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Administrative-Master Syllabus form approved June/2006
revised 11-02-06
Page 1 of 1
Administrative - Master Syllabus
I. Topical Outline – Each offering of this course must include the following topics (be sure to include information regarding lab, practicum, clinical or other non lecture instruction):
Lecture:
II. Course Learning Outcomes
Outcome/Objective
1. Understand the chemical composition of foods, and its relationship to nutrition and digestion.
2. Identify quality factors in foods.
3. Describe methods of food preservation.
4. Understand meat grading and preparation.
5. Describe food safety methods.
6. Understand nutritional labeling, food additives, and dietary guidelines.
Assessment Method
1. Lecture exams
2. Lecture exams
3. Lecture exams
4. Lecture exams
5. Lecture exams
6. Lecture exams
III. Required Text(s), Optional Text(s) and/or Materials to be Supplied by Student.
Introduction to Food Science. 2003. Delmar/Thompson Learning, Albany, NY 12212.
ISBN 076681314-2 (optional)
Students may be required to obtain written material from AgEdNet.com
IV. Suggested Course Maximum – 24
V. List any specific spatial or physical requirements beyond a typical classroom required to teach the course.
The lecture room should include sufficient dry erase (or chalk) board for notes and illustrations, a computer with internet access and overhead computer projector, and a traditional overhead projector.
VI. Course Requirements/Grading System – Describe any course specific requirements such as research papers or reading assignments and the generalized grading format for the course:
Students are required to read the textbook chapters assigned to them. Throughout the semester, the students have 4 major lecture exams, attendance/participation, and assignments.
Evaluative Procedures:
Final grade is determined by 4 major exams and class attendance/participation, each counting as 1/5 of the total grade.
The grade classifications as outlined in the College Catalog are employed:
VII. Curriculum Checklist
- WECM Courses
Include the following:
* SCANS Competencies (attach Program SCANS Checklist)
* WECM and other outcomes/objectives in space provided below.
- General Education Courses (ACGM but non-Core)
Include the following:
* Objectives/outcomes in space below.
- WCJC Core Course
* Exemplary Educational Objectives
* Basic Intellectual Competencies
* Perspectives (attach Core Curriculum Checklist)
Additional objectives/outcomes in space provided below. | web | https://wcjc.edu/hb2504-compliance/documents/Agriculture-Master-Syllabi/Master-Syllabus-AGRI-1329-Principles-of-Food-Science-20101027-1311aw.pdf | 0.474295 | {
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Background
A minimal pair is a pair of words or phrases with identical pronunciation except for one phoneme. For example, the words *bean* and *bin* are identical except for the vowel sound, which is /i:/ for *bean* and /ɪ/ for *bin*. If such a sound difference does not exist in the students’ first language, they are likely to find it problematic both for understanding and in being understood. The minimal pairs used in this activity are as follows: /iː ɪ/, /e æ/, /eə ɛə/, /aʊ u:/.
Presentation
1. Draw a 4x4 grid on the board representing the top left corner of the map and write in the city names, Glasgow, Aberdeen, Dublin and Birmingham. Label the columns and rows according to the version you are using, for example *bean* and *chip* and *feel* and *sit* for Version 1 as shown in DIAGRAM 3.1A.
2. Demonstrate how the words can be used as coordinates to refer to one of the squares. For example, if you say *sit - bean*, you are referring to the square containing *Dublin*. If you say *feel - chip*, you are referring to the square containing *Aberdeen*.
3. Get students to practise this in pairs, with one of them saying the coordinate words and the other saying the city names.
Activity
1. Select a version of Worksheet 3.1. Point out the example directions at the top of the worksheet and elicit that Speaker A is giving a route from the map and B is listening and following the route.
2. Now ask students to draw a flight plan connecting four cities on their map without letting their partner see.
3. Students explain their flight plan to their partner without using the names of the airports, following the model in the example conversation at the top of the worksheet, then check answers.
4. Students play this game a number of times using different flight paths and changing partners. | web | http://hancockmcdonald.com/sites/hancockmcdonald.com/files/file-downloads/Air%20Traffic%20Control%20teacher%27s%20notes.pdf | 0.517763 | {
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Attention
Attention
attention span
highly task dependent
for how long?
how many things at once?
How does attention work?
Two basic models/metaphors:
1. airplane cockpit
* divided attention . The ability to flexibly allocate attentional resources between two or more concurrent tasks .
2. "scuba rider"
* limited capacity . The notion that humans have limited mental resources that can be used at a given time.
selective attention
* the phenomenon whereby our awareness focuses on only one thing at a time
* tunes out (to put it nicely) or misses (to put it less nicely) everything else
* we become virtually blind to things that are in plain sight
* magicians exploit this beautifully
% of Words Recognized
* Participants listened to two voices reading lists of 7 words.
* Participants were instructed to listen to and remember the numbers read by one of the two voices.
* They were then tested on how well they remembered the list they paid attention to and to the list the list they did not pay attention to
* They performed much better on the one they attended to
* Evidence that hearing is not the same as listening
* And evidence that attention tends to be selective
Category Axis
Moray (1959)
Blindsight
* people who have had damage to their visual cortex (e.g., from an injury or stroke) lose ability to consciously see
* but they retain the ability to detect and react reflexively
https://www.youtube.com/watch?v=4Xan6UqNCQ8
two kinds of "seeing"
visual cortex
* evolutionarily newer structure
* responsible for ability to pay attention and complex tasks
brain stem
* damaged in blindsight patients
* evolutionarily older
* responsible for reflexes and simple tasks
* intact in blindsight patients
dual process theory two thinking processes
Kahneman (2011)
walking
| System 1 | System 2 |
|---|---|
| unconscious | conscious |
| intuition | reasoning |
| fast & efficient | slow & laborious |
| parallel processes | serial processes (selective att.) |
| involuntary | voluntary |
| low effort | high effort |
| big picture | small details |
| evolutionarily old | evolutionarily new |
system 1
chewing system 1
noticing gorilla system 2
success
fail
* almost ANY distraction increases the likelihood of an accident
* driving is System 2 and so are most other in-car activities
application of selective attention: rock climbing
conclusion
*attention is a highly limited resource
*most people are not good at multi-tasking
*use it wisely, like a rock warrior
*look for things you can change and change them
*avoid paying attention to things you can't change | web | http://www.jeremyfrimer.com/uploads/2/1/2/7/21278832/3.attention.pdf | 0.441695 | {
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CARRYING OUR CROSS
The 2016-2017 school year was a very successful one for the Math Team. We had 13 members, and we competed in 10 meets. We finished 4th at the District Meet, and 5th at the Regional Meet. We also had 3 members qualify for the State Meet. The team is looking forward to another great season next year!
The road to recovery is paved with good intentions, but it's the small steps that make all the difference.
A man is getting his hair cut by another man in a barbershop. The barber is using an electric razor to trim the man's hair. The man getting his hair cut is wearing a black shirt and has blonde hair. The barber is wearing a black shirt and has a gold watch on his wrist. The background is blurred, but it appears to be a barbershop with other people in the background.
The Marine Corps is one of the most physically demanding branches of the military, and its recruits undergo an intense training program known as the Marine Combat Training (MCT). This rigorous course is designed to prepare new Marines for the challenges they will face in combat situations. The MCT includes various physical and mental exercises that test the recruits' endurance, strength, and resilience.
One of the most challenging aspects of MCT is the Confidence Course, which consists of several obstacles that require recruits to overcome their fears and push themselves to their limits. These obstacles include climbing walls, crawling through tunnels, and jumping over chasms. The Confidence Course is not only physically demanding but also mentally taxing, as recruits must maintain focus and determination throughout the entire course.
Another significant part of MCT is the Confidence March, where recruits are required to march long distances while carrying heavy loads. This exercise tests their stamina and ability to endure physical discomfort. The Confidence March often takes place in harsh weather conditions, adding an extra layer of difficulty to the already grueling experience.
In addition to these physical challenges, MCT also emphasizes mental toughness. Recruits are subjected to various stressors, such as sleep deprivation and exposure to loud noises, to simulate real-world combat scenarios. These experiences help them develop the mental fortitude necessary to handle high-stress situations in the future.
Overall, the Marine Combat Training program is an intense and comprehensive way to prepare new Marines for the demands of their service. It combines rigorous physical training with mental conditioning, ensuring that recruits are well-equipped to face any challenge they may encounter in the field.
A scale is seen in the men's bathroom at the University of Illinois at Chicago on Thursday, March 14, 2013. The university has been investigating reports that the scale was used to monitor the weight of students who had been sexually assaulted. (AP Photo/Charles Rex Arbogast)
600th SERIES
LUKE 9:57-58 (NIV)
As they were walking along the road, a man said to him, “I will follow you wherever you go.” Jesus replied, “Foxes have dens and birds have nests, but the Son of Man has no place to lay his head.”
LUKE 9:59-60 (NIV)
He said to another man, “Follow me.” But he replied, “Lord, first let me go and bury my father.” Jesus said to him, “Let the dead bury their own dead, but you go and proclaim the kingdom of God.”
LUKE 9:61-62 (NIV)
Still another said, “I will follow you, Lord; but first let me go back and say goodbye to my family.” Jesus replied, “No one who puts a hand to the plow and looks back is fit for service in the kingdom of God.”
MATTHEW 10:37 (NIV)
Anyone who loves their father or mother more than me is not worthy of me; anyone who loves their son or daughter more than me is not worthy of me.
Beatrix Antonia Jenkins
Wife of Edward K. Condit
Born: August 18, 1904
In Granville County, N.C.
Died: January 23, 1926
In Seoul, Korea
Edward K. Condit
Born: October 15, 1879
In Granville County, N.C.
Died: January 23, 1926
In Seoul, Korea
LUKE 9:23 (NIV)
Then he said to them all: “Whoever wants to be my disciple must deny themselves and take up their cross daily and follow me.”
MATTHEW 10:38 (NIV)
Whoever does not take up their cross and follow me is not worthy of me.
If I had a thousand lives, Korea should have them all.
RUBY RACHEL KENDRICK
1883-1905 | web | https://www.harvest-community.org/wordpress/wp-content/uploads/2022/02/2022-01-23_hcc_carrying_our_cross.pdf | 0.427423 | {
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1. Introduction
Because we know there are different blood groups today, doctors can save lives by transferring the right blood to patients. But previously, the blood transfusion was just a dream. This idea was first discussed by the doctors at the time of Renaissance. In later periods, a French doctor transfused calf blood to a patient in the 1600s and the patient died. Of course, blood transfusions which were made unaware of the presence of antigenic differences ended with death. Because of such unsuccessful trials, the blood transfusion gained a bad reputation. In 1817, Dr. James Blundell, an English obstetrician, said that living species had different blood structures, so blood could not be transfused between different species, but only human blood could be given to a human. In the following years, a total of 10 blood transfusions were performed, of which only 4 survived. Dr. Blundell did not know that human blood had different antigens, and people should be transfused with the same blood group antigens. And probably, this was the cause of death in some patients.
Karl Landsteiner identified ABO blood group antigens in 1900. And this was one of the most important steps in safe transfusion. He wondered what would happen
when the bloods of healthy people mixed up and sometimes saw clots in healthy blood. When he separated the plasma with the red cells in the blood and mixed the plasma of the different bloods, he realized that clotting was involved in certain mixtures. He gave random names to these plasmas like A, B, and C. Later, C’s name was changed to O; after a while, the AB group was found.
Dr. Karl Landsteiner
In the mid-twentieth century, American researcher Philip Levine discovered Rhesus (Rh) factor and classified the blood as Rh (+) and Rh (−).
Dr. Philip Levine
In this still ongoing historical journey, today, blood groups are defined as hereditary characters on the surface of erythrocytes detected by a specific allo-antibody. International Society of Blood Transfusion (ISBT) reported that there are 33 blood group systems and more than 300 blood group antigens for these systems in humans. The structure of blood group antigens may be protein, glycoprotein, and glycolipid. The distribution of these antigens varies between people and societies, and between the human tissues, as well. Some of them are found just at the erythrocytes, at the other blood cells, and at the tissues. Blood groups are of great importance in transplantation, pregnancy, and transfusion. Some functions of blood group antigen are as follows: transport of some biological molecules toward the erythrocyte membrane, cell adhesion, autologous complement regulators, enzymes, receptors for external stimuli, anchors connecting the erythrocyte membrane to the cell skeleton, extracellular carbohydrates that protect the cell from the mechanical and microbial attacks, etc. Blood group antibodies may develop due to various reasons. These may be “natural antibodies” which develop in the first months of life as in ABO system or may be “immune antibodies” which develop due to transfusion, transplantation, or pregnancy. Antibodies against lots of erythrocyte antigens may cause severe transfusion reactions. For this reason, beside the tests where ABO and RhD antigen are evaluated, additional tests are needed to ensure transfusion safety. The goal is to maintain the vitality and the function of erythrocytes in the longest period and prevention of hemolysis after transfusion. For this purpose, to detect and type antibodies that may pose risk, we perform cross-match, antibody screening/identification, direct antiglobulin test and investigate minor blood group antigens.
2. Conclusion
Although the recent developments, the biological structure of most blood group antigens and their functions are still unknown, and we still have more ways to walk in this area. This book aims to reveal the latest developments related to “blood groups.”
Author details
Anil Tombak
Mersin University, Mersin, Turkey
*Address all correspondence to: [REDACTED_EMAIL] | web | https://api.intechopen.com/chapter/pdf-download/66071 | 0.48959 | {
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Match Closure: Preparing to say goodbye
How a relationship ends is just as important as how it begins whether it is just for the summer or for good.
4 Phases of Mentor Relationship
The final stage of a mentoring relationship is a vital part of the process and provides an opportunity for participants to look at the benefits of the relationship.
For mentees, particularly at-risk youth, may have had relationships in their life end abruptly and unplanned especially when experiencing a loss of a loved one, incarceration of a parent, uncertainly of a home that is struggling with alcohol or drugs. These children have had to deal with a rocky history of unexpected changes in relationships. You can offer a youth stability and a sense of security by ending a mentoring relationship with a planned gradual process whether it is just for the summer or completely.
As the end is near begin to reflect on all the amazing changes and growth. Do a fun activity on your second to last meeting and on your last meeting say your goodbyes being very clear on future interactions. If the match will resume in the fall talk about summer plans and what you can both share when you return as this will give your mentee HOPE!
We hope you will return with your match next year to continue the amazing work that you have started. You are truly helping a child feel they are special and that they matter.
We so appreciate each and every one of you being on the YSM team. We look forward to working with you to build better futures and strength our valley community.
Mentor Tips
1. Be present, consistent, and be an attentive listener.
2. Empathize and don't criticize.
3. Come alongside to help them see the difference between what they can control and what they can't control.
4. Help them to see their future.
5. Cheer them on!
Safety First!
We want to remind you that YSM is a school-based mentoring program and all meeting and communication may only take place during the school day, on school property.
No outside communication is allowed, which includes text, phone, email, online or in person.
To get a message to your mentee, please contact your Site Coordinator or leave a message for your student at the school office. These boundaries are for the safety of mentors and mentees.
If you have any questions please contact [REDACTED_EMAIL]
Youth Success! Mentoring
MENTORING MOMENT
Here are some resources to help guide you in your mentoring:
http://power4youth.org/mentor-tips/
and a free printable resource:
https://biglifejournal.com/pages/printables
Need some mentoring advice? Have a friend that wants to learn more about mentoring? Heather will be at the Rustic Cabin June 4 from 9:30-11 to answer any questions. Stop on in!
Our YSM appreciate breakfast was a success! Thank you to all that attended.
School Contacts and Calendars
Remember to check the schools calendar for school closures and call the school before your weekly mentoring session to confirm your mentee is available.
Thank you!
Riverview School District
Snoqualmie Valley School District
Have a great summer!! | web | https://empoweryouthnetwork.org/wp-content/uploads/2019/05/YSM-May-2019-Newsletter-1.pdf | 0.497518 | {
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March 11, 2021
INTERVIEW
Shekinah Sukidi Diza
Residant Attentant
Manoir Sugarloaf
Campbellton, N-B
https://www.lokia.ca/residence/campbellton/le-manoir-sugarloaf?locale=en
Q. Place of birth?
Kinshasa, Democratic Republic of Congo (DRC).
The country is also called more simply Congo, or more often RDC, Congo-Kinshasa or RD Congo to differentiate it from the neighboring Republic of Congo, itself called “Congo-Brazzaville” for the same reason.
From 1908 to 1960, this former colony was called Belgian Congo but also “Congo-Léopoldville” until 1966, when the name of the capital was changed to Kinshasa. With Zairianization, the country was called Zaire from 1971 to 1997. The DRC is the second largest country in Africa after Algeria. It stretches from the Atlantic Ocean to the eastern plateau and corresponds to most of the Congo River basin.
The north of the country is one of the largest areas of equatorial forest in the world, the east of the country borders the great East African rift, area of mountains, hills, Great Lakes but also volcanoes.
The south and the center, domain of wooded savannas, forms a high plateau that is rich in minerals.
In the far west, some 40 kilometers north of the mouth of the Congo River stretches a coast across the Atlantic Ocean.
The country shares its borders with the enclave of Cabinda (Angola) to the west-southwest, the Republic of Congo to the west, the Central African Republic to the north, South Sudan to the northeast, Uganda to the east-northeast, Rwanda and Burundi to the east, Tanzania to the east-southeast, Zambia to the south-southeast and Angola to the southwest5.
The DRC has been a member of the International Organization of La Francophonie since 1977.
Several hundred ethnicities make up the country’s population; French is the official language and four Bantu languages (Lingala, Kikongo, Swahili and Tshiluba) have the status of national languages.
The economy is mainly based on the primary sector (agriculture and mining).
The country is unstable and, after two civil wars, it has seen the resurgence of several militias since 2016.
Q. Why this career?
Because I like to help of service to people and be there for others.
Q. You chose Restigouche or it chose you?
I chose Restigouche.
Q. Your passion?
Soccer (football) and music.
Q. Leisure activities?
Music and movies.
Q. Best advice received?
Do not do the same mistake twice.
Q. Best travel experience?
Canada. It has provided me the opportunity to realize a goal of working abroad.
Q. You can dine with any person from history – you select?
Mr. Daudet Ndopedro,
He helped me to relocate to Campbellton.
Q. Favorite quote?
Cogito ergo sum (en latin)
I think, therefore I am
Q. Favorite author?
Cicero
– former Roman consul
Q. A book you recommend?
The Bible.
Q. You win the lottery and do what?
Start a business.
Q. Favorite movies?
Fast & Furious and Le loup et l’agneau
Q. Favorite music? *Zouk
Zouk is a musical movement pioneered by the French Antillean band Kassav' in the early 1980s. It has become indistinguishable from Compas, originally characterized by a fast tempo (120–145 bpm), a percussion-driven rhythm and a loud horn section.
The fast zouk beton of Martinique and Guadeloupe, faded away in the same 80s.
During the second half of the 1980s, a slow Compas romantic style, dubbed zouk-love, has been promoted. The original faster style became known as "zouk béton", "zouk chire" or "zouk hard".
Zouk is considered a synthesis of various French Antillean dance music styles of the 20th century: kadans, konpa & biguine.
Unlike the fast carnival zouk beton, zouk love is actually the French Lesser Antilles Compas.[7]
The 1990s was the confirmation of the success of zouk, the French Antilles Compas in the Caribbean.
The progressive disappearance of brass instruments and the slowdown of the tempo made zouk-love the most popular zouk subgenre in the 1990s, which influenced the Cape-Verdean new generation-Wikipedia
Q. The question you detest answering?
I do not really have any because I like questions.
Q. To make NB more attractive & welcoming to newcomers, what is needed?
That they can have more access to employment and also we should add more tourist places.
Q. Your advice to the newcomer who wishes to move to Restigouche?
You will not regret moving here.
Q. What one word best describes you?
Calm
Q. Hero in youth? Today?
My father
Q. You have the opportunity to relive the time of your choice?
My days of boarding school because of the education received, the atmosphere of friends who became brothers.
Note: The valuation & Individual development but above all the development of means of transport and secondary schools have almost eliminated the reasons for boarding school.
Q. The question you wish you had been asked?
Can you speak about who you are?
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[Year] GCPS Music Overview
Music Statement of intent:
It is our intention at Greenlands School for our children to gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres while fostering our school values respect, compassion, trust, perseverance, resilience and ambition.
We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person's life.
Children are provided with the opportunity to progress to the next level of their creative excellence.
'Here To Learn Happily'
the main sections of the songs (intro, verse, chorus etc.)
- Name some of the instruments they heard in the songs ○ The historical context of the songs. What else was going on at this time? ● To identify and move to the pulse with ease.
* To think about the message of songs.
* To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.
* Listen carefully and respectfully to other people's thoughts about the music.
* When you talk try to use musical words.
To sing in sing backing
unison and to vocals. ● To enjoy exploring singing solo. To listen to the group when singing. ● To demonstrate a good singing posture. ● To follow a
leader when singing.
* To experience rapping and solo singing. ● To listen to each other and be aware of how you fit into the group. ● To sing with awareness of being 'in tune'.
medium part or the melody of the song from memory or using notation. ● To rehearse and perform their part within the context of the Unit song.
* To listen to and follow musical instructions from a leader.
* To lead a rehearsal session.
make a mistake ● To know that you can use some of the riffs you have heard in the Challenges in your improvisations ● To know three wellknown improvising musicians
how the melody connects with the song. ● Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation
* To record the performance and compare it to a previous performance.
* To discuss and talk musically about it – "What went well?" and "It would have been even better if...?" | web | https://www.greenlands.lancsngfl.ac.uk/wp-content/uploads/2023/02/Music-progression2.pdf | 0.42077 | {
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Gardening as therapy: N.J. recognizes growing trend
By Sallie Graziano | For NJ.com
Email the author | Follow on Twitter on March 14, 2016 at 9:40 AM, updated March 14, 2016 at 9:45 AM
Hunterdon Freeholder Director Suzanne Lagay (right) presents to Laura DePrado a proclamation on Feb. 16 recognizing the third full week of March as Horticultural Therapy Week in Hunterdon (Sallie Graziano | For NJ.com)
New Jersey is the first state in the nation to name March 20-26 Horticultural Therapy Week, coinciding with the start of spring.
The designation is meant to showcase the benefits of connecting people and plants in vocational, social and therapeutic programs to improve the quality of life. Gov. Christie signed the legislation on May 11, 2015.
Laura DePrado, a registered horticultural therapist who owns Final Touch Plantscaping in Somerset County, spearheaded the New Jersey legislation. She shared some facts about horticultural therapy.
* Horticultural therapy is the process and practice of using plants and gardens in human healing, rehabilitation and training.
* It helps improve memory, cognitive abilities, task initiation, language skills, and socialization.
* In physical rehabilitation, it can help strengthen muscles and improve coordination, balance, and endurance.
* In vocational horticultural therapy settings, people learn to work independently, problem solve, and follow directions.
* Horticultural therapy was practiced by Dr. Benjamin Rush, a signer of the Declaration of Independence.
Seven features of a therapeutic garden:
* Scheduled and programmed activities.
* Features modified to improve accessibility.
* Well-defined perimeters.
* A profusion of plants and people/plant interactions, promoting four seasons of sensory stimulation.
* Benign and supportive conditions, including shade and other protective structures.
* Universal design, while stimulating memory, hearing, touch, smell and sometimes taste.
* Therapeutic gardens are simple, unified and easily comprehended places.
A ceremonial inauguration of Horticultural Therapy Week is set for Monday in the Senate voting session. DePrado was invited as a member of the American Horticultural Therapy Association, along with immediate Past President MaryAnne McMillan.
U.S. Rep. Leonard Lance will also be issuing a federal proclamation at a separate time. Both Hunterdon and Somerset County Freeholder board have also issued proclamations.
Events and activities will take place throughout the state this month. DePrado's horticultural therapy efforts continue as well. She's worked with a senior in Hunterdon, and Dr. Therese Sacchieri of Annandale Family Practice praised the results, saying the cognitive and emotional effects on one of her senior patients have convinced her to pursue horticultural therapy with four more patients.
Sallie Graziano may be reached at [REDACTED_EMAIL]. Follow her on Twitter @SallieGraziano Find The Hunterdon County Democrat on Facebook.
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7 TH GRADE NEWS & INFORMATION
9/24/18 – 9/28/18
Key Weekly Objectives
Each week we will highlight key objectives covered in seventh grade during the week.
Math
To identify properties of addition and multiplication and to use these properties to solve problems
To use the distributive property with numerical and algebraic expressions
Science
Describe the four main kinds of organic molecules in living things and explain how water is essential to the function of cells
Literature: To analyze several poems by Robert Frost and examine his use of natural imagery and make connections to the role nature plays in S.E. Hinton's The Outsiders.
CLASS UPDATES
SUCCESSES: We had a great time playing vocabulary baseball as a review game. Everyone participated and had a great attitude.
OPPORTUNITIES FOR GROWTH: The class needs to work on our morning procedures. There is always a list of what they need to get and what they need to hand in. When they have followed those directions they need to read until it is time to switch. It is not social time.
Extended Care: At extended care the staff will be having fun daily structured activities for the students. Although we think it is good for them to take a break after the school, we understand that some middle schoolers have busy after school schedules and need the extra time for homework. For middle school only, they will be allowed to work on homework in place of the daily activity, provided that they use the time for homework.
Villanova Retreat: In the Lancer Folder today you will find a permission slip for the Villanova Retreat. We need drivers. Please indicate if you can drive and how many students you can take including your child.
Middle School Sports: Coaches needed! If you would like to coach a middle school team this year, volunteer by contacting Mrs. Simolon.
Talent Show: See attached flyer.
Lancer Folders: Please remember to sign the back of the folder every Monday and sign and return anything on the sign and return side.
School Tours: School tours are the second Tuesday of every month. Please tell any perspective families about this opportunity to learn about our school.
Coding Class: See the attached Flyer for the middle school coding class offered by Mr. Simolon.
Book Club!
It is a new school year and Book Club is starting up again! The next Book Club will be held Monday, October 1 at Connor Bell's home. Directions will be posted on the website. The book we will be discussing is Warcross by Marie Lu. This is an action-packed contemporary thriller set in the world of on-line hacking and gaming. For a synopsis, go to Goodreads.com Look for a flyer and a book ad by Connor Bell in next week's newsletter.
Weekend Homework & Up Coming Tests & Projects:
* Reader's Notebook - The first Reader's Notebook Response will be due on Tuesday and every Tuesday for the rest of the year.
```
MONDAY – TUESDAY – P.E., WEDNESDAY – THURSDAY – P.E. FRIDAY – Picture Day
```
Have a great weekend! - Miss Lee | web | http://olmcsseventhgrade.weebly.com/uploads/8/5/2/7/8527526/newsletter_9-24-18.pdf | 0.491641 | {
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THURNHAM C.E. INFANT SCHOOL
Headteacher: Mr C K James B.A. (Hons) NPQH
The Landway Bearsted Maidstone Kent ME14 4BL
Telephone: 01622 737685
www.thurnham-infant.kent.sch.uk
Please use Espresso to help your child at home. There are many video clips, activities and games on a variety of topics.
Seaside dressing up day Tuesday 14th June (the children will also need to bring a small rucksack of items they might take to the seaside)
Y1 rescheduled visit to The Green on Tuesday 21st June
Year 1 School trip to Romney, Hythe and Dymchurch Railway and Greatstone — Friday 8th July
Year 1 talent show on Wednesday 20th July (in the morning)
Literacy
- Winnie The Witch At The Seaside
- Barnaby At The Seaside
- The Lighthouse Keeper's Lunch
- Information Writing
- Creative Writing
- Seasonal Changes—Summer
- Weather watch
- Amphibians
- Birds
- Creepy-Crawlies including insects
- Mini-beast hunting
Science—Materials
Year 1 Curriculum Information Spring Term 6
Maths
- Count on and back in 1's from any 2 digit number eg 26,27,28
- Count in 5s and 10's from and back to zero
- Say the number that is 1 or 10 more or less than a given number to 100
- Compare 2 numbers, say which is more or less. Order a set of numbers.
- Use +, -, = signs to record a number sentence
- Add and subtract 10, 20, 30 etc to any number up to 50
- Recognising fractions 1/2 and 1/4
- Solve + and – problems
- Name and describe 2D and 3D shapes. Use shapes to make patterns, pictures and models.
- Sort shapes into different sets eg all 3D shapes with a rectangular face.
Maths Homework – see weekly activities on seesaw
P.E
ART
- Art inspired by the seaside
- Observational drawings
Striking and fielding Yoga
Music
-Ocarinas
-A selection of seaside songs—Concert on Wednesday 20th July at 2.30pm
History
- History of seaside holidays
RE
Understanding Judaism
Who is Jewish and what do they believe?
Design and Technology
- Designing and making a seaside cushion
Year 1 Curriculum Information Spring Term 6
Espresso address:
http://www.espresso.co.uk/home_access/
- Coding
- Creating algorithms
- Debugging programs
Geography
- Barnaby Bear goes to Poole
- Grid references
- Comparison between coast and Bearsted
- Looking at physical and human features. | web | https://www.thurnham-infant.kent.sch.uk/wp-content/uploads/2022/05/Year-1-Curriculum-Information-Term-6-2021-22.pdf | 0.431211 | {
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We know it can be hard deciding between placing your child in a fours class or a pre-k class especially when they have a summer birthday. Here are some things to think about to help make the decision easier.
* Is your child able to verbalize both their wants and needs?
* Can they get themselves dressed?
* Are they fully independent in the bathroom?
* Do they recognize/write their name?
* How do they handle being separated from you?
* Are they able to complete activities on their own?
* How are your child's fine motor skills? Are they able to use scissors, crayons and glue independently?
* Do they know the majority (16/26) of the alphabet?
* Are they able to count and recognize numbers up to 10?
* Have they spent time interacting with other children?
* Are they emotionally mature? Able to express their feelings when they are upset?
* Do they exhibit self-control?
* Can they follow simple 2-3 step instructions?
* Do they respect and understand time limits/routines?
* When do you plan on sending your child to kindergarten?
If your child is able to do most of these things, emotionally mature, and will turn 5 after September 1st, we recommend pre-k. It allows them to have a more rigorous schedule and better prepares them for kindergarten the following year.
However, if your child is still working on their independence and emotional maturity, we recommend placing them in the fours classes and giving them the gift of time with an extra year of preschool. It will set your child up for success when they enter kindergarten by giving them a more solid educational foundation. Rarely are academics a concern when deciding between fours and pre-k. If they are young (late spring-summer birthdays) they may not yet be emotionally mature enough to handle the stressors and independence required of kindergarten.
Sometimes there can be worries that children who enter kindergarten at age six will be bored. Now in elementary schools, there is a great deal of enrichment that takes place in kindergarten classes so as to meet each child where they are at. Each school day is full to the brim with educational activities so those who have had the extra year will not be bored nor will they feel overwhelmed with the higher educational load.
If you have any questions about what would be in the best interest of your child, we are more than happy to discuss this with you.
Below are some helpful articles in deciding where to place your child next year.
https://www.yourmodernfamily.com/should-i-redshirt-my-kindergartener/
https://playtolearnpreschool.us/ready-for-kindergarten/ | web | https://www.thehayesschool.com/_files/ugd/e8eef4_68b0cb859d7c476abd786e4d8b84d8b3.pdf | 0.505217 | {
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Weston, E. et al.
2014.
BOU Proceedings – Ecology and conservation of birds in upland and alpine habitats http://www.bou.org.uk/bouproc-‐net/uplands/weston-‐et-‐al.pdf
Proceedings of the BOU's 2014 Annual Conference
Ecology and conservation of birds in upland and alpine habitats
View other papers from these proceedings at www.BOUPROC.net.
Prospecting forays inform young Golden Eagles prior to emigrating from their natal home range
EWAN D. WESTON 1,2 *, D. PHILIP WHITFIELD 2 *, JUSTIN M. J. TRAVIS 1 & XAVIER LAMBIN 1
1Institute of Biological & Environmental Sciences, University of Aberdeen, Zoology Building, Aberdeen AB24 2TZ, UK
2Natural Research, Brathens Business Park, Banchory, Aberdeenshire AB31 4BY, UK
* Email: phil.whitfield@natural-‐research.org
Despite being the top avian predator in many northern upland ecosystems relatively little is known about the behaviour of Golden EaglesAquila chrysaetos, especially during the lengthy period between fledging and subsequent settlement at a breeding site, when the primary dispersal behaviours occur. In most birds the dispersal process is usually initiated with a straight emigration from the natal site and the cessation of parental care. Yet for some species, particularly those with extended periods of parental care (such as many large raptors like Golden Eagles), individuals can carry out prospecting movements prior to dispersing. Prospecting behaviour probably involves individuals searching and evaluating sites, and may influence further decisions made at later stages of the dispersal process.
We used long-‐life GPS satellite transmitters fitted to 24 nestling Golden Eagles to follow them as they dispersed. Young Golden Eagles emigrated from their natal home ranges from 44 days until 250 days after fledging. The rate at which individuals emigrated increased over time and individuals that developed motility more rapidly also emigrated earlier. Twenty-‐two individuals made at least one distinct movement away from the natal home range prior to emigrating, with early departing individuals making fewer prospecting trips prior to a definitive departure. Individuals that prospected undertook up to 11 prospecting loops that lasted up to 10 days and with longer duration trips being longer in overall length and maximum distance explored from the natal home range. The direction of prospecting forays was positively correlated with the direction of eventual departure, but the penultimate exploration was no more correlated than less recent explorations, indicating a non-‐random exploration direction.
We therefore provide evidence that with a high variation in emigration timing and propensity to prospect, young Golden Eagles probably make highly informed decisions early in the dispersal process. We speculate on the reasons why there is such wide variation in this exploratory process, that most likely gathers information on the environment into which, subsequently, young Eagles venture as independent individuals.
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Dr. M.K.K Arya model school Assignment, Class VI Subject Social Science Ch 4 –In the Earliest Cities (History)
1 Write about Harappan seals.
A: Harappan seals had pictures of animals that related to a wet and marshy environment. Rhinoceroses, Elephants, and Tigers were placed in the midst of marshy plants.
2: When was cotton cultivated at Mehrgarh?
A:Cotton was probably grown at Mehrgarh about 7000 years ago. Mehrgarh was also the first site in India where agricultural activities took place.
2. Which was the first earliest city to be excavated in the Indian subcontinent?
A:
Harappa
4: What type of houses were found in the earlier cities?:
A.In Harrappan city, which is the first urban site in India, houses were either one or two storeys high, with rooms built around a courtyard.
5: Write down the names of the main earliest cities?
A.The names are: Mohenjodaro, Harappa, Kalibangan, Rakhi Garhi, Chahundaro, Dholavira, , Lothal ..
6: What was the use of the Great Bath? What materials were used in the great bath?
A.Important people (priests, rulers) took ritual baths in this tank. The tank was lined with kiln burnt bricks, plaster of gypsum and bitumen was used to make the tank water resistant.
7: What led to the decline of the Harappan civilisation?
A.The historians are uncertain regarding the causes for the decline of the Harappan civilisation.
(a).The decline in the quality of buildings and town planning indicates as if the rulers were losing control which forced the people to move to newer settlements.
(b).The rivers changed their course, which led to either heavy floods or drought like situations.
( c).Ecological changes led to the decline of land and agriculture. With time, the requirement for fuel increased, which led to excessive deforestation.
(d). Moreover, grazing by large herds of animals destroyed the green cover. All this must have enforced them to evacuate the area.
8: What were the main features of the cities built during the Harappa Civilisation? A .Harappan cities were divided into two or more parts.
The western part was higher and was also called the citadel.
The eastern part or the lower town was made up of baked bricks.
These bricks were laid in interlocking pattern that made the wall strong
Most of the houses were either one or two stories high. They were built around a courtyard
9: What was special about the roads in the Indus Valley Civilization?
A.The roads were wide and cut each other at right angles. Houses were built on both sides and covered with drains along the streets.
10: Describe about the Great Bath.
A.The Great Bath is a tank excavated in Mohenjodaro. It has steps leading from two sides. The bath was lined with bricks and coated with bitumen to make it water proof. | web | http://mkkschool.com/images/download/2017-18/assignment/45.pdf | 0.503744 | {
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Early Childhood: AWARE Early Head Start
OVERVIEW
AWARE Early Head Start is a federally funded, comprehensive child development program for low-income children and their families. The program began in Butte in 1995 with the Early Head Start program (EHS) serving 36 children ages 0-3. In 2015, the program expanded to create the Early Head Start Child Care Partnership (EHSCCP). The EHS partners with local child care providers to allow more high quality learning opportunities for children. As of 2017, EHS-CCP now serves Silver Bow, Lewis and Clark, Gallatin, Park, Broadwater, Jefferson and Yellowstone counties. AWARE services help children develop school readiness and social-emotional skills, promote resiliency, and allow children and parents to build on their strengths and become more independent.
Advancing Social and Emotional Skills
PROGRAM COMPONENTS
EHS-CCP serves children who meet income eligibility requirements and whose parents work or attend school. This program is full-time (10 hrs/week) from Mon-Fri.
EHS serves children who meet income eligibility requirements. This program is part-time (6.5 hrs/week) from Mon-Fri.
Children with challenging behaviors receive support to help the child achieve success in the classroom
Interventions focus on building strengths, promoting self-sufficiency, developing schools readiness skills, and breaking out of the cycle of poverty
Teachers are trained in quality practice, curriculum, and socialemotional strategies
Licensed mental health consultants assist teachers and parents on child's social-emotional development and offer Parent Child Interaction Therapy (PCIT), if needed/desired
Assessments (ASQ, DECA) are used to gauge development and promote resiliency by focusing interventions on protective factors, i.e. attachment, relationships, initiative, self-regulation
Materials are translated for non-English speakers (i.e. Spanish). Staff include Crow and Spanish speakers; Special materials and sign language specialists provided for hearing impaired students
For more information, please contact:
Colleen Bosch Director, AWARE Early Head Start [REDACTED_EMAIL]
NUMBERS, QUALIFICATIONS, and IMPACTED POPULATION
212 children served across Montana
General eligibility criteria: at or below federal income poverty guidelines
Foster care and homeless children qualify automatically
Income guidelines waived for children with disabilities
All teachers have a Child Development Associate degree (CDA); Therapists or Consultants have a Master's degree
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11985 Prime Independence
A set of integers is called prime independent if none of its member is a prime multiple of another member. An integer a is said to be a prime multiple of b if,
```
a = b × k (where k is a prime [1])
```
So, 6 is a prime multiple of 2, but 8 is not. And for example, {2, 8, 17} is prime independent but {2, 8, 16} or {3, 6} are not.
Now, given a set of distinct positive integers, calculate the largest prime independent subset.
Input
Input starts with an integer T (≤ 25), denoting the number of test cases.
Each case starts with an integer N (1 ≤ N ≤ 40000) denoting the size of the set. Next line contains N integers separated by a single space. Each of these N integers are distinct and between 1 and 500000 inclusive.
Output
For each case, print the case number and the size of the largest prime independent subset.
Notes:
1. An integer is said to be a prime if it's divisible by exactly two distinct integers. First few prime numbers are 2, 3, 5, 7, 11, 13, ...
Sample Input
```
3 5 2 4 8 [REDACTED_PHONE]
```
Sample Output
Case 1: 3
Case 2: 3
Case 3: 2 | web | http://reh101.hpc.lsu.edu/uva/119/11985.pdf | 0.520188 | {
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Alternative Breakfast Model Fact Sheet for Nutrition Staff
COVID-19 brought changes for school nutrition programs around the country including in the way we serve breakfast. Keeping or starting an alternative breakfast model in our "new normal" can make it easier for kids to access the meals they need to learn and grow, encourage eating together as a community, and removing stigma associated with breakfast.
This cheat sheet addresses some of the main concerns we hear from Nutrition Directors around Nebraska!
Alternative breakfast models increase participation and revenue, often with the same number of staff or fewer. These additional funds can be used to offset other school nutrition program costs.
Alternative breakfast models don't require changes to bus or classroom schedules. Grab and Go, and Second Chance, and Breakfast in the Classroom models have been successfully implemented without schedule changes in classrooms across Nebraska. 2.
1.
1.
Administrators make decisions but nutrition staff work directly with kids. If you see hunger in your school or district, talk about exploring or piloting breakfast models that meet more kids where they are. A pilot program can prove your effort will run smoothly so you can then push for more lasting change. 3.
Parents and caregivers should have a voice in planning for an alternative breakfast model. Creating a strong communication plan, sharing potential challenges and benefits, and providing opportunities for feedback can help address most parent concerns and invite community participation. 4.
What are Alternative Breakfast Models?
[W]e went from less than 50% (average daily participation) to over 80%. The increase is a financial win for us and a nutritional win for the students so we can keep the program viable.
-KRIS SPELLMAN, NUTRITION DIRECTOR GRAND ISLAND PUBLIC SCHOOLS
Grab and Go
Students pick up food from kiosks or service lines around the school and eat in their classrooms or common areas. This model can help schools with fewer nutrition staff serve a high volume of students as they enter the building and can also make clean up easier for janitorial staff.
Second Chance Breakfast
Students are given a second chance to pick up a meal following their first period class or home room. Students are then able to get a nutritious meal when they're heading to their next class and are actually hungry.
Breakfast in the Classroom
Students (usually younger) are served breakfast in their classroom at the beginning of the school day. The meal is brought to the classroom by a designated student, staff member, or volunteer in warming bags or coolers and then distributed by teachers who can incorporate lessons into meal time.
Go Big Breakfast, part of the Nebraska Student Nutrition Action Committee (SNAC), strives to ensure every child in Nebraska starts the day with the food they need to learn and grow.
GoBigBreakfast.org
Ready to get started?
Contact Eric Savaiano at esavaiano@ neappleseed.org or [REDACTED_PHONE] ext. 126 for technical and possible financial support getting started. | web | https://nebraskasna.org/documents/newsletters/43-nutrition-staff-breakfast-fact-sheet/file | 0.515868 | {
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the disguised prince raksha pdf
A Rakshasa (Sanskrit: राकॕषस, rĕkṣasa) is a mythological being in Hindu mythology.As this mythology influenced other religions, the rakshasa was later incorporated into Buddhism.Rakshasas are also called "Maneaters" (Nri-chakshas, Kravyads).A female rakshasa is known as a Rakshasi.A female Rakshasa in human form is a Rakshesha.The terms Asura and Rakshasa are sometimes used ...
Rakshasa - Wikipedia
Sita (pronounced [ˈsi˕ t̪a˕] listen (help · info), Sanskrit: सीता, IAST: Sītĕ) or Seeta, is the consort of Lord Rama (incarnation of Vishnu and Krishna) and an avatar of Sri Lakshmi, the Hindu goddess that denotes good character, good fortune, prosperity, success, and happiness.She is esteemed as the paragon of spousal and feminine virtues for all women.
Sita - Wikipedia
Aajanubahum Aravindha Nethram Athmabhi Ramam Manasa Smarami (2) Bhoolokha Vaikunta Parthi Nivasam Prabhu Sai Ramam Manasa Smarami (2) I invoke in my mind, the long-armed, lotus-eyed, indweller, Rama,
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WCSD PE Curriculum
HS Lifeguarding Overview
Secondary PE Department Philosophy Statement
The Waukee Physical Education program seeks to empower all students to participate in regular, lifelong physical activity to create a foundation for a healthy, productive, and fulfilling life.
Lifeguarding Description
This course may be taught by an instructor from the YMCA. The goal of this course is to provide students with the knowledge and skills to prevent, recognize and respond to aquatic emergencies and to provide professional-level care for breathing and cardiac emergencies, injuries and sudden illnesses until emergency medical services (EMS) personnel take over. Students must provide their own transportation to the Waukee CSD Natatorium..
Prerequisites:
1) At least 15 years old by the end of the course
2) Swim 300 yards, continuously demonstrating breath control and rhythmic breathing. Students may swim using the front crawl, breaststroke or a combination of both, but swimming on the back or side is not allowed. Swim goggles may be used
3) Tread water for 2 minutes using only their legs
4) Swim 20 yards using front crawl or breaststroke, surface dive to a depth of 10 feet, retrieve a 10 pound brick, return to the surface, and swim 20 yards back to the starting point with both hands holding the brick. Must exit the water without using a ladder or steps in 1 minute and 40 seconds or less.
*If a student meets certification requirements, they have the option to obtain Red Cross Lifeguarding certification for a fee of $42.
Lifeguarding Units
* Entries and Approaches in the water
* Assists and Rescues in the water
* Extrication of victims from the water
* Basic first aid care and techniques
* Care for Breathing and Cardiac emergencies
* Final Scenarios with multiple rescuers in the water and on land
Waukee CSD 6-12 Guiding Principles
* A body of evidence is used to determine proficiency.
* Responsive instruction and ongoing assessment are necessary for all learners to grow and progress.
* Course grades accurately communicate only academic achievement of the standards.
* Equitable practices and opportunities exist across all classrooms. | web | https://waukeeschools.b-cdn.net/app/uploads/2023/06/Lifeguarding-Course-Overview.pdf | 0.490623 | {
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CATEGORY: BRAZIL: NINETEENTH CENTURY
CONCEPTS: EXPLORATION, flora and fauna
ACTIVITY: WRITING AN AMAZON EXPLORER'S JOURNAL OF FLORA AND FAUNA.
The Amazon has provided a living laboratory for biologists, zoologists and anthropologists for centuries. Over 90% of the planet's plant and animal life is located within the Amazon Basin. The 19th century particularly saw a boom in Amazon exploration. In this exercise students can relive some of the adventure and wonder of these explorations.
OBJECTIVES: The class will prepare a journal of the plants and animals they would find in the Amazon region.
MATERIALS: Information on Amazon flora and fauna from encyclopedias and books. Also, reproductions of the following journal entry as an example.
PROCEDURE: Have the students read the following example of a 19th century journal entry. Then assign each student one or several plants and animals. They should research each and write a description. Drawings can be included. All the descriptions should be put into a folder or loose-leaf notebook. The class can choose a title for their journal. A map might also be included.
HELPFUL HINTS: Here is a list of plants and animals you can assign for the journal. Any encyclopedia will provide more ideas.
ceiba orchid
Brazilnut parrot
cashew macaw
coconut palm heron
mahogany puma
balsa anaconda
rosewood piranha
Amazon butterflies jaguar
tapir armadillo
two-toed sloth boa
alligator capybara
electric eel pirarucu
RELATED ACTIVITIES: You may wish to broaden the exercise by including Indian groups and customs of the Amazon.
LEVEL: MIDDLE GRADES
Source: Gibbs, Virginia G. Latin America: Curriculum Materials for the Middle Grades. Center for Latin America, University of Wisconsin-Milwaukee. 1985.
There is much to be learned on these Amazon beaches; they are the haunts and breeding-places of many different kinds of animals, and are covered by tracks of alligators, turtles, and capybara. Then there are the nests, not only of alligators and turtles, but of the different kind of fish and birds that lay their eggs in the mud or sand. It is interesting to see the way the Indians find the turtle nests. They walk quickly over the sand, but with sort of an enquiring tread, and the moment they set their foot upon a spot below which eggs are deposited, though there is no external evidence, they recognize it at once. Stooping, they dig straight down to the eggs, generally eight or ten inches below the surface.
Besides these tracks and nests, there are the rounded, shallow depressions in the mud, which the fishermen say are the sleeping places of the skates. The vegetation on these beaches is not less interesting than these signs of animal life. In the rainy season more than half a mile of land, now uncovered along the margins of the river, is entirely underwater. The river rises not only to the edge of the forest but far into it. At this time of year, however, the shore consists, first of the beach, then of a broad band of tall grasses, beyond which are the lower shrubs and trees, leading up to the full forest growth. During this dry season the vegetation makes an effort to recover its lost ground. You can see the little Imbauba (Cecropia) and a kind of willow-tree (Salix humboldiana), the only familiar plant we met, springing up from the sand, and creeping down to the water's edge, only to be destroyed again with the next rise of the river.
For several hours after breakfast this morning the heat was intense, and we could do little but rest in the shade, though my husband, Mr. Agassiz, was busy in making skeletons of some fish too large to be preserved in alcohol. Towards evening it grew cooler and we walked to a banana plantation near the house, and sat under an immense gourd tree. The tree made a deep shade for it was clothed not only by its own foliage, but the branches were covered with soft, dark moss. The lighter green, glossy fruit of the tree seemed to gain new lustre against the dark, mossy background.
I call this tree a gourd-tree, simply from the use to which the fruit is put. But here it goes by the name Cuieira-tree (Crescentia Cajeput); the cup made from the fruit is called a Cuia. The fruit is round, of a light green, shiny surface, and grows from the size of an apple to that of the largest melon. It is filled with a soft, white pulp, easily removed when the fruit is cut in half; the rind is then allowed to dry. Very pretty cups and bowls are made in this way. The Indians, who are skilled at preparing a variety of brilliant colors, paint them in a beautiful fashion.
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PUPIL BULLETIN NO. 16
End of school bell
1 st bell – for ground floor 2 nd bell – all other floors
GENERAL INFORMATION
Note: The number in brackets identifies the first week items have appeared in the bulletin. This week is pupil bulletin No. 16.
RIGHTS FACT OF THE MONTH (15)
According to charity Shelter Scotland, the equivalent of 38 children per day become homeless in Scotland. The main reasons for this include: disputes within households, loss of accommodation tied to employment, or an emergency such as a fire or flood. Mrs Davey
WELLBEING INDICATOR OF THE MONTH - NURTURING (15)
Children & Young People (Scotland) Act 2014 - Having a nurturing place to live, in a family setting with additional help if needed or, where this is not possible, in a suitable care setting. Mrs Costello
PROTECTED CHARACTERISTIC OF THE MONTH – RELIGION OR BELIEF (15)
Equality Act 2010 - This is when you are treated differently because of your religion or belief, or lack of religion or belief. Mrs Costello
ENVIRONMENTAL FACT OF THE WEEK (16)
Americans use an average of 2.5 million plastic bottles every hour, most of which are thrown away. Eco Committee
EMPLOYABILITY SKILL OF THE MONTH – 'PLANNING & ORGANISING' (15)
Think about when you are using your 'planning and organising' in class – record these in your learning diary.
Miss Paterson
CLUBS AND ACTIVITIES (10)
Please see TV screens for all clubs and activities on this week or School website.
Miss Iafrate
WINTER CHARITY APPEAL (12)
This year we are working with Nightstop, a charity who work with young people aged 16-25. We are putting packs together to give them as they may have nothing. These will include, pyjamas, underwear and toiletries. Leaflets can be collected from Humanities Base and Mrs Davey. Please hand donations in before Christmas and you will get a token for your generosity as well as good charity vibes! Citizenship Committee
YOUNG MUSICIAN FIRST ROUND (16)
All pupils who have entered our Young Musician Competition should come to the music department at the times below to perform a piece for their first round. Any questions please speak to a member of the Music Department.
Mrs Currie
| S1 & S2 | Monday 9th - Lunchtime |
|---|---|
| S3 & S4 | Wednesday 11th - Lunchtime |
| S5 & S6 | Tuesday 10th Lunchtime / Period 6 |
BOOK WEEK CREATIVE WRITING COMPETITION (15)
Congratulations to Olivia Lin in 1W who won the creative writing competition. Olivia won with a very thoughtful short story called Taken Away set in the future world, year 3021. Her story was similar to Anne Frank's Diary and taught us that history often repeats itself! Miss Lawson
ROME AND SORRENTO TRIP (15)
Could all pupils going on the above trip attend a meeting on Wednesday 11 December at 12.45pm in M6. It is important that all pupils going on the trip attend. Miss Paterson/Mrs Hadden
CHRISTMAS JUMPER DAY – FRIDAY 13 DECEMBER 2019 (16)
With the festivities starting to creep in, it is time join in with the Xmas Spirit. What better way to do this than digging out your Xmas Jumper and displaying it alongside uniform on Friday 13 th December. To join in with this event, we ask for the usual suggested £1 donation with proceeds going towards the national Save the Children Christmas Jumper Appeal. Merry Christmas!! Mr Findlay
MONDAY 9 DECEMBER 2019
PUPIL COUNCIL – MEETING 2, MONDAY 9 DECEMBER 2019, PERIODS 4 & 5 (16)
As per school calendar, the second Pupil Council Meeting of the session will take place today (Monday 9 December) in the Staff Room. The Council will be split with Junior S1-3 (Period 4) and Senior S4-6 (Period 5). Pupils that have applied to be part of the Pupil Council have been flagged to attend the appropriate period. Pupils should register at their class first before attending the staffroom. Pupils should bring bags etc with them. School Captains/Mr Findlay
WORLD CHALLENGE FESTIVE BAKE SALE (16)
Members of World Challenge will be selling some festive bakes in the dining hall on Friday 13 December, please come along and support them in your Christmas jumpers! Alice Gibb, Skye Conway, Robyn Stirling, Simran Kaur
S1–S3 INFORMATION
S1 CHRISTMAS PARTY – 10 DECEMBER 2019 (16)
Final chance to buy tickets from Guidance Teacher on Monday 9 December (£2.50).
S4–S6 INFORMATION
ASSEMBLIES
Monday 9 December
Pupils should be registered in class and brought to the theatre.
S3 Assembly, P4
Pupils will return to class after the Assembly.
S5 Assembly, P5
Pupils to report straight to the theatre to be registered. Assembly will last the full period.
Tuesday 10 December
Pupils to report straight to the theatre to be registered. Assembly will last the full period.
S1 Assembly, P1
House Captains | web | https://www.gryffehigh.com/uploads/3/7/4/4/37443901/pupil_bulletin_mon_9_december_2019.pdf | 0.498043 | {
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AP Comparative Summer Assignment Summer 2018
During the Fall semester of 2018, we will be comparing the governments of six countries. Many of you have limited to no knowledge of how other countries are governed or the impact of these countries in our global society. This summer you should concentrate on building your base knowledge by starting with some basic country facts, learning basic vocabulary, and following these countries in the media.
Part 1: Answer the following the questions
1. Why is it important for Americans to understand what is going on in the rest of the world?
2. What are the three steps in comparative analysis? Give examples.
3. List and describe the various approaches to studying comparative politics.
4. Define the following terms: POWER and AUTHORITY. How do the two differ? Use real world examples to demonstrate the difference.
5. What is legitimacy? Explain the three sources of political legitimacy. Give real world examples of each.
6. Why is legitimacy increasingly linked with democratic principles in our time?
7. What is the difference between "state", "nation", "country", and "regime"?
8. Define SOVEREIGNTY. What are examples of intrusions into state sovereignty?
9. According to the idea of a legitimate democracy there are 4 requirements for a democracy: free elections, a guarantee of civil liberties & human rights, and limited governmental powers. Summarize the idea of each of these categories. Also explain why these concepts are considered important for democracy?
Part 2: Fill out the following chart.
Population
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Revive the Gateway Mall plan
Downtown St. Louis has historically been a leader of visionary projects, and must be again in this new millennium if it is to be recognized as one of the great cities in the world.
Regarding downtown specifically, there have been at least three symbols of vision in the last two centuries to build upon: Eads Bridge (1874), the Wainwright Building (1890) and the Gateway Arch (1965).
Eads Bridge was the largest bridge of its time, and was heralded as an engineering achievement with its pioneering use of steel and record-depth foundations.
The Wainwright Building, designed by the well-known office of Adler & Sullivan, was one of the first multistory buildings to architecturally express the logic and nature of stacked floors with a vertical emphasis to which the term "skyscraper" is now applied, and is still a lesson to the world on how to build tall.
The most recognizable symbol of vision that points to the future for St. Louis is of course the Jefferson National Expansion Memorial, our Gateway Arch. The miracle of this structure lies not only in its precise tolerances and many engineering accomplishments, but in the faith and trust this city had in building not just a gateway to the West, but to the future.
Standing as a modern arc de triomphe, the Arch represents the triumph of progress over nostalgia, and compared to the other nostalgic proposals for this monument, St. Louis took a giant leap of faith in what has now become, like the Eiffel Tower, the symbol of the city.
These three symbols, along with the Great River (the whole genesis of the city) and the strong sense of community, are reason enough for renewed enthusiasm and commitment to finish planning and executing the great axis from the Arch through the Old Courthouse, Kienert Plaza, the Civil Courts Building and beyond, that was started but abandoned.
Perhaps the following vision offers a glimpse of an idea, of the tremendous opportunities this important project can provide, to inspire this community to invest energy and creativity toward a dream:
Imagine a beautiful, noble axis extending from the Arch to Union Station and beyond, which might be called Lewis and Clark Boulevard (a fitting name for this journey west).
Imagine amenities for the people's enjoyment and pride such as great symbolic fountains that tell stories, beautifully-kept gardens (coordinated with the Missouri Botanical Garden) with paths for walking and shade trees for sitting or lunching, public plazas for gathering and entertainment, shops, restaurants, cafes, jazz clubs, and a multipurpose skating rink that can also be a roller rink or dance floor with a bandstand!
There would be festive lights in the trees and colorful banners hung to announce events and holidays, all of this on a powerful axis rivaling Paris! Lewis and Clark Boulevard could be a good-time place that generates revenue and jobs for thousands, as well as attracting international visitors!
Although, in the past, St. Louis has been criticized for being conservative, the three symbols mentioned, as well as other historic landmarks, demonstrate convincingly the community's optimistic hopes for the future in building significant, bold new structures!
Now is the time, during peace and prosperity, to continue planning and implementing, in phases, this historic project for more than a city to be proud of, but for all people who unite for the common good.
Perhaps Gateway to the Future could become the new city motto to inspire such positive and necessary change.
Colin Slais
St. Louis | web | http://colinslais.com/press/press6.pdf | 0.488009 | {
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Design for manufacturability (DFM) is the process of engineering and designing products and components in an optimal way that will:
- Ease all manufacturing functions (fabrication, assembly, shipping, etc.)
- Ensure cost reduction, without compromising on quality, compliance, safety, or customer satisfaction
DFM is a proactive way of addressing potential problems in the design stage. Early consideration of manufacturing issues reduces the product development time and cost and reduces the time to market.
**Materials and Material Forms**
The strength versus machinability rating needs to be considered in deciding which material is the best choice for each component.
For example, an annealed material can have the same properties as a heat treated and tempered material, which is more difficult and expensive to machine. Aluminum can have better performance and machinability than some grades of steel. Soft metals such as aluminum, brass and magnesium are easily machined. Steel, titanium and exotic alloys are stronger, more dense and harder, thus much more difficult to machine.
When choosing materials, it is important to allow the use of different forms, such as bar stock and plate. Bar stocks are usually half the price of cut plates (at least in aluminum). Being limited to only one option can significantly affect the cost, as well as the lead time.
**Geometry and Cutting Tools**
The length of time it takes to machine a part is one of the biggest cost drivers. The cutting tool’s rigidity and strength is most often the determining factor in how much time it will take to machine a certain component. The cutting tool is selected based on design.
The shorter the tool (relative to its diameter), the faster it can feed, and the lower the cost will be. As the length of the cutting tool increases, the feed rate is cut down significantly (in order to avoid deflection and breakage) and the cost goes up. Generally speaking, a good length to diameter ratio is less than 3:1. Each time the length doubles, the feed rate is cut in half, and then some. 8:1 is the upper limit and the most expensive to cut. Considering these facts early in the design process and adapting the geometry of the part accordingly can bring significant cost benefits.
**Tolerances**
Tight tolerances can require complicated fixturing, long machine set-up, longer loading times and a higher scrap rate, leading to more expensive components. It is recommended to use the loosest tolerance that still provides a robust design and serves the function of the component. In some cases, a part’s tolerances can be made loose enough to allow the use of laser or waterjet cutting, reducing the cost significantly.
It is common for engineers to rely on the tolerance block to help communicate their needs such as .xx=.01", .xxx=005", .xxxx=.0005". While this is easy to do, it may incur additional costs.
For example, if a .005" tolerance is too loose, it doesn't mean that the next logical step is to jump to a .001" tolerance. Using an intermediate tolerance (such as .0025") may be much easier and less expensive. Tolerances must be intelligently applied to each individual feature. When working with tight tolerances, a small change can make the difference between staying on budget and going over.
Consulting with an experienced manufacturer in the early developmental stages can help ensure an effective, intelligent design. Since 80% of a product's cost is determined during this step, embracing design for manufacturability techniques could result in spectacular cost reductions. | web | https://www.mfg.com/sites/default/files/files/DFM%20CNC%20Machining.pdf | 0.441807 | {
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Madison, Wisconsin Area Fall Scavenger Hunt
Pick apples (and raspberries!) and sip cider at Eplegaarden Orchard
Bike the Capitol City State Trail to take in scenes inside and outside of the city
Explore Devil's Lake State Park and all its terrain with trails and beaches galore!
Walk the trails at Aldo Leopold Nature Center and enjoy the changing colors of the trees
Play in the outdoor farm activity area at Sutters Ridge in Mt. Horeb
Walk around the neighborhood and pick up colorful leaves to make one of these easy, beautiful crafts
Stroll Olbrich Botanical Gardens and notice the fall blooms
Find your way through one of the many Madison-area corn mazes
Pick your perfect pumpkin at Waldvogel's Farm, Wisconsin's largest pumpkin patch
Hike the prairie and wetlands in Pheasant Branch Conservancy - see if you can spot deer or turtles! | web | https://www.livethewell.com/wp-content/uploads/2020/08/Copy-of-The-Well-Preschool-Fall-Scavenger-Hunt-1.pdf | 0.426194 | {
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Sara Friedlander at Sanchez Art Center
Sanchez Art Center begins the new year with three very strong exhibitions, featuring mixed media artist Sara Friedlander, the Sanchez Studio Artists, and a group show by Art Guild of Pacifica. The opening reception is on Friday, January 12, from 7 to 9 pm, with music by Jamey Brzezinski.
In "American Women:Birds of im/Migration" Sara Friedlander combines her own photographs with vintage photos and paint to create compelling mixed media works that explore the lives and celebrate the valor of the brave women who left home, country, and family to carve out new lives in the United States. In the artist's words: "Most of them spoke no English, and holding steadfast to their hopes for a brighter future, they faced daunting challenges in order to establish themselves in this new world." The artist invites us to delve deeper into our preconceptions, reminding us that we are a nation of immigrants.
Friedlander has exhibited widely in California, as well as nationally, internationally, and online, and in 2012 was awarded first place in the 2012 Annual International Competition held by the Center for Photographic Art in Carmel. To learn more about the artist and her work, come to the Artist/Curator Talk on closing Sunday, Feb 11 at 3:30 pm.
The East Gallery presents "Earth Matters," an exhibition of work by the 30-plus artists who create their art at Sanchez Art Center. The word "Earth" actually holds within it the word "art." One might say that "art" is at the center of "Earth," and this small play on words highlights the deep value we find in all the arts that nourish and inspire our spirits. The intention of the exhibition is not only to share with the public an insight into the artwork that is created here at Sanchez Art Center, and why art matters so very much, but also to highlight why protecting Earth matters for current and future generations as well as for our own souls.
Two special events will be held as part of "Earth Matters." The public is invited to a Gallery Walk and Party, hosted by Sanchez Art Center Board of Directors, on Friday, Feb 2, 6:30–8:30 pm. Then on Sunday, Feb 11, 1–3 pm, visitors may tour studios and meet the artists.
In West Gallery, the Art Guild of Pacifica presents "(un)Finished," an appealing theme for those of us who sometimes procrastinate. The word "unfinished" also can inspire a sense of curiosity. If a work is unfinished, how will it look once it's done? This is indeed "(un)Finished" business, which should make for a very interesting and engaging exhibit.
Sanchez Art Center is located at 1220 Linda Mar Blvd in Pacifica, about a mile east of Highway 1. Following opening night, the galleries are open Friday, Saturday, and Sunday, 1–5 pm, and by appointment, through Feb 12. For more information: [REDACTED_PHONE]; [REDACTED_EMAIL]. | web | http://www.pacificariptide.com/files/sara-friedlander-at-sanchez-art-center.pdf | 0.487927 | {
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Wonersh and Shamley Green Church of England Primary School Vision and Values
"In an exciting, challenging, safe and distinctly Christian environment, children and staff feel happy and Valued, and are encouraged to become independent, confident, creative and enthusiastic learners."
Our School Vision
Our School Values
Achieving excellence
Personal best
The Parable of the Talents 'Well done, you good and faithful servant.' Matthew 25:21
Distinctly Christian
Friendship
Jesus said: 'I give you a new commandment, love one another as I have loved you.'' John 13:34
Valuing Individuals
Respect
'Do for others just what you want them to do for you.'
Luke 6:31
Embracing challenge
Determination
'Let us run with determination the race that lies before us.'
Hebrews 12:1-2
Nurturing community
Encouragement
'Encourage one another and help one another just as you are now doing'
1Thessalonians 5:11
Thinking creatively
Inspiration
'The Helper, the Holy Spirit, whom the Father will send, will teach you everything, and make you remember all that I have told you.' John 14:26
Unique opportunities
Teamwork
'When each separate part works as it should the whole body grows and builds itself up through love'
Ephesians 4:16
Resilient learners
Resilience
'Our great desire is that each one of you keep up your eagerness to the end, so that the things you hope for will come true.'
Hebrews 6:11
Encouraging citizenship
Being Fair
'What does the LORD require of you but to do justice, love kindness, and to walk humbly with your God?' Micah 6:8 | web | https://s3.eu-west-1.amazonaws.com/jotter2.files/9997483?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dwsg-vision-and-values-2019.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190421%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190421T165012Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=e4417628a391f4c51239659e5e9d226608d7c597f629b8a0c4f53be03cec38ac | 0.419382 | {
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Our name tells our story: Les Forges. Back in 1756, the then duke of Rohan was granted Letters Patent by Louis XVI to build a foundry to exploit the wood of the forest of Lanouée and the waters of the river Lié. So began Les Forges' long association with
, which, alongside agriculture are the mainstays of our local economy. In the 1930's a small hydro-electric generating station was built and is still in operation; the forest supplies wood for both industrial and private use, and shortly a wind farm will be constructed on its eastern side. Altogether, the commune has 5,250 hectares (around 12,600 acres), of which 3,750 are wooded, and we have no less than 23 farms!
renewable energies
The forest is rich in flora and fauna, and beneath the ferns you'll find the traces of two Roman roads and several agricultural enclosures, probably dating from the iron age. (They are marked "ancient camp romain" on the map.) Ramblers are welcome (riders and off-road bikers should contact the forest office). The forest is readily accessible from the village, where you'll find ample parking and two picnic areas, as well as the,
1 / 3
popular restaurant
A l'Orée de la Forêt
welcoming Bar-Tabac
and a and
Ar Govelou
Post Office
(English spoken).
, and the furnace are open to the public by arrangement and in groups of at least 10 people (link to histoire en images)
The château and its garden in the French style
. A mile from the village on the banks of the canal at Cadoret, you'll find the celebrated Crêperie des Forges.
Cadoret was also the site of a battle in the 100 years war—a pre-run of the battle of Crécy. If you're in a boat, follow the canal towards Rohan and then turn to the right towards our pretty port and its picnic area
, or buy them locally.
. If you are cycling, explore the peaceful by-roads or just follow the towpath. To find out more, download our tourist guides
(Lien vers les circuits touristiques et vers histoire en images)
3 / 3 | web | https://lesforges56.fr/index.php/component/content/article/76-version-anglaise/86-tourism?format=pdf | 0.503495 | {
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Bringing the Life Model to LIFE
The LIFE Model Study Guide for Individuals and Small Groups
_____________
Rick Koepcke Ruth Ann Koepcke Maribeth Poole E. James Wilder
Copyright © February 2002, March 2002 Fourth revision
Published by Shepherd's House Inc. 1539 East Howard Street Pasadena, CA 91104
Based on the book:
The Life Model: Living From the Heart Jesus Gave You
By James G. Friesen, Ph.D., E. James Wilder, Ph.D., Anne M. Bierling, M.A.,
Rick Koepcke, M.A., and Maribeth Poole, M.A.
Copyright 1999, 2000 by Shepherd's House Inc.
Essential Needs & Tasks For Maturity
NOTE: Each stage builds on the previous stage: therefore each stage includes the needs and tasks of the previous stage. The 'ideal age' is the earliest age at which new tasks can be attempted. The end of that stage expects some degree of mastery. In no way does our maturity determine our value, but it does determine the level of responsibility we can handle.
THE INFANT STAGE
Ideal Age: Birth > Age 4
Needs
Joy bonds with both parents that are strong, loving, caring, secure
Important needs are met without asking
Quiet together time
Help regulating distress and emotions
Be seen through the "eyes of heaven"
Receive and give life
Have others synchronize with him/her first
Tasks
Receive with joy Learn to synchronize with others Organize self into a person through imitation Learn to regulate emotions Learn to return to joy from every emotion Learn to be the same person over time Learn self-care skills Learn to rest
THE CHILD STAGE
Needs
Weaning Help to do what he does not feel like doing Help sorting feelings, imaginations and reality Feedback on guesses, attempts and failures Be taught the family history Be taught the history of God's family Be taught the "big picture" of life
Ideal Age: Ages 4 > 13
THE CHILD STAGE (Continued)
Tasks
Take care of self (one is enough right now)
Learn to ask for what he/she needs
Learn self-expression
Develop personal resources and talents
Learn to make himself/herself understandable to others
Learn to do hard things
Learn what satisfies
See self through the "eyes of heaven"
THE ADULT STAGE
Needs
A rite of passage
Time to bond with peers and form a group identity
Inclusion by the same-sex community
Observing the same sex using their power fairly
Being given important tasks by his/her community
Guidance for the personal imprint they will make on history
Opportunities to share life in partnership
Tasks
Take care of two or more at the same time
Discover the main characteristics of his/her heart
Proclaim and defend personal and community (group) identity
Bring self and others back to joy simultaneously
Develop a personal style that reflects his/her heart
Learn to protect others from himself/herself
Learn to diversify and blend roles
Life-giving sexuality
Mutual satisfaction in a relationship
Partnership
Ideal Age: Age 13 > first child
THE PARENT STAGE Ideal Age: From first child until youngest child becomes
an adult at 13
Needs
To give life
An encouraging partner
Guidance from elders
Peer review from other fathers or mothers
A secure and orderly environment
Tasks
Giving without needing to receive in return
Building a home
Protecting his/her family
Serving his/her family
Enjoying his/her family
Helping his/her children reach maturity
Synchronizing with the developing needs of: children, spouse, family, work, & church
THE ELDER STAGE Ideal Age: Youngest child is an adult
Needs
A community to call his/her own Recognition by his/her community A proper place in the community structure Have others trust them
Tasks
Hospitality
Giving life to those without families
Parent and mature his/her community
Build and maintain a community identity
Act like himself/herself in the midst of difficulty
Enjoy what God puts in each person in the community
(Seeing each of them through 'eyes of heaven')
Building the trust of others through the elder's own transparency and spontaneity | web | http://www.lifemodel.org/download/LM%20maturity%20list.pdf | 0.481235 | {
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ENGLISH REMOTE WORKING 2020-21: TERM 4
YEAR 9
If you are absent from school, for example because you are self-isolating, you should aim to complete the tasks below in each week in addition to the home learning activities posted on Class Charts.
Please Note:
1. Please email your teacher with your work each day so that they can provide feedback.
2. If a link doesn't work – please copy and paste it in your browser.
3. Each task is a lesson – there are four lessons provided each week, if you only have three lessons in one week, you only need to do three lessons / tasks here.
YEAR 9
https://classroom.thenational.academy/lessons/creation-of-frankenstein-andapplying-the-uncanny-6cvkjt
Read this short story to enhance your knowledge of the gothic – (1hr), It is called 'The Red Room' by HG Wells.
http://www.gutenberg.org/files/23218/23218-h/23218-h.htm
After reading the short story ('The Red Room', the link is above), write a review of the story. You may want to include:
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Giant Hogweed
Giant Hogweed is a member of the umbel family and can easily be identified by its size, often growing to over 2 meters in height and flower heads sometimes 80cm across. Giant Hogweed is native to the Caucasus Mountains and central Asia but was introduced to the UK as an ornamental plant. They have since become established along river banks across the UK, including on the Tweed.
What Does It Mean?
Hogweed will often form dense stands. Due to its size, this means that native flora can often be shaded out and outcompeted. Each plant can produce tens of thousands of seeds which can live dormant in the soil for up to three years. Another problem with Giant Hogweed though is that it is toxic to humans, releasing a sap which can cause serious burns if come into contact with.
What Can Be Done?
Giant Hogweed is one of the main target species in the Tweed's Biosecurity Plan and in a large scale Invasive Non Native Species (INNS) project run by the Tweed Forum. You can visit the Tweed Forum's website to find out more about their INNS project.
(https://tweedforum.org/our-work/projects/tweed-invasives-project/giant-hogweed/)
The Tweed Foundation contribute to the project by reporting any Giant Hogweed plants and their locations to the Tweed Forum, and you can do the same. If you see a Giant Hogweed plant, please let the Tweed Forum know or contact us using the details below and we can pass on the information.
The Tweed Foundation
Drygrange Steading, Melrose, Roxburghshire, TD69DJ
Tel: 01896 848271
Email: [REDACTED_EMAIL] | web | https://rivertweed.org.uk/media/tovgonit/giant-hogweed.pdf | 0.442179 | {
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RWANDA
IN THE TRAIL OF THE GORILLA & CHIMPANZEE
UGANDA
Atelier Africa Safaris
DAY 1 - RWANDA | KIGALI
Leaving Kigali you will be welcomed by one of our expert guides. They will provide assistance and their knowledge on your safari. This journey takes you through the breathtaking hills that characterise the landscape of Rwanda.
You will be climbing to the base of the magnificent Volcanoes of Virunga, where you then arrive at the magnificent Virunga Lodge.
DAY 2 - GORILLA TRACKING
The Adventure Begins. On your second day in Rwanda you go Gorilla tracking in the National Volcano Park (Parc National des Volcans)
Passing through the mountain forest on the slopes of the volcanos is a magical experience!
Once you reach the gorillas, you can spend an hour with them and be back at base in time for a late lunch! Since some of the gorilla families can be elusive, tracking can take a full day, this mainly if it is muddy or wet.
DAY 3 - RWANDA
Today you have the option to go tracking again. If you which to do so an additional permit is required and this can be subject to availability.
Otherwise you can choose from one of many activities on offer. There are so many things to do including tracking the endangered golden monkey or trekking to **Dian Fossey’s grave** (Gorilla’s In The Mist) and the **gorilla cemetery**, the final resting place of her favorite gorilla, Digit.
Another possible excursion can be a visit to the local school or some of the community projects.
If you prefer a more relaxing day you can spend your time on the shores of **Lake Kivu**, where you will find some of the **finest inland beaches** in Africa. If that is not enough choice you can also go for a guided walk at Lake Bulera and **experience local village life**.
Diane Fossey played by Sigourney Weaver in Gorillas in the Mist.
DAY 4 - UGANDA
Time to cross borders. Today you continue to Uganda, to the Queen Elizabeth National Park. Leaving the volcanic slopes behind and moving to the open plains of the Western Rift Valley you will arrive at Kyambura Lodge in time for lunch.
In the afternoon you still have time to have a refreshing dip in the pool or just relax on the veranda of your private room.
When the night falls you have the option to go on a game drive (safari) or just enjoy the sunset with a drink overlooking the savannah and the majestic Rwenzori Mountains in the background.
DAY 5 - UGANDA
With the morning and evening game drives you have the best opportunity to spot game. Depending on the season the Kasenyi plains are superb for sighting lion and large herds of Uganda kob. With a bit of luck you might also spot Leopard which live in the thick bushes.
If you still have time to kill you might want to visit the Kyambura Womens Coffee Cooperative and its coffee processing station or go to the wetland reserve to spot birds.
DAY 6 - UGANDA
Going in to the Kyambura Gorge, a unique environment forming a strong contrast with the surrounding grasslands, you can track one of our closest animal relatives, **the chimpanzee**.
The chimps are very mobile and viewing them can be a bit unpredictable but the tracking itself is already worthwhile. Later in the day you can take a cruise on the Kazinga Channel between Lake George and Lake Edward. This channel is the home of one of the greatest concentrations of hippo in Africa. On top of that you will often find herds of elephant and buffalo come drink at the edge. For the bird-spotters, these water are surrounded by unique waterbirds. You will find great flocks of pelicans and others on the shore, and this is a great spot to see **African fish eagle**.
DAY 6 - UGANDA
Back to Entebbe Airport in Katembe.
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Reading and Viewing – Saying questions that the text answers
Have your child select a chapter book that they are currently reading or have recently read. Explain that for this task you will work together to ask quiz style questions to each other to challenge their understanding of the text. They will be referring to the ‘Question Matrix’ below.
Use the matrix as a reference when asking questions to each other. Challenge your child to think about the text beyond the literal level by asking higher level questions. For example; ‘how would the character have been feeling when this happened in the story?’
Spelling / Vocabulary – Boggle
Using these five-by-five squares of letters, you and your child have 5 minutes to find as many words as possible. To make things easier, the letters do not have to be connected in order to make words as is done with a real game of Boggle.
In order to create a focus on building vocabulary, support your child to put some of the words into sentences. These could even be some of your more challenging words, which would require your child to search for definitions in a dictionary and learn the actual meaning before putting words into sentences.
Mathematics – Money
Encouraging children to think about money, saving money and considering how they spend money are important skills to develop.
- Encourage your child to work out how much change you will get after buying something.
- Investigate costs for grocery shopping together. You could create a shopping list together and take a look at the supermarket online store to give this real purpose.
- Discuss saving money for presents or something your child may want to buy. Work out how long it will take to save this much if they were to get a small amount of pocket money each week. | web | https://www.wgps.vic.edu.au/uploaded_files/media/34_homework__t2_w12.pdf | 0.437353 | {
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Selenium Taints Fish at Three Northeast Texas Lakes
Dr. David R. Smith, Texas Commissioner of Health, today issued an advisory that fish from three power plant lakes in Northeast Texas contain elevated levels of selenium.
Selenium is generated by the burning of lignite coal at the three power plants. Although it is an essential trace element in the human diet, selenium is toxic at high levels. Long-term ingestion of selenium at levels only 5-6 times higher than the requirement for good nutrition may cause symptoms of toxicity in sensitive individuals.
Human symptoms of selenium toxicity can include hair and nail brittleness and loss, skin inflammation or blisters, vomiting, fatigue and a variety of neurologic abnormalities. Excessive selenium is hazardous to developing fetuses.
The contaminated waters are: all of Martin Creek Reservoir (Rusk and Panola Counties); all of Brandy Branch Reservoir (Harrison County); and Welsh Reservoir (Titus County). All fish species tested have shown elevated selenium levels.
The Texas Department of Health recommends the following guidelines for people wishing to consume fish caught in any of the three power plant lakes:
* Adults should eat no more than eight ounces of fish per week;
* Children 7 or older should eat no more than one four-ounce serving per week;
* Children younger than 7, pregnant women or women who may soon become pregnant should not eat any fish from the three reservoirs; and
* Anyone who eats fish from these lakes should not take dietary supplements containing more than 50 micrograms of selenium per day.
(For more information, contact Kirk Wiles, Classification Branch Chief, Shellfish Sanitation Control Division, at 512/458-7510, or Margaret Wilson, Public Information Director, Public Health Promotion Division, at 512/458-7405.) | web | https://dshs.state.tx.us/sites/default/files/seafood/PDF2/FishConsumptionAdvisoryBaNNews/ADV-4_PR_MCR_BBR_WEL.pdf | 0.48008 | {
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Manufacturing Technology
This two-year program introduces students to the exciting Manufacturing industry. Students learn safe practices while working with milling machines, lathes, grinders, CNC Machines, welders, and more. As students complete their projects, they build academic, problem solving and career skills. The Manufacturing Technology program provides students with the skills needed for entry level manufacturing positions as well as enrollment in post-secondary education for more advanced careers.
**High School Credit(s):**
3 credits earned in Manufacturing Technology 1 (0.5 Technology, 2.5 Elective)
3 credits earned in Manufacturing Technology 2 (1 Math, 1 Science & 1 Elective)
**Certification(s):**
OSHA-10 General Industry; NIMS Machining Level 1 (Measurement, Materials, and Safety); NIMS Machining Level 1 (Job Planning, Benchwork, and Layout); Certified SOLIDWORKS Associate
**Grades:** 10th – 12th
**Numerically Graded**
**Year Long** (each program)
Students should have at least a 9th grade reading level, above a 70% in Algebra, above a 70% in Geometry & instructor approval
**Introductory Class to the Manufacturing Technology Program**
3DCAD/ 3D Printing and Robotics (Course #3353): The goal of this one-semester course is to further student interest in the manufacturing field. This is important because today’s students will be tomorrow’s problem solvers. Students learn using state-of-the-art 3DCAD software as well as 3D printers and laser engravers.
**High School Credit(s):** 0.5 credits earned towards elective credit.
**Grades:** 9th – 11th
**Numerically Graded**
**One Semester Long** | web | https://www.svcdc.org/programs/brochures/manufacturing-tech.pdf | 0.429842 | {
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GOVERNOR ANNOUNCES SCHEMES TO SUPPORT TRADITIONAL SKILLS
July 15, 2023 Asadha 24, 1945
Governor Shri P.S Sreedharan Pillai attended Kutumb Mela celebrations at New Durbar Hall, Raj Bhavan today. The event was organized to mark his successful two years as Governor at Raj Bhavan, Goa.
Earlier, Shri MRM Rao, IAS, Secretary to Governor gave the introductory remarks and welcomed the guests. He highlighted the various activities that are carried out by Raj Bhavan.
Addressing the gathering, Governor, Shri P. S. Sreedharan Pillai said, July 15 is an important day for Goa as the war against colonial rule started on this day.
On the occasion of completion of 2 years in office of Governor Shri P.S.Sreedharan Pillai announced a Scheme for the support and encouragement of the traditional skills/ occupations of the people of Goa. Traditional skills/occupation to be covered under this Scheme are Kumbhar (Potter),Kunbi Saree & Kashti (Handloom), Coir Making, Godhadi Making (traditional patch work quilts), Kamar/Kasar (Blacksmith/Coppersmith), Cane Work/Bamboo Work, Fulkar (Flower Craft), Coconut Jaggery (Goddkars), Lavo Mandri (Mat Weaving) and Chitari (Drawing/Painting).
The Governor said, Goan Society is characterised by several unique facets. One of them is the diverse traditional occupations that constitute an important fabric of Goa's rich culture and heritage. Many of these traditional occupations have been a characteristic of Goan society from time immemorial. However it is unfortunate that in these modern times, these traditional professions have been gradually diminishing and some of them are near to extinction. It is therefore essential that steps are taken to protect, preserve and promote these skills/occupations for posterity, the Governor added.
The Governor informed about the sincere work and cooperation of the colleagues of Raj Bhavan due to which Raj Bhavan has susceeded in doing many things at Raj Bhavan.
Various cultural events were organized in which talented artists performed the different types of arts. Kum. Sanvi Gurav, dance, Mast. Aditya Das and Kum. Dhriti Kandolk, gymnastic performance and Mast. Nimish Borkar, guitar performance, Miss Aishani Rao, and Aishani Gadekari who later were given appreciation awards at the hands of First Lady of Goa, Smt. K. Rita Pillai.
Later, the Governor presented encouragement gifts to Chetana Tirodkar, Omkar Parwar, Sumit Bansi and Rohit Bansi for participating in sports at higher level. Gifts were also presented to Aaradhan Gauns, Vigniesh Shet, Saloni Gadekar and Vishaka Parwar for securing first class with distinction in Xth and XII board examination during the academic year. Encouragement gifts were also presented to Virshika Borkar, Faeda Shaikh, Gaurang Tari and Naveen Palkar who are in different profession.
The Governor also honoured Shri Manohar Bhingi for his live presentation.
Shri Mihir Vardhan, IAS (RETD) Special Officer also spoke on the occassion.
Smt. Sneha Gaurav compered and Shri Sandesh Gadkari proposed a vote of thanks.
DI/NB/ AXP/ SAG/2023/802
-------------------------------------------------------------------------------------
Issued by the Department of Information & Publicity
Department of Information & Publicity, Government of Goa, Udyog Bhavan, Third Floor, Near Azad Maidan,Panaji – Goa. | web | https://www.goa.gov.in/wp-content/uploads/2023/07/GOVERNOR-ANNOUNCES-SCHEMES-TO-SUPPORT.pdf | 0.489952 | {
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God's definition of modesty
Genesis 3:21
1
God clothed Adam and Eve with "tunics" (Hebrew: that covered
from shoulder to knee) to hide their nakedness
2
Exodus 28:42
Levitical priests instructed to wear linen breeches under their robes
to cover their thighs (to hide their nakedness)
3
Genesis 38:14-15
Tamar's clothing telegraphed to Judah that she was a harlot
(the clothing we wear says a lot about our character)
4
Proverbs 11:22
As a jewel of gold in a swine's snout, so is a fair woman which is
without discretion
5
1 Timothy 2:9
Women should be modest in their appearance
6
Matthew 5:27-28
Whoever looks at a woman to lust for her has already committed
adultery with her in his heart
7
Exodus 32:25
Moses came down from the mountain and saw that the people
rebelled and "were naked"
8
Isaiah 20:4
Being uncovered in public is nakedness and shameful
Though many would mock these swimsuits now, comparing them with the descriptions given in the passages above, we can see that, even up until the early 1900s, Americans had a much keener sense of public modesty that aligned closer to God's definition than they do today. | web | http://nktchurchofchrist.org/study_guides/God's_definition_of_modesty.pdf | 0.454749 | {
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Code #
CCSS and/or NJCCCS
1. The Emergence of the First Global Age: Global Interactions and Colonialism
The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations.
Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment.
| | to Europe (e.g., sugar, rice, tobacco). |
|---|---|
| 9 | Produce clear and coherent writing that assesses the role of mercantilism in stimulating European expansion through trade. |
| 10 | Draw evidence from information texts to explain how the effects of increased global trade from the New World (e.g., more urbanization, spending, better quality of life, increased militarization, conflict between nation states) contributed to economic growth in Europe and the development of isolationist policies in Japan and China. |
| 11 | Analyze the effects of nation state rivalries in Europe on commerce, the quality of life, and colonization. |
| 12 | Gather relevant information from multiple authoritative print and digital sources to determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s interactions with Islam and Asia, provided the necessary tools for European exploration and conquest. |
| 13 | Write a narrative that compares the development of slavery and coerced labor practices of indigenous populations (i.e. house slavery, chattel slavery, Encomienda system, and indentured servants) in the Americas with Europe, Africa, and Asia. |
| 14 | Draw evidence from informational texts to analyze various motivations (i.e., loss of Native Americans labor and need for new supply of labor) for the Atlantic slave trade (i.e., Middle Passage), and the impact on Europeans Africans and Americans (i.e., triangular trade routes). |
| 15 | Explain how the new social stratification (e.g., viceroys, creoles, mestizos, slaves) laid the foundation for future conflict. |
| 16 | Compare and contrast how economic (e.g., plantations, division of labor), political (e.g., rivalries between nation states of Spain and Portugal), and social policies (e.g., conversion of Latin |
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: SOCIAL STUDIES WORLD HISTORY UNIT #: 1
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What Makes a Home Resilient?
The right mix of materials and design can mean the difference between survival and total loss.
Solid Structure
Reinforced wood framing and
alternative systems, such as
structural insulated panels (SIPs)
or insulated concrete forms
(ICFs), are all good options for
creating strong, durable buildings.
Multiple Tiedowns
Make sure your home is connected from the roof to the foundation. Metal strapping and hangers help the structure resist seismic forces and high winds.
Smart Siting
Locating homes out of flood and wind zones and siting them to best take advantage of passive solar energy makes them inherently resilient. In the case of this home, its unique circular shape prevents pressure from building up on any one side.
Stormproof Windows
Reinforced windows with impact glass prevent wind and water from entering the home. A rolling shutter system can protect your windows during extreme conditions.
Renewable Energy
Onsite wind and solar PV systems save energy and turn your home into a "power house" that can potentially feed the grid. Solar shingles or a building integrated photovoltaic (BIPV) system can minimize the aesthetic impact of a solar array.
Redundant Systems
Back-up power sources ensure your home can ride out storms and other emergencies. Propane or gas-powered generators are a smart option, as are solar thermal systems that can operate independently of the grid.
Durable Materials
Long-lasting siding materials such as brick, stucco and fiber cement also tend to be fire resistant. Look for products with 50-year warranties. If you do use wood for trim or siding, choose a long-lasting, sustainably harvested species such as cedar.
Rainwater Harvesting
Harvesting and storing water onsite not only saves energy, but ensures your home has a reserve supply if centralized service is interrupted. Recycling graywater and using it to water landscaping or flush toilets will stretch your home's water budget.
Right Roofing
Metal roofing is a good choice for both fire and storm resistance. It is also the ideal roofing material for supporting solar PV installations and harvesting rainwater.
Stormwater Management
Directing stormwater to a rain garden, swale or a cistern reduces flooding erosion and water pollution and can recharge groundwater.
Firewise Landscaping
Removing brush and kindling around structures minimizes your home's vulnerability to fire. Choose drought-tolerant, fire-resistant native plants for landscaping; visit www.firewise.org for tips on what plants are appropriate for your region.
PANDEMICAWARE HOME DESIGN
The next generation of resilient home will need to address new threats such as Pandemics, power outages and food insecurity. We'll cover these in more detail on page 30. Here's a quick checklist:
SMARTER BATHROOMS
From UVC virus-killing lights to self-closing toilet lids, next generation bathrooms allow homeowner to reduce the risk of family transmission of disease.
ISOLATION ROOMS
When one family member is sick, many HVAC systems could quickly spread contagions throughout the home. Zoning the home with smart dampers or choosing individual heating modules such as heat pumps can minimize the risk of spread.
FOOD SECURITY
During long periods of quarantine or "social isolation," the quantity and quality of food becomes a priority concern. Homes may require additional refrigeration, storage space for supplies and generator or batter backups to keep systems operating in a prolonged power outage.
WATER ACCESS AND PURIFICATION
Fresh drinking water is even more important than food during a long quarantine. Resilient homes include water filtration, and, if possible, a backup method of acquiring water, such as a well or rainwater collection.
HOME SECURITY
As much to reduce anxiety as to head off real threats, home security systems can deter looters, alert residents to trespassers and alert local authorities if a real breach happens. New systems include camera surveillance and allow for remote monitoring and interaction with mail carriers and visitors as well.
ENERGY EFFICIENCY
A home that requires less energy to heat, cool and power is simply a safer place to be when the world is in chaos. If resources become tight, there will be less belt tightening necessary to survive and stay safe.
Resilient Housing Design Guide
IMAGE CREDIT: DELTEC HOMES WWW.DELTECHOMES.COM
GREEN BUILDER MEDIA
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Introduction to Databases (X-409.1) Assignment 1 (Due by Class Meeting 3)
For each of the business use cases listed, choose one or more database architectures (relational, document, key-value store, columnar, graph, etc.) that appear to be a good fit.
1. A state Office of Emergency Services wishes to store a huge history of incidents with the state using structured data (dates, times, text strings and numeric values). There are nearly two hundred separate data items, but which ones are applicable varies considerably by the type of incident (e.g. wildfire, earthquake, tornado, flood, etc.)
2. A startup that hosts prescription drug information wishes to display medications and potential side effects, along with a visual presentation of how common the side effects are.
3. A bank wishes to store and maintain of bank account transactions with controls to prevent two business users from updating the same transaction at the same time, ad hoc query capability for resolution of customer service issues and audit requests, along with a rich set of security controls.
4. A large retailer wants the ability to store and retrieve one or more image files for each product they sell, using the product ID as the identifier for the image files.
5. A cellular provider needs to store massive amounts of circuit use information in the form of the beginning timestamp, duration, and assigned circuit. There are potentially millions of these circuit uses per minute. The data will be used as input to a process that will sift through the data, looking for trends in the data.
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Resources from Mental Health in the Digital Age with the Global Class
First, we talked about the Mental Health Continuum:
Then we explored the "survival brain":
Understanding Trauma: Learning brain vs. survival brain https://www.youtube.com/watch?v=KoqaUANGv pA
CAMH - Centre for Addiction and Mental Health
CAMH is Canada's largest mental health teaching hospital that focuses on care, research, education, and leading social change.
Mental Health and Addiction Index - provides a thorough list of mental health disorders and substances that impact your cognitive functioning.
* Depression
* Anxiety
* Cognitive Behavioural Therapy (CBT) is a common treatment for many mental health conditions.
Social Media & Mental Health - Interesting Articles
*
Allen, F. (2020). Dark truth of social media as US pre-teen girl suicides soar 150% & self-harm TRIPLES, Netflix's Social Dilemma reveals. The US Sun. https://www.the-sun.com/news/1487147/social-media-suicides-self-harm-netflix- social-dilemma/.
* Cohut, M. (2018, April 13). Is it time you went on a social media detox? Medical News Today. https://www.medicalnewstoday.com/articles/321498
* Hunt, E. (2020, January 27). One ping after another: why everyone needs a notification detox. The Guardian. https://www.theguardian.com/lifeandstyle/2020/jan/27/one-ping-after-another-how-constant-notifications-ar e- driving-us-to-distraction
*
Sternberg, N., Luria, R., Chandhok, S., Vickers, B., Kross, E., & Sheppes, G. (2020). When Facebook and finals collide - procrastinatory social media usage predicts enhanced anxiety. Computer in Human Behaviour, 109. https://doi.org/10.1016/j.chb.[REDACTED_PHONE]
SnapChat & Zoom Dysmorphia - Articles & Videos
* Marilisaraccoglobal. (2018). Snapchat filters may seem harmless, but they're creating a new form of body dysmorphia. Global News. https://globalnews.ca/news/4381525/snapchat-body-dysmorphia/.
* Rice, S. M., Siegel, J. A., Libby, T., Graber, E., & Kourosh, A. S. (2021). Zooming into cosmetic procedures during the COVID-19 pandemic: The provider's perspective, 7(2), 213-216. https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidw ho-1019116
* Rogers, C. (2018). 'Snapchat Dysmorphia': Seeking Selfie Perfection. WebMD. https://www.webmd.com/beauty/news/20180810/snapchat-dysmorphia-seeking-selfie-perfection.
* TODAYNBC. (2019, January 2). 'Snapchat Dysmorphia': Why Teens Are Turning To Plastic Surgery | TODAY. YouTube. https://www.youtube.com/watch?v=8yIdCKGcCgg.
Mental Health Apps
About Headspace:
https://www.headspace.com/about-us
Headspace for Students:
https://www.headspace.com/studentplan
About Calm: https://www.calm.com/
About CBT i Coach:
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Rugby Europe 45 rue de Liège 75 008 Paris
Dear Octavian, dear President, Dear Members of the Board of Rugby Europe,
Integrity, passion, solidarity, discipline, respect - these 5 values define what is rugby and build the character of the people who play it, and support it to create a better society, and a better world. These are the values we all always have in our mouth when we speak about rugby, and it our hearts when we live our life. It is now the time when the words must turn into actions.
Ukraine is under the invasion of the Russian Federation and the Russian army is well deep into Ukrainian sovereign and independent territory. Without previous provocation or aggression to Russian territory, Ukraine has been attacked and invaded. The aggression to the Ukrainian land does not only include military facilities, and military personnel, but also civilian households, hospitals and any buildings as well as civilian people.
The Rugby Community cannot stand still and inactive or remain equidistant between the aggressor and the victim. We must put our core values in action and stand shoulder to shoulder with Ukraine.
On behalf European Rugby Unions below we urge Rugby Europe to take further action from the IOC official statement and:
* Suspend temporarily any Russian and Belarussian team from participating in any international rugby competition.
* Suspend the Rugby federation of Russia and Belarusian Rugby Union from Rugby Europe full membership.
* To request World Rugby to suspend the Rugby Federation of Russia from their full membership and to stop any further payments either for their World Rugby development grant support or high performance grant support.
* To make this decision stand as long as the brutal aggression to Ukraine continues, and to revisit and revoke this decision once there is a complete cease fire from the Russian invasion forces.
Sport is peace, is freedom; is bringing people, cultures, ideas, and hearts together. Sport is the opposite of war. Therefore, sport must speak in times like this to preserve freedom, encourage peace and show the world our solidarity and integrity will always stand with those that suffer. At this moment, we must stand with Ukraine.
Undersigned unions:
Austria- Osterreichischer Rugby Verband
Bosnia & Herzegovina - Ragbi Savez Republike Bosne
Croatia - Hrvatski Ragbijaški Savez
Czechia - Ceska Rugbyova Unie
Denmark - Dansk Rugby Union
Estonia - Estonian Rugby Union
Hungary - Magyar Rögbi Szövetség
Latvia - Latvian Rugby Federation
Lithuania - Fédération Lithuanienne de Rugby
Malta - Malta Rugby Football Union
Norway - Norges Rugby Forbund
Poland - Polski Związek Rugby
Scotland - Scottish Rugby Union
Slovenia - Rugby Zveza Slovenije
Sweden - Svenska Rugby Forbundet
Ukraine - Федерація регбі України | web | http://rugby.org.ua/upload/files/Letter_to_the_RE_BOD.pdf | 0.42084 | {
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Project Base Learning (PBL)
```
อาจารย์จุติพรรษ์ อนิวรรตกูล สาขาวิชาวิศวกรรมพลังงาน คณะเทคโนโลยีการเกษตรและเทคโนโลยีอุตสาหกรรม มหาวิทยาลัยราชภัฏนครสวรรค์
```
ประเด็นยุทธศาสตร์ที่ 1 ของมหาวิทยาลัยราชภัฏ
* การสร้างโอกาสในการศึกษาระดับอุดมศึกษา
* การพัฒนาการเรียนการสอนให้มีคุณภาพสูง
* มีมาตรฐานสากล
ครูผู้สอนคือปัจจัยส าคัญในการพัฒนาการเรียนการสอนให้มีคุณภาพสูง
* คณาจารย์สามารถท างานโดยมีเป้าหมายเลือกจากวิชาที่ตัวเอง รับผิดชอบ เพื่อจะออกแบบการเรียนรู้ผ่านโครงงาน (Project Based Learning: PBL) โดยจะมีการอภิปรายตามหัวข้อที่ได้รับ มอบหมาย
* เลือกกิจกรรมให้เหมาะสมกับรายวิชาที่เลือก
* สุดท้ายสิ่งที่คาดว่านักศึกษาจะได้รับจาก PBL คือสามารถพัฒนาจาก การเรียนรู้สู่การปฏิบัติจริงที่สามารถจับต้องได้ เป็นประโยชน์สูงสุดใน การเรียนรู้
* สามารถน าเสนอผลงานออกมาได้อย่างมีประสิทธิภาพ น่าสนใจ
การฝึกอบรม PBL
* การละลายพฤติกรรมและการฝึกพื้นฐานความรู้เบื้องต้นด้าน ภาษาอังกฤษ โดยมีหัวข้อคือ เรื่องราวของคณาจารย์แต่ละคน เช่น ครอบครัว งานอดิเรก การท่องเที่ยว งาน ฯลฯ โดยให้เลือกเขียนมา
* ค้นหาและตั้งค าถามเพื่อขับเคลื่อนกระบวนการ (Driving Questions) โดยมีมาตรฐานหลัก หรือใจความส าคัญในการ ด าเนินงาน
Essential Elements Poster
* Key Knowledge, Understanding & Success Skills
- Observing and understanding the urban raw materials will decide to process.
- If we choose this raw material, is it worth?
- How much is produce for each raw material?
Challenging Problem or Question
* "How can we design drying chamber to be more sustainable, practical and collaborated with their rural areas?"
Sustained Inquiry
* Students will be able to discuss properties of raw materials through research and education.
* Students will learn the methodology of drying.
* Students will be able to choose entry method of drying into their notebooks.
Authenticity
* Students will learn the relationships in their rural area and make them learn of each other's and support their future careers.
* Students will conduct a presentation in class and their communities to share the advantages and disadvantages of their projects and make public products.
Student Voice & Choice
* Raw materials
* Text Book/ Internet access
* Calculators
* Computers
Reflection
* Students will explain why they decided to choose their raw materials.
* Discuss the method of drying and how it works.
* Students will explain how they choose their selected equations
Public Product
* Smart presentations
* Q & A
Assessing Projects
ขึ้นกับระยะเวลาในการด าเนินโครงการ | web | http://ait.nsru.ac.th/technoKM/Project%20Base%20Learning%20(PBL).pdf | 0.484426 | {
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CLEAN & GREEN RETAIL ORDINANCE
NEW!
O-19-48 Sponsors: Councilors Davis, Benton, Gibson, Borrego
Each of us use 300+ plastic bags, on average, each year. Add in the single-use straws and Styrofoam containers, and we create a lot of waste that lasts hundreds of years longer than we do. Cities across the country are leading the way to create a more sustainable future.
Companies like Starbucks, Hyatt, Hilton, McDonald's & Kroger's/Smith's Grocery Stores have already announced plans to end the use of single-use plastics.
Albuquerque's proposed ordinance prohibits the use of plastic bags, plastic straws and Styrofoam containers and encourages customers to bring their own. Businesses can switch to offering recyclable and biodegradable options may charge a small fee (up to 10-cents, helping to protect small business from cost increases) to encourage customers to reuse those paper bags before recycling.
Prohibited
Plastic bags at checkout
Plastic straws
*
Styrofoam takeout containers
Allowed
Customer-owned reusable bags
Recyclable/Biodegradable takeout containers
Recyclable or biodegradable straws
Recyclable paper bags at checkout
CITY OF ALBUQUERQUE
What if...
*
What if I forgot my bag or need an extra?
If you forgot your reusable bag or need an extra bag at checkout, the store can offer you a recyclable paper bag. They may charge up to 10-cents per bag to encourage you to reuse them again before recycling.
What if I need a straw?
If you prefer a straw, just ask. Under this law, businesses can give recyclable or biodegradable straws anytime. It also recognizes that persons with physical disabilities or medical needs sometimes need plastic straws to aid in drinking. Businesses who use straws are required to make plastic straws available to anyone who asks, no questions asked.
CITY OF ALBUQUERQUE
Learn more: cabq.gov/council
Takes effect Jan. 1, 2020
CITY OF ALBUQUERQUE Businesses who refuse to comply can be fined
Businesses can sign up to become a Certified Clean & Green Business to show their support and encourage customers to reuse bags
Businesses worried about new costs have the option of charging up to 10-cents per bag or container | web | https://www.cabq.gov/council/documents/clean-and-green-flyer-2.pdf | 0.445277 | {
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a little intention containing for the new year
→ paint or draw it
→ focus on the experience of making
→ notice thoughts, feelings, sensations, associations
→ no wrong words, surprise yourself.
First a circle
does not need to be perfect
let it take up most of the page
pick a number from 1-12 pick the number you like
or more dots...
draw a small circle in the center
Make that number of dots around the edge of the circle
connect the dots to center circle take your time... see if some words have come to you & write them in the center circle or a word. | web | https://bamlive.s3.amazonaws.com/Event_Painting-To-Relax_Downloadable.pdf | 0.449343 | {
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MESSAGE APPLICATION Guide
Please feel free to pick and choose questions that relate best to you and your Life Group.
Family Values Week 4 – Honor the Sabbath
Ice-Breaker – Why do people feel guilty when they relax?
Do you think that regular time off from work is good for you, your health, your marriage, your family? How does your work control you? How do you control your work?
What are some of the benefits of obeying commandment #4?
Was there a main idea that stood out to you in this week's message?
READ: Psalm 23:1-2
Has God ever made you lie down and rest because you wouldn't do it on your own?
READ: Exodus 20:8-11
Pastor Steve gave three key objectives for Sabbath keeping. How many can you name? What is the advantage of each?
What does it mean to keep the Sabbath day – or anything else – holy?
What makes it so difficult for people to keep this commandment?
What are some practical ways to honor the Sabbath and make it distinct from other days of the week? Can the Sabbath be on another day of the week, other than Sunday?
How can you restate this commandment positively, as a freedom?
In Mark 2:27, Jesus said, "the Sabbath was made for man". What does this mean? What difference does it make?
God said, "Remember the Sabbath day by keeping it holy." - Exodus 20:8
Jesus said, "The Sabbath was made for man, not man for the Sabbath. – Mark 2:27
Closing thought:
Do you consistently honor the Sabbath? | web | https://s3.amazonaws.com/media.cloversites.com/66/6684a818-8647-45e6-b8c6-3639347c983f/documents/02_12_17_Family_Values_Week_4.pdf | 0.421191 | {
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2019-2020 STAR EDUCATION
Student Outreach for school or local organization
Sons of Serendip
A. MATINEE: - A 45-Minute "mini-concert" targeted to a large group of students the day of or the day after the scheduled concert.
Specific # of Artists & Instrumentation:
(4): Lead Vocalist, Vocalist, Cello, Piano, Harp, Cajon, Guitar
Description of the Star Education Program:
The program would consist of several songs that cater to the student population. Within the program we will include several inspirational messages to encourage the students wile sharing some of the challenges that we as a band and as individual have had to overcome to accomplish our dreams.
Technical Requirements:
* Refer to Show Tech Rider
B. MASTER CLASS: - A 45 Minute one-on-one opportunity with a small group of students.
Specific # of Artists & Instrumentation:
(4): Lead Vocalist, Vocalist, Cello, Piano, Harp, Cajon, Guitar
Description of the Star Education Program:
The masterclass will break down the process of how we use improvisation to arrange and compose our songs. In many of our masterclasses, we get the students involved in that process by teaching them basic chordal and/or bass line progressions. From there we discuss the importance of melody, harmony, and rhythm and how they play into the improvisation process. We see music as a language, so approaching improvisation that way is very helpful. Students then understand the importance of leaving room for a melody, for it too much is going on in the accompaniment, it can take away from what the melody is trying to say.
Technical Requirements:
* Refer to Show Tech Rider, unless the room is smaller, then coordinate with the artists for the minimal requirements.
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HELP YOUR CHILD DEVELOP HEALTHY ATTENDANCE BEHAVIORS
Should I send my child to school today?
BE THERE!
When students miss too many days of school, they fall behind and struggle to keep up with their classmates. Whether days missed from school are due to illness, truancy, or for any other reason, the end result for the student is the same…learning time is lost. Children and adolescents will get sick at times and may need to stay at home, but we want to work with you to help minimize the number of days your student misses school.
Missed Days Add Up Quickly!
* Just a few missed school days a month adds up to several school weeks missed in a year.
* Both excused and unexcused absences can make it more difficult for your child to keep up with other students, especially in math and reading.
* Children who are chronically absent in kindergarten and 1 st grade are much less likely to read on grade level by the end of 3 rd grade. This can affect school performance in middle school, high school, and beyond.
Work with Your Child and Your School
* As the parent/guardian, be strong with your child and don't let your child stay home when it is not necessary. This will help your child succeed.
* If your child has a chronic illness, make sure the school staff is aware of the illness so the staff can assist your child if he or she becomes ill. Information about your child's chronic illness should be noted on the Emergency Information Card or Student Health History Update.
* For students with asthma, the school needs an Asthma Action Plan completed by his or her doctor that includes permission to carry an inhaler at school. Make sure that all supplies (inhaler, spacer, etc.) needed to manage your child's asthma are at the school.
* For students with diabetes, the school needs a Diabetes Management Plan completed by his or her doctor. Make sure that all supplies (insulin, blood sugar meter, test strips) needed to manage your child's diabetes are at the school.
* Keep an open line of communication with school staff and teachers. The more the school knows about your child's health, the better prepared everyone will be to work together for your child.
Helpful Ideas:
* Make appointments with the doctor or dentist in the late afternoon so your child misses as little school time as possible.
* If your child must miss school, make sure you get his or her homework assignments and follow up to see if the work is completed and turned in.
* Call the school as soon as you know your child will be absent and inform school staff why your child will be out and for how long.
* Be prepared to get a doctor's note to substantiate your child's absence when requested by school personnel.
* If you need medical advice after business hours, most doctors' offices have answering services 24 hours a day to assist you.
IF MY CHILD IS EXPERIENCING…
S
HOULD
I
SEND MY CHILD TO SCHOOL
??
(Listed below are some helpful suggestions for children 5 to 18 years of age.
Parent is Sick, Stressed, or Hospitalized
Recommendations may be different for infants and younger children.)
does not excuse your child from attending. We all are sick at times, so plan
YES
- If you are sick, your child still needs to attend school. Your illness | web | https://resources.finalsite.net/images/v1697448603/ccpsorg/tqpba1gc52m17befe2x8/AttendanceBehaviorflyerflippage-AppendixE.pdf | 0.434954 | {
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LE CLAIRE SEIT 1982 KUNST
EGON SCHIELE 1890 Tulln nr. Vienna - Vienna 1918
Portrait of August Lederer.
Charcoal on paper. Signed and dated Egon Schiele 1918 464 x 292 mm
PROVENANCE: August Lederer, Vienna, acquired directly from the artist – Erich Lederer, Vienna and Geneva, by descent from the above – Elisabeth Lederer, Geneva, by descent from the above – Ronald S. Lauder, New York – Private collection
LITERATURE: Renée Price (ed.), Egon Schiele – The Ronald S. Lauder and Serge Sabarsky Collections, Neue Galerie, New York 2005-6, p. 316, no. D 158, repr. – Agnes Husslein-Arco and Jane Kallir, ed., exhib. cat., Egon Schiele – Self-portraits and Portraits, Belvedere, Vienna 2011, p. 201, no. 89, repr. – Marie Nipper and Tamar Hemmes, exh. cat., Life in Motion: Egon Schiele – Francesca Woodman, Tate Liverpool, 2018, p. 69
Exhibition: Life in Motion: Egon Schiele – Francesca Woodman, Tate Liverpool, 2018, p. 69
Egon Schiele ranks as one of the groundbreaking artists of the twentieth century. Younger by twenty-eight years than his fellow Austrian and mentor Gustav Klimt, he quickly rejected the decorative aesthetic of fin-de-siècle Viennese Art Nouveau and Secessionism to create his own original Expressionist style. His artistic career coincided with the birth of psychoanalysis in Vienna. Freud, as Stefan Zweig noted in his autobiography, saw Viennese culture and civilisation as a thin veneer through which the destructive forces of the underworld could break through at any moment. Schiele's work contains presentiments of the same destructive forces smouldering in Europe and the violent volcanic eruptions (Zweig) that were to come. His career was tragically cut short by his early death at the age of twenty-eight but he left behind an extraordinary body of work. Some of the finest examples are to be found among the many portraits – paintings and drawings – which constitute a major part of his œuvre.
This sensitive and striking portrait of August Lederer [fig. 1] was executed towards the end of Schiele's life, in 1918. The drawing demonstrates Schiele's remarkable ability to detach himself from conventions, to analyze the psychology of the sitter and to identify his distinguishing traits. He has depicted the individuality of his subject with flawless economy of line. Following the tradition of Old Masters like Hans Holbein and Albrecht Dürer, the present drawing is precise, realistically accurate, emotionally incisive and yet extremely simple. As Jane Kallir notes, nothing […] is false or extraneous. 1 The drawing testifies to Schiele's unparalleled sureness of touch and his ability to grasp in a single breathtaking sweep, the complete contour of a figure. 2
1 Jane Kallir, Late Portraits, in exhib. cat., Husslein-Arco et al., op. cit., p. 168.
2 Further portrait drawings of August Lederer by Schiele are held in a number of private collections. See Jane Kallir, Egon Schiele: The Complete Works, New York 1990, p. 635, nos. 2452 – 2455, repr.
CLAIRE
CLAIRE
By the last two years of his life (1916-18), Schiele had developed a strong following among affluent Viennese families such as the Lederers. The industrialist August Lederer and his wife Serena were his good friends and supportive patrons. 3 It was Klimt who had initiated an introduction. He had stepped in to help a young fellow artist who was constantly in financial difficulties.
In the winter of 1912, Schiele was invited to the Lederers' second home in Györ to paint a portrait of their eldest son Erich. During the visit a friendship developed and Erich decided to take drawing lessons from Schiele. 4 It was at Erich's instigation that the Lederer family began to acquire Schiele's work in quantity, although not every member of the family approved of him. 5 However the Lederers indulged their young son's enthusiasm for Schiele's work. They ended up, as Erich said, owning more Schiele drawings than there are days in the year. 6
Gustav Klimt died in Vienna in 1918. This placed Schiele briefly at the forefront of modern art in Austria. But he was to die only eight months later - on the cusp of fame and international recognition – in the Spanish influenza epidemic. His wife Edith had predeceased him by three days.
Jane Kallir has kindly confirmed the authenticity of the drawing and has assigned it the archive number D2455a.
3 Christian M. Nebehay, Gustav Klimt – Egon Schiele und die Familie Lederer, Berne 1987, pp. 11-33.
4 Serena Lederer was already studying drawing under Gustav Klimt. Erich Lederer, after taking his first lessons from Schiele and proving a promising student of drawing, rapidly announced his intention to become an artist. C. M. Nebehay, Egon Schiele: Sketchbooks, London 1989, p. 63.
5 Tobias G. Natter, Die Welt von Klimt, Schiele und Kokoschka – Sammler und Mäzene, Cologne 2003, p. 160.
6 Heinrich Benesch, Mein Weg mit Egon Schiele, New York 1965, pp. 19-20. | web | https://www.leclaire-kunst.de/pdf/obj_1067_kat_e.pdf | 0.479408 | {
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Weeks of: November 6-10, 2017 Newsletter #12
This is what we did this week:
Memory Verse:
(For Friday, November 17, 2017.)
(Jesus said,) "Seek first the kingdom of God and His righteousness.”
Matthew 6:33
Religion – Students read the Bible story "David helps Mephibosheth." We learned that King David was tempted to be selfish but when people act selfishly, everyone is miserable. God says acting selfishly is a sin. Although we are selfish and undeserving, God welcomes us to His table of blessings and love. Our heavenly King uses us to share His love and mercy with others.
Phonics and Reading – Students learned to code, spell, and read words with final, stable syllables, -dle, -fle, -gle, ple, and –tle, worked with compound words, and learned that an abbreviation is a shortened form of a word or phrase. Students worked hard in class this week studying their spelling words. In addition to their spelling test, students also took a phonics assessment. In our reading curriculum students are reading about animals and learning how offspring are like their parents. Students worked with suffixes –ful and –ly, and learned about antonyms and synonyms.
Math – Students divided a whole into halves, fourths, and eighths. We learned how to write a unit fraction using fraction notation. Students weighed objects on a balance scale using non-standard units, and compared and ordered objects by weight. Students also worked on test taking strategies.
You won't want to miss the FAMILY MATH NIGHT this coming Wednesday, November 15. Pizza served at 5:30 with math games and loads of fun from 6:00-7:00 p.m. We are very fortunate to have Greg Tang, Jr., a national presenter and developer of math games here at HCLS. Please come and support this event and learn how to help your child with math skills at home. This will be a fun filled evening!
Science – Students are learning a lot about plants and animals in science. We are growing plants, making observations, and doing experiments.
Spelling Words
tooth birth luck mess five vote quit choke far cross skirt help fix sir first hill cliff moon foot squirt
Dictated Sentences
We will vote next week.
The first girl in line gets the cat.
Accelerated Reader – Keep up the good work with AR! Students are reading, reading, reading and are anxious to take AR tests! We are fitting in as many AR tests as possible in between lessons.
- NO SCHOOL Friday, November 10! Enjoy your weekend!
- Wednesday, November 15 Math Night 5:30 Pizza, 6-7 p.m. Games
- Thursday, November 16 Early Childhood Fitness night 6-7 p.m.
- Scholastic Book Fair, November 11-17
- Don't forget to turn in your Sunday School/Church attendance forms
- Monday, November 13 Wear Western wear to kick off the Book Fair!
- Tuesday, November 22 Thanksgiving Eve Service 7:00 p.m. Primary Choir sings (for those in town). | web | http://lovemyschool.net/wp-content/uploads/2017/11/2017-11-09PD.pdf | 0.489908 | {
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The Foster Men
by Bern Foster
The wartime record of a father and his three sons 1915-18
William Foster. Reg. No. 26740. 3 rd Infantry Brigade.
Entered camp 1 June 1916 aged 46 years. Served in Western Europe following Sling Camp Training. Was overseas for 2 years, 40 days. Discharged as a Warrant Officer II, 21 January 1919.
William Foster's Sons
Earnest Robert Foster. Reg. No. 11266. 1 st Battalion Wellington Reg.
Entered camp 4 November 1916 aged 20 years. Served in Western Europe 20 September 1916 following Sling Camp Training. Was overseas for 2 ½ years. Discharged as a Private 20 June 1919.
* * * * *
Alfred George Foster. Reg. No. 6/2128. Infantry Cycle Corps.
Entered camp 13 February 1915 aged 19 years. Served in Egypt and was at Gallipoli 1915. Served in Western Europe following Sling Camp Training. Was overseas for 3 years. Discharged as a Private 24 August 1919.
* * * * *
Charles William Foster. Reg. No. 23/424. New Zealand Rifle Brigade.
Entered camp 13 July 1915 aged 21 years. Served in Palestine and Egypt 1915-16. Western Europe following Sling Camp Training 1916. Was wounded at Le Transloy 1 October 1916 - fell back into the trench and landed on a duckboard. His main fear was to be wounded and drown in a trench or a shell hole. Spent 10 days in a dressing station and was then taken by hospital ship to England. He was wounded in the stomach by three lead balls. An operation found only two balls which were removed. Some time later, while walking around the hospital, his right leg locked up. [After] X-rays and another operation, the third ball was found in his right hip. He returned to France for duty on 10 October 1918 and was accidentally wounded in the forehead. He was overseas for 3 ¾ years and discharged on 24 May 1919 as a Sergeant. Considering the terrible number of casualties suffered during the war it was amazing the four men returned home safe and sound.
He settled down to civilian life with his war bride. Worked as a storeman at the auction company H. Allchurch in Beswick Street.
On 16 November 1920 he was commissioned a 2 nd Lieutenant in the Army Reserve.
He was unemployed during the depression years, was given work on relief schemes, 2 days a month, worked on the Rangitata Rail Bridge, putting up rock walls on Centennial Park. About 1940 he was employed as a storeman for Macfarlane & Co a fruit produce auction company in Strathallan Street. He retired from there in 1948. Prior to this he assisted in the training for reservists at the Army Drill Hall in High Street in his spare time.
He was a serving member of the Legion of Frontiersmen and enjoyed the many tasks they performed.
In later years, ill health took its toll, and he passed away on 19 June 1965 aged 71 years. He was survived by his wife, three daughters and a son. | web | https://museum.timaru.govt.nz/__data/assets/pdf_file/0005/33665/The-Foster-Men-by-Bern-Foster-transcribed-notes.pdf | 0.475954 | {
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Don't Let Ferals Be Forgotten
Feral cats are different from stray cats in that they are not accustomed to close contact with people. Ferals are most likely the offspring of lost or abandoned pet cats or other feral cats who are not spayed or neutered. While stray cats may be reunited with their families or adopted into new homes, most feral cats would not easily adapt to living as pets in close contact with people. They are more likely to hiss or growl at you instead of rubbing their heads against your legs. They've regressed to their wild, instinctual nature, which leads them to protect themselves from predators. Unfortunately, humans are often their number one predator. Because they are afraid of humans, you might not even realize you have a colony nearby.
These animals face so many challenges that without the help of human caregivers, many will die or suffer. Females can have their first litter as young as 5 months of age and may have up to three litters a year. For these cats who are already struggling to survive, the burden of nursing and caring for kittens takes its toll. It is estimated that more than half of feral kittens are likely to die without the intervention of caring individuals. Ferals usually have no reliable shelter or food source, and suffer from a host of ailments. The upside is that there is something you can do!
We like to use the acronym P.A.W.S. (Provide Food,Alter,Water &Shelter) to describe each vital component to ensuring a better life for feral cats.
Provide Food:
If your budget allows, higher quality foods will give these homeless animals the nutrition they need to withstand the extreme conditions they face. The calories they expend just trying to stay warm need to be quickly replenished. We recommend dry food because it doesn't spoil as quickly. Placing the food within a shelter is a good idea, because the felines are protected while they eat. Make sure that food is elevated instead of at ground level. This way, multiple cats can eat together. Keep a path clear to the shelter, so cats are neither snowed in or out.
Alter (Spay or Neuter):
The best way to manage a feral colony is by ensuring that no future felines will be born into to this harsh life. The benefits to spaying/neutering are endless: males are less likely to fight and roam, females will not bear the burden of nursing kittens, and, most obviously, it prevents future litters from this fate! Contact GMAD if you have questions on reduced cost spay/neuter options in Vermont or refer to the spay/neuter link on our page:
http://www.gmad.info/spayneuter.php.
We'd be happy to try to help you by loaning you a humane trap (Hav‐A‐Heart trap), or by helping you find one to borrow in order to secure these animals for their trip to the vets' office. Most vets will humanely ear tip feral cats so that any newcomers to the colony can be easily identified and spay/neutered!
Water
Finding a source of fresh, clean water is a major challenge for ferals, who can perish from dehydration without a steady supply of water. Keeping water from freezing in the winter can be tricky, but it is possible. You can slow or prevent freezing by providing larger water bowls, by putting water in a location shielded from wind, by placing water bowls in direct sunlight, or by using electrically heated water bowls. Contact us if you are maintaining a colony and need assistance with purchasing heated water bowls. Also, do not place water bowls inside the shelter, as the water may spill and freeze.
Shelter
Before temperatures plummet into the single digits, negatives, and even those severe double negatives, consider simple actions you can take to make life easier for animals in your neighborhood, specifically feral cats.
One simple step you can take is to erect an outdoor shelter.If you cannot commit to providing feral cats with proper shelter, then their chances of surviving the harsh winter are drastically reduced.
Constructing a shelter is easy and takes just a few materials. Check out this link from neighborhoodcats.org for more info on how to build a simple, warm cat shelter that will keep animals safe from the elements:
http://www.neighborhoodcats.org/HOW_TO_FERAL_CAT_WINTER_SHELTER
It's amazing what a plastic tub or covered litterbox can do to keep these deserving felines protected from the harsh elements!
Some people seem annoyed by the feral cats in their neighborhood, but please remember that the cats did not ask for their harsh life. They are left to fend for themselves and without the caring hand of humane people like you, they will inevitably suffer and perish. Each step outlined above is equally vital to ensuring your colony is protected.
Please remember that caregivers must be committed for the long‐run and be willing & able to make provisions for the future care of the colony if they become unable to provide care themselves. Feral cats don't require a lot, but it is important that their basic needs are not neglected and that care is consistent.
If you have any questions or need assistance, please contact us at [REDACTED_EMAIL]. Together, we can make this world a little more comfortable for these special animals. | web | http://greenmountainanimaldefenders.org/documents/feral_cat_info.pdf | 0.446099 | {
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Emerald Block Newsletter 2
We loved seeing so many of you make it to our meet the teacher evening! We couldn't fit everything into Newsletter 1, so here is the information pertaining to Home Learning, Book Bags and Home Reading in Emerald Block this year.
Home Learning
This year Emerald Block is made up of Year 0, 1 and 2 students. At this age and stage of development and learning all the home learning the children are required to do is revision and sharing. We have made some small packs of high frequency words that the tamariki need to learn quickly as a sight word. Please spend a few minutes each day going through these words so your child can read them quickly. (If your child is still consolidating alphabet sounds they will need to work through these as well.) Most Friday's we will send home your child's poetry book. This will have work in it that the children have completed that week for them to read with you. More information about this book can be found inside the cover. It is also expected children come to school with something prepared on their newsday. Please practice with your children what they might say when sharing their news with the class. Please leave toys at home. You may take a photo and email it to us if you wish. For basic numeracy we suggest taking the opportunity to use maths in real life contexts such as cooking or baking, counting letter boxes or making patterns with objects.
Home Reading
It is important that we support a love of reading and a love of books. We would like whānau to dedicate a few minutes out of every day to spend helping your child learn to read. Emerald Block kids will bring home a reader every night. Sometimes this will be a book that has been guided with the teacher but sometimes it may just be an independent book out of their book box. The children will also bring home a reading log for you to sign. This is a way for our children to share their learning with you, and for you to show your excitement at their reading. The kids will then get stickers when they have read at home, to make it doubly exciting. The reading log has some help pages for parents with tips, ideas and questions to ask when reading with your kids.
Thank you for making a commitment to helping your child make the most of this year. Please come and see us if you have any questions. Nāu te rourou, nāku te rourou, ka ora ai ā tātou tamariki…
Emerald Block Newsletter 2
More bits and pieces :)
Other Dates and Events
Please check the school calendar for all dates and events and ensure you are signed up to our private school facebook site. Here are some up and coming. More info will come out about these.
❏ Whānau Hui for all whānau of Māori Students Tuesday 19th Feb- 6pm in Emerald Block
❏ School assemblies every even week starting Week 2 - Fri 15th Feb, all welcome to come starts 9.10am in school hall.
❏ Capital E National Arts Festival 2019 trip for Emerald block Tuesday 19th March.
❏ Life Ed- Tue 19th and Wed 20th February
PMP
Contact Details
We are in desperate need for parent help for PMP. We cannot do it without you. Mon, Tues, Wed afternoons 2-3pm. Please sign up at the office of you can make it.
Please contact Clare and Katherine as your first point of call for any concerns:
[REDACTED_EMAIL] [REDACTED_EMAIL]
Please remember to bring your completed forms back and pay the money by Friday 15th March.
More bits and pieces :)
Class Dojo
It is great to see so many of you joined up to our class dojo. These are the prizes that our tamariki came up with for their dojo prizes. Each child gets a prize for every ten points they score. Prizes like couch, class buddy and teacher helper can be claimed on the day (or day after) but for the other prizes we will have dojo time on Fridays. This helps us to manage numbers.
If your child has chosen to bring a toy in from home, please send this on Friday. We will allocate time for them to play with these then.
If your child has chosen to bring a class friend home, please enjoy the evening with this chosen friend and bring back to school the following morning (or on Monday if they are taking a buddy home on a Friday). | web | https://birchville.school.nz/wp-content/uploads/2019/02/Emerald-Block-2019-Newsletter-2.pdf | 0.498335 | {
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Overview of Book
A little dog is stranded on a block of ice headed out to seal! Who will help him? Will he be rescued in time?
This is a true story of a dog’s extraordinary adventure (with a very happy ending).
Genre: Non-fiction, picture book
Vocabulary
Books are a rich source of words new to children. Here are some words from *Little Dog Lost* to introduce in your room:
- adrift
- current
- crew
- aboard
- brave
- lost
- floating
- paddles
Each time you read the book, highlight 2 or 3 words.
Use age-appropriate definitions and/or refer to the illustrations to help children understand each word’s meaning.
Use the new words throughout the day, reminding children, “That’s a word from our story!”
Connecting with HighScope Curriculum
COR Advantage 1.5
Approaches to Learning
Item A (Initiative and planning)
Social and Emotional Development
Item D (Emotions)
Language, Literacy and Communication
Item M (Listening and comprehension)
Social Studies
Item GG
Reading Tips
Let the children know this is a true story. Show the children the map on the inside cover and trace the route Baltic took before being rescued. While reading, ask questions like, “Why did he go into the river?” or, “What are the people thinking as they watch him float away?” Ask the children how they feel at different parts of the story. Read the story with a worried tone and then relief at the end. Return to the map again and discuss Baltic’s journey.
Three readings are recommended to familiarize children with the story. During each reading the adult can introduce new vocabulary words, pose open-ended questions, and engage children in activities that make the story “come alive.”
Throughout the Routine
Refer to the book throughout the day and use new vocabulary words in meaningful ways. Active engagement with the story helps the content come alive.
Make maps of the classroom for children to use for Planning and Recall Time.
Use ice cubes in individual pans of water with counting bears or other objects for Small Group Time. Encourage children to retell the story as they manipulate the materials.
Make pretend ice floes with blocks for children to walk across and balance on or act out the story at Large Group Time.
Around the Room
Highlight the book’s content and build on the children’s excitement in a variety of locations.
Include another Imagination Library book, *Pup and Bear* by Kate Banks in the Book Area. Compare this with *Little Dog Lost*.
Add maps to the Block Area.
Add a variety of materials at the Art Area to encourage creating rescue items. Use the book to show the ropes and nets that are used in the story.
Post pictures of the children’s pets from home in the House Area.
Open-ended Questions
Enhance active engagement and early critical thinking skills by asking open-ended questions. These “wondering aloud” questions support children’s developing focus and attention as they encourage young children’s capacity to make connections and see possibilities.
Here are some questions you might ask for *Little Dog Lost*:
- Why do you think Baltic went to the river?
- How would you have tried to rescue Baltic?
- What would you do if you were stranded on the ice?
For more information on how to use books and stories with children to enhance your curriculum, contact The Family Connection:
website—www.famconn.org
Facebook—@famconnsjc
phone—[REDACTED_PHONE]
@ Home
Since many children in our county will have this book at home, use it to further the home-school connection. In your daily contact—in person or by text, email or other notes home—encourage families to share *Little Dog Lost* with their children. Here’s a sample message you can send:
*Little Dog Lost* is a true story that is a wonderful way to talk about feelings with your child. How does the dog feel at different parts of the journey? Ask your child to explain how they think the dog got into the predicament in the first place and how they might help rescue him. Ask your child to show you or tell you their favorite parts of the story. Examine the map together as well. Compare it to any other map you may have on hand. Look for rivers, large bodies of water, cities and other landmarks. | web | https://www.famconn.org/_files/ugd/4cfb9a_4725b997473a4fbcbe38cca9d59ccca3.pdf | 0.482665 | {
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napoleon and the struggle pdf
Napoleon was born the same year the Republic of Genoa, a former commune of Italy, transferred Corsica to France. The state sold sovereign rights a year before his birth in 1768, and the island was conquered by France during the year of his birth and formally incorporated as a province in 1770, after 500 years under nominal Genoese rule and 14 years of independence.
Napoleon - Wikipedia
Birth and education. Napoleon Bonaparte was born in Casa Buonaparte in the town of Ajaccio, Corsica, on the 15th of August 1769.This was one year after the island was given to France by the Republic of Genoa. He was the second of eight children.
Napoleon - Simple English Wikipedia, the free encyclopedia
Europe, Atlantic Ocean, Mediterranean Sea, North Sea, RÃ-o de la Plata, French Guiana, West Indies, Indian Ocean, North America, Caucasus
Napoleonic Wars - Wikipedia
Napoléon Bonaparte (15 August 1769 â€" 5 May 1821) was a French military general who rose to prominence in the French Revolution, becoming the ruler of France as First Consul of the French Republic (11 November 1799 - 18 May 1804), and then Emperor of the French and King of Italy under the name Napoleon I (18 May 1804 - 6 April 1814, and again briefly from 20 March - 22 June 1815).
Napoleon I of France - Wikiquote
Napoleon LEX485 With Infrared Side and Rear Burners The Napoleon LEX485 Gas Grill with Rear and Side Infrared Burners (LEX485RSIB-1) is made with durable stainless steel to look good while shrugging off even the harshest weather.
Napoleon s LEX485RSIBPSS-1 with Infrared Side & Rear
Innledende oversikt over koalisjonskrigene. Napoleon ble fra denne tiden mer og mer engasjert i det som skulle komme til å bli betegnet som koalisjonskrigene, en serie på seks kriger mellom Frankrike (og allierte) og koalisjoner av vekslende sammensetning.Med unntak av den første, som brøt ut før Napoleon var kommet til makt, blir disse krigene også gjerne kalt Napoleonskrigene.
Napoléon Bonaparte â€" Wikipedia
This compact, portable BBQ won the 2015 Good Design Selection and comes in several colors, including red, blue and grey. But aside from looking good, the Ziegler & Brown grill offers up quite a few features that are the reason it’s on our best portable BBQs list.
Top 8 Portable BBQs To Go Camping With
Animal Farm (1945) is a satirical novella (which can also be understood as a modern fable or allegory) by George Orwell, ostensibly about a group of animals who oust the humans from the farm on which they live.They run the farm themselves, only to have it degenerate into a brutal tyranny of its own.
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Hazel Grove High School's Y11 Academic Book List
CORE
[x]
[x]
Subject
Book
Form
English
David Copperfield by Charles Dickens
David Copperfield is the story of a young man's adventures on his journey from an unhappy and impoverished childhood to the discovery of his vocation as a successful novelist. In David Copperfield - the novel he described as his 'favourite child' - Dickens drew revealingly on his own experiences to create one of the most exuberant and enduringly popular works, filled with tragedy and comedy in equal measure.
Science
Cosmos by Carl Saghan
A sharp and inspiring book for anyone interested in Science. It places the human existence in a broader context through broad explorations of history, philosophy and maths.
Maths
Weird Maths: At the Edge of Infinity and Beyond by David Darling
In this delightful journey of discovery, David Darling and extraordinary child prodigy Agnijo Banerjee draw connections between the cutting edge of modern maths and life as we understand it, delving into the strange – would we like alien music? – and venturing out on quests to consider the existence of free will and the fantastical future of quantum computers. Packed with puzzles and paradoxes, mind-bending concepts and surprising solutions, this is for anyone who wants life's questions answered – even those you never thought to ask.
OPTIONS
Subject
Book
Form
Art & Design
Rise Up! The Art of Protest by Jo Ripon
Human rights belong to every single one of us, but they are often under threat. Developed in collaboration with Amnesty International, Rise Up! encourages young people to engage in peaceful protest and stand up for freedom. Photographs of protest posters celebrate the ongoing fight for gender equality, civil rights, LGBTQ rights, refugee and immigrant rights, peace, and the environment
Business
The Upstarts: How Uber, Airbnb, and the Killer Companies of the New Silicon Valley Are Changing the World by Brad Stone
The Upstarts is the definitive story of two new titans of business and a dawning age of tenacity, conflict and wealth. In Brad Stone's riveting account of the most radical companies of the new Silicon Valley, we discover how it all happened and what it took to change the world.
Computing
Ready Player One – Ernest Cline
Ernest Cline's science fiction novel looks at a world where living in a virtual reality game, the OASIS, is better than real life. The protagonist, Wade Watts, is a teenager with no parents, prospects, or future. The thrilling story focuses on the battle for the late James Halliday's Easter egg, which is hidden within the OASIS and can only be found by solving a number of clues. Ready Player One gives us a tantalizing glimpse of what our VR future may look like!
Drama
Teechers by John Godber
A classic play for a small cast and a minimal set. The actors playing the three main parts of students Gail, Hobby and Salty are performing a play within a play to their favourite teacher who, like them is leaving at the end of term. A very amusing play, with a serious message at its heart.
MFL
French - Petit pays - Gaël Faye, German – Tintenherz by Cornelia Funke, Spanish - La vida imaginaria by Mara Torres
All of these books are Intermediate reads, which should be perfect for our Year 11 MFL students. They are all Young Adult novels, aimed at younger teenagers in their target language, so the ability should be accessible and the content engaging.
Geography
Worth Dying For: The Power and Politics of Flags
For thousands of years, flags have represented our hopes and dreams. We wave them, we march under their colours, we – still in the 21 st Century – die for them. The world is a confusing place right now and we need to understand the histories, the power and the politics of the symbols that people are rallying around: the symbols that unite us – and divide us.
History
The Complete Maus by Art Spiegelman
This graphic novel follows a series of interviews between a son and his father. It depicts his father's time as a Jewish man in Germany during the 1930s and World War Two, including time in a concentration camp.
Music
House of Music: Raising the Kanneh-Masons - Kadiatu Kanneh
Kadiatu Kanneh-Mason opens up about what it takes to raise a musical family in a Britain divided by class and race. What comes out is a beautiful and heartrending memoir of the power of determination, camaraderie and a lot of hard work.
Media
The Hate U Give – Angie Thomas
One night, Starr and her childhood friend Khalil get pulled over by police. They end up shooting and killing Khalil after apparently mistaking the boy's hairbrush for a gun. Starr is the only witness and has to decide whether to use her voice to try and fight for justice. In showing how the media reacts to Khalil's death, T.H.U.G. teaches a valuable lesson on bias and stereotyping in modern journalism.
P.E
I Love this Game by Patrice Evra
I Love This Game is a book that captures that joy and passion for his sport, but it also reveals how hard you have to work to follow your dreams.
R.E Bila Yarrudhanggalangdhuray
When she meets Wiradyuri stockman Yindyamarra, Wagadhaany's heart slowly begins to heal. But still, she dreams of a better life, away from the degradation of being owned. She longs to set out along the river of her ancestors, in search of lost family and country. Can she find the courage to defy the White man's law? And if she does, will it bring hope ... or heartache? | web | https://www.hazelgrovehigh.co.uk/wp-content/uploads/sites/12/Y11-Book-List.pdf | 0.479652 | {
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Session
Objective:
Defending
Jailbreak - Defending
Description: One or two defenders is trying to keep players in jail (middle circle of cones). Two attacking players are trying to dribble in to tag and free their teammates. Boxes on the fringe are safe zones. If the attackers free their teammates, they must try to get to the safe zones.
Coaching Points: Angled approach from the defender. Block tackles to steal the ball.
1v1 Defending
Description: 1v1 defending. Player with the ball is trying to dribble across the opposite endline. Defender is looking to force the player in one direction and out of bounds. If defender wins the ball, they are trying to get across the endline.
Coaching Points: Cureved run to approach the defender. Angle body sideways to force player in certain direction.
Practice Title
Description: 2v2, with each team able to score on three goals.
Coaching Points: Focus on defenders, get them to work together and force the players to one goal.
Scrimmage
Description: Four versus four scrimmage.
Created Using SoccerTutor.com Tactics Manager
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www.marian.edu
NUCLEIC ACIDS
Nucleotides are the building blocks of nucleic acids such as DNA and RNA. Individual nucleotides are each composed of a nucleoside (A, T/U, G, or C), either a deoxyribose (DNA) or ribose (RNA) sugar, and a phosphate group. Nucleotides also serve as energy storage molecules in the cell, primarily in the form of ATP and GTP.
CARBOHYDRATES
Carbohydrates are important to all organisms structurally and as a source of energy. Carbohydrates can exist as simple sugars or as long polymers of simple sugars. The carbohydrate cellulose is the most abundant naturally-occurring polymer.
H
DNA Polymerase Replication (DNA -> DNA)
RNA Polymerase Transcription (DNA -> RNA)
Ribosome Translation (RNA -> Protein)
PROTEINS
Proteins are built from amino acids and are the most diverse class of molecules in the cell. They play a role in the structure and function of the cell, communication between cells, and transport of other molecules in and out of cells. Proteins perform nearly all the biochemical functions of a cell.
20 Common Amino Acids
Alanine (Ala) Arginine (Arg) Aspartic acid (Asp) Asparagine (Asn) Cysteine (Cys)
Glutamine (Gln) Glutamic Acid (Glu) Glycine (Gly) Histidine (His) Isoleucine (Ile)
Leucine (Leu) Lysine (Lys) Methionine (Met) Phenylalaine (Phe) Proline (Pro)
Serine (Ser) Threonine (Thr) Tryptophan (Trp) Tyrosine (Tyr) Valine (Val)
Lipids are a structurally diverse class of molecules that share the common feature of being relatively insoluble in water. In cells, lipids serve as an energy source and as a form of stored energy (triglycerides), an essential component of cell membranes (phospholipids and cholesterol), and important signaling molecules within and between cells (steroids).
• Saturated fats (fatty acid chains are straight)
• Unsaturated fats (fatty acid chains have kinks)
CELL MODELS
Prokaryote: Bacterium
Chromosome/DNA
Ribosomes
Cytoplasm
Cell Wall
Cell Membrane
ORGANELLES
Eukaryote: Animal
Golgi Complex
Nucleus
Lysosome
Mitochondrion
Cell Membrane
Cytoplasm
Cytoskeleton
Peroxisome
Endoplasmic
Reticulum
Endosome
Ribosomes
Unknown
Endosymbiotic
Origins
Marian University is sponsored by the Sisters of St. Francis, Oldenburg, Indiana.
JUN. 2017
Eukaryote: Plant
Peroxisome
Chloroplast
Golgi Complex
Endosome
Nucleus
Vacuole
Lysosome
Mitochondrion
Cytoskeleton
Cell Wall
Endoplasmic
Reticulum
MITOSIS
MEIOSIS
CELLULAR BIOLOGY | web | http://ethicsbowl.marian.edu/docs/default-source/about-marian-documents/educational-resources/cellular-biology.pdf?sfvrsn=0 | 0.47878 | {
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Summer Streets Manhattan Bike Tour
(9.4 Miles)
NYC DOT
Guided Ride Details
Summer Streets is an annual celebration of New York City’s most valuable public space—our streets. This 9.4-mile route runs along Summer Streets in Manhattan, calling out nearby cultural landmarks. Intermediate cyclists can try the route in one go, while newer riders may want to split the ride across multiple trips.
**Tour Stops**
(1) **Brooklyn Bridge** has seen several NYC DOT upgrades, including a 2-way separated bike path in 2021.
(2) Tony Rosenthal’s *Alamo**, also known as the Astor Place Cube, is popular for its interactivity.
(3) **New York Public Library** (Stephen A. Schwarzman Building) contains a vast collection.
(4) **Museum Mile** features numerous cultural institutions—don’t miss El Museo del Barrio.
Central Park’s (5) **North Woods** offer an escape from the City.
(6) **Electric Ladybug Garden** is one of many GreenThumb community gardens to explore in Harlem.
(7) **Swing Low: Harriet Tubman Memorial*** by Alison Saar depicts the Underground Railroad leader.
**Notes**
550+ GreenThumb community gardens citywide: nycgovparks.org/greenthumb
Central Park Conservancy’s 60-minute North Woods guided tour: centralparknyc.org/activities/guides/wandering-in-the-north-woods
*Percent for Art permanent art projects are a collaboration between NYC DOT and DCLA
1: Brooklyn Bridge
Centre St. & Park Row
2: Alamo*
a.k.a. the Astor Place Cube
E.8th St. & Cooper Sq.
3: NY Public Library
5th Ave., W.40th — W.42nd Sts.
4: Museum Mile
5th Ave., E.82nd — E.110th Sts.
5: North Woods
Central Park
6: Electric Ladybug Garden
W.111th St., Frederick Douglass Blvd. — Adam Clayton Powell Blvd.
7: Swing Low: Harriet Tubman Memorial*
W.122nd St & Frederick Douglass Blvd.
When Summer Streets are not in effect, cyclists are advised to use the 1st Ave. and 2nd Ave. protected bike lanes. For more information on year-round bike routes, visit our Bicycle Maps page: nyc.gov/BikeMap. | web | https://www.nyc.gov/html/dot/downloads/pdf/summer-streets-manhattan-bike-tour.pdf | 0.472324 | {
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Camp KOHOE 2017 Unificationist summer camp held in Benton Harbor, Michigan
Y. Iwamoto July 15, 2017
As staff at Camp KOHOE [Kingdom of Heaven on Earth], we focused on the idea of identity and educating the high school participants about the movement.
For the first few days, we focused on ice-breakers and had an outing to Muskegon State Park. The participants spent the day there at the beach. Afterward, the campers were given a chance to have one-onone conversations by the campfire.
We also had a brother/sister night. We followed the format that was presented through a web conference. The brothers ended their night with an activity in which they carried each other on their backs. The sisters ended their night showing their appreciation for each other. We received good feedback from both groups.
One highlight for most people was the "Tunnel of Victory" activity. It was the first time we did a physically/emotionally/spiritually intense activity, and the kids had a really good experience. We heard many testimonies, and for most people, it ended up becoming a heartfelt moment. As the kids were saying their fears and going through the tunnel, everybody cheered for them. By the end, there was a strong feeling of unity.
Young Unificationists practice dancing for True Mother's message at Madison Square Garden
We ended the workshop with deep testimonies. Most kids spoke about their realizations and opened up about tough moments in their lives. For the staff, too, the testimonies were really touching and inspiring to hear.
I think it's worth mentioning that participating in the dance for True Mother at the Madison Square Garden rally of July 15 really brought us together. A lot of our free time was taken up by dance practice, but those moments provided opportunities to bond with each other. | web | http://www.tparents.org/Library/Unification/Talks4/Iwamoto/Iwamoto-170715.pdf | 0.432792 | {
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Little Oaks Montessori French – Monday 3 rd February 2020
As we welcome in the new month of Fevrier, we continue with our weather topic and introduce l'arc en ciel (rainbow), tonnerre (thunder) and les éclairs (lightening). The children are getting really good at recalling the French words with their actions for all of our weather words and singing the song Quel Temps Fait-Il? (What's the Weather?)
They are also enjoying lots of bottom wiggling with our penguin dance and our new little penguin rhyme – Deux Petits Pingouins.
This week we continue to learn clothing names for hat (le chapeau), scarf (l'echarp), boots (les bottes) and gloves (les gants) as we play a game of What's in the Bag? and the children have to take it in turns to close their eyes, choose an item of clothing and put it on as they try to name it.
We continue our polar theme with our counting activity this week – counting little polar animals – we are working towards being about to count to 10 confidently and beyond.
Our story this week is about Noddy (Oui-Oui) and a giant snow ball fight!
À bientôt
Miss Debbie and Miss Karuna
PS:
Do you have a 2 year old who attends Little Oaks Montessori? We would like to offer French classes for this age group on a Tuesday or Thursday morning. Get in touch if you're interested. | web | https://littleoaksmontessori.co.uk/wp-content/uploads/2020/02/French-3.2.20.pdf | 0.425787 | {
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Tuesday 3rd October 2017
Dear Parents,
When I reflect upon the time we have spent in school since the beginning of the academic year until now, the word that comes to my mind is, ‘driven’. The various groups of people that I work with in school and have seen in action in the past few weeks, most importantly the students, are driven by their aspirations and goals. Some of the following information will give you a glimpse into the Junior School’s aspirations and goals.
**Student Representative Council – 2017-2018**
38 candidates contested for various positions in the Student Representative Council elections. 181 students learnt the importance of being voters, and cast their valuable votes. A student came up to me and said “I had a fever yesterday and I am still unwell, but I came to school just for the first lesson so that I can give my vote.” This shows how our community values leadership skills and the students were able to think for themselves as agents of positive change. Well done to all the students who contested for various positions. Congratulations to the following elected SRC officials:
- **Presidents**: Tugi Mwige and Zaaki Dhanji
- **Action Representatives**: Ilhaam Hassanali and Sabbah Leunoto
- **Expressions Representatives**: Alyssa Shamji and Eddie Odhiambo
- **Citizenship Representatives**: Mairan Abass and Amaan Fazli
- **Academic Representatives**: Sanaa Gulamhusein and Joshua Masakha
- **House Captains**:
- **Green/Falcon**: Freida Mukudi and Sahil Pasta
- **Yellow/Eagle**: Thea Shah and Salman Noormohamed
- **Red/Hawk**: Sarina Alibhai and Ameer Muravvej
- **Blue/Ravens**: Michelle Ndakwe and Carson Kariuki
**Parent-Teacher Conferences – 18th and 19th October 2017**
The Junior School will hold Parent Teacher Conferences on Wednesday 18th and Thursday 19th October, for Years 1 to 5. This is to discuss your child’s progress to date and share with you your child’s learning. Please find attached the information letter on the conferences, and to schedule your appointment.
Lockdown drills
Students responded very well during the first lockdown drill, held on Monday 25th September. The teachers made sure that the students followed instructions and felt safe during and after the drill. There will be a whole school lockdown drill on Friday 6th October. We collected feedback from our staff to make necessary changes and modifications to the next one.
Student Safety
We consider student safety to be of foremost importance. During school hours, we ensure that teachers are around the students at all times, and we have staff members on duty at various locations during the morning and lunch breaks. Students who leave school after the supervision time, that is 4.15pm on Mondays and Tuesdays when there are clubs and at 3.15pm during the rest of the week, are advised to remain near the Junior School block. Last week there was an incident of students breaking a window in the administration block, whilst playing. To avoid such cases, it will help us if they sit at the Junior School front foyer (outside the JS gate). I have spoken to the students about this, and they are aware of this new arrangement.
Field Trips
Year 4 Trip to Sapling Trust (from Ms. Dorcas)
The Year 4 students recently visited the Sapling Trust Foundation as part of their learning experiences in the Children’s Rights unit. They had a chance to learn from the teachers and an opportunity to interact with the students, who had different abilities. More importantly, they were able to recognize that there are some organizations that help in providing Children’s Rights.
Year 5 Trip to Department of Education (from Ms. Anuradha)
To enhance our learning on Governance Structures in our first unit, the Year 5 students paid a visit to our County governments’ Department of Education, to understand how their organisation is structured, and why. They also shared their organogram with us which gave us an idea of how to make our own Junior School organogram.
Sports
Rounders (from Ms Fridah)
The under 11 girls’ rounders team played their first match of the season against Jaffery Academy, on Monday 18th September, and scored 8 rounders against Jaffery’s 9. On Tuesday 26th September the team played a home match against Mombasa Academy and won by 6 ½ rounders against the visitors’ 4 ½ rounders. A Rounders Tournament will take place at the school on Saturday 7th October, from 8.00am to 1.00pm. You are welcome to come and support the team.
LAMDA - London Academy of Music and Dramatic Art
We believe in holistic growth of the students and provide them with different opportunities through which they can recognize their strengths and interests. LAMDA has always been a very popular club and again this year, our students did extremely well in their exams. No doubt the results show our students are confident in their self-expression. Well done!
Junior School Calendar of Events
Attached please find the 2017-18 Calendar of Events. As mentioned in the Head of Academy’s newsletter, the half-term dates have moved to a week later due to the impending elections. Students will be in school until Wednesday 17th October due to the Parent-Teacher Conferences on 18th and 19th October.
Dates for your Diary
| OCTOBER 2017 |
|--------------|
Best regards,
Khona Bhattacharjee
Vice Principal & PYP Coordinator
Attachments:
1. Parent Teacher Conference Letter
2. Junior School Calendar of Events | web | http://www.agakhanacademies.org/sites/academics/files/Junior%20School%20Newsletter%20No.%202%20September%202017.pdf | 0.427387 | {
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Hazelwood Long Term Plan Year: 5
Autumn 2
Spring 1
Autumn 1
Spring 2
Summer 1
Summer 2
Gilwell
British Library Trip
Trip to Science Museum
Class Assemblies
Trip to Broomfield Park/House
STEM festival
Snow White in New the Three Little Pigs
Events/ Key
Dates/ Trips
Focus Text/
Science liquid to form a solution,
and describe how to understand that force
and motion can be
Use the idea of the
Earth's rotation to recover a substance
transferred through explain day and night
Computing
Geography
*
*
How have the actions of people affected the drought
How can oceans affect human behaviour and settlements?
What are the pros and cons of living in a
In what ways does the geography of South
How does agriculture in the
Amazon interact with other in California?
megacity?
parts of the world?
Changing Rulers, Changing
How did Angles, Saxons and
PSHE
Me and My Relationships
* Collaboration Challenge!
* Give and take
Valuing Difference
* Qualities of friendship
Being My Best
* It all adds up!
Rights and Respect
* What's the story?
Keeping Safe
* Spot bullying
Growing and Changing
* How are they feeling?
* Kind conversations
* Different skills
* Fact or opinion?
* Play, like, share
* Communication (OPTIONAL)
* Happy being me
* My school community (2)
* Mo makes a difference
* Decision dilemmas
* Taking notice of our feelings
Early 20th Century
PE (Indoor)
(Outdoor)
Expressing likes and
Revision/Assessment | web | https://www.hazelwoodschools.org.uk/attachments/download.asp?file=508&type=pdf | 0.43732 | {
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INN
INTERNATIONAL NONPROPRIETARY NAME
A drug's
real name
Three doses of the same drug: too much for Julieta!
Julieta, a 5-year-old, has a stuffy nose, cough and fever. Her mother goes to the medicine cabinet and gives her a dose of Advil° to lower her temperature.
During the night Julieta awakens with a violent earache. "It's a good thing we have some child Nureflex° left!" her parents agree, and give Julieta a dose. But Julieta continues to complain and the doctor can't come straight away.
– "Let's try something else…"
– "OK, we don't want to give her more Nureflex° than the highest recommended dose …"
So her parents decide to give Julieta a dose of Antarene° to relieve her pain. Later that night Julieta develops violent stomach cramps and her parents are so worried they take her to the local emergency department.
What her parents don't realise is that they have given Julieta the same drug (ibuprofen) 3 times, under 3 different trade names, provoking inflammation of her stomach (gastritis) without improving her condition. If they had known what an INN is, and if they had been able to identify it on the packaging of each product, they could have avoided harming their daughter.
Using INN reduces the risk of overdose
The INN (International Nonproprietary Name) is quite simply a drug's real name. Created by the World Health Organization (WHO), the INN system is used throughout the world. It allows healthcare professionals and patients to identify a drug precisely and with confidence, and to avoid potentially serious adverse effects due to confusion between drugs. With the INN, everything is simpler, clearer and more precise.
Ask your doctor and pharmacist to explain the INN system
in Europe Forum
in Europe Forum
Medicines
Medicines
"The INN campaign: a drug's real name": explanations and other materials produced by the Medicines in Europe Forum are available from the following websites:
– Association Mieux Prescrire (www.prescrire.org)
– Fédération Nationale de la Mutualité Française (www.mutualite.fr)
– Union Fédérale des Consommateurs Que Choisir (www.quechoisir.org)
The INN, a drug's real name: leaflets are available to download for free at www.prescrire.org, along with explanations of the reasons for using the INN and the (rare) drawbacks. | web | https://english.prescrire.org/Docu/Archive/docus/ficheDCI2_eng.pdf | 0.427801 | {
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European Planetary Science Congress
EPSC
Mercury observations in 2016 and 2019, during Transits and Total Eclipse
M. Pérez-Ayúcar (1), J. Zender (2), M. Castillo (1), M. Breitfelner (1)
(1) European Space Astronomy Center (ESAC), Madrid, Spain ([REDACTED_EMAIL])
(2) European Space Technology Center (ESTEC), Noordwijk, The Netherlands ([REDACTED_EMAIL])
Abstract
Transits are rare astronomical events of profound historical importance (measuring the distances in the solar system). Although its scientific use has diminished since humanity roams our solar system with robotic spacecrafts, transits remain a spectacular astronomical event, with an enormous potential to engage nowadays students and general public into Planetary Sciences and Space, and also performing some unique science experiments.
In the case of Mercury, transits occur only about 1314 times per century. It was first observed in 1631 by Pierre Gassendi, and from 2000 to 2100, 14 occasions are predicted. In this decade, only 2016 and 2019 had a transit. After that, people on Earth will have to wait until Nov 2032 to observe the event.
The educational project CESAR (Cooperation through Education in Science and Astronomy Research), in collaboration with ESA's space projects (Bepi – Colombo, Venus Express, Solar Orbiter, Proba-2) has been covering since 2012 such events (Venus transit 2012, May 2016 Mercury Transit, Total Eclipse 2017). The team is currently preparing the Nov 2019 Mercury Transit and Jul 2019 Total Eclipse.
For the Mercury Transit in May 2016, a dual observation was made from two separate locations: a twin portable telescope set-up at the IAC (Instituto de Astrofísica de Canarias) Izaña, Tenerife, Spain, and in Cerro Paranal, Chile, achieving a ground baseline parallax of around 10.000km.
For the Mercury Transit in Nov 2019, as the geometry is quite similar to 2016, a comparable set up is being organized: dual teams at Canary Islands and Chile.
For the Total Eclipse in Jul 2019, a team will travel to the European Southern Observatory (ESO) at La Silla,
Chile, to record and transmit live the occultation, and record unique observations of the Mercury exosphere, while in totality.
In this paper we will report on the results from the Mercury Transit 2016, and explain the campaign and expected results from 2019. | web | https://meetingorganizer.copernicus.org/EPSC2018/EPSC2018-625-2.pdf | 0.485177 | {
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Tips For Successful Recording
1. Choose a setting that has good lighting for recording
a. Natural sunlight is the best lighting, but can't be adjusted
b. Always face where the light is coming from with the camera facing you, that is what lights your face well
c. If the light is coming from a sunny window, face the window and camera should face you
d. If recording at night, use the same principle, face light and have the camera facing you
2. Choose a setting that is comfortable and attractive
a. Choose a corner of a room or a desk if possible
b. Make sure space is not cluttered, and personal items are not visible in the background
c. If you have a chair you are sitting in, make sure you are comfortable
d. Remember this will be publicly viewed, make sure any pictures behind you are photos you don't mind people seeing
3. Choose clean, unpatterned clothing
a. Make sure clothes are clean and neat
b. Choose clothes that do not have stripes or busy patterns
c. Solid colors are best, if using a camera on a computer, bright matte colors such as bright blue, white, yellow, light gray, are best. Avoid black and white stripes, green, or red
d. If your clothing is patterned, make sure the patterns are subtle and not stripes
4. Test your camera and microphone
a. Always give yourself at least 2 (two) tests before you are ready to record
b. See how the video looks and sounds, if it doesn't look or sound right to you, then it probably isn't right.
c. Notify others nearby about recording
d. If you live with other people, make sure that you choose a quiet room
e. Let the people near you know that you are recording, so they need to keep quiet
f. If there are people in the room with you when you record, they need to stay SILENT | web | https://umivbs.com/wp-content/uploads/2020/05/2020_VIrtual_VBS_Tips_Successful_Recordings.pdf | 0.541707 | {
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Using meteorological, satellite, and ground-based data to study the Arctic
V. Lynn Harvey, Laboratory for Atmospheric and Space Physics
- What is the phenomena that you want to explore? What scientific question are you posing?
- What temporal and spatial resolution and coverage is needed?
- What variables are needed?
- What if the data that you need is not available?
- Repose question, model it, or propose a mission.
- http://www.nasa.gov/mission_pages/sunearth/missions/index.html
- Meteorological assimilated data (ECMWF, MetO, NCEP, MERRA)
- Satellite data sources (MLS, SABER, MIPAS, ACE, CIPS, OMI)
- Ground based data sources (Lidar, Radar, imagers, aircraft, buoys, ice cores, radiosondes, rockets)
Ask questions!
CREATE summer school, Alliston, Ontario, July 2012
NASA successfully launched five suborbital sounding rockets early March 27, 2012 from its Wallops Flight Facility in Virginia as part of a study of the upper level jet stream. The first rocket was launched at 4:58 a.m. EDT and each subsequent rocket was launched 80 seconds apart. Each rocket released a chemical tracer that created milky, white clouds at the edge of space.
Credit: NASA/Goddard Space Flight Center
http://www.youtube.com/watch?v=XUztqdf_2G8&feature=related
How to find data?
- Distributed Active Archive Centers (DAACs)
- Colleagues
- Papers
- Google!
List of data centers and data specialization
Alaska Satellite Facility (ASF): Synthetic Aperture Radar (SAR) data, sea ice, polar processes, geophysics.
Crustal Dynamics Data Information System (CDDIS): Space geodesy.
Global Hydrology Resource Center (GHRC): hydrologic cycle, severe weather interactions, lightning, atmospheric convection.
Goddard Earth Sciences Data and Information Services Center (GES DISC): global precipitation, solar irradiance, atmospheric composition, atmospheric dynamics.
Land Processes DAAC (LP DAAC): surface reflectance, land cover, vegetation indices.
Level 1 Atmosphere Archive and Distribution System (MODAPS LAADS): radiance, atmosphere.
NASA Langley Research Center Atmospheric Science Data Center (LaRC ASDC): radiation budget, clouds, aerosols, tropospheric chemistry.
National Snow and Ice Data Center (NSIDC): snow, ice, cryosphere, climate.
Oak Ridge National Laboratory DAAC (ORNL DAAC): biogeochemical dynamics, ecological data, environmental processes.
Ocean Biology Processing Group: ocean biology, ocean color, ocean biogeochemistry, sea surface temperature.
Physical Oceanography DAAC (PO DAAC): sea surface temperature, ocean winds, circulation and currents, topography and gravity.
Socioeconomic Data and Applications Data Center (SEDAC): human interactions, land use, environmental sustainability, geospatial data.
What to do with the data?
• “Slice and Dice” it.
– 3D? yz, xy, yz, yt, zt, xt
– Swaths? Time series? Point measurements?
Compute means and variances. Explore mechanisms for fluctuations. Find correlative data to support results.
To explore vertical motions during SSWs and MCs.
Demark the vortex in the mesosphere using chemical data.
NO$_x$ descent in the Arctic middle atmosphere in early 2009
C. E. Randall,¹,² V. L. Harvey,¹ D. E. Siskind,³ J. France,¹ P. F. Bernath,⁴ C. D. Boone,⁵ and K. A. Walker⁶
Received 22 June 2009; revised 13 August 2009; accepted 18 August 2009; published 25 September 2009.
Use ACE NO$_x$ and CO mixing ratios poleward of 50° N to explore descent of NOx during 2004, 2006, 2009 when the stratopause reformed ~80 km.
SH PMC’s 19-28 January 2009
CIPS imagery from the AIM satellite. Very dim clouds in week before 19th. Did SSW have a global impact?
Inter-hemispheric coupling SSW’s and PMC’s
Combine MLS Temp with CIPS cloud freq
SSW -> peak in PMCs several days later.
SSW’s are associated with variations over the globe
Next: Interhemispheric teleconnections
On the onset of polar mesospheric cloud seasons as observed by SBUV
Susanne Benze, Cora E. Randall, Bodil Karlsson, V. Lynn Harvey, Matthew T. DeLand, Gary E. Thomas, and Eric P. Shettle
Received 16 December 2011; revised 24 February 2012; accepted 29 February 2012; published 7 April 2012.
Figure 2. Time series of average SH PMC season onset dates as observed by SBUV (black) and date of SH stratospheric zonal mean zonal wind (ERA40 and MetO combined) reversal from winter to summer conditions at 50 hPa and 65°S latitude (red). Dotted lines indicate PMC onsets before 1984. Error bars show the range of values from multiple SBUV instruments.
SH PMC onset date depends on zonal winds below and gravity wave filtering.
Interactive Discussion
• Atmosphere, Ocean, Ice, Land, Biosphere, Solar, Planetary…
• Pick a phenomenon.
– What is the science question?
– Determine resolution, coverage, time span.
– Now find appropriate data to study it.
– What plot(s) will you make?
Let’s do an example together!
In-class Reflection
Now do it on your own.
Thanks! | web | http://www.candac.ca/create/ss2012/talks/Day3_Harvey_L2_using_data.pdf | 0.491317 | {
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Math 151 Homework 5 due March 5, 1998 Name ________________________
Each problem is worth 5 points. #4a is 2 points 4b is 3 points.
1. Draw an example of a continuous function on a finite interval that doesn’t have an absolute maximum, but does have an absolute minimum. Explain why your example does not violate Theorem 1 of section 4.2.
2. On page 213, example 5 shows a function with a local minimum at x = 0 and f ′(0)≠0. Does this violate Theorem 2 (page 212)? Why or why not?
3. Suppose you are trying to use Newton’s method to find the root of a function that looks like the following graph:
Shade the entire interval along the x -axis where your initial guess could be, so that you would eventually find the root using Newton’s method.
4. (a.) Write a differential formula that estimates the change in area of a circle when the radius changes from ro to ro + dr .
(b.) What does your answer represent geometrically? Explain why this makes sense. | web | http://laurashears.info/math151/hw5.pdf | 0.502928 | {
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EMERGENCY KIT CHECK LIST
Garbage can with a secure lid and wheels
Label it EMERGENCY KIT and place it near an outer window or door inside your garage, or as close to your front door as possible.
Water: 3 - 5 day supply per person, including pets. It is best to plan for four litres of water per person, per day. You may want to consider water purification tablets as well.
Food: 3 - 5 day supply per person of packaged and non perishable foods.
* canned meats
* baked beans
* peanut butter
* evaporated, canned or powdered milk
* tuna
* stew
* dried fruit.
* baby food, formula, bottles (if needed)
* pet food
Sleeping bags or blankets for each family member
HELP sign and OK sign
Manual can opener
Pocket knife
Cutlery
Whistle
Spare set of house and car keys
Flashlight and extra batteries, or a wind up flashlight
Portable radio and extra batteries, or a wind up radio
Candles and waterproof matches
First Aid Kit
* prescription medications
* eyeglasses
* bandages
* sterile gauze pads
* tape, scissors
* tweezers
* antibiotic ointment
* hydrogen peroxide
Personal Items
* change of clothing for each family member
* toilet paper
* disposable infant diapers (if needed)
* handi-wipes
* soap
* detergent
* toothbrush and toothpaste
* comb
* feminine hygiene products
www.abbotsford.ca/aep
Books, toys, playing cards Large bucket with tight fitting lid
(to use as a toilet)
Heavy Duty Garbage Bags
(can be used as ponchos, and in the bucket)
1 Week supply of prescription medicine and re-fill information
Current photos of each member of your family, including your pets
Papers & documents: Assemble copies of important documents like: wills, insurance papers, medical records, credit card numbers, inventory of possessions, identification, etc. Make copies and store originals in a fireproof safe or waterproof container that will be accessible if your home is damaged.
Pet supplies
* food – 2 week supply
* water – 2 week supply
* portable kennel or cage (train your pet to go inside, prior to an incident)
* food and water dishes (include dish soap and cloth to clean)
* toys and treats
* pet health and vaccination records (most boarding facilities will not accept pets, without these)
* plastic bags to collect and dispose of waste
* litter pan and litter
* collar, chain, leash or harness
* extra ID tags
* blanket
* medication (2 week supply)
* pet first aid kit
* current photo of your pet
* list of boarding facilities in your area, hotels that accept pets, or friends/relatives that you and your pet can stay with
* Designate a back-up caregiver for your pet in advance in case you are away from home when emergency strikes.
EMERGENCY CHECK LIST
Before an emergency happens, make sure you are prepared by following this list of simple and lifesaving tasks!
Check your insurance policies and make records of your possessions. •
Identify a family meeting place outside of your home and away from your house. Also establish • a meeting place outside of your neighbourhood. Ideally the meeting place will be somewhere safe between work, home, and school.
The appropriate sized wrench should be tied to a string and attached to your gas shut off valve • at the metre. (Know where your metre and your water shut –off to your home is, and teach all family members how to turn both off, if needed.)
Have an current local area map, to locate specific evacuation routes, or reception centres, once • announced.
Have plans and supplies to address specific hazards to your area. (i.e. Sandbags if your home • is prone to flooding)
Identify safe places in your home and on your property. Plan and practice earthquake "drop, • cover, hold" or evacuation drills using different escape routes.
Give every family member specific safety tasks to do in an emergency. For example designate • one person to be in charge of turning off electricity, one to collect the family Emergency Kit, one to track down family members and make sure people with disabilities or special health needs are provided for. Make sure someone is also delegated to look after family pets.
Arrange an out-of-area phone contact person, and keep this and other emergency numbers • near each telephone. Teach family members these numbers. Also give a copy of an Emergency Contact Information Card to each member of your household, to carry with them.
Know the hazards in your community. Find out if the area where you live is vulnerable to • earthquakes, flooding, interface fires or other threats such as hazardous material spills.
Do a home hazard hunt to make your home safer. Secure appliances and heavy furniture • and move beds away from overhead objects like heavy mirrors and windows.
To conduct a thorough Home Hazard Hunt please follow the link below and refer to pages • 24-31 in the Provincial Emergency Program – All Hazards Workbook on the Emergency Program website.
Be prepared! www.abbotsford.ca/aep | web | https://www.abbotsford.ca/sites/default/files/docs/public-safety/Basic%20items%20for%2072%20hours.pdf | 0.506478 | {
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Irvington Public Schools
Home Language Survey– Revised February 28, 2012
Encuesta de los idiomas hablados en el hogar/ Étude des langages parlés à la maison
1. Student
Estudiante Étudiant
First Name Nombre / Prénom
Last Name(s) Apellidos / Noms de Famille
Date of registration
month
day día jour
year año année
2.Fecha de inscripción mes Date d'enregistrement mois
3. Languages spoken by the child Idiomas hablados por el niño Langages parlés par l'enfant
4. Date of Birth
month mes mois
day día jour
year
Fecha de nacimiento Date de naissance
año
année
5. City & Country of birth of the child
Ciudad y País de nacimiento del niño Ville & Pays natal de l'enfant
6. Language spoken in the home by any member of the family
Idiomas hablados en el hogar por cualquier miembro de la familia Languages parles dans la maison par tout menbre de la familla
7., Irvington, NJ 07111 Address of residence /Dirección de la residencia /Adresse de résidence
8. Names of parents/guardians /Nombres de los padres/encargados /Noms de parents/tuteurs
9. Emergency Phone Number
Numero de teléfono Numbre de téléphone
For office use only:
This information is completed by school staff only:
Student Identification Number:
District Attendance Zone:
Center/School:
Level/Grade (circle one): UN P3 P4 [REDACTED_CARD] 12
NOTES of importance or special circumstances:
In compliance with NJDOE a Home Language Survey must be on file for all students in district. If a second language is spoken at home the child must be tested for English Proficiency by a certified ESL Teacher using the appropriate district and state approved Diagnostic tests. | web | http://irvington.k12.nj.us/wp-content/uploads/2015/08/11-12_Home_Language_Survey_2-28-12.pdf | 0.439471 | {
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Silene caroliniana
Wild Pink
This charming wildflower is native to dry forests, barrens, and outcrops throughout Virginia where it tolerates a range of soils. Its rose-pink flowers, which somewhat resemble those of phlox, bring bright color to the spring garden, and it remains evergreen in winter.
| Perennial | Plant, En Masse in Landscape |
|-----------|-----------------------------|
| Height: ½–1 foot |  |
| Spread: ½–1 foot |  |
| Bloom Color: Pink | |
**Characteristics**
- Low, mounded, mat-forming perennial wildflower
- Narrow, lance-shaped, semi-evergreen basal leaves and smaller paired stem leaves
- Loose clusters of rose-pink tubular flowers with 5 spreading, wedge-shaped petals April to May
- Sticky flowering stems and sticky hairs on calyx deter ants from stealing nectar
- Spreads from ground level stems
**Attributes**
- Tolerates drought and a range of soils, including shallow, rocky soil
- No serious pests or diseases
- Deer rarely severely damage
- Important early nectar source for native bees, butterflies, hummingbirds, and nocturnal moths
**Growing and Maintenance Tips**
- Soil Requirements: Well-drained
- Light Requirements: Sun, Partial Shade
- Water Requirements: Dry, Moist
- Benefits from some afternoon shade.
- Root rot may occur in overly wet soil.
- Use in rock gardens, border fronts, wildflower gardens, or as a ground cover
- Hardiness: USDA Zones 5–8
**Excellent Replacement for**
- Dianthus spp. - Pinks
*In the Mid-Atlantic Region, it is native to most of NJ, PA, DE, and MD. It is frequent throughout VA, except in the far southwest.*
developed by Master Gardeners of Northern Virginia, serving Arlington and Alexandria
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Red-Cockaded Woodpecker Recovery
As part of the Safe Harbor Program, 20 endangered red-cockaded woodpeckers (10 male and 10 female) were translocated from the Francis Marion National Forest to thee private plantations in Williamsburg County SC. The Safe Harbor Program is a is a voluntary agreement involving private or other non-federal property owners whose actions contribute to the recovery of species listed as threatened or endangered under the Endangered Species Act (ESA).The Francis Marion National Forest has the highest concentration of red-cockaded woodpeckers (RCW) in the country with 488 active clusters.
Once found sprawling in 90 million acres of longleaf pine forests in the southeast, the RCW population today numbers about 16,250 birds or 6,500 active clusters across 11 states. The population reduction can be attributed to the declining longleaf pine ecosystem whose footprint has been reduced to three percent of its original expanse.
The RCW and numerous other species have evolved in a landscape that historically received frequent fire in two to three year intervals. The frequency of fire prior to European settlement created fire adapted pine ecosystems in which fire adapted species such as the RCW, eastern wild turkey and eastern diamondback rattlesnake thrived. Today, the most critical land management component for RCW populations is prescribed fire.
The Francis Marion National Forest has supplied RCWs to private, federal and state lands throughout the Southeastern United States since the early nineties. These translocation efforts are designed to either introduce RCWs in areas without an existing population or augment a current population. The goal of dispersing the species across the landscape to increase their conservation potential. The Francis Marion National Forest currently exceeds species recovery goals outlined by the United States Fish and Wildlife Service, which allows the forest to act as a donor population. In total, the forest intends to translocate 15 RCW pairs throughout the state of South Carolina by the end of 2017 and plans to continue such recovery efforts in 2018 are taking shape. | web | https://www.fs.usda.gov/Internet/FSE_DOCUMENTS/fseprd564454.pdf | 0.477542 | {
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Barry Lawrence Ruderman Antique Maps Inc.
7407 La Jolla Boulevard La Jolla, CA 92037
([REDACTED_PHONE] [REDACTED_EMAIL] www.raremaps.com
The United States of America Confirmed By Treaty 1783 [shows Franklinia]
Stock#: 79355
Map Maker: Wilkinson
Date:
1812
Place:
London
Color:
Hand Colored
Condition: VG
Size:
11.5 x 10 inches
Price:
$ 975.00
Description:
Highly sought-after map of the United States, featuring the State of Franklin.
Includes a massive Georgia, running to the Mississippi River, New Iberia, massive Western Territory and extensive notes along the Mississippi Valley. An important collector's map. Many Indian Tribes located.
Perhaps the most unique feature of this map is the inclusion of the "State of Franklin," to the west of Virginia and the East of Kentucky. In fact, this short lived breakaway group was located between North Carolina and Tennessee, as noted below. Indiana is also shown where Ohio would normally appear.
In the latter part of the 18th Century, the settlers in Western North Carolina and Eastern Tennessee decided that because of poor representation in State Government, they needed to form a state of their own. A government was formed and initial organizational meetings conducted, but the breakaway state was quickly quelled by the North Carolina authorities, although not before the State of Franklinia began appearing on a number of English maps during the period. Ben Franklin himself responded that while he was honored by the decision to name a state after him, he was not able to relocate. In this instance, Franklinia is mislocated, placing it in what would become West Virginia.
Robert Wilkinson was active in London as a cartographic publisher from 1785 to 1825. He produced a number of nice works, including a General Atlas and a re-issuance of Bowen & Kitchen's English Atlas, along with excellent large format separate maps.
Drawer Ref: Wilkinson (Misc. 5)
Page 1 of 2
Barry Lawrence Ruderman Antique Maps Inc.
7407 La Jolla Boulevard La Jolla, CA 92037
([REDACTED_PHONE] [REDACTED_EMAIL] www.raremaps.com
The United States of America Confirmed By Treaty 1783 [shows Franklinia]
Detailed Condition:
Original hand-color in full.
Drawer Ref: Wilkinson (Misc. 5)
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Building Personal Resilience in Twelve Steps Step 3: Dump the Drains
"One step each week. You will be amazed at the difference it will make"
Energy drains are the enemy of resilience and so it is time this week to 'dump the drains'.
Some people are draining. Time you spend with them saps your energy and makes you feel so much worse. Let's be realistic. This is easier said than done. There are some work colleagues and some family members who are a drain on your resilience but with whom you will need to spend time with. In these circumstances the best you can do is be aware that time with them drains you, and minimise your contact. Personal resilience involves protecting yourself, especially at times when you are particularly vulnerable, anxious or have heavy emotional or physical demands made on you.
It's easy to spot energy drain factors. They may be people who make you feel worse about yourself, seem hypercritical or intolerant or who make you feel inadequate. They make you feel bad about yourself or unable to cope often at a time when you are already feeling low. Being with them (physically or virtually) may well be tiring or irritating. The effect on your personal resilience can be harmful.
Do you need to see them? Is it important that you get along with them? If so, then you may well need to use a different approach. In many cases this is simply not necessary, and quietly but firmly dump them. That "dumping" could be physically avoiding them or declining invitations to
meet/speak. In our ever-increasing virtual world, it could mean no longer following them on social media groups. It's another way of learning to say "no".
Please don't feel you have to explain your actions or hold some awkward discussion to resolve things. Of course, there are those people where it will be imperative for you to tackle the issue head-on --but in many cases all you need to do is quietly walk away or detach yourself from their social network. The power lies in your hands.
But it's not only people who can be drains. Certain situations have the same negative impact on you. For example, you may be drained in the workplace by some of the banter, or the person who dominates meetings/calls, you may now find the trip to the supermarket a different and exhausting event, for others it could be the weather, such as lack of outdoor sunshine and warmth. Of course, we cannot always avoid "drain factors" but we do need to be aware of them and try and develop ways of managing them more effectively or avoiding them where possible. If we have too many things that sap our energy then we are more likely to suffer illness, become unduly stressed, feel burdened, out of control or dispirited.
Conversely, some events and some people actually give us energy, make us feel good and help us to keep going through the tough times – these are called 'waterfalls'. It is vital to recognise these resources and tap into them whenever we can to keep our energy levels high and to offset the adverse effects of the drain factors. For some it's music, laughter, exercise, a nice meal, a good book, fresh air and a walk, or being with people we love.
This week make a list of the people and the situations that sap your energy and are a drain on your physical and emotional resources. Then make a list of all the factors that supply your energy and focus on developing more of those.
Some situations and some people on that list cannot simply be "dumped". But work through that list and spot those where really all you need to do is resolve to dump the drain. As quickly and as easily as possible. Simply reducing the drains and maintaining a good balance will increase your resilience and you will feel so much better for it.
The Wellbeing Team | web | https://www.reading.ac.uk/human-resources/-/media/project/functions/human-resources/documents/step-3-dump-your-drains.pdf?la=en&hash=57FE6BAAFEC0C9391EBF507DF82FA148 | 0.499097 | {
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Forgotten boy king Tutankhamun's tomb was discovered 100 years ago
November 4 marks the 100th anniversary of the discovery of Tutankhamun's tomb.
Barry Chandler,
The find was one of the greatest in the history of archaeology and elevated an almost forgotten boy king of Ancient Egypt to a household name.
They had little idea of the impact the tomb would have on their lives as they removed the first stone from the wall enclosing the entrance on November 25, 1922.
engagement and collections manager at Torquay Museum
The tomb was discovered by a team lead by British archaeologist Howard Carter, financed by the Fifth Earl of Carnarvon and was the culmination of years of planning and searching.
Within a few months Lord Carnarvon had died, his sudden death contributing to rumours of a curse.
If there was a winner from the discovery of the tomb, it was the boy king himself, the only pharaoh whose mummy still resides in the Valley of the Kings.
The discovery created Tut-mania, an interest in Ancient Egypt that was a global phenomenon.
was barely mentioned before 1922.
Fuelled by the media, it influenced fashion and design, literature, film and music, and a resurgence of Egypt as a popular tourist destination that has remained to this day.
The star attraction of the museum's 'Explorers Gallery' is a very rare, high status, mummified boy and his incredible royal coffin.
Tut-mania has its own parallels with Torquay Museum's permanent Egyptology displays.
This most likely originally belonged to the child of a pharaoh of the 18th dynasty, the same as Tutankhamun.
yourself if there was any truth behind this, or was it just created by the media to sell more newspapers?
Our mummy was given by Lady Leeds, Paris Singer's daughter, giving it a unique local connection.
Tutankhamun had died in relative obscurity, his tomb was small, possibly re-purposed for his premature death, he was a forgotten ruler whose name
Carter would work on the tomb for the rest of his career but after his retirement, he lived an isolated life in London. He died in 1939 with only nine people attending his funeral.
The museum is incredibly lucky to have so many items from Ancient Egypt, a civilisation that had such huge impact on western culture.
'Egyptomania' at Torquay Museum follows the themes of the discovery of Tutankhamun's tomb.
September 2022 also marked the 200th anniversary of the decipherment of the written language of the Ancient Egyptians, hieroglyphics.
You can explore the story behind the curse of the mummy and decide for
This event is being marked with an exhibition at the British Museum: 'Hieroglyphs Unlocking Ancient Egypt', that opened in October and is
The face of the museum's royal coffin has rock crystal and bronze inlaid eyes. It dates to the dynasty of Tutankhamun. Credit: TORQUAY MUSEUM
centered around the Rosetta Stone.
The 'Explorers Gallery and Egyptomania' are a permanent gallery at Torquay Museum; an admission ticket will give you unlimited access for a year.
This extraordinary object in three ancient scripts gave Jean-Francois Champollion the key to unlock Egyptian history that had been lost for 2,000 years. In autumn 2023, Torquay Museum is also lucky enough to be one of only three museums across the UK
Torquay Girls' GraMMar School
Sixth ForM
Find out more:
tggsacademy.org/sixthform
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Tuesday 8 th November 6:30pm to 8:30pm that will host a touring exhibition from the British Museum based on this discovery. | web | https://torquaymuseum.org/uploads/Files/Articles2022/forgotten_boy_king_tutankhamuns_tomb_was_discovered_100_years_ago_3_november_2022.pdf | 0.425355 | {
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Winter is the perfect time for establishing your bare root stock, with a large selection of roses, ornamentals and vegetables available in all sizes. ASQ Skydancers has a great variety of bare root stock available now and ready for planting.
When planting, dig a hole that is wide and not too deep. Add some organic matter to your hole, such as organic compost and a well rotted manure. After you plant it in its hole, check and make sure the plant is almost level or just below the soil mark on the stem. The graft or bud unions on your bare root stock needs to be above the soil. Backfill the soil and water to settle soil around the roots. No need to add any mulch. If the plants are dormant, wait until early spring then fertilise to help encourage new growth.
If you are looking to add some colour to your garden to brighten up those winter days, consider planting some azaleas, camellias and hellebores! These plants will provide a display gorgeous colour throughout the cooler months. Top up mulch on your vegie patches, herb gardens and ornamental beds. It’s also a great time for weed suppression at this time of year. Add mulch after watering the garden bed, to a depth of about 50mm.
**Vegies to sow**
You can plant many winter vegies now, including broccoli, beetroot, cabbage, lettuce, rhubarb, onions, radish, turnip, peas and garlic. It’s also time to plant new season berries such as raspberries, strawberries, blueberries, silveryberries, and blackberries.
**Flowers to plant**
Now is a great time to plant azaleas, camellias, daphnes, hellebores, liriope, stock, cosmosflowers and flax. Plant your annuals such as pansies, violas, polyanthus, primulas, bells and calendula.
---
**Q & A**
**Q:** I have a peace lily that I left for a weekend and it received no water away. I watered it before I left (it was dry) and left it in its usual spot by a large window. It was very cold that weekend and since then the leaves have been turning brown, even a couple of my little ones which opened on the weekend the plant was left alone. Was it the cold through the window that caused such loss? Nothing has changed for the plant in its treatment or position in the house, so the blackening of the leaves seems odd!
- Valerie, Taradale.
**A:** It’s always a bit tricky to pinpoint specific problems, but it is generally over/under watering (which could have occurred if let it dry out too much) when you get browning on the tips of the leaves. It sounds like you have had a bit of both. If there was black through, I think it may be due to the cold. Your peace lily is most likely used to a lovely warm home, but if you left it in a cold home for the weekend next to a frosty window, it would have burnt the tender new leave. Best cut them off and keep it in a bit of a warmer location when going away over winter.
**Q:** Is it too cold now to sow parsley seeds? Or will they do ok in a sunny spot in the carport?
- Meade, Castlemaine.
**A:** You could, but they may be very slow to germinate. Put a layer of glass over the tray/plot to help keep the heat in.
**Q:** My Daphne at home that my friends gave me, some of the leaves are going a little yellow, is there anything I could put on it or is that completely normal?
- Denise, Kyneton.
**A:** A little yellowing is normal with the cold, especially on older leaves. It will be coming back soon. A good feed with a feed of slow release pellets will help if it’s low in nitrogen (greening in the leaves).
**Q:** Is regular fertilising good or bad for your garden?
- Lydia, Castlemaine.
**A:** Fantastic! Always! Your garden will use it from its first summer rainfalls, as for most plants this is their primary growing season.
- Elisabeth Templeton, ASQ Skydancers. | web | https://www.asq.net.au/assets/files/ASQ%20June%202021.pdf | 0.437805 | {
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Required Materials
used file folders
ruler
scissors
markers, colored pencils or crayons
clear tape
hole puncher
ribbon or string
Optional Materials
stickers
Step-By-Step Procedures
1. Using the ruler and scissors, cut rectangles out of the file folder that are 2 inches (5 centimeters) wide and 6 inches (15 centimeters) long.
2. Decorate your bookmark using markers, colored pencils or crayons. You can use stickers if you want.
3. When you're finished decorating your bookmark, put a layer of clear tape on the decorated side of your bookmark. If you decorated both sides, put tape on both sides.
4. Using the hole puncher, punch a hole at the top of the bookmark.
5. Tie ribbon or string through the hole.
You can make as many bookmarks as you want. Try making holiday-themed bookmarks as gifts for your friends and family. Use your imagination and think of what else you can use to make bookmarks, such as colorful magazine pages, birthday cards or strips of cloth from your old clothes.
BOOKMARKS | web | http://timetorecycle.org/pdf/EDUCATION/CRAFTS/Bookmark%20CRAFT.pdf | 0.458275 | {
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Common Redpoll, White-winged Crossbill, Gyrfalcon, Say's Phoebe
It was drier and cooler than normal, with this being Eugene's fifth driest December on record. Winter finches put on quite the show during the end of the period! In early December, White-winged Crossbills were first spotted in the large flocks of Red Crossbills along the coast in the spruce zone. They continued to be seen in small numbers through the month. The two Common Redpolls found during the Eugene CBC were but one of many rare occurrences for Lane County.
Abbreviations: Fern Ridge Reservoir (FRR), Lane Community College (LCC), Middle Fork of the Willamette River (MFWR), North Jetty of the Siuslaw River (NJSR), South Jetty of the Siuslaw River (SJSR), Willamette River (W River)
WATERBIRDS
VULTURES TO ALCIDS
PIGEONS TO FINCHES
AC Alan Contreras, AJ August Jackson, A&TM Allison & Tom Mickel, BC Barbara Combs, BN Bruce Newhouse, DE Deanna Emig, DF Daniel Farrar, DH Diane Horgan, DP Diane Pettey, EC Ellen Cantor, EH Eric Heisey, JH Jane Happy, J&TL Joshua & Terry Little, JM Jim Maloney, JN Jason Nuckols, JS John Sullivan, KF Kai Fruch, KK Keith Kohl, LG Linda Gilbert, LM Larry McQueen, NS Noah Strycker, PS Priscilla Sokolowski, RS Robert Snowden, SD Steve Dignam, SH Sally Hill, TMo Tori Morgan. | web | http://laneaudubon.org/sites/default/files/notes_pdf/NovDec2017-Field-Notes.pdf | 0.427018 | {
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From Seed to Harvest: A beginner's guide to growing watermelon
Watermelon is a favorite summer treat that can be enjoyed raw, in a fruit salad or even made into a dessert pizza. The sprawling plant is fun to grow for families. Planting watermelons from seeds allows gardeners to handpick which sort of fruit they want, as watermelon comes in seedless, different colors, large and small varieties. Seedless is one of the more common plants, and although the fruit is not completely seed free, the seeds are small, transparent and edible.
To plant:
Watermelon seedlings are tender and do not handle frost well, so plant after the last frost date. Plant watermelons outdoors, or if the summer season is shorter, plant them inside up to four weeks before the last frost date. Sow seeds 1 inch deep. Watermelon grow best in mounds, so plant six to eight seeds per mound with mounds space 4 feet apart.
To grow:
Sugar Baby Watermelon seeds available at ufseeds.com
To harvest:
Once seedlings appear, thin them to two or three per mound. When they are younger, watermelon plants require lots up water, up to 2 inches per week. They grow best in soil with a pH of 6.0 to 6.8. Pruning the plant is not necessary, but it may direct more energy to growing the fruits. If you choose to prune, remove the small vines that grow laterally. To prevent rotting, gently lift the fruit as it gets bigger and turn it. You can also mulch with plastic around the plants. Common pests include cucumber beetles and vine borers. To prevent these, use floating row covers but remove them once the plants begin to flower.
There are a few tactics to determine if a watermelon is ripe, and it is important to use them because once a watermelon is picked, it doesn't ripen any further. One way to determine if a watermelon is ready to harvest is to check the bottom spot of the melon where it sits on the ground. If a watermelon is ripe, that spot will turn from white to yellow. Other ways to determine if a watermelon is ripe is to gently knock the rind with your fist. If it sounds hollow, it may be ready to pick. A third tactic is to examine the small vine tendrils near the fruit. If they have dried up from green to brown and are beginning to fall off, the watermelon is ripe.
The watermelon also may take on a dull look instead of a bright sheen when it is ready to harvest. To harvest, take a knife and cut the watermelon from the plant, cutting the stem close to the fruit. After harvesting, it is suggested to chill the watermelon prior to serving.
Copyright 2018 © Urban Farmer. All rights reserved.
What watermelons crave:
Since watermelons have a long growing period and produce big fruits, they are heavy feeders. Prior to planting, amend soil with compost and a higher nitrogen fertilizer. Once vines begin to ramble, side dress plants with a 5-10-5 fertilizer and again once the melons are set.
Where to buy watermelon seeds:
Tendersweet Orange Watermelon seeds available at ufseeds.com
Urban Farmer sells multiple varieties of watermelon seeds, some with the potential to reach up to 50 pounds. Other varieties have a yellow or orange flesh. Check out watermelon seeds on our website at ufseeds.com!
Copyright 2018 © Urban Farmer. All rights reserved. | web | https://files.ufseeds.com/on/demandware.static/Sites-UrbanFarmer-Site/Sites-UrbanFarmer-Library/default/images/Instructions-for-Growing-Watermelon.pdf | 0.499243 | {
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The Pied Wagtail
Whenever I see a Pied Wagtail, I am always reminded of John Clare's poem entitled "Little Trotty Wagtail". Clare, who wrote many poems about the natural world, wrote this little ditty when he was in Northampton Asylum. It is an amusing little poem which well describes the mannerisms of this characterful black and white bird which is small in size and has a long tail and, in the words of Clare, waggles its tail and 'nimbles' about. Indeed, it seems to be always active as it searches about for insects which make up most of its diet. Its fine bill is perfectly designed for this purpose.
The Pied Wagtail tends to visit my garden only during very cold winters and when there is snow on the ground. However, I often see it flying around my vicinity at most times of the year and usually its call brings it to my attention. I also sometimes see it on the roof tops of nearby houses.
Once considered to be a species in its own right, it is now classed as a race of the continental White Wagtail which is very similar but has a grey back rather than a black back. If you travel to mainland Europe, it will be the White Wagtail you see.
The Pied Wagtail is usually found by rivers, streams and other stretches of water. Austin Dobbs in his book "The Birds of Nottinghamshire" remarked that the Pied Wagtail is a great follower of the plough and notes that at winter fishing matches it is partial to raiding the maggot tin. The species is equally at home in built up areas and may be found in supermarket car parks or around factories, hospitals and sewage treatment works. During winter at dusk, huge numbers of these birds will congregate in communal roosts. In the
countryside their natural roost is in reed beds but in towns and cities they will roost in trees, and on or in buildings. In Nottingham city centre, high numbers are known to roost in the few trees that are dotted about. All these places offer security, warmth and shelter from the elements.
Although this endearing little bird may not make that many appearances in your garden, do look out for it and read John Clare's poem, which I am sure you will agree gives a very apt description of this bird.
Jean Parrott
Photo: Pied Wagtail by Jean Parrott
Jean is a voluntary Ambassador for the British Trust for Ornithology (BTO) Garden BirdWatch scheme in Nottinghamshire. If you are interested in participating in the scheme, contact her on 0770 4809741 [REDACTED_EMAIL] for a free information pack. | web | https://www.bto.org/sites/default/files/u23/images/Ambassadors/jean_parrott_articles/Pied%20Wagtail.pdf | 0.426623 | {
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'May' is Energy Month
"If not you, who?
If not now, when?"
Save Energy Save Energy it is in your hands!
For more information visit www.energy.gov.za
TODAY'S ENERGY WASTAGE IS TOMORROW'S SHORTAGE
Electricity Saving Tips
Fuel Saving Tips
1. Take a shower instead of a bath.
2. Don't fill the kettle - only boil the water that you need.
3. Keep the fridge door closed, and make sure it is properly sealed.
4. Don't cook with a small pot on a large stove plate.
5. Dress for the season - warm in winter and light clothing in summer.
6. Switch off all appliances when they are not in use.
7. Reduce your heater or geyser temperature from hot to warm.
8. Close all windows and doors when the air conditioner or heater is on.
9. Use CFL energy saving bulbs at all times.
10. Fit one light bulb with the correct level of brightness in a room.
11. Turn the lights off when you leave a room.
12. Do all ironing at the same time.
For more information visit our website: www.energy.gov.za
1. Lighten the load in your vehicle.
2. Plan your trips and minimise short trips or walk.
3. Keep a safe following distance.
4. Use air conditioner only when necessary.
5. Reduce idling time.
6. Travel early/later to avoid known traffic peaks.
7. Resolve minor and major car service issues.
8. Keep your tyres inflated to the proper pressure.
9. Join a lift club.
10. If available use public transport.
11. Use the recommended grade of motor oil for your car.
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Cuboid A and cuboid B are similar.
The surface area of cuboid A is 500cm$^2$. Work out the surface area of cuboid B.
\[ 500 \times 2^2 = 2000 \text{ cm}^2 \]
The ages of 15 rugby players are:
\[ 23, 26, 28, 29, 34, 23, 20, 25, 26, 23, 31, 33, 19, 27, 28 \]
\[ LQ = 23 \]
\[ M = 26 \]
\[ UQ = 29 \]
Draw a box plot to show this information
Make w the subject of
\[ 5(w - 2a) = 3w + 7 \]
\[ 5w - 10a = 3w + 7 \]
\[ 2w = 10a + 7 \]
\[ w = \frac{10a + 7}{2} \]
Shown is a tangent to a circle.
Find y and give a reason for your answer.
\[ 49^\circ \]
Alternate segment theorem
Shown is triangle RST.
Angle SRT is $53^\circ$, to the nearest degree.
ST is 17cm to the nearest centimetre.
Work out the upper bound for the length of RS.
\[ \sin 53^\circ \approx 0.8 \]
\[ \text{Max } RS = \frac{\text{Max } ST}{\sin 52.5^\circ} \approx 22.058 \text{ cm} \] | web | https://corbettmaths.com/wp-content/uploads/2016/10/dec-19-h.pdf | 0.467658 | {
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English
Autumn 1
An Inspector Calls - interpreting ideas,
characters, themes, plot, language and structure, pre- and post- WW1/WW2 context,
capitalism and socialism
Right-angled triangles and multiplicative reasoning-
Year 10 Curriculum Overview
Autumn 2
Spring 1
Spring 2
Summer 1
Students in Year 10 prepare for GCSE English Literature, for which they undertake public examinations in May. Students begin GCSE English Language at the end of the year.
A Christmas Carol - interpreting ideas,
Revision of Macbeth
- Key focus on exam skills, revision characters, themes, plot, language and
Preparation for GCSE Literature exams
- Revision of all four texts
(An Inspector Calls, Macbeth, A
structure and context
Constructions, loci and bearings- calculating and
reading them including the use of scale
Quadratic of characters and themes ,
Unseen poetry
- applying language analysis and comparison skills
Perimeter, area and volume- including circles
and sectors, fractions, indices and standard form
Summer 2
Introduction to GCSE English Language - spoken
language features, formal and informal language, Standard English vs slang, analysing,
Christmas Carol, Unseen Poetry)
writing and delivering speeches
Congruence, similarity and vectors- not
including congruent proofs and only calculating with column vectors,
More Algebra- cubics and
percentage changes, proportion
Maths
Personalised content
- Individual class teachers to use assessment from both year 9 and 10 to and compound measures
(Foundation)
Trigonometry and further statistics- address areas that require further focus
Sampling and interpreting and representing data
equations and graphs- plotting and solving both
graphically and algebraically (Foundation)
Equations converting and calculating with (Foundation)
reciprocals graphs, simultaneous equations,
v
ectors and geometric proof and proportion rearranging formula and simple proofs
and graphs- simultaneous, quadratic and cubic as well
and graphs - both direct and indirect using the
(Foundation)
More algebra - rearranging | web | https://www.bodmincollege.co.uk/3-Content/Curric/Year10Overview.pdf | 0.472863 | {
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With the recent appointments of a number of federal judges who tend to rule on the more conservative side of politics, many people in the pro-life movement are hoping and praying that judgments will be made that make it harder for abortions to happen. But according to the Pew Research Center, public opinion about the legality of abortion has not changed much in two decades: 61% of people say that abortion should be legal in all or most cases, while 38% say it should be illegal. Even when looking at people with religious affiliations, nearly two-thirds of black Protestants, about the same number of mainline Protestants, and even 56% of Catholics agree that abortion should be legal in all or most cases. Only in the case of white evangelical Protestants do we find a significant majority (77%) saying that abortion should be illegal.
Some hospitals (particularly those operated by Catholic organizations) have come under fire for their stated policies that prohibit doctors from performing abortions. In other situations, the religious rights of individual doctors working in public hospitals are coming under attack as court cases are decided about whether their willingness to perform abortions can be part of the criteria for their employment.
Meanwhile, scientists and researchers around the world have been debating and questioning the generally agreed standard (which is law in some countries) that states that research and experimentation on human embryos may only take place up until 14 days after origination. This particular time was agreed on because researchers acknowledged this is the point at which the central nervous system appears, and it's the time at which an embryo can no longer split into twins.
The idea here, as a National Public Radio report stated, was that since the embryo can no longer split into two (or more), this is the point at which an embryo becomes a "unique individual" (Rob Stein, Morning Edition, March 2, 2017).
"A unique individual what?" a person might well ask. Apparently, more than half the country would answer that question one way, while the others might disagree passionately.
The value of human life, every human life, will continue to come into question in the court cases coming in future years. Some people are placing more weight and importance on the rights of those who are fully grown humans, walking about, making choices in their lives. But questions remain. Whose rights are more important? Which life matters?
As students arrive, give each of them a copy of the above news story to read. After all teens have had the opportunity to read the article, discuss it in this way:
What thoughts or impressions come to your mind as you read this article?
Some people argue that women should have easy access to abortions because women have the right to do what they want with their own bodies. What questions would you want to ask people who make this argument?
It's clear in the Bible that God loves every person. No one is more important to him than anyone else. How do you see this truth lived out in your life?
God sees each human life as special and unique, even those lives that haven't made it out of the womb. Today we'll look at three reasons God considers unborn life so valuable. | web | https://www.21stcc.com/files/TheScene_2020-03-01_HighSchool.pdf | 0.487687 | {
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Manufacturers Group: You are a Vice President for Environmental and Social Initiatives at a Consumer Electronics Manufacturer
Your Background and Biography
Though you were born in Philadelphia, you grew up in New Orleans and eventually attended Tulane University, where you studied chemical engineering. While many of your peers went on to work for the big oil companies and petrochemical factories in Louisiana, you decided to stay on at Tulane for your master's degree.
During your studies you heard about the ongoing controversy about abandoned toxic waste at Love Canal, near Buffalo, New York. Residential neighborhoods were being poisoned by seeping chemicals that had for decades been dumped nearby. The public attention and heavy media coverage led to a new law in 1980, creating the "Superfund" program managed by the Environmental Protection Agency (EPA) to clean up contaminated sites. After graduation you went to work for the EPA directly, managing cleanup at Superfund sites along the East Coast. Soon the governor of New Jersey asked you to lead the state's Department of Environmental Protection, and not long after that the president of the United States picked you to lead the EPA.
When a new president was elected, you left your position at the EPA in order to lead the environmental and social initiatives at one of the world's largest and most celebrated technology companies. It's a place where every step and misstep you take attracts media attention. The company relies on rare earths for its best-selling consumer electronics products. Your aim is to use the company's purchasing dollars and public influence to put environmental justice and protecting the natural world on the international business agenda, but your boss, the CEO, just wants to make sure the company doesn't get rocked by big protests or boycott threats.
In negotiations you want a clear, credible process your company can use. The company relies on rare earths for its best-selling consumer electronics products and needs a steady supply of them. Your company is comfortable paying a premium for rare earth metals in exchange for being able to advertise itself as an environmental leader. Your goal is to produce a credible Sustainability Seal that activists and consumers can trust is making rare earth production more environmentally sustainable and less toxic.
Your Mission
Your goal at this hearing is to convince the Stewardship Council to include the Manufacturers Group's recommendations in its final Sustainability Seal guiding values. To make this argument effectively, you must do the following:
* Complete the assigned readings listed at the bottom of this page.
* Work closely with the other members of your group to develop clear answers to the Stewardship Council's questions.
* Use as much specific information as possible to develop strong arguments for your position that changing consumer demands require businesses to pursue creative problem solving and innovation in resolving the pressing issues caused by rare earth element mining, supply chains, and manufacturing.
* Read as much as you can about your position and the positions of the other groups.
* Complete written reflections on your character, interest group, and readings as assigned.
Your Victory Objectives
* You will receive 10 points if the Stewards select your group's proposal as the final Sustainability Seal guiding values.
* The Stewards will rank the interest groups by how well their goals are represented in the final Sustainability Seal guiding values. You will receive between 1 and 4 points based on how the Manufacturers Group is ranked and how well the Sustainability Seal guiding values reflect your goals.
SOURCES
Group Sources
* Manufacturers Case Study: "Using the Rare Earth Elements"
* Ma, Alexandra. "From iPhones to Fighter Jets: Here's a List of American Products That Could Be Affected If China Banned Rare-Earth Metal Exports to the US as a Trade-War Weapon." Business Insider , May 21, 2019.
Individual Sources
* Griffin, Andrew. "Apple Environment Head Lisa Jackson on Its Greener New Iphone—and the Work It Still Has to Do." Independent , October 10, 2019.
* Liu, Hongqiao. "Apple and Rare Earth Recycling." China Water Risk, September 18, 2017.
* Stone, Maddie. "Behind the Hype of Apple's Plan to End Mining." Earther: Gizmodo , March 6, 2019. | web | https://www.sciencehistory.org/sites/default/files/case_ree_manufacturers_role_a.pdf | 0.488647 | {
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Copper Hill LIBRARY NEWS May 2023
WE CHECKED OUT
1,894 BOOKS!
WE VISITED
93 times outside of library class
BOOKS WE LOVED
- Guts
- Dog Man
- Can I Play Too?
WHAT WE READ
K-2
- Rhyming Just Bunnies!
- Dozens of Doughnuts
- Sleepy's the Greatest
- Bubbles Up!
- Ikky's Amazing Escape
- Potato Pants!
- Paletto Mama
- The Floating Field
- Amy Wu and the Patchwork Dragon
- Are We There Yet?
3-4
- Chez Bob
- Pandora
- Legend
- King Midas and the Golden Touch
- Hercules
- Achilles
- A Room of Your Own
WHAT WE LEARNED
We packed a lot of reading into May! Kindergarten practiced rhyming, illustrating, and making connections. First grade also practiced illustrating, creating characters and writing recipes - ask them how to make a paleta! In second grade, we celebrated AAPI Heritage Month and read the hilarious Shape Trilogy. Third grade students created a restaurant menu for an animal they researched and daydreamed about a room of their own. Finally, fourth grade completed a mythology unit and learned about the ways mythological allusions are still all around us today!
Copper Hill LIBRARY NEWS May 2023
WHAT WE LOVED
3rd grade Rock Paper Scissors Tournament
2nd grade dragon illustration
4th grade mythology tableau
3rd graders sharing animal menus
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Parents Update
The academic year 2020/2021 will terminate soon. Seniors look forward to celebrating their graduation, while other students wait to be promoted to their successive classes.
In May, the school organized an Al Zuhour Private School Model United Nations conference where other students participated from Athena Education schools. Last week, grade 12 seniors celebrated global day in order to pay respect and foster high regard for all cultures.
In June, all students will have their term project submissions completed and will be taking their final exams online.
The school takes precautionary measures as the priority of our students safety. We wish you good luck for next year.
Positivity
Positivity is that beautiful, pleasant feeling you get every day when you wake up in the morning, see the sun shining and start your day feeling grateful for every little thing or moment that is surrounding you. It’s one of the most important character traits that one should have in order to lead a healthy and happy life. Positivity helps to build your resilience. Physical, mental and emotional health is particularly important to achieve success in life. Being healthy will help you succeed. Optimism can improve your immunity and gives you a better psychological and physical well-being. There are several ways of maintaining a positive attitude. Have an attitude of expectancy, take control over what you can, and stop worrying about what you can’t, read and listen to positive information and be with positive people as often as possible. You can also spread positivity around you by doing little things as even giving a smile to a stranger. That little gesture could brighten someone's day up.
Seniors Global Day
The global day is recognized as one of the most important occasions celebrated each year in various parts of the UAE, particularly in schools and colleges. The global day event is frequently arranged to showcase and promote other cultures and nations, and it includes cultural and traditional shows, a fashion show of traditional clothing, dances, speeches, and traditional meals made and consumed. Despite the fact that the pandemic has curtailed the celebration of many events, the Al Zuhour private school did not prevent their students, especially seniors, from celebrating such an event with, of course, precautionary precautions to protect everyone's safety and health. The English department oversaw the Seniors global day, which included the representation of culture and customs from numerous countries, including the UAE, Pakistan, Morocco, India, and Germany. First, a fashion display was held to showcase each country's traditional clothing. Second, the country presenter introduced the nation they represent, including its history, geography, the capital, population, languages, and diversity. Finally, at the conclusion of each speech, farewell is given in the language of each nation, and all national presenters walk in together to bring the fashion show to a close.
E-safety is all about knowing how to use the internet safely and responsibly. “We were always taught not to speak to strangers in real life, then we should also not speak to strangers whilst online!” Some ways of keeping your devices safe from hackers is by making sure you have an anti-virus software always working, and keep an eye on what you post on your social media accounts. If you ever get bullied on any platform, instead of turning it into a big fight go and talk to a grown adult/guardian/teacher/or local police, someone that can solve the problem without making it grow bigger and always remember that “Technology is a useful servant but a dangerous master”
2ND – 3RD OF JUNE GRADUATION
3RD OF JUNE - SCIENCE FICTION/NON-FICTION WRITING COMPETITION
6TH OF JUNE - ESSAY WRITING AND HACKATHON COMPETITION
10TH – 15TH OF JUNE FINAL EXAMS
Astronauts, designers, musicians, doctors, engineers, and all the other professions that keep the world spinning have one thing in common: a good teacher who encouraged them to pursue their dreams. Thank you so much! We pledge to complete your journey in spreading knowledge to others.
- MAHA MOHAMED - 12D
It was an amazing and life changing experience that I’ll never forget for the rest of my life. All the time I spent with my friends and the teachers that taught me through out kindergarten until 12th grade. I will forever miss this school and I hope the next generation of students will find it as enjoyable as I did.
- OMAR - 12I
Our Editors
- Omer Yousif
- Zain Zaidan
- Fatima Fahad
- Maham Raza
- Reem Mohammed
- Fatima Osama
- Ghina Ahmed
- Eman Sarfaraz
- Maha Almutawa
- Nourthin Wael
- Haya Haitham
CONTACT US
Ms. Nawal Khayat [REDACTED_EMAIL] [REDACTED_PHONE]
Mr. Marwan Hamed [REDACTED_EMAIL] [REDACTED_PHONE]
Ms. Mona Hassan [REDACTED_EMAIL] [REDACTED_PHONE]
Mr. Mustafa Saleh [REDACTED_EMAIL] [REDACTED_PHONE]
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CWSF 2015 - Fredericton, New Brunswick
Biography
Mary Hoover is 14 and currently in grade 8 in Foam Lake Composite School. This is her second year participating in Regional Science Fair and her first year making it to CWSF. She lives on a farm south of Foam Lake and enjoys activities such as badminton, writing, drawing,filming, reading, archery, photography, snowboarding, quadding, sledding, and mudding. Through the years she has accomplished various awards through band, writing and dance. Her favorite subjects are English and Math. The idea for her project came to her through the influence of her father. If she were to continue this project, she would attempt to market it though major machinery companies. After high school, she plans to further her education by receiving a degree in English Literature, Psychology, or Law. Her advice to other students thinking about doing a project would be to always choose a topic that interests you, it will make it much more fun.
Mary Hoover
Catching Combine Fires
Challenge:
Category:
Region:
City:
School:
Abstract:
Innovation
Junior
Parkland
West Bend, SK
Foam Lake Composite High School
My project is the invention of a fire protection system for combines. It monitors critical components for heat buildup or carbon monoxide emission on various parts of the machine. The apparatus was created using an Arduino programmable logic controller, multiple sensors, and an LCD display. It was tested using a blow dryer and a candle. It was not mounted and tested on an actual combine.
Youth Science Canada
PO Box 297
Pickering ON L1V 2R4
www.youthscience.ca / [REDACTED_EMAIL]
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In schools, self-esteem boosting is losing favor to rigor, finer-tuned praise
By Michael Alison Chandler, Published: January 15
For decades, the prevailing wisdom in education was that high self-esteem would lead to high achievement. The theory led to an avalanche of daily affirmations, awards ceremonies and attendance certificates — but few, if any, academic gains.
Now, an increasing number of teachers are weaning themselves from what some call empty praise. Drawing on psychology and brain research, these educators aim to articulate a more precise, and scientific, vocabulary for praise that will push children to work through mistakes and take on more challenging assignments. Consider teacher Shar Hellie's new approach in Montgomery County.
To get students through the shaky first steps of Spanish grammar, Hellie spent many years trying to boost their confidence. If someone couldn't answer a question easily, she would coach him, whisper the first few words, then follow up with a booming "¡Muy bien!"
But on a January morning at Rocky Hill Middle School in Clarksburg, the smiling grandmother gave nothing away. One seventh-grade boy returned to the overhead projector three times to rewrite a sentence, hesitating each time, while his classmates squirmed in silence.
"You like that?" Hellie asked when he settled on an answer. He nodded. Finally, she beamed and praised the progress he was making — in his cerebral cortex.
"You have a whole different set of neurons popping up there!" she told him.
A growing body of research over three decades shows that easy, unearned praise does not help students but instead interferes with significant learning opportunities. As schools ratchet up academic standards for all students, new buzzwords are "persistence," "risk-taking" and "resilience" — each implying more sweat and strain than fuzzy, warm feelings.
"We used to think we could hand children self-esteem on a platter," Stanford University psychologist Carol Dweck said. "That has backfired."
Dweck's studies, embraced in Montgomery schools and elsewhere, have found that praising children for intelligence — "You're so clever!" — also backfires. In study after study, children rewarded for being smart become more likely to shy away from hard assignments that might tarnish their star reputations.
But children praised for trying hard or taking risks tend to enjoy challenges and find greater success. Children also perform better in the long term when they believe that their intellect is not a birthright but something that grows and develops as they learn new things.
Brain imaging shows how this is true, how connections between nerve cells in the cortex multiply and grow stronger as people learn and practice new skills. This bit of science has proved to be motivating to struggling students because it gives them a sense of control over their success.
It's also helpful for students on an accelerated track, the ones often told how "smart" they are, who are vulnerable to coasting or easily frustrated when they don't succeed.
That's how teachers at Rocky Hill Middle started talking about "neuroplasticity" and "dendritic branching" during training sessions. They also started the school year by giving all 1,100 students a mini-course in brain development.
"This is the most important thing you are going to learn this year," Hellie said she told her students before playing a YouTube video that explains how brains grow. "It has to do with the way you are going to live the rest of your life — whether you will continue to learn, be curious, have an active, growing brain or whether you are going to sit and let things happen to you."
An online curriculum called Brainology developed by Dweck and another researcher in 2009 has been used in 300 schools. Joshua P. Starr, the new Montgomery schools superintendent, selected Dweck's book, "Mindset," for the inaugural session of a book club he created to introduce his education philosophy.
Dweck's work builds on other research about motivation and the malleability of intelligence that has stirred significant changes in curriculum, teacher training and gifted instruction in many school districts.
In Fairfax County, for example, students are no longer labeled "gifted" but considered on a spectrum of "novice" to "expert" in each subject — the kind of language that is seeping into teacher praise, said Carol Horn, coordinator of advanced academic programs for Fairfax schools.
Education experts have long warned about the dark side of praise.
Alfie Kohn, author of the book "Punished by Rewards," has said most praise, even for effort, encourages children to be "praise junkies" dependent on outside feedback rather than cultivating their own judgment and motivation to learn.
Michelle A. Rhee, the former D.C. schools chancellor, often recounts a story about how her daughters' many soccer trophies are warping their sense of their athletic abilities. Her daughters "suck at soccer," she said in a radio interview for Marketplace last January.
"We've become so obsessed with making kids feel good about themselves that we've lost sight of building the skills they need to actually be good at things," Rhee said.
Underlying the praise backlash is a hard seed of anxiety — a sense that American students are not working hard enough to compete with students from overseas for future jobs.
In an oft-cited 2006 study by the Brown Center on Education Policy at the Brookings Institution, U.S. eighth-graders had only a middling performance on an international math exam, but they registered high levels of confidence. They were more likely than higher performing students from other countries, such as Singapore and South Korea, to report that they "usually do well in mathematics."
Praise should be relevant to objective standards, said Chester E. Finn Jr., president of the Thomas B. Fordham Institute, an education think tank. Whether it's given to make children feel good or because "at least they tried," it's not helpful if students are still "50 yards from proficient," he said.
"Winning or losing also matters in the real world," Finn said. "You either beat the enemy or you don't. You either get the gold medal or you get the silver."
Dweck said it is important to be clear with children about what proficient or gold-medal performance looks like so they know what to strive for. (Unhelpful: "You were robbed! Those judges must be blind!")
But she stresses the importance of using praise to encourage risk-taking and learning from failure in the classroom, experiences that make way for invention, creativity and resilience.
"Does the teacher say: 'Who's having a fantastic struggle? Show me your struggle.' That is something that should be rewarded," she said. "Does the teacher make it clear that the fastest answer isn't always the best answer? [That] a mistake-free paper isn't always the best paper?"
Changing the language of praise can be difficult for adults who grew up thinking that an "A for effort" was a consolation prize.
During his book club, Starr recounted how his 3-year-old son recently discovered that the word "brown" starts with B.
"My wife says, 'You are so smart,' " he recalled. When he discouraged her from praising his intelligence, Starr said, "she looked at me like I was crazy."
Typically, young children don't second-guess praise. But teenagers understand when feedback is useful and authentic. "Great job!" doesn't tell them what was great about what they did, experts say.
"They know that everything they do isn't 'Magnificent!' " Hellie said.
And so her class is becoming accustomed to awkward silence.
The same January morning, another seventh-grade boy struggled to figure out what was wrong with this sentence: Un chico soy inteligente.
One classmate started to answer, but Hellie stopped her. Another classmate volunteered, in newly acquired vocabulary, why the boy needed to persist on his own. "He's trying to connect pathways in his brain or whatever," she said.
Finally, the boy understood.
"Soy un chico inteligente," he said.
"What does it mean?" the teacher asked.
"I am an intelligent boy?"
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Stratigraphic history of the *abi*
At first the *abi* was open to the sky, and looked like a well (phase 1).
When Tupkish built his Palace, and raised the formal wing much higher than the ground where the *abi* stood, the well-like cylinder was raised as well (phase 2).
Soon afterwards, the cylinder was broken (you can see this clearly on the left when you are inside), the structure was roofed, and an antechamber was built to allow entrance. This remained in use for several centuries from phase 2 to phase 4.
At the end (phases 5-6) the corbelled vault was removed and the *abi* was once more open to the sky.
Phases 1
(2400 B.C.)
Phase 2
(2250 B.C.)
Phases 2-4
(2250 - 1900 B.C.)
Phases 5-6
(1900 - 1300 B.C.)
في البداية كانت الآبي مفتوحة للسماء، وبدت لنا كأنها بئر (فترة 1). عندما بنى توپکش قصره، وجعل ارتفاع الحاجاج الملكي أعلى من ارتفاع الأرض التي عليها الآبي. قاموا برفع الحدار الاسطواني لتنلاءم معه (فترة 2). وبعد زمن قصير، خرب الحدار الاسطواني وتسطع ملاحظة ذلك وأنت في داخل الآبي إلى يسارك)، أينني كان مسقوف، وحجرة لانتظار كنت قد بنيت لتسمح بالدخول، على هذا الشكل في مستخدم لعدة قرون من فترة 2 إلى فترة 4. في النهاية أي (فترة 5 و 6) أُزيل السقف والآبي مرة أخرى كانت مفتوحة إلى السماء.
The “magic” circles
Very shallow pits were found throughout the levels inside the *abi*. They were drawn to perform the rituals described in later Hurrian texts like the one translated below.
When at night on the second day (of the ritual) a star leaps, the offerer comes to the temple and bows to the deity. Two daggers which were made along with the (statue of) the new deity they take and (with them) dig a pit for the deity in front of the table.
في الليل في اليوم الثاني (خلال ممارسة الطقس) سقط نجم، أتى المضحى إلى المعبد وانحنى إلى الآلهة. أخذوا الخنجران (الاثنان كانا قد صنعاه مع تمثال للإله الجديد)، وحفروا حفرة للآلهة أمام الطاولة.
The passage to the Netherworld
Sacred and mysterious, the structure you are about to enter is one of the most impressive of ancient Syria.
Here, the spirits of the Netherworld were summoned through special rituals, in which piglets and puppy dogs were the primary sacrificial offerings. It was called *abi* in Hurrian.
The animal bones found in the excavations were largely of that type. It is from evidence such as this that we can propose a very specific interpretation for the use of this deep shaft.
The way you see it now, it dates to the time of construction of the Palace, about 2250 B.C.
But it was certainly earlier. The bottom is about 6 meters above the plain level. It is possible that the original shaft was dug from that elevation, when settlement first began at Urkesh, early in the fourth millennium.
Finds from the *abi*
This head of a human figurine with a cavity in the head suggests it was meant for some special purpose. It was found in a pit near the *abi*. It is possible that it was used in connection with the rituals held there, which is certainly the case for the objects on the next two pages, found inside the *abi*.
رأس من تمثال لإنسان، مع حفرة في أعلاه، يُعتقد أنه خُصصت لأهداف خاصة. وكان قد عُثر عليه في حفرة بجانب الآبي. ومن الممكن أن استخدامه في هذه الحفرة كان له علاقة بالطقوس هناك. وهذا بالتأكيد مطالب للقى الأخرى التي عُثر عليها بجانب الآبي والتي ستمر معنا في الصفحات التالية.
The spout of a vessel in the form of a pig (found inside the *abi*), and the impression of a seal of the queen with a pig. Piglets and puppy dogs were the most common animals sacrificed inside the *abi*.
مزراب من آنية على شكل خنزير عُثر عليها داخل الآبي، مع طبعة ختم الملكة مع خنزير. وكانت الخنازير الصغيرة والكلاب الصغيرة من أكثر الحيوانات شيوعاً في استخدامها بحملية اللضاحية.
Miniature anthropomorphic jar
Probably representing a deity of the Netherworld, this miniature jar was found inside the *abi*. Later Hurrian texts say that perfume was poured out during the sacrifices: this may have been used for just such a purpose.
من الممكن أنها تمثل آلهة العالم السفلي، وهذه الحجرة الصغيرة تُعرَف عليها داخل الآتي. ذُكر في النصوص الحورية المتأخرة أن عطراً كان يُصرف أثناء الطقوس: لهذا من الممكن أنها استخدم لهذه الخلابة. | web | https://urkesh.org/pdf/stands/07a.pdf | 0.482 | {
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The first version of the Rising Tide project, co-authored by registered psychologist Julie Burgess and specialist educator Sarina Dickson, came about to meet the needs of the children of Canterbury following the devastating Canterbury earthquake sequence. Initially it was called the Worry Bug project and was just two books for 8 000 families. The aim of the project was, and continues to be, to provide support resources to schools and families to address mild to moderate anxiety.
The project, and its resources, grew and grew with support from generous NGO funders. The suite of books and support resources have been used by over 80 000 families following natural and man-made disasters throughout New Zealand and internationally.
The resources continue to evolve and are added to in consultation with the communities within which they are used.
All of the story-based resources, videos and family and school activities are now fully funded by the New Zealand Red Cross to access digitally via www.risingtide.co.nz | web | https://www.risingtide.co.nz/uploads/5/1/2/6/51260753/hb_suggested_newsletter_text.pdf | 0.43195 | {
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SOPHOMORE AMERICAN LITERATURE AND COMPOSITION SUMMER READING LIST
As part of our effort here at Chilton County High School to improve reading scores (ACT), the faculty and administration require all students to participate in the summer reading program. The truth is that students do not read as much as they have in the past. Sadly, this trend is often reflected in graduation rates, ACT scores, and lowered freshman college grades. Good reading and writing skills are imperative for future success in all areas of life. Therefore, like many schools in the state and nation, summer reading is a necessary part of the curriculum at CCHS.
Summer reading is a way of completing part of the REQUIRED reading for English classes ahead of time. This summer, please read from the following list of literary works, and to have it/them completed by the first day of school in August 2018. Within the first three weeks of school in August, you will need to complete an Accelerated Reader test for each book and/or play. These grades will be among the first grades you will receive in your English class, regardless of your teacher. Having said that, you will not be able to take an AR test for a book on which you have already tested; therefore, you must choose a book that you have not read, or been tested on, previously. Summer reading is just that: SUMMER READING. All students will be given an opportunity to take the AR test in the library during the first week of school. It will be your responsibility to avail yourself of that opportunity. No grade(s) will be given for AR tests taken after the closing date.
Students enrolled in GENERAL ENGLISH 10 should read at least ONE (1) book from the following selections:
13. Across Five Aprils, by Irene Hunt;
1. For One More Day, by Mitch Albom;
2. Tuesdays with Morrie, by Mitch Albom;
3. Brian's Song, by William Blinn;
4. Inferno, by Dan Brown;
5. City of Ashes, by Clarissa Clare;
6. Narrative of the Life of Frederick Douglass, by
Frederick Douglass;
7. Quiet Strength: The Principles, Practices, & Priorities
of a Winning Life, by Tony Dungy;
8. A Lesson Before Dying, by Ernest Gaines;
9. Looking for Alaska, by John Green;
10. Black Like Me, by John Griffin;
11. A Raisin in the Sun, by Lorraine Hansberry;
14. Legend, by Marie Lu;
15. Cinder, by Marissa Meyer;
16. The Things They Carried, by Tim O'Brien;
17. The Last Lecture, by Randy Pausch;
18. A Day No Pigs Would Die, by Robert Newton Peck;
19. The Yearling, by Marjorie Rawlings;
20. A Break with Charity, by Ann Rinaldi;
21. Article 5, by Kristen Simmons;
22. The Guardian, by Nicholas Sparks;
23. The Witch of Blackbird Pond, by Elizabeth George Speare;
24. Izzy-Willy Nilly, by Cynthia Voigt;
25. The Piano Lesson, by August Wilson;
12. North of Beautiful, by Justina Chen Headley;
26. The Devil's Arithmetic, by Jane Yolen.
You may find these works at any bookstore or public library, or you may check them out from our school library. Listen for announcements concerning check-out times. Additionally, many of these books are available online, at no cost you, at googlebooks.com. E-book formats are also available, free of charge, from a number of providers (e.g., librivox.org, Kindle, and/or Project Gutenberg). Finding copies for the summer is your responsibility. When I say READ, I do mean READ. Watching the movie or reading the Sparknotes summary is not satisfactory. The AR test(s) you will take on the books are based on the books, and the movies always get something wrong.
A WORD OF CAUTION: The books listed for summer reading are meant to give you a positive literary experience of reading powerful writing. The books are not all young-adult literature; some are adult novels and many are written from a mature perspective. Some of the books on this list contain scenes of graphic violence, drug usage, sexual situations, and/or language, that some may perceive as offensive. Students should exercise good judgment in reading these books. Reading works which investigate difficult ethical choices and/or actions does not necessarily celebrate the choices made by a character. English classes are designed to enable students to see how the English language can be used to convey the human experience in vivid, dramatic, and often unforgettable ways. If you would like assistance in selecting a book for summer reading, please ask a teacher or librarian for help, or come to Room 6 before school dismisses for Summer.
Sincerely,
Carter Buttram 10 th Grade English [REDACTED_EMAIL] | web | http://images.pcmac.org/SiSFiles/SCHOOLS/AL/ChiltonCounty/ChiltonCountyHigh/Uploads/News/Documents/SOPHOMORE_AMERICAN_LITERATURE_AND_COMPOSITION_(1).pdf | 0.495401 | {
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As part of the Veritas ELA curriculum, our 5th - 8th grade students read novels aligned with the History curriculum. Students will be asked to highlight, mark, and annotate their books.
Therefore, each student needs to purchase and own their own copy of the class novels. The novels listed below need to be purchased by the time school starts next fall:
5th Grade:
1. The Golden Goblet By Eloise Jarvin McGraw: ISBN 978-[REDACTED_PHONE]
2. Where the Mountain Meets the Moon By Grace Lin: ISBN 978-[REDACTED_PHONE]
3. The Jungle Book- Puffin Classics By Rudyard Kipling: ISBN 978-[REDACTED_PHONE]
4. The Bronze Bow By Elizabeth George Speare: ISBN 978-[REDACTED_PHONE]
5. The Odyssey- Puffin Classics By Geraldine McCaughrean: ISBN 978-[REDACTED_PHONE]
6th Grade:
1. Letters from Rifka By Karen Hesse: ISBN 978-[REDACTED_PHONE]
2. Out of the Dust By Karen Hesse: ISBN 978-[REDACTED_PHONE]
3. Lyddie By Katherine Paterson: ISBN 978-[REDACTED_PHONE]
4. Amos Fortune By Elizabeth Yates: ISBN 978-[REDACTED_PHONE]
5. Shades of Gray By Carolyn Reeder and Tim O'Brien: ISBN 978-[REDACTED_PHONE]
7th Grade:
1. The Little Prince: By Antoine de Saint Exupery: ISBN 978-[REDACTED_PHONE]
2. Romeo & Juliet By William Shakespeare: ISBN 978-[REDACTED_PHONE]
3. The Call of the Wild By Jack London ISBN 978-[REDACTED_PHONE]
4. The Hiding Place By Corrie Ten Boom: ISBN 978-[REDACTED_PHONE]
5. A Tale of Two Cities By Charles Dickens: ISBN 978-[REDACTED_PHONE]
8th Grade:
1. The Giver By Lois Lowry: ISBN 978-[REDACTED_PHONE]
2. Animal Farm By George Orwell: ISBN [REDACTED_PHONE]. Of Mice and Men By John Steinbeck: ISBN 978-[REDACTED_PHONE]
4. To Kill a Mockingbird By Harper Lee: ISBN 978-[REDACTED_PHONE]
5. The Outsiders By S.E. Hinton: ISBN 978-[REDACTED_PHONE] | web | https://www.veritasma.org/_files/ugd/a0a44e_0d839a3f5da945a09c86fe485ed16311.pdf | 0.476018 | {
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} | 12544dd96d6015a8ce35d1d4179d50cd018a39fdab7dead9025c5b8e3aea0d82 | ||
GAMES INSTRUCTIONS
HOW TO PLAY GAMES
l To play the games user needs to first Register and login.
PROCESS OF Registration
l On top right side of the website there is a button called "Register". Click Register.
l
It would route you to a new window where you would need to fill in the required details.
The Process is divided into 3 steps.
1. Personal Information
2. School/Organization Information
3. Upload Image
l Once Registerd then you will recieve a verification link in your e-mail account.
l Please click the link to verify your account, post which you would have access to all the games.
Go Ahead, Enjoy the games!
HOW TO LOGIN
l Click the LOGIN Tab.
l Please type in your User ID, Password and Click login.
l If, you have lost your password click forget password. Enter your E-mail address in the box and click on the send E-mail button.
l Password will be sent to your email account.
TRESURE HUNT INSTRUCTIONS
l To Prove your skills by finding the hidden treasure of Mahatma Gandhi and discover the great leader.
l There would be 6 items on the list divided into 3 stages
Watch Spectacles Lathi Charkha Monkeys Chappal
l Find those items hidden within the scene and click on them.
l You will have 30 seconds for each stage of the game.
QUIZ INSTRUCTIONS
l
Welcome to the Gandhi quiz
l A series of simple multiple choice questions aimed at helping you discover the person whom we call the 'father of our nation'.We truly believe that Gandhi's spirit resides within each one of you, by knowing more about his history, ethos & life, you will be able to discover it by yourself.
l To play the second level of questions you need to answer all Questions correctly in the first set.
Puzzle Adventure
Puzzle Adventure INSTRUCTIONS
l Here's a puzzle to help you put together places & movements related to Gandhi. Put the pieces together to reveal the big picture.
l How to play
Swipe 'N' Catch
Swipe 'N' Catch INSTRUCTIONS
l Collect the below items and earn Points.
POSITIVE ITEMS
NEGATIVE ITEMS
l Scoring each positive item would result in (+) points.
l Scoring each negative item would result in (-) points. | web | http://searchforgandhi.com/games_instructions.pdf | 0.444581 | {
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} | 2afc927e1b2dc0031070f1b32eeb0a96857a47c8bec1b18f4db56e1688831728 | ||
狭帯域フィルターを用いた金属欠乏星探査
富永望(国立天文台/甲南大学)
Collaborators: 岡田寛子, 岩崎巧実(甲南大学), 本田敏志(兵庫県立大学), 諸隈智貴(千葉工業大学/東京大学), 青木和光, 金子慶子, 福嶋美津広, 神澤富雄, 三ツ井健司 (国立天文台) 酒向重行, 高橋英則 (東京大学)
Metal-poor stars
H, He → star formation → supernova → metal enrichment H, He, Z
Metallicity increases with time [Fe/H] = log(Fe/H) - log(Fe/H)⊙.
Early Universe Metal-poor stars Sun
-5 -4 -2 0 [Fe/H]
Metal-poor stars
(e.g., Cayrel + 04; Honda + 04)
\[ \text{[Fe/H]} < -5 \]
Hyper Metal-Poor (HMP)
\[ \text{[Fe/H]} < -4 \]
Ultra Metal-Poor (UMP)
\[ \text{[Fe/H]} < -3 \]
Extremely Metal-Poor (EMP)
\[ \text{[Fe/H]} < -2 \]
Very Metal-poor (VMP)
(Beers & Christlieb 05)
What we can learn from MP stars
• Origin of elements
• First supernovae
• First stars
• Chemical evolution
• Galaxy formation
Origin of elements
THE ELEMENTS
Photographs show some of the pure or nearly pure element samples available in the 1970s. The elements in the left column, H to Rn, are naturally occurring and are found in the Earth's crust. The elements in the right column, Tc to Uuo, are man-made and they show artificial atomic conditions (outside the range of stability). The elements in the middle column, Sc to Tl, are naturally occurring but are rare. The elements in the bottom row, 93 to 118, are newly synthesized. 93-111 show the same pictures after which they were synthesized.
Poster and photography by Theodore W. Gray and Rick Searle.
More images and technical data can be seen at periodictable.com
Abundance pattern of a MP star
CS22968-014
Main-sequence mass: 25 Msun
Explosion energy: $2 \times 10^{52}$ ergs
Ejected Fe mass: $8.61 \times 10^{-2}$ Msun
Remnant mass: 3.84 Msun
Initial mass function of Pop III stars
- $\chi^2$ fitting of 218 stars with [Fe/H] < -3
A typical mass of Pop III stars is $25M_\odot$, heavier than stars in the present day. Dominated by HNe.
IMF from cosmological simulation
Number of stars vs log (M_star/M_sun)
-1 0 1 2 3
6th 5th 4th 3rd 2nd 1st
25M⊙
10^9 10^10 10^11 10^12
Sagawa, NT 14
Aspherical supernova explosion
NT+07
Stellar fates depend on their masses
Type Ia supernova
Brown dwarf White dwarf
Mass loss
Neutron star or black hole
Supernovae
Core collapse
$M_{\text{ms}} < 0.08 M_\odot$
$0.46 M_\odot$
$8 M_\odot$
$10 M_\odot$
$140 M_\odot < M_{\text{ms}} < 300 M_\odot$
H
He
C+O
O+Ne+Mg
Si (Fe)
元素はいかにつくられたか(野本憲一編)
[Ca/Si] vs. [Mg/Si]
SAGA database (Suda+17)
PISN
Heger & Woosley 02
Past surveys
• Objective prism survey
• HK survey (Beers+)
• Hamburg/ESO survey (Christlieb+)
A stellar relic from the early Milky Way
N. Christlieb*, M. S. Bessell‡, T. C. Beers§, B. Gustafsson*, A. Korn||, P. S. Barklem*, T. Karlsson*, M. Mizuno–Wiedner* & S. Rossi¶
Nucleosynthetic signatures of the first stars
Anna Frebel¹, Wako Aoki², Norbert Christlieb²,³, Hiroyasu Ando², Martin Asplund¹, Paul S. Barklem⁴, Timothy C. Beers⁵, Kjell Eriksson⁴, Cora Fechner³, Masayuki Y. Fujimoto⁶, Satoshi Honda², Toshitaka Kajino², Takeo Minezaki⁷, Ken’ichi Nomoto⁸, John E. Norris¹, Sean G. Ryan⁹, Masahide Takada-Hidai¹⁰, Stelios Tsangarides⁹ & Yuzuru Yoshii⁷
[Fe/H] ~ -5.2
[Fe/H] ~ -5.4
Past surveys
• Low-resolution multi-object spectroscopic survey
A chemical signature of first-generation very massive stars
W. Aoki,¹,²* N. Tominaga,³,⁴ T. C. Beers,⁵,⁶ S. Honda,⁷ Y. S. Lee⁸
SDSS/SEGUE (Lee+08)
CCSN
SNIa
CCSN+SNIa
PISN
VMS CCSN
• Narrow-band photometric survey
• Skymapper survey (Keller+)
• Pristine survey (Starkenburg+)
• 26 papers in 5 years
• ZERO survey (Chiba+)
A single low-energy, iron-poor supernova as the source of metals in the star SMSS J031300.36−670839.3
S. C. Keller¹, M. S. Bessell¹, A. Frebel², A. R. Casey¹, M. Asplund¹, H. R. Jacobson², K. Lind³, J. E. Norris¹, D. Yong¹, A. Heger⁴, Z. Magic¹,⁵, G. S. Da Costa¹, B. P. Schmidt¹ & P. Tisserand¹
Ca abundance of Fe-poor stars
Frebel & Norris 2015
Narrow band surveys
Pristine survey & Skymapper survey
Starkenburg+17; Da Costa+19
Number of metal-poor stars with [Fe/H] < -2
SUBARU/HDS ~1hr S/N ≥ 100
© Takuma Suda
Profits from bright metal-poor stars
- Measurement of rare elements
- UV spectroscopy
- Measurement of low abundance or stringent upper limit
Roederer+22
基盤研究A（2021〜2024年度）
明るい金属欠乏星の全北天域探査による初代星元素合成と初期銀河系形成の解明
既製品フィルターを用いたパイロット観測+追観測の結果 -> 岡田さん（甲南大）
「北半球から観測可能な明るい金属欠乏星を網羅的に探査」
Our survey
Pristine survey
ZERO survey
図2
・研究代表者: 青木和光
・研究分担者: 富永望、本田敏志、諸隈智貴、石垣美歩、平居悠、須田拓馬、野本憲一
・研究協力者: 千秋元、小笹隆司、松野允郁
観測研究1
明るい金属欠乏星探査・分光観測
諸隈、富永、本田
観測研究2
金属欠乏星データベース構築
データ系統解析
青木、石垣、須田（松野）
星の動力学(Gaia)
初代星の元素合成と次世代星・銀河形成の解明
理論研究1
初代星の進化と超新星元素合成
富永、野本、石垣
理論研究2
初代星放出物質からの次世代星形成
平居、富永（千秋、小笹）
Current filter holder
Tomo-e Gozen Camera
50cm
Focal plane
330cm
\[ \lambda = \lambda_0 \sqrt{1 - \left( \frac{\sin \theta_0}{n^*} \right)^2} \]
https://www.thorlabs.co.jp/NewGroupPage9_PF.cfm?Guide=10&Category_ID=134&ObjectGroup_ID=3880
\[ \sin \theta = 0 - 0.076 \]
\[ \frac{\lambda}{\lambda_0} = 1 - 0.9971 \quad (n^* = 1) \]
Fused silica \( n^* = 1.46-1.47 \)
\[ \Delta \lambda = \pm 0.6 \text{nm} \quad (\lambda_0 = 400 \text{nm}) \]
Narrow-band for CaHK (395nm)
CH, CN, Hzeta
normalized flux
wavelength [nm]
New filter holder produced by ATC
Gaia DR3
• Astrophysical parameters (Teff, logg, [M/H], AG, distance, etc.) from BP/RP spectra for 470 million objects
• Astrophysical parameters (Teff, logg, [M/H], [X/M] for 12 elements, etc.) from RVS spectra for 5.5 million objects
• Mean BP/RP spectra for 219 million sources, most of them with $G < 17.6$ mag
• Mean RVS spectra for 1 million well-behaved objects
Metallicity estimates exhibit substantial biases compared to literature values and are only useful at a qualitative level. However, we provide an empirical calibration of our metallicity estimates that largely removes these biases.
Andrae+22
Metallicity estimates from GSP-Phot are generally very poor, being ~0.1 dex too low and exhibiting additional strong systematics. Therefore, we do not recommend to use the [M/H] estimates from GSP-Phot. However, GSP-Phot [M/H] estimates can be calibrated empirically, e.g. using LAMOST data.
https://gea.esac.esa.int/archive/documentation/GDR3/Data_analysis/chap_cu8par/sec_cu8par_apsis/ssec_cu8par_apsis_gspphot.html
Fig. 26. Metallicity distributions for the MatisseGauguin parametrised stars. The light-blue histogram refers to the whole sample without any filtering. The medium-blue histogram presents a very strict filtering selecting stars with the best derived metallicities (see associated text for more details).
Requirements and survey plan
- Two narrow band filters (NB395, 10nm width, NB433 20nm width, NB518?, NB857x)
- Magnitude at 395nm: <15 mag @ 395nm (cool red)
- Efficiency at 395nm: x 0.5
- Signal-to-noise ratio: >20-50?
- Required number of nights:
- 1 night for no filter survey for 12,000 deg² for ~<18mag (5sigma)
→ ?? clear nights x 2 to cover whole northern sky
- Observing plans:
- Observations are not time critical
- (probably) need to avoid GW O4 (Mar 2023-)
- Test observation: (hopefully) Sep 2022?
- Main survey: during breaks of GW O4?, after GW O4?, before the end of FY2023?
- Follow-up spectroscopy
- With Nishi-Harima, Subaru, etc.
- Collaboration with US team to study r-process-enhanced stars (RPA: R-Process Alliance) through IReNA
- Byproducts
- Searches for stellar activities using Ca H-K lines
- Others? | web | http://www.ioa.s.u-tokyo.ac.jp/kisohp/RESEARCH/symp2022/kisosymp2022_Tominaga.pdf | 0.484564 | {
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Toddlers will mimic your actions by flipping pages of a book and babbling at the images on the page.
**Activity:** Put their favourite books in easy reach of the toddler when they are at play and watch as they pretend to read.
Toddlers are learning to communicate with basic gestures, such as shaking their head for “no” or waving hello.
**Activity:** When a toddler uses their gestures, say the words out loud for them. For example, if your baby shakes their head at their cup, say, “No, you don’t want your milk?”.
At this age, your toddler will be able to do their first scribbling with crayons or pencils, which is the beginning of early writing skills.
**Activity:** Put suitable materials for drawing in your toddler’s play space, such as thick crayons and paper, and doodle with them as you tell them a story.
Toddlers are beginning to be able to follow basic instructions at this stage.
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Supporting a greener future
Our long-term aim is to achieve carbon neutrality without offsetting by focusing on our three biggest impact areas:
- our estate and our repairs network
- our supply chain, and
- our investments
Through our ‘Greener, Cleaner Action Plan’ we aim to mitigate our impact on climate change and lead by example with our customers because we are a business that wants to lead change and be a force for good.
Offices: Reimagining the way we work
- Energy-efficient features and equipment in our sites
- Enabling and encouraging flexible working
- Reducing business travel
- 100% renewable electricity
- Hybrid and electric-only company cars
- Empowering our Environmental Champions to make change happen
- Improving office recycling rate from our current 75%
- 100% of office waste diverted from landfill
Accident Repair Centres: Be the most energy-efficient repair network in the UK
- Upgrade the compressors to a model which is 25% more efficient
- Install new LED lighting in our workshops.
- New energy-efficient paint spray booths to reduce energy by up to 40%
- Repair instead of replace parts policy where appropriate
- Increase from 97% to 99% waste that is diverted from landfill
- Investigating gas appliances electrification
- Exploring alternative fuels for our fleet of trucks
- Integrating electric vehicles into our fleet of courtesy cars
- Exploring the possibility of generating renewable energy
99% of waste that is diverted from landfill
100% renewable electricity
100% of office waste diverted from landfill
Integrating electric vehicles into our fleet of courtesy cars
Enabling and encouraging flexible working
**Green Flag: Reduce mileage, prevent breakdowns, support sustainable transport**
- Optimising our roadside fix rate to reduce our mileage and tow fewer vehicles
- Help more and more customers fix cars over the phone
- Prevention first approach for customer communications with a free car health check
- Exploring a specific electric vehicle product for customers
- Trialling our first fully electric recovery vehicle
**Our supply chain: Extending our reach**
- Calculate and disclose our Scope 3, purchased goods and services emissions
- Create a programme for suppliers to sign up to Science-Based Targets (SBTs)
- Explore how we can work with individual suppliers to drive lower emissions
**Our customers: Supporting green choices**
- Conduct customer market research to explore attitudes to insurance
**Our investments: Moving climate and society up the agenda**
- 100% of portfolio will be net carbon neutral by 2050
- Corporate bond portfolios are committed to a 50% reduction in weighted average greenhouse gas emission intensity by 2030\(^1\)
- Not buying bonds issued by companies generating more than 5% of their income through mining or burning coal
- Encouraging our investment managers to invest in green bonds when attractive
- Ensuring all of our investment-grade corporate bond portfolios maintain an average ESG rating of ‘A’
- Not buying bonds issued by companies manufacturing controversial weapons\(^2\)
- Working with external asset management companies who have signed up to the UN Principles for Responsible Investment (PRI)
---
1. Versus end 2020.
2. Investment & Treasury recommend expanding the list of controversial weapons to exclude manufacturers of landmine systems or components, biological or chemical weapon systems as well as cluster munitions components or delivery platforms (based on MSCI ESG research). | web | https://www.directlinegroup.co.uk/content/dam/dlg/corporate/Documents/sustainability/Supporting-a-greener-future.pdf | 0.474753 | {
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This week Waterlea took a team of approximately 40 Year 4-6 tamariki to Massey Park in Papakura to compete in the Interschool Athletics. Our students had a great day participating in the various athletic activities and overall performed very well. The weather was kind to all the schools participating and a great day was had by all involved. A big thanks to Andy Jones, Emma Dutton, Justine Burgess and all the whaanau who came along to support our tamariki. Check out the photos below - well done to all who participated.
| Important Dates |
|-----------------|
| 30 November | Year 1 Games Day 9:15am -11:15am |
| 1 December | Visit 1 Cohort starting 2024 |
| 1 December | Y3 - 4 School Talent Show 9:30am |
| 6 December | Y3 - 4 visit to Waterlea Park 9:15am |
| 6 December | Year 1 Kihirimete Concert 2pm |
| 7 December | Mangere Bridge Santa Parade |
| 7 December | Y2 Whaanau Picnic & Games 9:30am |
| 8 December | Visit 2 Cohort starting 2024 |
| 8 December | PTA Sausage Sizzle |
| 11 December | Board of Trustees Meeting 7pm |
| 12 December | Year 6 Graduation |
| 12 December | Year 6 Dine & Dance |
| 14 December | Y2 Art Exhibition 3 - 5pm in School Hall |
| 14 December | Year 6 Pool Party |
| 15 December | Last day of school, 1pm finish |
**Sports Day**
The students had a fantastic day at the sports day. They all did so well and represented the school with pride.
**Artwork**
The students also created some amazing artwork for the sports day. Well done to everyone who participated!
Reminder of School Dates for 2024
Term 1:
Start of Term: Thursday 1 Feb (Waananga Day)
End of Term: Friday 12 April
Term 2:
Start of Term Monday 29 April
End of Term Friday 5 July
(Teacher Only Day- Friday 31st May, King’s Birthday long weekend)
Term 3:
Start of Term: Monday 22 July
End of Term Friday 27 September
Term 4:
Start of Term: Monday 14 October
End of Term Tuesday 17 December
(Teacher Only Day - Friday 25th October, Labour Day long weekend)
From the office...
Please remember to contact the office should any of your contact details change.
Phone: (09) 6364233
Email: [REDACTED_EMAIL]
Property Update
You might remember that Rooms 7 & 8 moved out of their classrooms this term so they could be refurbished and we are pleased to report things are progressing nicely on that front. Earlier this week the painters began on the outside of the rooms and it’s amazing what a transformation has been made. The builders have reported that they are on target to finish the 2 rooms by the end of the term and then will begin on Room 5 & 6 over the school holidays.
Waterlea School has opted into the School Donation scheme for 2024
Waterlea has opted into the School Donation scheme for next year. This means that the government gives the school additional funding to cover expenses for all class trips. The only exception to this is overnight school camps.
Auckland City Council - Sustainable Schools Donation
We were kindly awarded $1,500 towards sustainable schools initiatives. Our proposal was to receive funding towards two recyclable water tanks and a greenhouse. Providing rainwater tanks will make our school gardens more resilient to drought and demonstrate how school families could use rainwater within their own homes. Last week we received two water tanks that were previously used to hold fish liquid blood and bone. Fortunately there was some left over in the tanks to feed our plants. They were grateful but the garden club crew who were in charge of watering had a hard time getting used to the smell - Phew!! Matua Eric is working to get these tanks connected so we have a good sustainable water supply over the hot summer months.
We are expecting our greenhouse to arrive before the end of the term. We are looking for a crew of whānau volunteers to help erect this over the summer break. Let Anita in the office know if you might be interested in this project.
IT’S THAT TIME AGAIN!
On Friday 8 December, the PTA alongside Chief Electrical – a Māngere Bridge owned and operated electrician company – are putting on our final sausage sizzle for the year. We’re hoping it’s going to be the best yet. So, scramble for your coins and get those reminders set in your phones!
If you need anything electrical sorted in your home or business, get in touch. Support the businesses who support our tamariki! www.chiefelectrical.co.nz
Reminders/important bits: $2 per sausage, vegetarian ones are available, please bring money on Thursday 7 December to your child’s kaiako in a named envelope.
The children in Room 18 have been learning about insects. We made playdough sculptures and wrote explanations to share our knowledge about the life cycle of a butterfly. Here are some examples of our mahi.
Do you know how an egg turns into a beautiful butterfly? Read along and find out! It all starts with a white shining egg. Then after 3-7 days it hatches into a caterpillar and eats a juicy green leaf. Then after 2-5 weeks the caterpillar finds a branch and swoosh! It turns into a pupa and stays in it for a long time. Then 1-2 weeks later it bursts out of its shell and transforms into a beautiful butterfly.
By Lucia, with editing assistance from Amberlyn, Room 18.
‘Resident entomologists, Charlie and Arthur’
If you happened to get to the Farmers Santa Parade last weekend you may have spotted some familiar Waterlea faces in the parade.
Auckland Transport asked the Waterlea Walking School Bus if they could represent the South & East buses as part of an Auckland wide group in the Santa Parade and of course, it was a big Yes!
Eight of our regular walkers joined the parade to walk in front of an estimated 100,000 people! It was a very big day for the tamariki, who did a spectacular job.
SECONDHAND UNIFORMS
If you are after any secondhand uniform items, such as tee-shirts, polo shirts, skorts, shorts, or sweatshirts, please get in touch with the Waterlea PTA and we will do our best to help you find what you need.
All items are $2, except the fleece sweatshirts which are $10.
Gmail: [REDACTED_EMAIL] | Facebook: @Waterlea PTA | Instagram: @waterleapta | web | https://www.waterlea.school.nz/wp-content/uploads/sites/95/2023/11/Waterlea-Newsletter-29-November-2023.pdf | 0.492979 | {
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} | e5584b15e0374b5cb2955a82ed8605cb2e909e190524fbfad9447bd3f4d71acc | ||
Designated Heritage Property
Savage Den
Address: 1755 Port Cunnington Road, Lake of Bays
Legal Description: Part Lot 20, Concession 3, Franklin
Original Owner: Samuel Edward Young
Year Built: 1905
Architectural Styles: Early 20th Centrury Colonial Revival Style
Statement of Cultural Heritage Value or Interest:
The property was purchased by Samuel Edward Young, a Presbyterian Minister and his wife Constance from Pittsburgh, Pennsylvania from Boyce Cunnington in 1904.
The Young family would travel by train, steamer, hay wagon and rowboat to reach their property. After the purchase of the property, the Young's constructed a twostorey cottage that same year and in 1905, the launch house, which is the home of where "The Juanita" is stored, was established. The launch house was the first constructed launch house on Lake of Bays. Through the years, the property became a generational cottage where their family would spend their summers. The cottage design is a representation of an early 20 th century Colonial Revival style.
The property continues to exhibit a simple life with the exception of electricity and an indoor washroom that was installed in the cottage. Other than the previous mentioned items, the property remains in its original state.
Designation Date: February 2, 2021
Designation By-law: 2021-005 | web | https://www.lakeofbays.on.ca/en/municipal-services/resources/Documents/Heritage-Committee/Designated-Accessible/Savage-Den-Designated-Property.pdf | 0.489079 | {
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Project Update: January 2010
ReefDoctor's Miamby Fano turtle programme, in collaboration with the Ifaty public school, held the inaugural Turtle Day on 19th November 2009 to expand on the marine education curriculum currently being taught
The focal point of the day was moving education out of the classroom and making it interactive, fun and practical to the young generation of Vezo whose lives are so intricately linked to the health of the coral reef ecosystem. Presentations and games brought subjects like turtle ecology, ecosystem function and the role of the food web to life and emphasised the importance of the marine environment and the species that inhabit this unique and fragile system.
Turtle Day was a great success and children from the local community were able to interact with ReefDoctor staff and volunteers as well as students from the local marine university, Institut Halieutique et des Sciences Marines (IH.SM) who stood out as role-models for an alternative future working in the reef environment. | web | https://www.rufford.org/files/11.06.09%20January%202010.pdf | 0.468307 | {
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} | 673366f2ecfb579c32fb4dd647d1909a4c744714b04815710a649ddfbe6923c1 |
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