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WHO BENEFITS FROM ACTS OF KINDNESS
(English "Bagrut" Exam, Module C, Summer 2019)
Paragraph Four
Therefore 1 , the conclusion 2 of the study was that people who only watch acts of kindness feel just as good as 3 people who actually do them. Next, these researchers want to study if people can also 4 benefit from doing nice things for themselves 5 .
1. According to the text, what did the researchers learn from this study?
a. People who do volunteer work have fewer health problems.
b. Helping others makes us happier than spending money on ourselves 6 .
c. People who are kind to themselves are happy.
d. Watching acts of kindness makes us feel as good as doing them.
1 Therefore - לכן
2 onclusion c - מסקנה
just as good as – טוב באותה המידה
3
lso a – ,בנוסף גם
4
5 themselves for – עבור עצמם
6 urselves o - עצמינו
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Discovery Group Questions:
1. What are you thankful for this week?
2. What is stressful or challenging this week?
3. Who needs help? How can we help them?
4. Recap: What was the scripture from last time, and did you follow through on your "I will" and sharing with someone what you learned?
5. Scripture passage for today:
-Have one person READ the passage aloud , then another READ it out loud again . Read it again if needed.
-Then RETELL the passage in your own words as a group, without looking. Check afterwards to see how you did.
Then, work through these four questions as a group:
a. What does this passage teach us about God ?
b. What does this passage teach us about us/people ?
c. If this is true, what will you do differently in the next few days? (I WILL…)
d. With whom will you share this passage before we meet next?
6. When will we next meet?
If you are facilitating the group…
1. As the facilitator, your role is to be the question asker , rather than the answer giver , so that Scripture is the teacher, not you. Let people discover and respond for themselves without you or someone else in the group teaching or explaining answers.
Keep asking, "What else?" until it feels like you're done.
2. Ask people to focus on and share answers that are discovered in the current Bible passage only, or others you've already read together, rather than bringing in other Bible passages. If someone…
-asks a question that the passage doesn't answer,
-shares something from a different passage, or
-says something that seems outlandish or off, graciously ask,
"(Where) Do we see that in this passage?"
3. Be specific and concrete with your "I WILL" statements (how will you live differently this week?) For example, saying "I will invite my neighbors for dinner this week" is more concrete than, "I will love my neighbors." If someone says a very general "I WILL, you can ask, "How specifically might you do that this week?"
4. After leading for a couple of weeks, invite someone else in the group to be the facilitator/ask the questions next time. Or, you can break the questions up so each person asks one.
5. If your group is large, and you struggle getting through all the questions, consider breaking the group into smaller bunches of 2-4 people for some of the questions (i.e. thankful and stressful, did you follow through, what is your "I I WILL, etc.).
6. If someone new wants to join once you've already been going for a few weeks, show them how you do it and encourage them to start their own group.
7. If a question is asked that this text doesn't answer, say, "That may become clearer in later weeks." | <urn:uuid:708f3d50-3e9b-4def-a398-8b1156397b99> | CC-MAIN-2023-40 | https://www.antiochcountryside.com/wp-content/uploads/2023/07/Discovery-Questions.pdf | 2023-09-26T11:44:41+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00387.warc.gz | 708,528,980 | 617 | eng_Latn | eng_Latn | 0.999462 | eng_Latn | 0.999532 | [
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BACHELOR OF FINE ARTS IN ART (EC-12 ART EDUCATION CERTIFICATION)
Web Site: https://twu.edu/visual-arts/undergraduate-programs/arteducation/
Marketable Skills
Defined by the Texas Higher Education Coordinating Board's 60x30 Strategic Plan (https://reportcenter.highered.texas.gov/agencypublication/miscellaneous/thecb-60x30-strategic-plan/) as, "Those skills valued by employers that can be applied in a variety of work settings, including interpersonal, cognitive, and applied skills areas. These skills can be either primary or complementary to a major and are acquired by students through education, including curricular, co-curricular, and extracurricular activities."
Degree Skills
a. Instruction: Teaching others how to do something.
b. Learning Strategies: Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
c. Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
d. Communication and Media: Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. Students engage in multimodal communication and media strategies in coursework and prepare for how to effectively utilize and communicate with a variety of media sources.
e. Developing Objectives and Strategies: Establishing long-range objectives and specifying the strategies and actions to achieve them. Students create lesson plans and curriculum structures, planning activities, and implementing teaching strategies to achieve learning objectives.
f. Service Orientation: Actively looking for ways to help people. Students are actively listening and observing opportunities to foster learning and make positive changes in the classroom.
Teacher Certification Skills
a. Appropriately explain the impact of effective planning and communication (within the chosen area of concentration) to relevant internal and external stakeholders in an education or community setting.
b. Identify, select, and implement entry-level instructional plans when serving as an instructor in the school setting.
c. Successfully manage organizational and student behavior when teaching in the school setting.
d. Efficiently and accurately assess student progress and use data to develop and modify instruction for K-12 students.
e. Work effectively and collaboratively with students and families from diverse backgrounds.
1 | <urn:uuid:a6fd3c68-e33e-4af7-bcaf-bff8f820ad9c> | CC-MAIN-2023-40 | https://catalog.twu.edu/undergraduate/arts-sciences/arts/visual-arts/art-bfa-concentration-art-education/art-bfa-concentration-art-education_marketableskillstext.pdf | 2023-09-26T12:13:44+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00391.warc.gz | 179,822,280 | 482 | eng_Latn | eng_Latn | 0.985998 | eng_Latn | 0.985998 | [
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Photography and digital media
Photography and digital media are two influential forms of art that have created an entirely new medium for artistic expression. Photography has been around since the late 19th century and has provided a glimpse into moments in time that could have been missed if not captured through the camera lens. Digital media, on the other hand, is a relatively new form of art that has revolutionized the way we create, view, and interact with images.
The emergence of digital photography in the early 2000s opened up a world of new possibilities for photographers. Instead of using film cameras to capture pictures, photographers could now use digital cameras to take photographs in much higher resolution than before. Digital media also allowed for photographers to manipulate images in ways that were never before possible.
Photo-editing software such as Adobe Photoshop and Lightroom gave photographers the ability to adjust colors, contrast, sharpness, saturation and more. This opened up a whole new world of creative potential for photographers who wanted to manipulate their photos and create unique works of art.
Similarly, digital media has opened up a world of possibilities for artists from all disciplines. Digital art such as 3D animation and augmented reality have allowed artists to create immersive experiences that were once only imaginable in dreams. Videographers have been able to use new tools like drones and 360-degree cameras to capture footage in ways never before thought possible. Painters, sculptors, and illustrators can now create artworks with the use of technologies such as virtual reality and 3D printing.
The combination of photography and digital media has created an entirely new landscape for artists to explore and express themselves. No longer is art limited to traditional mediums like painting or sculpture; digital media has opened up a world of possibilities for creative expression and exploration. Photography and digital media have merged to form a powerful tool that has allowed artists to create works that are truly unique, beautiful, and meaningful.
In conclusion, photography and digital media have revolutionized the way we can express ourselves through art. It has opened up a world of new possibilities which allow us to explore, create and experience art in ways never before thought possible.
By combining the power of photography and digital media, artists from all disciplines have been able to create works that are truly unique and powerful. It is clear that these two mediums will continue to be a strong influence on the world of art for many years to come.
References
Fitzgerald, W. (2019, October 15). Digital Media and Photography: A New Age of Artistic Expression. Retrieved from https://www.longriverreview.com/digital-media-and-photography/
Mesplé, J. (n.d.). What Is Digital Photography? Retrieved from https://www.liveabout.com/what-isdigital-photography-3974067
What Is Digital Art? (2019, October 16). Retrieved from https://www.britannica.com/art/digital-art
Van'T Hoff, D. (2018, June 6). The Power of Photography and Digital Media in the Art World. Retrieved from https://www.photodoto.com/the-power-of-photography-and-digital-media-in-the-artworld/ | <urn:uuid:70b67d1d-8128-4ed1-a343-89693079695e> | CC-MAIN-2023-40 | https://collegeessay.org/sample_files/Photography-and-Digital-Media.pdf | 2023-09-26T13:36:05+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00391.warc.gz | 198,017,870 | 642 | eng_Latn | eng_Latn | 0.81074 | eng_Latn | 0.998404 | [
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daily tasks to improve well-being
Try one activity a day, at home or in school, to improve your physical and mental health
50
DAY 1
DAY 2
DAY 3
DAY 4
DAY 5
DAY 6
DAY 7
DAY 8
DAY 9
DAY 10
DAY 15
DAY 14
DAY 13
DAY 12
DAY 11
DAY 16
DAY 17
DAY 18
DAY 19
DAY 20
DAY 21
DAY 22
DAY 23
DAY 25
DAY 24
Write down three things that you are grateful for.
GRATITUDE:
People who write about gratitude tend to feel more optimistic, experience better sleep and less stress and generally feel happier about their lives.
Have a night off from using social media.
Write down three positive things about yourself.
Follow an online workout or yoga class.
Go for a walk or run before eating a meal.
EXERCISE:
Being active is not only great for your physical health, but it can also cause chemical changes in your brain, which helps to improve mood and reduce stress.
Do something nice or helpful for someone that means a lot to you.
RELATIONSHIPS:
Maintaining good and healthy relationshps can help build a sense of be longing and self worth and improve our mental and emotional wellbeing.
Do a chore in the house without being asked e.g. cleaning your room or washing the dishes.
Ask a friend or family member how their day was. Listen carefully to their answer.
Drink six glasses of water throughout the day.
Spend fifteen minutes drawing and sketching ideas that pop into your head.
Eat three pieces of fruit and veg in one meal.
Write down five things that you want to achieve by the end of the week.
Make an active decision to smile more today.
Spend twenty minutes reading or listening to an audiobook.
Watch a TED talk or short documentary on a topic that interests you.
Leave a positive note for a family member to find in your house.
Get creative in the kitchen and cook or bake a meal or treat for either yourself or your family.
Give yourself a tech free evening and turn off all your devices at least three hours before bed.
Follow this routine (x3): 25 star jumps 10 lunges (each leg) 5 sit-ups
Aim to walk 10 000 steps today.
Avoid any artificial food flavourings and sugar for 24 hours.
Spend at least thirty minutes outdoors in the fresh air and nature.
Try some gentle exercises, such as yoga or pilaties.
Do something that makes you feel good, such as having a bath, watching a film or walking the dog.
Research 'healthy snack recipes' and try to cook them in batch to have throughout the week.
www.theparentsguideto.co.uk
50 daily tasks to improve well-being Try one activity a day, at home or in school, to improve your physical and mental health
DAY 26
DAY 27
DAY 28
DAY 29
DAY 30
DAY 31
DAY 32
DAY 33
DAY 34
DAY 35
DAY 40
DAY 39
DAY 38
DAY 37
DAY 36
DAY 41
DAY 42
DAY 43
DAY 44
DAY 45
DAY 46
DAY 47
DAY 48
DAY 50
DAY 49
Tell a teacher what you enjoy about their lessons.
Congratulations! Now make a note of all the daily tasks you enjoyed. Which ones will you continue?
Eat five pieces of fruit and veg throught the day.
DIET:
When we eat well we sleep better, have more energy to do the things we enjoy and feel good about ourselves, which helps create a healthier and happier life.
Spend fifteen minutes with your eyes closed focusing on your breath ing or follow an online guided meditation session.
RELAXATION:
Relaxing helps us to have a clearer and
calmer mind, which aids positive thinking and relieves tensions.
Get at least eight hours of good sleep.
SLEEP:
Getting the right amount of sleep each night pro vides your body with the time to rest, repair and re build leading to a stronger immune system, reduced stress and improved emotional wellbeing.
Write down your 'perfect morning routine' and follow it for one week, starting tomorrow.
Start this week by say ing out loud five positive things about yourself.
Spend some time doing something with a family member, such as playing a game.
Spend half an hour doing something you love, such as playing an instrument, painting or cooking.
Download a relaxation app to your phone and try using it.
Aim to walk 15 000 steps today.
Try to give five things to charity that you no longer use or need.
Try making a to-do list for the following day before you go to bed tonight.
Make yourself a hot drink and enjoy it undistracted.
Go through the photos on your phone or computer and create an album called 'happy memories'.
Plan something fun to do this weekend with friends or family.
Think of a new hobby to try at half-term.
Send a positive and happy text or email to a friend or family member.
Spend some time organising your school folders or computer files.
Listen to your favourite song and close your eyes, sing or dance!
Do something that makes you laugh, such as watch stand up comedy or a funny film.
Rearrange your furniture or hang up a new picture to improve your bedroom environment.
Aim to walk 20 000 steps today.
Spend twenty minutes sitting outside sketching what you see (weather permitting!)
Ring a friend or family member and ask them how their day or week has been.
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Español Santillana Level 1 Publisher Questionnaire
Authors & Credentials: List full name of author(s), with major or senior author listed first. Briefly provide credentials for each author.
Español Santillana was not developed by an individual author or by a team of authors. It is a collaborative effort by two editorial teams (in Spain and in the USA) specializing in the design of Spanishlanguage educational materials, in consultation with a team of experts across the country. The program was written by a team of writers who are also specialists in Spanish language education, and reviewed by a team of experts and validators from around the country. The contributing writers for the Student Book of this level include: Dr. Miguel Santana received his PhD in Hispanic literature at the University of Texas–Austin. Dr. Santana has taught Spanish at the elementary, high school, and college levels, and has worked as a Spanish editor and writer for numerous educational publishers in the United States. Miguel Santana is also an author of several novels. Dr. Lori Langer de Ramírez received her doctorate in curriculum and teaching from Teacher's College, Columbia University. She is chairperson of the ESL and World Language Department for Herricks Public Schools, New York. Dr. Langer de Ramírez is the recipient of many prestigious awards. Eduardo Fernández Galán received his Licenciatura en Lingüística Hispánica from the Universidad Complutense de Madrid. He has taught Spanish at Montgomery High School in Montgomery, New Jersey, and The College of New Jersey in Ewing. Dr. Michele Guerrini received her PhD in Romance languages from the University of Pennsylvania. She has worked as director of bilingual and EFL departments at Richmond Publishing in Spain and as an adjunct assistant professor of Spanish at The George Washington University in Washington, DC. Cristina Núñez Pereira received her Licenciatura en Filología Hispánica from the Universidad Nacional de Educación a Distancia and is a Licenciada en Periodismo from the Universidad Carlos III de Madrid. Belén Saiz Noeda received her Licenciatura en Filología Hispánica from Universidad de Alicante. She was a professor of Spanish language and culture and was in charge of Spanish teacher education at the Universidad de Alcalá and at other institutions. María Inés García received her masters in Spanish from Texas A & I University. She is a former director of the Languages Other Than English program for the Texas Education Agency, and was the Spanish specialist with the agency for 26 years. María J. Fierro-Treviño received her MA from the University of Texas–San Antonio. She was the director of Languages Other Than English program for the Texas Education Agency. She has taught Spanish at the secondary and college levels, and has worked as an instructional specialist, and as a presenter of professional-development seminars. An additional list of the editorial staff, reviewers, contributors, and advisers can be found on the credits page of each level.
Students: Describe the type(s) of students for which this submission is intended.
The program is part of Santillana USA's submission for the Florida World Languages adoption for K-12. It is intended for high school students of Spanish as a World Language.
1. LIST THE FLORIDA DISTRICTS IN WHICH THIS PROGRAM HAS BEEN PILOTED IN THE LAST EIGHTEEN MONTHS.
N/A
2. HOW ARE YOUR DIGITAL MATERIALS SEARCHABLE BY FLORIDA STATE STANDARDS (SECTION 1006.33(1)(E), FLORIDA STATUTES)? N/A
3. IDENTIFY AND DESCRIBE THE COMPONENTS OF THE MAJOR TOOL. The Major Tool is comprised of the items necessary to meet the standards and requirements of the category for which it is designed and submitted. As part of this section, include a description of the educational approach of the submission.
Educational Approach: (The information provided here will be used in the instructional materials catalog in the case of adoption of the program. Please limit your response to 500 words or less.) In Español Santillana level 1, a geographic organization of the units allows students to explore countries and cultures of the Spanish-speaking world while exploring universal themes related to each country. A unique storyline embeds language instruction in authentic cultural experiences, motivating students and highlighting the relationship between the two in an innovative way. First, students see the target language and cultural elements illustrated in the storyline, through carefully designed comprehensible input. Next, they analyze the vocabulary and language structures that are integral to the communicative function highlighted, and practice using carefully scaffolded activities. They then move on to integrate the language in a cultural context via Interpretive, Interpersonal, and Presentational Communication activities. At this point, students have sufficient background knowledge to explore both culture and language arts in greater depth, and each unit of study culminates in a review and a project, which may be used as an Integrated Performance Assessment. The Florida world languages standards—which incorporate Communication, Cultures, Connections, Comparisons, and Communities—serve as the foundation of the program, and they are embedded in all the activities. The Teacher's Edition also presents research-based instructional strategies to support differentiated instruction, including specific strategies for students at varying levels of language acquisition, and approaches such as Total Physical Response, Multiple Intelligences, and Cooperative Learning. Level 1 of Español Santillana gives students a solid language foundation and prepares them to enter High School Spanish 2.
Major Tool - Student Components: Describe each of the components, including a format description.
Printed Student Edition: Integration of language and culture and strong focus on authentic communication helps students develop language, vocabulary, and grammar skills in authentic contexts; the CD helps develop speaking and listening skills, (hardbound).
Online Interactive Student Edition: Allows student to zoom in and out, highlight or add notes, click on audio and video, and link to photo galleries.
Major Tool - Teacher Components: Describe each of the components, including a format description.
Printed Teacher's Edition: Comprehensive lessons with suggestions, strategies, and activities help adjust instruction to any teaching situation, (hardbound)
Online Interactive All-in-One Teacher's Edition: Includes all resources teachers need to plan and deliver lessons and assess student progress at point-of-use. Easy access to unit audios and videos, grammar presentations, annotated Editions of Workbooks, Assessments, and much more!
4. IDENTIFY AND DESCRIBE THE ANCILLARY MATERIALS. Briefly describe the ancillary materials and their relationship to the major tool.
Ancillary Materials - Student Components: Describe each of the components, including a format description.
Printed Practice Workbook: Helps students practice and reinforce grammar, vocabulary, and language skills, (paperback and consumable) Printed Speaking and Listening Workbook and Audio CD: Provides additional speaking and listening activities. Great for students who need additional support and practice, (paperback and consumable).
Printed Cuaderno para hispanohablantes (Heritage Speaker Workbook): Expanded language arts and literacy activities challenge advanced and heritage speakers and hone their Spanish language skills. Activities emphasize reading, vocabulary, spelling, and writing skills, (paperback and consumable).
Fans Online Extension Activities: The portal for all "fans del español." Includes interactive vocabulary, grammar, communication, and cultural games and activities, plus additional cultural multimedia resources.
Online Interactive Workbooks: All the workbooks available in interactive format: Practice Workbook, Speaking and Listening Workbook, and Cuaderno para hispanohablantes. Printed Picture Dictionary: Practical reference tool helps student develop vocabulary with twenty-four units covering over 1,300 words that illustrate the most common needs and situations. Online Assessment: Choose from an extensive bank of closed-and open-ended questions based on unit selections, skills covered, and foreign language standards addressed. Customize quizzes and tests, and choose question formats!
Ancillary Materials - Teacher Components: Describe each of the components, including a format description.
Teacher Annotated Editions of Workbooks: One for each of the Practice Book, Speaking and Listening, and Cuaderno de Hispanohablantes. Annotated workbook pages with teacher suggestions and answers to activities, (paperbacks).
Video Program DVD: Includes video segments that present the geographical and cultural context of the unit, the cultural challenges or Desafíos, as well as dialogues that model the target language.
Assessment Program: Tracks student progress and assesses student proficiency in all skills areas. Evaluates cultural understanding, as well as student's ability to use the language. Audio CD for listening assessments included. Enrichment Libraries: Design to expand unit themes and cultural perspectives, as well as build literacy skills for students at all levels-beginning, intermediate, and advance.
5. IDENTIFY WHICH INDUSTRY STANDARD PROTOCOLS ARE UTILIZED FOR INTEROPERABILITY? We follow the LTI standards protocol from the IMS Global Consortium.
6. HOW MUCH INSTRUCTIONAL TIME IS NEEDED FOR THE SUCCESSFUL IMPLEMENTATION OF THIS PROGRAM? Identify and explain the suggested instructional time for this submission. If a series, state the suggested time for each level. The goal is to determine whether the amount of content is suitable to the length of the course for which it is submitted.
Español Santillana is flexible enough to adapt to any pacing schedule. Level 1 is divided into eight units, with an additional preliminary unit at the beginning which may be implemented or not depending on the previous language exposure of the students. Lesson Plans are given for a total of 174 50-minute class periods or 93 90-minute class periods, although teachers can make a wide variety of adjustments to suit their particular needs by using—or not using—the corresponding ancillary materials. The Level 1 textbook is intended to be used during one year of instruction, at which time students will progress to Level 2. Concepts at the end of each level are reviewed and retaught in the subsequent level in order to reinforce retention and accommodate differences in pacing or instructional time.
7. WHAT PROFESSIONAL DEVELOPMENT IS AVAILABLE? Describe the ongoing learning opportunities available to teachers and other education personnel that will be delivered through their schools and districts as well as the training/in-service available directly from the publisher for successful implementation of the program. Also provide details of the type of training/in-service available and how it may be obtained. (The information provided here will be used in the instructional materials catalog in the case of adoption of the program.)
Vista Higher Learning, Inc. is pleased to offer professional development and implementation training at no charge upon adoption of VHL's Spanish, French and German language materials.
Always available to the faculty and staff of these schools is a wide array of informational and technical assistance access points which are available online on demand and through frequent, regularlyscheduled webinars.
Professional development is conducted by one of VHL's national trainers. Each trainer has thorough knowledge of the VHL programs as well as many years of classroom experience in teaching world languages to K-12 students.
Initial Implementation Training (On Site)
Duration: One day (3 hours) suggested, or as desired by the district, as negotiated with specialist.
Timing: Pre-service days in first year of implementation
Purposes:
* To provide an overview of the content and approach of VHL materials.
* To demonstrate the integration of program components (texts, ancillaries, technology).
* To guide individual teacher access to and use of course preparation resources.
Weekly Live Webinars (two per week)
These are twice per week live webinars hosted by VHL former teacher-consultants. These sessions, great to view in teams, support research that tells "recurring sessions with mentoring teams that provide long-term professional growth opportunities for teachers. Resulting from this professional growth come goal-oriented increases in the range, pace, and quality of student learning."
From Learning Forward we know:
"Learning Communities --Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment".
Continuing Implementation Training (On Site)
Duration: One half day (3 hours) suggested
Timing: Between Fall and Spring of first implementation year
Purposes:
* To provide new teachers to with an overview of the content, approach, and integration of VHL materials or those who did not attend the previous training.
* To provide returning teachers with specific insights and practice to strengthen and clarify their work with VHL materials.
Considerations: Training may be provided per level or in multi-level groups, according to the situation and objectives of the situation.
Ongoing Online Training and Support
In addition to the on-site training, VHL offers support at no charge for online training. Such training may include:
* Webinars led by VHL trainers for individual teachers or small groups that desire specific topics related to use of VHL materials.
https://vistahigherlearning.com/vhl-pd-webinars
* Thorough technology support:
o On-demand video presentations on specific technology topics
o Live, regularly-scheduled webinars at Basic and Advanced levels
o For teachers and students: website, email, and phone tech support.
https://vistahigherlearning.com/supersite-resources
8. WHAT HARDWARE/EQUIPMENT IS REQUIRED? List and describe the hardware/equipment needed to implement the submission in the classroom. REMEMBER: Florida law does not allow
hardware/equipment to be included on the bid! However, schools and districts must be made aware of the hardware/equipment needed to fully implement this program.
Equipment needed PC/Desktop/MAC/Tablet with a browser. If the implementation goes thru a WiFi connection, enough bandwidth and access points for the amount of students at the same time. Our online licenses are web based, therefore we are not submitting any software.
9. WHAT LICENSING POLICIES AND/OR AGREEMENTS APPLY? If software is being submitted, please attach a copy of the company's licensing policies and/or agreements. N/A
10. WHAT STATES HAVE ADOPTED THE SUBMISSION? List some of the states in which this submission is currently adopted.
This is a Florida version. The national version and other state versions have been adopted by several states including SC, GA, TN among others
11. WHAT OPEN EDUCATIONAL RESOURCES RELATED TO THIS BID DO YOU MAKE AVAILABLE(S)? List and describe each of the components, including a format description. (Open Educational Resources (OER) are high-quality, openly licensed, online educational materials that offer an extraordinary opportunity for people everywhere to share, use, and reuse knowledge.) N/A
12. ALTHOUGH NOT CALLED FOR IN THE STATE ADOPTION, DO YOU HAVE ADVANCED PLACEMENT (AP) OR ACCELERATED PROGRAM INSTRUCTIONAL MATERIALS AVAILABLE FOR THE COURSE(S) BID FOR ADOPTION?
N/A
13. WHAT, IF ANY, FOREIGN LANGUAGE TRANSLATIONS DO YOU HAVE AVAILABLE?
None
14. DO YOU PROVIDE ACCESS POINT SCAFFOLDING OR AN ACCESS POINT CORRELATION UPON REQUEST?
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TRANSITIONS
Transitions occur when children have a change in schedule or routine or when they must adapt to an unfamiliar setting or environment. It's important to prepare children for changes to support socialemotional development. When transitions are well planned, they can make the day seem smoother and well-organized. Allowing enough time so children make transitions gradually is the best way to avoid stressful situations. Transitions can come in many different forms and some may be planned while others may be unexpected.
Planned transitions or everyday changes are activities that you have control over, such as:
Things to consider:
* New children entering the program
* Changes in a child's learning space within a program (room to room)
* Children exiting the program
* Moving from one scheduled activity to another
* Daily arrival and departure from program
Unplanned transitions are changes you do not have control over, such as:
* Emergencies
* Lunch arriving late
* Rainy days
* Teacher absence
Tips for Timing Transitions
Choose your timing to create a natural flow from one activity to the next. This will decrease the amount of start and stop times children encounter.
If children find transitions particularly challenging, consider allowing more time for the transition.
Be flexible by finding ways to make stopping easier such as allowing children more time to complete work or saving the work for another time.
Singing songs and giving transitional warnings will allow children to internalize and better prepare for the change that is coming.
* Am I aware of the emotional needs of the children in my care when it comes to transitions?
* Am I preparing the children with a verbal warning that one activity will be ending before another one starts?
* What strategies do I have to assist those children needing more support?
* Am I having conversations around unexpected changes to our routine/schedule to prepare children?
Engaging Families In Transitions from One Environment to Another
Educators and families work together on a plan to create an appropriate transition with procedures of how a child will move from one age group or learning environment to the next. Involving family input allows the plan to be individualized to meet the developmental, socialemotional and cultural needs for each child. Communication between all parties throughout the process will ensure the child is supported both at home and in the program. Some children may need more support than others.
Best Practice: Transitions Between Environments
* Families should be involved in the planning process and documentation of the transition.
* Transition documents should be individualized to better meet the social and emotional needs of the child.
* Transition documents should be signed by the family and provider.
* Typically, a short visitation schedule that allows time to gradually increase over the course of the week will be implemented.
* Having introductions and welcoming the family into the new environment allows all parties to begin the relationship building process.
* Updating the family on the child's progress will help them feel more secure and comfortable with the change.
* Programs should follow the child's lead and comfort level during the process and implement modifications as needed.
EXERCISE:
What strategies do you have in place if the unexpected happens such as:
* Lunch is late
* A teacher calls off
* An emergency arises
* A field trip is cancelled
* Inclement weather
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Time to Test
Test Answers #33 Generally Genesis
1. What is the theme of Genesis 36? Esau's History
2. Can you doodle the picture clue?
3. Where did Esau acquire much of his wealth? (36:6) Canaan
4. Can you quote the memory verse?
5. From where did Esau take his wives? (36:1) Canaanites
6. Esau married a daughter of which son of Abraham? (36:3) Ishmael
7. Why did Esau move away from Jacob? (36:7) Their possessions were too great for them to dwell together
8. Where did Esau settle? (36:8) Hill country of Seir
9. What is another name for Esau? (36:8) Edom
10. Have you ever received a gift from someone that you hurt? How did it make you feel? | <urn:uuid:22ebe56f-77c1-4932-9557-dbe697beeb39> | CC-MAIN-2023-40 | https://sonnychilds.com/wp-content/uploads/2023/09/A33-23Fall.pdf | 2023-09-26T13:05:55+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00393.warc.gz | 587,201,040 | 193 | eng_Latn | eng_Latn | 0.995502 | eng_Latn | 0.995502 | [
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REEMS CREEK NURSERY
Dionaea muscipula Venus Flytrap
A Garden Guide
Venus Flytrap (Dionaea muscipula) is a carnivorous plant native to subtropical wetlands on the east coast of the U.S., primarily in North and South Carolina, although they have been introduced to Florida, coastal New Jersey, and other areas. It is an endangered species, and cannot be legally collected from the wild.
Their native habitat is warm and humid in the summer, and chilly to frosty in the winter. As a result, a period of dormancy of two to three months is absolutely essential in the winter. During this time, your pet Venus Flytrap should be removed to a cool location in a temperature range of 32 to 50 degrees, and allowed to rest. They will naturally lose leaves and traps through this period. Old or black leaves should be cut back. Just remember they are not dying, they're just resting, and if not allowed to rest, they will exhaust their energy and die. New vigorous growth will resume in the spring. The life span in captivity is usually 7 to 10 years. Reproduction is by seed produced in small white flowers in the spring. Mature plants will also produce bulbs that can be divided.
Care: Venus Flytraps grow best in sunny (6-8 hours of direct sunlight) to partially sunny conditions (4-6 hours of direct sunlight). Very few other plants are happy in the nutrient-poor natural environment of these plants, so their habitat tends to be open and sunny. They do engage in some photosynthesis but primarily use their unique and unconventional method of obtaining nutrients by trapping and digesting insects.
Watering: To grow healthy carnivorous plants it is important to keep the soil wet at all times. The best way to do this is to keep plants in a tray or saucer that is filled with water as needed. While they like to be damp, they do not like to be immersed in water above the soil line. Always use mineral free water. Rain water or distilled water is fine, but avoid bottled water, well water, or tap water.
Fertilizing: Carnivorous plants do not like to be fertilized, and the minerals in tap water can over fertilize and "burn" the plants. In a pinch tap water can be used, but a steady diet of tap water, well water, or spring water is detrimental, and ultimately fatal. If repotting, do not use potting soil or anything with fertilizer. Peat sometimes with the addition of a little sand is the recommended media. The peat will keep the pH in the desired 5.0 range.
As a general rule, Venus Flytraps do not need to be fed. Placing them outside on a deck or porch in warmer weather will allow them natural access to insect prey. Even kept indoors, you might be surprised by how many creepy crawlies they can collect. If you want to feed them by hand, it is best to use tweezers so that the plants' delicate membranes and mechanisms won't be damaged. Please remember, each trap is only capable of closing 3 or 4 times before it dies, so playing by poking them artificially with something to close them is not recommended.
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FOLLOW UP OF THE INTER-AMERICAN PROGRAM ON THE PROMOTION OF WOMEN'S HUMAN RIGHTS AND GENDER EQUITY AND EQUALITY-
SEPIA III-GENDER AND Education
Washington, D.C., December 9-10, 2003
Proposals on Gender and Education in the framework of the Third Meeting of Ministers of Education
Final Document
I. Declaration of the Third Meeting of Ministers of Education
The Ministers of Education of member states of the Organization of American States, gathered on the occasion of the Third Meeting of Ministers of Education in Mexico City, August 11-13, 2003, undertook to promote "the principles of equity, quality, relevance, and efficiency at all levels of the education system, ensuring, by 2010, universal access to and completion of quality primary education for all children and to quality secondary education for a t least 75 per cent of young people, with increasing graduation rates and lifelong learning opportunities for the general population; and eliminating gender disparities in primary and secondary education by 2005," in keeping with the mandate of the Third Summit of the Americas.
These objectives are consistent with the recognition that education is among the tools that make it possible to achieve greater social equity and overcome and, ultimately, eradicate poverty, as well as a means to facilitate the creation of human capital tailored to the demands of a globalized world. In addition, the Declaration refers to the necessary commitment of educational systems to democracy, social justice, and "individual dignity and avoiding all discrimination and intolerance."
The Declaration points to the need to prioritize expenditure and investment in education, including scientific research, technological development, and the dissemination and preservation of cultural diversity, while also calling on governments to develop strategies to improve the funding of education in such a way as to involve political organizations, legislatures, and the media. The Declaration underscores how important it is for all sectors, particularly of civil society, to cooperate in order to achieve the objectives proposed.
The Declaration urges all countries to incorporate in their respective educational programs the principles of the Inter-American Democratic Charter, especially those that have to do with "education as key to strengthening democratic institutions, promoting the development of human potential, and alleviating poverty and fostering greater understanding among our peoples."
The Declaration emphasizes the part played by information in the process of improving education, particularly by moving forward in expanding and disseminating indicators of educational quality and quantity, while at the same time creating the necessary capabilities within the ministries for thus use of this tool.
Particularly to be underscored is the effort to focus on the most deprived groups in society in order to ensure equal opportunity for all sectors. The Declaration also reaffirms the commitment to implement different mechanisms to expand educational coverage, keep children in school, and reduce school drop-out rates.
Technical education is accorded an important place because it is a way to prepare young people for working life and enhance their innovative skills and initiative.
The Inter-American Commission on Education (CIE) is urged to continue to develop projects in the areas of equity and quality, education, training, evaluation, and teacher training, with cross-cutting use of the new communication and information technologies.
The Mexico Declaration underscores throughout that equity and quality of education are basic principles that are essential for an improvement in the general standard of living, particularly in the poorest sectors of society. It describes how it has been possible to eliminate gender disparities in relation to equal opportunity for both men and women in terms of access to primary and secondary education. It also emphasizes how important it is to avoid all discrimination and intolerance in educational systems.
From the gender point of view, equity in education is apparent – in addition to equality of opportunities in coverage for men and women at all levels of education – in other aspects which should be borne in mind when proposing the incorporation of a gender approach throughout the educational process.
One of these is the elimination of factors that have an impact on the drop-out rate of boys and girls from schools and which reflect traditional gender relations: girls drop out of school in order to help at home; the incidence of early pregnancy, also have a significant impact. Likewise, the main motive for boys to drop out of school is the need to enter the work force, to assume a role as secondary provider of goods needed by the family.
Another factor to note is that gender orientation influences the different ways boys and girls choose activities or careers. Generally boys are steered towards activities that have to do with science or technology; girls are usually steered towards service-related activities and, in particular, towards those that have to do with caring for other people - tasks that are perceived as feminine. This fact reproduces and exacerbates the sexual division of the labor market and translates into one of the main discriminatory factors in the labor market.
Teacher training is one of the areas in which the greatest change can be effected from a gender perspective in the education system. If teachers can pass on to their pupils values based on gender equity as expressed in the principles of gender equity and recognition of diversity, and behave in a non-discriminatory way in classrooms, they will be promoting fundamental changes in the way boys and girls learn to live together.
The Declaration highlights the importance of continuing and extending the Summit Project based on indicators. (Regional Project on Indicators in Education). This initiative should be enhanced by introducing indicators that make it possible to measure over time the comparative progress made amongst men and women in those issues that are particularly relevant to gender equity.
II. The framework for incorporating a gender perspective in education
The Priority Action Areas of CIM's Strategic Plan of Action states that gender-sensitive education is the way to shape new values and change attitudes. It is essential for guaranteeing women's full exercise of their rights, to enable them to participate in political activities at all levels, enter and remain in the labor market and improve their quality of life. In education, the CIM proposes working towards producing and inducing socio-cultural change, and breaking down stereotypes in domestic and labor roles in order to create an awareness that men and women should share both public and private responsibilities. It will concern itself in general with the education of women at all stages of life and give special attention to training programs for population groups who have habitually been ignored by the educational system, such as minority groups, rural populations, marginalized urban populations, indigenous peoples, and other ethnic groups.[1]
The Inter-American Program on the Promotion of Women's Human Rights and Gender Equity and Equality in its specific objective no. 5 urges the member states of the OAS to promote gender equity and equality and women's human rights, among others, by achieving full and equal access to "education at all levels and to the various fields of study." This appeal is reaffirmed (specific objective no. 8) with the "elimination of cultural patterns or stereotypes that denigrate the image of women, particularly in educational materials…"[2] The same program calls for the adoption of measures needed to encourage the agencies of the inter-American system to incorporate a gender perspective in their work, along with other actions to be taken by the General Secretariat of the OAS.
CIM's proposal to incorporate the gender perspective in education is based on the premise that, in addition to being a mechanism for social and economic mobility and integration, and a means of overcoming poverty, it is an exceptionally good arena in which to promote cultural changes that may facilitate the achievement of gender equity and equality. Although equal access by women to all levels of education represents a fundamental step forward, there are other factors related to the potential gains from educating boys and girls in the values of equity, tolerance, respect for diversity, and a civic spirit.
Education with a gender dimension is conceived as the molding of boys and girls from their earliest years in the principles of equity and equality between the sexes. This makes it possible to overcome major barriers based on gender inequity, including equal access to the labor market; it sets in motion a process of cultural change both for men and for women such as responsible fatherhood and equal distribution of domestic chores, and furthermore creates the conditions for the empowerment of women and finally the construction of a more just and equitable society.
III. Observations of the Meeting on Gender and Education of the CIM on the Declaration of the III Meeting of Ministers of Education
The meeting on SEPIA III studied the Mexico Declaration. The following deficiencies were noted, for emphasis, with a view to their consideration and incorporation in subsequent activities to follow up on the Meeting of Ministers, and to ensuring that they are incorporated in education policies in all ministries of education in the member states:
Funding
With a view to enhancing the funding of educational reform:
a. The entity and/or entities with responsibility for public finance and, as appropriate, other executive branch entities, must be involved.
c. Bilateral and multilateral cooperation organizations must also be involved in funding education with a gender perspective.
b. Additional resources must be allocated to research on education and gender and to university budgets for such purposes.
Continuing education
Education throughout all life cycles must promote the self-sufficiency of women
Indicators
In respect of high school graduation rates, it is suggested that ranges be established at the secondary level that pertain to the different regions and the different characteristics of each country and region.
Develop and use qualitative indicators of gender and education differentiated in keeping with the cultural realities of each country.
Draw up a more precise list of gender indicators.
Statistics on gender and education must be broken down not only by women and men, but among categories of women, with a view to identifying and targeting existing gaps.
Gender-neutral language
Include gender-neutral language in titles, documents, and other instruments emanating from the educational system.
Education and employment
Ensure that educational success translates into employment on more occasions without gender discrimination.
Dropping out of school as a result of pregnancy, motherhood, or sexual harassment.
To prevent dropping out of school as a result of early pregnancy, motherhood, sexual harassment, or loss of opportunity to breastfeed, legislation or protective ministerial provisions and support services must be adopted.
Training and continuing education in gender within the educational community
Training of women and men teachers in the gender perspective, as they transmit and bear witness to values and attitudes which, at times, support or reinforce gender bias in education, rather than promoting change in such values and attitudes.
Training of men and women educational administrators is as essential as the training of women and men teachers owing to the part they play in preventing physical and psychological abuse of girls and boys and protecting them from it.
The educational community must also participate in education programs with a gender perspective.
IV. Proposals for incorporating the gender perspective in education
The incorporation of the gender perspective requires an overall approach to ensure that initiatives in different areas are mutually reinforcing. Complementary proposals arise from each specific area, which act in parallel to narrow the gender equality gaps and reduce sexual discrimination in education.
To ensure the practical application of proposals aimed at achieving gender equality in education, spheres of action have been established based on the guidelines of the Third Meeting of Ministers of Education and targets for meeting these requirements have been identified, along with the actions needed to achieve them.
1. Ensuring equal opportunity for men and women in access to all levels of the educational system.
Women and girls are referred to as vulnerable groups eligible to receive priority attention. However, this prevents them from receiving specific treatment. In particular this applies to women in the rural sectors who, in various countries in the Hemisphere, still lag behind in terms of literacy and general level of education. The need to overcome this is even more urgent when the multiplier effect of the education of mothers is taken into account both in relation to children attending and staying in the education system and in improvements to family health and, in particular, in combating poverty among the poorest households in the region. It also has a major impact on other aspects of social development, such as maternal and child mortality, the health, nutrition, and education of new generations, population and environmental control, social integration, and the development of a sense of civic pride and spirit.
On the other hand, the school drop-out rate has been identified as one of the most serious problems affecting education systems. If this phenomenon is analyzed by sex, one finds that the sexist patterns in society are reproduced. Household surveys carried out periodically in the countries of the region investigating the causes of failure to complete the secondary cycle show that the causes differ significantly between the sexes.
Males leave primarily to work or to look for work, while females leave because of family problems. The main causes of drop out rate of women include: poverty, early pregnancy or motherhood, paid and unpaid domestic work, sexual harassment, child prostitution, migration in search of work, as temporal workers.
Objective 1.1. Promoting equal access and continued attendance of boys and girls in preschool, basic, and secondary education
Actions:
* Make the necessary changes in legislation with a view to removing legal barriers – where they exist - to equal opportunities for access to and remaining in education, and for graduation, for men and women (compulsory preschool and basic education for boys and girls).
* Implement programs to raise awareness among mothers, fathers, or others with responsibility for education decisions, particularly those belonging to the most disadvantaged groups in urban and rural areas with regard to the importance of boys and girls attending school and staying in the educational system.
* Carry out studies to identify the causes of school drop-outs at the different educational levels, by sex, with a view to designing actions and policies to deal with this problem.
* To implement affirmative action to prevent discrimination and enable pregnant adolescents and teenage mothers to remain in school.
* Creation pilot financial support programs for low-income families intended to keep boys and girls in school.
Objective 1.2. To increase the educational level of women, in particular, those who are in situations of greater vulnerability.
Actions:
To carry out programs directed at:
* Literacy for adult women, relating such literacy training to work training as part of development projects - especially those belonging to the most disadvantaged groups- in accordance with their requirements (timetables, child care), language and culture, as well as the particular characteristics of the communities in which they live, creating extra support for functional illiterates (through lack of use of the reading and writing skills acquired.)
* Literacy for adult women will also be linked to work, development projects, and the demands of women for their rights.
* Literacy training for preadolescent girls (age 9), in countries where this applies.
* Focused reinforcement of education for groups of women in disadvantaged circumstances such as: women belonging to the most disadvantaged groups, women with disabilities, poor women of urban and rural areas, heads of household, teenage mothers, refugees, women deprived of liberty, taking advantage of complimentarily and linkage with other related institutional programs or services (in particular those directed to career education and the exercise of their human rights of women).
* Continuing education, aimed particularly at mature women of the most vulnerable sectors.
* Preparation and free distribution of educational material with easily read contextual content and linguistically and culturally pertinent material for such focused literacy; and educational reinforcement, with a view to promoting reading and writing.
2. Promoting non-sexist education
A high percentage of young people pursue careers that reproduce traditionally feminine roles, such as careers in education and health, which are precisely those that carry lower status and pay less. The signals sent by teachers to boys and girls alike from the primary level upwards are reflected in the choices made by the young. In general, more attention is given to educating boys, rather than girls, in the sciences. At secondary school, career guidance directs boys and girls towards interests pre-established according to their sex. In this way, the hidden curriculum, which distinguishes between the treatment and guidance of boys and girls, defines the preferences of each group.
The images that appear in school texts also play an important role in this respect. Although some countries have now started to revise school texts from a gender perspective, in the framework of the educational reforms being implemented, many stereotypical images of men and women according to traditional gender roles persist. In some cases, women are depicted as less important than men.
A sexist vocational direction starting in the school system excludes a large population of women from the science and technology labor market. They are thereby marginalized in terms of productive state-of-the-art activities, which are those in most supply now that markets are being transformed as a result of economic integration and globalization.
In higher education, the segmentation of university careers is still visible and results in some courses attracting a high percentage of women while in others they are in the minority. Proposals for redirecting higher education must aim at expanding career choices for men and women by encouraging both groups to explore careers in which they have not been equally represented.
Another aspect to take into account relates to the rapid changes and innovations arising from technology, connectivity, and communication, which must be made to serve the cause of education, and especially, put an end to the poor quality of education in the most isolated and vulnerable sectors. Traditionally, fewer women have been found in areas linked to the use of technology because of sex-based role attribution. The use of technology in education must aim especially at attracting young and adolescent girls towards innovations and avoid sexist orientation.
The challenge to create educational environments conceived as learning communities naturally falls also to teachers, who in this scenario are responsible for promoting democratic values, equity, and tolerance as opposed to authoritarianism and rigid hierarchies. Thus it is necessary to incorporate principles that promote these values in teacher training, particularly the principle of non-discrimination on grounds of gender at all levels of the educational system.
Objective 2.1. Eliminate gender discrimination in educational curricula and introduce new topics
Actions:
To review curricula, incorporating a gender perspective at all levels and areas of knowledge in the activities, spaces, language, materials, classroom relationships, career guidance, and school organization and administration. Emphasis should be placed on reforming teacher training curricula and ongoing professional development courses.
* Promote co-educational participation of male and female students in special courses or extra-curricular activities by eliminating sexist stereotypes or obstacles.
* Promote or, as appropriate, include, in school textbooks, and other educational resources (audiovisual, multimedia, etc.) balanced content and images of the capacities, functions, and contributions of men and women by eliminating genderbased stereotypes. The use of gender-neutral language should be emphasized.
* Include at all educational levels curricular objectives pertaining to:
b. Human rights of women, education and culture in and for democracy, ethical values, the exercise of full citizen participation, and for active participation and empowerment of women for the purpose of promoting democratic governance and the peaceful resolution of disputes; and Participation of women for respect for ecology and the environment.
a. Age-appropriate sex education and sexual and reproductive health;
* Implement programs to raise awareness and knowledge of the gender perspective in training and ongoing professional development courses of teachers and staff of the corresponding departments directed towards:
b. encouragement of science and technology in daily life and professional training;
a. career guidance;
c. political participation ; and
d. development of creativity and a culture of peace.
Objective 2.2. Promote egalitarian career guidance for men and women
Actions:
* Eliminate sexist stereotypes in teaching practices such as the transmission of messages that promote gender inequity, the differential use of space by men and women, or that overlook or ignore the needs and interests of male and female students.
* Encourage girls and women to choose courses of study and careers from which they have traditionally been excluded, especially in the fields of science and technology, as well as promote the use of technology in their work activities as well as their daily lives.
3. Use of the education system to encourage greater participation of women in the labor force
The increase in basic education coverage and in the number of students enrolled in secondary education has not yielded the expected results in terms of the entry of young people –men and women- into the labor market. Given that only a small percentage of young men and women reach higher education, any redefinition of the direction of education from the basic level should be geared towards appropriate training- for the labor market and, consequently, increasing the human capital of the countries of the region. For women, this education requires particular attention insofar as their work options are limited by prevailing stereotypes in relation to male and female jobs, the latter being more restricted and less valued in the labor market. In many instances, the choices available to women are limited to low productivity, informal employment or domestic employment because inadequate training for other better paid occupations that would give them the necessary financial autonomy to allow them to maintain themselves and their families.
Objective 3.1. Increase the employment potential of women
Actions:
* Strengthen coordination between the training system, agencies for job training and the productive sector to determine needs, update job profiles, develop [a clearinghouse of information on supply and demand for labor in order to identify
existing demand that could be used to define possibilities for the employment of women].
* Design and implement complementary programs at the different levels of the educational system, directed towards:
o Professional and technical training to direct women towards dynamic activities with development potential as well as to improve their access to management and supervisory functions, especially in areas where they are underrepresented.
o Developing capacity to achieve key skills to enhance employment potential and enable women, especially the poorest, to project themselves, adapt, and change their environment.
o To promote the flexibilization of school and workday schedule
[x] responsibilities.
[x] to ensure the training and employability of women with family
4. Contribute to the strengthening of education ministries from a gender perspective.
The modernization and strengthening process advocated by the ministers of education is an opportunity to include the principles of equality of opportunities. In this context, coordination through national mechanisms for the equality of women in the respective countries is fundamental, both with respect to drawing up joint programs and monitoring advances in education from a gender perspective.
Objective 4.1. Promote inter-institutional coordination for achieving gender objectives in education
Actions:
* Set up and strengthen gender units and institutional mechanisms (advisory bodies, units, and programs on gender and gender equity) within the ministries of education, national machineries for gender equality and coordinate or generate interagency coordination between the ministries of education and other government focal points related to education.
o Sensitizing and training those charged with the formulation of educational policies and programs in gender issues and securing the budgetary commitments to implement the policies.
* Design and implement, as appropriate, programs in coordination with national mechanisms for the equality of women in the respective countries, aimed at:
o Sensitizing and training teachers in the gender perspective, sex education, equity, development, and overall continuing education to ensure their application in the classroom. To the extent possible, these programs should be installed within ministries of education within their program and budgetary structure.
Objective 4.2. Evaluate on an ongoing basis gender gaps in education
Actions:
* Strengthen the statistical and information technology systems of ministries to develop sex desegregated data.
* Draw up a set of quantitative and qualitative indicators to monitor the inclusion of the gender perspective in education policies, and in studies of the impact of education in closing the salary gap, in coordination with the national statistics offices in the respective countries.
* Strengthen mechanisms for dialogue and consultation between ministries of education and civil society organizations specializing in gender and education.
* Incorporate gender quantitative and qualitative indicators in education in the Regional Education Indicators Project.
5. Eliminate sexist messages and materials in the media and encourage the media to educate society on gender equality
The media perform an educational function and through the material they make public they can either help to establish a multi-faceted image of women and their contributions to culture or reinforce sexist approaches. For that reason it is important to sensitize those who influence and manage the media to encourage them to promote gender equity and equality. An effort should also be made to foster dialogue between the institutions responsible for the educational system and the media to enhance training and information about gender equity and equality.
Objective 5.1. Encourage the media, as educators in our society, to contribute to the elimination of sexist messages
Actions:
* Sensitize the media on gender equity and equality, eliminating sexist messages
* Establish mechanisms to link institutional entities with responsibility for the educational system with entities responsible for the media, with a view towards encouraging training and information on gender equity and equality as a contributing element to the development of a nation and a society. | <urn:uuid:21a1c98b-55ff-4193-9898-d53e94f91e57> | CC-MAIN-2023-40 | http://www.oas.org/en/cim/docs/SEPIA%5BEducation%5D-Resolution%5BEN%5D.pdf | 2023-09-26T13:33:42+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00396.warc.gz | 69,848,705 | 5,000 | eng_Latn | eng_Latn | 0.995459 | eng_Latn | 0.996986 | [
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Parenting your preterm baby
32-36 weeks gestation
Parent/Caregiver Information
This information is to help you understand more about your 32 - 36 week premature baby, and help you become more involved in your baby's care and the continuing development of their brain.
Touching and holding
Babies at this stage show an increased tolerance to touch.
- Prepare your baby for touch by speaking in a soft and soothing voice. Place your hands on your baby.
- Touch your baby using continuous gentle pressure on their legs, upper body or head. Avoid stroking, rubbing or poking.
- Use a quiet voice around your baby whilst they sleep.
- Hold your baby still, rather than rocking, so they can gradually become accustomed to position changes.
- When holding your baby while they are in a light sleep, talk to them in a soft voice.
- When moving your hands away from your baby, do so gently and slowly without abrupt movements.
- Kangaroo care is holding your baby next to your chest skin to skin. Liaise with your baby's nurse to arrange a time suitable for both you and your baby.
Feeding
Neonatal Intensive Care Unit (NICU) Service breastfeed. Baby's suction is not fully developed at this stage and they will often need a top of milk via the tube or bottle. Babies at this gestation are still sleepy so may not wake for feeds. Although some may wake and show they are interested in feeding by turning their heads towards the breast, making sucking sounds or putting their hands up to their mouth. The rhythm of sucking, swallowing and breathing becomes more coordinated during this period of time. At this stage your baby may not be able to finish a whole feed and may fatigue. Your baby may be offered a pacifier and may suck on his/her fingers to self sooth. However sucking a pacifier for long periods of time prior to feeding may deplete energy for feeding.
- Have a kangaroo cuddle with your baby prior to a feed to help baby get ready to feed.
- Provide an opportunity for your baby to smell milk before beginning breastfeeds.
- Reduce care giving for your baby just prior to feeds, such as nappy changing, bathing etc, to avoid tiring your baby. Discuss with the nurse if it is suitable to do cares half way during the feed.
- The environment around your baby should be calm and quiet as possible during feeds.
Sleeping
Sleep states will become clearer as baby ages:
Deep Sleep – no movement
During this stage, your baby might be feeding by a tube inserted down baby's nose (Naso Gastric Tube), and trying some breastfeeds or bottles if not planning to
Light Sleep – movement of eyes, mouth and face
Awake – eyes open, relaxed, baby calm. You can now interact with your baby.
CapitalDocs ID: 1.103394 | Issue date: September 2017 | Review date: September 2020
[continued]
- It is important to protect sleep. Your baby needs this time for brain development.
- Support periods of rest so that your baby may conserve energy.
- Provide boundaries for your baby's arms, legs, head and feet while sleeping.
Positioning
Your baby can move his/her hands and legs back and forth. They can stretch them and then bring them close to their body but still may need help holding them there.
- Your baby should be positioned with their hands close to their face.
- Repositioning should be performed with slow gentle movements whilst keeping baby well supported, arms and legs tucked in.
- Have boundaries around your baby to maintain a snuggled position and facilitate emerging development of flexion and extension of arms and legs.
Looking, listening and smelling
Your baby can tolerate a variety of low frequency sounds at this age. Your baby may show interest if looking at faces and exploring the environment but needs minimal visual stimulation.
- Let your baby remain sleeping when possible.
- Shield your baby's eyes from all bright or direct light.
- Premature babies can be easily over stimulated.
- Interact with your baby when they are awake.
- Shading your baby's eyes will make it easier for them to look at you.
- Provide opportunities for your baby to look at your face. No toys required.
- Develop a regular pattern of care e.g. feed, nappy change, interaction and sleep.
- When your baby is awake, occasionally expose them to short periods of soft rhythmic sounds, such as reading or talking to them.
- Avoid loud sounds around or within your baby's space.
- Protect your baby from strong odours such as perfume, aftershave, scented lotions or cigarette smoke.
Nappy changing
- Provide boundaries around your baby during nappy changes to keep this from being stressful.
- Move slowly and gently while changing nappies. Avoid lifting their legs too high when changing nappies, instead rotate trunk with flexed knees and hips from side to side.
Bathing
- May be performed by nurses and parents together.
- Amount of time away from a heat source should be minimal.
- Bathing your baby should be carefully considered and performed only when it provides obvious benefits.
- If your baby has a bath, you may assist or complete bathing independently.
- Provide containment to your baby's arms and legs during a bath to keep your baby calm.
If you have further questions or concerns about the care of your baby, please talk to the nurse and medical staff looking after your baby. NICU Direct Dial Number: 04 806 0800 | <urn:uuid:185433e8-9306-44fd-936d-62072844a958> | CC-MAIN-2023-40 | https://www.ccdhb.org.nz/our-services/a-to-z-of-our-services/neonatal-intensive-care-unit-nicu/parenting-your-preterm-baby-32-36weeks-final-1.pdf | 2023-09-26T11:56:48+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00396.warc.gz | 777,915,404 | 1,130 | eng_Latn | eng_Latn | 0.997196 | eng_Latn | 0.997163 | [
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REEMS CREEK NURSERY
Beaucarnea recurvata Ponytail Palm
A Garden Guide
Native to eastern Mexico, these unusual plants have interesting trunks and fun foliage. While they can grow 15' in the wild, these slowing growing plants are much smaller when grown indoors in containers usually around 3-4'. Currently found in the coastal state of Veracruz, Mexico. Veracruz has a wet, rainy
season from June to October, and a dry season from November to May. The climate has been described as tropical wet and dry savannah. They have been known to live for well over a hundred years in the wild, living in rocky, nutrient-poor soils. Their thick trunk stores water - they are champions at handling drought - and prefer very well draining potting mixes. Hardy to zones 9b-12.
Light: Beaucarnea recurvata love full sun (6-8 hours of sunlight) and tolerate part sun (4-6 hours of sunlight). They will require less water in shadier situations.
Water: They do not like to have their feet wet, so use a high quality, well-draining potting mix (cactus mix is fine) and only water when the pot is completely dry. They require very little water in winter. Keep in mind that small pots hold less water. Checking on your houseplants weekly is a good idea. This plant rarely has health issues, but when it does, it is usually from overwatering.
Fertilization: Fertilize during the growing season with cactus fertilizer.
Maintenance: Rotate the pot 1/4th every week so the plant grows evenly. Dead leaves can be removed at any time. Due to their slow growing habit, they may not require repotting every year, but instead every two or three years.
Temperature: 70F or higher for summer growth, above 50F in winter.
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Hamster Care Sheet
Care sheets provide basic information only. We recommend purchasing a book about your new pet, and seeing a local veterinarian for a wellness exam after adoption.
Basic Information
* Average life span: 2 to 3 years with proper care
* Average adult size: 4-5 inches long
* Hamsters should be kept individually. If hamsters are kept together, breeding or fighting is likely to occur.
* Always wash your hands after handling your pet, or cleaning its dishes, cage, toys, etc.
* Hamsters are nocturnal; they are active during the night and sleep during the day.
Diet & Feeding
* Species specific pellets or lab blocks should make up 90% of their diet, along with small amounts of fresh vegetables, fruits, and timothy hay. Many hamsters are used to a seed-heavy diet. They should be transitioned gradually onto a pellet food.
* Fresh food and water should always be available. Most hamsters are accustomed to drinking from a water bottle.
* Vegetables and fruits not eaten within a few hours should be discarded.
* Do not feed chocolate, caffeine, or alcohol as these can cause serious medical conditions. Avoid sugar and high fat treats.
* Clean, fresh, filtered, chlorine-free water, changed daily.
Housing
* A habitat should be plastic, metal, or glass with an escape proof solid bottom. It is best to provide the largest habitat possible.
* Hamsters acclimate well to average household temperatures, not above 80°F. Avoid extreme temperature changes. The habitat should be placed off the floor in an area that is away from drafts.
* 1-2" of paper bedding, such as Carefresh, is recommended. Cedar shavings should never be used as bedding.
* Provide a variety of chewable toys to promote proper teeth wear as rodent's teeth grow continuously throughout their life. Hamsters should also be given a place to hide.
* Clean and disinfect the habitat and non-porous toys regularly; remove wet spots daily and change bedding at least once a week or more often if necessary.
Health
A healthy hamster should be active, alert, and sociable, eating and drinking often, with healthy fur and clear eyes. A hamster that is inactive, losing weight, has diarrhea, hair loss, or distressed breathing may be sick. If you notice these signs, discharge from the eyes or nose, or other problems, please see your veterinarian right away. | <urn:uuid:766daf77-5255-47e6-a9d5-ef01ba585c6c> | CC-MAIN-2024-26 | https://cthumane.org/wp-content/uploads/2024/04/Hamster-Care-Sheet.pdf | 2024-06-25T19:33:01+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00033.warc.gz | 154,890,579 | 515 | eng_Latn | eng_Latn | 0.998201 | eng_Latn | 0.998201 | [
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If you're stuck, try THE COMEDY OF ERRORS Lesson Plan, Word Search, or searching online! Find the answers in the bottom right.
THE COMEDY OF ERRORS CROSSWORD
DOWN
1. The last name of Shakespeare's wife, Anne—she shares the name of a famous actress
2.The jewelry Angelo makes for Antipholus
3.This sea-related catastrophe separated THE COMEDY OF ERRORS family years ago
4.Number of syllables used in each line of iambic pentameter
6.Style of folk music, originating in Colombia in the 1800s, featured in the show
8. The port city where THE COMEDY OF ERRORS takes place, an ancient Greek city
11. Medieval lyrical or wandering singer
14. The opposite of comedy, plays such as HAMLET or RICHARD III
ACROSS
5. The cause of confusion in THE COMEDY OF ERRORS, when the characters mix up the twins (two words)
7. Residents of this town are banned from entering the port city, also the name of a city in upstate New York
9. The doctor brought in to "spiritually heal" Antipholus, also meaning "squeeze"
10. Exaggerated style of physical comedy, often in the form of mishap
12. A joyful coming together
13. A musical style and dance that emerged from Afro-Cuban music and has spread across Latin America, featured in the show
15. Shakespeare's poetic nickname (two words)
16. The set of twins adopted to serve Egeon's first set of twins | <urn:uuid:45ae1f59-d7c0-4037-91bf-d543dcee7d88> | CC-MAIN-2024-26 | https://publictheater.org/contentassets/b29477db2b0c4238b658b6e20a88b0b8/pdf-files/crossword-english.pdf | 2024-06-25T19:15:30+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00031.warc.gz | 408,135,312 | 337 | eng_Latn | eng_Latn | 0.997828 | eng_Latn | 0.997828 | [
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Multiplying and Dividing Quaternary Numbers (E)
Calculate each product or quotient.
Math-Drills.com
Multiplying and Dividing Quaternary Numbers (E) Answers
Calculate each product or quotient.
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Body Systems
Rationale: This topic will give us a better idea of how some of the parts of the human body works to allow us to digest food and how and why we breathe in and out. This will then be linked to how we use the oxygen we breathe in and the glucose from food to release energy.
Diagrams
Keywords and Definitions, Key Concepts
2: The respiratory system
3: Food Tests
4 Respiration
Word equation for aerobic respiration:
Word equation for anaerobic respiration:
Oesophagus: joins the mouth and the stomach.
Large intestine: where the water is absorbed back into the body.
Stomach: contains acid and enzymes to break down food. Small intestine: releases enzymes, breaking down carbohydrates, proteins and fats into smaller molecules.
The undigested food molecules that remain form our faeces. The faeces is passed into the rectum and is excreted from the body through the anus.
Alveoli: Tiny air sacs in the lungs, where gas is exchanged during breathing.
Bronchiole: The many small, branching tubules into which the bronchi subdivide.
Intercostal muscles: Sets of muscles between the ribs which raise and lower the rib cage.
Bronchi: The plural of 'bronchus'. The bronchi are the two major air tubes in the lungs.
Lungs: The organs responsible for gas exchange in mammals, birds, reptiles and amphibians.
Trachea: The windpipe, the tube that leads from the mouth towards the lungs.
Diaphragm : A large sheet of muscle that separates the lungs from the abdominal cavity.
Respiration is a chemical reaction between glucose and, if available, oxygen that releases energy.
Energy is needed so we can do things like:
It happens in all living cells, inside the mitochondria.
Contract our muscles.
Aerobic respiration occurs when there is enough oxygen. Anaerobic respiration occurs in the absence of oxygen. Anaerobic respiration releases less energy than aerobic respiration.
Produce heat to keep us at our body temperature of 37 o C. Build large molecules from smaller molecules. | <urn:uuid:2dfb4f6a-d7a0-43a9-8710-b0cf03e0ba5f> | CC-MAIN-2023-40 | https://www.westhoughton-high.org/wp-content/uploads/Body-Systems-Y8-KO.pdf | 2023-09-26T13:13:19+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00397.warc.gz | 1,170,812,054 | 441 | eng_Latn | eng_Latn | 0.997337 | eng_Latn | 0.997337 | [
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Art and Design at Norbury High
Overview
The art and design department places great emphasis on exploring traditional, modern and contemporary ideas of art throughout the curriculum. Each project aims to develop pupils' understanding of how certain traditions and genres of art have evolved through time to the present day, enabling students to have a clear understanding of the context and origins of artwork. We look at a wide range of artists throughout history who have explored themes relating to cultural, societal and political issues.
All artists chosen have made significant contributions to the development of art and design and support students in exploring their own ideas and experiences. This aims to give our students the ability to express themselves through their art work and to develop a greater understanding of the world around them. Projects are designed so that students get experience of a range of different media, techniques and processes and enjoy creating their own personal and meaningful artwork in response to the themes.
Key Stage 5 Art and Design
Year 12
In year 12 the department offers graphic communication, fine art and photography A level endorsements with Edexcel. Each course begins with teacher-led workshops on the theme of structures and builds on students' skills and confidence at the beginning of their A level course. The course consists of two components. Component 1 is coursework and Component 2 is the Externally Set Assignment (ESA) to be taken in year 13.
Structures
Students from each endorsement explore the theme of structures from September – February. They begin with teacher-led workshops on the below themes and then choose their own personal direction to explore under the theme.
* Fine Art - Natural and man-made structures; artists include Edward Western, Imogen Cunningham, Bill Brandt, John Piper and Ian Murphy
* Graphic Communication – Using grids and breaking the grid in design – design inspiration includes the Bauhaus art movement and David Carson
* Photography – Natural and man-made structures; photographers include Anna Atkins, Edward Western, Imogen Cunningham, Bill Brandt, Alexander Rodchenko, Paul Strand, Berenice Abbot and Miranda Lichtenstein
Variety and Similarity
Students develop ideas in response to the theme. Students are given structured tasks and selected artists/designers to look at in the first instance; they then choose their own direction, exploring individual ideas and artists. Students need to develop and refine their ideas leading up to a final piece that is made over a 10-hour controlled assessment time period in June.
Personal Study
Students choose a theme or area they wish to study in year 13. They research and develop analytical and essay writing skills in preparation for a 3,000 word essay on their chosen theme.
Year 13
In year 13, students continue with their chosen course and begin practical work on their Personal Study area. The final part of the course is the externally set assignment (ESA).
Personal Study
Students develop personal work linking to the theme of their personal study essay. Students explore a range of artists and develop their own ideas leading a final piece or series of pieces. Students hand in the final draft of the essay and body of work at the end of January.
Externally Set Assignment
The exam board gives students an exam paper with the theme for the ESA. Students receive this at the beginning of February.
Students develop and refine ideas leading to a final piece that is created in the 15-hour controlled assessment time period.
The exam takes place in May. | <urn:uuid:df3d446e-de51-4f56-aa53-38e8e4cba840> | CC-MAIN-2024-26 | https://www.nhsg.org.uk/attachments/download.asp?file=944&type=pdf | 2024-06-25T19:41:14+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00031.warc.gz | 805,460,723 | 685 | eng_Latn | eng_Latn | 0.997358 | eng_Latn | 0.997712 | [
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HIV AND COVID-19
WHY IS IT IMPORTANT TO BE TESTED FOR HIV NOW WITH COVID-19?
* People with poor/low immune systems due to HIV are at high risk of getting the coronavirus
* Poor immunity can be caused by chronic conditions like respiratory diseases, Hypertension, Diabetes and Cancer among others
* If you have any of these conditions, get tested for HIV today and start treatment immediately
WHAT ARE THE BENEFITS OF ARVS WITH COVID-19?
* Taking 1 pill a day (ARVs) without defaulting will reduce the virus by preventing HIV from multiplying
* The more HIV in the body, the more it weakens the body's immunity
* When the HIV is reduced, the body gets a chance to make more cells that help to improve your body's ability to fight infections like COVID-19
PICKING UP MY ARVS
* If you meet specific requirements, you won't always need to get your ARVs at the clinic
* Some countries allow you to pick up your ARVs in the community, at a place more convenient for you
* Ask your clinic about this great benefit that also helps to limit your contact with someone who may be infected with COVID-19
HIV TEST
TB AND COVID-19
WHAT IS THE LINK BETWEEN TB AND COVID-19?
* People with TB may have weak immune system and may be at risk of getting infected with COVID-19
* If you have TB disease you are also at risk of suffering more severe symptoms from COVID-19. The risk is even higher if you are HIV positive or diabetic
* Symptoms of TB and Covid-19 are similar (cough, fever, night sweats) however symptoms of Covid-19 start suddenly. Sore throat, nausea and vomiting, and loss of smell and taste are associated with Covid-19 and not TB.
* Both are transmitted by droplets (coughing and sneezing) but Covid-19 is also found on surfaces, and is more contagious than TB.
* TB is treated with 6 months of antibiotics, while there is no current treatment for Covid.
CAN I GET COVID-19 WHILST ON TB TREATMENT?
* Yes, you can get infected with the COVID-19 whilst on TB treatment
* You must always practice good hygiene measures to protect yourself
* You may develop new symptoms, or your symptoms may get worse. If this happens report this to your health care provider
* To prevent the spread of these illnesses, it is important to cover your cough and to keep your home well ventilated. For Covid-19, avoiding crowds is especially important and washing hands frequently is essential.
* TB can be prevented by TPT
TB PREVENTIVE THERAPY
WHAT IS TPT?
* Medication is given to people with TB infection (sleeping TB) to prevent them from getting sick
* We must limit the risk of spreading TB disease to others; taking a full course of TPT will reduce that risk, especially if you are in close contact with someone infected with TB
CAN I CONTINUE TAKING TPT IF I GET COVID?
* Yes
WHAT HAPPENS IF I STOP TAKING TPT IF I GET SICK WITH COVID-19
* It will not have a serious consequence if you continue retaking it within 4 weeks of stopping; stopping it for any longer will reduce the effectiveness of the medication and you will have to restart the course from the beginning
* It is important to resume TPT immediately so as to maintain the effectiveness of the course. If more than 4 weeks have passed, the TPT course may have to be restarted.
For updated information on IMPAACT4TB and to download a copy of this document and other materials related to TB preventive therapy, please visit: www.impaact4tb.org/library
WHAT IS A CORONA VIRUS OR COVID-19?
* Coronaviruses are a large family of viruses which may cause illness in animals or humans
* In humans, several coronaviruses are known to cause respiratory infections (lungs, nose, sinus) ranging from the common cold to more severe diseases
* Coronavirus causes coronavirus disease or COVID-19
HOW IS COVID-19 SPREAD?
* People can catch COVID-19 from others who have the virus
* When a sick person coughs, sneezes, talks or exhales they excrete
small droplets. The virus spreads when these droplets gets into your mouth, nose or eyes
* Droplets also land on objects and surfaces and someone else can catch COVID-19 by touching those same objects or surfaces then touching their own eyes, nose or mouth
WILL EVERYONE WHO GETS THE VIRUS DEVELOP SERIOUS ILLNESS?
* No
* The virus can be caught by anyone but people with a weakened immune system, the elderly and children have a greater chance of the virus causing more serious respiratory illness
* Some become infected but do not develop any symptoms and do not feel unwell
(about 80%)
* Most people recover
from the disease
without needing special treatment
* Around one out of every six people who gets COVID-19 becomes seriously ill and develops difficulty in breathing
SYMPTOMS OF COVID-19
* Most people who become infected will experience mild illness and recover, but it can be more severe for others
* The most common symptoms are:
- FEVER
- TIREDNESS, AND
- DRY COUGH
- SHORTNESS OF BREATH
* Some patients may have aches and pains, nasal congestion, runny nose, sore throat or diarrhea
WHAT SHOULD I DO WHEN I SUSPECT I MAY BE INFECTED?
* You must self-isolate. This means staying at home when you feel unwell and keep distance form others while staying at home, This includes avoiding contact with others in the community
14
* If you feel you may have been exposed to the virus and you may be infected, it is advisable to stay at home and self-isolate for 14 days
SELF-ISOLATE
* When you have fever, runny nose, cough and difficulty in breathing, seek medical attention promptly
* When you cough or sneeze, cover your mouth and nose with your bent elbow or tissue and throw the tissues in the bin or toilet
* Use a masks when you have symptoms of COVID-19
WHO IS MOST AT RISK OF COVID-19?
* Older persons
* People with underlying health conditions (diabetes, hypertension, TB, HIV/AIDS) or compromised immune system
DAYS
* The risk also depends on where you live, whether there is COVID-19 outbreak unfolding
HOW TO AVOID BEING INFECTED? THERE ARE CURRENTLY NO VACCINES AVAILABLE, HOWEVER, YOU CAN PREVENT INFECTION BY:
* Washing your hands often for 20 seconds with soap and water; wash the front, back, between your fingers and under your nails. Always wash your hands before eating
* Avoid sharing food and utensils as the bacteria can be transmitted onto knives, forks, spoons and straws
* Use an alcohol-based hand sanitiser with at least 60% alcohol if no soap and water is available
* Avoiding touching your eyes, nose or mouth
* Avoiding close contact with people who are sick by keeping at least 1-meter distance between you
* If you think a surface of an object may be infected, clean it with simple disinfectant to kill the virus. The virus survives on surfaces for a few hours or perhaps up to several days
* Use a mask when caring for individuals who have symptoms of COVID-19
HOW TO SEEK MEDICAL ATTENTION FOR COVID-19
* Call the clinic or your doctor ahead of your visit and inform them of your symptoms, travel history or possible contact with a COVID-19 positive person
* When going to the clinic, cover your mouth and nose with a scarf, towel or mask and inform a healthcare worker immediately on arrival about your symptom
* If you have tested positive or your status in unsure, you may be asked to go to a facility where you will not be allowed physical contact with any uninfected person for at least 14 days
WHAT IS THE INCUBATION PERIOD FOR COVID-19?
* This is the time between catching the virus and beginning to have symptoms of the disease
* This ranges from 2-14 days, most people will start having symptoms around day 5
80% RECOVER without needing special treatment
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Habitats Education Standard Correlations
Kindergarten
Standard K.L.2: The student will demonstrate an understanding of organisms found in the environment and how these organisms depend on the environment to meet those needs.
K.L.2A.3 Develop and use models to exemplify how animals use their body parts to (1) obtain food and other resources, (2) protect themselves, and (3) move from place to place
K.L.2A.4 Analyze and interpret data to describe how humans use their senses to learn about the world around them
K.L.2A.6 Obtain and communicate information about the needs of organisms to explain why they live in particular areas.
1 st Grade
Standard 1.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
1.S.1A.2 Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
Standard 1.E.3: The student will demonstrate an understanding of the patterns of the Sun and the Moon and the Sun's effect on Earth.
1.E.4A.1 Analyze and interpret data from observations and measurements to compare the properties of Earth materials (including rocks, soils, sand, and water).
1.E.4A.2 Develop and use models (such as drawings or maps) to describe patterns in the distribution of land and water on Earth and classify bodies of water (including oceans, rivers and streams, lakes, and ponds).
Habitats
1
1.E.4B.2 Obtain and communicate information to explain ways natural resources can be conserved (such as reducing trash through reuse, recycling, or replanting trees).
2 nd Grade
Standard 2.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
2.S.1A.1Ask and answer questions about the natural world using explorations, observations, or structured investigations.
2.S.1A.8 Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions about the natural world, (2) understand phenomena, (3) develop models, or (4) support explanations. Communicate observations and explanations using oral and written language.
Standard 2.L.5: The student will demonstrate an understanding of how the structures of animals help them survive and grow in their environments.
2.L.5B.1 Obtain and communicate information to describe and compare how animals interact with other animals and plants in the environment.
2.L.5B.2 Develop and use models to exemplify characteristics of animals that help them survive in distinct environments (such as salt and freshwater, deserts, forests, wetlands, or polar lands.
3 rd Grade
Standard 3.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
3.S.1A.1 Ask questions that can be (1) answered using scientific investigations or (2) used to refine models, explanations, or designs.
3.S.1A.8 Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions, (2) understand phenomena, (3) develop models, or (4) support explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language.
Standard 3.E.4: The student will demonstrate an understanding of the composition of Earth and the processes that shape features of Earth's surface.
Habitats
2
3
3.E.4B. Conceptual Understanding: Earth's surface has changed over time by natural processes and by human activities. Humans can take steps to reduce the impact of these changes.
3.E.4B.4 Define problems caused by a natural event or human activity and design devices or solutions to reduce the impact on the environment.
Standard 3.L.5: The student will demonstrate an understanding of how the characteristics and changes in environments and habitats affect the diversity of organisms.
3.L.5A.1 Analyze and interpret data about the characteristics of environments (including salt and fresh water, deserts, grasslands, forests, rain forests, and polar lands) to describe how the environment supports a variety of organisms
3.L.5A.2 Develop and use a food chain model to classify organisms as producers, consumers, and decomposers and to describe how organisms obtain energy.
3.L.5B.2 Develop and use models to explain how changes in a habitat cause plants and animals to respond in different ways (such as hibernating, migrating, responding to light, death, or extinction).
4 th Grade
Standard 4.E.2: The student will demonstrate an understanding of the water cycle and weather and climate patterns.
4.E.2B.2 Obtain and communicate information about severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) to explain steps humans can take to reduce the impact of severe weather phenomena.
Standard 4.L.5: The student will demonstrate an understanding of how the structural characteristics and traits of plants and animals allow them to survive, grow, and reproduce.
4.L.5B.3 Construct explanations for how structural adaptations (such as methods for defense, locomotion, obtaining resources, or camouflage) allow animals to survive in the environment.
5 th Grade
Standard 5.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
5.S.1A.1 Ask questions used to (1) generate hypotheses for scientific investigations or (2) refine models, explanations, or designs.
Habitats
Standard 5.E.3: The student will demonstrate an understanding of how natural processes and human activities affect the features of Earth's landforms and oceans.
5.E.3A.1 Construct explanations of how different landforms and surface features result from the location and movement of water on Earth's surface through watersheds (drainage basins) and rivers.
5.E.3B.1 Analyze and interpret data to describe and predict how natural processes (such as weathering, erosion, deposition, earthquakes, tsunamis, hurricanes, or storms) affect Earth's surface.
5.E.3B.2 Develop and use models to explain the effect of the movement of ocean water (including waves, currents, and tides) on the ocean shore zone (including beaches, barrier islands, estuaries, and inlets
5.E.3B.3 Construct scientific arguments to support claims that human activities (such as conservation efforts or pollution) affect the land and oceans of Earth.
Standard 5.L.4: The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems.
5.L.4A.2 Obtain and communicate information to describe and compare the biotic factors (including individual organisms, populations, and communities) of different terrestrial and aquatic ecosystems.
5.L.4B.1 Analyze and interpret data to explain how organisms obtain their energy and classify an organisms as producers, consumers (including herbivore, carnivore, and omnivore), or decomposers (such as fungi and bacteria).
5.L.4B.2 Develop and use models of food chains and food webs to describe the flow of energy in an ecosystem.
6 th Grade
Standard 6.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
6.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims.
Standard 6.L.4: The student will demonstrate an understanding of how scientists classify organisms and how the structures, processes, behaviors, and adaptations of animals allow them to survive.
Habitats
4
5
6.L.4B.2 Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment.
7 th Grade
Standard 7.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
7.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims
Standard 7.EC.5: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environments.
7.EC.5B.1 Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space(including competition, mutualism, commensalism, parasitism, and predator-prey relationships).
7.EC.5B.2 Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved.
7.EC.5B.3 Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem.
7.EC.5B.4 Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem.
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GRAMMAR AND MECHANICS
Understanding Relative Clauses
A relative (or adjective) clause modifies a noun or pronoun and is introduced by a relative pronoun (who, whom, whose, which, or that) or occasionally a relative adverb (usually when, where, or why). Relative clauses function as subordinate or dependent clauses and therefore cannot stand alone as complete sentences. The relative pronoun (or adverb) is used to connect the relative clause to an independent clause by referring to the noun or pronoun being modified.
Relative clauses are extremely useful because they enable writers to be more specific and make writing more sophisticated. At the same time, they are confusing to many writers and often used incorrectly. The most common difficulties occur in understanding the structure of relative clauses, choosing the right pronoun (or adverb), using the correct punctuation, and maintaining subject-verb agreement.
THE STRUCTURE OF RELATIVE CLAUSES
A relative pronoun (or adverb) generally follows and points back to the noun or pronoun it modifies, and like all clauses, both dependent and independent, relative clauses have a subject and a verb.
The students who were most impressive graduated with honors.
In the sentence above, the relative pronoun "who" introduces the relative clause "who were most impressive." The relative clause modifies the plural noun "students." The word "who" is the subject of the relative clause and "were" is the verb.
The following is another example: "It was an experience that influenced my career choice." In this sentence, the relative pronoun "that" introduces the relative clause "that influenced my career choice," which modifies the singular noun "experience." The word "that" is the subject of the relative clause and "influenced" is the verb.
Although a relative pronoun (or adverb) usually introduces a relative clause, in some cases the pronoun follows a preposition:
We have many blessings for which we are deeply grateful.
In this sentence, the relative pronoun "which" is preceded by the preposition "for," clarifying the relationship of the relative clause to the noun it modifies.
TYPES OF RELATIVE CLAUSES
There are two types of relative clauses: restrictive and nonrestrictive. Each type has a different function within a sentence and requires different punctuation.
Restrictive Relative Clauses
A restrictive relative clause defines or limits the meaning of the word it modifies, which makes it essential to the meaning of the sentence. Restrictive relative clauses are not set off by commas.
Women who work are happier than women who don't work.
In the above sentence, the relative clauses "who work" and "who don't work" are used to make the noun "women" more specific. This type of relative clause changes the meaning of the noun it modifies. In essence, women "who work" and those "who don't work" represent two different groups of women. Without the appropriate relative clauses, this meaning would not be clear to the reader.
Here are some additional examples of sentences that show how a relative clause can change the meaning of a noun.
Students learn a lot. Students who ask questions learn a lot.
Teachers are unpopular
Teachers who give a lot of assignments are unpopular.
Nonrestrictive Relative Clauses
A nonrestrictive relative clause describes a noun or pronoun whose meaning is already defined or limited. As a result, the additional information is not essential and if the nonrestrictive element was removed it would not significantly change your understanding of the sentence.
Going to the movies, which I love to do, can be very expensive.
In the above sentence, the relative clause "which I love to do" modifies "Going to the movies," but the additional information does not change the basic meaning of the sentence: Going to the movies can be very expensive.
The following is another example: "Creativity, which may take many forms, is a quality all human beings have." The relative clause "which may take many forms" modifies "Creativity," but the additional information does not change the basic meaning of the sentence.
CHOOSING A RELATIVE PRONOUN
The three most common relative pronouns are who, which, and that, but the choice of pronoun depends upon the noun or pronoun modified by the clause.
The relative pronoun "who":
* refers to a person or people
* may be used with a clause that makes a noun specific (a restrictive clause)
* may be used with a clause that adds information (a nonrestrictive clause)
People who live in New York lead very busy lives.
My sister, who works for the YMCA, leads a very active life.
The relative pronoun "which":
* refers to a thing or concept
* is most often used in clauses that add information
* is sometimes used in a clause that makes a noun specific (usually when a speaker or writer wants to sound more formal)
The Empire State Building, which used to be the tallest building in the world is still a popular tourist attraction.
,
The relative pronoun "that":
* most often refers to a thing or concept
* is used only in clauses that make a noun more specific
* is sometimes used to refer to a person or people (usually only in informal writing or in speaking)
The lessons that we have learned are no more important than the lessons that we have yet to learn.
In academic or formal writing, the relative pronoun "who" is preferred when referring to a person or people: "The girl who lives next door was accepted into the nursing program." However, some writers as well as speakers will interchange "who" with "that." It is best to use "that" when referring to things or concepts with the exception of a group or class of people.
The favorite to win the tournament was the team that was disqualified.
Selection of the jury that would hear the case was time consuming.
The class that scored highest on the exam was acknowledged by the administration.
The relative pronouns "where" and "when":
* are used for a clause that refers to a place or time
* may be used for clauses that make a noun more specific
* may be used for clauses that add information
New York is a place where people of many different cultures live and work together.
New York City, where millions of immigrants live, is sometimes called a Melting Pot.
The 1960s was a time when many Americans began to question the actions of their government.
In the 1970s, when many new rights and freedoms had been gained, people began to lead quieter, more private lives.
CHOOSING BETWEEN WHO, WHOM, AND WHOSE
In academic or formal writing, the relative pronouns who (or whoever), whom (or whomever), and whose are used to refer to people. The appropriate word choice is determined by the grammatical function of the pronoun within the clause.
* Using the relative pronoun "who" or "whoever":
If the relative pronoun functions as a subject or subject complement, use "who" or "whoever":
I know a woman who has two children.
In the sentence above, "who" introduces a restrictive relative clause that modifies the word "woman" and functions as the subject of the clause and "has" is the verb.
The director will choose whoever has the best audition.
In this sentence, "whoever" is the subject of the verb "has" and introduces the relative clause.
* Using the relative pronoun "whom" or "whomever":
If the relative pronoun functions as the object of a verb or preposition, use "whom" or "whomever":
My friend has two children, whom she loves very much.
In this sentence, "whom" replaces "children" as the object of the verb "loves" and introduces a nonrestrictive relative clause.
Dr. Murray and Anna C. Rockowitz Writing Center, Hunter College, City University of New York
I will support whomever the committee recommends for the position.
This sentence includes a restrictive relative clause introduced by the pronoun "whomever," which is the object of the verb "recommends."
* Using the relative pronoun "whose":
If the relative pronoun functions as a means to show possession, use "whose."
She was a distinguished public servant, whose reputation was impeccable.
In this sentence, the relative pronoun "whose" replaces the pronoun "she" to form a nonrestrictive relative clause: i.e., her reputation was impeccable.
PUNCTUATING RELATIVE CLAUSES
Many writers find it difficult to know when and how to use punctuation with relative clauses, so it is important to develop a strategy to guide your understanding.
If a relative clause defines or identifies the noun or pronoun it modifies, punctuation is not required
The woman who is sitting next to me wants to ask a question.
In this sentence, the clause "who is sitting next to me" identifies a particular woman (the one sitting next to me) and functions as a restrictive relative clause.
If the relative clause adds extra information or facts about the noun or pronoun, then the clause must be set off from the rest of the sentence by commas:
George Washington, who was the first president of the United States, is a symbol of honesty, bravery, and patriotism.
In this sentence, "George Washington" is a proper noun identified by name, and the relative clause "who was the first president of the United States" adds additional information that is not essential to the meaning of the sentence. As a nonrestrictive relative clause, it is set off with commas.
If a relative clause adding extra information comes between a subject and a verb, there must be a comma before and after the clause. In essence, the punctuation indicates that the relative clause could be removed and the basic sentence would remain the same.
SUBJECT-VERB AGREEMENT IN RELATIVE CLAUSES
Relative pronouns connect a subordinating or dependent clause to an antecedent noun or pronoun in a sentence. It is important therefore that relative pronouns used as subjects in relative clauses take verbs that agree with their antecedents. In addition, relative clauses contain a subject and verb as well as an object or complement. Subject-verb agreement within the clause is determined by asking whether the antecedent of a subject relative pronoun is singular or plural.
I met a man who works for the New York City Housing Authority.
In this sentence, the relative pronoun "who" replaces the singular noun "man," so the verb "works" agrees with a singular noun and takes an "-s" ending.
I have several friends who work at the United Nations.
In this sentence, the relative pronoun "who" replaces the plural noun "friends," so the verb "work" agrees with a plural noun in simple present tense.
TROUBLESHOOTING
When a relative clause immediately follows the subject of the independent clause, it is placed between the noun or pronoun and the verb of the sentence.
People who have young children don't always have much time for themselves.
My parents, who live in Minneapolis, come to visit twice a year.
In your own writing, when the relative clause immediately follows the subject of the sentence, it is easy to forget to finish the independent clause by adding the main verb after using the clause, which can result in a sentence fragment: "My sister who went to school in Albany." In order to correct the fragment, add a main verb: "My sister, who went to school in Albany, is a nurse." or omit the relative clause: "My sister went to school in Albany." | <urn:uuid:fc8fbdba-f4a5-4588-9bde-d467737f01fd> | CC-MAIN-2024-26 | https://www.hunter.cuny.edu/rwc/repository/files/grammar-and-mechanics/sentence-structure/Understanding-Relative-Clauses.pdf | 2024-06-25T17:39:57+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00033.warc.gz | 695,189,811 | 2,388 | eng_Latn | eng_Latn | 0.998472 | eng_Latn | 0.998659 | [
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Things You Should Know About Wildfire
Fire is the combination of heat, • oxygen, fuel and an ignition source.
Wildland fuels include grasses, • needles, leaves, brush and trees.
Fires can be ignited naturally by • lightning.
Under the right conditions, fire • managers start fires to improve habitat or restore natural systems. However, sometimes people also start unwanted wildland fires through carelessness or arson.
Where and how quickly a fire moves • depends on the terrain, weather and types and condition of vegetation.
Fires burn faster up hillsides than • they do on flat ground. The heat rising from the flames pre-heats the grasses, shrubs and trees above the fire.
Like sheets of paper, grasses burn • quickly, up to several miles per hour under extreme conditions.
Larger fuels, such as logs, may take • hours or even days to burn completely.
While windswept flames can leap into • the crowns of trees and burn entire trees in seconds, many fires merely creep along the ground slowly burning brush and forest litter.
The diversity of plants and animals in • the wildlands can depend upon fire. What may look at first like devastation soon becomes a panorama of new life. Fire starts critical natural processes by breaking down organic matter into soil nutrients. Soil, rejuvenated with nitrogen from ash, provides a fertile seedbed for plants. With less competition and more sunlight certain seedlings grow quickly.
Remember...
If you live near the wildlands, take precautions to create defensible space around your home to increase the chances that it can survive a wildland fire.
Contact your local land management agency to get current wildland fire danger information.
National Interagency Fire Center
3833 S. Development Ave.
Boise, ID 83705
208-387-5050
BLM-FA-AE-08-005-9213
www.nifc.gov www.firewise.org
Preparing for Wildland Fire
Recommendations for people who live in or near the wildlands
Wildland Fires
Wildland fire is an essential, natural process that has played a role in shaping our natural landscapes for thousands of years. It is critical for the survival of many plants and animals.
In recent years, people have been moving into or near fireprone wildland areas in increasing numbers. When a fire occurs, these people and their homes are at risk. While it's critical for residents to take action to create defensible space around their homes and property before there is smoke in the air, it's also important for residents and recreational visitors alike to know what to do when a wildfire does occur.
When Wildfire Threatens
Follow instructions from local officials. • These officials will advise you of evacuation orders and the safest escape routes. Listening to the radio and watching TV will provide updated emergency information.
Pack an emergency kit including water, • food that won't spoil, prescription medications, eye glasses, supplies for infants, a change of clothing, blankets, flashlight and batteries, important documents and family photos.
Make sure your car has a full tank of gas • and back your car into the garage or park it in the open facing your escape route. Leave the key in the ignition and close garage doors and windows. Disconnect automatic garage door openers in case of a power outage.
Confine your pets to one room so you can • find them quickly if you need to leave. Make plans to care for your pets prior to your evacuation.
Arrange temporary housing with a friend • or relative outside the threatened area.
Preparing Your Home
Open fireplace damper and close fireplace • screens.
Close windows, vents, doors, • noncombustible window coverings, and remove flammable drapes and curtains.
Move flammable furniture away from • windows.
Use a garden hose to wet down as much of • your roof, siding, and ground adjacent to your house as possible.
Turn on lawn sprinklers and position on • roof if possible.
Turn off propane tanks. •
Turn on a light in each room to increase • the visibility of your home in heavy smoke.
Place combustible patio furniture inside. •
In Case of Evacuation
When advised to evacuate, do so • immediately. Leaving quickly and following evacuation orders helps firefighters do their job as well as reduces traffic problems.
Lock your home. •
Wear protective clothing including • sturdy shoes, cotton or woolen clothing, long pants, long-sleeved shirt, gloves, and a dry bandanna over your face to protect you from smoke.
Tell a family member or friend outside • of the wildfire area where you are going.
Turn on your vehicle lights and follow • evacuation route identified by local officials. If no official route exists, choose a route away from fire hazards and watch for changes in speed and direction of the fire and smoke.
Always put life before property. • | <urn:uuid:04e67d45-963e-48cd-87bf-83b752ee043a> | CC-MAIN-2024-26 | https://www.nifc.gov/sites/default/files/pio/documents/PreparingForWildlandFire.pdf | 2024-06-25T17:30:57+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00037.warc.gz | 777,778,382 | 986 | eng_Latn | eng_Latn | 0.998184 | eng_Latn | 0.998661 | [
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Development of Japanese Dictogloss Learning Support Environment for Pronunciation Learning of Japanese Speech
Satoru KOGUREa*, Hiroki HAKAMATAa, Yasuhiro NOGUCHIa, Tatsuhiro KONISHIa, Makoto KONDOa &, Yukihiro ITOHb aFaculty of Informatics, Shizuoka University, Japan bShizuoka University, Japan *firstname.lastname@example.org
Abstract: In this paper, we describe the extension of the existing pronunciation evaluation framework of Japanese dictogloss support environment. To evaluate the pronunciation in the existing environment, it was necessary for the teacher to manually create a dictionary for recognition that include incorrect pronunciation. In addition, there were few variations in the dialogue part that indicated an error in the reproduction sentence of the collaborative learner agent and the sentence of pronunciation evaluation feedback. To solve these problems, we improved the system. We evaluated the system we created and obtained the results that suggest that the proposed method is effective.
Keywords: Dictogloss, pronunciation evaluation, language learning support, Japanese learning
1. Introduction
Dictogloss is an activity in language learning advocated by Wainryb (1988, 1990). An advantage of dictogloss is that it can teach speaking skills in addition to reading, writing, and listing. There are many practical reports on its application in the language-learning field (Snoder & Reynolds, 2019, Ajmal et al., 2020). However, in dictogloss, the learner needs a teacher and a collaborative learner. Therefore, it is difficult to use this activity when alone. To address this problem, we have developed a dictogloss system (Kondo et al., 2012; Tashiro et al., 2013, Kogure et al., 2015, 2016, 2017, 2018) that does not require teachers and collaborative learners. Our dictogloss environment has two agents: a collaborative learner agent (CLA). and a teacher agent (TcA). However, our dictogloss environment faces the following has three problem: (P1) the cost of generating a speech recognition dictionary for pronunciation evaluation is high. (for teaching material creators), (P2) there are limited interaction patterns that learners can experience. (for learners), and (P3) pronunciation evaluation feedback is binary (for learners). The purpose of our research is to solve these three problems, and in this report, we propose a method to solve them. We also implement a system that utilizes the method. In addition, we evaluate the system we created.
2. Dictogloss Learning Environment
Dictogloss is a learning activity advocated by Wajnryb (1988, 1990). It contains four activities:
(Act.1) The teacher reads a short text aloud (including some sentences).
(Act.2) Each learner listens to the text while taking notes.
(Act.3) Each learner reconstructs the original text while consulting with another learner.
(Act.4) The teacher reviews the reconstructed sentences in text and provides feedbacks to learners
There are many class practice reports that utilize dictogloss in actual language classes. Consider providing information and communication technology support for dictogloss learning activities. First, in Act. 1, we can realize a system in which the learner can freely reconstruct by recording the teacher's speech. Next, in Act. 2, we can prepare an environment in which the learner writes down the words heard. However, in Act. 3, it is necessary to build an environment in which it is possible to interact with collaborative learners. Therefore, this step is difficult to realize. Also, Act. 4 requires the same high level of difficulty in realization as in Act. 3 because it requires analysis of the learner's utterance in Act. 3. We have devised a method that simplifies the interaction with collaborative learners in Act. 3 and the method of analyzing the learner's input in Act. 4. We constructed a Japanese dictogloss learning support environment that supports from Act. 1 to Act. 4 according to the method (Kogure et al., 2018).
In Act. 2, the learner utters the sentence reconstructed by himself or herself. With this function, if the learner does not enter the reconstructed sentence correctly (or if it contains an unexpected error), the reconstructed sentence cannot be recognized correctly. Therefore, the learner can utter the reconstructed sentence only when the she or he inputs the reconstructed sentence within the range of the assumed error. In Act. 3, the learner compares the reconstructed sentences input by himself or herself and the collaborative learner. The learner specifies different morphemes and points out errors to the collaborative learner. At that time, the learner can ask "Was there WORD in Sn?". The system recognizes the pointed utterance by speech and then identifies the word for which the error was indicated the system generates a click event of the morpheme button corresponding to that word. In Act. 4, the system analyzes the learner's voice recognition results collected in Act. 2 and 3 and evaluates pronunciation (Kogure et al., 2018).
3. Improvement of Pronunciation Evaluation
The teaching material creator (1) generates a speech recognition grammar and a dictionary with correct pronunciation, and (2) a pronunciation dictionary that includes erroneous pronunciations that are easily mistaken by a native speaker. They have to generate manually, and it especially takes time to complete (2) task for them. For example, it took an average of about 500 seconds for the author to create the incorrect pronunciation dictionary (for Korean native language) for 3 lessons out of 22 lessons prepared. We expect it to be more expensive to be created by someone who is not familiar. In addition, we judge that there is a possibility that the points to be corrected may be omitted or the quality of the created dictionary may be deteriorated by manual correction. In addition, since phonetic transcriptions that are expected to be incorrect differ depending on the mother tongue, it is necessary to manually correct each time the mother tongue changes. Therefore, when a mother tongue is specified, a framework that can automatically generate an erroneous pronunciation dictionary that considers pronunciation prone to error in the mother tongue is incorporated. The system only allows the learner to utter "Was there WORD in Sn?" and cannot use other utterances. Therefore, we increase the number of variations of dialogue that learners can experience. The actual pronunciation evaluation is performed on a word-by-word basis, but the confidence measure of pointing out feedback uses sentence confidence measure. The system does not look at word confidence measure. Therefore, we improved the usage of speech recognition. The system estimates the confidence measure for each word using the speech recognition results up to 5 best results.
4. Experimental Evaluation
For lessons 1–3, one of the authors manually created a speech recognition dictionary containing incorrect pronunciations. The generation time was 303 seconds for Lesson 1, 488 seconds for Lesson 2, and 741 seconds for Lesson 3. On the other hand, it took less than 1 second for all three lessons to automatically generate the dictionary. This result shows that P1 was solved.
Regarding the part that points out the error in CLA in Act.3, we let four Japanese people use utterances that point out the error due to voice utterance in the preceding and the proposed system. After that, we acquired the goodness of dialogue by increasing the number of styles that can be spoken. We prepared two target lessons. Considering the order effect, we changed the order of the lessons used and the order of the system used by all four subjects. We asked the four subjects to evaluate whether each system was easy or difficult to utter to point out a mistake, using 1 to 5 points (1 meaning that previous system is very good, and 5 that the proposed system is very good). We obtained 2.25 points in the preceding system and 3.75 points in the proposed system. This result suggests that increasing the variation of utterances that point out errors in Act. 3 may improve the ease of pointing out by learners.
We made the same four subjects input the reconstructed sentence prepared here in Act. 2. Then, we read the reconstructed sentence to the subject with the pronunciation prepared here (both correct and incorrect). All four of them read with the pronunciation presented here (all the same). After that, we made them read the text of the indication of the correctness judgment of the feedback of Act. 4. In this experiment, the preceding system and the proposed system were used in order. Considering the order effect, two subjects used the preceding system first, and the other two used the proposed system first. After use, we asked the learners to evaluate whether the utterance pointed out was useful for language learning (role-playing a learner who is likely to make a specified pronunciation error) on a scale 1-5 (1 meaning that previous system is very good, and 5 that proposed system is very good). We obtained 3.50 points in the preceding system and 4.75 points in the proposed system. This result suggests that increasing the variation of utterances that point out errors in Act. 3 may improve the ease of pointing out by learners, implying this result suggests that the proposed system could give a more appropriate feedback depending on the pronunciation of each word than the previous system.
5. Conclusion
In this research, we construct three improvements in the pronunciation evaluation framework of the existing Japanese dictogloss support environment. The first is the automatic generation of an erroneous pronunciation dictionary, the second is an increase in variability in utterances that point out mistakes to CLA, and the third is an increase in feedback variations for erroneous pronunciations. We evaluate each improvement and confirmed the usefulness of the system. It is necessary to conduct an evaluation experiment for international students who are learning Japanese. Also, we are currently planning to develop a dictogloss support environment for English.
Acknowledgements
This work was supported by JSPS KAKENHI Grant Number 17K00483.
References
Ajmal, M., Iqbal, I., Mahmood, R., & Zafar, A. (2020). The effectiveness of using dictogloss technique to improve students' writing: a case study from University of Lahore. Dilemas Contemporáneos: Educación, Política y Valores, 7(2).
Kogure, S., Miyagishima, K., Noguchi, Y., Kondo, M., Konishi, T. & Itoh, Y. (2016). A teachable agent for the Japanese dictogloss learning support environment. Proceedings of ICCE2016, 88–90.
Kogure, S., Nakahara, T., Noguchi, Y., Konishi, T., Kondo, M. & Itoh, Y. (2018). Application of speech recognition in a Japanese dictogloss system, Proceedings of ICCE2018, 292–297.
Kogure, S., Okugawa, K., Noguchi, Y., Konishi, T., Kondo, M. & Itoh, Y. (2017). Improvement of the situational dialog function and development of learning materials for a Japanese dictogloss environment, Proceedings of ICCE2017, 104–106.
Kogure, S., Tashiro, A., Noguchi, Y., Kondo, M., Konishi, T. & Itoh, Y. (2015). An answer support environment based on grammar, context and situation for a dialogue to learner agent on Japanese dictogloss system. Proceedings of ICCE2015, 94–96.
Kondo, M., Sano, R., Tashiro, A., Noguchi, Y., Kogure, S., Konishi, T. & Itoh, Y. (2012). Development of a dictogloss system oriented for focus on form. Proceedings of ICCE2012, 1–8.
Snoder, P., & Reynolds, B. L. (2019). How dictogloss can facilitate collocation learning in ELT. ELT Journal, 73(1), 41–50.
Tashiro, A., Noguchi, Y., Kogure, S., Kondo, M., Konishi, T. & Itoh, Y. (2013). Evaluation of an improved dictogloss system oriented for focus on form. Proceedings of ICCE2013, 110–114.
Wajnryb, R. (1988). The dictogloss method of language teaching: A Text based communicative approach to grammar, English teaching forum, 26, 35–38.
Wajnryb, R. (1990). Grammar dictation. Oxford: Oxford University Press. | <urn:uuid:46024bfb-0382-4ab4-a819-5718a38fedcb> | CC-MAIN-2024-26 | https://v0.apsce.net/icce/icce2020/proceedings/paper_29.pdf | 2024-06-25T19:37:43+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00036.warc.gz | 518,502,645 | 2,667 | eng_Latn | eng_Latn | 0.986276 | eng_Latn | 0.99361 | [
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Formula adjustment (Nutramigen ® or Nutramigen ® with Enflora™ LGG ® )
Why do I need to adjust the calories in my baby's formula?
Nutramigen ® or Nutramigen® with Enflora™ LGG ® are made for babies who have allergies or need a formula that is easy for them to digest. Nutramigen ® powder with Enflora™ LGG ® contains a probiotic to keep the stomach and intestines healthy and working normally.
These formulas are usually prepared to 20 calories per ounce, but some babies may need a different calorie level to gain the right amount of weight.
How do I mix the formula?
1. Wash your hands and work surfaces with soap and water. Wash the top of the formula can before opening to prevent germs from getting into the baby's feeding. Use clean measuring utensils and containers.
2. Let the cold tap water run for 1-2 minutes before mixing with the formula to flush the water sitting in the pipes. Well water may contain bacteria and should not be used to make infant formula.
3. Follow the instructions in the next column for either liquid concentrate or powdered formula.
Using Nutramigen ® liquid concentrate
1. Check the formula label. It should read "concentrate," not "ready-to-use." Shake the can before opening.
2. Check the recipe chart for liquid concentrate on page 3. Pour the formula concentrate from the can into another container.
© Children's Minnesota • Patient & Family Education
3. Measure the desired amount of water in a clear, liquid measuring cup. Set the container on a level surface, and check the level of the liquid at eye level. Add the water to the concentrate and mix well.
Using Nutramigen ® with Enflora ™ LGG powder
®
1. Check the recipe chart for powdered formula on page 4. Using a clear, liquid measuring cup, measure the desired amount of water. Set the measuring cup on a flat surface, and check the level of the liquid at eye level.
2. Use only cool water to make the formula. Using warm or hot water can limit the benefits from the probiotics.
3. Use only the scoop provided in the formula can or measuring utensils intended for dry ingredients. Pack and level the formula powder. Add the powder on top of the water.
4. Mix or shake well until all lumps are gone.
How long can I keep the formula?
Store prepared formula in a covered container in the refrigerator.
Throw away any unused formula prepared from concentrate after 48 hours.
Throw away any unused formula prepared from powder after 24 hours.
Throw away any unused formula powder one month after opening the can.
Revised 6/22
Preparing to feed your baby
1. Shake the formula well.
2. Warm the formula in one of these ways:
Run warm tap water over the bottle.
Set the bottle in a pan of warm water
* Nutramigen ® with Enflora ™ LGG ® should not be warmed beyond room temperature (75°F). Higher formula temperatures can limit the benefits from the probiotics.
3. After warming, shake the bottle again. Always test the temperature of the formula before feeding.
4. Throw away any formula left in the baby's bottle after a feeding.
Questions?
If you have any questions, please call Nutrition Services at your hospital during daytime hours.
Children's – Minneapolis
612-813-6865 or 612-813-6960 (NICU)
Children's – St. Paul
* Do not use a microwave because it heats unevenly, causing "hot spots" that could burn the baby's mouth.
651-220-5678
Nutramigen ® liquid concentrate recipe chart
Note: To make 20 calorie-per-ounce formula, follow the directions on the can.
Powdered Formula Recipe Chart
(Use the scoop provided in the can or household measurements)
Note: To make 20 calorie-per-ounce formula, follow the directions on the can. | <urn:uuid:8a39ecae-3925-4ca7-8805-4a75f3874b60> | CC-MAIN-2024-26 | https://www.childrensmn.org/references/pfs/nutr/formula-adjustment-(nutramigen-or-nutramigen-with-enflora-lgg).pdf | 2024-06-25T18:00:21+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00037.warc.gz | 596,998,657 | 824 | eng_Latn | eng_Latn | 0.993748 | eng_Latn | 0.996867 | [
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Name ________________________________ Date __________________
Sweet Music in Harlem Graphic Organizer
Directions: During our second read of Sweet Music in Harlem you used post-it notes to take note of places where the author used figurative language (similes, metaphors and personification) to make the dialogue more descriptive and engaging. Now you will use those examples to help you in your own writing. At the top of the chart, write between 3-5 examples of figurative language from the text. At the bottom, write between 3-5 examples of dialogue from your own writing. Then write how you used the examples from the text to make your dialogue more engaging and exciting, like jazz music!
Part 1: Write 3-5 examples of dialogue that use figurative language from the text.
1.
2.
3.
4.
5.
Part 2: On the left hand side, write 3-5 examples of your own dialogue from your narrative. On the right hand side, write the improved dialogue using figurative language.
1.
2.
3.
4.
5. | <urn:uuid:dee80d90-9eb3-414b-b3de-3f76f25a835f> | CC-MAIN-2024-26 | https://api.rif.org/sites/default/files/documents/2023/10/06/Sweet%20Music%20in%20Harlem%20Graphic%20Organizer.pdf | 2024-06-25T19:17:50+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00038.warc.gz | 81,114,615 | 217 | eng_Latn | eng_Latn | 0.999288 | eng_Latn | 0.999288 | [
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Dk Workbooks Coding In Scratch Projects Workbook
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Dk Workbooks Coding In Scratch Projects Workbook
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Coding With Scratch Made Easy: The Basics, Projects and Games National Geographic Books
A perfect introduction to coding for young minds! This updated step-by-step visual guide teaches children to create their own projects using Scratch 3.0. Suitable for complete beginners, this educational book for kids gives readers a solid understanding of programming. Teach them to create their own projects from scratch, preparing them for more complex programming languages like Python.
that is perfect for anyone who wants to learn to code. Follow Simple Steps, Improve Your Skills & Share Your Creations! Follow the simple steps to become an expert coder using the latest version of the popular programming language Scratch 3.0 in this new edition. Create mind-bending illusions, crazy animations, and interactive artwork with this amazing collection of Scratch projects. Suitable for beginners and experts alike, this fabulous introduction to programming for kids has everything you need to learn how to code. You'll improve your coding skills and learn to create and customize your own projects, then you can share your games online and challenge friends
Techy kids will familiarize themselves with Scratch 3.0 using this beginner's guide to Scratch coding. Difficult coding concepts become fun and easy to understand, as budding programmers build their own projects using the latest release of the world's most popular programming language for beginners. Make a Dino Dance Party or create your own electronic birthday cards for friends and family. Build games, simulations, and mind-bending graphics as you discover the awesome things computer programmers can do with Scratch 3.0. This second edition of Coding Projects in Scratch uses a visual step-bystep approach to split complicated code into manageable, easy-to-digest chunks. Even the most impressive projects become
and family to beat each other's scores! What's inside this kids' coding book? Simulations, mind benders, music, and sounds - Algorithms, virtual snow, and interactive features - Different devices, operating systems, programming languages and more Computer coding teaches kids how to think creatively, work collaboratively, and reason systematically, and is quickly becoming a necessary and sought-after skill. DK's computer coding books for kids are full of fun exercises with step-by-step guidance, making them the perfect introductory tools for building vital skills in computer programming. Coding Projects in Scratch is one of three awesome coding books for kids. Add Coding Games in Scratch and Coding Projects in Python to your collection. Coding for Kids Independently Published In movies, whenever the scene involves a programmer, they are typing lots of stuff at such a high speed that their fingers are practically a blur. And the character does this for hours! It is easy to look at such scenes and wonder, "Do I really think that I can reach that level?" Well, in comes Scratch! Scratch is a unique programming language that is based on blocks - actual
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blocks. So no need to worry about creating pages of hand-typed code - all you will need to do is drag and drop. Cool, huh?This book is a beginner's guide to creating animations, games and coding, using the Scratch computer language. It includes step-by-step instructions for getting started with Scratch.
20 Games to Create with Scratch Balzer + Bray
Build your own computer games with Scratch 3! Learn how to make fun games with Scratch--a free, beginner-friendly programming language from the MIT Media Lab. Create mazes, road-crossing games, and two-player games that keep score. Colorful pictures and easy-to-follow instructions show you how to add cool animations and sound effects to your games. You'll have hours of fun catching snowflakes, gobbling up tacos, and dodging donuts in space--while learning how to code along the way! Covers Scratch 3
DK Workbooks: Computer Coding Simon and Schuster
Perfect for children ages 6–9 who are new to coding, this highly visual workbook is a fun introduction to Scratch, a free
Dk Workbooks Coding In Scratch Projects Workbook computer coding programming language, that will take kids from playing games to creating them. With easy-to-follow directions and fun pixel art, DK Workbooks: Coding in Scratch: Games Workbook helps kids understand the basics of programming and how to create games in Scratch through fun, hands-on learning experiences. All learners need is a desktop or laptop with Adobe 10.2 or later, and an internet connection to download Scratch 2.0. Coding can be done without download on https://scratch.mit.edu. Simple and logical instructions help kids make their own Scratch Cat soccer game, design a ghost hunt that features a flying witch, animate a bouncing melon, or build a game to test reaction speeds. Children then can share the finished games with friends to see how they score. Kids can even test their coding knowledge with written vocabulary and programming quizzes at the end of each project. Supporting STEM education initiatives, computer coding teaches kids how to think creatively, work collaboratively, and reason systematically, and is quickly becoming a necessary and sought-after skill. DK's computer coding books are full
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of fun exercises with step-by-step guidance, making them the perfect introductory tools for building vital skills in computer programming. Hello Scratch! No Starch Press From coding languages and hardware to cyberbullying and gaming, this comprehensive homework helper for kids and parents covers the essentials of computer science. This unique visual study guide examines the technical aspects of computers, such as how they function, the latest digital devices and software, and how the Internet works. It also builds the confidence of parents and kids when facing challenges such as staying safe online, digital etiquette, and how to navigate the potential pitfalls of social media. Jargon-free language helps to explain difficult and potentially dreadinducing homework such as hacking, "big data" and malware, while colorful graphics help makes learning about the world of computer science exciting. Whether at home or school, this clear and helpful guide to computer science is the tool you need to be able to support students with confidence. Series Overview: DK's bestselling Help Your Kids With series
contains crystal-clear visual breakdowns of important subjects. Simple graphics and jargon-free text are key to making this series a user-friendly resource for frustrated parents who want to help their children get the most out of school. Scratch 3 Programming Playground Penguin
Kids will easily learn to code games and projects using Scratch 3.0 with this coding workbook, perfect for school projects or just for fun. Download Scratch, a simple and free programming language, and get programming quickly with DK Workbooks: Computer Coding with Scratch 3.0. It's the perfect coding book for beginners or Scratch enthusiasts who want to find out how to use all the exciting new features, such as new types of blocks and sound effects, of Scratch 3.0. This new version of Scratch will also let you code and play games on tablets, and play the games you create on smart phones. In DK Workbooks: Computer Coding with Scratch 3.0, programming for kids is broken down clearly and simply, so children will easily learn how to create their own games, projects, and much more on the screen. Beyond the Pond Dorling Kindersley Ltd
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An introduction to coding for complete beginners, this friendly and accessible book will teach children the basics of Scratch (a free, online programme developed by MIT which is widely used in primary schools), allowing them to get inside the code of their computer and create simple games and animations on screen.
DK Workbooks: Scratch Challenge Workbook DK Publishing (Dorling Kindersley)
Python for beginners - you'll learn how to build amazing graphics, fun games, and useful apps using Python, an easy yet powerful free programming language available for download. A perfect introduction to Python coding for kids ages 10 and over who are ready to take the next step after Scratch - all they need is a desktop or laptop, and an internet connection to download Python 3. Using fun graphics and easy-to-follow instructions, this straightforward, visual guide shows young learners how to build their own computer projects using Python. Step-by-step instructions teach essential coding basics like loops and conditionals, and outline 14 fun and exciting projects.
Included is a script that cracks secret codes, a quiz to challenge family and friends, a matching game, and more. When they feel more confident, kids can think creatively and use the tips and tricks provided to personalize and adapt each project. The simple, logical steps in Coding Projects in Python are fully illustrated with fun pixel art and build on the basics of coding. Kids will eventually have the skills to build whatever kind of project they can dream up - the only limit is your imagination! Create, Remix and Customize! Create crazy games, crack fiendish codes, and compose crafty quizzes with this amazing collection of Python projects. Suitable for beginners and experts alike, Coding Projects in Python has everything enthusiastic coders need. Follow the simple steps to learn how to write code in this popular programming language and improve your programming skills, while you learn to create, remix, and customize your own projects. The material in this educational book is example based and the colors and humor keep children engaged while they learn to code. If your child is ready for the next step after mastering Scratch, this is the book to get!
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Inside this guide, you will learn about: Starting with Python and first steps Creating cool graphics and playful apps Getting acquainted with games in Python Supporting STEM education initiatives, computer coding teaches kids how to think creatively, work collaboratively, and reason systematically, and is quickly becoming a necessary and sought-after skill. DK's computer coding books for kids are full of fun exercises with step-by-step guidance, making them the perfect introductory tools for building vital skills in computer programming. Coding Projects in Python is the third in an awesome coding book series for kids. Add Coding Projects in Scratch and Coding Games in Scratch to your collection.
My First Coding Book HighTechEasy Publishing
DK Workbooks: Computer Coding with Scratch 3.0 WorkbookNational Geographic Books
Coding Games in Scratch No Starch Press
A visual step-by-step guide to writing code in Python. Beginners and experienced programmers can use Python to build and play computer games, from mind-bending
Dk Workbooks Coding In Scratch Projects Workbook brainteasers to crazy action games with explosive sound effects and 3-D graphics. Each chapter in Coding Games in Python shows how to construct a complete working game in simple numbered steps. The book teaches how to use freely available resources, such as PyGame Zero and Blender, to add animations, music, scrolling backgrounds, 3-D scenery, and other pieces of professional wizardry to games. After building a game, instructions show how to adapt it using secret hacks and cheat codes. Instructions are illustrated with zany Minecraft-style pixel art. Master the key concepts that programmers need to write code--not just in Python, but in all programming languages. Find out what bugs, loops, flags, strings, tuples, toggles, and turtles are. Learn how to plan and design the ultimate game--and then play it to destruction as you test and debug it. With coding theory interwoven into the instructions for building each game, learning coding is made effortless and fun.
Coding for Beginners - Using Scratch (for tablet devices) Penguin
Perfect for children ages 6–9 who are new to coding, this highly visual workbook is a
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fun introduction to Scratch, a free computer coding programming language, that will take kids from playing games to creating them. With easy-to-follow directions and fun pixel art, DK Workbooks: Coding in Scratch: Games Workbook helps kids understand the basics of programming and how to create games in Scratch through fun, hands-on learning experiences. All learners need is a desktop or laptop with Adobe 10.2 or later, and an internet connection to download Scratch 2.0. Coding can be done without download on https://scratch.mit.edu. Simple and logical instructions help kids make their own Scratch Cat soccer game, design a ghost hunt that features a flying witch, animate a bouncing melon, or build a game to test reaction speeds. Children then can share the finished games with friends to see how they score. Kids can even test their coding knowledge with written vocabulary and programming quizzes at the end of each project. Supporting STEM education initiatives, computer coding teaches kids how to think creatively, work collaboratively, and reason systematically, and is quickly becoming a necessary and sought-after skill. DK's computer coding books are full of fun exercises with step-by-step guidance, making them the perfect introductory tools for building vital skills in computer programming.
Computer Coding for Kids National
Geographic Books (Updated for Scratch 3.0, June 2020) This booklet (1 of 4) is part of a series that teaches the basic principles of coding. It is used with the other workbooks in this coding series in the format of a course. Each workbook is a manageable size that does not intimidate the young student. This is an absolute beginner's guide and as such may not be suitable for students of intermediate coding knowledge who need less guidance. There are no prerequisites. The step-by-step instructions make the process easy to follow. It leads students from the creation of the Scratch project to the understanding of loops, variables, motion, position of coordinates on the screen, and other concepts that are necessary for developing a coding mindset. The workbooks can be used as a tool to support a larger group in school classrooms or extracurricular coding clubs.
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Scratch is a visual tool, and thus this book is visual as well. It provides a way of learning that is proficient and fun. Students will also pick up several mathematical concepts from this book without even noticing they are learning. For more information and download materials visit https://sharpseries.ca/scratch/w.html. Coding with Scratch Workbook National Geographic Books Summary Hello, Scratch! is a how-to book that helps parents and kids work together to learn programming skills by creating new versions of old retro-style arcade games with Scratch. Purchase of the print book includes a free eBook in PDF, Kindle, and ePub formats from Manning Publications. About the Technology Can 8year-olds write computer programs? You bet they can! In Scratch, young coders use colorful blocks and a rich graphical environment to create programs. They can easily explore ideas like input and output, looping, branching, and conditionals. Scratch is a kid-friendly language created by MIT that is a safe and fun way to begin thinking like a programmer, without the complexity of a traditional programming
language. About the Book Hello Scratch! guides young readers through five exciting games to help them take their first steps in programming. They'll experiment with key ideas about how a computer program works and enjoy the satisfaction of immediate success. These carefully designed projects give readers plenty of room to explore by imagining, tinkering, and personalizing as they learn. What's Inside Learn by experimentation Learn to think like a programmer Build five exciting, retro-style games Visualize the organization of a program About the Readers Written for kids 8-14. Perfect for independent learning or working with a parent or teacher. About the Authors Kids know how kids learn. Sadie and Gabriel Ford, 12-year-old twins and a formidable art and coding team, wrote this book with editing help from their mother, author Melissa Ford! Table of Contents PART 1 SETTING UP THE ARCADE Getting to know your way around Scratch Becoming familiar with the Art Editor Meeting Scratch's key blocks through important coding concepts PART 2 - TURNING ON THE MACHINES Designing a two-player ball-and-paddle game Using conditionals
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to build a two-player ball-and-paddle game PART 3 - CODING AND PLAYING GAMES Designing a fixed shooter Using conditionals to build your fixed shooter Designing a one-player ball-and-paddle game Using variables to build your oneplayer ball-and-paddle game Designing a simple platformer Using X and Y coordinates to make a simple platformer Making a single-screen platformer Using arrays and simulating gravity in a singlescreen platformer Becoming a game maker
DK Workbooks: Coding in Scratch: Games Workbook Penguin
ScratchJr is a free, introductory computer programming language that runs on iPads, Android tablets, Amazon tablets, and Chromebooks. Inspired by Scratch, the wildly popular programming language used by millions of children worldwide, ScratchJr helps even younger kids create their own playful animations, interactive stories, and dynamic games. The Official ScratchJr Book is the perfect companion to this free app and makes coding easy and fun for all. Kids learn to program by connecting blocks of code to make characters move, jump, dance, and sing.
Dk Workbooks Coding In Scratch Projects Workbook
Each chapter includes several activities that build on one another, culminating in a fun final project. These hands-on activities help kids develop computational-thinking, problem-solving, and design skills. In each activity, you'll find: –Step-by-step, easy-tofollow directions –Ways to connect the activity with literacy and math concepts –Tips for grown-ups and teachers –Creative challenges to take the learning further By the end of the book, kids will be ready for all sorts of new programming adventures! The ScratchJr app now supports English, Spanish, Catalan, Dutch, French, Italian, and Thai.
Scratch Coding Cards National
Geographic Books Learn to think like a coder without a computer! Each of the fun craft activities included in this book will teach you about a key concept of computer programming and can be done completely offline. Then you can put your skills into practice by trying out the simple programs provided in the online, child-friendly computer language. Scratch. This crafty coding book breaks down the principles of coding into bite-sized chunks that will get you thinking like a computer scientist in no time. Learn
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about loops by making a friendship bracelet, find out about programming by planning a scavenger hunt, and discover how functions work with paper fortune tellers. Children can then use their new knowledge to code for real by following the clear instructions to build programs in Scratch 3.0. Perfect for kids aged 7-9, the various STEAM activities will help teach children the crucial skills of logical thinking that will give them a head-start for when they begin programming on a computer. Famous scientist pages teach children about coding pioneers, such as Alan Turing and Katherine Johnson, and topic pages, such as the Internet, give kids a wider understanding of the subject. Written by computer science expert Kiki Prottsman, How to be a Coder is so much fun, kids won't realize they're learning! Computer Coding Python Games for Kids Usborne Publishing Ltd Developed in consultation with leading educational experts, Coding With Scratch Made Easy is designed for children ages 9-11 and packed with exercises and activities to teach computer coding using Scratch, a free coding program from MIT developed especially for children. Help kids learn to code with Coding With Scratch Made Easy--Learn the Basics, Games, and Projects. Computer coding is quickly becoming a necessary and soughtafter skill. It is being incorporated into the curriculum to ensure students understand the languages and uses of computer coding. Quick and easy to use, especially for kids who have no experience with computer language, Scratch is currently one of the most popular and largest technology trends for children, providing a gateway to more complicated coding languages. Young novice coders will learn about the basics of coding, how to download Scratch, and how to work with scripts, animations, loops, movement, and sounds, before putting them all together to create fun games and projects. With easy-to-follow instructions and Minecraftstyle illustrations, Coding With Scratch Made Easy is the perfect introductory practice book to build and sharpen vital skills in one of the fastest growing industries.
Coding with Basher: Coding with Scratch Rockridge Press In the futuristic Kingdom of Knighton, five young knights and their friends band
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together to battle Jestro and his Lava Monster Army. This awesome guide book introduces young fans of the popular Lego toys and animated series to everything they want to know about the world of Nexo Knights!
National Geographic Books A stunning picture book about the power of imagination, perfect for fans of Extra Yarn and Journey, from debut authorillustrator Joseph Kuefler. Just behind an ordinary house filled with too little fun, Ernest D. decides that today will be the day he explores the depths of his pond. Beyond the pond, he discovers a not-soordinary world that will change him forever.
DK Workbooks: Computer Coding with Scratch 3.0 Workbook National Geographic Books
Don't just play computer games - help children build them with your own home computer! Calling all coders, this is a straightforward, visual guide to helping kids understand the basics of computer coding using Scratch and Python coding languages. Essential coding concepts like scripts, variables, and strings are explained using build-along projects and
games. Kids can create online games to play like Monkey Mayhem and Bubble Blaster, draw mazes and shapes, build animations, and more using the step-bystep examples to follow and customize. Seven projects let kids (and their parents) practice the skills as they are learning in each section of the book. Kids get instant results, even when completely new to coding. Packed with visual examples, expert tips, a glossary of key terms, and extras such as profiles of famous coders, Help Your Kids with Computer Coding lays a hands-on foundation for computer programming, so adults and kids can learn together. Supporting STEM education initiatives, computer coding teaches kids how to think creatively, work collaboratively, and reason systematically, and is quickly becoming a necessary and sought-after skill. DK's computer coding books are full of fun exercises with stepby-step guidance, making them the perfect introductory tools for building vital skills in computer programming. User note: At home, all you need is a desktop or laptop with Adobe 10.2 or later, and an internet connection to download Scratch 2.0 and Python 3. Coding with Scratch can
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be done without download on https: //scratch.mit.edu. Series Overview: DK's bestselling Help Your Kids With series contains crystal-clear visual breakdowns of important subjects. Simple graphics and jargon-free text are key to making this series a user-friendly resource for frustrated parents who want to help their children get the most out of school.
DK Workbooks: Coding in Scratch: Projects Workbook Penguin
A perfect introduction to coding for young minds! This updated step-by-step visual guide teaches children to create their own projects using Scratch 3.0. Suitable for complete beginners, this educational book for kids gives readers a solid understanding of programming. Teach them to create their own projects from scratch, preparing them for more complex programming languages like Python. Techy kids will familiarize themselves with Scratch 3.0 using this beginner's guide to Scratch coding. Difficult coding concepts become fun and easy to understand, as budding programmers build their own projects using the latest release of the world's most popular programming language for beginners. Make a Dino
Dk Workbooks Coding In Scratch Projects Workbook
Dance Party or create your own electronic birthday cards for friends and family. Build games, simulations, and mind-bending graphics as you discover the awesome things computer programmers can do with Scratch 3.0. This second edition of Coding Projects in Scratch uses a visual step-bystep approach to split complicated code into manageable, easy-to-digest chunks. Even the most impressive projects become possible. This book is an impressive guide that is perfect for anyone who wants to learn to code. Follow Simple Steps, Improve Your Skills & Share Your Creations! Follow the simple steps to become an expert coder using the latest version of the popular programming language Scratch 3.0 in this new edition. Create mind-bending illusions, crazy animations, and interactive artwork with this amazing collection of Scratch projects. Suitable for beginners and experts alike, this fabulous introduction to programming for kids has everything you need to learn how to code. You'll improve your coding skills and learn to create and customize your own projects, then you can share your games online and challenge friends and family to beat each other's scores!
2023-02-19
What's inside this kids' coding book? Simulations, mind benders, music, and sounds - Algorithms, virtual snow, and interactive features - Different devices, operating systems, programming languages and more Computer coding teaches kids how to think creatively, work collaboratively, and reason systematically, and is quickly becoming a necessary and sought-after skill. DK's computer coding books for kids are full of fun exercises with step-by-step guidance, making them the
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perfect introductory tools for building vital skills in computer programming. Coding Projects in Scratch is one of three awesome coding books for kids. Add Coding Games in Scratch and Coding Projects in Python to your collection. | <urn:uuid:80dfae2d-28e6-4784-af31-fb731b1adac5> | CC-MAIN-2024-26 | https://www.marketspot.uccs.edu/textual?textid=O89u420&FilesData=Dk-Workbooks-Coding-In-Scratch-Projects-Workbook.pdf | 2024-06-25T19:39:53+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00037.warc.gz | 749,296,716 | 5,329 | eng_Latn | eng_Latn | 0.998074 | eng_Latn | 0.998189 | [
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Rideshare safety
Let someone know you're using a rideshare. Tell them when you are leaving and when you're expected to reach your destination.
Stay indoors or in a safe place when scheduling a rideshare.
Travel with another person, if possible.
Check the driver's ratings. After your ride, it helps others if you can give feedback on your own ride.
When your ride arrives, verify that the car and driver are correct.
If something doesn't feel right DO NOT get in the car.
Wear your seatbelt.
Do not reveal your personal information.
Use the app to track your ride.
If your safety is threatened call 911. | <urn:uuid:ad5f430d-7bf5-4bc2-b507-60c8deca041b> | CC-MAIN-2024-26 | https://transportation.unt.edu/sites/default/files/rideshare_safety_tips.pdf | 2024-06-25T19:22:37+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00034.warc.gz | 518,661,031 | 132 | eng_Latn | eng_Latn | 0.999245 | eng_Latn | 0.999245 | [
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What to do
IMPORTANT Parent or Carer – Please check that you are happy with any weblinks or use of the internet.
1. Counting practice
o Take turns to count. This is harder than you think!
o The second person says 'two'.
o One person says 'one'.
o The first person says 'three''.
o Repeat but this time speed up!
o Continue like this, talking turns, until you reach 20.
o Repeat but this time the other person starts – so you are saying different numbers.
o Repeat but count backwards from 20 to blast-off!
Extension
o Try this with three people – that's really hard, especially if you go fast!
2. Working together
o Play the game: Ten on a Tray
o You need ten objects, each one different, e.g. very small toys, vehicles, figures or animals, pens, rubbers, sharpeners, etc. Also some small change – brown coins or 5ps or 10ps.
o Enjoy playing the game… Who has the best memory?
Try these Fun-Time Extras
* Can you create a set of ten objects all the same? E.g. 10 cars, 10 figures, 10 red Lego bricks, etc.
* Play a good online game: https://www.nctm.org/ClassroomResources/Illuminations/Interactives/Ten-Frame/
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton
Week 7 Maths Idea 1
Ten on a tray
You need ten objects, each one different, e.g. very small toys, vehicles, figures or animals, pens, rubbers, sharpeners, etc. A tea-towel. Also some small change – brown coins or 5ps or 10ps.
How to play
You need a partner to play with
o Find a tray and then find ten small items to place on it.
o Discuss how to arrange the objects, so that you both really have a picture in your mind of how the things look on the tray.
o Shut your eyes and then open them and make sure you can remember what is on the tray!
o Now one person turns their back and/or wears a blindfold. No peeking!
o Their partner removes up to 5 things from the tray and hides them under the tea-towel.
o The first person turns round and has to say…
HINT
1. How many things have been taken off the tray.
2. What they were.
If you count the things ON the tray holding up one finger for every item, then the number of fingers still folded down is the number of things missing.
o They get a coin if they can say how many things are missing.
o They get another coin if they can name some of the missing objects.
Have six goes each. Who has the most coins at the end?
Explore more Hamilton Trust Learning Materials at https://wrht.org.uk/hamilton
Week 7 Maths Idea 1 | <urn:uuid:a2ea5e41-e48c-4bc1-97bd-a238580242d1> | CC-MAIN-2024-26 | https://churchfields.wilts.sch.uk/wp-content/uploads/2020/06/Maths_Week-7_Idea_1.pdf | 2024-06-25T19:45:41+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00037.warc.gz | 133,600,909 | 619 | eng_Latn | eng_Latn | 0.984063 | eng_Latn | 0.990136 | [
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Vocabulary Words
1. Majority – When more than half of the people decide to do something.
2. Bills – What a law is called when it is being written.
3. Law – A rule that must be followed.
4. Veto – When the President won't sign a bill.
5. Cabinet – A group of people who help the President.
6. Ambassadors – Someone who speaks for our country in another country.
7. Jury – A group of people in your area who decide court cases.
8. Treaties – When two countries make an agreement.
9. Indicted – When the government must prove there is enough evidence to a jury before they can try someone for a major crime. (Pronounced In-Die-Ted)
10. Repealed – When a law is canceled after it is passed. | <urn:uuid:c644fb60-3e21-4ec3-8815-ed5eac204e17> | CC-MAIN-2024-26 | http://www.simplifiedconstitution.com/documents/Constitution%20Vocab%20Words.pdf | 2024-06-25T19:34:33+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00037.warc.gz | 47,239,272 | 171 | eng_Latn | eng_Latn | 0.99959 | eng_Latn | 0.99959 | [
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Permanently Progressing?
Building secure futures for children in Scotland
Perspectives on kinship care, foster care and adoption in Scotland
Insights for policymakers and practitioners
Though many children in the care system may be 'legally' secure, the challenging and often disruptive process of moving into and within - the care system can leave children feeling insecure and unsettled.
The Independent Care Review, established by the Scottish Government in 2017, aims to identify and deliver lasting change in Scotland's care system, transforming the wellbeing of children and young people. Acknowledging the complex landscape of the care system and the emotional impact that experience in care can have on vulnerable children, the review seeks to take into account a range of perspectives. Through understanding the views of care-experienced individuals, along with families, carers and organisations working in the care system, the review aims to make an informed and considered set of recommendations to affect successful and lasting change.
Part of the Permanently Progressing? Building secure futures for children in Scotland study, this briefing draws upon the voices of children, carers and adoptive parents in Scotland, offering perspectives on kinship care, foster care and adoption. Specifically, the paper reflects on the process of becoming a family, the concept of being a family, and perspectives on contact between a child and his/her birth family and other important individuals.
Key findings
* The process of a child moving to live with carers or adoptive parents can be a time of anxiety, uncertainty and change.
* Some carers and adoptive parents reported a lack of information about the child's background that would have helped them to prepare for the child, understand the impact of their previous experiences and adapt their responses.
* While professionals need to maintain a focus on navigating important and complex legal processes, carers and adoptive parents needed them to also engage with the practical and emotional impact of change.
* Maintaining connections with birth families and other significant people in a child's life is not simple, and can cause anxiety and conflicted feelings for children, parents and carers alike.
* Adults often hold information about children's lives that can help them make sense of their lives, including painful aspects. Children need to be helped to integrate early and subsequent experiences and develop a coherent narrative.
Study
Permanently Progressing? Building secure futures for children in Scotland, is the first study in Scotland to investigate decision making, permanence, progress, outcomes and belonging for children who became 'looked after' when they were aged five and under. The study included analysis of data from questionnaires completed by social workers, carers or adoptive parents, interviews and focus groups with decision-makers, interviews with carers and adoptive parents, and 'play and talk' sessions with children.
This paper is based on qualitative data from 'play and talk' sessions with ten children and semi-structured interviews with 20 kinship carers, foster carers and adoptive parents. The children were aged between three and eight at the time of participation and two were living with kinship carers, three with foster carers, which had started as short-term placements but were now (or were likely to become) permanent, and five children had been adopted.
The sessions and interviews explored themes of becoming a family, being a family, and contact with a child's birth family and other important individuals. The 'play and talk' sessions explored the children's notions of what helped them feel secure in their families.
Semi-structured interviews with carers and adoptive parents focused on the processes involved in the child moving to live with them, how information about the child was shared with them, the child's progress, what contact (if any) the child had with their birth family, and the kinds of support they and the child had been offered.
What does the research tell us about becoming a family?
Children's experiences of becoming part of a family were varied; some were too young to remember the transition from their birth parents, while for those in kinship care, the transition was more gradual.
Carers and adoptive parents had access to different information about children's histories at different times, from already knowing the child (kinship carers), to getting to know the child between placement and making the decision to put themselves forward as permanent carers (foster carers), to relying almost entirely on information from social workers until well into the matching stage (adoptive parents). It took time for the implication of some information to become clear for carers and adoptive parents to start to understand the impact of children's early experiences and histories.
There was also a feeling that court processes often seem removed from the day-to-day experience of family life; particularly where proceedings formalise an existing caring relationship. For some participants, uncertainty over timescales and the emotional and practical impact of not knowing what arrangements to put in place were significant.
What does the research tell us about being a family?
Children's descriptions of becoming a family suggested the importance of 'signifiers' of belonging – events or experiences that appeared to contribute to them feeling like they had a permanent place in a particular family. Small acts of day-to-day care by adults and other children in the home were emphasised, which can support children's feelings of belonging as full members of their permanent families and of life being predictable. Though not exclusive to children who have moved to permanent, alternative carers, these acts may carry additional meaning where children have previously experienced uncertainty and instability.
Transitions raised anxiety for several foster carers and adoptive parents. Drop-off at school and nursery, in particular, could cause anxiety for children. Even for children who are 'legally secure', their previous experiences may mean that they not always 'feel secure'. Carers noted the importance of flexibility on the part of nurseries and schools; it was often necessary to explain to staff why children may have particular anxieties.
Across different placement types, carers described different forms of support from financial support, to services for them or the child, and links to other carers and adoptive parents. While some received ongoing, consistent support, others indicated that at certain times it would have been helpful if more professional support had been available. Kinship carers accessed less support than foster carers and adoptive parents.
What does the research tell us about contact with birth families?
Levels of contact (direct or indirect) with birth parents or other important adults depended on placement type. No adopted child saw their birth parents, while some had contact with previous foster carers. Some children in kinship care saw their parents regularly including visits to their homes, while for others contact was less predictable.
For children who had siblings living elsewhere, contact varied and could be complicated. There is evidence that timely and sensitive support can help to maintain important sibling relationships.
Kinship carers reported more contact with parents, and more complex contact arrangements than foster carers because of the nature and quality of pre-existing relationships; for example, managing contact with their own child when caring for a grandchild.
Some carers described how direct contact with one member of the birth family could lead to unplanned 'secondary contact' with other family members. Inconsistency in contact arrangements was one of the biggest challenges.
An anxiety reported by kinship and foster carers in relation to the Children's Hearings system was that a Hearing might change contact arrangements or put arrangements in place which were inflexible and did not meet the changing needs of the child.
For some children, previous foster carers may have been their primary attachment relationship and maintaining these connections helped the transition process, including the losses experienced.
For adoptive parents who were maintaining indirect contact with birth parents, knowing how much information to exchange and what to include could prove challenging.
Policy implications
* Carers and adoptive parents should have access to clear and clearly explained information as early as possible to understand the child's experiences and respond effectively.
* Children's needs should shape the arrangements and timescales of moving within the care system, acknowledging that this can be emotionally challenging.
* In addition to legal and technical matters, professionals need to engage with the practical and emotional impacts of the transition into permanent placements, for both carers and the child.
* There should be greater recognition that contact between children and birth parents/previous carers is dynamic and likely to change over time in response to factors related to the child, birth family and carer or adoptive family.
* Working with nursery staff and teachers is essential in building an understanding of how a child's experience may affect their behaviour and require particular attention.
* For children across placement types, support should recognise traumatic early experiences and how these may affect the children at later stages. Carers and adoptive parents may need specific support to help children understand their histories and create coherent identities that take account of both past and present experiences.
* Easy access to sensitive, flexible support could be a valuable resource for children, carers and adoptive parents and might enable some children to maintain or re-establish contact with important people from their life.
* Additional strategies need to be put in place to ensure flexible and responsive services, and accessible support for carers, adoptive parents and the children in their care.
About this research
This briefing paper is based on research by:
* Dr Maggie Grant, Faculty of Social Sciences, University of Stirling
* Dr Helen Whincup, Faculty of Social Sciences, University of Stirling
* Ms Cheryl Burgess, Faculty of Social Sciences, University of Stirling
Phase One of the Permanently Progressing? Building secure futures for children in Scotland project was funded by a legacy. The study explores experiences and outcomes for children looked after aged five and under in Scotland who go on to be placed permanently away from their birth parents. It is designed to be a longitudinal study following children's progress from very early childhood to adolescence and beyond. Phase One was a collaboration between the Universities of Stirling, York, and Lancaster, and Adoption and Fostering Alliance (AFA) Scotland.
If citing this research, please reference the following paper:
Perspectives on kinship care, foster care and adoption: the voices of children, carers and adoptive parents. Published by the University of Stirling, First Edition: June 2019. ISBN: 978-1-908063-48-6
Contact
Dr Helen Whincup
Faculty of Social Sciences
University of Stirling
email@example.com
September 2019 | <urn:uuid:486b8c55-9057-42f1-84ea-b60c9e2f22f0> | CC-MAIN-2024-26 | https://storre.stir.ac.uk/bitstream/1893/30224/1/1920137_Perspectives%20on%20care%20WEB.pdf | 2024-06-25T18:05:34+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00042.warc.gz | 463,422,020 | 2,119 | eng_Latn | eng_Latn | 0.995374 | eng_Latn | 0.997472 | [
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Gina Fiorile
Wednesday March 25th, 2015
Testimony for Senate Natural Resources Committee
Environmental Studies Major, University of Vermont Class of 2018
My name is Gina Fiorile and I am a freshman in the Rubenstein School of Environment and Natural Resources at UVM. I am an Environmental Studies major, and am from Saranac Lake, NY in the Adirondack Park region.
I was highly involved in my environmental club in high school, along with being a featured student in a documentary about climate change in the Adirondacks. I helped plan the annual Adirondack Youth Climate Summit in Tupper Lake NY, and the Vermont Youth Climate Summit, which took place for the first time this past year. Because of my work with student activism and the Youth Climate Program, I was nominated as a Champion of Change for Climate Change Education and Literacy through the White House's Office of Science and Technology Policy. Last month I travelled to Washington D.C. to speak on a panel with other climate experts and be honored at the White House. My experiences have led me to have this important conversation with you today.
I have found that when students and young people realize the gravity and threat that climate change poses, they are more willing to get involved. This realization is a motivator for youth to work toward solutions in their own capacity.
Though this is a hopeful perspective, we can't do it alone. Changing a few lightbulbs isn't going to solve climate change—we need a systematic transformation. We need to change where we get our energy from, and solve the issue at its source.
That's where you come in. You have the power to create more effective change in one day than I, individually, can make in a year. We are entrusting our leaders like you with our futures, with our livelihoods, with our own health—and with the health of the seven billion people who live here too.
I am here to speak for my future, my friends, my generation, and those still to come. Climate change is threatening not only my future, but the future of billions.
Ninety-seven percent of climate scientists agree that climate change is human-induced. In fact, it's such a basic concept that a recent poll found that nine out of ten eighth graders also understand this to be true. We know what's at stake, and we can recognize the consequences of inaction.
If elected leaders like you don't act, an increase in tropical storms and droughts will destroy the crops we rely on for food, leaving many people food insecure. If elected leaders like you don't act, the EPA states that by 2070 the climate of Vermont will be similar to that of North Carolina. If elected leaders like you don't act, millions of people living on flooded shorelines will be displaced, and will become a part of a growing population of climate refugees. If elected leaders like you don't act, the WHO says five million people will lose their lives by 2050 just from malnutrition, malaria, diarrhea and heat stress.
When you were eighteen, did you worry about a threat this big?
Every day of my life I worry about how climate change will impact my future. Do not forget what responsibilities you've been entrusted with as an elected leader. We are looking to you for protection.
Scientists, the military, Bill McKibben, and even the Pope understand that the next few years are critical for us. The decisions we make in the upcoming months could make or break our chances of combatting climate change. You have a small window of time to act, and its closing quickly.
The leaders in this room have the power to start making changes. I don't have the luxury of waiting until I graduate to start pressing for an energy transformation. What you decide today will determine what my future looks like.
I'm frightened when I see that the men and women in Congress who are supposed to be protecting my future against climate change are actually writing books to mislead the public and twist the words of those who are warning us. I'm frightened by the politicians in Florida who tried to ban the very words "climate change" when the rising ocean is already washing into the streets of South Beach. It should frighten you too to think that these are the same people who will decide the future and safety of your kids and grandkids if you refuse to act.
You have a moral obligation to step up and protect us. It begins here—it starts with acknowledging the problem that climate change is being caused by human activities. This resolution is just the beginning— action needs to start now in order to solve the problem.
And in the end, actions will speak louder than words. I cannot vote on the policies that will turn these words into action. You can. Please don't let us down.
Gina Fiorile
Wednesday March 25th, 2015
Testimony for Senate Natural Resources Committee
Environmental Studies Major, University of Vermont Class of 2018
The "Champions of Change for Climate Education and Literacy" award has been created, the White House says, for "inspiring students, educators, and citizens to learn about climate change and to develop and implement solutions." Awardees include high school and middle school teachers, university professors, non-profit and national park workers. Fiorile is the only student.
As a high school student in Saranac Lake, N.Y., Fiorile was instrumental in planning the Wild Center's Adirondack Youth Climate Summit — the subject of the documentary The Resilient Ones, produced by Mountain Lake PBS and Bright Blue EcoMedia with Jon Erickson, UVM professor of ecological
economics. The summit educates students and their teachers about the impact of climate change and invites attendees to create climate action plans to lower the carbon footprint of their own schools.
As a University of Vermont first-year student majoring in environmental studies, Fiorile has helped Erickson bring that model to Vermont. She served as a consultant to Erickson's ecological economics course this past fall as they planned the first annual Vermont Youth Climate Summit, which brought together 150 Vermont high school students and dozens of teachers to UVM in December. The summit was hosted in partnership with Sen. Bernie Sanders, who kicked off the event by charging Vermont high schools to take the lead in climate action planning in their communities.
Not only has the youth summit model migrated to Vermont, it's also been chosen by the White House Office of Science and Technology Policy to become a national model for climate change education. This year, 10 Youth Climate Summits will be held throughout the U.S. and five in other areas of the world, engaging more than 1,000 student leaders. Selected teams will then participate in a major internetbased youth conference at the United Nations Climate Change Conference this year. | <urn:uuid:ed83473f-e2f5-457d-98fb-6df3a7df942f> | CC-MAIN-2024-26 | https://legislature.vermont.gov/Documents/2016/WorkGroups/Senate%20Natural%20Resources/Bills/S.R.7/S.R.7~Gina%20Fiorile~Testimony~3-25-2015.pdf | 2024-06-25T19:43:07+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00039.warc.gz | 317,222,835 | 1,414 | eng_Latn | eng_Latn | 0.998827 | eng_Latn | 0.999088 | [
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HUMANITIES GENERAL EDUCATION LEARNING OUTCOMES AND ASSESSMENT RUBRICS
People have long sought to understand themselves and their place in the world, as well as to construct effective societies. In doing so, they have processed and expressed their experiences in various forms of documents and other objects. At University of Colorado Denver the humanities engage many disciplines including literature, philosophy, and history to understand these accounts of human experience from myriad perspectives. The humanities provide students with the skills to read, write, and reason competently, and to appreciate the meanings and values that shape the human condition.
In the Humanities, we examine and employ texts of all types in order to understand culture and thought. Essential to deriving useful skills and information from texts is the ability to actively engage with them, to be able to pull them apart, see behind to their assumptions, and to draw conclusions based on the evidence in the texts. Such close study is necessary for understanding a text's structure, and for perceiving how that structure, as well as it's cultural, historical, and intellectual influences shape its meaning and implications.
The following learning outcomes have been identified for core courses in the Humanities. By the end of a general education course in the Humanities, students should be proficient in the following areas characteristic of critical thinking.
In the Humanities core area, students will be able to:
1) Textual analysis. Analyze texts of a variety of types, distinguishing the various philosophical, historical, and/or literary elements.
2) Interpretive skills. Engage with texts to develop supported meaningful readings.
3) Context awareness. Identify the cultural, historical, and intellectual influences on a text.
4) Ethical thinking. Recognize various ethical situations and ideas, and distinguish viable ethical positions from simple opinions or self-interest.
Humanities Assessment Rubric
1) Textual analysis
Students will be able to analyze texts of a variety of types, distinguishing the various philosophical, historical, and/or literary elements.
2) Interpretive skills
Students will be able to engage with texts to derive meaningful understanding.
3) Context awareness
Students will be able to identify the cultural, historical, and intellectual influences on a text.
4) Ethical thinking
Students will be able to recognize various ethical situations and ideas, distinguishing viable ethical positions from simple opinions or self-interest. | <urn:uuid:a5656b8f-c247-4de6-ad55-7c3799103b2c> | CC-MAIN-2024-26 | https://www1.ucdenver.edu/docs/librariesprovider113/learning-outcomes/loar-humanities-1015.pdf?sfvrsn=ff7d87b9_2 | 2024-06-25T19:26:17+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00038.warc.gz | 950,869,961 | 481 | eng_Latn | eng_Latn | 0.991099 | eng_Latn | 0.994103 | [
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Macro Missionary
Dietary Fiber & Health
You have been told for years now to eat more fiber and how great it is for you, but do you really know WHY and what types you get the most benefit from?
What is dietary fiber?
Dietary fiber, also known as roughage or bulk, includes the parts of plant foods your body can't completely digest or absorb. Unlike other food components, such as fats, proteins or carbohydrates — which your body breaks down and absorbs — fiber isn't always digested by your body. Instead, it passes relatively intact through your
stomach small intestine and colon and out of your body.
Fiber is commonly classified as soluble, which dissolves in water, or insoluble,
which doesn't dissolve.
* Soluble fiber. This type of fiber dissolves in water to form a gel-like material. It can help lower blood cholesterol and glucose levels. Soluble fiber is found in oats, peas, beans, apples, citrus fruits, carrots, barley and psyllium.
* Insoluble fiber. This type of fiber promotes the movement of material through your digestive system and increases stool bulk, so it can be of benefit to those who struggle with constipation or irregular stools. Whole-wheat flour, wheat bran, nuts, beans and vegetables, such as cauliflower, green beans and potatoes, are good sources of insoluble fiber.
Most plant-based foods, such as oatmeal and beans, contain both soluble and insoluble fiber. However, the
Benefits of Fiber
Jesse Dale amount of each type varies in different plant foods. To receive the greatest health benefit, eat a wide variety of high-fiber foods. Contrary to what people believe fiber DOES contain a caloric value. Check out our article on NET CARBS to learn more on that.
Why eat fiber?
* Normalizes bowel movements. Dietary fiber increases the weight and size of your stool and softens it. A bulky stool is easier to pass, decreasing your chance of constipation. If you have loose, watery stools, fiber may help to solidify the stool because it absorbs water and adds bulk to stool.
* Helps maintain bowel health. A high-fiber diet may
lower your risk of developing hemorrhoids and small pouches in your colon (diverticular disease). Some fiber is fermented in the colon.
Researchers are looking at how this may play a role in preventing diseases of the colon.
* Lowers cholesterol levels. Soluble fiber found in beans, oats, flaxseed and oat bran may help lower total blood cholesterol levels by lowering lowdensity lipoprotein, or "bad," cholesterol levels. Studies also have shown that high-fiber foods may have other heart-health benefits, such as reducing blood pressure and inflammation.
* Helps control blood sugar levels. In people with diabetes, fiber — particularly soluble fiber — can slow the absorption of sugar and help improve blood sugar levels. A healthy diet that includes insoluble
Benefits of Fiber
fiber may also reduce the risk of developing type 2 diabetes.
* Aids in achieving healthy weight. High-fiber foods tend to be more filling than low-fiber foods, so you're likely to eat less and stay satisfied longer. And highfiber foods tend to take longer to eat and to be less "energy dense," which means they have fewer calories for the same volume of food.
* One of the largest indirect benefits of eating fiber rich foods is the general high amount of micronutrients that they contain. This helps a lot in skin complexion, energy production, fighting off illness, and fighting the cellular war on oxidative stress and inflammation.
How much do I need?
RZ1 Nutrition suggest that at least 20 g of NATURAL dietary fiber is consumed per day. When we say natural we mean from fruits, vegetables, and non supplemental sources such as Metamucil, Citrucel and FiberCon. This will also accomplish the task of getting your body it vitamins, minerals, and electrolytes that it needs.
Where can I get fiber that actually tastes good?
The founders of RZ1 Nutrition love to start their day off with a SUPERSHAKE. This shake contains several highly micronutrient dense, high fiber foods, has a fruit base and tastes great! Check out https://www.resultz1.com/macromissionary for a video on how to start your day off with one. Fruits that contain the highest amount of fiber that we love are:
* Blackberry's & Kiwi
* Grapefruit
* Raspberry's & Strawberry's
* Apricots & pineapple
For vegetables we suggest
* Kale & spinach
* Broccoli & asparagus
* Collard Greens (Brussel sprouts)
* Legumes (chick peas, lima beans)
* Bok choy, beets, carrots, & yams
Here is an AMAZING parfait that is great for fighting off night time hunger and its PACKED with a whopping of 11 g of fiber!
* 15 g Fiber One Twigs
* 75 g Blackberry's
* 4 TBS Cool Whip Free
Always make sure to drink plenty of water along with your fiber foods as fiber has the best benefits when combined with water! For more information on nutrition or to get your questions answered email firstname.lastname@example.org | <urn:uuid:ea0c98c0-9f53-48a9-8f4a-fcbf5d8f5e6f> | CC-MAIN-2024-26 | https://www.resultz1.com/_files/ugd/c6ddde_ebba39ea413644fca47ea14ba4373a99.pdf | 2024-06-25T19:23:00+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00043.warc.gz | 861,503,708 | 1,090 | eng_Latn | eng_Latn | 0.99751 | eng_Latn | 0.997777 | [
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P.O.Box 2909 – Sharjah , Tel: 06 5582071, Fax: 06 5387931
Email : firstname.lastname@example.org
Web: www.ibnseenaschool.net
Create children with an imaginative and curious mind.
This is a series I am starting to help young parents create children with an imaginative and curious mind. Why? Because all educationalists world over believe that the incubator, the cradle of such a mind is in the home.
In homes where children are not encouraged to ask questions or investigate, blind obedience and a closed mindset is bred.
So, let's have some practical suggestions for parents with children from year 3 upto year 8.
And let us begin in the UAE.
A family visit to the local beach, or any beach just before high tide. The timings for high and low tide are given in newspapers or can be found on Google daily.
Let it be fun! Chai, coffee, Pepsi pizza, whatever, and perhaps a ball.
You arrive at the beach when the drama is about to begin. Sit down a bit away from the receding low tide and talk about the day and with that about what the child feels, sitting there.
The sounds of other families, chattering- does she like it or not and why?
When you fill a glass with this water, what colour is it? Why? No answer, just wonder-plant the seed of curiosity.
The colour of the sea and a question why it is that colour Do not answer, let the child wonder.
All of you observe the sea and comment about what you see, encouraging children to voice their experience too. In their mother tongue because this is not a language class.
The waves get bigger and bigger and encroach more and more onto the beach. Perhaps they come right upto where you are sitting, and you move back.
Wonder why the waves are getting bigger!
Where is the foam coming from?
Ask if the sound of the sea has changed too.
Comment on the sound of the waves, the increasing foam.
Do not give answers, let them think and be curious and be aware. In their own time, perhaps in later classes they will find the answers.
Ask them why this is happening. Do not educate them with explanations. Agree to what they say but pretend that you would be happy if they googled the reason.
Each receding high tide leaves stuff behind. Let them rush in to see what the tide had brought in and if there are shells or interesting pebbles or anything, wonder at what they have found, a bit of seaweed, some beechwood, a tiny crab, anything. It is your Job to keep the enthusiasm high.
Comment on the noises of traffic, birds, the mosque prayer. If it is evening ask if they think the sounds of the Azaan is different now then the morning one. Can they hear the hoot of a ship from the port. Point out the port if you can see it. The wind or any other thing you notice.
DO NOT TEACH! LET THEM LEARN FROM WHAT THEY EXPERIENCE!
YOU ASK THE QUSTIONS AND LET THEM FIND THE ANSWERS!
This outing is. NOT to enhance knowledge but to learn to EXPERIENCE and BE CURIOUS.
Try it. I speak from experience. I took my grandchildren to the beach, and we talked about what it felt like to have wet sand between the toes and sea water twirling around your ankles.
Most importantly, let children observe and wonder. Unfortunately, I did not know how to use nature for my sons.! If you do go out on this trip in thirty days, do share your experience with us in 50 words.
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EXCERPTS
FROM
THEHWASŎ
SŎNSAENG
M U N J I P :
Y I
HANGNO
ON"SINIFYING
T H E
WESTERN
BARBARIANS"
Introduction
Koreans
were
first
exposed
to
both
Western
technologies
and
Catholic
religious
doctrine
via
the
Chinese‐language writings
of
Western
missionaries
in
China.
In
the
late
eighteenth
century,
the
first
Korean
converts
to
Catholicism appeared,
and
their
numbers
increased
to
several
thousand
after
missionary
priests
entered
the
peninsula
and began
to
proselytize
in
secret.
However,
Catholicism
(and
sometimes
Western
teachings
more
generally)
were opposed
by
conservative
Confucian
scholars
and
soon
by
the
Chosŏn
state
for
a
variety
of
reasons:
because Catholic
teachings
opposed
Confucian
ancestral
rituals,
because
Catholics
were
held
to
be
of
questionable
loyalty (in
one
famous
incident,
a
Catholic
appealed
to
foreign
powers
to
send
military
aid
to
protect
the
beleaguered community
in
a
secret
letter
that
was
intercepted
by
Chosŏn
officials),
and
more
broadly
because
of
perspectives exemplified
by
conservative
scholar
Yi
Hangno
(1792‐1868)
in
this
passage.
As
a
result,
throughout
the
first
two‐ thirds
of
the
nineteenth
century
Korean
Catholics
suffered
from
a
series
of
state
persecutions
in
which missionaries
and
converts
were
rounded
up
and
executed
in
large
numbers.
Document
Excerpts
with
Questions(Longer
selection
follows
this
section)
From Sources
of
Korean
Tradition,
edited
by
Yŏng‐ho
Ch'oe,
Peter
H.
Lee,
and
Wm.
Theodore
de
Bary,
vol.
2
(New
York: Columbia
University
Press,
2000),
140‐142.
©
2000
Columbia
University
Press.
Reproduced
with
the
permission
of
the publisher.
All
rights
reserved.
Excerpts
from
theHwasŏ
sŏnsaeng
munjip: Yi
Hangno
on
"Sinifying
the
Western
Barbarians"
However,
unfortunately
the
world
is
such
a
big
place
that
Europe
had
no
contact
with China
for
quite
a
long
time.
…
That
meant
that,
regrettably,
Europe
was
not
introduced
to
the basic
principles
of
the
Great
Way,
and
Europeans
were
not
turned
into
more
virtuous
people
by its
civilizing
power.
[Translated
by
Donald
Baker]
Questions:
1. What
does
the
"Great
Way"
refer
to
and
what
does
Yi
think
of
it?
2. How
would
Yi's
point
of
view
compare
with
that
of
someone
from
Europe?
Longer
Selection
with
Questions
From Sources
of
Korean
Tradition,
edited
by
Yŏng‐ho
Ch'oe,
Peter
H.
Lee,
and
Wm.
Theodore
de
Bary,
vol.
2
(New
York: Columbia
University
Press,
2000),
140‐142.
©
2000
Columbia
University
Press.
Reproduced
with
the
permission
of
the publisher.
All
rights
reserved.
Excerpts
from
theHwasŏ
sŏnsaeng
munjip: Yi
Hangno
on
"Sinifying
the
Western
Barbarians"
When
Chinese
civilization
encounters
a
barbarian
people,
those
barbarians
are transformed
by
Chinese
ways
into
a
civilized
people.
Barbarians
look
up
to
China
and
are delighted
to
receive
its
civilizing
influence.
This
is
the
way
things
are
in
the
natural
order
of things.
This
is
the
way
human
beings
ought
to
feel.
China
is
like
the
roots
of
a
plant
supplying nourishment
for
the
branches
and
leaves.
It
is
like
the
hands
and
feet
that
protect
the
belly
and chest
of
the
human
body.
This
should
never
change.
…
These
Europeans
come
from
a
land
far
away
from
China,
so
it
is
only
natural
that
their customs
are
quite
different
from
Chinese
customs.
But
they
have
learned
all
the
different
styles of
Chinese
writing
and
have
collected
over
3,800
classical
works
for
their
library.
They
can
even compose
T'ang‑style
poetry
and
are
able
to
do
so
within
the
constraints
that
style
of
poetry imposes.
In
fact,
they
write
such
eloquent
Chinese
that
they
have
been
able
to
mesmerize
many people
in
China.
The
children
of
peasant
households,
though
they
study
Confucian
writings
as
hard
as they
can,
can
never
grasp
the
structure
and
organization
of
those
writings
as
well
as
children from
families
that
have
been
studying
Confucianism
for
generations.
How
much
more
difficult it
must
be
for
men
from
lands
with
customs
and
languages
totally
different
from
those
found
in this
part
of
the
world.
No
matter
how
clever
and
bright
they
may
be,
Confucian
culture
is
still
a foreign
culture
for
them.
If
they
had
not
studied
with
a
truly
sincere
heart,
how
could
they possibly
have
mastered
the
language
as
well
as
they
have?
However,
unfortunately
the
world
is
such
a
big
place
that
Europe
had
no
contact
with China
for
quite
a
long
time.
There
was
no
contact
between
China
and
Europe
in
those
years before
the
brutal
Ch'in
emperor
burned
the
books
of
scholars
and
then
buried
those
scholars alive. 1 There
was
also
no
contact
between
China
and
Europe
when
the
Ch'eng
brothers
and
Chu Hsi
were
giving
their
lectures
explaining
what
Confucianism
is
really
all
about. 2 That
meant that,
regrettably,
Europe
was
not
introduced
to
the
basic
principles
of
the
Great
Way,
and Europeans
were
not
turned
into
more
virtuous
people
by
its
civilizing
power.
Europe
has
instead
been
saturated
with
a
lot
of
misleading
notions,
and
Europeans
as
a result
tend
to
spout
a
bunch
of
nonsense,
criticizing
the
teachings
of
the
earlier
Confucian
sages
1This
refers
to
the
First
Emperor
of
the
Ch'in
(246–210
B.C.E.).
The
centuries
before
the
Ch'in
was established
were
China's
golden
age
of
philosophy,
when
Confucius
and
Mencius
were
alive
and teaching
in
China.
2Ch'eng
Hao,
Ch'eng
I,
and
Chu
Hsi
are
the
three
most
important
figures
in
the
Confucian
revival
that resulted
in
the
creation
of
Neo‑Confucianism
in
China.
and
condemning
the
teachings
of
later
Neo‑Confucian
philosophers.
It
appears
to
be
next
to impossible
to
awaken
those
men
to
their
true
inner
nature
and
get
them
to
change
their mistaken
practices.
Europeans
do
have
a
remarkable
talent
for
technology.
They
easily
surpass
the
Chinese in
that
area.
But
that
achievement
makes
them
arrogant,
and
they
think
that
they
can
convert the
whole
world
to
their
way
of
thinking.
They
need
to
think
again!
The
heavens
are
so
vast
that
the
universe
appears
boundless.
Yet
we
can
locate
the center
of
the
universe,
that
point
around
which
it
revolves.
That
is
the
North
Pole.
The
earth
is also
quite
large,
extending
so
far
in
all
directions
that
it
too
appears
infinite
in
size.
Yet
it
also has
a
center,
the
site
from
which
the
entire
earth
is
governed.
That
terrestrial
center
is
China. There
are
also
many
different
ways
human
beings
can
behave
and
interact,
so
many
that
they appear
countless.
But
above
them
all
is
the
Supreme
Ultimate,
the
Way
of
ways.
The
North
Pole
rules
over
the
multitude
of
stars,
so
the
multitude
of
stars
all
bow
in
the direction
of
the
North
Pole.
The
center
of
the
earth
rules
the
ten
thousand
regions,
so
all
of
those regions
recognize
the
paramount
position
of
China.
The
Supreme
Ultimate
reigns
over
all creation,
so
all
creation
is
brought
together
under
the
Supreme
Ultimate.
This
is
the
one principle
that
unites
everything
in
Heaven,
on
earth,
and
among
people.
[Translated
by
Donald
Baker]
Questions:
1. What
does
the
"Great
Way"
refer
to
and
what
does
Yi
think
of
it?
3. How
does
Yi
understand
civilization?
Who
is
civilized
and
who
is
not?
2. How
would
Yi's
point
of
view
compare
with
that
of
someone
from
Europe?
4. What
is
the
Great
Way,
and
where
might
Chosŏn
fall
with
respect
to civilization
based
on
its
adherence
to
the
Great
Way?
5. What
are
Europe's
failings,
and
what
is
their
cause?
For
Yi,
how
and
to what
extent
might
it
be
possible
for
Europeans
to
improve? | <urn:uuid:30e18688-8621-4fdc-a845-39f543d6774b> | CC-MAIN-2024-26 | https://afe.easia.columbia.edu/ps/korea/yihangno_barbarians.pdf | 2024-06-25T19:34:51+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00044.warc.gz | 64,265,627 | 3,968 | eng_Latn | eng_Latn | 0.997593 | eng_Latn | 0.998128 | [
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Once Upon a Time i n t h e C l a s s r o o m
by Michelle Nephew, PhD
Named to GAMES Magazine's "Best Family Card Game" list in 1997, Once Upon a Time is a storytelling card game game that can also be used an an effective instructional tool in the classroom.
own. The object of the game is not so much to win, but to create a compelling story together. In this way, social activity is an important part of game play.
Players create a story together using cards that show typical elements from fairy tales. The Storyteller creates a story using the elements on her cards, guiding the plot toward her own ending, which is different than the endings of the other players. The other players use their cards to interrupt her and become the new Storyteller. The winner is the first player to use all her cards and bring the story to a close using her unique ending card.
Once Upon a Time is a game for all ages — and is especially rewarding for younger children for whom the game provides an opportunity to exercise essential skills in reading, decision making, cooperative play, and creativity. It also presents a unique opportunity for use in classes teaching English as a second language (ESL) and foreign languages.
Basic Reading: The element cards in Once Upon a Time each feature a simple word and an image illustrating that word. Children just learning to read are visually encouraged to associate the two to find the meaning for themselves.
Decision Making: Choosing where to take the story and which cards to use to get there relies on fundamental planning and decision-making skills, as well as stressing the importance of sequential cause and effect in narrative forms. Players must keep track of where the other players are taking the story and assess the changing possibilities for using their own cards throughout the game.
Cooperative Play: Players must work together to tell a cooperative story, incorporating the ideas of other players into their
Creativity: In addition to exerccising the imaginations of the players as they create the story, Once Upon a Time also offers a supplementary pack of blank cards — cards that are printed with the background but without text and a central illustration — so that players can draw their own story elements and make up their own endings.
ESL & Foreign-Language Classes:
When used as a classroom tool, Once Upon a Time encourages those for whom
English is a second language to improve their reading and comprehension of common terms. It also requires interaction between players, forcing students to speak in English to tell their story while presenting that practice in an enjoyable format. The same can be said for foreign language classes that use the French, Italian, German, or Spanish translations of Once Upon a Time.
Once Upon a Time can be used to strengthen a variety of fundamental skills. And, best of all, it teaches those skills in a way that players find fun and familiar.
Visit www.atlas-games.com for more information on these and other fine products from Atlas Games.
Once Upon a Time, 2nd Edition
Stock #: AG1001 • ISBN: 1-887801-00-6 • MSRP: $20.95 (US)
Once Upon a Time: Dark Tales expansion
Stock #: AG1003 • ISBN: 1-58978-060-4 • MSRP: $9.95 (US)
Once Upon a Time: Create Your Own Storytelling Cards Stock #: AG1005 • ISBN: 1-58978-066-3 • MSRP: $7.95 (US) | <urn:uuid:109857ab-95e6-4a97-8b6d-ef58f956446d> | CC-MAIN-2024-26 | https://www.atlas-games.com/pdf_storage/OUATClassroom.pdf | 2024-06-25T17:44:10+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00045.warc.gz | 576,278,961 | 723 | eng_Latn | eng_Latn | 0.995491 | eng_Latn | 0.995491 | [
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Anguilla Statistics Department
Ministry of Economic Development, Investment, Commerce and Tourism
Government of Anguilla
The Valley, ANGUILLA, B.W.I.
Anguilla Statistics Week
October 13 – 18 "Statistics in Every Life – Let us Educate and Appreciate"
Address by the Governor of Anguilla Her Excellency Christina Scott
The year, 2013, is being celebrated and recognised worldwide as the International Year of Statistics for the contributions of statistical science.
Statistics2013, supported by organisations worldwide, is promoting the importance of Statistics to every corner of our lives. Good statistics are crucial in science; to support good policy decisions by governments; to help businesses expand to their full potential, to improve transparency through the media, and for each of us in our daily lives.
IN fact all areas of life; Agriculture, Environment, all branches of Health; Demography, Economics, Finance, Engineering, Sports, Telecoms, Transportation and many others require and or use statistics to conduct both basic and more complex activities.
That is why the Anguilla Statistics Department is working to increase awareness and appreciation of the importance of statistics, and how we can all play our part.
Yesterday marked the start of a week of activities in Anguilla to raise awareness and celebrate statistics. This year's Statistics Week marks the fifth such Week organised by the Anguilla Statistics Department.
The theme this year as in previous years: 'Statistics in Every Life – Let us Educate and Appreciate' is intended to help all sectors of our society understand the importance of
Tel: (264) 497-5731
email@example.com
& Website:
P. O. Box 60
statistics and how a better appreciation can help not just us, but also Anguilla as a whole and the wider region. In fact, Anguilla will be joining other CARICOM countries on 15 October as we mark Caribbean Statistics Day.
Florence Nightingale was known as the passionate statistician. She said that: 'Statistics is the most important science in the whole world, for upon it depends the practical application of every other science and of every art. It is the one science essential to all political and social administration, all education, all organization based on experience, for it only gives results of our experience'.
So I would encourage you all to make the most of the events planned. There should be an activity suitable to everyone. These include:
- Two competitions; Poetry Writing and Word Creation
- Video Presentations for Primary School Aged students Grades 3 - 6
- Radio interviews and addresses
- A Statistics Exhibition at the Public Library until October 31,
- And a Statistics Seminar for the General Public
Please consider getting involved in the activities arranged by the Anguilla Statistics Department.
An awareness and understanding of Statistics will help each of us in our own lives, and also help to ensure as a country we take the right steps to build a sustainable future for Anguilla. | <urn:uuid:618c05c6-bcb6-4ca0-a866-7ba9b3f4343e> | CC-MAIN-2024-26 | https://www.gov.ai/document/statistics/Gov%20Speech%20-%20Statistics%20Week%20-%20Oct%202013.pdf | 2024-06-25T19:23:06+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00046.warc.gz | 708,784,196 | 612 | eng_Latn | eng_Latn | 0.991341 | eng_Latn | 0.992622 | [
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SARALA BIRLA PUBLIC SCHOOL
Mahilong, Ranchi.
Revision Test (CHEMISTRY)
Class – XI
1. 1 mole of Ethene (C2H4) contains
a) 6.02210 23 atom of H
c) 1.8110 23 molecules of ethene
b) 4 g of hydrogen
d) 24 g of carbon
2. Which of the following statement is not correct
a) the electronic configuration of Cu is [Ar] 3d 10 , 4s
1
b) 'm' can have –l to +l value
c) In Ag (47), 23 electrons have one type of spin and 24 electrons have opposite spin
d) the oxidation state of nitrogen in HN3 (Hydrazonic acid) is – 3
3. The stability of +1 oxidation state among Al, Ga, In and Tl increases in the sequence
a) Al < Ga < In < Tl
b) Tl < In < Ga < Al
c) In < Tl < Ga < Al
d) Ga < In < Al < Tl
Direction (Q. 4): In the following question, the Assertion and Reason have been put forward. Read the statement carefully and choose the correct alternative from the following
a) both Assertion and Reason are true and Reason is the correct explanation of Assertion
b) both Assertion and Reason are true and Reason is not correct explanation of Assertion
c) Assertion is true but Reason is false
d) both Assertion and Reason are false
4. Assertion: SiCl4 reacts with water, CCl4 does not
Reason: SiCl4 is ionic whereas CCl4 is covalent
5. Equal masses of He, O2 and SO2 taken in closed container. What will be ratio of their partial pressure
6. 50 mL of H2 measured at 27 0 C are heated to 327 0 C, what is new volume if pressure is kept constant
7. If 50 g of CaCO3 is treated with 50 g of HCl how many grams of CO2 can be produced according to following equation; CaCO3(s) + 2HCl (dil) CaCl2 (aq) + CO2 (g) + H2O (l)
8. The wavelength of first spectral line in the Balmer series is 6561 Å. Calculate the wavelength of the second spectral line in Balmer series
9. a) Element A and B have atomic numbers 29 and 36 respectively on the basis of electronic configuration, write to which group of the periodic table each element belong
b) Predict the blocks to which these element belong also predict the periods
10. a) Use molecular orbital theory to predict why 𝐵𝑒2 molecule does not exist
b) Compare the stability of 𝑁 2 + and 𝑁2.
11. a) Define molarity and molality.
b) Commercially available concentrated hydrochloric acid contains 45%HCl by mass. (i)What is the molarity and molality of this solution? The density is 1.19 g/ml
12. a) State Pauli's exclusion Principle.
b) Using s, p, d, f notations, describe the orbital with following quantum numbers:
i) n=2, l=1
ii) n = 4, l =0
iii) n =5, l=3
iv) n-3, l =2
c) Arrange the elements of second period in order of decreasing value of ionization energy .
d) Among Be& B which one have higher electron gain enthalpy and why
1. | <urn:uuid:9b0c9ae7-690d-4b7e-9859-8d9823e63d42> | CC-MAIN-2019-43 | https://sbpsranchi.com/wp-content/uploads/2019/09/Class-11-Chem.pdf | 2019-10-24T00:09:22Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00378.warc.gz | 666,468,394 | 793 | eng_Latn | eng_Latn | 0.781086 | eng_Latn | 0.911101 | [
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Character Education
What I already know:
How to be a safe pedestrian
People who help us
British Values
Democracy
The dangers of Bonfire night
I will be able to:
Rule of Law
Respect and Tolerance
Individual Liberty
Gems of knowledge
Name safe and unsafe situations.
Describe how I can keep myself safe in relation to unsafe things and places.
Know how to make a call to the emergency services.
Explain the difference between a surprise and a secret.
What can I read?
Key Vocabulary
Safe
unsafe acceptable
unacceptable secret
surprise emergency
Me and My Safety Cycle BYear 1/2
Free from the risk of harm.
At risk of harm.
The right thing to do.
The wrong thing to do.
Something hidden on purpose.
Something that happens that was not expected.
A serious event that requires fast action | <urn:uuid:14489eb5-1d6d-451b-9a37-761ddbf9b09e> | CC-MAIN-2024-26 | https://www.st-chads-newcastle.staffs.sch.uk/wp-content/uploads/2023/11/Y-12-Au2-Character-Education.pdf | 2024-06-25T18:55:07+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00050.warc.gz | 865,992,800 | 179 | eng_Latn | eng_Latn | 0.997592 | eng_Latn | 0.997592 | [
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Calculation policy for Mathematics at St Catherine's
'…for which of you, desiring to build a tower, does not first sit down and count the cost, whether he has enough to complete it?'
Luke 14:28
As a school we have one key statement of intent for mathematics and have high expectations for what the impact of this will look like.
Intent
Impact
For all children to believe they can be a mathematician, they can access all learning opportunities and receive quality first teaching of mathematics.
We want to see all children to be active participants driving forward their learning of mathematics.
The White Rose Calculation Policy is an integral component of the White Rose Scheme of Learning, designed to facilitate the progressive development of mathematical skills among students. This policy provides a structured framework for teaching various calculation methods, ensuring that children are equipped with the necessary skills to tackle increasingly complex mathematical concepts. By emphasizing continuity and coherence in mathematical learning, the document enables students to build upon their prior knowledge and refer back to foundational calculation methods as they encounter more advanced topics. This approach not only fosters a deeper understanding of mathematical principles but also promotes confidence and proficiency in problem-solving across the curriculum. | <urn:uuid:a8b7752e-0e46-4b48-84ed-53f4b1af95d7> | CC-MAIN-2024-26 | https://www.stcatherinescatholicprimaryschool.co.uk/wp-content/uploads/2024/05/Calculation-policy-for-Mathematics-at-St-Catherine-cover-sheet.pdf | 2024-06-25T18:45:47+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00049.warc.gz | 874,478,645 | 236 | eng_Latn | eng_Latn | 0.997635 | eng_Latn | 0.997635 | [
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Biology Pd._____ Name_____________________
What type of microscopic life will we find in pond water?
PRE-LAB
HYPOTHESIS--Write a hypothesis as to what kinds of microscopic organisms you will be able to see under the microscope when looking in pond water.
____________________________________________________________________________ ____________________________________________________________________________
MATERIALS--You will need the following materials to conduct your experiment; Microscope, Dropper, Pond Water, slide, cover slip
PROCEDURE
1. Put a very small drop of pond water on a slide. Place a cover slip over it.
Is there anything in the water? What do you see?
2. Now look at the drop of water through the microscope at 40x magnification. (ALWAYS START ON LOW POWER!!) Is there anything in the water? What do you see?
3. Once you see a living thing, follow it closely and sketch it in your notebook. Draw some of the paths it takes as it moves across the field of your microscope.
4. Repeat steps 2 -- 4 at 100x magnification.
LAB
-
OBSERVATIONS
Make sure to make many observations about the living things you discover. Be sure to include their shape, color, relative size, how they move. Make at least 4 observations. Draw Pictures of two different types or organisms you observed.
Drawing of first organism
Drawing of second organism
POST LAB DATA ANALYSIS
1. Describe the shape and movement of your first organism.
2. Describe the shape and movement of your second organism
3. How many different kinds of organisms have you seen? If you had to name these organisms in a way that describes them, what names would you give them?
4. Compare: How are your organisms alike? How are your organisms different?
5. Do you see something in the field that is not moving? What could this be?
6. Do your organisms seem to bemade up of more than one cell?? | <urn:uuid:61297311-befc-438c-ace9-d032c1e2a252> | CC-MAIN-2024-26 | https://www.harrisonscorner.com/_files/ugd/01bd34_4868fdbf1dd14487a56e9d3aa819f0c5.pdf | 2024-06-25T18:28:45+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00050.warc.gz | 690,966,742 | 401 | eng_Latn | eng_Latn | 0.999108 | eng_Latn | 0.999265 | [
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You are writing an article introducing a special classmate in your class in at least 130 words. You may describe his/her appearance, hobbies, achievement and what makes him/her unique. Do not forget to add an interesting title to your article.
*You will get a higher mark in language if you highlight vocabulary items and expressions taught.
My Special Classmate
In this new school year, we go to the new school and learn many new classmates. My special classmate is called Noname. She is my friend too!
Noname is twelve years old now. She has long black straight hair. She is tall and she has a narrow face. She has fair complexion. She has some freckles but she is really attractive. She always likes to wear white T-shirts or a black dress.
Noname is a considerate person. She always helps people. She is also energetic. She always does sports but she never gets tired. She is a little bit clumsy. Sometimes she drops her things. She is very outgoing. She likes talking to others very much. If someone is introverted, she will talk to him or her. The introverted will become outgoing.
Noname loves music so she plays the piano every weekend. She likes going hiking too. She is also good at sports. She has gotten a prize in a running competition before. Her dream job is to become a doctor. She hopes to help many people. She loves cheese cakes and chocolate ice-cream very much. She has a cat called Mimi. It is very cute. She enjoys talking to her family very much and she loves her mother and father.
Although we only know each other about one month, we have become very good friends. I hope we can stay good friends forever. | <urn:uuid:991c9578-3ba7-4a87-812d-33c667fa3695> | CC-MAIN-2024-26 | https://www.cneccc.edu.hk/wp-content/uploads/2023/11/A-special-classmate_1D-Lee-Sze-Ting.pdf | 2024-06-25T19:33:53+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866218.13/warc/CC-MAIN-20240625171218-20240625201218-00050.warc.gz | 618,813,877 | 378 | eng_Latn | eng_Latn | 0.99978 | eng_Latn | 0.99978 | [
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"Did You Know" Video Series #1
Did you know the first five minutes of the day can make a huge difference in your child's progress toward listening, talking, and reading?
Set your child up for success with this simple morning routine.
First thing in the morning, check your child's devices and batteries to make sure they're in working order. Your audiologist can coach you on your child's specific devices.
As soon as your child wakes up, put their hearing devices on their ears. Just like you, your child needs to hear their family's voices and all other home sounds from the moment they wake up.
Then, do a quick listening check using the "Ling Six" sounds. Make sure your child can hear all of the sounds of speech as the devices are programmed.
Finally, observe your child during the day. Keep track of any sounds they might be missing and take a note to share with your early interventionist or audiologist.
For more information on these tips and to download a morning routine checklist, visit us at the website below.
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Press Release May 6, 2019
Lizzie Oglesby, Manager of Public Relations and Marketing email@example.com 804.342.9665
Northern Virginia Area School Students Took Home Honors at Virginia History Day Massive History Contest Hosted by the Virginia Museum of History & Culture
Richmond, VA — On Saturday, April 27, students from across the Commonwealth competed during Virginia History Day at the Virginia Museum of History & Culture (VMHC) for the chance to advance to the National History Day Contest at the University of Maryland, College Park, this June. In response to this year's theme, "Triumph and Tragedy in History," students as individuals or groups created historical research projects in the form of either a paper, documentary, performance, exhibit, or website. After months of research, preparation, and regional competitions, the results are in.
Many Virginia students began their historical research last fall, selecting a topic related to the theme and gathering primary and secondary resources. While they could choose a topic from any time period or geographic region, many classroom teachers asked students to find one related to their coursework. More than 8,000 Virginia students in grades six through twelve participated in this year's History Day in their classrooms and some went on to compete in regional contests held at Emory & Henry College, Central Virginia Community College, Radford University, UVA Curry School of Education, Mount Vernon High School in Fairfax County, Virginia Wesleyan University, and John Tyler Community College. These district contests were judged by college professors, museum professionals, and other educators and provided students the chance to present their research to a new audience. First- and second-place winners at the district level advanced to compete at the state competition held at VMHC.
On Virginia History Day, VMHC welcomed more than 700 students, teachers, and family members from every region of Virginia. With 169 projects submitted by 280 students, it was the largest state contest in years. More than seventy volunteer judges interviewed students about their research and historical interpretation. While the judges deliberated, contestants, teachers, and families explored the museum galleries with a scavenger hunt, created a mural mosaic, competed in a trivia contest, enjoyed lunch from food trucks, and viewed other students' projects. Virginia's Secretary of Education Atif Qarni gave a rousing keynote address at the awards ceremony, and VMHC President and CEO Jamie O. Bosket presented the awards. The Virginia History Day Cup award went to two schools that tied for the most History Day participation at the classroom level: Western Albemarle High School in Albemarle County and Blacksburg New School. To advance past the state level, students needed to place first or second in their project division and category (Senior Group Website, Junior Individual Exhibit, etc.). Every year, thirty-six projects make the cut.
Students from twelve Northern Virginia schools will advance to the National History Day Contest with first or second place awards from the Virginia History Day contest. Many students focused their research on subjects related to World War II. Zuha Hassen and Yasmeen Muktar, seventh graders at Francis C. Hammond Middle School in Alexandria City Publics Schools, took first place in the Junior Group Exhibit category with their project on art looted by Nazis. James Hunt, a ninth grader at T.C. Williams High School also in Alexandria, focused his Senior Individual Exhibit on a different aspect of World War II, the Palau Islands in the Western Pacific. His in-depth research and artifact display also received the MacArthur Memorial Foundation award ($100 prize) for an outstanding senior project highlighting an aspect of history impacted by General Douglas MacArthur. Nikhil Manandhar, a sixth grader at Lorton Station Elementary School in Fairfax County received the MacArthur Memorial Foundation junior project award and first place for his Junior Individual Website on the Battle of Saipan. World War II's Navajo code talkers were the subjects of the first place Junior Group Documentary, produced by Sahitya Balguri, Havana Medina, and Anya Raval, all seventh graders at Fairfax County's Rocky Run Middle School. Nicholas Teply, a George Mason High School ninth grader in Falls Church City Schools, focused his second-place
Senior Individual Performance on the USS Princeton and also received the VMHC's Naval History Award (a $200 prize) for his efforts. Yuni Choi, an 11th grader at West Springfield High School in Fairfax County and veteran NHD student, joined teammates Hannah and Heather Che to produce a Senior Group Documentary on Korean Comfort Women that received a first-place award.
Other students researched the Civil War. Madison Charles, a tenth-grader at Fredericksburg Academy, took second place with her Junior Individual Exhibit on the Battle of Chancellorsville. Thomas McKenna, a homeschooled ninth grader in Loudoun County received first place for his Senior Individual Performance on the passage of the Thirteenth Amendment. He portrayed Abraham Lincoln and William Seward, among others, and is hoping to win another gold medal at the National History Day Contest, like he did in 2018. Carson Shin, a tenth grader at Oakton High School in Fairfax County wrote his first-place Senior Paper on medical innovations during World War I, while Alyssa Kiffer, a seventh grader at Prince William County's Louise A. Benton Middle School, took first place with her Junior Individual Documentary on the Little Rock Nine.
Students are not limited by geography or time period for their topics, and events in world history sparked awardwinning projects. Jaya Gupta, an eighth grader at Loudoun County's J. Michael Lunsford Middle School, researched the triumphs and tragedies of India's independence and partitioning for her Junior Individual Exhibit. And, Shreya Aravindan, Qukua Neves, Sathvika Sangoju, and Eva Smart from Westfield High School in Fairfax County crafted their exhibit on the effects of Christopher Columbus on indigenous peoples. They, along with all the other first and second-place winners now have the chance to incorporate judges' feedback and improve their projects before the National History Day National Contest in June.
We wish all sixty-three Virginia History Day student winners good luck as they head to Maryland, June 9 through 13, to compete against more than 3,000 students from around the world.
The Virginia Museum of History & Culture is owned and operated by the Virginia Historical Society — a private, non-profit organization established in 1831. The historical society is the oldest cultural organization in Virginia, and one of the oldest and most distinguished history organizations in the nation. For use in its state history museum and its renowned research library, the historical society cares for a collection of nearly nine million items representing the ever-evolving story of Virginia.
The Virginia Museum of History & Culture is located at 428 N Arthur Ashe Boulevard in Richmond's Museum District. Hours are Monday – Sunday 10:00 a.m. to 5:00 p.m. for the galleries and museum shop, Monday – Saturday 10:00 a.m. to 5:00 p.m. for the research library. For more information call 804.340.1800, visit VirginiaHistory.org, or connect on Facebook, Twitter, and Instagram.
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Sharing our Learning Newsletter Spring 2019 1st half term
This half term we are all going on 'A South Pole Adventure'
Topic work
Thursday 16th January—Take off day
We will all be taking part in a literacy based project called 'A South Pole Adventure' which will incorporate a wide range of cross curricular activities including opportunities for music, art work, ICT, drama, maths, science, DT and imaginative play. This project will culminate in our rooms being transformed into Antarctic galleries for the day to showcase our work. Classes 2 and 3 will be working with Tan Draig the creative artist to further enhance this work. We will also be having some special days as detailed below:
January 28th—1st February—Measures Week
Wednesday 6th February—Gallery Day and gift shop ( details of this will be sent later but we will be making items to sell in an attempt to raise enough money to sponsor a penguin in the Antarctic).
Literacy in Classes 2 & 3:
The children will continue to work in streamed phonics groups .This work will be consolidated by a variety of games and fun activities. During the South Pole Adventure we will be writing for lots of different purposes including lists, letters, notes and diary entries. The children will all be encouraged to form their letters correctly and to use their phonic knowledge to have a go at writing words. We will also be encouraging speaking, listening and drama skills throughout the project.
Maths in Classes 2 and 3:
We will be looking at the following: Identifying what is 1 more or 1 less than a given number to 10/20. Ordering groups of numbers. Counting backwards and forwards to 20 and beyond. Writing numerals 1 to 10/20 . Relating addition to combining 2 groups of objects, counting all the objects. Using ordinal numbers. Talking about simple estimation. Using language such as greater, smaller, heavier, or lighter to compare quantities.
You can help your child by:-
- Talking with them as much as you can about anything and everything.
- Listening to your child read their reading book every night and practise their words.
- Sharing books together talking about the pictures, characters and words.
- Counting objects around the home.
- Looking at and naming shapes and colours around the home and when you are out and about.
- Please ensure all your child's clothes including gloves, hats and scarves are clearly named.
- Practising putting on own coats and fastening buttons and zips at home to make your child more independent.
- Enjoy singing the penguin songs and rhymes on the sheet provided
- Taking part in the' At Home Challenge' details of which will be provided later.
.
Dates and events in school this half term
Don't forget - Religious Trail dates
All children should wear trousers and have a head scarf for the temples.
Money and consent forms back by Tuesday 6th November please. Temples trip - Monday 19th November, St Edmunds Church Thursday 22nd November. | <urn:uuid:6be74e57-c422-4260-8307-0adf3113ff56> | CC-MAIN-2019-43 | https://s3.eu-west-1.amazonaws.com/jotter2.files/9649425?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dfs-spring-1-1-.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20191023%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20191023T233032Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=1599253f1aff3b62977a3de14b43d0f1be41c67a5fbaba8325af4c60d57dae92 | 2019-10-23T23:30:33Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00379.warc.gz | 677,617,183 | 636 | eng_Latn | eng_Latn | 0.999213 | eng_Latn | 0.999304 | [
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Salamander Rescue
Pamela McDowell Illustrated by Kasia Charko
978-1-4598-1123-2
About the book
Salamander Rescue is the second book featuring Cricket and friends, following Ospreys in Danger.
Cricket McKay has lived in Waterton all her life, so she is surprised to discover an animal she hasn't seen before: the long-toed salamander. She finds a band of them migrating from the pond to their hibernation grounds at Crandell Mountain. Crossing the road that lies between the pond and the mountain is dangerous enough, but now a newly-constructed curb makes their journey even more challenging. Can Cricket and her friends come up with a solution to help the salamanders?
About the Author
Pamela started writing articles for local and national magazines. Eventually she moved to freelance writing for newspapers and has written more than 200 human interest articles for The Calgary Herald. Since 2010, she has written more than three dozen nonfiction books for children.
Pamela McDowell was born in Calgary, Alberta, and has lived almost all of her life there. She graduated from the University of Victoria in British Columbia and began her first career in education. Pamela taught junior high and high school in Alberta and British Columbia and she enjoys getting back into the classroom to share her books with students.
Pamela's fiction focuses on the diverse animals and habitats of Alberta. As a teenager, she chose volunteering at the Calgary Zoo over hanging out at the mall. On weekends at the zoo, she made friends with Peaches the porcupine and spent part of each day cuddling Rosie, the boa constrictor. Her interest in prickly, furry, slimy, slinky animals continues in her stories.
About the Writing
Salamanders are tiny, secretive creatures, and Pamela has never seen one in Waterton. This meant she had to do a lot of research and talk to a lot of experts to get the details needed for her story. A scientist—the real Dr. Kate—and a park warden had many stories to share. After the book was written, Pamela was invited to help clean up and restore some of the tunnels under the roadway. It was hard work and she still hasn't seen a salamander.
While visiting Waterton one summer, Pamela noticed odd tunnels under the main road into town. People who live in Waterton told her about the long-toed salamanders that were discovered on the road one night as they migrated to Linnet Lake. Pamela instantly knew this would be a great adventure for Cricket and her friends.
Teaching Ideas—Curriculum Connections Prereading Ideas
* Cricket and Shilo have never seen salamanders in Waterton. The salamanders are tiny and there aren't very many of them, so why is it so important that they are protected?
* Sometimes wild animals exist near us without our knowing. Have you ever been surprised to find an animal you didn't expect in your neighborhood? What was it? What happened to it?
* Roads can become dangerous barriers for wildlife. How have people tried to protect animals from these dangers? Does this create other problems or dangers for the animals?
Classroom Discussion Questions
2. Why does Dr. Kate mark the salamanders with blue dye in chapter 4? What are other ways scientists identify animals that may look very similar?
1. What are some of the dangers the salamanders face as they migrate across the road?
3. Cricket and her friends sell lemonade to raise money for the salamander rescue in chapter 7. How do they work together as a team? Have you ever raised money in a similar way? What did you do? What did you use the money for?
4. What is the difference between an endangered species and one that is threatened? Which is more serious? Why?
Suggested Activities
orca echoes
* Cricket's favorite ice cream flavor is chocolate. Find out the most popular flavor in your class by surveying the students and creating a tally chart. This data can be used to draw a bar graph showing your results.
* Using information from the book, draw a map of Waterton. Be sure to include Cricket's house, Linnet Lake, Crandell Mountain, Mr. Tanaka's house, the stable, the playground and Pat's Garage.
* In the last chapter, Cricket suggests writing a letter to the government. How would you convince the government to build tunnels for the salamanders? Write the letter using correct letter format, including salutations
* Research project: Where else do long-toed salamanders live? Write a short report and be sure to include a map.
* Cricket and her friends made sixteen dollars selling lemonade. They charged twenty-five cents per cup. How many cups of lemonade did they sell? If they sold the same number of cups for ten cents each, how much money would they have collected? Would they have made enough money to purchase the cement?
* Research project: What are the stages in the salamander's life cycle? Draw and color a picture for each stage. Be sure to label your pictures and connect them with arrows to show the cycle.
* Divide a piece of paper in half lengthwise to create two columns. Label one column "reptile" and the other one "amphibian." Research to find information for each about appearance, habitat, food, etc., and create a chart. Find examples of animals for each.
Websites of Interest
True story of Waterton's salamanders www.pc.gc.ca/eng/pn-np/ab/waterton/natcul/natcul1/w.aspx
The construction of tunnels in Waterton www.pc.gc.ca/eng/pn-np/ab/waterton/natcul/natcul1/w/1.aspx
Other Books by the Author from Orca Book Publishers
Ospreys in Danger
Awards and Reveiws
Ospreys in Danger 2014 CCBC Best Books 2015 Green Earth Book Award nominee
"An exciting tale for young animal lovers." —School Librarian's Workshop
"McDowell has done of fine job of telling an interesting and immediate story to children who are becoming interested in environmentalism and who can connect to events in this story…Charko's illustrations add increased meaning to the text as they give readers more access to what an osprey looks like, what the environment looks like, and especially what a power pole looks like to make the problem in this book make sense." —CM Magazine | <urn:uuid:37f55a30-5cd6-4230-b24a-09d6fc3bdb3e> | CC-MAIN-2019-43 | http://www.orcabook.com/Assets/PDFs/Guides/salamanderrescue.pdf | 2019-10-23T23:26:55Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00381.warc.gz | 294,799,031 | 1,345 | eng_Latn | eng_Latn | 0.998816 | eng_Latn | 0.998987 | [
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District-Wide Strategies for Meaningful Family Engagement
Districts examine and improve family and community engagement strategies that help every child graduate college and career ready.
Guiding Principles
Build capacity through knowledge and relationships
Do families know how to navigate the school system and who to contact with questions?
How do school staff get to know, listen to, and learn from families?
Integrate family community engagement into teaching and learning
Engage families and the community in making decisions
Questions for Families
Do families feel welcomed to support their child's learning?
Are families and community invited to help inform decisions about school improvement?
Questions for School Staff
How do school staff connect families to what children learn at school?
How do school staff reach out to underserved families?
Strategies
Districts offer resources and workshops to help families navigate the school system and training to enhance staff skills.
Student learning goals include actions for teachers to extend learning into homes and the community.
Schools help families understand and use data to inform the decision-making process around student and school achievement.
OUTCOMES
Families have the knowledge, skills, and confidence to support children's learning.
Community stakeholders know how to support and partner with students, families, and schools.
Educators have the skills, resources, and support to partner with families and the community.
Family and community stakeholders help districts develop, carry out, and evaluate goals and policies promoting student and school achievement.
Integrate family and community engagement system-wide
Do family engagement policies support the guiding principles PreK-12?
How do school staff share successful strategies and identify needs district-wide?
Moving Districts from Involvement to Engagement
Shared Responsibility in Partnership
Strength-Based and Collaborative
Systemic
Integrated with Purposeful Connections to Learning
Learning and Outcomes Driven
Ownership and Continuous Improvement
Add-On/One-Time Project
Events Driven
Compliance
Random Acts
Individual Responsibility
Deficit-Based/Adversarial
https://www.sedl.org/connections/engagement_forum/setting-the-stage.pdf (accessed December 14, 2017).
Adapted from: U.S. Department of Education. 2010. "Setting the Stage: Reframing Family and Community Engagement." | <urn:uuid:8e068d4b-c11e-46fa-996b-2f21507fbe9c> | CC-MAIN-2019-43 | https://dpi.wi.gov/sites/default/files/imce/engaging-families/Family-Engagement-Handout.pdf | 2019-10-23T23:13:13Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00380.warc.gz | 459,217,463 | 455 | eng_Latn | eng_Latn | 0.934491 | eng_Latn | 0.99575 | [
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TEXAS CONNECTION
Activity #49 Tropical Tree House
Extra Resources
Texas Overview
Houston Audubon High Island http:// www.houstonaudubon.org/ default.aspx/MenuItemID/373/ MenuGroup/High+Island.htm
Texas Parks and Wildlife Great Texas Wildlife Trails Bolivar Loop http://www.tpwd.state.tx.us/ huntwild/wildlife/wildlife-trails/ coastal/upper/bolivar-loop
Texas Parks & Wildlife Bird Migration www.tpwd.state.tx.us/ huntwild/wild/birding/ migration/migrants/ nn_migrants/
Drive just 47 miles south of Beaumont — or take a quick ferry trip from Galveston to the Bolivar Peninsula — and you'll find High Island
Located on a salt dome, High Island has the highest and driest ground on the Bolivar Peninsula. As a result, trees and shrubs can grow. And those trees and shrubs lure in migratory birds.
Birders from all over the world come to Texas in hopes of seeing "fallout" — a phenomena that occurs when birds exhausted from their migration across the Gulf of Mexico literally fall from the sky. The trees and shrubs on High Island are the first that migrating birds come across on their migration.
In the spring, High Island is one of the best places in the United States for bird watching. Bird watchers can spot different warblers, scarlet tanagers, orioles, rosebreasted grosbeaks, buntings and vireos. These birds along with up to 250 species of small songbirds belong to the neotropical group and make the long migration from where they gather in Mexico to Texas. Many will have already traveled many miles north. This happens every spring. The birds fly south in the winter for food and come springtime, they head north to go back to their homes in the United States and Canada.
The fallout depends on weather conditions when the birds start their trip north. With a tail wind from the south, the migration can take only 12 or so hours. But if strong north winds from fronts or storms occur, the birds have to face a head wind and it can take them twice as long to fly across the gulf. When they reach High Island, they're exhausted. They stop, rest and regain their energy before restarting their trip north.
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Promising Practices for Children Experiencing
Look at Two States
Homelessness: A
Office of the Deputy Assistant Secretary for Early Childhood Development Administration for Children and Families, U.S. Department of Health & Human Services July 2014
Introduction
In 2010, the United States Interagency Council on Homelessness (USICH) released Opening Doors, the nation's first comprehensive strategy to prevent and end homelessness. Opening Doors serves as a roadmap for joint action by the 19 USICH member agencies along with local and state partners in the public and private sectors. Opening Doors seeks to:
* End chronic homelessness by 2015;
* Prevent and end homelessness among Veterans by 2015;
* Prevent and end homelessness for families, youth, and children by 2020; and
* Set a path to ending all types of homelessness. 1
In September 2012, USICH released an Amendment to Opening Doors, which was developed to specifically identify strategies and social support services that should be implemented to improve the educational outcomes for children and youth, as well as the steps that need to be taken to assist unaccompanied youth experiencing homelessness. 2 In order to support the goal of preventing and ending homelessness for families, youth, and children by 2020, USICH convened an interagency workgroup on family homelessness, which created multiple sub-committees, including a sub-committee on early childhood homelessness. This sub-committee has focused on creating resources to help both the early child development field and the homeless services system become more effective at serving young children age 0-5 who are experiencing homelessness. This brief is one such resource.
This brief will provide an overview of the effects of homelessness on young children; federal initiatives that have expanded access to early care and learning for young children experiencing homelessness including Head Start and Early Head Start, the Child Care and Development Fund, Early Childhood State Advisory Councils, the McKinney-Vento Homeless Education programs, and the Race to the Top-Early Learning Challenge; and how two states - Massachusetts and Oregon - have implemented innovative policies to improve early childhood outcomes for young children experiencing homelessness. Lastly, this brief will present recommendations for how states can learn from the policies established in Massachusetts and Oregon to develop their own interventions.
The Effects of Homelessness on Developing Children
Approximately 1.6 million children nationwide, or 1 in 45, will be homeless at some point within the span of a year. 3 Forty-two percent, or approximately 672,000, of these children are under the age of six. 4 Given that the vast majority of these children experience homelessness temporarily,
the number of young children who experience homelessness at some point from birth to age six is higher than the number who experience homelessness in a given year. 5
Young children, infants, and newborns that experience homelessness face a combination of barriers to healthy development and educational performance, including:
* A higher prevalence of physical disabilities, developmental delays, emotional problems, and behavioral issues; 6
* Little or no positive interaction with adults due to the tremendous challenges faced by parents experiencing homelessness. 8
* Stress levels high enough to trigger harmful biochemical impacts on developing children 7 - also known as "toxic stress" responses; and
Studies have found children who are both chronically and briefly homeless face these barriers in some capacity. 9
Toxic Stress Response, Brain Development & Early Childhood Homelessness
The adversity of early childhood homelessness can lead to a lifetime impact. Examples of early adversity
include child abuse and neglect, exposure to violence, chaotic households, and homelessness. If unaddressed, these experiences can lead to toxic stress responses that can have damaging effects on a child's health and well-being. 10 The prevalence of toxic stress responses in the lives of young children experiencing homelessness is crucial due to the lifelong impact it can have on physical health and linguistic, cognitive, and socio-emotional skills. 11
The National Council on the Developing Child has proposed a conceptual view of three distinct types of stress responses - toxic, positive, and tolerable- on the basis of differences in their potential to have long-lasting impacts on brain development as a result of intensity and duration of the response. 12 A positive stress response is brief, mild, and provides an opportunity for the child to grow, 13 a tolerable stress response is associated with a young child's exposure to abnormal experiences that involve a greater level of threat, 14 and a toxic stress response disrupts the function of the brain and/or other organ and metabolic systems. 15
According to Dr. Jack Shonkoff of Harvard University's Center on the Developing Child, "[T]oxic stress can result from strong, frequent, or prolonged activation of the body's stress response systems in the absence of the buffering protection of a supportive, adult relationship." 16 His synthesis of the research illustrates how such disruptions can result in anatomic and/or physiologic changes that can lead to later impairments in learning and behavior, as well as become the roots of chronic, stress-related physical and mental illness. 17
The stressors that may result in toxic stress responses in young children experiencing homelessness are similar to those stressors faced by stably housed low-income children, 18 which
include financial distress, residential and school mobility, crowding, and hunger. 19 But, young children experiencing homelessness face more of these stressors simultaneously than their peers with stable housing, 20 often without the support of a caring adult figure. 21 Exposure to these extreme and chronic stressors can produce these toxic stress responses, increasing the likelihood a young child who experiences homelessness will struggle with developmental delays and poor educational performance. 22
Research underscores the importance of addressing and preventing the effects of early adversity on children and families. Early learning programs provide an opportunity to combat the harm that extreme and chronic stress exposure and subsequent toxic stress responses may have on the healthy development of children experiencing homelessness. But, these young children are underrepresented in early care and learning programs. 23 Lack of resources, lack of awareness of children experiencing homelessness, high rates of mobility among families experiencing homelessness, and stringent documentation requirements (e.g. immunization forms, health records, birth certificates) are a few of the unique challenges to providing high quality early care and learning services to children experiencing homelessness. States need to address the unique situations of children experiencing homelessness in order to make their programs accessible.
Programs for Children Experiencing Homelessness
Around the country, Head Start and Early Head Start, child care, Early Childhood State Advisory Councils, McKinney-Vento educational programs, and Race to the Top-Early Learning Challenge grantees are implementing interventions for young children experiencing homelessness. These programs provide promising practices that all states can build on to address the needs of children often left out of these services, such as children experiencing homelessness.
Head Start and Early Head Start
In 2007, the passage of the Improving Head Start for School Readiness Act (hereafter referred to as the School Readiness Act) created specific policies for increasing Head Start and Early Head Start access for children experiencing homelessness. The School Readiness Act requires Head Start and Early Head Start programs to prioritize children experiencing homelessness for enrollment, allows all children experiencing homelessness to enroll before their required documents and immunization forms have been submitted, and mandates that Head Start and Early Head Start grantees coordinate with the local McKinney-Vento homeless education liaison. 24 These policies helped to make the comprehensive services provided by Head Start and Early Head Start programs, which are already well-suited to address family homelessness, more accessible to these families.
Many Head Start and Early Head Start programs have responded to the 2007 legislation by building strong partnerships with other service providers in order to be even more effective at reaching children experiencing homelessness. 25 Effective partnerships have increased Head Start
and Early Head Start enrollment among families experiencing homelessness and connected these families with other needed service providers. Evidence from partnerships around the country has shown these reciprocal relationships help foster an environment of healthy development for young children experiencing homelessness and help move families out of homelessness. Yet Head Start and Early Head Start programs are unable to serve all children experiencing homelessness due to limited resources. Therefore, the work done by these programs to reach children experiencing homelessness is a model that states can learn from. Please see "Building Partnerships to Address Family Homelessness," for more information on Head Start and Early Head Start programs that have built partnerships with homeless service providers.
Child Care Development Fund
The Administration for Children and Families (ACF) has focused efforts on expanding child care opportunities for children experiencing homelessness. The Child Care and Development Fund (CCDF) made $5.2 billion available to states in block grant funding through the authorization of the Child Care and Development Block Grant (CCDBG). 26 According to the Office of Child Care, "CCDF assists low-income families in obtaining child care so they can work or attend training/education. The program also improves the quality of child care, and promotes coordination among early childhood development and afterschool programs." 27 States choose how to implement their funding in a method they feel fulfills this purpose and meet the needs of the state.
Although the federal government does not mandate policies for states to administer the CCDF, ACF developed guidance for prioritizing children experiencing homelessness to expand access to high quality child care for this population.
The ACF recommendations for state child care administrators expanded on the policies that Head Start and Early Head Start programs adopted following the 2007 Improving Head Start for School Readiness Act. The following ways to support children who are homeless or
who are at risk of being homeless are provided to administrators: 28
* Prioritize access to services for children experiencing homelessness;
* Coordinate with McKinney-Vento homeless education state and local coordinators;
* Offer flexibility on documentation requirements for families experiencing homelessness;
* Work with homeless coalitions and community organizations;
* Coordinate and align regulations between Head Start and CCDBG policies;
* Identify potential transportation for families experiencing homelessness;
* Exempt housing assistance from countable income;
* Expand the definition of working to including job searching;
* Waive co-payments for low income families;
* Leverage job training opportunities in other federal programs;
* Provide direct grants and contracts to organizations that provide childcare to families experiencing homelessness; and
* Provide ongoing training for staff related to serving families experiencing homelessness.
All states have the opportunity to implement this guidance into their CCDF administration and other relevant programming in order to increase access to high quality early care and learning programs for children experiencing homelessness.
Early Childhood State Advisory Councils
From 2009 – 2013, ACF administered $100 million in funding from the American Recovery and Reinvestment Act of 2009 (ARRA) to enable states to lead the development and enhancement of high quality, comprehensive systems through the creation of Early Childhood State Advisory Council (SAC) grants. Among other requirements, SACs were charged with conducting a needs assessment to identify barriers to high quality early childhood education and care, identifying opportunities for collaboration among existing programs, and developing recommendations for increasing participation in early childhood education and care programs for underrepresented and special needs populations. 29
Four SACs gave specific attention to children experiencing homelessness in their needs assessment and plan. For example, Montana's SAC focused on increased family homelessness due to rising housing prices and the barriers these families faced accessing high quality early child education and care. 30 Their recommendations included educating local, State, and Federal officials on housing's crucial role in supporting stable environments for children and implementing crisis and prevention support services for families experiencing or at risk of experiencing homelessness. 31 Three other states (Connecticut, Vermont, and Kentucky) identified the needs of children experiencing homelessness and proposed recommendations. 32
All states have the opportunity to develop early childhood systems that support the early learning and healthy development of children experiencing homelessness. States can build on the work of the SACs that have focused on homelessness and incorporate the lessons learned into their future early childhood plans.
McKinney-Vento Homeless Education Programs
The McKinney-Vento Homeless Education Assistance Improvements Act (hereafter referred to as McKinney-Vento) was passed in 1987 as the Stewart B. McKinney Homeless Assistance Act. The passage of this act created the first comprehensive federal law to address homelessness.
McKinney-Vento was reauthorized in the 2001 No Child Left Behind Act, where it obtained its present name. Under McKinney-Vento, each state educational agency is required to ensure that children who are experiencing
homelessness have equal access to the same free, appropriate public education, including a public preschool education, as provided to other children in the state. 33 It should be noted that the Department of Education has a more expansive definition of homelessness than the Department of Housing and Urban Development (HUD) as shown in Table 1. 34
Through the McKinney-Vento Act, states must present a plan to give students experiencing homelessness the opportunity to meet the academic achievement standards that all students are expected to meet. 35 States appoint a homeless education coordinator and local school districts appoint local homeless education liaisons. 36 The coordinator and liaisons facilitate programs designed to ensure children experiencing homelessness are able to achieve academically, be placed in a school they select, enroll in school without incidence, resolve disputes, and obtain transportation to and from school. 37
All states have the potential to build on the work done by McKinney-Vento programs by connecting preschoolers experiencing homelessness to these programs and by involving McKinney-Vento coordinators in their early care and learning systems.
Race to the Top-Early Learning Challenge
The Race to the Top-Early Learning Challenge (RTT-ELC) is a grant program that is coadministered by the U.S. Department of Education and the U.S. Department of Health & Human Services. RTT-ELC supports states' efforts to raise the quality of early learning and development programs and increase access to high-quality programs for children with high needs. 38 To date, there have been three funding cycles (2011, 2012, and 2013) and 20 states have received RTTELC grants. States received funding to focus on five areas, or "change levers," for system reform. 39
Each of the five reform areas is an important aspect of increasing access to high quality early learning for children with high needs. The five reform areas are:
* Successful State Early Learning Systems that are built on broad-based stakeholder participation and effective governance structures; 40
* Promoting Early Learning and Development Outcomes for Children through the implementation of common statewide standards for young children, comprehensive assessments that align to those standards across a range of domains, and the provision of clear guidelines for improving the quality of programs and services that promote health and engage families in the care and education of young children; 42
* High-Quality Accountable Early Learning Programs that are based on a common set of standards and alignment of Head Start, CCDF, Individuals with Disabilities Education Act (IDEA), Title I of the Elementary and Secondary Education Act (ESEA), state-funded preschools, and similar programs to create a unified statewide system of early learning and development; 41
* Developing a Great Early Childhood Workforce through professional development, career advancement opportunities, differentiated compensation, and incentives to improve knowledge, skills, and abilities to promote the learning and development of young children; 43 and
* Measuring Outcomes and Progress through the collection, organization, and understanding of evidence of young children's progress across a range of domains, as well as though the
implementation of comprehensive data systems and the use of data to improve instruction, practices, services, and policies. 44
The 2013 RTT-ELC application defined children with high needs as "children from birth through kindergarten entry who are from low-income families or otherwise in need of special assistance and support, including children who have disabilities or developmental delays; who are English learners; who reside on "Indian lands" as that term is defined by section 8013(7) of the Elementary and Secondary Education Act of 1965, as amended; who are migrant, homeless, 45 or in foster care; and other children as identified by the State." 46 The broad definition of children with high needs has allowed states to develop plans that use "change levers" to reach their specific high need population.
Massachusetts and Oregon were both effective at utilizing their RTT-ELC grant to increase access to high-quality early care and learning opportunities for children experiencing homelessness. In fact, these states were the only RTT-ELC states in the first two funding cycles that outlined a specific plan for reaching children experiencing homelessness in their application. 47 Pennsylvania, a third cycle grantee, also outlined a specific plan for children experiencing homelessness and has just begun to implement its work. All states, regardless of RTT-ELC status, can learn from the work of Massachusetts and Oregon (see below) in order to better serve young children experiencing homelessness by using targeted interventions.
Two State Plans
Massachusetts and Oregon have both developed innovation policies to expand access to high quality early care and learning programs for children experiencing homelessness through their Race to the Top-Early Learning Challenge grant. An overview of these state policies and the strategies each used to implement them can be found below.
Massachusetts
Massachusetts has a history of investing in children experiencing homelessness through interagency collaboration, engagement of the private/philanthropic sector, and academic research. 48 Massachusetts sought to build on the work of the state's Coordinated Family & Community Engagement (CFCE) program and past efforts to enroll children experiencing homelessness in childcare programs.
The Massachusetts RTT-ELC plan to expand access to high quality early learning programs for children experiencing homelessness has six main tenants:
* Data sharing between the Department of Early Education & Care (EEC) and the Department of Housing & Community Development (DHCD) to identify where and how families experiencing homelessness are interacting with state programs;
* Information sharing with homeless service providers to ensure they are aware of early care and learning programs that are available to families experiencing homelessness;
* Training staff and directors of homeless service and emergency shelter staff to provide knowledge on early childhood development and encourage the use of developmental screening practices;
* Linking homeless service providers with Coordinated Family & Community Engagement program grantees through personal introductions and regional meetings;
* Working with museums and libraries to bring high quality early learning programs into easily accessed public spaces.
* Social activities to bring together homeless service providers, early care and learning providers, and families experiencing homelessness; and
The Massachusetts RTT-ELC team has had success in expanding access to high-quality early care and learning opportunities for children experiencing homelessness. The Department of Early Education & Care organized a social event for families experiencing homelessness and local service providers in order to build stronger relationships and receive feedback on the efficacy of
Homelessness collaborated to support a set of regional partnerships to secure employment, stabilize housing and address the developmental needs of children for at least 150 adults from recently-homeless families participating in DHCD's HomeBASE initiative. The state hoped to develop a replicable model and to inform state and federal policy regarding homelessness, employment and child development. 49
Massachusetts's early learning programming for children experiencing homelessness. The Department of Early Education & Care worked with the Department of Housing and Community Development to train over 120 shelter staff on child development and the importance of developmental screening. EEC also worked to connect homeless service providers with their local CFCE programs to help link families to needed services, included development screenings and referrals. Lastly, EEC, DHCD, the Massachusetts Department of Transportation, and the Massachusetts Interagency Council on Housing &
Although Massachusetts is successfully implementing its plan to expand access to early care and learning for children experiencing homelessness, there have been some barriers such as staff turnover, a lack of infrastructure, and organizational cultures that are resistant to collaboration. In response to these barriers, Massachusetts seeks to:
* Institutionalize relationships through changes in state program contracts;
* Create a staff position to coordinate interagency work, including work with homeless service agencies;
* Build engagement from agency leadership;
* Develop strong interpersonal relationships across departments and sectors;
* Use shared data to guide goals and strategies across agencies.
* Highlight efforts to build on past accomplishments; and
Oregon
The Oregon approach to increasing access to high-quality early care and learning programs for children experiencing homelessness is centered on developing local systems that encourage collaboration across early learning sectors. 50 Oregon took advantage of its RTT-ELC grant by focusing on the creation of 15 regional Early Learning Hubs. These hubs are tasked with increasing the number of children who are ready to learn when they enter Oregon's kindergarten programs, with a special focus on children experiencing homelessness and other children at high risk of not being kindergarten ready. The approach seeks to take the currently disparate set of programs for children ages 0-5, including public pre-school, health care, home visiting, child care, food assistance, developmental screening, and homeless services, and coordinate them through the regional Hubs. Specifically, each Hub shares the following responsibilities:
* Identify children at risk of arriving at kindergarten unprepared for school, including children experiencing homelessness;
* Connect families to the supports or services that most meet their needs;
* Work with families to identify specific needs;
* Work across traditional silos; and
* Account for outcomes collectively and cost effectively.
To meet these responsibilities, Oregon's Early Learning Hubs must involve representatives from early learning; K-12, health care, business, human services, and parents. This
strategy builds on the existing relationship between early learning agencies and the Oregon Department of Human Services, which currently manages both the state's homelessness programs and child care subsidy program. The increased emphasis on interagency relationships at both the state and local levels is intended to create an integrated and aligned system of services that holistically address the needs of children at a higher risk of arriving at kindergarten unprepared for school including children who are experiencing homelessness. This holistic approach allows Regional Hubs to address the five "change levers" identified by RTT-ELC in a manner that makes sense for the needs of their particular region.
Although Oregon is in the early stages of creating regional Early Learning Hubs, the state's RTT-ELC team identified a number of barriers. These barriers include the wide variety of needs and situations that vary region-to-region, the difficulty in tracking a homeless family's interactions with state and local programs, and the lack of affordable housing for families experiencing homelessness. In response to these barriers, Oregon seeks to:
* Emphasize regional control of policy implementation while providing support and guidance from the state level in order to encourage productive collaboration;
* Plan and implement steps to share and disaggregate data across government agencies; and
* Build on existing relationships between agencies at the state and local level;
* Use this data to guide policy decisions and show the need for policy interventions in early learning, early education, affordable housing, homeless services, and other sectors that affect the lives of families experiencing homelessness.
Recommendations for Other States
Massachusetts and Oregon used the funding from their RTT-ELC grant to develop innovative policies targeted at expanding access to high quality early care and learning programs for young children experiencing homelessness. States can draw from lessons learned by Massachusetts and Oregon in order to develop their own interventions. Specifically, the Department of Health and Human Services, Administration on Children and Families and the Department of Education recommends that states review and consider the following policies established by Massachusetts and Oregon:
Recommendation #1: Build Relationships between Agencies and Sectors at the State and Local Levels
Massachusetts and Oregon have been able to dynamically address the need for expanding early care and learning programs to children experiencing homelessness because they have built relationships between the multiple agencies that interact with families experiencing homelessness.
* In Massachusetts, the Department of Early Education & Care built on a strong relationship with the Department of Housing & Community Development by involving DHCD in the state's RTT-ELC governance structure. This gave the RTT-ELC coordinating committee access to data, programs, and staff that work closely with children experiencing homelessness outside of traditional early care and learning settings.
* In Oregon, regional Early Learning Hubs were mandated to include representation from the Oregon Department of Human Services, which manages many of the state's homeless service programs.
* In both states, collaboration happened at both the state and local level, which allowed for sustainable relationships to be built that address the specific needs of different regions as they change over time.
Other states may replicate examples from Massachusetts and Oregon by fully understanding their state's homeless service system, identifying agencies and programs that work with children age 0-5 that are experiencing homelessness, and intentionally bringing these agencies and programs into their early care and learning conversations to create collaborations whenever possible.
Recommendation #2: Build Connections between Parents, Service Providers, and Agencies
Massachusetts and Oregon have increased their ability to receive and respond to direct feedback from program participants by building connections between the parents of children experiencing homelessness, service providers, and state agencies.
* In Massachusetts, the Department of Early Education & Care organized a social event to build strong relationships that allow for constructive feedback among parents of children experiencing homelessness and service providers.
* In Oregon, parents must be represented on the coordinating committee of regional Early Learning Hubs.
Other states can solicit direct feedback from program participants by hosting creative social events, engaging parents in the local governance structure of early care and learning programs, and/or capitalizing on previously established parental engagement/feedback processes in other programs, such as Head Start.
Recommendation #3: Provide Cross-Training Opportunities for Homeless Service Providers and Early Childhood Agencies/Providers
Massachusetts and Oregon have strengthened the capacity of their states' early childhood workforce by providing cross-training opportunities for early childhood and homeless service professionals. This builds skills, expertise, and relationships among the diverse group of people who have a large effect on the development of young children experiencing homelessness.
* Massachusetts hosted cross trainings for homeless service providers/agency staff and early childhood service providers/agency staff.
* In Oregon, the diverse governance structure of the Regional Early Learning Hubs will lead to natural sharing of skills and knowledge. These trainings allow representatives from multiple sectors to share their expertise and ensure that safe, developmentally appropriate environments are pursued by all who work with young children experiencing homelessness.
Other states can work to provide similar cross training by identifying programs and agencies that work closely with children age 0-5 experiencing homelessness, building relationships, and developing training materials that will provide information, resources and steps for supporting young children and families who are experiencing homelessness.
Recommendation #4: Build on Past Efforts and Successes Serving Homeless Children
Massachusetts and Oregon were largely successful in their efforts to expand access to highquality early learning programs for children experiencing homelessness because both states built on past efforts. The RTT-ELC coordinating committees were able to tailor messages to decision makers and navigate the large, at times complicated, homeless services system based on lessons learned.
Other states can learn from the efforts of Massachusetts and Oregon by identifying successful past collaborations between the early care and learning sector and the homeless service sector. Highlighting and/or expanding on past or existing collaborations will help decision makers see the potential for successful collaborations.
Recommendation #5: Share Data across Agencies
A key aspect of the plan to expand access to high-quality early learning programs for children experiencing homelessness in both Massachusetts and Oregon was to share data collected on
families and children experiencing homelessness. Both states had difficulty tracking the interactions that these families and children had with their state's social services due to their high levels of mobility and the fragmented nature of data collection across programs. Tracking and sharing data across agencies was beneficial to have a better understanding of the range of services or benefits accessed by homeless families.
Other states may implement data sharing practices by building a better understanding of their state's homeless service system, connecting state early care and learning, family homelessness, and education agencies that collect data on children age 0-5 who are experiencing homelessness, and developing Memorandums of Understanding or other contractual data sharing agreements among agencies. Sharing data is important to identifying benchmarks to measure progress and outcomes, developing holistic interventions for children age 0-5 who are experiencing homelessness, and communicating the importance of these interventions to decision makers and the public.
Conclusion
Children age 0-5 who are experiencing homelessness are particularly vulnerable to a host of negative outcomes, including behavioral and developmental delays, physical disabilities, and social emotional issues. Increasing access to high-quality early care and learning programs for this population will contribute to their healthy development and resiliency. Federal programs including Head Start and Early Head Start, Child Care and Development Fund, Early Childhood State Advisory Councils, McKinney-Vento Homeless Education programs, and the Race to the Top-Early Learning challenge have given states and localities opportunities to tackle this problem. Massachusetts and Oregon leveraged their RTT-ELC grants as a method to implement innovative strategies for making their state's early learning system more accessible to children experiencing homelessness. Lessons learned from Massachusetts and Oregon provide other states with an opportunity to develop targeted interventions for young children experiencing homelessness.
Specifically, states can learn from Massachusetts and Oregon by:
* Building relationships between homeless service agencies and early care and learning agencies at the state and local levels;
* Providing cross-training for the staff of homeless service agencies and early childhood agencies;
* Integrating direct feedback of parents of children experiencing homelessness into their early care and learning system's efforts;
* Expanding on past efforts and lessons learned to connect children experiencing homelessness to early childhood development services; and
* Sharing data among agencies that serve families with children age 0-5 who are experiencing homelessness.
Young children experiencing homelessness need these targeted interventions to support their healthy development due to the compounding barriers they face to accessing early care and learning programs. Considering the implementation of the above recommendations and identifying creative, state-specific policies can be steps in a process to strengthen early care and learning services for young children experiencing homelessness.
1 "Opening Doors: Federal Strategic Plan to Prevent and End Homelessness." The United States Interagency Council on Homelessness. Washington, DC. 2010. http://www.epaperflip.com/aglaia/viewer.aspx?docid=1dc1e97f82884912a8932a3502c37c02.
2 "Opening Doors: Federal Strategic Plan to Prevent and End Homelessness, 2012 Annual Update." The United Stated Interagency Council on Homelessness. Washington, DC. 2012. http://usich.gov/resources/uploads/asset_library/Update2012_FINALweb.pdf.
3
2010." National Center on Family Homelessness, Needham, MA. 2011.
Massuk, Ellen L., Cristina Murphy, Natalie Thompson Coupe, Rachael R. Kenney, and Corey Anne Beach. "America's Youngest Outcasts:
http://www.homelesschildrenamerica.org/media/NCFH_AmericaOutcast2010_web.pdf.
4 Massuk, Ellen L., Cristina Murphy, Natalie Thompson Coupe, Rachael R. Kenney, and Corey Anne Beach. "America's Youngest Outcasts: 2010." National Center on Family Homelessness, Needham, MA. 2011. http://www.homelesschildrenamerica.org/media/NCFH_AmericaOutcast2010_web.pdf.
5 J. Samuels, Shinn, M., & Buckner, J. B. "Homeless Children: Update on research, policy, programs, and opportunities." Washington, D.C.: Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services. 2010. http://aspe.hhs.gov/hsp/10/HomelessChildrenRoundtable/index.pdf.
6
2010." National Center on Family Homelessness, Needham, MA. 2011.
Massuk, Ellen L., Cristina Murphy, Natalie Thompson Coupe, Rachael R. Kenney, and Corey Anne Beach. "America's Youngest Outcasts:
http://www.homelesschildrenamerica.org/media/NCFH_AmericaOutcast2010_web.pdf
; Tumaini R. Coker, Marc N. Elliott, David E. Kanouse,
Health and Health Care of Family Homelessness Among Fifth-Grade Students."
American Journal of Public Health
99:8, 1446-1452. August
Jo Anne Grunbaum, M. Janice Gilliland, Susan R. Tortolero, Paula Cuccaro, and Mark A. Schuster. "Prevalence, Characteristics, and Associated
2009.
http://www.ncbi.nlm.nih.gov/pubmed/19542035.
7 Bassuk, E. L., Volk, K. T., & Olivet, J. "A framework for developing supports and services for families experiencing homelessness." The Open Health Services and Policy Journal, 3, 34-40. 2010. http://www.familyhomelessness.org/media/92.pdf,
8 Massuk, Ellen L., Cristina Murphy, Natalie Thompson Coupe, Rachael R. Kenney, and Corey Anne Beach. "America's Youngest Outcasts: 2010." National Center on Family Homelessness, Needham, MA. 2011. http://www.homelesschildrenamerica.org/media/NCFH_AmericaOutcast2010_web.pdf.
9 Tumaini R. Coker, Marc N. Elliott, David E. Kanouse, Jo Anne Grunbaum, M. Janice Gilliland, Susan R. Tortolero, Paula Cuccaro, and Mark A. Schuster. "Prevalence, Characteristics, and Associated Health and Health Care of Family Homelessness Among Fifth-Grade Students." American Journal of Public Health 99:8, 1446-1452. August 2009. http://www.ncbi.nlm.nih.gov/pubmed/19542035.
10 "Early Childhood Adversity." The Administration for Children & Families. Washington, DC. 2104. http://www.acf.hhs.gov/initiatives/earlyadversity.
11 J. Shonkoff, MD, Garner, A., MD, PhD. "The Lifelong Effects of Early Childhood Adversity and Toxic Stress." Pediatrics, 129:1. January 2012. http://pediatrics.aappublications.org/content/early/2011/12/21/peds.2011-2663.abstract.
12 J. Shonkoff, MD. "Building a new biodevelopmental framework to guide the future of early childhood policy." Child Development, 81:1, 357– 367. 2010. http://steinhardt.nyu.edu/scmsAdmin/media/users/eez206/srb_conference/Building_a_New_Biodevelopmental_Framework_- _J__Shonkoff.pdf.
13 J. Shonkoff, MD, Garner, A., MD, PhD. "The Lifelong Effects of Early Childhood Adversity and Toxic Stress." Pediatrics, 129:1. January 2012. http://pediatrics.aappublications.org/content/early/2011/12/21/peds.2011-2663.abstract.
14 J. Shonkoff, MD, Garner, A., MD, PhD. "The Lifelong Effects of Early Childhood Adversity and Toxic Stress." Pediatrics, 129:1. January 2012. http://pediatrics.aappublications.org/content/early/2011/12/21/peds.2011-2663.abstract.
15 J. Shonkoff, MD, Garner, A., MD, PhD. "The Lifelong Effects of Early Childhood Adversity and Toxic Stress." Pediatrics, 129:1. January 2012. http://pediatrics.aappublications.org/content/early/2011/12/21/peds.2011-2663.abstract.
16 J. Shonkoff, MD, Garner, A., MD, PhD. "The Lifelong Effects of Early Childhood Adversity and Toxic Stress." Pediatrics, 129:1. January 2012. http://pediatrics.aappublications.org/content/early/2011/12/21/peds.2011-2663.abstract.
17 J. Shonkoff, MD, Garner, A., MD, PhD. "The Lifelong Effects of Early Childhood Adversity and Toxic Stress." Pediatrics, 129:1. January 2012. http://pediatrics.aappublications.org/content/early/2011/12/21/peds.2011-2663.abstract.
18 J. Samuels, Shinn, M., & Buckner, J. B. "Homeless Children: Update on research, policy, programs, and opportunities." Washington, D.C.: Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services. 2010. http://aspe.hhs.gov/hsp/10/HomelessChildrenRoundtable/index.pdf.
19
Marybeth Shinn. "What Does Research Tell Us About Homelessness and Young Children." Presentation. 2013.
20 Marybeth Shinn. "What Does Research Tell Us About Homelessness and Young Children." Presentation. 2013.
21 Massuk, Ellen L., Cristina Murphy, Natalie Thompson Coupe, Rachael R. Kenney, and Corey Anne Beach. "America's Youngest Outcasts: 2010." National Center on Family Homelessness, Needham, MA. 2011. http://www.homelesschildrenamerica.org/media/NCFH_AmericaOutcast2010_web.
22M. Shinn, Schteingart, J. S., Williams, N. P., Carlin-Mathis, J., Bialo-Karagis, N., Becker-Klein, R., & Weitzman, B. C. "Long-term associations of homelessness with children's well-being." American Behavioral Scientist, 51, 789-810. 2008.
http://abs.sagepub.com/content/51/6/789.abstract; Coker, Tumaini R., Marc N. Elliott, David E. Kanouse, Jo Anne Grunbaum, M. Janice
Gilliland, Susan R. Tortolero, Paula Cuccaro, and Mark A. Schuster. "Prevalence, Characteristics, and Associated Health and Health Care of Family Homelessness Among Fifth-Grade Students." American Journal of Public Health 99:8, 1446-1452. August 2009. http://www.ncbi.nlm.nih.gov/pubmed/19542035.
23 US Department of Education Office of Elementary and Secondary Education, Report to the President and Congress On the Implementation of the Education for Homeless Children and Youth Program Under the McKinney-Vento Homeless Assistance Act. 2006. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2F www2.ed.gov%2Fprograms%2Fhomeless%2Frpt2006.doc&ei=UpmhU7bEH4vJsQS43YLACQ&usg=AFQjCNHADzVFKUPtGFr_bayvmlStLR BqjQ&sig2=SXnKqh8WC6VG6AfCTTpagQ&bvm=bv.69137298,d.cWc.
24 Department of Health and Human Services, Administration for Children and Families. "Policies and Procedures to Increase Access to ECE Services for Homeless Children & Families." 2013. https://www.acf.hhs.gov/sites/default/files/ecd/acf_homeless_policies_and_procedures.pdf.
25 The percentage of families experiencing homelessness that were enrolled in Head Start rose by an average of 70.4% from 2008-2011, according to the U.S. Department of Health and Human Services, 2010-11 Head Start Program Information Report, Family Information Report Multi Year Report – State Level.
26 Office of Child Care. "OCC Fact Sheet." http://www.acf.hhs.gov/programs/occ/fact-sheet-occ.
27 Office of Child Care. "OCC Fact Sheet." http://www.acf.hhs.gov/programs/occ/fact-sheet-occ.
28
Procedures to Increase ECE Services for Homeless Children & Families." January 2013.
Department of Health and Human Services, Administration for Children and Families, Office of Early Childhood Development. "Policies and https://www.acf.hhs.gov/sites/default/files/ecd/acf_homeless_policies_and_procedures.pdf.
29 Department of Health and Human Services, Administration for Children and Families, Office of Early Childhood Development. "State Advisory Councils." http://www.acf.hhs.gov/programs/ecd/programs/state-advisory-councils.
30 Montana Department of Public Health and Human Services," Early Childhood Services Bureau. Best Beginnings Advisory Council: Early Childhood Needs Assessment and Strategic Plan 2013." Pg. 8. March 25, 2012. http://www.dphhs.mt.gov/hcsd/childcare/documents/EarlyChildhoodNeedsAssessment.pdf.
31
Best Beginnings Advisory Council: Early Childhood Needs Assessment and Strategic Plan 2013." Pg. 12-13. March 25, 2012.
Montana Department of Public Health and Human Services, Early Childhood Services Bureau.
http://www.dphhs.mt.gov/hcsd/childcare/documents/EarlyChildhoodNeedsAssessment.pdf.
32 Department of Health and Human Services, Administration for Children and Families, Office of Early Childhood Development. "Early Childhood State Advisory Councils: Status Report 2013." Pg. 11, 67. April 2013. http://www.acf.hhs.gov/sites/default/files/ecd/508_sac_report_3.pdf.
33 US Department of Education. "Elementary and Secondary Education: Legislation; Part C – Homeless Education." September 15, 2004. http://www2.ed.gov/policy/elsec/leg/esea02/pg116.html.
34 Project Community Connections, Inc., Fulton County Schools, Atlanta Public Schools. "Untangling the Web: Collaborations Between Housing Agencies and School Districts to Meet HEARTH Act Requirements." Presentation for the National Alliance for the Education of Homeless Children and Youth. October 28, 2012.
www.naehcy.org%2Fsites%2Fdefault%2Ffiles%2Fdl%2Fconf-2012%2Fschuelke- http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2F
untangling.ppt&ei=W52hU9_9OePJsQTRxoDYDg&usg=AFQjCNH8RESLujjubTpWKCcwKcEIEDfbHQ&sig2=lq6JYzzqEq- x0N5ZjK6rAQ&bvm=bv.69137298,d.cWc.
35 National Center for Homeless Education, National Association for the Education of Children and Youth, and the National Law Center on Homelessness and Poverty. "The McKinney-Vento Act At a Glance." Winter 2008. http://center.serve.org/nche/downloads/briefs/reauthorization.pdf.
36National Center for Homeless Education, National Association for the Education of Children and Youth, and the National Law Center on Homelessness and Poverty. "The McKinney-Vento Act At a Glance." Winter 2008.
http://center.serve.org/nche/downloads/briefs/reauthorization.pdf.
37 National Center for Homeless Education, National Association for the Education of Children and Youth, and the National Law Center on Homelessness and Poverty. "The McKinney-Vento Act At a Glance." Winter 2008. http://center.serve.org/nche/downloads/briefs/reauthorization.pdf.
38
http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/2013-early-learning-challenge-flyer.pdf
Department of Education, Department of Health & Human Services. "Race to the Top-Early Learning Challenge." 2013.
.
39 Department of Education, Department of Health & Human Services. "Race to the Top-Early Learning Challenge." 2013. http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/2013-early-learning-challenge-flyer.pdf.
40
http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/2013-early-learning-challenge-flyer.pdf
Department of Education, Department of Health & Human Services. "Race to the Top-Early Learning Challenge." 2013.
41 Department of Education, Department of Health & Human Services. "Race to the Top-Early Learning Challenge." 2013. http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/2013-early-learning-challenge-flyer.pdf.
42 Department of Education, Department of Health & Human Services. "Race to the Top-Early Learning Challenge." 2013. http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/2013-early-learning-challenge-flyer.pdf.
43 Department of Education, Department of Health & Human Services. "Race to the Top-Early Learning Challenge." 2013. http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/2013-early-learning-challenge-flyer.pdf.
44 Department of Education, Department of Health & Human Services. "Race to the Top-Early Learning Challenge." 2013. http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/2013-early-learning-challenge-flyer.pdf.
45 Unless otherwise noted, this case study will use the definition of homelessness used by the Department of Education & Department of Health and Human Services. See Image 1 on page 5 for more details.
46 Department of Education, Department of Health & Human Services. "Application for New Awards; Race to the Top-Early Learning Challenge." Federal Register. August 30, 2013. https://www.federalregister.gov/articles/2013/08/30/2013-21139/applications-for-new-awardsrace-to-the-top-early-learning-challenge.
47 The majority of states outlined plans to reach children who have disabilities, children who are English learners, and/or other sub-populations of Children with High Needs. A handful of states presented plans to reach Children with High Needs without specifying any sub-populations.
48 Special thanks to Liz Belsito and Vicki Van Zee of the Massachusetts RTT-ELC Coordinating Committee for assistance regarding the Massachusetts plan to expand access to high-quality early care and learning opportunities among children experiencing homelessness.
49 Office of the Governor, State of Massachusetts. "Race to the Top-Early Learning Challenge: Annual Performance Report, Massachusetts. 2012." February 15, 2013. http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/annual-performance-reports/mafinalapr.pdf
50 Special thanks to Christa Shively formerly of the Oregon Early Learning Division, and Heidi McGowan of Healthy Business Systems & Associates LLC for assistance regarding the Oregon plan to expand access to high-quality early care and learning opportunities among children experiencing homelessness. | <urn:uuid:9cda81ab-76eb-465c-890f-e84822fe1227> | CC-MAIN-2019-43 | https://www.acf.hhs.gov/sites/default/files/ecd/final_promising_practice.pdf | 2019-10-23T22:59:15Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00382.warc.gz | 742,809,887 | 9,857 | eng_Latn | eng_Latn | 0.930179 | eng_Latn | 0.993057 | [
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New Resources January 2018
Date: 2018-02-06
ADULTS 220 ABINGDON Disciple Fast Track: Into the Word, Into the World. Nashville, Tenn, Abingdon Press, 2017.
Summary: Four hosts, one for each book of the Bible, share insights related to the week's session and help the group think about what they've learned and how it applies to their lives. DVD includes 24weekly video clips of 3-5 minutes each. This 24-week study will immerse you in the books of Genesis, Exodus, Luke, and Acts. Disciple Fast Track Into the Word Into the World is an adaptation of the original, bestselling Disciple Bible Study Into the Word Into the World. The study is ideal for busy people who want to fit an in-depth Bible study into their schedule. The study retains the familiar Disciple format with its theme word, theme verse, statement of the human condition, daily and weekly assignments, and prayer. Into the Word helps readers deepen their understanding of Scripture and make connections between what they already know and what they are reading. Each week you will encounter three spiritual disciplines, learn what they are, and how you can engage those disciplines. The first discipline varies from week to week, then moves into Sabbath and prayer. In every session, you commit to how you will respond to Scripture in terms of ministry in the world. Into the World identifies some needs in the world for which ministry is needed and suggests possible responses, then invites participants to summarize the scripture message that will shape their ministry and to decide what response and commitment to make to that message. Each week you will be guided in experiencing the gift of Sabbath rest and renewal. Classes meet for a total of 24 weeks, studying Genesis-Exodus and Luke–Acts for 12 sessions each. Daily preparation is manageable, with 3–5 chapters of the Bible to read each day. Minimal additional preparation is needed for the leader—just follow the Guide. Weekly sessions last 75 minutes. Flexible for use with small groups of 8–14, or for large groups of 15–100. --Cokesbury
ADULTS 230 GUMBEL Gumbel, Nicky. Alpha Film Series: Begin the Greatest Adventure. [Naperville, IL], Alpha USA, 2016.
Summary: Alpha re-imagined for a new generation. Nicky Gumbel and two new presenters, Toby Flint and Gemma Hunt, walk us through the traditional Alpha material in an engaging way that everyone can relate to. The crew has been all around the world, filming in Canada, UK, France, Hong Kong, Israel, Kenya, and Chile. The episodes feature inspiring stories and interviews, as well as visual illustrations and motion graphics. Alpha creates an environment of hospitality where people can bring their friends, family, and work colleagues to explore the Christian faith, ask questions and share their point of view. Alpha makes it easy to invite friends to have spiritual conversations which explore life's biggest questions in a safe and respectful way. Alpha's approach to hospitality, faith, and discussion is designed to welcome everyone, especially those who might not describe themselves as Christians or church-goers. Each session includes time for a large group meal, short teaching, and small group discussion. The DVD includes fifteen episodes (30 minutes each), an introduction to the Alpha weekend (10 minutes), two required team training sessions on how to lead an Alpha small group, and how to lead prayer ministry (30 minutes each). --Church Source
Content Notes:
DISC 1: Is There More to Life Than This? -- Who Is Jesus? -- Why Did Jesus Die? -- How Can I Have Faith? -- DISC 2: Why and How Should I Pray? -- Why and How Should I Read the Bible? -- How Does God Guide Us? -- DISC 3: Introduction to the weekend -- Who Is the Holy Spirit? (Weekend talk 1) -- What Does the Holy Spirit Do? (Weekend talk 2) -- How Can I Be Filled with the Holy Spirit? (Weekend talk 3) -- How Can I Make the Most of the Rest of My Life? (Weekend talk 4) -- DISC 4: How Can I Resist Evil? -- Why and How Should I Tell Others? -- Does God Heal Today? -- What About the Church? -- DISC 5: BONUS MATERIALS: Alpha Film Series Teaser -- Training 1 Small Groups -- Training 2 Prayer and The Weekend
ADULTS 230 GUMBEL Alpha Team Guide. Naperville, IL, Alpha North America, 2016.
Summary: The Alpha Team Guide is recommended for Alpha small group hosts and helpers. It includes notes for the two required team training sessions on how to lead an Alpha small group, and how to lead prayer ministry, that can be found online or on either the Alpha Film Series DVD or Alpha with Nicky Gumbel DVD. It also provides weekly key concept summary and suggested questions to help guide the discussion time for each session of Alpha. Alpha creates an environment of hospitality where people can bring their friends, family and work colleagues to explore the Christian faith, ask questions, and share their point of view. Alpha makes it easy to invite friends to have spiritual conversations which explore life's biggest questions in a safe and respectful way. Alpha's approach to hospitality, faith, and discussion is designed to welcome everyone, especially those who might not describe themselves as Christians or church-goers. Each session includes time for a large group meal, short teaching, and small group discussion. --Church Source
Content Notes:
Section 1: Training: 1. Small Groups -- 2. Prayer & the Weekend --Section 2: Small Group Questions: Is There More to Life Than This? -- Who Is Jesus? -- Why Did Jesus Die? -- How Can I Have Faith? -- Why and How Should I Pray? -- Why and How Should I Read the Bible? -- How Does God Guide Us? -- Who Is the Holy Spirit? -- What Does the Holy Spirit Do? -- How Can I Be Filled with the Holy Spirit? -- How Can I Make the Most of the Rest of My Life? -- DISC 4: How Can I Resist Evil? -- Why and How Should I Tell Others? -Does God Heal Today? -- What About the Church? -- Section 3: Alpha Basics
ADULTS 230 GUMBEL Run Alpha Handbook. Naperville, IL, Alpha North America, 2017.
Summary: For Alpha directors and leaders, this is one of the most important tools in setting up and running an Alpha course. This essential how-to resource offers a guided tour through every stage of setting up and running the Alpha course, including reproducible resources to make it easy to recruit and train your Alpha team. Contains: Job descriptions, Questionnaires, Bulletin inserts, Sample forms, Planning timeline, Schedules, Reusable checklists, Forms for recording and organizing information, Tips on booking venues for the weekend or day away, Advice on organizing guest services. Alpha is based on a pattern found in the New Testament of people bringing their friends, family, and work colleagues to meet Jesus. Alpha is an easy way to say to friends, "Come and see, come and explore your questions, come and hear about Jesus, come and see for yourself." Everyone is welcome at Alpha, but the program is designed especially for people who would not describe themselves as Christians or church-goers. --Church Source.
ADULTS 232 RAWLE Rawle, Matt. What Makes A Hero? DVD: The Death-Defying Ministry of Jesus [Nashville, TN], Abingdon Press, 2017.
Summary: What Makes a Hero? offers us an image of what it looks like to be victorious over trials and temptations. Looking at pop culture heroes and others through the lens of faith, Matt Rawle shows how Jesus turned the concept of hero on its head. In keeping with his theme, "Pop in Culture," the book examines how good vs. evil, right vs. wrong, and overcoming adversity are fundamental to how Christians understand salvation. Heroes help us discern the good, fight for what's right, define identity, execute justice, spark revolution, and save lives. Rawle enters the Gospel story to tell quite a different victory story—one obtained through humility, obedience to the cross, and an empty tomb. How does Jesus redefine what it means to be a hero? The DVD contains six video segments of 10-12 minutes each, to go with the six book chapters. For use during the group sessions, these videos feature Matt Rawle teaching in his friendly, casual, and appealing style. All video sessions are closed captioned. -Cokesbury
Content Notes:
Preview (1:38) -- 1. Good, Evil, and God (8:45) -- 2. Right, Wrong, and Holy (7:55) -- 3. Us, Them, and the Body of Christ (9:40) -- 4. Have, Have-Not, and the Kingdom of God (10:30) -- 5. Old, New, and Covenant (10:28) -- 6. Life, Death, and Resurrection (8:38)
ADULTS 232 RAWLE Rawle, Matt. What Makes A Hero? Leader Guide: The Death-Defying Ministry of Jesus. Nashville, Abingdon Press, 2017.
Summary: What Makes a Hero? offers us an image of what it looks like to be victorious over trials and temptations. Looking at pop culture heroes and others through the lens of faith, Matt Rawle shows how Jesus turned the concept of hero on its head. In keeping with his theme, "Pop in Culture," the book examines how good vs. evil, right vs. wrong, and overcoming adversity are fundamental to how Christians understand salvation. Heroes help us discern the good, fight for what's right, define identity, execute justice, spark revolution, and save lives. Rawle enters the Gospel story to tell quite a different victory story—one obtained through humility, obedience to the cross, and an empty tomb. How does Jesus redefine what it means to be a hero? The Leader Guide contains everything needed to guide a group through the six-week study, including session plans and discussion questions, as well as multiple format options. --Cokesbury
Content Notes:
A Note to Group Leaders -- 1. Good, Evil, and God -- 2. Right, Wrong, and Holy -- 3. Us, Them, and the Body of Christ -- 4. Have, Have-Not, and the Kingdom of God -- 5. Old, New, and Covenant -- 6. Life, Death, and Resurrection
ADULTS 232 RAWLE Rawle, Matt. What Makes A Hero? Worship Resources Flash Drive: The Death-Defying Ministry of Jesus. [Nashville, TN], Abingdon Press, 2017.
Summary: What Makes a Hero? offers us an image of what it looks like to be victorious over trials and temptations. Looking at pop culture heroes and others through the lens of faith, Matt Rawle shows how Jesus turned the concept of hero on its head. In keeping with his theme, "Pop in Culture," the book examines how good vs. evil, right vs. wrong, and overcoming adversity are fundamental to how Christians understand salvation. Heroes help us discern the good, fight for what's right, define identity, execute justice, spark revolution, and save lives. Rawle enters the Gospel story to tell quite a different victory story—one obtained through humility, obedience to the cross, and an empty tomb. How does Jesus redefine what it means to be a hero? The Worship Resources Flash Drive provides ideas and tools for use in worship and in your congregation during the churchwide study. Resources include promotional videos, worship countdowns, sermon outlines, posters, social media images, presentation slides, and more helps to incorporate the theme into the worship service. --Cokesbury
ADULTS 232 RAWLE Rawle, Matt. What Makes A Hero?: The Death-Defying Ministry of Jesus. Nashville, Abingdon Press, 2017.
Summary: What Makes a Hero? offers us an image of what it looks like to be victorious over trials and temptations. Looking at pop culture heroes and others through the lens of faith, Matt Rawle shows how Jesus turned the concept of hero on its head. In keeping with his theme, "Pop in Culture," the book examines how good vs. evil, right vs. wrong, and overcoming adversity are fundamental to how Christians understand salvation. Heroes help us discern the good, fight for what's right, define identity, execute justice, spark revolution, and save lives. Rawle enters the Gospel story to tell quite a different victory story—one obtained through humility, obedience to the cross, and an empty tomb. How does Jesus redefine what it means to be a hero? Additional components for a six-week study include a comprehensive Leader Guide, a DVD featuring Matt Rawle, a Worship Resources Flash Drive, and youth and children resources. --Cokesbury
Content Notes:
Introduction -- 1. Good, Evil, and God -- 2. Right, Wrong, and Holy -- 3. Us, Them, and the Body of Christ -- 4. Have, Have-Not, and the Kingdom of God -- 5. Old, New, and Covenant -- 6. Life, Death, and Resurrection -- Acknowledgments -- Notes
ADULTS 232.904 GALLATY Gallaty, Robby. The Forgotten Jesus: How Western Christians Should Follow an Eastern Rabbi. Nashville, Tennessee, LifeWay, 2017.
Summary: The Forgotten Jesus Leader Kit includes a Bible Study Book and two DVDs with a promotional video and six eight- to ten-minute videos that introduce the topic, explore biblical teachings, and suggest life application. Most Christians would say they know Jesus, but do we really know Him? Through the years our understanding of Jesus has been shaped by different cultural influences. Many Christians have forgotten that Jesus was a Jewish man living in a Jewish land, observing Jewish customs, and investing His life in Jewish men and women. This disciple-making Bible
study takes us on a journey back to biblical times to rediscover who Jesus really was by seeing Him in the cultural and religious context in which He ministered. Exploring the implications of Jesus' teachings and actions as a first-century rabbi will give you new reasons to fall in love with Him all over again. Kit includes: Bible Study Book, One DVD with a promotional video and six eight- to ten-minute teaching sessions, Original book on which the study is based, Additional leader resources through WORDsearch Bible. --LifeWay
Content Notes:
Promotional Video (00:56) -- 1. Considering Jesus' Jewishness (10:04) --2. Jesus' Childhood (08:46) -- 3. Jesus' Teaching Ministry (08:28) -- 4. Messianic Miracles (09:01) -5. The Last Week (08:02) -- 6. Words from the Cross (08:01) -- Session Previews -- Robby Gallaty Story -- Social Media Content
ADULTS 242.34 DEVEGA
DeVega, Magrey R. Embracing the Uncertain: A Lenten Study for Unsteady Times. Nashville, Abingdon Press, 2017.
Summary: Just turning on the news lets us know we are living in uncertain times. Economic instabilities, eruptions of violence, and natural catastrophes can alter the lives and landscapes of entire communities. Our individual lives are often just as unsteady: relationships can break, plans can falter, and confidence can fail. Uncertainty can definitely be uncomfortable. Many of us prefer stability and a predictable future to an unknown fate. We are wired to want to control our destiny. The reality is that in our fast-changing, unpredictable world there are few guarantees in life. It's those who are willing to embrace uncertainty and make the risky decision to follow Jesus despite the many "unknowns" who will reap the greatest rewards. Embracing the Uncertain invites readers this Lent to engage and wrestle with life's uncertainties, not ignore them. The first six chapters focus on six post-Transfiguration, prePassion stories in the Gospels. Each of these stories are signposts in the gospel narrative, pointing down at a world filled with uncertainty, but pointing us forward to a cross that can show us how to follow Jesus with courage, hope, and obedience. Includes discussion questions that can be used in smallgroup Bible study session or for personal growth. --Cokesbury
ADULTS 242.34 Thornton, Marilyn E. Plenty Good Room: A Lenten Bible Study Based on African American Spirituals. Nashville, Abingdon Press, 2016.
THORNTON
Summary: This unique short-term Bible study combines an in-depth look at Scripture, American history, and the music and lyrics of six African American spirituals. The six-session study provides biblical, social, and historical analyses of the spirituals: 'Ev'ry Time I Feel the Spirit," "This Lonesome Valley," "Bow Down on Your Knees," "Plenty Good Room," "Ain't Dat Good News," and "Were You There?" Marilyn E. Thornton wrote all-new lessons appropriate to the season. Leader helps can be found in the book providing discussion questions and activities. Plenty Good Room is a powerful resource for small groups, Sunday schools, choir groups, and any setting where persons seek to enrich their devotional and spiritual experience through God's Word and music. --Cokesbury
ADULTS 242.6 BROWN Brown, Teresa L. Fry. African American History & Devotions: Readings and Activities for Individuals, Families, and Communities. Nashville, Abingdon Press, 2018.
Summary: Within these 28 devotions, you'll discover new ways to celebrate your heritage, deepen your faith, and build stronger communities. A Scripture verse, a reflection on the Scripture, a prayer, and related activities are included for each day and are perfect for use by families and groups as well for individual devotion. Although this intergenerational devotional makes a wonderful study for use during Black History Month, it may be used at any time of the year. --Cokesbury
ADULTS 262.0017 TEASDALE Teasdale, Mark R. Go!: How to Become a Great Commission Church. Nashville, TN, Wesley's Foundery Books General Board of Higher Education and Ministry, United Methodist Church, 2017.
Summary: God tells us to "Go " Let's do it Don't get left behind. God's mission for us and our churches is more exciting and rewarding than we can possibly imagine. This book gives tactics to get your church moving forward in mission by looking at biblical passages where God commands us to "Go "
God calls us to break stereotypes and witness in surprising and unexpected ways. God tells us to "Go " but most churches don't. We all know that we are supposed to go and make disciples to transform the world, but drag our feet or sometimes simply refuse. Dr. Mark Teasdale says it doesn't have to be that way. There is a wide range of options available to us. We don't have to be held back. God's mission for us and our churches is more exciting and rewarding than we can possibly imagine. We don't have to worry about winning or losing, succeeding or failing. We aren't responsible for the results, but we are called to obey and go were God leads. --Cokesbury
ADULTS 262.076 GBOD
Chuck Knows Church. [Nashville, Tenn.], GBOD, 201.
Summary: Chuck Knows Church is a fun and informative (and free!) weekly web series about the objects, symbols and terms used in church. Take a couple of minutes each week and have some fun while you learn from Chuck! The latest 25 episodes of the fun and informative series now on DVD. Complete with a full menu.
ADULTS 262.076 GBOD
Chuck Knows Church. [Nashville, Tenn.], GBOD, 201.
Summary: Chuck Knows Church is a fun and informative (and free!) weekly web series about the objects, symbols and terms used in church. Take a couple of minutes each week and have some fun while you learn from Chuck! The next 25 episodes of the fun and informative series now on DVD. Complete with a full menu.
ADULTS 263.3 TRENT Trent, J. Dana. For Sabbath's Sake: Embracing Your Need for Rest, Worship, and Community. Nashville, Upper Room Books, 2017.
Summary: Discover a spiritual practice that helps you maintain spiritual, emotional, physical, and mental health. In our culture of constant busyness, most of us feel like we're never caught up. The lines between home and work have blurred as we stay tethered to our mobile devices and computers. Many people use weekends to catch up on errands and other work that doesn't get done during the week. God's commandment to "Remember the Sabbath day and keep it holy" seems like a relic from a simpler time. Many Americans balk at the idea of setting aside a whole day for worship, rest, and time with those who matter most to them. Yet we long for more time to spend on what matters most— unrushed time to rest, reconnect with friends and loved ones, and deepen our relationship with God. An ancient spiritual practice exists that can help restore balance to our lives: the practice of keeping sabbath. But how exactly do we manage to build time for sabbath into our busy lives? Dana Trent explores this question in For Sabbath's Sake. With humor and honesty, Trent reveals her own struggles with setting apart a day devoted to God, rest, and community. This book traces the rich history of sabbath, helps you find ways to overcome barriers to this spiritual practice, and suggests achievable ways to build sabbath into your life. --Upper Room
Content Notes:
I'll take a buffet of chaos, with a dash of botox -- Sabbath roots -- 48-7, the age of frenzy -A different calling -- Restless hearts; Sabbath as solitude and respite -- Sabbath as worship -- Sabbath as gathered community -- My Sabbath journey (what I've learned so far) -Making a Sabbath plan.
ADULTS 263.92 LEADBETTER Leadbetter, Jane. Messy Easter: Three Complete Sessions and a Treasure Trove of Ideas for Lent, Holy Week, and Easter. Downers Grove, Illinois, IVP Books, 2017.
Summary: Chocolate bunnies, marshmallow chicks, colored eggs, and baskets are a lot of fun, but is that really what this season is all about? The new resource Messy Easter offers your church a tool to bring together people of all ages and stages of faith for a unique come-as-you-are experience of creativity—allowing space for all to play and create, celebration—worshiping God and his redeeming work in Jesus, hospitality—sharing a meal where all are welcome. These three once-a-month sessions
include ideas for activities, games, crafts, food, and much more to help us learn about Lent, Holy Week, and Easter in an excitedly messy way! This season, give your community the gift of a Messy Church! The Messy Church series provides resources to help your church bring together people of all ages and stages of faith, allowing them to experience a creative and fun-filled Christian community. -InterVarsity Press
ADULTS 270.83 MCLAREN
McLaren, Brian D. The Great Spiritual Migration: How the World's Largest Religion is
Seeking a Better Way to be Christian. New York, Convergent, 2016.
Summary: The Christian story, from Genesis until now, is fundamentally about people on the move-outgrowing old, broken religious systems and embracing new, more redemptive ways of life. It's time to move again. Brian McLaren, a leading voice in contemporary religion, argues that-- notwithstanding the dire headlines about the demise of faith and drop in church attendance--Christian faith is not dying. Rather, it is embarking on a once-in-an-era spiritual shift. For millions, the journey has already begun. Drawing from his work as global activist, pastor, and public theologian, McLaren challenges readers to stop worrying, waiting, and indulging in nostalgia, and instead, to embrace the powerful new understandings that are reshaping the church. In The Great Spiritual Migration, he explores three profound shifts that define the change: Spiritually, growing numbers of Christians are moving away from defining themselves by lists of beliefs and toward a way of life defined by love; Theologically, believers are increasingly rejecting the image of God as a violent Supreme Being and embracing the image of God as the renewing Spirit at work in our world for the common good; Missionally, the faithful are identifying less with organized religion and more with organizing religion--spiritual activists dedicated to healing the planet, building peace, overcoming poverty and injustice, and collaborating with other faiths to ensure a better future for all of us. With his trademark brilliance and compassion, McLaren invites readers to seize the moment and set out on the most significant spiritual pilgrimage of our time: to help Christianity become more Christian. --Cokesbury
ADULTS 270.83 MCLAREN
McLaren, Brian D. Way of Life DVD: A Study Based on The Great Spiritual Migration. [Nashville, TN], Abingdon Press, 2017.
Summary: The study Way of Life will help groups approach and engage the spiritual, theological, and missional proposals in Brian McLaren's book The Great Spiritual Migration. The four-session DVD features teaching sessions with author Brian McLaren and others in a conversational approach. The video segments are approximately 10-12 minutes each and when combined with the introduction and three sections of the book, make an ideal four-week group study. All videos sessions are closed captioned. --Cokesbury
Content Notes:
1. Introduction (15:03) -- 2. The Spiritual Migration (15:29) -- 3. The Theological Migration (16:03) -- 4. The Missional Migration (15:13)
ADULTS 270.83 MCLAREN
McLaren, Brian D. Way of Life Leader Guide: A Study Based on The Great Spiritual Migration. Nashville, Abingdon Press, 2017.
Summary: The study Way of Life will help groups approach and engage the spiritual, theological, and missional proposals in Brian McLaren's book The Great Spiritual Migration. The Leader Guide contains everything needed to guide a group through the four-week study including session plans and discussion questions, scripture, prayer, opening activities as well as multiple format options. -Cokesbury
Content Notes:
To the Leader -- 1. A Better Way to Be Christian -- 2. From a System of Beliefs to a Way of Life -- 3. Toward a Loving God of Liberation -- 4. For the Common Good
ADULTS
270.83
McLaren, Brian D. Way of Life Participant Guide: A Study Based on The Great Spiritual Migration. Nashville, Abingdon Press, 2017.
MCLAREN
Summary: The study Way of Life will help groups approach and engage the spiritual, theological, and missional proposals in Brian McLaren's book The Great Spiritual Migration. This participant guide provides an introduction to the main text and can also stand alone with additional commentary and questions. The book also contains new content from Brian McLaren, including personal devotionals written to accompany each section. In The Great Spiritual Migration, Brian McLaren argues that in order to survive, Christianity must shift away from an outdated system of beliefs to a way of life based on love. In order to achieve this, McLaren outlines three migrations: spiritually, Christians focus less on doctrine and more on the abiding life of love made manifest in Jesus; theologically, a new way of reading Scripture shifts away from literalism and toward a more generous, literary approach; and missionally, the new way of life leads to "organizing religion" rather than organized religion, in which spiritual activists are committed to ecological, economic, and interfaith concerns. Additional resources for the Bible study includes a Leader's Guide and a DVD featuring Brian McLaren. --Cokesbury
Content Notes:
Introduction -- 1. A Better Way to Be Christian -- Devotion: What You Love, You Protect -- 2. From a System of Beliefs to a Way of Life -- Devotion: Supporting Characters-- 3. Toward a Loving God of Liberation -- Devotion: Nonviolent God -- 4. For the Common Good -Devotion: Organizing Religion -- Conclusion
ADULTS 277.30830842 KINNAMAN Kinnaman, David. You Lost Me Discussion Guide: Starting Conversations Between Generations...On Faith, Doubt, Sex, Science, Culture, and Church. Grand Rapids, Michigan, BakerBooks, 2012.
Summary: Identifying a problem is not a solution. But starting a conversation is the beginning of restoration. In You Lost Me, the bestselling coauthor of unChristian trained his researcher's eye on Christians ages 18 to 29, exposing why they leave the church and rethink their faith. With this insightful and honest DVD, you and your small group can connect across generational lines, discuss the most pressing faith issues of our day, and begin the process of building up the next generation of Christ followers. This DVD and the accompanying discussion guide will help you understand why the next generation often sees the church as overprotective, shallow, anti-intellectual, exclusive, repressive, and intolerant of doubt. You'll hear the voices of young people who want to be part of a community of faith, but have been marginalized by the church. And you'll discover loving, biblical ways to reconnect to them with kindness, compassion, and humility. --Baker Books
Content Notes:
An Introduction -- 1. Overprotective -- 2. Shallow -- 3. Antiscience -- 4. Repressive -- 5. Exclusive -- 6. Doubtless --Bonus Session: What's Next? -- Leader's Notes
ADULTS 277.30830842 KINNAMAN Kinnaman, David. You Lost Me DVD: Starting Conversations Between Generations...On Faith, Doubt, Sex, Science, Culture, and Church. [Grand Rapids, Michigan], BakerBooks, 2012.
Summary: Identifying a problem is not a solution. But starting a conversation is the beginning of restoration. In You Lost Me, the bestselling coauthor of unChristian trained his researcher's eye on Christians ages 18 to 29, exposing why they leave the church and rethink their faith. With this insightful and honest DVD, you and your small group can connect across generational lines, discuss the most pressing faith issues of our day, and begin the process of building up the next generation of Christ followers. This DVD and the accompanying discussion guide will help you understand why the next generation often sees the church as overprotective, shallow, anti-intellectual, exclusive, repressive, and intolerant of doubt. You'll hear the voices of young people who want to be part of a community of faith, but have been marginalized by the church. And you'll discover loving, biblical ways to reconnect to them with kindness, compassion, and humility. --Baker Books
Content Notes:
An Introduction (8:21) -- 1. Overprotective (10:44) -- 2. Shallow (11:45) -- 3. Antiscience (13:55) -- 4. Repressive (12:31) -- 5. Exclusive (11:55) -- 6. Doubtless (12:29) --Bonus Session: What's Next? (12:41) -- You Lost Me Trailer (2:59) -- Mosaics Trailer (2:55)
ADULTS 287.607 GBHEM Unity of the Church and Human Sexuality: Toward a Faithful United Methodist Witness. Nashville, TN, General Board of Higher Education and Ministry, The United Methodist Church, 2018.
Summary: It's about witness and mission. When we love God with our minds, conversations matter, especially faithful conversations about difficult and divisive topics. This book represents the clear reasoning and earnest conferencing by an international group of scholars who met to discuss human sexuality and the future of The United Methodist Church. The contributors to this book informed the Colloquy on the Unity of the Church and Human Sexuality, sponsored by the United Methodist General Board of Higher Education and Ministry and the Association of United Methodist Theological Schools. The meeting convened at Candler School of Theology in March 2017. Contributors: William J. Abraham, Lisa M. Allen-McLaurin, Karen Baker-Fletcher, Barry E. Bryant, Anne L. Burkholder, Ted A. Campbell, Kenneth H. Carter Jr., Philip Clayton, Kenneth J. Collins, Morris L. Davis, Christopher Evans, Philip Clayton, Jack Jackson, Catherine L. Kelsey, Scott T. Kisker, Sarah Heaner Lancaster, Jan Love, Kevin D. Newburg, L. Edward Phillips, Russell E. Richey, R. Kendall Soulen, Mark R. Teasdale, Jorgen Thaarup, Júlio André Vilanculos, Kevin M. Watson, Sondra Wheeler, Charles M. Wood. --Cokesbury
Content Notes:
Foreword / Dr. Kim Cape -- Session One: The Conversation Matters -- Session Two: Loving God with Our Mind Matters -- Session Three: The United Methodist Church Matters -Session Four: Finding a Way Forward Matters -- Afterword by Bishop Kenneth H. Carter -Appendix A: "An Ecclesial Vision for The United Methodist Church" / Dr. Charles M. Wood -- Appendix B: Helps for Group Leaders
ADULTS
303.69
The Anatomy of Peace: Resolving the Heart of Conflict. Oakland, CA, Berrett-Koehler Publishers, Inc., a BK Life book, 2015.
ARBINGER
Summary: What if conflicts at home, conflicts at work, and conflicts in the world stem from the same root cause? What if we systematically misunderstand that cause? And what if, as a result, we systematically perpetuate the very problems we think we are trying to solve? Every day. From the authors of Leadership & Self-Deception comes the expanded second edition of an international bestseller that instills hope and inspires reconciliation. Through a moving story of parents who are struggling with their own children and with problems that have come to consume their lives, we learn from once-bitter enemies the way to transform personal, professional, and global conflicts, even when war is upon us. --Arbinger Institute
CHILDREN 232 FUMC WASHINGTON One Rainy Day I Took Jesus to School With Me: A story of hope. Washington, NC, First United Methodist Church, 2017.
Summary: Jesus goes with a young child to school and protects everyone at the school from an unexpected tornado. After the tornado, Jesus disappears and a homeless man who worked as a custodian at the school stands in his place, but the child finds Jesus' sandals as a reminder of his presence. The United Methodist Committee on Relief comes to help the town after the tornado. The book was written and colored by elementary school children at First United Methodist Church in Washington, NC as a fundraiser for the United Methodist Committee on Relief after a tornado came to their town.
CHILDREN 232 RAWLE Rawle, Matt. What Makes A Hero? Children's Leader Guide: The Death-Defying Ministry of Jesus. Nashville, Abingdon Press, 2017.
Summary: What Makes a Hero? offers us an image of what it looks like to be victorious over trials and temptations. Looking at pop culture heroes and others through the lens of faith, Matt Rawle shows how Jesus turned the concept of hero on its head. In keeping with his theme, "Pop in Culture," the book examines how good vs. evil, right vs. wrong, and overcoming adversity are fundamental to how Christians understand salvation. Heroes help us discern the good, fight for what's right, define identity, execute justice, spark revolution, and save lives. Rawle enters the Gospel story to tell quite a different victory story—one obtained through humility, obedience to the cross, and an empty tomb. How does
Jesus redefine what it means to be a hero? The Children's Leader Guide contains session plans for younger and older children, including games, activities, craft ideas, and reproducible handouts. -Cokesbury
Content Notes:
To the Leader -- 1. Faith Heroes Show God's Goodness -- 2. Faith Heroes Continue God's Story -- 3. Faith Heroes Create Community -- 4. Faith Heroes Serve Others -- 5. Faith Heroes Love -- 6. Faith Heroes Live as Easter People
CHILDREN 268.432 FLINN Flinn, Lisa. Around the Year in Children's Church: 52 Programs for Kids Ages 3-7. Nashville, Abingdon Press, 2012.
Summary: Holy days and holidays, special times and ordinary time, the celebration of the church year adds spiritual meaning and depth to our lives as Christians. Around the Year in Children's Church is a resource created to help children understand and celebrate the entire liturgical year from the first Sunday of Advent through Kingdomtide. Around the Year in Children's Church is filled with fifty-two active, hands-on programs. Each featuring a simple Christian message related to the season of the church year or a particular holiday; a Bible verse; a story; a prayer; a time for sharing; a snack; and a musical activity, a craft, or a game. The programs are structured to last from thirty-five to forty minutes. An additional activity is included for those who want to extend Children's Church to a full hour. Supplies and set-up are kept to a minimum, and the book's easy-to-use format makes it just right for today's busy teacher. --Cokesbury
YOUTH 230 BALLARD Ballard, Jason. Alpha Youth Film Series DVDs. [Naperville, IL], Alpha USA, 2017.
Summary: The Alpha Youth Film Series is perfect to create an environment of acceptability where students can bring their friends to explore the Christian faith, ask questions and share their point of view. Alpha makes it easy to invite friends to have spiritual conversations which explore life's biggest questions in a safe and respectful way. The Alpha Youth Film Series is created for audiences 13-18 years old. Alpha's approach to hospitality, faith, and discussion is designed to welcome everyone, especially those who might not describe themselves as Christians or church-goers. Each session includes time for a large group, short teaching, and small group discussion. This DVD also includes three training sessions for your small group hosts and helpers and the discussion guide. --Church Source
Content Notes:
Disc one: Life: Is This It? -- Jesus: Who Is Jesus? -- Cross: Why Did Jesus Die? -- Faith: How Can I Have Faith? -- Prayer: Why and How Do I Pray? -- Disc 2: Bible: Why and How Do I Read the Bible? -- Follow: How Does God Guide Us Into Full Life? -- Spirit: Who Is The Holy Spirit and What Does He Do? -- Fill: How Can I Be Filled with the Holy Spirit? -- Evil: How Can I Resist Evil? -- Disc 3: Healing: Does God Heal Today? -- Church: What About Church and Telling Others? -- Training 1 – How to Run a Great Alpha -- Training 2 – How to Lead a Great Small Group -- Training 3 – Prayer Ministry
YOUTH 230 BALLARD Alpha Youth Film Series Discussion Guide. Naperville, IL, Alpha North America, 2014.
Summary: The Alpha Youth Film Series is a perfect way to create an environment of acceptability where students can bring their friends to explore the Christian faith, ask questions, and share their point of view. Alpha makes it easy to invite friends to have spiritual conversations which explore life's biggest questions in a safe and respectful way. Designed for audiences 13-18 years old. --Church Source
Content Notes:
Introduction --How to Use -- Life: Is This It? -- Jesus: Who Is Jesus? -- Cross: Why Did Jesus Die? -- Faith: How Can I Have Faith? -- Prayer: Why and How Do I Pray? -- Bible: Why and How Do I Read the Bible? -- Follow: How Does God Guide Us Into Full Life? -Spirit: Who Is The Holy Spirit and What Does He Do? -- Fill: How Can I Be Filled with the
Holy Spirit? -- Evil: How Can I Resist Evil? -- Healing: Does God Heal Today? -- Church: What About Church and Telling Others? -- End Notes
YOUTH 232 RAWLE Rawle, Matt. What Makes A Hero? Youth Study Book: The Death-Defying Ministry of Jesus. Nashville, Abingdon Press, 2017.
Summary: What Makes a Hero? offers us an image of what it looks like to be victorious over trials and temptations. Looking at pop culture heroes and others through the lens of faith, Matt Rawle shows how Jesus turned the concept of hero on its head. In keeping with his theme, "Pop in Culture," the book examines how good vs. evil, right vs. wrong, and overcoming adversity are fundamental to how Christians understand salvation. Heroes help us discern the good, fight for what's right, define identity, execute justice, spark revolution, and save lives. Rawle enters the Gospel story to tell quite a different victory story—one obtained through humility, obedience to the cross, and an empty tomb. How does Jesus redefine what it means to be a hero? This Youth Study Book takes the ideas presented in Matt Rawle's book and interprets them for young people grades 6-12. --Cokesbury
Content Notes:
Introduction -- 1. Good, Evil, and God -- 2. Right, Wrong, and Holy -- 3. Us, Them, and the Body of Christ -- 4. Have, Have-Not, and the Kingdom of God -- 5. Old, New, and Covenant -- 6. Life, Death, and Resurrection -- Notes
YOUTH 232.96
Fathom: The Passion, The Death and Resurrection of Jesus Student Journal: A Deep Dive Into the Story of God. Nashville, TN, Abingdon Press, 2017.
HEIERMAN
Summary: The Passion Student Journal will explore the events surrounding Jesus' suffering and crucifixion and their meaning for believers today. Fathom is a Bible study for teens that covers the Old and New Testaments in 18 4-session studies. The lessons are a blend of narrative and traditional theological approaches to understanding the Bible story. Each lesson will focus on one passage that will launch into the larger context of God's story, and how that story is meant to be theirs. Fathom is suitable for groups with middle schoolers, high schoolers, and any combination of the two. Acknowledges the differences between older and younger youth and the way they learn. It provides activities specific to each age group, and gives leaders the option to let youth take ownership of their learning through teaching and leading alongside adults. Fathom creates space and tension for teens to wrestle with how to interpret and experience the Bible. Through youthministrypartners.com, leaders will have access to planning and teaching tools, to support their use of Fathom as well as their youth ministries in general. --Cokesbury
YOUTH
232.96
Fathom: The Passion, The Death and Resurrection of Jesus Leader Guide: A Deep Dive Into the Story of God. Nashville, TN, Abingdon Press, 2017.
HEIERMAN
Summary: The Passion Leader Guide will explore the events surrounding Jesus' suffering and crucifixion and their meaning for believers today. Fathom is a Bible study for teens that covers the Old and New Testaments in 18 4-session studies. The lessons are a blend of narrative and traditional theological approaches to understanding the Bible story. Each lesson will focus on one passage that will launch into the larger context of God's story, and how that story is meant to be theirs. Fathom is suitable for groups with middle schoolers, high schoolers, and any combination of the two. Acknowledges the differences between older and younger youth and the way they learn. It provides activities specific to each age group, and gives leaders the option to let youth take ownership of their learning through teaching and leading alongside adults. Fathom creates space and tension for teens to wrestle with how to interpret and experience the Bible. Through youthministrypartners.com, leaders will have access to planning and teaching tools, to support their use of Fathom as well as their youth ministries in general. --Cokesbury
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NAME: __________________________________________
NAME OF YOUR COLONY: ______________________________________________
LOCATION OF THE COLONY (use relative location/region to describe its location) ________________________________
__________________________________________________________________________________________________
SOURCES OF INCOME ($$) FOR THE COLONY: _____________________________________________________________
List all of the symbols or images you drew on your official colonial seal and explain the significance of each. Why did you include it on your seal? What does it mean or what important idea/belief about your colony does it represent? You MUST have a combination of at least ten symbols, mottos and dates on your seal.
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2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________
6. ___________________________________
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MODULE 5: Early Brain and Child Development Advocacy—An Opportunity to Change Childhood Outcomes
CASE STUDY ACTIVITIES*
*The activities below were adapted from content in the AAP Advocacy Guide Training Modules. For more activities and ideas got to the AAP Advocacy Guide Training Modules
Case Study Activity- Using your stories for advocacy
This activity can be completed as a large group or in small groups if your learning environment permits.
Explain that the best way to help people understand why your issue is important is to tell them a story about the real people affected by it. Advocacy allows you to share your stories and your expertise to change childhood outcomes. This activity will help your audience to start to think about their stories and the messages they can share.
Write the following on a flip chart or white board, or tell your audience the following:
* Your message is the core statement of why your issue is important. This should be the underpinning of all your advocacy work.
* Your messages should be easily understood and easily internalized and repeated by others .
Remind your audience that each and every one of them has stories that put a human face on children's health issues. These stories are powerful tools for advocacy.
Option One:
Have your audience members think what stories they have from their experiences that illustrate the importance of EBCD and share them with each other in small groups.
These stories can be the springboard for beginning your advocacy work. Think about how these stories can be used to be an advocate for EBCD.
Option Two:
Give each group a copy of an AAP EBCD-related position paper.
Tell the group they have 10 minutes to:
* Identify the message
* Identify what makes the message persuasive
* Identify what makes the message memorable
* Identify how the press article or position paper repeated the message
* Find the human story within the article and/or their own story
Have groups report back to the larger group or if it was an individual task ask individuals to report back. | <urn:uuid:6b3ac2ca-9d13-48b9-8b09-14cba7a7618a> | CC-MAIN-2019-43 | https://www.aap.org/en-us/Documents/Module5Case%20Study.pdf | 2019-10-23T23:08:37Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00383.warc.gz | 764,364,355 | 406 | eng_Latn | eng_Latn | 0.995358 | eng_Latn | 0.995304 | [
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SARALA BIRLA PUBLIC SCHOOL
Mahilong, Ranchi.
Revision Test (Biology)
Class - X
1. Which of the following statements is not true about budding in Yeast
a) A bud may arise from any part of the parent cell.
b) Before detaching from the parents body, a bud may form another bud.
c) A bud may separate from the parent body and develop into a new individual.
d) A bud arises from a particular region on the parent body.
2. In the seed, part 'X' perform an important function
a) Plumule, formation of seedling.
b) Plumule, formation of shoot
c) Radicle, formation of shoot
d) Radicle, formation of root
The questions below consist of statements of ASSERTION AND REASON .
In each of following questions, a statement of assertion is given by the corresponding statement of reasons. Of the statements, mark the correct answer as:
A. If both Assertion & Reason are True & the Reason is a correct explanation of the Assertion.
B. If both Assertion & Reason are True but Reason is not a correct explanation of the Assertion.
C. If Assertion is True but the Reason is False.
D. If both Assertion & Reason are False.
E. If Assertion is False but the Reason is True.
3. ASSERTION: Clones are offspring of an organism formed by asexual reproduction.
EASON
R
: Clones have exact copies of DNA as their parents.
4. ASSERTION: Seed contains the future plant or embryo which develops into a seedling under appropriate conditions,
EASON
R
: Advancing pollen tube enters an ovule, generally two micropile(two haploids) and reaches interior of embryo sac. Here the tube bursts release two male gametes.
5. What are the different methods of contraception? Elaborate any one method.
6. How shall you differentiate binary fission in Amoeba and Leishmania. Show the different stages of binary fission in Leishmania with proper diagrams.
7. Draw a neat diagram of a female reproductive system of human beings and label the following parts -
a) Fallopian tube b) Cervix c) ovary
OR
Define germination. Draw a labelled diagram to show the germination of pollen on stigma. | <urn:uuid:d77a5230-9b8b-4b55-9ecf-0c4be31b0e73> | CC-MAIN-2019-43 | https://sbpsranchi.com/wp-content/uploads/2019/09/Class-10-BIO.pdf | 2019-10-23T22:59:45Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00386.warc.gz | 690,962,706 | 484 | eng_Latn | eng_Latn | 0.988635 | eng_Latn | 0.988635 | [
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Group Members:
Defn. A binary operation on a set G is a function that assigns to each ordered pair (a, b) ∈ G an element c of G.
∗
:
G
×
G
→
G
(
a, b
)
∗
→
c, in other words,
a
∗
b
=
c.
Defn. A group is a nonempty set G together with a binary operation mapping each (a, b) ∈ G × G to ab ∈ G, along with the properties:
1. Associativity. For all a, b, c ∈ G, (ab)c = a(bc).
2. Identity. There exists an element e ∈ G, called the identity, such that ae = ea = a for all a ∈ G.
3. Inverses. For each element a ∈ G, there is an element b ∈ G, called the inverse of a, such that ab = ba = e.
(1) Examples and counterexamples of binary operations.
(b) List two binary operations on Z n, the integers mod n for some integer n > 0.
(a) List two binary operations which could be applied to R , C , Q , and Z .
(c) List two binary operations on M(2, R ), the set of 2 × 2 matrices over the real numbers, along with the formulas describing the result of the binary operations.
(2) Show by counterexample that division over the nonzero reals R ∗ and subtraction over Z are not associative.
(3) Give the identity element for the following G and binary operation:
(d) The positive rationals Q + under the binary operation (a, b) → ab/2.
(a) Multiplication over nonzero rationals, Q ∗ (b) Addition over Z , (c) Multiplication over M (2, R ).
(4) Describe the inverse element for the following G and binary operation:
(a) The complex numbers with modulus 1 {e iθ : 0 ≤ θ < 2π} under multiplication,
(b) The positive rationals Q + under the binary operation (a, b) → ab/2.
(c) Explain why we shouldn't even look for inverses in the integers under subtraction.
Break. Matrix groups.
(5) Mimic the proof of Euclid's Lemma to prove this minor extension: Let a, b, c be positive integers. If a|bc and gcd(a, b) = 1, then a|c.
Break. Uniqueness of inverses for the integers under multiplication mod n.
Defn. The group U(n) is defined to be the the set U(n) = {a ∈{0, 1, . . . , n − 1} : gcd(a, n) = 1} under multiplication mod n.
(6) (On an attached sheet) Construct the Cayley tables for U(8) and U(10). Next to each Cayley table, list the elements in pairs with their inverses. | <urn:uuid:fff42c5d-a95b-449f-a495-a4bc4b7f82a5> | CC-MAIN-2019-43 | http://math.iit.edu/~rellis/teaching/430S11/groupWork/ch2AGroups.pdf | 2019-10-24T00:03:35Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00386.warc.gz | 126,755,518 | 628 | eng_Latn | eng_Latn | 0.945689 | eng_Latn | 0.948807 | [
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CONTROL METHODS
There are a variety of methods used in the control European buckthorn including hand pulling, girdling, cutting, herbicides and burning. It should be noted that there is no natural control for Buckthorn in North America.
Hand pulling or removal using hand tools is the removal of the stem and roots. This is done so that the shrub cannot sprout from the roots. This method is effective but extremely labour intensive and not practical in areas of high infestation. This method also produces a large amount of soil disturbance and creates an ideal site for the growth of new seedlings as well as disturbing the roots of surrounding plants.
Girdling is accomplished by encircling the stem at the base of the shrub with a 2 to 3 cm cut and removing the bark. This severely reduces the plants ability to circulate nutrients. This method is best done in the winter when the shrub is dormant.
Cutting is the removal of the shrub above the root collar. Due to sprouting or root suckering this method is only effective if carried out twice a year (early June or late August) for several consecutive years.
The use of herbicides such as glyphosate, 2,4-D, fosamine and Picloram are an effective control method when used properly. Herbicides work best when applied in the late fall. This is done to minimize damage to native species, which are dormant. Extreme care and caution should be used when applying herbicides and where possible should be applied by a licensed pesticide applicator.
Burning is an effective control for European buckthorn when used over several consecutive years. Best results occur when one or two burns a year are carried out over a period of five or more years. This method is not always an option in some areas. Please check with your local government office before carrying out any burning.
ALTERNATIVE NATIVE SHRUB SPECIES
The following is a list of some common commercially available native shrubs:
* Pincherry ( Prunus pensylvanica )
* Chokecherry ( Prunus virginiana
)
* Highbush cranberry (Viburnum opulus)
* Red osier dogwood ( Cornus stolonifera)
* Nannyberry ( Viburnum lentago )
* Saskatoon ( Amelanchier alnifolia)
* Beaked hazelnut ( Corylus cornuta
)
* Hawthorn ( Crataegus succulenta )
City of Winnipeg Parks & Open Space Division Naturalist Services Branch 5006 Roblin Blvd. Winnipeg, Manitoba R3R 0G7 Phone 204-986-7233
www.winnipeg.ca/cms/ape/naturalist/ns/default.stm
EUROPEAN BUCKTHORN
Rhamnus cathartica L.
WHAT IS EUROPEAN BUCKTHORN?
European buckthorn (Rhamnus cathartica L.) is a deciduous shrub native to Europe, Asia and North Africa. This very hardy and adaptable shrub can be found growing in almost every type of terrestrial ecosystem. Its habitat ranges from open rocky outcrops to dense riverbottom forests but does best in areas of moist but not wet soils.
European buckthorn leafs out early in spring and does not lose its leaves until late autumn. This gives it a longer growing season than most plants. This extended growing season combined with a rapid growth rate, prolific seed production and diverse habitat allows it to quickly choke out and replace native vegetation especially in Winnipeg's riparian forests.
It has been speculated that European buckthorn also produces a substance that inhibits the growth and development of other understory plant species thus ensuring its success.
Berries
HISTORY
European buckthorn became established in North America late in the 1800s but did not become wide spread until the 1900s. Introduced in the northeast as an ornamental shrub, it is widely used in hedgerows and shelterbelts. Due to the hardiness of the plant and a lack of natural controls, European buckthorn has spread unchecked from Nova Scotia to Alberta and as far south as Tennessee.
In the City of Winnipeg, European buckthorn was introduced around the turn of the century. It was planted primarily as a shrub or hedge in older residential areas and parks. This problem is most evident in the areas around Assiniboine Park, Kildonan Park and St. Vital Park. In these areas, Buckthorn has taken over large tracts of riparian forest replacing such native species as American elm (Ulmus americana), Green ash (Fraxinus pennsylvanica), Peach leaf willow (Salix amygdaloides) and Basswood (Tilia americana). In addition it restricts the growth of wildflowers such as Nodding trillium (Trillium cernuum) and Canada anemone (Anemone canadensis).
European buckthorn is also an alternate host for the virulent plant disease Crown Oat Rust (Puccinia coronata).
Leaves
IDENTIFICATION
* Height: 2 to 6 meters
* Leaves: dull green, ovateelliptical, alternate or subopposite, glabrous, minutely serrated, 4 to 8 cm in length, 3 to 5 strongly curved veins
* Flowers: greenish-yellow, groupings of 2 to 3, 4 petals and sepals, fragrant, bloom in late May or early June
* Bark: grey-brown to grey black, smooth becoming flaky with age, prominent horizontal lenticels
* Twigs: grey-brown to grey-black, may have a waxy covering, prominent lenticels, may have stout sharp thorns
* Buds: dark brown, 6 bud scales
* Fruit: black, ripens in August and September 3 to 4 grooved seeds, remains on the stem throughout the winter, bitter flavour, poisonous and strongly laxative. | <urn:uuid:611460ec-9679-46e1-b673-8d5d54aa39b9> | CC-MAIN-2019-43 | https://www.winnipeg.ca/publicworks/parksOpenSpace/NaturalistServices/PDF/European_Buckthorn_Brochure.pdf | 2019-10-23T23:04:00Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00383.warc.gz | 1,133,547,828 | 1,241 | eng_Latn | eng_Latn | 0.995004 | eng_Latn | 0.995171 | [
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Desktop I: Fundamentals
eLearning
This course is designed to help students understand and use the important concepts and techniques in Tableau to move from simple to complex visualizations and learn how to combine them in interactive dashboards.
At the end of this course, students will be able to:
* Connect to your data.
* Edit and save a data source.
* Understand Tableau terminology.
* Use the Tableau interface / paradigm to effectively create powerful visualizations.
* Create basic calculations including basic arithmetic calculations, custom aggregations and ratios, date math, and quick table calculations.
* Represent your data using the following visualization types:
* Crosstabs
* Geographic maps
* Heat maps
* Tree maps
* Pie charts and bar charts
* Dual axis and combined charts with different mark types
* Highlight Tables
* Scatter Plots
* Build dashboards to share visualizations.
Technical Requirements: For this course, students will need a version of Tableau Desktop released within the last year, an Internet connection of 10Mbps or higher, the ability to listen to audio (headphones are recommended), the ability to download ~5MB activity files to your computer, and a recent version of the Chrome, Firefox, or Edge browsers.
Audience:
This course is designed for the beginner to intermediate-level Tableau user. It is for anyone who works with data regardless of technical or analytical background.
Prerequisites:
None
Course Outline:
- Introduction to Tableau Desktop
-
Connecting to Data
- Customizing a Data Source
- Filtering Your Data
- Sorting Your Data
- Creating Groups in Your Data
- Creating Hierarchies in Your Data
- Working with Date Fields: Discrete and Continuous Time
- Working with Date Fields: Custom Dates
- Working with Multiple Measures: Dual Axis and Combo Charts
- Working with Multiple Measures: Combined Axis Charts
- Showing Relationships between Numerical Values
- Mapping Data Geographically
- Using Crosstabs: Totals and Aggregation
- Using Crosstabs: Highlight Tables
- Using Crosstabs: Heat Maps
- Using Calculations: Customize Your Data
- Using Calculations: Working with Strings, Dates, and Type Conversion Functions
- Using Calculations: Working with Aggregations
- Using Quick Table Calculations to Analyze Data
- Showing Breakdowns of the Whole
- Highlighting Data with Reference Lines
- Create a Dashboard: Combining Your Views
- Create a Dashboard: Add Actions for Interactivity
- Sharing Your Work | <urn:uuid:7cfa21b7-2242-4b05-bb84-7f25c909eb3f> | CC-MAIN-2019-43 | https://secureservercdn.net/198.71.233.44/cho.24a.myftpupload.com/wp-content/uploads/2019/05/Desktop-I-Fundamentals-eLearning.pdf | 2019-10-24T00:14:37Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00387.warc.gz | 702,396,345 | 512 | eng_Latn | eng_Latn | 0.90959 | eng_Latn | 0.978994 | [
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CREATING AN ENGLISH COLONY
Newspaper Advertisement
You will create a print advertisement that will be appearing throughout London to create excitement and interest among the local population to leave behind the Old World for an opportunity to come and start a new life in your colony.
Think about the elements of a good advertisement. It captures your attention! It gives you important details. It gets you excited!
Notice how images, short phrases, key information, interesting hooks and different sized fonts are used. Think "short, sweet and interesting" …
CREATING AN ENGLISH COLONY
Detailed Map of your Colony's layout
You will create a detailed map of your settlement. Make sure your map contains the following important details which should be identified and clearly LABELLED.
o A compass rose showing which direction is north
o The location of important buildings such as a church, government offices, homes of the colonists, blacksmith shop, meeting house, supply warehouse, armory, etc.
o The location of any fort walls, bulwarks, defenses
o Farms or other sources of food for the colony
o The source of the colony's drinking water
o Evidence of how the colony makes money. For example, if it is a fishing colony, the relative location to the ocean should be obvious on your map. If it's a mining colony, the location of the mine should be noted
o Building should be drawn to scale and proportionate
o Significant physical features (nearby rivers, bays, etc.) should be noted
o The name of your colony should be clearly visible
o Evidence of transportation – how do people travel in and out of your colony? Roads, docks, etc. | <urn:uuid:201f50b9-fc87-472a-bd21-dd6fb7ab157f> | CC-MAIN-2019-43 | https://www.mrpsocialstudies.com/uploads/2/6/3/6/26364497/creating_a_colony_ad_or_map.pdf | 2019-10-23T23:21:41Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00387.warc.gz | 1,027,089,385 | 349 | eng_Latn | eng_Latn | 0.977642 | eng_Latn | 0.985838 | [
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Bible Reading Challenge 45: THE CHURCH – TO THE UTTERMOST PARTS OF THE EARTH
At the end of last week's reading challenge, Paul and Barnabas had returned from the first missionary journey. They were prepared for a second, but after a disagreement both agreed to go on separate trips—two missions for the price of one. Paul's traveling companion for his next journeys will be Silas— also Timothy, Titus, and our author, Dr. Luke. A big milestone is passed this week, so quietly we don't notice it: a man appears to Paul in a dream and says "Come to Macedonia and help us." Seeing this as a sign from the Holy Spirit who continues to guide them, Paul packs up his team and heads west, crossing from "Asia" (modern-day Turkey) into Macedonia (today's Northern Greece). In other words, he's in Europe, which will soon become the home of Christianity for the next 1500 years.
Lots of excitement happens on this second missionary journey, as we'll see. That's true of the third missionary journey also, but unfortunately we won't have time to read it directly from Acts. Here's a summary: In Ephesus Paul found himself at the center of a riot and barely escaped a beating, brought a dead young man back to life, and was warned several times not to go to Jerusalem. But he went anyway, found himself at the center of another riot and barely escaped another beating, after which the authorities decided he'd better be kept in custody--for three years. The Jews were stirring up trouble again, and eventually brought Paul to trial the same way they did Jesus. But the ending was different because Paul was a citizen of Rome, and as a citizen he had to right to make his case before Caesar. That's exactly what Paul did, and when we take up the story in chapter 26 he's on his way to Rome.
Paul and his companions were accused of turning the world upside-down. In a way the charge was true, but Paul couldn't do any world-turning by himself. All along, as you'll see, they were led by the Holy Spirit pointing out one path and obstructing another, convicting and saving and (most importantly) reversing the curse of death. That's the point of both the statements you'll read this week: Jesus Christ has risen from the dead. The world, after centuries of death, destruction, and futility, has begun to turn the other way. Other religions of the time had stories of gods who died and came back to life, but it had either happened so far back in time nobody knew when, or it happened all over again every year. But the Christians were claiming that their God had come back to life within memory, and he would never die again—furthermore, everyone who believed in Him could have that same life!
The book of Acts ends abruptly. We'd like Luke to wrap it up with a conclusion, but maybe he wants to show us that the story goes on, and it's our turn now . . . .
Reading for this week: Acts 16-17, 25:13-28:31
Further references: II Corinthians 11:23-30; Acts 9:15
Key verse: "These men who have turned the world upside-down have come here also . . . saying that there is another king, Jesus." Acts 17:6b, 7b
Questions to Think and Talk about:
1. Why didn't Paul and Silas escape after the earthquake? What was the result?
2. Find on a map all the places visited in these chapters.
3. How does the Lord's prediction of Acts 9:15-16 and Mark 16:17-18 come true in these chapters?
4. What was the Jews' accusation against Paul? (See Acts 24:5-7) What is Paul's version? (Acts 24:10-21) What does he say in his defense before the King?
5. How did all these events work together to get Paul to Rome? (See Romans 8:28-29)
6. Discuss why it is that some people believe and others, like Agrippa and Festus, don't.
7. Is Acts 28:24-27 a discouraging message? Why or why not?
Activities:
- Draw a graphic-novel segment (about 4 panels) of Acts 26:9-18.
- Write a radio play of Acts 27:13-44. Create parts for sailors, soldiers, and Paul's companions.
- Compare Paul's speech to Athenians (17:22-31) with his speech to Jews in Antioch (13:16-41): How does he get their attention? What quotes does he use? What conclusion?
- Research ancient ships and sailing techniques and make a report. | <urn:uuid:6a42e4d1-e3f4-41d1-a164-27a1ec53a2ec> | CC-MAIN-2019-43 | http://redeemedreader.com/wp-content/uploads/2012/11/brc-b.45.pdf | 2019-10-23T23:48:27Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00388.warc.gz | 163,440,151 | 1,031 | eng_Latn | eng_Latn | 0.999256 | eng_Latn | 0.999256 | [
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______________________________________
Name
Growing Fruit: Bird Feeders for Flying Berry Eaters! Milk Jug Bird Feeder
Birds are known for their big appetites for small fruits. They adore strawberries and get VERY brave about taking them if you don't watch out! To protect your small fruits, give the birds something else to eat.
Build a homemade bird feeder by following the instructions for a Milk Carton Bird Feeder or a Milk Jug Bird Feeder.
You will want to place the bird feeder far away from your strawberry or other fruit plants. Ask someone to help you hang the feeder where animals can't reach it and where it is out of direct sunlight. Fill the feeder with berries, seeds, breadcrumbs, or leftover fruit.
It may take a while for birds to find your feeder, but keep your eyes open because they will come!
```
You need: 1-gallon plastic milk jug large aluminum pie plate glue string rock scissors
```
1. Measure about an inch above the bottom of the jug, and mark a dot on the side of the jug. Do the same on the other side of the jug. At each dot, make a hole 3inches in diameter.
2. Glue the pie plate to the bottom of the jug so birds can stand on the plate rim while eating. Make sure you use strong glue.
3. Punch a small hole in one side of the jug near the very top. Punch another hole directly opposite to the first one. Place a piece of heavy string or wire through these two holes so you can hang up the feeder. Paint or decorate your feeder, if you like. Place the rock or other weight in the bottom to help keep the feeder from blowing around in the wind. | <urn:uuid:7511546e-06ec-4e34-9c53-e4ec69d4eaed> | CC-MAIN-2019-43 | https://www.hort.vt.edu/HORT6004/network/YouthGardener/GrowingFruit/milkJug.pdf | 2019-10-23T22:55:23Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00387.warc.gz | 949,220,318 | 354 | eng_Latn | eng_Latn | 0.996775 | eng_Latn | 0.996775 | [
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5th QUEENSWAY SCHOOL
Brantwood Rise Banbury OXON OX16 9NH
Tel: 01295 251631
Email: firstname.lastname@example.org
Head Teacher: Mrs Sarah Horbury-Jakeman BA Hons (QTS), NPQH
Dear Parents,
Welcome to Year One
I am writing to introduce the Year One team and explain what we are going to be teaching in Year One.
Meet the team
Miss Robinson– Class teacher Mrs Morgan - PPA teacher Mrs Morgan and Mrs Goldner - Teaching Assistants
Topics
Our topic this term is 'Toys.' The children will be looking at similarities and differences between old and new toys and comparing different types of materials and their uses. If you have any good examples of old toys or photos that we could borrow we would be very grateful and they will be carefully looked after.
Year One Autumn curriculum
English
We will be covering a range of genres starting with labels, lists and captions. The children will then go on to learn to read and write poetry, stories, instructions and recounts. The children will be focusing on sentence structure and the use of capital letters, full stops and finger spaces.
Mathematics
In Maths we will be focussing on place value, counting reliably to 20 and ordering numbers. Furthermore, we will explore addition, subtraction and money. The children will be using different equipment to support their understanding and a range of mathematical terms to explain their understanding.
Science
The children will look at materials and their properties and uses. They will be able to distinguish between an object and the material from which it is made from. They will also identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock. The children will learn to describe the simple physical properties of a variety of everyday materials and compare and group them.
Computing
In computing the children will learn about E-Safety. Also they will explore algorithms and use programmable toys e.g. bee bots.
Art
The children will be doing observational drawings based on toys. They will use this starting point to add texture and shade using pencil. They will look at examples of teddy bear paintings by Deborah Jones and paint their own pictures in a similar style.
Music
The children will learn to recognise the difference between beat and rhythm and will use them to perform. They will also be exploring pitch and using a variety of musical instruments.
Religious Education (RE)
The children will be learning about places of worship and exploring the Christmas story.
Physical Education (PE)
In PE the children will be focusing on gymnastics, this will be through looking at different methods of movement, using a variation of speeds, levels and directions. They will also be combining this with a range of balances both individual and paired and exploring how apparatus could be used within this.
Tuesday 3 rd September 2019
History
In History the children will be comparing old and new toys. They will be describing and finding out about old toys by visiting Banbury Museum.
Personal, Social, Health and Citizenship Education (PSHCE)
We will be looking at: Being my best and Me and my relationships.
Homework
We really appreciate your help with homework as the work set consolidates the learning that has happened during the week in school. Homework is given in a homework folder on Fridays and is due back into school the following Thursday to be checked.
English-Children will receive Spelling or phonics homework alternating each week. Spellings will incorporate learning for a test. Please encourage them to look at each word, cover it and practice writing it, then check it. Phonics will incorporate a particular aspect from their weekly phonic lessons.
Maths – Children are set one piece of maths homework to consolidate the work we have been doing in class that week.
Reading- All children are expected to read for at least 5 minutes each day with an adult.
Ways you can help your child at home
We hope your child will enjoy reading with you at home. We can't emphasise enough the importance of reading with your child. They will choose one book from our class library for you both to share and we will also be sending home reading scheme books. These books will be changed once a week, so it is important that your child brings his/her book bag every day. If your child would like to change their reading book during the week (on a day other than their normal reading day), they can put their book bag into the large box labelled 'Book Bags' in class and a member of staff will then change their book. Please comment or sign the home/school reading diary every time you hear your child read. If your child reads five times a week they also get a sticker to go on their reading reward chart. 5 stickers would mean that they have read 25 times and will then get a certificate presented to them in our Key Stage One Block Assembly.
Certificates are awarded as follows:
25= Bronze
50= Silver
75= Gold
100= Platinum
125= Commended Reader
150= Reading Worm
The children's reading record will be checked in school on a Friday to count their reads for the week; therefore, it is important that parents record ALL reading that is done at home.
Barnaby Bear
Each Friday we will choose a Pupil of the Week. This child will take home Barnaby Bear and his travelling diary for one week. Please help your child to record their week with Barnaby Bear in the diary. This can be a few sentences, photographs or pictures drawn by your child. Barnaby Bear will then need to be returned to school the following Friday for your child to share their experience with the whole class.
PE days
Outdoor PE will be on Wednesday and Indoor P.E will be on Thursday. Your child must not wear any jewellery on these days. Please can you make sure that they have appropriate clothing for PE in school all the time. As it is will be getting colder; warm outside kit is particularly important as we will go out each week unless we have extreme weather.
Indoor kit: Navy shorts and plain white T-shirt. Indoor lessons are done in bare feet or plimsolls.
Outdoor kit: Plain navy shorts or tracksuit bottoms and plain white T-shirt plus plimsolls/trainers. You can also provide a navy fleece or tracksuit top for cold weather.
Please ensure that all clothing brought into school is clearly named.
Snack
In Year 1 the children can bring their own morning snack to school with them. This must be a healthy snack of vegetables or fresh or dried fruit.
Forthcoming trips
Our trip this term will be to Banbury Museum, further information regarding this trip to follow.
HELP!!
If you feel that you have a particular skill or interest, linked to an area that we are studying this term please come in for a chat. If you or you know of anyone that would be interested to offer a helping hand, we would love to hear from you.
If you have any questions, worries or queries about any of the above or other matters please don't hesitate to come and see us.
We look forward to an exciting year! Yours sincerely,
Miss Robinson Class Teacher | <urn:uuid:e6ea5ac8-277a-4627-ae30-4b0f82001d2f> | CC-MAIN-2019-43 | https://www.queensway.oxon.sch.uk/_files/6E35A6FF2F11E69A2424D500641C4F7C.pdf | 2019-10-23T23:06:48Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00389.warc.gz | 1,064,988,439 | 1,481 | eng_Latn | eng_Latn | 0.998822 | eng_Latn | 0.99895 | [
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문
2.
영 어
※ 밑줄친부분에들어갈말로가장적절한것을고르시오. [문1. ～문2.]
문
1.
A: Can I ask you for a favor?
B: Yes, what is it?
A: I need to get to the airport for my business trip, but my car won't start. Can you give me a lift?
B: Sure. When do you need to be there by?
A: I have to be there no later than 6 : 00.
B: It's 4 : 30 now. _________________________________. We'll have to leave right away.
①That's cutting it close
②I took my eye off the ball
③All that glitters is not gold
④It's water under the bridge
Fear of loss is a basic part of being human. To the brain, loss is a threat and we naturally take measures to avoid it. We cannot, however, avoid it indefinitely. One way to face loss is with the perspective of a stock trader. Traders accept the possibility of loss as part of the game, not the end of the game. What guides this thinking is a portfolio approach; wins and losses will both happen, but it's the overall portfolio of outcomes that matters most. When you embrace a portfolio approach, you will be __________________________________________________
because you know that they are small parts of a much bigger picture.
①more sensitive to fluctuations in the stock market
②more averse to the losses
③less interested in your investments
④less inclined to dwell on individual losses
문 3. 다음글의제목으로가장적절한것은?
Over the last years of traveling, I've observed how much we humans live in the past. The past is around us constantly, considering that, the minute something is manifested, it is the past. Our surroundings, our homes, our environments, our architecture, our products are all past constructs. We should live with what is part of our time, part of our collective consciousness, those things that were produced during our lives. Of course, we do not have the choice or control to have everything around us relevant or conceived during our time, but what we do have control of should be a reflection of the time in which we exist and communicate the present. The present is all we have, and the more we are surrounded by it, the more we are aware of our own presence and participation.
①Travel: Tracing the Legacies of the Past
②Reflect on the Time That Surrounds You Now
③Manifestation of a Hidden Life
④Architecture of a Futuristic Life
영 어
다
책형
문 4. 밑줄친부분중어법상옳지않은것은?
It would be difficult ①to imagine life without the beauty and richness of forests. But scientists warn we cannot take our forest for ②granted. By some estimates, deforestation ③has been resulted in the loss of as much as eighty percent of the natural forests of the world. Currently, deforestation is a global problem, ④affecting wilderness regions such as the temperate rainforests of the Pacific.
문 5. 밑줄친부분의의미와가장가까운것은?
Robert J. Flaherty, a legendary documentary filmmaker, tried to show how indigenous people gathered food.
①itinerant
②impoverished
③ravenous
④native
문 6. 밑줄친부분에들어갈말로가장적절한것은?
Listening to music is ______________ being a rock star. Anyone can listen to music, but it takes talent to become a musician.
①on a par with
②a far cry from
③contingent upon
④a prelude to
문 7. 다음글의흐름상가장어색한문장은?
Biologists have identified a gene that will allow rice plants to survive being submerged in water for up to two weeks ― over a week longer than at present. Plants under water for longer than a week are deprived of oxygen and wither and perish. ①The scientists hope their discovery will prolong the harvests of crops in regions that are susceptible to flooding. ②Rice growers in these flood-prone areas of Asia lose an estimated one billion dollars annually to excessively waterlogged rice paddies. ③They hope the new gene will lead to a hardier rice strain that will reduce the financial damage incurred in typhoon and monsoon seasons and lead to bumper harvests. ④This is dreadful news for people in these vulnerable regions, who are victims of urbanization and have a shortage of crops. Rice yields must increase by 30 percent over the next 20 years to ensure a billion people can receive their staple diet.
문 8. 밑줄친부분에들어갈말로가장적절한것은?
A: Do you know how to drive?
B: Of course. I'm a great driver.
A: Could you teach me how to drive?
B: Do you have a learner's permit?
A: Yes, I got it just last week.
B: Have you been behind the steering wheel yet?
A: No, but I can't wait to _____________________.
①change a flat tire
②get an oil change
③get my feet wet
④take a rain check
문 9. 다음글의내용과일치하는것은?
Sharks are covered in scales made from the same material as teeth. These flexible scales protect the shark and help it swim quickly in water. A shark can move the scales as it swims. This movement helps reduce the water's drag. Amy Lang, an aerospace engineer at the University of Alabama, studies the scales on the shortfin mako, a relative of the great white shark. Lang and her team discovered that the mako shark's scales differ in size and in flexibility in different parts of its body. For instance, the scales on the sides of the body are tapered ― wide at one end and narrow at the other end. Because they are tapered, these scales move very easily. They can turn up or flatten to adjust to the flow of water around the shark and to reduce drag. Lang feels that shark scales can inspire designs for machines that experience drag, such as airplanes.
①A shark has scales that always remain immobile to protect itself as it swims.
②Lang revealed that the scales of a mako shark are utilized to lessen drag in water.
③A mako shark has scales of identical size all over its body.
④The scientific designs of airplanes were inspired by shark scales.
문10. 밑줄친부분중어법상옳지않은것은?
Focus means ①getting stuff done. A lot of people have great ideas but don't act on them. For me, the definition of an entrepreneur, for instance, is someone who can combine innovation and ingenuity with the ability to execute that new idea. Some people think that the central dichotomy in life is whether you're positive or negative about the issues ②that interest or concern you. There's a lot of attention ③paying to this question of whether it's better to have an optimistic or pessimistic lens. I think the better question to ask is whether you are going to do something about it or just ④let life pass you by.
문11. 밑줄친부분중글의흐름상가장어색한것은?
Most people like to talk, but few people like to listen, yet listening well is a ①rare talent that everyone should treasure. Because they hear more, good listeners tend to know more and to be more sensitive to what is going on around them than most people. In addition, good listeners are inclined to accept or tolerate rather than to judge and criticize. Therefore, they have ②fewer enemies than most people. In fact, they are probably the most beloved of people. However, there are ③exceptions to that generality. For example, John Steinbeck is said to have been an excellent listener, yet he was hated by some of the people he wrote about. No doubt his ability to listen contributed to his capacity to write. Nevertheless, the result of his listening didn't make him ④unpopular.
문12. 다음글의주제로가장적절한것은?
Worry is like a rocking horse. No matter how fast you go, you never move anywhere. Worry is a complete waste of time and creates so much clutter in your mind that you cannot think clearly about anything. The way to learn to stop worrying is by first understanding that you energize whatever you focus your attention on. Therefore, the more you allow yourself to worry, the more likely things are to go wrong! Worrying becomes such an ingrained habit that to avoid it you consciously have to train yourself to do otherwise. Whenever you catch yourself having a fit of worry, stop and change your thoughts. Focus your mind more productively on what you do want to happen and dwell on what's already wonderful in your life so more wonderful stuff will come your way.
①How do we cope with worrying?
②When should we worry?
③Where does worry originate from?
④What effects does worry have on life?
문13. 다음글의내용과일치하지않는것은?
Students at Macaulay Honors College (MHC) don't stress about the high price of tuition. That's because theirs is free. At Macaulay and a handful of other service academies, work colleges, single-subject schools and conservatories, 100 percent of the student body receive a full tuition scholarship for all four years. Macaulay students also receive a laptop and $7,500 in "opportunities funds" to pursue research, service experiences, study abroad programs and internships. "The most important thing is not the free tuition, but the freedom of studying without the burden of debt on your back," says Ann Kirschner, university dean of Macaulay Honors College. The debt burden, she says, "really compromises decisions students make in college, and we are giving them the opportunity to be free of that." Schools that grant free tuition to all students are rare, but a greater number of institutions provide scholarships to enrollees with high grades. Institutions such as Indiana University Bloomington offer automatic awards to high-performing students with stellar GPAs and class ranks.
①MHC에서는모든학생이4년간수업료를내지않는다.
②MHC에서는학생들에게컴퓨터구입비용과교외활동비용을 합하여$7,500를지급한다.
③수업료로인한빚부담이있으면학생들이자유롭게공부할 수없다고Kirschner 학장은말한다.
④MHC와달리학업우수자에게만장학금을주는대학도있다.
※ 밑줄친부분의의미와가장가까운것을고르시오. [문14. ～문15.]
문14.
The police spent seven months working on the crime case but were never able to determine the identity of the malefactor.
①culprit
②dilettante
③pariah
④demagogue
문15.
While at first glance it seems that his friends are just leeches, they prove to be the ones he can depend on through thick and thin.
①in good times and bad times
②in pleasant times
③from time to time
④in no time
문16. 주어진문장이들어갈위치로가장적절한것은?
Some remain intensely proud of their original accent and dialect words, phrases and gestures, while others accommodate rapidly to a new environment by changing their speech habits, so that they no longer "stand out in the crowd."
Our perceptions and production of speech change with time. ( ①) If we were to leave our native place for an extended period, our perception that the new accents around us were strange would only be temporary. ( ②) Gradually, we will lose the sense that others have an accent and we will begin to fit in ― to accommodate our speech patterns to the new norm. ( ③) Not all people do this to the same degree. ( ④) Whether they do this consciously or not is open to debate and may differ from individual to individual, but like most processes that have to do with language, the change probably happens before we are aware of it and probably couldn't happen if we were.
문17. 다음글의내용과일치하지않는것은?
Insomnia can be classified as transient, acute, or chronic. Transient insomnia lasts for less than a week. It can be caused by another disorder, by changes in the sleep environment, by the timing of sleep, severe depression, or by stress. Its consequences such as sleepiness and impaired psychomotor performance are similar to those of sleep deprivation. Acute insomnia is the inability to consistently sleep well for a period of less than a month. Acute insomnia is present when there is difficulty initiating or maintaining sleep or when the sleep that is obtained is not refreshing. These problems occur despite adequate opportunity and circumstances for sleep and they can impair daytime functioning. Acute insomnia is also known as short term insomnia or stress related insomnia. Chronic insomnia lasts for longer than a month. It can be caused by another disorder, or it can be a primary disorder. People with high levels of stress hormones or shifts in the levels of cytokines are more likely than others to have chronic insomnia. Its effects can vary according to its causes. They might include muscular weariness, hallucinations, and/or mental fatigue. Chronic insomnia can also cause double vision.
※ cytokines: groups of molecules released by certain cells of the immune system
①Insomnia can be classified according to its duration.
②Transient insomnia occurs solely due to an inadequate sleep environment.
③Acute insomnia is generally known to be related to stress.
④Chronic insomnia patients may suffer from hallucinations.
영 어
문18. 밑줄친부분에들어갈말로가장적절한것은?
Kisha Padbhan, founder of Everonn Education, in Mumbai, looks at his business as nation-building. India's student-age population of 230 million (kindergarten to college) is one of the largest in the world. The government spends $83 billion on instruction, but there are serious gaps. "There aren't enough teachers and enough teacher-training institutes," says Kisha. "What children in remote parts of India lack is access to good teachers and exposure to good-quality content." Everonn's solution? The company uses a satellite network, with two-way video and audio __________________________________________________. It reaches 1,800 colleges and 7,800 schools across 24 of India's 28 states. It offers everything from digitized school lessons to entrance exam prep for aspiring engineers and has training for job-seekers, too.
①to locate qualified instructors across the nation
②to get students familiarized with digital technology
③to bridge the gap through virtual classrooms
④to improve the quality of teacher training facilities
문19. 주어진문장다음에이어질글의순서로가장적절한것은?
A technique that enables an individual to gain some voluntary control over autonomic, or involuntary, body functions by observing electronic measurements of those functions is known as biofeedback.
(A) When such a variable moves in the desired direction (for example, blood pressure down), it triggers visual or audible displays ― feedback on equipment such as television sets, gauges, or lights.
(B) Electronic sensors are attached to various parts of the body to measure such variables as heart rate, blood pressure, and skin temperature.
(C) Biofeedback training teaches one to produce a desired response by reproducing thought patterns or actions that triggered the displays.
①(A) －(B) －(C)
②(B) －(C) －(A)
③(B) －(A) －(C)
④(C) －(A) －(B)
문20. 우리말을영어로잘못옮긴것은?
①그연사는자기생각을청중에게전달하는데능숙하지않았다. → The speaker was not good at getting his ideas across to the audience.
②서울의교통체증은세계어느도시보다심각하다.
→ The traffic jams in Seoul are more serious than those in any other city in the world.
③네가말하고있는사람과시선을마주치는것은서양국가에서 중요하다.
→ Making eye contact with the person you are speaking to is important in western countries.
④그는사람들이생각했던만큼인색하지않았다는것이드러났다. → It turns out that he was not so stingier as he was thought to be. | <urn:uuid:247307d7-bc30-4a84-9be4-4431e4b49720> | CC-MAIN-2019-43 | http://n-osp.ebs.co.kr/storage/post/10004088621/attachment/10000328692?type=common&ott=123 | 2019-10-23T23:29:41Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00392.warc.gz | 132,879,135 | 3,541 | eng_Latn | eng_Latn | 0.999075 | eng_Latn | 0.999188 | [
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CAPS In Focus 29 April 2017 www.capsindia.org
TO THE EDGE OF SPACE ON A GUST OF AIR
Gp Capt Vivek Kapur Senior Fellow, CAPS
Introduction
Man first dreamt of flight in antiquity and thought about the possibility of his copying birds to soar above the earth. This dream was to be fulfilled only with the invention of the lighter than air hot air balloon, followed by the invention of dirigibles. Both these early means of man achieving flight involved passive means through use of the characteristics of gasses at high temperature and those of lighter than air gasses such as hydrogen and helium. These early means of flight had several limitations. These led to the endeavour to develop more reliable and suitable means of flight to persist. Finally, heavier than air flying machines were invented with the Wright Brothers' "Flyer-I" achieving a flight of a few hundred feet at Kitty Hawk in the USA on 03 December 1903. Subsequent developments in aviation have involved further refinements to the basic heavier than air aircraft that relies upon burning fossil fuels in a suitable power plant to achieve flight in the atmosphere. By the mid-twentieth century, with flight in the Earth's atmosphere firmly established, man was
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looking further aloft at the possibility of venturing into space. Early efforts at this involved use of rockets that rose vertically into space with considerable expenditure of fossil fuel. The rocket's parts were discarded after their one time use. Space flight up to even putting footprints on the Moon, and sending unmanned spacecraft to other planets in the solar system, were achieved in the latter half of the twentieth century. However, these achievements were costly as the building of a rocket was very intensive in materials, funds, technology, and time. Moreover, even the most efficient rocket fuels proved to be damaging to the environment and very toxic to humans and other life forms on Earth. Environmental concerns did lead to some sections of society questioning the benefits of conventional approaches to space in view of the massive expenditure in materials and the environmental damage. A section of aviation pioneers had meanwhile been toying with the idea and concept of flying a glider to very high altitudes. This was written about a year ago on this website under the title "Perlan-II: The Cutting Edge Of Aerospace Technology" 1 .
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1
The Perlan Project
The original Perlan-I glider chosen for these experiments was unpressurised, which led to the crew requiring to be clad in pressure suits. Originally, the glider hosted a small two stroke engine to facilitate self-launch from the ground. Later, this was modified to remove the engine, with towing aloft by a tow aircraft being the preferred means of initial launch from the ground. The initial project explored the extent of mountain waves in the vicinity of high northsouth oriented mountain ranges such as the Rocky Mountains in North America, and the Andes in South America. The data obtained suggested that mountain waves in the vicinity of the high mountain ranges in some seasons could extend up to almost 130,000 feet above mean sea level (AMSL) 2 . The Perlan project planned to ascertain more characteristics of these mountain waves and then to explore the possibility of using these waves to achieve near space altitudes without any propulsive power plant on board the Perlan glider. In earlier missions very high altitudes were achieved but the project in stages planned to reach altitudes of up to 130,000 feet AMSL. The Perlan-I craft had achieved an altitude of 70,000 feet AMSL 3 .
Latest Updates on the Perlan Project
The new Perlan-II glider is pressurised and has lighter and more advanced avionics and controls on board. The Perlan-II pressurised glider flew up to an altitude of 30,615 feet AMSL at its
Centre for Air Power Studies
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headquarters Minden-Tahoe Airport in the US during the past week 4 . The improved Perlan-II glider has been undergoing improvements during the past year of its exploring mountain waves in the vicinity of the Andes Mountain range. As the weather conditions become most suitable the Perlan-II is scheduled to move to Argentina during May 2017 to continue on its quest to reach near space altitudes without any kind of propulsion system on board. The objectives stated for the Perlan program include scientific research on weather patterns, wind flows over the Earth, and general scientific research into light and sturdy aerospace structures 5 .
This said, it is obvious that access to near space altitudes has many economic and state security (military) applications as well. A major limitation of the project is the geographical fact that mountain waves of the kind needed to glide up to near space altitudes are found only in very few places around the world 6 . Hence, the use of gliders to reach almost up to space is likely to be limited to a few countries only. However, the technologies that can spin off from the Perlan project pertain to much more widely usable ultra-light aerospace structures, advanced high lift low drag aerodynamic designs and compact and light life support systems. These possible spin offs have potentially very wide application in aerospace programs around the world. This fact alone makes following the progress of the Perlan project very interesting.
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CAPS In Focus 29 April 2017 www.capsindia.org
Conclusion
Notes
Mankind has been fascinated with achieving flight for many centuries. These dreams were achieved initially through lighter than air vehicles and later through invention of the heavier than air aircraft. Next, mankind yearned to achieve access to outer space. Rockets were developed to achieve this aim. While work was underway on these fossil fuel intensive technologies a band of innovative thinkers were aspiring to use the nature of air patterns over the planet to achieve high altitude flight. The Perlan project aims to demonstrate the possibility of reaching near space altitudes without any power plant on board the craft. The nature of data already obtained makes it quite clear that very high altitude flight by the Perlan glider is feasible only at very few locations in the world. Both of these most promising locations lie on the American continents. However, the spin offs in high technology from the Perlan project, especially relating to very light yet strong aerospace structures and advanced high lift aerodynamics, make following the Perlan project very interesting. More discoveries and achievements can be expected from the Perlan team in the months ahead.
(Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the position of the Centre for Air Power Studies [CAPS])
1Vivek Kapur, "Perlan-II: The Cutting Edge Of Aerospace Technology", CAPS InFocus, http://capsindia.org/files/documents/CAPS_Infocus_VK_4 1.pdf, accessed on April 26, 2017.
2Ibid. pp3-5
3Ibid.pp4-5
4Spacewar.com, "Pressurized Perlan Glider Reaches New High Altitude on Journey to Edge of Space" Spacewar.com, ttp://www.spacedaily.com/reports/Pressurized_Perlan_gli der_reaches_new_high_altitude_on_journey_to_edge_of_spa ce_999.html, accessed on April 26, 2017.
5Ibid.
6 Tom LeCompte, "Sailplane to the Stratosphere", Air and Space, http://www.airspacemag.com/flighttoday/sailplane-stratosphere-180959154/, accessed on April 26, 2017.
Centre for Air Power Studies
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_______________________________________________________________
________________________
ADDITION OR SUBTRACTION
Solve using mental math, a simplifying strategy or number disks.
Example:
(OR)
(OR)
+
270 + 430 = ____ 700
10 tens = __ hundred. 1
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Assessment for Eye Medication Administration
Name: ____________________________________________
Please circle the correct answer and take the completed test to the school nurse or school district administrator for scoring.
1. What abbreviation refers to both eyes?
a. OS
b. OD
c. OU
d. OT
2. What is the correct sequence of events for administration of eye medication?
a. Wash hands and apply gloves, position student, pull down eyelid, instill drops or ointment, student closes eyes for 1-2 minutes, and wash hands.
b. Position student with eyes looking up, wash hands, instill drops or ointment, student rest eyes for 5 minutes and wash hands.
c. Wash hands and apply gloves, position student with eyes looking up, instill drops or ointment, and wash hands.
3. When wiping eyes after the instillation of eye drops or ointment, which of the following is not important?
a. Wipe the eyes with a separate gauze or cotton wipe.
b. Do not touch eyes or lashes with gauze or cotton wipe.
c. Wipe the eyes from the inside out.
d. Wipe eyes after the student's eyes are closed for 2 minutes.
4. What is the other word for eye?
a. Optic
b. Auricle
c. Topical
d. Ophthal
Wisconsin Department of Public Instruction Medication Administration
5. Which of the following is not one of the guidelines or rights of medication administration?
a. Right student
b. Right dosage
c. Right time
d. Right position
Number correct: ____ of 5 answers | <urn:uuid:ae4e3841-2ce7-407e-82e5-c03cabf513e6> | CC-MAIN-2019-43 | https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/sneyetest.pdf | 2019-10-23T23:00:36Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00395.warc.gz | 465,654,906 | 342 | eng_Latn | eng_Latn | 0.967994 | eng_Latn | 0.998106 | [
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Constipation in Children
* Commonly occurs at 3 points in a child's development:
* Introduction of solid foods or cow's milk
* Toilet training
* School entry
* Why?
- Inadequate amount of fiber and fluid intake with introduction of solids/cow's milk.
* Toddlers and young children need approximately 20 g/day of fiber
* Fluid needs based on weight:
* 10 lb child needs 32 ounces/day
* 30 lb child needs 42 ounces/day
* 45 lb child needs 50 ounces/day
* Of this, 24 ounces of milk/day is sufficient to meet the daily recommended intake of calcium in children 1 - 5 years old.
* Greater than 32 ounces of milk can slow the intestinal motility and make the child feel full so that they do not end up consuming enough fruits and vegetables.
- Behavioral issues with toilet training and school entry
* If not using a "child potty" the child may not have enough leverage to "push" if not touching floor while toilet training
* Child may not be ready or want to toilet train and purposely withhold stools
* Child may withhold stools if painful or hard
* At school entry, child is starting to use the bathroom themselves and may be embarrassed.
* What can parents do?
* Limit milk to 24 ounces/day in children 1-5 years who are constipated.
* Supplement the rest of the fluid requirements with water.
- Juice is high in sugar and has less fiber than real fruit even if the bottle says "from 100% real fruit."
* Have child eat their food before giving them their liquid to get in the fruits and veggies.
* Make sure while potty training the child can reach the floor with either a child size toilet of step stool beneath the toilet.
* Ask child if they are going to the bathroom at school and promote a routine unhurried time on the toilet after meals.
* Do not punish child or yell at child for not going to the bathroom or having stool incontinence.
* Do reward the child for using the toilet with praise.
* Ask you doctor before using laxatives. These may be helpful short term, but develop unhealthy habits if used for a long period of time. | <urn:uuid:21b335d5-8732-454e-a7af-79be1e6f53ea> | CC-MAIN-2019-43 | https://southlyonfamilydocs.com/wp-content/uploads/2017/05/Constipation-in-Children.pdf | 2019-10-24T00:54:45Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00395.warc.gz | 719,744,490 | 459 | eng_Latn | eng_Latn | 0.999198 | eng_Latn | 0.999198 | [
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1 of 2
Frederick Douglass helped to organize the famous 1850 Anti-Fugitive Slave Law Convention in Cazenovia
Published: Tuesday, February 14, 2012, 5:55 AM
By
The Post-Standard
Frederick Douglass — abolitionist, eloquent orator, writer, editor, and women's rights advocate — was born a slave in Maryland in February 1817 or 1818. He chose Feb. 14 as his birthday.
Douglass succeeded on his second attempt at freedom in 1838, and settled in New Bedford, Mass. William Lloyd Garrison heard Douglass speak at an antislavery meeting and invited him to join the American Anti-Slavery Society. After moving to Rochester in the 1840s, Gerrit Smith of Peterboro convinced Douglass to join his effort to abolish slavery by political means.
Douglass spoke at anti-slavery conventions in Peterboro and throughout Central New York and worked with Smith in organizing the famous 1850 Anti-Fugitive Slave Law Convention in Cazenovia.
Courtesy OHA
This daguerreotype, from the collection of the Onondaga Historical Association, is the earliest known photograph of Frederick Douglass. It was taken in the early 1840s, when Douglass was about 26.
In 1863, after the
Emancipation
, Douglass traveled to Syracuse and elsewhere delivering passionate recruitment speeches. "The arm of the slave is the best defense against the arm of the slaveholder," Douglass implored.
His work as an abolitionist, his stance on behalf of justice and equal opportunity, and his defense of women's rights brought international recognition. His friendship with President Abraham Lincoln expanded the president's thinking about the Civil War.
Douglass was inducted to the National Abolition Hall of Fame and Museum in Peterboro in 2005 — the first year of inductions.
This story is adapted from a 2003 research project by Donna Dorrance Burdick, Smithfield town historian, and from The Post-Standard archive. It is part of The Post-Standard's 2012 observance of Black History Month. This year
2/15/2012 8:48 AM
2 of 2
coincides with the 150th anniversary of the Civil War. The Post-Standard observes the month with accounts of Central New York's African-Americans who lived in the Civil War era, especially those who risked their lives as abolitionists and those who fought for the Union.
You can explore Post-Standard reporting from previous years by searching for Black History. Or you can follow these links for a sampling of related stories:
» "Stops on the Road to Freedom," the sites and people in Central New York that played a significant role in the abolitionist movement and the Underground Railroad.
» "On the Front Lines of History," the story of local blacks' military service.
» "Witnesses: Scars of a Southern Childhood," how Syracusans who grew up in the American South experienced legal segregation before the great changes brought about by the Civil Rights movement a century after the Civil War.
© 2012 syracuse.com. All rights reserved.
2/15/2012 8:48 AM | <urn:uuid:83c9d106-51cb-4709-900a-03eef310465a> | CC-MAIN-2019-43 | https://www.cnyhistory.org/wp-content/themes/oha/press/2012-02-14-PS-FD.pdf | 2019-10-24T00:12:03Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00393.warc.gz | 820,819,430 | 675 | eng_Latn | eng_Latn | 0.995846 | eng_Latn | 0.995715 | [
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TELLING THE TIME IN HOT
When light hits an opaque object, a shadow is created. The shadow will change according to where the light source is located.
In the natural environment the sun is the main light source and as it shines on various objects on the ground, shadows are created. As the sun moves across the sky the shadows change shape, size and direction. Once man realised this, he was able to create an instrument for measuring the time of day. It was called a sundial. The first known sundial was built in Egypt around 800 BC.
OVER TO YOU:
1. Brainstorm the meaning of the word opaque. What is its antonym? What does semi opaque mean?
2. Place an object eg a small can on a large piece of white paper in the sun in the playground. Every hour, trace around the shadow that is created and write the time in the shape created. Do not move the object.
3. What disadvantages could there be in using a sundial to tell the time?
Hot deserts often experience over 350 days of sunshine per year so they are an ideal place for studying shadows. If you were in a desert without a watch you would be able to guess the time by looking at the shadows.
4. Try to find out how many days of sunshine per year your area receives.
5. Have fun creating crazy shadows by arranging different objects together in the sun.
Imagine you are in the desert and are watching the sun and the shadows it creates throughout the day. Draw a shadow to match the time of day shown on each of the cactus pictures below.
am
11.00
12.00 midday
9.00
am
2.00 pm
Blackline Master # 7. © Kookaburra Educational Resources 2010.
Deserts
1.00 pm
4.30 pm | <urn:uuid:42765070-8a0d-4e53-adbb-4caee3c670b5> | CC-MAIN-2019-43 | https://www.kookaburra.com.au/documents/DesertsBLM7.pdf | 2019-10-23T23:32:14Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00395.warc.gz | 973,091,143 | 385 | eng_Latn | eng_Latn | 0.998745 | eng_Latn | 0.998745 | [
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SARALA BIRLA PUBLIC SCHOOL
Mahilong, Ranchi.
Revision Test (CHEMISTRY)
Class – XII
1. If the initial concentration of reactant is doubled,t1/2 is also doubled, the order of reaction is a) zero b) 1 c) 2 d) 3
Note : In the following question a statement of assertion followed by a statement of reason is given. Choose the correct answer out of the following choices (Q. 2)
a) Assertion and reason both are correct and reason is correct explanation of assertion
b) Assertion and reason both are wrong statement
c) Assertion is correct but reason is wrong statement
d) Assertion is wrong but reason is correct statement
e) Assertion and reason both are correct statements but reason is not correct explanation of assertion
2. Assertion: An ordinary filter paper impregnated with colloid solution stops the follow of colloidal particles
Reason: Pore size of the filter paper becomes more than the size of colloidal particles
3. Phenol reacts with dilute HNO3 to give _________________ as major product.
4. _________________and _________________are monomers of glyptal.
5. Benzaldehyde can be distinguished from Propanal by_____________________ test.
6. Match the following
7. What happens when n-Butyl chloride is treated with aqueous KOH ?
8. A person suffering from high blood pressure should take less common salt,why ?
9. What are the products of hydrolysis of Maltose ?
10. What happens when Formaldehyde reacts with acetaldehyde in presence of alkali?
11. a) Write the reaction of Glucose with HNO3.
b) What are essential amino acids? Give one example
12. a) Write step and conditions involved in the conversion of
i) Benzamide to Aniline ii) Ethanoic acid to Methyl amine
13. Illustrate the following reactions giving suitable example in each case:
a) Carbyl amine reaction b) Diazotisation reaction c) Cannizaro's reaction
14. Write cathode reaction, anodic reaction and net reaction while discharging in a lead storage battery.
15. a) What is meant by Pseudo first order reaction.
b) Calculate the molarity of 9.8%(w/w) solution of H2SO4 if the density of the solution is 1.02g ml 1.(Molar mass of H2SO4=98 g mol-1)
c) What is Van't Hoff factor? What possible values can it have if the solute molecules undergo association? | <urn:uuid:3be88c8f-2609-466f-8175-079d31d84862> | CC-MAIN-2019-43 | https://sbpsranchi.com/wp-content/uploads/2019/09/Class-12-Chem.pdf | 2019-10-23T22:58:10Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00393.warc.gz | 667,266,654 | 549 | eng_Latn | eng_Latn | 0.987137 | eng_Latn | 0.994694 | [
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Comparative adjectives
Look at the words above and put them in the appropriate column.
adj. + "er"
More + adj.
"y" change to "ier" | <urn:uuid:c3b3aaf8-8783-4229-9dcd-515869243554> | CC-MAIN-2019-43 | https://www.eslflow.com/wp-content/uploads/2017/11/Comparative_adjectives_word_sorting.pdf | 2019-10-23T23:34:31Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00394.warc.gz | 882,370,408 | 38 | eng_Latn | eng_Latn | 0.995408 | eng_Latn | 0.995408 | [
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Calcium + Vitamin D … What Women Need to Help Prevent Osteoporosis
* Adequate intake of Calcium + Vitamin D helps keep bones strong and has other health benefits as well.
* Everyone needs Calcium + Vitamin D, but women nearing menopause and post menopausal women need more than other people.
DIET
* Most women only consume 700 mg of calcium per day.
* Diet is not enough, but still very important!
* A glass of milk or serving size of other dairy products (yogurt, cheese, etc) provides about 300 mg of Calcium.
* Some foods that have Vitamin D are salmon, tuna, and vitamin D fortified orange juice and milk.
* We get most of our Vitamin D from the sun.
SUPPLEMENTS
* Women need 1000-1500 mg of elemental calcium/ day and 800-1000 units of Vit D/ day
* A multivitamin will not provide the total amount of Calcium + Vitamin D required for a women.
* Most supplements are not 100% elemental calcium.
* Look at the back of the bottle to determine what the elemental calcium is...
- Look at what % is the recommended daily allowance (RDA) and add a "0" to the end of it. That is the amount of elemental calcium.
- ex. 60% = 60 + 0 = 600 mg elemental calcium per serving
* Types of Supplements
* Vitamin D - make sure your supplement has Vit D3 (cholecalciferol), not D2 (ergocalciferol)
* Calcium Carbonate vs. Calcium Citrate
* How to Take Calcium + D
* Take 1 pill at a time with meals and lots of water!
* If you take more than 1 pill at a time your body will not absorb it and you will waste the supplement.
* If you take an antacid or have stomach problems, Calcium Citrate may be better because it doesn't require food to be absorbed. Take it before your antacid and consult your doctor. | <urn:uuid:58445172-04f3-4f02-8ed8-c0b658b27476> | CC-MAIN-2019-43 | https://southlyonfamilydocs.com/wp-content/uploads/2017/05/Calcium-Vitamin-D.pdf | 2019-10-24T00:55:49Z | crawl-data/CC-MAIN-2019-43/segments/1570987836368.96/warc/CC-MAIN-20191023225038-20191024012538-00394.warc.gz | 701,507,901 | 420 | eng_Latn | eng_Latn | 0.991204 | eng_Latn | 0.991204 | [
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Maternal and newborn deaths remain far too many in developing countries.
* Every day, 1,000 women die from complications of pregnancy and childbirth — nearly all from causes that are preventable or treatable.
* Each year, 3.1 million babies do not survive the first 4 weeks of life, and there are an additional 2.6 million stillbirths. Newborns account for more than 40% of all child deaths.
* Almost all (99%) of maternal and newborn deaths occur in low- and middle-income developing countries.
Healthy Mother, Healthy Newborn
Linking essential services for mother and baby across the continuum of care
Integrating care for mothers and newborns is critical to progress toward the Millennium Development Goals of reducing child mortality (MDG 4) and improving maternal health (MDG 5). Researchers, advocates, governments, non-governmental organizations (NGOs), and health workers must work together to develop, support, and implement effective, integrated policies and programs.
The health of a mother and that of her newborn baby are closely linked.
* The health of a mother and her newborn are intimately connected — beginning before conception, and continuing through childbirth and beyond.
* Most maternal and newborn deaths are caused by the mother's poor health before or during pregnancy, or by inadequate care in the critical hours and days during and after childbirth.
* When a woman dies in childbirth, her newborn baby is significantly less likely to survive.
Integrated strategies can save the lives of mothers and babies.
* Health care for mothers and newborns can be provided most effectively through an integrated "continuum of care" approach, which recognizes the close links between the health and well-being of women, newborns, and children.
* Adequate nutrition, immunization, family planning services, and health care — at the home and in the community, through primary-level outpatient services, and in clinical settings — are essential for safeguarding the health and survival of women and their newborns.
* Linking health care for a mother and her newborn baby (for example, by ensuring that postnatal visits address the health needs of both women and newborns) can promote greater efficiency, lower costs, reduce duplication of resources, and maximize impact on their health and survival.
© Family Care International 2011. Based on research conducted by Dr. Zulfiqar Bhutta and others at the Aga Khan University,
Karachi, Pakistan.
Photos: Joey O'Loughlin; Family Care International
The RMNCH Continuum of Care
The "Continuum of Care" for reproductive, maternal, newborn, and child health (RMNCH) includes integrated service delivery for women and children before and during pregnancy, through delivery, the immediate postnatal period, and childhood. Such care is provided by families and communities, and through outpatient services, clinics, and other health facilities.
-The Partnership for Maternal, Newborn & Child Health (PMNCH) Fact Sheet: RMNCH Continuum of Care, 2011
HEALTH
FACILITIES
COMMUNITY
HOUSEHOLD
Focused and rapid action can drive progress
Key action steps include:
* Research: Ensure that research studies measure the impact of interventions on both maternal and newborn health outcomes.
* Advocacy: Support policies that prioritize the health of women and newborns, and programs that emphasize the continuum of care.
* Policy: Prioritize essential services across the continuum of care — pre-pregnancy, antenatal, delivery, and postnatal — that contribute to the survival and well-being of women and their newborns (see box).
* Programs: Implement highimpact, cost-effective packages of care beneficial to both women and newborns.
Progress on reducing maternal and newborn deaths has been far too slow, and too many women and babies die every day. Recognizing and acting on the crucial interconnections between maternal and newborn health can save the lives and improve the health of millions of women and children.
The time for action is now!
Research highlights health services that benefit both women and their newborns | <urn:uuid:4764a184-fe43-4c2d-bab6-908ff510a833> | CC-MAIN-2016-26 | http://www.familycareintl.org/UserFiles/File/RMNCH_CARD_FINAL.pdf | 2016-06-28T22:25:12Z | crawl-data/CC-MAIN-2016-26/segments/1466783397213.30/warc/CC-MAIN-20160624154957-00125-ip-10-164-35-72.ec2.internal.warc.gz | 525,754,739 | 823 | eng_Latn | eng_Latn | 0.997522 | eng_Latn | 0.997935 | [
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Ten Tips for Parents
To Help Their Children Avoid Teen Pregnancy
Ten Tips for Parents
To Help Their Children Avoid Teen Pregnancy
The National Campaign to Prevent Teen Pregnancy has reviewed research about parental influences on children's sexual behavior and talked to many experts in the field, as well as to teens and parents themselves. From these sources, it is clear that there is much parents and adults can do to reduce the risk of teen pregnancy.
Many of these ideas presented here will seem familiar because they articulate what parents already know from experience — like the importance of maintaining strong, close relationships with children and teens, setting clear expectations for them, and communicating honestly and often with them about important matters. Research supports these common sense ideas. We hope that these tips can increase the ability of parents to help their children pass safely into adulthood pregnancy-free.
So, what to do?
1. Be clear about your own sexual values and attitudes. Communicating with your children about sex, love, and
relationships is often more successful when you are clear in your own mind about these issues. To help clarify your own attitudes and values, think about the following kinds of questions.
-› What do you really think about school-aged teenagers being sexually active — perhaps even becoming parents?
-› Were you sexually active as a teenager and how do you feel about that now? Were you sexually active before you were married? What do such reflections lead you to say to your own children about these issues?
-› Who is responsible for setting limits in a relationship and how is that done, realistically?
-› Is abstinence best for teens? What do think about teens using contraception?
2. Talk with your children early and often about sex, and be specific. Young people have lots of questions about sex, love, and relationships. And they often say that the source they'd most like to go for answers is their parents. Start the conversation, and make sure that it is honest, open, and respectful. If you can't think of how to start the discussion consider using situations shown on TV or in the movies as conversation starters. Tell teens candidly and confidently what you think and why you believe what you do. If you're not sure about some issues, tell them about that, too. Be sure to have a two-way conversation, not a one-way lecture. Ask them what they think and what they know so you can correct misconceptions. Ask what, if anything, worries them.
Age-appropriate conversations about relationships and intimacy should begin early in a child's life and continue through adolescence. Resist the idea that there should be just one conversation about all this — you know, "the talk." Think 18 year conversation. The truth is that parents and kids should be talking about sex and love all along. This applies to both sons and daughters and mothers and fathers. All teens need large amounts of communication, guidance, and information about these issues, even if they sometimes don't appear to be interested in what you have to say. And if you have regular conversations, you won't worry so much about making a mistake, because you'll always be able to talk again.
Many inexpensive books and videos are available to help with any detailed information you might need, but don't let your lack of technical information make you shy. Kids need as much help in understanding the meaning of sex as they do in understanding how all the body parts work. Tell them about love and sex, and what the difference is. And remember to talk about the reasons that kids find sex interesting and enticing; discussing only the "downside" of unplanned pregnancy and disease misses many of the issues on teenagers' minds.
Be an "askable parent." Here are the kinds of questions kids say they want to discuss:
-› How do I know if I'm in love? Will sex bring me closer to my girlfriend/boyfriend?
-› Will having sex make me popular? Will it make me more grown-up and open up more adult activities to me?
-› How will I know when I'm ready to have sex? Should I wait until marriage?
-› How do I tell my boyfriend that I don't want to have sex without losing him or hurting his feelings?
-› How does contraception work? Are some methods better than others? Are they safe?
-› How do I manage pressure from my girlfriend to have sex?
-› Can you get pregnant the first time?
And, be a parent with a point of view. Tell your children what you think. Don't be reluctant to say, for example:
-› I think kids in high school are too young to have sex, especially given today's risks.
-› Our family's religious tradition says that sex should be an expression of love within marriage.
-› Whenever you do have sex, always use protection against pregnancy and sexually transmitted diseases until you are ready to have a child.
-› Finding yourself in a sexually charged situation is not unusual; you need to think about how you'll handle it in advance. Have a plan. Will you say no? Will you use contraception? How will you negotiate all this?
-› (For boys) Having a baby doesn't make you a man. Being able to wait and acting responsibly does.
-› It's okay to think about sex and to feel sexual desire— everybody does. But it's not okay to get pregnant/get somebody pregnant as a teenager.
-› (For girls) You don't have to have sex to keep a boyfriend. If sex is the price of the relationship, find someone else.
By the way, research clearly shows that talking with your children about sex does not encourage them to become sexually active. And remember that your own behavior should match your words.
3. Supervise and monitor your children and adolescents. Establish rules, curfews, and standards of expected behavior, preferably through an open process of family discussion and respectful communication. If your children get out of school at 3 pm and you don't get home from work until 6 pm, who is responsible for making certain that your children are not only safe, but also are engaged in useful activities? Where are they when they go out with friends? Are there adults around who are in charge? Supervising and monitoring your kids' whereabouts doesn't make you a nag; it makes you a parent.
4. Know your children's friends and their families. Friends have a strong influence on each other, so help your children and teenagers become friends with kids whose families share your values. Some parents of teens even arrange to meet with the parents of their children's friends to establish common rules and expectations. It is easier to enforce a curfew that all your child's friends share rather than one that makes him or her different — but even if your views don't match those of other parents, hold fast to your convictions. Welcome your children's friends into your home and talk to them warmly and openly.
5. Discourage early, frequent, and steady dating. Group activities among young people are fine and often fun, but allowing teens to begin one-on-one dating much before age 16 can lead to trouble. Let your child know about your strong preference about this throughout childhood — don't wait until your young teen proposes a plan that differs from your preferences in this area; otherwise, he or she will think you just don't like the particular person or invitation.
6. Take a strong stand against your daughter dating a boy significantly older than she is. And don't allow your son to develop an intense relationship with a girl much younger than he is. Older guys can seem glamorous to a young girl. But the risk of matters getting out of hand increases when the guy is much older than the girl. Try setting a limit of no more than a two (or at most three) year age difference. The power differences between older boys or men and younger girls can lead girls into risky situations, including unwanted sex and sex with no protection.
7. Help your teenagers to have options for the future that are more attractive than early pregnancy and parenthood. The chances that your son or daughter will delay having sex, pregnancy, and parenthood are significantly increased if their future appears bright. This means helping them set meaningful goals for the future, talking to them about what it takes to make future plans come true, and helping them reach their goals. Tell them, for example, that if they want to be a teacher, they will need to stay in school in order to earn various degrees and pass certain exams. It also means teaching them to use free time in a constructive way, such as setting aside certain times to complete homework assignments. Explain how becoming pregnant — or causing pregnancy — can derail the best of plans; for example, child care expenses might make it almost impossible to afford college. Community service, in particular, can not only teach job skills, but can also put teens in touch with a wide variety of committed and caring adults.
Teens say parents most influence their
decisions about sex.
Seven in ten teens agree it would be much easier for them to postpone sexual activity and avoid teen pregnancy if they were able to have more open, honest conversations about these topics with their parents.
8. Let your kids know that you value education highly.
Encourage your child to take school seriously and set high expectations about their school performance. School failure is often an early sign of trouble. Be very attentive to your child's progress in school and intervene early if things aren't going well. Keep track of your children's grades in school and discuss them together. Meet with teachers and principals, guidance counselors, and coaches. Limit the number of hours your teenagers gives to part-time jobs (20 hours a week should be the maximum) so that there is enough time and energy left to focus on school. Know about homework assignments and support your child in getting them done. Volunteer at the school, if possible. Schools want more parental involvement and will often try to accommodate your work schedule, if asked.
9. Know what your kids are watching, reading, and listening to.Television, radio, movies, music videos, magazines, and the Internet are chock full of material sending the wrong messages. Sex rarely has meaning, unplanned pregnancy seldom happens, and no one who is having sex ever seems to be married or even especially committed to anyone. Is this consistent with your expectations and values? If not, it is important to talk with your children about what the media portray and what you think about it. If certain programs or movies offend you, say so, and explain why. Be media literate— think about what you and your family are watching and reading. Encourage your kids to think critically: ask them what they think about the programs they watch and the music they listen to.
You can always turn the TV off, cancel subscriptions, and place certain movies off limits. You will probably not be able to fully control what your children see and hear, but you can certainly make your views known and control your own home environment.
10. These first nine tips for helping your children avoid teen pregnancy work best when they occur as part of a strong, close relationship with your children, that is built from an early age. Strive for a relationship that is warm in tone, firm in discipline, and rich in communication and one that emphasizes mutual trust and respect. There is no single way to create such relationships, but the following habits of the heart can help:
-› Express love and affection clearly and often. Hug your children, and tell them how much they mean to you. Praise specific accomplishments, but remember that expressions of warmth and love should be offered freely, not just for a particular achievement.
-› Spend time with your child engaged in activities that suit his age and interests, not just yours. Shared experiences build a "bank account" of affection and trust that forms the basis for future communication with him about specific topics, including sexual behavior.
-› Listen carefully to what your children say and pay thoughtful attention to what they do.
-› Be supportive and be interested in what interests them. Attend her sports events; learn about his hobbies; be enthusiastic about her achievements, even the little ones; ask them questions that show you care and want to know what is going on in their lives.
-› Help them to build self-esteem by mastering skills; remember, self-esteem is earned, not given, and one of the best ways to earn it is by doing something well.
-› Be courteous and respectful to your children and avoid hurtful teasing or ridicule. Don't compare your teenager with other family members (i.e., why can't you be like your older sister?). Show that you expect courtesy and respect from them in return.
-› Try to have meals together as a family as often as possible, using the time for conversation, not confrontation.
A final note: it's never too late to improve a relationship with a child or teenager. Don't underestimate the great need that children feel — at all ages — for a warm relationship with their parents and for their parents' guidance, approval, and support.
The National Campaign's goal is to improve the lives and future prospects of children and families and, in particular, to help ensure that children are born into stable, two-parent families who are committed to and ready for the demanding task of raising the next generation. Our specific strategy for reaching this goal is to prevent teen pregnancy and unplanned pregnancy among single, young adults. We support a combination of responsible values and behavior by both men and women and responsible policies in both the public and private sectors.
If we are successful, child and family well-being will improve. There will be less poverty, more opportunities for young men and women to complete their education or achieve other life goals, fewer abortions, and a stronger nation. | <urn:uuid:01d9f1a9-2929-4046-a637-a485c78d7671> | CC-MAIN-2016-26 | http://thenationalcampaign.org/sites/default/files/resource-primary-download/10tips_final.pdf | 2016-06-28T22:19:49Z | crawl-data/CC-MAIN-2016-26/segments/1466783397213.30/warc/CC-MAIN-20160624154957-00129-ip-10-164-35-72.ec2.internal.warc.gz | 309,218,948 | 2,784 | eng_Latn | eng_Latn | 0.961921 | eng_Latn | 0.998848 | [
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Essential Minerals
Drs. Foster & Smith Educational Staff
Minerals are relatively simple molecules compared to other nutrients which can be large and complex. Minerals make up only 0.7% of the body, yet are vital to its function.
Function of minerals
Minerals perform many different functions in the body such as the formation of bone and cartilage, maintenance of fluid and acid/base balance, transportation of oxygen in the blood, normal functioning of muscles and nerves, and production of hormones. Minerals work with vitamins, enzymes, and other minerals in the body to produce their effects.
Classes of minerals
Minerals are usually grouped into macro and micro categories. Macro-minerals are needed in greater amounts in the diet, and are found in larger amounts in the body than micro-minerals.
Macro-minerals include:
Calcium (Ca) and Phosphorus (P)
Magnesium (Mg)
Potassium (K)
Sodium (Na) and Chloride (Cl)
Micro-minerals include:
Copper (Cu)
Iodine (I)
Iron (Fe)
Manganese (Mn)
Selenium (Se)
Zinc (Zn)
Mineral balance and supplementation
The proper balance of minerals in a pet's body is extremely important and related to the amount of each mineral in the diet, the ability of the animal to absorb the minerals from the intestine, and any disease conditions which could cause excess loss or retaining of various minerals. A high quality vitamin/mineral supplement which contains the proper balance of vitamins and minerals and is given according to directions will not harm a normal animal and in many cases will be beneficial. On the other hand, too much or too little of one mineral can affect the action of others. Supplementation or withholding of one or even several specific minerals can create imbalances and possibly disrupt an animal's nutritional health. In rare cases, changing the mineral balance may be needed to correct a specific deficiency or excess due to a pet's inability to utilize the normal level of a particular nutrient, and should only be done under the direct care of a veterinarian. | <urn:uuid:fee99420-f9d9-4abf-89da-d8475a2eccb2> | CC-MAIN-2016-26 | http://www.peteducation.com/article_pdf.cfm?aid=684 | 2016-06-28T22:14:51Z | crawl-data/CC-MAIN-2016-26/segments/1466783397213.30/warc/CC-MAIN-20160624154957-00124-ip-10-164-35-72.ec2.internal.warc.gz | 774,899,457 | 421 | eng_Latn | eng_Latn | 0.995405 | eng_Latn | 0.995405 | [
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Published on Genders & Sexualities Alliance Network (http://gsanetwork.org)
Home > FAIR Education Act Introduced, Sponsored by GSA Network
FAIR Education Act Introduced, Sponsored by GSA
Network
Dec. 13, 2010
FOR IMMEDIATE RELEASE
Contact: Jackie Downing [1]
415-552-4229
Senator Mark Leno Introduces FAIR Education Act
New legislation sponsored by Equality California and Gay-Straight Alliance Network aims to stop discriminatory education and promote school safety?
Sacramento ? Equality California and Gay-Straight Alliance Network are sponsoring the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act, a bill introduced today by Senator Mark Leno (D-San Francisco), that would prohibit discriminatory education and ensure that lesbian, gay, bisexual and transgender people are fairly and accurately included in instructional materials. Studies have shown that inclusion of LGBT people in instructional materials is linked to greater student safety and lower rates of bullying. The bill would also prohibit the State Board of Education from adopting instructional materials that discriminate on the basis of sexual orientation or gender identity. Twenty members of the California Legislature have agreed to coauthor SB 48.
The FAIR Education Act would bring classroom instruction into alignment with existing nondiscrimination laws in California and would add LGBT to the existing list of underrepresented cultural and ethnic groups, which are covered by current law related to inclusion in textbooks and other instructional materials in schools. By including fair and accurate information about LGBT people and history in instructional materials, SB 48 will improve student safety, reduce bullying, enrich the learning experiences of all students, and promote an atmosphere of safety and respect in California schools.
?LGBT youth are denied a fair education when they are exposed to harmful stereotypes in classroom materials and are excluded from learning about their history,? said Carolyn Laub, GSA
Network?s Executive Director. ?The FAIR Education Act is a key step in preventing discrimination in the classroom and creating safe, respectful schools.?
?Given the number of young people who tragically took their own lives after being bullied for being LGBT ? or perceived as being LGBT, it is imperative that we do more to ensure that all children feel fully welcomed, and this legislation is an important step toward that goal,? said Geoff Kors, Equality California Executive Director. ?LGBT people should not be pushed into the closet when it comes to what students learn about history. Educating youth about the contributions of LGBT Californians and our state?s rich diversity will help foster true acceptance of LGBT students and will ultimately create a safe school environment for all students.?
?Most textbooks don?t include any historical information about the LGBT movement, which has great significance to both California and U.S. history,? said Senator Leno (D-San Francisco). ?Our collective silence on this issue perpetuates negative stereotypes of LGBT people and leads to increased bullying of young people. We can?t simultaneously tell youth that it?s OK to be yourself and live an honest, open life when we aren?t even teaching students about historical LGBT figures or the LGBT equal rights movement.?
Download the FAIR Education Act Fact Sheet [2] .FAIR Education Act Fact Sheet
# # #
Gay-Straight Alliance Network (GSA Network) is a youth leadership organization that empowers youth activists to fight homophobia and transphobia in schools by training student leaders and supporting student-led Gay-Straight Alliance clubs in California and throughout the country. Since GSA Network began in 1998, the number of GSA clubs in California schools has increased from 40 to 830, including more than 53% of the public high schools and a growing number of middle schools. GSA Network?s youth advocates have played a key role in changing laws and policies that impact youth at the local and state level. www.gsanetwork.org [3]
Equality California (EQCA) is the largest statewide lesbian, gay, bisexual, and transgender rights advocacy organization in California. Over the past decade, Equality California has strategically moved California from a state with extremely limited legal protections for LGBT individuals to a state with some of the most comprehensive civil rights protections in the nation. Equality California has passed more than 70 pieces of legislation and continues to advance equality through legislative advocacy, electoral work, public education and community empowerment. www.eqca.org [4]
http://www.gsanetwork.org [5] Press Release GSA Network
. Source URL: http://gsanetwork.org/news/fair-education-act-introduced-sponsored-gsanetwork/121310#comment-0
Links
[2] http://gsanetwork.org/files/getinvolved/FAIR%20Education%20Fact%20Sheet.pdf
[1] mailto:email@example.com
[3] http://gsanetwork.org/
[5] http://www.gsanetwork.org
[4] http://www.eqca.org | <urn:uuid:5fd46b3f-2fd9-4b2d-a1e1-3580c763b240> | CC-MAIN-2016-26 | http://gsanetwork.org/printpdf/496 | 2016-06-28T22:25:25Z | crawl-data/CC-MAIN-2016-26/segments/1466783397213.30/warc/CC-MAIN-20160624154957-00130-ip-10-164-35-72.ec2.internal.warc.gz | 127,729,072 | 1,010 | eng_Latn | eng_Latn | 0.994778 | eng_Latn | 0.995213 | [
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JANUARY 2011
You Don't need to Make Money or Have Money to Save Money
Huh?? It's true. You can contribute to your family's savings plan—and your own—by not spending it. Here's how.
scfederal.org
1. Instead of grabbing a brand name water bottle from the fridge or vending machine for soccer practice, you refill a sports bottle with tap water. That's $2.00 saved per practice.
2. Switch from throw-away plastic bags and brown lunch sacks to reusable, eco-friendly storage containers and insulated totes. That's $1.79 saved each week.
3. Ask your parents to stop buying the individually wrapped crackers and chips you like and buy the bulk containers at the discount store instead. Pack up your own portions in reusable containers. That's $5.75 per unit saved.
4. Skip the movie theater Saturday night and ask your mom and dad to order a pay-per-view movie or rent one from a local DVD box. The seats at home are way more comfortable, and they'll save $10 per person plus the cost of popcorn, candy, soda, and gas.
Winter Word Scramble
Saving money is a lifestyle choice. Choose to start saving today!
Empty Your Pockets
Pockets on your jeans. Pockets on your dress. Pockets on your jacket or coat. Pockets are great inventions. They hold things for you when you can't. Maybe your hands are full or you need to use your hands for something else. Pockets are the perfect place to put your stuff.
Pockets, however, are not the best place to save your money. Yes, you need pockets to carry your money to the store, in the lunch line, or around the mall. But when it comes time to save your money, your pockets are the last place it should be.
Saving your money requires some place a little safer. A little larger. A place where the money can't fall out or get lost in the washing machine.
A piggy bank is a great place to save your money. Any money you have in your pockets should go in your piggy bank. Keep the piggy bank in your room or let your parents help find the right place. When your piggy bank is full, go with your parents to deposit the money into your Kids Club account. Your credit union is the place where lots of people bring their piggy banks for safe keeping. When you empty your piggy bank at the credit union, we promise to protect your money until you need it again.
Federally insured by NCUA.
Unscramble these letters to make words about Winter.
1. oBost
2. Svehol
3. fcraS
4. wSoamnn
5. gagnbToo
4. Snowman 5. Toboggan
3. Scarf
2. Shovel
1. Boots
Answers:
scfederal.org
Winners of the Kids Club Thanksgiving Coloring Contest
We drew random entries to select the members who would receive a $10 deposit to their Kids Club accounts. Congratulations to the winners!
Kaylen Stanley
Age 7 Andalis Burton Age 11 Tyrick Gathers Age 12
To Contact Us:
scfederal.org
843-797-8300 (Charleston)
803-738-8300 (Columbia)
843-545-8300 (Georgetown)
800-845-0432 (Nationwide)
Winter Coloring Contest
Color this image, send your artwork to us, and you'll automatically be entered into a drawing for a $10 deposit to your Kids Club account.
DEADLINE: February 28, 2011
Mail your entry to: South Carolina Federal Credit Union Kids Club, Winter Coloring Contest P.O. Box 190012
Name
Age
N. Charleston, SC 29419-9012
Kids Club Account Number
Ê
Saving Money is Like Growing a Sunflower
When you hold a sunflower seed in your hand it looks really tiny. When you look at a sunflower stalk, it can be over 10 feet high! How does it go from a tiny seed to a giant flower? All it needs is time, water and special care.
Saving money is a lot like growing a sunflower. If you hold a dime in your hand it looks really small. With time, added savings and special care, however, that dime (10 cents) will grow to hundreds and thousands of dollars.
Money doesn't actually grow on trees or in the ground. But it does grow. It grows when you keep adding more money to it: birthday money, allowance money, earned money.
It grows when it's allowed to sit and earn dividends for long periods of time. That's the extra money you get from your credit union for putting your money there for safe keeping. The longer it sits, the more it will earn.
Like a seed that will bloom into a beautiful sunflower, your money needs the proper time, care and attention to grow into a bounty of savings. | <urn:uuid:663efa1b-08f4-4745-92b2-db1266e399df> | CC-MAIN-2016-26 | https://www.scfederal.org/News/~/media/Publications/Kids%20Club/Jan2011_KidsClub_Vol2.ashx | 2016-06-28T22:13:36Z | crawl-data/CC-MAIN-2016-26/segments/1466783397213.30/warc/CC-MAIN-20160624154957-00129-ip-10-164-35-72.ec2.internal.warc.gz | 1,043,876,472 | 1,037 | eng_Latn | eng_Latn | 0.996137 | eng_Latn | 0.997463 | [
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Name:_________________
Date:_________________
1st Grade Measurement List 1 of 4
WhichWord? Sentences
Circle the letter of the word that best completes the sentence.
1) ______ are used to weigh objects.
A. measure
B. scales
C. minute
D. second
2) There are twelve months in a ______.
A. weight
B. month
C. minute
D. year
3) A standard ______ is twelve inches long.
A. ruler
B. week
C. minute
D. measure
4) There are 60 seconds in a ______.
A. minute
B. weight
C. length
D. second
5) I saw my ______ when I stood on the scale.
A. ruler
B. second
C. weight
D. length
6) The ______ of the rope is twenty feet.
A. weight
B. year
C. length
D. measurement
7) January is the first ______ of the year.
A. measure
B. scales
C. month
D. year
8) The two halves represent ______.
A. measurement
B. length
C. month
D. equal parts
9) We are learning to ______ by centimeters.
A. weight
B. length
C. equal parts
D. measure
10) He took a ______ of the wall length.
A. ruler
B. year
C. scales
D. measurement
Page 1 of 2
Name:_________________
Date:_________________
1st Grade Measurement List 1 of 4
WhichWord? Sentences
Circle the letter of the word that best completes the sentence.
11) I came in ______ and won a silver medal.
A. week
B. second
C. weight
D. year
12) There are seven days in a ______.
A. scales
B. month
C. ruler
D. week
Page 2 of 2 | <urn:uuid:b6ff64be-e255-4734-a0e2-d17c8ea555c9> | CC-MAIN-2016-26 | http://www.spellingcity.com/print-which-word-best-completes-the-sentence.html?listId=5393601 | 2016-06-28T22:13:37Z | crawl-data/CC-MAIN-2016-26/segments/1466783397213.30/warc/CC-MAIN-20160624154957-00132-ip-10-164-35-72.ec2.internal.warc.gz | 875,975,083 | 404 | eng_Latn | eng_Latn | 0.994444 | eng_Latn | 0.995041 | [
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Fireweed
by Roxie Rodgers Dinstel and Leslie Shallcross Extension Faculty Health, Home and Family Development
FNH-00106
Fireweed is a tall perennial herb with numerous dense, narrow lance-shaped leaves. Bright reddishpurple flowers grow in long terminal clusters and are very showy.
Fireweed is the common name for the perennial plant Epilobium angustifolium. You will find the plant growing in open meadows, in areas recently cleared of vegetation by wild fires and along river beds and roadsides.
Blooms begin at the base of the cluster and mature up the stem as the season progresses. Alaskans say that summer has started when the blossoms low est on the stem bloom and that summer's end is in sight when the blossoms reach the top of the stalk.
Before the plant blooms, fireweed shoots can be harvested for food. They are a good source of vita min C and vitamin A. Young stems of the fireweed plant can be eaten raw or in salads.
Leaves and unopened buds also can be picked and used before the blossoms develop. The young, slender leaves and immature buds can be mixed with salad greens. As with many plants, the taste becomes stronger and the leaves become tougher later in the season, so harvest and eat leaves early in the spring.
After the fireweed begins to bloom, select young, undamaged blossoms for use in other fireweed reci pes. Older blossoms will be bitter.
Fresh, bright pink blossoms can add color and mild flavor to a salad. Or the blossoms can be used in any of the recipes in this publication.
Storage and Preservation
How to clean and store
Wash leaves, stems, flowers and shoots with warm water in a colander to remove dust and bugs. Lay out on paper towels to air dry, or pat dry with tow els. Fireweed should be stored in a covered con tainer in the refrigerator as you would other salad greens.
How to dry
Spread the fireweed (blossoms or leaves) on paper towels in a single layer and allow to air dry ap proximately two days. Store in a sealed container in a cool, dry place.
How to extract juice
In a large saucepan bring 2½ cups water to a rapid boil. Pour boiling water over 2 cups hard-packed fireweed petals and buds (press fireweed down hard to measure 2 cups), let stand until cool. Refrigerate overnight to bring out the color. Strain through a jelly bag or several layers of cheesecloth.
Yield: 2½ cups
Hot pack for juice
Sterilize canning jars. Heat juice, stirring oc casionally, until it begins to boil. Pour into hot jars, leaving ¼ inch headspace. Wipe jar rims. Adjust lids. Process in a boiling water canner.
Pints or quarts
5 minutes
Freezing juice
Pour into sterilized containers leaving ½ inch head space. Seal, label with date, and freeze.
Recipes
Fireweed Vinegar
2 cups fireweed blossoms and buds 1 cup rice or white wine vinegar
Rinse blossoms in a colander and let dry. Place blossoms in a sterilized jar and pour vinegar over the top. Place mixture in a dark place and allow it to steep for 3 to 4 weeks. Strain vinegar through a strainer or a paper coffee filter. Store in the refriger ator. For longer storage, process in a boiling water bath for 5 minutes.
* To sterilize canning jars, boil in water for 5 minutes.
* To prepare two-piece lids (rings and tops), wash, rinse and keep in hot water until ready to use.
* If less sugar is desired in recipes calling for pectin, be sure to use no-sugar-needed pectin and follow the instructions on the box.
* To use a boiling water canner, see instruc tions on page 3.
2 cups flour
¼ cup sugar
2 teaspoons baking powder
½ teaspoon baking soda
½ teaspoon salt
5 tablespoons butter
1 cup sour cream
1 egg yolk
½ cup fireweed blossoms
Mix dry ingredients together. Cut the butter into five pieces and cut into dry ingredients until crum bly. Mix sour cream and egg yolk together and mix with dry ingredients until all ingredients are com bined. Dough will be sticky. Turn out onto a floured surface and sprinkle blossoms on top. Knead lightly (only about 10 times) to mix flowers in. Pat out into a square about ¾ inch thick. Cut into four squares and cut each square diagonally to make eight scones. Bake at 400°F for 12 to 15 minutes.
Fireweed Jelly
2½ cups fireweed juice
3 cups sugar
1 teaspoon lemon juice
½ teaspoon butter, margarine or oil
3 tablespoons powdered pectin
Sterilize canning jars and prepare lids. Combine fireweed juice, lemon juice, pectin and butter, margarine or oil in a large saucepan. Bring to a full rolling boil and boil hard for 1 minute, stirring constantly. Add sugar and boil hard for 1 minute, stirring constantly.
To test, drop ½ teaspoon of jelly on a cold saucer and put it in the freezer for 5 minutes. If the mixture does not set to your satisfaction, add ½ cup sugar to the jelly in the pot and boil hard for 1 minute. Retest. During the test, the rest of the jelly mixture should be removed from the heat.
When test mixture gels to your satisfaction, ladle jelly into hot jars, add two-piece lids and process in a boiling water canner for 5 minutes.
Yield: 3 cups
Fireweed Scones
Fireweed Tea
Gather leaves for tea before the plants flower, while leaves are young and tender. Place a gener ous handful of leaves in a warmed teapot and pour boiling water over them, filling the teapot. Steep for 5 to 10 minutes. The resulting tea is a light green color with a sweet taste. Fireweed tea does not re quire sugar or milk to improve its flavor. Fireweed tea blends well with other wild teas.
Fireweed Honey
6 cups sugar 3 cups boiling water 30 white clover blossoms 18 red clover blossoms 18 fireweed blossoms
Sterilize canning jars and prepare lids. Boil together sugar and water for 10 minutes; maintain steady boil on low heat without stirring. Remove from heat. Add blossoms and let steep for 15 minutes.
To process in a boiling water canner, follow these steps:
Fill the canner halfway with water. Preheat water to a low boil. Place filled jars, fitted with lids, into the canner on the rack. Add more boiling water, if needed, so the water level is at least 1 inch above jar tops. Turn heat to its highest posi tion until water boils vigorously. When the water boils, set a timer for the recommended process ing time indicated in the recipe. Cover with the canner lid and lower heat setting to maintain a gentle boil throughout the processing time. Add more boiling water, if needed, to keep the water level above the jars.
When the jars have been boiled for the recom mended time, turn off the heat and remove the canner lid. Using a jar lifter, remove the jars and place them on a towel, leaving at least 1 inch of space between the jars during cooling.
After cooling jars for 12 to 24 hours, remove the screw bands and test seals. Press the mid
Strain mixture through cheesecloth and immediate ly pour into hot canning jars, leaving ¼ inch head space. Wipe jar rims and add prepared two-piece lids. Process 5 minutes in a boiling water canner.
Note: Sugar syrup can be tricky. If it crystallizes be fore canning, return it to the pan, add 2 tablespoons water per cup of honey and heat until crystals dis solve. Then process as above.
UAF Cooperative Extension Service Resources
Jams and Jellies – Lesson 5, Food Preservation Series, FNH-00562E
Canning Overview – Lesson 2, Food Preservation Series, FHN-00562B
Using Alaska's Wild Berries and Other Wild
Edibles($10), FNH-00120
Fruit Leather,FNH-00228
Canning BasicsDVD ($5), FNH-01280
Jams and JelliesDVD ($5), FNH-01290
dle of the lid with a finger. If the lid springs up when finger is released, the lid is unsealed. If a lid fails to seal on a jar, remove the lid and check the jar-sealing surface for tiny nicks. If neces sary, change the jar, add a new, properly prepared lid and reprocess within 24 hours using the same processing time. Alternately, adjust headspace to 1½ inches and freeze, or store in the refrigerator and use within three days.
If lids are tightly sealed on cooled jars, remove
Roxie Rodgers Dinstel and Leslie Shallcross, Extension Faculty, Health, Home and Family Development.
www.uaf.edu/ces or 1-877-520-5211
Published by the University of Alaska Fairbanks Cooperative Extension Service in cooperation with the United States Department of Ag riculture. The University of Alaska Fairbanks is an affirmative action/equal opportunity employer and educational institution. ©2014 University of Alaska Fairbanks. | <urn:uuid:527bc214-b667-4648-9f72-eae59bb2ad22> | CC-MAIN-2016-26 | http://www.uaf.edu/files/ces/publications-db/catalog/hec/FNH-00106.pdf | 2016-06-28T22:25:33Z | crawl-data/CC-MAIN-2016-26/segments/1466783397213.30/warc/CC-MAIN-20160624154957-00133-ip-10-164-35-72.ec2.internal.warc.gz | 934,522,516 | 2,010 | eng_Latn | eng_Latn | 0.972869 | eng_Latn | 0.996228 | [
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File name: VR_1.2T_LP2_EarthScience_Science_11
Topic: The Atmosphere and weather
Keywords: tornado, climate change
Suggested grade level: Grade 11
Estimated activity time: 15 min
Earth Science – Science 11
The Atmosphere and the weather it creates and climate change
VR 360 0 exploration: Jaw-dropping 360 degree time-lapse of TORNADO from close range https://www.youtube.com/watch?v=LD1-ez3XskQ&index=9&list=PLAanho1WGMod1hAcivQP5grtH2kdHV-I3
General Introduction:
Participating in a VR 360 0 exploration/expedition is like going on a vacation or trip. You have to plan your destinations, places to eat, relax, and where you would like to meet your friends and family. It means that you have to identify your objectives.
For teachers:
In this section, you will see a modified planning and preparation arranged into three steps. The steps are our suggestions. We hope they will help you maximize the learning opportunities a VR 360 0 exploration/expedition can potentially offer.
Three steps:
1) Pre-exploration: Preview the playlist exploration yourself. By doing this, you are identifying possible questions and activities that might enrich students' VR experience.
2) During exploration: Provide guide or key questions or ask the students to formulate new questions about the playlist and encourage students to refer to other resources (e.g., YouTube videos, articles, etc.) to connect and enrich the playlist.
3) Post-exploration: Follow-up on the new questions and wonders students have identified. These questions might lead to an interdisciplinary inquiry project, blog posts or short video clips to link with the original unit or chapter coverage.
15-minute VR 360 exploration activity
Description:
In this 15-minute exploration activity, you'll see a 360 0 panorama of a Jaw-dropping 360 degree timelapse of TORNADO from close range.
"Check out this time-lapse of an EF2 tornado near Wray, Colorado on May 7, 2016, showing the "wobbly" path back and forth across the road! Video shot by Accuweather storm chaser/meteorologist Reed Timmer with @360fly camera mounted on the roof." AccuWeather Published on Aug 11, 2016
Objective:
The core learning outcome of this playlist is to enrich students' understanding about tornadoes and spread public awareness in the event of natural calamities, like tornadoes.
However, unlike a regular 2D video, this VR provides a 360 0 panorama, which allows your students to focus on different points of interest that might vary from student to student. So, take time to explore the playlist using different angles and positions.
Suggested Guide:
1) Pre-exploration:
Review how tornadoes are formed:
https://www.universetoday.com/75695/how-do-tornadoes-form/
http://www.weatherwizkids.com/weather-tornado.htm
2) During exploration:
What key questions could pique students' interest as they watch this playlist? As well, ask them to think of interesting questions they want to answer as they watch the playlist. Let them discuss these questions and their possible answers. They can do this by groups of two or three.
With limited number of Google cardboards, let students work in pairs. Let them take turn to watch the playlist and do a Q & A. For example, Student 1 will describe to student 2 what he/she is seeing right now. Student 2 will explain the playlist, to Student 1 and each student will take turns doing Q & A.
3) Post-exploration:
Give time for the pair/class to think about the questions and answers they have generated after watching the playlist.
Then invite them to watch the link below. With the playlist, let them express their understanding, reactions into any interdisciplinary inquiry projects, blog posts, short video clips, etc.
The Most Powerful Tornado Recorded on Earth https://www.smithsonianmag.com/videos/category/science/explainer_yt_pl/
References:
https://edu.google.com/products/vr-ar/expeditions/?modal_active=none https://www.youtube.com/watch?v=LD1-ez3XskQ&index=9&list=PLAanho1WGMod1hAcivQP5grtH2kdHV-I3
https://www.universetoday.com/75695/how-do-tornadoes-form/
http://www.weatherwizkids.com/weather-tornado.htm https://www.smithsonianmag.com/videos/category/science/explainer_yt_pl/ | <urn:uuid:9191877e-e611-45a9-9050-1ba0a09bea61> | CC-MAIN-2024-18 | https://blogs.ubc.ca/virtualreality/files/2019/05/pdf-VR_1.2T_LP2.pdf | 2024-04-13T09:26:53+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00307.warc.gz | 126,561,416 | 972 | eng_Latn | eng_Latn | 0.99386 | eng_Latn | 0.994845 | [
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Teaching materials for arts and crafts
Screw it in
and hang it up!
You can install the plastic bottle without cutting it!
C olourful, beautiful and glowin g ! Rainbow colours!
How to use
Turn the lid on the back side to the left to open it.
Insert the batteries in the correct direction and close the lid.
Turn the switch to the left to make it glow. Be sure to turn it off after use.
If the light does not work properly, replace the batteries with new ones. •
Please do not look directly into the light as it may damage your eyes. •
*
If you are not going to use it for a long time, please remove the batteries.
Last longer with AAA batteries!
Let's hang it up!
How to attach a string
Thread the string through the hole and tie it together.
Let's decorate it!
How to decorate
Place it on top of the stage light. | <urn:uuid:183341c4-b4ab-4f66-9407-86baf204de1a> | CC-MAIN-2024-18 | https://hakubun-edu.com/wp-content/uploads/stage-light-led/stage-light.pdf | 2024-04-13T10:36:15+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00305.warc.gz | 268,337,125 | 193 | eng_Latn | eng_Latn | 0.999415 | eng_Latn | 0.999415 | [
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Web Feature 2.1
Experimenting with scales
The scales and modes covered so far have one important feature in common: they all return to the tonic at the octave (or as Maria in The Sound of Music might put it, each scale "brings us back to Do"). Of course, there are many other ways to divide the octave. For example, pentatonic scales—scales with five notes to the octave—are found in the music of many cultures. Web Example 2.1 shows the major and minor pentatonic scales.
Web Example 2.1. The major and minor pentatonic scales.
At the other extreme, some composers in the twentieth and twenty-first centuries have experimented with microtones—pitches "in between" the tempered notes on the piano. The American composer Harry Partch (1901–1974), for example, carefully worked out a system of music that had 53 notes within the octave! (Such a system, of course, meant that he had to construct new instruments that could sound the precise pitches he desired as well as a way of notating these new pitches on paper. That work took up most of his life.)
Fortunately, there are many scales with which you can experiment without needing to "invent new pitches." One simple way to experiment with scales is to take a familiar scale and inflect, or chromatically alter, one or more of the scale degrees. For example, if we start with C major and lower the supertonic and the submediant, we get:
This scale, sometimes called the "Hungarian" scale, is found in Eastern European and Middle Eastern music. It has an interestingly ambivalent "major/minor" character, having the characteristics of both a major scale (like C major, it has the same tonic,
mediant, and dominant scale degrees) and a "minor" mode like Phrygian (because of the lowered supertonic and submediant). The Hungarian scale is used in the traditional Middle Eastern melody "Misirlou" (Web Example 2.2), which was adapted by the rock guitarist Dick Dale in 1962. Dale's version appears in the opening credits of the movie Pulp Fiction, and in turn it was also the inspiration for the Black Eyed Peas' song "Pump It."
Web Example 2.3 shows some other scales that can be derived by altering scale degrees. These scales are found in South Indian music; South Indian melakarta music theory allows for 72 different "parent" scales, all of which have seven steps.
We have just scratched the surface of what is possible in constructing scales. In fact, the twentieth-century theorist/conductor/composer Nicolas Slonimsky (1894–1995)
wrote an influential reference book, Thesaurus of Scales and Melodic Patterns, which contained over 1,000 scales; this book was a major influence on the music of the legendary jazz saxophonist John Coltrane. (You may want to find a copy of this book and try out some of the more exotic scales in your practice regimen, as Coltrane did.) | <urn:uuid:8880592b-dbcb-420d-b481-52c24f3161ca> | CC-MAIN-2024-18 | https://learninglink.oup.com/protected/files/content/file/585d78f4be0d360f003277d7-1482520834149-edited_Web_Feature_2_1.pdf | 2024-04-13T08:41:15+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00306.warc.gz | 333,845,461 | 645 | eng_Latn | eng_Latn | 0.997499 | eng_Latn | 0.99924 | [
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Wisconsinites recycle millions of pounds of electronics through E-Cycle Wisconsin
Join in by recycling or donating your old or unwanted electronics.
Why is it important to recycle electronics?
Electronics contain valuable, reusable materials like aluminum, copper, precious metals, plastic and steel. They also contain harmful materials like lead, mercury, chemical flame retardants and batteries. Recycling and reusing electronics protects the environment, conserves valuable raw materials and preserves landfill space.
What happens when I recycle my electronics?
Electronics recyclers break down your electronics, reuse or recycle safe materials, and properly manage hazardous materials. Recyclers must comply with state and federal regulations to ensure environmental and worker safety.
Where can I e-cycle?
Do NOT put electronics or rechargeable batteries in your recycling bin or cart. There are hundreds of drop-off sites around Wisconsin. Call ahead or visit a collector's website to learn about costs and restrictions. There are also free manufacturer mail-back programs.
Find maps and lists of recycling options at:
dnr.wi.gov search "ecycle"
The following items CANNOT be put in the trash or sent to landfills or incinerators:
* Computers (desktops, laptops and tablets)
* Monitors (includes similar devices with screens of at least 7")
* Computer accessories (mice, keyboards, external hard drives, etc.)
* TVs
* Cellphones
* Video game consoles • DVD players, VCRs, DVRs
* Desktop printers (including those that scan, fax and/or copy and 3-D printers)
* Fax machines
These and other electronics can be RECYCLED at drop-off sites around the state or through mail-back programs. Do not put in your recycling bin or cart.
Wisconsin Department of Natural Resources Bureau of Waste and Materials Management
P.O. Box 7921, Madison, WI 53707 email@example.com
Equal Opportunity Employer and Americans with Disabilities Act Statement: The Wisconsin Department of Natural Resources provides equal opportunity in its employment, programs, services, and functions under an Affirmative Action Plan. If you have any questions, please write to Chief, Public Civil Rights, Office of Civil Rights, U.S. Department of the Interior, 1849 C. Street, NW, Washington, D.C. 20240.
This publication is available in alternative format (large print, Braille, etc.) upon request. Please call 608-266-2111 for more information. Note: If you need technical assistance or more information, call the Accessibility Coordinator at 608-267-7490 / TTY Access via relay – 711.
PUB-WA-1544 2023
Printed on Recycled Paper | <urn:uuid:1d0b263a-974a-4118-89fe-b25c620d589b> | CC-MAIN-2024-18 | https://apps.dnr.wi.gov/doclink/waext/WA1544.pdf | 2024-04-13T10:16:04+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00306.warc.gz | 88,543,073 | 553 | eng_Latn | eng_Latn | 0.980551 | eng_Latn | 0.988363 | [
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Warren County Schools
District Health and Wellness Policy
HISTORY/RATIONALE
Children need access to healthy foods and opportunities to be physically active in order to grow, learn and thrive.
Good health fosters student attendance and education.
Obesity rates have doubled in children and tripled in adolescents over the last two decades, and physical inactivity and excessive calorie intake are the predominant causes of obesity. Heart disease, cancer, stroke, and diabetes are responsible for two-thirds of deaths in the United States, and major risk factors for those diseases, including unhealthy eating habits, physical inactivity, and obesity, often are established in childhood.
School-wide and community participation is essential to the development and implementation of successful school wellness policies.
With the recent passage of the Act (Public Law 108: Section 204) requiring each Local Education Authority (LEA) to have a local wellness policy in place, the federal government recognizes that a coordinated effort by the entire community including child nutrition warranted. These efforts involve adults serving as role models and community members being professionals, school board members, parents, students, school administrators, and teachers is informed of the polices that improve the long-term health and well- being of students. The Warren County School District is committed to providing school environments that promote
and protect children's health, well-being, and ability to learn by supporting healthy eating and physical activity. Therefore, it is the policy of the Warren County School District that:
* The school district will engage students, parents, teachers, food service professionals, healthcare professionals, and community members in developing, implementing, monitoring, and reviewing district-wide nutrition and physical activity policies.
* All students in grades preschool-12 will have opportunities, support, and encouragement to be physically active on a regular basis.
* Foods and beverages sold or served at school will meet the nutrition recommendations of the Federal and State Laws and Regulations.
* Qualified and certified child nutrition professionals will provide students with access to a variety of affordable, nutritious, and appealing foods that meet the health and nutrition needs of students.
* All schools in our district participate in the federal school nutrition programs, (School Breakfast Program, National School Lunch Program, After School Snack Program, and Summer Food Service Program), meeting students' nutritional requirements with age appropriate portion sizes.
* Schools will provide nutrition education and physical activity to foster lifelong habits of healthy eating and physical fitness, and will establish links between health education and school nutrition programs, and with related community services.
TO ACHIEVE THESE POLICY GOALS:
I. School Health Committee
Our school district and each school will strengthen and work with school health and wellness by developing, implementing, monitoring, reviewing, and as necessary, revising school nutrition and physical activity policies. A school health committee consists of a group of individuals representing the school and community, and may include parents, students, and representatives of the school food service program, members of the school board, school administrators, teachers, health professionals, and members of the community. The School Health Committee will report to their school's SBDM Council.
II. School Nutrition Operations School Meals
* Meals served through the National School Lunch and Breakfast Programs will:
* Be appealing and attractive to children.
* Be served in a clean, pleasant setting.
* Meet the nutrition requirements established by state and federal statutes and regulations.
* Offer a variety of fruits and vegetables.
* Promote the consumption of fruits and vegetables through Vegetable Treasures Program and The Cool Spot.
* Continue to serve reduced fat (2%), low-fat (1%), and fat-free milk in a variety of flavors as the beverage with school meals. No bottled or canned carbonated beverages will be allowed in the cafeteria while school meals are being served.
* Offer a variety of whole grain foods.
Schools will engage students and parents, through taste-tests and surveys, in selecting foods sold through the school nutrition programs in order to identify new, healthful, and appealing food choices. The School Nutrition Program will share nutritional information, including information concerning food allergies, with parents and students on menus, website, and through nutritional fact sheets made available at each school.
Breakfast
To ensure that all children have breakfast, either at home or at school, to meet their nutritional needs and enhance their ability to learn:
* Schools will operate the School Breakfast Program.
* Methods will be utilized to serve school breakfast that encourages participation. For example, some schools make breakfast available in the classroom, offer "grab-and-go" breakfast, or serve breakfast during morning break.
* Schools will notify parents and students of the availability of the School Breakfast Program.
* Schools will encourage parents to provide a healthy breakfast for their children through newsletter articles and take-home materials.
Summer Food Service Program
Warren County Schools will sponsor a Summer Food Service Program for at least six weeks between the last day of the academic school year and the first day of the following school year, and preferably throughout the summer vacation.
Meal Times and Scheduling
* Schools will give students adequate time to eat breakfast and lunch.
* Schools schedule meal periods at appropriate times, for example, lunch scheduled between 11 a.m. and 1 p.m.
* Lunch periods will be scheduled to follow recess periods, when possible.
Qualifications of School Nutrition Staff
Qualified nutrition professionals will administer the school meal programs. As part of the school district's responsibility to operate a food service program, we will provide initial training and continuing professional development for all nutrition professionals in schools. Staff development programs will include credentialing, certification, and/or training programs for school nutrition director/supervisors, central office staff, school nutrition managers, and staff, according to their levels of responsibility.
Special Dietary Needs
To ensure that reasonable accommodations are made to allow participation in meal service, School Nutrition Personnel will work closely with the parents and/or guardian(s), and with school, child care, medical, and others in the community who are responsible for the health, well-being, and education of students with disabilities or with other special dietary needs.
III. School Food Environment
Foods and beverages made available to students will meet the nutrition standards required by Federal and State Laws and Regulations.
Fundraising Activities
To support children's health and nutrition education efforts, school fundraising activities will include, but will not be limited to, items that will encourage healthy eating and physical activity. The school district will make available a list of fundraising ideas. Food items that do not meet nutrition standards should only be sold after school.
Snacks
Snacks served during the school day or in after-school care or enrichment programs will make a positive contribution to children's diets and health, with an emphasis on encouraging the consumption of fruits and vegetables, with water, 1% or skim milk, 100% juice as the primary beverage. Schools will assess whether to offer snacks based on timing of school meals, children's nutritional needs, children's ages, and other considerations. The district will provide a list of healthful snacks to teachers, after-school program personnel, and parents.
Snacks through after-school programs will use the After-School Snack Program provided by the School Nutrition Program.
Rewards
Schools will make efforts to use non-food items as rewards for academic performance or good behavior. The district will provide a list of suggestions.
Celebrations
Schools should limit celebrations that involve food during the school day. Each party should include no more than one food and/or beverage that does not meet nutrition standards for foods and beverages. The district will provide a list of healthy party ideas to parents and teachers.
IV. Nutrition Education
* Nutrition Education will be integrated into Core Content Areas.
* The staff responsible for nutrition education will be adequately prepared and participate in professional development activities. Preparation and professional development activities will provide basic knowledge of nutrition, combined with skill practice in program specific activities and instructional techniques and strategies designed to promote healthy eating habits.
* The school cafeteria serves as a "learning laboratory" to allow students to apply critical thinking skills taught in the classroom. School cafeterias will promote nutrition by using contests, promotions, and taste testing activities.
* Nutrition education will involve sharing information with families and the community to positively impact students and the health of the community.
* Families will be provided with information to encourage them to teach their children about health and nutrition and to provide nutritious meals for their families.
* Schools are USDA Team Nutrition Schools who use teaching materials, nutrition curriculum, and food safety training kits.
* Students will be encouraged to start each day with a healthy breakfast.
V. Physical Activity
* Physical education will be an environment where students learn, practice and are assessed on developmentally appropriate motor skills, social skills and knowledge.
* State-certified physical education instructors teach all physical education classes.
* Adequate equipment is available for all students to participate in physical education. Physical activity facilities on school grounds meet safety requirements.
* The district will encourage teachers to incorporate physical activity into subject areas.
* Schools will provide a physical and social environment that encourages safe and
enjoyable activity for all students, including those who are not athletically gifted.
* Recess will include moderate to vigorous physical activity, preferably outdoors, during which school staff shall encourage students to be physically active.
* Depriving students of physical activity as a consequence for behavior or academic performance will be discouraged.
* Information will be provided to families to help them incorporate physical activity into their student's lives.
* Schools are encouraged to provide community access to and encourage students and community members to use the school's physical activity facilities outside of the normal school day. School policies concerning safety will apply at all times.
* The district supports Middle and High School physical activity opportunities.
VI. Other School Based Activities
* Local wellness policy goals will be considered in planning school-based activities.
* Support for the health of all students is demonstrated by participating in health fairs, health screenings, and helping to enroll eligible children in Medicaid and other state children's health insurance programs.
VII. Monitoring and Policy Review
The superintendent or designee will ensure compliance with established district-wide nutrition and physical activity wellness policies. In each school, the principal or designee will ensure compliance with those policies in his/her school and will report annually on the school's compliance to the superintendent or designee.
The Food Service Director shall annually assess school nutrition in the district and issue a written report that addresses the school nutrition environment. The physical activity environment will be assessed by using the School Health Index: Module 3 for Elementary, Middle and High Schools.
The district will evaluate student nutrition and physical activity by conducting student wellness surveys.
Board Approved, May 8, 2006 | <urn:uuid:1ef15802-fbfa-46c2-b314-1450aaa08aca> | CC-MAIN-2024-18 | https://resources.finalsite.net/images/v1706546132/warrencountyschoolsorg/kb1eyptxpagqvy9lxja0/healthwellness.pdf | 2024-04-13T10:45:57+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00306.warc.gz | 462,663,535 | 2,137 | eng_Latn | eng_Latn | 0.997682 | eng_Latn | 0.997984 | [
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Nellie's Lost!
Overview: This program explores one of a child's greatest fears...getting lost. These activities stress the importance of knowing personal identification information such as how to contact a parent or grandparent. Activities also introduce the concept of safe people to ask for help when lost or in trouble.
Activity 1: This activity uses a cell phone as a prop to stress the importance of know ing how to use a phone to call a parent or grandparent in an emergency. It stresses knowing telephone numbers and personal information in order to get help.
Activity 2: Explain that in the army soldiers wear dog tags with their identification in formation. Nellie's mom is in the army, so Nellie wears her identification information on a dog tag just like her mom. Discuss other ways of wearing identification information. This activity prompts a child to make a dog tag with his or her name, phone number, address, and emergency contact.
Activity 3: A maze offers the challenge of leading Nellie through the maze to get help from a safe person. The activity also asks a child to identify safe people to go to in the community. | <urn:uuid:4371348a-5113-4453-ab99-2c5d75166c79> | CC-MAIN-2024-18 | https://www.candostreetny.com/downloads/program_activity_guidelines/nellie_is_lost_guides.pdf | 2024-04-13T09:29:39+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00304.warc.gz | 640,511,600 | 235 | eng_Latn | eng_Latn | 0.997574 | eng_Latn | 0.997574 | [
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"During Meetings I Can't Stand It When…."
A Guide for Facilitators and Team Members
When a youth says...
No one asks me what I think about things and decisions about my life are made without my input.
to the team meeting to review the agenda. This provides an opportunity for the youth to prepare for the discussion and practice
Try This: Meet with the young person prior giving and receiving feedback.
When a youth says...
We don't talk about the things I want to talk about. The plan is supposed to be about me, but none of it is really about the things I think are most important.
Try This: Adjust the team meeting agenda to incorporate at least two topics the young person wants to discuss with the team. This provides an opportunity to create space for youth voice and increases a young person's engagement in their team meetings.
The Achieve My Plan (AMP!) youth advisory group compiled a list of things that commonly happen in team-based planning meetings* that can be frustrating for young people. Here are some suggestions and strategies that meeting facilitators and team members can use to address these issues and promote meaningful youth participation in planning meetings.
*Note: A team based-planning meeting can be any meeting where a team of professionals and family members meet with a youth to make plans for their future. This can include Wraparound team meetings, Individualized Education Plan meetings, etc.
When a youth says...
People talk about me like I am not there or they focus on my problems and what I did wrong.
Try This: Develop ground rules that allow members to raise concerns in a manner that fosters an open dialogue with the person they are speaking to. Some examples are: Speak directly to the person you are speaking to or about; Focus on strengths and solutions; Assign a person to remind the team about the ground rules and interrupt behavior when the rules are not being followed. These strategies will foster opportunities for youth to engage in the discussion, share their thoughts, and ask questions without feeling judged.
When a youth says...
People "therapize." (This is when someone asks a youth a series of questions or makes inferences – typically about the youth's emotions and/or motivations – with the clear intention of getting the youth to respond in a specific way.)
Try This: Incorporate a ground rule that team members agree not to probe youth about their feelings in the context of a team meeting, to offer advice as requested, and address questions and comments directly.
When a youth says...
There are surprises, like things we didn't plan to talk about, or people I didn't know would be there.
Try This: Before the meeting let the young person know who will be attending the meeting and what topics will be discussed. This allows the youth to prepare for the meeting and think about how they might respond.
When a youth says...
Meetings go on a long time, but we don't seem to get anywhere.
Try this: Include a ground rule that reminds team members to stick to the agenda and to stay on track. It might be helpful to add time limits to each agenda item so everything is discussed in a timely fashion. In addition, use the "parking lot" to ensure that the agenda stays within the meeting's time limits. The "parking lot" is a list of items that come up during a meeting that weren't on the original agenda. Depending upon the time remaining, these unplanned items can be discussed at the end or saved for the next meeting.
www.pathwaysrtc.pdx.edu
This publicaton was produced by the Research and Training Center for Pathways to Positive Futures and is supported with funding from the National Institute on Disability and Rehabilitation Research, U.S. Department of Education; and the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration (NIDRR grant H133B900019). | <urn:uuid:e75c0db0-4878-4282-9230-f6c142d9406e> | CC-MAIN-2016-26 | http://www.pathwaysrtc.pdx.edu/pdf/proj3-facilitator-guide-2013.pdf | 2016-06-28T22:18:26Z | crawl-data/CC-MAIN-2016-26/segments/1466783397213.30/warc/CC-MAIN-20160624154957-00145-ip-10-164-35-72.ec2.internal.warc.gz | 762,601,824 | 776 | eng_Latn | eng_Latn | 0.998323 | eng_Latn | 0.998404 | [
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Toxic friends: when friendship is no longer healthy
Teenagers sometimes call negative relationships "toxic friendships" and bad friends "frenemies". Instead of making you feel good, toxic friendships and frenemies can lead to you having more negative feelings, about yourself or others. These relationships are often characterised by subtle put-downs, manipulation, exclusion and other hurtful behaviour. But what are toxic friends or frenemies like?
* They bring out the worst in you. Some friends are just not good enough to be what you need them to be, and may encourage you to indulge in what is not good for you, such as drinking or taking drugs.
* They take and you give. If you notice that the balance between giving and receiving leans heavily to your side giving and rarely focuses on your needs, it's time to have a talk.
* They do not support who you are. When criticism and put-downs are a regular part of your conversations, this is not a friendship that is good for you. Sometimes disguising their words as teasing, humour or sarcasm, such friends may aim to lower your status in the relationship in order to elevate their own. This does even greater harm when it takes place in public. Speak up and tell them you want to be treated with respect.
* They consistently disappoint you. If friends set a date with you and without warning bring along another friend you do not know, it is a little upsetting, but you can get over it. If they cancel going with you to a great concert and go on a date instead, you might be able to cope with that. If they borrow money from you and then buy themselves expensive things without paying you back, you may need to stop lending money. If all of the above are occurring with some regularity, you may get tired of expecting your friend to treat you with respect.
* They cannot be trusted with your secrets. A few trustworthy friends can be an essential part of a healthy life. Most of us have several superficial friendships where we share only things that are common knowledge. Those who hear your secrets must be "true blue" and also trust you with their inner thoughts.
* They do not like or respect your partner or your family . We rely on friends to help us see the other side of things and to listen to us when we need to complain about someone who is a challenge for us. If friends go further and dislike those we care about, that is where trouble begins. Friendships that begin to separate us from those we love may begin to drain energy from our life rather than enhance it. Good friends are one of the most precious things in life. They can provide a safe place for you to go to when you are struggling, give you advice when you need it and celebrate with you when you are happy. Look for true friends and treat them as you would want them to treat you.
1 Match the beginnings and endings to make complete sentences.
a. Frenemies are
1. if they rarely support you.
b. These relationships affect
2. you should leave them.
c. You should talk to your friend
3. bad friends, the worst.
d. A toxic friend may be sarcastic to you
4. your feelings about yourself and other people.
e. If a friend doesn't keep your secrets,
5. shows they don't respect you.
f. Good friends bring out the best in you;
6. those we love.
g. Being repeatedly disappointed by your friend
7. isolate us from our affections.
h. Good friends should respect
8. not good friends.
i. Friendship shouldn't
9. and try to be good to them, too.
j. You should look for good friends
10. to elevate their own status.
2
Read Keith's letter and answer the questions below.
I have this friend who needs attention all the time and he's sucking the life out of me, but if I stop being his friend, he'll get depressed. I just don't know what to do.
This is not my only 'toxic' friend either, and I don't know what to do about any of them.
We're all supposed to be best friends but I can't really be friends with them because they are so self-centred and just don't stop putting me down. This friend has told everybody things I wanted to remain secret between the two of us and I do not trust him anymore…
What should I do? Have you got – or had – a toxic friend? What did you do? I just need some advice – anything would help!
I wish I had something stable in my life… like a person. I wish I had a stable relationship with a person.
I mean, music and books are great but I just wish that the people I love were more consistent. Or maybe it's not them but me?
a. What is Keith's problem?
b. What do the words "he's sucking the life out of me" mean?
c. Why can't Keith leave his "friend"?
d. What do Keith's friends have in common?
e. Why doesn't Keith trust his friend?
f. What does Keith want?
g. What does Keith mean by "consistent"?
h. What are Keith's hobbies?
to aim: mirare, intendere
to cope with: fronteggiare
to disguise: mascherare
to drain: rimuovere
to focus on: concentrarsi
to get (got-got) over: superare
to harm: ferire
hurtful: che ferisce
to indulge in: abbandonarsi a
to lean: appoggiarsi
to lower: sminuire
put-down: mortificazione
to rely on: contare su
to share: condividere
to speak (spoke-spoken) up: dire la propria,
farsi sentire
status: posizione sociale
subtle: sottile
to tease: stuzzicare
true blue: completamente leale
trustworthy: affidabile, degno di fiducia
upsetting: irritante | <urn:uuid:57bc598c-4a9f-40b2-8192-75b446325803> | CC-MAIN-2024-18 | https://www.edisco.it/new-a-caring-society/wp-content/uploads/sites/105/2021/09/04_Toxic_friends_when_friendship_is_no_longer_healthy.pdf | 2024-04-13T08:49:33+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00305.warc.gz | 701,080,584 | 1,260 | eng_Latn | eng_Latn | 0.998558 | eng_Latn | 0.998723 | [
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The Laughing Gull
by Taylor Bennett
We at Gulf Coast Bird Observatory continue to monitor for nesting Wilson's Plovers and Least Terns on Matagorda Beach and Sargent Beach. The avian research team has been hard at work monitoring multiple Wilson's Plover and Least Tern chicks at both sites.
Both of these species are protected by the Migratory Bird Act and are considered species of high concern due to habitat loss and disturbance, so please be cautious when visiting the beach and make sure to give them plenty of space. They are prone to human as well as natural disturbance such as weather and predators. One particular predator is the Laughing Gull.
The Laughing Gull is a medium-sized gull that can be observed year-round along the Upper Texas Coast. We mainly observe them feeding along the beach and nesting on the oyster reef islands in the bays. Like Least Terns, they are colonial ground nesters, meaning that they nest on the ground in large groups. They prefer to nest on remote islands and beaches along the bays that are high enough to avoid tidal flooding and remote enough from mammalian predators and bigger birds such as Herring Gull.
Unlike Wilson's Plover and Least Tern, Laughing Gulls do not form scrapes, but instead form nests using dead vegetation. They can lay up to four eggs and when the chicks hatch they are speckled with black and white downy feathers and are able to move around several hours after hatching. They are able to fly after 25 days.
During this time of year, Laughing Gulls can be seen sporting their breeding plumage. Their head is black, with white eye crescents and a small red ring around their eye. Their bodies are dark gray with black wing tips and a white tail and belly. Their bills are bright red, and their legs are reddish black. During the non-breeding season, their heads turn white and blackish spots form around the eyes and neck and their legs and bill turn black. They are aptly named for the call they make which is similar to a human laugh.
Laughing Gull are very opportunistic feeders and have a very broad diet consisting of earthworms, flying insects, beetles, ants, snails, crabs, crab eggs and larvae, fish, squid, and berries. We often observe people feeding them fries, bread, fish guts, etc. This has made them prone to harassing and begging people for food as well as eating garbage. They will form large groups on the beach, around fishing boats, and fishing docks.
We highly discourage people from feeding them not only because they can be aggressive, but because they are also known to predate on shorebird and water bird eggs and chicks especially Least Tern and Wilson's Plover. So, if you are visiting the beach this holiday weekend please do not feed the gulls.
Like other beach nesting birds, Laughing Gulls are prone to human disturbance such as people, vehicles, dogs, trash, and debris. They are also prone to natural disturbance such as weather and predators. While there are plenty of Laughing Gulls to go around, this species is still protected by the Migratory Bird Treaty Act.
On behalf of Gulf Coast Bird Observatory, we wish you a happy and safe 4 th of July. Please remember to drive slowly, give birds space, keep dogs on a leash, don't feed the gulls, and please no trash and fireworks on the beach.
IMG_8697: Laughing Gull observed feeding along Sargent Beach. Photo by Taylor Bennett | <urn:uuid:7c78ed79-df45-4e38-be67-7906c79663c5> | CC-MAIN-2024-18 | https://www.gcbo.org/wp-content/uploads/2023/12/Bennett_Laughing-Gull.pdf | 2024-04-13T09:40:08+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00305.warc.gz | 738,382,955 | 734 | eng_Latn | eng_Latn | 0.998211 | eng_Latn | 0.998255 | [
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Name: ________________________
Date: _________________________
Reading: Identifying Examples of Systems of Government
Benchmark Clarification 3: Students will recognize examples of these systems of government.
Reading Task
Response
What ideas are presented in the reading?
What is the central idea of the reading?
Select two words or phrases that support the central idea.
How might this reading connect to your own experience or something you have seen, read, or learned before?
Give an example of each of the systems of government you learned about. Be sure to explain the example.
Parliamentary:
Federal:
Confederal:
Unitary:
Civics360
©
Lou Frey Institute
2017 All Rights Reserved
Florida Joint Center for Citizenship | <urn:uuid:7b801e61-3ee3-4447-b5d1-ffc023b1a3da> | CC-MAIN-2024-18 | https://civics360.org/uploads/H1Hm0nKSg/systemsofgovernment_c32_readingguide_bc3form.pdf | 2024-04-13T10:03:00+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00309.warc.gz | 155,022,433 | 148 | eng_Latn | eng_Latn | 0.998458 | eng_Latn | 0.998458 | [
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Sit-down
29 de abril de 2021
If a mortal were to say "sit down", he is giving you an instruction, or should the mortal say "please sit down" he is being polite.
"Sit-down" is different: the hyphen (guion) links the words to form a singular adjective.
Examine these:
* Sometimes workers go on a "sit-down strike" (una huelga de brazos caídos), meaning that they protest by stopping work, but stay at their desks.
* There can be a sit-down protest, a similar concept.
Also, mortals are sometimes tired and might say "I need a sit-down" (…sentarme a descansar un rato) meaning that the person needs a rest. | <urn:uuid:0f87db93-88fc-4445-893f-c8bdca3b1c79> | CC-MAIN-2024-18 | https://100percentenglish.net/significado-en-ingles-de/sit-down-adjective/?print=pdf | 2024-04-13T09:10:41+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00309.warc.gz | 63,575,964 | 157 | eng_Latn | eng_Latn | 0.995516 | eng_Latn | 0.995516 | [
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DISEASES & CONDITIONS LIVING WITH ONE KIDNEY
Most people live normal, healthy lives with one kidney. However, it's important to stay as healthy as possible, and protect the kidney you have.
Why do some people have one kidney?
There are three main reasons why a person may have one kidney:
* A person may have had one kidney removed during an operation in order to treat an injury or a disease like cancer.
What if I was born with only one working kidney?
* A person may be born with a single kidney. This condition is called renal agenesis. Another condition, which is called kidney dysplasia, causes a person to be born with two kidneys, but only one of them works. Most people who are born without a kidney (or with only one working kidney) lead normal, healthy lives.
* A person may have donated one kidney to a person who needed a kidney transplant.
In general, most people with a single, healthy kidney have few problems. However, long-term problems have been seen in some people. Preventing diabetes and high blood pressure and keeping a healthy weight can help preserve the health of your one kidney.
In some people who were born with just one kidney, or had a kidney removed during childhood, there is a chance of some mild loss in kidney function later in life. This usually takes 25 years or more to happen. There may also be a chance of having high blood pressure later in life. Most people with one kidney live healthy, normal lives with few health problems.
In other words, one healthy kidney can work as well as two.
Can one transplanted kidney work as well as two?
Will I need to follow a special diet?
Yes. Testing has shown that a transplanted kidney can also increase in size and function.
Can a person with one kidney participate in sports?
Physical exercise is healthy and good for you. However, it's important for someone with one kidney to be careful and protect it from injury. This recommendation applies to anyone with a single kidney, including people who were born with one kidney and kidney transplant recipients. Some doctors think it is best to avoid contact sports like football, boxing, hockey, soccer, martial arts, or wrestling.
Wearing protective gear such as padded vests under clothing can help protect the kidney from injury during sports. This can help lower the risk, but it won't fully take away the risk. Talk to your healthcare provider about if participating in contact sports is a good idea. You should always think about the risks involved in any activity, and carefully consider whether the risks outweigh the benefits.
For more information, contact the National Kidney Foundation
Toll-free help line:
855.NKF.CARES or email:
firstname.lastname@example.org
KIDNEY.ORG
© 2021 National Kidney Foundation, Inc. 01-10-8236_ICB
Most people with one healthy kidney do not need to follow a special diet but should be aware that drugs and alcohol can be harmful to your body. When you have kidney disease you need to be even more careful about what you put into your body. When your kidney becomes damaged, it will not filter your blood as well as it should. In general, healthy diets include the Mediterranean and DASH diet.
If you have a kidney transplant due to kidney disease or kidney failure, you may have some other dietary needs. If you have questions about your diet, talk to your healthcare provider or a transplant dietitian. | <urn:uuid:e19da8f2-8fdc-4317-88d1-936903258356> | CC-MAIN-2024-18 | https://www.nfkidneycare.com/app/download/16357413/LIVING+WITH+ONE+KIDNEY.pdf | 2024-04-13T08:36:40+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00308.warc.gz | 846,845,459 | 711 | eng_Latn | eng_Latn | 0.997217 | eng_Latn | 0.997434 | [
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Special Needs Policy
Guiding Principles
All our children have a right to an education, which is appropriate to them as individuals. We want all our children to feel that they are a valued part of our school community. As far as possible, therefore, it is our aim to minimise the difficulties that children may experience. We aim to achieve this by adopting three principles that are essential to developing a more inclusive curriculum.
Inclusion
We are fully committed to the principle of inclusion and the good practice, which makes it possible. Our policy, as set out in this document, aims to enable children with SEN, traveller children and children whose first language is not English, to become fully integrated members of our school community. This will be achieved by careful consideration of the needs of each child and by either modifying activities or by providing support that will help the child to participate in them.
Three Principles for Inclusion
Setting Suitable Learning Challenges
We aim to give every child the opportunity to experience success in learning and to achieve as high a standard as possible.
Responding to Children's Diverse Learning Needs
We take into account the different backgrounds, experiences, interests and strengths that influence the way in which children learn when we plan our approaches to teaching and learning.
Overcoming Potential Barriers to Learning and Assessment for Individuals and Groups of Children
We recognise that a minority of children will have particular learning and assessment requirements that will create barriers to learning if we do not address them through special arrangements.
In making provision for children with special needs our policy objectives are:
* To ensure that our duties, as set out in The Education Act 1998, Equal Status Act 2000, Education Welfare Act 2000 and Education for Persons with Disabilities Act 2004, are fully met, to enable children with special educational needs to join in the normal activities of the school along with children who do not have special educational needs
* To ensure that all children gain access to a broad and balanced curriculum and have an equal opportunity to receive an education that is appropriate to their needs
* To identify and assess children with special needs as early as possible – Junior Infant Screening Test B.I.A.P (unless earlier assessment has been carried out) and Test 2r in Senior Infants
* To use our resources as efficiently and equitably as possible when assessing and meeting the special educational needs of our children
* To provide a graduated approach in order to match educational provision to children's needs
* To develop a partnership with parents/carers in order that their knowledge, views and experience can assist us in assessing and providing for their children
* To take into account the ascertainable wishes of the children concerned and, whenever possible, directly involve them in decision making in order to provide more effectively for them
* To ensure collaboration with the Department of Education & Skills in order to take effective action on behalf of children with special needs
* To ensure that all staff are aware of their responsibilities towards children with special needs and are able to exercise them
* To monitor our effectiveness in achieving the above objectives.
Roles and Responsibilities
In attempting to achieve the above objectives the BoM, Principal and staff will take all reasonable steps within the limits of the resources available to fulfil the requirements outlined in this policy document.
Enrolment
The school aims to meet the needs of any child whom the parent wishes to register at the school as long as a place is available and the admission criteria are fulfilled. The Education For Persons with Disabilities Act 2004 states that 'A child is entitled to attend the school which is most suited to his or her overall needs'.
Parents are required to notify the school of their child's special needs in advance of enrolment through the Enrolment Form and Developmental Form (B.I.A.P) . The school will request a copy of the child's medical or psychological report. No child will be refused admission solely on the grounds that s/he has SEN except where the provision required is incompatible with that available in our school.
Early Intervention
We believe it is very important to identify and assess children with special needs as early as possible, so that effective interventions can be put in place. Screening tests are administered in Junior Infants during their second term in school. Test 2r is administered to all pupils in senior infants during the second-term of the school year. Dyslexia Screening Test is also carried out at different classes and stages.
Stages of Assessment and Provision
Access to the school's broad and balanced curriculum is achieved for most children by differentiation of class work by the class teacher. When a class teacher, or Learning Support teacher, identifies a child with SEN, the class teacher consults with the LS teacher and strategies are put in place to support the needs of the child. The first line of responsibility for the progress of all pupils in the class lies with the class teacher. Our SEN process follows the staged process as outlined by the Dept of Education and Skills.
Record of Differentiated Support In Class
Class teachers/Learning Support teacher discuss their concerns with the child's parents.
The triggers for this intervention could be;
* The child makes little or no progress even when teaching approaches are directed at an identified area of weakness
* The child shows signs of difficulty in developing literacy and numeracy skills, which result in poor attainment
* Persistent emotional or behavioural difficulties which do not respond to behaviour management techniques used by the school
* Has sensory or physical difficulties
* Has communication and/or relationship difficulties
The class teacher monitors the Record of Differentiated Support for half a term. If this strategy does not work, then the teacher will continue to the next stage, Learning Support.
Parents will need to sign their consent.
Stage Two
In cases where the Record of Differentiated Support indicates that progress has not been made, or if the results of tests (Test 2r , Drumcondra Primary Reading Test, Sigma T, Belfield Infant Assessment Programme, Dyslexia Screening Test) and teacher observation indicate this to be the case, intervention in the form of a support teacher will be accessed. Again, class teachers will discuss their concerns with the child's parents. The action taken will be as follows:
* The class teacher and support teacher will differentiate the curriculum in specific areas with achievable goals to be implemented by the class teacher and support teacher
* If there are others in the class with similar difficulties in one or more of the specific areas, then a group educational plan will be implemented
* These programmes will be reviewed and updated every term
* While every effort will be made to allow the SEN group/individual to remain included in class, there may be a need to work part of the programme in a SEN room with the support teacher or class teacher. This withdrawal will be time limited and for specific purposes only (e.g. Reading recovery)
* Where progress is such that the child is no longer giving cause for concern, the child will revert to the usual differentiated curriculum available to all children.
Stage Three
The support or class teacher will perform diagnostic tests on these children (at School Action) usually at the beginning and end of the school year. These tests may include the Neale Analysis Reading Test, Aston Index Spelling and Word recognition test, Non-reading Intelligence test etc.
When it has been identified that a child is still struggling and performing below the tenth percentile despite School Action, the class teacher with the support teacher and SEN coordinators will seek advice from the SENO, in consultation with the child's parents.
1. A psychological assessment will be arranged (see Education for Persons with Disability Act 2004)
2. Other outside agencies may need to be contacted, who will advise on a range of provision including IEP targets and strategies
3. The triggers for intervention for Resource could be that, despite receiving an individualised programme the child;
a. Makes little or no progress over a long period of time
c. Continues to have literacy and numeracy difficulties
b. Continues to work at Primary Curriculum levels substantially below that of children of a similar age
d. Has emotional or behavioural difficulties which substantially and regularly interfere with the child's learning, or that of other children, despite an appropriate behaviour management programme and IEP
e. Has sensory and/or physical needs, and requires additional specialist equipment or regular visits from an advisory service
f. Has an ongoing communication or relationship difficulty that prevents social development, and act as a barrier to learning.
4. When the SEN of the child has been confirmed by the psychologist, an application for resource hours will be forwarded to the SENO. The SENO will determine whether the child falls into the category of lower incidence or high incidence. Lower incidences will be awarded resource hours, while the school makes provision for high incidence cases under the weighted system i.e. General Allocation
5. If it is felt by the psychologist that a child has care needs, a special needs assistant may be applied for
6. In circumstances where a child uses specialised equipment, consultants will be required to demonstrate how the equipment is to be used.
Kingsland NS
7. The use of specialised yard equipment may also need to be demonstrated to the staff members. Courses may need to be provided on an ongoing basis to train staff in the relevant areas
8. If the psychologist recommends an exemption from Irish, the Principal will see to this under guidance from the Department of Education & Skills.
Individual Education Plan
Based on Psychologist's report, tests, Record of Differentiation and School Action Plan, the class teacher with the support teacher, SNA (if assigned), parents and representatives of outside agencies (if necessary) formulate an Individual Education Plan.
These IEPs, which employ a small – steps approach, feature significantly in the provision that we make in school. By breaking down the existing levels of attainment into finely graded targets, we ensure that the child experiences success.
This plan includes:
* The nature and degree of the child's abilities and skills
* The degree of the child's special needs
* The present level of performance
* Services to be provided
* Services for transition to 2 nd level school where appropriate
* The goals, which the child is to achieve over a period of half a year.
The strategies set out in the IEP will, as far as possible, be implemented in the normal classroom setting.
The management of the IEP strategies will be the responsibility of the class teacher, support teacher and the SEN co-ordinator.
REVIEW of IEPs
The class teacher consults with the support teacher, the child (and SNA if appointed). They agree on the expected outcomes of the IEP. Outside agencies may play a part in formulating the final copy. Parent's views are also included.
The review in June will be to formulate an IEP, which will be part of the plan for the next teacher in September.
Monitoring and Reviewing
The BoM will ensure that SEN provision is an integral part of the school development plan and will evaluate the effectiveness and success of this policy by monitoring:
* The standards obtained by children with special needs
* The number of children at each of the three stages: Differentiation within Class, School Action and Resource
* The level and pattern of help (i.e. average time allocated and the balance of in-class and withdrawal support)
* Views of parents
* Staff views on in-service
* Children's views
This policy will be reviewed every four years.
This Policy should be read in conjunction with circular 30/2014 with regard to the annual review of SNA allocation. (See p. 16 of circular) Appendix 1.
Personal Pupil Plan (PPP) (See Appendix 2 for sample support plan)
Schools applying for SNA support for the 2015/16 school year will be required to submit a Personal Pupil Plan for each child outlining the pupil's special care needs and showing how the SNA will be deployed to assist the child. The plan should include how the school intends to actively reduce, and where appropriate, eliminate dependency on SNA support within a reasonable timeframe.( p. 17 and 18 of Circular)
Support checklists will be used as part of the PPP. (See appendix 3)
NEPS scheme for Primary schools (See Appendix 4) | <urn:uuid:96032236-770e-49fb-98dc-cf274c1f40b6> | CC-MAIN-2024-18 | https://www.kingslandns.ie/media/download_gallery/Special%20Educational%20needs%20draft%20policy.pdf | 2024-04-13T08:48:13+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00307.warc.gz | 783,773,407 | 2,481 | eng_Latn | eng_Latn | 0.997135 | eng_Latn | 0.998323 | [
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Name: ___________________________ Section: _____
Temperature and Heat – Outline
A. Kinetic Theory of Matter –
B. Temperature –
a. Thermometer –
i. Temperature Scales –
ii. Thermal Expansion –
C. Heat –
a. Specific Heat –
b. Types of Heat Transfer
i. Conduction –
1. Conductors –
2. Insulators –
ii. Convection –
iii. Radiation - | <urn:uuid:4cc0a966-83fd-4908-800a-f3a166432456> | CC-MAIN-2024-18 | https://www.coachedscience.com/uploads/3/1/2/7/31272417/________temperature__heat_-_outline.pdf | 2024-04-13T10:28:10+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00311.warc.gz | 654,830,057 | 85 | eng_Latn | eng_Latn | 0.559763 | eng_Latn | 0.707861 | [
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Giant ape Gigantopithecus went extinct 100,000 years ago due to its inability to adapt
January 4 2016
Estimated size of Giganthopithecus in comparison with a human. Credit: H. Bocherens
Scientists from the Senckenberg Center for Human Evolution and
Palaeoenvironment in Tübingen and from the Senckenberg Research Institute in Frankfurt examined the demise of the giant ape Gigantopithecus. In their study, published recently in the scientific journal Quaternary International, they reach the conclusion that the presumably largest apes in geological history died due to their insufficient adaptability. Analyses of fossil tooth enamel show that the primates were restricted to forested habitats.
It is well documented that the giant ape Gigantopithecus was huge – but beyond this fact, there are many uncertainties regarding the extinct ancestor of the orangutan. Size indications vary from 1.8 to 3 meters, and weight estimates between 200 and 500 kilograms. And there are various theories regarding its diet as well: Some scientists assume a strictly vegetarian lifestyle, while others consider the ape a meat eater, and a few believe that its diet was exclusively limited to bamboo. "Unfortunately, there are very few fossil finds of Gigantopithecus – only a few large teeth and bones from the lower mandible are known," explains Prof. Dr. Hervé Bocherens of the Senckenberg Center for Human Evolution and Palaeoenvironment (HEP) at the University of Tübingen, and he continues, "But now, we were able to shed a little light on the obscure history of this primate."
Together with his colleagues from the Senckenberg Research Institute, Prof. Dr. Friedmann Schrenk and PD Dr. Ottmar Kullmer, as well as other international scientists, the biogeologist from Tübingen examined the fossil giant ape's tooth enamel in order to make inferences on its diet and to define potential factors for its extinction. "Our results indicate that the large primates only lived in the forest and obtained their food from this habitat," explains Bocherens, and he adds, "Gigantopithecus was an exclusive vegetarian, but it did not specialize on bamboo."
The team of researchers studied stable carbon isotopes in the tooth enamel of the large primates – which are able to reveal information about the animals' dietary habits even after several million years. The examined teeth came from China and Thailand – among them the first record of Gigantopithecus, which was discovered by paleoanthropologist Gustav Heinrich Ralph von Koenigswald in 1935 among a collection of fossils from a Chinese pharmacy. The results show that the giant ape's habitat was restricted to forested areas – even though the ape was presumably too heavy to climb trees. This was the case both in China and Thailand, where open savannas would have been available in
addition to the wooded landscapes.
"In order to be able to comprehend the evolutionary history of primates, it is important to take a look at their diet," explains Bocherens, and he adds, "Our results also contribute to a better understanding of the reasons that led to the giant ape's extinction."
Bocherens and his colleagues work on the assumption that Gigantopithecus's size, in connection with its restriction to one habitat type, doomed the giant apes. "Relatives of the giant ape, such as the recent orangutan, have been able to survive despite their specialization on a certain habitat. However, orangutans have a slow metabolism and are able to survive on limited food. Due to its size, Gigantopithecus presumably depended on a large amount of food. When during the Pleistocene era more and more forested areas turned into savanna landscapes, there was simply an insufficient food supply for the giant ape," concludes the scientist from Tübingen.
Large molar of Gigantopithecus from the collection Gustav Heinrich Ralph von Koenigswald in the Senckenberg Research Institute. Credit: Wolfgang Fuhrmannek
Examined tooth of Gigantopithecus from Thailand. Credit: Yaowalak Chaimanee
More information: Hervé Bocherens et al. Flexibility of diet and habitat in Pleistocene South Asian mammals: Implications for the fate of the giant fossil ape Gigantopithecus, Quaternary International (2015). DOI: 10.1016/j.quaint.2015.11.059
Provided by Senckenberg Research Institute and Natural History Museum
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Citation: Giant ape Gigantopithecus went extinct 100,000 years ago due to its inability to adapt (2016, January 4) retrieved 13 April 2024 from https://phys.org/news/2016-01-giant-apegigantopithecus-extinct-years.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. | <urn:uuid:02ce25ae-a3f0-42e3-8e1a-c0466499ff44> | CC-MAIN-2024-18 | https://phys.org/news/2016-01-giant-ape-gigantopithecus-extinct-years.pdf | 2024-04-13T10:59:21+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00311.warc.gz | 425,442,598 | 1,083 | eng_Latn | eng_Latn | 0.858534 | eng_Latn | 0.99526 | [
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Birds of a Different Feather
By Rebecca Bracken
Imagine staring out your back window, watching the birds come to your feeder. You see Carolina Wrens, Carolina Chickadees, and a Northern Cardinal. Wait, is it a cardinal? You see what appears to be a male Northern Cardinal, but something isn't quite normal. Where the feathers are usually deep red, you see a large number of white feathers instead.
What you've just observed is what is called a leucistic (pronounced "loo-si-stick") bird. Leucism is the partial loss of of pigmentation, and causes white coloration in the form of patches or spots on the skin, fur, or feathers. Some leucistic birds have only one or two white feathers; others are white all over their body. These feathers are weaker than the normal feathers, and are more prone to wear. Some leucistic birds have a hard time flying because of these abnormal feathers. Interestingly, sometimes when a bird loses a feather while trying to get away from a predator, the new feather it grows will be white! Once it molts that new feather, a colored one often grows back in.
Leucism is really an umbrella term for a variety of abnormal plumages. Sometimes a bird exhibits a dilution, meaning their plumage is washed out or lightened compared to the normal coloring of their feathers. Some birds only have a few white feathers and are called pied or piebald birds.
But leucism is different from albinism. In albinism, birds will be completely white, but also lose pigment in their eyes, creating red or pink eyes. True albinism is thought to be rare in the wild. Many albino animals have poor eyesight, and are considered more conspicuous. Most albino birds are considered to be easy targets for predators and rarely survive past fledging. Ones that do survive may have a harder time finding a mate; there is evidence that the lack of coloring means the bird may not be recognized or accepted by a potential mate.
And then there's the opposite for leucism and albinism – melanism. Melanism causes an increase in dark pigmentation in the feathers. Sometimes caused by certain diets, melanistic birds can naturally occur in the wild. Some raptors, like the Red-tailed Hawk, have a melanic form or morph, which is just a darker version of what is considered a typical individual.
In between the completely white and completely dark abnormal plumages, there are also some interesting color variations caused by genetic variation or diet. Birds exhibiting xanthochroism have yellowish or orange feathers instead of red feathers. This is often seen in House Finches. Birds that have erythrism appear more red or rufous that normal. Eastern Screech-Owl is a species that occurs in Texas that has commonly occurring rufous individuals.
It's estimated that only 1 in 30,000 birds have abnormal plumage, so most people will never see one. If you're lucky enough to see a leucistic or albino bird, be sure to snap a picture!
Photo by Caleb Putnam
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215 Centennial Rd Orangeville, L9W 5K9 519-940-8900 email@example.com westendvethosp.com
Congratulations on making the decision to add a kitten to your household! Although an exciting time for you, this can be a stressful time for your new addition. You will likely have many questions about what to expect and what needs to be done with your new kitten. This kit will help address common questions and concerns many new pet owners have, and help you navigate the important milestones in your kitten's life.
It is important to have an initial check-up by your veterinarian once obtaining your kitten. Remember to always keep emergency veterinary clinic numbers close at hand, as well as keep records of vaccines, deworming, and any other medical treatment.
Kitten Proof Your Home
o Ensure all windows and screens are securely closed
o Keep your kitten away from balconies or high places
o Store any cleaning supplies or toxic substances out of reach, as well as any human medications or supplements
o Baby locks help with keeping cupboards closed
o Keep garbage cans safely tucked away
o Keep all electrical cords out of reach
o Make sure that any household plants are safe from your kitten
Cat Behaviour
Cats need unrestricted access to areas of the house where they can avoid stressful situations or threats such as small children, other pets, or loud noises. Since cats love to climb, providing perching options throughout the house offers safety and encourages exercise. These places can also be ideal to incorporate scratching surfaces. Cats tend to scratch on vertical objects in areas where they spend much of their time.
Remember a bored kitten is often a mischievous kitten; a kitten who is not stimulated tnough will find his or her own means of stimulation. This may include ruining furniture, digging up carpet, or exploring kitchen cupboards. There are various reasons why kittens may scratch; marking territory, clean paws, or a need to stretch. Cat pads contain a special scent gland that releases a scent when they scratch.
Things you can do to encourage your kitten to scratch only in appropriate places include:
o Rubbing cat nip on scratching posts
o Clapping hands loudly when kitten is scratching inappropriate objects
o Praising your kitten for using the scratching post appropriately
o Providing several outlets for scratching
o Placing citrus items in areas you want to deter your kitten from
o Some cats don't like aluminium foil – use this to cover areas of furniture until he or she learns not to
o Keep your kittens nails neatly trimmed
Environmental Enrichment for Cats
Cats are the most popular pet in Canada, however they are not small dogs and require use to understand their different behaviours. When kept indoors, cats must be able to maintain their natural behaviours (scratching, chewing, elimination); if deprived of these they can develop health or behavioural problems.
Litterboxes should be kept in a safe, quiet area separate from food and water. There should be one litterbox per cat, plus one more located out of sigh to prevent aggression or competition. Many cats prefer large open litter boxes that allow them to dig.
Vaccines
Your veterinarian will help you to develop a vaccine protocol for your kitten depending on his/hers lifestyle and risks. All kittens should be vaccinated for rhinotracheitis, calicivirus, and panleukopenia, and Chlamydia psottaci during their initial visit. These are known as "core vaccines" because they can cause severe disease or are quite common. Rabies will be administered at 16 weeks of age and is required by law.
Rhinotracheitis – A common respiratory infection of cats which can be fatal in kittens. Sneezing, decreased appetite, and fever, followed by a thick discharge from the eyes and nose are often observed.
Calicivirus – An upper respiratory infection of cats with similar signs to Rhinotracheitis. In addition , ulcers may be seen on the tongue and mouth
Panleukopenia – A potentially fatal disease characterized by the sudden onset of severe vomiting and diarrhea. Is especially dangerous to kittens
Chlamydia – Common respiratory infection that produces sneezing, fever, and a thick discharge from the eyes. Can lead to secondary bacterial infections
Rabies – Rabies is a fatal disease spread through saliva and bite wounds of infected animals. It is a fatal infection of the nervous system and can also affect humans. Rabies vaccination is required by law.
"Non-core" vaccines are those that are not required for all kittens, but may be added into the protocol depending on the pet's lifestyle.
Feline Leukemia Virus – This virus decreases the ability of the immune system to respond to infection and may lead to the development of different types of cancer. It is passed from cat to cat by direct contact, so outside cats and cats in multi-cat households are especially at risk.
Remember, it is important to discuss with your veterinarian what is best for your pet and your family!
Deworming
Kittens often have internal parasites when they are born. All kittens should be dewormed every two weeks for three treatments in a row if unknown status. A fecal exam should be performed to check for the eggs of any parasites that need to be treated. Some common parasites include: Roundworms – Spread through ingestion of eggs in feces, during development in an infected mother, through nursing from an infected mother, or from ingesting prey animals. Can cause vomiting and diarrhea in young kittens and can lead to failure to thrive.
Hookworms - Hookworms suck blood from the small intestine, and can lead to . Can be transmitted through the soil or through a kittens's mother. Kittens are often pale and very weak. Hookworms can also be transferred to humans.
Whipworms – Can lead to chronic bloody diarrhea in kittens. It is shed intermittently which can make it difficult to detect on routine fecals.
Tapeworms – tapeworms are spread through ingestion of fleas, or, for cats that hunt, small rodents. Tapeworm segments look like small packets of rice in your kittens' feces and often require separate, specific treatment.
Giardia – Spread through ingestion of infective stage in stool. Can cause watery, foul smelling feces and is shed intermittently, making it difficult to diagnose.
Flea Prevention
Remember, FLEA PREVENTION IS MUCH EASIER THAN TREATMENT. It is advised that all new kittens get dosed with a flea preventative. During the summer months when fleas can survive, we recommend that your kitten be on a preventative flea/heartworm/deworming program. This season often lasts from May until November but can vary depending on the weather! Prevention can be administered topically on the back of the neck, or through an oral medication depending on owner preference.
Spay/Neuter
We strongly recommend that you spay or neuter your kitten at or before 6 months of age. The procedures are different between males and females, although both serve to remove the source of hormones from your kitten's body. There are several benefits to sterilization, including:
o Making your kitten easier to train
o Reducing the likelihood of marking behaviour (urinating)
o Reducing roaming behaviour as there is no need to find a mate
o Reducing the risk of health problems including:
o Pyometra (infection of the uterus which can be life threatening)
o Mammary cancer in females
o Prostate cancer in males
o Testicular cancer in males
Microchipping
A microchip is an excellent way of providing permanent identification for your new kitten. It is a small implant (similar to the size of a grain of rice) that is placed through an injection under your kitten's skin. It contains a unique tracking number so that in the event that your kitten gets lost, the shelter, veterinary clinic, or animal control officer that finds him or her will be able to scan the number and return your kitten safely! This service is offered at the time of spay or neuter, but can also be done earlier if desired.
Training
Training is one of the most important, and most difficult, parts of obtaining a new kitten, and can often be a source of frustration from pet owners.
Housetraining
Until your kitten is 3-4 months old (and sometimes later), your kitten will have limited bowel and bladder control.
o Most accidents happen by allowing your kitten too much freedom, too soon
o Confine your kitten unless you can provide direct supervision
o Have a schedule for feeding and walks
o Take your kitten out first thing in the morning, after naps and meals, and before you go to bed
o Reward your kitten for eliminating outside, always go outside with your kitten so you can reward good behaviour
o Never punish a kitten who has had an accident (prevent your kitten from ever having the need to eliminate inside)
Travelling with your Pet
The best time to start travelling with your kitten is when they are young. Take a few short rides before going on a long ride, as kittens often get nauseous their first few car rides. Make sure your kitten has positive reinforcement during the ride with treats or toys to reinforce a pleasant experience.
Introductions and Handling your Kitten
Introducing the new environment and new family members to your kitten is a very important stage. Keep your kitten isolated so that you can control introductions to people and pets in the family. Total acceptance by other animals may take several months. Rough our sudden movements can frighten a kitten, if introducing young children, an adult should always be present for these introductions. Current pets may be unwilling to share belongings with a newcomer, so ensure that your new kitten has his or her own dishes, blankets, toy, slitter box, etc. Also allow each pet to have time away from the other, as well as one on one time with you.
Kitten Grooming
It is best to get your kitten used to common grooming procedures while they are young, before they develop habits that are difficult to correct!
Grooming – Depending on the hair type of the kitten, the grooming needs will vary. Long haired coats will require more frequent brushing. This will also reduce the incidence of hairballs.
Nail Trimming – All cats need proper nail care unless they scratch excessively on their own. Please clip them regularly, when left too long they can become painful and become prone to tearing and breaking. Handling your kitten's feet regularly will make nail trimming much easier!! Be sure to avoid hitting the quick (blood vessels and nerve tissue) inside the nail; this can be avoided by trimming nails back a little bit at a time.
Caring for Teeth – Many cats will allow their teeth to be brushed, especially if they get used to you handling their mouths early on. Daily brushing is the most effective way to prevent disease.
Exercise
Exercise is essential to your kitten's health and well being. Favourite things to do include climbing, perching, jumping, sharpening claws, and playing with toys, all natural behaviours. Play is a large part of your kitten's development, it encourages them to explore their surroundings and develop physical capabilities. Hunting and Playing are very closely related. Exercise can also keep yoru kitten away from destructive activities.
After spaying or neutering your kitten, it is important to monitor exercise and food intake as often cats will experience a reduction in metabolic rate following surgery.
Diet
Your veterinarian will likely provide diet recommendations depending on the specific needs of your kitten. The right formula will help provide optimal nutrient delivery, small well-formed stools, excellent digestion, ideal skin quality, and an optimized immune system. Superior nutrition can increase a cat's life expectancy, and lead to a healthier, happier life. Cats are very prone to becoming overweight, and obesity in kittens can be very detrimental to their health. Having set meals for your kitten throughout the day will help with monitoring of intake. Avoid feeding human food, as this can encourage begging and may encourage your cat to become a picky eater. Feeding your kitten in a quiet place will help reduce the incidence of stomach upset and will help to establish consistency.
Kitten food should be fed exclusively up until 9-12 months of age. This will optimize bone and soft tissue development. Adult cats are fed more foods that are urine acidifying and restricted in minerals, which could interfere with development in kittens. Remember to ask your veterinary team when transitioning your kitten to an adult formula.
What about treats?
Many treats can be very high in calories and lead to significant weight gain if used frequently. Please do not feed your kitten any bones as fragments can result in severe damage and possible surgery. Many cats cannot digest milk and will develop diarrhea…please provide fresh water only!
Raw meat can contain a number of pathogenic bacteria and parasites that can be detrimental to your kitten's health. A raw diet is not a balanced formula for a growing kitten. As well, bacteria found on raw eat can present a human health hazard to family members, especially young children!
1 st Vet Visit – 6-8 weeks
o Vaccines – FVRCP
o Deworming and fecal exam
2 nd Vet Visit – 12 weeks
o Vaccines – FVRCP +/- FeLV
3 rd Vet Visit – 16 weeks
o Vaccines – FVRCP + rabies +/- FeLV
6 months of age – Spay or Neuter (microchip)
May until November – Flea and Heartworm Prevention +/- tick prevention
Your kitten will get vaccinated again at 1 yr and 4 months of age. After that yearly examinations are recommended to ensure your adult cat is in good health and to recommend an appropriate vaccination protocol. We are happy to discuss concerns or any questions about your pets at any time. Our goal is to make your pet happy! | <urn:uuid:1cfa9ba3-20d0-4a77-8fbc-c8e2fe2465bf> | CC-MAIN-2024-18 | https://www.westendvethosp.com/_files/ugd/38d642_b19b28bc1af0424bab6e513bb85f6fe1.pdf | 2024-04-13T09:37:51+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00313.warc.gz | 990,129,775 | 2,903 | eng_Latn | eng_Latn | 0.992177 | eng_Latn | 0.997969 | [
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Selside Endowed CE School
Art and Design Assessment/Vocabulary Progression
)
Painting - Mix primary colours to make secondary
Painting - Add white to colours to make tints and black to colours to make tones.
Collage - Use a combination of materials that are cut, torn and glued.
Collage - Sort and arrange materials.
Collage - Mix materials to create texture.
Sculpture - Use a combination of shapes.
Sculpture - Include lines and texture.
Print - Use objects to create prints.
Print - Press, roll, rub and stamp to make prints.
Textiles - Create patterns
With the support of a teacher, there is an awareness of how primary colours may be mixed to create secondary colours.
With the support of a teacher, tints and tones are created for specific purposes.
With suggestions from a teacher, a range of materials are combined.
With suggested groupings, materials are sorted.
From a small range, materials ae mixed to create texture.
With encouragement, a number of shapes are combined.
When supported, lines and texture are added for effect.
With suggestions from a teacher, a number of objects are used to create prints.
There is an awareness that different techniques may be used to make prints.
During structured activities, patterns are created with weaving and plaiting.
altering the size of the brush used.
The terms tint and tone are understood and there is some effective experimentation in creating them.
There is generally some experimentation with combining different materials.
Materials are generally sorted and arranged effectively.
Some interesting mixtures of materials are used to create texture.
Shapes are combined in a number of interesting ways.
There are some good attempts at creating lines and texture.
Objects are generally chosen, shaped or fashioned in order to make prints.
Generally, experimentation with different forms of printing leads to some effective prints.
Generally, experimentation with weaving and plaiting
Primary and secondary colours are very effectively mixed in a range of situations. Reasons for choices are explained and are justified.
Tints and tones are used in a number of different contexts and explanations provided as to how they were created.
Thoughtful combinations of materials are created.
Some interesting criteria for sorting and arranging materials are used and explained.
The properties of materials are used to choose materials and explain the textures they create.
A range of interesting and sometimes unusual shape combinations are made and explained.
Carefully chosen lines and textures are added for specific effects.
Materials are carefully selected to create shaped objects for printing. Ideas are suggested and reasons given for choosing different methods of printing.
A wide range of effective prints are created.
brushes to produce shapes, textures, patterns and lines.
Painting - Mix colours effectively.
Painting - Use watercolour paint to produce washes for backgrounds then add detail.
Painting - Experiment with creating mood with colour.
Collage - Select and arrange materials for a striking effect. Collage - Ensure work is precise.
Sculpture - Create and combine shapes to create recognisable forms.
Sculpture - Include texture that conveys feelings, expression or movement.
Print - Use layers of two or more colours.
Print - Make printing blocks.
Print - Make precise repeating patterns.
Textiles - Shape and stitch materials.
With support, colour mixing is effective.
During structured activities, backgrounds are created first and detail later.
There is an awareness that mood may be created with colour.
Some experimentation with the arrangement of materials produces interesting results.
Work shows some precision. With guidance, shapes are combined to create recognisable forms. There is some attempt to add detail.
There is some experimentation with print layers.
With support, print blocks are constructed.
With support, repeating patterns are made.
With supplied templates, and support from a teacher, textiles are shaped then stitched.
Colours are generally mixed effectively in a number of different situations. Generally, backgrounds are created first before adding detail.
Generally, moods are created by altering the colour palette used. Generally, a range of materials is selected and arranged for a particular effect.
Work shows growing precision. Generally. Shapes are effectively combined to create specific forms.
Some effective details provide interesting effects.
Generally, interesting effects are achieved by using layers and different colours.
When reminded, a number of techniques for making print blocks are used.
Generally, repeating patterns are precise.
Generally, templates are created and textiles shaped effectively. There is some independent stitching.
Palettes of colour are created through effective choices and careful combinations of colours. Effective backgrounds are created using a number of techniques.
Colour is effectively used to create mood and reasons for colour choices are explained. Well-chosen and arranged materials produce a striking effect.
Work is consistently precise. Shapes are carefully selected and arranged to create specific forms. Well- chosen textures and details convey specific effects.
Layers and a mixture of colours are used to produce some striking prints.
A wide variety of techniques are used to make interesting and eyecatching print blocks.
A high level of precision and care are used to create precise repeating patterns.
A good understanding of tools and materials is used to accurately shape textiles. Stitching is generally accurate.
(e.g. realistic or impressionistic).
Painting - Sketch (lightly) before painting to combine line and colour.
Painting - Create a colour palette based upon colours observed in the natural or built world. Painting - Use the qualities of watercolour and acrylic paints to create visually interesting pieces. Painting - Combine colours, tones and tints to enhance the mood of a piece.
Painting - Use brush techniques and the qualities of paint to create texture. Painting - Develop a personal style of painting, drawing upon ideas from other artists. Collage - Mix textures (rough and smooth, plain and patterned). Sculpture - Show lifelike qualities and real-life proportions or, if more abstract, provoke different interpretations.
When reminded, light sketches are used first before painting.
With some reminders of colour mixing knowledge, appropriate colour palettes are created.
The qualities of paints are sometimes used to create interest
The mood of a painting is sometimes apparent.
There is some experimentation in creating texture.
A personal style is beginning to develop
With support and encouragement a variety of textures is used.
Some interesting effects that create discussion points are achieved in sculpture.
Light sketching forms the basis of paintings that show a good combination of line and colour.
Colour palettes are created using a good understanding of colour mixing.
Experimentation with the qualities of paints is used to create visual interest.
A good understanding of how to achieve various effects is used to create mood.
A good combination of brush choice and the qualities of paints is used to create interesting textures
A growing range of work demonstrates a personal style.
Generally, choices in techniques reflect well the purpose of a work, which can be explained Techniques are generally precise. Generally, techniques are combined to good effect.
An excellent combination of line and colour is achieved by producing accurate and light sketches before painting.
Realistic colour palettes are created through close observation and an excellent knowledge of colour mixing.
The qualities of paints are understood well and used to create some excellent points of visual interest.
A thorough understanding of how to achieve effects leads the viewer of a painting to readily understand the mood of a painting.
A wide variety of brush techniques and a thorough understanding of the qualities of paints is used to create striking textures
A definite personal style is developing across many pieces of work
A very well-chosen mix of textures is chosen and arranged to create striking effects.
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* Analogies 3 Level 8
Directions: Choose the pair of words that best express a relationship similar to that of the original pair. Then write the bridge sentence(s) to the right.
Someone who is selfish lacks compassion. Someone who is childish lacks maturity.
Example:
Bridge Type: Lack
#) SELFISH: COMPASSION
A) genuine : authenticity
B) serious : passion
C) childish : maturity
D) irresponsible : attention
Bridge Type: Definition (Antonyms)
1) HONOR: DISGRACE
A) comfort : pleasure
B) safety : peril
C) sanity : sense
D)
anger : rage
Bridge Sentence:
Honor is the opposite of disgrace.
__________ is the opposite of __________.
Bridge Type: Characteristic
2) WHISPER: QUIET
A)
folktale : traditional
B) whip : evil
C) disease : curable
D) meal : satisfying
Bridge Sentence:
A characteristic of a whisper is to be quiet.
A characteristic of a __________ is to be
__________.
Bridge Type: Part to Whole
3) ISLAND : ARCHIPELAGO
A) anchor : aircraft
B) archive : album
C) ocean : iceberg
D) article : newspaper
Bridge Sentence:
An island is part of an archipelago.
An __________ is part of a(n) __________.
Bridge Type: Type/Kind
4) PATIENCE: VIRTUE
A)
essay : story
B) currency : credit
C) denial : reaction
D) faith : religion
Bridge Sentence:
Patience is a type of virtue.
__________ is a type of __________.
Name________________
Date________________
1
Bridge Type: Other
5) KISS: AFFECTION
A) smile : fear
B) joke : importance
C)
message : information
D) television : actors
Bridge Sentence:
A kiss is used to convey affection.
_____________________________________.
Bridge Type: Function
6) NETWORK : CONNECT
A) statue : memorialize
B) funeral : eliminate
C) telephone : hear
D) device : create
Bridge Sentence:
A network is used to connect.
_____________________________________.
Bridge Type: Degree
7) DEVASTATED: DAMAGED
A) unusual : weird
B) unkind : hurtful
C) incredible : mundane
D)
prevalent : common
Bridge Sentence:
_____________________________________.
_____________________________________.
Bridge Type: Type/Kind
8) ALGEBRA
: MATHEMATICS
A)
rain : precipitation
B) bronze : metal
C) tradition : culture
D)
trade : economy
Bridge Sentence:
_____________________________________.
_____________________________________.
Bridge Type: Lack
9) UNINHIBITED : RESTRAINT
A) overweight : shape
B) unhealthy : control
C) intelligent : thought
D) generous : selfishness
Bridge Sentence:
_____________________________________.
_____________________________________.
Bridge Type: Definition (Antonyms)
10) OFFER :
REQUEST
A) damage : repair
B) enjoy : entertain
C)
experience : participate
D) endure : continue
Bridge Sentence:
_____________________________________.
_____________________________________.
Answers and Explanations
1) B
Honoris the opposite ofdisgrace. Safetyis the opposite ofperilor danger. Therefore(B) is correct.
2) A
A characteristic of awhisperis to bequiet. A characteristic of afolktaleis to betraditional. Therefore(A) is correct.
3) D An archipelago is a collection of islands. Thus, an island is part of an archipelago. An article is part of a newspaper. Therefore (D) is correct.
4) C
Avirtueis a good or honorable trait. Thus,patienceis a virtue. Denialis the act of declaring something to be untrue, even
though it may be true. Thus, denial is a type ofreaction. Therefore(C) is correct.
5) C
Akissis used to conveyaffectionor fond feelings. Amessageis used to conveyinformation. Therefore(C) is correct.
6) A
Anetworkis used toconnect. Astatueis used tomemorializeor commemorate. Therefore(A) is correct.
7) D Something that is devastated is very damaged. Something that is prevalent is very common. Therefore (D) is correct.
8) A
Algebrais a type ofmathematics. Precipitationis any water, snow, or ice that falls from the sky to the ground. Thus,rainis a
type of precipitation. Therefore(A) is correct.
9) D Someone who is uninhibited lacks restraint. Someone who is generous lacks selfishness. Therefore (D) is correct.
10) A To offer is the opposite of to request. To damage is the opposite of to repair. Therefore (A) is correct.
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Revitalized neighbourhoods or ghost towns?
1. Look at the word in the box and think about what it means to you. Consider whether its meaning has changed in your lifetime.
community
2. Discuss the questions.
* Is 'community' the same as 'neighbourhood'? If not, what's the difference?
* How would you describe the atmosphere of your city or neighbourhood? Is it hectic, peaceful, vibrant, welcoming, tight-knit? Has it changed over time?
* What are three things people in your neighbourhood often complain about?
3. You're going to watch a video about a protest. Read the information in the box and decide what the protest was about.
In September 2015, a group of protestors attacked an east London store for selling a box of cereal for around $5–7. The fight, however, represented a much bigger problem.
4. Watch the first part of the video [https://youtu.be/fsf2fq-jvY8] (to 01:00) and check your idea.
5. Watch the second part of the video (from 01:01) and say what is mentioned about the points below.
A. foreign investment
B. ghost towns
C. loss of community
6. Discuss the questions.
* Had you heard the term 'gentrification' before the video? What was the context?
* Can you talk about somewhere that is affected by this problem? Give details about what's happening, and about how this might look in the future.
* To what extent are newcomers and residents responsible for the consequences of gentrification?
Revitalized neighbourhoods or ghost towns?
* How does someone know if their neighbourhood has been gentrified?
* Look at some common signs of gentrification. Have you noticed any of these where you live?
− changes to houses, e.g. more security cameras
− increase in private transport, e.g. Uber/Lyft
− upmarket cultural establishments, e.g. speciality shops
− trendy décor in bars and restaurants, e.g. exposed brick
7. Look at some opinions about gentrification and choose the correct word or phrase.
A. By increasing rents and losing loyal tenants, we risk losing the motivation/essence of a community.
B. Displacing/Protecting existing residents to welcome wealthy investors will only create a bunch of ghost towns.
C. Urban renewal isn't all bad because it ignores/revitalizes urban areas.
D. Urban sprawl/creation is one of the most worrying aspects of gentrification.
E. Higher consumer prices are necessary to generate income for investment in uneconomical/upand-coming neighbourhoods.
F. Established working-class communities/urban professionals are the biggest target of gentrification.
G. Another problem of gentrification is that it leads to a cultural divide/diversity.
8. Choose any four statements in ex. 7 and explain whether you agree or disagree.
9. Look at some solutions to tackle the problems of gentrification. Consider how useful they could be, thinking of specific examples and potential challenges.
introducing property fees and taxes providing support for tenants
launching community-led development strategies restricting investment in Airbnb and holiday homes
providing support for local businesses investing in transport networks
Revitalized neighbourhoods or ghost towns?
10.Finish the statements about tourism with your own ideas.
* Some tourists avoid the popular, revitalized areas because...
* Tourists rarely notice the cultural divide of a city due to…
* In old cities, a lot of historical and cultural activities are often displaced by…
* Urban sprawl can really affect a touristic experience because…
* The best way to experience the true essence of a new place is to…
* It's becoming more difficult to find authentic established communities when travelling because… | <urn:uuid:f026115c-fcf2-4d90-97f6-43719db7c294> | CC-MAIN-2024-18 | https://eslbrains.com/wp-content/uploads/2024/03/ESL-Brains-Revitalized-neighbourhoods-or-ghost-towns-SV-1352.pdf | 2024-04-13T09:53:48+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00314.warc.gz | 216,832,185 | 780 | eng_Latn | eng_Latn | 0.998644 | eng_Latn | 0.998829 | [
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GUIDELINES FOR CYCLING
STREETS FOR ALL
BERKSHIRE
RIDE WITH TRAFFIC
Riding in the same direction provides more time and space for drivers to pass if conditions allow. It also creates more predictablility and uniformity.
USE YOUR SIGNALS
Help other travelers know where you're going so they can do their part to keep everyone safe. Left, Right, and Stop.
RESPECT SHARED SPACE
Let other people know you are passing by politely announcing. And check your speed. Local ordinances may require that you WALK your bicycle on the sidewalk.
BE VISIBLE
When sharing the road, drivers, pedestrians, and other cyclists need to see you. Wearing something bright, and having a good headlight and taillight are the basic essentials.
BE PREDICTABLE
4
When riding with mixed traffic, either on-road or on a path, it's important to follow the flow of traffic, signal your intentions, and make eye contact where possible. Be aware of your speed.
TAKE IN YOUR SURROUNDINGS
Many drivers are not aware of people riding bikes in their blind spots, especially when turning. Be careful riding next to traffic, and when approaching an intersection. Particularly near large vehicles, trucks, and buses.
ALL MODES OF TRAVEL MUST OBEY THE ESTABLISHED RULES OF THE ROAD
STREETS FOR ALL
DRIVING AND CYCLING SAFELY IN WESTERN MA
LEARN MORE ABOUT CYCLING RIGHTS AND
RESPONSIBILITIES AT MASSBIKE.ORG/LAWS
BERKSHIRE
BERKSHIRE BIKE PATH COUNCIL
BICYCLE INFRASTRUCTURE BASICS
BIKE LANE
TRAVEL
DIRECTION
PAINTED BUFFER
(USE IS OPTIONAL
BY DESIGNER)
GREEN PAINT
(USE IS OPTIONAL
BY DESIGNER)
DASHED GREEN
PAINT INDICATES
CROSSING ZONES
THINK OF THEM AS
"BIKE CROSSWALKS"
DRIVERS MUST
YIELD TO BIKES AT
CROSSING ZONES.
MOTOR VEHICLES ARE NOT ALLOWED TO TRAVEL OR STAND IN BIKE LANES.
The exceptions are personal handicapped mobility devices and e-bikes.
A PERSON DRIVING MAY ENTER THE BIKE LANE FOR TWO REASONS:
- Parallel parking
- Pulling over for emergency vehicles
BICYCLISTS MAY LEAVE THE BIKE LANE AT ANY TIME THAT IS PRUDENT. do so and scan your surroundings
You should signal your intent to before merging or turning.
SHARED LANE
THESE SIGNS AND ROAD MARKINGS EMPHASIZE THAT BICYCLISTS MAY BE PRESENT IN THE GENERAL TRAVEL LANE, AND MAY USE THE FULL LANE FOR SAFETY, VISIBILITY, OR PREFERENCE.
Bicyclists may always use a general travel lane regardless of whether there is a bike symbol present.
Paint may be accompanied by a "Share the Road" sign or "Bikes May Use Full Lane" sign. Either may exist, with or without markings, or neither may be used.
SHARE THE ROAD
BIKE BOX
Bicyclists may use a bike box to set up for a left turn at an intersection, or to be positioned for the most visibility going forward if a bike lane ends, when traffic is stopped at a red light.
Motor vehicles must stop in advance of the bike box at an intersection whether or not it is occupied. | <urn:uuid:c74f5bfe-62bf-4994-8448-aa22addde981> | CC-MAIN-2024-18 | https://berkshireplanning.org/wp-content/uploads/2020/06/BerkStreetsforAll_4x11.pdf | 2024-04-13T08:56:02+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00311.warc.gz | 109,467,677 | 746 | eng_Latn | eng_Latn | 0.989032 | eng_Latn | 0.989032 | [
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Name: ____________________________________________ Date: _______________________
Physical Science Probes
What's in the Bubbles?
Hannah is boiling water in a glass tea kettle. She notices bubbles forming on the bottom of the kettle that rise to the top and wonders what is in the bubbles. She asks her family what they think, and this is what they say:
Dad: They are bubbles of heat.
Calvin: The bubbles are filled with air.
Grandma: The bubbles are an invisible form of water.
Mom: The bubbles are empty—there is nothing inside them.
Lucy: The bubbles contain oxygen and hydrogen that separated from the water.
Which person do you most agree with and why? _________________________ Explain your thinking.
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ | <urn:uuid:7f1669a9-bc5e-486b-8647-365b51161eba> | CC-MAIN-2024-18 | https://www.nsta.org/sites/default/files/journal-articles/supplemental-resources/USI%20V2-8_Whats%20in%20the%20Bubbles_Student.pdf | 2024-04-13T10:04:28+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00315.warc.gz | 868,375,729 | 195 | eng_Latn | eng_Latn | 0.876178 | eng_Latn | 0.876178 | [
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Week 1 / Pre-teens KS3
Best Books Worksheet
Title
Author
Basic Story Line (think beginning, middle and end)
Stars
Title
Author
Basic Story Line (think beginning, middle and end)
Stars | <urn:uuid:61a44d76-2107-4a42-9891-af37de263088> | CC-MAIN-2024-18 | https://www.biblesociety.org.uk/content/get_involved/The_Bible_Series/resources/session_1/pre-teens_worksheet_01.pdf | 2024-04-13T10:01:06+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00317.warc.gz | 636,579,464 | 48 | eng_Latn | eng_Latn | 0.928842 | eng_Latn | 0.928842 | [
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Unit Obesity
Unit Focus:
Reading 1: Obesity: An Issue to Consider
Reading Strategy: Scanning
Vocabulary: Collocations; word mapping;
word family; multiple meanings
Grammar: The passive construction
Reading 2: The Dream Diet
Check up
A. Doctors use people's body mass index (BMI) to measure their body fat. To calculate an adult's BMI, they divide the weight in kilograms by the height in meters squared. The results are interpreted as follows:
BMI > 40 Morbidly Obese
BMI = 18.5 – 24.99 Normal
BMI > 30 Obese
BMI < 18.5 Underweight
BMI > 25 Overweight
BMI < 17 Moderate and severely thin
Now, let's measure your own BMI.
B. Which of the following do you think are the direct or indirect causes of obesity?
□ depression
□ heavy smoking
□ aging
□ antidepressant drugs
□ obese parents
C. Put the following words and phrases in the right columns below.
Body Parts
Disorders and Diseases
muscle tissue sore joints body water fat tissue hip bone heart stroke blood pressure kidney cancer abdomen diarrhea small intestine thyroid gland high cholesterol level
Read
This text is an entry extracted from a medical encyclopedia.
Obesity: An Issue to Consider
1. not needed
2. sportsperson
3. how long a person lives
4. explain
Obesity is a condition that develops when a person takes in more food calories than his/her body burns up, and when the body turns those excess 1 calories into fat. Overweight refers to an excess of body weight compared to set standards. The extra weight may come from muscle, bone, fat, or body water. Thus an athlete 2 may be overweight without being obese if his/her extra weight consists of muscle rather than fat tissue.
Some doctors think obesity is a disease, while others maintain that it is an unhealthy condition increasing risks of diabetes and other diseases. To this latter group, obesity is connected with many diseases or disorders that can shorten a person's life expectancy 3 and lower one's quality of life. Some of these health problems include: Type II diabetes; high blood cholesterol levels; heart disease; stroke; high BP; osteoarthritis; sleep apnea; depression; and increased risk of breast or kidney cancer.
Causes and Symptoms
Obesity is usually the result of several factors together rather than a single cause. Although obesity can be described as an imbalance between food energy taken in and energy used up in exercise, eating and exercise are connected to other factors in complicated ways.
* Genetic factors. These factors, which account for 4 40%–70% of the variations in human body size, affect how well a person's body burns food and where the excess fat is stored. People whose fat is stored around the abdomen
have a higher risk of health problems than those whose extra weight is carried on the hips.
* Family environment. A person whose parents eat a lot of high calorie foods is likely to adopt their eating habits.
* Age. People's bodies lose muscle tissue and gain fat as they age, and their calorie requirements drop; thus people who may not have been obese as young adults may become obese as they grow older.
* Sex. Men have more muscle tissue and less fat than women, and their calorie requirements for maintaining their weight are higher than women's.
* Medical conditions. People with Cushing's syndrome, disorders of the thyroid gland, or depression are at increased risk of obesity.
* Medication. People who must take corticosteroid drugs, antiseizure medications, or antidepressants may gain weight on these drugs.
* Emotional factors. Some people use food to soothe feelings 5 when they are sad, angry, or bored.
* Smoking. People who stop smoking often gain weight because food tastes better after they stop. In addition, the nicotine in tobacco raises the rate at which the body burns calories, so the former smoker's body needs
Lucky men!
5. make feelings less serious
6. painful
To what extent has reading this text changed your understanding of the causes of obesity? To know, you may compare your answers with those to exercise B in the check up.
7. very important fewer calories to maintain its weight.
Treatment
Treatment of obesity is usually more complicated than simply placing people on a diet or telling them to get more exercise. The doctor must take into account other health conditions affecting the patients, their medications, occupation, and other lifestyle factors. For example, someone with osteoarthritis may need to do exercises that will not damage sore 6 joints.
Morbidly obese people or those unable to lose weight by exercise or food intake may be treated by medications or surgery. The two major approved medications for weight loss are Meridia, which makes the person feel full more quickly during a meal, and Xenical, which lowers the amount of fat the body absorbs from the intestines. Both drugs have side effects, and weight loss is not great.
Weight-loss surgery (bariatric surgery) is usually limited to people with a BMI over 40 or those with a BMI over 35 combined with type 2 diabetes, sleep apnea, or heart disease. There are two basic types of surgery for weight loss, restrictive and malabsorptive. Restrictive procedures work by closing off part of the stomach so that the person cannot eat as much without feeling full. In malabsorptive procedures, the surgeon creates a bypass around the part of the small intestine where most of the calories in the food are absorbed. This type of surgery lowers the patient's food intake and the amount of calories the body absorbs. The different types of operations have different and substantive 7 long term effects on eating—thus some call it 'behavioral surgery.' They can produce complications like bloating, nausea, and diarrhea. Also, the patient will need to see the doctor periodically for the rest of his/her life.
Source:
U.X.L Encyclopedia of Diseases and Disorders (2009)
Medicine Notes
apnea: the stopping of breathing
bloating: swelling
corticosteroid (drugs): a drug which reduces inflammation
Cushing's syndrome: a condition in which the adrenal cortex produces too many corticosteroids osteoarthritis: a disease of elderly people with inflamed joints which become stiff and painful nausea: a feeling that you want to vomit
Digest What You Read
A. Do the following statements agree with the information given in the text? Write
TRUE
if the statement agrees with the information
FALSE
if the statement contradicts the information
NOT GIVEN if there is no information on this
Then correct the false sentences.
…… 1. In obese people, the body turns all calories into fat.
…… 2. The amount of fat tissue in an overweight athlete is more than muscle tissue.
…… 3. Among other factors, eating is still considered the main cause of obesity.
…… 4. The risk of heart problems in obese people changes in relation to the location of the stored fatty tissues.
…… 5. Depression is both a likely cause and effect of obesity.
…… 6. Both Xenical pills and malabsorptive surgery lead to weight loss by influencing the amount of food absorption.
…… 7. Genetic factors may lead to obesity as they affect a person's calorie burn up.
B. Match each patient's complaint with the right diagnosis on the left side of the table.
C. Pair Work. Which weight-loss surgery does each picture show?
Reading Strategy: Scanning
Scanning is a technique you often use when, for example, you are looking up a word in the telephone book or dictionary or even when you read a patient's case history. You scan when you need specific information in a text, so instead of rereading the entire text, you move your eyes quickly over it.
Think about what to scan for in order to find specific information:
D. Scan Obesity: An Issue to Consider to answer these questions. Before you scan, decide what you should scan for in each case.
1. What disorders and diseases are mentioned in the text?
2. What percentage of variation in human body size is because of genetic factors?
3. What are four of the medications mentioned in the text?
E. In one minute, scan the following ads and descriptions for drugs to find the ones related to weight loss. Underline the clues.
Vocabulary Shot
Vocabulary strategy: Collocation
Collocation is a pair or group of words that are often used together. They are an important part of learning the vocabulary of a language. Here are some examples of collocations:
Nouns and verbs:
She will undergo
a
surgery next month.
Noun and noun: The doctor prescribed him some diet pills.
One strategy for learning collocations is word mapping. Using this technique, you can place the collocations of a word in a visual shape, for example, a diagram.
A. Complete the word maps with the words in the box. Use some words more than once.
gain extra maintain high loss body excess lose requirement take in burn up absorption food
Now, fill in the blanks with the collocations in the webs.
1. People trying to …………..……. weight by dieting know it is difficult to change eating habits.
2. Chop …………...….. foods like chocolate into smaller pieces. It will seem like you are having a lot of them.
3. To lose a kilogram of fat, you need to …………….…… 8000 calories.
4. Some ethnic groups are more sensitive to the effects of …………..……… weight gain.
C. Word Family. Pair Work. Look back at Obesity: An Issue to Consider to find the word families and complete the table. Use your dictionary if necessary.
D. Use the information in the table above to complete the sentences.
1. To lose weight, obese people may need to ……………. new eating habits.
2. Xenical ………..….. weight gain by decreasing the amount of fat the body absorbs.
3. Although obesity surgery is a successful treatment, surgical ...………….……. have serious complications.
4. In athletes, extra weight does not …………………. fat tissue but muscle tissue.
5. Do complications of weight loss operations ………. considerably from patient to patient?
6. The risk of health problems in obese people increases based on where their fat is ……… .
To maintain something has got two different meanings in the passage:
1. "Some doctors think that obesity itself should be defined as a disease, while others maintain that it should be considered more broadly as an unhealthy condition." (Paragraph 2)
2. "Men have more muscle tissue and less fat than women, and their calorie requirements for maintaining their weight are higher than women's " (Paragraph 3)
In the first sentence, maintain means insist or claim while in the second sentence, it means make something continue at the same level or preserve.
E. Decide if maintain means 'claim' or 'preserve' in the following sentences.
1. The nurse maintained she was not in the room when the patient had the heart attack.
2. Doctors and nurses should build and maintain a good relationship with the patients.
3. Critics maintain that the reforms in the health care system are not efficient.
Grammar Injection
A. Look at these online news headlines and underline 'who' did the action or 'what' caused it.
Extra hours in front of the TV
Alcohol-Obesity Link Explored
$ 3 Million Targeted to Study Obesity Among Kids
Teen dieting affected by mothers' attitudes on weight
Is the agent mentioned in all headlines? If not, choose the possible reasons.
a. Because the action is more important than the agent.
b. Because the agent is more important than the action.
c. Because the agent is unknown or unspecified.
d. Because the agent is irrelevant or not important.
e. Because the agent is understood.
B. Three of the headlines are reduced passive structures in which the verb 'be' is omitted. Rewrite them in full passive form and in active construction. You may guess the agents.
C. Read this case summary about an obese girl. Underline the active and passive verbs and explain the reasons for their use.
An 11-year-old obese girl was referred for weight management with her family. Prior to beginning treatment, the family underwent medical, behavioral, and psychosocial assessments by a pediatrician, nurse, dietitian, exercise specialist, and psychologist. The patient's BMI at intake was 29.9. She also had a high waistline measure. Several obesityrelated co-morbidities were identified including mildly high blood pressure, high total and LDL cholesterol, and low HDL cholesterol. While fasting glucose was normal, insulin was high; acanthosis nigricans was observed at the neck. Family medical history indicated obesity and hypertension in both maternal and paternal families. A comprehensive lifestyle behavior assessment was completed. Vegetable and fruit intake and physical activity were relatively healthy, but records highlighted several opportunities to make healthier choices.
Check up
A. In your idea, how does sleep apnea relate to obesity?
B. Take 1 minute to scan The Dream Diet on pages 73-75 to find the following information.
Names of hormones
People's names
Body parts and organs
Read
This is an article taken from an online popularized medical magazine.
The Dream Diet
Lose weight while sleeping as medical research suggests links between sleep and weight. Researchers say the quantity and quality of your sleep may influence hormones related to your appetite 1 . While doctors have known many hormones are affected by sleep, David Rapoport, MD 2 , director of the New York University
1. a desire for food
2.
a doctor of medicine
4. a minor illness
5. trouble, disorder
Sleep Medicine Program says it wasn't until recently that appetite entered the picture thanks to research on leptin and ghrelin. Doctors say both hormones, affecting our appetite, may be influenced by our sleep.
Leptin and ghrelin control feelings of hunger and fullness, explains Michael Breus, PhD, of the Atlanta School of Sleep Medicine. Ghrelin, produced in the gastrointestinal tract, increases appetite, while leptin, produced in fat cells, sends a fullness signal to the brain. So what's the connection to sleep? "When you don't get enough sleep, it lowers leptin levels, so you don't feel as satisfied 3 after eating. It also makes ghrelin levels rise, so your appetite is increased, and you want more food," says Breus. The two combined can lead to overeating and weight gain.
Eating and Sleep Apnea
Having done studies on weight gain and sleep, researchers suggest getting more sleep might reduce obesity, but the relationship is not so clear because of the ailment 4 "sleep apnea". People with sleep apnea may stop breathing for up to a minute, sometimes hundreds of times while sleeping, says Dominic Roca, MD, director of the Center for Sleep Medicine at Stamford Hospital. The disruption 5 in breathing prevents them from getting deep sleep.
So how does sleep apnea influence weight gain? First, says Roca, patients with sleep apnea are more likely to be obese. However, they do not have the low leptin levels connected with being overweight but have abnormally high leptin levels. What's more, when their apnea is treated, leptin levels drop -- and somehow that helps them lose weight.
So why may low leptin cause weight gain in some people but weight loss in others? One theory says that it may not be the leptin level that matters so much as a person's individual response to it. People with apnea may not be affected by the fullness signal leptin sends to the brain. Another theory says the overall response to leptin may be more individual than we think. Our environment, diet, exercise, stress, and genetics may influence the leptin and ghrelin production, and our response to them. "I think we are likely to find that bad sleep matters but that it's likely to be bad sleep plus some other problems," maintains Breus.
Until doctors do know more, most experts agree that if you are dieting, getting more sleep is not a bad idea, particularly if you sleep six hours or less a night. But talk to your doctor if you already sleep a lot and feel even more tired because you may be one of the people with undiagnosed sleep apnea.
Source: WWW. Webmd.com/sleep-disorders/guide/lose-weight-while-sleeping
Digest What You Read
A. Correct the following sentences.
1. Typically, lack of sleep affects both leptin and ghrelin in the same way.
2. There is a straightforward relation between sleeping more and losing weight.
3. The quantity of sleep is much more important than the quality of sleep.
4. Generally, less ghrelin plus more leptin equals weight gain.
B. Answer the following questions.
1. How does apnea affect your sleep?
2. How does the level of leptin in people with sleep apnea differ from that in others?
3. What makes the research on the relation between sleep and weight complicated?
4. What do Rapoport and Breus think of the research on the relation between weight and sleep?
Vocabulary Shot
A. Pair Work. To find the right collocations, match the beginning of each sentence on the left with its ending on the right.
1. This drug does not influence hormone
a. signal to the brain.
2. Hormones which control
feelings of
3. Unlike Ghrelin, Leptin sends a fullness
4. Disorders like sleep apnea prevent people from getting deep
5. Medical research says that the overall
b. response to hormones varies from person to person.
c. fullness are affected by sleep.
d. levels, the company says.
e. sleep which may lead to obesity.
Translation
Translate the following abstract part of a case report into Persian. Pay special attention to the following question:
* Are all the passive structures translated into passive in Persian?
Abstract
Obesity is simply defined as a condition in which there is an excess of body fat. It is also defined as a BMI greater than or equal to 30kg/m2. Obese patients are at risk of early death, mainly from diabetes, coronary heart disease and cerebrovascular disease. This case is about a middle aged man who moved into the clinic breathless. He was obese, a known hypertensive and diabetic (type II) patient with congestive cardiac failure. He was managed accordingly and discharged after 3 weeks with advice on weight control measures.
Adapted from:
Medikka Journal of the University of Nigeria Medical Students
Self-check
Assess your progress in this unit. Tick (√) the statements which are true about you.
□ I can scan texts for specific general and medical information.
□ I can expand my vocabulary with word families.
□ I can connect words with their collocations in word maps.
□ I can recognize different meanings of words with multiple meanings in texts.
□ I can recognize active and passive structures in texts.
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