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Reading Appointment Cards An English-Zone.Com Worksheet
NAME:________________________
DATE:___________________
DIRECTIONS: Use the appointment cards below to answer the questions.
4. What day is the appointment?
__________________________
5. What time is the appointment?
__________________________
6. What is the date of the appointment?
__________________________
10. What day is the appointment?
__________________________
11. What time is the appointment?
__________________________
12. What is the date of the appointment?
__________________________
1. What day is the appointment?
__________________________
2. What time is the appointment?
__________________________
3. What is the date of the appointment?
__________________________
7. What day is the appointment?
__________________________
8. What time is the appointment?
__________________________
9. What is the date of the appointment?
__________________________
DIRECTIONS: Use the appointment cards below to answer the questions.
4. What day is the appointment?
.
Friday
5. What time is the appointment? 10:00 am .
6. What is the date of the appointment?
.
November 14
10. What day is the appointment?
Thursday.
11. What time is the appointment?
.
3:45 pm
12. What is the date of the appointment?
.
April 11
1. What day is the appointment?
Tuesday.
2. What time is the appointment?
11:30 .
3. What is the date of the appointment?
.
December 3
7. What day is the appointment?
.
Wednesday
8. What time is the appointment?
.
2:15
9. What is the date of the appointment?
.
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level
www.XtremePapers.com
ENGLISH LANGUAGE
Paper 1 Passages for Comment
Additional Materials: Answer Booklet/Paper
READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer two questions.
You are reminded of the need for good English and clear presentation in your answers.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
8693/11
October/November 2012
2 hours
2
Answer two questions.
1 The following passage describes the writer's departure from Zimbabwe to live a new life in New Zealand.
(a) Comment on the style and language of the passage.
[15]
(b) Later in her life, the writer moves away from another country she has lived in. She writes about this experience in another article. Write the opening of the article (between 120–150 words). Base your answer closely on the style and language of the original passage. [10]
Of course there were other, lesser, teenage preoccupations: leaving my best friend and my first boyfriend; missing out on the end-of-school dance. Even my 16-year-old self knew that these things were petty and selfish, but that did not stop the angry exclamation points in my diary (SO UNFAIR!!!). It was easier to concentrate on these safer, more familiar problems (problems shared by the people I saw on television and in the magazines) than on the larger concerns that I did not want to write about.
5
Mum took me shopping for warm clothes. New Zealand is cold, she told me, and we would need woolly hats and cardigans. Perhaps even a winter coat. I could not imagine a winter where you might need a coat, living where the heat melted the roads and silenced the morning birds. In preparation for exile, I tried to write descriptions of everything I saw in those last few weeks in Zimbabwe, determined to remember it all when I was living in that distant, wintery land. There was too much to write down, though, and so the diary became a list of disconnected objects, the packing list of a mad person, as if I were planning to build an ark and take all these things with me: chameleons, go-away birds, Castle lager, rock rabbits, Mazowe orange juice, msasa trees and barbecues on the verandah.
The week before we left, Mum and I both fell ill. We vomited every few minutes with depressing regularity and the house filled with a swampy miasma. I wondered, objectively, if I might be dying. Perhaps I was incapable of surviving anywhere but Zimbabwe, and these were the first withdrawal pains; worse would follow. When we got better, the world felt transparent and insubstantial.
We picked avocados from our tree to take with us on the journey, forgetting that airport security would confiscate them. They smelled of sunshine and had green, toad-like skins, but as they sat in our suitcases and waited for our departure they turned dim and purple as bruises. We packed as much as we could into our luggage and sewed illegal foreign currency into our clothes. I do not remember who drove us to the airport; I do not remember the drive at all. I do remember that it seemed too easy to be real. Could it really be as simple as walking through a gate, past these yawning security officers with their AK47s? I waited for shouting, footsteps, gunshots. Impostors! Deserters! I clutched my carry-on bag ("Hold it as if it isn't heavy, or they'll charge us extra"), trying to swing it casually. My shoulder creaked in its socket.
One of the officers spoke to me, and I struggled to hear him through the buzz of fear in my ears. I shook my head to clear it, and he repeated himself.
"Fambai zvakanaka," he said, and smiled. Travel well.
The scent of the avocados drifted to me, warm and sickly. Mum poured me a polystyrene cup of water. There was a smear of pinkish lipstick on the rim that made my stomach heave.
"These are no good any more," said Mum, and abandoned the avocados in the airport bin. They released the last of their scent before disappearing.
We climbed onto the plane, and still no one stopped us. I waited for the announcement (“We are unable to take off because we have stowaways on board”),
© UCLES 2012
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but it did not come. Surely Zimbabwe would not let us go without a fight ? My stomach burbled embarrassingly loudly.
"Mum. Mum! I need the lavatory."
"Not again.'' She sighed, stood up, let me walk down the carpeted aisle and sit on the aeroplane toilet. Perhaps this was how Zimbabwe would claim me back. I flushed and waited to be sucked out through the belly of the plane, but nothing happened. I started to be afraid. Perhaps nothing would keep us here. Perhaps the country did not care that we were going; perhaps it wanted us to go.
Perhaps this time we really were leaving after all.
From the air, the lights of Harare 1 were twinkling and festive.
"Tomorrow morning we'll be in London," said Mum. She had taken off her glasses and her eyes were raw.
I pressed my hand to the window and felt it cold under my palm.
There is a Shona proverb: "The strength of a fish is in the water." I did not know much about fish, Iiving as I did far from any coast, and my experience was limited to bitter Kariba Dam bream 2 or the battered overgrown fish fingers that we ate with chips, but I could imagine myself flopping and gasping on foreign ground, breathing impossible air, as stranded and desperate as if I had been transported to the moon. I kept my diaries full of memories and my rambling lists of all the things I planned to remember.
I knew I'd write about Zimbabwe one day. I did not realise, though, that the writing would be a search for that part of myself I had left behind – and that I would never quite find it again.
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Harare: capital of Zimbabwe
2
bream: freshwater fish
© UCLES 2012
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[Turn over
2 The following passage describes the singer and film actor Frank Sinatra in 1965, at the height of his fame.
(a) Comment on the style and language of the passage.
[15]
(b) Later that evening Sinatra writes his thoughts and feelings in his personal journal. Write the opening of the diary entry (between 120–150 words). Base your answer closely on the material of the original passage. [10]
Frank Sinatra, holding a glass of whisky in one hand and a cigarette in the other, stood in a dark corner of the bar between two attractive but fading blonde women who sat waiting for him to say something. But he said nothing; he had been silent during much of the evening, except now in this private club in Beverly Hills he seemed even more distant, staring out through the smoke and semi-darkness into a large room beyond the bar where dozens of young couples sat huddled around small tables or twisted in the center of the floor to the clamorous clang of folk-rock music blaring from the stereo. The two blondes knew, as did Sinatra's four male friends who stood nearby, that it was a bad idea to force conversation upon him when he was in this mood of sullen silence, a mood that had hardly been uncommon during this first week of November, a month before his fiftieth birthday.
Sinatra had been working in a film that he now disliked, could not wait to finish; he was tired of all the publicity attached to his dating the twenty-year-old actress, who was not in sight tonight; he was angry that a CBS television documentary of his life, to be shown in two weeks, was reportedly prying into his privacy, even speculating on his possible friendship with Mafia leaders; he was worried about his starring role in an hour-long NBC show entitled Sinatra – A Man and His Music, which would require that he sing eighteen songs with a voice that at this particular moment, just a few nights before the taping was to begin, was weak and sore and uncertain. Sinatra was ill. He was the victim of an ailment so common that most people would consider it trivial. But when it gets to Sinatra it can plunge him into a state of anguish, deep depression, panic, even rage. Frank Sinatra had a cold.
Sinatra with a cold is Picasso without paint, Ferrari without fuel – only worse. For the common cold robs Sinatra of that uninsurable jewel, his voice, cutting into the core of his confidence, and it affects not only his own psyche but also seems to cause a kind of psychosomatic nasal drip within dozens of people who work for him, drink with him, love him, depend on him for their own welfare and stability.
For Frank Sinatra was now involved with many things involving many people – his own film company, his record company, his private airline, his missile-parts firm, his real-estate holdings across the nation, his personal staff of seventy-five – which are only a portion of the power he is and has come to represent. He seemed now to be also the embodiment of the fully liberated male, perhaps the only one in America, the man who can do anything he wants, anything, can do it because he has money, the energy, and no apparent guilt. In an age when the very young seem to be taking over, protesting and picketing and demanding change, Frank Sinatra survives as a national phenomenon, one of the few products to withstand the test of time. He is the champ who made the big comeback, the man who had everything, lost it, then got it back, letting nothing stand in his way, doing what few men can do: he uprooted his life, left his family, broke with everything that was familiar, learning in the process that one way to hold a woman is not to hold her. Now he has the affection of Nancy and Ava and Mia 1 , the fine female produce of three generations, and still has the adoration of his children, the freedom of a bachelor, he does not feel old, he makes old men feel young, makes them think that if Frank Sinatra can do it, it can be done; not that they could do it, but it is still nice for other men to know, at fifty, that it can be done.
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But now, standing at this bar in Beverly Hills, Sinatra had a cold, and he continued to drink quietly and he seemed miles away in his private world, not even reacting when suddenly the stereo in the other room switched to a Sinatra song, "In the Wee Small Hours of the Morning . . ."
The two blondes, who seemed to be in their middle thirties, were preened and polished, their matured bodies softly molded within tight dark suits. They sat, legs crossed, perched on the high bar stools. They listened to the music. Then one of them pulled out a cigarette and Sinatra quickly placed his gold lighter under it and she held his hand, looked at his fingers: they were stubby and raw, and the little fingers protruded, being so stiff from arthritis that he could barely bend them.
1 Nancy and Ava and Mia: Sinatra's daughter, his ex-wife and his partner at the time
© UCLES 2012
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[Turn over
3 The following passage from a story describes a world in which a young girl relies on a robot for companionship.
(a) Comment on the style and language of the passage.
[15]
(b) Continue the passage (between 120–150 words), although you do not have to bring the story to a close. Base your answer closely on the style and language of the original passage. [10]
"Ninety-eight – ninety-nine – one hundred." Gloria withdrew her chubby little forearm from before her eyes and stood for a moment, wrinkling her nose and blinking in the sunlight. Then, trying to watch in all directions at once, she withdrew a few cautious steps from the tree against which she had been leaning.
She craned her neck to investigate the possibilities of a clump of bushes to the right and then withdrew farther to obtain a better angle for viewing its dark recesses. The quiet was profound except for the incessant buzzing of insects and the occasional chirrup of some hardy bird, braving the midday sun.
Gloria pouted, "I bet he went inside the house, and I've told him a million times that that's not fair."
With tiny lips pressed together tightly and a severe frown crinkling her forehead, she moved determinedly toward the two-storey building up past the driveway.
Too late she heard the rustling sound behind her, followed by the distinctive and rhythmic clump-clump of Robbie's metal feet. She whirled about to see her triumphing companion emerge from hiding and make for the home-tree at full speed.
Gloria shrieked in dismay. "Wait, Robbie! That wasn't fair, Robbie! You promised you wouldn't run until I found you." Her little feet could make no headway at all against Robbie's giant strides. Then, within ten feet of the goal, Robbie's pace slowed suddenly to the merest of crawls, and Gloria, with one final burst of wild speed, dashed pantingly past him to touch the welcome bark of home-tree first.
Gleefully, she turned on the faithful Robbie, and with the basest of ingratitude, rewarded him for his sacrifice by taunting him cruelly for a lack of running ability.
"Robbie can't run," she shouted at the top of her eight-year-old voice. "I can beat him any day. I can beat him any day." She chanted the words in a shrill rhythm.
Robbie didn't answer, of course not in words. He pantomimed running instead, inching away until Gloria found herself running after him as he dodged her narrowly, forcing her to veer in helpless circles, little arms outstretched and fanning at the air.
"Robbie," she squealed, "stand still!" – And the laughter was forced out of her in breathless jerks.
Until he turned suddenly and caught her up, whirling her round, so that for her the world fell away for a moment with a blue emptiness beneath, and green trees stretching hungrily downward toward the void. Then she was down in the grass again, leaning against Robbie's leg and still holding a hard, metal finger.
After a while, her breath returned. She pushed uselessly at her disheveled hair in vague imitation of one of her mother's gestures and twisted to see if her dress were torn.
She slapped her hand against Robbie's torso, "Bad boy! I'll spank you!"
And Robbie cowered, holding his hands over his face so that she had to add, "No, I won't, Robbie. I won't spank you. But anyway, it's my turn to hide now because you've got longer legs and you promised not to run till I found you."
Robbie nodded his head – a small parallelopiped 1 with rounded edges and corners attached to a similar but much larger parallelopiped that served as torso by means of a short, flexible stalk – and obediently faced the tree. A thin, metal film descended over his glowing eyes and from within his body came a steady, resonant ticking.
"Don't peek now – and don't skip any numbers," warned Gloria, and scurried for cover.
© UCLES 2012
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7
With unvarying regularity, seconds were ticked off, and at the hundredth, up went the eyelids, and the glowing red of Robbie's eyes swept the prospect. They rested for a moment on a bit of colorful gingham cloth that protruded from behind a boulder. He advanced a few steps and convinced himself that it was Gloria who squatted behind it.
Slowly, remaining always between Gloria and home-tree, he advanced on the hiding place, and when Gloria was plainly in sight and could no longer even theorize to herself that she was not seen, he extended one arm toward her, slapping the other against his leg so that it rang again. Gloria emerged sulkily.
"You peeked!" she exclaimed, with gross unfairness. "Besides I'm tired of playing hide-and-seek. I want a ride."
But Robbie was hurt at the unjust accusation, so he seated himself carefully and shook his head ponderously from side to side.
Gloria changed her tone to one of gentle coaxing immediately, "Come on, Robbie. I didn't mean it about the peeking. Give me a ride."
Robbie was not to be won over so easily, though. He gazed stubbornly at the sky, and shook his head even more emphatically.
1 parallelopiped: a 3D geometrical shape (formed of parallelograms)
© UCLES 2012
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BLANK PAGE
Copyright Acknowledgements:
Question 1 © Andrea Eames; Once Upon A Life; The Observer; 16 January 2011; http://www.guardian.co.uk/lifeandstyle/2011/jan/16/onxw-upon-life-andreaeames/INTCMP=SRCH, guardian.co.uk.
Question 2 © Gay Talese; Frank Sinatra has a Cold; Esquire; April 1966; http:www.esquire.com/features/ESQ1003-OCT_SINATRA_rev_.
Question 3 © http://www.4shared.com/get/184639178/489d2970/Asimov_Isaac_-I_Robot_-
.html;jsessionid=D5F2E0C5A2D609E0597CB13F095E03DD.dc210.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2012
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Hearing Health and Wellness
Noise Induced Hearing Loss (NIHL)
The information in this document is generic and advisory in nature. It is not a substitute for professional, medical judgments. It should not be used as a basis for medical treatment. If you are concerned about your hearing or think you may have suffered hearing loss, consult a licensed medical professional.
Part of the role of any professional is to remain in the best condition to practice the profession. As an aspiring musician, this involves safeguarding your hearing health. Whatever your plans after graduation whether they involve playing, teaching, engineering, or simply enjoying music you owe it to yourself and your fellow musicians to do all you can to protect your hearing. If you are serious about pursuing a career in music, you need to protect your hearing. The way you hear music, the way you recognize and differentiate pitch, the way you play music; all are directly connected to your hearing.
In the scientific world, all types of sound, including music, are regularly categorized as noise. A sound that is too loud, or too loud for too long, is dangerous to hearing health, no matter what kind of sound it is or whether we call it noise, music, or something else. Music itself is not the issue. Loudness and its duration are the issues.
Music plays an important part in hearing health, but hearing health is far larger than music. We experience sound in our environment, such as the sounds from television and radio, household appliances, and traffic. Normally, we hear these sounds at safe levels that do not affect our hearing. However, when we are exposed to harmful noise sounds that are too loud or loud sounds that last a long time, sensitive structures in our inner ear can be damaged, causing noise induced hearing loss (NIHL). These sensitive structures, called hair cells, are small sensory cells that convert sound energy into electrical signals that travel to the brain. Once damaged, our hair cells cannot grow back. NIHL can be caused by a one-time exposure to an intense "impulse" sound, such as an explosion, or by continuous exposure to loud sounds over an extended period of time. The humming of a refrigerator is 45 decibels, normal conversation is approximately 60 decibels, and the noise from heavy city traffic can reach 85 decibels. Sources of noise that can cause NIHL include motorcycles, firecrackers, and small firearms, all emitting sounds from 120 to 150 decibels. Long or repeated exposure to sounds at or above 85 decibels can cause hearing loss. The louder the sound, the shorter the time period before NIHL can occur. Sounds of less than 75 decibels, even after long exposure, are unlikely to cause hearing loss.
Although being aware of decibel levels is an important factor in protecting one's hearing, distance from the source of the sound and duration of exposure to the sound are equally important. A good rule of thumb is to avoid noises that are "too loud" and "too close" or that last "too long." It is very important to understand that the hair cells in your inner ear cannot regenerate. Damage done to them is permanent. There is no way to repair or undo this damage.
According to the American Academy of Audiology, approximately 26 million Americans have hearing loss. One in three developed their hearing loss as a result of exposure to noise.
As you pursue your day-to-day activities, in the Katzen Arts Center and in other educational, vocational, and recreational environments, remember:
1. Hearing health is essential to your lifelong success as a musician.
2. Your hearing can be permanently damaged by loud sounds, including music. Technically, this is called Noise Induced Hearing Loss (NIHL). This danger is constant.
3. Noise induced hearing loss is generally preventable. You must avoid over exposure to loud sounds, especially for long periods of time
4. The closer you are to the source of a loud sound, the greater the risk of damage.
5. Sounds over 85 dB (your typical vacuum cleaner) in intensity pose the greatest risk to your hearing
6. Recommended maximum daily exposure times to sounds at or above 85 dB are as follows:
8 hours- 85 dB (vacuum cleaner, MP3 player at 1/3 volume)
2 hours- 90 dB (blender, hair dryer)
1 hour- 94 dB (MP3 player at 1/2 volume)
15 minutes- 100 dB (MP3 player at full volume, lawn mower)
2 minutes- 110 dB (rock concert, power tools)
almost immediate- 120 dB (jet planes at take off) without ear protection
7. Certain behaviors (controlling volume levels in practice and rehearsal, planning rehearsal order to provide relief from high volume works, avoiding noisy environments) reduce your risk of hearing loss.
8. The use of ear plugs helps to protect your hearing health.
9. Day-to-day decisions can impact your hearing health, both now and in the future. Since sound exposure occurs in and out of the School of Music, you also need to learn more and take care of your own hearing health on a daily, even hourly basis.
10. If you are concerned about your personal hearing health, talk with a medical professional.
11. If you are concerned about your hearing health in relationship to your study of music at American University, consult with your professor, applied instructor, ensemble conductor, or advisor.
Further Resource:
Klickstein, Gerald. The Musician's Way: A Guide to Practice,
Performance, and Wellness (Oxford, 2009)
http://www.musi ciansway.com
© Millikin University School of Music, reprinted by permission
Statement on Health and Safety
American University, as required by the National Association of Schools of Music, is obligated to inform students and faculty of health and safety issues, hazards, and procedures inherent in practice, performance, teaching, and listening both in general and as applicable to their specific specializations. This includes, but is not limited to, information regarding hearing, vocal and musculoskeletal health, injury prevention, and the use, proper handling, and operation of potentially dangerous materials, equipment, and technology.
American University has developed policies, protocols, and operational procedures to guard against injury and illness in the study and practice of music, as well as to raise the awareness among our students and faculty of the connections between musicians' health, the suitability and safety of equipment and technology, and the acoustic and other health-related conditions in the University's practice, rehearsal, and performance facilities.
It is important to note that health and safety depends largely on personal decisions made by informed individuals. American University has health and safety responsibilities, but fulfillment of these responsibilities cannot and will not ensure any individual's health and safety. Too many factors beyond the university's control are involved.
Each individual is personally responsible for avoiding risk and preventing injuries to themselves before, during, and after study.
Anyone who practices, rehearses or performs instrumental or vocal music has the potential to suffer injury related to that activity. Instrumental musicians are at risk for repetitive motion injuries. Sizable percentages of them develop physical problems related to playing their instruments; and if they are also computer users, their risks are compounded. Instrumental injuries often include carpal tunnel syndrome, tendinitis, and bursitis. Incorrect posture, nonergonomic technique, excessive force, overuse, stress, and insufficient rest contribute to chronic injuries that can cause great pain, disability, and the end of careers.
What Instrumentalists Should Do
1. Maintain good general health. Get adequate rest to minimize fatigue.
2. Exercise regularly.
3. Eat a balanced diet. Include vegetables, fruit and whole grains, and avoid/limit caffeinated drinks (coffee, tea, and soft drinks) and alcohol. Avoid spicy, acidic, and dairy foods if you are sensitive to them.
4. Maintain body hydration; drink two quarts of water daily.
5. Evaluate your technique. Reduce force, keep joints in the middle of their range of motion, use large muscle groups when possible, and avoid fixed, tense positions.
6. Always warm up. As an athlete would not begin a vigorous physical activity without warming up, a musician must warm up carefully before practice or performance.
7. Take breaks to stretch and relax. Take short breaks every few minutes and longer breaks each hour. Two or more shorter rehearsals each day are more productive than marathon single sessions. Even in performance, find opportunities to relax a hand, arm, or embouchure to restore circulation.
8. Pace yourself. "No pain, no gain" is a potentially catastrophic philosophy for a musician. Know when enough is enough, and learn to say "no" to certain performances or lengths of performing that might result in injury.
9. Check out your instrument. Does your instrument place undue stress on your body? Is your instrument set up optimally for you to relieve pressure on hands, joints, etc.? Is there a strap, carrier, or stand available to relieve the stress?
10. Evaluate other activities. Pains and injuries affecting your music making could be caused by other activities in your daily life. Computer use is notorious for causing afflictions including carpal tunnel syndrome and tendinitis.
11. Pay attention to your body. Pain is the mechanism by which your body tells you that something is wrong. Listen to your body; if it hurts, stop what you are doing.
12. Get medical attention. Do not delay in seeing a doctor. A physician may prescribe a minor adjustment or, in worst-case scenarios, stipulate not performing for a period of time. As drastic as this may sound, a few months of rest is better than suffering a permanent, career-ending injury.
What Vocalists Should Do
1. Maintain good general health. Get adequate rest to minimize fatigue. If you do become ill, avoid "talking over your laryngitis" -see your physician and rest your voice
2. Exercise regularly.
3. Eat a balanced diet. Include vegetables, fruit and whole grains, and avoid/limit caffeinated drinks (coffee, tea, and soft drinks) and alcohol. Avoid spicy, acidic, and dairy foods if you are sensitive to them.
4. Maintain body hydration; drink two quarts of water daily.
5. Avoid dry, artificial interior climates. Using a humidifier at night might compensate for the dryness.
6. Limit the use of your voice. High ceilinged restaurants, noisy parties, cars and planes are especially damaging to the voice. If necessary, use amplification for vocal projection.
7. Avoid throat clearing and voiced coughing.
8. Stop yelling, and avoid hard vocal attacks on initial vowel words.
9. Speak in phrases rather than in paragraphs. Breath slightly before each phrase.
10. Reduce demands on your voice -don't do all the talking!
11. Learn to breathe silently to activate your breath support muscles and reduce neck tension.
12. Take full advantage of the two free elements of vocal fold healing: water and air.
13. Vocal athletes must treat their musculoskeletal system as do other types of athletes; therefore, vocal warm-ups should always be used prior to singing. Vocal cool-downs are also essential to keep the singing voice healthy.
WHAT CAN YOU ADD TO THE LIST?
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IMPORTANT INFORMATION REGARDING
CONCUSSIONS AND TRAUMATIC BRAIN INJURIES
1. What is a traumatic brain injury or TBI?
A TBI is an open or closed injury to the head that can cause 1) swelling in the brain, 20 bleeding in the brain, and /or 3) a lack of oxygen delivery to parts of the brain. These conditions may result in temporary or permanent damage to the brain.
2. What is a concussion?
A concussion is usually classified as a mild traumatic brain injury. A concussion refers to an injury that changes how the brain normally functions. This change could be as little as ringing in the ears or as serious as loss of consciousness. No matter how insignificant some signs and symptoms may appear, the importance of recognition and proper treatment of these athletes is essential.
3. What is Second Impact Syndrome?
Second Impact Syndrome results from an athlete returning to play prior to the signs and symptoms of the initial concussion subsiding. This places the athlete at greater risk of sustaining a second and more severe concussion because the effects of the two concussions are cumulative. The impact needed for this second concussion is much less and the consequences can be fatal.
4. What is Post Concussion Syndrome?
Post Concussion Syndrome is a complex disorder in which a combination of postconcussion symptoms such as headaches and dizziness last for weeks and sometimes months after the injury. The severity of the initial injury shows no direct correlation to the duration of the signs and symptoms. The importance is that athletes follow strict Return to Play Guidelines to ensure safe participation and decrease the possibility of second impact syndrome.
5. Interscholastic Sports and TBI / Concussions
You cannot see a concussion like you can other athletic injuries. This makes it very difficult for individuals to determine if an athlete has sustained a head injury. All individuals who care for student athletes need to be aware of common signs and symptoms associated with head injuries and be ready to act accordingly to provide proper care and ensure safe participation in sports.
6. TUSD's Physician Referral Checklist / Head Injury Home Care Sheet
This checklist and home care information will be provided to the parent of each athlete who experiences a head injury. See JJIB-E-2. This document will alert the parent/guardian to watch for certain signs and symptoms that may require medical attention.
7. Return to Play Guidelines
Return to play status will vary according to each individual. In accordance with the National Federation of High Schools ruling, an athlete who has been removed from participation due to a suspected concussion will be evaluated by a Certified Athletic Trainer to determine if the athlete sustained a concussion. The athlete may be allowed to return to play only if the Certified Athletic Trainer determines the player did NOT sustain a concussion. If a Certified Athletic Trainer is not available, the athlete will not be permitted to return to play until evaluated by proper medical personnel. If an athlete is believed to have sustained a concussion by either the Athletic Trainer or the Coach, the athlete will be disqualified for the remainder of that day. The NCAA concussion guidelines, adopted by TUSD, read in part, "It is essential that no athlete be allowed to return to participation when any symptoms, including mild headache, persist. It has also been recommended that for any injury that involves significant symptoms, long duration of symptoms or difficulties with memory function not be allowed to return to play during the same day of competition. It has been further demonstrated that retrograde amnesia, post-traumatic amnesia and the duration of confusion and mental status changes longer than 5 minutes may be more sensitive indicators of injury severity. Once the athlete is completely asymptomatic, the return to play progression should occur is a stepwise fashion with gradual increments in physical exertion and risk of contact."
Return to play progression will include resolution of all signs and symptoms and reassessment and attainment of acceptable score on ImPact neurocognitive test. If the athlete was referred to or was evaluated by a physician, a release note is required prior to beginning the progression. The progression back into sport participation will take place in the following order:
Step 1, Day 1: sign and symptom free at rest for a minimum of 24 hours post injury
Step 2, Day 2: sign and symptom free with exertion (biking, jogging, etc.)
Step3, Day 2: sign and symptom free with sport specific activity non-contact
Step 4, Day 3: sign and symptom free with sport specific activity contact
Step 5, Day 4: Full participation
An athlete may not progress to the next step until completion of the previous step. If sign and/or symptom occur, the athlete must return to the first step of the progression. | <urn:uuid:5698899f-de1f-4b99-9133-7895cda2c8cd> | CC-MAIN-2017-39 | http://govboard.tusd1.org/Portals/TUSD1/GovBoard/docs/sectJ/JJIB-E1.pdf | 2017-09-20T18:26:14Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00216.warc.gz | 149,660,752 | 977 | eng_Latn | eng_Latn | 0.998498 | eng_Latn | 0.998585 | [
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Anna Riddell
Measuring Earth's Wiggle
Geodectic Scientist at Geoscience Australia PhD Student (Geodesy, Spatial Science) School of Land and Food, University of Tasmania
My name is Anna and I measure how the Earth wiggles. You might think that we live on a planet that stays still, but let me assure you that everything moves. Think of all the changes that happen, not only on the surface of the Earth, but deep down like earthquakes, volcanoes, melting ice, ocean tides and currents, plate tectonics as well as the Earth rotation itself. Geodesy is the science of measuring and representing the Earth, including its gravity field in a 3D time varying space. Geodesy began when the ancient Greeks measured Earth's circumference using the shadow of a stick — and got it right. Now, geodesists use satellites to map and measure Earth's gravitational field, tectonic plate drift and polar ice caps.
I studied surveying and spatial sciences at the University of Tasmania and one of my projects used GPS (in a floating flowerpot!) to calibrate the tide gauge at Macquarie Island, which is half way between Antarctica and Tassie. After finishing Uni, I worked at our national mapping agency, Geoscience Australia where the projects I was involved in ranged from: cataloguing building damage caused by earthquakes in Papua New Guinea; visiting outback Australia to build new permanent GPS stations; operating robots to help calibrate our equipment; working out how water supply on low-lying coral atolls in the Pacific Ocean will be affected by sea level rise; visiting the Marshall Islands for a survey of their tide gauge; and working on a United Nations General Assembly resolution that highlighted the importance of geodesy. My work included lots of travel to places I never thought I would get to explore.
My current research looks at how the Australian tectonic plate is drifting. It is one of the fastest moving plates horizontally, travelling about 7 centimetres per year, which is faster than the rate at which your fingernails grow! My research focuses on the up and down motion of the surface of the Earth and measuring the wiggle of the centre of the Earth.
For further information: www.utas.edu.au/spatial | <urn:uuid:577efe11-d6fc-4852-adb9-a66c5e73b4d8> | CC-MAIN-2017-39 | http://youngtassiescientists.com/wp-content/uploads/2017/07/Anna-Riddell.pdf | 2017-09-20T18:25:20Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00216.warc.gz | 615,043,671 | 469 | eng_Latn | eng_Latn | 0.996898 | eng_Latn | 0.996898 | [
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Effects of bushfire on stream ecology
By Tom Nelson and Ann Milligan
Bushfires, such as those that burnt catchments in southern Australia in January, cause major changes to terrestrial and freshwater ecosystems, but they offer not-to-be-missed opportunities to learn more about stream ecology.
Bushfire disturbances are complex and alter stream ecosystem dynamics in many ways. Several effects could be observed only two months after fires had burnt-out large percentages of the natural bush catchments of rivers and streams such as the Cotter in ACT, the Ovens in Victoria and Pipers Creek in NSW (a tributary of the Snowy River). Monitoring has been quickly set up, as new growth sprouts across the catchment.
Few effects of bushfire act directly on the stream ecology at the time of the fire. A number of detrimental effects occur following rain after the event.
In regular monitoring visits since the fires in ACT, Tom Nelson, of the CRC for Freshwater Ecology and the University of Canberra, has found sediment blanketing
6
A small tributary of the Cotter River, smothered by a shoulder-high bank of sand following an intense localised thunderstorm. Photo: F Tingle
the streambed of the Cotter River in places where there was an irregular rock and gravel bed before. Soil has been destabilised on the hillslopes by intense heat and the loss of plant roots during the fires, and thunderstorms since have washed it into the river.Other sediment has banked up nearby,poised to wash in if there is more heavy rain. Sediment clogs up the crevices and niches in the gravel and cobbles of a natural riverbed, destroying this habitat for a range of small creatures.
One obvious and unfortunate after-effect of the fires is fish death. According to newspaper reports 1 , tonnes of mud and ash had washed into the Ovens and Buckland Rivers in north-eastern Victoria by early or mid-March, threatening fish. Murray cod and golden perch were reported 2 dead at sites in the Murrumbidgee River in ACT in the weeks after the fires.The cause of fish death in these circumstances is usually lack of oxygen in the water. As bacteria in the stream-beds work to break down the influx of organic materials and ash, so the oxygen in the water gets used up and the fish suffocate. As further evidence of poor water quality, freshwater crayfish were seen walking out of the Buckland and Murrumbidgee Rivers.
After the fires, organic matter washed or fell into the streams in the form of ash, charred leaves and burnt overhanging woody debris. Where flow was naturally blocked by snags in the stream, charcoal and ash scums developed, floating two to three centimetres thick. Fine black ash accumulated in bulk deposits, in pools and other slow-moving areas. The ash has added to
sediment and filled-in the fine structure of the streambed. Our researchers are studying whether this insoluble carbon can be a food source for the visible stream organisms.
The bushfires in ACT and Kosciuszko National Park have burned right to the edges of streams such as the Cotter River, the Perisher Creek and the Thredbo River.With no leaves on the riverbank trees and shrubs, and only patches of overhanging grasses, the streams are open to the sunlight through much of the day. Water temperatures are likely to be higher as a result.
The extra light and higher temperatures,and the inputs of organic nutrients since the fires,are likely to alter the algal food resources in the water. Algae are at the base of the food chain and are a food source for macroinvertebrates (water insects and crustaceans). But grazing insects and larvae appear not to graze some of the algae that grow in well-lit conditions. Therefore changes in the algae may lead to different populations of macroinvertebrates. As these organisms are food for larger creatures such as fish, turtles and birds, the whole local food chain may be affected.
Although bushfires have marked impacts on freshwater ecosystems, streams usually return to pre-fire conditions within five to twenty years, depending on the severity of the fires. Meanwhile, for freshwater ecologists, the challenge is to better understand the links between postfire inputs washed into the water, the freshwater food webs and the in-stream plant and animal assemblages.
For further information, please contact Associate Professor Richard Norris Phone: 02 6201 2543 Email: email@example.com
1 The Weekly Times, 5 March 2003, 19 March 2003
2 Canberra Times, 15 March 2003
Pipers Creek, Koscuiszko National Park, pump station weir which was edged by dense alpine scrub before the January fires. Photo: C Lemann
7 | <urn:uuid:c85611f3-72e0-43d5-8356-3c04cc33f8f9> | CC-MAIN-2021-39 | https://ewater.org.au/bushfire/downloads/1000017.pdf | 2021-09-28T09:30:59+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00171.warc.gz | 288,344,148 | 990 | eng_Latn | eng_Latn | 0.997447 | eng_Latn | 0.998126 | [
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Basic Vocabulary Series I: Puzzle 4
Across
JEREMIAH
One of the "greater prophets" of the Old Testament, son of Hilkiah (q.v.), a priest of Anathoth (Jer. 1:1; 32:6). 1.
EVE
Adam's wife. 3.
JOSHUA
The son of Nun, of the tribe of Ephraim, the successor of Moses as the leader of Israel. 5.
LAZARUS
The brother of Mary and Martha of Bethany. He was raised from the dead after he had lain four days in the tomb (John 11:1-44). 8.
ABBA
This Syriac or Chaldee word is found three times in the New Testament (Mark 14:36; Rom. 8:15; Gal. 4:6), and in each case is followed by its Greek equivalent, which is translated "father." 12.
BIBLE
The book of Scripture divided into the Old Testament and New Testament. 13.
MELCHIZEDEK
The king of Salem to whom Abraham paid tithes. 14.
He was the son of Alphaeus, and was a publican or tax-gatherer at Capernaum. 18.
The queen of Ahasuerus, and heroine of the book that bears her name. 20.
The eighth of the twelve minor prophets. 23.
The place of eternal punishment. 24.
Down
The city first mentioned in Scripture under the name Salem (Gen. 14:18; comp. Ps. 76:2). 1.
Writer of the first five books of the Bible who led Israel out of Egypt. 2.
MATTHEW
ESTHER
HABAKKUK
HELL
JERUSALEM
MOSES
The capital of proconsular Asia, which was the western part of Asia Minor. It was colonized principally from Athens. In the time of the Romans it bore the title of "the first and greatest metropolis of Asia." It was distinguished for the Temple of Diana (q.v.), who there had her chief shrine; and for its theatre, which was the largest in the world, capable of containing 50,000 spectators. 3.
EPHESUS
EZRA
Help. A priest among those that returned to Jerusalem under Zerubabel (Neh. 12:1). 4.
ADAM
The man God created.
6.
JESSE
He was the father of eight sons, the youngest of whom was David (1 Sam. 17:12). 7.
REBEKAH
The daughter of Bethuel and the wife of Isaac (Gen. 22:23; 24:67). 9.
PAUL
The apostle who was originally named Saul. 10.
DAVID
The second king of Israel upon whose throne Jesus sits. 11.
CHURCH
The called out body established by Jesus. 15.
ESAU
Hairy, Rebekah's first-born twin son (Gen. 25:25). 16.
JEW
The name derived from the patriarch Judah. 17.
TITUS
A young evangelist to whom Paul wrote one epistle and who was with Paul and Barnabas at Antioch. 19.
SETH
The third son of Adam and Eve. 21.
An Arabian patriarch who resided in the land of Uz (q.v.). While living in the midst of great prosperity, he was suddenly overwhelmed by a series of sore trials that fell upon him. 22.
JOB | <urn:uuid:3276b82a-a4bd-4ed8-b5b9-51b4aa4e1a8c> | CC-MAIN-2017-39 | http://www.biblestudyguide.org/crossword/basic-vocab-1/4-solution-clues-answers.PDF | 2017-09-20T18:23:35Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00217.warc.gz | 402,245,491 | 758 | eng_Latn | eng_Latn | 0.995555 | eng_Latn | 0.996317 | [
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1. A 0.50-kilogram object moves in a horizontal circular path with a radius of 0.25 meter at a constant speed of 4.0 meters per second. What is the magnitude of the object's acceleration?
A) 8.0 m/s 2
B) 16 m/s 2
C) 32 m/s 2
D) 64 m/s 2
2. The diagram below represents a 0.40-kilogram stone attached to a string. The stone is moving at a constant speed of 4.0 meters per second in a horizontal circle having a radius of 0.80 meter.
The magnitude of the centripetal acceleration of the stone is
A) 0.0 m/s 2
B) 2.0 m/s 2
C) 5.0 m/s 2
D) 20. m/s 2
3. An amusement park ride moves a rider at a constant speed of 14 meters per second in a horizontal circular path of radius 10. meters. What is the rider's centripetal acceleration in terms of g, the acceleration due to gravity?
A) 1g
B) 2
g
C) 3g
D) 0g
4. A 1750-kilogram car travels at a constant speed of 15.0 meters per second around a horizontal, circular track with a radius of 45.0 meters. The magnitude of the centripetal force acting on the car is
A) 5.00 N
B) 583 N
C) 8750 N
D) 3.94 × 10 5 N
5. A child is riding on a merry-go-round. As the speed of the merry-go-round is doubled, the magnitude of the centripetal force acting on the child
A) remains the same
B) is doubled
C) is halved
D) is quadrupled
6. Base your answer to the following question on the information and diagram below.
The diagram shows a student seated on a rotating circular platform, holding a 2.0-kilogram block with a spring scale. The block is 1.2 meters from the center of the platform. The block has a constant speed of 8.0 meters per second. [Frictional forces on the block are negligible.]
The reading on the spring scale is approximately
A) 20. N
B) 53 N
C) 110 N
D) 130 N
7. A ball of mass M at the end of a string is swinging in a horizontal circular path of radius R at constant speed V. Which combination of changes would require the greatest increase in the centripetal force acting on the ball?
A) doubling V and doubling R
B) doubling V and halving R
C) halving V and doubling R
D) halving V and halving R
Base your answers to questions 8 and 9 on the information below.
A 2.0 × 10 3 -kilogram car travels at a constant speed of 12 meters per second around a circular curve of radius 30. meters.
8. What is the magnitude of the centripetal acceleration of the car as it goes around the curve?
9. As the car goes around the curve, the centripetal force is directed
A) toward the center of the circular curve
B) away from the center of the circular curve
C) tangent to the curve in the direction of motion
D) tangent to the curve opposite the direction of motion
10. Base your answer to the following question on the information and diagram below.
A) 0.40 m/s 2
B) 4.8 m/s 2
C) 800 m/s 2
D) 9,600 m/s 2
The diagram shows the top view of a -kilogram student at point A on an amusement park ride. The ride spins the student in a horizontal circle of radius meters, at a constant speed of meters per second. The floor is lowered and the student remains against the wall without falling to the floor.
The magnitude of the centripetal force acting on the student at point A is approximately
A)
B)
C)
D)
11. The diagram below represents a mass, m, being swung clockwise at constant speed in a horizontal circle.
At the instant shown, the centripetal force acting on mass m is directed toward point
12. Base your answer to the following question on A ball attached to a string is moved at constant speed in a horizontal circular path. A target is located near the path of the ball as shown in the diagram.
At which point along the ball's path should the string be released, if the ball is to hit the target?
A) A
B) B
C) C
D) D
13. The diagram below shows an object moving counterclockwise around a horizontal, circular track.
Which diagram represents the direction of both the object's velocity and the centripetal force acting on the object when it is in the position shown?
Base your answers to questions 14 and 15 on the information and diagram below.
A 1200-kilogram car traveling at a constant speed of 9.0 meters per second turns at an intersection. The car follows a horizontal circular path with a radius of 25 meters to point P.
14. The magnitude of the centripetal force acting on the car as it travels around the circular path is approximately
15. At point P, the car hits an area of ice and loses all frictional force on its tires. Which path does the car follow on the ice?
A) A B) B C) C D) D
16. A convertible car with its top down is traveling at constant speed around a circular track, as shown in the diagram below.
A) 1.1 × 10 4 N
B) 1.2 × 10 4 N
C) 3.9 × 10 3 N
D) 4.3 × 10 2 N
When the car is at point A, if a passenger in the car throws a ball straight up, the ball could land at point
A) A
B) B
C) C
D)
D
Base your answers to questions 17 and 18 on the information and diagram below.
An athlete in a hammer-throw event swings a 7.0-kilogram hammer in a horizontal circle at a constant speed of 12 meter per second. The radius of the hammer's path is 2.0 meters
17. What is the magnitude of the centripetal acceleration of the hammer?
A) 6.0 m/s 2
B) 24 m/s 2
C) 72 m/s 2
D) 500 m/s 2
18. If the hammer is released at the position shown, it will travel toward point
A) A
B) B
C) C
D) D
19. Base your answer to the following question on the diagram below which represents a mass of 10.0 kilograms traveling at constant speed of 4. meters per second in a horizontal circular path about point D.
Which quantity would increase if the radius increased?
A) period
B) tangential velocity
C) mass
D) centripetal acceleration | <urn:uuid:0da1e1a0-ab22-4ce8-a49f-2a3c279c784c> | CC-MAIN-2017-39 | http://mrsciguy.com/Physics/Circular/documents/ProblemsCircularMotion.pdf | 2017-09-20T18:20:44Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00216.warc.gz | 231,594,864 | 1,548 | eng_Latn | eng_Latn | 0.991903 | eng_Latn | 0.995077 | [
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Public Key Encryption
Tanya Khovanova
November 8, 2010
Class Discussion
Public Key Encryption. Digital Signatures.
Warm Up
Exercise 1. A man is trapped in a room. The room has only two possible exits: two doors. Through the first door there is a room constructed from magnifying glass. The blazing hot sun instantly fries anything or anyone that enters. Through the second door there is a fire-breathing dragon. How does the man escape?
Exercise 2. 2004 AMC 8. Three friends have a total of 6 identical pencils, and each one has at least one pencil. In how many ways can this happen?
Exercise 3. 2004 AMC 8. A whole number larger than 2 leaves a remainder of 2 when divided by each of the numbers 3, 4, 5 and 6. Find the smallest such number.
Cryptography
Exercise 4. Prove that for any prime p ≥ 7 the number p 4 − 1 is divisible by 240.
Exercise 5. Russian Cryptography Olympiad. To get to your account at a bank in Wonderland you need to dial a 7-digit password. The bank disconnects the phone as soon as you dial a wrong digit. What is your strategy to get to an account. In how many tries are you guaranteed to brake the password?
Exercise 6. Russian Cryptography Olympiad. Prove that for any prime p the sequence a1, a2, a3, . . . is periodic with period 2, when an is the remainder of p n +2 modulo 24.
Exercise 7. Russian Cryptography Olympiad. Is the number 2 2 2007 +3 2008 − 2009 − 1 divisible by 1155?
Exercise 8. Russian Cryptography Olympiad. A safe is locked by a round disc with numbers from 0 to 99 written around it in a clockwise direction. The disc is operated by two buttons: left and right. The right button rotates the disc 43 positions clockwise. The left button rotates the disc 20 positions counterclockwise. Currently the marker on the disc points to 0. The safe opens if the marker points to 50. How much time do you need to open the safe if a button click takes one second? Answer the same question for any key (any number instead of 50).
Competition Practice
Exercise 9. 2000 AMC 10. In year N, the 300th day of the year is a Tuesday. In year N + 1, the 200th day is also a Tuesday. On what day of the week did the 100th day of year N − 1 occur?
Exercise 10. 2010 MAML. Let S be the set of all five-digit palindromes that are divisible by 11. Find the sum of the digits of the three smallest numbers in S.
Challenge Problems
Exercise 11. Three men are given a challenge. They will all sit in a room and someone will put either a black or a white hat on each one of them with probability one half. The men cannot communicate with each other, but they can see the colors of the hats of the other two men. At the same time, each man says which color they think the hat on his own head is. Each individual can also pass. They win if at least one of them names the color of his hat correctly, and if none of them gives the incorrect answer. How can they maximize their probability of winning? | <urn:uuid:85182806-e4e7-4da9-9f8f-e91a241567c6> | CC-MAIN-2017-39 | http://ww.w.tanyakhovanova.com/MathOlymp/Archive/201011/PKE.pdf | 2017-09-20T18:24:55Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00217.warc.gz | 376,835,867 | 745 | eng_Latn | eng_Latn | 0.998828 | eng_Latn | 0.998875 | [
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Keep your eyes and ears open – Always be prepared to listen
At Park School we promise:
- To listen to you
- To take whatever you say seriously
- To deal with the problem in a sensitive way
- To take whatever action is needed
- To always consider your feelings and wishes
- To protect you and your privacy
- To record all incidents confidentially
- To do all we can to stop bullying
What we will do:
- Work/discuss with both the bully and the victim
- Inform and involve Parents in any bullying issues
- Involve Senior Staff and Governors in bullying issues to ensure they are fully resolved
5
Telephone: 01271 373131
A School Policy
Anti Bullying
A BULLY FREE ZONE
A Policy to end Bullying
Our ethos at The Park is about everyone achieving and caring together. This school exists for the all round education of its pupils, and anything which prevents this will not be tolerated. Bullying is one such undesirable activity, and it is for the school as a whole, and for all parties with an interest in the school, to overcome bullying in this establishment.
What is Bullying?
Bullying is any behaviour by any single person or group directed against any single person or group which causes them to feel intimidated, uncomfortable or unhappy in any way.
How can we recognise Bullying?
Bullying can take many forms, some not as obvious as others, but all equally intimidating. It can by physical, mental or emotional. These are some examples of the sorts of activity which we consider as bullying
- Name calling
- Teasing
- Hitting, pushing or unwelcome physical contact
- Demanding money or possessions
- Making people carry your bags or do your work
- Turning others against someone or their family
- Tripping, pinching or pulling hair
- Making sexual or racist remarks
- Making rude suggestive remarks
- Forcing someone to do wrong
- Belittling someone
Signs and Symptoms Things to look out for:
A child may indicate signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:
- Is frightened of walking to or from school
- Begs to be driven to school
- Doesn't want to go on the school/public bus
- Changes their usual routine
- Begins to truant
- Is unwilling to go to school (school phobic)
- Becomes withdrawn, anxious, or lacking in confidence
- Starts stammering
- Cries themselves to sleep at night or has nightmares
- Attempts or threatens suicide or runs away
- Feels ill in the morning
- Comes home with clothes torn or books damaged
- Begins to do poorly in school work
- Has possessions which are damaged or "go missing"
- Asks for money or starts stealing money (to pay bully)
- Has dinner or other monies continually "lost"
- Has unexplained cuts or bruises
- Comes home starving (money/lunch has been stolen)
- Becomes aggressive, disruptive, unreasonable
- Is bullying other children or siblings
- Is frightened to say what's wrong
- Stops eating
- Gives improbable excuses for any of the above
- Is afraid to use the internet or mobile
- Is nervous & jumpy when a cyber message is received
If you are bullied or know someone who is being bullied
Tell …….
- A Teacher
- Your Headteacher
- Your Head of House
- Your Parents
- Anyone you can trust
- Your Friends
Why not ask a friend to go along with you when you tell?
Don't delay – remember if you tell someone it becomes their worry too
Don't be afraid – bullies feed on terror but they are often cowards at heart Trust people – a problem can be solved by a word from the right person
Never let a bully rule and ruin your life
If you are bullied Don't
- Use violence to solve your problems (it only makes matters worse and puts you in the wrong too).
- Give in to the bullies' demands (they'll only demand more).
- Delay (bullies rarely go away of their own accord).
- Worry (a worry shared is a worry halved).
- Keep quiet about it (that way the bully will get away with it). | <urn:uuid:ba377fb2-12d1-4ae1-9f9b-e9b9d2135324> | CC-MAIN-2021-39 | https://theparkschool.org.uk/policies/parental/anti_bullying_-_bullying_leaflet_part_2.pdf | 2021-09-28T10:17:12+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00172.warc.gz | 605,013,227 | 896 | eng_Latn | eng_Latn | 0.992826 | eng_Latn | 0.998578 | [
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TNC Class 3 Practices and Core Routines
A. Buddy Check-in:
Make contact with your buddy each week to go tracking together, swap sit spot stories and/or complete your Master Species List for Mammals. Decide how you would like to partner to accomplish a complete species list - you could divide the work and share, or compare notes, insights and experiences on your individual work - whatever supports each of your learning style, but in partnership. You can also use this buddy relationship to just hear each other's experiences, stories, progress or questions regarding your journey with tracking. Phone or getting together in person - versus email - supports the process of connection we all are seeking. How can you support each other in this season of tracking?
B. Sit Spot for 20 minutes at least twice each week:
Sit for 20+ minutes at least 2 or more times each week somewhere in Nature you feel at ease. Daily is ideal. Convenience is a high priority in helping you actually go to your sit spot. Backyards can be great! Or a quick walk or drive to a special spot. During the sit spot, be alert, be in all your senses, and be a silent observer of anything and everything, outer and inner. This is the basis of the sit spot routine. We recommend not having any books or journals with you - just your direct awareness and body in nature at the same spot. Journaling afterwards is a great way to integrate the experience. We will elaborate more on the sit spot over time.
C. Explore your Sit Spot to identify 5 bird species that will be your Bird Language teachers.
Identify five species of ground, or ground visiting, birds that frequent your sit spot area as teachers on your Bird Language journey. Some examples are found in the attached document. Bring this list to our last class.
D. Journal Exercises - One bird journal and one mammal journal (bobcat, gray fox or coyote):
Complete one journal page before next class on a common local bird and on your chosen mammal. Make a drawing and do some research on basic natural history and record on your journal page. Make it fun and creative and capturing the essentials of that species. Use field guides, internet, etc. Do more if you are inspired.
E. Sit Spot Map: On an 8½ x 11 or larger piece of paper, draw a bird's-eye view map of your sit
spot, even if it's your back yard. Make it a scale of about 100 feet in all directions with your sit spot in the center. Include vegetation, fences, houses, alleys, landscape, etc. This map will increase your awareness and intimacy with your sit spot. You can add information about animal, birds, insects, food larders, etc as time passes. You can redraw your map as needed to mark the passage of time and the patterns that emerge as you develop a relationship with your sit spot.
F. Master Species List for Mammals – Keep working on it if you haven't finished!
Take a good up-to-date North American mammal field guide and starting at the beginning, go through and hand-write in your journal, or type a document, every mammal that occurs in your greater bioregion based on the range maps. This amounts to just flipping through the pages looking only at the range maps and if the map is colored in your region, look at the mammal name and write it down. You can list the scientific binomial name as well and organize the list by Order, Family and Genus. Whatever works for you. This will be your Master Species List for bioregional mammals.
G. Toes in Tracks Exercise – Complete this one if you haven't already!
* One
On a blank page, hand-written or typed, create five categories of number of toes in tracks for families of mammals. This list refers to what shows up in tracks typically and does not refer to vestigial toes that don't register:
* Two
* Four in fronts, Five in hinds
* Four in fronts and hinds
* Five in fronts and hinds
Go through a track field guide and using your Master Species List, create the lists of mammals under these five headings. We'll explore this together as our share time in Class Two.
H. Practice the Honoring Routines
* Be present with the greater ecology and all of your senses when looking closely at tracks, sign, or a trail, looking around in each direction using wide-angle vision, listening for silence and sounds, and feeling with your skin and taste; then return your attention to the sign. Practice going back-and-forth in this way until it becomes natural to you.
* Embody and feel gratitude. Wildlife responds differently to this soft way of being on the landscape.
* Honor transitions - Bring your awareness to the edge of transitions in space.
* Fox walk with a glide, feeling the ground each step.
* Release tensions with your body language when encountering wildlife by turning your attention away from the animal softly, investigating something else, perhaps foraging a bit from the ground.
* Connect with the animal when engaging tracks, sign, or a trail. Connect with your mind, heart and energy as you also analyze the information; honor its being, its passage, and the sign it has left you | <urn:uuid:cd4389a0-3a4b-476b-bb01-7d69fe2d349f> | CC-MAIN-2021-39 | http://www.deepnatureguides.com/uploads/1/3/4/2/13426493/tnc_class_3_practices_and_core_routines.pdf | 2021-09-28T10:14:44+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00173.warc.gz | 81,054,625 | 1,081 | eng_Latn | eng_Latn | 0.997911 | eng_Latn | 0.997986 | [
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National Curriculum Programme of Study;
- subtract numbers with up to 4 digits using the formal written methods of columnar subtraction where appropriate
- solve addition and subtraction two-step problems in context, deciding which operations and methods to use and why
- solve simple measure and money problems involving fractions and decimals to two decimal places
BY THE END OF YEAR 4…
By the end of Year 4, children will be able to show their understanding as;
Following on from year 3…
Formal column subtraction, where appropriate
Children should continue to use the place value counters, in columns, to support their conceptual understanding of subtraction when working with increasingly larger numbers.
They should be able to subtract numbers with different numbers of digits, including calculations where more than one exchange is needed.
Children should be able to subtract more than one number, with different numbers of digits, making decisions regarding the order of subtraction based on mental skills.
E.g. 5637 – 708 – 1312
Children should decide whether to first subtract 708 or 1312 from 5637, followed by the other number. Alternatively they may choose to calculate 708 + 1312 (using column addition), and then subtract the resulting 2020 from 5637.
Using grouped objects for subtraction, with exchanging
Apply understanding of subtraction in other contexts involving decimals
Children should use other practical resources, such as coins (£1, 10p, 1p) and masses (100g, 10g, 1g) when subtracting in the context of measures (to 2 d.p.). Encourage children to explain their thinking in terms of the practical equipment, continuing to make use of the base board where appropriate.
£4.45 - £2.27 | <urn:uuid:b033e352-2cac-46c8-b773-96609450c86e> | CC-MAIN-2021-39 | https://www.oasisacademyshortheath.org/uploaded/Short_Heath/Learning/Maths_Overviews/Subtraction/Year_4_subtraction.pdf | 2021-09-28T09:41:01+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00172.warc.gz | 929,561,780 | 358 | eng_Latn | eng_Latn | 0.991607 | eng_Latn | 0.993039 | [
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VIDYA BHAWAN BALIKA VIDYAPEETH, LAKHISARAI
CLASS-1 SUBJECT-E.V.S
DATE-16-08-2021 BY-KIRTI KUMARI
*BASED ON NCERT PATTERN*
Chapter-15, Air and water
Recall
* Human beings , plants and animals need air and water to live.
* Air and water are useful in many ways.
* We should keep the air clean.
* We get water from many sources.
* Dirty water can make us fall sick.
* We should not waste water or make it dirty.
Do it yourself
Circle the things that need air to move. | <urn:uuid:a60d1925-ea06-4da4-86a8-c523f44727fa> | CC-MAIN-2021-39 | http://balikavidyapith.com/Upload/Event/1st,E.V.S,16-08-2021.pdf | 2021-09-28T10:58:49+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00172.warc.gz | 6,018,767 | 139 | eng_Latn | eng_Latn | 0.981019 | eng_Latn | 0.981019 | [
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THE GARDEN CLUB OF AMERICA POSITION PAPER
The Garden Club of America supports independent, academic, peer-reviewed scientific research as the basis for formulating responsible public policy and legislation, as well as appropriate funding to ensure quality results. The Garden Club of America is a nonpartisan, issue-oriented advocate for a beautiful, healthy planet.
CLIMATE CHANGE
The Garden Club of America (GCA) recognizes the threat of climate change and the urgent need for action at all levels of government, as well as individual behavioral change. The observed changes in climate are negatively impacting plants and human health. Rapid loss of biodiversity, species extinction, sea-level rise, ocean acidification, extreme weather events, and the health of public lands are at risk if we do not address this trend.
Because individual and collective action can modify the course of climate change, the GCA is committed to educating club members and communities about the impacts of climate change on natural systems and constructive responses to mitigate the effects.
The Garden Club of America supports federal, state, and local legislation, policy, and individual action that address the following:
FUNDING
* Support funding measures to protect biodiversity.
* Encourage the allocation of resources for peer-reviewed, scientific research and data collection to inform action at all levels of society to mitigate the impacts of climate change.
* Support increased public and private funding to address the increased incidence of plant disease, the spread of invasive species, and the disruption of relationships between plants and pollinators.
LEGISLATION, REGULATION, PUBLIC AND PRIVATE INITIATIVES AND PARTNERSHIPS
* Encourage collective action at all levels of society to address a changing climate and the reduction of greenhouse gas emissions.
* Support the protection of sustainable forest and wilderness areas, including national parks, as these open lands sequester carbon, help ensure clean air, and protect watersheds.
* Promote the creation and protection of coastal wetlands, mangroves, salt marshes, seagrasses, and other aquatic vegetation that efficiently sequester carbon and improve water quality.
* Promote clean energy sources for the construction, manufacturing, and transportation sectors and support continued innovation in the development of clean energy systems and advanced battery storage.
* Encourage initiatives to advance energy efficiency in buildings.
* Support efforts to reduce methane gas emissions from the oil, natural gas, and agricultural industries.
ADAPTATION
* Support climate adaptation strategies for human, animal, and plant communities.
* Encourage the increased use of native plants in public and private restoration projects along transportation corridors, including the use of green buffers and living shorelines.
* Encourage the production of adequate native plant material to meet this growing need.
* Support water management initiatives to ensure water quality, address flooding, and sea-level rise and manage drought.
EDUCATION
* Encourage ongoing educational efforts focused on the impacts of climate change, including changes in hardiness zones, phenology, migratory patterns, and crop yield.
* Promote sustainable landscape design and adaptive gardening practices.
* Promote the importance of locally-sourced food and the reduction of food waste, as well as the value of regenerative agriculture to soil health. | <urn:uuid:78f3a2ee-1f6f-4ac1-8956-6b013cc3cf7c> | CC-MAIN-2021-39 | https://tacomagardenclub.org/wp-content/uploads/2021/05/June-2020-Climate-Change.pdf | 2021-09-28T10:52:26+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00176.warc.gz | 579,474,639 | 642 | eng_Latn | eng_Latn | 0.990036 | eng_Latn | 0.990229 | [
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FlexiPrep
Events and Types of Events in Probability: Impossible and Sure Events (For CBSE, ICSE, IAS, NET, NRA 2022)
Get unlimited access to the best preparation resource for competitive exams : get questions, notes, tests, video lectures and more- for all subjects of your exam.
What Are Events in Probability?
A probability event can be defined as a set of outcomes of an experiment. In other words, an event in probability is the subset of the respective sample space.
The entire possible set of outcomes of a random experiment is the sample space or the individual space of that experiment. The likelihood of occurrence of an event is known as probability. The probability of occurrence of any event lies between and .
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The sample space for the tossing of three coins simultaneously is given by:
Suppose if we want to find only the outcomes which have at least two heads; then the set of all such possibilities can be given as:
Thus, an event is a subset of the sample space, i.e.. , E is a subset of S.
There could be a lot of events associated with a given sample space. For any event to occur, the outcome of the experiment must be an element of the set of event E.
What is the Probability of Occurrence of an Event?
The number of favorable outcomes to the total number of outcomes is defined as the probability of occurrence of any event. So, the probability that an event will occur is given as:
Types of Events in Probability
Some of the important probability events are:
Impossible and Sure Events
Simple Events
Compound Events
Independent and Dependent Events
Mutually Exclusive Events
Exhaustive Events
Complementary Events
Events Associated with "OR"
Events Associated with "AND"
Event E1 but not E2
Impossible and Sure Events
If the probability of occurrence of an event is 0, such an event is called an impossible event and if the probability of occurrence of an event is 1, it is called a sure event. In other words, the empty set ϕ is an impossible event and the sample space S is a sure event.
Simple Events
Any event consisting of a single point of the sample space is known as a simple event in probability. For example, if and then E is a simple event.
Compound Events
Contrary to the simple event, if any event consists of more than one single point of the sample space then such an event is called a compound event. Considering the same example again, if then, and represent two compound events.
Independent Events and Dependent Events
If the occurrence of any event is completely unaffected by the occurrence of any other event, such events are known as an independent event in probability and the events which are affected by other events are known as dependent events.
Mutually Exclusive Events
If the occurrence of one event excludes the occurrence of another event, such events are mutually exclusive events i.e.. two events don՚t have any common point. For example, if and are two events such that consists of numbers less than 3 and consists of numbers greater than 4.
So,
Then, and are mutually exclusive.
Exhaustive Events
A set of events is called exhaustive if all the events together consume the entire sample space.
Complementary Events
For any event E 1 there exists another event , which represents the remaining elements of the sample space S.
If a dice is rolled then the sample space S is given as If event E 1 represents all the outcomes which is greater than 4, then and ʹ
Thus, is the complement of the event
Similarly, the complement of will be represented as ʹ ʹ ʹ ʹ
Events Associated with "Or"
If two events and are associated with OR, then it means that either or both. The union symbol is used to represent OR in probability.
Thus, the event denotes
If we have mutually exhaustive events associated with sample space S then,
Events Associated with "And"
If two events E 1 and E 2 are associated with AND then it means the intersection of elements which is common to both the events. The intersection symbol is used to represent AND in probability.
Thus, the event denotes
Event but Not
It represents the difference between both the events. Event E 1 but not E 2 represents all the outcomes which are present in E 1 but not in E 2 . Thus, the event E 1 but not E 2 is represented as
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Example Question on Probability of Events
Question: In the game of snakes and ladders, a fair die is thrown. If event represents all the events of getting a natural number less than 4, event consists of all the events of getting an even number and denotes all the events of getting an odd number. List the sets representing the following:
i)
ii)
iii)
Solution:
The sample space is given as
i)
ii)
Question:
When a fair dice is thrown, what is the probability of getting
(a) the number 5
(b) a number that is a multiple of 3
(c) a number that is greater than 6
(d) a number that is less than 7
Solution:
A fair die is an unbiased die where each of the six numbers is equally likely to turn up.
(a) Let event of getting the number 5
Let number of outcomes in event
number of outcomes in
(b) Let event of getting a multiple of 3
Multiple of
(c) Let event of getting a number greater than 6
There is no number greater than 6 in the sample space S.
A probability of 0 means the event will never occur.
(d) Let event of getting a number less than 7
Number less than
A probability of 1 means the event will always occur.
What Are Events in Probability?
In probability, events are the outcomes of an experiment. The probability of an event is the measure of the chance that the event will occur as a result of an experiment.
What is the Difference between Sample Space and Event?
A sample space is a collection or a set of possible outcomes of a random experiment while an event is the subset of sample space. For example, if a die is rolled, the sample space will be and the event of getting an even number will be
What is the Probability of an Impossible Event and a Sure Event?
The probability of a sure event is always 1 while the probability of an impossible event is always 0.
What is an Example of an Impossible Event?
An example of an impossible event will be getting a number greater than 6 when a die is rolled.
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How to do a History Mystery
Introduction
History Mystery is designed to challenge children to use their skills of deduction and critical thinking to identify the multiple artifacts included in this activity. All objects are from the State Historical Museum of Iowa's collection, providing children with a unique opportunity to tour museum artifacts from their own classrooms.
By participating in History Mystery, Goldie detectives will:
– Use problem-solving and critical thinking skills
– Analyze clues to deduce the name and use of objects
– Explore and use background information provided for each object to determine historical significance
– Make real-world connections between the use of the objects and Iowa History
What's Included
This History Mystery Activity Features
* Photographs of Objects
* Videos of Select Objects
* Background Information for Each Object
* History Mystery Worksheet
* Guided Questions and Object Instructions for Adults
Objects
Each object has photos specifically taken for children to analyze. Most objects include multiple photos at different angles, close-ups, etc. to provide different perspectives to help in their detective work. Objects photos and videos are available to view on the Goldie's At Home webpage.
Object Instructions for Adults & History Mystery Worksheet
Each individual object has an instructions page that provides background information about the object, its historical significance and questions to encourage children as they attempt this activity. This worksheet and questions help children identify the object and its significance in history. The worksheet can also be applied to any activity similar to History Mystery, such as having children use family artifacts around the home.
History Mystery Set Up
1. History Mystery can be done in small groups or independently. Either print or display the object photos and videos for children to use. Print off the worksheet to guide them in their detective work.
2. To provide more context about the objects before starting, it is encouraged to read aloud the background essay. Sometimes, it can be extra fun to cover each object photo before revealing it to the child to explore.
3. History Mystery detectives will go from object to object, filling out their worksheet and discovering what the object is and how it would be used. Spend about five minutes on each object.
4. If IDing the artifact is difficult, use the adult instructions for the object to help guide the child to answers.
5. After working through all of the objects, go through the answers with your detective(s). Use the object instructions to help them understand the historical significance of the artifact.
Background Information about School Desegregation
Utilize this background essay to provide further historical context about school desegregation.
The right to an education has long been a bedrock American assumption. However, while laws guarantee equal access to public schools in practice, the nation has not always achieved the ideal. The Northwest Ordinance of 1787, which was created to provide for the future of the nation's western territories, set aside one square mile in each township (36 square miles in total) to support public schools. Very early in its frontier days, Iowa pioneers set up schools to educate their children.
Early Iowa laws tried to discourage African Americans from moving into the state and imposed penalties and restrictions on them. Because there were very few African-American families in the early population, racial integration in public schools was not a big issue and was handled on a local basis. As the slavery question became more contentious and the nation drifted toward the Civil War, free African Americans and runaway slaves began appearing more often. Race relations in Iowa became more important. In Ringgold County along the Missouri border, African-American children whose family had fled slavery attended a one-room school. In Grinnell, however, a mob protested when the local school was opened to African-American children, and a race riot followed.
Alexander Clark was a prominent African American in Muscatine. He was initially denied entry into the university law school because of his race, but he was determined to open opportunities for his children. In 1867, he filed a lawsuit when his daughter was not allowed to attend public school in Muscatine where a separate school had been set aside for African-American children. The Iowa Supreme Court ruled in his and his daughter's favor, declaring that schools could not bar children because of their race.
About 30 years later, however, in 1896, the U.S. Supreme Court ruled in Plessy v. Ferguson that states could allow racial segregation as long as the facilities were "separate but equal." In practice, however, facilities for AfricanAmerican children were almost never equal but almost always inferior. In southern states, segregation was nearly universal and embedded in the law. In the north, including Iowa, local customs varied but, African Americans were often barred from hotels and restaurants and often forced into separate facilities on trains, buses and sometimes schools. The few African Americans who attended public universities in Iowa were prohibited from living in school dormitories and were forced to find their own housing.
In 1954, the U.S. Supreme Court reversed its "separate but equal" position and declared in Brown v. the Board of Education that segregation in public schools was unconstitutional and must end. This caused huge protests across the south. President Dwight Eisenhower had to call on federal troops to enforce school integration.
Legal segregation had ended, but true equality had not been achieved. Because African Americans and white people often lived in separate neighborhoods, their local schools continued to reflect the racial divide. In Massachusetts, the legislature required schools to achieve a racial balance in each school district by busing children to achieve proportionate numbers. In Boston through the 1970s and 80s, angry protests erupted from white parents who feared for the safety and educational quality of their children. Even today, because the races in many communities tend to separate themselves into different neighborhoods based on race, schools are often heavily dominated by one racial group or another.
Taking steps to overcome past discrimination is called affirmative action. Many attempts to provide African Americans, other minorities, women, the physically and mentally impaired and those with different sexual or gender orientations reflect the American commitment to equality of opportunity. The goal remains a continuing challenge.
Portrait of Iowa Supreme Court Justice Chester Cole
Portrait of Iowa Supreme Court Justice Chester Cole
David John Gue
Artist
Description
This portrait is entitled "Chester Cicero Cole" and is an image of Iowa Supreme Court Justice Chester Cole, a prominent legal figure in Iowa history. Cole grad uated from Harvard Law School and, upon moving to Iowa in 1857, played an important role in the establishment of the law schools at the University of Iowa and Drake University. He retired from teaching at the age of 83 and continued to practice law until he was 87 years old. This portrait was painted sometime during Cole's lifetime (18241913) by Gue, who was well known for his portraits, landscapes and coastal marine paintings.
Object Significance
This portrait is not nearly as significant to school desegregation as the person featured in it. In February 1864, Cole was appointed to serve as a justice on the Iowa Supreme Court. He was the author of the landmark Clark v. Board of School Directors opinion in 1868, which determined that racial segregation of public schools was unconstitutional under the Iowa Constitution. This decision desegregated Iowa schools 86 years before the U.S. Supreme Court case, Brown v. Board of Education, which found under the U.S. Constitution that racial segregation of children in public schools was unconstitutional. Cole wrote several other civil rights cases during his 12-year career as a justice in the Iowa Supreme Court and established a firm legacy in favor of defending all Americans' civil rights.
Questions about History Mystery Object
What do you see when you look at this object? What else do you notice? Is there meaning behind this object? 1
Think about Justice Cole's role in school desegregation in Iowa. Why would a portrait of Cole be painted? What does having a portrait painted of a person imply? 2
Notice Justice Cole's clothing: What is he wearing? What does that tell you about him? 3
Notice his facial hair. What does that tell you about the time period in which this portrait was created? What does this tell you about his personality? 4
Why do you think Justice Cole sits alone in this portrait, rather than having other items included? What would you include in this portrait to help tell his story? What objects or clothing would your own portrait include? 5
Plaque Honoring U.S. Congressman Thomas E. Martin
July 1975
Presentation of Plaque "Hon. Thomas E. Martin
In grateful appreciation for many years of distinguished and dedicated services to Iowa and our nation while serving as United States Congressman and United States Senator
Republican State Central Committee of
Iowa
Bess Cowden, State Vice Chairman Verne R. Martin, State Chairman" Transcription of Plaque
Description
This plaque was given to Thomas E. Martin, a U.S. representative and senator from Iowa. It was created by the Republican State Central Committee of Iowa and honored Martin's "distinguished and dedicated service" during his many years (22 spent in Congress) as an elected official.
Object Significance
Martin served in the U.S. Congress from 1939 to 1961, a time when the civil rights movement was in full swing. In a speech by then-retired Martin in 1965 (available in Read Iowa History, pg. 28), he explained the work that was being done to desegregate schools and ensure equal rights for all races. He said that racial segregation was "one of the toughest" domestic problems facing the country. He also spoke about "deep South" states flouting the authority of the federal government and blatantly ignoring landmark civil rights cases like Brown v. Board of Education (1954).
Questions about History Mystery Object
What do you see when you look at this object? What else do you notice? 1
Why do people receive plaques? What do plaques usually signify? 2
Martin wrote, "The problem of ending racial segregation and bringing a full measure of civil rights to ALL Amer icans in ALL part of the county, has been met head-on and is proving to be one of the toughest of current do mestic problems." Discuss how this passage of text relates to the plaque's message of "...many years of distin guished and dedicated services…" 3
As a senator from Iowa, Martin was an advocate for civil rights and school desegregation. Why might the Repub lican State Central Committee of Iowa want to honor Martin's record? 4
Complete Geography Book from The New Eclectic Series
Description
This object is a geography book that was first published in 1867. It was a teacher's manual created by James Monteith and was published by the American Book Company. This edition of the book was printed in 1883. The book includes text, illustrations and maps highlighting the geography of different regions in the United States, as well as around the world.
Object Significance
This geography book helps children explore continuity and change in relation to the American South. The book has examples of different states' terrain, crops, jobs and people but from the perspective of the late 1800s, a time just 20 years after the Civil War. In relation to the topic of school integration, this book can assist children in thinking about what life was like in the South, particularly for African Americans, and why they might have left for the North.
Questions about History Mystery Object
What do you see when you look at this object? What else do you notice? 1
This book was published in 1883 and is a teacher's manual. Slavery ended 18 years before it was published, and schools across the U.S. would not be desegregated until 1954. Why might this book not mention the different groups or races of people who lived in the southern part of the U.S.? 2
Look at the images in the book and describe how African Americans are depicted. What messages would these images send to people living in different areas of the United States? 3
This book is over 130 years old. What similarities does it have to your current textbooks? What is different? 4
Double Slate of Matthew Tinley
Description
This object is a double slate board that belonged to student Matthew Tinley. A slate is a thin piece of hard flat material that is used for writing. The date on its frame reads, "November 7, 1883." Tinley carved his initials "M.T." multiple places along the frame of the double slate.
Object Significance
The writing slate was used by children to practice writing and arithmetic during classes or at home until the 20th century. This object provides children a chance to consider how classrooms and school materials have changed over time. It also provides a connection to school desegregation by raising questions about the impact resources could have on students and what happens when they are denied resources or only have them in limited supplies. Matthew Tinley, the slate's owner, trained as a physician and surgeon and began his military career as a Private in the 3rd Iowa National Guard around 1894. He served in World War I and would eventually be promoted to Major General in charge of the 34th division in 1924.
Questions about History Mystery Object
What do you see when you look at this object? What else do you notice? 1
A slate is like a white board in many ways (reusable, erasable, chalk = markers) and this slate could travel between the classroom and home. In what other ways is this slate similar to current day classroom materials (hints: paper, laptop, worksheets, etc.)? 2
Following the Civil War, the African-American population increased in Iowa. By 1870, 1,194,020 people lived in the state, but only 5,762 African Americans called Iowa home (just half of one percent of the total population). Given this population breakdown, how would school desegregation impact Iowa's children? 3
School segregation led to inequity among students, even those who lived in the same city. Imagine half of your class had slates like Tinley's and the other half had a single sheet of paper for the whole school year. How would this impact the learning of your classmates? 4
History Mystery - Analyze an Object
1
1) What does it look like? Think about size, shape and color.
4. Do you see any signs of wear?
Does it mean anything about how the object was used.
2) What is the object made from?
Is it one or more materials combined?
5. What year or time period do you think it is from? Why do you think it was from that year?
3) Is there any writing or details?
Why do you think it was from that year?
6) Who is the owner?
Write a brief description of the owner.
2
1) What does it look like? Think about size, shape and color.
4. Do you see any signs of wear?
Does it mean anything about how the object was used.
2) What is the object made from?
Is it one or more materials combined?
5. What year or time period do you think it is from? Why do you think it was from that year?
3) Is there any writing or details?
Why do you think it was from that year?
6) Who is the owner?
Write a brief description of the owner.
1) What does it look like?
4. Do you see any signs of wear?
Think about size, shape and color.
Does it mean anything about how the object was used.
| | 2) What is the object made from? Is it one or more materials combined? | 5. What year or time period do you think it is from? Why do you think it was from that year? |
|---|---|---|
| | 3) Is there any writing or details? Why do you think it was from that year? | 6) Who is the owner? Write a brief description of the owner. |
| 4 | 1) What does it look like? Think about size, shape and color. | 4. Do you see any signs of wear? Does it mean anything about how the object was used. |
| | 2) What is the object made from? Is it one or more materials combined? | 5. What year or time period do you think it is from? Why do you think it was from that year? |
| | 3) Is there any writing or details? Why do you think it was from that year? | 6) Who is the owner? Write a brief description of the owner. |
| 5 | 1) What does it look like? Think about size, shape and color. | 4. Do you see any signs of wear? Does it mean anything about how the object was used. |
| | 2) What is the object made from? Is it one or more materials combined? | 5. What year or time period do you think it is from? Why do you think it was from that year? |
| | 3) Is there any writing or details? Why do you think it was from that year? | 6) Who is the owner? Write a brief description of the owner. | | <urn:uuid:20906d7f-9604-4429-8d72-cac4c10e1651> | CC-MAIN-2021-39 | https://iowaculture.gov/sites/default/files/history-education-goldies-athome-historymystery-schooldesegregation.pdf | 2021-09-28T10:44:12+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00176.warc.gz | 375,265,427 | 3,589 | eng_Latn | eng_Latn | 0.998142 | eng_Latn | 0.99856 | [
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Term 6 Homework
How will the Tokyo Olympics compare with past Olympics Games?
In your lessons at school you have been learning about some different Olympic and Paralympic Games. For your homework this term we would like you to choose an Olympics and Paralympics (not 1936, 1964 or 2012) and complete five hopscotch tasks from the choices below.
7) Affecting
8) Evaluating
Imagine you went to an event at these Olympics and write a diary entry of the day. Remember to include what you did, the events you saw, the atmosphere and how it made you feel.
6) Creating
Build a replica of the Olympic torch or the mascot from the year of your Olympics.
5) Analysing
How is this Olympic games similar and different to this year's Tokyo Olympics? Write a paragraph explaining both.
4) Applying
What questions would you ask an athlete who won a medal at these games? (Write which athlete you have chosen and why.)
If you are not sure what to research, here are the Olympics since 1896: 1896 Athens, Greece
1900 Paris, France
1904 St Louis, USA
1908 London, United Kingdom
1912 Stockholm, Sweden
1916 Berlin, Germany
1920 Antwerp, Belgium
1924 Paris, France
1928 Amsterdam ,The Netherlands
1932 Los Angeles, US (1936 Berlin, Germany)
1948 London, UK
1952 Helsinki, Finland
1956 Melbourne, Australia
1960 Rome, Italy (1964 Tokyo, Japan)
1968 Mexico City, Mexico
1972 Munich, Germany
1976 Montreal, Canada
1980 Moscow, Russia
1984 Los Angeles, US
1988 Seoul, South Korea
1992 Barcelona, Spain
1996 Atlanta, US
2000 Sydney, Australia
2004 Athens, Greece
2008 Beijing, China (2012 London, UK)
2016 Rio de Janeiro, Brazil
Write a review of this Olympic Games to explain how successful you think it was.
6) Creating
Invent a new Olympic event for your Olympic games. Try and link it to the culture/society of your country. You must include a set of instructions and rules for the athlete.
5) Analysing
Research some data linked to these Games, ie. final medals table, times in the 100 metre sprint, participants from which countries etc. and create a graph (line, bar or pie chart) to show this information visually.
3) Understanding
Write a summary report of an event that happened at your Olympic games. Don't forget to describe the event and the athletes in it.
2) Remembering
Make a list of as many facts as you can about the Games you are researching.
Due in: Monday 12 th July 2021
Total activities to complete this term:
Suggested time spent per activity: 40 - 60 minutes
5 | <urn:uuid:83a69e94-e61b-4493-b07b-50b3e0badcdb> | CC-MAIN-2021-39 | https://www.hawkingeprimaryschool.co.uk/wp-content/uploads/homework_year56.pdf | 2021-09-28T11:31:32+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00176.warc.gz | 809,467,235 | 609 | eng_Latn | eng_Latn | 0.98889 | eng_Latn | 0.98889 | [
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VIDYA BHAWAN, BALIKA VIDYAPITH
Shakti Utthan Ashram LAKHISARAI: 811311
Class: V Sub.tec: Naina paswan
Subject: SCIENC Date : 14/09/21(tue)
BASED ON N.C.E.R.T PATTERN
CHAPTER: 6 BONES, JOINTS AND MUSCLES
PART V : ANSWER THE FOLLOWING QUESTIONS
Ans 1. Bones are hard tissues forming the skeletal structure of our bodies. On the other hand, cartilage is not as hard as bones and is found in areas of ear, nose, and joints in our body.
Ans 2. Ball-and-socket joint, also called spheroidal joint, in vertebrate anatomy, a joint in which the rounded surface of a bone moves within a depression on another bone, allowing greater freedom of movement than any other kind of joint.
Ans 4. Cardiac muscle tissue works to keep your heart pumping through involuntary movements. This is one feature that differentiates it from skeletal muscle tissue, which you can control. It does this through specialized cells called pacemaker cells. These control the contractions of your heart.
Ans 5. The skeletal system works as a support structure for your body. It gives the body its shape, allows movement, makes blood cells, provides protection for organs and stores minerals. | <urn:uuid:ff5bef7a-c293-4ef4-8a82-39c6593089e1> | CC-MAIN-2021-39 | http://balikavidyapith.com/Upload/Event/CLASS%20%205TH%20%20SCIENCE%2014.09.21%20tue(1).pdf | 2021-09-28T11:00:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00176.warc.gz | 7,747,628 | 292 | eng_Latn | eng_Latn | 0.993461 | eng_Latn | 0.995545 | [
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THEME PAPER
Climate Crisis, Carbon Trading and Energy Options
A critical look at 'big development' and 'big alternatives' Kolkata 17-20 March 2007
It is time that citizens and civil society initiatives in India put global warming, climate crisis, carbon trade and such issues high up on their agenda. These issues have so far been labelled 'green' and 'environmental'. They have been projected merely as a small sub-set of concern seemingly having little to do with peoples' resistance at the grass roots.
Climate Crisis
Though many natural factors can cause climate change, it is getting clearer by the day that the climate change we are seeing now is related directly to the ongoing 'industrialisation' of the planet and related human activities, which go by the name of development. Most of those likely to be affected by 'natural' calamities like floods, droughts, heat and cold waves, water crises, coastal submergence, and cycloneshurricanes-typhoons, however, have no idea that these extremes of climate are partly being triggered by human actions. That the earth is gradually moving towards destruction because of highly energy and resource-intensive development is something the development economists of this country and the world steer clear of.
When burnt, fossils fuels (like coal, oil) produce greenhouse gases. These include carbon dioxide and methane among many others. All these gases are being increasingly stored in the earth's atmosphere, in amounts much in excess of what it can naturally contain. Other active carbon dumps like the oceans, forests, and land cannot store all of this excess carbon, and too much carbon in the atmosphere create green house effect, causing earth's temperature to rise alarmingly, and playing havoc with the climate. Concentrations of carbon dioxide have already risen from a preindustrial level of 280 ppm (parts per million) to around 379 ppm in 2005, while methane concentrations have risen from 715 parts per billion (ppb) to 1,774 in 2005.
Global warming is triggering a cascade of effects:
Earth's average surface temperature has risen by 0.74°C since 1905;
The temperature increase is causing sea level rise due to ocean expansion and glacial melt;
The Arctic sea ice has shrunk by 2.7% per decade since 1978;
Snow cover in spring has decreased by about 7% in the North since 1950;
The average freezing date for rivers and lakes in the North over the past 150 years has arrived later by some 5.8 days per century, while the average break-up date has arrived earlier by 6.5 days per century;
Rainfall will keep increasing at high latitudes and decreasing over most subtropical land regions as was evident during the 20 th century; dry regions may become drier and wet regions wetter;
The upward trend in hot extremes and heat waves will continue;
The duration and intensity of drought has increased over wider areas since the 1970s, particularly in the tropics and subtropics.
Carbon Trade
In the wake of the Kyoto Protocol, an international agreement for 'slowing down' climatic change, a 'free' and 'globalised' market-based approach to the climate crisis emerged. Many of us took Kyoto to be a serious inter-governmental effort. It is typical of our times that the 'market' continues to define and shape both the climate crisis and its so-called 'solutions'. Hence the treaty provided the rich nations and their polluting corporations with an excuse for starting an absurd trade in the world's carbon–absorbing capacity. Companies, many of them chronic polluters in developing countries, sensed a windfall, and jumped onto the bandwagon. The inconceivable carbon trade became a reality.
The carbon 'offset' market that the Kyoto Protocol legitimises is proving to be extremely profitable for polluters and greenhouse gas emitters in both hemispheres. Polluting industries in 'developing' countries continue polluting, yet they earn extra money through flimsy claims that they are reducing carbon emission by say, changing designs of some boilers, or planting trees. The core question of actual, physical reduction of carbon remains shrouded in a forest of jargons and figures. The project developers, consultants, validating agencies and brokers who earn fat fees and/or cuts of the carbon credit revenue are all parties to this play, and the ground realities of these supposedly carbon-reducing projects seldom become public. The world, being a globalised 'village', allows these claims', howsoever false, to be sold at the carbon markets worldwide (exchanges have been set up to facilitate the trade). The buyers of these 'carbon credits' in developed countries get certified licenses to emit more carbon into the atmosphere, so that they can carry on with business-asusual. The carbon trade is thus turning out to be the greatest legitimised hoax to have hit the world. The global marketplace has designed an unbeatable win-win model and while the roots of the problem have been left untouched, the European carbon market alone has already touched the magic 20 billion dollar mark.
Like the USA and China, India has not made any commitments to reduce greenhouse gas emissions and it has still a predominantly fossil fuel- dependent energy programme. However, at the same time, India has emerged as one of the most favoured carbon market 'destinations'. All big Indian corporations are on board – Reliance, Tata, Birla, Ambuja, ITC. With more than 600 prospective Clean Development Mechanism projects queuing up to sell carbon credits, India has opened a new door for the worst kind of polluters. An indulgent, corporate-friendly government, aided by a blissfully ignorant civil society, has made India a paradise for carbon trading–India's own contribution to the era of globalisation.
What happens if carbon –credit-hungry but 'unclean' companies/corporations in India decide to become 'clean'? And start creating 'forests' which could supposedly act as 'carbon sinks'? Or plant millions and millions of hectares of land with bio-diesel plantations using species like jatropha? Or set up huge wind turbines, or worse still, large nuclear reactors? How would the huge land requirement be met? How many families have to be displaced for these clean/green projects? The same process of land-grab marks the processes of both development and 'alternatives', as people in India discover each passing day. They already see their land taken away and destroyed for large hydel-projects, special economic zones, new monoculture tree plantations and unsustainable industrial growth. The great 'development' package also includes its market-savvy alternatives.
Development and its market 'alternatives' together thus create a nightmarish scenario where the temperature of the planet rises, glaciers continue to melt, extremes of weather play with people's lives and resources, and at the same time the 'industrial' society thrives by burning more coal and oil to produce energy, and emitting more carbon to the atmosphere.
Alternative Energy Options
There is a major US-backed initiative to proclaim that nuclear power is safe, environmentally benign and an economically viable source of electrical energy for the future. In spite of the fact that during the last decade nuclear power plants were no longer being set up in most developed countries, the government in India plan 24 new nuclear power plants, in addition to 23 already functional or under-construction.
Do we want a future where 'alternatives' appear in the guise of giant nuclear projects, large hydros, and huge windmill farms all of which affect peoples land and livelihood, and destroy their environment? The recently concluded Indo-US agreement on Sharing of Nuclear Technology and the Bush Administration's emphasis on large renewables and nuclear power as carbon-neutral and 'clean' projects raise these questions yet more strongly.
There is an urgent need to review the other energy options. Big dams in India have become synonymous with displacement and environmental disasters. In spite of the fact that India's energy programme includes large hydro projects in bulk, nobody can any longer think of these projects as 'clean'. Large on-shore windmills need huge tracts of land and, as seen at the Western Ghats area of Maharashtra, could become a major threat to local people.
We must say an emphatic NO to nuclear power and large hydros, and to all forms of 'alternatives' that the market creates and sustains. And we need to talk about people's alternatives – small, sustainable, and practicable. It is becoming increasingly important that alternative energy options need to be chosen with a pro-people attitude, and that such options are better sought beyond corporate interests and the mindset of large projects.
End Note
Big players in the world and the 'Desi' Market are out to grab natural resources, much like the nation states of yesteryear did on their colonial hunts. Concerns about deforestation, degradation, displacement or pauperisation are irrelevant in this new drive. This is a war, which doesn't get reported. It is little known, little understood – but all pervasive and a war nonetheless.
We will have to take sides in this war and challenge the 'whatever-they-do-is goodfor-us' and 'market-knows-best' forms of a faceless human civilization that increasingly haunts us.
It is time to resist the paradigm of so-called industrial development and wasteful consumption; it is time to oppose the global polluters making profit at the cost of the earth's future; it is time to assert the right to choose non-fossil fuel, non-nuclear energy options.
It is important that people build strong resistance against all attempts at commodifying their lives and resources and putting up the planet's nature on sale. Whether be it Singur, Nandigram, Haripur or Kalinganagar – and for that matter dozens of such lesser-known locations in West Bengal and elsewhere, perhaps only strong resistance from the people can provide some direct answers to climate change.
This programme looks at the connection of the climate crisis with the all-pervasive model of development that both local and global governments promote, and questions the rationale of this development that turns our societies and nature into saleable commodities.
In this programme we will try to first understand the new politics of climate, and how the economics of both development and its market alternatives are intrinsic to that politics. We will also see how people around the world are resisting this politics. We will then try to strategize about our future course of action in relation to what is happening around us today, here in West Bengal and elsewhere. | <urn:uuid:991312df-15ec-44e8-8483-706a67c261db> | CC-MAIN-2021-39 | https://nagarikmancha.org/images/1230-Papers-ClimateCrisis,CarbonTrading,EnergyOptions.pdf | 2021-09-28T10:27:56+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00176.warc.gz | 452,581,904 | 2,155 | eng_Latn | eng_Latn | 0.998763 | eng_Latn | 0.998884 | [
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WATER CREATURES BINGO FACT SHEET
These creatures are very intelligent and have 40% more brain capacity than a human. The males have a very interesting colour. (1)
These creatures can be recognized by their long legs, featherless heads, and prominent bills. (2)
These creatures warn predators with their brilliant colours and patterns. (3)
The mouths on these creatures are located on the bottom side of their bodies. (4)
These creatures are known for their razor sharp teeth and strong bite. (5)
These creatures look rather heron like until they spread their wings and show off a dazzling yellow, red and black pattern. (6)
These creature use their powerful tails and webbed feet to swim. Their ears and nostrils close in the water and they have water-repellent fur to keep them dry and warm. (7)
These creatures are the largest freshwater fish in the world! They can grow up to 3 metres (10 feet) and weigh 200 kilograms (440 pounds) (8)
These creatures are slow on land but quite fast in the water. They are solitary and nocturnal and live under ground. (9)
These creatures can't turn their heads like we do. If they want to look around, they have to turn their entire bodies. (10)
These creatures have thick outer shells and walk sideways. They are an important food source for many other creatures. (11)
These creatures live in the water and can grow up to 6 feet in length! They have silver and gold skin and no scales. (12)
These creatures can grow up to 5 metres long (17feet). They kill their prey by wrapping their body around it and squeezing it to death. (13)
These creatures lay between 15-50 eggs in the sand. Hatchlings have very obvious yellow spots on their heads, which shrink as they grow. (14)
These creatures have bright pink bills and really do have a whistle as their call. (15)
These creatures are carnivores and catch their meals with their strong jaws. At night time their eyes shine red. (16)
These creatures will eat almost any fish smaller than them but piranhas are their favourite meal. (17)
These creatures have a huge wingspan that can reach up to almost 2 metres (6 feet wide) (18)
These creatures can produce an electrical charge that will stun prey and keep predators at bay. (19)
These creatures can reach up to 5 metres (16 feet) in length and weigh as much as 453 kilograms (1000 pounds). They are so large that even jaguars and cougars avoid them. (20)
These creatures are also known as the Jesus Lizard for their incredible ability to run on the surface of water. (21)
These creatures would rather munch on a banana than a human, unlike their cousins, the piranha. (22)
These creatures are twice the size of beavers and just as good swimmers. They have an unusual diet - they eat their own feces in the morning. (23)
These creatures have translucent skin so that their internal organs are visible. (24) | <urn:uuid:c594b6bf-f481-4079-b97d-b73b7c48b7e1> | CC-MAIN-2021-39 | https://amazonrainforestconservancy.com/wp-content/uploads/2020/10/Water-Creature-BINGO-FACTS.pdf | 2021-09-28T11:05:13+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00179.warc.gz | 141,828,684 | 643 | eng_Latn | eng_Latn | 0.998385 | eng_Latn | 0.998689 | [
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Frimley Church of England School
History - Skills and Knowledge Progression
Intent
At Frimley, we believe it is important for children to develop a coherent knowledge and understanding of Britain and the world around them. History provides children with the opportunity to explore the past in interesting and exciting ways learning about significant people and key events in the past, in Britain and the wider world, and to begin to understand how such events have shaped and influenced our lives today. We aim to make learning more child-led, which is driven by the children's interests whilst meeting the needs of the national curriculum objectives, and is made relevant to them by learning about our local area. A chronological awareness is key in history and we expect children to be able to place events, people and changes into correct periods of time as well as use dates and vocabulary appropriately, and with increasing accuracy, as they move through Key Stage 2.
Implementation
History provides children with the opportunity to develop a secure knowledge of the past and to inspire curiosity and develop skills of enquiry and questioning, allowing them to become open minded "historical detectives" who explore the past in exciting and creative ways. We aim to bring the past to life through practical first hand experiences, such as role play and workshops, and the use of a variety of primary and secondary resources, such as artefacts, to help the children find clues and deduce information about the past. As children progress through the school, they are taught to further develop their critical thinking skills and investigate and interrogate historical evidence and communicate their findings in creative and engaging ways.
Impact
- Children will become increasingly aware of how historical events have shaped the world that they currently live in and impact upon our future.
- Fosters an awareness and sense of curiosity about how our past influences who we are today and History's links with our British Values
- Develops a better understanding of History within our local community
- Equips children with transferrable knowledge and skills which help to prepare them for the next stage of their learning and for life as an adult in the wider world
National curriculum expectations:
By the end of Key Stage 2 pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught to:
- Changes in Britain from the Stone Age to the Iron Age
- The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
- Ancient Greece – a study of Greek life and achievements and their influence on the western world
- The Roman Empire and its impact on Britain
- Britain's settlement by Anglo-Saxons and Scots
- The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- A study of an aspect or theme in British history that extends pupils' chronological knowledge beyond 1066
- A non-European society that provides contrast with British history - one study chosen from: early Islamic civilization, including a study of Bagdad c.AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300
- A local history study
What Frimley offers to its pupils:
| | Year 3 | | Year 4 | | Year 5 |
|---|---|---|---|---|---|
| Pre-Roman Britain – Stone Age to Iron Age Enquiry – What was new about the New Stone Age? Enquiry – Which was more impressive – the Bronze Age or Iron Age? Early Civilisations and Ancient Egypt Enquiry: How much did the Ancient Eqyptians achieve? | | The Roman Empire and its impact on Britain Enquiry – What happened when the Romans came to Britain? Ancient Greeks Enquiry – What did the Greeks do for us? | | Anglo Saxons and Scots Enquiry: Was the Anglo-Saxon period really a Dark Age? The Viking and Anglo-Saxon struggle for the Kingdom of England Enquiry: Would the Vikings do anything for money? Local study dating from a period beyond 1066- Samuel Cody and his impact upon aviation in Britain. Enquiry: How did flight change the World? | |
| Bronze Age burial mounds at Horsell Common and remains of Iron Age hillforts at Hascombe Hill in Chertseyand St George’s Hill in Weybridge. | | Local links – the modern A3 and A24 follows the Roman road connecting London to Chichester known as Stane Street. | | | |
| Chronological understanding: Start to develop understanding that the past can be divided into different periods of time by placing events, people and changes into correct periods of time. Begin to use dates to place events, people and features of particular eras on a timeline and compare durations of | | Chronological understanding: Show understanding that the past can be divided into different periods of time by placing events, people and changes into correct periods of time. Use dates to place events, people and features of particular eras on a timeline including BC and AD dates (maths Y4), and make correct use of historical | | Chronological understanding: Use dates including BC and AD. Have knowledge and understanding of the chronology of the British, local and world history studied Recognise characteristic features of periods and societies studied | |
eras or events (maths Y3) and begin to use of historical vocabulary. Describe similarities and differences within and across different periods.
Knowledge and understanding of
events, people and changes in the past: Use simple evidence to show knowledge of some of the main events, people and changes studied
Suggest reasons for events in different times.
Use concrete examples to identify similarities and differences over time. e.g. what clothes rich and poor people wore, how fires were dealt with in different eras
Historical interpretation:
Identify some of the different ways in which the past is represented
Historical inquiry: Start to ask historical questions, e.g. about a picture, artefact or story; after using simple sources. Develop research skills.
Organisation and communication: Communicate knowledge simply, using sentences with some historical terms.
period terms such as ancient, medieval, modern, century and decade. Describe similarities and differences within and across different periods and suggest reasons for them.
Knowledge and understanding of events, people and changes in the past: Use evidence to show knowledge of some of the main events, people and changes studied
Give a reason for the occurrence of an event or action relating to other people in different times and say what happened as a result Demonstrate knowledge of concrete examples of continuity and change over time by identifying what has stayed the same and what has changed, e.g. what clothes rich and poor people wore, how fires were dealt with in different eras
Historical interpretation: Identify some of the different ways in which the past is represented and interpreted
Historical enquiry:
Ask appropriate historical questions, e.g. about a picture, artefact or story; after research or using sources, propose some additional questions for future consideration Use research skills to answer questions and give some valid reasons to substantiate answers
Organisation and communication: Communicate knowledge clearly, using paragraphs to organise ideas (English Y4) and use and spell historical terms accurately
Pick out connections, contrasts and trends over time within and across different periods
Knowledge and understanding of events, people and changes in the past: Select relevant evidence from a range of sources and describe the events, people and places. Demonstrate historical understanding when identifying and explaining causes of events and changes. Demonstrate an understanding of continuity and change over time, making links to show how one thing may depend upon another Identify historically significant people and events
Historical interpretation:
Understand how our knowledge of the past is constructed from a range of sources
Historical enquiry:
Devise historical questions about change, cause, similarity, difference and significance
Begin to construct informed responses to questions about change, cause, similarity, difference and significance by selecting and organising relevant historical information from sources
Organisation and communication:
Produce responses that involve selection and organisation of relevant historical information, using some dates and historical terms.
Pick out connections, contrasts and trends over time within and across different periods
Knowledge and understanding of events, people and changes in the past: Find evidence to show knowledge and describe in detail events, people and places
Identify explain causes of events and changes, describing and explaining consequences.
Demonstrate knowledge of continuity and change over time, making links to show how one thing may depend upon another Identify historically significant people and events.
Historical interpretation:
Understand how our knowledge of the past is constructed from a range of sources
Historical enquiry:
Devise historically valid questions about change, cause, similarity, difference and significance
Construct informed responses to questions about change, cause, similarity, difference and significance by selecting and organising relevant historical information from sources
Organisation and communication:
Produce structured informed responses that involve thoughtful selection and organisation of relevant historical information, making appropriate use of dates and historical terms which are spelt correctly (maths Y4), with ideas linked across paragraphs (English Y6) | <urn:uuid:4f53fbbb-417b-46d6-b8a6-3b6132eac0c0> | CC-MAIN-2021-39 | https://www.frimley.surrey.sch.uk/_site/data/files/learning/curriculum/History-S-K-progression.pdf | 2021-09-28T11:16:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00179.warc.gz | 796,858,202 | 2,034 | eng_Latn | eng_Latn | 0.987665 | eng_Latn | 0.993249 | [
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Name: ____________________________________
Date: __________________
SOLUTIONS TO LINEAR SYSTEMS AND SOLVING BY GRAPHING COMMON CORE ALGEBRA I
Systems of equations (and inequalities) are essential to modeling situations with multiple variables and multiple relationships between the variables. At the end of the day, though, the solution set of a system of equations can be easily defined:
SOLUTIONS TO A SYSTEM OF EQUATION
1. A point , x y is a solution to a system if it makes all equations true.
2. The solution set of a system is the collection of all pairs , x y that are solutions to the system (see 1).
Exercise #1: Determine if the point 2, 5 is a solution to each of the systems provided. Show the work that leads to your answer for each.
We can solve a system by using a graph. Review this process in the next exercise.
Exercise #2: Consider the system of equations shown below:
(a) Graph both equations on the grid shown. Use TABLES on your calculator to make the process faster, if necessary. Label each line with its equation.
(b) At what point do the two lines intersect?
(c) Show that this point is a solution to the system.
x
It's easy to see why the method of graphing works if you understand the truth about graphs. Remember:
GRAPHS OF EQUATIONS
1. A point , x y lies on a graph of an equation if it makes that equation true.
2. The graph of an equation is simply the set of all points , x y that make the equation true.
Exercise #3: So, now you can put the definition of the graph of an equation together with the definition of a system. Fill in the blanks with one of the words shown:
TRUE, INTERSECTION, SOLUTIONS, BOTH
1. To solve a system of equations graphically you find the ____________________ of the two graphs.
2. This works because any intersection point must lie on ____________ graphs.
3. Because intersection points lie on both graphs, they must make both equations _____________.
4. Because intersection points make both equations true, they are ______________ to the system of equations.
We will often use this graphical method to solve systems in applied problems. Let's take a look at a modeling problem involving a linear system of equations.
Exercise #4: Janelle and Swetha are taking a 50 question true false test in their history class. Janelle started after Swetha had already finished 12 questions. Janelle answers questions at a rate of two per minute, while Swetha answers them at a rate of 5 questions every 4 minutes. Janelle eventually catches up to Swetha. How many minutes does it take her and what question are they on when Janelle catches up?
(a) Create two linear models for Janelle and Swetha's questions answered since Janelle started. It may help to plot some points on the graph paper. Show the work that you use.
(b) Graph the two equations, using your calculator as needed, and solve the problem.
Name: ____________________________________
Date: __________________
SOLUTIONS TO SYSTEMS AND SOLVING BY GRAPHING COMMON CORE ALGEBRA I HOMEWORK
FLUENCY
1. Determine whether each of the following points is a solution to the given system. Justify your answer.
2. Solve the following system of equations graphically. After graphing, be sure to label each line with its equation and state your final solution as a coordinate pair. y
3. Which of the following points solves the system shown below?
(1) 1, 4
(3) 2, 8
5 9
y x
(2) 3, 6
(4) 3,18
2 12
y x
APPLICATIONS
4. Zeke is racing his little brother Niko. They are running a total of 30 yards and Zeke gives Niko a 12 yard head start. Zeke runs 2 yards every second but Niko only runs 1 yard every 2 seconds. If x represents the number of seconds they have been racing and y represents the distance from the start line then:
(a) Fill out the table below for various distances that Zeke and Niko are from the start line at the given times.
(b) Based on your calculations for (a) write equations for both Zeke's distance and Niko's distance from the start line as a function of the time, x.
| x (sec) | Zeke Distance (yds) |
|---|---|
| 0 | 0 |
| 2 | |
Zeke's Distance: ________________________ Niko's Distance: __________________________
(c) Graph both of these equations on the grid above and determine the number of seconds it takes for Zeke to catch up to Niko. How far are they from the finish line at that point?
REASONING
5. The two lines 6 15 y x and 4 y mx intersect at 2 x .
(a) What is the y-coordinate of their intersection point?
(b) What is the value of m? | <urn:uuid:71dc0daa-ceac-4a55-9fe2-cce9eae7c3db> | CC-MAIN-2021-39 | https://www.emathinstruction.com/wp-content/uploads/2014/11/CCAlg1-U5L1-Solutions-to-Systems-and-Solving-by-Graphing.pdf | 2021-09-28T09:44:29+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00179.warc.gz | 770,298,170 | 1,194 | eng_Latn | eng_Latn | 0.997985 | eng_Latn | 0.998713 | [
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Easter Vigil Liturgy of the Word
First Reading: Genesis 1:1 – 2:2
A Reading from the Book of Genesis
In the beginning, when God created the heavens and the earth,
Then God said, "Let there be light," and there was light. God saw how good the light was. God then separated the light from the darkness. God called the light "day," and the darkness he called "night."
Thus evening came, and morning followed—the first day.
Then God said, "Let there be a dome in the middle of the waters, to separate one body of water from the other." And so it happened: God made the dome, and it separated the water above the dome from the water below it. God called the dome "the sky."
Evening came, and morning followed—the second day.
Then God said, "Let the water under the sky be gathered into a single basin, so that the dry land may appear." And so it happened: the water under the sky was gathered into its basin, and the dry land appeared. God called the dry land "the earth," and the basin of the water he called "the sea." God saw how good it was. Then God said, "Let the earth bring forth vegetation: every kind of plant that bears seed and every kind of fruit tree on earth that bears fruit with its seed in it." And so it happened: the earth brought forth every kind of plant that bears seed and every kind of fruit tree on earth that bears fruit with its seed in it. God saw how good it was.
Evening came, and morning followed—the third day.
Then God said: "Let there be lights in the dome of the sky, to separate day from night. Let them mark the fixed times, the days and the years, and serve as luminaries in the dome of the sky, to shed light upon the earth." And so it happened: God made the two great lights, the greater one to govern the day, and the lesser one to govern the night; and he made the stars. God set them in the dome of the sky, to shed light upon the earth, to govern the
day and the night, and to separate the light from the darkness. God saw how good it was. Evening came, and morning followed—the fourth day.
Then God said, "Let the water teem with an abundance of living creatures, and on the earth let birds fly beneath the dome of the sky." And so it happened: God created the great sea monsters and all kinds of swimming creatures with which the water teems, and all kinds of winged birds. God saw how good it was, and God blessed them, saying, "Be fertile, multiply, and fill the water of the seas; and let the birds multiply on the earth."
Evening came, and morning followed—the fifth day.
Then God said, "Let the earth bring forth all kinds of living creatures: cattle, creeping things, and wild animals of all kinds." And so it happened: God made all kinds of wild animals, all kinds of cattle, and all kinds of creeping things of the earth. God saw how good it was.
Then God said: "Let us make man in our image, after our likeness.
Let them have dominion over the fish of the sea, the birds of the air, and the cattle, and over all the wild animals and all the creatures that crawl on the ground."
God created man in his image; in the image of God he created him; male and female he created them.
God blessed them, saying: "Be fertile and multiply; fill the earth and subdue it.
Have dominion over the fish of the sea, the birds of the air, and all the living things that move on the earth."
God also said:
"See, I give you every seed-bearing plant all over the earth and every tree that has seed-bearing fruit on it to be your food; and to all the animals of the land, all the birds of the air, and all the living creatures that crawl on the ground, I give all the green plants for food." And so it happened.
God looked at everything he had made, and found it very good
Evening came, and morning followed—the sixth day.
Thus, the heavens and the earth and all their array were completed.
Since on the seventh day God was finished with the work he had been doing, he rested on the seventh day from all the work he had undertaken.
The Word of the Lord
(There is a sung Psalm Response and presider's prayer)
"The Earth is full of the goodness of the Lord"
Second Reading: Genesis 22:1-18
A Reading from the Book of Genesis
God put Abraham to the test. He called to him, "Abraham!" "Here I am!" he replied.
Then God said: "Take your son Isaac, your only one, whom you love, and go to the land of Moriah.
There you shall offer him up as a holocaust on a height that I will point out to you."
Early the next morning Abraham saddled his donkey, took with him his son Isaac, and two of his servants as well, and with the wood that he had
cut for the holocaust, set out for the place of which God had told him.
On the third day Abraham got sight of the place from afar Then he said to his servants: "Both of you stay here with the donkey, while the boy and I go on over yonder. We will worship and then come back to you."
Thereupon Abraham took the wood for the holocaust and laid it on his son Isaac's shoulders, while he himself carried the fire and the knife.
As the two walked on together, Isaac spoke to his father Abraham. "Father!" he said. "Yes, son," he replied. Isaac continued, "Here are the fire and the wood, but where is the sheep for the holocaust?"
"Son," Abraham answered, "God himself will provide the sheep for the holocaust." Then the two continued going forward.
When they came to the place of which God had told him, Abraham built an altar there and arranged the wood on it. Next, he tied up his son Isaac, and put him on top of the wood on the altar.
Then he reached out and took the knife to slaughter his son. But the LORD'S messenger called to him from heaven, "Abraham, Abraham!"
"Here I am, Lord," he answered. "Do not lay your hand on the boy," said the messenger. "Do not do the least thing to him. I know now how devoted you are to God, since you did not withhold from me your own beloved son."
As Abraham looked about, he spied a ram caught by its horns in the thicket. So, he went and took the ram and offered it up as a holocaust in place of his son. Abraham named the site Yahweh-yireh; hence people now say, "On the mountain the LORD will see."
Again the LORD'S messenger called to Abraham from heaven and said: "I swear by myself, declares the LORD, that because you acted as you did in not withholding from me your beloved son, I will bless you abundantly and make your descendants as countless as the stars of the sky and the sands of the seashore; your descendants shall take possession of the gates of their enemies, and in your descendants all the nations of the earth shall find blessing—all this because you obeyed my command.''
The Word of the Lord
(There is a sung Psalm Response and presider's prayer) "You are my inheritance, O Lord"
Third Reading: Exodus 14:15-15:1
A Reading from the Book of Exodus
The LORD said to Moses, "Why are you crying out to me?
Tell the Israelites to go forward. And you, lift up your staff and, with hand outstretched over the sea, split the sea in two, that the Israelites may pass through it on dry land.
But I will make the Egyptians so obstinate that they will go in after them.
Then I will receive glory through Pharaoh and all his army, his chariots and charioteers. The Egyptians shall know that I am the LORD, when I receive glory through Pharaoh and his chariots and charioteers."
The angel of God, who had been leading Israel's camp, now moved and went around behind them.
The column of cloud also, leaving the front, took up its place behind them, so that it came between the camp of the Egyptians and that of Israel.
But the cloud now became dark, and thus the night passed without the rival camps coming any closer together all night long.
Then Moses stretched out his hand over the sea, and the LORD swept the sea with a strong east wind throughout the night and so turned it into dry land.
When the water was thus divided, the Israelites marched into the midst of the sea on dry land, with the water like a wall to their right and to their left.
The Egyptians followed in pursuit; all Pharaoh's horses and chariots and charioteers went after them right into the midst of the sea.
In the night watch just before dawn the LORD cast through the column of the fiery cloud upon the Egyptian force a glance that threw it into a panic;
and he so clogged their chariot wheels that they could hardly drive. With that the Egyptians sounded the
retreat before Israel, because the LORD was fighting for them against the Egyptians.
Then the LORD told Moses, "Stretch out your hand over the sea, that the water may flow back upon the Egyptians, upon their chariots and their charioteers."
So, Moses stretched out his hand over the sea, and at dawn the sea flowed back to its normal depth.
The Egyptians were fleeing head on toward the sea, when the LORD hurled them into its midst.
As the water flowed back, it covered the chariots and the charioteers of Pharaoh's whole army which had followed the Israelites into the sea. Not a single one of them escaped.
But the Israelites had marched on dry land through the midst of the sea, with the water like a wall to their right and to their left.
Thus the LORD saved Israel on that day from the power of the Egyptians.
When Israel saw the Egyptians lying dead on the seashore and beheld the great power that the LORD had shown against the Egyptians, they feared the LORD and believed in him and in his servant Moses.
Then Moses and the Israelites sang this song to the LORD: I will sing to the LORD, for he is gloriously triumphant; horse and chariot he has cast into the sea.
The Word of the Lord
(There is a sung Psalm Response and presider's prayer) "Let us sing to the Lord; he has covered himself in glory"
Fourth Reading: Isaiah 54:5-15
A Reading from the Book of Prophet Isaiah
For he who has become your husband is your Maker; his name is the LORD of hosts; Your redeemer is the Holy One of Israel, called God of all the earth.
The LORD calls you back, like a wife forsaken and grieved in spirit, A wife married in youth and then cast off, says your God. For a brief moment I abandoned you, but with great tenderness I will take you back.
In an outburst of wrath, for a moment I hid my face from you; But with enduring love I take pity on you, says the LORD, your redeemer.
This is for me like the days of Noah, when I swore that the waters of Noah should never again deluge the earth; So I have sworn not to be angry with you, or to rebuke you.
Though the mountains leave their place and the hills be shaken, My love shall never leave you nor my covenant of peace be shaken, says the LORD, who has mercy on you.
O afflicted one, storm-battered and unconsoled, I lay your pavements in carnelians, and your foundations in sapphires; I will make your battlements of rubies, your gates of carbuncles, and all your walls of precious stones.
All your sons shall be taught by the LORD, and great shall be the peace of your children. In justice shall you be established, far from the fear of oppression, where destruction cannot come near you. Should there be any attack, it shall not be of my making; whoever attacks you shall fall before you.
The Word of the Lord
(There is a sung Psalm Response and presider's prayer) "I will praise you, Lord, for you have rescued me"
Fifth Reading: Isaiah 55:1-11
A Reading from the Book of Prophet Isaiah
Thus says the LORD: All you who are thirsty, come to the water! You who have no money, come, receive grain and eat; come, without paying and without cost, drink wine and milk!
Why spend your money for what is not bread, your wages for what fails to satisfy?
Heed me, and you shall eat well, you shall delight in rich fare. Come to me heedfully, listen, that you may have life. I will renew with you the everlasting covenant, the benefits assured to David. As I made him a witness to the peoples, a leader and commander of nations, so shall you summon a nation you knew not, and nations that knew you not shall run to you, because of the LORD, your God, the Holy One of Israel, who has glorified you.
Seek the LORD while he may be found, call him while he is near. Let the scoundrel forsake his way, and the wicked man his thoughts; let him turn to the LORD for mercy; to our God, who is generous in forgiving.
For my thoughts are not your thoughts, nor are your ways my ways, says the LORD. As high as the heavens are above the earth, so high are my ways above your ways and my thoughts above your thoughts.
For just as from the heavens the rain and snow come down and do not return there till they have watered the earth, making it fertile and fruitful, giving seed to the one who sows and bread to the one who eats, so shall my word be that goes forth from my mouth; my word shall not return to me void, but shall do my will, achieving the end for which I sent it.
The Word of the Lord
(There is a sung Response and presider's prayer) "You will draw water joyfully from the springs of salvation"
Sixth Reading: Bar 3:9-15, 3:32-4:4
A Reading from the Book of Prophet Baruch
Hear, O Israel, the commandments of life: listen, and know prudence! How is it, Israel, that you are in the land of your foes, grown old in a foreign land,
defiled with the dead, accounted with those destined for the nether world?
You have forsaken the fountain of wisdom!
Had you walked in the way of God, you would have dwelt in enduring peace. Learn where prudence is, where strength, where understanding; That you may know also where are length of days, and life, where light of the eyes, and peace.
Who has found the place of wisdom, who has entered into her treasuries?
Yet he who knows all things knows her; he has probed her by his knowledge— He who established the earth for all time, and filled it with four-footed beasts; He who dismisses the light, and it departs, calls it, and it obeys him trembling; Before whom the stars at their posts shine and rejoice; When he calls them, they answer, "Here we are!" shining with joy for their Maker.
Such is our God; no other is to be compared to him: He has traced out all the way of understanding, and has given her to Jacob, his servant, to Israel, his beloved son. Since then she has appeared on earth, and moved among men. She is the book of the precepts of God, the law that endures forever; All who cling to her will live, but those will die who forsake her.
Turn, O Jacob, and receive her: walk by her light toward splendor. Give not your glory to another, your privileges to an alien race. Blessed are we, O Israel; for what pleases God is known to us!
The Word of the Lord
(There is a sung Response and presider's prayer) "Lord, you have the words of everlasting life."
Seventh Reading: Ezekiel 36:18-28
A Reading from the Book of Prophet Ezekiel
The word of the LORD came to me: Thus says the Lord GOD: Not for your sakes do I act, house of Israel, but for the sake of my holy name, which you profaned among the nations to which you came.
I will prove the holiness of my great name, profaned among the nations, in whose midst you have profaned it.
Thus the nations shall know that I am the LORD, says the Lord GOD, when in their sight I prove my holiness through you.
For I will take you away from among the nations, gather you from all the foreign lands, and bring you back to your own land.
I will sprinkle clean water upon you to cleanse you from all your impurities, and from all your idols I will cleanse you. I will give you a new heart and place a new spirit within you, taking from your bodies your stony hearts and giving you natural hearts.
I will put my spirit within you and make you live by my statutes, careful to observe my decrees. You shall live in the land I gave your fathers; you shall be my people, and I will be your God.
The Word of the Lord
Gloria
Epistle:
Romans 6:3-11
A Reading from the Epistle to the Romans
Brothers and sisters:
Are you unaware that we who were baptized into Christ Jesus were baptized into his death?
We were indeed buried with him through baptism into death, so that, just as Christ was raised from the dead by the glory of the Father, we too might live in newness of life.
For if we have grown into union with him through a death like his, we shall also be united with him in the resurrection.
We know that our old self was crucified with him, so that our sinful body might be done away with, that we might no longer be in slavery to sin.
For a dead person has been absolved from sin. If, then, we have died with Christ, we believe that we shall also live with him.
We know that Christ, raised from the dead, dies no more; death no longer has power over him.
As to his death, he died to sin once and for all; as to his life, he lives for God.
Consequently, you too must think of yourselves as being dead to sin and living for God in Christ Jesus.
The Word of the Lord
Gospel Acclamation
Gospel:
Matthew 28:1-10
A Reading from the Holy Gospel according to Matthew
After the sabbath, as the first day of the week was dawning, Mary Magdalene and the other Mary came to see the tomb. And behold, there was a great earthquake; for an angel of the Lord descended from heaven, approached, rolled back the stone, and sat upon it. His appearance was like lightning and his clothing was white as snow. The guards were shaken with fear of him and became like dead men.
Then the angel said to the women in reply, "Do not be afraid! I know that you are seeking Jesus the crucified. He is not here, for he has been raised just as he said. Come and see the place where he lay. Then go quickly and tell his disciples, 'He has been raised from the dead, and he is going before
you to Galilee; there you will see him.' Behold, I have told you."
Then they went away quickly from the tomb, fearful yet overjoyed, and ran to announce this to his disciples. And behold, Jesus met them on their way and greeted them. They approached, embraced his feet, and did him homage.
Then Jesus said to them, "Do not be afraid. Go tell my brothers to go to Galilee, and there they will see me."
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1116-VT-1010 Shumei C. Richman* (firstname.lastname@example.org). Using Word Problems as a Bridge to Learn Linear Equations. Preliminary report.
Most college students in a beginning algebra class are afraid of word problems. This research rose from a question: Is it possible to change the situation by adding the role of word problems in algebra, besides as applications? Our strategy is to use word problems to serve as a bridge, from everyday life to math and from arithmetic to algebra. For example, when first introducing a linear equation, instead of rules and algorithms, we give students some simple and concrete word problems, which can be solved by the equation, are familiar to them and they can solve easily by arithmetic methods with visual drawings. This is to help students 1. interpret the meaning of the equation, especially the meanings of operations involved, from what they have known about the word problems, and 2. solve the equation, without any algebraic rules, but with what they have known about the arithmetic solutions of the given word problems. We have found that this alternative approach helps students make sense of equations, and thus increases not only their comfort in solving word problems, but also their understanding of algebraic rules, such as the distributive law. In this talk, we will discuss the design of bridging word problems and their impacts on students. (Received September 21, 2015) | <urn:uuid:4c9b8f00-ca80-4e8b-b2a6-b40ab7483e18> | CC-MAIN-2021-39 | https://jointmathematicsmeetings.org/amsmtgs/2181_abstracts/1116-vt-1010.pdf | 2021-09-28T09:51:17+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00180.warc.gz | 366,191,025 | 290 | eng_Latn | eng_Latn | 0.998785 | eng_Latn | 0.998785 | [
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Chemistry Study Materials for Class 10
(MCQ based on: Periodic Classification of Elements)
Ganesh Kumar Date:- 11/09/2021
53. Which one of the following elements exhibit maximum number of valence electrons?
(a) Na
(b) Al
(c) Si
(d) P
54. Which of the following gives the correct increasing order of the atomic radii of O, F and N ? [NCERT Exemplar Problems]
(a) O, F, N
(b) N, F, O
(c) O, N, F
(d) F, O, N
55. Which among the following elements has the largest atomic radii?
(a) Na
(b) Mg
(c) K
(d) Ca
56. Which of the following elements does not lose an electron easily?
(a) Na
(b) F
(c) Mg
(d) Al
57. Which of the following elements will form an acidic oxide?
(a) An element with atomic number 7
(b) An element with atomic number 3
(c) An element with atomic number 12 (d) An element with atomic number 19
58. The element with atomic number 14 is hard and forms acidic oxide and a covalent halide. To which of the following categories does the element belong?
(a) Metal
(b) Metalloid
(c) Non-metal (d) Left-hand side element
59. Which one of the following does not increase while moving down the group of the periodic table?
(a) Atomic radius
(b) Metallic character
(c) Valence electrons
(d) Number of shells in an element
60. Which of the following set of elements is written in order of their increasing metallic character?
(a) Ba Mg Ca (b) Na Li K (c) Mg Al Si
(d) C O N
61. Which of the following is most reactive
(a) Li
(b) H
(c) Na
(d) K
Explanation: (d) K is most reactive due to larger size, can lose electron easily.
62. Which of the following is most reactive?
(a) F2
(b) Cl2
(c) Br2
(d) I2
Explanation:
(a) F2 is most reactive because it is smaller in size and can gain electron easily.
63. Chlorine (17) belongs to which group and period
(a) 7, 3
(b) 17, 3
(c) 1, 3
(d) 16, 3
Explanation: (b) Cl (17) 2, 8, 7 belongs to group 17 and 3rd period
64. Silicon (14) belongs to class of
(a) Metal
(b) Non-metal
(c) Metalloids
(d) Ionic compound
65. Which of the following is non-metal and to which group does it belong?
(a) Lead
(b) Gallium
(c) Bromine
(d) Cadmium
Explanation: (c) Bromine is a non-metal, belongs to group 17.
******************** | <urn:uuid:3c575ae7-5d20-42cb-9001-3a06a3b84dbd> | CC-MAIN-2021-39 | http://balikavidyapith.com/Upload/Event/10th,%20CHEMISTRY,11-09-2021.pdf | 2021-09-28T10:14:47+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00180.warc.gz | 5,768,183 | 653 | eng_Latn | eng_Latn | 0.537703 | eng_Latn | 0.537856 | [
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SPECIAL RIGHT TRIANGLES
* Cut out each triangle, carefully!! You must cut ON the lines.
* Suppose the length of the Hypotenuse is 1 for each of the triangles. Figure out the missing lengths of the sides, rationalize if necessary. NO DECIMALS
* Your legs will be one of the following lengths: 1 2 , √2 2 , √3 2
* Label each of the sides of the triangles with their lengths on the front and back of each triangle. Include the angle measures on the back as well. | <urn:uuid:ec0c35ae-7467-467e-908e-dc1eda74f437> | CC-MAIN-2021-39 | http://www.morinmath.com/uploads/8/7/5/9/8759495/blue_special_right_triangle.pdf | 2021-09-28T09:56:06+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00181.warc.gz | 97,422,581 | 119 | eng_Latn | eng_Latn | 0.998243 | eng_Latn | 0.998243 | [
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Core Beliefs
Every scholar can learn and achieve (at high levels)
Every scholar must have a quality education
Great effort is required on everyone's part to meet high standards
Life's learning process requires respect of self and others
Family and community members are important partners in the achievement of all learners
Each staff member needs to be an advocate for every scholar | <urn:uuid:d956deaa-fda2-47ca-a011-121187ea0496> | CC-MAIN-2021-39 | https://www.solancosd.org/wp-content/uploads/2021/01/Core_Beliefs.pdf | 2021-09-28T09:41:39+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00179.warc.gz | 1,006,017,704 | 91 | eng_Latn | eng_Latn | 0.995521 | eng_Latn | 0.995521 | [
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National Curriculum Programme of Study;
- recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
- write and calculate mathematical statements for multiplication using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
- solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.
BY THE END OF YEAR 3…
$$3 6 x 7 4 2 2 1 0 2 5 2$$
$$3 6 x 7 2 5 2 4$$
Expanded column written method, progressing to the compact column
written method
Following on from year 2…
Using arrays and known facts for multiplication of two single digit numbers
Children should be encouraged to use known multiplication facts to calculate others that are unknown to them.
Multiply two single-digit numbers together by splitting into two parts
Ask the children to describe the array as 5 rows of 7 circles or 7 columns with 5 circles in each column. Draw a line to split the array into two smaller ones, each matching known facts for multiplication. The example here shows 5 x 7 being split into 5 x 5 and 5 x 2.
Multiply two single-digit numbers together by splitting into more than two parts
Using arrays and known facts for multiplying a two-digit by a single-digit number
Using arrays for multiplying two two-digit numbers
The use of the array develops the required understanding for the grid method. Initially the grid should be introduced alongside the array, enabling the children to discuss what is the same and what is different.
Expanded column method for multiplication (TU x U)
The expanded column method for multiplication should only be introduced once children are secure with the grid method shown above. They should be able to explain the structure of the grid and how it helps to find the answer to the multiplication calculation.
The column notation should be shown alongside the same example represented as a grid (and even an array), enabling the children to see the similarities.
Model the expanded column method, paying particular attention to the value of the digits involved, and showing where the same part appears in the grid method. | <urn:uuid:2eb53d56-e48a-4148-bdf4-3ef8d2fcebfa> | CC-MAIN-2021-39 | https://www.oasisacademyshortheath.org/uploaded/Short_Heath/Learning/Maths_Overviews/Multiplication/Year_3_multiplication.pdf | 2021-09-28T10:12:11+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00181.warc.gz | 920,470,767 | 471 | eng_Latn | eng_Latn | 0.998211 | eng_Latn | 0.998398 | [
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Monarch Teacher and Student Resources
www.allthingsbutterflies.com
THE MONARCH BUTTERFLY MANUAL
The U.S. Fish and Wildlife Service and Protección de la Fauna Mexicana A.C. (Profauna A.C.), a Mexican non-governmental organization, developed The Monarch Butterfly Manual, Royal Mail: A Manual for the Environmental Educator. This manual was developed for grades Pre-K through 12 and offers activities that promote conservation of the Monarch Butterfly. Each activity includes an overview, background information, and a sidebar that highlights the skills and concepts students will use, along with the learning objectives they will meet. You can download the entire guide, or each individual activity.
Download the entire publication: Monarch Butterfly Publication (PDF, 17.0 MB)
For Primary Teachers (Grades K-2)
- Do you know where the monarchs rest? (PDF, 653 KB)
- Magical changes (PDF, 539 KB)
- North/South (PDF, 916 KB)
For Intermediate Teachers (Grades 3-6)
- Daughters of the Sun (PDF, 1.2 MB)
- Making decisions in the forest (PDF, 2.8 MB)
- Migration (PDF, 2.5 MB)
- Monarch caterpillar anatomy (PDF, 131 KB)
- Life cycle of the monarch butterfly (PDF, 191 KB)
For Middle School or High School Teacher (Grades 7-12)
- Making decisions in the forest (PDF, 2.8 MB)
- Migration (PDF, 2.5 MB)
- The Butterfly tree (PDF, 445 KB)
- Monarch anatomy (PDF, 202 KB)
- Monarch word find puzzle (PDF, 433 KB)
- Monarch crossword puzzle (PDF, 281 KB)
UNIVERSITY OF MINNESOTA MONARCH LAB: MONARCHS IN THE CLASSROOM
The Monarchs in the Classroom program began in 1991. Their beautiful website was developed by scientists and educators at the University of Minnesota. Their goals include providing current ecology, biology, research, and activities related to the understanding of monarch butterflies. They provide a wealth of activities for teachers grades K-12, links to current research, courses, lesson plans, and outreach materials.
- University of Minnesota Monarch Lab
- Monarchs in the Classroom
- Lesson Plans
THE BUTTERFLY CONSERVATION INITIATIVE
The Butterfly Conservation Initiative (BFCI) was established in 2001. The BCFI is a partnership between the American Zoo and Aquarium Association (AZA) and the U.S. Fish and Wildlife Service's Office of Partnerships and Outreach. The BFCI has an educational mission that includes the promotion, protection, and restoration of native North American butterflies and their habitats. They have developed a variety of educational initiatives including programs, special events and exhibits, interpretive signage, curriculum, workshops, and activism.
The BFCI has created a Butterfly Activity Guide in partnership with the American Zoo and Aquarium Association and the National Wildlife Federation. You can download the entire guide, or each individual activity.
Download the entire publication: BCFI Activity Guide (PDF, 335 KB)
Butterfly Activity Guide
- Activity 1 - Butterfly life cycle (PDF, 162 KB)
- Activity 2 - Pollinator partnership: An inquiry investigation (PDF, 108 KB)
- Activity 3 - The Great Butterfly Migration (PDF, 99 KB)
- Action Projects (PDF, 68 KB)
- Resources (PDF, 53 KB)
OTHER HELPFUL WEBSITES
Celebrating Wildflowers
The Celebrating Wildflowers website is dedicated to the enjoyment of the thousands of wildflowers growing on the National Forests and Grasslands and to educating the public about the many values of native plants.
Visit related Celebrating Wildflowers web pages to learn more about:
- Teachers Resources
- Native Pollinators, including butterflies
- Gardening for Pollinators
- Pollinator Friendly Practices
Butterfly House
The Butterfly House is a division of the Missouri Botanical Garden and its mission is to foster a better understanding and increased awareness of our natural world. The Butterfly House is a notfor-profit organization which was established in 1995 to foster a better understanding of butterflies and increase awareness of the natural habitat in which butterflies thrive. Their materials are used here with permission from the Butterfly House.
- Butterfly Directory - help identify butterflies you may encounter.
- Butterfly Gardening - learn more about butterfly gardening.
- Butterfly School: Classroom Activities
North American Pollinator Protection Campaign
Pollinators posters are made available by the USDA Forest Service, U.S. Fish and Wildlife Service, Bureau of Land Management, NRCS (Natural Resources Conservation Service), U.S. Botanical Gardens, and the NAPPC (North American Pollinator Protection Campaign).
Visit the CoEvolution Institute's website or contact the the CoEvolution Institute at their email address, firstname.lastname@example.org. | <urn:uuid:7509568e-c499-4342-8263-4b63516f9b77> | CC-MAIN-2018-51 | http://allthingsbutterflies.com/wp-content/uploads/2013/02/Monarch-Teacher-and-Student-Resources.pdf | 2018-12-10T04:39:08Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00294.warc.gz | 11,575,094 | 1,026 | eng_Latn | eng_Latn | 0.947578 | eng_Latn | 0.967008 | [
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Appleby Archaeology September 2009
Appleby Archaeology's autumn season began with a talk titled What plants can tell us about the past. The speakers, Denise Druce and Elizabeth Huckerby, palaebotanists, from Oxford Archaeology North had stepped in at the last minute when the planned speaker had to move house at short notice.
Using a power point presentation they outlined the scope of environmental archaeology and described, in some detail, how plant remains were sampled analysed and interpreted to help in our understanding of the past. Elizabeth spoke on pollen, waterlogged remains and wood and Denise on charcoal and charred plant remains.
Pollen from each species is distinctive and takes the form of fine dust like grains which are discharged from the male plant. Pollen analysis is used in a number of fields of study such as climate and sea level change, historical geography, forensics, and in the quality control of honey. Samples are, most commonly, obtained from the soil, for example, from an archaeological dig and in the form of columns (cores) taken from ground such as moor land. The core provides a continuous record of pollen grains over the centuries and thus provides a record of the vegetation that grew in the area over a period of time. The samples are prepared chemically before being examined under an electron microscope and the findings are recorded, often in graph form.
Pollen from soil which has been removed as part of an excavation and pollen from waterlogged sites can provide evidence of what was growing at the site and possibly what was thrown into it. Wood, which is found can be examined and carbon dated. Different sections are taken to examine the structure of the wood to identify the species. The types of wood found on an archaeological site can provide clues as to the activities that took place there and when they took place. Findings of charcoal from the Carlisle Millennium Project provide evidence of the early use of alder from the hearths, the later use of oak for metal working, and a reliance on the hedgerow woods such as hawthorn.
Charcoal and charred plant remains are found on many archaeological sites and examination is an established part of the follow-up from any excavation. Assemblages are associated with human activity and are found in features such as pits, ditches, post holes, hearths and associated with kilns and cremations. These remains can provide dating evidence and after careful processing the plant remain can be identified by microscopic examination.
Interpretation of plant remains provide information about the environment. For example what trees, fruits and weeds were growing in the area and which cereals were being cultivated. The type of plants that were growing will indicate climatic conditions such as temperature and rainfall and the nature of the soil.
The work of the palaeobotanist is an integral part of archaeology today and their findings can provide clues to the nature of the society at the time, the activities going on at a site, and of the landscape and how it has changed over time.
Thousands of hazelnut shells along with apple seeds were found in a pit at a Neolithic site (circa 4000 BC) perhaps indicating components of the diet. Charred barley was found at an Iron Age site in Peterborough and it was noted that the barley had sprouted which suggested that malting was taking place. Societies associated with assemblages of cereal grains and chaff were probably producers rather than living in a subsistence economy.
Elizabeth concluded by referring to the involvement of the environmental archaeologists in recent excavations by Brougham Hall where a vast amount of soil was retained for sampling as well as 20 cores. Only a small proportions has been examined to date but charred grains of wheat, oats and barley have been identified.
Elizabeth and Denise took a number of questions from the floor before being thanked and warmly applauded for their interesting talk and for stepping in at very short notice.
The next talk will be on the Tuesday 10 th November at 7.30pm, in the Supper Room, Market Hall, Appleby, when Sheena Gemmel will talk on the Picts.
The biennial Appleby Archaeology Conference Medieval Life in the Eden Valley is on Saturday October 3 rd Information is available from Tourist Information Centres Libraries, and www.applebyarchaeoly.org.uk | <urn:uuid:6aedf7a6-3657-4c22-9715-934ec1e958cc> | CC-MAIN-2018-51 | http://applebyarchaeology.org.uk/programmefiles/2009_September.pdf | 2018-12-10T05:44:49Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00294.warc.gz | 18,158,115 | 894 | eng_Latn | eng_Latn | 0.998922 | eng_Latn | 0.998995 | [
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STORMING TO THE BIG IDEA
Yes, and…
This exercise is designed to start the class (or a team) thinking creatively while receiving positive input from others. The same exercise can be used if students are creating their own big ideas without the assistance of magazines.
Materials needed:
,
* Science or current events magazines [National Geographic, Scientific American Time Magazine, The Week …]
* Index cards
* Pens/pencils
Process:
1. Divide the class or team into groups of two.
2. Provide each group with a magazine. In the case of current event-based magazines, tell them to use the science or medicine sections.
3. Each group has ten minutes to brainstorm a creative and imaginative exhibit idea based on an image or article in the magazine. Write the exhibit idea on the index card.
4. Each group has one minute to present their exhibit idea. The other groups are allowed one minute to add a "Yes, and…" with a positive comment to the presenting group's original idea. No "buts" or naysaying allowed! One member of the presenting group should be taking quick notes.
5. Each group should summarize (and add a great title) to their idea based on their classmates' input.
6. Now, there should be a whole set of cool exhibit ideas! How to decide which one(s) are best? Each group provides their exhibit's title and a brief twenty-word recap. Asking for yes votes only, the class should vote on whether they would like to continue expanding the idea into a possible Battle of the Brains exhibit. Ask the presenting group to write the number of positive votes on their index card. The top three should be explored. | <urn:uuid:ce2fa87b-016a-4f10-996f-b0c23abe5b0a> | CC-MAIN-2021-39 | http://www.botbkc.com/wp-content/uploads/2019/08/storming-to-the-big-idea.pdf | 2021-09-28T09:32:02+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060677.55/warc/CC-MAIN-20210928092646-20210928122646-00182.warc.gz | 75,030,387 | 342 | eng_Latn | eng_Latn | 0.999088 | eng_Latn | 0.999088 | [
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All Things Natural
Climate
Change.It
seems
unsettling
to
humans that
the
Earth
that
we
depend
on
for
our
lives
is not
an
unchanging
place.
But
in
fact,
the
Earth
and her
climate
respond
to
changes
in
output
from
the Sun,
activity
of
life,
volcanic
activity,
impact
by meteors
and
unknown
events
and
cycles.
In
our Earth's
history
are
hot
steamy
periods,
ice
ages, and
a
few
short
periods
of
stability.
In
the
period
over
the
past
century,
the
earth
has been
warming
‐‐
to
levels
last
seen
1000
years ago.
In
the
midst
of
those
1000
years
there
was
a "Little
Ice
Age"
which
resulted
from
a
cooling
of the
Northern
Hemisphere
of
about
1
degree.
The warmup
from
these
levels
started
in
about
1850. The
continued
warmup
over
the
past
50
years seems
be
have
been
accelerated
by
human
Earth Day 2008 - April 22
Earth Day was conceived by Wisconsin Senator Gaylord Nelson (1916-2005). The first Earth Day was celebrated in 1970 as an environmental teach-in, echoing the Viet Nam War teach-ins going on at that time. It currently involves nearly 1,000,000,000 world-wide in 180 countries.
War and the environment have often been at odds, and it is not an accident that the strengthening of environmental interests today have coincided with a time of war.
Read about the history of Earth Day in an article written by Senator Nelson at http://earthday.envirolink.org/history.html
activity
‐‐
likely
due
to
the
increase
in
greenhouse gases
though
the
burning
of
fossil
fuels.
Although
political
posturing
has
sometimes
over‐ shadowed
the
science
on
this
issue,
it
seems
to
be in
our
best
interest
to
act
responsibly
in
activities that
produce
greenhouse
gases
and
use
up
nonre‐ newable
resources.
As
with
many
activities,
being
mindful
seems
like an
important
overarching
principle:
mindful
of our
purchases,
mindful
of
our
use
of
energy,
mind‐ ful
of
other
living
things
on
Earth,
mindful
of
oth‐ ers.
If
we
are
mind‐full,
we
are
less
likely
to
be thought‐less.
Think
about
it.
My daily activities are not unusual, I'm just naturally in harmony with them. Grasping nothing, discarding nothing... Supernatural power and marvelous activity Drawing water and carrying firewood.
Pang-yun (740-808)
Did you know that Sheepish has shipped over 5,000 orders placed through its web stores and toll-free line?
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Between a quarter and a third of Los Angeles's land area is now monopolized by the automobile and its needs—by freeways, highways, garages, gas stations, car lots, parking lots. And all of it is blanketed with anonymity and foul air.
Alistair Cooke America, 1973
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online at http://www.sheepish.us
and at http://www.bodyofknowledge.net | <urn:uuid:d0d1121e-4651-40f4-b2aa-789887195f38> | CC-MAIN-2018-51 | http://site.sheepish.us/newletter-10.pdf | 2018-12-10T04:44:07Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00294.warc.gz | 263,409,038 | 1,168 | eng_Latn | eng_Latn | 0.995544 | eng_Latn | 0.997665 | [
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What can I eat?
This is a very common question for people diagnosed with diabetes. Developing a meal plan that also helps manage weight, cholesterol, and blood pressure can seem overwhelming. Taking steps to learn about your nutritional needs—while also learning how food can impact blood glucose control—will help you better manage diabetes and prevent complications.
Become aware of your current diet and eating habits.
Consider keeping a 1-3 day food journal. Note what, when, and how much food you eat. Read nutrition labels on foods and beverages. Note the item's suggested serving size and total carbohydrate content. Notice sugar and fiber grams are listed below the total carbohydrate; these values are included in the total amount. For weight management note calories per serving; to lower LDL cholesterol, choose foods with low or no trans or saturated fat.
Begin to learn where carbohydrates are found in food.
Carbohydrate is a necessary nutrient that supplies energy to body cells and tissues. People often recognize bread and potatoes as "carb foods," but carbohydrates can be found in various foods, and most are healthy food choices.
Learn how much carbohydrate you need.
Since carbohydrates are the most efficient source of energy for our bodies, most people need 40-50 percent of their calories to be in the form of carbohydrates. Generally, this is three to four servings of carbohydrate-rich food per meal, plus a serving or two as a snack. A serving size of carbohydrate is 15 grams.
Fruit: While the sugar in fruit is natural, it will affect your blood glucose. Fruits are a rich source of antioxidants, vitamins and minerals. Most people should aim to eat two servings a day. A fresh fruit serving is the size of a baseball, while a cooked or canned fruit serving is one-half cup.
Milk/yogurt: Many people are familiar with the term lactose, also known as milk sugar. Milk and yogurt both contain this natural sugar. A serving of milk is one 8-ounce cup, and a serving of yogurt is 6 ounces (¾ cup). Both contain 12 grams of carbohydrate. Yogurt may have fruit and/or sweeteners added, which increases the carbohydrate content. Read labels carefully.
Grains: Whole grains such as corn, wheat and oats provide the carbohydrate found in bread, pasta and cereal. A serving of whole-grain bread is one slice (1 oz); hot cereal such as oatmeal is one-half cup; dry/cold cereal would be approximately 3/4 cup, cooked rice or pasta is one-third cup. Most people need a minimum of 6 servings a day. An average sandwich would be 2 servings, a cup of pasta would provide 3 servings.
Vegetables: Generally speaking, vegetables can be broken down into two categories, "starchy" or "non-starchy." Examples of starchy vegetables include potatoes, peas, legumes, and winter squash. A 1/2 cup portion would equal the carbohydrate content of a slice of bread or 15 grams of carbohydrate. Non-starchy vegetables are higher in water content than starchy
vegetables, and generally do not significantly impact blood glucose. A 1/2 cup portion of cooked vegetables such as carrots, greens, tomatoes or broccoli is low in calories and contains only 5 grams of carbohydrate. Add a generous portion of colorful vegetables to your meals. Choose raw, non-starchy vegetables for a healthy snack.
Simple sugar: Table sugar, honey and corn syrup are common ingredients in condiments, sweets and snacks. These sweeteners can be added to foods as a flavor enhancer or as a preservative. Simple sugars will impact your blood glucose levels.
Determine protein and fat needs.
Protein: The main sources of protein are meat, fish, eggs and cheese. About 20 percent of our calorie needs should come from protein. Animal sources do not make a significant impact on blood glucose, but the choices should be low in fat— as animal fat can negatively affect cholesterol levels. Vegetable sources of protein include beans, peas and lentils.
Fat: Fat is an essential nutrient for many body functions. Vegetable sources of fat such as olive oil, nuts, seeds and avocados can promote good cholesterol—while the saturated fat from animal sources should be limited. Generally, 30 percent of our calories should come from fat.
Plan your healthy meals.
A balanced meal includes a source of lean protein with a variety of fruit, vegetables and whole grains, served with a healthy fat for a rich source of nutrients. Portion sizes will vary with calorie needs. The Plate Method is the simplest form of portion control. If half of your plate is filled with non-starchy vegetables such as salad, broccoli or carrots, the other two quarters of your plate remains for protein and starch. A serving of fruit, milk or yogurt can round out the meal.
Monitor your blood glucose.
To learn how a food affects your blood glucose, consider testing before you eat and again two hours after the first bite. A rise in blood glucose of less than 40 points is desirable. Review the amount of carbohydrate eaten at the meal. If the change in blood glucose is significant, it may be necessary to reduce your portion size.
VEGETABLES
PROTEIN
GRAINS
S tay i n g H E A LT H Y u n t i l a c u r e i s f o u n d .
Things you can do
* If you are trying to lose weight, contact a dietitian to help calculate your personal calorie needs based on your weight goal.
* Schedule an appointment with a dietitian to learn more about portion control and carbohydrate counting.
* Keep and review a food diary to assess variety and portion sizes.
* Test your blood glucose levels before and two hours after a meal.
* Read nutrition labels.
The more you understand how food affects blood glucose, and your health in general, the easier it is to make adjustments to your diet.
Resources
* www.sparkpeople.com Sparkpeople offers a calorie counter, meal plans, personalized fitness program, mobile apps and trackers
* www.gomeals.com GoMeals is a web site and app that includes features for eating healthy, staying active and tracking blood glucose levels.
* www.MyFitnessPal.com tracks food and physical activity, mobile app available, large food database.
* www.supertracker.usda.gov Create a personalized nutrition and physical activity plan, track your foods and physical activities, offers tips and support to help you make healthier choices and plan ahead.
All rights reserved.
5151 Wisconsin Ave. NW, Suite 420 • Washington, D.C. 20016
www.diabeteswellness.net • www.diabeteslocal.org
Helpline Questions 1-800-941-4635 • Administrative offices 202-298-9211
An Organization for People Who Live with Diabetes Every Day.
The mission of Diabetes Research & Wellness Foundation (DRWF) is to help find the cure for diabetes, and until that goal is achieved, to provide the care and selfmanagement skills needed to combat the life-threatening complications of this terrible disease.
Thank you for your confidence in the programs and services that the Diabetes Research & Wellness Foundation® provides to the community. Please designate us in the Combined Federal Campaign & United Way. Combined Federal Campaign #11629 • United Way #8588 | <urn:uuid:a169a039-549f-42db-b919-58acee9632ff> | CC-MAIN-2018-51 | https://www.diabeteswellness.net/sites/default/files/Diabetes%20and%20Healthy%20Eating.pdf | 2018-12-10T04:39:31Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00294.warc.gz | 869,604,310 | 1,499 | eng_Latn | eng_Latn | 0.994579 | eng_Latn | 0.997497 | [
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Research and Rhetoric: Language Arts Units for Gifted Students in Grade 5
Pages:
250
Language
English
Author:
Amy Price Azano
ISBN10:
1618214713
Genre:
Nonfiction
ISBN13:
9781618214713
Goodreads Rating:
3.33
Published:
November 15th 2015 by Prufrock Press
Research and Rhetoric: Language Arts Units for Gifted Students in Grade 5.pdf
Research and Rhetoric: Language Arts Units for Gifted Students in Grade 5.epub
The CLEAR curriculum, developed by University of Virginia's National Research Center on the Gifted and Talented, is an evidence-based teaching model that emphasizes Challenge Leading to Engagement, Achievement, and Results. In Research and Rhetoric: Language Arts Units for Gifted Students in Grade 5, students will engage in a systematic study of rhetoric as contemplated by the Greek philosopher Aristotle. Students will answer the questions: When do you appeal to one's intellect, to emotions, or perhaps to one's sense of morality when trying to persuade? In the research unit, students will learn and employ advanced research skills from crafting open-ended research questions and discerning between reliable sources. They will carry out their own research study and present findings at a research gala. These units focus on critical literacy skills including reading diverse texts, understanding a speaker's or author's perspective, and understanding an audience's perspective. | <urn:uuid:88887c6f-723c-486b-afc9-984d2a9622c8> | CC-MAIN-2018-51 | https://refugidelarp.com/978-research-and-rhetoric-language-arts-units-for-gifted-students-in-grade-5.pdf | 2018-12-10T05:32:10Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00294.warc.gz | 717,534,979 | 296 | eng_Latn | eng_Latn | 0.994347 | eng_Latn | 0.994347 | [
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FIELD GAME
INVESTIGATIONS
Roll two 0-9 dice. Use the two numbers rolled to make a 2-digit number (for example a 5 and a 3 could be either 53 or 35. Place the number in one of the boxes on the rugby field so that the numbers are in order. Try and get as close to the end of the field as you can. Your aim is to get to 100 | <urn:uuid:e0369bfd-8f3a-47bc-a785-0c84e87cadd6> | CC-MAIN-2018-51 | https://www.ruggerland.co.nz/app/uploads/2014/08/1338863637-Games-2012-3.pdf | 2018-12-10T04:25:53Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00293.warc.gz | 1,028,246,009 | 91 | eng_Latn | eng_Latn | 0.998423 | eng_Latn | 0.998423 | [
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SUSTAINABLE ENVIRONMENT IN THE BASIN OF THE RECONQUISTA RIVER INCLUDE EDUCATING
Autor: Sanz , Noemí Marcela. Docente adjunta investigadora. Universidad Nacional de Tres de Febrero (UNTREF). Buenos Aires - Argentina
I live in a neighborhood in the basin of the Reconquista river. This is an area of great environmental pollution. There is pollution in the water, in the air, in the landscape. People
live in very poor conditions. They do not have essential services such as water, sewer, and in many cases there is no garbage collection.
Much of the population is unemployed and many children and youngsters are not attending school. They are not motivated to study. They do not see a good future in education.
About five million people live in this area in conditions of extreme poverty and social vulnerability to environmental
It is necessary to address the issue of caring for the environment with the seriousness required to be able to reverse the habits that caused damage, so far, to our planet. In
particular in the basin of the Reconquista, considered the second most polluted basin of the
República Argentina., putting at risk human health and the sustainability of the ecosystem.
Incorporate the idea that with the passage of time and by keeping harmful behaviours towards the environment we will lose the opportunity to have a better quality of life, we are
going to deteriorate our planet and the beings that inhabit it.
Educate about the importance of caring for the environment is essential to train the population and teachers so that they have the necessary tools to educate young people about who we are... one more element of nature, and that we as a society depends on the future of our planet
This work arises from the commitment assumed by the National University of Tres de Febrero with citizens who inhabit the area of the basin of the Reconquista river.
1
Bring these issues to the community, but with a purpose, which is not only the information, but the formation of a conscious citizen participation to be able to reverse the habits that caused damage to our planet.
The National University of Tres de Febrero is approaching citizenship workshops environmental education to the inhabitants of the Reconquista river basin. Students, teachers and non-teaching. Everyone must participate
The basin of the Reconquista consist of an area of one hundred and sixty seven thousand hectares through eightenn counties of Buenos Aires province.
On the high plain of the basin seventy two thousand hectares are used for agricultural activities. In the medium and low plain ninety five thousand hectares are strongly urbanized.
The population of the basin is not homogeneous, on the contrary it shows strong discontinuities that can be understood in the light of the relationship established with economic activity prevailing in each sub-area: those areas in which there is strong presence of agricultural activities with very low population densities and more urbanized areas show very high population densities
Most densely populated counties are Tres de Febrero, General San Martín, Vicente López and Hurlingham. It is necessary to emphasize that all of these counties are affected by frequent floods.
The basin has a strong percentage of population in conditions of extreme structural poverty, measured by the indicator of unsatisfied basic needs (NBI)
The poor state of the infrastructure of urban health services, such as the supply of drinking water, collection and treatment of sewage fluid and disposal of solid waste strongly affects the environmental quality and is closely linked to the health and well-being of the population. Historically, the treatment of such waste and fluids has not been covered by the process of provision of health services.
This situation affects the population, deteriorating current resources and the future of young people.
The National University of Tres de Febrero is linked to educational institutions and social organizations establishing records of commitment to improve education.
Generates a network among teachers at all educational levels to improve the learning of students in the engineering sciences that guarantee, starting from the basic knowledge of citizen for the care of the environment.
The demographic growth of the basin is related to the rise of subdivisions in the 50's and 60 which were sharing the process of urban and industrial development. The lack of control and urban planning, gave rise to the lots in areas lacking basic sanitation infrastructure or in areas of low elevation corresponding to the Valley of the river flood, by which these populations were seriously affected by the floods having suffer in many cases evacuations. In this area are located three hundred settlements where there live approximately Ninety thousand families in conditions of extreme poverty, of which 20,000 are located on the banks of the River
Both industrial activities as residential grew in disorderly way sharing the same spaces Approximately, there are about Thirteen thousand industrial establishments (of synthetics, ferrous metals, food - preparation and preservation of meat-, slaughterhouses, tanneries, electric storage batteries, rubber, iron and steel, among other items). Of which about three hundred thirty are considered of 3rd category, involving greater environmental risk.
Another problem that generates a strong environmental impact in the basin is the management of urban solid waste
The problem of waste is not only an environmental issue but also a social problem, around which are the developing survival strategies system excluding the poorer sectors.
Land affected by sanitary landfills cannot be used for human settlements over a 50 year period, however vast sectors of the population are living on garbage and waste. Another problem is lack of collection services in areas where settlements and villages, where trucks cannot enter.
Neighbors accumulate garbage, or throw it in ditches, streams or on the same bank of the river.
As a result of the above-mentioned problems prevailing pollution levels are now a serious danger that puts at risk the viability of the ecosystem.
From the entry of the waters of the Moron Brook is produced a significant change in the quality of the water, being detected an alarming deterioration. Studies indicate that from this point pollution should be categorized as very high.
A high load of organic matter which belong to household waste, out stand according to the data from the 2010 census, 52% of the population in the Reconquista area lacks sewer service, some counties 1 the population without sewer reaches values higher than 95%.
90% of the sewage are flushed raw and more than 3000 atmospheric trucks daily flow directly into the river. While recently inaugurated in Hurlingham a plant of treatment of the four originally planned, this operation provides only a partial response widely surpassed by demand.
The problem of the availability of drinking water is of high gravity as the water supplies are contaminated. The coverage of water in the basin is 60%, however arise strong asymmetries, while Vicente López mains water coverage, is total in Malvinas Argentinas 90% of the population lacks this service.
The problems of the Delta is a special case, given the complex dynamics of the River, aggravated by the construction of the relief channel to prevent flooding.
It is important to highlight the lack of epidemiological studies and the lack of systematic recording of such diseases, which makes difficult the assessment of the damage to the health of the affected people.
Teachers of the basin report the large number of absences for health reasons, mostly respiratory problems caused by high air pollution
It should be noted that efforts to integrate the various problems affecting the basin from a more global approach, were reflected in the report of the Ombudsman of the people of the nation and the papers presented at the seminar "Poverty and environment in the basin of the Reconquista". Various governmental actors, national universities, of Civil society organizations and the dioceses of San Isidro and Merlo-Moreno participated in this seminar.
1 Ituzaingó, José C. Paz, Malvinas, Hurlingham
Different works coincided in pointing out the complexity of the problem and the need for further studies on the characteristics of the people seated around the basin and its relations with the environment as a necessary condition to guide the design of policies for tackling the problem. All these agencies agree that there are necessary tools to educate the population on the problem of the environment for the inclusion of children, women and teenagers to a society healthier through agreements between universities and civil agencies.
Conclusion
Those who inhabit the basin live with poverty, social inequality and environmental pollution that cause health problems and a great despair.
Since 1970 I live in Loma Hermosa, tres de February county , one of the county of the middle basin of the Reconquista. It is my duty to work on their problems and that is what leads me to deliver this report.
The National University of Tres de Febrero, as institution situated in the area of the basin, is involved with social projects for the inclusion of children and gives me the opportunity to work on this very important matter, not only for the inhabitants of the basin, we are... everyone affected by environmental pollution.
It is said that what is not spoken about, it is not seen, and if it is not seen, it does not exist.
The basin of the Reconquista affects many people, women, men and children who deserve better and sustainable healthier life to ensure them a harmonious and dignified future.
Our duty is to give them the tool that we have, is to educate children and adults, teachers and non-teachers. Our duty is to include educating everyone | <urn:uuid:7120ef00-df66-4c69-b935-2995f3175d20> | CC-MAIN-2018-51 | http://www.fice-congress2013.ch/media/abstracts/sustainable_invironment_in_the_basin_of_Reconquista_River_Include_educating.pdf | 2018-12-10T03:55:56Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00294.warc.gz | 378,590,630 | 1,914 | eng_Latn | eng_Latn | 0.997446 | eng_Latn | 0.997711 | [
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Strand D PROBABILITY
Introductory Problems
We have developed a number of problems that are related to the concepts in this strand. You can use these as an introduction to the work that follows and we recommend that you work on them with colleagues.
The problems are designed to encourage mathematical thinking. You can also use them with your classes.
1. These bags all contain some sweets. The sweets may be red or black. How might you colour them in to match their position on the probability line?
Impossible
Certain
D
A
B
E
2. Explain which bag you would choose to have the best chance of choosing a grey sweet.
A
B
3. How certain are you of these outcomes occurring? Write C for certain, P for possible but not certain or I for impossible.
a) The final of the next Football World Cup will be in 2013.
b) The next time I toss a coin I will get a Head or a Tail.
c) The next time I throw two dice the total will be more than 6.
d) The next time I throw two dice the total will be more than 12.
e) It will rain next week in my home town.
1
C
Strand D PROBABILITY *
Introductory Problems
4. When we throw an unbiased dice, there are 6 possible outcomes, each equally likely:
Show the probability of each of these outcomes by joining it to the correct point on the probability scale.
a) Throwing a 2
b) Throwing a number less than 3
c) Throwing a number not less than 3
d) Throwing a 7
e) Throwing a number less than 1
f) Throwing a number greater than 0
g) Throwing a number greater than 5
5. Four children are playing a game with these cards.
Rules of the game
1. Player 1 shuffles the cards, then lays them out face down on the table.
2. Player 2 picks 2 cards and turns them face up. The first card is the tens digit and the 2nd card is the units digit.
Player 2 notes down his number. e.g. 0 and 3 →03
3. Player 2 shuffles the cards for Player 3 to choose a number, and so on.
4. Each player keeps a running total of their numbers and the first one to reach 100 is the winner.
BUT the 4 children made up their own extra rules for their game:
* Alan misses a turn if the 2-digit number is even.
* Becky misses a turn if the 2-digit number is odd.
* Callum misses a turn if the 2-digit number is a whole 10.
* Diana misses a turn if the 2-digit number is divisible by 5.
a) List in all the 2-digit numbers that could be chosen.
b) Who might complain because the extra rules are unfair?
2
. . . . . . . . . . . .
0%
Strand D PROBABILITY
Introductory Problems
6. At the entrance to a wood there are 5 paths leading to the first clearing. From the first clearing there are 6 paths leading to the 2nd clearing.
From the 2nd clearing there are 3 paths leading to the 3rd clearing.
a) How many routes could you take from the 1st clearing to the 3rd clearing?
b) What chance would you have of guessing correctly a person route from the entrance of the wood to the 3rd clearing?
7. If we put a set of 4 videos (A, B, C and D) back on the shelf without ooking at their titles, in what order could they end up?
Show all the possibilities.
What is the probability that:
a) the videos will be in the correct order
b) Video A will be on the left-hand side?
8. A bag of sweets contains 8 mints, 6 toffees and 2 boiled fruits, all wrapped in foil and all the same size and shape.
You take one sweet from the bag with your eyes closed. What is the probability that it is:
a) a mint
b) a toffee
c) a boiled fruit
d) not a mint
e) not a toffee
f) a mint or a toffee?
9. Write problems which have these probabilities as their solutions.
a)
3
10
b)
1
4
c)
5
6
d)
7
13
e)
8
15
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Strand F GEOMETRY
Introductory Problems
We have developed a number of problems that are related to the concepts in this strand. You can use these as an introduction to the work that follows and we recommend that you work on them with colleagues.
The problems are designed to encourage mathematical thinking. You can also use them with your classes.
1. King Arthur's Inner Council was made up of himself and 35 other knights. Council meetings were held at an almost round table that actually had 36 sides of equal length.
Calculate the obtuse angle made between two adjacent sides
2. Classify the quadrilaterals into two groups - those that share a mathematical feature with shape C and those that don't. Classify the shapes in as many different ways as you can.
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www.marekconnellenglish.com
2018-05-17 Thursday Joanna Wójtowicz Marek Connell English notes 1
h mble pi
Page 179 CAE
A noun clause is a group of words that contains a subject and a verb; however, it cannot stand alone as a sentence.
e.g. What you think does not matter.
A noun clause can be used as the subject or the object in the following forms:
e.g. What you think does not matter.
In this example, the noun clause is the subject of the sentence.
e.g. I don’t know what she thinks .
In this example, the noun clause is the object of the sentence.
A Noun clauses can begin with …
1. … a question word: where he lives what one says who the man is how she survives
2. … “whether” or “if” whether she will stay if she will stay
3. … a question word + TO infinitive what to say where to meet
4. … "that"
that he is innocent
that she knows three languages
e.g. That she worked hard for the whole term pleased her parents. In this example, the whole that-clause is the subject of the sentence.
Instead of "that" we can also use the belief that, the fact that, the idea that, the evidence that.
e.g. The fact that the economic growth rate is lower than the population growth rate causes problems.
e.g. The idea that the teacher should dominate in the classroom is unacceptable.
However, if the subject is too long, it may be difficult for the reader to understand the sentence. To solve this problem, we use the introductory "it", which takes the position of the subject in the sentence and signals that a noun clause is to follow.
e.g. Instead of
That she worked hard for the whole term pleased her parents.
we can write
It pleased her parents that she worked hard for the whole term.
Note that this pattern can be used only with "that" but not with "the idea that / the fact that".
B Using subjunctive in noun clauses
A subjunctive verb is the simple form of a verb. Sentences with subjunctive verbs generally stress importance or urgency.
e.g. I suggest (that) he see
a doctor.
Negative form: not + simple form of the verb e.g. I recommend that she not go to that movie.
Passive form: simple form of BE + past participle e.g. It is essential that children be told the truth.
When the main verb of the sentence is in past form, the verb in the noun clause is also in past form.
e.g. I
suggested that he
saw a doctor.
Common verbs and expressions followed by the subjunctive in a noun clause:
advise, ask, demand, insist, propose, recommend, request, suggest
+ that + noun clause essential, imperative, important,
critical, necessary, vital
It is + that + noun clause
```
1 Read the text below and mark further examples of: 1 clauses a) following a noun b) following an adjective c) as object of a verb 2 clauses beginning with a question word a) as subject of the sentence b) following be c) following a preposition 3 -ing or to- infinitive clauses a) as subject b ) following be c) following a noun or adjective Multiple Intelligence (MI) theory suggests that people learn
```
differently. What is good for one learner might not be good for another. One feature of the theory is how it identifies eight different pathways to learning. Using words might help one learner, whereas another might benefit from the use of music, pictures or movement. How you teach should depend on who you are teaching, not what you are teaching. If the goal is to help learners get the most from a lesson, it is important to adopt a variety of approaches. There is evidence more people are becoming aware of Ml theory, and it is encouraging that more teachers are adopting its ideas, although some still have no desire to change their approach. To achieve the best results for everyone must be the aim of all schools, but whether or not the ideas become uniformly adopted remains to be seen.
```
n the fly/go/m v F T b protective f / t wards +object. T h lp +object t. (to help) (colloq) T b mpr ss d by +object. W y has h v th fallen t? David "Something" Non-conformist [frant] fr nt discovery d sc ve s Strong str n th str n then L ng L n th L n then Wid (br d) W dth Widen D p D pth D pen T strik (huelga/golpear) a pos . pos . strik a m l t r t g t (la diana) . t str ck m (it appeared to me / I realised/noticed) to make someone have a particular opinion or feeling 'You don't strike me as a religious man,' I said frankly. strike someone as being something: He didn't strike me as being the jealous kind. it strikes someone as funny/odd/strange (that): It struck me as a little bit odd that she was always alone.
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Genesis 13-30
1. Read Genesis 29:31-30:24.
2. Why did God open Leah’s womb, 29:31?
3. Love in the marriage context has several meanings.
a. Which concept best fits the concept of Jacob and Leah’s relationship based on the context (pick one):
1) No caring love – no provided for physically or poorly treated physically
2) No intimate love – no sexual realationship
3) No affectionate love – no romantic attraction or desire
b. Explain your choice (consider 30:15,20):
4. How do the names of Leah’s first four children reflect her hope for their impact on her relationship with Jacob?
a. Reuben, 29:32 -
b. Simeon, 29:33 -
c. Levi, 29:34 -
d. Judah, 29:35 -
5. Based on 30:15,20, did Leah get the desired result? Explain.
6. What was Rachel’s attitude toward Leah’s children, 30:1?
7. What did she demand of Jacob, 30:1?
8. How did Jacob respond, 30:2?
9. What solution did Rachel come up with, 30:3-8?
10. How did Leah react to this, 30:9-13?
11. What did Leah purchase with Reuben’s mandrakes, 30:14-16?
12. How many additional children did Leah have for Jacob, 30:17-21?
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Introductory Problems
We have developed a number of problems that are related to the concepts in this strand. You can use these as an introduction to the work that follows and we recommend that you work on them with colleagues.
The problems are designed to encourage mathematical thinking. You can also use them with your classes.
1. Three teams, A, B and C, took part in a marathon race. Each team had 10 runners. The results are given in the chat below.
| Position | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| Team | A | B | A | C | B | B | C | A | C | C |
| Position | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| Team | C | B | A | A | B | B | C | A | C | B |
| Position | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 |
| Team | C | B | B | A | C | A | A | A | C | B |
Find as many ways as you can for deciding which team won
2. In an ice skating competition Jenna and Kim were the top two competitors. The five judges gave them the following scores.
a) Give a reason why Jenna might have been declared the winner.
b) Why might Kim think that she should have won?
3. Mike is growing two different varieties of tomato plants in his greenhouse.
| | Judge 1 | Judge 2 | Judge 3 | Judge 4 |
|---|---|---|---|---|
| Jenna | 8 | 6 | 10 | 9 |
During one week, he keeps a record of the number of tomatoes he picks from each type of plant and notes the data in a table.
| Variety A | 5 | 5 | 4 | 1 | 0 | 2 |
|---|---|---|---|---|---|---|
| Variety B | 5 | 3 | 3 | 3 | 7 | 9 |
Compare the two sets of data. Which variety do you think is best and why?
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Map Skills in the Gardens
Using the map and the compass provided, find the following locations in the Gardens:
1. Locate the Bellingrath Rose Garden on the map. Which direction should you walk from the entry building to get to the Rose Garden? ________________________
2. Walk to the Rose Garden. Now look on your map for #5. What place is this?
_____________________________________________________________
3. Which direction would you walk to get to #5? ____________________________
4. Travel west by the Great Lawn. How long (yards, feet, and inches) do you think the path beside the Great Lawn is? _______________________________________
5. What is the best way to measure this distance? __________________________
6. Find the Bellingrath Grotto. What number is it on the map? __________________
7. How many steps are on the Grotto? ___________________________________
8. When you stand at the bottom of the steps and look straight ahead to the river, which direction are you facing? ______________________________________
9. Follow your map to #20. Where are you? _______________________________
10. Now look across the water and find #27, the Rustic Bridge. How far (feet, yards, miles) from you, do you think the bridge is? _____________________________
11. Now follow your map and walk until you get to the Rustic Bridge. Name the places on the map that you passed as you walked._________________________________ ______________________________________________________________
12. After crossing the Rustic Bridge, walk to the top of the hill and you should be at
#17. What is #17? ________________________________________________
13. What is important about #17? _______________________________________
14. You are ready to get on the exit path. The path is #29 on your map. In which direction are you going? ___________________________________________
15. As you leave today, write down the direction you will travel to get back to the place where you started from. ___________________________________________
Phone: 800.247.8420 or 251.973.2217 ◦ Fax 251.973.0540 ◦ Website: www.bellingrath.org
Map Skills in the Garden Inventory List
This workshop kit includes :
* Maps of the gardens
* 35 individual compasses
* Pencils
* Map Skills hand-out
Directions:
* Give every participant a hand-out, compass and pencil.
* Review how to use a compass (the needle should always point toward the North).
* Give a practice direction for the participants to move. Make sure everyone understands what to do.
* Participants may work individually, in pairs or small groups. Please allow them to help each other if there is confusion.
* Complete the hand-out and then discuss what they saw. (There are 15 directions – two are on the back of the page.)
Phone: 800.247.8420 or 251.973.2217 ◦ Fax 251.973.0540 ◦ Website: www.bellingrath.org | <urn:uuid:647eee37-e0be-49a3-a37a-e95a893e5038> | CC-MAIN-2018-51 | http://www.bellingrath.org/wp-content/uploads/2014/09/Workshop_MapSkills.pdf | 2018-12-10T04:17:30Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00298.warc.gz | 356,926,487 | 623 | eng_Latn | eng_Latn | 0.995503 | eng_Latn | 0.99754 | [
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If These Walls Could Talk: Seeing a Culture Through Human Features
From a wonderful book about famous walls, children learn about countries and their cultures.
Author
Mimi Norton
Grade Level
2-3
Duration
2-3 class periods
National Geography Standards
ELEMENT TWO; PLACES AND REGIONS
4. The physical and human characteristics of places
Arizona Geography
Other Arizona Standards
Strand
Grade 2
Strand 4 Geography
Concept 2 Places and
Regions
PO 1 Identify through images how places have distinct characteristics (e.g., Japan - Mt. Fuji; China -The Great Wall; United States Washington Monument). PO 2 Discuss human features in the world (e.g., cities, parks, railroad tracks, hospital, shops, schools).
Concept 4 Human Systems
PO 4 Discuss cultural elements (e.g., food, clothing housing, sports, customs, beliefs) of a community or nation (e.g., Japan, China, India, United States).
Grade 3 Strand 4 Geography Concept 2 Places and Regions
PO 1 Locate major physical and human features on maps and globes (e.g., Greece, Italy, Hudson River,
Social Studies
Grade 2
Strand 2 World History
Concept 1: Research Skills for History
PO 4. Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.
Concept 2: Early Civilizations
PO 2. Recognize how art (e.g., porcelain, poetry), architecture (e.g., pagodas, temples), and inventions (e.g., paper, fireworks) in Asia contributed to the development of their own and later civilizations.
Grade 3
Strand 2 World History
Concept 1: Research Skills for History
PO 3. Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.
ELA Standards
Reading
Informational Text
Key Ideas and Details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
3.RI.1 Ask and answer questions to demonstrate
If These Walls Could Talk: Seeing a Culture Through Human Features
New York Bay/ Ellis Island, Canada, Spain, France, United States, Mexico, Washington D.C.).
understanding of a text, referring explicitly to the text as the basis for the answers.
Concept 4 Human Systems
PO 4 Discuss the cultural elements of
a community or nation (e.g., food, clothing,
housing, sports, customs, beliefs) in regions studied
(e.g., Greece, Italy, United
States and Canada).
Concept 6 Geographic Applications
PO 1 Describe how physical and human characteristics of places change from past to present.
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Integration of Knowledge and Ideas
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 2.RI.8 Describe how reasons support specific points the author makes in a text.
Writing
Text Types and Purposes
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Production and Distribution of Writing
2.W.4 and 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Language Standards
Conventions of Standard English
AZ.2.L.1 Write multiple sentences in an order that supports a main idea or story.
AZ.3.L.1 Write and organize a paragraph that groups sentences about a topic.
If These Walls Could Talk: Seeing a Culture Through Human Features
Overview
There are many ways to introduce young students to culture. Some are obvious; some are not. Teaching students the importance of human features regarding a culture gives them an opportunity to see the factors that shaped it. Walls that stand for years can be a reflection of these cultures, their histories, values, and meaning to a group of people.
Purpose
In this lesson, students will identify events that shape a culture and identify human features in their own community.
Materials
[x] Talking Walls by Margy Burns Knight
[x] Writing paper and pencils
[x] Clipboard for each student (or slate or other hard writing surface
[x] Student copies of a world map
[x] Colored dots or stars
[x] Transparency or wall map of the world
Objectives
The student will be able to:
- Locate the country or continent where each wall in the story is located.
- Discuss the events that surround the history of each wall.
- Make a list of possible events that could have happened in view of a wall in the community.
- Write a paragraph about a particular wall chosen by the student while on a class walk.
Procedures
SESSION ONE:
1. Introduce students to the book, Talking Walls
2. Ask the following questions:
- Can walls really talk?
- What do you think the title means?
- What is on the wall on the cover of the book?
- How do you think the pictures got there?
- What art materials do you think the artists used?
- Do you think the wall on the cover was created recently or a long time ago?
- What do you think the children are talking about?
3. Read Talking Walls. (Note: Due to the book's length, teacher may choose to read portions of the book instead of the whole book in one sitting.)
4. Discuss the importance of each wall in the book to its culture.
5. Show students the locations of each wall on a world map.
6. Distribute a copy of a world map to each student.
7. Using the world map, assist students in placing a sticky dot or star on each country (or continent) mentioned in the book. (See Assessment Checklist)
SESSION TWO:
1. Review Talking Walls and discuss the importance of the walls to the cultures.
2. Ask students if they think there are any important walls in their city or neighborhood.
3. Take students on a walk to look at the walls around school.
4. In an urban setting, take a short walk around the block, pointing out walls around shopping malls, parks, restaurants, garbage containers, and backyard fences (if time permits). (Check on if you need parent permission to do this off campus activity.)
5. If there are no commercial buildings near the school, use the various enclosures, fences, or walls at the school. Stop at each wall and discuss what things the students have seen happen around the wall. Ask students to pretend they are one of the walls and describe what they have experienced. Encourage students to use all of their senses.
6. Ask students to choose one wall that they saw on their walk.
7. Explain the following assignment with students by saying, "We are going to write about some of the.
If These Walls Could Talk: Seeing a Culture Through Human Features
events that the wall you chose has experienced. Pretend that you are the wall and make a list of everything that you see, hear, feel, taste, or smell. Be sure to use words that describe the senses so that the list comes alive to anyone who reads it. After we have a class list, you are going to draw a picture and write a paragraph about something that your wall experienced. Your paragraph must have an introductory sentence, two or three sentences describing what your wall experienced, and a concluding statement."
Assessment
World Map Checklist
Based on the countries described in the book, students will place sticky dots or stars in the following countries (or continents) on a world map with 80% accuracy (11 or more correctly identified):
Great Wall of China - China (Asia)
Aborigine Wall Art - Australia (Australia)
Lascaux Cave - France (Europe)
Western Wall - Israel (Asia)
Mahabalipuram's Animal Walls - India (Asia)
Muslim Walls - Saudi Arabia (Asia)
Great Zimbabwe - Zimbabwe (Africa)
Cuzco, Peru - Peru (South America)
Taos Pueblo - United States (North America)
Mexican Murals - Mexico (North America)
The Canadian Museum of Civilization - Canada (North America)
The Vietnam Veterans Memorial - United States (North America)
Nelson Mandela's Prison Walls - South Africa (Africa)
The Berlin Wall – Germany (Europe)
Paragraph Assessment Checklist:
Is there an introductory statement?
Are there two or three descriptive sentences about what the wall saw?
Is there a concluding statement?
* Outstanding – Students write an introductory statement, three descriptive sentences, and a concluding statement.
* Satisfactory – Students write an introductory statement, one or two descriptive sentences, and a concluding statement.
* Needs Improvement – Students are missing an introductory statement, write one or no descriptive sentences, or are missing a concluding statement.
Extensions
Students could create their own walls and write a story about what happened in view of the wall. Give each student or team of students the same craft materials to create the wall.
Ask students to choose a wall from the book and research the country in which it is located.
Students can make a Story Map tied to the book by going to: http://mapmaker.nationalgeographic.org/
Sources
Knight, M. B. (1992) Talking Walls. Gardiner, ME: Tilbury House Publishers. ISBN 0-88448-154-9
Web sites:
http://www.levitt.com/slideshow/s01p05.html http://whc.unesco.org/en/list/438
http://www.vietvet.org/thewall.htm http://www.remote.org/frederik/culture/berlin/
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Why do we use the median figure for house prices and earnings?
The mathematical definition of an "average" is that it is a measure of central tendency, - in layman's terms it, in some sense or other, represents a measure of the "middle" value of the data set.
Mathematics defines several types of "average" and it is "horses for courses" as to which one is used for any particular application.
There are two types of average that are commonly used – I will explain these using house prices as an example.
- If we add up all the prices and divide by the number of houses, this gives the
mean
- If we take all of the house prices in order from the lowest to the highest, and then take the mid value (ie 50% of house prices are lower and 50% are higher) this gives the median.
The median is a more faithful representation of the prevalent house price than the mean, as the latter is skewed by extreme values – you could work out a mean house price for the county, then if the next week a property costing a couple of £million came on the market, the mean price would shoot up. The median, however, would hardly be affected.
The same applies to earnings – if you are looking for what a "typical" Herefordshire resident earns, use of the mean would give you a result that was disproportionally affected by a few six-figure earnings at the top of the range. Most people would agree that the median gives a fairer result.
In conclusion, the median is a type of "average" and can be described as such for example a correct statement would be
"Over the quarter July to September 2011, the average (median) house price in Herefordshire was £180,000"
When quoting statistics, we try to give a fair representation of the underlying data, and, for both house prices and earnings, the median is the best choice to do this. | <urn:uuid:6510a4ce-f965-4096-80c1-d5ad9cd0db9d> | CC-MAIN-2018-51 | https://factsandfigures.herefordshire.gov.uk/media/11688/why_do_we_use_the_median_figure_for_house_prices_and_earnings.pdf | 2018-12-10T04:13:53Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00297.warc.gz | 591,895,270 | 402 | eng_Latn | eng_Latn | 0.999504 | eng_Latn | 0.999504 | [
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Period _________
AP Biology
Date ______________________
REVIEW 7: PLANT ANATOMY & PHYSIOLOGY UNIT
A. Top "10" — If you learned anything from this unit, you should have learned:
1. Gas exchange
a. structure: stomates
b. function: diffusion, supports Calvin cycle
2. Energy production
a. structure: leaf (mesophyll, palisades, chloroplasts, photosynthesis, phloem)
b. function: bulk flow = osmotic gradient from source to sink
3. Mineral & Water Transport
a. structure: roots, root hairs, xylem, stomates, transpiration (adhesion, cohesion, evaporation), Casparian strip, NPK
b. function: supports photosynthesis & synthesis
4. Growth
a. structure: meristems (apical, lateral, vascular cambium, cork cambium)
5. Response
a. hormones
* auxin (cell growth & division), gibberellins (fruit growth), ethylene (fruit ripening, autumn leaf fall), cytokinins (works with auxins), abscisic acid (seed dormancy)
b. gravitropism (settling of starch grains), phototropism (elongation of cells on shaded side), photoperiod (changes in phytochrome), thigmotropism (loss of K + & H2O from cells),
6. Reproduction
a. structure: flower, petals, stamen, pistil
7. Evolution
a. alternation of generations
* multicellular diploid (sporophyte) alternating with multicellular haploid (gametophyte)
b. mosses (bryophytes)
* no vascular system, swimming sperm
c. ferns (pteridophytes)
* vascular, swimming sperm
d. conifers (gymnosperm)
* pollen & seeds
e. flowering plants (angiosperm)
* flowers & fruits
B. Labs
1. Transpiration Lab
Be sure to review the procedures and the conclusions, and understand:
a. Factors that affect rate of transpiration
b. How to set up a similar experiment
c. Controls vs. Experimental
C. Sample Multiple Choice Questions
1. Plant stems bend towards the light source as a result of increased (1999:30)
a. chlorophyll synthesis on the side of the stem near the light source
b. cell division on the side of the stem near the light source
c. cell division on the side of the stem away from the light source
d. cell elongation on the side of the stem near the light source
e. cell elongation on the side of the stem away from the light source
2. The gametophyte is the dominant generation in which of the following plants (1999:33)
a. Dicots
b. Monocots
c. Gymnosperm
d. Ferns
e. Mosses
3. The driving force for the movement of materials in the phloem of plants is (1999:35)
a. gravity
b. a difference in osmotic potential between the source and the sink
c. root pressure
d. transpiration of water through stomates
e. adhesion of water to vessel elements
4. In plants, the initiation of flowering in response to photoperiod is triggered by changes in (1999:36)
a. ethylene
d. phytochrome
b. auxin
c. gibberellic acid
e. cytokinin
5. The rate of flow of water through the xylem is regulated by (1999:48)
a. passive transport by the pith
b. the force of transpirational pull
c. the number of companion cells in the phloem
d. active transport by the sieve-tube members
e. active transport by tracheid and vessel cells
6. On a sunny day, the closing of stomata in plant leaves results in (1999:52)
a. a decrease in CO2 intake
b. a shift from C3 photosynthesis to C4 photosynthesis
c. an increase in transpiration
d. an increase in the concentration of CO2 in mesophyll cells
e. an increase in the rate of production of starch
(1999:69-73)
7. Root meristem
8. Male gametophyte
9. Triploid nutritive tissue (endosperm)
10. Seed coat
11. Apical meristem of the shoot
D. Sample Free Response Questions
1. 2005:3
Angiosperms (flowering plants) have wide distribution in the biosphere and the largest number of species in the plant kingdom.
a. Discuss the function of FOUR structures for reproduction found in angiosperms and the adaptive (evolutionary) significance of each.
b. Mosses (bryophytes) have not achieved the widespread terrestrial success of angiosperms. Discuss how the anatomy and reproductive strategies of mosses limit their distribution.
c. Explain alternation of generations in either angiosperms or mosses.
2. 2003B:2
Hormones play important roles in regulating the lives of many living organisms.
a. For TWO of the following physiological responses, explain how hormones cause the response in plants.
[x] increase in height
[x] adjustment to change in light
[x] adjustment to lack of water
b. For TWO of the following physiological responses, explain how hormones cause the response in animals.
[x] increase in height
[x] adjustment to change in light
[x] adjustment to lack of water
c. Describe TWO different mechanisms by which hormones cause their effects at the cellular level.
3. 2003:2
Regulatory (control) mechanisms in organisms are necessary for survival. Choose THREE of the following examples and explain how each is regulated.
[x] Flowering in plants
[x] Water balance in plants
[x] Water balance in terrestrial vertebrates
[x] Body temperature in terrestrial vertebrates | <urn:uuid:0084778b-ac15-465c-ac3f-91981d8f380a> | CC-MAIN-2018-51 | http://www.msrago.com/uploads/1/1/3/1/1131243/07plant_top_ten_review.pdf | 2018-12-10T03:47:33Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00297.warc.gz | 432,003,718 | 1,263 | eng_Latn | eng_Latn | 0.944484 | eng_Latn | 0.959556 | [
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17 – 25 November 2018
Sign up now!
EWWR is a Europe wide campaign to reduce, reuse and recycle.
Your school can take part in EWWR and make Northern Ireland a prominent player in the campaign by registering your school as an Action Developer on the EWWR website. Complete a waste action, or lots of waste actions, in the week of 17-25 November 2018 and then report what you have done. There are lots of resources available on the EWWR website, including posters and games, and we have some actions for you to consider below. You can always come up with your own action idea – big or small all are worth registering.
Step 1: Register your school on the EWWR website
Step 2: Plan on your action or actions in school in the week of 17-25 Nov
Step 3: Get the whole school on board with your activities
Step 4: Report your actions on the EWWR website
Step 5: Keep a record of what you have done for your Eco-Schools awards
Step 6: Add any waste data you have collected to your Eco-Schools Data Zone
Here are some ideas for waste actions for EWWR or come up with your own great idea!
- Complete a waste audit to see just how well your school is doing, find out how in the Data Zone*, make any changes needed for better waste efficiency – save the results of your audit in the Data Zone. Check out this case study.
- Plan a waste free lunch day – read this 'Nude Food' resource for inspiration. Record and weigh the waste before (ordinary day) and after (on the day) to see how well you do.
- Organise a big clothing collection for Cash for Clobber – recycle and earn your school some money
- Set up composting or a brown bin collection in your school – contact your local council for help. Use this Eco-Schools Food Waste resource for inspiration.
- Do a plastic audit in your school – do you really need all those straws? Read here for inspiration
- Visit Love Food Hate Waste – look out for their 'Chill Your Fridge Out' resources and learn how to use your fridge the best way possible and save lots of food waste at home – coming Oct 16th
- Visit Zero Waste Scotland for some brilliant teaching resources on reducing food waste
- Read our Eco-Schools waste booklet for more ideas
* Your school Data Zone can be accessed by logging into www.eco-schoolsni.org you will find information on how to complete a waste audit and you can store all your waste data here to track how you are doing. A visit is a must for anyone studying the waste topic! | <urn:uuid:45cb3f63-8a4e-49ba-8c3e-9cba85c811da> | CC-MAIN-2018-51 | https://eco-schoolsni.etinu.net/eco-schoolsni/documents/007467.pdf | 2018-12-10T05:17:26Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00297.warc.gz | 582,282,426 | 559 | eng_Latn | eng_Latn | 0.995064 | eng_Latn | 0.995064 | [
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Grade Seven - Social Studies Unit Overview
| Title of Unit | Early American History | Grade Level |
|---|---|---|
| Subject | Social Studies | Time Frame |
Non-Negotiable Social Studies Standards
GE:6:4.4: Analyze the spatial patterns of settlement. DOK3
HI:6:1.2: Explain how the foundations of American democracy are rooted in European, Native American and colonial traditions, experiences and institutions. DOK2
HI:6:5.1: Explain the impact ethnic and religious groups have had on the development of the United States. DOK2
HI:8:1.3: Examine how religion has influenced the political life of the nation. DOK3
Concepts to Guide Instruction (Work in Progress)
Derry School Board Approval October 14, 2014
I can statements are on the Curriculum Map. Concepts may include such topics as: 13 Colonies, ethnicity, diversity, patterns of settlement, slavery, religious persecution | <urn:uuid:8e5ec3b7-bc72-47a6-a11b-ee55bc077ef1> | CC-MAIN-2018-51 | https://78462f86-a-693db75f-s-sites.googlegroups.com/a/sau10.org/www/parents/curriculum/EarlyAmericanHistoryGrade7.pdf?attachauth=ANoY7coaXQkHt1gfIPvH5Ya9E0zE3jP2zg8QQyfVxR53dTkJ4-3MSasQNkoG24mTdCWM5CZdl-ondK4arjcRm4A3I0e19UQlA-rwZ0btpPOsawBb6oJMVYCs3rPG7YA9GliUIaV52QVoy64556Wa1kKbpzkTwaIwGEHNv9KHAKCCUFr-Ogd1L1NwP8oR3VI9fBagpM9MGJ15bJxLTZ2XsNGkgnbp9TAvxWCR8WG35A3Lj1CVBosi9ZUT6ofL6uxhYQGz7MaJK2uY&attredirects=0 | 2018-12-10T04:02:15Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00298.warc.gz | 539,051,770 | 221 | eng_Latn | eng_Latn | 0.982338 | eng_Latn | 0.982338 | [
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Loftus, S., Coyne, M.D., McCoach, D.B., Zipoli, R., Kapp, S., & Pullen, P. (2010 ). Effects of a supplemental vocabulary intervention on the word knowledge of kindergarten students at-risk for language and literacy difficulties . Learning Disabilities Research & Practice , 25, 110-122.
McGregor, K.K., Newman, R.M., Reilly, R.M., & Capone, N.C. (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45, 998-1014. doi:10.1044/1092-4388(2002/081).
McGrew, K. "CHC Theory: Comprehension-knowledge or crystallized intelligence (Gc) Definition." Intelligent Insights on Intelligence Therories and Tests . Version 1. Institute for Applied Psychometrics, 12 Jan. 2013. Web. 5 July 2014.
<http://www.iqscorner.com/search?a=language+development+Gc>.
McKeown, M. G., Beck, I. L., Omanson, R., & Perfetti, C. A. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15, 3-18.
McKeown, M. G., Beck, I. L., Omanson, R., & Pople, M. T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.
McKeown, M. G., & Curtis, M. E. (Eds.). (1987). The Nature of Vocabulary Acquisition. Hillsdale, NJ: Lawrence Erlbaum.
Nagy, W. E. (1988). Teaching Vocabulary to Improve Reading Comprehension. Newark, DE: International Reading Association.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754).
Oetting, J. B., Rice, M. L., & Swank, L. K. (1995). Quick incidental learning (QUIL) of words by school-age children with and without SLI. Journal of Speech and Hearing Research, 38 , 434–445.
RAND Reading Study Group. (2002). Toward an R & D Program in Reading Comprehension. Santa Monica, CA: RAND Corporation.
Riches, N.G., Tomasello, M., Conti-Ramsden, G., (2005). Verb learning in children with SLI: Frequency and spacing effects, Journal of Speech, Language, and Hearing Research , 48, 1397–1411.
Windfuhr, K., Faragher, B., & Conti-Ramsden, G. (2002). Lexical learning skills in young children with specific language impairment (SLI). International Journal of Language and Communication Disorders , 37, 415–432.
Zipoli, R., Coyne, M. D., & McCoach, D. B. (2011). Enhancing vocabulary intervention for kindergarten students: Strategic integration of semantically-related and embedded word review. Remedial and Special Education, 32 (2), 131–143. | <urn:uuid:b50e478b-875c-4c0f-bb84-62499c619f4f> | CC-MAIN-2018-51 | https://communicationapptitude.com/wp-content/uploads/2016/10/vocabulary-research-1.pdf | 2018-12-10T05:29:13Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00297.warc.gz | 563,663,389 | 1,706 | eng_Latn | eng_Latn | 0.560989 | eng_Latn | 0.567036 | [
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The Supremacy Clause
Essential Question How do conflicts between federal and state power emerge and get resolved?
Abstract: In this lesson, students will explore the origins and evolution of the Supremacy Clause. First, students will identify how the U.S. Constitution establishes and attempts to resolve tension between state and federal power. Afterward, students will view the video "The Supremacy Clause" and discuss the meaning, early history, and application of the Supremacy Clause. Of particular attention will be the landmark Supreme Court case, McCulloch v. Maryland (1819), in which the court was asked to resolve the issue of the legality of state taxation of federal banks. Once situated in the ideological, historical and legal tension, students will have the option to select a historical or more current conflict between federal and state power to understand how such questions of supremacy are ongoing and resolved.
Pennsylvania Standards Principles and Documents of Government PA 5.1.12.D: Evaluate state and federal powers based on significant documents and other critical sources.
Rights and Responsibilities of Citizenship PA 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts.
PA 5.1.12.B: Employ historical examples and political philosophy to evaluate the major arguments advanced for the necessity of government.
How government works PA 5.3.12.A: Analyze the changes in power and authority among the three branches of government over time.
National Standards
Power, Authority, and Governance: The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance. It also requires knowledge of the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world. Learning the basic ideals and values of a constitutional democracy is crucial to understanding our system of government. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how different groups and nations attempt to resolve conflicts and seek to establish order and security.
Objectives
Activities
* Identify the history and principles of the Supremacy Clause • Identify the impact of McCulloch v. Maryland (1819) on federal power • Evaluate a historical or current issue regarding conflict between federal and state power
Possible Example for Discussion: Cell phone policies are a typical area of school-home rule tension. On the one hand, parents purchase and give their children cell phones for communication purposes. The typical rule is that when a parent calls the child, it is expected he or she will answer the phone. It is not uncommon to for parents to call or text the child directly during school hours rather than communicate through the school office, which is typical school policy. On the hand, students are not supposed to be on their phones during instruction (and in some schools, not at all). It is often a disruption to student learning. So, a parent calling a child's cell phone during school hours might actually violate school policy but not the rule at home. Which rule reigns supreme: The school's or parents'?
1. Warm-up: Are there rules that matter more in school than at home? Are there rules from home that contradict rules at school? Which authority should reign supreme when a school and home rule are in contradiction?
Debrief: Though not a perfect analogy, the question of home vs. school cell phone rule illustrates the tension between federal and state power when there is a disagreement over a law/policy. Which reigns supreme? In the cell phone case, the power of the school would supersede the house rule. If the school has a policy that students are not to use their phones during school hours, then the student answering a parent's call is in violation; families' rules do not nullify school rules.
a. In your own words, what does Article VI, Section 1, Clause 2 mean? In cases where state and federal law are in conflict, due to direct violation or implied, federal law reigns.
Similarly, state rules cannot contradict federal law whether it is specifically listed or implied. Yet, conflicts between the two parties arise. The Supremacy Clause enumerates that federal law is the "supreme law of the land." The federal government has certain enumerated powers that are spelled out in the U.S. Constitution: the right to regulate commerce, declare war, levy taxes, establish immigration and bankruptcy laws, and so forth. Judges in every state must follow the Constitution, laws and treaties of the federal government in matters directly or indirectly within the government's control. Federal law preempts state law, even when the laws conflict, otherwise known as the doctrine of preemption. That said, nullification is the historical idea that states can ignore federal laws or pass laws that supersede them; though, that policy approach has never been legally upheld. Still, the 10th Amendment provides enough constitutional flexibility that the conflict between state and federal power will, in the words of Chief Justice of the United States John Marshall, "probably continue to arise, as long as system shall exist." Why? Have students complete Handout 1.
b. What does the 10th Amendment mean? States can make laws or establish rights not listed specifically in the Constitution.
2. View the video "The Supremacy Clause" and use the Video Worksheet to help students take notes and lead a discussion.
c. How might these two aspects of the Constitution create conflict over federal and state power? There are many rights and powers that the state can exercise in absence of federal law, but such laws could contradict or undermine federal law. Medicinal marijuana is one such example in which some state laws have made it legal, yet such laws violate federal policy.
a.
The following resources can help the teacher extend the conversat i. Why was the U.S. Constitution Necessary? http://www.annenbergclassroom.org/ibooks?chapterId=1
ion:
ii. Background on Federalist vs. Anti-Federalist debate: http://www.annenbergclassroom.org/ibooks?chapterId=1
iv. The Heritage Foundation's perspective on Supremacy Clause: https://www.heritage.org/constitution/#!/articles/6/essays/ 133/supremacy-clause
iii. Tenth Amendment, Federalism & Commerce Clause https://constitutioncenter.org/media/files/LP_-_CB_- _Federalism,_the_Commerce_Clause,_and_the_Tenth_Amendme nt.pdf
3. Research and Presentation Activity: In small groups, have students identify an issue – historical or current – in which there was/is conflict between federal and state power. Use the guiding questions in Handout 3 for sample topics, Handout 2 to help develop an analysis, and Handout 4 for a possible grading criteria. Students will present their findings to the class in any format deemed appropriate by the teacher and/or students. The teacher can establish the pacing for such an activity.
Handout 1: The Supremacy Clause and 10th Amendment
Article VI, Section 1, Clause 2: This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States, shall be the supreme Law of the Land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any state to the Contrary notwithstanding.
Directions: Read both excerpts of the U.S. Constitution and answer the questions.
1.
10th Amendment: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.
In your own words, what does Article VI, Section 1, Clause 2 mean?
2. What does the 10th Amendment mean? What rights might the 10th Amendment include?
3. How might these two aspects of the Constitution create conflict over federal and state power?
Video Worksheet
1. At the founding of the United States, what was the ultimate purpose of the Supremacy Clause?
6. Once the national bank was established, how did states respond in order to protect established state banks?
2. Why was it so important?
3. What lessons did leaders glean from governing under the Articles of Confederation?
4. What arguments for and against a strong central government were advanced by Federalists and Anti-Federalists?
5. How did the creation of a national bank represent the debate between Federalists and Anti-Federalists?
7. How did the states' actions against federal banks violate the Supremacy Clause?
8. What was the decision of McCulloch v. Maryland (1819) and why was it important?
Critical Thinking Questions
9. Where does federal power end and states’ power begin?
10. Chief Justice John Marshall believed that conflict over state and federal power will continue to emerge. Why is he right?
Handout 2: Guiding Questions and Principles for Determining Preemption
Guiding Questions · Wha t is the issue? · Wha t, if any, is the applicable state law? https://statelaws.findlaw.com/ · Wha t, if any, is the applicable federal law? https://www.usa.gov/laws-andregs
In small groups, identify an issue – historical or current – in which there was conflict between federal and state power. Use the guiding questions below to help develop an analysis. You will present your findings to the class.
* Does the state law directly contradict federal law? (See below standards in which to determine preemption) • Was the issue resolved? If so, how?
Agencies, in taking action that preempts State law, shall act in strict accordance with governing law.
Executive Order 13132 of August 4, 1999 - See 64 Fed. Reg. 43, 255 - August 10, 1999, Sec. 4. Special Requirements for Preemption.
(b) Where a Federal statute does not preempt State law (as addressed in subsection (a) of this section), agencies shall construe any authorization in the statute for the issuance of regulations as authorizing preemption of State law by rulemaking only when the exercise of State authority directly conflicts with the exercise of Federal authority under the Federal statute or there is clear evidence to conclude that the Congress intended the agency to have the authority to preempt State law.
(a) Agencies shall construe, in regulations and otherwise, a Federal statute to preempt State law only where the statute contains an express preemption provision or there is some other clear evidence that the Congress intended preemption of State law, or where the exercise of State authority conflicts with the exercise of Federal authority under the Federal statute.
(c) Any regulatory preemption of State law shall be restricted to the minimum level necessary to achieve the objectives of the statute pursuant to which the regulations are promulgated.
(d) When an agency foresees the possibility of a conflict between State law and Federally protected interests within its area of regulatory responsibility, the agency shall consult, to the extent practicable, with appropriate State and local officials in an effort to avoid such a conflict.
(e) When an agency proposes to act through adjudication or rulemaking to preempt State law, the agency shall provide all affected State and local officials notice and an opportunity for appropriate participation in the proceedings.
Handout 3: Possible Topics
Brief overview with historical examples: https://constitutioncenter.org/blog/constitution-check-can-states-exemptthemselves-from-federal-gun-laws
The list below outline issue options but is not all-inclusive. It should also be noted that articles provide some background, but were not necessarily selected due to a balanced presentation. It is recommended that additional research by conduced on your selected issue.
Major court cases
State Pensions https://constitutioncenter.org/blog/judge-picks-supremacy-clause-in-detroitsbankruptcy-battle Are workers' state pensions protected by from bankruptcy law?
https://www.law.cornell.edu/supct/cases/topics/tog_supremacy_clause.html https://www.heritage.org/constitution/#!/articles/6/essays/133/supremacy-
clause(list at end of essay; select "case law")
Marriage https://www.thenation.com/article/about-half-of-us-states-set-no-minimum-agefor-marriage/ Can children marry?
Gun Laws https://constitutioncenter.org/blog/constitution-check-can-states-exemptthemselves-from-federal-gun-laws Can states exempt themselves from federal gun laws?
https://www.huffingtonpost.com/2015/01/21/mike-huckabee-gay-marriagesupreme-court_n_6512042.html Can states ignore the Supreme Court on Gay Marriage?
Gambling http://www.theplainsman.com/article/2018/05/could-the-supreme-courtsdecision-bring-sports-gambling-fantasy-sports-to-alabama Is sports gambling outside a casino legal?
If the production, distribution, and consumption of marijuana is illegal under federal law, are states that allow such behaviors violating the US Constitution ?
Marijuana https://constitutioncenter.org/blog/interest-picks-up-in-legal-marijuana-asconstitutional-issue
Sexual Orientation Discrimination https://civilrights.findlaw.com/discrimination/gay-and-lesbian-rights-sexualorientation-discrimination.html Is discrimination based on sexual orientation legal?
Handout 4: Grading Criteria
Contextualized issue as a conflict
Total Points: /
| Issue / pts | Contextualized issue as a conflict between federal and state law and identified where the issue currently stands |
|---|---|
| Federal Law/Action / pts | Identified appropriate federal law or action |
| State Law/Action / pts | Identified appropriate state law or action |
Author Dr. Marc Brasof is an assistant professor of education and director of secondary social studies and English education in the School of Education at Arcadia University, Glenside, Pennsylvania. | <urn:uuid:cad9fe2d-edba-47d4-9dd1-89487dda9068> | CC-MAIN-2018-51 | http://www.annenbergclassroom.org/Files/Documents/LessonPlans/SupremacyClauseLesson.pdf | 2018-12-10T04:19:24Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00298.warc.gz | 345,877,007 | 2,881 | eng_Latn | eng_Latn | 0.943522 | eng_Latn | 0.996187 | [
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Canada
Ozone generators may be dangerous to your health
An ozone generator is a machine that:
* plugs into the wall or runs on batteries, and
* puts ozone into the air.
Ozone generators are sold as home air cleaners. They may have an ozone detector built-in.
But beware! This kind of air cleaner puts a harmful gas called ozone into the air you breathe. Ozone can cause headaches, sore throats and coughs. Ozone can hurt your lungs.
The Canadian Standards Association (CSA) no longer approves ozone generators for use in homes.
Most of the ozone generators that are in homes were sold door-to-door across Canada. They were not sold in stores.
If you have an ozone generator in your home, stop using it. •
An ozone generator made for business (or commercial) use should NOT be used in your home. •
If you want to know more about the quality of air in your home, please call the Canadian Mortgage and Housing Corporation (CMHC) at 1-800-668-2642. •
You can also call The Lung Association: in Ontario call 1-800-972-2636. Everywhere else in Canada call 1-888-566-5864 •
.
For more information, contact the Product Safety Bureau, Health Canada, at:
Vancouver, British Columbia (604) 666-5003
Edmonton, Alberta(780) 495-2626
Calgary, Alberta(403) 292-4677
Saskatoon, Saskatchewan(306) 975-4502
Winnipeg, Manitoba(204) 983-5490
Hamilton, Ontario(905) 572-2845
Toronto, Ontario(416) 973-4705
Ottawa, Ontario(613) 952-1014
Montreal, Quebec(514) 283-5488
Quebec City, Quebec(418) 648-4327
Moncton, New Brunswick (506) 851-6638
Dartmouth, Nova Scotia(902) 426-8300
St. John's, Newfoundland(709) 772-4050
http://www.hc-sc.gc.ca/psb
To order more copies: by telephone (613) 954-0609, by fax (613) 941-8632, by e-mail firstname.lastname@example.org
Cat. H46-2/99-230E
ISBN 0-662-27826-7
Version française disponible. | <urn:uuid:a4bdc4f3-cc55-444b-b221-ef1587e0ce16> | CC-MAIN-2018-51 | http://www.athomenaturally.com/shop/pdf/ozone.pdf | 2018-12-10T04:48:02Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00297.warc.gz | 326,122,859 | 530 | eng_Latn | eng_Latn | 0.968406 | eng_Latn | 0.968406 | [
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Amaze & Reaching Families FACT SHEET Updated June 2016
LEISURE
This fact sheet has been written by parent carers for parent carers. Clinical information has been approved by West Sussex practitioners.
Like everyone else, disabled children and young people want to spend free time with friends doing things they enjoy. Although it may require a bit of thought and planning and quite possibly some additional support to make leisure activities work, it's well worth the effort. It will improve the whole family's quality of life.
The leisure basics
Encourage your child to harness their strengths or interests and try new things. It's hard to be sure what they'll enjoy if they haven't tried it!
Try to do some things as a family; it's easy to concentrate too much on your special child and get the balance wrong. If your child's needs make it hard to 'fit in' with ordinary family activities, joining up with other families who have children with similar needs to yours can help you feel more relaxed and confident about trying new things.
Be open to mainstream activities and 'special' ones; sometimes children and young people want to be like their non-disabled peers and distance themselves as much as possible from their differences or disabilities. At other times the same children may only feel confident alongside disabled peers.
Don't overdo it. Not every moment of your child's day has to be filled with something educational or therapeutic. Children need time and space just to be themselves and to daydream.
It's meant to be fun. It's easy to get hooked up on rules and protocols, structure and learning outcomes and these may be important, but if you ask children and young people what matters, they just want to have fun with friends.
Call ahead. If you're away from home, it's worth ringing disability organisations in the area you're visiting to find out what's going on. Contact big attractions before you visit - many offer concessions and special passes, so you avoid the queues.
Remember disabled young people really enjoy just 'hanging out' with mates at the shops, cafes, the park, the beach and clubs. You could find out about Direct Payments to help your teen organise their own support to enable them to do this. Or you could look out for local buddy schemes - see the 'Ask about' section below.
Choosing leisure activities
Ask your child what they want to do and avoid influencing their choices or encouraging them to do what adults think is best.
Ask other parents about safe places to go and fun things to do, especially when they have children with similar needs to yours.
Don't dismiss a club because parents are required to stay. Some of the best activities may be organised by other parents and volunteers who may not be able to take responsibility for supervising children going to the loo, for example. And these are often the places to meet other parents and exchange tips.
LEISURE
You are likely to have many 'what happens if' and 'how will you' questions when visiting a new leisure activity. What will you do if my child cries? How will you respond if my child has a seizure? Of course you are itching to be reassured by the answers. But if you ask all your questions at the same time, it may knock a club's confidence about including your child. So just ask the really important ones.
Sometimes it's more useful to sit and see how a session runs. Written policies are fine, but what happens in practice is more important. Upsets that go unnoticed and grown-ups who seem more interested in their own news than the children's should ring alarm bells.
Making leisure activities work
Have five or so 'helpful things about your child' to hand that you can share with the leisure provider. You can write your list with your child, encouraging them to think about what's important to them. You might also make another list of more personal or medical information that's shared only on a 'need to know' basis.
Encourage your child to think about how they would like to be introduced and whether they'd like to do this themselves.
If you observe anything that worries you, discuss it. You shouldn't necessarily be worried by difficult or challenging situations; how they are managed is what matters.
Expect it to take some time for your child to settle and others to get to know them; accept there are bound to be hiccups along the way. Making friends and learning new skills takes practice and even old friends fall out sometimes. If things don't get off to a good start or hit a bad patch, take a deep breath and stay encouraging.
If you can't find the sort of leisure activity your child would like to do, you could set up your own club. Drawing on the energy and good will of other parents or disabled young people can help make it happen. You don't need to be a charity to attract funding, but it helps to have a constitution or 'some rules', a bank account and to be clear about what you want to do and the difference it will make.
Ask about
- Amaze information on leisure: Amaze has a 'Fun things for all ages' fact sheet that lists lots of different local leisure activities for kids with additional needs and our handbooks and website give advice and info on making friends and joining in. Call 01273 772289 or visit www.amazebrighton.org.uk/resources/publications/fact-sheets
- The Compass Card: This is a free leisure discount card (administered by Amaze) for 0 to 25 year olds with significant additional needs who live or go to school in Brighton and Hove or West Sussex, or who are looked after by social services in these areas. Call Amaze on 01273 772289 (Brighton and Hove) or 0300 123 9186 (West Sussex).
- Carer's Centre: the Young Carers Project at the Carer's Centre (01273 746222 or www.thecarerscentre.org), runs activities for children who share the experience of living with a sibling or parent who is ill or disabled.
- Cherish: youth and holiday clubs and activities for young people aged 13-25 with learning disabilities in Brighton and Hove. Call 01273 295192 or 295530.
- Extratime: inclusive after school and holiday clubs for children and young people (one to one support available). Call 01273 420580 or visit www.extratimebrighton.org.uk
LEISURE
- Family Fund: (01904 621115 or www.familyfund.org.uk): you may be able to get help to pay for activities and short breaks from the Family Fund
- The Family Information Service has details of local after school activities, holiday play schemes and clubs. Visit www.familyinfobrighton.org.uk or call 01273 293545.
- Gig buddies: match adults who have a learning disability with a volunteer who has similar interests, to go to gigs and events together. Visit www.gigbuddies.org.uk
- Parent support groups: there are lots of local groups where parents and children can get together with other families of children with similar needs. Some are for any child with a disability, some are for kids with specific conditions. View a list of local groups at: www.amazebrighton.org.uk/services-and-support/parent-support-groups
- Short breaks: Children with more significant disabilities may be eligible for short breaks via the Integrated Child Development and Disability Team. If so, you may be able to choose to get this help as Direct Payments and spend it on activities that your child enjoys. You will need a social care assessment first. Call the social work team on 01273 265780 or read our companion fact sheet on 'Short breaks'.
Further information and useful links
- 'Short Breaks' and 'Fun Things for all Ages' fact sheets: Our companion fact sheets give further advice on leisure and getting a break. And our 'Direct Payments' fact sheet talks about using funding to arrange your own care. See www.amazebrighton.org.uk/resources/ publications/fact-sheets
- Disabled Go: a national website with access information for many areas of the UK. Visit www.disabledgo.com
- The English Federation of Disability Sport:(01509 227 750) has information on sports opportunities for disabled children. Visit www.efds.co.uk | <urn:uuid:34a0a590-ec98-4567-9d73-0236435af2bd> | CC-MAIN-2018-51 | https://amazesussex.org.uk/wp-content/uploads/2013/03/Leisure.pdf | 2018-12-10T04:13:26Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00299.warc.gz | 545,570,857 | 1,707 | eng_Latn | eng_Latn | 0.997408 | eng_Latn | 0.998485 | [
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Econom'O H202 CONSULTING
Collecting and treating rainwaters for the individuals who want to save and protect our planet.
For who ?
The Econom'o process is directed to individuals who want to replace the use of clean water by the use of treated rainwater.
- Cutting your clean water bill and water consumption,
- Helping to protect our planet's resources.
The Econom'o system integrates one or several backlighted 800 liters « water drop shaped » tanks and a combinated electrolyse system with UV radiation.
GOOD TO KNOW
Proven efficiency ! 99.90% of the bacterias eliminated. 50% of the phosphorus and nitrates eliminated.
Eliminates metalloids.
THE CONCEPT
Recycling rainwater
Sink
Toilets
Laundry
machine
Simple filter
Thin filter
Booster compressor
THE RULES
Article 641 – Civil code : every owner is allowed to use and provide rainwater falling on their properties under technical and regulatory conditions therefore the used waters takes place inside the buildings.
H2O2 handles all the regulatory process for the installation.
EXAMPLES OF USE
- Supplying taps and toilets, - Using laundry machines. | <urn:uuid:407dd89a-1ab1-42a0-afe7-ea1c673e8003> | CC-MAIN-2018-51 | https://h2o2-consulting.com/wp-content/uploads/2018/08/ECONOMO_ENG_FT_VF.pdf | 2018-12-10T05:01:14Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00299.warc.gz | 647,444,734 | 248 | eng_Latn | eng_Latn | 0.994125 | eng_Latn | 0.994125 | [
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Relation between land use and soil degradation in the Cointzio basin, Michoacán, México by Adriana Ramos
Studying the effects of land use on degradation
Soil degradation caused by human activities is one of the principal environmental problems of the 21st century. The Cointzio basin, in the Michoacán state of México, presents areas severely affected by land use change. The consequences are the loss of soil and nutrients, gully formations, decrease in soil fertility and productivity, plus contamination and reduced water availability.
Landscape of the Cointzio basin
Land uses in Cointzio basin: growing maize, beef and dairy farming, and newly-planted avocado orchards
Characteristics of the soils
The main physical and chemical characteristics of soils of the Cointzio basin under different land uses (pine forest, pine and oak mixed forest, and various agricultural uses managed for more than 50 years) were studied. The degree of soil degradation was assessed using key indicators such as the depth of soil available for crops (A horizon), soil colour, size and structural stability of soil aggregates, organic matter content, bulk density, resistance to penetration and pH.
Results of the assessment
First results show that soils that are not degraded have a thick surface A Horizon, with high organic matter content, a good structure based on aggregates, and low bulk density. In contrast the agricultural soils have a shallow A horizon (<30 cm) with little organic matter content and a paler yellowish colour. There is high resistance to penetration (> 2 Mpa), and formation of plough pans below 30 cm depth, that are a product of agricultural cultivation and grazing of cattle.
Andisol soils under a cover of (a) pine trees and (b) maize
Minimizing soil degradation
To reduce the effects of soil degradation, organic residues and rotation of crops may be used, plus conservation tillage with mulch to reduce the runoff, loss of soil, and loss of nutrients and to increase infiltration of water. But the most important thing is to convince farmers to reduce numbers of cattle which are the main cause of soil erosion in this area. Beef and dairy farming may be replaced by other sustainable agro-economic practices such as production of Agave for commercial uses.
For further information email: Adriana Ramos email@example.com
Ramos A.
Relation between land use and soil degradation in the Cointzio basin, Michoacan, Mexico.
In : Geeson N. (ed.) Focus on research in Chile and Mexico. Newsletter - Desire Project, 2011, (7), p. 4. | <urn:uuid:e0d72d74-17fc-4786-a650-55443b64b7dc> | CC-MAIN-2018-51 | http://horizon.documentation.ird.fr/exl-doc/pleins_textes/divers15-08/010054788.pdf | 2018-12-10T05:29:28Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00299.warc.gz | 132,248,799 | 543 | eng_Latn | eng_Latn | 0.916849 | eng_Latn | 0.981125 | [
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Einstein's Field Equation
The famous Einstein's Field Equation, above, is really 16 quite complicated equations expressed in a concise way. The 'T' and the large 'G' are called "tensors" and each is a 4 x 4 matrix of formulas. The stress energy tensor 'T' describes the distribution of mass, momentum and energy, while the Einstein curvature tensor 'G' represents the curvature of space and time.
The constant is a measure of the stiffness of space and time. It is an enormous number made up from the speed of light (300,000,000 metres per second) multiplied by itself 4 times and divided by the universal constant of gravitation 'G' which is equal to 6.67x10 -11 m 3 kg -1 s -2 . c 4 . 8 G
Because 'G' is such a small number, gravity is the weakest of all known forces. However the fourth power of the speed of light is an extraordinarily large number, and divided by 'G' it becomes one of the largest numbers used in any field of science: 4.8 x 10 42 …that's 42 zeros:
4,800,000,000,000,000,000,000,000,000,000,000,000,000,000
Newton assumed that matter and energy would have no effect on space or time. Einstein's theory shows that, while Newton's theory is not correct, it is a good approximation for "human-sized" amounts of matter and energy. However, "astronomically" large amounts of matter have easily measurable effects. The massive Sun warps space distorting the positions of stars and changes the orbits of planets.
Near black holes' space is extremely distorted as illustrated in many of our exhibits.
Einstein's Field Equation tells us that space is elastic and because it is elastic, it can sustain waves. The vast warping of space when black holes form or collide cause enormous ripples in space which travel out at the speed of light. These are the gravitational waves being sought by thousands of physicists all around the world, including those working at the research centre next door.
Those 42 zeros in the Field Equation's mean that gravity waves are the tiniest and most difficult thing anyone has ever attempted to observe, and yet the equations also tell us that those waves carry unimaginably large amounts of energy as they sweep across the Earth. | <urn:uuid:0cf019d4-0295-4d64-b1fe-aaedd8e5216c> | CC-MAIN-2018-51 | http://gravitycentre.com.au/wp-content/uploads/2014/12/Einsteins-Field-Equation.pdf | 2018-12-10T04:27:23Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00299.warc.gz | 121,164,419 | 509 | eng_Latn | eng_Latn | 0.99926 | eng_Latn | 0.99926 | [
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Inspiring Excellence in Learning to
Believe, Achieve and Succeed.
Foundation-Year 9 English Overview Term 4, 2018
Our school community is one with high expectations.
We deliver a 21
We are collaborative and inclusive of all.
st century guaranteed and viable curriculum that results in outstanding student achievement.
The English Curriculum links directly to:
HIGH IMPACT TEACHING STRATEGIES
The planning, teaching and learning of the English Curriculum links directly to the College's AIP targets:
* To grow each student's learning outcomes across all curriculum areas, with a focus on Literacy and Numeracy.
* To strengthen a positive culture for learning that empowers both students and staff.
* To increase community connectedness in supporting outstanding student achievement.
Life and
Foundation
Year 1
| Word Study | Reading | Writing |
|---|---|---|
| VCELA157 Understand sounds & words can be written, write high-frequency words VCELA158 Onset & Rime to spell words Oxford Words Little Learners Love Literacy (LLLL) Initial Sounds | Reading EL Links to Writing 0.2 Blend sounds associated with letters 0.6 Reading with fluency and intonation 0.8 Read unknown words, combining structure, visual and meaning cues | Informative Texts Procedural – Instructions (Week 1 – Week 6) Transactional – Invitations (Week 7 – Week 11) VCELA155 Understand language in texts is unlike spoken language (Planning & Drafting) VCELY162 Sounds represented by Upper-and Lower-Case Letters (Draft) VCELY160 Create short texts (Drafting) VCELA158 Use onset and rime to spell words (Drafting) VCELA156 Understand the use of punctuation & capital letters (Editing) VCELY161 Shared editing of students’ own texts (Editing) VCELY162 Understand sounds in English are represented by upper and lower- case letters (Publishing) VCELY163 Publish using a range of software (Publishing) |
| VCELA191 Recognise & know how to use morphemes in word families Oxford Words | Reading EL Links to Writing 1.4 Find key information in a text 1.1 Learn high-frequency sight words 1.6 Read unknown words at Level I | Informative Texts Procedural - Recipes (Weeks 1 – 6) Transactional – Letters (Weeks 7 – Week 11) VCELY194 Create short imaginative texts (Drafting) VCELY196 Formation patterns to represent sounds and write words (Drafting) VCELY195 Reread student’s own texts and discuss possible changes to improve meaning (Editing) VCELY197 Publish using a range of software (Publishing |
Year 2
VCELA238Manipulate complex sounds in spoken words
VCELA239 Identify Standard Australian English phonemes
VCELA227 High Frequency Words (Oxford Words)
Spelling Standards as per NAPLAN Assessment Guide
Single-syllable words with
Reading EL Links to Writing
2.1Read aloud with fluency & expression at Level M
2.9Add suffixes to words
2.4Monitor own reading by self-correcting
Minimum Standards for Reading
Informative Texts
Procedural – Science Procedures (Week 1 – Week 6)
Transactional – Interviews, Surveys and Questionnaires (Week 7 – Week 11)
VCELY230
Understand text Structure & Language Features (Planning & Drafting)
VCELY231Understand Punctuation, Sentence Boundary, Text Structure &
- two two-consonant blends and/or digraphs
* Find directly stated information
Year 3
Year 4
Year 5
Year 6
Year 7
VCELA234 Understand spoken, visual and written forms of language
VCELA235Understand variation of Language
VCELA237Understand & experiment with use of vocabulary
VCELA238Manipulate complex sounds in spoken words
VCELA239 Identify Standard Australian English phonemes
spelling (Revising & Editing)
(crack, speech, broom, drift)
| South Australian Spelling Test (Common Spelling Patterns)/Oxford Words VCELA263 Letter sound relationships/Less common letter word combinations to spell words | Reading EL Links to Writing 3.3 Discuss relevant prior knowledge & make connections 3.1 Build familiarity with structural stages & language features 3.5 identify important ideas, events or details 3.7 Read variety of texts & combine knowledge to solve unknown words | Informative Texts Information Report (Week 1 – Week 6) Recount – Personal Reflection (Week 7 – Week 11) VCELA262 Verbs represent different purposes (Planning & Drafting) VCELA261 Understand that clause contains subject and a verb (Planning & Drafting) VCELY266 Plan draft and publish by selecting print and multimodal elements (Revising) VCELY267 Meaning, Structure, Grammar & Punctuation (Editing – Subject-Verb Agreement, Verbs & Tenses, Contractions & Apostrophes) VCELY268 Handwriting (Publishing) VCELY269 Publish using a range of software (Publishing) |
|---|---|---|
| VCELA294 – Phonic Generalisations to identify & write words with complex letter combinations South Australian Spelling Test (Common Spelling Patterns) Spelling Standards as per NAPLAN Assessment Guide • uncommon vowel patterns (drought, hygiene) • difficult subject-specific content words (disease, habitat, predator) • difficult homophones (practice/practise, board/bored) • suffixes where base word changes (prefer/preferred, relate/ relation) • consonant alternation patterns (confident/confidence) • many three- and four-syllable words (invisible, organise, community) • multi-syllabic words ending in tion, sion, ture, ible/able, ent/ant, ful, el/al, elly/ally, gle (supervision, furniture, powerful, sentinel, brutally and rectangle | Misconceptions based on 2017 Year 3 NAPLAN Data • Identifies the purpose of an apostrophe in a very simple narrative Y3 2017 Q5 • Interprets directly stated information in a simple persuasive text Y3 2017 Q7 • Identifies the main idea of a simple persuasive text Y3 2017 Q12 • Interprets the meaning of vocabulary in a poem Y3 2017 Q14 • Interprets the meaning of a description in a poem Y3 2017 Q16 • Analyses the tone of the first paragraph in an advertisement Y3 2017 Q23 • Analyses information across the text in an advertisement Y3 2017 Q24 • Locates directly stated information in an advertisement Y3 2017 Q26 • Identifies the genre of an information report Y3 2017 Q27 • Links directly stated information across sentences in an information report Y3 2017 Q31 • Interprets the meaning of a phrase in an information report 2017 Y5 Q32 Reading EL Links to Writing 4.3 Build schema by making connections 4.4 Identify structures & features in imaginative, informative & persuasive texts | Informative Texts Information Report (Week 1 – Week 6) Recount – Personal Reflection (Week 7 – Week 11) VCELA292 Understand sentences can be enriched through nouns & verbs (Planning) VCELT298 Create literary texts, exploring students’ experience (Planning & Drafting) VCELY299 Plan, draft and write imaginative, informative and persuasive texts (Planning & Drafting) VCELY300 Reread and edit for meaning (Revising & Editing) VCELY301 Handwriting (Publishing) VCELY302 Publish using a range of software (Publishing) |
| VCELA312 – Understand syllabification, spelling patterns, word origins, base words, prefixes & suffixes South Australian Spelling Test (Common Spelling Patterns) | Reading EL Links to Writing 5.7 Identify text structures & language features in information reports 5.8 Use research skills to gather & organize information | Informative Texts Explanation Text (Week 1 – Week 6) Recount – Biographical Recount (Week 7 – Week 11) VCELA325 Understand the use of vocabulary (Planning & Drafting VCELY329 Plan, draft & publish imaginative, informative and persuasive texts VCELY330 Reread and edit own and others’ work (Revising & Editing) VCELY331 Develop a handwriting style (Publishing) VCELY332 Publish using a range of software (Publishing) |
| VCELA353 Understand use of phonic knowledge VCELA354 Understand use of banks of known words, prefixes, suffixes South Australian Spelling Test (Common Spelling Patterns) Spelling Standards as per NAPLAN Assessment Guide • uneven stress patterns in multi-syllabic words (chocolate, mineral) • uncommon vowel patterns (drought, hygiene) • difficult subject-specific content words (disease, habitat, predator) • difficult homophones (practice/practise, board/bored) • suffixes where base word changes (prefer/preferred, relate/ relation) • consonant alternation patterns (confident/confidence) • many three- and four-syllable words (invisible, organise, community) • multi-syllabic words ending in tion, sion, ture, ible/able, ent/ant, ful, el/al, elly/ally, gle (supervision, furniture, powerful, sentinel, brutally and rectangle) | Misconceptions based on 2017 Year 5 NAPLAN Data • Interprets the meaning of vocabulary in a poem Y5 2017 Q7 • Interprets directly stated information in a narrative Y5 2017 Q13 • Identifies the reason for a character’s action in a narrative Y5 2017 Q14 • Identifies the change in a character’s perspective in a narrative Y5 2017 Q16 • Identifies the genre of an information report Y5 2017 Q20 • Identifies the main purpose of a sentence in a persuasive article Y5 2017 Q26 • Interprets the meaning of a complex language in a persuasive article Y5 2017 Q28 • Locates directly stated information embedded in a paragraph in a persuasive article Y5 2017 Q30 Reading EL Links to Writing 6.6 Subject & technical vocabulary 6.1 Representing events, concepts & information through graphic organisers 6.5 Find & summarise the main ideas of a text 6.8 Ask & answer questions | Informative Texts Explanation Text (Week 1 – Week 6) Recount – Biographical Recount (Week 7 – Week 11) VCELA350 Investigate complex sentence VCELA358 Plan, draft and publish texts (Planning & Drafting) VCELY359 Reread and edit (Editing) VCELY360 Handwriting (Publishing) VCELY361 Publish using a range of software (Publishing) |
| VCELA384 – Spelling rules and word origins | Reading EL Links to Writing 7.2 Identify & use formal descriptive & classification vocabulary 7.1 Finding evidence to support ideas from the text 7.6 Identify audience and purpose in a text 7.8 Identify point of view and arguments through the use of cause and effect 7.9 Use comprehension strategies | Informative Texts Transactional – Digital Texts (Week 1 – Week6) Recount - Autobiography (Week 7 – Week 11) VCELA380 Understand coherence of complex texts (Drafting) VCELA381 Understand the use of punctuation (Drafting & Editing) VCELA382 Recognise & understand subordinate clauses embedded (Planning & Drafting) VCELT385 Experiment with text structures & language features (Planning & Drafting) VCELY387 Plan, draft & publish imaginative, informative & persuasive texts VCELY388 Edit for meaning (Editing) VCELY389 Consolidate a personal handwriting style (Publishing) |
VCELY232Write words and sentences legibly (Publishing)
Year 8
Year 9
| | | VCELY390 Publish using a range of software (Publishing) |
|---|---|---|
| VCELA417 – Spell accurately and learn new words using nominalisation Spelling Standards as per NAPLAN Assessment Guide • uneven stress patterns in multi-syllabic words (chocolate, mineral) • uncommon vowel patterns (drought, hygiene) • difficult subject-specific content words (disease, habitat, predator) • difficult homophones (practice/practise, board/bored) • suffixes where base word changes (prefer/preferred, relate/ relation) • consonant alternation patterns (confident/confidence) • many three- and four-syllable words (invisible, organise, community) • multi-syllabic words ending in tion, sion, ture, ible/able, ent/ant, ful, el/al, elly/ally, gle (supervision, furniture, powerful, sentinel, brutally and rectangle) unusual consonant patterns (guarantee) • longer words with unstressed syllables (responsibility) • suffixes to words ending in e, c or l (physically, changeable, plasticity) • foreign words (lieutenant, nonchalant) | Hunger Games Misconceptions based on 2017 Year 7 NAPLAN Data • Interprets directly stated information in a multi text. Evidence 2017 Reading Q9. • Interprets the meaning of idiomatic language in multi text. 2017 Reading Q7. • Identifies a change in a character’s perspective in a narrative. 2017 Reading Q15. • Interpret the effect of text layout in a persuasive text. 2017 Reading 22. • Identifies the purpose of italics in a persuasive article. 2017 Reading Q • Interpret the meaning of complex language in a persuasive article. 2017 Reading Q25. Identified the central theme of a detailed first-person narrative. 2017 Reading Q30. Reading EL Links to Writing 8.8 Identify the meaning of a wide range of words 8.3 Analyse & examine author’s control of language used in texts 8.6 Apply knowledge of vocabulary, text structures & language features 8.9 Use comprehension strategies to interpret & evaluate texts | Informative Texts Transactional – Digital Texts (Week 1 – Week 6) Recount - Autobiography (Week 7 – Week 11) VCElY420 Creating Texts (Planning & Drafting) VCELY421 Text Structures (Planning & Revising VCELA419 Create literary texts (Planning & Drafting) VCELY422 Publish using a range of software (Publishing) |
| VCELA434 – Use of spelling in texts | Reading EL Links to Writing 9.1 Experiment with ways to present personal viewpoints 9.6 Analyse & evaluate the author’s craft 9.4 Question & make judgements about a text 9.9 Predict meanings of unfamiliar words | Informative Texts Information Report – Global Issues (Week 1 – Week 6) Transactional – Newspaper Reports & Interviews (Week 7 – Week 11) VCELT449 Creating Texts (Planning & Drafting) VCELA446 Understand the use of abstract nouns to summarise (Planning & Drafting) VCELT450 Review & edit student’s own and others’ texts (Revising & Editing) VCELY451 Publish using a range of software (Publishing) |
Last Updated: 23 August 2018
The English Curriculum links directly to:
* High Impact Teaching Strategies (http://www.education.vic.gov.au/Documents/school/teachers/support/highimpactteachstrat.pdf)
* The English Overview links to the minimum standards in Reading and Writing.
Links to the minimum standards (NAPLAN)
Reading: https://www.nap.edu.au/naplan/reading/minimum-standards
Writing: https://www.nap.edu.au/naplan/writing/minimum-standards
* Duke and Pearson Comprehension Strategies
Setting a purpose for Reading, Predicting using prior knowledge, Questioning, Summarising and Retelling, Visualising / Forming Visual Representations, Inferring, Monitoring, Clarifying and Fixing-Up, Using a variety of text structures and features and Think-Aloud (Metacognition).
* 21 st Century Learning Ways of Thinking:
Creativity and innovation,Critical thinking, Problem Solving and Decision Making, Learning to Learn
Ways of Living in the World:
Ways of Working: Communication and Collaboration
Local and Global Citizenship, Personal and Social Responsibility,Life and Career
Tools for Working: Information Literacy, Information and Communication Technology (ICT) Literacy
Literacy Toolkit http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/default.aspx
* | <urn:uuid:5f7f2403-7cfe-424a-b0f7-1e2a99089506> | CC-MAIN-2018-51 | https://truganinap9.vic.edu.au/wp-content/uploads/sites/21/2018/09/2018-T4-F-9-English-Overview.pdf | 2018-12-10T04:01:24Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00299.warc.gz | 797,964,088 | 3,610 | eng_Latn | eng_Latn | 0.904978 | eng_Latn | 0.951122 | [
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Close Writing Book Study Guide Chapter 1 Learning to Look
* How closely do your students read their writing? What are the implications you have observed for those who do and for those who don’t.
* How closely do you read your writing? Can you think of a time when you needed to?
* What concerns do you have for your students’ writing? Are they shared concerns?
Chapter 2
The Key to Close Writing: Close Reading
* What does close reading mean to you? What does it look like for your students?
* Who are some of the giants on whose shoulders you stand? What theories have influenced your teaching?
* How could you help your writers take on an authorial reading stance?
* What are some ways that you could teach for transfer in your own classroom?
Chapter 3 Close Listening: Developing Our Writer's Ear
- When do your students read their writing? While drafting? Revising? Conferring? When they are “done”?
- What do you notice about the way they read their writing?
- How might developing a writer’s ear, or writer reading benefit your students?
- What authors have your students heard reading aloud their work? What authors would they like to hear? What would they notice? How might it help them?
- How might oral rehearsal help your students to organize and draft?
Chapter 4
Close Looking: Learning from Mentor Texts
- What is your process for selecting mentor texts?
- How do you approach the teaching of the desired techniques, ideas, or structures?
- How do you know whether students have learned what you taught?
- Would you consider your approach more teacher directed or student directed?
-
What is something you would like to try after reading this chapter?
Chapter 5
Close Modeling: Learning from Mentor Authors
* What mentor authors have your students had opportunities to learn from?
* How could you bring authors to your community, school, or classroom?
* How do you present your writing identity to your students? Do you consider yourself a writer? Do you feel comfortable sharing your writing with others?
* What is something you might try after reading this chapter?
Close Writing Book Study Guide Chapter 6 Increasing Volume and Stamina
* What are your expectations regarding volume of writing in your classroom? How have you shared that with your students?
* What does writing stamina look like to you? What does it look like to your students?
* What factors have you noticed with your students that might be inhibiting their writing volume or stamina? How have you, or can you and your students, address them?
* Can you recognize the type of mindset your students have toward learning? How have you seen it affect their writing?
* What is something you might try after reading this chapter?
Chapter 7 Rereading and Reflecting
* How self-regulated is your students’ practice of closely reading or rereading their writing?
* How often do your students reflect on a piece of their writing, a collection of writing, or their writing identity?
* Are there any CWPs that you or your students notice that are prevalent in their drafts?
* What questions would you pose to your students to encourage reflection on their writing identities?
* What is something you might try after reading this chapter?
Chapter 8 Revising: Revisiting and Revisioning
* How do your students perceive and approach revision? What does it mean to them?
* How do you teach and support revision into your writing workshop?
* Who decides what revisions will be made and when the piece of writing is ‘done’?
* What are some things you might try after reading this chapter?
Close Writing Book Study Guide Chapter 9 Eyes and Ears of an Editor
* How do your students perceive and approach editing? What does it mean to them (purpose)?
* How do you teach and encourage your students to edit?
* What are some of the challenges and successes you have experienced when teaching your students about editing?
* What are some things you might try after reading this chapter?
Chapter 10 Assessment and Feedback for Close Writing
* How do you assess student writing? How does it promote close writing strategies and thinking?
* How do you convey intended learning to your students? Do you use learning targets?
* How do your students know whether they are successful with their writing?
* How does your school or district develop and/or assess common expectations for writing throughout the K–6 span?
* What are some things you might try after reading this chapter?
Close Writing Book Study Guide Chapter 11 Publishing and Performing: The Process and the Product
* How do you decide when and how your students will publish or present their writing? What role do students have in that decision?
* What are some of the ways you publish? What are some ways you and your students would like to try?
* How does publishing or presenting writing improve your students' writing?
* Think about a recent writing project that you published in your classroom. What look-fors would you post to showcase the learning? What look-fors would your students come up with?
* What is something you are thinking about or might try after reading this chapter? | <urn:uuid:86cb06bb-38ca-489b-8191-709fbe2c8906> | CC-MAIN-2018-51 | http://s3.amazonaws.com/cdn.stenhouse.com/pdfs/Close%20Writing%20Study%20Guide.pdf | 2018-12-10T05:04:01Z | crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00301.warc.gz | 257,829,446 | 1,038 | eng_Latn | eng_Latn | 0.998942 | eng_Latn | 0.999094 | [
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Bob McMullen Trail
1 What land use pattern can you detect at this location? The area now occupied by the apartments and townhouses was an industrial site since the early 19th century. It was first [1805 – 1832] part of John Erb's farm property. The first building erected near this spot was a tannery, operated by Isaac Salyerds. In 1866 Henry Bernhardt purchased the lot for $400 and eventually this became the site of the Bernhardt Rock Brewery. During the Prohibition Era, 9% beer was produced for sale in the USA. Rumour suggests that a remnant of the original spring still flows through the bedrock. Dumped fill hides the original cliff face.
Now for some natural history. What physical feature do you see across the river? You see dolomitic limestone cliffs that were formed about 450 million years ago. These outcrops are the result of reefs created when this entire area was part of the Michigan Basin, a tropical sea. These Silurian marine rocks contain an abundance of marine invertebrate fossils. Some of these ancient colonial organisms built the reefs which you are now looking at. 2
Early settlers required fording places over the rivers for their horses and wagons. Ellis Little (1988) states that Nathaniel Dodge built a log cabin in the 1790s on the hill near the present location of Cruickston Park. Settlers followed a small creek down to the Grand and then crossed over the Dodge's property. Bridge building caused this ford to be abandoned by 1820. Little locates the ford "just past the Sewage Plant on Lowther St. at Linear Park." 3
Around 1839 Jacob Hespeler dug a "hydraulic canal", a pond and a "tail race." Mrs. Erb's refusal to grant certain water taking rights ended his plans to build a grist mill on the Grand. You will walk along the canal wall today all the way to the confluence of the rivers. Hespeler's next step was to buy land and build on King St. In 1845 he bought land with water privileges from Abraham Clemens and moved again. Guess where? 4
Welcome to the confluence of the Speed and Grand Rivers. An 1845 map places Joseph Bechtels buildings near this location. Otto Klotz claims that Preston merchants built a bridge across the Grand River. 5
Look for the poles supporting wires across the river. Now, look around and find the earthen "berm". In 1858 a bridge for the Preston-Berlin Railway carried the tracks across the Speed River. Two years later, ice damaged the bridge and the company folded. 6
In 1863, two Americans, Abbey and Risley, leased land from Joseph Erb and set up a hop yard. John D. Moore eventually owned some of the fields. By 1900 the hop fields included almost all of the land bordered by the river, Argyle St. and Hamilton St. Several hundred First Nations People from Brantford were employed each August to pick the hops. 7
Heise's sawmill was located near Queenston Rd. in this block. It was later moved closer to the hop fields. 8
As you approach the end of the trail, look across the river. In 1807 John Erb built Preston's first grist mill beside a sawmill built the previous year. The site of this grist mill, now called Dover Mills, is the oldest continuously operating industrial site in the Region of Waterloo. A hamlet known as Cambridge Mills grew up around the mill and was the first urban settlement in the region. 9 | <urn:uuid:ecaf8647-fc98-4e5d-8eb9-55657bc2119b> | CC-MAIN-2016-36 | http://www.cambridge.ca/relatedDocs/Bob%20McMullen%20Linear%20Trail%20Brochure.pdf | 2016-08-31T16:01:03Z | crawl-data/CC-MAIN-2016-36/segments/1471982295966.49/warc/CC-MAIN-20160823195815-00175-ip-10-153-172-175.ec2.internal.warc.gz | 349,986,024 | 820 | eng_Latn | eng_Latn | 0.997058 | eng_Latn | 0.997058 | [
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Read these stories about young people and animals.
Jarek buys a dog
The characters
* Jarek,15
* Fil, 18
* Jarek's cousin, 20
* Kasia, 18
* RSPCA inspector
* Kasia's baby
* Rasta the dog, 4
The story
1. Kasia and Fil are sitting in a play area, surrounded by blocks of flats, with their baby in a buggy. Fil is throwing a ball for their dog, Rasta.
"I'm telling you now, that dog has got to go," says Kasia, looking cross. "Now the baby's here, there's no room for us all in the flat. Plus, it's too big to be around a newborn baby. You shouldn't have took it on in the first place. Get rid of it!"
"Okay, okay. I guess I'll have to find someone to give him to," says Fil, looking fed up.
2. Then Jarek turns up and comes over. Rasta goes up to Fil, panting and drops the ball at his feet. He looks like a nice friendly, healthy dog.
"Hi Fil, hi Kasia. What you up to?" he says
"Fil's just working out who he's gonna give Rasta to," says Kasia
"Who's Rasta?" asks Jarek.
"He's my dog," says Fil. "I got given him by that Frankie bloke down the pub a few weeks ago. Kasia says he's got to go now the baby's here."
3. 10 minutes later, Jarek and Rasta are playing with the ball. Kasia and Fil are watching from the bench.
"Are you thinking what I'm thinking?" says Kasia.
"Hey, Jarek – get over here!" shouts Fil.
4. Jarek and Rasta come over.
"He loves you Jarek!" says Kasia. "Tell you what, you should have him. He really likes you – look at him."
Jarek pats Rasta's head and Rasta holds up a paw.
"You can have him for 20 quid - that's including his collar and lead," says Fil. "He doesn't need much else. He just eats our leftovers. Looking after a dog's easy – you just take him for a walk."
"You mean it? I can have him?" says Jarek, happily. "I've always wanted a dog but I was never allowed!"
5. Jarek goes off towards the flats with Rasta on the lead, carrying the ball. He's really happy, but Rasta looks back and pulls his lead tight, as if he wants to get back to Fil and Kasia.
"Come on Rasta – I'm gonna take you to meet my cousin," says Jarek.
"You'll love it at our place."
6. The next week, Jarek's cousin is sitting on a chair in his small flat, eating a burger. Jarek is on a chewed up sofa, which is also used as his bed. There's hardly any other furniture, and no dog bowl, bed or toys. Rasta is on the sofa too, eating chips from a takeaway carton. There are more fast food cartons on the floor.
"I'm well itchy, and I've got these horrible red marks on my ankles," says Jarek, scratching.
"I bet that dog's got fleas," says his cousin. "What you doing getting a dog anyway? You don't even know how to look after 'em."
7. After a month, the flat is even messier, and there's dog mess on the floor. Rasta is sitting on the sofa scratching, looking very uncomfortable. He's got a few bald patches with raw skin underneath. He looks thinner now, and his coat isn't as shiny.
"Are you gonna get rid of those fleas or what? State of him…" says Jarek's cousin.
"Nah, he'll be alright. Fil says all dogs have fleas anyways," shrugs Jarek.
8. In the flat a few months later, Rasta's curled up on the floor, with lots of raw, bleeding bald patches. He looks very sad, scratching his sore patches and wincing. An RSPCA inspector has knocked at the door, and Jarek and his cousin have answered it. Jarek looks sad and ashamed.
"We've had a call about your dog, sir," says the inspector. "Do you mind if I come in and take a look at him?"
"You should never have took that dog off Fil," says Jarek's cousin. "You just didn't think, did you Jarek?"
Jon tries to score
The characters
* Jon, 13
James, 13
* Adi, 13
*
* Alex, 13
* Jules, 12
* Yasmine, 13
* Cat
* Cat owner, 40
The story
1. After school there's an important football match. In the last minute, the school is 1-0 down, when Jon gets the ball and lines it up for a goal.
"Come on Jon – get this goal and we can still win!"
shouts Jon's mate, James.
2. The goal goes wide and Jon drops his head in his hands. The crowd shouts, "Booo!" and some of the girls supporting the other team are laughing at him. He can't believe he missed it.
3. The ref blows the whistle and the other side's won.
"You idiot! We lost the game because of you!" sneers Adi to Jon.
"Loser! You can't do anything – you can't even kick a ball," adds Alex.
"Get lost! I CAN kick a ball!" yells Jon.
4. On the way home, Adi, Alex, Yasmine and Jules are on one side of the road, and John and James are on the other. On Adi and Alex's side of the road there are a couple of parked cars with a gap between them and a house behind them. There is a cat on Jon's side.
"Look – there's that lad who lost us the game," says Yasmine. "He can't even kick a ball straight."
"What a loser!" says Jules, laughing.
"Bet they're laughing at me," thinks Jon.
5. Suddenly Jon gets ready to kick the cat.
"Hey you lot!" he shouts over at everyone. "Think I can't kick?
Watch this – bet I can kick this cat between those two cars!"
"Go on then, I'll film it," says James, laughing, and holding up his mobile.
"Stop it!" shouts Yasmine.
6. The cat lands between the cars near Alex and Adi. The boys kneel next to it, and Yasmine rushes over.
"How is it?" she asks.
"It's hurt!" says Adi.
"Who cares if you can kick a ball or not? You're a lunatic!" says Jules to Jon. "I'm phoning the police!"
7. The owner comes out of her house. She starts to cry. The police arrive, and while a policeman interviews Jon, a policewoman talks to the other young people and takes notes.
Tyrone gets it wrong
The characters
* Tyrone, 14
* Hedgehog
* Dexter, 15
The story
1. Tyrone and Dexter are having a great time on the dodgems at the fair.
"Take that, Tyrone!" says Dexter, bumping him with the dodgem car. "Dexter's so cool," thinks Tyrone. "I can't believe he wants to hang out with me."
2. After they've left the fair, Dexter and Tyrone are walking down the street in the dark, drinking vodka. Tyrone's finished his, and throws his bottle away.
"How much of that vodka you got left?" he says to Dexter. "I've drunk all mine and I'm well p****d."
3. Tyrone spots something under the streetlight, where his bottle landed.
"What's that under the light?" he says, and they move closer to have a look. "Hang on, it's moving," says Dexter.
4. They see a hedgehog rolled up into a ball next to the broken bottle.
"It's a hedgehog!" says Tyrone excitedly. "Look – it's made itself into a ball." "So what?" shrugs Dexter. "I'm going…" Dexter heads off to the other side of the street.
5. Tyrone gets ready to kick the hedgehog.
"I know what will impress Dexter," he thinks. "He'll think I'm really hard…"
6. Tyrone kicks the hedgehog across the street, so it hits the wall beside Dexter.
"Goal!" he shouts.
7. The hedgehog has been killed, and Dexter looks really shocked.
"You killed it!" he shouts.
"So what?" says Tyrone, laughing. "It's only a hedgehog."
8. Dexter turns on Tyrone and pushes him away.
"What you done that for, you psycho?" he says, angrily. "I thought you'd think it was cool…" stammers Tyrone.
9. Dexter starts to walk away, leaving Tyrone behind.
"What gave you that idea?" he says, over his shoulder. "I'd never do anything like that. It never did owt to you. You're a right psycho."
10. Next morning, Tyrone wakes up feeling rough.
"I can't believe what I did last night, just to try and impress Dexter," he groans. "Now he thinks I'm a psycho…"
Jocelyn's problem
The characters
* Rachel, 15
* Jocelyn, 15
* Frankie, 19
* Tegan, 15
* Frogs
* Leroy, 17
The story
1. Leroy and Frankie are having a few cans beside a pond.
"Come on Frankie, phone your Rachel up and get her down here with that fit mate of hers, Jocelyn," says Leroy. We can give 'em a few beers and have a good time."
"Go on then," says Frankie, pulling out his phone. "I'll give her a ring."
2. Three girls turn up. Rachel goes over to Frankie, and Jocelyn and the other girl come over to Leroy.
"Hiya Leroy," says Jocelyn.
"Nice one," thinks Leroy. "She's brought Tegan as well – she's well fit."
3. They all sit down and start drinking cans. Suddenly there's a splashing sound from the pond, and Rachel looks round.
"What was that?" says Rachel.
"It was one of them frogs jumping in," says Jocelyn.
"Ugh – I totally hate frogs," shudders Tegan. "They're dead slimy.
Makes my skin crawl, just knowing they're there. Let's go!"
"I'll sort them out for you babe," says Leroy. "My brother did this cool thing with one once. Hey Frankie, watch this…"
4. Leroy catches a frog and sticks a straw into it. Then he begins to blow up the frog, while the others watch.
"That's so funny!" laughs Tegan. "That'll sort them out."
"Gimme that straw, Rachel," says Frankie. "I'm well up for a go."
5. Frankie catches a frog and does the same thing. Everyone is watching with interest, but Jocelyn looks a bit sick.
6. Frankie tries to give Rachel a frog and a straw.
"You do one, Rachel," he says. "Let's see you blow it up."
"Nah, I don't think so," says Rachel, backing away.
"This is horrible," thinks Jocelyn.
"I'll catch you one, Tegan, so you can have a go," says Leroy.
"No way – I'm not going near it," says Tegan. "I hate them.
Rachel – I wanna see you do it. You're not soft are you?"
7. Frankie makes Rachel take the frog he's caught.
"Go on babe, do it for me," he says.
"Chicken!" jeers Leroy.
"I don't really wanna do this, but they'll all think I'm soft…" thinks Rachel.
"This is awful," thinks Jocelyn. "Is she gonna do it? I should say something…"
8. Finally, Rachel starts to blow into the straw, while Frankie films the whole thing on his phone, and Leroy and Tegan laugh. Jocelyn has gone very quiet and looks ill.
"Absolutely classic," says Frankie, holding up his phone.
"Nice one," says Leroy. "You've nearly finished it off – keep going."
"Cool – you're not so soft after all," says Tegan.
"If I keep quiet, maybe they won't make me do it…" thinks Jocelyn.
Mark loses it
The characters
* Mark, 16
* Bobbie the puppy, nine months
* Mark's dad
The story
1. Mark's dad is putting up a shelf in the kitchen. Bobbie is running around excitedly.
2. Mark comes in and takes off his new trainers.
"That dog's driving me mad," says Mark's dad. "He's ready for a walk, but I've got to get these shelves up before your mum gets home."
3. Mark looks really fed up. His dad keeps working on the shelf.
"How's your day been?" he asks.
"Rubbish," says Mark. "Claire dumped me. I think she's seeing that Sam."
4. While the two are talking, Bobbie is getting very interested in Mark's new trainers. He starts to nibble them.
"Just help me with this last shelf, and then we'll have a chat about it," says Mark's dad. "It takes two people to finish it off."
"Fine, whatever," mumbles Mark.
5. Bobbie starts to really chew at the trainers now.
6. Suddenly Mark notices what Bobbie is doing.
"My new trainers!" he shouts. "Get off them, you stupid mutt!"
7. He dashes over to Bobbie and starts kicking him really hard in the head, over and over.
"Mark!" shouts his dad. "Stop! Stop it now!"
8. Mark and his dad both look shocked, as they look down at Bobby, who isn't moving.
"Mark, what have you done?" gasps Mark's dad.
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Recovery
let's talk about
Emotional Changes After Stroke
Right after a stroke, a survivor may respond one way, yet weeks later respond differently. Some survivors may react with sadness; others may be cheerful. These emotional reactions may occur because of biological or psychological causes due to stroke. These changes may vary with time and can interfere with rehabilitation.
How does stroke cause emotional changes?
Emotions may be hard to control, especially right after a stroke. Some changes are a result of the actual injury and chemical changes to the brain caused by the stroke.
Others are a normal reaction to the challenges, fears and frustrations that one may feel trying to deal with the effects of the stroke. Often, talking about the effects of the stroke and acknowledging these feelings helps stroke survivors deal with these emotions.
What are some common emotional changes after stroke?
Pseudobulbar Affect, also called "emotional lability," "reflex crying" or "labile mood," can cause:
* Rapid mood changes — a person may "spill over into tears" for no obvious reason and then quickly stop crying or start laughing.
* Crying or laughing that doesn't match a person's mood.
* Crying or laughing at unusual times or that lasts longer than seems appropriate.
Post-stroke depression is characterized by:
* Feelings of sadness
* Hopelessness or helplessness
* Irritability
* Changes in eating, sleeping and thinking
Treatment for post-stroke depression may be needed. If not treated, depression can be an obstacle to a survivor's recovery. Don't hesitate to take antidepressant medications prescribed by your doctor.
Other common emotional reactions include:
* Frustration
* Anxiety
* Anger
* Apathy or not caring what happens
* Lack of motivation
* Depression or sadness
Recovery
How can I cope with my changing emotions?
* Tell yourself that your feelings aren't "good" or "bad." Let yourself cope without feeling guilty about your emotions.
* Find people who understand what you're feeling. Ask about a support group.
* Get enough exercise and do enjoyable activities.
* Give yourself credit for the progress you've made. Celebrate the large and small gains.
* Learn to "talk" to yourself in a positive way. Allow yourself to make mistakes.
* Ask your doctor for help. Ask for a referral to a mental health specialist for psychological counseling and/or medication if needed.
* Stroke may cause you to tire more easily. Rest when you feel fatigued. Make sure you get enough sleep. Sometimes lack of sleep can cause emotional changes and cause you not to cope as well.
Connecting with friends or joining a stroke support group may help you cope with your changing emotions.
HOW CAN I LEARN MORE?
Call 1-888-4-STROKE (1-888-4787653) to learn more about stroke or find local support groups, or visit.
StrokeAssociation.org
Sign up to get
Stroke Connection magazine, a free magazine for
stroke survivors and caregivers at
Do you have questions for the doctor or nurse?
Take a few minutes to write your questions for the next time you see your healthcare provider. For example:
strokeconnection.org. Connect with others sharing similar journeys with stroke by joining our Support Network at strokeassociation.org/ supportnetwork.
What can my family do to help me when I am emotional?
Will these emotional changes improve over time?
We have many other fact sheets to help you make healthier choices to reduce your risk, manage disease or care for a loved one. Visit strokeassociation.org/letstalkaboutstroke to learn more.
©2015, American Heart Association | <urn:uuid:b2bb523d-acf7-4ea2-9f41-aefba078ac6b> | CC-MAIN-2016-36 | http://www.strokeassociation.org/idc/groups/stroke-public/@wcm/@hcm/documents/downloadable/ucm_309718.pdf | 2016-08-31T16:03:13Z | crawl-data/CC-MAIN-2016-36/segments/1471982295966.49/warc/CC-MAIN-20160823195815-00184-ip-10-153-172-175.ec2.internal.warc.gz | 706,885,573 | 785 | eng_Latn | eng_Latn | 0.996632 | eng_Latn | 0.998149 | [
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Largest ever survey into children's use of online games and social networks launched by 'The i in online' campaign
Over 28,000 school children from 121 schools, in countries including the UK, Canada, Ireland and the US, will tomorrow take part in an online workshop and survey to markcoincide with Data Protection Day.
The workshop and survey have been organised by City law firm Speechly Bircham, whose charity 'The i in online' campaign, launched in January 200910, aims to educate children, teenagers, their parents and teachers on the practical issues associated with the management of personal data online.
The online workshop will teach 28,000 children, aged 8 to 18[INSERT] how to protect their personal information online, particularly in games and on social networking sites, via an interactive microsite [INSERT LINK].
The survey will ask the children about their attitudes to privacy settings and online safetybrowsing habits, and also ask them to choose visual icons they believe best represent how much personal information they divulge online and the value of data protection. These icons, which have been created by children working with 'The i in online', will be refined and used to create a 'highway code' for the internet privacy, which it is hoped will be adopted by websites to help inform users.
Last year, a similar survey of 4,000 children by 'The i in online', revealed that 60% of UK children had not read the privacy policies of websites, with many finding visual icons easier to understand than wordy terms.
Founder of 'The i in online', Speechly Bircham Partner Robert Bond, comments: "We believe that education, not prohibition, is the best way to keep children safe online. Through our workshops we can teach children their rights and responsibilities – after all many do not even know they have data protection rights.
"The information gleaned from the survey will provide one of the clearest pictures so far of how school children view online privacy and interact with social networking sites. This will help us to develop more techniques for educating children, their parents and teachers on how data needs to be managed."
Some of the icons that the children will be asked to choose from appear below:
Notes to editors
The i in online www.theiinonline.org: Established in 2009/2010 by Speechly Bircham, to educate children, teenagers, their teachers and parents, on the practical and legal issues associated with the management and mismanagement of personal data online and in particular on social networking sites.
The initiative provides primary, secondary schools and youth clubs across the UK with free bespoke interactive training sections to highlight the legal and regulatory aspects of online data management and advise how best to manage online privacy.
The i in online campaign has brought together a consortium of in-house counsel including: The Walt Disney Company, UK; Turner Broadcasting; BBC; Sky; Channel 4 and Nickelodeon, as well as law students from BPP law school and other market-leading law firms.
The firm: Speechly Bircham is a full-service law firm with over 250 lawyers, headquartered in London. We work with businesses and private clients across the UK and internationally and focus on the financial services, private wealth, technology, real estate and construction sectors.
For more information, please contact:
Robert Bond, Partner, on 020 7427 6660 or email@example.com Rohit Grover/Robert Bownes, Spada, on 020 7269 1430 or firstname.lastname@example.orgemail@example.com www.speechlys.com | <urn:uuid:2c91b604-f09b-4c40-9799-58d2691be6b7> | CC-MAIN-2016-36 | http://www.jdsupra.com/post/fileServer.aspx?fName=fd16747e-7ae2-4b7e-9ded-76d6325fe7ed.pdf | 2016-08-31T16:19:52Z | crawl-data/CC-MAIN-2016-36/segments/1471982295966.49/warc/CC-MAIN-20160823195815-00171-ip-10-153-172-175.ec2.internal.warc.gz | 525,331,615 | 740 | eng_Latn | eng_Latn | 0.996559 | eng_Latn | 0.998077 | [
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for Teens ages 14-18 years old Healthy Servings
Grain Group
6-7 ounces total per day.
At least half of the daily servings of grains should come from whole grains. (whole wheat, oatmeal, brown rice, etc.)
Serving Size = 1 ounce
Bread
1 slice
Bagel
½
Cooked rice, pasta
½ cup
Dry cereal (unsweetened), flakes
1cup
Muffin/roll
1
Fruit Group
1½-2 cups total per day. 1 cup fruit or 100% fruit juice or ½ cup dried fruit = 1 cup fruit Aim for at least 5 servings of fruits & vegetables per day (total 4 - 5 cups per day)
Serving Size = 1 cup
Medium fresh
Dried
Chopped
100% fruit juice
Vegetable Group
Cooked or raw
Raw leafy
Vegetable juice
1 ¼ cup ½ cup ¾ cup
2½-3 cups total per day. 1 cup raw or cooked vegetables or vegetable juice, or 2 cups of raw leafy greens = 1 cup vegetables Choose a variety of vegetables – dark green, orange and starchy (potatoes, corn, peas and lima beans). Brighter is better!
Serving Size = 1 cup
1 cup
2 cups
¾ cup
Milk Group
Milk
Yogurt
Cheese
Meat Group
5-6 ounces total per day.
Lean meat
Egg
Peanut butter
Nuts/seeds
3 cups total per day. Choose low fat or fat free dairy products.
Serving Size = 1 cup
1 cup
8 ounces
1½-2 ounces
Serving Size =1 oz
1 oz.
1
2 Tablespoons
1/3 cup
Beans
½ cup
* The calorie range for each age group varies depending on activity level. Ask your health care provider or a registered dietitian.
* For more on serving sizes and specific calorie needs for your child visit www.MyPyramid.gov.
* General information on feeding kids – www.MyPyramid.gov/kids
* Check your portion sizes – www.theportionplate.com or http://hp2010.nhlbihin.net/portion
* Get your kids to eat fruits & vegetables – www.fruitsandveggiesmatter.gov
* For calcium rich recipes – www.3aday.org
* Healthy school lunches, sleep and more – www.kidshealth.org
* Ohio resources –www.eatbetterdobetter.org or www.healthyohioprogram.org
* Keep your family moving – for kids www.kidnetic.org
– for parents www.cdc.gov/nccdphp/dnpa
* Caffeine content of common beverages –
http://kidshealth.org/teen/drug_alcohol/drugs/caffeine.html
The Ounce of Prevention Program is a collaboration of the Ohio Department of Health, Healthy Ohio; the American Academy of Pediatrics–Ohio Chapter; Nationwide Children's Hospital; the American Dairy Association Mideast and the Ohio Dietetic Association. May be reproduced in its entirety for educational purposes. February 2010 | <urn:uuid:481a10f5-ba7d-492d-a7c0-78d864031082> | CC-MAIN-2016-36 | http://www.nationwidechildrens.org/Document/Get/81723 | 2016-08-31T16:13:35Z | crawl-data/CC-MAIN-2016-36/segments/1471982295966.49/warc/CC-MAIN-20160823195815-00175-ip-10-153-172-175.ec2.internal.warc.gz | 586,008,206 | 666 | eng_Latn | eng_Latn | 0.942398 | eng_Latn | 0.942398 | [
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Youth: Embracing Hinduism, My Way
Category : July/August/September 2012
Published by dharmalingam on Jun. 06, 2012
Youth
Embracing Hinduism, My Way
Eagerly confronting my elders with challenging questions turned out to be the most important skill I learned on my path of religious discovery
By Apoorva Murthy
If I had relied on the authority of every book I read, followed every custom I was told was important or blindly listened to every wise person I encountered, I can confidently say I would have been spiritually walking backwards. Not to mention I would have been left utterly confused.
Let me explain. I grew up in a very traditional, very religious, very Hindu household. And like (almost) any other teenager, pushing my mother's buttons was a hobby--one I excelled at, might I add. I constantly questioned the things she asked me to do. Why should I pray out loud when I can do it just the same in my head? And what does this prayer mean anyway? Reincarnation? Do you have any proof? Why is it okay for Draupadi to have five husbands? That's ridiculous. And don't get me started on attaching an elephant head and resurrecting someone who was beheaded. What happened to the part where we're not supposed to kill animals?
My mom probably recalls those days with frustration and can breathe a partial sigh of relief now, many years later, knowing that I didn't stray too far from the path she wanted me to walk. I will admit that, initially, those questions were simply to render my mom speechless, leaving her without a retort so I could walk away victorious and never have to wake up early on Sunday to sit for prayers.
But she was never speechless, at least not permanently. She would always come page 1 / 3
back with an answer, and if she didn't have an answer, she would direct me to where I could find one. She would suggest books, telling me I could read on my own if I didn't believe her; she would tell me to talk to such-and-such Uncle or so-and-so Swamiji who knew much more than she did.
Looking back, my mom's frustration was my growth. My questions were initially answerable. When I realized they were too easy for her, I began crafting better ones, questions with layers. When even those returned responses, I knew I had to change my strategy. I needed a base, a strong foundation upon which to build my questions.
I started reading more; I started going out of my way to find satisfactory answers. The more I read and the more I learned, the more questions I had. The more questions I had, the more my interest grew. I no longer questioned just for the sake of questioning, but to provide myself with a trajectory to learn more.
That's how I came to finally appreciate what I was surrounded by growing up: the fact that I could question texts, ideas, people, and still never be termed a blasphemer. In fact, as I later learned, some of Hinduism's first texts featured just that: questions and answers (and those "answers" were frequently counter-questions), conversation between individuals, explanation, interpretation, more questions, more dialogue.
As we progressed through grade school in America, our schooling shifted from teachers giving us answers to teachers teaching us how to ask questions. It was tedious at times, but now I see the value of the exercises we went through. We learned how to think analytically--how to synthesize facts and details to discover ideas and themes, and then, using this as a base, we could formulate questions for discussion, interpretation and analysis.
Learning how to critically and effectively question is an indispensable skill that I began developing early on. I challenged my parents with my questioning, but, more importantly, they challenged me back with their responses. I didn't have the most-liked English teacher, but she forced us to change our approach to the material presented, to take ownership of the texts she assigned.
page 2 / 3
As a medical student, I can surely attest to the importance of memorizing information to establish a solid foundation. We have acronyms, shortcuts and now apps to help us. But being able to recall such information is only "step one" in the process of arriving at a diagnosis. We learn pattern recognition, but rarely do we encounter a "textbook case." In fact--and we are told this daily--learning to ask the right questions is, by far, the most important skill we have to develop as future clinicians. Applying the knowledge we have, rather than simply recalling it.
Can (and should) this same principle, stressed throughout grade school, undergraduate, graduate and professional school be applied to our spiritual development as well?
Questioning one's faith in order to grow spiritually may seem counter-intuitive, but for me it was crucial. Luckily, I grew up in an environment that encouraged debate and inquisition in all planes of learning. My mom was my first spiritual teacher. No, I didn't follow her path, and I probably never will. But to her surprise, and to my own, I did create a path for myself. And I could walk wherever I wanted--my own path, never before traversed.
Apoorva Murthy, 23, is a medical student at the University of Texas Southwestern Medical Center in Dallas. She pursued a degree in Sanskrit and was involved in the Hindu Students Association branch at the University of Texas at Austin. She now focuses her spiritual pursuits on reading, blogging and volunteering at a local clinic.
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Scholarship
Scholarship is more than a report card; it represents a dedicated commitment to lifelong learning. It's about optimizing the educational opportunities offered and pursuing knowledge within and beyond academic confines. Scholarship necessitates a consistent effort, with an aspiration to contribute positively to the world through one's own knowledge, skills, and experiences.
Everyday Scholarship
Everyday Scholarship is a commitment to learning and growing on an educational path. It means making the most of the educational opportunities provided and seeking out learning, not only in school but personally. Everyday Scholarship doesn't require a minimum GPA—but it does require effort. More importantly, it stems from a desire to contribute to this world in a positive way by building on your own knowledge, skills, and talents through new experiences.
Service
Service represents the choice of stepping outside oneself to meet the needs of others, fueled by an unwavering passion for a cause, heartfelt empathy for others, or driven by personal circumstances. It's about performing selfless acts that transcend the ordinary, engendering transformative changes that resonate through our schools, ripple across our communities, and reverberate on a global scale. In the noble act of service, we sculpt a better world with our hands, our hearts, and our humanity.
Everyday Service
Everyday Service is seeing a need and fulfilling it voluntarily. Sometimes it's driven by a passion for a specific cause or people in need. Other times, it's driven by personal or family need, like taking care of siblings or other family members, or maybe even working part-time to help with family finances.
Leadership
Leadership is more than a position or title; it means embodying the spirit of initiative, innovation, and influence. It's about inspiring peers through actions, nurturing a collaborative environment, and championing positive change. Student leaders embrace the responsibility of shaping their academic community, all while fostering personal growth and development. It's an interplay of intellect, empathy, and resilience, guiding others while continually learning and evolving.
Everyday Leadership
Builds on Everyday Service—and leadership and service can often look very similar. Everyday Leadership is carrying yourself with dignity and taking ownership and responsibility for your own actions and participation. Being a public speaker, playing quarterback, or having an official title is not required for Everyday Leadership. Everyday Leadership means being an agent—someone who takes action and responsibility—of your own pathway.
Character
Character is the essence of who we are. It is about valuing diversity, building relationships grounded in empathy, and exhibiting qualities like perseverance, respect, integrity, and honesty. Character lies not in public acts of virtue or visible mistakes, but in the consistent commitment to ethical and compassionate decisionmaking that positively affects both oneself and others.
Everyday Character
Valuing diverse cultures and building relationships that reflect love of self but also concern for others.
There are endless attributes to good character: perseverance, respect, integrity, honesty, sacrifice—the list goes on. Good and noble character is a high calling. We don't often "see" character unless there is a public display of self-sacrifice or, more frequently, a very public mistake. Everyday Character is not about praiseworthy or blameworthy behavior but the personal commitment to ethical and compassionate decision making that affects you and others. | <urn:uuid:5a72922c-963f-41ca-8249-035119ffd42a> | CC-MAIN-2024-42 | https://resources.finalsite.net/images/v1713797038/adisdnet/ftfg9upqaht5lfuu618t/4pillarsofNHSdescription.pdf | 2024-10-07T04:06:00+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00856.warc.gz | 440,000,101 | 661 | eng_Latn | eng_Latn | 0.996895 | eng_Latn | 0.996976 | [
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Margaret Roper
Catholic Primary School
Russell Hill Road, Purley, Surrey, CR8 2XP Telephone: 020 8660 0115 Fax: 020 8660 9656
Email: email@example.com
Head Teacher: D. J Mooney
Assistant Head Teachers: C. Garcia, E. Holloway
Handwriting Policy
Introduction
Handwriting is a skill which, like reading and spelling, affects written communication across the curriculum. Children must be able to write with ease, speed and legibility. Cursive handwriting teaches pupils to join letters and words as a series of flowing movements and patterns. The development of this fluid style when mastered allows children to apply their energy into the content of their writing as opposed to the formation of the letters themselves. Handwriting skills are taught regularly and systematically throughout the school.
Aims
* To enable children to write in a consistent, well presented and legible format.
* To have a consistent approach across EYFS, Key Stage 1 and 2 when teaching handwriting.
Curriculum organisation
Children will be taught to:
* hold a pencil correctly using a comfortable tripod grip;
* adopt the correct posture for writing;
* position the paper correctly;
* use the correct pressure when writing.
EYFS (Reception)
Children will be encouraged to develop gross motor control through the use of large equipment for mark making such as big chalks, paint brushes, finger paints etc. They will develop their fine motor skills and use a range of mark making tools such as pencils, pens and crayons. All children take part in daily 'Squiggle while you Wiggle' sessions to develop fine and gross motor skills.
Children will be taught to form letters correctly starting using Read Write Inc's guidance on letter formation using the RWI mnemonics to aid the correct letter formation. Letter formation is taught alongside phonic development. Our aim is that by the end of foundation stage all children hold a pencil correctly and form all letters and numbers correctly. Errors in pencil grip and letter formation will be immediately addressed, modelled and corrected.
Key Stage One
In Key Stage 1 all children should receive a daily handwriting session. This is usually part of a RWI session. Fine and gross motor activities support the handwriting curriculum as appropriate.
Key Stage Two
In Years 3-4, children will receive weekly handwriting lessons, as well as opportunities to practice handwriting linked to spelling and dictation. Linked activities such as patterning and other fine motor activities will be used to support handwriting and ensure children are ready and 'warmed up' when writing longer pieces.
In Years 5-6 it is expected that the majority of children will use cursive handwriting in all areas of the curriculum. Handwriting lessons may take place to address particular areas identified by class teachers.
Additional support
If any child is not on track to reach these expectations, they will receive additional support through small group interventions.
Children may use pencil grips or a range of writing implements (e.g. differently shaped pencils, pens with grips etc) depending on individual need.
Assessment and Monitoring
A uniformed handwriting style should be consistent throughout the school. This will be evident in work samples and monitored through lesson observations and book scrutiny. The English Leader and SLT are responsible for monitoring handwriting throughout the school.
Policy created: October 2022 (E Jackson)
Policy reviewed: July 2023
Review date: July 2024
Linked policies: English Policy Assessment Policy
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A project of Fondazione Giorgio Cini and Pentagram Stiftung
MAURICE MARINOT. THE GLASS, 1911-1934 curated by Jean-Luc Olivié, Musée des Arts décoratifs, and Cristina Beltrami
MAURICE BRINGS NATURE BRILLIANTLY INTO FOCUS WITH GLASS!
Educational Program | School year 2018/2019 – second term by Artsystem
Free educational activities: guided tours, workshops or interactive experiences Information and booking: firstname.lastname@example.org | toll-free 800 662477
"Cause in the incandescent mass those supple and carnal reactions and so find, after cooling, pieces born of fire which, with their noble weight, would express sleeping or running water, ice cracking or melting […]"
Maurice Marinot, from Thoughts about Glass
"The essence of the creative process is the effort to know and to dominate glass, this simultaneously docile and unforeseeable, stubborn and capricious material, described by Marinot himself in an unpublished autobiographical sketch as a sort of hand-to-hand combat, a physical tussle of which his massive, sculptural forms bear the marks and constitute the outcome."
Pasquale Gagliardi, from the exhibition catalogue
1. Inside the glass and between the bubbles
Primary school (5-10 year-olds)
Let's plunge together with Maurice into his glass: let's see his bubbles rising to the surface with brilliant and hazy effects (5-6 year-olds), how he puts layers of glass and "magic" powders one on top of the other as though they were a potion (7-8 year-olds), the surfaces where he can tell stories with colour that shine like polish and to finish... the masterful touch that ends the story with a fine stopper (9-10 year-olds)!
Duration: 1 hour and 45 minutes, approximately
LE STANZE DEL VETRO
Isola di San Giorgio Maggiore 30124 Venezia, Italia T. +39 041 522 9138 email@example.com www.lestanzedelvetro.org
2. Define with a stroke
Lower secondary school (11-13 year-olds)
Let's follow with our eyes the traces that Marinot has left on the glass: both those brush strokes of the decorations on the transparent glass, or those deep acid-etched grooves that give movement to the surfaces or an expression to a face. With our hands, let us guide the brush in a careful enamel decoration and the chalk in an essential expression: the careful movements of our hands and the control of the tools will involve us in an exercise that has also something of the nature of... a hand-to-hand combat!
Duration: 1 hour and 45 minutes, approximately
3. PRISMALAB / facets of glass
Upper secondary school (14-19 year-olds)
What would you like to do? Knowing the work of Marinot means coming face to face with the "wish to do", which he impresses by his actions on the glass, with the necessity of "first knowing" the features of the material so as to succeed in creating something new, and also "knowing during…" so as to be a protagonist in the making process and not just "letting it go". We will immerge ourselves in the early years of the 20th century among the avant-garde artists who faced the urge to create something different from the past, trying out a new art that took shape day by day as they measured themselves with other artists. Marinot with his work shows us his artisan-artist choice, a very relevant one still today, sounding the difference between art, design and craft work.
Duration: 1 hour and 30 minutes, approximately
4. Vetrabolario
CLIL (Content and Language Integrated Learning) Program Lower and upper secondary schools
Through the guided tour students will have the opportunity to practise Spanish, to gain or reinforce linguistic skills and to increase the level of lexical comprehension enriching their personal vocabulary with the terms relating to the world of glass. A test will be given at the end of the activity to consolidate the achievements.
Duration: 1 hour and 30 minutes, approximately
. An opportunity reserved for grades 4 and 5 of the upper secondary schools: in addition to the tour of the exhibition, a short visit to the archives of the Glass Study Centre, the research body of LE STANZE DEL VETRO (to be requested when booking the exhibition visit). | <urn:uuid:40a94c17-bfd1-4dd5-96be-4cd40e90b235> | CC-MAIN-2024-42 | https://lestanzedelvetro.org/wp-content/uploads/2019/04/190409_MM_CS_didattica_eng.pdf | 2024-10-07T05:16:42+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00859.warc.gz | 307,077,136 | 962 | eng_Latn | eng_Latn | 0.992971 | eng_Latn | 0.996471 | [
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Year 4 Curriculum Overview – Autumn term (2)
Our topic this term is:The Great Plague
English
This half term we will be exploring the Pied Piper of Hamelin as a fairy tale. We will listen to stories, read and discuss stories related to the Pied Piper. We will identify, analyse and discuss themes e.g. safe and dangerous, just and unjust. We will also explain the meaning of key vocabulary within the context of the text and make predictions based on information stated and implied. We will continue to draw inferences around characters' thoughts, feelings, actions and motives, and justify with evidence from the text using point and evidence.
We will recap some words from statutory words learnt in year 3, and learn a range of spelling from the statutory word list for Years 4 and 5.
Maths
It is of the highest importance that by the end of the Year 4, the children know all of their times tables (up to 12x). There will be opportunities in class for children to practise these tables. Any practise which your child can do at home will be most beneficial.
This half term we will continue to look at measurement, with a specific focus on length and perimeter. We will use millimetres (mm), centimetres (cm) and kilometres (km) and explore the relationship between them. We will study multiplication and division, using column multiplication and the bus stop (short) method for division. We will apply these skills in both number operations and reasoning problems.
Science
Throughout this Autumn term 2, we will be learning about sound. Pupils we will be learning about how sound travels, differences in pitch and volume and they will explore how to make different sounds using an array of instruments.
Topic
Within topic, we will be learning about the 'Great Plague' and show our knowledge and understanding of the past, by making links between and across periods, such as the differences between clothes, food, buildings or transport.
We will identify where some periods studied fit into a chronological framework by noting connections, trends and contrasts over time. We will also be using Geography skills to name and locate counties and cities of the United Kingdom, to develop locational knowledge.
The topic of this half term is called 'The Great Plague'. The majority of the work we do will be based upon this theme. The lead subjects are History and art. PE, RE, PSHE, Computing, Performing Arts, RHE (Relationships and Health Education) and MFL will also be taught.
In Relationships and Health Education (RHE), we will be focusing on the role of the extended family, exploring the commitment in family life and recognising the importance of sharing each other's lives.
We know that we see you regularly at the start and at the end of the school day and this is a good opportunity to liaise about your children. If you would like to speak to us at greater length, then please arrange an appointment to meet with a member of the Year 4 staff through the office.
We will continue to send home knowledge organisers and homework grids to support children 's learning – please do encourage your children to make best use of these to help them with their learning.
Thank you for your ongoing support.
Regards,
(Year 4 team) | <urn:uuid:0f5eac28-ff28-4b92-866d-c0f344144de5> | CC-MAIN-2024-42 | https://www.theolivetreeprimary.com/wp-content/uploads/2022/11/Y4-Autumn_2_-Curriculum-Overview.pdf | 2024-10-07T04:43:31+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00858.warc.gz | 895,876,080 | 668 | eng_Latn | eng_Latn | 0.99833 | eng_Latn | 0.998408 | [
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Tangrams
Baseboard - none
Resources
You need to cut out the 7 tangram pieces from the template provided.
There are
2 large right-angled triangles 1 medium right-angled triangle 2 small right-angled triangles 1 square, and 1 parallelogram
Instructions
The 7 tangram pieces should be arranged to make new geometrical shapes. All the pieces must be used and they must touch at a common edge but not overlap.
If you are struggling to make the shapes below you can look at page 2 of this worksheet for clues but try to not to do this initially.
The shapes below are all convex with one exception – the heptagon, which is concave
These tasks are not as easy as you might think, and some have more than one answer.
Hints and Answers
Tangrams continued
These are the outlines of some of the shapes you are trying to make | <urn:uuid:066c4f87-712b-4cb0-bcb1-1e7589924cba> | CC-MAIN-2024-42 | https://www.livmathssoc.org.uk/documents/Tangrams_v5.pdf | 2024-10-07T04:39:18+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00857.warc.gz | 776,805,878 | 189 | eng_Latn | eng_Latn | 0.999037 | eng_Latn | 0.998938 | [
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Strategies and Resources: Self-Care
Self-care is important for everyone. However, being autistic can mean that some of us experience everyday stresses and anxieties at a higher level than most of our peers. The consequence of this can be frequent meltdowns or shutdowns, or just feelings of not being able to manage another minute, hour, or day. We may feel we get to our capacity to cope with life quickly!
It is useful to remember that our capabilities to manage daily tasks can fluctuate depending on a variety of factors- how tired we are, how much pressure we have been under, if we are hungry etc.
Keeping up with regular 'me' time or daily self-care can help to keep our mental health and well-being functioning positively, and avoid as many meltdowns and shutdowns.
Self-care tips:
* Diet - what you put into your body can impact how you feel, and autistic people can be sensitive/ intolerant of certain food types/ ingredients (consider keeping a food diary if you think you may have an intolerance).
* Social - being sociable and doing things we enjoy with people we trust is an important part of life, however it is equally important to strike a balance and not agree to too much or you risk burn-out.
* Hygiene - taking care of our basic needs can become difficult if we are overwhelmed with life. This is not a sign of weakness or something to be ashamed of.
* Take regular time off for self.
* Being balanced with things (if that works for you).
* Being focused on one task at a time up until completion (if that works for you).
* Alarms on phone to keep track of tasks/ time.
* Take time to get to know yourself and figure out the best ways to take care of 'you' (this can be ongoing work and discovery).
* Routine can be helpful and comforting.
* Knowing when and how to say 'no'.
* Not taking on too much.
* Weighing up the consequences of pushing on through a task (consider the aftermath).
* Drop the mask/stop camouflaging (can feel freeing).
* Get outdoors (greenery/quiet/peace/freedom and space from people).
* Spend time with the right people (they can keep an eye on us and prompt us to engage in our self-care strategies).
* Take our own advice.
* Positive mantras.
* Self-forgiveness.
* Bring your thoughts back to the present and back to your body (how does my foot feel on the floor? How does my body feel on this seat?).
* Take time to figure out your comfort/ happy tools (a picture, a sound, a place, a song, a movie. What makes you feel calm, warm, loved, and safe?).
* Use of earphones/music to distract from overthinking/overanalysing or a difficult environment.
* Physical activity (consider timing of exercise - too late could impact on sleep. Overcoming lack of self-motivation - we know we often feel better after some exercise, even taking a walk, but it is sometimes tough to get going! Build it into your routine or engage in activities with friends or a group).
Takeaways:
1. Regular self-care can help to lessen the frequency of feeling overwhelmed which may lead to meltdowns or shutdowns
2. Take time to work out which types of self-care work for you. This may feel a bit 'trial and error' and things that work one day may not work on another occasion
3. Try taking a holistic approach to self-care. It can grow and evolve over time as we learn more about ourselves
Contact Us
This guide was produced by Autism AIM, part of The Advonet Group. We are a free service co-led by and run for autistic adults (aged 18+) in the Leeds, Bradford and Craven areas.
* Email us at firstname.lastname@example.org for Leeds and email@example.com for Bradford and Craven
* Call The Advonet Group's office on 0113 244 0606 and ask for someone from the Autism AIM team
* Follow us on Facebook at @leedsautismaim and @bradfordautismaim
* Follow us on Twitter at @leedsautismaim and @bradfordautismaim
All Easy Read images in this document were made by CHANGE, part of The Advonet Group. Huge thanks to the CHANGE team for supplying their images. | <urn:uuid:662d8935-70b8-4be5-9c0f-d64a36a12ca4> | CC-MAIN-2024-42 | https://bradfordautismaim.org.uk/wp-content/uploads/2023/06/Autism-AIM-Strategies-and-Resources-Self-Care.pdf | 2024-10-07T05:59:46+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00859.warc.gz | 125,630,831 | 920 | eng_Latn | eng_Latn | 0.996594 | eng_Latn | 0.99751 | [
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GEOLOGY
Qualification:
A-Level
Overview of subject:
Do volcanoes and earthquakes fascinate you?
Have you ever looked at the landscape and wondered why it looks that way?
When you were young did you collect pebbles or shells on the beach?
If you answered 'yes' to any of these questions geology could be for you!
Topics studied in the syllabus include:
Year 12 students will develop essential knowledge and understanding of different areas of geology and how they relate to each other. This will include the Earth's structure and the link with plate tectonics; the surface and internal processes that form volcanoes, fossils and rocks; the evolution of the Earth over time and Earth materials and resources.
Year 13 students will study two of the optional units, which use their knowledge from year 12 synoptically, these could include:
Geohazards - including earthquakes, dealing with contaminated land and groundwater.
Critical Resources - includes water resources and Rare Earth Elements (critical for consumer electronics and catalysts).
Basin Analysis - explores the economic potential of large areas as sources of oil/gas/coal.
Planetary Geology - study of the solar system and use of remote sensing.
Palaeontology – study and use of fossil material, at all scales, to date rocks and to reconstruct past environments.
Fieldwork - put theory into practice potentially in remote field locations or even urban areas.
Quaternary Geology – investigate frequent, rapid climate change and its influence on the evolution of early hominids (humans).
GEOLOGY
Qualification:
A-Level
The course might be of interest to:
People who are curious about the world you see around you and want to be able to explain how and why the natural world we know developed the way it did, giving us the environment and the access to resources on which our modern world relies.
Potential future pathways:
The course provides an excellent foundation for higher education in any of the Earth or Environmental Sciences. UCAS and some universities accept geology as a full science subject and it can also aid admission onto other science, technology and engineering based degree courses.
Geology related careers include exploration for natural resources (oil/gas/metals), geophysics, unconventional energy, environmental geology, engineering geology, geochemistry, hydrogeology and water supply, geohazards, oceanography, volcanology and palaeontology | <urn:uuid:491c39b1-1854-403a-90b6-ddecd724a5cf> | CC-MAIN-2024-42 | https://beauchamp.org.uk/media/uqonfsm0/geology-subject-information.pdf | 2024-10-07T04:44:17+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00856.warc.gz | 104,531,341 | 488 | eng_Latn | eng_Latn | 0.994375 | eng_Latn | 0.996809 | [
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WHITE PAPER / SMART INFRASTRUCTURE
REAL-TIME WATER DATA: THE KEY TO AMERICA'S SMART CITIES
BY Eric Sokol, ENV SP
Real-time data monitoring is already revolutionizing drinking water, stormwater and wastewater systems. Now, cities are beginning to expand applications for the approach. In the Great Lakes region, city leaders are implementing a network of sensors that is transforming Lake Erie into a "smart lake" fit for a smart city.
Real-time data tracking capabilities are becoming more important to America's aging infrastructure, which is overstressed by years of use, population increases and the impacts of climate change. The capability to isolate weak spots and minimize leaks in wastewater and stormwater systems slashes time and costs for repairs and replacements. This allows utilities with limited budgets and workforce to efficiently invest using ratepayer dollars.
SMART INFRASTRUCTURE AT THE SOURCE
The next step in smart infrastructure is to apply these technologies and techniques to water at its source, gathering data about quality, loss and usage that helps communities care for their precious resources — whether they are surface water sources such as lakes and rivers or groundwater sources such as aquifers and springs.
Incorporating smart technologies at a watershed and source water level offers significant benefits:
* The ability to generate a large amount of data quickly — gathering in one day what previously might have taken a year.
* Real-time information that can be paired with historical data to increase predictive capabilities.
* Instant alerts to system changes, reducing the need for cost-prohibitive manual collection.
* The capability to shift to a proactive approach to water quality management, anticipating and combating negative trends before they develop into full-blown issues.
* Greater accuracy and efficiency in water quality measurement processes.
* Ease of use, with data accessible in one place through internet-enabled devices.
* Connection between gray and green infrastructure within the built environment.
Many of these measurement tools — from remote sensing and SCADA tools to mesh sensor networks — rely on "internet of things"-based technologies. It's a cost-effective solution, minimizing the need for expensive, traditional fixed-network infrastructure. By connecting smart sensors with smart devices, the internet of things allows real-time information about consumption, quality and loss to be gathered from not just faucets and pipelines, but also from the water source itself. This true smart city approach allows for more efficient and sustainable use and reuse of water resources.
CREATING A 'SMART LAKE'
The five interconnected freshwater bodies known as the Great Lakes are an essential global resource, accounting for one-fifth of the world's fresh water supply and providing drinking water for 40 million people. The Great Lakes account for more than half of border trade between the United States and Canada. According to Business Insider, if the region were its own country, its GDP would qualify it as the world's third-biggest economy. Utilities tasked with managing large systems with a smaller population are looking for innovative solutions to implement smart technologies across their infrastructure.
Protecting the health of the Great Lakes watershed is essential to the health and economic well-being of the region. In recent years, harmful algae blooms — the result of phosphorus-rich fertilizer runoff from farm fields — has become one of Lake Erie's greatest threats. The Cleveland Water Alliance, a network of corporations, universities, research institutions and government agencies, is facing the looming crisis with tech-driven innovation, using smart infrastructure to transform Lake Erie into the first "smart lake" in the Great Lakes region.
The lake is dotted with smart buoys equipped with sensors and webcams that transmit real-time water quality data, scientific data and snapshots back to shore. These sensors focus on identifying and tracking issues like harmful algal blooms, hypoxia (by measuring
blue/green algae), turbidity, pH levels, conductivity and cyanobacteria. Plans include additional monitoring tools such as smart drain tools and nanosensors that detect and track phosphorous and nitrogen levels. Eventually, the system will provide precise information to better monitor soil health. This information will lead to realtime action that could save the agriculture community money, and the data can help guide soil management practices to reduce runoff. The information could contribute to a reduction in their out-of-pocket costs for fertilization chemicals.
INCREASING THE RETURN ON INFRASTRUCTURE INVESTMENT
According to the American Water Works Association, $1 trillion will be necessary to bring the nation's infrastructure up to grade. Incorporating a smart city approach delivers the best return on the investment, from smart sewers to smart electricity grids. Coordinating with other departments can help incorporate smart technology as part of other essential work. If roadway improvements already require digging up the ground, use that opportunity to replace some water mains with ones that have smart sensor capabilities.
© 2019
Projects of all sizes can benefit from a smart city approach. Seek out guidance from experienced consultants for a road map to your project approach. Federal funding is available via the America's Water Infrastructure Act to support the implementation of smart technology and the development of green infrastructure. Consider pairing larger, longer-term water infrastructure projects with green stormwater techniques that help address issues at the surface level.
The use of smart water technologies in new applications — such as the smart lake in the Great Lakes region — continues to prove the effectiveness of the approach. Exploring innovative uses for smart water infrastructure can revolutionize how cities and utilities design and maintain water systems.
BIOGRAPHY
ERIC SOKOL, ENV SP, is a public involvement specialist in the Environmental Services Group at Burns & McDonnell, where he supports clients in strategic stakeholder communications, real estate acquisition, right-of-way encroachment management, environmental permitting and project management. Certified as an Envision Sustainability Professional, Eric brings sustainability to the forefront of many of his clients' infrastructure projects. | <urn:uuid:9d8f1c13-6de2-417b-90b2-2f9d37019148> | CC-MAIN-2024-42 | https://www.ashb.com/wp-content/uploads/2020/06/IS-2020-59.pdf | 2024-10-07T05:55:00+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00858.warc.gz | 587,601,588 | 1,186 | eng_Latn | eng_Latn | 0.993066 | eng_Latn | 0.996172 | [
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Bird Death Pipes
Hollow metal and plastic (PVC) pipes and posts are found throughout the world and serve a variety of purposes. Wildlife (birds, reptiles, small mammals) mortalities, including species of conservation concern, have been documented in mine claim marker posts (Brattstrom 1995, Lahontan and Red Rock Audubon Societies 2009) which resulted in passing a law in Nevada that called for the removal of all PVC mine claim markers across the state (American Bird Conservancy 2011). However, wildlife mortalities in pipes (death pipes) are not limited to uncapped mine claim marker posts.
In March, 2009, an employee of the Audubon California's Kern River Preserve in the Kern River Valley, California discovered a fallen irrigation standpipe 6" in diameter and 10' tall on adjacent California Department of Fish and Game land that contained numerous bird carcasses and remains of other wildlife. Alarmingly, the fallen pipe contained the remains of over 200 dead birds. Four additional pipes were identified and subsequently cut down. All contained dead bird debris (although we were unable to collect it because it fell down the vertical pipes and collected underground in the horizontal buried pipe).
Photo by Jeff King
Death Pipes are everywhere. Any open top vertical pipe can be a death trap to birds and other wildlife.
This is a nearly invisible problem. Unlike birds colliding with buildings, windows or other structures where they remain visible and obvious to people, birds trapped in pipes end up dying a slow death completely unnoticed in sewer systems, septic tanks, or other hidden locations.
This is a widespread problem that kills millions of birds and one that individuals can work to solve with little cost and effort.
* It is not just the occasional bird trapped in certain situations. We have found hundreds of bird carcasses in a single 6" steel pipe.
* Nearly every pipe we have looked in contained bird remains – also reptiles and small mammals.
* Pipes immediately attract curious birds. Twice we have found dead birds in 3" steel pipes that were leaned against a building for only a few days. One pipe trapped two House Finches and one pipe trapped a Rock Wren.
* It is not just cavity nesters. Forty-five species of birds (and several species of lizards and small mammals) have been documented being trapped in pipes.
* This is not just a problem with certain materials or large sizes of pipes. Reports often suggest that PVC is problematic because it is smooth and birds can't climb out. We've documented birds trapped in all types of pipe including rusty steel and pipes as small as 1.5" in diameter. Birds don't climb out of pipes.
* EVERY residential (i.e. your house) and most commercial buildings have multiple vent pipes protruding from the roof.
* Farms, ranches, construction sites, etc. often have open vertical pipes in a variety of situations.
PROBLEMS/SOLUTIONS:
Remove any pipe that can be removed – this is a permanent solution!
Cap or fill pipes that can't be removed – NV state regulations require that PVC claim markers be capped; however PVC caps get knocked off or don't hold up to the elements. Make certain that caps are permanent.
PVC Mining Claim markers – Open topped PVC pipes are not legal in NV. PVC pipe is not legal for marking claims in CA. . The Bureau of Land Management (BLM) and individual states regulate this, and regulations may vary by state. If you locate an open topped mining claim marker you can fill with sand or rocks or cap with a large well-fitted rock. GPS the location and contact your region's BLM office. Often these are markers on abandoned claims and can be removed by BLM. Nevada has recently passed a law allowing citizens to pull up open topped markers and lay them on the ground next to the location.
Residential rooftop plumbing & heating vents – These are steel or PVC pipes protruding from rooftops. They must remain open to allow plumbing & heating systems to vent properly. These can be covered with ½" galvanized hardware cloth held in place by stainless steel pipe clamps (there is some concern that raptors can get their talons caught; in addition, the wire mesh may get clogged with debris). There are also commercially available vented caps that can be installed (one possible source is: http://savepipey.net/ ).
Steel pipe used for fence posts – Typical chain link fence posts are 1 ½"-2 ½" in diameter. These can be capped with off-the-shelf caps available at any hardware store or fencing supplier.
Underground irrigation system vents. These are tall vertical steel pipes that vent underground irrigation systems. We have seen these 6" diameter pipes 10'-20' tall; one of which held hundreds of bird carcasses. These pipes are common on large agricultural properties in the central valley of CA. Similar systems may be in use in other regions.
Larger diameter pipes – 8"-10" diameter pipe (often old well casing) is commonly used to make gate posts on ranches and other large properties. Similar sized pipes are used as signposts on federal lands & commercial properties. These can be filled with sand, gravel, or concrete, or capped with a concrete plug or have a fitted steel plate welded on.
MISC: - outhouses have vents, tractors and other heavy equipment have vertical exhaust pipes, old wells often are not closed – these are death traps for MANY species, monitoring wells, study site markers, etc.
Other Solutions:
Incorporate capping pipes into BMPs, local and federal regulations and permit conditions, local building codes. Educate citizens.
REFERENCES:
- American Bird Conservancy 2011. http://focusingonwildlife.com/millions-of-bird-deaths-innevada.html and http://www.abcbirds.org/newsandreports/releases/111122.html
-
- Brattstrom, B.H. 1995. Wildlife mortalities in PVC claim posts. Wildlife Society Bulletin, Vol. 23, No. 4, pp. 765-766.
Audubon California Kern River Preserve 2011. http://kern.audubon.org/death_pipes.htm
Lahontan and Red Rock Audubon Societies Feb 10, 2009 letter to Nevada State Senate in support of Senate Bill 108. Submitted to the Senate Committee on Natural Resources. Legislative Counsel Bureau Research Library, Carson City, Nevada.
Kern River Preserve (760) 378-2531 www.kern.audubon.org | <urn:uuid:f6d0f6e7-bcea-4b9f-a5ba-93aee70f5ef3> | CC-MAIN-2024-42 | https://rewilding.org/wp-content/uploads/2012/02/Bird-Death-Pipes1.pdf | 2024-10-07T06:08:02+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00857.warc.gz | 445,428,129 | 1,380 | eng_Latn | eng_Latn | 0.998072 | eng_Latn | 0.998152 | [
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Hanging Heaton CE (VC) Junior and Infant School
Religious Education Policy
Introduction
Hanging Heaton School is committed to recognising the uniqueness of an individual and to acknowledge and develop the positive qualities that all have regardless of race, religion, gender or special educational need to achieve their full potential. We are a school committed to the inclusion of all in everything we do and strive to ensure equal opportunities for all to achieve their best.
Our school vision statement shared with stakeholders reflects this belief and what we aim to achieve:
'Let all that you do be done in love' - (1 Corinthians 16:14)
Our vision underpins all that we do in school. This vision, supported by our Christian values which are an essential part of our school lives, allows us to serve our community by providing a high-quality education within the context of Christian belief and practice.
Love for learning
We are all on a fun learning journey in order to achieve our full potential We celebrate and share our successes and achievements
Love for ourselves
We promote a positive, healthy lifestyle and aim to make ourselves the best we can be We all have our own thoughts, gifts, talents, skills and abilities
Love for one another
We look after one another and show care for everybody We respect the beliefs and cultures of all communities
Love for our world
We work together to create a warm, safe and stimulating environment We act to take care of our wonderful world
We aim to develop our children socially, morally, culturally, spiritually and academically to help them to be more valued and responsible citizens. This policy is written to reflect our vision of love and the chosen aims and Christian values of our school for the year.
Believing and Belonging {see appendix 1)
Our vision for RE is based on the national guidance and the local agreed syllabus, 2024-29 This is a comprehensive syllabus for Religious Education at all key stages. It is supported by optional detailed planning for use in schools. The title, Believing and Belonging, reflects the twin aims that RE must stimulate interest and nurture understanding of religion/worldviews, while also contributing to pupils' awareness of and sensitivity to diversity in our communities and world.
This edition, approved for teaching from 2024-29 has evolved over years of experience and builds on many previous features. However, it also strengthens sequencing of knowledge and offers a structure for ensuring learning is both broad and deep.
Key features
The syllabus is designed around six learning pathways. These have been developed from 'Big Ideas'1 and act as the framework for sequencing learning in religion and worldviews at all key stages from age 5 to 18.
While organising the curriculum along these pathways, learners concurrently develop substantive knowledge of specific religions/worldviews.
The syllabus requires a school curriculum to both:
- achieve a broad, but rigorous, understanding of religions/worldviews in the context of our local communities and our country;
- provide for deeper focused study of specific topics and questions.
To support teachers, an optional compendium of detailed planning is available, made-to-measure by expert writers to match the syllabus content. This includes:
- core units which develop the broad overview and context;
- focus units which entail deeper, concentrated exploration of specific areas.
The syllabus draws on, and is indebted to, the Big Ideas project (https://bigideasforre.org). It is also reflects the National Content Standard (REC July 2023) https://bigideasforre.org/big-ideasand-there-councils-national-statement-of-entitlement/. (From Believing and Belonging, 2024)
In RE pupils discover, explore and consider different answers to these questions, in local, national and global contexts, through learning about and from religions and other world views. They learn to appraise the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
Teaching should equip pupils with knowledge and understanding of a range of religions and other world views, enabling them to develop their ideas, values and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in society with its diverse understanding of life from religious and other world views.
Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
RE curriculum
In school, the curriculum is based on the Local Agreed Syllabus for Calderdale, Kirklees and Leeds produced by SACRE for teaching from September 2024.
The knowledge entitlement for pupils has been based on the detailed subject content tables in the syllabus. To support delivery of informed and interesting RE, teaching is based around a number of units of work which are non-statutory but do cover the statutory requirements of RE. Due to the nature of mixed-age classes, the RE curriculum has been split into a two-year rolling programme to ensure coverage in Key Stage 2 with pupils in Key Stage 1 taught in year groups (Appendix 2 – RE Teaching Sequence) The syllabus is called Believing and Belonging because it weaves two key threads:
First, it is about beliefs and values. It aims to develop learners' understanding of religions/worldviews, exploring their commonality and diversity.
Specifically, RE:
a. Enables learners to develop a broad and balanced understanding of religions/worldviews. RE's primary purpose is to give learners a broad understanding of Christianity, other religious traditions and non-religious beliefs, and understand how these are woven into human experience and applied to life and decisions.
b. Empowers learners to develop and use critical thinking skills. Well taught, RE is a rigorous academic subject, supporting problem solving and critical thinking skills. It will inspire and motivate learners to enquire into religious and purposeful questions. Engaging and stimulating RE helps to nurture informed and resilient responses to misunderstanding, stereotyping and division. It offers a place in the curriculum where difficult or 'risky' questions can be tackled within a safe but challenging context.
Secondly, the syllabus is about 'belonging'. It aims to nurture pupils' awareness of the treasury of diverse beliefs and cultures, as well as sensitivity to the questions and challenges that these can present. Ultimately, we all share a common humanity and our own patch of the Earth. In this way RE plays a part in helping pupils to discover their own place, identity and journey through life.
Achievement and Progress
We assess progress of pupils against the end of key stage statements in the syllabus. The units of work specify end of year expectations. Each unit of work provides an assessment activity suggestion and assessment statements. These are matched in the RE trackers, to be completed half-termly. Ongoing assessment is also completed through, discussion with pupils, group activities, marking and guiding their work, observing, asking and answering questions.
Schools are required to report on progress in RE in line with the core principles of assessment outlined by the DfE. We will report to parents on individual pupils' achievement relative to the year group expectations at the end of each academic year.
Monitoring is also undertaken by the RE co-ordinator in the form of work scrutiny, pupil voice and observation.
RE lessons
RE is timetabled so that pupils are provided with 1.5 hours of RE each week with additional occasional cross-curricular theme days. Lessons are normally taught by the class teacher or a qualified teacher covering PPA. The school has a subject leader who supports and monitors the subject.
The teaching of RE seeks both to impart knowledge and develop understanding of religious experiences, feelings and attitudes through a variety of teaching and learning approaches. It will involve some direct teaching and whole class, group, paired or individual activities.
We encourage and promote teaching and learning through enquiry and investigation. The units of work that form our curriculum are based on enquiry questions and promote exploration, discussion, debate and reasoning.
A range of teaching and learning styles will be used including role play, drama, asking and answering questions, using a range of sources including ICT, works of art and music, artefacts, visits and visitors. Children will learn through:
* Investigation - the use of first-hand and other resources to understand religious people, objects, symbols, places, events, stories.
* Questioning - developing curiosity about life, relationships and the natural world
* Empathy - developing the power of imagination to identify feelings such as wonder, forgiveness, sorrow, joy and to try to see the world through the eyes of others.
* Reflection - the ability to consider thoughts, feelings, experiences, attitudes, beliefs of oneself and others.
* Relating - linking significant features of religions, making associations between them, to understand what makes religions distinct and/or similar
* Expression - the ability to identify and explain feelings and aspects of religions
The place of RE in our school
SMSC Development
Section 78 (1) of the 2002 Education Act states that all pupils should follow a balanced and broadly based curriculum which 'promotes the spiritual, moral, cultural, social, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life'. Learning about and from religions and beliefs, through the distinct knowledge, understanding and skills contained in RE within a broad-based curriculum, is essential to achieving these aims. Exploring the concepts of religion and belief and their roles in the spiritual, moral and cultural lives of people in a diverse society helps individuals develop moral awareness and social understanding.
It is our aim that RE will enable pupils to enhance their own spiritual, moral, cultural and social development by:
* Developing awareness of the fundamental questions of life arising from human experiences, and how religious beliefs and practices can relate to them.
* Responding to the fundamental questions line of life in the light of their experience and with reference to religious beliefs and practices.
* Reflecting on their own beliefs, values and experiences in the light of their study.
* Expressing their own personal viewpoints in a thoughtful, reasoned and considerate way.
Equality
Hanging Heaton School is committed to recognising the uniqueness of an individual and to acknowledge and develop the positive qualities that all have regardless of race, religion, gender, sexual orientation, gender reassignment, special educational need or socio-economic background to achieve their full potential. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.
We are a school committed to the inclusion of all in everything we do and strive to ensure equal opportunities for all to achieve their best.
Community
We value the support given to RE through links with the local and wider community, such as visits, visitors and charities.
RE provides a key context to develop young people's understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination. Effective RE will promote community cohesion at each of the four levels:
* The school community – RE provides a positive context within which the diversity of cultures, beliefs and values can be celebrated and explored.
* The community within which the school is located – RE provides opportunities to investigate patterns of diversity of religion and belief and forge links with different groups in the local area.
* The UK community – a major focus of RE is the study of diversity of religion and belief in the UK and how this influences national life
* The global community – RE involves the study of matters of global significance recognising the diversity of religion and belief and its impact on world issues.
RE is also closely linked to our PSHCE curriculum. RE also provides opportunities for pupils to develop their skills in Literacy and ICT.
Withdrawal from RE
Parents have a statutory right to withdraw a child from religious education. However, the right of withdrawal does not extend to other areas of the curriculum when, as may happen on occasion, spontaneous questions on religious matters are raised by pupils or there are issues related to religion that arise in other subjects such as history or citizenship. If a parent is considering withdrawal from RE we will listen to their concerns, inviting them to do so with the head teacher or other representative of the school. We work hard to ensure that any reservations or doubts may be accommodated to avoid withdrawal but recognise that a parent has this right if reservations cannot be resolved. Any formal decision to withdraw should be made in writing to the head teacher. The school will arrange for appropriate arrangements to be made to supervise the pupil in school during RE lessons.
Managing the right of withdrawal
* The school will ensure that parents who want to withdraw their children from RE are aware of the RE syllabus and that it is relevant to all pupils and respects their own personal beliefs.
* Parents should be made aware of its learning objectives and what is covered in the RE curriculum and should be given the opportunity to discuss this, if they wish.
* The school may also wish to review such a request each year, in discussion with the parents.
* The use of the right to withdraw should be at the instigation of parents (or pupils themselves if they are aged 18 or over), and it should be made clear whether it is from the whole of the subject or specific parts of it. No reasons need be given.
* Parents have the right to choose whether or not to withdraw their child from RE without influence from the school, although a school should ensure that parents or carers are informed of this right and are aware of the educational objectives and content of the RE syllabus. In this way, parents can make an informed decision.
* Where parents have requested that their child is withdrawn, their right must be respected, and where RE is integrated in the curriculum, the school will need to discuss the arrangements with the parents or carers to explore how the child's withdrawal can be best accommodated.
* If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises.
Enquiries and questions
The school welcomes enquiries or questions about RE. In the first instance parents should contact their child's class teacher.
Date of Policy: September 2020
Reviewed September 2021
Reviewed September 2022
Reviewed September 2023
Reviewed September 2024
Review Date: September 2025
Senior Member of Staff Responsible: Mrs J Potter
Designated Member of Staff: Mrs S Brooke-Mawson
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FOR IMMEDIATE RELEASE
February 21, 2017
Contact: Matt Keith 785-296-5795 email@example.com
Health Advisory, Safety Tips Issued During Flint Hills Burning Season
Smoke Modeling Tool Active Beginning March 1
TOPEKA, Kan. – The Kansas Department of Health and Environment (KDHE) reminds Kansans that March and April are a time when large areas of the state's Flint Hills rangeland are burned. These burns help preserve the tallgrass prairie, control invasive species such as Eastern Red Cedar and Sumac and provide better forage for cattle. Prescribed burning minimizes risk of wildfires and is effective in managing rangeland resources. Smoke from the burns can influence the air quality of downwind areas. The use of smoke management techniques is vital to reduce impacts.
KDHE will activate the Kansas smoke modeling tool on March 1, prior to widespread burning in the Flint Hills. On average there are approximately 2.3 million acres burned in the Flint Hills of Kansas and Oklahoma each year.
For burns to be safe and effective, weather and rangeland conditions must be ideal. Many landowners will burn at the same time when such conditions are met. Air pollutants from the burns can affect persons in the Flint Hills and can be carried long distances to more populated areas.
"We encourage ranchers and land managers to take advantage of this smoke modeling resource to spread out their burns more effectively and mitigate potential air quality impacts," said Douglas Watson, meteorologist, KDHE, Bureau of Air.
Prescribed burns release large amounts of particulate matter (PM) and substances that can form ozone. Particulate matter and ozone can cause health problems, even in healthy individuals. Common health problems include burning eyes, runny nose, coughing and illnesses such as bronchitis. Individuals with respiratory issues, pre-existing heart or lung diseases, children and elderly may experience worse symptoms.
Steps to protect your health on days when smoke is present in your community include:
- Healthy people should limit or avoid strenuous outdoor exercise.
- Help keep indoor air clean by closing doors and windows and running air conditioners with air filters.
- People with respiratory or heart related illnesses should remain indoors.
- Keep hydrated by drinking lots of water.
- Contact your doctor if you have symptoms such as chest pain, chest tightness, shortness of breath or severe fatigue.
For more information about the burning in the Flint Hills, the Flint Hills Smoke Management Plan, the April burn restrictions and the smoke modeling tool, please visit www.ksfire.org. | <urn:uuid:d407a1ea-94ad-4c6f-bab8-b54083947c6c> | CC-MAIN-2024-42 | https://www.ksfire.org/Health%20Advisory%202017.pdf | 2024-10-07T04:05:29+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00863.warc.gz | 756,511,506 | 522 | eng_Latn | eng_Latn | 0.996333 | eng_Latn | 0.996333 | [
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The Silent Epidemic: Protecting Children/Teenagers from the Vaping Crisis
We live in an age where the pressures and stresses surrounding raising a child multiply daily. Within this whirlpool, a new, yet sneaky, crisis is presenting in ways that threaten children's well-being and demand undivided attention. These kids are trapped in a dangerous vaping epidemic that is quickly taking hold of our youth. The allure of the new electronic devices is not to be underestimated, and the dangers of e-cigarettes to children are far worse than we realize.
At first glance, the vaping device might seem harmless. Slim and compact, and often disguised as a USB drive or highlighter, these devices are engineered for concealment, making it easy for a child to hide a habit from his parents or a teacher. The array of alluring flavors – fruit medleys and dessert-inspired concoctions – effectively mask the reality of what is being inhaled. But make no mistake: the vehicles of vaping are a serious threat to our children's health and futures.
The underlying problem is nicotine, a highly addictive substance hazardous to developing brains. While some of the most popular vapes among kids contain no nicotine, most of their devices contain the equivalent of 20 cigarettes. This is no harmless habit or passing phase; it's a pipeline to a lifelong addiction. Nicotine exposure during adolescence can alter brain development, affecting attention, learning, and susceptibility to future addictions. We're not just talking about a buzz but about potential alterations to children's brains.
In addition, the perception that e-cigarette aerosol is just 'harmless water vapor' is a myth. Each puff exposes children to a toxic brew of chemicals. E-cigarette aerosol contains metals, carcinogens, ultra-fine particles, and other volatile substances. It's not yet clear what the long-term health consequences of all these substances are, but so far, the picture is disturbing. We are allowing children to serve as guinea pigs for a massive health experiment, the results of which might not be apparent for years – or even decades.
We must be on guard. Vaping can be covert. However, if you know what to look for, these are some telltale signs: an unexplained sweet smell on your child's breath, a charging cord, or a USB-like device you haven't seen before. When it comes to behavior, watch for an increase in coughing or clearing of the throat, unexplained nose bleeds, or the appearance of mouth sores. A sudden change in school performance or, for athletes, a sudden change in athletic performance, extreme mood swings, or sudden irritability and anger are also signs.
Next, YOU MUST TALK TO YOUR KIDS. This is not a one-time talk. This calls for an ongoing dialogue. Have these talks casually, perhaps while driving together or preparing dinner. Ask your child open-ended questions and let them talk about what they know. A question such as 'What do you know about vaping?' or 'Why do you think kids choose to start vaping?' can get the ball rolling.
Many kids have been the targets of sophisticated corporate marketing campaigns meant to deceive children into addiction. Vape companies have spent millions of dollars on ad campaigns to get a new generation hooked on their products, employing tactics such as social media 'influencers and youth-culture imagery to make it look calm and safe. If you find out your adolescent is vaping, don't judge. Offer help! Just Say Something, and our partners have resources to help.
Phillip Clark CEO Just Say Something
T (864) 467-4099
F (864) 467-4102 | <urn:uuid:1f64f692-4d8f-4616-94f8-823f2038201b> | CC-MAIN-2024-42 | https://justsaysomethingsc.org/wp-content/uploads/2024/08/The-Silent-Epidemic-Vaping-Editorial-Aug-2024-REVISED.pdf | 2024-10-07T06:08:52+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00861.warc.gz | 297,418,381 | 742 | eng_Latn | eng_Latn | 0.998284 | eng_Latn | 0.998246 | [
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Ivar Steps Up
Original Title: Ivar får ansvar
English sample translated from Norwegian by Olivia Lasky © 2023
Written by Arnfinn Kolerud © Det Norske Samlaget 2024
1
"You're twelve years old and all you do is loaf around," Dad says.
He's on his knees, weeding a flower bed.
"Loaf?" Ivar asks.
Ivar has flip-flops on his feet and a backpack on his back. The backpack contains a towel and soda and a book, plus a ball that can bounce on water.
"Loafing means hanging around without doing anything," Dad says.
He pulls weeds up from the flower bed and tosses them in a bucket.
"I'm on summer break," Ivar says.
"For eight weeks," Dad replies.
He says eight as if it's a really big number.
"You're old enough to make yourself useful now. Babysit or clean up a garden. You can earn some money doing that."
"I have plans with Maja. We're going swimming," Ivar says.
Dad pulls up something green that he looks at a bit more closely, unsure whether it's a weed or not.
"The water's warmer in the evening," he says.
"It's important to keep your word," Ivar says as he leaves.
"Kids in other countries have to work ten hours a day," Dad shouts after him.
"That's because they don't go to school," Ivar shouts back.
Maja lives just one minute away.
Ivar rings the doorbell and then goes in without waiting for an answer. Maja is standing in the hallway in front of the mirror. Her mom is behind her, gathering Maja's hair in a ponytail.
Maja is wearing a red t-shirt and black pants.
"Aren't we going swimming?" Ivar asks.
Maja turns toward him. Her red t-shirt has white letters across the chest.
Otto's Cafe, Ivar reads.
"I got a summer job," she says.
"Huh? A job?"
"I'm starting today."
"Today?"
"It'll be nice to have your own money," her mom says.
She tells Maja to stand still so she can wrap a hair tie around her ponytail. The hair tie is the same color as the shirt.
"Swimming is free," Ivar says.
"It'll be nice to have my own money," Maja replies.
3
Ivar bikes to the beach.
It's the first time he's been there alone. He goes out into the water alone for the first time. He and Maja usually shiver and shriek and splash. Now he wades out, completely silent. He looks around. Everyone who's alone wades out silently. Everyone who's with someone else is shivering and shrieking and splashing.
Two women paddle past in a kayak. Kayaking looks fun, with paddles that go up and down, almost like wings.
Two girls are out in the water, tossing a ball back and forth. There's a loud smack each time the ball hits a hand.
Two children are building sandcastles on the beach. They're so young they can't speak, only point and say ooh! and ahh! but they're still trying to discuss the construction. They laugh together, but then one of them starts crying.
Ivar has no one to shiver and shriek with, no one to toss a ball to, and no one to laugh or cry with.
Ivar bikes away from the beach.
A man on a porch waves down at him.
"Hey, you with the nice bike basket!"
Ivar doesn't have his own bike. He borrows his mom's. The basket on the bike makes him look a little bit like a grandma.
The man comes down with a box with a cake inside it. It's his wife's birthday, but she forgot to bring the cake to work.
Ivar gets twenty kroner straight to his phone in a flash.
When he arrives at the store where the wife works, he gets twenty kroner from her, too.
Now he has forty kroner in the blink of an eye, practically without having done anything at all.
What can he get for forty kroner?
Maybe lunch at Otto's Cafe?
It smells like coffee the moment Ivar opens the door.
Maja is wiping down a table in a corner. She's trying to get some crumbs to stick to the rag.
Ivar grabs a tray and a cheese and tomato sandwich.
He pays Otto at the cash register. Otto is wearing the same t-shirt as Maja, only bigger.
Ivar finds a free table. Maja comes over smiling with the rag in her hand. She managed to get all the crumbs.
"Hi," she says, stopping at his table.
"Hi. How are things going at work?" Ivar asks.
"Fine, but there's a lot to learn. I'm supposed to say hi to customers when they come in. And make sure there are enough cups and knives and forks. And cold water in the jugs. And tidy up and clean. And light tea lights on the tables."
"Are they still called tea lights if the customers are drinking coffee?" Ivar asks.
"I think so," Maja says. "And I learned a new way to make sandwiches."
She points at Ivar's tray.
"The cheese shouldn't lie flat on the bread like at home. It should curl on one side, like a wave."
"Why?"
"Then it's more tempting for people to buy it. And there shouldn't be fingerprints on the cheese either. The menu says sandwich with cheese. It doesn't say sandwich with cheese with fingerprints."
Ivar says it's boring to go swimming alone. Then he tells her about the little job with the cake and how easy it was to earn forty kroner.
"You should start a moving company, then you'll have a job, too," Maja says.
"A job," Ivar repeats a bit hesitantly, like he's testing out the word.
"It's nice to have your own money. Then we can buy something," Maja says. Ivar nods.
It's nice that Maja uses words like we.
We.
6
Ivar bikes home and says he wants a summer job, just like Maja.
"That's great," Mom says.
She suggests he hang up a flier at the store.
Ivar finds a piece of paper and a marker and sits down at the kitchen table. Mom walks around telling him about all the jobs she's had. She's cleaned and dusted, planted and picked, fried and cooked and raked and baked.
Ivar can't fry or cook, but he does have a bike with a basket.
He writes in big, bold letters:
NEED HELP MOVING ODDS AND ENDS?
Beneath it, he writes his name and phone number.
He holds up the piece of paper and looks at it.
Now, the piece of paper is a poster.
He goes out and puts the poster in the bike basket. This will be the first thing he moves.
There's a bulletin board in the store between the door and the cash register. He puts the poster up next to a flier about someone needing a dog walker.
6
Ivar stops by Maja's on his way home.
When he rings the bell, he sees there's something weird with the doormat. It's not lying flat like before. It has a curl on one side, like a wave, or like the cheese on a sandwich.
"The wave makes people want to stop by," Maja explains.
"You said waves make people want to eat," Ivar says.
"Cheese, yeah. But not doormats. Doormats with waves make people want to stop by. And here you are!"
"I would've come anyway," Ivar says.
He tells her about the poster he made.
"It'll be nice to have your own money," Maja says.
They go out to the garden.
Maja has made up a new game.
"Stack eight stones on top of each other. And get a berry to sit on top," she says.
Ivar runs around to try to find big, flat stones, but most of them are small and crooked. Maja times him.
"Clock's ticking, almost a hundred years!" she shouts.
Ivar finally manages to get the eighth stone to rest on top of the seventh, but it's wobbly.
He hurries over to a bush and picks a currant. But the stupid berry won't sit still on top.
When it's Maja's turn, she squeezes the berry flat.
"That's cheating," Ivar says.
"No one said the berry had to be round," Maja laughs.
Maja's not easy to beat.
Mom made a huge stack of pancakes for dinner to celebrate that Ivar will be working.
Dad puts syrup and bacon and blueberries on the table.
Dad's the one who picked the berries in the forest last year.
"Mmm, yummy blueberries," Ivar says, smacking his lips.
"You came to help too, do you remember?" Dad asks.
"Yeah."
"But you ate everything you picked," Dad says.
Ivar eats quickly, drinks three big glasses of juice, and exhales happily.
Mom looks at him and smiles.
"It's great you're going to work, Ivar. You're going to grow a lot from it."
Dad says:
"It's good to make yourself useful. Maybe you'll even figure out what you like to work with so you'll have a head start on the others at school."
Ivar doesn't reply.
"But even though you're going to work, you can still help out more at home," Mom says.
"I clean my room once a week," Ivar protests.
"You move things around. That's not cleaning," Mom replies.
"And I unload the dishwasher!"
"Only when I bug you about it. And you put things in the wrong cabinets!"
"There are too many cabinets," Ivar says.
"You leave crumbs in the jam. And how many times have I told you not to turn your socks inside out before washing them?"
"The socks turn themselves inside out when I pull them off," Ivar replies.
Dad clears his throat and puts his fork on his plate to show he's done.
Ivar wonders if he should take the last pancake. But the last one is really the first one, and never as good.
"You've gotten an allowance for a few years now. A hundred kroner a week," Dad says.
"Yeah," Ivar replies.
"What do you think of that arrangement?"
"It's a nice arrangement," Ivar says.
"But now you're twelve years old."
Dad says twelve like it's a really big number. Like he's talking about floors in a house.
"So that's the end of that," he says.
"End?"
Ivar looks at his parents.
"No more allowance?"
Dad shakes his head.
"No, that'll continue. A hundred kroner a week."
"Good," Ivar says, but he can see that Dad is about to come out with a but.
"But," Dad says. "This summer, you will be paying us!"
Mom nods to show they're in agreement on this.
Ivar looks at the big plate in the middle of the table. The plate is almost empty.
He's the one who emptied it.
"I didn't know that allowance gets reversed when you turn twelve," he says.
"Now you know," Mom says.
"But how will I get money?"
"You're working this summer, aren't you?" Dad replies.
Mom and Dad clear the table. They put things in the dishwasher. They wipe down the counter and the stovetop and the table. Ivar sits in his chair and stares straight ahead.
"What do you think of the new arrangement?" Dad asks.
"It's not as good as the old one," Ivar replies. | <urn:uuid:4f97c67c-9411-4896-a569-019af4f70aab> | CC-MAIN-2024-42 | https://www.sagaliteraryagency.no/wp-content/uploads/2024/01/Ivar-Steps-Up-Arnfinn-Kolerud-English-sample-translation-O.-Lasky.pdf | 2024-10-07T04:23:39+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00863.warc.gz | 865,737,640 | 2,464 | eng_Latn | eng_Latn | 0.999849 | eng_Latn | 0.999917 | [
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Holy Family Catholic Primary School Year 1/2 Maths Long Term Plan and Summer Term Overview
Holy Family Catholic Primary School Year 1/2 Maths Long Term Plan and Summer Term Overview
Measurement: Time chronological order using
before and after, next, first, today, yesterday, tomorrow,
Recognise and use language relating to dates, including
days of the week, weeks, solve practical problems for
record time (hours, minutes,
Tell the time to the hour and half past the hour and
| Number: Fractions | Geometry: Position and direction | Number: Place value (within 100) | Measurement: Money |
|---|---|---|---|
| Recognise, find and name a half as one of two equal parts of an object, shape or quantity Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity | Describe position, direction and movement, including whole, half, quarter and three-quarter turns Use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside (non-statutory guidance) Practise counting (1, 2, 3…), ordering (for example, 1st, 2nd, 3rd …) (non-statutory guidance) | Count to and across 100, forwards and backwards, beginning with zero or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least | Recognise and know the value of different denominations of coins and notes Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s |
Count, read and write numbers to 100 in
numerals; count in multiples of 2s, 5s and 10s
Solve one-step problems involving multiplication and
division by calculating the answer using concrete
objects, pictorial representations and arrays
with the support of the teacher
Holy Family Catholic Primary School Year 1/2 Maths Long Term Plan and Summer Term Overview
| Measurement: Time | Statistics |
|---|---|
| Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clockface to show these times Know the number of minutes in an hour and the number of hours in a day | Interpret and construct simple pictograms, tally charts, block diagrams and simple tables Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Ask and answer questions about totalling and comparing categorical data | | <urn:uuid:f3a677bc-c4db-4a91-ad99-259d77956e3a> | CC-MAIN-2024-42 | https://holyfamilyhalewood.org.uk/wp-content/uploads/2023/09/Year-1-2-Maths-LTP-and-Summer-Termly-Overview-New-Scheme-1.pdf | 2024-10-07T05:52:27+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00861.warc.gz | 268,380,672 | 629 | eng_Latn | eng_Latn | 0.943764 | eng_Latn | 0.992662 | [
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TIMELINE OF LEGISLATION AFFECTING ABORIGINAL PEOPLE
The information in this handout, aimed at South Australian middle and senior years learners, is of legislation which specifically affected Aboriginal people, not only in South Australia but with interstate comparisons as well. The information is adapted from Indigenous people and the law in Australia, Chris Cunneen and Terry Libesman, Butterworths Legal Studies Series 1995 together with South Australian Aboriginal Studies documents.
A strategy for classroom use is as a class select three events, one each from protection, assimilation and self-determination, and critically analyse the intentions of the legislation then compare this with the known or probable effects of the legislation. Individual, pairs or small groups of students could then similarly choose three events to critically analyse then share their findings with the class. The purposes are to show that intentions do not always result in intended outcomes; that it is easier to be critical in retrospect; and, to learn skills to act or respond as appropriately as possible in the future.
| Possible positive intentions | Possible negative intentions | Legislation affecting Aboriginal people | Possible positive outcomes |
|---|---|---|---|
| The British colonists wanted Aboriginal people to become like them, thinking that their culture was ‘advanced’ | This would leave Aboriginal lands more freely accessible to British farmers. | 1842 South Australia The Waste Lands Act allowed for reserves to be set aside to encourage 'civilised' habits among the native population by farming. Most of the sixty reserves were later rescinded. | Aboriginal people had somewhere they were allowed to live for a short time. |
Perspectives to consider could include political (who has the power), legal (Aboriginal law v. British, Colonial or Australian law), social (effects on particular groups), economic (in whose interests?), environmental impact.
Finally, the class could discuss very recent or planned legislation to critically analyse. Cross cultural and global comparisons can be made to transfer skills learnt through this process. If possible invite an Aboriginal person to be involved in the class activity either in person or via telephone, fax or email link ups.
PROTECTION
1834 South Australia Foundation Act passed in British Parliament for establishment of the South Australian colony in what is described as 'waste and unoccupied'. This Act made provision for 300 000 square miles to become the territory in which British settlers could begin the colony of South Australia.
The Letters Patent relating to the Act said that nothing could be done which would "affect the rights of any Aboriginal natives of the said Province to the actual occupation or enjoyment in their own persons or in the persons of their descendants of any lands therein now actually occupied or enjoyed by such natives".
Sympathizers in England knew of the ill treatment of Aboriginal people in the other Australian colonies but their attempts to protect Aboriginal rights failed. Although the Letters Patent had the force of law, they were virtually ignored by the settlers and authorities.
1836 South Australia Protector of Aborigines appointed to provide 'protection in the undisturbed possession of their property rights to such lands as may be occupied in any special manner'.
Protector was to 'make (Aborigines) friendly to the settlers, induce them to labour, lead them to civilisation and religion'. They become British subjects but their evidence is not allowable in court.
1842 South Australia The Waste Lands Act allowed for reserves to be set aside to encourage 'civilised' habits among the native population by farming. Most of the sixty reserves were later rescinded.
1844 South Australia Ordinance 12 provides for the protection, maintenance and upbringing of orphans and other destitute children of the Aborigines.
The Protector of Aborigines becomes the legal guardian of all children of mixed descent. Evidence of Aborigines sometimes allowed in court.
1856 South Australia Protector's office abolished and the South Australian Commissioner of Crown Lands entrusted with the 'care' of Aboriginal people. Commissioner distributes flour and blankets and arranges medical attention.
1869 Victoria Aborigines Protection Act 1869. No specific powers or duties.
1870s Queensland Torres Strait Islands annexed by Queensland. Islands within 60 miles of coast became part of the colony of Queensland.
1879 Queensland Torres Strait Islands as far north as New Guinea became part of Queensland.
1881 New South Wales Protector appointed.
1886 Victoria Aborigines Protection Act 1886 gave Board regulatory powers to issue rations, clothing, blankets, etc.
1890 Victoria Previous act repealed and new wide powers concerning living, working, education and provisioning of Aborigines and 'half-castes'
1893 South Australia Fisheries Amendment Act meant that only Aboriginal people could fish in certain places
1895 South Australia The Opium Act meant opium could not be sold, bartered, exchanged, given to Aboriginal people other than as medicine
1897 Queensland Aboriginal Protection and Restriction of the Sale of Opium Act provides for Superintendents to direct Aboriginal people where to live. No right of appeal.
1904 Queensland Torres Strait Islanders under the control of the Chief Protector and subject to the same legislation as Aboriginal people in Queensland
1905 Western Australia Aborigines Act 1905 provides for management of reserves and some medical care and rations as well as employment relations.
Protectors (who were police officers) were established in various districts.
Provisions stopped cohabitation between Aboriginal and others.
1908 South Australia The Licensing Act reworded to say liquor could not be supplied to Aboriginal people
1909 New South Wales Aborigines Protection Act. Half of the board consists of graziers. Act remains in force until 1969.
Duties included police issuing rations to 'deserving' cases, forcing children to attend school, withholding rations to coerce Aboriginal people to move, deciding whether Aboriginal people should see doctors, patrolling and maintaining order on reserves, expelling 'trouble makers', removing 'neglected' children from their parents and sending them to 'training homes' until 14 years of age, instituting proceedings against parents who resist this, expelling light-coloured people from reserves and preventing them mixing with their families on reserves, removing whole Aboriginal communities from certain localities.
1910 Northern Territory Aborigines Act means Aboriginals Department had duty to 'exercise a general supervision and care over all matters affecting the welfare of the Aboriginals, and to protect them against injustice, imposition and fraud.'
Chief Protector is legal guardian of all Aboriginal children. Aboriginal people could be confined to reserves. An Aboriginal woman could not marry a non-Aboriginal man without the written permission of the Protector. Aboriginal people could not be employed without a licence.
1911 South Australia Aborigines Act almost identical to above (South Australian government made laws also for the Northern Territory). Government have power to segregate Aboriginal people onto reserves and arrest them for leaving or refusing to go there.
1911 Australia By this time all states and territories with the exception of Tasmania had passed some form of 'protection' legislation with an emphasis on segregation and restriction. There was an assumption that Aboriginal people were 'a dying race'. However, by the 1920s it was apparent that the so-called 'half-caste' population was increasing.
1915 South Australia Crown Lands Act empowered Governor to lease up to 160 acres of land to an Aboriginal person
1923 South Australia Aborigines (Training for children) Act meant that Aboriginal children could be removed from their families and sent to institutions until they were adults.
ASSIMILATION AND INTEGRATION
1934 South Australia Aborigines Act meant free movement for Aboriginal people only through exemptions and permits. Offence for females to wear male clothing or be with males.
1939 South Australia The Aborigines Act Amendment Act of South Australia makes the Aborigines Protection Board the legal guardian of all Aboriginal children.
The Exemption Certificate is introduced which allows certain Aborigines to become 'non-Aborigines' if they behave as the government wants.
If not exempted, Aboriginal people cannot open a bank account, buy land or legally drink alcohol. Exempted people are not permitted to live on reserves or mix with non-Aborigines.
1951 By this time all Australian governments at least claimed that they were acting in accordance with an assimilationist policy.
Assimilation meant 'in practical terms that, in the course of time, it is expected that all persons of Aboriginal birth or mixed blood in Australia will live like white Australians.'
1961 An agreed definition is formulated as follows: 'The policy of assimilation means that all Aborigines and part-Aborigines are expected eventually to attain the same manner of living as other Australians and to live as members of a single Australian community enjoying the same rights and privileges, accepting the same responsibilities, observing the same customs and influenced by the same beliefs, as other Australians.'
Assimilation could be seen positively as providing for equality with non-Aboriginal people or negatively as the eventual disappearance of Aboriginal people.
1962 Commonwealth Electoral law changes to conform the federal voting rights of adult Aborigines.
1962 South Australia Aboriginal Affairs The Act giving the power to remove Aboriginal people to reserves is abolished as are exemption certificates. Having left a reserve, Aboriginal people have to apply for permission to revisit it.
SELF DETERMINATION AND LAND RIGHTS ACTS
1965 South Australia Aborigines and Historic Relics Preservation Act of SA provides some protection of sacred sites, burial sites and other significant locations
1966 South Australia Prohibition of Discrimination Act provides for elimination of discrimination in housing, employment and supply of services.
1966 Commonwealth Cattle Station decision introduces equal wages and award conditions for Aboriginal workers in the pastoral industry. Prior to this wages were often half that of non-Aboriginal workers and were sometimes paid to the Protector and sometimes paid in kind, ie clothing, rations.
1966 South Australia Aboriginal Land Trusts Act establishes a trust to hold the title to former reserves and other parcels of land in South Australia. The trust leases out the land to individuals and communities.
1967 National referendum gives the Commonwealth power to make laws overriding states for Aboriginal people, Aboriginal people to be counted in the census along with other Australians.
1967 South Australia Licensing Act means Aborigines now able to purchase liquor 1968 South Australia Aboriginal Affairs Act Amendment Act means young people can no longer be forcibly removed to institutions
1970 Victoria Aboriginal Lands Act confers freehold title for Lake Tyers Aborigines to be managed by a committee of seven elected members.
1971 Commonwealth Justice Blackburn decides that Australian common law does not recognise native title in a case based around Gove.
1972 South Australia Community Welfare Act repeals the Aboriginal Affairs Act of 1962 and moves away from assimilation to integration including power 'to promote, in consultation and collaboration with the Aboriginal people, the cultural, social, economic and political welfare and development of the Aboriginal people; to encourage and assist the Aboriginal people to preserve and develop their own languages, traditions and arts,' and to research, foster development of councils and associations, business, trade, industry and provide grants, technical and other assistance to advance the development of Aboriginal people.'
1972 Commonwealth government establishes a policy of 'self-determination' to 'restore to the Aboriginal people of Australia their lost power of selfdetermination in economic, social and political affairs'.
1976 Northern Territory Aboriginal Land Rights (NT) Act allows for transfer of reserves to Aboriginal trusts and for traditional owners to claim unalienated Crown land. Land Council structures are established including Central, Northern and Tiwi.
1981 South Australia Pitjantjatjara Land Rights Act allows for Anangu Pitjantjatjara Council to control land in the north west of the state. No proposals to use the land can be carried out without the consent of the traditional owners, including mining, though the Minister can arbitrate.
1983 New South Wales Aboriginal Land Rights Act established a system of local land councils and financial compensation to enable Aboriginal communities to purchase land on the open market. The New South Wales Aboriginal Land Council can own land, make grants and make claims for Crown land (but not that in National Parks).
1984 South Australia Maralinga Tjarutja Land Rights Act is similar to Pitjantjatjara but without right of veto on mining.
1985 Northern TerritoryUluru (Ayers
Rock) handed back to Anangu.
1984 South Australia Equal Opportunity Act Discrimination becomes unlawful in employment, education and the provision of goods and services on the basis of race or ethnic origin, disability, sex, marital status, pregnancy and sexuality.
1987 Commonwealth enacts the Aboriginal Land (Lake Condah and Framlingham Forest) Act in Victoria which vests ownership in the elders and decision making in the community as a whole. The title granted is freehold title.
1991 Queensland Aboriginal Land Act and Torres Strait Islander Land Act allows for vacant crown land to be claimed on the basis of traditional association, historical association or on an economic or cultural viability needs basis. Vacant crown lands which have not been set aside for public purposes, state forests, timber reserves and town and city land are not claimable, nor are pastoral properties or excisions or stock routes. Only 2% is claimable. There is no land fund for buying or developing lands and no structure to support the making of claims. Land claimed is not saleable.
1992 Commonwealth Mabo High Court found that the Murray Islanders in the Torres Strait hold native title to the islands.
They found that Australia was not unoccupied on settlement and that the indigenous inhabitants had, and continue (unless extinguished validly) to have, valuable legal rights to their traditional land.
1993 Commonwealth Native Title Act recognises native title rights of Indigenous peoples of Australia who have maintained a 'continuing connection' with their land and waters in accordance with their traditions. Native title is extinguished by valid grants of land to non-Indigenous people.
1996 Federal High Court Wik decision stated that native title rights could co-exist with pastoral leases. Where there is conflict in the exercise of those rights, Native Title rights to be subordinate to those of the pastoral lease holder.
1997 Stolen generations report from the Human Rights and Equal Opportunities Commission outlined the experience of many generations of Aboriginal people who have been forcibly removed from their families. It called for a formal apology and compensation to support communities to heal.
1998 Commonwealth Native Title Act Amendment Act reduces Indigenous Australians access and control over lands
1998 Western Australia and Tasmania
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St. Andrew the Apostle Catholic Primary School
Collective Worship Policy
St. Andrew the Apostle Catholic Primary School
Collective Worship Policy
General Statement
At St Andrew the Apostle Catholic Primary School we believe our Collective Worship underpins the whole community and is an educational and spiritual activity or experience in which ALL can contribute and from which ALL can give. This enables our children to develop a sense of worth in God's care.
It is an important part of a child's religious experience within our school. It links with our Mission Statement: Succeeding Together in Faith and Love We take into account the religious and educational needs of all who share in it.
Why Collective Worship?
To provide opportunities for pupils and staff to come together to worship God.
To provide an enriching and positive religious experience, where children become active participants developing in their faith journey.
To develop a greater sense of who they are within the home, parish and wider community.
To develop a greater sense of awareness that they are made in the image and likeness of God.
To provide opportunities for those children where school may be their first experience of church.
To provide an awareness and respect of other Christian traditions and faith backgrounds.
Responsibility of Collective Worship
GOVERNORS have the responsibility of agreeing on a policy statement for Collective Worship after consulting with the Headteacher.
Our HEADTEACHER's role is to ensure that an act of Collective Worship is provided for every child daily. (Noted on class timetables)
TEACHERS plan and enable Collective Worship to take place each day, sometimes acting upon a child's initiation.
PARENTS/carers are invited to participate in Collective Worship (e.g a celebration of our Come and See topics), whole class assemblies, whole school and class masses.
St. Andrew the Apostle Catholic Primary School
PUPILS must have the opportunity to take part in daily Collective Worship and an increasing number are initiating their own for their class.
Collective Worship at St Andrew the Apostle Catholic Primary School
At St Andrew the Apostle our acts of Collective Worship occur on a daily basis for every child within the school in a number of ways.
Collective Worship in the Classroom
Daily acts which vary in duration and time of day, depending on the ages of the children involved:
Foundation Stage: 3-4 minutes
Key Stage 1:
5-7 minutes
Key Stage 2:
7-11 minutes
They may be teacher-led or generated by class discussion, thoughts, prayers, singing and/or reflection. They may be initiated by individual children too.
* Creating a sense of unity and belonging
* Sharing real-life experiences (eg, weather, natural world)
* Offering a reflective experience where children may contribute
Teachers use the format provided by the Christian Education Department:
GATHER – LISTEN – RESPOND – GO FORTH
Collective Worship through an Assembly
Whole School Assemblies:
* Teachers lead assembly mostly on a Tuesday, sharing a theme, including children's responses to Scripture, eg the Beatitudes – "How can I show forgiveness this week?"
* We have different formats and different types of assemblies in which Collective Worship is delivered.
* Class-led assemblies which celebrate Come and See (on a rota basis) or special season (Saints' Days, Advent, Ash Wednesday etc)
Tuesday's Collective Worship (example)
Children come into the hall with their hands joined whilst gentle music plays.
Teacher introduces theme for assembly, then begin with a prayer.
Theme is explored – children's contributions encouraged and valued.
Delivery may be: using Powerpoint or posters, scripture, prayer, etc
Children contribute and share ideas with talking partners
All are given time to reflect and consider Christian values in practice for the following week.
Class-led assemblies
Using the Come and See topics, each class leads an assembly on a rota basis through the academic year. The R.E. co-ordinator in consultation with the class teacher ensures each class knows which topic/theme they will lead.
The teacher plans with children from work completed during a topic (if relevant from Come and See) so that they are directly involved in their own Collective Worship. The rest of the school is invited to each of these assemblies at a certain time, as parents/ carers are invited too.
Our assemblies:
* Bring us together as a school family
* Develop a sense of purpose, sharing with a wider audience
* Bring Come and See together – other year groups gain a new understanding of the topic
* Celebrate and develop gifts – public speaking, acting, singing
* Welcome family/wider community, helping our commitment to a coherent community
Collective Worship through Liturgy
Our Parish Priest, Father Matthew Nunes is a regular visitor to school for special Masses/liturgies during the year. On these occasions, school, families and parishioners come together.
The R.E lead usually prepares these celebrations in consultation with the Headteacher, teacher and priest.
St. Andrew the Apostle Catholic Primary School
Examples of liturgies:
Beginning of our school year Y6
St Andrew's Day – Y5
Lenten Masses/Stations of the cross
Reflections during Holy Week
The Feast of St Peter and St Paul
Staff/Governor Mass from the three primary schools that make up the Parish of St John Vianney
Class Masses Y6, Y5 and Y4
Our RE Lead models Collective Worship with our staff through introducing each topic using 'Come and See for Yourself'
Collective Worship through the Liturgical Year
Easter – celebrated using relevant Come and See topics but supplemented with special class-led assemblies/celebration of topics.
Christmas – Carol Services in school with readings, singing, acting with Nursery, Reception, Key Stage 1 and Key Stage 2.
Classrooms
All classes have Come and See displays and focus tables.
Candles and music enhance the prayerful, reflective nature of Collective Worship.
The Headteacher and R.E Lead are responsible for the monitoring of Collective Worship throughout the school. Staff are encouraged to share good practice with colleagues. Oral feedback is given to all teachers for professional development, highlighting strengths and areas to develop.
Conclusion
Collective worship at St. Andrew the Apostle provides opportunities for pupils, staff and the wider community to come together to worship God. These opportunities are but steps on our journey, so that all involved in our community might come to:
'Have life – life in all its fullness' (John 10:10)
We firmly believe that worship at our school is a central feature in the life of our school.
Through helping our children to celebrate shared values, by fostering a commitment towards God, it is intended that Collective Worship should act as an integrating and enriching element within the whole school community and beyond. | <urn:uuid:bc072a38-092a-4dd7-bede-6be47afcaa4f> | CC-MAIN-2024-42 | https://standrewapostle.co.uk/wp-content/uploads/2024/05/Collective-Worship-Policy.pdf | 2024-10-07T04:36:31+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00863.warc.gz | 500,944,892 | 1,373 | eng_Latn | eng_Latn | 0.868153 | eng_Latn | 0.992755 | [
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The study showed that higher temperatures led to more peat carbon loss, although increased precipitation slightly enhanced the build-up of peat carbon over long timescales. Ecosystems like oceans and forests may stop absorbing carbon from the atmosphere but start emitting it due to the human-induced climate change, according to a research. Those systems are known as natural carbon sinks that could suck carbon dioxide out of the atmosphere. Among them, the peatlands with a carbon dioxide rich type of soil called peat are the most efficient natural carbon sink on the planet.
When undisturbed, they store more carbon dioxide than all other vegetation types on Earth combined. But when the peatlands are drained and deforested, they can release nearly six per cent of global carbon dioxide emissions each year, according to the researchers, Xinhua news agency reported.
"Global peatlands cover only about three per cent of the global land area but hold around 30 per cent of the earth's soil organic carbon," said author Zhuang Qianlai, Professor at Purdue University.
For the study, published in the journal Proceedings of the National Academy of Sciences, the team looked at peatlands in the Peruvian Amazon to try to find out if the large amount of peat carbon can be released under a warmer climate.
According to an earth systems model spanning from 12,000 years ago to 2100 AD, the relatively small basin could lose up to 500 million tonnes of carbon by the end of this century.
That's about five per cent of current global annual fossil fuel carbon emissions or 10 per cent of US emissions that are spit back out into the atmosphere, the researchers noted. The study showed that higher temperatures led to more peat carbon loss, although increased precipitation slightly enhanced the build-up of peat carbon over long timescales. Together, the carbon loss from peatlands to the atmosphere would be increased. "If the area we looked at could represent the whole Amazonia or tropical peatlands, the loss of peat carbon to the atmosphere under future climate scenarios should be of great concern to our society,” Zhuang said.
Source: devdiscourse | <urn:uuid:11ae4e7c-fa89-47c1-9f9d-b4b48da94bbb> | CC-MAIN-2024-42 | https://environmentsee.eu/ecosystems-may-start-emitting-carbon-due-climate-change/?generate_pdf=13539 | 2024-10-07T05:50:16+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00861.warc.gz | 208,420,309 | 436 | eng_Latn | eng_Latn | 0.998455 | eng_Latn | 0.998455 | [
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I would like to have a puppy because ....
Give 3 reasons you would like to have a puppy.
1
2
3
What do you think a puppy would like about you?
What would you do to take care of a puppy?
1
2
3
What kind of puppy would you like to have?
There are a lot of lonely dogs at the animal shelter would you consider one of these dogs that don’t have a home as a pet?
Would you like a pig for a pet? What about a kitten? | <urn:uuid:e56ad0c3-21b4-47f3-a7c1-89c1ed59da04> | CC-MAIN-2024-42 | http://francescrossno.com/I%20would%20like%20to%20have%20a%20puppy%20because%20Word.pdf | 2024-10-07T05:16:57+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00865.warc.gz | 13,540,354 | 108 | eng_Latn | eng_Latn | 0.998561 | eng_Latn | 0.998561 | [
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Back
Helping Your Child with Reading at Home
"The more that you read, the more things you will know. The more that you learn, the more places you'll go."
― Dr. Seuss, I Can Read With My Eyes Shut!
The Importance of Reading
Reading is a key part of the Primary English Curriculum. It allows children to develop the ability to extract information from a variety of texts and deepen their knowledge, understanding and experiences within a wide variety of contexts. It also enables them to access all other parts of the curriculum outside of English itself.
However, it is not just the act of learning to read at school that matters. Reading for pleasure is also a vital part of a child's wider cognitive development and the impact of reading regularly at home with your child can be invaluable. This booklet aims to support you in reading at home for pleasure with your children.
What the research says:
children who read for pleasure make more progress in maths, vocabulary and spelling between the ages of 10 and 16 than those who rarely read.
reading for pleasure is more important for children's cognitive development between ages 10 and 16 than their parents' level of education.
Children who are read to regularly by their parents at age 5 perform better in maths, vocabulary and spelling at age 16 than those who were not helped in this way.
(Source: http://www.ioe.ac.uk/89938.html)
June 2015
Ideas for helping children who are learning to read
- Read stories to you child. Encourage them to look at the pictures and talk about the story with you.
- When you child is able to recognise letters, sounds and words, ask them to read part/all of the story to you. Discuss what has happened using the pictures to support understanding.
- Read books together and miss out words- encourage your child to fill in the blanks. Do they understand what is happening in the story and fill the blanks with plausible ideas?
- Encourage children to spot letters that they recognise on signs and posters.
- Point out various words on food packets. Ask your child to help you when shopping. Can they spot the tin that says beans? Can they find the tomato sauce?
- Encourage your child to make up plays about familiar stories. This helps them to develop the language to retell a story orally and to sequence events correctly.
- Read interactive books such as lift the flap books and pop up books.
- Make cakes and biscuits together and encourage your child to help you follow the recipe. You could make the biscuits into the shapes of letters and spell out their name, days of the week and other familiar words.
7 instant ways to improve reading for pleasure at home, at any age!
Spend 10 minutes a day reading together. Make it fun and establish it as 'special time' with each other. Choose books, magazines, brochures, catalogues, menus, recipes, posters or newspapers that you both enjoy.
Encourage children to make up their own characters and stories and orally tell stories to you.
Buy books as presents.
Make a special place to keep reading books at home.
Join the library. They have lots of free events during school holidays to support reading for pleasure.
When reading, point out unusual words and discuss what they mean. This stresses the importance of actually understanding what has been read for your child.
Let your child see you reading. Talk about what you like and don't like to read.
June 2015
Developing a Reading Community
At Hanging Heaton, we pride ourselves on the importance we place on reading. It is our aim that we develop a reading community where our children are both proficient and confident in reading and enthusiastic about picking up at book! In order to achieve this, reading must be an activity which goes beyond the classroom.
We want reading to be encouraged and modelled by everyone to teach our children that in a world that is full of other distractions, reading really does still matter!
Some common myths amongst our children about reading!
You can't read the same book twice!
Children, particularly younger children, often choose to return to familiar and favourite books. This should be encouraged as it is building up the child's confidence and understanding that reading is pleasurable.
Reading is a chore or 'part of homework'.
It is our aim that children at our school do not see reading as 'another job on the list'. By promoting reading for pleasure, our aim is that children at our school will choose to read because they want to rather than because they have to.
Reading means reading a book!
Everywhere we look, there are things to read. Reading can be done anywhere at any time including researching online, reading relevant newspapers, comics and magazines, reading a recipe or following a set of instructions for a game. Reading does not always mean reading a book!
Questions to ask your child
Children who are learning to read begin with picture books and listening to stories being read to them. These questions can be used to ask questions about pictures and stories that have been read to you child as well as when they begin reading the text for themselves.
As children progress from Reception to Key Stage 1, they should apply their phonics and word recognition of everyday words (high frequency words) to their reading and become gradually more independent. The more children read at this age, the more confident they become at recognising new words and applying their phonics independently. The questions in the final box are more appropriate when children have become confident with the literal meaning of what they have read.
| Recall Questions (Literal – revising ideas covered Where does the story take place? When did the story take place? What did she / he / it look like? Who was he / she / it? Where did she / he / it / live? Who are the characters in the book? Where in the book would you find? | Simple Comprehension Questions - (Checking understanding) What do you think is happening here? What happened in the story? What might this mean? Through whose eyes is the story told? Which part of the story best describes the setting? What words and / or phrases do this? What part of the story do you like best? |
|---|---|
| Inference and prediction questions- considering how a character feels and thinking about what might happen next based on what has been read. How does the character feel about …? Is the character happy, sad, angry etc. about…? Why? What is the character thinking at this part of the story? What clue have you used to make you think that? How do you think the character will feel if…happens? How would you feel if you were…? What would you do if you were…? What do you think will happen next? Why? How do you think the story will end? Using the blurb on the back, what do you think will happen in this story? Do you think this will be a funny, happy, sad story? What made you think that? | Opinion and evidence based questions– What is your opinion on this book? Using all of the evidence in the book, can you tell me what you feel about…? Have you changed your mind about… since reading this book? What could this character think about…? Evidence Questions – using examples from the book (Analytical – Building on existing knowledge) What makes you think that? How do you feel about…? Can you explain why…? I wonder why the writer decided to…? Has the author used adjectives to make this character funny? Why did the author choose this setting? |
June 2015 | <urn:uuid:426a751f-90b2-4853-bb07-466c0e1f106d> | CC-MAIN-2024-42 | https://hangingheaton.co.uk/sitetemplate/hangingheaton/uploads/Supporting%20Reading/Helping%20your%20child%20with%20Reading%20-%20Reception%20and%20KS1.pdf | 2024-10-07T04:30:13+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00866.warc.gz | 252,746,043 | 1,555 | eng_Latn | eng_Latn | 0.998663 | eng_Latn | 0.999014 | [
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Name _______________________________________________
Date ________________
BURNS ANXIETY CHECKLIST
Instructions: The following is a list of symptoms that people sometimes have.
Circle the number that best describes how much that symptom or problem has bothered you in the past week. | <urn:uuid:60bd8370-3af3-475c-8078-52fa8ddd56c4> | CC-MAIN-2024-42 | http://www.annandersoncounseling.com/uploads/2/4/4/6/24466276/burnsanxiety_inventory__2_.pdf | 2024-10-07T05:14:03+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00865.warc.gz | 34,790,239 | 50 | eng_Latn | eng_Latn | 0.996929 | eng_Latn | 0.996929 | [
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Cartoons for the Classroom Presented by NIEonline.com and the Association of American Editorial Cartoonists (AAEC)
Violent demonstrations swept through Muslim countries after a Danish newspaper published 12 cartoons depicting Muhammad in direct defiance of the Islamic tradition that any depiction of the prophet is sacrilegious. Muhammad plays a central role in the faith of more than 1.3 billion Muslims worldwide. For western nations, the issue centers on the concept of Free Speech: The right to publish material — even offensive material — without fear of retribution. Matt Davies' cartoons illustrate this clash of cultures.
Free speech vs. respect for religion
Association of American Editorial Cartoonists (AAEC) http://editorialcartoonists.com/ More by Matt Davies
Additional resources
http://www.thejournalnews.com/cartoons/davies/
Freedom of the press and freedom of speech, by definition, include the freedom to offend. But the freedom to offend has to be used carefully if it is to retain real power.
Talking points
— Brian Gable, Editorial cartoonist for The Globe and Mail.
2. Do American newspapers have the right to reprint the offensive cartoons? Should they exercise that right? Is there a duty to reprint them? Or to NOT reprint them?
1. The founding fathers considered the concept of Free Speech so important they made it part of the First Amendment hundreds of years ago. But the U.S. is the only Western nation to put that freedom into writing as part of its constitution. Why haven't other countries done so?
Get out your newspaper 3. There are limits to free speech. Can you yell fire in a crowded theater? Isn't child pornography a crime? Should there be a restriction on religious references in cartoons?
Gather a collection of political cartoons from your newspaper. Using the Cartoon Evaluation Worksheet (available online at the NIE Website) analyze each cartoon and explain the issues addressed. Which cartoon could be deemed offensive to a specific audience? Explain why. | <urn:uuid:dbf93e86-c7f0-4036-a265-edb7a03da90a> | CC-MAIN-2024-42 | https://www.nieonline.com/cftc/pdfs/target.pdf | 2024-10-07T04:47:00+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00868.warc.gz | 804,749,872 | 398 | eng_Latn | eng_Latn | 0.998072 | eng_Latn | 0.998072 | [
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Cartoons for the Classroom Presented by NIEonline.com and the Association of American Editorial Cartoonists (AAEC) Draw your own conclusions
Cartoon courtesy Chuck Asay (c)
Study the drawing and decide which candidate is being discussed. Then write some different questions you'd like answered by a candidate in the space below.
Reprinted by permission of Chuck Asay and Creators Syndicate, Inc. All rights reserved.
What questions do you want a candidate to answer?
___________________________________
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ | <urn:uuid:74f9ba43-5d21-43b5-8ddf-847df87aa4e2> | CC-MAIN-2024-42 | https://www.nieonline.com/cftc/pdfs/youngvotersblank.pdf | 2024-10-07T04:11:49+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00868.warc.gz | 804,978,460 | 124 | eng_Latn | eng_Latn | 0.850945 | eng_Latn | 0.850945 | [
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City of Frisco Public Works
TEEA 2015 Winner: Water Conservation
Innovative WaterWise outreach simplifies water conservation message and saves billions of gallons.
Once a small city on the north side of Dallas, in the last 15 years Frisco has seen its population more than quadruple. During that time of rapid development, it also experienced the same challenge as many other cities in the area: drought.
Historical water use showed an enormous problem: nearly 300 gallons per person per day in 2000. Frisco's WaterWise campaign targeted residential water use, which accounted for 65 percent of total use throughout the city. With a constant influx of new residents, education was imperative.
Instead of focusing education on the residents' understanding of, and compliance with, the current drought-stage restrictions, Frisco decided just to simplify the message. Instead of answering "How much?" or "How often?" the city's water-education team turned the focus of their outreach to "Do we need to water at all?" In 2009, Frisco installed a weather station and set up rain gauges throughout the city. Using evapotranspiration methodology established by Texas A&M AgriLife researchers, the city captured and interpreted information based on data from the local area. What the team noticed was surprising—you don't need as much water as you might think. Based on that information, they began issuing weekly watering recommendations through newsletters, social media, city websites, and a phone hotline. Incorporating a science-based approach led to outstanding results: in 2014 Frisco made recommendations for its residents to water during just 12 weeks out of the year!
From the start, the priority was to remain consistent in the information provided. One-on-one contact and education through free sprinkler checkups has been a core component of the program. Residents could request a visit by one of the city's licensed irrigators to audit their sprinkler-system setup, review performance while it was in operation, make recommendations for more efficient settings, and then perform the adjustment for the homeowner. Sprinkler checkups have been an incredibly popular opportunity for residents, with more than 14,000 completed since 2006. In addition to personal contact with the residents by the irrigators, Frisco's water education team regularly hosts workshops, develops and distributes educational materials, and films the weekly watering recommendations to supply up-to-date information for the city.
Through its proactive and focused approach to water conservation education, Frisco has seen consumption drop to 147 gallons per person per day and estimates its residents have saved 6.2 billion gallons in the most recent year because of WaterWise. By providing Frisco homeowners with accurate information to make informed decisions, the city allowed the individual to play a part in protecting a resource as precious as water for the betterment of future Texans. | <urn:uuid:2031232f-18f5-4484-bfc8-9b7f20dfae3f> | CC-MAIN-2024-42 | https://www.tceq.texas.gov/downloads/p2/excellence-awards/teea-winner-pdfs/2015/city-of-frisco-public-works.pdf | 2024-10-07T05:01:54+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00869.warc.gz | 897,878,576 | 578 | eng_Latn | eng_Latn | 0.998237 | eng_Latn | 0.998503 | [
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Going to the Moon
It was a time when summer seemed to last forever. The only summer camps we ever heard of or attended were a three-day, week at the most, camp with a church group or Scouts. We didn't have such things as sports camps, or art camp. We had to think up our own entertainment.
It was a time when the United States hadn't even put a man on the moon though they were getting close. We had already witnessed on our black and white television the take off and landing (better stated plop into the ocean) of man's first entry into space by Astronaut, John Glenn. Prior to Glenn's "surly bonds of earth" experience an unsuspecting chimpanzee made the trip. And no, there weren't any animal rights groups, or John Glenn would have been the first "guinea pig."
It was a time when my friend Kay and I spent many summer days and nights back and forth between our houses. She lived on the corner and I lived in the middle of the block. Her house had a driveway that made a slight turn into a covered area called a carport, and just beyond that was a cool, grassy courtyard enclosed on three sides by a painted cinderblock fence about four feet high.
Either her mother was getting ready to recover her sofa cushions any way, or she was just plain crazy, because from her vantage point in the kitchen she could observe all of our play in the courtyard and see that we were using her sofa cushions as gear. On one such occasion we hauled all of those sofa cushions out onto the grass along with a few old bedspreads, and no telling what else we dragged out.
Kay and I stacked the cushions one on top of the other like layers of cake. They were nice and high for our short legs and we soon discovered that if you sat on the edge of the cushions and pushed with your feet, you could get a nice motion of bounce going. We could even create the affects of some rough turbulence as Kay and I made our way into outer space. Who needed a monkey? Who needed John Glenn? We were going to the moon!
Years later, many years later, I was having a conversation with my twelve-yearold daughter. I asked her why she wasn't spending much time with someone who had once been a long-term best friend. She was telling me that they used to enjoy playing Barbie and other things and now it seemed the only thing they ever did was to play cards. She thought that maybe they had outgrown each other. I responded, "Oh you never outgrow a friend. Remember Kay out in California that I've been talking to lately on the telephone? We've known each other since I was six years old. Why we've even been to the moon together!"
Footnote: The saying, "History repeats itself" is true. When I was in the second grade, Astronaut John Glenn was the first American into space. When the daughter in this story was a second grader, John Glenn made his second flight into space.
©Belinda Howard Smith www.belindahowardsmith.com | <urn:uuid:5d1b45d2-bc48-4acf-86ce-2f97dbd92755> | CC-MAIN-2017-39 | http://belindahowardsmith.com/files/Going_to_the_Moon.pdf | 2017-09-26T16:29:14Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00340.warc.gz | 40,090,444 | 662 | eng_Latn | eng_Latn | 0.999466 | eng_Latn | 0.999466 | [
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Children in Care
(Also known as Looked After Children (LAC) or Children Looked After (CLA))
Guide for Governors
Here you'll find useful information and great questions to help governors discuss Children in Care with their school leaders.
This booklet is written for primary and secondary schools, including academies. It is also written for special schools and PRUs. For ease of reading the term schools is used.
Contents
2. The Basics
4. Facts & Figures
6. What is a Virtual School?
6. What do 'Attachment' and 'Trauma Informed' mean?
7. Ten great topics for Governors to ask about…
8. Where to get more information
9. Role models
10.
Post-16
October 2024
Children in Care: The Basics
Who is a Child in Care (CIC)?
They are a pupil who is not Looked After by their parent and the Local Council is responsible for their care.
This could have been decided by a court (e.g. due to abuse) or by social care (e.g. during a safeguarding investigation). It can be long term (e.g. unaccompanied asylum seeker) but can also be short term (e.g. due parents spending time in prison). It can include foster parents and children's homes.
Why are there other terms for CIC (Looked After Child and Child Looked After)?
The law and the Department for Education (DfE) use the term Looked After children, so we're stuck with it for now. However, lots of people prefer the terms Child in Care or Child Looked After because these put the child first. This booklet uses the term Child in Care whenever possible.
Who is classed as a 'Previously Looked After Child?'
They are a child who, immediately after leaving care, was given an adoption order, a special guardianship order or a child arrangements order.
The previously Looked After category also includes any children who were in state care outside of England which ended because they were adopted.
If a child returns to birth parents after being in foster care, are they previously Looked After?
For children who are in foster care for a short period – probably not. However, it depends on the circumstances, for example whether they left care under a court order known as a child arrangement order. If a school is unsure, they should contact their local council's Virtual School.
What is special guardianship?
It's when a court agrees that a carer or carers will become permanently responsible for a child. It's different to adoption because it keeps more of a link to the birth family. With adoption, legal ties to the birth family are severed. With special guardianship, this is not the case – for example, the special guardian can't legally change the child's surname or remove them from the UK for over three months.
9000Lives.org
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What is a Designated Teacher for LAC?
It is a staff member who is responsible for the success of children who are CIC or who were previously to be CIC. Even though aspects of the role can be delegated (e.g. admin tasks), the role itself can only be taken on by a qualified teacher.
Can a recently qualified teacher be Designated Teacher for LAC?
No. DfE guidance says it must be someone suitably trained and experienced. They should have appropriate seniority and have completed their induction. It is unlikely that a teacher in their first two years will have the experience and seniority to provide the challenge and leadership needed.
What is a Personal Education Plan (PEP)?
It's a plan that all CIC have. It tells us what needs to happen for a CIC to make at least expected progress and fulfil their potential. The social worker and school are jointly responsible for it. The child (according to their ability) and parents / carers (where appropriate) should also help write and review the plan.
What is Pupil Premium Plus (PP+)?
PP+ is extra funding for schools to spend to close the gap between CIC and their peers. Schools also get PP+ for children who were previously CIC. PP+ is for children from Reception to Y11. For children in Early Years settings, there is an alternative called Early Years Pupil Premium (EYPP).
How much is PP+ and EYPP?
* In 2024-25, PP+ is set at £2,570 per year.
* In 2024-25, EYPP is set at 68p per hour or up to £388 per year. It's paid on the 15 hours of universal entitlement and not the extra 15 hours for working parents.
For CIC, the money goes to the local council. They normally use some of it to provide services for all CIC and pass the rest on to schools. Therefore, a school will receive less than £2,530 or £353.
For previously 'Looked After' children, the money goes direct to the school.
9000Lives.org
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83,840 Total CIC
Facts and figures
(England, DfE data for year ending 31 st March 2023)
33,000 New CIC
2,960 Adoptions of CIC
31,680 Children leaving care
Where are children in care (CIC) living?
The majority live in foster care.
* 68% Foster placement
* 18% Children's home or semi-independent living
* 7% With parents / adult with Parent Responsibility
* 6% Other (e.g. residential school, secure unit)
* 2% Placed for adoption
Special Educational Needs & Disabilities (SEND)
55% of CIC are identified as having SEND (compared to 17% of all pupils). Furthermore, more than one quarter of CIC have an EHCP (a plan for pupils with the most complex SEND), compared to about 4% of all pupils.
9000Lives.org
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BecomeCharity.org.uk
+7% CIC over last 5 years
1 in 10 CIC had 3 or more care placements last year.
Outcomes for 16 year olds
Outcomes for 11 year olds
Again, outcomes for Year 6 children who are in care (and those who were previously CIC) are lower than all pupils by a large margin.
The two graphs above demonstrate the importance of making sure that PP+ is having an impact, and of governors to making sure they are both supporting and challenging, where appropriate, school leaders on the topic of pupil outcomes.
An Oxford study concludes that the stability of a child's life significantly affects their outcomes. This includes having a stable school place and stability of where they are living. The data is complex but other predictors of lower performance include:
* Being male
* Later entry to care (after age 10)
* Changing school in Year 10 or 11
Gender
There are about 12,000 more boys in care, and this has been broadly the same for over 5 years.
Persistent absence
Persistent absence is when a pupil misses 10% or more of their school sessions (i.e. half a day).
CIC at primary are less likely than average to miss more than 10%+ of their sessions. CIC at secondary, special or PRU are much more likely than average to miss more than 10% of their sessions.
References
* All graphs drawn from latest DfE data (at 1st Sept 2024): www.gov.uk/government/collections/statistics-looked-after-children or school census data.
* University of Oxford Study, Educational Progress of LAC in England, Luke et al. (2015) is https://www.education.ox.ac.uk/wpcontent/uploads/2019/05/Technical-Report-2.pdf
9000Lives.org
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BecomeCharity.org.uk
GCSE outcomes for CIC (and students who were previously CIC) are lower than all pupils by a large margin.
What is a Virtual School?
Children in Care attend lots of different schools, but one thing that they have in common is support from your local council's "Virtual School."
The Virtual School is a team of professionals, normally employed by the local council, who promote the education achievement of Children in Care. From them, schools and carers can normally expect:
* Expert support for writing and implementing PEPs.
* A named advocate for each CIC.
* Advice on spending PP+ cash so that it has a great impact.
* Training for both schools and carers
* A website with resources and support.
Some Virtual Schools also offer useful tools on attachment needs and trauma informed practice.
What do 'Attachment' and 'Trauma Informed' mean?
Attachment difficulties happen when a child does not have the comfort and security needed from their main carer(s) in their early life. As a result, the child may struggle to form strong emotional bonds with others.
Attachment issues are common in CIC. The impact of their early life often presents in schools as social and emotional needs. Examples include fear, anger, distrust, depression or avoidance behaviours.
What makes forming healthy bonds less likely?
* Abuse, neglect and trauma in a parent or child's life.
* A parent's poor mental health.
* A parent's substance misuse.
* A child having multiple care placements.
* Parents being separated from baby at birth (e.g. if baby is receiving neonatal care).
* Stress (e.g. a low income, being a single or young parent).
* Bereavement or loss of a carer.
(Source: NSPCC)
Trauma informed means that the school understands the impact of trauma on the child. Trauma can be caused by a wide range of life events, for example abuse, bereavement, inconsistent parenting or even fleeing war.
Pupils who experience trauma often find it harder to regulate their feelings or make good friends. Some behaviours that we then see feel antagonistic to an uninformed adult. Trauma informed staff understand how previous life events can lead to the behaviours we see today. These staff adjust their approach so that we deal with the behaviour even better than before.
In short, trauma informed means that adults respond in a way that sees not only the issue at hand, but also what's gone on before.
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Ten great topics for Governors to ask about…
Quick questions for a brand-new Governor
* Who is the leader responsible for CIC (AKA Designated Teacher for Looked After Children)?
* Do they have time to effectively do the job?
* How many CIC do we have?
* Who knows which children in school are CIC? How do we share this information?
Leadership & management
* How are outcomes for CIC monitored?
* How do the outcomes for CIC compare with those of other pupils?
* If a care placement breaks down, tell me how leaders proactively work with new placements in the hours, weeks and months after the placement is identified?
* Who writes a CIC's Personal Education Plan (PEP)?
* How do we know that the PEP is followed by every member of staff working with that child?
Previously Looked After Children
* How well are our previously Looked After children achieving?
* How certain are we that their PP+ funding is ensuring they will fulfil their potential?
Child's voice
* Give me an example of when we have listened to the views of CIC?
* How are CIC asked about what they want other pupils and teachers to know about them and why they are in care?
* Do we ask CIC for their view on who they want to attend their LAC review? How?
Inclusion
* How do we make sure that CIC can access the same opportunities as other pupils?
* How do we assess whether CIC need extra help (for example, for transitions to new teachers, for friendships, for learning)?
* How effectively have we prevented bullying of CIC?
* If the CIC has an EHCP who is accountable for ensuring the CIC pupil gets all the provision that their EHCP says they must have?
Home-school links
* How do we make sure we know the contact arrangements with birth parents?
* Would foster families and residential units say our communication with them is excellent?
* Do we keep in contact with any birth families of CIC?
* How do we invite social workers to parents' evenings?
Funding
* How much PP+ funding do we get for each CIC?
o How is this money spent?
o What difference has this made?
o How do we know?
9000Lives.org
7
Attendance
* How does the attendance of CIC compare to all pupils?
* Are CIC excluded more often than other pupils?
* What measures do we take to prevent exclusion? How are these measures working so far?
Staff skills
* What training is available for (or has been completed by) the Designated Teacher for LAC?
* What does trauma informed mean? How do we know if staff are trauma informed?
* What does attachment aware mean? How do we know if staff are attachment aware?
Information & partnerships
* Who ensures that we have all relevant current and historical information from Social Care?
* Are there other local services (e.g. via the local authority or charities) that we work with to improve outcomes for CIC?
* Do we have any CIC from neighbouring local authorities? If so, how well do we work with social care and the virtual school from their 'home' local authority?
* Do we have any CIC on distant placements (i.e. they have moved from a local authority further away than all local authorities that border our own)? If so, how well do we work with social care and the virtual school from their 'home' local authority?
Post-16 questions
* Are there any examples of when school leaders proactively worked with social workers and Personal Advisors on a CIC's Pathway Plan?
* How do you make sure you have the knowledge to navigate the perceived maze of leaving care, so the student is supported to get amazing outcomes?
* As relationships are important, how do we make sure that the CIC has met and has some trust in the staff member(s) they can go to talk about their worries?
* Have we had CIC who didn't complete P16? If so, what did we learn from their journey?
Where to find more information
1. The Designated Teacher for Looked After Children: A helpful DfE guide.
2. Are you Trauma Informed? From the 2017 Teacher Toolkit, this remains great advice.
3. What is an Attachment Aware School? from Attachment Lead Network.
9000Lives.org
8
Role models
Did you know?
Lots of notable people are care-experienced. Some are listed below but there are many more!
Sport
Callum Wilson (born 1992) is an footballer who plays as a striker for Newcastle United and England national team. Become wrote a blog for young people about Callum for Care-Experienced History Month.
Lloyd Kelly (born 1998) is an professional footballer who plays as a defender for Newcastle United. From the age of six, he spent twelve years in foster care alongside his siblings.
Academia
Dame Elizabeth Anionwu (born 1947) is a nurse, lecturer, and Emeritus Professor of Nursing at the University of West London. She spent nine years of her childhood in children's homes.
Dr Jim Goddard is a former senior academic and current Chair of The Care Leavers' Association. Jim spent his childhood in children's homes from the age of three to 17.
Broadcasting
Pandora Christie (born 1982) is one of the UK's most recognised radio presenters and presents on Heart. She grew up in London, living in a series of foster homes after her mother's death when Pandora was nine.
Ashley John-Baptiste (born 1990) is a BBC presenter. From the age of two until he was 18, he grew up in four foster families and spent two years in a children's home.
Writing
Lemn Sissay (born 1967) is an author who was the official poet of the London Olympics. He spent his whole childhood in the care system and writes about it in his memoir, My Name is Why.
Sophie Willan (born 1987) is a writer, comedian and actor. She is best known for her award winning BBC Two series 'Alma's Not Normal'.
Politics
Baroness Floella Benjamin (born 1949) is a presenter, actress and politician. Her career has taken her from Children's TV to the House of Lords, where she played an important part in the coronation of King Charles III. Floella was in foster care as a child.
TV & Film
Samantha Morton (born 1977) is an actress and director. She has a Golden Globe Award (Best Supporting Actress for Longford, 2006) and a BAFTA for The Unloved, a film about life in care that she directed. She was in residential and foster care from the age of eight.
Neil Morrissey (born 1962) is an actor. The voice of Bob the Builder, he also starred in Men Behaving Badly. Neil was 10-years-old when he and his brother entered the care system.
Barry Keoghan is an Irish actor. He has appeared in hit films such as The Banshees of Inisherin and Dunkirk. He has won a BAFTA and has been nominated for an Oscar. Become wrote a blog about Barry.
9000Lives.org
9
Post-16
Leaving care
Some students leave care at 16 or 17, but it's mostly aged 18. The planning for leaving care starts before the student's 16 th birthday so leaving care is relevant to all secondary schools and colleges.
Social workers develop a plan for the student to leave care (this is called a Pathway Plan). The social worker starts this plan before the student's 16th birthday so that there's at least 2 years of planning. The plan should involve others, including the student, carers and school. If the student has SEND, it may include any SEND experts who are involved.
Pathway Plans include:
* What will happen when the student leaves care (e.g. living arrangements, finances).
* What support workers have promised (e.g. social workers, school).
* What steps the student needs to take themself.
What's a Personal Advisor (PA)?
It's someone who works with the CIC once the social worker steps away on the 18 th birthday. The PA isn't a social worker (although they sometimes happen to have social work qualifications). They help the student to fulfil their pathway plan. So that there's a smooth transition, the PA will often start working with the student from around the age of 16.
Is there a Pupil Premium Plus (PP+) for post-16 CIC?
Yes. Since Sept 2023, for the whole of England, CIC have been eligible for PP+ until their 18 th birthday. This includes CIC who are in both FE colleges and schools.
Schools and colleges need to check with their local virtual school to find out how it's currently administered in their area,
Governors
There are lots of laws and processes for leaving care, usually at age 18. We've not even touched:
* When students can 'Stay Put' with their foster carers.
* The Shared Lives scheme for students who have disabilities.
* Support to 21 vs 25.
* Care Leaver bursaries of over £3,000.
Put simply, a typical governor doesn't need the details of every possible pathway. Governors should focus on what is most important. The Post 16 questions (page 8) will help with that focus.
9000Lives.org
10
Acknowledgements
Written by Aaron King, SEND Consultant and school governor, with grateful thanks to those who helped along the way…
9000 Lives provide inclusion advice and training to mainstream and special schools.
9000Lives.org
About Become
Become's mission is to help children in care and young care leavers to believe in themselves, heal, grow and unleash their potential.
We work alongside them to make the care system the best it can be. We want care-experienced people to have the same chances as everyone else to live happy, fulfilled lives.
BecomeCharity.org.uk
9000Lives.org
11
Having this booklet gave me confidence to ask.
When I wasn't sure I'd even say "I've read some guidance and wondered if I can ask you some of the questions they have suggested…"
It sort of gives me permission to ask tough questions.
- School Governor
It feels like lots of schoolteachers aren't really aware of attachment or being trauma informed…
So this booklet is great for raising their profile.
- Experienced foster carer
"An important and accessible document for all involved in school governance on how you and school leaders can have the vital conversations about children in care."
- NGA (National Governance Association)
9000Lives.org
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Autumn term (2)
Our topic this term is: Food, Glorious Food!
English
This half term, our class text will be The Lion, The Witch and The Wardrobe by C.S. Lewis. We will learn to demonstrate understanding of the text through discussion and by exploring meaning of the words in context. We will justify opinions and elaborate on answers by referring to the text (Answer + Prove + Explain). We will explore historical context and prepare formal presentations to show understanding of characters and events in the story. This will lead onto creating a new chapter or scene linked to story with historical setting through the 'talk for writing' process.
Maths
This half term we will be looking at multiplication and division. We will recap formal written methods including column multiplication and short division, as well as consolidating long multiplication and long division methods. We will continue to practice the multiplication tables through everyday recall and Times Table Rockstars. Furthermore, we will then explore the formulae for calculating the perimeter and area of 2D shapes. All mathematical concepts will be explored through the use of concrete and visual representations.
Theme
This term we will be exploring the various and diverse places that food comes from. Some food is produced locally but much of our food is grown (or reared) in other countries and has to be transported over many miles to reach us. We will learn that different foods require different climates and soils, and that humans are needed to grow, harvest and transport food from its source to our tables. We will also learn that whilst many people in the world produce their own food, some rely on others to farm and transport the food for their consumption. We will explore that not everybody in the world has enough food to eat (and why) yet others have more than enough and may even waste the food they have.
In Science we will learn about material changes, reversible and irreversible changes. We will explore that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. Furthermore, we will use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
Relationships and Health Education:
This term in RHE, we will be discussing caring friendships and what to do when friendships make us feel unhappy. This will include understanding what a good friend is, recognising bad friendship signs and understanding what actions to take if we are in a bad friendship.
Thank you for your support
Regards
The Y5 Team | <urn:uuid:afcc3ec5-a88b-4484-a296-d198cb736000> | CC-MAIN-2024-42 | https://www.theolivetreeprimary.com/wp-content/uploads/2022/11/Y5-Curriculum-Overview-Aut-2.pdf | 2024-10-07T05:53:08+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00870.warc.gz | 901,173,695 | 509 | eng_Latn | eng_Latn | 0.998891 | eng_Latn | 0.998891 | [
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Age
Youth-Adult
Time
1 hour
Materials
* String to tie fishing knots
* Fishing rod and bait
* Fishing Handbooks
Fishing Fun
Theme: Little ones can have a fun – and safe – introduction to fishing!
The goal of this lesson is to provide a fun and safe fishing kids. Kids will need close supervision and help casting, untangling line, practicing safety rules, and handling fish. Be sure to encourage these skills in them and address any fears they may have about fishing.
Safety!
* Always have a "Circle of Safety" (no one should be around you when you cast)
* Carry the pole pointing straight up (so you don't poke someone's eye out or bust the tip of the pole).
* Consider using eye protection such as sunglasses and a hat!
* Always have the hook attached to an eyelet when carrying the pole to a new place. Don't let the hook flap around! Don't carry the rod around with the hook dangling!
Fishing ABCs
Objective: To introduce basic fishing techniques.
The goal of this section is to introduce the very basics of what they need to know to go fishing.
What do I need? Ask kids what they think they need, then briefly show and tell the basics – rod, reel, line, nippers, needle nose pliers, barbless hook, eye protection, hat, sunscreen, and an adult with a fishing license.
Putting a Worm on the Hook: Discuss how to put a worm on the hook, using pictures if needed.
Safety: Clearly explain & demonstrate our safety rules:
* Always wear eye protection (sunglasses). Wear a hat.
* Always have a "Circle of Safety" (no one should be around you when you cast)
Materials
* Rod with a weight.
* Carry the pole pointing straight up (so you don't poke someone's eye out or bust the tip of the pole).
* Stay with your group leader – they have to keep track of you.
* Always have the hook attached to an eyelet when carrying the pole to a new place. Don't let the hook flap around!
I Hooked a Fish - Now what do I do? Go over some simple fishing suggestions: watching the bobber, setting the hook, bringing in the fish, handling the fish, removing the hook, returning the fish.. Ask kids if they should keep a fish as a pet and release it into different lakes back home (no!)
Law & Ethics: Briefly ask kids if they should follow the rules when they go fishing? Of course! Stress that people should only take their fair share and follow the rules and pick u their messes.
Casting
Objective: To have fun learning how to cast: to practice casting in a safe way, without hooks!
Spin Casting: Explain that good anglers need to be able to put the hook where the fish are – without hooking themselves! We are going to practice casting at targets to improve our accuracy. Demonstrate: Grasp the rod handle with your favorite hand (depending if you're right-handed or left-handed) and reel up your lure, bait or practice plug until it is about 12 inches below the rod tip. To depress, push button with your thumb. Raise the rod tip to about the 1 o'clock position, rotating your wrist slightly inward so the button points toward your ear. Then flick your wrist forward to about 10 o'clock. As you do so, release the button. Then rotate the reel until you hear a "click" that indicates the line will not run out. Demonstrate.
Casting Practice: After you demonstrate, let them cast away at the different targets.
Materials
* Cell phone
* Short & long rod and reels
* worms
* rags
* Sunglasses
* Tackle boxes :
clippers, pliers, hooks(barbless), first aid kits
Materials
* Fish pictures
Fishing
Objective: To give hands on practice with fishing!
Take those kids fishing! Remind them that they need a "circle of safety" around them - that no one should be within a 2 rods of them! Go over some of the types of fish the participant may catch in this body of water. Don't forget to encourage them to try doing things on their own, but you will probably do a lot for them and that's okay. Take small steps to independence – have them just touch a fish, then hold the top while you hold the bottom – and so forth, until they can handle a fish on their own. Use the same step by step method with baiting the hooks, and casting.
Wrap Up
Objective: To review the main concepts that we learned today.
Review some of the main things we learned today – especially safety rules.
Alternate Activities
Fish ID Game
Objective: To learn the names of common SD fish.
First, ask kids why it is important to know the names of the fish they are catching (so they can follow fish regulations and laws, so they don't go over limits. Which fish have big teeth to watch for, so they know what rigs to set up for the fish they are trying for, because it is good to know the neighbors in your community – including your fish and animal neighbors – otherwise, no one would miss them if they were gone!) Tell them that you will learn the names of fish by playing a fun game. This game is a lot like Steal the Bacon, but it has been adapted to help children identify and remember common South Dakota fish. You'll need about 7-10 fish pictures. Form two equal teams and line them up facing each other, 30 feet apart. Put the fish in a row on the ground between the two teams. The teams count off separately, so that each player has a number, and on each team there are players numbered one, two, three, etc. When the teams are ready, call out the name of a fish represented by one of the models or pictures lying between the teams, then call out a number. (To add surprise, call the numbers out of sequence.) "The next fish is a walleye, and the number is...three!" As soon as the "threes" hear their number called, they race to the fish, trying to be first to touch the walleye picture. Every successful player earns one point for his team. Picking up the wrong fish results in a loss of one point. | <urn:uuid:17412040-c931-4503-956c-2c2f08a86ae6> | CC-MAIN-2024-42 | https://gfp.sd.gov/UserDocs/nav/Fishing_Fun.pdf | 2024-10-07T05:13:48+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00870.warc.gz | 235,430,245 | 1,312 | eng_Latn | eng_Latn | 0.997553 | eng_Latn | 0.997779 | [
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Holy Family Halewood
Year 1/2 RSHE
Theme: Living in the Wider World
Topic: Money and Work
Learning Objectives
Key Vocabulary
* To know about what money is and its different forms such as coins, notes, and the different ways of paying for things including the use of debit cards and electronic payments
* To know how money can be kept and looked after
* To understand about getting, keeping and spending money
* To know that people are paid money for the job they do
* To know how to recognise the difference between needs and wants
* To understand how people make choices about spending money, including thinking about needs and wants
Money
Coins
Banknotes
Spend
Save
Income
Possessions
Belongings
Receipt
Piggy bank
Wallet
Purse
Coins and Banknotes | <urn:uuid:381a878e-2d8a-4978-bf85-05f962cdb420> | CC-MAIN-2024-42 | https://holyfamilyhalewood.org.uk/wp-content/uploads/2023/02/Personal-Development-Year-1-2-Term-3b-Money-and-Work-1.pdf | 2024-10-07T04:48:12+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00869.warc.gz | 267,730,174 | 177 | eng_Latn | eng_Latn | 0.987403 | eng_Latn | 0.987403 | [
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Introduction: Preparing for Life Through Play
W hen we think about play for adults we talk about playing ball, cards, chess, computer games, and board games like Scrabble and Monopoly. The play usually requires some level of skill. Play can be very challenging, and many adults make a considerable living "playing" professional sports. By comparison, when we want to indicate that adults are doing nothing we usually say they are chilling out or goofing off.
When associated with young children, the word play seems to imply very little of value. Many think of it as the child's way of just chilling out. Nothing could be further from the truth. A child at play is as active and mentally engaged as a quarterback in the last moments of a Super Bowl game. I wish there were another more important-sounding word or term for a child's play—such as explorientation, life readiness, or extreme reality quest—to give it the importance it deserves.
In almost every nature film I have seen about lions or any other animal there is sure to be an entertaining scene of young cubs playing. The narrator usually tells us that while this appears to be just play, the cubs are actually honing skills they will need as adults. They are, in fact, preparing to grow up. For young children, exactly the same thing is going on. Play is a natural part of a child's preparation to grow up. Through play a child explores materials and ideas about everything in life. Instead of learning to hunt and kill as a lioness cub must do, children start to think about very basic issues. Common subjects of play are good guys and bad guys, power and weakness, real and pretend, speed and safety, and human relationships. In many instances, children will actually think aloud as they grapple with these important topics.
When a child runs around on the playground as a superhero, he is not just playing. He is actively and seriously thinking and wrestling with important issues about humankind, and this helps him prepare for his role in society as an adult. Similarly, when a child builds a pretend road with blocks and then races a car around it she is busy exploring ideas and concepts. She may be thinking about road construction, how things go together (various shapes of blocks), inclines and curves. When she drives the toy car she could be thinking about speed, accidents, safety, the role of the police, how Dad drives, and how she will drive one day.
The natural need and importance of play for the young child cannot be overemphasized. Everything that a child does that is not adult directed is play. It is the most important part of a young child's education. Regardless of language, culture, or economic status, young children play. You will find children playing in the snow of the Arctic, the mud of the Amazon rainforest, the sands of the Sahara desert, the grasslands of Mongolia, the creeks of Louisiana, the mountains of Colorado, and the streets of Detroit, Los Angeles, and New York. Play is truly a universal experience.
You should value play for the necessary part of human development that it represents, and then actively encourage and facilitate it as a part of your program. The way to do this is to provide varied materials, lots of free time for exploration, and on occasion suggestions and guidance toward new subjects and materials for the children to explore and think about. Some of the best learning occurs when children are dealing with materials, having experiences, and discovering ideas and forming concepts for themselves. Play should be an integral part of everything you plan to teach. It is fundamental to human development, and is the foundation of a good early childhood program.
Play is the way the child learns what no one can teach him. It is the way he explores and orients himself to the actual world of space and time, of things, animals, structures, and people. . . . Play is a child's work.
—Lawrence K. Frank | <urn:uuid:8ecc3caf-86b8-45e7-8650-cf9fa5bee576> | CC-MAIN-2024-42 | https://www.sagepub.com/sites/default/files/upm-assets/7531_book_item_7531.pdf | 2024-10-07T04:45:42+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253456.43/warc/CC-MAIN-20241007035526-20241007065526-00871.warc.gz | 850,934,475 | 804 | eng_Latn | eng_Latn | 0.998971 | eng_Latn | 0.999 | [
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conservation
Transcript
Sea Turtles: Operation Green Turtle
Text scrolling on
Over 50 years ago… Led by Dr. Archie Carr, The Sea Turtle Conservancy (Caribbean Conservation Corporation) and the U.S. Navy teamed up for OPERATION GREEN TURTLE
screen:
The Goal: Restore Green Turtle nesting grounds to beaches on islands throughout the Caribbean.
David Godfrey:
Text scrolling on screen:
Dr. Carr and this organization thought that one of the ways that we could reestablish sea turtles on places where they used to nest but don't currently nest because we've eaten them all or harvested them all for different reasons was to take turtles from one population and move them to another beach, let the eggs incubate on a different beach, and then when those turtles grew up and wanted to come back and nest, they would nest at that new beach.
We actually had a program called Operation Green Turtle which was going on in the late 50s and early 60s. It was in partnership with the Navy, the US Navy. They would fly this old Grumman water plane down and land it in Tortuguero River in front of our station. They'd fill it up with this buckets of some eggs and some hatchlings and they would fly them and attempt to reseed turtle colonies all over the Caribbean and Atlantic.
It was ultimately not a successful was to go about it, but a great deal was learned about sea turtles during this and maybe most importantly, and this is something that Dr. Carr wrote about in some of his books, it was the first sort of public relations initiative that raised awareness in all of those islands where they went about the fact that sea turtles were in trouble, and that there were people that cared. It was the beginning of getting the word out about this animals.
Although it wasn't ultimately successful, we learned a great deal and have been able to apply that knowledge to newer conservation programs that actually are very much working.
Operation Green Turtle lasted for nine years (1959–1968). Through this time to the present day, the Sea Turtle Conservancy has worked with the people and government of Costa Rica to monitor and protect sea turtles. In 1975 Tortuguero National Park was established. All marine turtles are now protected in Costa Rica. All marine turtles are now protected in Costa Rica. Ecotourism based on sea turtle nesting has made significant economic impact on the region Tortuguero National Park is the most important Green Turtle nesting site in the Western Hemisphere. Archie Carr National Wildlife Refuge is the most important Green Turtle nesting site in North America. Record numbers of Green Turtles are being recorded in Costa Rica and Florida. | <urn:uuid:b080d1c0-d53a-4a7a-baa7-676a12eaee14> | CC-MAIN-2017-39 | http://thescienceof.ju.edu/wp-content/uploads/sites/13/2016/08/transcript_SeaTurtles_operation.pdf | 2017-09-26T16:10:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00342.warc.gz | 333,306,584 | 544 | eng_Latn | eng_Latn | 0.997569 | eng_Latn | 0.997569 | [
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Local Climate Change
By Jim Lee
Historical data reveal signs of climate change for Corpus Christi. An unprecedented warming trend emerged beginning in the mid-1970s, resulting in rising energy consumption for local residents. In contrast to the observed deviations from historical norms in local temperature, the current rainfall patterns seem to align with some periodical or recurring effects. This reduces the uncertainty regarding whether the current drought conditions will persist indefinitely.
Climate change has been a major concern at the global level. How much has the widely publicized issue of global warming affected the local climate of South Texas? Beginning in December 2012, persistent drought conditions triggered the City of Corpus Christi's enforcement of Stage 2 mandatory water use restrictions, which were relaxed to Stage 1 in November 2013 after some heavy rains. Is the recent drought condition part of the global climate change that will likely continue? Before turning to meteorologists for insights, the following present data observations that provide some intuition to this question. Data for 2013 are estimates.
Source: NOAA.
2013 | No. 5
To understand whether the current climate conditions belong to historical norms, it is helpful to first disentangle new trends in weather from periodic, or cyclical, patterns. It is well known that the weather conditions of South Texas are subject to the alternating El Niño and La Niña effects over time (see the chronology of historical patterns on page 4). For instance, National Oceanic and Atmospheric Administration (NOAA) reported La Niña effects of varying strengths in 1973-75, 1988, 1999, and 2010. The following summarizes findings on annual temperature and precipitation data since 1895.
Temperature
The chart in the preceding page displays the patterns of Corpus Christi's annual average temperature in Fahrenheit since 1895. The historical average over the past century or so was about 71°F. It is also obvious from the chart that the local temperature tended to follow an upward trend beginning 1975. Between 2000 and 2013, the average temperature was 73°F. Was this gradual rise in temperature part of the regular patterns experienced in the past? Or was it an anomaly that might be attributable to the global warming phenomenon?
In the same historical temperature chart (Chart 1), there are two oscillating lines: one (dotted red line) captures fluctuations in the temperature data with a 10-year cycle, and another (dashed black line) captures variations in data with a 50-year cycle. Those lines are estimated using a statistical tool called frequency analysis, which treats data observations as sine and cosine wave like patterns over time. Those projections fit the underlying temperature data better than similar projections with longer or shorter cycle lengths, or frequencies.
Put simply, the two oscillating lines in Chart 1 reveal that the local temperature has followed some regular up and down swings beyond the commonly known seasonal patterns within one year. The gradual rise in the past 40 years is in line with the upswing of the hidden 50-year cycle. However, the actual temperature during that period remained two to three degrees above the projections, and the discrepancy widened over time. In other words, the local temperature has increasingly deviated from its historical trend.
Source: NOAA; author's calculations.
The chart above focuses on the local temperatures over the last 40 years. The black dash lines represent decade-long average temperatures. Clearly, the temperature rose by nearly 3 degrees between the 1970s and 2000s. The red dotted line shows a 10-year moving average of the actual temperature with an extrapolation of the historical data forward through 2020. As the chart indicates, if history is any guide,
then the average annual temperature could reach as high as 74°F by 2020, a full degree higher than that in the past decade.
A rising annual average temperature has significant adverse economic consequences for local residents. As the overall temperature is higher year round, we would use more electricity and other energy sources for air conditioning and less for heating. According to the U.S. Environmental Protection Agency (EPA), if an area's climate warms up by 1.8°F, the demand for energy used for cooling would increase by about 5-20%, while the demand for energy used for heating would decrease by about 3-15%. For South Texas, the warming trend will increase summer peak electricity demand, and thus invariably raise the overall electricity bills for households over the year.
Precipitation
The rainfall data, however, tell a different story. The chart below shows the amounts of annual rainfall since 1895. The historical average was about 28 inches per year. The data appear quite "noisy" in the sense that the amount of rainfall in one year varied appreciably from the amount in the previous year. In contrast to the temperature charts above, however, there is no obvious long-term upward or downward trend in recent decades.
Yet how do the current drought conditions stack up historically? As for the temperature charts, Chart 3 also shows two lines that delineate regular, cyclical patterns beyond the seasonal patterns within one year. In addition to the 10-year cycle as for the local temperature, the 30-year cycle instead of the 50year cycle seems to fit the historical data well. The 10-year cycle is, of course, related the El Niño and La Niña effects. According to NOAA, the most recent Na Niña pattern began in 2010. The El Niño or La Niña effects were not active in 2013.
Chart 3: Corpus Christi Rainfall (inches), 1895 to 2013
Source: NOAA.
College of Business, Unit 5808 6300 Ocean Drive Corpus Christi, Texas 78412 USA
Return Service Requested: Please send corrected mailing label to the above address
2013 No. 5
Economic Pulse
Texas A&M University-Corpus Christi, College of Business Dr. John Gamble, Dean, College of Business
Editor: Jim Lee Chief Economist EDA University Center
Assistant to the Editor:
Shawn Elizondo
Corpus Christi and Coastal Bend Economic Pulse is a joint publication of the College of Business, Office of Business & Economic Research, and EDA University Center at Texas A&M University-Corpus Christi. Material may be reprinted if the source is properly credited.
For past issues of this newsletter or information about the Corpus Christi or Coastal Bend economy, visit us online at pulse.cob.tamucc.edu or coastalbendinnovation.com/eda.
Any opinions expressed or implied are solely those of the original authors and do not reflect the views of the College of Business or Texas A&M University-Corpus Christi. Please send correspondence to Jim Lee, (361) 825-5831 or email firstname.lastname@example.org.
Nonprofit Org. U.S. Postage PAID Permit No. 954 Corpus Christi, TX
Page 4
(Cont'd)
Chronology of Strong El Niño/La Niña Effects
| | El Nino | La Nina |
|---|---|---|
| 1972 | | |
| | | 1973 |
| | | 1975 |
| 1982 | | |
| | | 1988 |
| 1997 | | |
| | | 1999 |
| | | 2010 |
Source: NOAA.
In sharp contrast to the findings for local temperatures, the two lines representing the respective effects of the 10- and 30-year cycles both point to declines in the amount of rainfall within the past 5 years, the end of the observation period. In other words, unlike deviations from historical trends that were observed for the local temperature, the drought conditions in the past three years could probably be part of a hidden recurring pattern that might be reversed in the future. We certainly hope so! | <urn:uuid:66629dac-7ee6-4dc5-9b16-a79a3530ac45> | CC-MAIN-2017-39 | http://stedc.tamucc.edu/files/Econ_Pulse_2013_5.pdf | 2017-09-26T16:33:03Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00340.warc.gz | 316,658,695 | 1,659 | eng_Latn | eng_Latn | 0.991419 | eng_Latn | 0.996262 | [
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Macular Degeneration
Remède Physique Educational Articles Series
Macular degeneration is a progressive loss of vision due to the degeneration of the macula. The macula is the area of the retina where images are focused. The macula is responsible for refined, sharp vision.
Prevention & Treatment of Early Stage Macular Degeneration is very effective
In the United States and Europe macular degeneration is the leading cause of significant vision loss in people 55 or older. And in people over 65 it is second to cataracts as the leading cause of vision loss.
Macular degeneration appears to be a result of free radical damage, similar to the type of damage that induces cataracts; however decreased blood and oxygen supply to the retina is a key factor leading to macular degeneration. Liver congestion and an inability to digest and assimilate healthy fats that contribute to the metabolism of fat soluble vitamins (like vitamin A) also inhibits the ability of eye tissue to repair and regenerate itself.
In macular degeneration, clumps of yellowish cellular debris gradually accumulates within and underneath of the retinal pigment epithelium. The retinal pigment epithelium is the pigmented cell layer that nourishes retinal visual cells. Over time, the cellular debris buildup can cause retinal pigment cells to die off, and this inhibits the ability of the eye tissue to nourish and heal itself.
(neovascular). The dry form occurs more often than wet, 80-85% of people with macular degeneration have the dry form of the disease. In either case the individual can experience blurred vision, straight objects may appear bent or distorted, and there is a dark spot around the center of the visual field that can actually obscure parts of words when the person is trying to read.
As the retinal pigment cells die off, the photoreceptor cells overlying these areas cannot function and vision from this patch of the retina is lost.
The two most common forms are "dry" (atrophic) and "wet"
INSIDE THIS ISSUE
2 Causes of Macular Degeneration: immune, environmental, genetic
3 Therapeutic Considerations: no tobacco, prevent atherosclerosis, hypoallergenic diet, alleviate liver congestion, nutritional supplements
The major risk factors for developing macular degeneration are smoking, atherosclerosis (hardening of the arteries), systemic inflammation, liver congestion, high blood pressure and the natural aging process.
CAUSES OF MACULAR DEGENERATION Immune Response
Evidence suggests that the body's immune system plays a role in the development of some forms of macular degeneration, especially the 'wet forms' that occur when the body begins to try and grow new blood vessels in the eye in an effort to heal the damaged tissues. This is a type of hyper-immune response and modulating the immune system can abate it. Identifying and removing irritants that activate the immune response is a critical step in prevention and treatment.
Environmental Factors
There are many environmental factors that have been found to contribute to the development of macular degeneration. There is a clear link between low antioxidant status, insufficiency of zinc and B-vitamins and the development of macular degeneration. Additionally caffeine, nicotine, hormonal contraceptives, pharmaceutical drugs, toxins and other substances that congest the liver also enhance macular degeneration. Avoiding environmental toxins and enhancing antioxidant status is a critical step in prevention and treatment.
Genetic Polymorphisms The scientific research into this potential cause of macular degeneration is only just beginning to be explored. Some forms of macular degeneration observably run in families, but the hereditary link has not yet been isolated. It has only been in the last decade that the chromosomal locations of 10 genes associated with macular degeneration conditions have been identified. Once there is more information in pinpointing these genes, a person can actually prevent their activation by taking steps to enhance eye health and modulate the immune response.
Therapeutic considerations
In dealing with macular degeneration the most successful therapeutic strategy involves focusing on not smoking tobacco, preventing atherosclerosis, eating a hypoallergenic diet, alleviating liver congestion and using nutritional supplementation.
SMOKING: studies reflect that smoking tobacco greatly increases the risk of macular degeneration. Smoking a pack of cigarettes a day for any length of time increases the risk of macular degeneration by 2-3 times that of someone who has never smoked. And the risk does not return to the normal level until 15 years AFTER someone has stopped smoking. Whew, that is a significant impact!
ATHEROSCLEROSIS: is the hardening of the arteries. This occurs due to systemic inflammation of the cardiovascular system. There are many factors that contribute to atherosclerosis and a good resource to engage is the book by Dr. CampbellMcBride is Put Your Heart In Your Mouth . To reduce this type of inflammation it is important to eat a diet rich in healthy fats, free from processed chemically treated foods, and free from inflammatory agents. There are some inflammatory agents that are universal, like herbicides, pesticides and other environmental toxins. And there are some inflammatory agents that are specific to each individual. For instances nuts, grains and legumes can be extremely inflammatory for many people. Learning to identify what are your triggers and avoiding them is key to avoiding systemic inflammation.
HYPOALLERGENIC DIET: this is also known as an anti-inflammatory diet. In general, this diet avoids all foods that can cause inflammation in the body. The use of Dr. Coca's Pulse Test is invaluable in identifying exactly which foods you are most sensitive to, so that you can avoid them more assiduously. You can access both the Pulse Test and the Anti-inflammatory Diet on the Educational Articles page of www.nessiji.com.
LIVER CONGESTION: inhibits the body's ability to break down and assimilate healthy fats. This in turn affects the ability of the body to metabolize fat-soluble vitamins like vitamins A and E that are so crucial for the health of eye tissues. To alleviate liver congestion follow the antiinflammatory diet and enhance liver function by supporting Phase I and II detoxification pathways. Avoid exposure to toxins wherever possible, including household cleaning products and bath and body care products.
Fluoride & Calcification of Retinal Tissues in the Eye and Pineal Gland?
At this juncture a link between fluoridation and macular degeneration has not been explored. However, it is well known that calcification of the pineal gland is a direct result of fluoridation and many studies in neurology have made a link between the calcification of pineal tissue and Alzheimer's, multiple sclerosis and other neurological disorders. Interestingly, the pineal gland is composed of pinealcytes and retinal tissue that is wired into the visual cortex of the brain. In the 1990s it was discovered that fluoride accumulates in strikingly high levels in the pineal gland. Could fluoridation play a role in reducing blood and oxygen supply to ocular tissues that is seen in macular degeneration? We have yet to find out.
WET MACULAR DEGENRATION:
Also known as neovascular macular degeneration, it is estimated that this form affects 5-20% of people with macular degeneration. It is characterized by the rapid growth of abnormal blood vessels. Conventional medicine uses laser surgery to ablate the vessels or low-dose radiation therapy. Drugs such as antiangiogenics or anti-vascular endothelial growth factor agents are also used. These drugs are injected directly into the eye and work by shrinking the abnormal blood vessels. Unfortunately, if measures are not also taken to modulate the immune response, this form of the disease can rapidly progress to a point at which laser surgery and drug therapy are completely ineffective. Laser and drug treatment should not be viewed as the lasting or main treatment but as adjunct therapy to the long-term process of modulating the immune response.
Treatment of the dry form and prevention of the wet form of macular degeneration involves the use of antioxidants and natural substances that correct the underlying free radical damage to the macula.
Nutritional Supplementation …
In many recent studies the lowered antioxidant status of patients with macular degeneration reflects decreases in a COMBINATION of nutrients … not just in single, individual nutrients. None of these antioxidants alone accounts for the overall impaired antioxidant status in macular degeneration. Therefor supplementation with broad-based antioxidant formulas has been showing the most promising results in halting the progression of macular degeneration.
Useful Nutrients and Botanicals:
A high-potency, broad-based antioxidant multi vitamin-mineral formula: like Biotics Bio-Protect Plus
A high-potency, broad-based antioxidant multi vitamin-mineral, including key carotenoids, specifically formulated to support ocular health: like Biotics Optic Plus
Key carotenoids include: lutein, zeaxanthin, astaxanthin
A high-potency, phosphorylated B-vitamin complex: like Apex Super B-zyme
Bio-available vitamin C with bioflavonoids, at least 1,000 mg a day: like Biotics Bio-C Plus 1,000
Flavonoid-Rich Extracts: in addition to exerting superior antioxidant activity, all of these extracts have been shown to have positive effects on retinal blood flow and function, though bilberry anthocyanosides appear to be the most effective
Bilberry Extract: found in Biotics Optic Plus or purchased as a single extract from Mountain Rose Herbs
Ginkgo Biloba Extract: purchased as a single extract from Mountain Rose Herbs
Grape Seed Extract: purchased as a single extract from Mountain Rose Herbs
Pine Bark Extract: purchased as a single extract from Mountain Rose Herbs
Pre-emulsified Essential Fatty Acids: found in Apex Omega Co3 and Apex Super EFA
Pre-emulsified vitamins A & E: Biotics AE-mulsion, this must not be taken long-term, but staggered for best effect | <urn:uuid:6081dd3c-bccb-4ce6-8fa6-ca9c06057984> | CC-MAIN-2017-39 | http://nessiji.com/newsletters/macular-degeneration.pdf | 2017-09-26T16:12:32Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00340.warc.gz | 238,270,686 | 2,073 | eng_Latn | eng_Latn | 0.992476 | eng_Latn | 0.996002 | [
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Beginning HTML
This page introduces HTML codes for beginners to create simple HTML web pages.
HTML Core
The basic "must have" tags in a HTML page are HTML, Head, Title, and Body.
```
<HTML> <HEAD> <Title>My Web Page</Title> </HEAD> <BODY> This is a basic HTML file. </BODY> </HTML>
```
The "Title" tag displays the page title on the top left corner of the browser.
Fonts
Font style can be used to emphasize a word or a phrase in a sentence, such as bold, italic, underline, superscript, subscript, and strong.
```
<HTML> <HEAD> <Title>My Web Page</title> </HEAD> <BODY> <h1>This is a basic HTML file.</h1> You can use the text style to emphasize a word or a phrase in a paragraph, such as <b>bold</b>, <I>italic</I>, <u>underline</u>, <sup>superscript</sup>, <sub>subscript</sub>, and <strong>Strong</strong>. </BODY> </HTML>
```
Image
```
Use Image tag <IMG> to insert an image on the page. Under ADA compliance Section 508 rules, the alternate text (alt attribute) is required with a meaningful description of the image. e.g. <img src="http://www.csudh.edu/images/DHbanner.gif" alt="Campus Banner"> If the height and width are not specified, the original size of the image will be displayed. <HTML> <HEAD>
```
```
<Title>My Web Page</title> </HEAD> <BODY> <h1>This is a basic HTML file.</h1> <hr width="80%" align="center" size="3"> You can use the text style to emphasize a word or a phrase in a paragraph, such as <b>bold</b>, <I>italic</I>, <u>underline</u>, <sup>superscript</sup>, <sub>subscript</sub>.<br> <img src="http://www.csudh.edu/webmaster/images/Dhbanner.gif" Alt="CSUDH Banner" height="65" width="330" border="0"> </BODY> </HTML>
```
Ordered/Unordered List
Use <UL> tag for unordered list, and use <OL> tag for ordered list. Use <Li> for each list item. Use type attribute to display different bullet shapes.
Values are disc, square, circle, 1, A, a, I, i
```
<HTML> <HEAD> <Title>My Web Page</title> </HEAD> <BODY> <h1>This is a basic HTML file.</h1> <hr width="80%" align="center" size="3"> <p align=justify>You can use the text style to <font color="red" face="courier">emphasize</font> a word or a phrase in a paragraph, such as <b>bold</b>, <I>italic</I>, <u>underline</u>, <sup>superscript</sup>, <sub>subscript</sub>.</p> <img src="http://www.csudh.edu/webmaster/images/Dhbanner.gif" Alt="CSUDH Banner" height="65" width="330" border="0"> Here is the Ordered List <ol type="i"> <li>Orange <li>Yellow <li>Blue </ol> Here is the Unordered List <ul type="circle"> <li>Orange <li>Yellow <li>Blue </ul> </BODY> </HTML>
```
Hyperlinks/Bookmarks
Use an anchor (<a> tag) to add hyperlinks and bookmarks on a web page.
Use the href attribute to create a link to another document.
Use the name attribute to create a bookmark in a document.
e.g.
```
Hyperlink: <a href="nextpage.html"> Bookmark : <a name="section2">
```
If the browser area is bigger than the whole page, the page will begin showing from the first line of the page. If the page is longer than the browser area, the line with the bookmark will be shown on the top of the browser.
```
<HTML> <HEAD> <Title>My Web Page</title> </HEAD> <BODY> <h1>This is a basic HTML file.</h1> <hr width="80%" align="center" size="3"> When the below link is clicked, it will go to the bookmark of lists on this page. <a href="#lists">Goto lists</a></p> <p>You can use the text style to <font color="red" face="courier">emphasize</font> a word or a phrase in a paragraph, such as <b>bold</b>, <I>italic</I>, <u>underline</u>, <sup>superscript</sup>, <sub>subscript</sub>.</p></p> <p>Add hyperlink to an image:</br> <a href="http://www.csudh.edu" target="_top"><img src="http://www.csudh.edu/webmaster/images/Dhbanner.gif" Alt="CSUDH Banner" height="65" width="330" border="0"></a></p> <p>Add a bookmark to the lists: <a name="lists"></br> Here is the Ordered List <ol type="i"> <li>Orange <li>Yellow <li>Blue </ol></p> <p>Here is the Unordered List <ul type="circle"> <li>Orange <li>Yellow <li>Blue </ul></p> </BODY> </HTML>
```
Other Resources
Learn HTML:
W3Schools
HTML Tutorial
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HORSINGTON CHURCH OF ENGLAND PRIMARY SCHOOL
WHOLE SCHOOL FOOD POLICY
AIMS
* To ensure that all pupils and staff are provided with the necessary information to enable them to make informed decisions regarding the consumption of food and drink;
* To ensure that all pupils are provided with basic guidance concerning the growing of food.
* To ensure that all pupils receive guidance as to the safe and hygienic preparation of food;
HOW THIS IS TO BE ACHIEVED
* Fresh water to be accessible to each pupil at any time of the day
* Guidance on the preparation of food provided in lesson times, specifically in D.T.
* The benefits of healthy eating established through curriculum provision, specifically in science, D.T. and P.S.H.E. lessons.
* Guidance on safety and hygiene provided in D.T. and P.S.H.E. time.
* Fruit or vegetables to be consumed during break times.
* All children to have access to a hot meal on a regular basis.
* Growing areas to be created and used as a learning resource during curricular and extracurricular time.
CONCLUSION
This policy is written in accordance with the Aims of the School and had been agreed by all members of staff. It forms part of the policies of the school and should be read alongside other relevant policy statements. It will be reviewed at regular intervals.
Adopted: January 2008
Revised: January 2011 | <urn:uuid:93ad0c10-e573-49c3-aeb4-33c1fc4d1a2d> | CC-MAIN-2017-39 | http://cdn4.bwmatacademies.net/wp-content/uploads/sites/8/2017/03/Food.pdf?x79737 | 2017-09-26T16:30:52Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00343.warc.gz | 65,124,912 | 296 | eng_Latn | eng_Latn | 0.996812 | eng_Latn | 0.996812 | [
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Molecular Beam Epitaxy!
Scientist: __________________________
Per: __________ Date: _______________
Scientists can build layers of atoms onto one another using a method called Molecular Beam Epitaxy (MBE). It's name means "building a crystal structure on top of another with streams of molecules or atoms". These atoms and molecules make materials called SEMICONDUCTORS.
Other scientists (like me) take these structures and "process" them. That means we take parts of the top off to reveal the layers underneath in specific patterns. These structures are actually very small and are what you might call "computer chips." We use these chips in all modern technology - computers, cell phones, CD players and calculators.
To do both of these things the environment must be very very clean. Since they work with atoms, even one atom of dirt can get in the way. Scientsts wear over-clothes to keep things from getting dirty.
Objective: Build a simulation of a MBE sample.
Materials: Block shapes
1. Look at model of how atoms and molecules grow on top of a base crystal. See how the crystal pattern is continued
2. You are now an "MBE scientist". Make your own MBE structure. Make sure you have layers.
3. Draw your creation. Count the number of each kind of atom.
4. Now switch structures with a partner. You are now a "processing scientist". They make shapes in the atomic layers like you saw in the microscope. Remove atoms to reveal a shape like a square or letter L in the layers.
5. Draw the result. Count the number each kind of atom.
7. Final step!
The average size of an atom is 1Å. (Å=angstrom=0.1nm or 10 -10 m).
If the layer I am interested in is 300Å below the surface, how many layers of atoms do I need to go through?______________________________ | <urn:uuid:34ae6d44-7817-4b9d-8ac6-806cffa31e82> | CC-MAIN-2017-39 | http://leaps.ucsb.edu/pages/projects/MBELab.pdf | 2017-09-26T16:20:53Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00341.warc.gz | 213,253,536 | 409 | eng_Latn | eng_Latn | 0.999194 | eng_Latn | 0.999194 | [
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Dear Reverend Fathers and Sunday Church School Directors,
I hope you had a blessed Christmas and may the New Year bring peace, joy and another opportunity for new beginnings for all of us.
At this time of the year it is not unusual for Sunday Church School attendance to begin to drop. This is when we need and look for new programs and incentives to help us motivate our parents and students to return to Church and Sunday Church School. Our Archdiocese has an excellent program in place that can benefit our students. Some of you may already be aware of this.
The St. John Chrysostom Oratorical Festival began in 1983 as an educational program for Greek Orthodox teenagers. The purpose of the St. John Chrysostom Oratorical Festival is to give teenagers an opportunity to learn, write, and speak about their Orthodox Faith, Church and Heritage. This strengthens their understanding and appreciation of their identity as Greek Orthodox Christians, and cultivates spiritual growth and maturity. In 1990 its outreach was expanded to children in the elementary school.
The Saint John Chrysostom Oratorical Festival is an excellent tool to boost our attendance and to mentally and spiritually challenge our students when this program is incorporated into the Sunday Church School curriculum. By bringing in the Oratorical Festival into the Sunday Church School program, greater awareness and support will be derived from the parents and community in the importance of our children's religious education.
Here are some practical examples that we have done at Annunciation Cathedral of Houston the past 15 years:
In the elementary level, Grades Kindergarten through 6, the Oratorical Festival has been used as an open house opportunity for parents, relatives, and other interested parish members. We provide three open houses as follows: In January, Grades Kindergarten, 1 st & 2 nd give presentations from the curricula topics they have covered the first half of the year. In this young group, the presentations may be a question and answer session for the whole group by the teacher. Those students who make short presentations sometimes incorporate artwork to illustrate their oral presentations.
In February, Grades 3 & 4 select a topic they have covered during the year or their saint or feast day, research, and write a short presentation which they present orally. The following month, Grades 5 & 6 does the same.
To have a successful elementary Oratorical Festival program, here are some things you will need to provide:
An elementary Oratorical Festival chairperson,
A simple sound system,
A room large enough to accompany parents and students,
Informed parents who know what is expected of their children,
An Elementary Oratorical Festival Certificate for each participant, signed by the parish priest and the child's teacher,
Prepared students who have worked in the classroom with their teachers and at home with their parents on their written and oral presentation,
Written invitations to the parents.
Parents must also be kept informed to give them an opportunity to participate in their child's spiritual growth. Some will spend time at home to help their children with their presentations. We do not have judges in the elementary level. On the actual presentation date, adults in attendance are always amazed at what the children have to say and how much they know about their faith. Overall, it is a very positive and fulfilling event for the children and parents.
The middle school (junior division) and high school (senior division) parish Festival is set on another date, well in advance of the Diocese Festival date to secure reasonable airfare and complete and mail the paper work to the Oratorical Diocese chairperson. The work begins months before the date of the Oratorical Festival. The Annual Resource Companion (ARC) and Oratorical Festival Kit is secured from the Department of Religious Education (800-566-1088). The ARC is a $5 little book filled with helpful articles to assist the kids in writing on one of the six assigned topics. The topics for each division are listed in the ARC on page 243 with explanations and a bibliography. Each participant, middle school and high school Sunday Church School teacher, and Oratorical Festival chairperson should also have a copy of this book. The top junior and senior division speaker from the parish Festival will be chosen by a panel of judges and will go on to participate in the Diocese Oratorical Festival (April 12-14, Denver, CO) and possibly Archdiocese Oratorical Festival (June 7-9, Norfolk, VA).
The theme of this year's Festival is "The Theology and Dogma of the Orthodox Church." The topics in this year's Oratorical Festival are the best I have seen. Regardless, we all know how difficult it is to motivate today's adolescents. They are so busy with school, extra curricular activities, Spring break, work, and all the other things kids are involved in these days that the last thing most of them want to do is research and write another paper. This is where we come in. As directors of the Sunday Church School we can order extra copies of the ARC to hand out to the kids after we have talked to them about the Oratorical Festival and how this book can help them research and understand their topic. We must also provide other resources necessary to write a paper on any of the Oratorical Festival topics they choose. We can look in our Church library, the clergy's library and order the books that we do not have on hand listed in the general bibliography. We may need more than one copy in case several kids pick the same topic.
Since we don't have a set curriculum for the Sunday Church School upper grades, we can use the Oratorical Festival topics as our curriculum. Topics can be assigned to the Sunday Church School director, teacher, clergy, youth minister, or someone in the community who is knowledgeable in the faith to make presentations to the students covering a different topic each week. Class time, teacher support and resources should be provided to students during Sunday Church School to work on presentations.
It is wise to hold the Parish Oratorical Festival in Church, preferably after the Divine Liturgy when parents and students are already there. The fellowship hall is usually not conducive for this event because it is difficult to get people's attention when they are use to visiting and having coffee with their friends in this environment.
Incentives may sometimes be the catalyst to motivate middle school and high school students to participate in this excellent program. Although some may be opposed to this method, we participate in many things in today's society because of incentives. For example, we shop at grocery stores that give us coupons to buy certain products in their store at lower prices, we take our children to McDonalds because they give toys with Happy Meals, and we enroll in book clubs because they offer six books for $1. If some students are motivated by incentives, it is still an opportunity for them to learn more about our Orthodox Faith and share their knowledge with family and friends. In our parish we pay airfare, hotel and any costs related to the Diocese and Archdiocese Oratorical Festival to the winner of the Junior Division and Senior Division as well as that of the chaperone. We also give a cash award of $100 for the Junior Division winner and $200 for the Senior Division Winner. On a parish level, we give each participant an Oratorical Festival Certificate and a book or icon. There are some parishes that offer airfare and costs to the Ionian Village Camp. Although many communities do not have budgets for these incentives, sometimes, fraternal organizations (Philoptochos, AHEPA, Daughters of Penelope, etc.) or anonymous donors provide funds. The Archdiocese Oratorical Festival awards both Senior and Junior Divisions from $500 to $2,000 to participants.
In the final analysis, all of these suggestions I have discussed in involving our youth in the St. John Chrysostom Oratorical Festival through the Sunday Church School are difficult but doable. It is well worth the effort. I truly believe that this program is important in several ways. First, when our students participate in this program by preparing, writing and presenting a topic of their Faith, we are making them think and we are stretching their minds; second, when parents come to this program and listen to what kids have to say, they realize their own children's capabilities and get a better idea of what kids are doing in Sunday Church School; and finally, parents come to a realization of the importance of making a greater effort to bring their children to Church and Sunday Church School because they are really being taught their faith. As Christian educators, this program helps us in molding our student's Christian character and the values that will guide them for the rest of their lives.
Sincerely,
Denver Diocese Coordinator of Religious Education
Irene Cassis | <urn:uuid:473c29b0-0ff7-4e40-8891-a2dc063aa177> | CC-MAIN-2017-39 | http://www.annunciationakron.org/phyllisonest/pdf/ir_cas.pdf | 2017-09-26T16:11:52Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00340.warc.gz | 385,882,980 | 1,831 | eng_Latn | eng_Latn | 0.998069 | eng_Latn | 0.998077 | [
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Things yo u n e e d t o k n o w a b o u t v i s i t i n g t h e m u s e u m
How to schedule a visit: Since reservations are required, call us at 215.991.3680 or send an e-mail to email@example.com. When calling or e-mailing to schedule a lesson, please have the following information ready:
* Your name and school name
* Your phone number and e-mail address
* School address
* Grade level of students
* Class size
* Special needs, if any
* Preferred dates and times
* Two alternate dates and times
Fees
The museum and gallery lessons are free. Donations are accepted.
Length of visit
Lessons are 90 minutes in length, but the length of visits can be adjusted to accommodate the needs of your group.
Group size
Due to the size of our museum and to ensure the quality of your museum experience, we can only accommodate up to 30 students per visit. If your group is larger, please contact the museum for further information.
Bo Bartlett
Jesus at the Festival of Shelters
Oil on canvas
Gift of St. Luke's Episcopal Church
Chaperones
We require one chaperone for every five students in grades K-5 and one chaperone for every 10 students in grades 5-12. Chaperones must stay with their group at all times.
Community Gallery S pa c e
Your students are invited to exhibit their artwork in our community gallery space. We feature changing exhibitions throughout the school year, so we require reservations. Please note that this space is not monitored by a security system and that the University cannot be responsible for the works on display. For more information or to reserve the gallery space, please contact our Education Department at 215.991.3680.
Lunch
Student groups can have lunch on campus or in the Union Building before or after their visit. Your group is invited to bring pre-packed lunches or purchase food at a variety of vendors in the Union food court. No prior reservations are necessary. No food or drink is allowed in the gallery, but it can be left at the museum's reception desk.
Nametags
Nametags are not required but are greatly appreciated for elementary school groups.
Confirmation
After calling or e-mailing to reserve a time and date for your gallery lesson, a confirmation letter will be mailed to you along with a pre- and post-trip material packet.
Directions and Parking
General information about directions can be found on the University's Web site, www.lasalle.edu. Information about parking at the University will be sent with your confirmation packet.
Museum hours
Monday—Friday 10 a.m. – 4 p.m., Sunday 2 – 4 p.m. Please call for summer/holiday museum hours.
Cancellations
If you must cancel your visit for any reason, please call our Education Department as soon as you are aware of your cancellation.
For more information about the La Salle University Art Museum or our gallery lessons, please visit our Web site, www.lasalle.edu/museum, or contact Miranda Clark-Binder, Assistant Curator of Education, at firstname.lastname@example.org or 215.991.3680.
We look forward to your visit!
The La Salle University Art Museum's educational programming for middle and high school students is made possible through generous support from the Connelly Foundation. Further educational and community outreach program support comes from The Brother Daniel Burke Endowment Fund.
Gallery Lessons at the La Salle University Art Museum
Alfred Reth
Courses A Chantilly,1937
Oil on canvas
Purchased with funds donated by Milton Ginsburg
History of the Collection
The La Salle University Art Museum began in 1965 as a study collection for the University's art history majors; it opened in its current location, on the lower level of Olney Hall, in 1976. The collection has grown as a result of acquisitions and donations from friends and collectors. The museum currently houses more than 4,000 objects and provides a survey of Western art from the 15th century to the present. Smaller collections of Japanese prints, Indian miniatures, pre-Colombian ceramics, and African sculpture offer students an opportunity to explore the arts of Asia, Africa, and the Americas. In 2007, thanks to a generous grant from the Connelly Foundation and with support from the University's Brother Daniel Burke Endowment, the museum began developing and implementing a K-12 Education and Community Outreach Program.
Mission S tat e m e n t
In addition to the basic mission of acquiring, preserving, and exhibiting its collections, the Museum seeks to foster an appreciation for and understanding of the visual arts. In the spirit of this endeavor, the Museum supports the University's educational role by presenting exhibitions and programs that are relevant to its entire curriculum and by offering a cultural and educational resource to both campus and regional communities.
Educ at i o n a l P r o g r a m m i n g
As part of our education initiative, the La Salle University Art Museum offers free gallery lessons and in-gallery activities to school-aged groups.
Age-appropriate, themed gallery lessons are led by the Assistant Curator of Education and can be individualized to complement your classroom curriculum. To discuss how the lessons support Pennsylvania State Academic Standards, please contact our Education Department.
W h y yo u s h o u l d c o n s i d e r s c h e d u l i n g a g a l l e r y l e s s o n
* A visit to the La Salle Art Museum will give your students the opportunity to closely observe, interact with, creatively think about, and discuss art in an intimate museum setting under the guidance of a professional museum educator.
* Your students will learn to connect the visual arts with other disciplines, including but not limited to history and language arts.
* Your 90-minute gallery lesson can be fully individualized to support your classroom curriculum. Gallery lessons can be tailored to include in-gallery activities such as creative writing or sketching.
gallery lessons
Local artists Grades K-12
From Charles Willson Peale to Thomas Eakins and Bo Bartlett, the focus of this class is on the artists who have at some point in their careers called Pennsylvania "home."
Sidney Goodman
Man in a Black Coat
Oil on canvas
Purchased with funds provided by Dr. Paul Rahter
Drawing in the galleries Grades 4-8
Participate in drawing activities and in-gallery discussions to assist in understanding the museum's collection.
Tools of the Trade Grades 4-9
Learn about artistic media. Explore the variety of techniques and materials used by the artists in the museum's collection. Examine a sampling of various artists' tools.
Museum Highlights Grades 5-12
This is a chronological survey of Western art from the Renaissance to the 20th century using the museum's collection.
People, Places, and Things Grades K-4
Explore three genres of painting in the museum's collection— portraits, landscapes, and still lifes. The lesson will be complemented by in-gallery activities.
Jacob de Heusch An Arcadian Landscape Oil on canvas Purchased with funds provided by Benjamin D. Bernstein and the Art Angels Membership Fund
The Visual Language of Art
Grades K-4
Understand artworks by considering the basic building blocks
of painting: color, line, shape, texture and light. Discussions are
complemented by in-gallery activities to explore how artists
use these principles to create art.
Biblical Stories in Art Grades 6-12
Compare and contrast artists' interpretations of biblical figures and stories from the Renaissance to the 20th century.
Portraits (Portraiture and Psychology) Grades 6-12
View portraits from various times and places and consider how artists have attempted to capture the likeness of their sitters. Students will be challenged to think about what has been considered a "life-like" portrait in a number of different centuries. The lesson will be complemented by in-gallery activities.
20th-Century Art Grades 9-12
Explore the museum's 20th-century galleries and discuss the range of styles in modern and contemporary art.
Romare Bearden Louisiana Serenade Off-set color lithograph
Multiple visit programs Grades K-12
Study the museum's collections in greater depth by arranging two, three, or four visits to the museum throughout the school year. The Assistant Curator of Education will work with you to determine the visiting program that complements your curriculum. | <urn:uuid:6b7014fd-4de5-40b2-8249-47299902f730> | CC-MAIN-2017-39 | http://www.lasalle.edu/museum/content/pdf/Museum_Education_Brochure.pdf | 2017-09-26T16:28:56Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00345.warc.gz | 493,357,468 | 1,862 | eng_Latn | eng_Latn | 0.992492 | eng_Latn | 0.992712 | [
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Oregon Reading First
Teacher Report Fall 2007
Prepared by the Oregon Reading First Center Rachell Katz, Amanda Sanford, & Deni Basaraba
This report will provide a summary of two areas of information.
1. Student progress over the first 4 years of Oregon Reading First
2. Oregon Reading First data showing the relation between DIBELS and primary outcome measures (SAT-10 and OSAT)
1. Student progress over the first 4 years of Oregon Reading First
Kindergarten Students' Knowledge of Letter Sounds and Blending as measured by DIBELS Nonsense Word Fluency
First Graders' Reading Proficiency as measured by DIBELS Oral Reading Fluency
Second Graders' Reading Proficiency as measured by DIBELS Oral Reading Fluency
Year in Reading First
Third Graders' Reading Proficiency as measured by DIBELS Oral Reading Fluency
Oregon Reading First is Making a Difference in Oregon Students' Reading Skills
This summary shows the impact of Oregon Reading First on student reading performance over the four years of the project. The bar graphs show average student performance across all 33 schools in the first cohort of Oregon Reading First schools from Year 1 (2003-2004 school year) to Year 4 (2006-2007 school year).
The green bars represent students who are "On Track" to be successful readers. Overall, about 80% of students who are "On Track" will meet the next reading goal.
The red bars represent students who are "At Risk" of not being successful readers. Overall, less than 20% of students who are "At Risk" will meet the next reading goal.
These graphs show that for all grades Oregon Reading First schools are increasing the percentage of students who are "On Track" (green bars) and decreasing the percent of students who are "At Risk" (red bars) at each grade level. This pattern indicates the program is producing stronger effects each year.
Below is a summary of the percentage of students who are "On Track" and "At Risk" at each grade level in year 1 of the project and year 4 of the project. The far right hand column shows the increase in percentage of students who are "On Track," and the corresponding decrease in the percentage of students who are "At Risk."
Over time, of course, we want to see the percentage of students who are "On Track" increase, and the percentage of students who are "At Risk" decrease. This is a clear pattern the 33 schools in Oregon Reading First are demonstrating over the four years project. Oregon Reading First schools are making a positive difference in their students' reading skills.
2. Oregon Reading First data showing the relation between DIBELS and primary outcome measures (SAT-10 and OSAT)
(Baker, Smolkowski, Katz, Fien, Seeley, Kame'enui, and Thomas Beck, in press)
This summary of the Baker et al. study was written to share important data that has demonstrated the relation between DIBELS Oral Reading Fluency and reading comprehension as measured by primary outcome measures (SAT-10 and OSAT). This information supports the use of critical DIBELS benchmarks as indicators of students' overall reading health. In addition, the relation between progress monitoring data and performance on primary outcome measures is also confirmed. These data are from the Cohort A Oregon Reading First schools during Year 1 (2003-04) and Year 2 (2004-05).
Question 1a
What is the relation between Oral Reading Fluency scores and performance on the SAT-10 in grades 1 and 2 and the OSAT in grade 3?
| Grade Level | Correlation1 between Spring ORF and SAT-10/ OSAT |
|---|---|
| 1 | 0.82 |
| 2 | 0.79 |
These correlations were consistent with previous research on the association between ORF and criterion measures of reading performance (Marston, 1989; Shinn and Bamonto, 1998).
The correlations show a strong relationship between ORF and SAT-10 in grades 1 and 2 and a moderate relationship between ORF and OSAT in grade 3. This means that a student who scores high on ORF is likely to do well on the reading comprehension outcome measure. For example, when examining first grade students' scores on the SAT-10, 67% of the score on the SAT-10 can be explained by the students' score on ORF.
1 Correlations measure the relation between two assessments. The number can range from 0 to 1, or no correlation to a strong correlation. Correlations are represented by the symbol "r". A correlation is a statistical analysis that provides information on the strength of the relation between two variables indicating that if the correlation is high (r > .75), then the association between the variables is strong. If the strength of the relation is low (r < .20), it is an indication that scores in one measure are not necessarily related (or are weakly related) to scores in another measure (Borman, Hewes, Overman, and Brown, 2003). It is important to note, however, that correlation is not causation, and thus we cannot determine with correlations whether the predictor variables (e.g. measures in the beginning of the year) are causally related to the criterion variable (e.g. measures at the end of the year like DIBELS Oral Reading Fluency; Keppel & Zeddeck, 1989).
Question 1b
Of the students who met or exceeded the DIBELS benchmarks, what percent also scored at grade level on the SAT-10?
| K | At least 35 on PSF |
|---|---|
| K | At least 25 on NWF |
| 1 | At least 40 on ORF |
| 2 | At least 90 on ORF |
Additionally, of the second grade students who scored 90 on ORF in the spring of second grade, 78% went on to pass the Oregon State Reading Assessment in third grade.
Question 2
Does growth on ORF add significantly to the prediction of performance on specific high stakes reading measures at the end of grades 2 and 3?
We have also statistically analyzed slope obtained during ORF progress monitoring data from fall to spring in grades 2 and 3, and winter to spring in first grade. Students' slope on ORF provides statistically significant information on how students perform on ORF and SAT-10.
The data collected during multiple administrations of the DIBELS gives important information on the final outcome measure in spring. Students' initial score on ORF, as well as how much they grow on ORF, is important to determine how well they will score on the SAT-10 or OSAT in the spring.
When we collect progress monitoring data and make changes that result in increased performance on ORF, we are increasing the likelihood that students will perform at grade level on a comprehensive measure of reading performance (i.e. SAT-10 and OSAT). When we make changes to improve progress on ORF, the probability of doing well on comprehensive reading measure increases. Students are not only making growth on the skill of reading more fluently but are also improving the odds that they will do well on the comprehensive reading measure, including reading comprehension.
The important point is that regular monitoring of ORF in the early grades provides data to estimate slope, and this study shows that slope is related to performance on comprehensive measures of reading, controlling for initial level of performance. Therefore, continuously collecting progress monitoring data can provide you with enough information to give you a sense of how your students might perform on comprehensive measures of reading. The specific data to support this is provided in a technical journal article that has been published in a peer reviewed journal.
References
Baker, S. K, Smolkowski, K., Katz, R., Fien, H., Seeley, J., Kame'enui, E. J., and Thomas Beck, C. (in press). Reading fluency as a predictor of reading proficiency in low performing high poverty schools: Going to scale with Reading First. School Psychology Review.
Borman, G. D., Hewes, G. M., Overman, L. T., and Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125-230.
Keppel, G., & Zeddeck, S. (1989). Data analysis for research designs: Analysis of variance and multiple regression/correlation approaches. New York: Freeman.
Marston, D. (1989). Curriculum-based measurement: What is it and why do it? In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (p. 18-78). New York: Guilford Press.
Shinn, M., & Bamonto, S. (1998). Advanced applications of curriculum-based measurement: "Big ideas" and avoiding confusion. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (p. 1-31). New York: Guildford Press. | <urn:uuid:dc7774fe-82b5-4416-8911-8ecea22d6cfe> | CC-MAIN-2017-39 | http://oregonreadingfirst.uoregon.edu/downloads/other/orrf_tchr_report_0607.pdf | 2017-09-26T16:27:56Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00344.warc.gz | 253,944,167 | 1,917 | eng_Latn | eng_Latn | 0.955558 | eng_Latn | 0.995956 | [
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