bleeding or blistering breasts. Please let your nurse know if this occurs. Length of feedings does not affect nipple soreness.
10. The most significant influence on nipple soreness is an incorrect latch. Ask your nurse for help if you're unable to latch your baby by yourself or would like her to check your baby's latch.
11. Often, before the mature milk comes in, babies will go through a marathon feeding frenzy. Nurse your baby through this. Most babies don't require supplementation of mom's breast milk except for medical reasons, as directed by your pediatrician. Your baby may lose seven to eight percent of the birth weight as extra fluid in his/her body is absorbed. Continue using your feeding log and follow your pediatrician's recommendations regarding your baby's weight loss.
Center for Breastfeeding Support
Scottsdale Shea Medical Center 480-323-3638
Scottsdale Osborn Medical Center 480-583-2964 | 1,294 | 744 | {
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This term's Big Question What do I see when I walk to school?
Overview
- Roald Dahl dress up day! (13th September – all day)
Trips, visits and events
- 'A book and a brew' (28th September – morning session) All welcome
+ In this topic we will be exploring our own lives. We will find out what makes us who we are, and the reasons we all belong to our families and friends.
PE kit to be worn on a FRIDAY each week.
- Walk to the post office (17th October – afternoon session)
- Virtual parent's evenings (4th October 3.305.00 & 6th October 3.30-7.00)
UTW understanding the world
Across the first term we explore our lives, and work out what makes a family and what are the features of the places we live.
We will encourage the children to ask "why" and to provoke conversation about the different lives we have in class, so that we can share a range of experiences.
PARENT INVOLVEMENT – does your child know where they live, their birthday, their family members?
Maths
C&L communication&language
EAD expressive art and design
It is crucial at the start of a new setting that the children can communicate effectively so that they can be safe and so they can enjoy their time. We will also use speech as a huge tool to help with reading and writing.
Harriers Banbury Academy
Nursery knowledge organiser
Term 1
Aspiration:
Belonging
Writing / Reading
Key vocabulary: bigger, smaller, numbers 1-10 We like to secure understanding of number before all children progress onto skill such as addition and subtraction. Therefore we spend a lot of time doing 1:1 correspondence and counting objects, understanding what number is bigger and smaller and why. We use NUMICON as a main resource to do this.
PARENT INVOLVEMENT: looking at what numicon is; practicing counting amounts and quantities. Count objects and see their written number.
- Using our stories about families, we hope that the children will be able to express themselves to show who is in their family and also what features they are aware of regarding the places they live or go.
PSED – personal, social and emotional development
Reading: How to hear initial sounds and to discriminate between individual sounds.
Writing: We will focus on stamina for writing and looking at pencil grip and letter formation. Writing our own names is very important.
Speaking and listening also plays a huge role in learning to read and write, so we will also be teaching the good behaviours for listening that will greatly improve literacy skills.
PARENT INVOLVEMENT: watching jolly phonics phase 2 on You tube. Listening to sounds in every day life e.g. cars, birds, clapping, music.
We will teach through play and through carpet sessions, how children should interact with others. This is often the first time some children have been in a larger group, so learning to turn take and share will be a big part of their school life.
PARENT INVOLVEMENT – play turn taking games
PD – physical development We look at how to be healthy and to self regulate so that we can be independent in life. | 1,270 | 684 | {
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With spring in the air it's time to love your GI tract. We are raised with the thought that bacteria is bad. Bacteria brings about infections, mucous, inflammation, and can be the cause of many chronic diseases. But there are also good bacteria known as probiotics that are healthy and naturally existing in the body. These bacteria are vital when it comes to our health. But who should take these? How much should we take and for what?
doing probiotics in this amount as well.
How do you know your body is lacking good bacteria?
Love your Probiotics!
good bacteria die off but also to prevent against yeast infections and bacterial infections post antibiotic. Antacids lower
There are several factors that can lead to low healthy flora in the gut. The most common and biggest reason why maintenance dose probiotics is needed is due to highly refined food diets.
With all of the refining processes
name a few.
So now that we are taking probiotics are we taking the right ones?
our foods go
Probiotics can be your best friend this spring.
through, all the
In general anyone can take a probiotic for maintenance to ensure good immune function, proper absorption of all your vitamins and minerals and to prevent yeast and bacterial infections. On average for adults 5-10 billion probiotic count is a good maintenance dose. As we age the amount of probiotics our body produces decreases so seniors may find a big difference chemicals and pesticides that are added to our foods to preserve them all contribute to the death of our healthy bacteria. Next is Antibiotics and other medications such as antacids, laxatives, muscle relaxants and immune suppressors) that can kill off or lower our good bacteria. In the case of Antibiotics they kill off the bad bacteria which is why we take the antibiotics in the first place but it also kills off your good bacteria as well, probiotics can be taken to help offset the
stomach acidity and can impair digestion leaving the gut and intestines susceptible to bad bacterial infections. Laxatives of course speed up the elimination of rectal contents which include good bacteria. Taking too many laxatives can decrease the amount of good healthy flora. Signs or symptoms that your body is lacking good bacteria is gas, bloating, constipation or diarrhea, abdominal cramping, and conditions like leaky gut, crohn's, colitis, diverticulitis and IBS to
from 30- 100 Billion. Bifido bacteria strains reside in the large intestine to lower bowel. Due to this, conditions such as crohn's, colitis, diverticulitis and IBS or any bowel irregularity will benefit incredibly from doing a probiotic concentrated in these strains in an amount of around 50-100 billion.
Lactobacillus Genus is a strain of bacteria that is a girl's best friend. This strain of bacteria resides in the vagina and is in charge of keeping bad bacteria at bay in this region. Women who are prone to chronic yeast infections due well with a multistrain probiotic with concentrates in this form.
While almost anybody will get results out of doing a high potency multi-strain probiotic, catering towards your individual symptoms can greatly improve the results and in a more timely manner.
Jessica Ernewein DCHM(Hons),HD(Rhom) Homeopathic Practitioner
There are many different strains of probiotics that have very specified areas to target and help. In our bodies we have over 1000 different strains of bacteria that reside in the gastrointestinal tract. As stated above if you are not treating any symptoms or conditions a maintenance dose of around 5-10 Billion of a general acidophilus and bifidus strain will do. Acidophilus is a strain of bacteria that resides in the stomach and up portion of the small intestine. If you are treating say gas and bloating in the region of the stomach or upper abdomen getting a probiotic that is concentrated in this strain will be of most benefit. The amount of bacteria depends on the intensity of the symptoms or how chronic the complaint is and can range
www.sudburyhomeopathicclinic.com Feel Good This Spring!
* 100 billion CFUs
Lactobacilli strains
* 10 strain blend specifically designed for adults • Bifidobacteria &
* 90 billion CFUs • 10 strain blend specifically designed for adults
* Replenishes microflora during/after episodes of distress & irregularity
1500 Paris St, Sudbury, Ontario 705-522-8891
* Higher potency of bifidobacteria for colon health
* Bifidobacteria & Lactobacilli strains
* Replenishes bifidobacteria levels that decline with age
Mon - Fri: 9:00 am - 9:00 pm
Sat: 9:00 am - 6:00 pm
Sun: 11:00 am - 6:00 pm
PARIS NATURAL FOODS | 1,964 | 1,016 | {
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Navigating Our Course At A Glance
Fill in the tables below with school Goals, Improvement Strategies, and Intended Outcomes. After each event, copy and paste Strong, At Risk, or Needs Immediate Attention the Event # Status column determined by the Event's activities on the following pages.
| Improvement Strategies | Intended Outcomes | Event 6 Status | Event 7 Status | Event 8 Status |
|---|---|---|---|---|
| | Copy/paste Intended Outcomes identified in the SPP Roadmap. | Update after Event 6 | Update after Event 7 | |
| Copy/paste Improvement Strategies identified in the SPP Roadmap. | | | | |
| Add/delete rows as needed. | | | | |
| 2022 SBAC Scores – ELA % at or above standard will increase from 30% (2021) to 46% which was the IMS average in 2018. | Students will feel more prepared for SBAC testing and have a clear understanding of test resources, test taking strategies and overall purpose of the assessment. | Waived | At Risk | |
Adult Learning Culture
| Improvement Strategies | Intended Outcomes | Event 6 Status | Event 7 Status | Event 8 Status |
|---|---|---|---|---|
| | Copy/paste Intended Outcomes identified in the SPP Roadmap. | Update after Event 6 | Update after Event 7 | |
| Copy/paste Improvement Strategies identified in the SPP Roadmap. | | | | |
| Add/delete rows as needed. | | | | |
| By the end of the 2021-22 school year, each teacher will select and commit to 1 new reading strategy to introduce for the 2022-23 school year. PD this year will focus on purposeful / intentional guided reading strategies. | Students will apply learned strategies to assist with reading growth and development. | Waived | At Risk | |
Connectedness
School Goal 3: Copy/paste the School Goal identified in the SPP Roadmap.
| Improvement Strategies | Intended Outcomes | Event 6 Status | Event 7 Status | Event 8 Status |
|---|---|---|---|---|
| | Copy/paste Intended Outcomes identified in the SPP Roadmap. | Update after Event 6 | Update after Event 7 | Update after Event 8 |
| Copy/paste Improvement Strategies identified in the SPP Roadmap. | | | | |
| Add/delete rows as needed. | | | | |
| IMS staff will work to improve the percentage of students that feel there is a sense of belonging for as measured by the Student Climate Survey. | Students will show increased academic growth when they feel more safe and connected to teachers and peers. | Waived | Strong | |
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Chautauqua Summer Institute June 20-24, 2007
Lesson Plan
Lesson Plan Title: Mansfield's WW II Home Front ("Our Story")
Concept / Topic to Teach: Mansfield, Ohio’s contribution to the WW II “home
front effort".
Grade Level: 10 th Grade
Standards Addressed: History: #11-A; Economics #5
Duration: Two days.
General Goal(s): To give students a clear picture of their city’s special role in WW II production.
Specific Objectives:
1) Meeting two O.D.E. Social Studies benchmarks (see above).
2) Give students the chance to see a large number of primary sources.
Required Materials: Background lecture notes (which I will use the current technology available); The Americans Reconstruction Through the 20 th Century; and general background information on production/mobilization/home front on a national level.
Primary Sources Used: Many photos (of which I have a small collection of actual/vintage Mansfield during WW II); dozens of Internet based photos and production documents that were retrieved through many sites (list of sites is available upon request); Mansfield Memorial Museum, 34 Park Avenue West, Mansfield, Ohio field trip. This museum has a very nice WW II theme.
Warm-up: Prior to any lecture/discussion, students who have living relatives (or the next generation) who lived in Mansfield (or any other town/city during WW II) tell their stories of what they did for the war effort. Attempt to make a personal connection. My personal stories of my parents and grandparents, etc "breaks the ice" for further discussion.
Step-By-Step Procedures: This two-day lesson would be just a part of the study of U.S. involvement in WW II. Thus, a rather comprehensive background has hopefully been built. The following steps would then be taken as part of the "big picture"
1) The Americans readings (see below);
2) Completion of an ONA (open-note-assignment) from the readings;
3) Lecture/discussion/power point/overhead projection of forma notes (of which they are given a copy);
4) Field trip to Mansfield Memorial Museum (if funding is available) http://www.mrps.org/;
5) Completing a primary source worksheet on selected items viewed at the museum; and
6) Aspects of this Mansfield mobilization would be touched upon as part of the comprehensive WW II Test (150 points), given at the end of the WW II unit.
Homework and Practice: Readings from The Americans text (Chapter 17, Section 1, pp. 570-577). I have a question worksheet from the above reading assignment that students are assigned as "homework".
Closure (Re-teach): First of all, much of this lesson would be based upon a rather extensive WW II background on national mobilization. Our closure would cover the mobilization of the entire nation of which Mansfield played a small, but significant role. The use of a "review puzzle" personally constructed from www.puzzleworks.com is a common method I use in re-teaching/closure/review.
Assessment Based On Objectives: The principal assessment of the objectives in this lesson plan would be covered as part of a comprehensive WW II test-with multiple choice, matching, true and false, extended response, and short answer questioning.
Possible Connections to Other Subjects: Language Arts | 1,521 | 704 | {
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2 nd Grade LWSD Art Docent Project: Together Tree
Focus on Collaborative Art
Objective: To create a large tree made of bright leaves painted in complementary colors.
Artistic Influence: Mumbai ceramic artist, Rekha Goyal
Materials:
* Stiff paper (9"x 12" white sulphite paper in 90# works well)
* Oil pastels – including primary and secondary colors at the least, preferably including tertiary colors also (see color star to the right)
* Scissors
* Glue stick or double-sided tape
* Baby wipes
Definition of Mural: A large picture painted or affixed directly on a wall or ceiling
Instructions and notes:
1. This lesson requires some preparation ahead of the lesson.
* Page 3 of this document contains an image of three leaves. Each student will need to have this image printed on a sheet of stiff 9"x 12" paper (preferably 90# white sulphite paper). These leaves should not be cut out before the lesson. It is easier for the students to color them when they are left together on the same page.
* The tree trunk and branches in the style of your choice must be affixed to the wall before the lesson. See page 4 of this document to get some ideas about how to build your tree.
2. Spend a bit of time on slides 12 and 13 discussing complementary color to make sure that students understand the concept.
3. This lesson should not take the whole hour for coloring and cutting. This is by design, because part of the art project is having the students work together to glue their leaves onto their "together tree." If the tree branches are too high for students to reach, an adult may help them. Just have the student explain clearly where s/he would like each leaf to go.
4. This tree can be a great community-building project. If the teacher likes the idea, the tree can be built in the classroom where students can continue to add new leaves for months. It can serve as a nice way to welcome new students as well, inviting them to paint their own leaves to add to the rest. You may even want to work with all 2 nd -grade classes to make a very large together tree for all of 2 nd grade.
5. Invite students to talk about their leaves, if time allows.
6. Distribute parent information page for students to take home, and print an extra page to post on your bulletin board with the finished art. See following page.
7. Please complete the brief LWSD Art Docent Program Feedback Survey for this lesson.
8. Thank you for supporting our elementary students' visual arts education.
LWSD Art Docent Project: Together Tree
The goal of this 2 nd grade lesson was to create a community tree mural with leaves from every student while practicing a bit of color theory along the way.
WA State Visual Arts Standard
Categorize artwork based on a theme or concept for an exhibit. (VA: Pr4.1.2)
In this art lesson taught by volunteer art docents, students studied color theory and learned about the concept of complementary colors in the traditional RYB (red, yellow, blue) color model. They then colored two or three leaves using oil pastel to add to a classroom tree mural. Like the leaves in Rekha Goyal's tree, the goal was for each leaf to be unique, each one painted in different complementary colors and with a different pattern. Finally, the students all affixed their unique leaves onto the branches of a tree to create an artist mural that would belong to the whole classroom and foster a sense of community.
Here are some examples of tree designs to spur your imagination. The tree can be complex or very simple and still be effective. It just needs lots of branches onto which the students can glue their leaves.
This tree takes some time to draw, but since only the contour lines are drawn, it creates an interesting contrast with the bright leaves that are saturated with color.
This simple tree can be drawn, painted or cut out of brown butcher paper. Again, the plain brown contrasts nicely with the students' brightly colored leaves.
The 3D look of this tree comes from rolling and crumpling long sheets of butcher paper. The staples aren't too visible with this kind of technique. | 1,550 | 898 | {
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PE – Dance / Team based games
* Explore Diwali through dance (BBC Lets Move)
* Explore Seasons through dance (BBC Lets Move)
* Explore Bonfire Night through dance (BBC Lets Move)
* Understand the need for warm up and cool down.
* Work cooperatively with others.
* Developing and refining ball skills – throwing, catching and kicking
Science – Seasonal changes
* Understand that the day length changes each day and varies from season to season
* Learn about the weather for the season and consider if the weather they are expecting is typical
* Understand more about the different seasons of the year, including the current season
* Explore shadows and how they change during the day
* Understand that warm and cold weather, including snow, can be specific to different seasons
Music
* To sing in tune.
* Perform and accompany simple rhythmic patterns.
* Increase understanding of pitch.
Computing
* Using Purple Mash and Busy Things (coding)
* Keeping personal information safe (e-safety)
Our vision is to enable children to become lifelong learners by creating a safe and inclusive learning environment that nurtures individuality and enhances potential
RE/PSHCE – Hinduism
English
* Write poems about Bonfire Night and fireworks
* Re-tell the Diwali story with the main characters of Rama and Sita
* Research nocturnal animals and present information fact files
* Ask questions about nocturnal animals
* Present information about a chosen animal orally, working as part of a group
* Spell names of animals correctly using letter names
* Identify features of non-fiction texts
* Understand how to find information in a non-fiction book
* Collect facts about owls by reading a non-fiction book
* Write sentences as an introduction to their own books about owls
Skills and Knowledge
Maths
* Counting forwards and backwards to 20
* Using number bonds for addition
* Subtraction – taking away using the symbol
* Subtraction – counting back
* Subtraction – Finding the difference
* Comparing addition and subtraction statements
* Recognise and name 2D & 3D shapes
*
Sort 2D & 3D shapes
*
Using place value to explore tens and ones
* Compare numbers
* Order numbers
* Know the story of Rama and Sita as told at Diwali
* Know some ways that Hindus celebrate Diwali
* Consider ways that people are welcomed into school or home and know that hospitality is important to Hindus
* Know how Hindus might worship in their homes or the Temple at Diwali
* Know that Diwali is a new year festival and that Lakshmi and Ganesh are also worshipped at Diwali.
Topic – Light and dark
* Learn that there are many sources of light
* Learn that light sources vary in brightness
* Consider what life would be like if the sun didn't rise and create daylight
* Observe and make comparisons of sources of light
* Investigate different nocturnal animals
* Explore different festivals of light – Focus on Diwali
* Share firework safety tips
Art/DT
* Make Rangoli patterns with coloured salt
* Create Mehndi designs
* Create beautiful Diva lights
* Create firework art - Rockets and Catherine wheels twirling and whirling in the sky
* Create a nocturnal animals collage
* Use clay to make nocturnal animals | 1,444 | 703 | {
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Essential Knowledge for A Level Biology better hope – brighter future
A Level Biology builds on your GCSE knowledge.
Everyone finds the A Level Biology course difficult, but it is incredibly rewarding so stick at it!
This lesson summarises some of the key concepts from GCSE Biology which will help form the foundation of your study of the advanced material in A-Level.
Essential Cell Division & Reproduction
Cell division and reproduction are used to explain a wide range of applications in Biology including reproduction, antibiotic resistance and inheritance.
Throughout AS and A2 Biology you will be required to use and apply this knowledge.
Essential – The Cell Cycle TASK
The cell cycle describes the stages that all dividing cells pass through.
The majority of time is spent in interphase. During interphase cells grow, new organelles and cell proteins are made and the DNA of the cell is replicated.
The progression of the cell cycle is controlled by tumour suppressor and oncogenes. These can be used to explain the development of cancers.
Task:
Explain what happens to the cell at M on the diagram.
Essential - Mitosis TASK
A
B
C
D
You must be able to identify and describe the appearance of cells undergoing mitosis. Examiners may use diagrams or micrographs to test this knowledge.
Task:
Identify the stage that each cell is undergoing and explain why you have made this choice.
Essential - Binary Fission TASK
Binary fission is how bacteria reproduce.
Task:
Describe how binary fission is similar and different to meiosis.
Essential - Binary Fission
The DNA and plasmids in a prokaryote are replicated.
The prokaryote then splits into two new cells. The new cells contain some of the original DNA as well as copies of each of the plasmids.
Bacteria can transfer genetic information vertically (i.e. between generations) and horizontally (i.e. within generations). This greatly enhances their ability to share advantageous alleles and mutations.
Essential - Meiosis TASK
Meiosis is another form of cell division.
Task:
Summarise the similarities and differences between mitosis and meiosis.
Essential - Meiosis
Meiosis I
Cells undergoing meiosis pass through prophase, metaphase, anaphase and telophase twice. Remember to describe both phases as you can be credited twice for the same information!
Four, genetically unique, daughter cells are formed that are gametes, e.g. sperm or ova.
These cells are unique due to:
1. Independent segregation
2. Cross over of homologous pairs
3. Mutation
Essential - Inheritance & Evolution TASK
Inheritance builds on your knowledge of this topic from GCSE. It requires a more detailed answer at A Level including some key terms.
Task:
Write down the process of evolution by natural selection. (You might want to use an example such as giraffes, antibiotic resistant bacteria, or the peppered moth).
Essential - Inheritance & Evolution
How many of the following points and key terms did you include?
* Populations show genetic diversity
* Random mutation can result in new alleles of a gene appearing
* If the new allele is advantageous, this could lead to increased reproductive success (i.e. the organism survives, reaches maturity and reproduces)
* The advantageous allele is inherited by the next generation
* The new allele increases in frequency within the population over many generations.
* This leads to species that are better adapted to their environment either anatomically, physiologically or behaviourally.
Going Deeper
Neurones normally remain in G0 of the cell cycle where they do not replicate or divide.
Alzheimer's disease is a disease effecting neurones in the brain. Scientists think that in Alzheimer's, cells incorrectly re-enter the cell cycle but lose the ability to regulate cell death (apoptosis). This results in a build up of proteins that lead to further symptoms of the disease.
1. Use this information to suggest why spinal cord injuries are very difficult to treat.
2. 99% of Alzheimer's disease is not inherited. Use your knowledge of meiosis and the cell cycle to suggest an explanation for this.
3. Suggest what a healthy sample of neurone cells would look like under a light microscope (you may use a sketch if you wish).
4. Suggest how anti-cancer therapies could prove useful in the treatment of Alzheimer's disease. | 1,900 | 901 | {
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4-H Engineering Project
North Dakota 4-H Project Sheet
The 4-H project is designed to help you explore building large structures like bridges, dams, roads
- Learn about different materials and shapes and how they are used to build structures.
- Build and test different structures.
- Develop skills in the engineering design process.
- Understand the ethical, social and environmental and economic impacts of engineering solutions.
Here's what you can do all year!
Exploration Activities
Challenge Activities
Investigation Activities
- Identify the ways engineering affects your everyday life.
- Learn about the different fields of engineering.
- Build simple structures.
- Research materials used to build structures.
- Identify which shapes are the strongest for building.
- Explore different soil types and characteristics.
- Identify the four major types of dams.
- Build a tower that can support the weight of a textbook.
- Design a simple water filtration system.
- Design a dam turbine to create electricity.
- Construct a model landfill and see how it works.
- Make a model of a tornado-proof structure with simple materials.
- Identify the material properties of rocks, soils and minerals.
- Investigate the different types of foundations.
- Investigate road building techniques.
- Learn how items are recycled.
- Research the evolution of transporting drinking water.
- Investigate the forces that act on large structures.
- Investigate the damage natural disasters cause to structures. -
- Understand why dams are built.
Pass it on! Now that you know how, share it with others. Here are ideas to get you started.
Communication
- Prepare an exhibit that explains the different types of bridges.
- Give a demonstration on how buildings move during an earthquake.
Citizenship
- Join a Habitat for Humanity building project.
- Start a recycling project.
Leadership
- Conduct a bridge building contest for your club.
- Setup a tour with your local county or city engineer.
Entrepreneurship
- Job shadow a construction or civil engineer.
- Build bird or other animal houses.
- Research local civil engineering projectsdams, flood control, roads, etc.
NDSU is an equal opportunity institution
Learn more at www.ndsu.edu/4h/ or contact your county NDSU Extension Office
4-H Engineering Project
North Dakota 4-H Project Sheet
Here are other opportunities to explore in 4-H Engineering:
Exhibit Ideas
- Learn about local road or building projects.
- Design an experiment and share the results at your school science fair.
- Attend a Marketplace for Kids event.
- Tour a local engineering firm.
- Give a presentation at a club meeting or Communication Arts event.
- Interested in a college education in the area of Engineering? Schedule a visit with North Dakota State University to explore these majors: Engineering - Academic Majors (NDSU)
i
i
- Build a model of a local building.
- Create a piece of art based on bridge designs.
- Create a poster about different types of roads.
- Create a photo journal of a local road or building project.
- Develop a display on different types of dams.
- Make a working model of a turbine.
- Create a poster that shows how aquifers work.
i
Learn more at www.ndsu.edu/4h/ or contact your county NDSU Extension Office
- Make a poster explaining your local soil types.
- Create a display on the different types of concrete.
- Build a simple water filtration system.
- Build a model of a famous bridge. | 1,603 | 702 | {
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Reading
We will be reading The Fox and the Star, by Coralie Bickford-Smith. This story is about friendship, kindness, independence, self discovery and resilience. Children will be learning key reading skills and how to express themselves effectively. They will also be given time during the week to read for pleasure.
Writing
Writing will be based on the text ,'The Fox and the Star'. Children will develop their own narratives, identifying key events of the story and developing vocabulary. Learning will be differentiated to ensure the pitch of the sessions is appropriate.
Mathematics
We will focus on number and place value. The children will be taught to count, order, write and compare numbers. The children will have the opportunity to use a range of resources to deepen their understanding. We will also explore a range of methods for adding and subtracting.
Meet the Team!
Teaching Staff: Wahida, Ana, Karen Support Staff: Allison, Valerie, Elizabeth, Chantay, Kristina
Our local Community
Supporting Your Child's Learning
Please support your child to complete their weekly Mathletics and Spag.com tasks which are set each Friday. We also expect children to read daily. Please remember to send in your child's reading record each Monday.
RB
Autumn 1 2021
Science
We will be studying animals, including humans. The children will have practical opportunities to explore the functions of both human and animal skeletons. We will also be learning about the importance of nutrition and a balanced diet.
History
This half term, we will be learning about historically significant people in our community. The children will be finding out about Sybil Phoenix and the positive impact she has made in Lewisham.
PSHE
Children will learn to build positive relationships with others and how to listen and communicate with other children. They will learn to understand their emotions and those of others, and to identify calming and relaxing activities. They will learn about developing independence and the importance of being kind.
PE
We will continue having dance on Tuesdays and P.E. on Fridays. We will continue with our Daily Mile every day.
Dance
Dance sessions will continue to happen on a Tuesday. The children will be connecting with all art forms to begin the Arts Award Programme.
In dance, the children will explore our community by creating simple dances inspired by shapes, buildings, people and places. The Art Awards programme will involve Dance and Art discoveries.
Music
This half term, we will be considering rhythm and pulse. We will be finding out all about the Ukulele.
Interventions
The children will be accessing a range of interventions, including speech and language, sensory circuits , emotional regulation and social skills. This is in addition to their personalised provision.
Our local Community
Art
The children will be exploring the theme of community. We will be learning about faces, figures and portraits and experimenting with lots of different and interesting mediums. Artwork will be consolidated for the Arts Award Program in conjunction with Dance.
DT
The children will be learning about the different structures of buildings. They will design and create a 3d model of a building of their choice.
RE
In RE lessons this half term, children will learn about Christianity . They will learn about the key beliefs of the religion and the Bible.
Computing
This term in computing, the children will apply their knowledge and understanding of networks, to appreciate the internet as a network of networks which need to be kept secure. | 1,426 | 717 | {
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EFF STATEMENT ON BARBADOS SEVERING COLONIAL TIES WITH BRITAIN
Wednesday, 1 December 2021
The EFF joins all progressive and anti-colonial people across the world in celebrating and welcoming the new Republic of Barbados, which severed its ties with colonial Britain yesterday, on the 30 th of November. Barbados is an island in the Caribbean that has been under British colonialism since 1625. While the country gained its independence from Britain on the 30 th of November 1966, the British Queen was still recognized as the Head of State.
This severing of ties with Britain is a significant mark of an end of a very painful historical period that has affected the social and economic evolution of Barbados, Britain and the African continent. It is a history written in tears and blood of African people, who were taken away from the continent and turned into slaves in the plantations of Barbados for the benefit of Britain. After annexing the Island and turning it into a British colony, Britain forced about 600 000 Africans to work as slaves in Barbados between 1627 and 1833, which in turn made Britain an extremely rich country.
It is as historical fact that without the barbaric trans-Atlantic slave trade, Britain, the United States and other western nations would have never developed to the extent that they did, and that Africa would have never been as marginalized and underdeveloped as it now is. The wealth and prosperity of these western nations is directly linked to the underdevelopment of the African continent and the continued underdevelopment of other nations across the world.
Even with a population of just less than 300 000, Barbados has taken a very bold step to affirm to the world that no people, no nation should ever be under the imposed leadership of others, that each and every nation has the right to determine its own path to development. The declaration of Barbados as a republic is also an opportunity for Britain to reflect on its role in the dehumanization and persecution of people, the role it played as a breeding factory for racism and notions of white supremacy, and the shameless exploitation of people and natural resources for the benefit of a tiny minority.
If the British royal family had any conscious, they would lead efforts to root out racism in Britain and elsewhere in the world, to compensate for the leading role they played in the persecution of black people. If they had any ethical inclinations, the British royal family would return all African treasures stolen during colonialism, and would lead efforts to pay reparations to descendants of African who were enslaved across the world.
The EFF takes this occasion to also call for the total independence of all occupied territories across the world. We call for the independence of Western Sahara from Morocco, and for the world to isolate Morocco until they allow the people of Western Sahara their full independence. We call for the full independence of other countries that are yet to completely severe their ties to Britain and who still have the Queen as the Head of State. Countries like Jamaica, The Bahamas and Papua New Guinea must also follow the example of Barbados and discard British domination into the dustbin of history, where it belongs.
The EFF further calls for the total independence of Puerto Rico, who are effectively colonized by the United States of America. The people of Puerto Rico are not permitted to elect an independent Head of State or President, yet all presidents of the United States are automatically declared Heads of State and Presidents of Puerto Rico. No people in all parts of the world should live under leaders they did not choose.
We congratulate the people of Barbados, and the President Sandra Mason for this brave and necessary step. | 1,514 | 744 | {
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Term
Core British Values
British Celebrations
World Wide & Cultural celebrations
Charity activities / National Events
Wrockwardine Wood Infant School and Nursery
Nursery- Overarching Contexts for Learning
Autumn Term
Spring Term
Democracy – freedom of choice, making decisions, sharing ideas & experiences
The Rule of Law – parental agreements, routines & boundaries, awareness of policies & procedures, following rules
Harvest Festival (end September)
Bonfire night (5 th November)
Remembrance Day (11 th November)
St Andrew's Day (30 th November)
Christmas (25 th December)
International Literacy Day (early September)
Sukkot (Jewish – end September)
Diwali (Hindu – early November)
Harvest Festival (end September)
Children in Need (end November)
Mutual Respect – working with set boundaries, awareness of & meeting individual needs, setting rules, safeguarding children & families, kind hands & kind words, empathy for others, valuing parental contributions, working at child's level
Shrove Tuesday (13/2/18)& Ash Wednesday
St David's Day (1 st March)
Mothering Sunday (11 th March)
St Patrick's Day (17 th March)
Easter (Sun 1 st April)
Valentines' Day (14 th February)
New Year (Chinese – 16 th February)
Holi (Hindu – 1 st March)
National Share a Story Week (February)
World Book Day (1 st March)
Red Nose Day /Sports Relief (17 th -23 rd March)
Summer Term
Tolerance – of those of different faiths & beliefs, identifying & celebrating, promoting positive images
Individual Liberty – parental opportunities, freedom of choice, freedom to move freely
Queen's Birthday (21 st April)
St George's Day (23 rd April)
May day (1 st May)
Father's Day (mid June)
Ramadan (Muslin – mid June)
Guru Nanak (Sikh – mid April)
Sun awareness Week (early May)
Healthy Eating Week (early June)
Barnardo's Big Toddle (mid June)
Learning in the Community
Partnership with Parents
Forest School / Nature Play
Library
Local shops
Outing
Induction and settling in sessions
Christmas Play
Travel survey (LA)
Parent Evaluations
Numeracy & ICT Stay & Play
Forest School / Nature Play
Library Local shops Spring walk to the Park Dragon Dance
Induction and settling in sessions Mother's Day Stay and Play Parent Evaluations Literacy & ICT Stay and Plays
Forest School / Nature Play Library Local shops Summer outing Emergency services
Induction and settling in sessions
Parent's Evening – End of year report / Transfer Statement
Father's Day Stay and Play
Sports Day
Parent Evaluations
Physical & ICT Stay & Play
Healthy Lifestyles
Possible ideas for context to learning
Two year rolling programme
Cycle
B
Fire drill
Super Safe Me (Personal safety) Dress for the weather / hats & gloves Road Safety
Celebrations
Family
Other cultures
Amazing Me
Food
Numbers & shapes
Colours
Stories
Factual
World map
Traditional – UK and Other cultures
Fairy tales – UK and Other cultures
Fire drill
Dental nurse
Dress for the weather / coats
E-safety
Spring
Seasons
Planting
Growth
Baby animals
Mini beast
Amazing Me
Relationships
People who help us
Community
Local environment
Old & new
Homes
Fire drill
The Big Pedal (Road safety)
Emergency services
Dress for the weather / sun protection
Travelling
Road safety
People who help us
Holidays
Weather
Beach
Camping
Transport
Road safety
Holidays / Favourite outings
Weather
Wild animals
Farm | 1,949 | 792 | {
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Appendix B: Books Kids Are Reading Most Often: Top 20 Titles for Boys and Girls in Years 1-11
Table 9: Top 20 Most Popular Titles for Boys and Girls in Year 8
| | Overall | | Boys | | |
|---|---|---|---|---|---|
| 1 | NULL | Diary of a Wimpy Kid: Double Down Jeff Kinney, 5.5 | NULL | Diary of a Wimpy Kid: Double Down Jeff Kinney, 5.5 | NULL |
| 2 | 3 | Diary of a Wimpy Kid: Rodrick Rules Jeff Kinney, 5.2 | 2 | Diary of a Wimpy Kid: Rodrick Rules Jeff Kinney, 5.2 | 5 |
| 3 | 11 | The Boy in the Striped Pyjamas John Boyne, 5.8 | 4 | Diary of a Wimpy Kid: The Long Haul Jeff Kinney, 5.4 | 1 |
| 4 | 5 | Diary of a Wimpy Kid: The Long Haul Jeff Kinney, 5.4 | 3 | Diary of a Wimpy Kid Jeff Kinney, 5.2 | 2 |
| 5 | 4 | Diary of a Wimpy Kid Jeff Kinney, 5.2 | 5 | Diary of a Wimpy Kid: Dog Days Jeff Kinney, 5.2 | 3 |
| 6 | 2 | Gangsta Granny David Walliams, 4.9 | 1 | Diary of a Wimpy Kid: Old School Jeff Kinney, 5.6 | 9 |
| 7 | 6 | Diary of a Wimpy Kid: Dog Days Jeff Kinney, 5.2 | 6 | Diary of a Wimpy Kid: Hard Luck Jeff Kinney, 5.5 | 4 |
| 8 | 1 | Diary of a Wimpy Kid: Old School Jeff Kinney, 5.6 | 7 | Diary of a Wimpy Kid: The Last Straw Jeff Kinney, 5.4 | 8 |
| 9 | 10 | Diary of a Wimpy Kid: Hard Luck Jeff Kinney, 5.5 | 8 | Diary of a Wimpy Kid: The Ugly Truth Jeff Kinney, 5.5 | 6 |
| 10 | 13 | Diary of a Wimpy Kid: The Last Straw Jeff Kinney, 5.4 | 9 | Diary of a Wimpy Kid: Cabin Fever Jeff Kinney, 5.8 | NULL |
| 11 | 7 | Billionaire Boy David Walliams, 4.1 | 10 | Diary of a Wimpy Kid: The Third Wheel Jeff Kinney, 5.6 | 7 |
| 12 | 15 | Diary of a Wimpy Kid: The Ugly Truth Jeff Kinney, 5.5 | 13 | The Boy in the Striped Pyjamas John Boyne, 5.8 | 16 |
| 13 | 8 | The Hunger Games Suzanne Collins, 5.3 | 12 | Billionaire Boy David Walliams, 4.1 | 14 |
| 14 | 12 | Charlie and the Chocolate Factory Roald Dahl, 4.8 | 11 | Gangsta Granny David Walliams, 4.9 | 15 |
| 15 | 17 | The Boy in the Dress David Walliams, 5.2 | 16 | Private Peaceful Michael Morpurgo, 5.2 | 18 |
| 16 | 16 | Diary of a Wimpy Kid: Cabin Fever Jeff Kinney, 5.8 | 15 | Charlie and the Chocolate Factory Roald Dahl, 4.8 | 11 |
| 17 | 21 | Private Peaceful Michael Morpurgo, 5.2 | 14 | The Hunger Games Suzanne Collins, 5.3 | 23 |
| 18 | 18 | Diary of a Wimpy Kid: The Third Wheel Jeff Kinney, 5.6 | 17 | The Boy in the Dress David Walliams, 4.2 | 28 |
| 19 | 19 | Mr. Stink David Walliams, 4.7 | NULL | The Midnight Gang David Walliams, 4.4 | 12 |
| 20 | NULL | The Midnight Gang David Walliams, 4.4 | 18 | Mr. Stink David Walliams, 4.7 | NULL |
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For YMCA Members and Participants: Understanding the Ebola Virus and Other Enteroviruses
As you may be aware, there are growing concerns across the country as several viruses and enteroviruses continue to spread. Also, with winter approaching, flu season is upon us. As part of our partnership with the Y, the Nonprofit Risk Management Center has created this list of tips and information to help you and your families stay healthy!
Ebola and the D68 virus are both making headlines. According to the Centers for Disease Control and Prevention (CDC), Ebola does not pose a significant threat to the U.S. population. However, the symptoms for Ebola and D68 can be very similar to the flu, so following these tips can help you stay well. Also, keep in mind that the flu is contagious to others before one feels unwell, while Ebola is only contagious once the infected person has a high fever. Only the flu and D68 can be spread through the air. Anyone who is unwell should stay home. To prevent infection, follow these tips:
1. Wash your hands frequently. Keeping your hands clean by washing regularly with soap and warm water is one of the best ways to keep yourself healthy and stop the spreading of disease. When should you wash them? Anytime your hands are visibly dirty, contaminated or soiled, after using the restroom, before and after meals, after you cough or sneeze, or any other time you feel it would be helpful! The CDC recommends that after lathering with soap, you scrub your hands for at least 20 seconds before rinsing.
2. Use alcohol-based hand sanitizers. Even when you are unable to wash your hands with soap and water, you can make sure your hands are clean from harmful germs that may infect you. Alcoholbased hand sanitizers such as Purell® or Germ-X® can be very useful in combating germs. They are fast-acting, convenient, and generally can be used for all situations. When buying sanitizers, make sure they contain 60-95 percent ethanol or isopropanol alcohol, since this has been found to be more effective than lower-concentration solutions.
3. Get your flu shot. Besides keeping your hands clean, getting a flu vaccine every year is one of the best ways to prevent getting the flu. The flu shot is recommended for anyone six months of age or older and is available at drug stores, grocery stores, local health departments and your local doctor's office.
4. Avoid touching your face. Even once you've made sure your hands are clean, don't touch your face. Keep your hands away from your eyes, nose, and mouth. This is an easy way to prevent the spread of potentially harmful germs!
5. Cover your nose and mouth. If you cough or sneeze, cover your nose and mouth with a tissue. Make sure you throw tissues away after they are used. If you can't find a tissue, cover your mouth with your elbow or sleeve—never your hand! Afterward, remember to wash your hands!
6. If you are sick, try to stay away from others. If you have to leave your home, keep a distance of at least three feet away from other people. If you think you may have a contagious disease, wear a surgical mask if possible. If you plan to visit the doctor, try to call ahead and explain your symptoms. That way the doctor can prepare, and you will spend less time in the waiting area where you might infect other patients.
7. Don't return to work, school, or other activities. Plan to take a break from your everyday activities until you are fever-free for at least 24 hours without the use of fever-reducing medication. When you do return to activities, continue to wash your hands, and cover your mouth if you cough or sneeze.
8. Keep your surroundings clean! This is especially important if you are caring for someone sick, either yourself or another person at your home. Clean and disinfect all surfaces and objects that may have come into contact with germs. This will likely include kitchen counters, tables, children's toys, and bathroom surfaces. It is especially important to keep these things clean if you have others at home who are not sick. To clean these surfaces, wipe them down with an approved household cleaner and disinfectant.
9. Clean household linens and utensils. If someone in your home is or has been sick, clean their used linens, eating utensils, and dishes thoroughly before reusing them. These do not need to be washed separately from other used items. Just wash linens such as bed sheets and towels with your normal laundry soap and tumble dry on a hot setting. Dishes can be cleaned as usual.
10. Avoid sharing. Sharing is not caring when it comes to glassware, silverware, or other personal items. Don't share these things with people in your household or friends, even if they are not noticeably sick.
Other resources that may be helpful:
Source 1: The CDC's page on Ebola with information about how the disease is spread, its symptoms and prevention. www.cdc.gov/vhf/ebola/index.html
Source 2: An article from The Washington Post with tips on how to talk to children about Ebola. www.washingtonpost.com/news/parenting/wp/2014/10/07/5-tips-for-talking-to-your-kids-aboutebola/?tid=recommended_strip_1
–
www.nonprofitrisk.org – 703.777.3504 | 1,946 | 1,134 | {
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Independent Study for A Level L6 English Literature –Summer 2018
| Component 2: Prose The Picture of Dorian Gray by Oscar Wilde and Beloved by Toni Morrison | 1 Exam Paper 1 Hour |
|---|---|
| Component 3 Poetry The Wife of Bath’s Prologue and Tale | 1 Exam Paper 2 Hours 15 mins |
| Component 4 Coursework Comparing two texts chosen by the student. Most students compare novels. They must be highly regarded texts must not be books on this exam course and not teen or children’s fiction. | |
Main ActivitiesIn preparation for the course induction, I would like you to complete the following activities:
1. Write an analysis of 'To My Nine-Year-Old Self' by Helen Dunmore. Examine Themes, Perspective, Lexis(choice of words) imagery, phonology (rhyme, alliteration etc if any) structure (stanza shape, sentence structure, enjambment, Caesura etc) TPLIPS. http://www.forwardartsfoundation.org/poetry/tomy-nine-year-old-self/
2. : A Streetcar named Desire by Tenessee Williams- Write about how Tenessee Williams presents two of his characters in his play A Streetcar named Desire. Write about, Tragedy, Expressionistic theatre, stage directions and dialogue that represents class. Also write about the historical contextual background of the play and include post WW2 US, French Quarter New Orleans, Jazz, Greek Elysian Fields and relationships and marriage at this time. Use suitable quotes from the play.
Add any other contexts related to Williams's life. Websites to help your research. The first is the play. http://www.metropolitancollege.com/Streetcar.pdf http://www.pbs.org/wnet/americanmasters/episodes/tennessee-w il li am s/about-tenness ee-wil li am s/ 737/ http://www.poetryfoundation.org/bio/tennessee-williams
3. Read The Picture of Dorian Gray by Oscar Wilde. Find two passages of 14 lines each and explain how you think Wilde is creating character, developing themes, moving the story onwards and any style features that you wish to comment on in your two chosen passages. This is not a summary exercise but an analysis exercise. An electronic version of the novel http://www.literaturepage.com/read/doriangray.html Research life in the C19th when this book was written. What social and historical contexts do you think the novel
covers. Use quotes to justify.
Extension Activities
If you want an extra challenge, try the tasks below:
1. Research Toni Morrison Beloved and the end of the slave era in the US.
Present your independent study in a folder. This could be the start of your AS English Literature folder of class notes, homework and assessments. You will need pens, pencils and margined lined paper. Please come prepared. If you have any questions and/or require further advice please email Adrian Price, Head of English A Level: firstname.lastname@example.org. | 1,316 | 649 | {
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What is a Map
Reading maps is not usually difficult because there are some rules that are generally followed when creating and reading maps:
- North, South, East, and West are the four main "cardinal" directions.
- On a map, North is at the top, South at the bottom, West to the left, and East to the right.
- Every map has a Map Scale which relates distance on the map to the world. For example, one inch equals one mile.
- Using the scale of a map, you can tell the actual distance between two points for real.
- Maps use Map Symbols to represent real-world things, such as buildings, trails, roads, bridges, and rivers.
- Maps use colors to share more information. Blue often means water, green means forest, and white means bare land.
- A map has a Legend which lists the symbols it uses and what they mean.
- A grid of imaginary lines wrap around and over the earth. These lines are called Latitude and Longitude and can identify the exact location of any point on earth
Basic Map Parts
This simple road direction map contains a lot of information:
- North is marked in the upper-left corner so you know which way this map relates to the world.
- The Scale is marked. One inch equals 5 miles, so you can tell it is about 15 miles from Seattle to Woodinville.
- Main roads are included so you can find the best route direction between two locations.
- Roads are labeled so you know what to look for when navigating.
- Bodies of water are colored blue.
So, you can see even a simple road map is packed with good direction and navigation information. The maps we use for hiking are even more packed with details.
Maps or Photos
The topo map on the bottom represents the land in the aerial photo on the right. Notice the buildings and roads on the map can be seen in the photo. A navigation map is actually more useful than a photograph since it can highlight important items and ignore clutter like trees and shadows.
Shaded Relief Maps
Adding shading to denote shadows thrown by the sun and colors to denote elevation change, beautiful and somewhat realistic maps can be created. The example right shows a high mountain in white in the NorthEast (upper-right) with elevation dropping to a low, flat plain in the SouthWest (lower-left). Mountains, ridges, cliffs, canyons, and plateaus can all be identified. Shaded relief adds depth and interest to a map, but more is needed to make a map truly useful to us hikers and explorers for navigating wild areas.
Contour Lines
Contour lines are extremely important for outdoors dudes so you know what to expect a mile ahead on the trail. Contour lines show the elevation changes of the terrain. These are called Topographic Maps because they show the topography of the land. In this example, the elevation at the spot marked A is about 4400 feet above sea level as indicated on the contour line close to it. The elevation of B is a bit more difficult to figure out, but if you look closely, you might figure out that it is about 4350 feet. | 1,159 | 643 | {
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Nebraska's Bad Buzz: What You Need to Know about West Nile Virus (9-18-18)
Dr. Jody Green, Nebraska Extension
Fast Facts
- West Nile virus is spread from mosquito bites that feed on infected birds.
- It is NOT spread through touching infected people or birds, but can be spread through blood transfusion, organ donation or mother to baby.
- Symptoms can vary from having no symptoms at all, to flu-like symptoms and fever, to severe neurological damage, to serious fatal illness.
- There are no vaccines or medication to treat people infected with West Nile virus so education and prevention is important.
West Nile virus mosquitoes
West Nile virus is spread by the Culex species, which are commonly biters in the Midwest. Culex mosquitoes rest on structures and in vegetation during the day and come out biting at dusk and continue after dark into the morning.
How do you get West Nile virus?
West Nile virus is spread from infected birds to people by mosquito bites. It cannot be transmitted from person to person touching, coughing or sneezing, but it can spread in through blood transfusions, organ donation, and from a mother to baby. The incubation period is usually 2 to 14 days.
What are the symptoms of West Nile virus?
The symptoms of West Nile virus can vary:
- 80% of infected people do not develop any symptoms at all. This means numerous people have it or have had it, but did not even know.
- 20% of infected people develop mild symptoms such as fever, headache, joint pain, fatigue, swollen lymph glands, eye pain, vomiting, diarrhea, loss of appetite, or rash.
This is self-limiting and will resolve itself without treatment and without long-term effects.
- 1 in 150 of infected people develop a severe illness that affects the central nervous system, which includes high fever, paralysis, tremors, muscle weakness, seizures, meningitis, and encephalitis. In severe cases damage can be permanent and sometimes lethal.
- If you are experiencing any of these symptoms, see your healthcare provider.
Who is at greatest risk?
People who spend a great deal of time outside, especially after dusk, may will be exposed to more mosquito bites, especially in August and September when mosquitoes are most active. Persons over the age of 50 appear to be at greatest risk of developing severe symptoms, as well as individuals who are immunocompromised. There is no greater risk to children.
What is the treatment for West Nile virus?
Unfortunately, there are no specific treatment like antiviral medication or licensed vaccines for West Nile virus labeled to be used by humans. Treatment is supportive and based on symptoms. In severe cases, hospitalization, pain reduction and nursing care is necessary.
If I have or had West Nile virus will I be immune?
Once a person recovers, immunity to West Nile virus is thought to be lifelong.
What other animals can be affected by West Nile virus?
West Nile virus primarily affects birds of many over 250 species. Crows and jays are known to get sick and die from infection. Horses are another animal that can suffer a variety of symptoms, including encephalitis and death from mosquito bites.
How long has West Nile virus been here?
Prior to 1999, West Nile virus was not reported in the United States. Since then it has been reported in all 48 continental states. In 2003 Nebraska recorded at 1,994 cases and 27 deaths, which is the most throughout the years.
How can I protect myself from mosquito bites and West Nile virus?
- Use effective insect repellents (Active ingredients: DEET, Picaridin, Oil of lemon eucalyptus, IR3535). Higher percentages indicate longer lasting protection.
- Wear long sleeves and pants outside, loose fitting is best because mosquitoes can bite through some fabric.
- Dump standing water around your home.
- Fix and repair window and door screens.
- Avoid the outdoors during peak mosquito times such as dawn and dusk.
Active ingredients of effective products (from left to right): Oil of lemon eucalyptus 30%, picaridin 20%, DEET 25%, DEET 15%
Map of the distribution of individuals diagnosed with West Nile virus. There have been 4 deaths reported in Nebraska as of Sept 15, 2018. (Source: Nebraska DHHS.)
Where can I get more information about West Nile virus? Nebraska Department of Health & Human Services Public Health page: http://dhhs.ne.gov/publichealth/Pages/wnv.aspx Centers for Disease Control and Prevention: https://www.cdc.gov/westnile | 1,962 | 953 | {
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Curriculum Policy
Reviewed on: September 2016
To be reviewed: September 2018
St George's CEP School Wrotham Kent
Signed by: ____________________ Position held: Chair SIP & Curriculum
Date: ____/____/_____
Signed by: ____________________ Position held: Headteacher
Date: ____/____/_____
Curriculum Policy Statement for St. George's CE Primary School
At St. George's Primary School our subject policies and guidance ensure that all of our pupils in years 1 - 6 are taught the full National Curriculum and in doing so meet statutory requirements.
We also aim to provide for our pupils a broad and balanced curriculum which is aimed at their individual needs in order that they are able to apply and develop a range of skills and understanding at their level. We do this through a well differentiated and creative curriculum approach which uses topic themes and ensures the National Curriculum objectives are delivered in an engaging and relevant format to all of our pupils. We do, in addition to a thematic based approach need to deliver some subjects discretely.
Timetables are carefully planned to provide a balance of activities throughout the day and to ensure valuable teaching time is used effectively and learning is personalised. Pupils should be able to think creatively and critically, solve problems and not be afraid to be innovative and enterprising.
English and Maths teaching follow the Renewed Framework while allowing flexibility for individual teacher's professionalism to meet year group and individual needs.
Science follows the Kent Scheme of Work. Investigations and discussions are carefully planned in Maths, English and Science.
At St. George's Primary we believe that pupils, with the support of their parents, should enjoy and be committed to learning. Parents and pupils are involved in target setting and parents receive their child's individual maths, reading and writing targets (along with a review of progress) three times a year.
In addition to this, class newsletters also share information regarding topics being studied. Curriculum based information sessions (PIE's) are held in addition to formal parents' consultation evenings. We aim for good progress and high attainment but also try to build on pupils' strengths, interests and experiences through extra curricular activities.
Pupils equipped with the key skills of literacy, numeracy and ICT are encouraged to develop an enquiring mind and to think rationally. A variety of teaching styles and learning opportunities develop our pupils' capacity to think and work both independently and collaboratively.
The school provides for the pupils' spiritual, moral, social and cultural education particularly through its RE and PSHE schemes of work. Citizenship is taught through a planned personal, health and social programme involving regular class Circle Times and outside speakers (e.g. police, drugs education, road safety officers). We seek to develop the well-being of the individual pupil through developing self-esteem and the value of good relationships at school, in the home and the wider community.
A positive attitude to economic, social and cultural change is encouraged. We aim to equip pupils to make informed choices and to appreciate the relevance of their achievements in life. Pupils are able to attend a range of school clubs and out of hours activities including educational trips. We link up and work with a variety of charities, schools and local businesses with community schemes being developed continuously.
St. George's strives to ensure that our curriculum will result in happy pupils who are ready for the challenges of the 21st century culturally, socially and economically. | 1,641 | 696 | {
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Grade Level: Fifth Grade
Question Stems (DOK or Bloom's Question Stems):
What is unique about this piece of art? What characteristics of geometry do you notice in this piece of art? If you had to describe this piece of art with one word, what word would you use? What vocabulary from our geometry unit do you see in this piece of art?
https://lisathatcher.files.wordpress.com/2012/06/inspired_bei_mondrian_by_manshonyagger-d35kfou.jpg
STANDARDS (Academic and Arts):
Math Standards:
5.NBT.5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4 Classify two-dimensional figures in a hierarchy based on properties.
Visual Arts Standards:
6. Recognize roles, functions, and purposes of artists, works of art, and visual arts careers in cultures, times, and places. (HC, C)
11. Know how visual arts concepts and skills are integrated with knowledge in other subject areas for use in everyday life. (C)
I CAN(s): I can identify two-dimensional shapes based on their characteristics.
I can create a piece of artwork using polygons using inspiration from Piet Mondrian.
SMART Goals
Specific, Measurable, Attainable, Realistic, Time bound:
Students will create a piece of art using rulers and pencils on paper, then identify polygons within their work.
Materials:
Artwork by Piet Mondrian
Paper
Rulers
Crayons/Colored Pencils
Relevance or Hook:
What do art and math have to do with each other? How might what we are learning in math right now connect to art?
Delivery of Rigorous Instruction:
Direct Instruction (DI); Guided Practice (GP); Independent Practice (IP); Application (A)
DI: Discuss Mondrian's artwork with students. Instruct and model how to begin their artwork – we are not focusing on rectangles but on polygons in general – students can be random and creative with their lines – the more "random" their work, the more unique it will be and the more interesting (irregular) polygons we will get! Review polygon vocabulary and characteristics – this will be necessary for them to remember when they are finished their artwork.
GP: Students will continue their artwork. When finished, students will begin identifying polygons in their artwork. In their table groups, students can collaborate with each other to confirm/refute their thinking in their artwork and do the same for their tablemates.
IP: Students will create a key for their artwork – each color will represent a different polygon (example – all right triangles will be red, all pentagons will be blue, etc).
A: Students will use their key to color their artwork. Some of their artwork can be white – those would be polygons they did not identify in their key.
Closure (CL):
What was our goal in this lesson? How were we able to connect math and art? How does your unique piece of art compare to the others at your table? How does it compare to Mondrian’s?
Differentiated Instruction (DI):
Students will be seated in small groups to collaborate, 1-1 if needed
Check for Understanding (Describe the product that will demonstrate mastery of the standards.): Student created artwork and key
Rubric
| Category | 4pts | 3pts | 2pts |
|---|---|---|---|
| Following Directions on Artwork | Student used ruler precisely to create only straight lines, students created a variety of shapes in their artwork | Student used ruler to create mostly straight lines, minor mistakes, a variety of shapes was created | Students used ruler but not all lines came out straight, multiple mistakes were made and attempted to be fixed |
| Artwork Key | Student’s key is very neat and organized, uses a different color for each polygon | Student’s key is generally neat and organized, uses a different color for each polygon | Student’s key is disorganized and somewhat messy, however it can still be used to identify the polygons in their artwork |
| Polygon Identification | 4 or more polygons are correctly identified | 3 polygons are correctly identified | 2 polygons are correctly identified |
| Participation and Use of Time | Participated in class discussion, used time wisely to complete the task | Some participation, time was used wisely | Minimal participation, time was not used wisely and work was not finished | | 1,927 | 938 | {
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Summer Reading 2019 Entering 8 th Grade
For RETURNING STUDENTS: Log in to Google Classroom for this Summer Reading Assignment. Online worksheets can be found there. All work must be submitted online by Wednesday, August 28. Be sure to submit your work in the correct Google assignment. Use code: paren6d to add the Summer Reading Classroom to your Google Drive.
To All Incoming 8 th grade Students and Parents:
This year's goals for summer reading is to increase informational text reading comprehension, and to focus on the skills of identifying the central idea and writing a proper response to a reading prompt.
Your summer reading assignment has three components.
Part 1: Find a book to read for fun! Join your local library's summer reading program or just read a favorite from your bookshelf. It is our belief that reading skills and appreciation of literature are developed through regular reading. Enjoy reading!
Part 2: You will need to read 2 current event articles from Newsela or any news source available to you. Select any topic that interests you. You are NOT required to do the Newsela activities posted on the site. Just complete the response form in Google Classroom. If you are a new student, or if accessing Newsela is not possible, you may choose another source for your current event (please attach a copy of your article to the worksheet). The response form is attached to this letter.
Part 3: Optional for returning students: Want to improve your reading skills? Edmentum's Exact Path reading program is available to readers this summer. Current students have login information that they used throughout the school year. https://ple.platoweb.com/Account/SignIn
Students are expected to complete the summer reading requirement by the due date. Failure to have this assignment complete on time will result in a reduced grade.
Have a wonderful summer! We are looking forward to our year together.
Mrs. Michele Perella
Mrs. Perella email@example.com
Mrs. Zigman firstname.lastname@example.org
Name: _________________________________
R-A-C-E: Restate-Answer-Cite-Explain
Current Event #1
Directions: Current students should complete this online in Google Classroom. If that is not possible, use this worksheet and turn it in on the first day of school. Complete the questions and then write a strong paragraph. You MUST Complete two (2) articles. You will need two copies of this 2-sided sheet.
Title of the article (in quotation marks)
The URL of the Article – or if using a printed source, indicate the source of the article/In what publication did you find this article? (underlined). Provide a copy of the article with this sheet.
QUESTION: What is the central idea of the article?
1) RESTATE THE QUESTION AND ANSWER IT
2) CITE THE EVIDENCE FROM THE TEXT: (the exact lines with quotation marks). You should find 3 pieces of evidence that support your answer.
3) EXPLAIN (how does the evidence help support the answer?). Wrap up paragraph.
4) Now use all of the sentences you wrote above and put them into a ROBUST paragraph.
Name: _________________________________
R-A-C-E: Restate-Answer-Cite-Explain
Current Event #2
Directions: Current students should complete this online in Google Classroom. If that is not possible, use this worksheet and turn it in on the first day of school. Complete the questions and then write a strong paragraph. You MUST Complete two (2) articles. You will need two copies of this 2-sided sheet.
Title of the article (in quotation marks)
The URL of the Article – or if using a printed source, indicate the source of the article/In what publication did you find this article? (underlined). Provide a copy of the article with this sheet.
QUESTION: What is the central idea of the article?
1) RESTATE THE QUESTION AND ANSWER IT
2) CITE THE EVIDENCE FROM THE TEXT: (the exact lines with quotation marks). You should find 3 pieces of evidence that support your answer.
3) EXPLAIN (how does the evidence help support the answer?). Wrap up paragraph.
4) Now use all of the sentences you wrote above and put them into a ROBUST paragraph. | 1,899 | 891 | {
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Summer Reading 2019 Entering 7 th Grade
For RETURNING STUDENTS: Log in to Google Classroom for this Summer Reading Assignment. Online worksheets can be found there. All work must be submitted online by the first day of school. Be sure to submit your work in the correct Google assignment. Use code: gz3cmh to add the Summer Reading Classroom to your Google Drive.
To All Incoming 7 th grade Students and Parents:
This year's goals for summer reading is to increase informational text reading comprehension, and to focus on the skill of summarization.
Your summer reading assignment has three components.
Part 1: Find a book to read for fun! Join your local library's summer reading program or just read a favorite from your bookshelf. It is my belief that reading skills and appreciation of literature are developed through regular reading. Enjoy reading!
Part 2: You will need to read 2 current event articles from Newsela or any printed news source available to you. Select any topic that interests you. You are NOT required to do the Newsela activities posted on the site. Just complete the current event form in Google Classroom (also attached to this document for your reference). If you are a new student, or if accessing Newsela is not possible, you may choose another source for your current event (please attach a copy of your article to the worksheet).
Part 3: Optional for returning students: Want to improve your reading skills? Edmentum's Exact Path reading program is available to readers this summer. Current students have login information that they used throughout the school year. https://ple.platoweb.com/Account/SignIn
Students are expected to complete the summer reading requirement prior to their return to school in August. The assignments are due the first day of school. Failure to have this assignment complete on time will result in a reduced grade.
Have a wonderful summer! I am looking forward to our year together.
Mrs. Michele Perella
Mrs. Perella email@example.com
Name: _________________________________
Current Event #1
Directions: Current students should complete this online in Google Classroom. If that is not possible, use this worksheet and turn it in on the first day of school. Complete the questions and then write a summary paragraph. You MUST Complete two (2) articles. You will need two copies of this 2-sided sheet.
Title of the article (in quotation marks)
The URL of the Article (Copy and Paste it) – or if using a printed source, indicate the source of the article/In what publication did you find this article? (underlined). Provide a copy of the article with this sheet.
Author of the article
Where did this story/event take place?
When did this event take place?
Who is this story about? Important people in the article.
Why did this story take place? (How did the event happen?)
What is the central idea of the article (what is it about?)
What are some facts that are important to the central idea of the article?
Using the information you collected, summarize the article (approximately 100 words). All information you collected should be included in your summary.
Name: _________________________________
Current Event #2
Directions: Current students should complete this online in Google Classroom. If that is not possible, use this worksheet and turn it in on the first day of school. Complete the questions and then write a summary paragraph. You MUST Complete two (2) articles. You will need two copies of this 2-sided sheet.
Title of the article (in quotation marks)
The URL of the Article (Copy and Paste it) – or if using a printed source, indicate the source of the article/In what publication did you find this article? (underlined). Provide a copy of the article with this sheet.
Author of the article
Where did this story/event take place?
When did this event take place?
Who is this story about? Important people in the article.
Why did this story take place? (How did the event happen?)
What is the central idea of the article (what is it about?)
What are some facts that are important to the central idea of the article?
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Mission:
PHONE:
850 245 4210: FAX /
Vision: To
Florida
HEALTH
be the
Healthiest
State in
theNation
July 13, 2016
POLICY STATEMENT ON COMMUNITY WATER FLUORIDATION
The Florida Department of Health is strongly committed to the fluoridation of community water systems. Oral health is vitally important to overall health and well-being. Research has shown associations between poor oral health and diabetes, heart and lung diseases, stroke, low birth weight, and premature births. Fluoridation began nationally more than 70 years ago and the Florida State Board of Health officially endorsed fluoridation in 1949. Strong support and active promotion of the measure as a safe , economical and effective means of reducing tooth decay has continued. In 1999, the CDC recognized water fluoridation as one of the 10 great public health achievements of the twentieth century .
Today, fluoridation is still the most cost-effective way to prevent dental cavities. For every $1 dollar invested in water fluoridation, $38 dollars are saved in averted dental treatment costs. It is an ideal public health measure where everyone benefits, whether rich or poor, no matter the age, without requiring any conscious effort of the individual. Beginning in Gainesville in 1949, Florida cities have embraced the concept of fluoridation for their residents. Approximately 14.9 million people are currently benefiting from fluoridation in Florida. The federal Centers for Disease Control and Prevention (CDC) estimated in 2014 more than 214 million people in the United States received the benefits from water containing fluoride at the recommended level for controlling dental decay.
National surveys of oral health dating back several decades document the continued benefit of fluoride in decreasing tooth decay in children and adults. It is doubtful that any other public health procedure has undergone more research, epidemiological study and intense public scrutiny than water fluoridation. Systematic reviews of community water fluoridation studies through the Surgeon General ' s Report on Oral Health in America, CDC's Recommendations for Using Fluoride to Prevent and Control Dental Caries in the United States, the Updated Oral Health Report issued by the Community Preventive Services Task Force, and the U.S. Public Health Service Recommendation for Fluoride Concentration in Drinking Water for the Prevention of Dental Caries have all reinforced the safety and efficacy of fluoridation in preventing dental decay in both children and adults.
Along with the overwhelming majority of the world's health care organizations and leaders within the scientific community, the Florida Department of Health firmly supports and continues to recommend community water fluoridation as the most economical and effective means to control the major public health problem of dental caries.
Sinceri
Celeste Philip, MD, MPH Surgeon General and Secretary
4052BaldCypress
/
-
,
Way Bin
*
A 00
-
*
850 9453,
Tallahassee
922
-
FL32399 1701
-
Accredited
Health
Department
Public
Health
Accreditation
Board
CelestePhilip,
MD,MPH
Surgeon General and Secretary | 1,515 | 653 | {
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There were 36,525 days in the twentieth century. Of these, none was more consequential than June 6th, 1944.
D-Day: the Allied invasion of Normandy in Nazi-occupied France. It did not end World War II, but without it, the Nazi war machine would not and could not have been defeated.
We, of course, know the good guys—America, England and its allies—won. But in 1944, there was no certainty of success. In fact, there was just as much doubt as confidence. Winston Churchill's senior advisor, Field Marshal Brooke, wrote in his diary, "I am very uneasy about the whole operation. It may well be the most ghastly disaster of the whole war."
Brooke's fears were entirely reasonable.
First there were tens of thousands of men and millions of tons of material and supplies that had to be moved one hundred miles across one of the roughest bodies of water in the world— the English Channel. And it had to be kept secret. If the Germans knew where and when the allies were landing, they could mass forces against them and turn the beaches of northern France into killing fields.
To prevent this, the Allies took every possible precaution. Their air forces destroyed bridges, roads and railways that might be used by the Germans to rush troops to the invasion site. Everyone knew the attack was coming; the key was to keep the Germans guessing.
Fake radio chatter was broadcast to suggest the beaches near Calais would be the landing point. Double agents leaked fake details of units forming in South East England. And movie set designers built phony tanks, planes and ships to support the ruse of an army preparing to cross near Dover for the benefit of German reconnaissance pilots and spies.
The Germans swallowed it all. But the Nazis were not the only enemy the Allied forces faced. Mother Nature was just as threatening.
The 23,000 paratroopers and glider-borne infantry jumping into Normandy needed moderate winds to be effective. The twelve thousand Allied aircraft needed clear skies. The invasion fleet of six thousand vessels needed calm seas. And there had to be a low tide to expose Nazi obstacles and mines.
When high winds and rain began pummeling the Channel, Allied supreme commander General Dwight Eisenhower postponed the invasion date of June 5th by twenty-four hours. That might
.com
Short Videos. Big Ideas.
not sound like a significant delay, but it was. All forces were concentrated and ready to go. All the plans, all the deceptions, could be exposed at any moment. Then came a new forecast. The weather appeared to be breaking. There might be a 12-hour window of opportunity.
Eisenhower gave the order: We go. Immediately, the greatest invasion fleet ever assembled set sail. On board were over 130,000 young soldiers.
Consider for a moment who these soldiers were. The average age of the American GI was 21. Most had never seen combat or even been fifty miles from their hometown. As they sailed toward the French shoreline, Eisenhower wrote a press release in case of catastrophe. D-Day was an all-or-nothing affair. A new invasion strategy would take months, if not years, to devise.
The initial battle reports were seriously troubling. At Omaha Beach, overlooked by cliffs honeycombed with trenches, cannon and machine-guns, the Americans took heavy losses. "I might have killed hundreds that morning," reflected German soldier Hein Severloh, manning one of the bunkers. The rough surf also took its toll. Dr. Harold Baumgarten, with the U.S Army's 116th Infantry, remembered, "Some of the fellows were pulled under by their wet combat jackets and heavy equipment. We couldn't help; they just drowned." Further along, Army Rangers also took heavy casualties as they scaled the cliffs under intense gunfire.
However, by mid-day—with US naval support—the Germans, low on supplies and ammunition, began to fold. Nazi reinforcements, including hundreds of tanks, which might have made all the difference, were not ordered to Normandy until the afternoon. Before the Germans could mount an effective counter-attack, the Allies had secured all five landing beaches.
Churchill had expected twenty thousand to be killed on D-Day. Fortunately, heavy though they were, the losses were much lower. Of the 156,000 Allied personnel who hit the beaches that day, ten thousand became casualties. Of these, five thousand were killed.
No one died in vain.
Their sacrifice meant an end to Nazi Germany and the Holocaust. Another year of bitter fighting lay ahead, but D-Day—June 6, 1944—was a pivotal step on the road to forever removing the Nazi tyranny from Europe and the world.
I'm Peter Caddick-Adams, author of Sand and Steel: A New History of D-Day, for Prager University. | 1,866 | 990 | {
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Hello, English Class! I pray you are well. The main focus of the next 3 weeks will be your autobiography. Then you will do some more grammar refresher assignments and some vocabulary work. I’m sorry we can’t be together. I miss you all. Take care of yourselves and don’t get behind in your work. =)
Love in Christ,
Mrs. KO
Tuesday, 4/14 to Tuesday, 4/21 You are going to finish your autobiography. You have the list about yourself, an outline, and your introduction done. Use the comments I gave on those assignments to finish the paper. Don’t forget to have a strong conclusion and proofread closely! This paper is worth 100 points.
Wednesday, 4/22 Grammar Review – Run ons
Thursday, 4/23 Grammar Review- Fragments
Friday, 4/24 Vocabulary List-Find definitions.
Monday, 4/27 & Tuesday, 4/28 Write sentences with the new 10 words.
Wednesday, 4/29 & Thursday, 4/30 Vocabulary Enrichment –Now find the following information about each of the 10 new vocabulary words. 1. part of speech 2. synonym 3. Antonym
Friday, 5-1 Now use all the vocabulary words in an essay or story. You can choose the topic, but it needs to be at least 100 words.
Run on Correction *Remember to do on google.docs. You are correcting these sentences so they are no longer run ons. You must type the complet set of words for each number. You cannot correct a run on with just a comma. You must use a period and capital letter or a comma AND a conjuction (and, but, yet, etc.)
1. I like playing tennis it makes me tired.
2. I love cake, I love chocolate, white chocolate is my favorite.
3. I don't want much for my birthday I just want some books and dolls.
4. Green is my favorite color it is the color of the trees and the grass. It reminds me of frogs.
5. We usually leave at 7:00 but today is different we are leaving at 6:30.
6. I like my history class we discuss ancient civilizations.
7. We should get moving there's no time to waste.
8. Zack is going to the store, he forgot his wallet.
9. The meeting was long, it lasted until midnight.
10. We ate breakfast, we went to work afterwards.
Fragment Correction *For fragments, what usually happens is a part of the sentence gets away from the main part of the sentence. So to correct them, you need to see where to put them back together. A sentence has to have a subject and verb, and it must have a complete thought. Watch out for words like –when, after, while, though, etc. They can be fixed by using commas or just by taking out a period and making a capital letter lowercase.
1. Even though we are supposed to be practicing social distancing. They went to the store.
2. Singing loudly all day long. Cadence cheered everyone up.
3. Once they get there. The Harbisons will start the party.
4. While lying on the beach. Micah got sunburn pretty bad.
5. A nice expensive car. Is what Noah really wants.
6. Five slices of pizza. Were found under the boy's bed.
7. After Jocelyn and her Aunt Heather shopped. They got milkshakes.
8. When Noah went to the movies. The girl kept moving her seat closer.
9. Zack played games. Until two in the morning!
10. Hiding the eggs in the yard. Mrs. KO noticed a pretty red bird.
Vocabulary
Please look up these 10 new words online or in a dictionary.
1. eclectic:
2. inference:
3. laconic:
4. quandary:
5. ambiguous:
6. recalcitrant:
7. assiduous:
8. accoutrement:
9. extirpate:
10. sedulous: | 1,381 | 869 | {
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Mayor's Top Ten - Need to Know After a Major Disaster for FEMA Assistance
1. Understanding FEMA's Role and Responsibilities
FEMA (Federal Emergency Management Agency) is responsible for coordinating the federal government's response to disasters. A mayor must understand that FEMA provides assistance through various programs, including Individual Assistance (IA), Public Assistance (PA), and Hazard Mitigation Grant Program (HMGP). Each program has specific eligibility criteria and application processes.
2. Activation of the Disaster Declaration Process
A mayor should be familiar with the process of obtaining a disaster declaration from the President. This declaration is crucial as it unlocks federal resources and funding for recovery efforts. The mayor must work closely with state officials to ensure that all necessary documentation is submitted promptly.
3. Establishing Communication Channels
Effective communication is vital during disaster recovery. The mayor should establish clear lines of communication between local government agencies, state officials, FEMA representatives, and community organizations. Regular updates on recovery efforts and available assistance programs should be disseminated to the public.
4. Assessing Damage and Needs
Conducting a thorough assessment of the damage is essential for determining the type and extent of assistance needed. The mayor should coordinate damage assessments with local agencies, ensuring accurate data collection that will support requests for federal aid.
5. Navigating Application Processes
Each FEMA assistance program has its own application process, which can be complex. The mayor needs to ensure that local officials are trained in these processes and that they have access to resources such as guidance documents or workshops provided by FEMA.
6. Engaging Community Stakeholders
Involving community stakeholders—including non-profits, businesses, and residents—is critical for effective recovery efforts. The mayor should facilitate meetings to gather input on recovery priorities and ensure that assistance programs meet the community's needs.
7. Monitoring Funding Opportunities and Deadlines
FEMA assistance comes with specific deadlines for applications and reporting requirements. The mayor must keep track of these timelines to avoid missing out on funding opportunities, which could hinder recovery efforts.
8. Understanding Compliance Requirements
FEMA funding often comes with compliance requirements related to environmental regulations, procurement standards, and reporting obligations. The mayor should ensure that local agencies are aware of these requirements to prevent issues during audits or reviews.
9. Planning for Long-Term Recovery
Recovery from a major disaster is not just about immediate relief; it also involves long-term planning for rebuilding communities sustainably. The mayor should work on developing comprehensive recovery plans that incorporate resilience measures against future disasters.
10. Building Relationships with FEMA Representatives
Establishing strong working relationships with FEMA officials can facilitate smoother interactions throughout the recovery process. The mayor should maintain regular contact with FEMA representatives to stay informed about available resources, changes in policies, or new programs that may benefit their community.
The above points provide a quick view framework for mayors navigating the complexities of FEMA assistance after a major disaster. | 1,542 | 574 | {
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Chapter 1 Conquering Hypertension and Heart Disease – the DASH Diet Plan
When you were a child, your grandmother probably told you to drink your milk, eat your fruits and vegetables, and go outside and play. This is still great advice, and shows that our fundamental ideas of good nutrition hold up over time.
The DASH diet is a "new" healthy eating plan, that has been proven to help reduce blood pressure. It was developed in major research studies funded by the National Institutes of Health, as the "Dietary Approaches to Stop
What is a Diet?
A diet is not just a plan for losing weight, a diet refers to the way that we eat. Any eating pattern is a diet.
Hypertension" (DASH). It is a diet based on the same great advice that our grandmother's generation lived by, which somehow, today's Americans seem to have forgotten.
When you follow the DASH plan, you will eat lots of fruits and vegetables, along with low fat dairy foods, lean meat, poultry, and fish, nuts and beans, and whole grains. The plan is low in saturated fat
and cholesterol, it has a moderate amount of protein, and is rich in vitamins, minerals and fiber.
In addition to lower blood pressure, a diet based on the DASH foods is associated with lower risk of heart disease, stroke, and cancer. The DASH diet can support reaching and maintaining a healthy weight. No conflicting information, no magic combinations, no forbidden foods – just fabulous healthy eating.
Understanding Blood Pressure
Over 50 million Americans have high blood pressure. It is the leading cause of heart attacks and strokes. If your blood pressure goes too low you may feel lightheaded. If it goes too high there might not be any symptoms, or it could trigger a stroke. If blood pressure remains high, it can lead to congestive heart failure, kidney failure, hardening of the arteries, stroke, and other complications.
You might not have learned that you had high blood pressure until your physician detected it in a routine physical exam. You probably had no symptoms. You may not be able to detect that your blood pressure is high unless you check it on a regular basis. Since you often don't feel that anything is wrong, you might not keep it as well controlled as your physician would like. This is one of the reasons that hypertension has been called the "silent killer."
Our blood pressure is composed of 2 numbers. Systolic is the "top" number and diastolic is the "bottom" number. If our blood pressure is "120 over 80," the 120 is the systolic pressure, and 80 is the diastolic.
Blood Pressure Definitions
Normal: Systolic 90-119 and diastolic 60-79.
Prehypertension: Systolic 120139 and diastolic 80-89.
Stage I hypertension: Systolic 140-159 and/or diastolic 90-99.
Stage II hypertension: Systolic 160 or higher and/or diastolic 100 or greater.
Blood pressure is considered to be high (hypertension) if systolic is higher than 140, or if diastolic is more than 90. (Your physician might consider you to have high blood pressure at slightly lower numbers, if there are other medical complications to consider.) A new category of "prehypertension" has been identified as systolic blood pressure between 120-139, or diastolic 80 - 90. When blood pressure is high, it forces our heart to beat harder to move the blood against more pressure and can cause premature hardening or other damage to the arteries.
High blood pressure is not an equal opportunity disease. Men are at higher risk than women with the same blood pressure. Blacks and older people will also be at higher risk than non-blacks or younger people with the same blood pressure readings. This | 1,482 | 810 | {
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Spirometry
HOW TO PREPARE FOR YOUR VISIT
What is spirometry?
Spirometry is the most commonly performed test of lung function. A device called a spirometer is used to measure how much air the lungs can hold and how well the respiratory system is able to move air into and out of the lungs. Because spirometry is based on how fast a patient can move air out of the lungs, the accuracy of its results are highly dependent on the patient's understanding, cooperation, and best efforts.
Why would I need a spirometry test?
This test is used to determine the cause of shortness of breath, to rule out any kind of lung disease that blocks breathing, or limits the expansion and capacity of the lungs. Spirometry is most often used to diagnose and monitor lung problems, such as chronic bronchitis, emphysema, chronic obstructive pulmonary disease (COPD), or asthma.
Spirometry is also used to monitor how well medications for respiratory problems are working and to evaluate breathing capability prior to surgery.
How is spirometry performed?
A spirometry test is done with a spirometer, which consists of a mouthpiece and disposable tubing connected to a machine that records the results and displays them on a graph.
To perform spirometry, a person inhales deeply, closes the mouth tightly around the tube and then exhales through the tubing while measurements are taken. Some test measurements are obtained by normal breathing, and other tests require rapid and forceful inhalation and/or exhalation. The volume of air inhaled or exhaled, and the length of time each breath takes is recorded and analyzed.
Nose clips are usually used to make sure air is only coming out of the mouth. Sometimes a test will be repeated to get the best and maximum effort. Often, the tests are repeated after a person takes a medication that opens the airways of the lungs (a bronchodilator). A spirometry test can take anywhere from five minutes to a half an hour, depending on the different types of breathing tests being measured.
Are there risks associated with spirometry?
The risks are minimal for most people. Because the test involves forced and rapid breathing, some people may experience temporary shortness of breath. Spirometry should not be done if a person suffers from chest pains, has had a recent heart attack, or has serious heart disease.
How should I prepare for spirometry?
Please stop:
* Albuterol, Ventolin, Proventil, Pro-Air 4 HOURS prior to testing.
* Atrovent, Combivent 6 HOURS prior to testing.
* Serevent, Advair 12 HOURS prior to testing.
* Spiriva 24 HOURS prior to testing.
* Do not eat a heavy meal before spirometry testing.
* Refrain from smoking for four to six hours before the test.
* Empty your bladder right before testing.
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Dear Parents,
Greetings from DPS Fraternity!
A warm welcome to all our kindergarteners. We hope they had a restful and enjoyable time and now they are refreshed, energetic and enthusiastic for the adventurous journey of learning. We assure you that your little one is going to have a great time with us. They will sing songs, do dance and learn so many wonderful activities. So let us all gear up for the successful and enthusiastic voyage.
Academically we will cover—
ENGLISH
- Phonic sounds and vocabulary of letters F,H,A,K,M,N
- Rhymes
- Writing of letters F,H,A,K,M,N
- Use of Sorry, Excuse me, Please
- Short moral stories.
- Action Words- Jumping, running, playing, yawning
HINDI
Recognition and vocabulary of letters –_, ,, ,s, v¨, v©, va, v%
- Rhymes
- Short moral stories
DELHI PUBLIC SCHOOL ALIGARH INFORMATION SHEET SESSION-2022-23 FIRST TERM- (JULY) CLASS – NURSERY
ACTIVITY
Making of flower using ice cream sticks.
ACTIVITY
Identify the letter and tell vocabulary related to it.
MATHEMATICSConcepts-
- Happy and Sad
- Inside and Outside
- Shape- Circle
Numerical ability-
- Oral countings 1-30
- Writing practice of number 6-10
ENVIRONMENTAL STUDIES-
My 5 senses
Colours
Good habits and manners
The clothes I wear
THURSDAY ACTIVITY
ORIGAMI (14.07.2022)
ACTIVITY
Students will make smiley using clay
Activity- Students will separate the beads as per the colours instructed by teacher.
INTRA CLASS COMPETITION FANCY DRESS COMPETITION (28.07.2022)
SPECIAL ASSEMBLY FRENCH DAY- 14 th JULY 2022
FACE OF THE MONTH (APRIL & MAY)
HAVIKA VARSHNEY
Let's Explore Bangladesh……
This is the National Flag of Bangladesh.
Activity- Student will make National Flag of Bangladesh
General Reminders
- Check the school app on regular basis for homework.
- Make sure that your ward is regular to school.
- Send one spoon and napkin daily with the lunch box.
- All the hair accessories should be red for girls.
- We expect our students to be in proper ironed, neat and clean uniform with trimmed nails and proper hair-cut.
- Kindly send one seasonal fruit daily for fruit break.
Ms. Shalini Singh Ms. Shalini Jain (Class – Coordinator) ( Senior Mistress)
Ms. Arti Jha (Principal) | 1,230 | 579 | {
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A wordsearch for INCLUDING YOU.
Find the words that describe a good community to live in
| U | L | K | Y | P | P | A |
|---|---|---|---|---|---|---|
| F | R | I | E | N | D | L |
| T | M | N | S | P | U | M |
| S | L | D | F | T | R | F |
| M | A | L | K | I | E | L |
| I | C | H | A | Y | O | N |
| L | U | F | P | L | E | H |
| E | Z | S | H | A | R | E |
The words to look for are:
CALM; FAIR; FRIENDLY; FUN; HAPPY; HELPFUL;
KIND; LISTEN; SHARE; SMILE; TRUTH
The words will be found written: from left to right, right to left, up and down and diagonally!
A wordsearch for INCLUDING YOU.
ANSWERS
| U | | L | K | Y | | | | H |
|---|---|---|---|---|---|---|---|---|
| | | | | | P | P | A | |
| F | | | | | | | | |
| | | R | I | E | N | D | L | |
| T | | M | N | S | P | U | M | H |
| S | | L | D | F | T | R | F | T |
| | M | A | L | K | I | E | L | U |
| | I | C | H | A | Y | O | N | R |
| | L | | | | | | H | T |
| | | U | F | P | L | E | | |
| | | Z | S | | | | | P |
| | | | | H | A | R | | |
The words are:
CALM; FAIR; FRIENDLY; FUN; HAPPY; HELPFUL
KIND; LISTEN; SHARE; SMILE; TRUTH.
;
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Château de Domfront – Discover the French History
The origins of Domfront, a ruined castle in the Orne département of France, go back a thousand years. Today, many elements of its historic past still stand proudly on the rock and provoke the admiration of all the visitors.
The remains that we can see today were erected by Henry I Beauclerc, third son of William the Conqueror and King of England, to protect the southern border of the Norman Duchy, after the Domfront area was added to Normandy around 1050. The site is situated 80 meters above the level of the river Varenne and was quite convenient to prevent incoming assaults from Brittany and Maine, the major enemies at the time.
The whole site was surrounded by thick walls and round towers. The castle was composed of a strong square keep approximately 25 meters high, a great hall to receive vassals and organize banquets, a chapel reserved for the lord and his family, stables, pigsties, chicken coops as well as a fruit and vegetable garden and orchards so it could survive under siege. Many important people stayed in Domfront: Henry II Plantagenet, Richard the Lion Heart, John Lackland and Alienor of Aquitaine.
In the 13th century, the eastern side w as reinforced with a corridor-shaped basement pierced with arrow-slits. It is perfectly preserved and its 60 meter length makes it the longest in Europe. These galleries linked the two towers that flanked the drawbridge leading to the city. Visitors like to wander there and are always surprised to discover that each tower has four little rooms in the basement, each provided with arrow-slits.
The ruins of the chapel are quite interesting because its chancel collapsed in the 13th century and everyone had forgotten about it. Domfront had to wait to 1980's to literally re-discover that chancel and the rest of the church thanks to archaeological excavations.
But the other treasure of the castle is its breathtaking view-point. Strategically situated, it allows a view as far as 80 km south-west. The visitor can freely enjoy that view of the bocage, a type of landscape inherited from the middle ages describing fields separated by hedgerows usually planted with trees. This vantage point reveals most of the local centers of interest: the river for fishing and canoeing, the hills for rambling, the orchards of pear and apple trees of which the castle produces two different types of cider, the old railway track turned into a walking, cycling and horse riding path, the biggest camembert factory in the world and the jewel in Domfront, the 12th century church Notre Dame sur l'Eau. This Romanesque and Norman building keeps murals from the 12th and the 13th century, wooden and stone statues and an effigy inside. One can also try to decipher the 16th century gravestones displayed outside around the chancel.
After crossing the castle drawbridge, the visitor enters the medieval town. It was protected by curtain walls and 24 towers with arrow-slits and machicolation. 11 of the towers still survive and most of them are inhabited. The city was entered through one of the four main gates and a toll had to be paid when passing them. Inside those walls, the streets are narrow and give access to paved courtyards, covered passages, towers, timber-framed facades, houses with overhanging first floor and town houses.
The town house was a secondary property for nobles living in the surrounding areas who had business to do in town. This is the reason why so many manor-houses can be found around. All of them correspond to nobles who had served their lord well and were rewarded with land on which they built their own manor-house: Montchauveau, la Guyardière, la Saucerie, la Chaslerie, la Bonelière, la Tour de Bonvouloir, Mebzon… All of them are inhabited today or being restored but visitors are more than welcome to go round and have a look at these elegant buildings.
By Tourist Information Office of Domfront
To get more information concerning all the activities and sites to see, please visit our web site www.ot-domfront.com or contact us to book for a guided tour in English from the 15th of June to the 15th of September and "boldly go where no man has gone before…"
Date: 2011-11-28
Article link:
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NEWSLETTER
This Week's Readings
First Reading: 1 Kings 3: 5, 7-12.
King Solomon, faced with great responsibilities, prays for the gift of a discerning heart.
Second Reading: Romans 8: 28-30.
God turns everything to the good of those who love him.
Gospel: Matthew 13: 44-52.
Jesus describes some of the different ways in which we gain the Kingdom of God.
Points for Reflection
1. The message of the parables of the Buried Treasure and the Fine Pearl is the same: in order to gain the Kingdom of God, that is, to enjoy total peace and happiness with God and our brothers and sisters, we must show the same kind of agility and firm decision shown by the characters in the parables.
There comes a moment in our lives when we have to make a decision for someone and for something that will contribute to our happiness (or unhappiness if we decide wrongly or leave our decision for another time). We must not only choose wisely, like Solomon (First Reading), but choose quickly, because opportunities do not wait for us. Choosing from the viewpoint of God is to go after an authentic goal, but it will be a hard choice and a gamble. We must make a decision of faith, and let go of other treasures which are the source of our security; but, in the end, we will experience true joy, as if we had in our hands the truly precious jewel.
2. The parable of the Dragnet is taken from the life of fishermen (like some of the disciples), who derive their living from the Sea of Galilee, which, until today, abounds with fish. In the morning, upon arriving on the shore, the fishermen start to separate their catch---those that are "pure" and therefore eatable, and those which the Law prohibits: for example, fish that have no fins and scales (Leviticus 11: 10).
The parable points to "the end of time", a time when God will reveal what is authentic and unmask hypocrisy. In this present world, good and evil mix, and often they appear as what they are not. Many people "call evil good and good evil, put darkness for light and light for darkness, put bitter for sweet and sweet for bitter" (Isaiah 5: 20). But in the end, the angels of God will separate the wicked from the just and throw out the wicked just as the fishermen of Galilee separates the "pure" from the unclean.
Every moment is a time of grace to be spent for continual conversion and service to God and neighbour. In the end, there is only separation: eternal happiness with God or eternal unhappiness away from God.
Kids' Corner
Colour the picture below based on today's Gospel reading.
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CCSS 3 rd Grade NARRATIVE Writing Rubric
Name:___________________________ Class: _____ Teacher:____________________
I can write a narrative that develops real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. I can establish a situation and introduce a narrator and/or characters; and organize an event sequence that unfolds naturally. I can use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. I can use temporal words and phrases to signal event order and provide a sense of closure.
Writing task?
-Is there use
| WOW! 38-40 | I Got It! 28-37 | Almost There 18-27 |
|---|---|---|
| 4 I wrote a story that has a well elaborated order of events and an opening sentence that engages the reader. 4 I wrote a story that clearly develops a setting, character, objects, and action with adjectives, adverbs, and action verbs. 4 I wrote a conclusion that connected to the title. | 3 I wrote a story that has real or imagined experiences or events that unfold naturally. 3 I wrote a story that uses dialogue and/or description of actions, thoughts, and feelings, to develop experiences and events or show the response of characters to situations. 3 I wrote a conclusion to my story. | 2 I wrote a story that has an order of events that are confusing. 2 I wrote a story and one of the four basic parts of a narrative (setting, characters, problem, or solution) is missing. 2 I wrote a conclusion to my story that is confusing. |
| 4 I made a detailed plan before writing. 4 My story has an interesting plot and used an imaginative approach. | 3 I made a plan before writing. 3 The plot is sufficiently developed and the solution (if applicable) transitions smoothly. | 2 I tried to make a plan before writing but I didn’t finish it. 2 The plot is not sufficiently developed and the solution (if applicable) does not transition smoothly. |
| 4 I have written many descriptive details about the event(s). . 4 I used six or more “exciting” words. 4 I wrote detailed, complex sentences. 4 I used three or more different transition words and phrases. | 3 I have written two or three details about the event(s). 3 I used four or five “exciting” words. 3 I wrote sentences that make sense. 3 I used one or two different transition words. | 2 My writing or pictures have some details. 2 I used two or three “exciting” words. 2 My words and/or sentences are a little confusing. 2 I used the same transition words. |
| 4 There are no mistakes in the mechanics of sentence structure and spelling. | 3 There are no more than two or three mistakes in the mechanics of sentence structure and spelling. | 2 There are four mistakes in the mechanics of sentence structure and spelling. |
CCSS 3 rd Grade NARRATIVE Writing Rubric
Name:___________________________ Class: _____ | 1,372 | 667 | {
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URSULINE COLLEGE, SLIGO
ANTI-BULLYING POLICY
Within the context of the school's Religious and Mission statements, an Antibullying Policy has been formulated. The Board of Management of Ursuline College is committed to providing a safe positive learning environment for our students, where each person is respected and can work towards achieving her full potential.
Definition of bullying:
Bullying is repeated inappropriate behaviour, direct or indirect, whether verbal, physical or psychological, conducted by one or more persons against another or others, which undermines the individual's right to personal dignity and well-being.
Bullying and intimidating behaviour includes:
♦ Humiliation through name-calling, gossip, rumour, innuendo regarding a student's personal appearance, personal or family reputation, academic ability etc.
♦ Physical contact which intimidates or harms another person
♦ Damage to, or interference with, another person's property, work or locker
♦ Homophobic bullying
♦ Verbal abuse, anonymous or otherwise
♦ Aggressive or obscene language
♦ Cyberbullying: the use of the internet or electronic technology to intimidate or comment unfavourably on another person
♦ Unwelcome phone calls, text messages or emails
♦ Threats including demands for money
♦ Deliberate exclusion or isolation
Procedures should bullying occur in the school
In the event of (a) an incident being brought to the attention of a member of staff (b) a staff member becoming aware of an incident, the matter will be dealt with immediately.
The staff member will inform the class tutor who will in turn inform Year Head and/or Deputy Principal/ Principal.
The staff member will document the details of the bullying incident.
Every allegation of bullying will be treated seriously and investigated thoroughly in the following manner:
Appropriate personnel will interview all of the students involved in the bullying incident.
1. Restorative Practice will be used as far as possible in dealing with incidents of alleged bullying.
2. The alleged victim and alleged perpetrators will be spoken to and encouraged to solve the problem.
3. The alleged victim and alleged perpetrators will be asked for a written account of the incident under investigation.
4. Information relating to the bullying incident will be shared with relevant staff.
5. A record will be kept of all reported incidents and of the procedures followed.
6. Where appropriate the parents/guardians of the pupils involved will be invited to the school to meet with the Year Head and/or Principal/Deputy Principal
Following thorough investigations of the bullying incident, a judgement will be made on the most effective way of dealing with the incident.
* Where the incident is deemed to be minor, the perpetrator will be given a verbal warning to stop the inappropriate behaviour.
(a) A contract of good behaviour.
* Where the incident is deemed to be more serious or the student has failed to respond to other forms of intervention for repeated misbehaviour, appropriate sanctions will be imposed. These may include:
(b) School community service
In extreme cases of bullying Suspension or Expulsion may be imposed.
(c) Withdrawal of privileges
Students involved in bullying incidents will be offered counselling where appropriate.
Students behaviour will monitored by relevant staff.
Parents' Role
Parents have a vital role to play in supporting the college in implementing its antibullying policy. They are strongly advised to contact the school if they believe that their daughter is being subjected to bullying behaviour and to keep a record of such incidents.
The following behaviour may suggest that a pupil is being bullied:
♦ Anxiety about travelling to or from school
♦ Losing interest or enthusiasm for school
♦ Unexplained mood changes possibly before school restarts
♦ Disturbed sleep
♦ Frequent minor illnesses
♦ Unexplained damage to property
♦ Unexplained cuts or bruises.
This is not an exhaustive list
Students' Role
Ursuline College encourages students to report incidents of bullying and intimidation. The reporting of incidents of such behaviour is considered to be responsible and caring behaviour and in keeping with the ethos of Ursuline education.
Duty of Care
Ursuline College is mindful of its obligation to protect all the students in its care from bullying or intimidating behaviour, and will work proactively as far as it can to ensure that bullying does not take place.
Review
The policy will be reviewed on a yearly basis. | 1,963 | 912 | {
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information to ornithologists, educators and
natural resource managers about Jamaica’s birds.
Wildlife Slide Show, “Why Conserve?”. Jamaica
Junior Naturalists created a special narrated slide
show about the country’s wildlife. The show
introduces basic conservation concepts and issues
aimed at stimulating the interest of Jamaica’s
youth to protect the environment. The 10 minute
narration emphasizes the need to use natural
resources wisely and the value that ecosystems
such as mangrove forests and coral reefs provide
for both wildlife and humans. Jamaica Junior
Naturalists presented the show to each parish
library in Jamaica for an audience of older school-
children and adults.
Winged 's Forestry . These campaigns , Winged The long-term survival of these birds is in jeopardy. Deforestation, wetland loss, overhunting, and predation from introduced predators threaten most bird species. Several endemics (restricted species), such as the Cuban Macaw and the Grand Cayman Thrush are now extinct. Island-
Antigua, Barbuda, Cayman Islands, Grenada, Guadeloupe, Haiti, Montserrat, Nevis, St Kitts, St Lucia, St Vincent, Turks & Caicos... the publication of a booklet entitled, "Natural conservation information factsheet. Winged Ambassadors collaborates with conservation organizations on most of the Caribbean islands. Some endeavors have a regional focus and involve many partnerships. The "West Indian Whistling-Duck and Wetland Conservation Project" connects groups from Antigua, Barbuda, Bahamas, Cayman Islands, Dominican Republic, Jamaica, and the Turks & Caicos in an effort to protect this endangered duck. The main focus is a Caribbean-wide education and The "Birds of Our Islands" poster series is another region-wide effort to conserve birds in the Winged Ambassadors partnered with the Caribbean Conservation Association to produce educational posters focused on both resident and migratory birds of the Lesser . The posters are used in schools and other public facilities to increase local awareness about bird conservation issues. "Decattiere Nature Trail" is an example of an
. Managed by St. Lucia Department, the income generating trail attracts ecotourists and provides excellent viewing of the magnificent St. Lucia Parrot. RARE Center for Tropical Conservation assisted in the design of the trail. RARE Center also was involved in the Conservation Education Campaigns for and St. Vincent elevated local knowledge and appreciation for the Montserrat Oriole and the St. Vincent Parrot. To further bird conservation in Haiti collaborated with the University of Florida and Haiti-NET in "Green Actions", a series of training workshops on wildlife conservation and protected areas management for Haiti. | 1,216 | 548 | {
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Languages in Context – Teacher Guide
Foreign Language Tourist Fair
What is a Foreign Language Tourist Fair?
Holding a Foreign Language Tourist Fair is a great way to get pupils using a foreign language in a real-life context.
In the course of the day, they will learn about the language of the tourist industry, look at key vocabulary and create a display to showcase their local area to foreign visitors.
WHY NOT TRY…?
TOP TIP
Add extra relevance by including a theme based on major sporting or cultural events in your area.
Which pupils would benefit?
If pupils have recently been on a school trip or exchange, they could promote that region, rather than their home area.
This is an extremely flexible activity and can be used with any foreign language.
It can be a boisterous activity for Years 8/9, with a large amount of "cutting and sticking" and basic language, or older students could use multimedia resources and highlight specific attributes of the region using more advanced structures and vocabulary.
Introductory Sessions
It is worth making sure that students have the necessary language skills that they will need to participate in their Foreign Language Tourist Fair.
It makes sense to start the day with introductory sessions to cover these areas:
1) Language for Tourism - Pupils are taught common phrases and vocabulary that are useful in the tourist industry
2) Other specific language – if there is a theme for the Foreign Language Tourist Fair, e.g. a famous nearby sporting or cultural event, or a particular attraction, this language can be covered here. For example, a Tour de France themed event would cover cycling terms.
DON'T FORGET!
Students will need to use this language later to create their Tourist Fair. Do they need hand-outs? Could there be a wall display for reference?
The Tourist Fair
Give the students their brief – in the foreign language if possible, depending on their level An example:
"We have just heard that some very important visitors will be arriving from France at 2pm. They do not speak any English and need to find out as much as possible about our region.
You are employed by the Tourist Office and need to create a display in French, explaining all about our local area.
You can include information about the countryside, coast, cities, culture, sport, historical sites, museums or any other attractions."
Split the pupils into groups of 5-8 and allow between 60 and 90 minutes to create the display.
Provide each group with materials, such as:
- Tourist brochures, postcards, leaflets, newspapers, magazines, featuring scenes and attractions from the region – all to be cut up and used in the displays.
ADDITIONAL TASKS….
- Paper in various colours, sizes, textures, to be used as background or to be part of the decoration.
- Scissors, sellotape, glue, blu-tac
- Pens, crayons, pencils, felt-tip pens – all in various colours
- For older students, multimedia resources might be more appropriate, such as computers with colour printers.
Stretch more advanced learners by asking them to produced more extensive information about attractions or the region's heritage.
It is best to give each group a section of wall and a table, as some might wish to create some threedimensional content.
Make sure that the wall will not be damaged by sticking materials to it!
TOP TIP
Provide some questions that the visitors will ask each group when they arrive:
Encourage groups to share out different tasks amongst them. This allows pupils with different abilities and talents to contribute to areas where they are most confident.
- At a basic level, "What is there to do here?"
- For more advanced students, try topics like "What advantages does tourism bring to our region?"
- If you have a theme for the day, refer to this in at least one question.
ANOTHER IDEA…
At the agreed time, the "visitors" arrive.
The visitors should be speakers of the foreign language, who are able to judge which group are the best
The decision on the winning team should be based on both the foreign language skills and the visual impact of the display.
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Understanding Canada's Economic System and The Business Cycle
Understanding Canadian Business p58-63
Key Economic Indicators - GDP
Gross Domestic Product – is the total value of final goods and services produced in a country in a given year.
If GDP growth slows or declines, there are often many negative effects on business.
What can account for increases in GDP?
A major influence on the growth of GDP is how productive the workforce is – that is, how much output workers create with a given amount of input.
A strong economy usually leads to a high standard of living for Canadians. The term standard of living refers to the amount of goods and services people can buy with the money they have. Eg homes, cars and trips.
Quality of Life
Refers to the general well-being of a society in terms of political freedom, a clean natural environment, education, health care, safety, free time and everything else that leads to satisfaction and joy.
Productivity in Canada
Productivity is measured by dividing the total output of goods and services of a given period by the total hours of labour required to produce them.
An increase in productivity means that a worker can produce more goods and services in the same period of time than before, usually through the use of machinery or other equipment.
Unemployment Rate
Refers to the percentage of the labour force that actively seeks work but is unable to find work at a given time.
Types of Unemployment
Frictional Unemployment – refers to those people who have quit work because they didn't like the job, the boss or the working conditions and who haven't yet found a new job.
More Types of Unemployment
Structural Unemployment – refers to unemployment caused by the restructuring of firms or by a mismatch between the skills of job seekers and the requirements of available jobs.
Cyclical unemployment – occurs because of a recession or similar downturn in the business cycle.
Seasonal unemployment occurs where demand for labour varies over the year, as with harvesting of crops.
The Price Indexes
Help measure the health of the economy by measuring the levels of inflation, disinflation, and stagflation.
Inflation refers to the general rise in the prices of goods and services over time.
Disinflation
A situation in which price increases are slowing (the inflation rate is declining)
Deflation – a situation in which prices are declining. This occurs when countries produce so many goods that people cannot afford to buy them all.
Stagflation – a situation in which the economy is slowing but prices are going up regardless.
Consumer Price Index (CPI)
Is a monthly statistic that measures the pace of inflation or deflation. To calculate the CPI, costs of a "basket" of about 600 goods and services for an average family – including housing, food, apparel, medical care and education are calculated to see if they are going up or down.
The CPI is an important figure because it affects nearly all Canadians, either directly or indirectly. Eg CPP and Old Age security and interest rates are based on it.
The Business Cycle (Economic Cycle)
Are the periodic rises and falls that occur in economies over time.
1. Economic boom – business is booming. Periods of economic boom bring jobs, growth and economic prosperity.
2. Recession – is two or more consecutive quarters of decline in the GDP. In a recession prices fall, people purchase fewer products and businesses fail.
The Business Cycle (Continued)
3. Depression is a severe recession usually accompanied by deflation. Business cycles rarely go though a depression phase.
4. Recovery occurs when the economy stabilizes and starts to grow. | 1,552 | 766 | {
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KS1 Spelling Quiz - Year 1 - The Sound ph (Questions)
This 'Sound ph' spelling quiz helps KS1 children learn that this digraph makes an 'ff' sound. Furthermore, in long words with the 'f' sound, it is often represented by the 'ph' digraph.
The 'ph' sound is often used in long words that have an 'f' sound in them. This means short words like 'fat', 'fit' and 'fast' all begin with 'f' because they are short words. This quiz will ask you to spell words where the 'f' sound is spelt with 'ph'. See how well you do!
1. This is a picture of a ____.
[ ] dofin
[ ] doffin
[ ] dolfin
[ ] dolphin
2. ABC is the start of the ____.
[ ] alfabet
[ ] alphabet
[ ] alphabit
[ ] alphebet
3. When we learn to read, we use something called ____ to help us.
[ ] fonics
[ ] phoniks
[ ] phonicks
[ ] phonics
4. This large mammal is an ____.
[ ] elephant
[ ] eliphant
[ ] elephent
[ ] elephunt
7. Show me in a ____ how many people like the colour blue.
[ ] graf
[ ] grafph
[ ] graph
[ ] gwaph
8. In school we study ____.
[ ] Geography
[ ] Gography
[ ] Gographie
[ ] Geographie
9. Oliver Twist was an ____.
[ ] orfan
[ ] orphan
[ ] ooorfan
[ ] ooophan
10. He is ____ the police.
[ ] phoning
[ ] phoneing
[ ] phonin
[ ] phonning
5. Do you like my new mobile ____?
[ ] phon
[ ] phone
[ ] fone
[ ] pfone
6. Please will you take a ____?
[ ] foto
[ ] pfoto
[ ] photo
[ ] photoe
KS1 Spelling Quiz - Year 1 - The Sound ph (Answers)
1. This is a picture of a ____.
2. ABC is the start of the ____.
[ ] dofin
[ ] doffin
[ ] dolfin
[ x ] dolphin
Dolphins are very clever animals that communicate with each other through clicking and whistling.
3. When we learn to read, we use something called ____ to help us.
[ ] fonics
[ ] phoniks
[ ] phonicks
[ x ] phonics
Phonics is where you break words into sounds to help you spell and write. You are probably using phonics right now.
[ ] alfabet
[ x ] alphabet
[ ] alphabit
[ ] alphebet
The alphabet is made up of five vowels and twenty one consonants.
4. This large mammal is an ____.
[ x ] elephant
[ ] eliphant
[ ] elephent
[ ] elephunt
An elephant's skin is an inch thick! I bet they don't bruise easily!
5. Do you like my new mobile ____?
[ ] phon
[ x ] phone
[ ] fone
[ ] pfone
They are called mobile phones because they can be moved around (mobile).
7. Show me in a ____ how many people like the colour blue.
[ ] graf
[ ] grafph
[ x ] graph
[ ] gwaph
A graph is a pictorial chart or diagram that shows the results of surveys.
6. Please will you take a ____?
[ ] foto
[ ] pfoto
[ x ] photo
[ ] photoe
Before cameras were invented, people used to sit still for hours whilst someone painted them.
8. In school we study ____.
[ x ] Geography
[ ] Gography
[ ] Gographie
[ ] Geographie
This is a hard word to spell but you might have seen it on the displays at school. Geography lessons tell us about the world and planet we live on.
9. Oliver Twist was an ____.
[ ] orfan
[ x ] orphan
[ ] ooorfan
[ ] ooophan
Oliver Twist was an orphan, which means he didn't have any parents - this is how he ended up in a workhouse and stuck with the evil Fagin.
10. He is ____ the police.
[ x ] phoning
[ ] phoneing
[ ] phonin
[ ] phonning
If you need help from the police, the phone number is 999. | 1,670 | 991 | {
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THE BOOK OF SER MARCO POLO: THE VENETIAN CONCERNINGKINGDOMS AND MARVELS OF THE EAST, CHAPTER LXXV: OF THENOBLE CITY OF SUJU
Introduction
Marco Polo (1254-1324) was born in Venice, an Italian city-state, to a powerful merchant family with extensive trade contacts. Marco Polo had the standard education for a young gentleman of his time—knowledge of classical authors and the basic beliefs of the Catholic church, a good grasp of French and Italian, and skills in accounting.
In 1260, Marco Polo's father and uncle traveled through the Mongol empire, all the way to its capital in China. There they requested trade and missionary contacts. Tradition has it that on a second trip, taken in 1271, on which they carried messages from the Pope, the elder Polos took along young Marco, who was then seventeen. Many years later, Marco Polo, with the assistance of a romance novel writer, composed a book entitled The Travels of Marco Polo, or, A Description of the World. If the book is to be believed, Marco Polo spent seventeen years in China, during which time he not only conducted business, but also was hired by the Mongol Yuan emperor to serve as the governor of Yangzhou, a large southern Chinese port city.
The veracity of Marco Polo's account is hotly debated among scholars. Some uphold Polo's claim to have been to China, while others argue that he simply picked up tales of China from Arab traders and compiled them into a book. None dispute, however, that the book does contain descriptions of Yuan-dynasty China, albeit with the embellishments and inaccuracies that one would expect from text that has been copied and recopied since the thirteenth century.
In the excerpts that follow, Marco Polo (or his Arab sources) describes the cities and urban life of Yuan-dynasty China.
Selected Document Excerpt
From The Book of Ser Marco Polo: The Venetian Concerning Kingdoms and Marvels of the East, Volumes I and II, translated and edited by Colonel Sir Henry Yule (London: John Murray, 1903).
The
Book
of
Ser
Marco
Polo: The
Venetian
Concerning
Kingdoms
and
Marvels
of
the
East
BOOK
SECOND.
PART
III. CHAPTER
LXXV.
OF
THE
NOBLE
CITY
OF
SUJU 1
Suju
is
a
very
great
and
noble
city.
The
people
are
Idolaters,
subjects
of
the
Great
Kaan, and
have
paper
money.
They
possess
silk
in
great
quantities,
from
which
they
make
gold brocade
and
other
stuffs,
and
they
live
by
their
manufactures
and
trade.
1Suzhou
Primary Source Document with Questions (DBQs) on
THE BOOK OF SER MARCO POLO: THE VENETIAN CONCERNING KINGDOMS AND MARVELS OF THE EAST, CHAPTER LXXV: OF THE NOBLE CITY OF SUJU
The
city
is
passing
great,
and
has
a
circuit
of
some
60
miles;
it
hath
merchants
of
great wealth
and
an
incalculable
number
of
people.
Indeed,
if
the
men
of
this
city
and
of
the
rest
of Manzi 2 had
but
the
spirit
of
soldiers
they
would
conquer
the
world;
but
they
are
no
soldiers
at all,
only
accomplished
traders
and
most
skillful
craftsmen.
There
are
also
in
this
city
many
great philosophers
and
leeches,
diligent
students
of
nature.
And
you
must
know
that
in
this
city
there
are
6,000
bridges,
all
of
stone,
and
so
lofty
that a
galley,
or
even
two
galleys
at
once,
could
pass
underneath
one
of
them.
In
the
mountains
belonging
to
this
city,
rhubarb
and
ginger
grow
in
great
abundance; insomuch
that
you
may
get
some
40
pounds
of
excellent
fresh
ginger
for
a
Venice
groat.
And the
city
has
sixteen
other
great
trading
cities
under
its
rule.
The
name
of
the
city,
Suju,
signifies in
our
tongue,
"Earth,"
and
that
of
another
near
it,
of
which
we
shall
speak
presently,
called Kinsay,
signifies
"Heaven";
and
these
names
are
given
because
of
the
great
splendour
of
the two
cities.
2South
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