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Summarization Strategy
Summaries are 1:
1. short
2. tell what is most important to the original author
3. written in writer's own words
Students should ask themselves, "What idea is at the center of the original text I am summarizing?"
Six steps to help students beginning to summarize:
1. Read and think of the original text as a whole. Break into sections to be summarized.
2. Determine the main idea of selection.
3. Determine the supporting ideas.
4. Write a sentence that is broad enough to include both the main idea of the passage, and all supporting ideas. Don't include examples or stories.
5. Check the summary against the original text.
6. Repeat process for next section. There should be no repeat information in a summary.
Advance Summarizing:
1. Students substitute a sentence that "pulls together" the main idea and supporting ideas.
2. Students also include inferences that they constructed from the ideas.
www.catchingfoxes.com • Kim Rankin {firstname.lastname@example.org} • 636.393.8369 © 2012 Kim Rankin. All Rights Reserved. For educational purposes in the private home only. No redistribution or commercial use.
1 Friend, Rosalie. "Teaching summarization as a content area reading strategy." Journal of Adolescent & Adult Literacy. 44.4. (2000/2001): 320-329. | <urn:uuid:371aac42-2806-4bc3-8764-435e1ff9be47> | CC-MAIN-2024-18 | http://www.catchingfoxes.com/sites/www.catchingfoxes.com/files/Summarization%20Strategy.pdf | 2024-04-13T09:20:36+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00315.warc.gz | 38,494,263 | 297 | eng_Latn | eng_Latn | 0.997149 | eng_Latn | 0.997149 | [
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SECTION 1 (PP. 381-388): GRAVITY IS A FORCE EXERTED BY MASSES.
Georgia Standards: S8P3b – Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction; S8P5a – Recognize that every object exerts gravitational force on every other object and that the force exerted depends on how much mass the objects have and how far apart they are.
1. Masses attract each other
Gravity is the force objects exert on each other because of their mass. It attracts any two masses anywhere in the universe. The strength of the gravitational force is proportional to the product of the masses divided by the distance between them squared.
- Gravitational acceleration is symbolized by g and equals 9.8 m/s 2 at Earth's surface. Any object falling in a vacuum, no matter how massive, has this acceleration. The force of gravity (F) equals mass (m) times gravity (g) at Earth's surface. So, F = mg.
- Mass and weight are not synonymous (the same). Mass is the amount of matter something contains. Weight is the effect of gravity on the object.
2. Gravity keeps objects in orbit.
An orbit is an elliptical path that one object takes around another object. An orbital path is the result of the speed of the orbiting body and the gravitational pull between the two objects.
The speed an object must have to escape the gravitational pull of another body, such as a spacecraft leaving a planet, is called escape velocity. Speeds lower than the escape velocity will result in an orbit.
A spacecraft and its contents in orbit are in free fall. The environment is such that an astronaut cannot feel gravity.
SECTION 2 (PP. 389-394): FRICTION IS A FORCE THAT OPPOSES MOTION.
Georgia Standards: S8P3b - Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction; S8CS6a – Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure.
1. Friction occurs when surfaces slide against each other.
Friction is a force that resists the movement of two surfaces that are in contact with each other. Several factors determine the amount of friction between two surfaces:
friction
- The type of surface determines the amount of friction. Generally, smooth surfaces have less friction than rough surfaces.
- The motion of the surfaces affects friction. It takes more force to start an object moving (static friction) than it does to keep an object moving (sliding friction).
- As the force pressing the surfaces together increases, friction increases. This force is often called the normal force because it is perpendicular, or normal, to the surface.
Friction between surfaces produces heat.
2. Motion through fluids produces friction.
A fluid is a substance that flows easily, such as liquids and gases. As an object moves through a fluid, its surface moves against particles in the fluid, causing friction.
When the fluid is air, the friction caused by the moving object is called air resistance.
- The amount of air resistance is based on the surface area of the object and the speed at which it moves.
- When an object falls through air at a speed at which air resistance balances gravity, the object reaches its maximum speed. This is called terminal velocity.
SECTION 3 (PP. 395-401): PRESSURE DEPENDS ON FORCE AND AREA.
Georgia Standards: S8P3b – Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.
1. Pressure describes how a force is spread out over an area.
Pressure measures how much force is acting on a certain area.
- It increases when force stays the same but acts on a smaller area.
- It increases when area stays the same but the force increases.
- The equation P = F/A, where force is in Newtons (N) and area is in square meters (m 2 ), can be used to find pressure. The units for pressure are Pascals (Pa) 1 Pascal (Pa) = 1 N/m 2 .
Pressure = Force / Area
2. Pressure acts in all directions in fluids.
The particles in a fluid move constantly and rapidly. They collide with objects that come in contact with the fluid, applying pressure to the surface of the object. The amount of pressure exerted depends on the density and the depth of the fluid. Air exerts pressure on all objects in air. It is denser at lower elevations and less dense at higher elevations. The denser the air, the more pressure it exerts.
Because water is denser than air, it exerts more pressure on objects in it.
.
3. Pressure in fluids depends on depth.
The pressure that a fluid exerts depends on depth and density of the fluid. At sea level, air exerts a pressure called atmospheric pressure. Air has weight.
- The more air above you, the greater the weight of that air.
- Air at lower elevations is more compressed, therefore denser, and weighs more.
- Air at higher elevations weighs less.
Water has a greater density than air, and therefore exerts more pressure on objects than air.
Georgia Standards: S8P3 – Students will investigate the relationship between force, mass, and the motion of objects.
1. Fluids can exert an upward force on objects.
On Earth, objects are subject to forces from all directions, but these forces might not be balanced. The difference in water pressure at different depths produces an upward force, called buoyant force.
For a particular object, this force directly relates to the amount of fluid the object replaces.
Density is the amount of matter per unit of volume (D = m / v), where mass is commonly in grams (g) and volume is commonly in cubic centimeters (cm 3 ).
Density = Mass ÷ Volume
Because of buoyancy, a less dense material will float on another denser material.
2. The motion of a fluid affects its pressure.
Bernoulli's principle states that, as the speed of a fluid increases, the pressure inside the fluid decreases.
3. Forces can be transmitted through fluids.
Pascal's principle states that, when outside pressure is applied to a fluid in a container, that pressure is transmitted equally throughout the entire fluid.
Hydraulic machines use liquids to transmit forces. Gases would be less effective because they change volume when force is applied. | <urn:uuid:21a609a8-3461-485a-835d-e8908bf41adc> | CC-MAIN-2024-18 | https://www.coachedscience.com/uploads/3/1/2/7/31272417/______c12_-_gravity,_friction,_pressure.pdf | 2024-04-13T08:44:29+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00316.warc.gz | 657,551,105 | 1,350 | eng_Latn | eng_Latn | 0.996269 | eng_Latn | 0.996455 | [
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STUMIN
SHAKE IT UP DECEMBER 7, 2022
SMALL GROUP LEADER GUIDE
MIDDLE SCHOOL FOCUS
>> BEFORE GROUP
Week 1 of a 3-week series about the joy of Jesus coming to Earth
---------------
BOTTOM LINE
Shake it up by choosing joy.
---------------
SCRIPTURE
But the angel said to them, "Do not be afraid. I bring you good news that will cause great joy for all the people. Today in the town of David a Savior has been born to you; he is the Messiah, the Lord.
-Luke 2:10-11 NIV
---------------
GOALS OF SMALL GROUP
To encourage students to find moments of joy this Christmas season and to look to Jesus for their joy in any season
THINK ABOUT THIS: For middle schoolers, it can be difficult to separate the way they feel from their circumstances. Whatever is happening in their lives dictates their feelings, for better or worse. That makes it challenging for them to understand that they can experience joy no matter their circumstances or feelings. Your job is to help plant the seed for joy that comes specifically from Jesus that will grow as they develop their faith. Be sure to note students who share that they're struggling in this season in any way. This is a great opportunity for you to reach out and do what's in your power to encourage, support, and love them—to bring joy into their world however you can this Christmas!
>> DURING GROUP
This guide is a suggestion, not a formula. Adjust the questions and activities as needed, and don't feel like you need to do, or ask, everything you see here.
DISCUSS THIS:
* What Christmas movie brings you the most joy? Why?
* What's the first thing that comes to mind when you hear the word "joy"?
* What do you think the difference is between joy and happiness?
* What makes the Christmas season more joyful than other times of the year?
* What's one thing that might make the Christmas season not so joyful for you?
* Do you think it's possible to choose joy even when things don't feel joyful? Why or why not?
DO THIS:
Scatter the provided scenario cards in the middle of your group. One-at-a-time, have your group read each card and brainstorm how they could choose joy during that challenging situation. Then discuss this question: How might knowing Jesus help you have joy this Christmas no matter your circumstances?
DO THIS:
Finish group time by having everyone draw their own snow globe! Hand out the provided snow globe activity page and markers and have your group members draw something inside the globe that brings them joy or reminds them of the joy of Christmas. If they can't think of anything, they can simply write "joy." Encourage everyone to bring their drawing home and keep it someplace they'll see it often to remind them to "shake it up by choosing joy!"
STUMIN
SMALL GROUP LEADER GUIDE
HIGH SCHOOL FOCUS
SHAKE IT UP DECEMBER 7, 2022
>> BEFORE GROUP
Week 1 of a 3-week series about the joy of Jesus coming to Earth
---------------
BOTTOM LINE
Shake it up by choosing joy.
---------------
SCRIPTURE
But the angel said to them, "Do not be afraid. I bring you good news that will cause great joy for all the people. Today in the town of David a Savior has been born to you; he is the Messiah, the Lord.
-Luke 2:10-11 NIV
---------------
GOALS OF SMALL GROUP
To encourage students to find moments of joy this Christmas season and to look to Jesus for their joy in any season
THINK ABOUT THIS: This week's conversation encourages students to find joy in Jesus this Christmas. Be sure to remind students that joy isn't the same as happiness. Happiness is a feeling often related to our circumstances while joy is a contentment we can find regardless of our circumstances. Choosing joy isn't easy, especially when living in the tension of unmet expectations. Be careful not to gloss over the challenges or difficulties your students may be facing this season. Instead, listen with empathy while pointing them toward the joy they can find in Jesus even in the midst of trials or hardship.
>> DURING GROUP
Create meaningful conversations. Adjust the questions as needed and ask thoughtful followup questions as the conversation unfolds. Don't feel like you need to answer every question.
DISCUSS THIS:
* What's the first thing that comes to mind when you think about Christmas?
* What expectations do you have for the holiday season?
* How does it feel when your Christmas "reality" doesn't meet your expectations?
* What makes living in the tension between our expectations and our reality difficult?
* Think back to the birth of Jesus we talked about today. (Re-read Luke 2:1-20 if you need to refresh your memory.) What shook up that first Christmas?
* Even though there were a lot of difficult circumstances during that first Christmas, the angels said that Jesus brings us joy. How did the birth of Jesus bring joy to the world? How does it bring joy to your world?
* What would it look like for you to choose joy this Christmas?
TRY THIS:
This week, challenge your group members to notice a moment when they experience joy related to the Christmas season. This could be seeing decorations, hearing a favorite Christmas song, or spending time with friends or relatives. Encourage them to send a group text describing the moment that sparked joy to help them, and your whole group, remember to "shake it up by choosing joy!" | <urn:uuid:0f97fc6a-6559-4d81-a55c-b24a49745516> | CC-MAIN-2023-06 | https://popmn.org/download/leader-guide-dec-7/ | 2023-02-06T23:14:57+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00120.warc.gz | 481,558,981 | 1,151 | eng_Latn | eng_Latn | 0.995925 | eng_Latn | 0.995879 | [
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Why Children Need to Take Piano Lessons
Learning to make music is a valuable skill and a way of expressing one's self. Learning to play the piano develops fine motor skills, visual skills, and listening skills. Piano playing combines all of these skills at one time.
Developing performance skills goes without saying. Yet this goes way beyond the traditional spring recital. The ability to get up in front of others translates to speaking in public, presenting papers, and interviewing for jobs.
Got a competitive student who isn't into bouncing or throwing balls? Competition is not just for athletes! You can find local, statewide, and nationwide piano competitions and festivals. Friendly competition is a great learning tool. Students work harder for competitions, and just participating in the event is a huge win in itself.
For students who are looking at playing in band or orchestra, piano lessons are a huge benefit. Piano lessons teach the child the basics of music, reading notes, learning scales and music terminology, without having to learn how to play a violin or trombone at the same time. Later, the student can concentrate on the specifics of the new instrument.
A good teacher should offer a well-rounded curriculum and be well-educated in piano pedagogy and music theory. Private lessons are the traditional way to go. This one-onone provides maximum time with the teacher for developing repertoire.
Why Children Need to Take Piano Lessons
The dreaded practice struggles need not be a traumatic event. Parents must realize that they make the rules of the home, not the children. If a parent has determined that a child should learn the piano and practice a reasonable amount of time each day, then that is the rule of the home. Children do not decide whether or not they should brush their teeth, do their homework, or eat their meals, so neither should the child tell their parent that they do not want to play the piano.
By the same token, piano practice does not have to be drudgery! It should be fun. Ask your piano teacher for a book that includes a fun play-along CD. Kids love these! And sit down and play along with your child. If your child sees you having fun at the piano, they will, too.
Split up the practice time into short sessions, such as 15 minutes after school, then another 15 minutes after supper.
Playing the piano is a valuable lifelong skill. People can play at church, in amateur productions, maybe earn some income from accompanying or teaching, and best of all, they can just sit down and play. Why watch others make music--make your own! | <urn:uuid:7b0f773c-d7da-4708-b0b6-1eec3dfae54e> | CC-MAIN-2024-18 | https://www.bkac.net/ewExternalFiles/Why%20Children%20Need%20to%20Take%20Piano%20Lessons-1.pdf | 2024-04-13T09:44:27+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00318.warc.gz | 621,455,724 | 531 | eng_Latn | eng_Latn | 0.998958 | eng_Latn | 0.999174 | [
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Studio Craft: Copying and Originality
value originality but who also place a priority on skill and results, are rediscovering earlier learning methods, including older instructional books that encouraged copying.
Detail, Copy after Frans Hals, painted by John Singer Sargent, 1880
For centuries, continuing into the early 20th century, copying was the standard method for learning art. Artistsin-training copied from books, direct observation of paintings, and by drawing classical sculptures and plaster casts. Student artists were expected to defer their personal expression and style until after completing their training. This began to change in the 19 th century, and by the mid-20th century, developing individualized themes and styles began to be considered important, even for students.
Originality and Skill
Through most of the history of art, originality was not considered an important concern for students. This began to change when French Impressionism, the first modern painting movement, placed focus on the paint itself, rather than just the represented image. In Impressionism, the brush stroke and paint surface demanded attention more than in previous historical styles. The idea of art as "revolutionary" became established, and there came to be an expectation that artists would be innovative and original, always producing something different from what had just come before, using distinctly individual methods, processes, and styles.
Self-conscious concern about creating "unoriginal" or derivative art sometimes makes artists reluctant to try copying or drawing from other artwork, but in truth, the majority of artists whose work is considered important have learned partly through copying. Artists who still
The Importance of Master Copies
For every artist there is at least one influential figure, a "master" whose accomplishments form the basis for their own work. The best way to understand, emulate, and absorb the methods of earlier artists is to make faithful copies of their work. To label a master copy as "unoriginal" is to miss the point of the exercise- some of the most innovative artists in history devoted time to copying the work of artists they admired. Baroque master Rubens made copies of works by Titian as he traveled as a diplomat. French Impressionist Manet made copies after the Spanish master Velázquez. Making a faithful copy after another artist not only allows us to expand our range of techniques and color mixtures; through copying, we train ourselves to produce and reproduce specific strokes, surfaces, and shapes that can later become the building blocks of original work.
Copies are not the same as forgeries
Sometimes, artists are concerned whether copies made for training or personal enjoyment could be considered "forgeries", but aside from basing a work of art on an original, the two activities are very different. Forgerscriminals who deceive people into accepting copies as authentic originals- use techniques unknown to most artists in order to fool experts, and they may even alter records in order to make a convincing fake. Copies made for training purposes or personal enjoyment usually carry some obvious mark indicating that they are a copy, and artists are generally proud to sign and date the copy under their own name. Even when that is not the case, use of modern materials, individual artist's technique, and size of artwork easily distinguish a copy from an original, even to an untrained viewer.
Drawing from Casts
Drawing from observation of marble sculptures and plaster casts is not only an excellent general drawing exercise, it also exposes us to balance, composition, and proportion. The matte, colorless surface of plaster helps place focus on line, shadow, and proportion by deemphasizing color. When casts are rendered in full palette, these subjects allow the artist to concentrate on subtle ranges of warm and cool.
Today
Master copies and drawing from casts are still practiced today, but today very few artists are formally taught through copying from instructional books. In this century, however, more artists are actively seeking out earlier teaching systems in order to self-direct their training toward skill- and results-based goals. Innovation and revolution are still very much a part of the spirit of art, but in a way, a renewed interest in master copies and skillbased training as a push against originality for its own sake, could be seen as revolutionary, and original.
Ask the Experts is intended for entertainment and/or informational purposes only. Dick Blick Holdings/Utrecht Art Supplies makes no warranties of any kind with respect to the information or any use of the information provided herein, and is not responsible for any losses or damages of any kind incurred as a result of the use, misuse, or reliance upon the information and content herein. Any action taken in connection with or reliance upon the information provided is strictly at your own risk. Observe all product package instructions and warnings. © Copyright 2022 Dick Blick Holdings Inc. All rights reserved. | <urn:uuid:d99c0873-275c-4c7e-bf42-78ecea371b09> | CC-MAIN-2024-18 | https://assets.ctfassets.net/f1fikihmjtrp/UjXWp2z36Pqc8Us2H4oVz/18c16a60669824967ff3a42c6618f95e/SC_copying_and_originality.pdf | 2024-04-13T09:07:48+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00319.warc.gz | 96,570,238 | 966 | eng_Latn | eng_Latn | 0.998001 | eng_Latn | 0.997982 | [
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Araya Rasdjarmrearnsook
Chiang Mai, 2007
"Art has to do with our relation to the time in which we live" (Christian Boltanski, 1997)
The above statement appears to be an undeniable fact. However, time can be a complicated and subtle concept. It involves superimposing several layers, dimensions and space, often to such an extent that our awareness of time begins to become distorted.
A specific period of time is superimposed on an extensive length of time.
Time of shorter experience is superimposed on an accumulation of time through the crystallization of layers of experience. Continual time is interpreted by, or - on the contrary - augmented by a moment in time.
An artist's time
During each trip that an artist makes, his domestic time is suspended or interrupted by the time in which he is visiting another place. But for the artist himself, the situation above is an extension of time to work as an artist, time for creation, which can be the breaking or slipping away of time, but also a thread or chain of time spent creating the work.
Time of the artist and the tree
The tree in the area he is visiting has gone through its own time; the seasons and days until it reaches a certain level of growth. Then, the artist's time and that of the tree coincide during his visit. The times of both converge when the tree is chosen to be part of the artist's working process. The convergence of both times – the time of the tree and the time of the artist's visit – results in the creation of a new dimension of time, which is the time of partnership in the creation of art.
White thread is wrapped around the tree. Its brown trunk becomes partially white, looking exalted and yet still oppressed for almost a month, full of refinement and beauty yet visibly tight and snug. While the tree is in this abnormal condition during the artist's creation process, time is suspended or postponed – we might call it prolonging time. On the day when the white cast is created by tying thin cotton soaked in glue around the tree trunk and leaving it to dry and get stiff, the time comes for a sharp knife to cut apart the white cast. The artist's time and the tree's time converge. Time comes to an end and is preserved or recorded in the white cast made from the cotton material.
Time in and of the artwork – our time
The cracks on the tree bark, the brown stain, the empty body of an ant, the hardened pack of glue on the cotton cast, the artist's handprint: these constitute the time of contact between the tree and the visiting artist - at one moment in time. All are now frozen in the present time of the artwork. The time record, which involved a month's activity by the tree and the artist, has been preserved finally in the time of its presentation in that piece of art.
The time of the stories behind this art work is not limited to the moment of contact between the tree and the artist; it extends to cover the origins of the tree that continued to grow until it came into contact with the artist, and opens up to include the artist's departure from his home to a new place, the moment he spotted the tree and adopted it as part of his work, as his partner, and it incorporates the reason that brought them together and the time they spent together.
The time of an art work consists of all kinds of time; the period of its construction, its illumination in the exhibition hall, the time it is kept in a dark, damp box, the time when people view it – pondering and discussing -, the time when it exists only in the artist's mind, and when it disappears from our eyes and minds.
In this sense, our time, the human time, also consists of some of the periods described above.
Space and time are always related. A person is time, we are time. - Time of the creator, time of the product, time of the viewer; these three dimensions of time often overlap.
Translations from the Thai original / the English version: Somporn Varnado, Chiang Mai / Lucinda Rennison, Berlin
Araya Rasdjarmrearnsook, *1957, internationally working Thai Artist (for example Venice Biennale, 2005), for some years now she is a Professor at the Faculty of Fine Arts, Chiang Mai University. – Reinhold Engberding and Araya met end of 2006 the first time, when Engberding works with the UNESCO-Aschberg-Grant at the Faculty in Chiang Mai. | <urn:uuid:472f2635-392d-46a2-acf1-7c3f4557aadf> | CC-MAIN-2023-06 | https://reinhold-engberding.com/wp-content/uploads/arayas-text-engl.-fassung-.docx.pdf | 2023-02-06T23:28:17+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00125.warc.gz | 503,243,015 | 948 | eng_Latn | eng_Latn | 0.998303 | eng_Latn | 0.998791 | [
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12
Water: supply, quality and reducing flood risk
How important are our uplands for water supply?
About 70% of UK drinking water is collected from upland catchments.
With climate change, the uplands may become an even more important source as the lowlands become hotter and drier.
Projected decrease in summer rainfall by 2050
Projected increase in summer temperatures by 2050
© UK Climate Projections 2009
Mapping values: the vital nature of our uplands
What is the demand like?
The numerous abstraction points from rivers, lakes and reservoirs throughout the uplands illustrate the demand for upland water. Water is often piped considerable distances to consumers in the lowlands, eg water from Thirlmere reservoir in the Lake District travels 90 miles through pipes to supply much of Manchester.
Water abstraction volume in Dartmoor & Exmoor
What is water quality like in the uplands?
Overall, the chemical water quality from upland rivers and lakes is much better than in the lowlands. However, upland catchments are naturally nutrient poor and can be sensitive to pollutants from agriculture.
Water abstraction volume in the Lake District
Chemical river water quality in Dartmoor & Exmoor
Chemical river water quality in the Lake District
Mapping values: the vital nature of our uplands
Mapping values: the vital nature of our uplands
© Crown copyright and database right 2009. All rights reserved. Ordnance Survey Licence number 100022021. Licensed to: Natural England for PGA, through Next Perspectives™.
13
13
Is water quality getting better or worse?
In most upland areas, chemical water quality is stable and in some it is improving. In a few key rivers water quality is declining. This is likely to be linked to changes in land use or management practices, and to climatic variation.
Trends in chemical river water quality in Dartmoor & Exmoor
But what about water colour?
Water colour (brown water from peat soils) is a significant challenge to the provision of acceptable drinking water in the uplands. In many places water colour is increasing.
Deteriorating raw water colour trend in United Utilities supply
Colour in water is removed because it is aesthetically undesirable and may react in the treatment process to form unwanted substances.
Removing colour is expensive and uses significant amounts of energy and chemicals producing a sludge by-product which has to be disposed of.
Grip blocking and restoring degraded moorland to favourable condition may help stabilise water colour in the long term.
14
Mapping values: the vital nature of our uplands
Deteriorating water colour
Not enough data to show a trend
at this time
Uplands
40
kilometres
© United Utilities
Chemical water quality
Improving
Static
Declining
Uplands
Line thickness denotes river flow. Canals shown as hollow.
Trends in chemical river water quality in the Lake District
How can upland catchments affect downstream flood risk?
The uplands are the source of flood waters for towns and cities like York, Sheffield, Carlisle and Tewkesbury.
The much steeper slopes found in the uplands relative to the rest of the country means the speed of run-off from the land following a rainfall event is much faster than in the lowlands. Floods arise when the capacity of the rivers further downstream to absorb the upland run-off is exceeded.
It is, of course, not possible to modify slope to reduce run-off from the uplands. Catchment roughness can however be increased by changing vegetation cover to encompass more scrub and trees. The absorbancy of catchments can be improved by reducing soil compaction caused by grazing livestock, and by blocking drains on upland peat soils.
Action to improve water quality and reduce flood risk
The land use changes put in place through United Utilities' Sustainable Catchment Management Programme (http://www.unitedutilities.com/ scamp.htm) aim to improve biodiversity. It is hoped these changes will also improve water quality, and minimise peak water flows following heavy rainfall. River
This map shows the land use changes put in place in the Brennand catchment which feeds into the Hodder and Ribble rivers, upstream of Preston.
It is hoped such changes will help reduce flood risk in villages and towns further downstream.
Research is underway by the Environment Agency to assess the impacts of these changes on river flows.
1 kilometre
Land use changes in the
Brennand catchment
To River Hodder,
River Ribble
Blocked grip
Tree planting
Stocking Densities
Inbye grazing
Low stocking levels
for habitat restoration
Stock exclusion
© United Utilities 2009
Mapping values: the vital nature of our uplands
Mapping values: the vital nature of our uplands
© Crown copyright and database right 2009. All rights reserved. Ordnance Survey Licence number 100022021. Licensed to: Natural England for PGA, through Next Perspectives™.
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Is the Earth Flat? And other "Controversial" Science Ideas Project-Based Learning Unit
by StaceyAnne Hartberger, 2013 CTI Fellow Druid Hills Academy
This curriculum unit is recommended for: 6-9 Grade – Science/STEM/STEAM courses (all)
Keywords: STEAM, STEM, Science, PBL, Project Based Learning, Scientist, pseudoscience, research, project, human social groups, mavericks, crackpots, discoverer, discoveries, history, plagiarism, Galileo, Telsa, Doppler, Einstein, global warming
Teaching Standards: See Appendix 1 for teaching standards addressed in this unit.
Synopsis: This unit is a Project-Based Learning (PBL) Module that teaches students about the interactions of human social groups via team building exercises and the research of historical science discoverers and the difficulties they faces in bringing their ideas to light, especially when they went against the held beliefs of the scientific community, religious leaders, or the community at large. Students will learn to work as a team as they do team building exercises and begin learning about the difference in science and pseudoscience, how to navigate online resources to find valid sources and data, how to distinguish fact versus opinion in their source material, as well as, learning about the historical context around some of our greatest scientists. Student teams will create multimedia presentations to teach their classmates about their assigned scientist, their discovery, and the reasons why the discoverer had hard time getting the scientific community to back their research. Some of the scientists they can chose from include: Galileo, Darwin, Tesla, Hubble, and Doppler. Students will create social media pages for their scientist to show the social group around their lives. They will also create an animation, Prezi, or other presentation medium to show what they have learned about their scientist.
I plan to teach this unit during the coming year in to 30-50 students in STEAM Elective 6-8 grades
I give permission for the Institute to publish my curriculum unit and synopsis in print and online. I understand that I will be credited as the author of my work.
Is the Earth Flat? And other "Controversial" Science Ideas Project-Based Learning Unit
StaceyAnne Hartberger
Rationale
Druid Hills Academy is a prekindergarten to eighth grade academy of about 600 students nestled in downtown Charlotte, North Carolina. The students mostly live within walking distance and are comprised of a tight-knit community. They are also students of extreme poverty. This brings with it many struggles that affect their education and developmental growth. Our school is part of a district wide effort to bridge the achievement gap with our low socioeconomic status population. We have many programs in place and collect a lot of data on how each program affects the overall child and their academic growth.
One program is the STEAM Magnet program, of which I am a part. STEAM is part of a push to move from STEM (Science, Technology, Engineering, and Math) education to STEAM (A is for Arts) education. The website Stem2Steam (http://stem2steam.org) is a great resource on STEAM education. The object is to push in creativity as students apply math and science with technology via Project Based Learning (PBL) Modules. In addition to adding STEAM as an elective for the middle school students, there is also STEAM enrichment during the day and a K-8 STEAM afterschool program. Our goal is to become a full STEAM magnet school in the next three years, with our students exceeding the expected 15% growth by at least 5% per affected child. I am officially the Technology part of STEAM, but as a long time middle school science teacher, I incorporate all the areas into my students' projects. Cooperative-based learning via projects is a great way to show our students the value of the material they learn about through real world applications. It is also a great way to differentiate for our students in a discrete way.
Teachers have all been taught that students learn certain material better through cooperative learning. The problem is getting the students to be truly engaged with the material instead of being engaged in socializing. What should the teams look like? How do we get students invested in the team concept? Which types of activities are best suited for teams and which size team is appropriate for those activities? Why is one child silent in a particular classroom and bouncing off the wall in another? Is it the expectations of the teachers or is it the structure of the social group that is present? My students are not socially mature for their age and it shows in their behavior. As a group, they are not successful, but many of them can excel if separated from said group. How does the group dynamic influence the individual students' behavior? These are many questions that teachers, veteran and new, struggle with in designing lessons for their classrooms.
This unit will allow teachers to create a positive social structure in their classroom, while students learn about scientists and philosophers and the struggles they went through to share their new knowledge to their community. It will include mini-lessons on teaching students to trust each other, how to structure different types of groups, how to model group work for the students, and will have sample lessons using different types of groups Reflection of students, both in individual work and group work, is a strategy that I already use and it truly helps students create a dialog about how they feel the classroom should look and how they play a role in it!
Students will learn about the challenges that scientists in the past and the future have faced to accomplish their research and discoveries. They will work in groups and individual on similar tasks and reflect on the benefits of having collaborators on a project.
Objectives
There are two main objectives for this curriculum unit. The first objective is to help teachers with cooperative learning strategies and "group work" in their classrooms. The strategies and classroom activities are designed as a PBL module that showcases different types of activities for students to do research and design their final product.
The other objective is to teach the students about Human Social Group dynamics while also learning about the history of science discovery and what makes a good scientist. Historical context will also play a role in each scientist that they study.
When studying human social group dynamics, we will look at how groups form, change, interact, as well as, how they work (or do not work) together. Topics that are important for these projects are: Groups: 3/5 vs. 2/3 in groups, one against the group, Power roles in groups, Minorities vs. the group (gender/race/age), etc.
Background Knowledge
There are several Common Core and Essential Standards (Science) that will be covered in this unit. They include: ELA research, Math/Science graphing and analyzing, Scientific methods and theory, and the specific science standards that are related to the work of each scientist. Several Technology standards are also covered. This unit is designed for middle school, but can be adapted for various age groups. The full standards are included in Appendix 1: Teaching Standards.
The main component of this project is a research paper, therefore, students will be taught how to research a topic and how to assess sources for validity. They will create research notes and a rough draft, as well as, doing peer editing. Mini-Lessons and resource links are included. Students will also be creating and analyzing graphs related to their topic.
In relation to Human Social groups, there is a lot of research on this subject, and it will be covered briefly here. There are additional resources in the Teacher Resources section of the bibliography. For this unit, there are two components that need background. The first component is the class of students itself. We all know that the makeup of our classroom plays a big role in how successfully our students accomplish goals and learn within our class.
The first thing to look at with our students is where the natural "Power" seems to lie within the group. Is there a student or students that seem to control the whim of the class? Are their students that have power by default, because they refuse to participate at all? The goal in setting up the Engineering groups is to distribute the power evenly and set the groups up to be successful. There is research around creating successful groups for learning and working teams. There is a debate between even and odd numbered groups and how effective they are. Often in a classroom, we look at how many students we have and then divide students into pairs or groups of fours. I typically do this myself, but there is growing evidence that odd numbered groups work together better. This means that groups of three or five students, in theory, will work together better than our typical even numbered groups. For this project, I am designing for "tripod" groups.
If we go back to the issue of Power within the classroom, I often create teambuilding activities for my teams on the first few days that they work together. This lets me see how well they work together, and allows them to reflect on how they work together. It also gives me a chance to rearrange the groups if I see that there is an issue that may not be easily resolved before they begin their project. It is also a good idea to have the roles of a group rotate on a schedule basis, if the groups are for more than one or two class periods. No one child should always been in charge, under most situations. Knowledge that the positions will change throughout the project will remove some of the arguments around the topic, and will hopefully help create a balance of power within the groups.
The second component is the aspect of social groups that needs to be discussed with the students so that they fully comprehend why great science discoveries have not always been seen as such when they were first presented. These discoveries often either went against the common beliefs of the group at large or were discovered by someone outside the group, someone without social standings or without the needed credentials to have their voices heard by the scientific community at the time. There are many examples of this, including Galileo and his discovery that the Earth is not the center of the solar system, at a time where it was "common knowledge" that the Earth was the center of everything and that everything revolved around the Earth. When one individual or minority group pushes against the group as a whole it can be difficult to be heard or accepted, even with overwhelming evidence in your favor. This is often called the herd mentality or majority rules. Many people do not inherently want to go against what the majority of people think. Why is this? One belief is that they do not want to lose face with the rest of the group, or as our students might say: "no one wants to look stupid in front of their friends." The civil rights movement or women's' suffrage movement are great examples of minority social groups pushing against the larger group. In this project, students will be able to explore different examples of major discoveries that were not immediately considered even probable.
Strategies
This unit will focus on cooperative learning for most of the activities. It is a ProjectBased Learning module that is designed to allow them to work on a large project, while having mini-lessons on the related topics. Students will work on webquests, cloze activities, read articles in jigsaw groups, create mini-presentations, and ultimately create a multimedia project on their scientist. Students will also participate in a Socratic Seminar on at least one controversial topic.
Students will work on a Project-Based Learning (PBL) module discussing the history of science discovery and the controversies surrounding them. Students will work via rubrics and checklists, and will write reflections based on their learning, teamwork, and needs. This may be accomplished via a class blog. Students will be on "Engineering Teams" and each student will have a defined role on the team. Embedded in the unit will be mini-lessons on: 1) Fact versus Opinion, 2) Why Do we need to Collaborate as Scientists? 3) How do our group dynamics affect our Outcomes? 4) How have social dynamics of human social groups affected Science and our knowledge base as a larger community? They will also have mini-lessons tied to the research part of the project, as well as, on the creative component of their presentation. There are many opportunities within the unit to have students present their findings or results. My advice is to give the students options and vary their selections. Perhaps a "Presentation Option" Rubric at the beginning of the unit, where they check off each type of presentation they use during the project. Groups will receive bonus points on the final project if they utilize ALL the available options over the course of the unit.
Students will create a presentation discussing their chosen Scientist and the controversy surrounding his discovery/work. They will follow a rubric with check-ins and complete daily group and individual goal logs. They will also take a pre- and posttest on both how well they work in groups as well as the science objectives that are included.
Classroom Activities
There are several Mini-lessons and full class lessons included in this unit. The idea is that each class is begun with a "Reflective question" related to the last class, followed by a mini-lesson that is related to the portion of the project that they are working on. Each mini-lesson should be no more than 10 minutes. If the class period is long, it might be appropriate to have another mini-lesson in the middle of the lesson to break up the time. Use the resources as you need them. I have created the mini-lessons in pairs to facilitate the 90 minute class period.
Lessons and Mini-Lessons
Mini-lesson: What is a Scientist?
Have students draw what they think a scientist looks like. Give no other directions. Most students will draw a white man with glasses, crazy hair, and a lab coat (or they will draw their teacher). Our goal is to have them see themselves as scientists, and ultimately draw themselves later in the unit. Have them discuss why they drew what they drew. Ask them if THEY think they are scientists. Ask them what they think makes someone a scientist. Draw a brainstorming web on chart paper. Save it to hang on the wall later. Then have students watch a short 5-8 minute video about "What is a scientist?" A great video to use is What is a Scientist?, but there are many online to choose from. Students will then complete a webquest on "What is a Scientist?" There are many available on line, or you can create your own to fit your students abilities.
Mini-Lesson: Why do we need to Collaborate as Scientists? Team Building
This is a team-building activity, and different activities can be done throughout the unit to help strengthen your teams. Many activities would be appropriate. There are two that I like to use often. The first challenge is the "Spaghetti and Marshmallow Challenge" where each group is given only spaghetti and marshmallows. They are then instructed to build the tallest tower that can stand on its own. Variations can be done, where teams are also give different types of tape and string to help reinforce their structures. The second simple challenge is the "House of Cards" where students are given a deck of playing cards and instructed to build the tallest tower. I let them bend the cards (if they ask) but they cannot cut the cards in any way. In both activities instruct the groups to work together and be creative. Often groups will start out working independently as they brainstorm and then come together to share designs. This is actually great, as long as you can get them to come together to build the final design. Ultimately, anything that they can work together as a challenge can be done as a competition.
Mini-Lesson: Collaborating Roles
Now that the students have started working together as a team, students will learn about why scientists work in teams instead of by themselves. Groups will be assigned at this time, and initial roles given. Students will then do a group activity to practice their roles. Any simple lab activity will work for them to practice their roles. Students should understand that these initial roles will rotate during the project! Each child will get an opportunity to fill each role. My best groups rotate the jobs themselves, but I usually change them every other class or every other activity. As previously discussed, our goal is to have an odd number of team members, so each student will have more than one role. I usually do groups of three. In that scenario, the student roles are as follows.
These roles will be determined by the activity. When doing research ALL team members will be Data Recorders, but there will still be a Leader, Time Keeper, and Materials Manager.
Mini-Lesson: Fact versus Opinion
It is important for our students to be able to recognize when material that is presented is fact or is someone's opinion. It can often be hard to do, especially in our information hungry world. There are many lessons available online that could be tweaked to meet your needs, but I am including my favorite way to teach the concept.
Students will begin by answering the prompt "Give three facts and one opinion about yourself." Write "Fact" and "Opinion" on the board. Ask students to describe each and have them write their descriptions by the vocabulary. Next, ask students to share some facts and opinions from their journal entries. Discuss whether each is example is fact or opinion. For example, if the student said "I am 12 years old," that is a fact. Or if the student says, "I am funny," that is an opinion. This is where you can distinguish between technical things like "If everyone believes the opinion, does it become a fact?" (No, it doesn't).
Students will then get into groups of three or four. Each group will receive a part of a newspaper. The groups will be instructed to find two examples of fact and two examples of opinion in a single article of the newspaper. They will be instructed to underline facts and to circle opinions. The groups will then cut out their article and hand it in. After you have collected all of the articles, project them onto the board using the document camera and LCD projector. Discuss as a class whether each is example is a true example of either fact or opinion. During the course of these discussions about the particular examples also talk about how this skill is a useful one to have in order to make informed decisions while voting. This is also a good opportunity to talk about bias in newspapers and other sources.
As an extension, students can write a persuasive paragraph or essay on a topic of their choice (favorite shoe, soft drink, best friend, etc.) Students need to have three main points, and support each point with facts. They also need a conclusion. Students need to peer edit. Students will post their persuasive writing onto the class blog, and will create an online animation to include in their blog post. Presentations of these products would also be a good idea. An adaptation of this would be to have students pick different "candidates" and have a class debate. The blog and animation could also be used in the debate.
Mini-Lesson: How do you research and use appropriate resources?
Our students love to use search engines to research information. The problem is that they often plagiarize the material directly from the source or use unreliable sources to find their information. Our first goal is to get students to understand that they cannot simply copy and paste someone else's words without creating a citation to accompany them.
There is nothing incorrect about quoting another person, but it is not fair to them to use their words and claim them as your own. It is a serious offense that can have severe consequences.
Our second goal is to teach students to use sources correctly. In researching the topic, myself, I found a plethora of online lessons on the topic. Choose the one that is best for your students. Some of my favorite ones can be found online at Scholastic at http://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citations. Your media specialist is also an excellent resource in this area and often times will gladly teach your students about research for you!
Lesson: Science or Pseudoscience?
This lesson may take more than one class period. Students will watch a video on Pseudoscience ("Pseudoscience", The Eyes of Nye, Season 1, Episode 2). They will then take an online quiz, Real science or pseudoscience: do you know the difference? Available at: http://dsc.discovery.com/tv-shows/curiosity/topics/real-sciencepseudoscience-quiz.htm. After taking the quiz, student groups will research and present one of the following Science/Pseudoscience arguments: 1) Astrology vs. Astronomy, 2) "Is Friday the 13 th really unlucky?", or 3) Science or Superstition?
Each group will be given a box with a background article, vocabulary, an experiment or activity to complete, with discussion questions. Each group will create a presentation and explain their findings. Ideas for the articles and activities may be found at Science or Pseudoscience in the bibliography.
Cooperative Activity: Science or Pseudoscience? You decide
Students will be given handouts of different colors. They will find the other students with the same color to form a group. Each group has a different article/case study and discussion questions (articles available; Pseudoscience, 2013). They will work together to create a presentation of the given material and answers to the questions. After the presentations, the entire class will vote to decide whether they think each scenario is valid science or pseudoscience. Students should have 15-20 minutes for the group work and 5 minutes each for their presentation. The voting and post-activity discussion times will vary. An extension activity would be to have students create a blog post reflection about why it is important to be able to distinguish between the two.
Mini-Lesson: The dangers of pseudoscience
Students will first watch a short clip of Mermaids from the Animal Planet (Mermaid Mockumentary). Students will then write a reflection entry addressing the question: "Knowing that Animal Planet created this pseudoscience documentary for fun, are such
"documentaries" all in good fun or harmful?" After writing and discussing, students will be given articles about these types of documentaries. Each group will read and summarize each article to share and discuss with the class.
Mini-Lesson: You are a Maverick: How do you get people to accept your idea?
Why do we watch television shows that we know may or may not be valid science? Because they are interesting and it is nice to ponder "What if?" about the world around us. Now it is the students' turn. In their teams, give each team a topic that may or may not be valid, scientifically. Have them plan and present a presentation to get their classmates to agree with them. This is another persuasive writing topic that they can create various multimedia products to get their point across. There are several related resources in the bibliography that you might use to intro the idea.
Mini-Lesson: Rubric for Maverick or Crackpot/Assign Scientist:
It is up to the teacher when they want to assign the rubric and explain the actual project. It can be done early on or right before they begin working on it. Everyone has different ideas on this. I am partial to having my students know what the project will be about and what we are working towards, but keeping the details under wrap until they are doing the individualized part of the project. Up until this point, the lessons have been similar for all of the students. At this point, as they start to research THEIR scientist, each group can receive what they need instead of everyone receiving the same instruction.
At this point, it is also very important for there to be Team Meetings at the beginning and end of class, to set goals and assign tasks. Some meetings may be whole class, while others are just for their teams. In the latter, the teacher will meet with each group at some point during the class to assess progress and/or will rotate which groups are met with at the beginning of class and which groups are met with at the beginning. Teams should be taking notes and writing goals daily.
Science Mavericks versus Crackpots Project Outline
You can create a rubric to fit the needs of your students, but here is an overview of the project components. Student teams will create a research paper and multimedia project about their given scientist. They will discuss the life and historical context around their scientist, as well as, the basics of the scientist's research and discoveries. They will also discuss the reasons why their scientist was not taken seriously when the research was presented originally and under what circumstances was the research finally validated? As previously discussed, students will already have a list of possible media project components, but I would add "Creating a Scientist Social Media Page" as a component for the final project. Students can then show the relationships between their scientist and their peers via a medium that they are familiar with. You may want to require a social media page as part of the final project, in addition to another multimedia component.
There are many scientists that could be used for this project, but I am including the list I would personally give the students to choose from. I am also including links to additional lists in the bibliography, if you would like a more comprehensive list to choose from. Make sure to include a couple of "crackpots" on your list!
Appendix 1: Teaching Standards
Science as Inquiry (grade 6-8) – Science Methodology imbedded in the content
Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, and replicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections of relevant evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to make sense of collected evidence. Student engagement in scientific investigation provides background for understanding the nature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience. The process skills support development of reasoning and problemsolving ability and are the core of scientific methodologies.
English Language Arts Standards » Science & Technical Subjects » Grade 6-8 http://www.corestandards.org/ELA-Literacy/RST/6-8
Key Ideas and Details
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Craft and Structure
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
CCSS.ELA-Literacy.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently
Annotated Bibliography
Beatty, William. "Ridiculed science mavericks vindicated." Ridiculed science mavericks vindicated. http://amasci.com/weird/vindac.html (accessed November 1, 2013).
This site should be used as the main resource for creating the list of scientists and discoveries for your students. It has several quotes from famous scientists and mathematicians, as well as, extensive links to their research.
"Bill Nye Rips Religion In Science: There is no Controversy." The Inquisitr News. http://www.inquisitr.com/793578/bill-nye-religion-science/ (accessed November 25, 2013).
Recently, Bill Nye has come out in defense of the teaching of evolution in schools and the ongoing debate among many religious groups that there is controversy between science and religion. He explains that there is not a controversy.
STANFORD UNIVERSITY NEWSLETTER ON TEACHING. "Cooperative Learning: Students Working in Small Groups." SPEAKING OF TEACHING. http://www.stanford.edu/dept/CTL/Newsletter/cooperative.pdf (accessed August 20, 2013).
This is another great article on the benefits of cooperative learning groups.
"Do Mundane Things. Get Your Ideas Accepted by Working Behind Enemy Lines, and Don't be a Martyr.." Whats the PONT. http://whatsthepont.com/2013/08/15/domundane-things-get-your-ideas-accepted-by-working-behind-enemy-lines-anddont-be-a-martyr/ (accessed November 10, 2013).
This website is a great starting point to get students interested in learning about how to get people to take their ideas seriously. Parts are written tongue-in-cheek, but as a whole it is a great resource for them.
"Curiosity - Quiz." Discovery Channel. http://dsc.discovery.com/tvshows/curiosity/topics/real-science-pseudoscience-quiz.htm (accessed September 25, 2013).
This quiz is to be given to students after the pseudoscience mini-lesson. It can be printed out or completed online.
Wikimedia Foundation. "Flat Earth." Wikipedia. http://en.wikipedia.org/wiki/Flat_Earth (accessed November 09, 2013).
Basic information about the "Flat Earth Society" and their beliefs that many scientific theories have not fully been proven or are completely false.
"Is how to engage with the crackpot at the scientific meeting an ethical question? | Doing Good Science, Scientific American Blog Network." Is how to engage with the crackpot at the scientific meeting an ethical question? | Doing Good Science, Scientific American Blog Network. http://blogs.scientificamerican.com/doinggood-science/2012/05/31/is-how-to-engage-with-the-crackpot-at-the-scientificmeeting-an-ethical-question/ (accessed May 25, 2013).
"ALEX Lesson Plan: Fact vs. Opinion." ALEX Lesson Plan: Fact vs. Opinion. http://alex.state.al.us/lesson_view.php?id=29359 (accessed November 10, 2013).
Example of a complete "Fact vs. Opinion" lesson plan that covers several days. There are many similar lessons available online, but this one gives a timeline on each part of the activity, which is wonderful.
"Lesson Plans - Secondary Teachers - History of Science - Table of Contents." Lesson Plans - Secondary Teachers - History of Science - Table of Contents. http://web.clas.ufl.edu/users/ufhatch/pages/05-SecondaryTeaching/NSFPLANS/contents.html (accessed November 24, 2013).
"Pseudo-science activity." Pseudo-science activity. http://www.stemwedel.org/Pseudo- science_activityF04.html (accessed November 24, 2013).
This activity is an example of one way to do the Pseudoscience activity in the unit. I have adapted it to fit the PBL model, but the articles given would fit will with my version of the lesson.
Clar, Justin, and Terri Cornelison. "SCIENCE OR PSEUDOSCIENCE: YOU DECIDE." SPICE: Science Partners in Inquiry-based Collaborative Education. http://www.spice.centers.ufl.edu/pseudoscience%20module/PseudoScienceModu le_FIANAL.pdf (accessed October 10, 2013).
Create lesson plans that you may want to use when creating your Science/Pseudoscience lesson plan. This lesson plan covers several classes and in done as several whole class lessons. I made it a jigsaw activity, where each group researches the given topic and presents it to the class. The ideas in this version would be great way to scaffold the lesson to meet the needs of your students.
Bunyi, Angela . "Identifying Reliable Sources and Citing Them." Scholastic Teachers. http://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-andcitations
(accessed November 24, 2013).
This site has several lesson plans on helping students learn to navigate the internet to find and use resources for their projects.
Ridgeway, Cecilia L. Framed by gender: how gender inequality persists in the modern world. New York: Oxford University Press, 2011.
"STEM to STEAM." STEM to STEAM. http://stemtosteam.org/ (accessed November 24, 2013).
"Scientific breakthroughs by mavericks." Physics Forums RSS. http://www.physicsforums.com/showthread.php?t=50260 (accessed October 10, 2013).
"Skeptic: Examining Extraordinary Claims and Promoting Science." Skeptic (eSkeptic) Wednesday, December 26th, 2012. http://www.skeptic.com/eskeptic/12-12-26/ (accessed November 11, 2013).
"Sociology of Science." Sociology of Science. http://vserver1.cscs.lsa.umich.edu/~crshalizi/notabene/sociology-of-science.html (accessed November 10, 2013).
"The Back Page.": When worldviews collide: science and religion face off again. http://www.aps.org/publications/apsnews/200604/backpage.cfm (accessed November 25, 2013).
"The CRACKPOT Page." The CRACKPOT Page. http://www.physics.smu.edu/scalise/www/misc/crackpot/ (accessed November 25, 2013).
"The Evolution, Creationism, and Intelligent Design Controversy." The Evolution, Creationism, and Intelligent Design Controversy. http://law2.umkc.edu/faculty/projects/ftrials/conlaw/evolution.htm (accessed November 24, 2013).
"The Flat Earth Society - Index." The Flat Earth Society - Index. http://www.theflatearthsociety.org/forum/index.php (accessed November 25, 2013).
Dedicated to all the Flat Earthers, Circle Squarers, Angle Trisecters, Cube Halvers, Perpetual Motion Mechanics, UFO and Elvis sighters, and all the other
true believers who adamantly refuse to accept mathematical or physical proof that their convictions are untenable.
"The Flat-out Truth:Earth Orbits? Moon Landings?A Fraud! Says This Prophet." The Flat-out Truth. http://www.lhup.edu/~DSimanek/fe-scidi.htm (accessed November 25, 2013).
University of Arkansas. "The Myth of Science." College of Education and Health Professionals. http://coehp.uark.edu/pase/TheMythsOfScience.pdf (accessed November 24, 2013).
"Top 10 Worst Anti-Science Websites." Top 10 Worst Anti-Science Websites. http://skeptoid.com/episodes/4283 (accessed November 25, 2013).
Visher, Mary G., Michael J. Weiss, Evan Weissman, Timothy Rudd, and Heather D. Wathington. "The Effects of Learning Communities for Students in Developmental Education." MDRC publications - July 2012 (2012). http://www.postsecondaryresearch.org/i/a/document/23011_LCSynthesisFull.pdf (accessed September 12, 2013).
"Was Tesla REALLY a crackpot? (What's up with Broadcast Power?)." Was Tesla REALLY a crackpot? (What's up with Broadcast Power?). http://amasci.com/tesla/teslabad.html (accessed November 25, 2013).
"We are Big Idea Hunters…." Big Think. http://bigthink.com/neurobonkers/a-lessonfrom-ted-on-the-dangers-of-bad-science (accessed November 24, 2013).
"What are the benefits of group work? - Teaching Excellence & Educational Innovation Carnegie Mellon University." What are the benefits of group work? - Teaching Excellence & Educational Innovation - Carnegie Mellon University. http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/grouppr ojects/benefits.html (accessed November 23, 2013).
"What can I do to make group work meaningful?." 1st Time Teaching: Group Work. http://tep.uoregon.edu/resources/newteach/groupwork.html (accessed November 12, 2013).
WPRI - Wisconsin Interest. "Wisconsin Interest Volume 22, No. 1 April, 2013." WPRI Wisconsin's Free Market Think Tank. http://www.wpri.org/WIInterest/Vol22No1/Sykes22.1.html (accessed August 20, 2013).
Zhao, Chun-Mei, and George D. Kuh. "Adding Value: Learning Communities and Student Engagement." Research in Higher Education 45, no. 2 (2004): 115-138. Research-based article on the value of student learning teams in classrooms.
Daily Mail, UK. http://www.dailymail.co.uk/news/article-2333515/Mermaid-hoax-Howmockumentary-gave-Animal-Planet-biggest-audience-EVER.html. Discussion and video link about the Animal Planet Mockumentary on Mermaids. | <urn:uuid:df5c1835-f49f-43bd-aa7d-382363601b57> | CC-MAIN-2023-06 | https://charlotteteachers.org/wp-content/uploads/2014/01/Shartberger_unit_12-10-13.pdf | 2023-02-06T23:30:03+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00124.warc.gz | 186,244,024 | 8,042 | eng_Latn | eng_Latn | 0.988586 | eng_Latn | 0.998182 | [
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How to support your wellbeing
Self-care techniques and general lifestyle changes can help manage the symptoms of many mental health problems. They also prevent some problems from developing or getting worse. Take a look at 5 ways to Wellbeing for tips you may find helpful.
Who can I contact for support?
In school you can speak to our Wellbeing Co-ordinator, Mrs Bentley or Miss Scholes, our Senior Pastoral Lead.
Wellbeing
at The Boulevard Academy
Support in School
Here at The Boulevard Academy, we aim to promote positive mental health for every student and making sure that they have the 'tools' to cope with difficulties. We use a wide range of support including a whole school approach, in school pastoral support, specialist targeted wellbeing interventions and targeted external services.
Some of the support we can offer in school covers:
Low self-esteem and confidence
Managing feelings
Stress and anxiety within school
Changes in behaviour such as becoming withdrawn, risk taking and disruptive
Family issues such as separation or loss
Eating disorders
Body image
Bereavement
If you feel that you need support in any of the above areas please speak to a member of staff.
5 Ways to Wellbeing
Connect
Connecting with people is a great way to remind ourselves that we're important and valued by others.
Be Active
Regularly engaging in some form of exercise looks after our mental and physical health at the same time.
Take Notice
Taking notice of our thoughts, emotions and surroundings is a great way to stay present and pay attention to our needs.
Keep Learning
Learning new things is a good way to meet new people and boost our selfconfidence, which in turn improves our mental health and wellbeing.
Give
Research has found a link between doing good things and an increase in wellbeing.
What is Mental Health?
We all have mental health. Your mental health affects how you feel, think and act. It refers to your emotional, psychological and social wellbeing. Your mental health can change and fluctuate on a daily basis and over time, and can be affected by a range of factors.
Factors that can affect your mental health:
Biological
Genetic Vulnerability Stress Reactivity Neurochemistry Physical Health Disability Gender
Psychological
IQ Temperament
Wellbeing
Self-esteem Emotions Coping & Social Skills Learning & Memory Attitude/Beliefs Personality Behaviour
Substance Abuse
Family Relationships Life Events
Education Social Support Peer Relationships Family Background Socioeconomic Status
Social
Signs of Poor Mental Health
Mental health problems can have a wide range of causes. It's likely that for many people there is a complicated combination of factors although different people may be more deeply affected by certain things that others. Below are 9 signs that you may need more support for your mental health.
Feeling anxious or worried
Quiet or Withdrawn
Emotional Outbursts
Feeling guilty or Worthless
Feeling depressed or unhappy
Substance abuse
Changes in behaviour or feelings
Weight or appetite changes
Sleep problems
If you think there is an immediate risk of suicide or self-harm, dial 999
If you're concerned about a friend or loved one, ask them how you can help. The first step for them should be to see a doctor or other healthcare professional. | <urn:uuid:e7266e0c-5175-4971-a939-023804ebb43a> | CC-MAIN-2023-06 | https://www.theboulevardacademy.com/wp-content/uploads/2021/11/Wellbeing-Leaflet-2.pdf | 2023-02-06T22:57:14+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00122.warc.gz | 1,044,469,188 | 662 | eng_Latn | eng_Latn | 0.996835 | eng_Latn | 0.99686 | [
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Khun Wang Royal Project Development Center
Background
In 1975, His Majesty the Late King Bhumibol Adulyadej visited Baan Khun Wang and learnt its problems. His Majesty then assigned the Royal Project Foundation and the Hill Tribe Development Center to step in the village to help improve local people's livelihood.
Later in 1985, with the financial support of the United States Embassy, His Majesty the Late King set up Khun Wang Royal Project Development Center aiming at reducing opium poppy growing area and developing temperate crop cultivation to generate better farmers' income and stop shifting cultivation of the hill tribes as well as encouraging deforestation.
General information
Geography
Most of the areas is surrounded by complex mountainous terrain at 900 - 1,400 meters above sea level covering 29,704 rai or 11,744 acres.
Climate
The area average temperature is 18 °C or 64.4 °F.
Population
More than 2,240 Pgakûuyau or Karen and Hmong live in 4 villages and 7 communities.
Khun Wang Royal Project Development Center
At present, Khun Wang Royal Project Development Center has set up field demonstration plots in order to find suitable crops for local climate and environment, to support farmers' production under Food Safety Standards like Good Agricultural Practices (GAP) and to generate the farmers' sustainable income and improve their livelihood. Furthermore, the center organizes and develops various activities related to education, society and public health to build on individual and community strengths and improve people's livelihoods. The reforestation project known as "Three Forests, Four Benefits", vetiver grass growing to conserve water as well as soil improvement, chemical use reduction campaign, and environmental contamination monitoring campaign are also supported by the center. The center becomes a learning center on highland agriculture for students, farmers and others interested people.
Main produces of the center
Broccoli, pointed cabbage, table tomato, cherry tomato, sugar snap pea, Japanese reddish, baby carrot, kailaan, peach, persimmon, cape gooseberry, strawberry, lemon, avocado, kiwi, chrysanthemum, lily, lisianthus, carnation, eucomis, straw flower, Chinese tea, mushroom and coffee
Learning programs at Khun Wang Royal Project Development Center
1. Field demonstration plots of seasonal vegetables, fruits and flowers
* Chrysanthemum greenhouse (March – Nov. ) , Lizianthus, Carnation and Lily
* Fruits such as seedless grapes (Dec. – Jan.), peach (March – April.), persimmon (July – Sep.) cape gooseberry (Nov. – April), passion fruit (all year), strawberry (Dec. – Jan.), Pepino (all year round)
* Temperate vegetables such as table tomato, sugar snap pea, broccoli (all year)
* Temperate mushroom greenhouse such as Portabello mushroom, monkey head mushroom
* Chinese tea no.12, Oolong tea no. 12,: tea producing demonstration and tea tasting at the Tea Factory at Khun Mae Wang Village (all year round)
2. Community learning center
* Baan Khun Wang : Hmong lifestyles, weaving technique, agriculture practices
* Baan Pong Noi: Pgakûuyau lifestyle, culture, and 5 homestays certified by Thai Homestay Standard
Khun Wang Royal Project Development Center
112 Moo 12, Mae Win Sub-district, Mae Wang District, Chiang Mai 50360
Tel. 0882916029 Email: | <urn:uuid:ee8eab90-3b4c-4b8e-9f2d-132bdaaaf2b8> | CC-MAIN-2023-06 | https://royalprojectthailand.com/sites/default/files/KhunWang-Eng_0.pdf | 2023-02-06T21:48:37+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00123.warc.gz | 502,897,549 | 738 | eng_Latn | eng_Latn | 0.935397 | eng_Latn | 0.975539 | [
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Miss Taylor's Super Spectacular Extemp Speech Format DO THIS AND YOU'LL WIN!!!
Reminders – When told to, go to the extemp prep room at the beginning of the tournament. When your code is called, go to the adult at the front of the room who called your code. Select 3 strips of paper from the envelope offered to you. You have 30 seconds to pick which one of the 3 questions you want to speak on. Put the other 2 slips back into the envelope and take the question you selected with you. This process is called "extemp draw." You have 30 minutes to prepare a 7 minute speech which answers the question thoroughly.
FORMAT
Introduction – Begin your speech with a scenario, joke, or quote that applies to your question.
Then say, "This leads us to ask the question" – STATE THE QUESTION YOU DREW EXACTLY WORD FOR WORD. "We must answer this question – yes or no – for 3 compelling reasons " – STATE YOUR 3 COMPELLING REASONS. Usually the reasons are economic, philosophical, social, political, religious, or some other blanket criterion.
"My first area of analysis (reason for saying yes or no) is . . . In a short phrase, state the reason – something like – "The cost is prohibitive" (obviously, this is an economic reason). Use at least one quote or statistic that supports your point.
"My second area of analysis is" – STATE YOUR SECOND REASON. Use at least one quote or statistic that supports your point.
"My final area of analysis is" – STATE YOUR THIRD REASON. Use at least one quote or statistic that supports your point.
"And so, we must answer (yes or no) to the question – RESTATE THE QUESTION
– based on my three areas of analysis - RESTATE YOUR AREAS OF ANALYSIS."
Conclusion – Tie your conclusion to your introduction – REMIND THE JUDGE OF YOUR SCENARIO, JOKE OR QUOTE. | <urn:uuid:f46c296d-f69e-4437-a72c-a47fd86a0606> | CC-MAIN-2023-06 | https://pbcfl.net/wp-content/uploads/Extemp-Speech-Format.pdf | 2023-02-06T21:50:18+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00126.warc.gz | 456,564,954 | 411 | eng_Latn | eng_Latn | 0.999129 | eng_Latn | 0.999129 | [
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STUMIN
LET'S TALK ABOUT... ANXIETY JANUARY 11, 2023
SMALL GROUP LEADER GUIDE
MIDDLE SCHOOL FOCUS
>> BEFORE GROUP
Week 1 of a 2-week series about Important Conversations
---------------
BOTTOM LINE
God can help us walk through anxiety.
---------------
SCRIPTURE
Even when I walk through the darkest valley, I will not be afraid, for you are close beside me.
- Psalm 23:4a NLT
Cast all your anxiety on him because he cares for you.
-1 Peter 5:7 NIV
GOALS OF SMALL GROUP
---------------
To give students a safe space to acknowledge their anxiety and to encourage them to take healthy, helpful steps to walk through it
THINK ABOUT THIS: In years past, we believed that only some of our students faced anxiety, but current statistics show that anxiety is widespread. So while every student may not experience anxiety in the same way or to the same level, they're all very likely experiencing it in one way or another. Be careful with the language you use as you talk about anxiety this week. You don't want to downplay what your students might be experiencing. Even if you can't relate or understand, their anxiety is very real to them. Remind students that while they may not feel okay now, help is available. There are ways to walk through anxiety. While it may never fully go away for some, God is there with them and will provide what they need. Avoid giving false hope to students that these tools are a formula to solve anxiety forever; instead, they're gifts God gives us to help us navigate life in healthy, helpful ways when we're anxious, stressed, or worried.
>> DURING GROUP
This guide is a suggestion, not a formula. Adjust the questions and activities as needed, and don't feel like you need to do, or ask, everything you see here.
DO THIS:
Using iPhones (and sharing as necessary), search for a GIF or emoji that illustrates what anxiety feels like to you. Take turns talking about why you chose that GIF or emoji.
DISCUSS THIS:
* What types of things do middle schoolers feel anxious about?
* What types of things do you get anxious about?
* Does knowing that God is with you when you feel anxious change anything for you? Why or why not?
DO THIS:
Pass out the provided "Statements of Truth" sheets and ask your students to take turns reading each statement out loud.
* Which one of these things feels most helpful for you to remember right now? Why?
DO THIS:
As a group, brainstorm a list of tools that God has given us to help us walk through anxiety.
* Of this list, which tool feels most helpful to you right now?
* Where did you see God in this conversation today?
Pass out the provided "Anxiety Help Kit" for students to take home as a resource for walking through anxiety. Encourage kids to write down any additional ideas from your brainstorming session that they want to remember for later and/or try now.
STUMIN
LET'S TALK ABOUT... ANXIETY JANUARY 11, 2023
SMALL GROUP LEADER GUIDE
HIGH SCHOOL FOCUS
>> BEFORE GROUP
Week 1 of a 2-week series about Important Conversations
---------------
BOTTOM LINE
God can help us walk through anxiety.
---------------
SCRIPTURE
Even when I walk through the darkest valley, I will not be afraid, for you are close beside me.
- Psalm 23:4a NLT
Cast all your anxiety on him because he cares for you.
-1 Peter 5:7 NIV
GOALS OF SMALL GROUP
---------------
To give students a safe space to acknowledge their anxiety and to encourage them to take healthy, helpful steps to walk through it
THINK ABOUT THIS: Statistics show that the majority of your students are dealing with anxiety in one way or another, and that makes this conversation so important. The goal isn't to promise a quick fix for what they're walking through. It's not to force them to feel okay when they really don't. Instead of focusing on the outcome, focus on the promise that God is with them through their anxiety. It's not about the destination; it's about the God who is with us and equips us with tools to take on anxiety in healthy, helpful ways.
>> DURING GROUP
Create meaningful conversations. Adjust the questions as needed and ask thoughtful followup questions as the conversation unfolds. Don't feel like you need to answer every question.
DISCUSS THIS:
* On a scale of 1 to 10, (1 being never and 10 being daily) how often would you say you experience anxiety?
* In your own words, describe what anxiety feels like to you.
* When you experience anxiety, what's your typical response? How do you choose to cope or deal with it?
* How might your anxiety be getting in the way of experiencing the full life Jesus came to offer us?
* David reminds us it's not best to try to go around the difficult parts of life (the "valleys" - like anxiety); we have to go through them. Share about a "valley" you are currently walking through. How have you experienced God by your side?
* Does knowing God walks with you through difficult things change anything for you? Why or why not?
* What's one healthy step you want to take to walk through your anxiety?
* How has (or how can) God use StuMin and/or our small group to help you walk through anxiety? What do you need from our small group? What can you give to our small group to help others?
TRY THIS:
Using the provided handout, take turns reading out loud the verses of scripture. Encourage students to close their eyes and let the truth of the words wash over and comfort them.
>> AFTER GROUP
Due to the heavy nature of this week's topic, take an extra step this week to remind the students in your group that they are not alone. Send individual text messages encouraging them to reach out to you if they want to talk more or need extra support. | <urn:uuid:4a5045bf-cd5b-4742-bfc1-1e663e3cffb2> | CC-MAIN-2023-06 | https://popmn.org/download/jan-11-stumin-leader-guide/ | 2023-02-06T22:25:31+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00127.warc.gz | 462,965,162 | 1,264 | eng_Latn | eng_Latn | 0.99858 | eng_Latn | 0.998612 | [
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Geometry SOL Practice Topic #4: Angles with Parallel Lines
Notes
When parallel lines a and b (a || b) are intersected by a transversal line t, eight angles are formed. These eight angles are grouped into two clusters: angles 1-4 (top cluster) and angles 5-8 (bottom cluster). The rules and vocabulary of angles with parallel lines are based on pairs of angles: one from the top cluster and one from the bottom cluster.
Note: Any two angles chosen are either @ or supplementary (sum is 180).
Corresponding
(
@
) – angles in the same relative position in each cluster
Example:
1: upper left of top cluster
5: upper left of bottom cluster
Alternate Interior ( @ ) – angles between the parallel lines and on different sides of the transversal.
Example:
4: left interior of top cluster
6: right interior of bottom cluster
Alternate Exterior ( @ ) – angles outside of the parallel lines and on different sides of the transversal.
Example: 2: right exterior of top cluster
8: left exterior of bottom cluster
Consecutive Interior
( 180
) – angles between the parallel lines and on the same side of the
transversal.
Example: 4: left interior of top cluster
5: left interior of bottom cluster
Slopes: Parallel Lines have equal slopes.
A = (-2, 2), B = (2,3), C = (-2,-2), D = (2,-1) | <urn:uuid:72e9631b-77cb-430f-a14d-ec9ba090805c> | CC-MAIN-2023-06 | https://teachers.henrico.k12.va.us/glenallenhs/anderson_p/NotesSOLTopics/4_GeoSOLnotesAnglesParallelLines.pdf | 2023-02-06T21:53:13+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00128.warc.gz | 582,908,715 | 345 | eng_Latn | eng_Latn | 0.972318 | eng_Latn | 0.972318 | [
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Read Free Autograph First Graders To Make Pdf File Free
What Your First Grader Needs to Know (Revised and Updated) The Night Before First Grade First Grade, Here I Come! Second Grade Reading and Writing First Grade Stinks! Everything You Need to Know to Teach First Grade First Grade Fundamentals Yardsticks The Everything Parent's Guide to Special Education Princess Posey and the First Grade Parade Junie B., First Grader (at Last!) Mastering First Grade Skills Princess Posey and the First Grade Play Sounds Like School Spirit Phonics for First Grade, Grade 1 Junie B. Jones Complete First Grade Collection Junie B., First Grader Shipwrecked Amos & Boris 180 Days of Reading for First Grade A Pig, a Fox, and a Box The Day You Begin Complete Book of First Grade 1st Grade Math Kindergarten Writing Writing 180 Days of Problem Solving for First Grade Hello World! Groundhog's Day Off Super Smart First Grade Wkbk On the First Day of First Grade Junie B. , First Grader (at Last) Grade 1 Reading Kindergarten, Here I Come! A Pig, a Fox, and Stinky Socks First Grade Essentials Bob Books Sight Words: First Grade Milk Goes to School The Proudest Blue The Heart of Learning How to Spot a Best Friend
Junie B., First Grader (at Last!) Feb 23 2022 A Junie B. Jones Book, #18 Hurray, hurray for a brand-new school year! Only, for Junie B. Jones, things are not actually that pleasant. 'Cause first grade means having to get used to a whole new classroom. And a whole new teacher. And a whole new bunch of strange children. But here's the worst thing of all: when Junie B. tries to read words on the chalkboard, she can't seem to see what everyone else is seeing! Is it possible she might actually end up wearing glasses?
180 Days of Reading for First Grade Jun 17 2021 Encourage firstgrade students to build their reading comprehension and word study skills using daily practice activities. Great for after school, intervention, or homework, teachers and parents can help students gain regular practice through these quick, diagnosticbased activities that are correlated to College and Career Readiness and other state standards. Both fiction and nonfiction reading passages are provided as well as data-driven assessment tips and digital versions of the assessment analysis tools and activities. With these easy-to-use activities, first graders will boost their reading skills in a hurry!
The Day You Begin Apr 15 2021 A #1 NEW YORK TIMES BESTSELLER! Featured in its own episode in the Netflix original show Bookmarks: Celebrating Black Voices! National Book Award winner Jacqueline Woodson and two-time Pura Belpré Illustrator Award winner Rafael López have teamed up to create a poignant, yet heartening book about finding courage to connect, even when you feel scared and alone. There will be times when you walk into a room and no one there is quite like you. There are many reasons to feel different. Maybe it's how you look or talk, or where you're from; maybe it's what you eat, or something just as random. It's not easy to take those first steps into a place where nobody really knows you yet, but somehow you do it. Jacqueline Woodson's lyrical text and Rafael López's dazzling art reminds us that we all feel like outsiders sometimes-and how brave it is that we go forth anyway. And that sometimes, when we reach out and begin to share our stories, others will be happy to meet us halfway. (This book is also available in Spanish, as El Día En Que Descubres Quién Eres!)
Grade 1 Reading May 05 2020 "This workbook will introduce your child to grade one vocabulary and reading comprehension exercises in a step-by-step manner"--Cover [p. 1].
Junie B. Jones Complete First Grade Collection Sep 20 2021 Follows Junie B. Jones as she enters first grade and faces a new teacher, a new class, and new situations throughout the year. First Grade Stinks! Sep 01 2022 This back-to-school tale is a humorous and relatable read for rising first graders and young children facing new experiences. It's the first day of school, and Hayley is excited. Things are different now. She's a first grader! Hayley quickly finds out that first grade is different from kindergarten, but in all the wrong ways. The classroom isn't as bright and colorful. Ms. Gray doesn't seem to smile as much as her kindergarten teacher did, and there isn't enough time to play outside. Finally, Hayley has had enough. "First grade stinks!" she shouts. And fortunately, her compassionate teacher completely understands. Young readers will immediately empathize with Hayley as she struggles to find enthusiasm for her new school year.
Bob Books Sight Words: First Grade Jan 01 2020 Sight words are common words that appear again and again in your childrenÕs reading material. Knowing these words Òby sightÓ is essential for reading fluency. Bob Books Sight Words - First Grade gradually adds more complexity as your beginning reader acquires 30 new sight words. It is a great companion book to Bob Books Sight Words - Kindergarten. Consistent short vowels in one syllable words of three, four or five letters, mean children can sound out (decode) the story.They learn three new sight words per book. While words and stories in Sight Words First Grade are slightly longer and more complex than Sight Words Kindergarten, they are still suitable for a beginning reader. Inside this eBook you'll find: - 10 easy-to-read, hilarious small books, 12 pages each. - Slightly longer and more complex stories. - All stories told in one syllable, three-, four- and five-letter words, plus sight words. -
Consistent short vowels mean easy decoding in the rest of the story. - Three new sight words introduced in each book. - Context clues and illustrations give sight word hints.
Writing Dec 12 2020
Mastering First Grade Skills Jan 25 2022 This series takes a fresh approach to the mastery of grade-specific skills. Each book uses a wide range of activities to spark students interest in learning. As students complete the activities, they develop the skills they need to meet academic standards in reading, writing, math, social studies, and science. Because the ability levels of students in any one grade level vary, each book spans a broad range of skills. Both teachers and parents can use the books to introduce new concepts, to assess learning and skill development, and to reinforce familiar knowledge. The versatile activities can be used for individual practice, test preparation, or homework assignments. Complete answer keys are provided. Phonics for First Grade, Grade 1 Oct 22 2021 Build essential skills while having fun with Home Workbooks! Now updated with fun, colorful pages and engaging art, each book measures 7" x 9.25" and is filled with 64 pages of age-appropriate activities, puzzles, and games. These teacher-approved books are perfect for home, school, summer breaks, and road trips! Skills covered include beginning and ending consonants, blends and digraphs, long and short vowel sounds, word families, and more! An incentive chart and 140 full-color stickers are also included to help parents or teachers track student progress. Home Workbooks are available for prekindergarten through grade 3 students, and feature titles in a wide variety of skill areas to suit any need.
Princess Posey and the First Grade Parade Mar 27 2022 Posey is really nervous about starting first grade. Instead of getting walked to her classroom, her mom has to drop her off at the Kiss-and-Go Lane. Then she'll have to walk into school and face the Monster of the Blue Hall all by herself. Worst of all, she has to do it without the one thing that always makes her feel
brave and special: the tutu that turns her into the Pink Princess. But when Posey inspires her new teacher to throw a first-day parade in which all the kids are invited to wear whatever makes them feel the most comfortable, first grade starts to look a lot more promising. Posey will charm readers just graduating from easy-to-reads (and from kindergarten). Make reading sparkle with all of the Princess Posey chapter books! 180 Days of Problem Solving for First Grade Nov 10 2020 180 Days of Problem Solving is a fun and effective daily practice workbook designed to help students improve critical-thinking and reasoning skills. This easy-to-use first grade workbook is great for at-home learning or in the classroom. The engaging standardsbased activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Students will focus on one skill each week to learn the problem-solving process, use visual models, and solve multistep, non-routine word problems. Watch as students build problem solving skills with these quick independent learning activities.Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps.
First Grade Essentials Jan 31 2020 Engage your child in active learning with First Grade Essentials. This workbook covers these skills: -vocabulary -consonant and vowel sounds -addition subtraction -counting money -telling time Packed with fun practice pages, this workbook helps first graders develop skills for success in today's classroom. Help your child learn how to apply classroom learning to everyday life with First Grade
Essentials. This workbook encourages children to have fun while learning key skills in these areas: -basic skills -reading -math Filled with grade-appropriate activities and practice, First Grade Essentials offers opportunities for active learning and supports the skills children need to think critically and communicate effectively. By focusing on important school skills, the Essentials series for prekindergarten to second grades helps build a strong foundation for your child's success, this year and the next. Each practice page features a "One Step Further" activity to help your child apply the skill to real-world experiences. The books also include fun puzzles and mazes in a bonus "Games and Activities" section. Essentials is a complete resource to help your child develop twenty-first century skills!
1st Grade Math Feb 11 2021 Why this book: First grade is an extremely important year in the mathematical development of your child. This book tries to provide everything a first grader needs for laying a solid math foundation. It will help the first grade student to acquire the basic math skill It will help build a solid math foundation for first grader to succeed It will help with critical lessons for a first grade math curriculum It will help first grader to maintain and enhance these skills It will help first grader to prepare for future; many jobs require basic math skills It will help first graders in future if they get in the business world It will help first grader with major math concepts and skills This book gets to the root of first grade math so the first grader child can get confidence This book will help the first grader in adjusting to the routine of school With this first grade math book your child will get real edge With this book first grader will make real progress with every math lesson These Math Lessons can help children learn critical first grade math skills Foundation for future education Enhance your child's skills & develop mathematical fluency in your school It has been well written to make it a very quick read Good Luck, Kumar
The Proudest Blue Oct 29 2019 THE INSTANT NEW YORK
TIMES BESTSELLER! A powerful, vibrantly illustrated story about the first day of school--and two sisters on one's first day of hijab--by Olympic medalist and social justice activist Ibtihaj Muhammad. With her new backpack and light-up shoes, Faizah knows the first day of school is going to be special. It's the start of a brand new year and, best of all, it's her older sister Asiya's first day of hijab--a hijab of beautiful blue fabric, like the ocean waving to the sky. But not everyone sees hijab as beautiful, and in the face of hurtful, confusing words, Faizah will find new ways to be strong. Paired with Hatem Aly's beautiful, whimsical art, Olympic medalist Ibtihaj Muhammad and Morris Award finalist S.K. Ali bring readers an uplifting, universal story of new experiences, the unbreakable bond between siblings, and of being proud of who you are.
Second Grade Reading and Writing Oct 02 2022 Mastering second grade reading and writing is fun and exciting with this book that combines language arts activities with puzzles and humor to lower the barriers to learning and build essential skills. Reading and writing are two of the most important building blocks for future learning, and Highlights(TM) brings Fun with a Purpose® into these essential activities for second graders. Our award-winning content blends reading and writing skills with puzzles, humor, and playful art, which makes learning exciting and fun. Second grade reading and writing skills such as phonics, word recognition, and key ideas will help students improve and will build confidence in the classroom.
Kindergarten Writing Jan 13 2021 A unique blend of ageappropriate tracing and writing activities are combined with puzzles to make learning fun while helping kindergarteners build alphabet and handwriting skills and develop lifelong learning confidence. Identifying letters and learning to write letters and words are important steps toward reading readiness, and Highlights (TM) infuses Fun with a Purpose® into these essential learning activities. With vibrant art and engaging prompts,
Writing exposes kindergarteners to letters and words through tracing and writing practice and the fun of puzzles and other activities, including Hidden Pictures® puzzles and mazes. Sounds Like School Spirit Nov 22 2021 The ultimate back-toschool ode, this interactive, cheer-filled picture book joyfully celebrates the community we build at school They have spirit, yes they do! Follow kids from circle time to the lunch line in this lively, rhyming picture book that perfectly matches the high energy of a new classroom. With a call and response like "We say ALPHA, you say BET," built into the text, kids will love reading and cheering along.
Yardsticks May 29 2022 Expanded from its previous edition to include ages 13 and 14, this book provides teachers and parents with a quick reference on important childhood developmental issues, explaining what children should be learning and doing in the classroom at each developmental stage. The book begins by discussing how developmental issues can affect administrative and classroom decisions in the areas of mixed age grouping, ability grouping, retention, food, exercise, the structure of the school day, and racial and cultural questions. Each of the 11 chapters, one for each year, includes a narrative description and charts outlining growth patterns, classroom implications, and appropriate curriculum. The charts allow readers to identify developmental "yardsticks" for a given age. These charts outline characteristic growth patterns (physical, social, language, and cognitive) as well as what to expect in the classroom regarding vision and fine motor ability, gross motor ability, cognitive growth, and social behavior. The curriculum charts summarize the developmental continuum between ages 4 and 14, covering reading, writing, mathematics, and thematic units in social science, science, and current events. The book concludes with a list of over 100 favorite books for different ages, and resources for parents and teachers. (HTH)
Hello World! Oct 10 2020 From New York Times bestselling author Kelly Corrigan comes a book that celebrates the people in our lives and the meaningful connections we make that come from asking each other questions. Hello World! is the perfect reminder that the journeys we take through life are all about the people we will meet along the way--people who will make us smarter, stronger, and more amazing than we ever thought possible. With her trademark inspirational wisdom, Kelly Corrigan writes the perfect book for anyone about to embark on a new adventure.
Everything You Need to Know to Teach First Grade Jul 31 2022 Dragan highlights the best teaching and learning strategies culled from years of teaching and studying with the experts.
Princess Posey and the First Grade Play Dec 24 2021 Everyone's favorite first grader, Princess Posey, has to fess up to her biggest mistake yet in this eleventh book in the series! Posey's class has been learning all about bees, and when they plan to put on a play to demonstrate everything they've learned, Posey is thrilled. Posey loves a stage, and she's already got her heart set on the perfect role: the Queen Bee. But when Caitlyn is picked for the Queen Bee, Posey is crushed. Taking matters into her own hands, Posey swipes Caitlyn's special bee eraser when nobody's looking. But after she takes it, she feels worse. Maybe stealing wasn't the right thing to do--but how can she ever make things right? It takes a talk with her mom and a whole lot of courage, but Posey makes an important discovery: owning up to your mistakes is always the right thing to do. Praise for Posey: "Greene doesn't miss a step. Posey is the perfect fictional friend for any first-grade girl."—Kirkus Reviews "Greene's simple writing style and straightforward plot is ideal for advanced first graders or beginning second-grade readers."—School Library Journal
Kindergarten, Here I Come! Apr 03 2020 Get ready for school with these fun poems! Includes a sheet of stickers! This adorable picture book celebrates all the familiar milestones and moments shared by every single kindergartener. Whether it's the first-dayof-school jitters or the hundredth-day-of-school party, every aspect of the kindergarten experience is introduced with a light and funny poem--not to mention charming illustrations. Milk Goes to School Nov 30 2019 From the creator of Peanut Butter & Cupcake and Happy Birthday, Cupcake! comes THE back-to-school must-have picture book of the year! First days of school are tough, and making new friends is even tougher. Milk's dad gave her a sparkly new backpack and told her that she was the creme de la creme, but most of the other kids don't seem to agree. In fact, some of her new classmates think Milk is just little a bit spoiled. . . . In this latest hilarious picture book from Terry Border, our food friends go to school and learn that it's not just Milk that's the creme de la creme. Some other food can be just as sweet. Praise for Terry Border's picture books: Milk Goes to School "A quirky read-aloud with offbeat humor and fun images that young readers will appreciate. A good choice to address the challenges of making new friends at school."--School Library Journal Happy Birthday, Cupcake! "As in his earlier picture book, Border's characters are skillfully crafted food items with basic wire limbs arranged in simple landscapes....Preschoolers will be delighted with the visual mayhem."--Kirkus Reviews Peanut Butter & Cupcake: "Border's witty food comedy will lure children who are hungry for clever visual entertainment."--Publishers Weekly "[Z]any creative photographs. [A] read-aloud hit."--School Library Journal
On the First Day of First Grade Jul 07 2020 On the first day of first grade, there will be lots of fun! This is the perfect book to share with a kindergartner getting ready for the step up to "big kid" school! From choosing books to read to building things with clay to performing in a play, there are many exciting firsts to look forward to. Saying good-bye to mom and dad can be hard, but when the school bus pulls up, it's time for some first-grade fun! This engaging, vibrant adaptation of "The Twelve Days of
Christmas" helps show parents and children alike that there is no place cooler than a first-grade classroom. Tish Rabe, a seasoned children's book author of over 160 books, puts a novel spin on a first-day-of-school classic with On the First Day of First Grade. Complete Book of First Grade Mar 15 2021 The Complete Book of Grade 1 helps first graders learn and enhance essential reading, writing, and math skills to prep for second-grade success. Junie B., First Grader Shipwrecked Aug 20 2021 Room one is putting on a play about explorers looking for the New World and Junie B. thinks she might be the star of the entire production! But when problems keep happening can the play be saved or will it end in disaster? Includes gray scale illustrations and an author profile.
Junie B. , First Grader (at Last) Jun 05 2020 ABOUT THE SERIES Meet Junie B. Jones, the lovable, mischievous kindergartener and star of this hysterical series by Barbara Park. Follow Junie B. from her first day of kindergarten to her last as she gets into one scrape after another. Readers will laugh along with Junie B. and her friends in Room Nine, as she attempts to escape 'punishment' from her teacher, and drives her parents to distraction! ABOUT THE BOOK Hurray, hurray for a brand new school year! Only, for Junie B. Jones, things are not actually that pleasant. 'Cause first grade means having to get used to a whole new teacher. And a whole new bunch of strange children. But here's the worst thing of all: when Junie B. tries to read words on the chalkboard, she can't seem to see what everyone else is seeing! Is it possible she might actually end up wearing glasses?
First Grade, Here I Come! Nov 03 2022 After the first day of first grade, Henry's not sure how he feels about it. The teacher isn't like his kindergarten teacher, and the fifth-graders hog the monkey bars. But as Henry tells his mother about a new friend who likes soccer and about how he'll learn to read books, he begins to realize that maybe first grade won't be so bad after all. How to Spot a Best Friend Aug 27 2019 Do you know how to find a best friend? Find out in this wonderful celebration of kindness
and friendship! "Today, I will find a best friend!" announces a little girl to her mother as they walk to school. Her mother reminds her that it's only the first day of school, and finding a best friend might take some time. But the girl isn't worried, because she knows exactly how to spot a best friend. "A friend lends you a crayon. A best friend lends you a brand-new, extrasharp green crayon," she explains. And so begins a whimsical exploration of what it means to be a best friend. Full of imagination and charm, this is the perfect picture book for little ones hoping to find--and be--a best friend at school. What Your First Grader Needs to Know (Revised and Updated) Jan 05 2023 Give your child a smart start with the revised and updated What Your First Grader Needs to Know What will your child be expected to learn in the first grade? How can you help him or her at home? How can teachers foster active, successful learning in the classroom? This book answers these all-important questions and more, offering the specific shared knowledge that hundreds of parents and teachers across the nation have agreed upon for American first graders. Featuring a new Introduction, filled with opportunities for reading aloud and fostering discussion, this first-grade volume of the acclaimed Core Knowledge Series presents the sort of knowledge and skills that should be at the core of a challenging first-grade education. Inside you'll discover • Favorite poems—old and new, such as "The Owl and the Pussycat," "Wynken, Blynken, and Nod," and "Thirty Days Hath September" • Beloved stories—from many times and lands, including a selection of Aesop's fables, "Hansel and Gretel," "All Stories Are Anansi's," "The Tale of Peter Rabbit," and more • Familiar sayings and phrases—such as "Do unto others as you would have them do unto you" and "Practice makes perfect" • World and American history and geography—take a trip down the Nile with King Tut and learn about the early days of our country, including the story of
Jamestown, the Pilgrims, and the American Revolution • Visual arts—fun activities plus full-color reproductions of masterworks by Leonardo da Vinci, Vincent van Gogh, Paul Cézanne, Georgia O'Keeffe, and others • Music—engaging introductions to great composers and music, including classical music, opera, and jazz, as well as a selection of favorite children's songs • Math—a variety of activities to help your child learn to count, add and subtract, solve problems, recognize geometrical shapes and patterns, and learn about telling time • Science—interesting discussions of living things and their habitats, the human body, the states of matter, electricity, our solar system, and what's inside the earth, plus stories of famous scientists such as Thomas Edison and Louis Pasteur
A Pig, a Fox, and a Box May 17 2021 In the style of Mo Willems, Jonathan Fenske tells three humorous stories of two friends, Pig and Fox, and their shenanigans with a cardboard box (all of which involved Pig accidentally crushing Fox in the box). With comic art and simple language, this Level 2 reader is sure to have kids rolling with laughter.
The Everything Parent's Guide to Special Education Apr 27 2022 Offers parents of special needs children information on how best to advocate for their child.
Amos & Boris Jul 19 2021 Amos the mouse and Boris the whale: a devoted pair of friends with nothing at all in common, except good hearts and a willingness to help their fellow mammal. They meet after Amos sets out to sea in his homemade boat, the Rodent, and soon finds himself in extreme need of rescue. Enter Boris. But there will come a day, long after Boris has gone back to a life of whaling about and Amos has gone back to his life of mousing around, when the tiny mouse must find a way to rescue the great whale. The tender yet comical story of this friendship is recorded in text and pictures that are a model of rich simplicity. Here, with apparent ease and concealed virtuosity, Caldecott medalist William Steig brings two winning heroes to life. Amos &
Boris is a 1971 New York Times Book Review Best Illustrated Book of the Year, Notable Children's Book of the Year, and Outstanding Book of the Year.
The Night Before First Grade Dec 04 2022 It's the night before the Big Day—first grade. Penny is excited to start the year with her best friend right beside her in the same classroom. This humorous take on Clement C. Moore's classic tale has a perfect twist ending that will surprise readers—as well as the "heroine" of the story—and help all about-to-be first-graders through their own back-to-school jitters.
Groundhog's Day Off Sep 08 2020 Every year, people ask Groundhog the same, boring old question. Is spring around the corner? Or are we doomed to more winter? Sure, they care about his shadow, but what about him and his interests? He's had enough! Groundhog packs his bags and sets out for a muchneeded vacation. Now the town is holding auditions to find someone to fill his spot. None of the animals seem right for the job, though. Not Elephant, not Ostrich, and most certainly not Puppy. No one has Groundhog's flair for the dramatic, but is it too late to woo him back into the spotlight? With a fresh take on a familiar event and bold, lively illustrations, this hilarious audio eBook will leave readers wishing it was Groundhog's Day yearround.
Super Smart First Grade Wkbk Aug 08 2020
First Grade Fundamentals Jun 29 2022 First Grade Fundamentals will delight young learners with activities on consonants and vowels, vocabulary, addition and subtraction, fractions, phonics, reading comprehension, time and money, and more. Filled with colorful pages, easy-to-follow directions, and grade-appropriate activities, the Fundamentals series introduces and reinforces introductory concepts in math and language arts. The series covers all of the basics for success in PreK to Grade 2 and is perfect for year-round learning. The fun, challenging activities will supplement what children are learning in school, reinforcing their understanding of the subject matter and enhancing school performance. Each page features directions that teach and guide children through key areas of learning.
A Pig, a Fox, and Stinky Socks Mar 03 2020 The stars of
Jonathan Fenske's 2016 Theodor Seuss Geisel Honor book, A Pig, a Fox, and a Box, are back in a stinky adventure. Now available in Step into Reading, the premier leveled reader line! First, Fox tries to prank Pig with a "gift" of stinky socks hidden in a box. Then he hides another pair in Pig's slop. As always, the mischief winds up backfiring, and Fox becomes his own victim. With comical art and simple language, Pig and Fox's shenanigans in this Step 2 reader will continue to crack kids up. Step 2 Readers use basic vocabulary and short sentences to tell simple stories, for children who recognize familiar words and can sound out new words with help. Rhyme and rhythmic text paired with picture clues help children decode the story.
The Heart of Learning Sep 28 2019 The Heart of Learning provides heart-centered guidance and essential information for teaching young children and for creating a nurturing and effective learning environment.Written by Lawrence Williams, Oak Meadow's co-founder and a pioneer in homeschooling and distance learning.
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HOW PARENTS CAN HELP THEIR CHILDREN DO THEIR BEST ON TESTS (From "Tyler Tames the Testing Tiger" National Center for Youth Issues)
The best thing you as a parent can do to help your child do his/her best on standardized tests is to provide positive support by expressing confidence in your child's ability to do their best. On test days try to provide a calm, stress-free environment. Here are some tips your Gr. 35 students learned in a classroom Guidance lesson (which are reinforced daily by classroom teachers!)
*Get plenty of rest each night
*Get to school on time each day
*Eat a good breakfast
*Have a positive attitude
*Try hard- do your best
*Listen carefully and follow directions
*Think before you answer
*Read directions and questions carefully
*Don't rush- work at middle speed
*Check over your work when finished
*Don't expect to know every answer- use the 'process of
elimination' if needed
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5- for loops
The for loop repeats a group of statements a fixed, predetermined number of times. A matching end delineates the statements. The general form of a for statement is:
```
for variable = x : s : y, statement, ..., statement end
```
The variable and then the following statements, up to the end, are executed. The expression of the form x : s : y are being to be a vector represents the beginning, x, and the end, y, of the loop by a step of, s. Note that you may not want s if the step size was 1.
Some examples will be listed here to get a brief knowledge a bout for loops:
Example: Suppose we want to find the factorial of n (n!):
```
n = input ('Enter any number:'); f=1; for i = 1:n f = f * i ; end disp ('The factorial of this number is:') f
```
Example: Find 100 values of x and y obtained from the difference equations:
```
k1kkkk1kx 0.21 y | x | 1.2 )) x sin(0.7 (1 y x starting with xo=yo=0. x(1)=0;y(1)=0; for k=1:10 x(k+1)=y(k)*(1+sin(0.7*x(k)))-1.2*sqrt(abs(x(k))); y(k+1)=0.21-x(k); end
```
Note: MATLAB did not accept zero indices like x(0) or y(0) as an example.
6- while loop
The while loop repeats a group of statements an indefinite number of times under control of a logical condition. A matching end delineates the statements. The general form of a while statement is:
while expression statements
end
So the statements are executed while the real part of the expression has all non-zero elements. The expression is usually the result of a logical expressions (==, <, >, <=, >=, or ~=).
Example: Write a script file to find a solution for the polynomial (x 3 + x – 3=0) by using Newton's method. Give an initial guess to x and stop the program either when the absolute value of y(x) is less than 10 -8 , or after 20 steps.
Hint: Newton's method used to solve a general equation y(x)=0 by repeating the assignment:
where ) (x y k (i.e. dx dy ) is the first derivative of ) y(x k . The process continues until ) y(x k is close enough to zero.
The solution of this problem will be as follow:
% Newtons Method steps=0;
x=input('initial guess:')
y=x^3+x-3;
e=1e-8;
while(abs(y)>=e)&(steps<20)
```
y=x^3+x-3; y_dash=3*x^2+1; x=x-(y/y_dash); steps=steps+1; disp([x y]) end
```
Note that there are two conditions that will stop the while loop: convergence, or the completion of 20 steps. Otherwise the script could run indefinitely.
Here is a sample run (with format long), starting with initial guess of x = 1.
x =
```
1 1.25000000000000 -1.00000000000000 1.21428571428571 0.20312500000000 1.21341217578282 0.00473760932945 1.21341166276241 0.00000277908667 1.21341166276223 0.00000000000096
```
7- continue statement
The continue statement passes control to the next iteration of the for or while loop in which it appears, skipping any remaining statements in the body of the loop. In nested loops, continue passes control to the next iteration of the for or while loop enclosing it.
Example: Write a script file to print the even elements in matrix A. Where:
```
a=[23 11 12 34;42 56 2 9;77 82 52 21;12 10 33 2]; for i=1:4 for j=1:4 if rem(a(i,j),2)~=0 continue end disp(a(i,j)) end end
```
8- break statement
The break statement lets you exit early from a for or while loop. In nested loops, break exits from the innermost loop only.
Example: Write a script file to find a solution for the exponential series below.
Make the output precision be: 0.0001
Hint: The program will stopped when the value of ( n! x n ) reached to 0.0001 even when the counter not reached
its final value.
```
% This script is used to find the solution of the exponential series exp(x) x=input('Enter the value of x:') n=input('Enter the highest exponent (n):') s=0; for i=1:n f=1; for j=1:i; f=f*j;
```
```
end f1=f; e=x^i/f1; if e<0.0001 break end s=s+e; end disp('the result is:') s
```
Exercises:
1. If C and F are the Celsius and Fahrenheit temperature respectively, the formula for conversion from Celsius to Fahrenheit is:
Write a script which will ask you for the Celsius temperature and display the equivalent Fahrenheit one with the following comments:
```
"Cold" when F ≤ 41. "Nice" when 41< F ≤ 77. "Hot" when F >77.
```
2. Set up any 4×4 matrices A & B. Write some statements to execute the following statements:
a ) A+B if A = B.
b ) A +B
c ) 3 ) B ( A if all the eigen values of A are nonzero.
```
2 2 if |A| > |B|.
```
3. Write a program to compute the below functions depending on your entry from 1 to 3:
1. x(t) = sin(t)+tan(t)
2. x(t) = cosh(t)
3. x(t) = tan -1 (4t)
Use the interval -2π ≤ t ≤ 2π in steps of π/2.
4. Write a script file to find y with respect to all variables:
b ) 1 k 2 k k k ) x x (2 y
5. When a resistor (R), capacitor (C) and battery (V) are connected in series, a charge Q builds up on the capacitor according to the formula:
If there is no charge on the capacitor at time t=0. The problem is to monitor the charge on the capacitor every 0.1 seconds in order to detect when it reaches a level of 8 units, given that V=9, R=4 and C=1. Write a program which displays the time and charge every 0.1 seconds until the charge first exceeds 8 units (i.e. the last charge displayed must exceed 8).
6. A square wave of period T may be defined by the function
The Fourier series for f(t) is given by:
It is of interest to know how many terms are needed for a good approximation to this infinity sum. Taking T=1, write a program to compute and display the sum to n terms of the series for t from 0 to 1 in steps of 0.1, say. Run the program for different values of n, e.g. 1, 3, 6, etc.
7. Write a program to compute a table of the function
over the closed interval [-1,1] using increments in x of (a) 0.2 (b) 0.1 and (c) 0.01.
8. One of the fastest series for (π/4) is:
Use the series below to compute tan -1 (x):
9. Find 14 values of S and R
obtained from the difference equations:
starting with So=Ro=1.
10. Write a script file to find a solution for the polynomial (x 4 +2x 2 +4x–5=0) by using Newton's method. Give an initial guess to x and stop the program either when the absolute value of f(x) is less than 10 -5 , or after 100 steps.
11. Write a script file to print the odd elements in matrix B. Where:
12. Write a script file to find a solution for the exponential series below.
Input x and make the output precision be: 10 -6 | <urn:uuid:0d1dd7fd-d5b2-474e-9cf5-ddcd5c5c328f> | CC-MAIN-2023-06 | https://uomustansiriyah.edu.iq/media/lectures/5/5_2019_05_03!04_32_31_PM.pdf | 2023-02-06T22:40:30+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00127.warc.gz | 588,268,708 | 1,886 | eng_Latn | eng_Latn | 0.978621 | eng_Latn | 0.991316 | [
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CLIMATE CHANGE AND IRELAND
The Irish Government has set clear and ambitious targets that will move Ireland from falling short of renewable targets to playing its part in achieving our European and international climate objectives. The time to act on climate change is now. Ireland is committed to carbon neutrality by 2050. These targets are based on, amongst other things, 7GW of offshore wind by 2030.
The cost of continuing to ignore our targets will be significant. Estimates place the cost of fines relating to emissions and renewable energy at over €150 million per year. Beyond this financial penalty, our failure to act is contributing to the irreversible damage being done to our planet.
The impact of climate change is already being felt in Ireland. Recent years have seen extreme weather events of flooding, drought and crippling heavy snow falls. Rising seas are already affecting our coastal communities and recent studies indicate that in the years ahead they will pose a threat to low-lying areas.
IRELAND'S ENERGY REPORT CARD
SEAI RENEWABLE ENERGY IN IRELAND 2021 REPORT
Ireland was ranked 27 out of the EU-28 on Progress towards meeting 2020 targets
Ireland was ranked 27 out of the EU-28 on Renewable Heat
Ireland was ranked 13th out of the EU – 28 on Renewable Transport
Ireland was ranked 12th out of the EU – 28 on Renewable Electricity
IRELAND'S CLIMATE ACTION PLAN
Ireland's proposed response to climate change is the National Climate Action Plan. This plan contains the solutions which will help Ireland decarbonise our society and move away from being what the then Taoiseach Leo Varadkar described as "a climate laggard".
80%
electricity generated from renewable sources by 2030
Ireland's Climate Action Plan has set a target that 80% of our electricity will come from renewable energy by 2030. This includes a target to have 7GW of offshore wind installed. This will allow us to generate clean energy which will replace fossil fuels, reduce greenhouse gas emissions and slow down climate disruption. The Oriel project can play a vital role in delivering these goals.
Ireland has started the process of closing its coal and peat burning power plants. The four power plants that are shutting down, have a combined output of 1,200 MW of electricity generating capacity. That is enough electricity to power over one million homes. Oriel will help to replace these fuel burning stations with a clean, renewable indigenous energy source.
Offshore wind will reduce Ireland's need to import fossil fuels and will improve energy security and the environment. | <urn:uuid:960ec1c1-cc7f-4afa-b224-37f1a82c23bb> | CC-MAIN-2023-06 | https://www.orielwindfarm.ie/assets/uploads/documents/Oriel-Boards-22-v09-061222-2.pdf | 2023-02-06T22:39:19+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00130.warc.gz | 939,436,110 | 535 | eng_Latn | eng_Latn | 0.999216 | eng_Latn | 0.999216 | [
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Jesus Prepares for His Ministry
Keep these ideas in mind as you study Unit 3, Session 11.
Matthew, Mark, Luke, and John, inspired by the Holy Spirit, wrote the Gospels—the first four books in the New Testament. The Gospels tell us about the life of Jesus and his role as our Savior and Redeemer. Though the Gospels have ideas in common, they are not identical and were not written simultaneously. PAGE 89
The four Gospel writers, called the Evangelists, wanted to preserve the teachings of Jesus for future generations. Each tells what is important to know about Jesus and gives a point of view shaped by culture and historical time. PAGE 90
The Apostles' successors, who are the bishops and the pope, continue to pass on the Good News to us today.
PAGE 90
Jesus' public ministry was service and work done for others. His disciples witnessed the way Jesus lived and how he cared for others.
PAGE 90
Temptation is an attraction, either from outside us or inside us, which can cause us to disobey God's commands and lead us further from him. In the desert, Satan enticed Jesus with three temptations. PAGE 93
Jesus remained in the desert for 40 days, living among wild animals. During that time Satan urged Jesus to compromise his relationship with the Father or to live by values that were completely different from those of the Father. PAGE 93
Jesus understands our difficulties when we face temptation because he faced temptation too. The story of Jesus' temptation in the desert shows us how the Word of God is rooted in Jesus, how it helped him, and how it can help us. PAGE 94
Jesus used parables to explain his teachings and to answer questions. In the parable of the sower, only the seed sown in rich soil flourishes and bears much fruit.
PAGES 94 and 95
Epiphany means "manifestation, striking appearance." The Church recognizes four events in the life of Christ that qualify as epiphanies. Jesus' baptism is an epiphany because it reveals Jesus as the Son of God. PAGE 92
Because we are human, we should expect temptation so that we can prepare for it. We benefit when we turn to Jesus in prayer, receive the sacraments, listen to Scripture, and remain determined to live a good life and follow God. PAGE 95
For more games, activities, and resources related to Finding God, please visit www.findinggod.com.
www.findinggod.com
Grade 7 • Unit 3, Session 11 • Study Guide
W0718
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EXTENSION ACTIVITY 1.1 BUILD YOUR OWN SOYUZ
Supporting Chapter One of the Principia Space Diary http://principiaspacediary.org/ activities/time-for-launch
LEARNING LEVEL
Can be adapted for all primary levels
Resources Required
* Balloons (various sizes and colours)
* String
* Sellotape
* Straws
* Coloured pens
Background to this Activity
The Soyuz is a Russian spacecraft. It carries astronauts and supplies to and from the International Space Station. It can carry three people at a time, plus food and water supplies.
The Soyuz has two parts: the capsule and the rocket. Astronauts travel safely in the capsule, while the rocket is what launches the capsule from Earth into space.
In this activity, students can build their own Soyuz rocket. This can be done in a number of ways.
KS1:
Balloon rockets
Lower KS2:
Make your own Soyuz from a pattern
Upper KS2: image.
Design and make your own rocket from an
Learning Objective
To create your own rocket.
KS1:
Balloon Rockets
Make and race balloon rockets across your classroom with this easy to run practical.
Running the Activity
* Give each student a balloon.
* Ask them to draw some windows on it, or decorate the balloon. This should be done before blowing up.
* Run a piece of string through half a drinking straw.
* Tie this across your classroom. This is your balloon race track.
* Blow up the balloons, do not tie them. Hold the end and selloptape onto the straw.
*
Let go and watch it shoot across the room.
Extension Ideas
* Set up more than one track and race the balloons.
* Add nose cones – does this increase or decrease the speed?
* Time them – which shape of balloon is fastest? Why do you think this?
Lower KS2: Make your own Soyuz
Download your Soyuz template from the Principia activity pack here: principia.org.uk/wp-content/ uploads/2015/11/Activity-Pack1.pdf
Upper KS2: Design and build your own rocket
Give your students a photograph of a Soyuz rocket and a range of materials. They can use the image to decide on materials for each part of the Soyuz – either the capsule or the rocket. They will need a range of coloured cards, tin foil, bubble wrap, cardboard. You could even make rockets out of clay!
Extension Ideas
* Use a 2L drink bottles as your base and fire them into space using a rocket launcher or bicycle pump.
Activities created by Space Diary teacher consultant
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10 Things I Can Do to Help My World
A RIF GUIDE FOR EDUCATORS
Themes: Conservation, Recycling, Environment
Grade Level: K to 1st grade
Book Brief:
This book offers 10 simple ways kids can help take care of our planet.
TIME TO READ!
before we read, let's look at...
The Cover: Ask children what number they see on the cover. What else do they see on the cover? What's in the middle of the zero in the number ten? Based on the title, what do they think this book is about? Have the students share their own ideas of how to help the earth; make a list.
The Pictures: For this text, let the students come up with their own ideas first. You may want to show a few pictures if students are stuck.
WHILE WE READ
MONITORING COMPREHENSION
u Do you already do any of these things?
u How can you teach other people about taking care of our world?
Author and Illustrator:
Melanie Walsh
Content Connections: Math, Science
Prior Knowledge: Explain why it's important to take care of the world around us. Make a connection between taking care of your classroom, personal possessions, pets, etc., and taking care of the planet.
Vocabulary: energy, tap, nesting, reduce, reuse, pollution
Purpose for Reading: "As we read, try to visualize, or imagine, what the world looks like when we take care of it and what it looks like when we treat it badly and pollute it."
u How would you feel if there were no plants or trees?
u How does what happens to the planet affect you?
LET'S THINK ABOUT
Our Purpose: "How did you picture a world we all take care of? What did the sky look like? The plants? What about a world we don't take care of? Which world would you rather live in?"
Extending Our Thinking: Compare the list of ideas you made before reading to the ideas in the book. Did your class come up with anything the author didn't? Ask the children why it matters what one person does when there are so many people on Earth. Explain the impact one person can have, and how a bunch of small changes can add up in the long run.
NOTE TO EDUCATORS
u Extension Activities for Educators also available.
u Vocabulary Scaffolding Sheet also available. | <urn:uuid:86c876e6-3806-4cce-9ae8-9c4675f4be48> | CC-MAIN-2023-06 | https://rif.org/sites/default/files/images/2022/06/14/Support_Materials/TenThings-Educators.pdf | 2023-02-06T22:02:15+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00134.warc.gz | 490,872,496 | 488 | eng_Latn | eng_Latn | 0.996511 | eng_Latn | 0.996511 | [
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Biotechnology dep. Lec. 5 Medical Parasitology2022 Dr: Alia Essam
Phylum: Protozoa Sub phylum: Apicomplexa Class: Aconoidasida
Order: Haemospororida Family: Plasmodiidae
Sporozoa or Apicomplexa are organisms that are characterized by being one-celled, nonmotile, intracellular parasites, lack contractile vacuolesm and spore-forming. Most of them have an alternation of sexual and asexual stages in their life cycle.
* The class includes main five species of parasites which produce malaria in man, and which belong to the genus Plasmodium.
* It also includes a group of parasites commonly called the coccidian; there are three genera of coccidian parasitic in man, namely Isospora, Sarcocystis and Toxoplasma.
1- Genus: Plasmodium
* Five species, all of this genus, may give rise to malaria disease in man, they are:
1- P. vivax, produce benign tertian malaria.
2- P. malaria, caused quatrain malaria.
3- P. ovale, parasite produce benign tertian malaria.
4- P. falciparum, which causes malignant tertian malaria.
5- P. knowlesI, is a zoonotic malaria parasite, transmitted between non-human primate hosts by the Anopheles (An.) mosquitos.
Host:
* The mosquitoes play as essential hosts that have the sexual stages, man act as the intermediate host harbouring the asexual stages of parasites.
* In the human body, there are two cycles, one in the liver which is called the
Exoerythrocytic cycle or Pre-erythrocytic cycle, the other takes place in the red blood cells, so-called the Erythrocytic cycle.
The life cycle:
The life cycle is rather similar in the four species, with slight differences. All have a sexual cycle in anopheline mosquito and an asexual cycle in man as follows:
1- The Asexual cycle (Schizogony)
* Human malaria infection begins when an anopheline mosquito injects into man the infective sporozoites, which circulate with the blood, within one hour, they reach the liver to lodge in the liver and disappear from the bloodstream to begin the exo-erythrocytic schizogony.
A- Exo-erythrocytic schizogony
* Sporozoite inside the liver cell enlarges to form trophozoite, and this liver cycle consists of two phases as follows:
1- Primary tissue phase
* Sporozoite gradually changes in liver cell to trophozoite form.
* This trophozoite becomes amoeboid in shape and consumes liver cells to grow and mature.
* After maturation, each trophozoite divides extremely and changes to a pre-erythrocytic schizont
* During that division, the nucleus of trophozoite divides into a large number of nuclei, followed by the division of the cytoplasm to form thousands of merozoites inside the liver cell.
* The time needed for the pre-erythrocytic schizont (incubation period) to form and the number of merozoites differs according to species of Plasmodium.
* The incubation period for P. vivax is eight days, P. malaria 12 days, P. ovale nine days and finally five days for P. falciparum.
2- Secondary tissue phase
* At the same time, some of the pre-erythrocytic merozoites invade the red blood cells thus initiating the erythrocytic schizogony.
* In P. falciparum, once pre-erythrocytic merozoites are liberated from the liver cells, they invade only the red blood cells and never reinvade the liver, so the relapses are absent in P. falciparum.
* The reinvasion of the liver cells in the three benign malaria species is responsible for relapses after apparent cure.
B- Erythrocytic Schizogony * Merozoites discharged from pre-erythrocytic schizont enter the red cells by invagination of its cell membrane.
* The merozoite is transformed into:
* Ring stage or young trophozoite
* Amoeboid stage or old trophozoite, which digests hemoglobin to form the malarial pigments namely Schuffner's dots in P. vivax and P. ovale, Ziemann's dots in P. malaria and Maurer's dots in P. falciparum.
* The old trophozoite undergoes schizogony to form schizont stage containing merozoites.
The liberated merozoites invade new red blood cells, repeating the cycle. Rupture of erythrocytic schizonts releases haematin pigments and parasite toxins, which are responsible for fever and sweating.
* When the schizonts rupture, fever and other symptoms take place, and this reoccurs every third day, and thus the fever is called tertian fever, and the disease is called benign tertian malaria.
* In P. falciparum, the fever is irregular, it may be tertian, quatrain or even continuous.
* After completing a few schizogony cycles, some merozoites develop into male microgametocytes and female macrogametocytes.
* All erythrocytic stages of Plasmodium are found in peripheral blood, except trophozoites and schizonts of P. falciparum, which are trapped in blood vessels of the internal organs.
2- The Sexual cycle (Sporogony)
* This occurs inside the insect which is an anopheline mosquito.
* When it sucks a blood meal of a patient containing all stages and the gametocytes, all stages of malaria are digested in the insect mid-gut except the gametocytes.
* The male microgametocyte nucleus divides into 4-8 fragments, to form finally the microgametes.
* The female macrogametocyte throws two polar bodies to reduce its chromatin before the fertilization occurs.
* After fertilization by fusion of the macro and micro gametes, the zygote is formed.
* The zygote throws out pseudopodia to form a motile stage called Ookinete.
* Ookinete penetrates the mucous membrane of gut, to settle beneath it, which is called oocyst.
* Its nucleus divides many times to produce fine spindle-shaped called sporozoites.
* The oocyst ruptures and sporozoites are free to migrate to the salivary glands, they pass with saliva into the human body while the mosquito is taking a blood meal.
[Pathogenesis]
After a mosquito takes a blood meal, the malarial sporozoites enter hepatocytes (liver phase)
within minutes and then emerge in the bloodstream after a few weeks. These merozoites rapidly enter erythrocytes, where they develop into trophozoites and then into schizonts over a period of
days (during the erythrocytic phase of the life cycle). Rupture of infected erythrocytes containing the schizont results in fever and merozoite release. The merozoites enter new red cells, and the
process is repeated, resulting in a logarithmic increase in parasite burden.
Three organs show gross pathological lesions namely the liver, the spleen and bone marrow.
Liver shows necrosis and enlargement, spleen may enlarge and tender, bone marrow becomes vascular, chocolate brown due to deposition of pigment.
* In P
. falciparum
, the disease is characterized by its common malignant features, due to:
1- Agglomeration of parasitized and non-parasitized red blood cells inside capillaries of the internal organs, this causes plugging of the human capillaries, and causes thrombosis and
sometimes hemorrhages
2- In chronic malignant malaria, rapid intravascular haemolysis occurs, leads to passage of dark urine due to presence of haemosiderin, which called "black water fever".
[Diagnosis]
* Clinical symptoms and signs such as fever, sweating, enlarged and tender spleen and liver, and Jaundice may occur.
* Direct methods such as thin and thick blood film.
* Serological test.
[Prevention and control]
* Treatment of patients.
* control the
Anopheles mosquitoes, adults and larvae.
2- Toxoplasma gondii
Phylum: Protozoa Sub phylum: Apicomplexa Class: Conoidasida
Order: Eucoccidiorida Family: Sarcocystidae
Hosts: Cats are the main definitive host where sexual and asexual cycles take place inside the cytoplasm of columnar epithelial cells of their small intestine.
[Accidental host] The asexual cycle occurs in any nucleated cell with a special preference for reticulo endothelial cells, brain and retinal cells.
[Morphology] All the morphological forms are considered as the infective stage, these are:
* Trophozoite: has a crescent shape with a central nucleus, it size from 4-6 micron.
* Pseudocyst: macrophage containing a number of rapidly multiplying trophozoites (Tachyzoites) within a vacuole occurs in acute infection.
True cyst: round with well-defined wall, contains numerous slow multiplying trophozoites (bradyzoites), and occurs in chronic infection, cysts are found in brain, liver, heart and muscles.
Oocyst: contains two sporocysts, each sporocyst contains four sporozoites.
[Life cycle]
Inside the definitive host, the sporozoites or trophozoites penetrate epithelial cells of intestine, where they round up and grow.
Asexual division occurs first leading to the formation of merozoites, which invade new intestinal cells.
After few cycles, some merozoites change to sexual stages initiating gametogony. A macrogamete is fertilized by a motile microgamete forming a zygote, which changes to oocyst. Oocysts pass out with faeces after breakdown of intestinal epithelium. In accidental hosts, the sporozoites and trophozoites penetrate cells lining small intestine, and spread via blood or lymph all over the body, where they multiply in any nucleated cell, forming true cysts or pseudocysts according to rate of multiplication and host's immunity.
Toxoplasma in men has a blind-end life cycle since the cat does not eat human tissues.
* Toxoplasma life cycle in pregnant infected women is an open cycle, which the trophozoites pass through the placenta, if eating this placenta by cat completes the life cycle.
[Transmission]
Toxoplasma gondii pathways of transmission. a Feline definitive host (cat). b Unsporulated oocysts in cat feces. c Food contaminated with sporulated oocysts. d Oocysts may be ingested by intermediate hosts via water or raw vegetables. e Intermediate hosts (e.g. cattle, sheep, poultry and swine). f Ingestion of tissue cysts in uncooked meat. g Intermediate hosts (humans). h Tachyzoites transmitted through the placenta to the foetus. i Transmission by blood transfusion and organ transplant (j)
A- In accidental or non specific hosts and man the transmission occurs by:
* Ingestion of oocysts with food or water contaminated with infected cats faeces.
* Ingestion of undercooked meat containing pseudocysts or true cysts.
* Congenitally from infected mother to her fetus through placenta.
* Rarely by blood transfusion or organ transplantation.
B- Infection to definitive host occurs by:
*Ingestion of true or pseudocysts in muscles of rats or other animals.
* Ingestion of infected placenta containing trophozoites after labour of infected women
* Ingestion of oocysts in soil.
[Pathogenesis]
*Acute toxoplasmosis caused maculopapular rash and lymphodenopathy.
*Latent toxoplasmosis, usually due to congenital infection, may result in retionchoroiditis and lymphodenopathy.
If patient is immunocompromized, activated latent infection may cause myocarditis, meningoencephalitis and pneumonitis.In congenital toxoplasmosis, infection in first trimester results in abortion, Infection in second trimester results in still birth, and hydrocephalus intracerebral calcification and retinochoroiditis results from infection in third trimester.
[Diagnosis]
* Direct diagnosis by: 1- staining of suspected tissues or body fluids, biopsy from lymph node, bone marrow, blood or smear from placenta to see trophozoites.
2- Mouse inoculation with the suspected material to detect the strain virulence.
3- Detection of Toxoplasma antigen.
* Indirect serodiagnosis test
[Prevention and control]
* Washing of fruit and vegetables.
* Cooking of meat well.
* Pregnant females should avoid cats, and pet cats are fed cooked food with proper disposal of their stools. | <urn:uuid:9f35b6b9-46ed-4554-b850-b58f6f98fe7b> | CC-MAIN-2023-06 | https://uomustansiriyah.edu.iq/media/lectures/6/6_2022_01_14!07_24_13_PM.pdf | 2023-02-06T22:19:09+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00133.warc.gz | 605,553,791 | 2,798 | eng_Latn | eng_Latn | 0.989556 | eng_Latn | 0.99287 | [
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F E B 2 0 1 5
Year 10 Newsletter
VOLUME 1, ISSUE 3
Year 10 Examinations
will be taking place betweenMarch 16 th & 20 th and these will provide an opportunity for students to invest time in developing their revision strategies and exam skills. Tutor Groups have been looking at revision strategies in tutor time and within assemblies, and it is important that revision programmes are well under way by the end of half term. A good website to help plan revision timetables is:http://www.dayjob.com/ content/revision‐timetable‐771.htm.
It is important that students share their revision programme with all the family at home; with displayed copies of their revision timetables, so that the rest of the family know when individuals need quiet time. Parents/ Carers can help students to revise effectively in many ways, such as:
- Provide a quiet space where it is easy to work and to concentrate;
- Make sure that a supply of revision resources is available, coloured papers, highlighters, flash card materials, post it notes, are all useful items that can make revision easier;
- Revision drinks (not energy drinks, cold water is good) and healthy snacks (low fat & sugar free) to graze on; help to keep minds active;
- Ensure distractions are minimised. If possible, get younger brothers and sisters engaged elsewhere, during the "Revision Timetable" slots;
- Be ready to be a listening ear to be "taught" on a topic, or to test learning on flash cards. A nice technique is for students to "Talk for a Minute" on a topic that they have been revising;
- Do not allow revision slots that are too long as these are not effective. Individuals cannot hope to revise all of a subject in a long marathon session. Short intense episodes on a topic work well, followed by short breaks and then work on a different subject work well; 20‐30 minute slots are best;
- Celebrate the revision already done, do not spend time worrying about what has not been done as yet.
Individual student timetables for the exams will be given out immediately after half term.
General Time Guidance
Year 10 Newsletter
VOLUME 1, ISSUE 3
How often should you revise?
Revise once:the graph below shows how much your brain can recall later.
It rises for about 10 minutes …and then falls.
However:if you quickly re‐revise after 10 minutes, the graph falls more slowly! This is good.
Even better, if you quickly re‐revise again, after1 day, then the graph falls even more slowly! Good !
And even better still, if you quickly re‐revise again, after1 week, the graph falls even more slowly! Great!
F E B 2 0 1 5
F E B 2 0 1 5
Year 10 Newsletter
VOLUME 1, ISSUE 3
Revision Tips we have shared in Assemblies
- Be positive about your revision. Time spent now is investment for your future. Set out a plan (short mixed slots…), stick to it.
- Turn your phone off; tell your friends you are building your life.
- Build in short breaks. Happy moments J
- Drink water (not energy drinks) and get fresh air. Keep the temperature cool.
- Eat 'brain food' – avoid sugar and have lots of healthy snacks around to eat, little and often.
- Get plenty of sleep.
- Do something different with your notes, picture >> notes, or notes >> picture. Think technology, Show‐mes?
- Don't leave the difficult bits to the end.
- STOP and take a break if you start feeling frustrated, angry, or overwhelmed.
- Make a note of the problem to take to your next lesson, and move on to something else.
- Focus on what you have done, not all the things that you haven't – every little helps.
- Promise yourself little rewards after each session – a favourite TV programme, reading a trashy novel, time on Facebook etc, or going out with friends.
- At the end of each session, celebrate with your family what you have learnt.
Study Skills Day
Earlier this term, 70 members of the year group enjoyed an intensive Study Skills Day, working with visiting Mentors looking at Strategies for Success. This included memory techniques, revision strategies, learning styles and mind‐mapping. Feedback from the students was very positive overall and we look forward to two further days for the rest of the year group, before the Year 10 exam week.
College Skirts
We have become aware that there has been some uncertainty over what are the appropriate skirts to be worn by our stu‐ dents. We have therefore sourced some styles that can be purchased from the College or a supplier Trophy Textiles in Pool but parents/carers are welcome to source skirts themselves, if preferred. The skirts are all 22 inch in length, and there are sam‐ ples for students to try at the College. The cost is approximately £15 but this does vary slightly dependent on style and size. Please click on theUniformlink on the College website for further details.
Hospitality & Catering Day
A small group were lucky enough to recently spend a day working as a team with other Colleges at the Budock Vean hotel. Here they experienced how important teamwork is in a busy working environment and they enjoyed experiences in many areas of the Hotel. Lunch was a great success with some of it being produced by the students themselves in the Hotel kitchen.
F E B 2 0 1 5
Year 10 Newsletter
VOLUME 1, ISSUE 3
The Snow Queen
I was privileged to watch one of the performances of the Snow Queen this month and was delighted to see so many students from Year 10 as part of the cast and the back stage crew. A great performance by all the cast resulting from grit determination and perseverance from the students and fantastic hard work and support from the Expressive Arts team. Below are a few photos including some of the Year 10 performers.
Free School Meals
Did you know that we can claim extra funding (£935) for every student claiming Free School Meals. We spend the money in a number of ways to help disadvantaged students, e.g. one to one English & Maths tuition, specialist agency support, plus a variety of extra‐curricular & enrichment activities. If you are in receipt of any of the following state benefits then you are probably eligible:
- Income Support
- Income‐related Employment and Support Allowance
- Support under Part VI of the Immigration and Asylum Act 1999
- The Guarantee element of State Pension Credit
- Child Tax Credit, provided they are not entitled to Working Tax Credit and have an annual income that does not exceed £16,190
It's easy to register for Free School Meals. Just go to the Cornwall Council website – www.cornwall.gov.uk ‐ and click on Education and Learning; then click onto Apply for Free School Meals; and finally complete and submit the form. If you do not have access to the internet at home, then please contact the College North Site Reception on 01326 572685, who will be able to provide you with a paper copy.
Science Week
Don't forget to purchase your tickets to the Science Week Evening Lectures, which include Mind and Brain in the 21st Century,Fire and IceandA Journey Through Time and Space. Tickets are £1‐£2 and avail‐ able from North Site Reception.
I wish you and the students a wonderful and relaxing half term
Best wishes Mr M Quilter Head of Progress – Year 10 | <urn:uuid:90ed429b-680d-4cdd-b49c-e613f9b55996> | CC-MAIN-2018-05 | http://helston.cornwall.sch.uk/uploads/year-10-newsletter-feb-2015_001.pdf | 2018-01-16T17:13:33Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00164.warc.gz | 152,372,717 | 2,867 | eng_Latn | eng_Latn | 0.997631 | eng_Latn | 0.998634 | [
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Historica Canada Education Portal
First World War Education Guide
The First World War, often called "the Great War," was a global conflict that divided many of the world's nations into two opposing camps, called the Allies (originally the Triple Entente) and the Central Powers. From 1914 through the end of hostilities in 1918, more countries joined the conflict out of necessity or opportunism, including Japan, the United States and the Ottoman Empire.
The war had disastrous consequences for many Canadian individuals, families and communities: approximately 60,000 Canadian lives were lost overseas and 170,000 were wounded. These staggering losses, in addition to a substantial industrial and agricultural contribution to thewar effort, led Canada's leaders to strive for greater decision-making powers in the postwar period. Accordingly, the First World War led the country towards greater independence from Britain.
At home, wartime experiences varied greatly. Millions of Canadians supported the soldiers overseas, raising money for their families, supporting the war effort through purchasing war bonds, working inmunitions factories and farming the fields to provide food for the armies. Some employers and their employees prospered due to increased manufacturing and nearly full employment during the war. At the same time, relatives of soldiers lived in fear of receiving news that a loved one had been killed. The study of Canada's experiences during the First World War involves multiple histories and perspectives that can be remembered, explored and understood in their diversity. | <urn:uuid:1b6ae8b8-59e0-43b9-a2e3-6c54a7eeee9a> | CC-MAIN-2023-06 | http://education.historicacanada.ca/en/pdf/20 | 2023-02-06T22:10:35+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00133.warc.gz | 14,175,047 | 293 | eng_Latn | eng_Latn | 0.998281 | eng_Latn | 0.998281 | [
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Topic 1A Characteristics of Life
Areas Stressed On Past Regents Exams
A. All living things have similar characteristics which we use to define life. Living things
* are made up of cells (basic unit of structure and function of all organisms).
* have a metabolism (all chemical activity in the body).
* maintain homeostasis (Internal environment stays within limits even when external environment changes).
* reproduce (Make more like themselves).
Topic 1B Cells and Organelles
Areas Stressed On Past Regents Exams
A. All cells have smaller structures called organelles. The main organelles are:
©2006 Gregory Arnold - Study Guide Notes Page: 2
B. The cell organelles need one another to function properly. Examples how they function together include:
- Food vacuoles break down food into small molecules such as amino acids and glucose, a simple sugar. The ribosomes use the amino acids to synthesize new proteins and the mitochondria break down the sugar molecules to make ATP, a high energy molecule.
- The cell membrane allows the movement of Carbon dioxide (CO2), water (H2O) and oxygen (O2) into the plant cell. In the presence of sunlight, the chloroplast uses the CO2 and H2O to make glucose (C6H12O6). The mitochondria uses the glucose and oxygen to make ATP.
- The nucleus controls the production of proteins by sending a messenger molecule to the ribosome which causes the ribosome to assemble the amino acids in a specific sequence to make the new protein.
- The mitochondria produces ATP, the form of energy necessary for living things. This ATP allows the movement of molecules through the cell membrane by active transport. ATP is also used by the contractile vacuole to pump excess water from a fresh water protozoan.
Topic 1C The Cell Membrane
Areas Stressed On Past Regents Exams
A. Substances or molecules must be able to move through membranes: The rate the molecules can move through the membrane is determined by:
* Surface area of the membrane. The greater the surface area, the greater the quantity of substances can pass through the membrane at the same time.
* The size of the molecule.
* Method of transport
- Diffusion - Requires no energy - molecules move from a region of greater concentration to a region of lower concentration. Water is moving into the fresh water ameba pictured below. Note: this is the way most molecules move through membranes.
- Active Transport - Energy in the form of ATP is used to move molecules from areas of low concentration to regions of greater concentration. To prevent the ameba below from exploding, excess water is "pumped out" by the contractile vacuole.
©2006 Gregory Arnold - Study Guide Notes Page: 3
- Note: On the regents, the concentration of a substance is often represented by the number of dots or molecular formulas. The greater the number, the greater the concentration.
- In this example, the substance represented by the dots could only move into the cell by active transport. If the substance is a small molecule, it could move out of the cell by diffusion. (If it is a large molecule, the cell membrane would prevent it from moving out of the cell by diffusion.)
- In this example, the substances are represented by the molecular formulas. Carbon dioxide (CO2) would move outside the cell by diffusion and oxygen (O2) would move into the cell by diffusion.
* Plasmolysis, a special case of diffusion that occurs when a living thing that does not normally live in salt water, is exposed to salt or salt water. Since there is a greater concentration of water inside the cell than outside the cell, water moves out of the cell causing it to shrink and die. (Note: The cell wall of the plant cell, a rigid structure, remains unchanged but the cell membrane pulled away as the cell shrunk.) This is the reason why you cannot drink sea water.
* The opposite is also true. If a salt water organism is placed into fresh water, it cannot usually deal with the sudden rush of water into their cells. Consequently, its cells will begin to explode. (Plant cells don't explode because of the strong cell wall.)
©2006 Gregory Arnold - Study Guide Notes Page: 4
B. The cell membrane has special receptor molecules that can recognize chemical messengers from other cells. Shape is very important since the chemical messenger must fit into the receptor for communication to occur. See the diagrams below.
C. The cell membrane is a barrier that separates the cell's internal and external environment. It regulates what passes into and out of the cell, however, there are limitations.
* Certain toxins or chemicals can attach to the receptors of the cell, disrupting communication between cells. (This is how some snake venom and drugs affect the nervous system.)
* Some pathogens can attach to the receptors and enter the cell, eventually leading to the destruction of the cell. (This is how HIV attacks white blood cells.)
* Certain toxins and poisons are able to pass through the membrane by simple diffusion or by dissolving their way through the membrane.
Topic 1D Human Systems
Areas Stressed On Past Regents Exams
A. Human Systems:
* Digestive System - The digestive system takes in large protein and starch molecules as well as smaller fat molecules and other substances, (ingestion), and chemically breaks them down into much smaller soluble molecules (digestion) that can pass through the intestine walls and into the blood stream.
©2006 Gregory Arnold - Study Guide Notes Page: 5
* Circulatory System - The circulatory system uses fluid within its vast network of vessels to allow all cells of the body to transport materials to one another. It is important to understand that the purpose of the circulatory system is not "to pump blood!" It is to transport materials that are carried by the blood. The circulatory system is made up of the blood vessels, blood and the heart. Some of the materials carried by blood include:
- Water.
- End product of digestion including glucose and amino acids.
- Hormones
- Oxygen - mostly carried by the red blood cells.
- Wastes including urea and carbon dioxide.
- The circulatory system also carries heat from the interior body to its extremities.
* Respiratory system - Includes the nose, respiratory tubes and the lungs. The respiratory system obtains oxygen for the body and rids it of carbon dioxide. This diffusion of gases between air and the blood occurs over thin membranes in the air sacs of the lungs.
* Locomotion or movement involves the skeletal and the muscular systems under the control of the nervous system. Locomotion allows the organism to find food, shelter, a mate and to move away from danger.
* Excretion System - includes the lungs, kidneys and the sweat glands in the skin. Its function is to remove metabolic wastes from cells. Metabolic wastes include water, carbon dioxide, urea, and minerals. (Feces is a digestive waste, not a metabolic waste!)
* Coordination and control of the other systems is the responsibility of the nervous and endocrine systems.
- The nervous system consists of the brain, spinal cord and a network of nerves. Nervous tissue has the ability to transmit impulses.
- The endocrine system consists of glands that secrete hormones (chemical messengers) into the circulatory system. Some of the endocrine glands include the pancreas, testes, ovaries, pituitary, adrenal and the thyroid gland.
* Immune System is used to fight disease. White blood cells are use by the body to fight foreign bodies that get past our skin and mucus membrane barriers.
* Reproduction System includes organs that produce special cells called gametes, and organs to deliver these gametes and allow them to join together, producing new organisms. Finally the reproductive system consists of organs that allows this new organism to develop to the point that it could survive in the external environment.
©2006 Gregory Arnold - Study Guide Notes Page: 6
B. It is important to remember that all of the systems work together to help maintain homeostasis. With the exception of the reproductive system, all other systems are necessary for the survival of the individual. Some ways these systems work together include:
* The reproductive system is under the control of the nervous and endocrine systems. Hormones carried by the blood causes the production of gametes as well as the sexual maturing of the individual.
* The digestive system provides the nutrients for all systems via the circulatory system.
* The respiratory system provides the oxygen for all systems via the circulatory system.
* No system could work properly without the coordination by the nervous system. The nervous system is necessary for sensing the internal environment and making proper adjustments that allows it to maintain homeostasis.
* Wastes from cells are carried by the circulatory system to excretion organs where they are expelled from the body.
C. Four Malfunctions of body systems are:
D. Even though multicellular organisms like humans are much more complex than single cell organisms like amebas, all organisms have a metabolism and maintain homeostasis. Structures within single cell organisms allow them to carry on the same processes that are the jobs of systems in multicellular organisms.
Topic 2A Photosynthesis
Areas Stressed On Past Regents Exams
A. Autotrophic or producer organisms carry on the process of photosynthesis. They make food (organic molecules) from inorganic molecules using energy from light.
B. Photosynthesis uses carbon dioxide, water and light energy to produce food and oxygen. It only occurs when light is present. As the amount of light increases, photosynthesis increases as long as there is enough water and carbon dioxide present.
©2006 Gregory Arnold - Study Guide Notes Page: 7
C. The formula for photosynthesis is:
Water + Carbon dioxide
Glucose + Oxygen + Water*
* This water molecule is often not shown in the equation.
D. The cellular site of photosynthesis is the chloroplast.
E. The formula of glucose is C6H12O6. The carbon and oxygen in glucose comes from carbon dioxide (CO2). Water (H2O) provides the hydrogen (H) found the glucose molecule. The oxygen (O2) given off during the process of photosynthesis comes from water (H2O). Most of the mass of plant tissue comes from carbon dioxide and water.
Topic 2B Respiration
Areas Stressed On Past Regents Exams
A. Respiration is a cellular process in which the energy stored in the chemical bonds of food (preformed organic molecules) is used to make ATP, the form energy must be in to be used for metabolic activities. Respiration continuously occurs in all living cells. This means that all bacteria, protozoa, fungi, animal and plant cells are always carrying on respiration.
B. The cellular site of respiration is the mitochondria. Cells that need much energy, such as brain, muscle and gland cells, contain many mitochondria.
C. Respiration uses glucose and oxygen and gives off water, carbon dioxide & energy in the form of ATP. It occurs in all cells at all times. The formula for respiration is:
glucose + oxygen carbon dioxide + water + energy (ATP)
D. When ATP provides energy for a metabolic activity such as muscle movement, it breaks down into ADP and a phosphate molecule. Note: this reaction is reversible. During the process of respiration, energy released from breaking the chemical bonds of food is used to join the ADP & phosphate molecule once again.
Comparison and summary of photosynthesis and respiration:
During the process of photosynthesis light energy is converted into chemical bond energy of food molecules. This energy is made available to organisms by the process of respiration which converts the energy of food molecules into ATP molecules. Both photosynthesis and respiration are controlled by enzymes.
©2006 Gregory Arnold - Study Guide Notes Page: 8
A summary of photosynthesis and respiration:
Topic 2C Enzymes
Areas Stressed On Past Regents Exams
A. Enzyme are protein molecules made up of smaller amino acid molecules. The base sequence of DNA determines the sequence of amino acids which determines the shape of the enzyme.
B. Enzymes are catalysts - they affect the rate of chemical activity without being changed by the chemical activity. The names of many enzymes end in -ase.
C. Most of the chemical activity of organisms, such as digestion, synthesis and respiration, is controlled by specific enzymes. Enzymes are specific because of their shape. This means that enzyme sucrase will break down sucrose but not lactose. This is because the lactose molecule will not fit into the sucrase molecule.
D. Enzyme shape is affected by temperature and pH. When enzymes are subjected to temperatures or pH outside their normal operating conditions, they catalyze chemical reactions slower or not at all because their shape changes.
E. Human enzymes work best at 37°C, the normal body temperature. (Note: 37°C = 98.6°F)
F. Examples of graphs representing enzymes and rates of reaction:
©2006 Gregory Arnold - Study Guide Notes Page: 9
Topic 2D Homeostasis
Areas Stressed On Past Regents Exams
A. Organisms will react in ways that will maintain an internal environment allowing the chemical activities of life to occur regardless if the external environment changes. This process is known as homeostasis (steady state). For example, the heart and breathing rate will change due to various levels of exercise in order to keep the proper amount of oxygen and carbon dioxide in the blood. The greater the amount of exercise, the more oxygen needed and the more carbon dioxide must be excreted. Disease or physical damage to the organism can prevent the organism from maintaining homeostasis.
B. There are many different types of cells in the body. These body cells coordinate their activities with one another to maintain homeostasis by using two systems for communication:
- The nervous system uses special nerve cells (neurons) to pass information from one part of the organism to another. Nerve cells can transmit impulses. Chemicals secreted by the nerve cells are used to bridge the gap existing between nerve cells.
- The endocrine system is comprised of glands that secrete hormones into the blood. These hormones are carried to target cells in tissues having corresponding receptors. The target cells react to the presence of the hormones (chemical messengers).
C. A feedback mechanism is cyclic process where the initial action is modified by the effects it has on the organism. Feedback mechanisms are used to help maintain homeostasis.
- Negative Feedback - the effects decreases the initial action.
- Insulin secreted by the pancreas causes a decrease in the amount of glucose in the blood and a decrease in the amount of insulin produced.
- Positive feedback - the effects increase the initial action.
- The head of the baby pushes against the cervix during a contraction. This stimulates the production of more hormones resulting in stronger contractions. This cycle continues until birth occurs.
D. Insulin is an important hormone that helps regulate the blood sugar level (Glucose). When extra sugar is present in the blood, the pancreas secretes insulin causing the liver and muscles to take up the extra sugar and change it into animal starch (glycogen). When the level drops towards the normal range, insulin production is shut down. Diabetes is a disease where the pancreas does not produce enough insulin to
regulate the blood sugar, Untreated diabetics have a high blood sugar level. Often the glucose molecules will spill over into the urine which can be detected by a simple urine analysis. Diabetics often control their blood sugar level by injecting insulin. If a diabetic injects too much insulin, too much glucose will be removed from the blood, causing problems ranging from unconsciousness to death.
E. Guard cells regulate the size of the openings through which water vapor escapes from leaves. Carbon dioxide and oxygen will also pass through these openings. The plant's heredity and environment determine the number, location, size and function of guard cells.
F. Humans regulate the body temperature using two negative feedback loops. They are:
- If the body temperature moves above normal, a part of the brain senses the change and sends impulses over nerves causing sweat glands in the skin to start producing sweat. At the same time, the capillaries near the skin dilate, increasing the blood supply to the skin, As the water in sweat evaporates, it carries heat away, cooling the body. As the body cools to normal body temperature, the impulses to the sweat glands stop, stopping sweat production and the capillaries constrict, decreasing the blood supply to the skin.
- If the body temperature moves below normal body temperature, a part of the brain senses the change and sends impulses over nerves causing muscles to shiver. Shivering causes heat to be produced, warming the body. As the body warms to normal body temperature, the impulses to the muscles stop, stopping shivering.
G. What is normal to one organism may be abnormal to other organisms. Some fish normally live in 0°C (32°F) water while some bacteria have no problem surviving in 70°C (158°F) water, a temperature that humans (37°C) would be considered well done. Over time organisms have evolved the right structures and chemicals to maintain homeostasis and occupy and flourish in many different environments.
H. Dynamic equilibrium - It is a process similar to homeostasis in which the organism constantly makes small adjustments in order to keep its internal environment within a certain acceptable range.
Topic 2E Disease
Areas Stressed On Past Regents Exams
A disease is any condition which prevents the normal functioning of the organism. Types of diseases include:
A. The immune system is used to fight disease. When the body detects invading pathogens or foreign bodies, white blood cell (WBC) production increases. White blood cells fight infections by:
* engulfing and destroying pathogens.
* producing antibodies in response to the antigens on the surface of the invading pathogens.
* identifying invaders (foreign bodies or pathogens) for destruction.
B. An immune response occurs when the body makes antibodies to fight the invading foreign bodies.
* Antibodies are "Y" shaped molecules which are specific because of the shape of the antibody must match the shape of the antigen if it is to attach to the antigen on the surface of the foreign body or
pathogen.
* Antibodies are produced by white blood cells
* Antibodies are produced in response to invasion of foreign bodies such as pathogens.
* Antibodies produced for one disease will not work on other diseases because the shape of the antibodies will not match the shape of the antigens on the surface of other pathogens.
C. Vaccinations consists of weakened or dead pathogens, or the surface parts of pathogens, all which have antigens. When given to an organism, the organism will make antibodies to attack the antigens. Once the body learns how to make the antibodies to fight the antigen given, it can not get that particular disease, Vaccines are very important in controlling the disease and preventing its spread.
D.
AIDS is a viral disease (caused by the HIV virus) that attacks the immune system, making the body more susceptible to other infections (disease). People can avoid AIDS by not injecting any illegal drugs into their veins and by having sex only with the person that they are married.
E. When a person gets a transplanted organ, immunosuppressant drugs are given to stop the immune system from rejecting the organ. This occurs because the antigens on the transplanted organ cells are different than the antigens on the body's own cells and are recognized as being foreign. When the person gets the immunosuppressant drugs, he/she is more susceptible to disease due to the weakened immune system.
F. An allergic reaction occurs when the immune attacks harmless substances. Histamines are produced causing localize swelling and discomfort.
G. Scientists have developed many tests to determine if a disease is present. Early diagnosis and treatment may limit the damage caused by the disease.
Topic 3A Heredity and Genes
Areas Stressed On Past Regents Exams
A. The genetic material is located in the nucleus of cells. Genes are made up of DNA and are located on chromosomes. Each species cells have a constant number of chromosomes in the nucleus of their cells (exception - sex cells have 1/2 normal chromosome number). eg. Man has 46 chromosomes in each body cell and 23 chromosomes in each gamete.
B. Size relationships (becoming smaller): Nucleus Chromosomes Genes
a. The nucleus contains chromosomes.
b. Each normal human body cell contains 46 chromosomes.
c. Genes are located on specific sections of chromosomes. Each gene is made up of DNA that will control a specific trait such as hair color. Each chromosome has hundreds of genes.
C. Sexual reproducing organisms usually have considerable different combinations of genes. This is why sexually reproducing species usually have a great variety of expressed traits.
D. Most traits are controlled by two genes, one from the mother and one from the father. Sometimes one gene (dominant gene) can prevent the expression of another gene (recessive gene). The recessive gene will only be expressed when both parents pass it to the offspring. Important Note: Some traits, such as eye color and skin color, are controlled by multiple genes.
Topic 3B DNA & Protein Synthesis
Areas Stressed On Past Regents Exams
A. DNA is a very important molecule. It is composed of two strands in the shape of a double helix. Each strand of DNA is made up of repeating subunits (nucleotides). Each subunit is made up of a phosphate, sugar, and one of 4 bases A, T, C or G. Base A pairs with T while base C pairs with base G.
B. The actual sequence of the bases (ATCG) in a DNA strand is the genetic code. No two humans have the identical genetic code, unless they are identical twins.
C. The two DNA strands are held together by weak hydrogen bonds. These bonds can break, exposing the base and allowing it to act as a template (patten). This allows two important processes.
a. The replication of the DNA which is necessary every time when the cell divides so the new cells will have the exact copy of the DNA (or each chromosome) as the old cell.
b. The manufacture of messenger molecules (Messenger RNA), a single strand copy of DNA that is used to carry the code out of the nucleus to the ribosome in the cytoplasm. This code is used to
control the manufacture of proteins in ribosomes. Each three sequential bases of the messenger molecule forms a codon (triplet) which determines the amino acid inserted into the growing protein molecule. The proteins are used for structure and for controlling rates of chemical reactions (enzymes) This is how DNA can control the chemical reactions within the cell. (See the protein synthesis diagram on the next page.)
D. Most members of a species have considerable genetic variation. Genes with different base sequences allows for the expression of different traits or characteristics (the different genes cause the production of different proteins which cause the different traits). This is the reason why some members of a species are more resistant or susceptible to poison, antibiotics, or certain diseases than other members of the species.
E. Cells of the same organism contain the same genetic information (DNA) but can produce different types of cells that function differently and produce different proteins. This can occur because different portions of the cell's DNA are used in different types of cells.
Topic 3C Mutations and Gene Expression
Areas Stressed On Past Regents Exams
A. An organism appearance is determined by both its DNA and its environment. Organism with the same DNA can appear different because of environmental factors such as temperature, pH, food, sunlight, etc. can effect the expression of genes.
B. Any change in the species DNA is considered to be a mutation. A simple gene mutation such as a change in the base sequence would have much less effect than major mutation like the addition or subtraction of a chromosome. Only mutations that occur in the formation of the reproductive cells (gametes — egg or sperm) of the organism can be passed onto the offspring, affecting future generations. Common gene mutations include:
- Deletion - A base pair is missing
- Addition - An extra base pair is inserted
- Substitution - A base pair is substituted
- Inversion - Several base pairs are turned around and now out of sequence.
C. Mutations occur randomly. However their numbers are increased when cells are exposed to mutagenic agents such as ultra violet light, x-rays, radiation, and certain chemicals.
D. When a base sequence is changed, different amino acids may be substituted in the growing protein chain, changing the shape and possible function of the protein.
E. In order to determine the proper amino acid sequence, you must first separate the bases into groups of three. Look in the table to determine which amino acid codes for each group of 3 bases. Example: For the following DNA code:
Areas Stressed On Past Regents Exams
A. Selective breeding has occurred for thousands of years (Dog breeding). Selective breeding occurs when humans choose which traits are desirable and therefore which organisms should reproduce.
B. Gene splicing is a type of genetic engineering which allows the insertion of foreign DNA into the DNA of a cell. This foreign DNA could be from a completely different species. This is how scientists are able to grow bacteria that produce human hormones like insulin and human growth hormone (HGH), and grow special crops that might be resistant to drought or insects. Genetic diseases may also be cured by replacing missing or defective genes. Only the cells with the altered DNA and the offspring of theses cells are affected.
Topic 4A Sexual, Asexual & Cloning
Areas Stressed On Past Regents Exams
A. Organisms can produce other organisms of the same species through reproduction and development.
B. Asexual reproduction involves one parent. Offspring are produced that have identical DNA as that parent. Examples of asexual reproduction include binary fission in amebas and paramecium, budding in yeast, regeneration in starfish and vegetative propagation such as cuttings in plants.
C. Sexual reproduction involves two parents. The DNA of the offspring produced have different combinations of DNA from both the parents. This produces variations within the species. Mammals, birds, reptiles, amphibians, fish, insects, worms and flowering plants (most plants) all reproduce sexually.
D. Cloning is a form of asexual reproduction that is used to make genetically identical organisms. DNA from one nucleus of a body cell is transferred to an egg whose DNA has been destroyed. The organism produced will be identical to the organism that donated the DNA. Note: large numbers of plants can be made in a short time by producing many small plants directly from the cells of a single plant. All of these plants are identical since the DNA used is from one plant.
Areas Stressed On Past Regents Exams
A. During the process of mitosis, the DNA (chromosomes) of the original nucleus replicates, producing two nuclei containing identical DNA (chromosomes) as the original nucleus. This process is used for growth, tissue repair and asexual reproduction. Cancer is uncontrolled mitosis.
B. Gametes are produced by a reduction division called meiosis. Four motile sperm are produced from each primary sex cell in the testes while one large egg is produced from each primary sex cell in the ovary. The gametes produced will contain 1/2 the normal number of chromosomes found in body cells. During meiosis, one chromosome from each pair of chromosomes is randomly selected for each gamete,
producing gametes that contain different DNA, which produces variations in offspring. That is why offspring from the same parents but different pregnancies may have similar characteristics, but will never be identical.
C. Often there is a further mixing of the genetic material by a process known as crossing-over. Sections of chromosomes are exchanged between the pairs of chromosomes.
Topic 4C Fertilization and Early Development
Areas Stressed On Past Regents Exams
A. Sexual reproduction involves the fusion of gametes (sperm and eggs) called fertilization which restores the normal chromosome number of the species. It produces organisms that are genetically different from each other. Most plants and animals reproduce by sexual reproduction because it promotes variation, a characteristic necessary for a species to survive a changing environment.
B. If an organism reproduces sexually, only the DNA present in cells that are involved in producing gametes can be passed on to the offspring. That is why mutations or changes in the DNA that are passed to offspring must first occur in gametes. Mutations are important because they produce variations.
C. Sperm, the male gamete, has a flagella (tail) that allows it to swim to the female gamete, the egg. Organisms, such as fish and amphibians, that have access to water often will produce eggs which are externally fertilized and develop in the water. Land animals usually carry on internal fertilization. Fluids and nutrients provided by accessory glands aids in the movement of sperm to the egg. The fertilized eggs may develop internally like mammals or externally like birds.
D. During sexual reproduction of humans, the nucleus from the male sperm combines with the nucleus of the egg, restoring the normal 46 chromosome number. This process, called fertilization, occurs in the upper 1/3 of the oviduct. The first cell of the new organism is called a zygote. The zygote begins to divide by mitosis, until a ball of similar cells is produced. These cells start to change or differentiate, forming the different
tissues necessary to form the various organ systems. This is possible, even though all the cells have the same DNA, because each type of cell uses a different portion of their genetic makeup.
Topic 4D Reproductive Anatomy Areas Stressed On Past Regents Exams
A. The human menstrual cycle is controlled by the hormones estrogen and progesterone produced by the ovaries and hormones produced by the pituitary. Each month, the number of blood vessels in the inner layer of the uterus increases in case an egg becomes fertilized. If the egg fails to becomes fertilized, the inner layer of the uterus breaks down and menstruation occurs.
B. Male gametes, sperm, are produced in the testes while the female gametes, eggs, are produced in the ovaries. Estrogen produced in the ovaries and testosterone produced in the testes are sex hormones that are responsible for the production of the gametes and also the development of the secondary sexual characteristics of humans.
C. There is a continuous duct that carries sperm and other fluids from the testes and other accessory organs to the outside. Many animals, that carry on internal fertilization, have a penis, a structure that is used to deliver the sperm and fluids into the females body.
D. The baby (embryo and fetus) develops in the uterus of mammals. The placenta allows the exchange of materials between the mother and the developing baby.
E. Most human reproductive questions are accompanied with a human anatomy diagram
Topic 4E Fetal Development and Reproductive Technology
Areas Stressed On Past Regents Exams
A. Animal breeders will sometimes collect and freeze sperm to be used later. This process of artificial insemination allows the breeder to use the sperm of animals with desired characteristics without actually transporting the animal to the site for breeding.
B. The placenta is and organ that is attached to the inner layer of the uterus. It is the site of exchange of materials through a membrane that keeps the mother's blood and baby's (embryo - fetus) blood separate. Oxygen and food normally moves from the mothers blood through the membrane into the baby's blood. Wastes, such as urea and carbon dioxide moves from the baby's blood through the membrane into the mother's blood. If toxic a chemical such as alcohol is present in the mother's
blood, it could move across the membrane into the baby's blood, causing harm to the developing embryo or fetus, especially during early pregnancy when the organ systems are forming.That is why pregnant women should avoid chemicals, tobacco, over the counter and illegal drugs, and alcohol.
C. Two techniques used to determine the developing baby's health are:
* Sonograms - Sound waves are used to produce a computerized image of the developing fetus. Doctors are able to determine the number of fetuses, the sex of each and check their physical development.
* Amniocentesis - Some of the amniotic fluid (surround the fetus) is collected by a needle that penetrates the mother's uterus. The developing cells are analyzed for genetic diseases such as Down's syndrome and Sickle cell anemia.
Topic 5A Fossil Record, Time Lines & Cladograms
Areas Stressed On Past Regents Exams
A. Two different species may have similar evolutionary histories or common ancestors if:
* Much of their DNA is identical.
* They have similar proteins.
* They contain similar structures.
* The have similar embryonic development.
B. Fossils found in sedimentary rock can help determine past environments and the history of life. Fossils in the lower layers are older than the fossils in the upper layers. This fossil history supports the theory of Evolution.
* Early life was simpler than the more complex life of today. Single cell organisms (unicellular) appeared about 3 billion years ago. Multicellular organisms appeared about 1 billion years ago and became increasingly more complex.
* Present day species developed from earlier species.
* Two or more species have similar structures because they have the same ancestors.
* Different species did not evolve at the same rate. (Different species have different adaptations that function in a changing environment.)
- The key for survival is for members of a species to have adaptations that function in a changing environment.
* The great majority of all the different species that have inhabited this earth have become extinct due to environmental change.
C. You must understand phylogenic trees - See notes.
Topic 5B Natural Selection
Areas Stressed On Past Regents Exams
A. A niche is the function or roll of a species within an ecosystem. Competition occurs when two species occupy the same niche. The species that is best adapted to the niche will increase in numbers eventually forcing the other species to move to another niche or to become extinct.
B. Genes that control traits or adaptations that aids a species to survive tend to increase in frequency because the surviving members of a population are more likely to pass these genes to their offspring. These traits have a high adaptive value. (Note: The words adaptation, variation, characteristic and trait can often be used interchangeably with one another.)
C. The mechanics of Evolution include:
* Overproduction - more offspring are produced than can be supported by the environment.
* Limited resources causes a struggle for existence (competition.)
* Organisms are different because of genetic diversity due to mutations and genetic shuffling during meiosis.
* Natural selection (selection of the fittest by nature - those best adapted).
- Over time the proportion of the species with the advantageous characteristics increases.
D. Natural selection occurs when nature (the environment) acts as the selecting agent, determining which traits or adaptations are beneficial or necessary for survival. The organisms that survive are those that are "most fit" or "best adapted". This is opposite to selective breeding where man decides which traits or adaptations must be present if reproduction is to occur.
Topic 5C Source of Variations
Areas Stressed On Past Regents Exams
A. Sources of inheritable variations include:
1. Mutagenic agents such as cosmic rays, x rays, ultraviolet rays, radiation from radioactive substances, and certain chemicals can cause changes in the DNA known as mutations. These changes in the DNA can give rise to new traits or adaptations. If theses changes occur in cells that form gametes (sperm and eggs), these new traits or adaptations can be passed on to the offspring.
2. A shuffling of the genetic material occurs when sexually reproducing organisms form gametes by the following two methods:
* The random separation of each pair of chromosomes, producing gametes with different chromosome combinations, and therefore different portions of the original DNA.
* Crossing over between a pair of double stranded chromosomes where the chromosomes exchange similar sections, mixing up the genetic information.
B. Note: Offspring of sexual reproducing organisms are similar to each other because they share much common DNA, but they are different (unless identical twins) because they do not receive the same DNA from their parents.
Topic 5D Significance of Variations
Areas Stressed On Past Regents Exams
A. Genetic variations can cause:
* Structural changes that can accumulate over thousands of years altering the function of the structure.
- The similarities between these structures indicate that these organisms have a common ancestor.
- The differences indicate that the structures have evolved to function in different environments.
* Behavioral changes including:
- Rituals a species might go through before mating,
- The way the species makes a web or nest,
- The way a species takes care of their young.
* Functional changes (without structural changes) including
- Production of new toxins for protection
- Production of new digestive enzymes
B. Variation within a species (Genetic biodiversity) is very important if the species is to survive in a changing environment. The greater the variation, the greater the chances of adaptations are present that will allow them to survive a changing environment.
* Many scientists believe the Florida panther and African cheetah will become extinct because they lack genetic diversity.
Topic 5E Patterns of Change
Areas Stressed On Past Regents Exams
A. Evolution is most likely to progress quickest when there is great genetic diversity (Members of a population have many different adaptations) along with much environmental change. If the environment changes, different traits or adaptations may give certain members of the population an advantage. When these organisms reproduce, they will pass along the genes that cause these different traits or adaptations, changing the population.
B. Sexually reproducing organisms with many variations usually have the greatest chance of surviving a change in the environment.
C. New species are formed when the original population is separated into two groups by some type of natural barrier such as a body of water or mountain range. Since these groups are no longer interbreeding, they are not sharing new variations that arise by mutation. Eventually, these organisms will be so different, they would be different species. This process is accelerated in a changing environment.
D. Organisms with a short reproductive cycle have demonstrated that they can rapidly evolve.
* Because members of their population are genetically different (They have variations.), some mosquitoes are more resistant to insecticides (poisons that kill insects) than others. When sprayed with insecticides, the resistant insects survive and pass on their beneficial genes (DNA) to their offspring. Therefore the offspring are resistant to the insecticide. The next time the insecticide is used, less mosquitos would be killed.
* Because members of their population are genetically different, some bacteria are more resistant to antibiotics (drugs that helps the body kill bacteria) than others. When individual-A is given an antibiotic for a bacterial infection, the resistant bacteria survive longest and pass on their beneficial genes (DNA) to their offspring. If an individual-A does not continue to take the antibiotic for the prescribe time, these most resistant bacteria could survive long enough to be passed to individual-B. The same antibiotic would not be as effective if given to individual-B, because the bacteria would be resistant to that antibiotic.
Topic 6A Organisms and Their Environment
Areas Stressed On Past Regents Exams
A. Terminology you need to know:
* Producer (Autotroph) organisms make food by photosynthesis, Algae and plants are common producers.
* Consumers (Heterotroph) eat other organisms (food or preformed organic material).
* Decomposers break down organic matter (body remains & wastes) releasing minerals back into the environment where they can be reused by organisms (recycled).
* A Population includes all members of one species that live in a defined area.
* A Community includes all living things in a defined area.
*
An Ecosystem includes the community (biotic) and physical (nonliving or abiotic) factors.
* The Biosphere includes everywhere living things exist on Earth.
B. The physical factors (abiotic resources) limit the types of organisms that could populate a given area. Some physical factors include soil type, available water, temperature range, pH and the amount of sunlight.
Two cases where there is a lot of available sunlight but it may not reach the autotroph:
* Forest floor - Filtered out by the tree leaves above the forest floor.
* Deep Ocean - Filtered out by the water above. (The deep ocean is cold and dark!)
C. The number of organisms of a single species that a given environment can support is called the carrying capacity. It is determined by the available abiotic factors and biotic factors (interactions of other living organisms).
D. Competition among members of a population will increase if their numbers increase, and/or if their space or food supply decreases.
Topic 6B Population Interactions
Areas Stressed On Past Regents Exams
A. Terminology you need to know:
* A parasite is an organism that lives off of and harms another organism called the host.
* A herbivore feeds off of plants.
* A carnivore feeds on other animals.
* A scavenger feeds on animals it did not kill.
* A niche is the organism's function (its roll) in the ecosystem. Competition occurs only when organisms have the same niche.
* A habitat is the area where the organism lives.
* Producer (Autotroph) organisms make food by photosynthesis, Algae and plants are common producers.
* Consumers (Heterotroph) eat other organisms (food or preformed organic material).
* Decomposers break down organic matter (body remains & wastes) releasing minerals back into the environment where they can be reused by organisms (recycled).
B. Stable ecosystems need:
* a constant supply of energy (sunlight) for producer organisms
* biodiversity for efficient transfer (fi)of this energy (food web)
* decomposers for recycling the minerals such as nitrogen
C. Food webs and food chains are used to represent the flow of energy through the ecosystem. When a population number rapidly changes in a food web or food chain, it will have both short term and long term effects. For example consider the food web below, if we removed cougars from this web, the short term effect would be an increase in the number of deer and rabbits, and less grass since it will be eaten by these two herbivores. However the long term effect is a little less clear. There would be much greater competition between the deer and rabbits for the grass. Since the deer no longer have a predator feeding on them, restricting their population, it is probable that the deer population will grow to a point where the grass will run out causing a major drop in the number of deer, rabbits and hawks.
Food chain example: Food web example:
Topic 6C Energy Flow Through Ecosystem
Areas Stressed On Past Regents Exams
A. A constant supply of energy is necessary because organisms used energy for their metabolic processes. This energy is lost to the environment in the form of heat. Therefore as energy is transferred from one organism to the next in a food chain, there is less energy available. The total energy can be represented by a food pyramid. The bottom of the pyramid has the greatest volume representing the greatest energy.
Therefore:
B. There is a limited amount of resources available for living things. Therefore, materials must be recycled. Materials are passed from one organism to another and to and from the environment. Decomposers are important in releasing the minerals from animal wastes and the remains of dead organisms so they can be reused. (Note: energy can never be recycled.)
C. All food chains begin with producer organisms and end with decomposers (These bacteria and fungi may not be pictured but they are always understood.). The arrows (fi)represent the flow of energy. In the case of the following food chain, — Sunflower fi Chicken fi Fox —, the arrows indicate that energy is passing from the sunflower to the chicken and then to the fox. In other words, the fox consumes the chicken which consumes the sunflower.
D. Food webs represent energy (food) relationships in the ecosystem more accurately than food chains because it shows all of the alternate pathways of energy flow.
Food chain example: Food web example:
Areas Stressed On Past Regents Exams
A. Stable ecosystems need:
* a constant supply of energy (sunlight) for producer organisms
* biodiversity for efficient transfer (fi)of this energy (food web)
* decomposers for recycling the minerals such as nitrogen
B. The greater the genetic diversity (variations) within a species, the greater the chance that a species can survive a change in the environment.
C. Biodiversity is the number of different species in a given area. Great biodiversity advantages include:
* A more stable the community because if one species dies out, there are others to take its place.
* The greater the number of plants, the greater the chance of finding chemicals that might help scientists to make drugs to fight disease or to produce other products that could help society.
* Diseases and insects spread slower because the different species act as barriers between members of the species under attack.
D. Little biodiversity (a one crop farm) disadvantages:
* Diseases spread quicker because similar plants are right next to one another.
* Pest problems increase because of the concentration of food. They can hop from plant to plant.
* Rapid lost of mineral content of soil, decreasing subsequent crop yield unless the minerals are replaced by using fertilizers.
Topic 6E Succession
Areas Stressed On Past Regents Exams
A. Ecological succession is an orderly process where one community modifies an environment making it more suitable for a different community until a climax community is reached. Once the climax community is reached, it will remain stable unless there is a major environmental change such as logging, forest fire, or severe weather. The damaged community will eventually return to its climax state.
New York State Examples:
1. Bare field to hardwood forest: 2. Aquatic to terrestrial:
7 Topic A Our Environment
Areas Stressed On Past Regents Exams
A. Two types of resources that can benefit man are:
1. Renewable - Can be replenished within a lifetime. Examples include:
* Wood and wood products such as paper - Forests can be cut down and regrown.
* Surface water such as water from rivers - Rivers are supplied by precipitation.
* Wind (windmills), light (solar cells) and water (hydroelectric) when producing power.
* Animals - As long as you don't over-harvest or destroy their habitat, they will reproduce, producing more.
2. Nonrenewable - Once it is used, it is gone.
* Fossil fuels - Natural gas, oil and coal - When it runs out - it will be gone.
* Deep ground water - It takes hundreds of years to replace.
* Minerals - Aluminum, iron, magnesium, and calcium.
B. In order to reduce solid wastes and to conserve (save) our resources, we should:
* Reducing their use - Car-pooling or taking mass transit reduces gasoline use.
* Reuse the product over again and again - Plastic bags can be brought back to the store and reused to carry groceries.
* Recycle it so it can be made into another produce - Cans, bottles and paper should be recycled in New York City because its good for the environment and its the law!
C. There are natural processes that normally occur to maintain the ecosystem.
* Decomposition is very important so minerals and other molecules trapped in once living organisms can be released into the environment so it can be reused. Decomposition is carried on by bacteria of decay and fungi. (This is nature's way of recycling!)
- When farmers remove their crops and when homeowners cut their grass and remove the clippings, they prevent this natural replenishment of minerals to the soil. In order to keep the soil productive, fertilizers or a substitute organic (once living) material must be used.
- Some people will keep a compost pile where they throw all organic materials such as grass clippings, leaves and food scraps. When the materials breakdown, they use it in their gardens as natural fertilizer. These people help reduce the amount of solid wastes in landfills.
D. Bio-remediation is method humans use to restore an ecosystem damaged by oil, or some other human activity, by speeding up natural processes. With this method, naturally occurring bacteria are encouraged to reproduce and consume the oil, changing it into harmless water and carbon dioxide. This type of clean up is preferred to the "dig and dump" method which just pollutes a different site.
Topic 7B Humans and the Environment
Areas Stressed On Past Regents Exams
A. The increasing human population is contributing to many of the ecological problems of the world because humans have a great ability to alter the environment. As the population grows, there will be an:
* increase use of nonrenewable resources (minerals, oil, coal & natural gas).
- Once these are used, they will be gone forever.
* increase use of renewable resources (Lumber, animals & plants).
* increase use of land to build homes, shopping centers, and other facilities used by humans.
- In order to get more land, farms are being converted into homes, forests are being cleared, and wetlands are being filled. Entire habitats are being destroyed.
* increase amount of land, air, water and thermal pollution.
- The burning of fossil fuels for heat, transportation and cooking will produce greater amounts of pollutants including carbon dioxide, the gas many scientists believe is responsible for global warming and gases containing sulfur and nitrogen, which are responsible for acid rain.
- The more humans, the more garbage produced and the more places will be needed for its disposal.
- More human wastes and chemicals produced by human activity will find their way into the environment.
B. It is important to distinguished between human activities and natural processes. Human activities are caused by humans while natural processes are caused by nature. Examples include:
- Some natural processes - weather, movement of energy through a food web, succession and evolution.
- Some human activities - Burning fossil fuels, industry polluting a river, government forcing industry to clean polluted areas of a river, recycling glass and metal, and damming a river to produce hydroelectric power.
Topic 7C Impact of Technology
Areas Stressed On Past Regents Exams
A. Industrialization and technology are the causes of many environmental problems.
* Industries often require great amounts of natural resources including:
- Large amounts of electricity - Fossil fuels are often burned by power plants to supply the necessary electricity.
- Large amounts of water for cooling and/or for the manufacturing process.
- Chemicals for the manufacturing process.
- Large amounts of valuable land near water, roads and/or rails.
* Industries contribute to:
- Acid rain that is caused by burning fossil fuels which increase the amount of sulfur and nitrogen compounds in the atmosphere. These compounds can travel great distances before they are dissolve in water, producing rain with a low pH. Acid ran can directly damage plants and algae. It can also change the pH of the water and soil where it falls, preventing the growth of many species of animals and plants that would normally grow in the area.
- Release of chemicals and other pollutants into the environment. These chemicals will often be released in water, causing water pollution. They can be concentrated into some organisms by natural processes.
- When pollutants are not excreted, they are concentrated as they move through food chains. Photosynthetic organisms absorb a small amount which is concentrated by herbivores and further concentrated by carnivores, making them unfit to eat.
- Thermal pollution by dumping large amounts of heated water into bodies of water. Some organisms suffocate (die from lack of oxygen) because heated water cannot carry as much dissolve oxygen (O2) as cool water.
- Global warming by producing carbon dioxide, a greenhouse gas. (See topic 7E.)
- Loss of biodiversity by habitat destruction through pollution, and utilization of land for the factories. (See topic 7D)
B. Farms and farming can cause environmental problems.
* Farms will often use pesticides.
- Pesticides often cause more problems than they solve. Pesticides kill indiscriminately, killing the predator as well as the pest and can become pollutants which can harm unintended organisms down the food chain. Furthermore, often pesticide resistant pests will continue to multiply,
rendering the pesticide ineffective.
* Farms will often use fertilizers.
- When fertilizers remain in the soil, they help plants grow. However, when fertilizers are washed out of soil by heavy rains and into bodies of water such as lakes and rivers, they encourage excessive algae growth (Algae blooms). This excessive growth of algae is harmful in two ways:
1. It can block the sunlight from reaching plants that would normally grow on the bottom of these bodies of water.
2. Although this algae can produce oxygen when sunlight is present, at night it needs oxygen. At night the algae can use all available oxygen in the water causing the fish to suffocate.
* Farm animals produce wastes.
- When wastes remain in the soil, it can enrich the soil and help plants grow. However, when wastes are washed into bodies of water such as lakes and rivers, they encourage excessive bacteria (Bacterial bloom) and algae growth (Algae blooms). The increased amount of bacteria even further depletes the amount of available oxygen for animals.
C. Nuclear power has both disadvantages and benefits.
* Disadvantages:
- Produces a great amount of thermal pollution.
- No place yet to store the radioactive wastes produced by the plants.
- They might be targets for terrorists.
* Advantages:
- Do not produce greenhouse gases.
- Do not use fossil fuels.
- Can be economical - European model.
- Many years of fuel can be made available.
D. Government will often pass laws to regulate industry. This is necessary because often people will make decisions solely on economic reasons and not what is best for the environment or society. However excessive regulation can slow growth of the economy, causing jobs to move to other sections of the country or to other parts of the world.
Topic 7D Loss of Diversity
Areas Stressed On Past Regents Exams
A. Biodiversity is lost due to:
* Direct harvesting - removing organism from its habitat.
- Often it involves an endangered (of becoming extinct) species.
- Sometimes an organism is removed as a benefit to another organism. This strategy may backfire such as in the case where wolves and mountain lions were removed so more deer could be produce. The deer population, no longer checked by natural predation, increased in some areas to the point that they did not have enough food supply. This caused the deer to consume many plants that they would not normally eat. By the time the deer ran out of food and their number drastically drop, many species of plants and animals that normally fed on these plants were gone.
- Note: The population of deer in New york State is suppose to be kept in check by hunters. Unfortunately, this is not happening. There are more deer in New York State today than when Henry Hudson sailed the Half Moon up the Hudson river in 1609 looking for a Northwest route to the Orient. Deer are involved in numerous car accidents, help spread Lyme disease and eat lawns, garden plants and farm crops.
* Clear-cutting forest for lumber, farmland or for buildings and roads. this activity destroys the habitats of organisms and disrupt their food supply.
- The clear cutting or burning of the rain forest is not only decreasing biodiversity, but it is also lessening our chances to study and identify many species of plants that may have chemicals that could produce products that would benefit man, such as medicine.
* Importation of species to new ecosystems where they out-compete the native populations because they have no predators in their new area.
* Use of pesticides which often cause more problems than they solve. Pesticides kill indiscriminately, killing the predator as well as the pest and can become pollutants which can harm unintended organisms down the food chain. Furthermore, often pesticide resistant pests will continue to multiply, rendering the pesticide ineffective.
* Pollution which outright kills or prevents or lowers the rate of reproduction of the species.
- Pollutants are often concentrated by food chains. Photosynthetic organisms absorb a small amount which is concentrated by herbivores and further concentrated by carnivores. At some point, it becomes toxic to the organism.
B. Humans are attempting to restore the natural ecological balance by:
* Species preservation - protecting or by raising and releasing endangered species.
* Increasing the use of biological controls rather than using pesticides (pest poisons) and herbicides (plant poisons) which can indiscriminately harm other good organisms.
- Sometimes biological controls are used to reduce the populations of an imported species by introducing other imported species that feed on the original imported species. Occasionally this strategy backfires when the second imported species feeds on native organisms rather than the original imported species.
- Other biological controls include:
- Using sex hormones to trap pests.
- Releasing males sterilized by radiation.
- Introducing pest resistant plant species.
- Increasing the natural predators such as ladybugs, praying mantises, and certain types of fish that prey on mosquitos lava which live in the water.
* Through genetic engineering and selective breeding, scientists are increasing the yield of farms by introducing new varieties of plants that produce more food. If you can grow more per acre, less natural land would have to be converted to farmland.
* Replacing forests by planting new trees whenever foresters harvest a tree for wood products.
Topic 7E Global Atmospheric Changes
Areas Stressed On Past Regents Exams
A. There appear to be two major global (world-wide) atmospheric changes occurring today. They are:
* Global warming — Some scientists say it is caused by burning fossil fuels which gives off carbon dioxide (CO2), a greenhouse gas. The warming of the earth will cause climate changes that will disrupt weather patterns and destroy habitats, resulting in decreased biodiversity. Also, global warming may
melt the ice caps causing widespread flooding of low-lying costal areas such as New York City and most of Long Island which would further destroy habitats and decrease biodiversity. Global warming can be reversed by reducing the amount of atmospheric carbon dioxide levels. This can be accomplished by burning less fossil fuels and by planting more plants. Plants use carbon dioxide to make food by photosynthesis.
Note: Many third world countries are cutting and burning down their forests to make use of their land.
* Ozone depletion — It appears that large holes are opening in the ozone shield that protects the earth from ultraviolet radiation. Ultraviolet radiation can kill some plants and cause mutations such as skin cancer in humans. Scientists believe that CFCs (chlorofluorocarbons) used as refrigeration gases and spray can propellant are responsible for converting ozone (O3) into atmospheric oxygen (O2). Although CFCs are banned in United States today, there are still many refrigerators and air conditioners that have this refrigerant in their systems. Communities are attempting to collect this refrigerant when these units are disposed of, preventing the CFCs from entering the atmosphere. Note: China, India and Korea are still manufacturing and using CFCs.
Topic 7F Dealing with Environmental Problems
Areas Stressed On Past Regents Exams
A. We study ecology to gain an understanding of the interrelationships of the many different organisms of the world with each other and to their nonliving environment. It is the hope of many that we can prevent disruptions of (or ever restore) existing wildlife habitats so future generations can enjoy the vast diversity that exists on our planet.
B. When enacting new laws or considering new projects concerning the environment, government has the responsibility to balance the benefits and disadvantages to its people living today and those who will live in the future. Examples:
* Should a law be passed to restrict the release of a substance into the environment that might temporarily be toxic such as the release of acid by paper mills.
You call it - Should the law be passed?
* Should oil companies be allowed to drill in Alaska?
You call it - Should the oil drilling be allowed?
* Should a law be passed to require Mid-America states of Ohio, Indiana and Illinois to install scrubbers on their coal-fired power plants, reducing the sulfur and nitrogen compounds leaving their smokestacks?
You call it - Should the law be passed?
* Should a law be passed preventing snowmobiles in Yellowstone and other national parks?
You call it - Should the law be passed?
C. In the future, Americans are going to be asked to vote on environmental policies that will affect the use of land and waterways. This is why it is important that citizens understand ecological concepts to make intelligent choices.
Topic 8A The Scientific Method
Areas Stressed On Past Regents Exams
A. Science is a step by step method of seeking the truth. When scientists believe they found the truth, they will develop theories. A theory is a scientific explanation that is supported by much experimental data. Because the universe is so complex, and scientists are gaining new knowledge every day, some scientific research that was accepted as "right" has now been proven wrong. Even theories are sometimes disproved. Good scientists must always be ready to accept the truth when new evidence is presented and confirmed.
B. Scientists consider most well designed experiments as a benefit to the body of science, even when the hypothesis is disproved by the experiment. New knowledge is gained and questions leading to new investigations often occurs.
C. Just because it may be possible through science, it does not mean that it should be done. There are often moral judgements or ethical problems that need to be considered before undergoing scientific exploration.
Topic 8B Designing an Experiment
Areas Stressed On Past Regents Exams
A. Steps of a Scientific Study
* A. Always starts with a problem
* B. Collect information from internet, books, and journals about the problem.
* C. Hypothesis - The proposed solution to the problem. It should relate the independent variable to the dependent variable.
- An "if...........then.........." or I think that "........." statement.
- Example: If the temperature decreases, then the thickness of the ice on the lake will increase. OR The colder the temperature, the thicker the ice on the lake.
* D. Experiment - Used to test the hypothesis. Data is produced by observation and then the data is usually organized into tables and graphs so it can be more easily analyzed. (Note: When designing the experiment, the scientists must consider safety and the ethical treatment of any organisms being tested,)
* E. Conclusion - Based on the data produced in the experiment. The hypothesis will either be proven right or wrong.
- Models can sometimes be used to explain the results
- Even if the hypothesis is proven wrong, scientific knowledge is increased which may lead to further questions and experimentation.
* F. Peer review - Other scientists check the method or may even repeat the study and check to see if they are able to duplicate the results. This step is important for the conclusion to be accepted as a theory. A theory is a body of knowledge that is accepted by most scientists.
B. The significance (meaningfulness - how valid) of an experiment is increased by:
* A greater number of subjects (things being tested) or trials involved in the experiment.
- 500 - very significant; 100 - significant; 10 - not too significant; 1 - insignificant
* The greater the difference in the results of the control group and the experimental group. If the results from the control group and the experimental group are close, the experiment failed to produce a significant difference.
* The greater the number of species tested if it a generalized study across a wide number of species such as for animals or plants. (Note: there are many types or species of animals and plants.) However, because of the genetic difference of each species, the conclusion is only valid for those species actually tested.
C. Every good scientific study always has at least two groups, the control group and the experimental group.
* The experimental group is the one being tested. It gets the drug or "treatment".
* The control group is the exact duplication of the experimental group with the exception that it is lacking the one factor being tested. Instead of being "tested," the control group is given a placebo (sugar pill) or some other inactive substance such as water.
- It is important that all the conditions in both groups are the same except the one condition that is being tested.
- If plants are being tested, some of the conditions that should be the same are size, type, health of plant, light, water, humidity, temperature, growth container, soil type and amount of fertilizer or minerals.
- If animals are being tested, some of the conditions that should be the same are age, sex, size, health, diet and living conditions.
* The results of the experimental group is compared with the control group to determine the effect (or effectiveness) of whatever is being tested.
D. Every experiment has two variables, the independent and dependent variables. A variable is something that changes or varies.
* The independent variable is controlled by the scientist in order to produce the data from the experiment that is needed to arrive at a conclusion. An experiment should have one independent variable. The independent variable is placed into the left column of a data table and is plotted on the xaxis (horizontal axis). In order to find the independent variable, you should ask the question: "What is the scientist changing in the experiment in order to prove the hypothesis."
- (Note: The independent variable is usually not a test tube or group number. It would be how each group or substance in the test tubes is different.)
* The dependent variable is the variable that you measure as a result of the experiment. It is the data produced by the study. There can be more than one dependent variable in an experiment. The dependent variable is placed into the right column of a table and is plotted on the y-axis (vertical axis).
E. The experiment must be designed to give data that can prove or disprove the hypothesis. Examples include:
* Testing drugs that will be used on humans — Rats & mice are often used first to test drugs that will be later used on humans because rats, mice and humans are mammals and they often react similarly to many drugs. Rats and mice are inexpensive, and easy to experiment on. However, the effects of the drug are only valid for rats and mice. That is why before any drug is approved by the FDA, it must be used in experiments on humans. The results of the group taking the drug (experimental group) are compared with the results of the group taking the placebo (control group) to determine the effectiveness of the drug.
* Something that affects plant growth — Plant growth can be indicated by measuring the size and/or number of leaves, surface area of leaves, height of plant or weight of plant.
Topic 8C Organizing Data
Areas Stressed On Past Regents Exams
A. Data tables are used to organize data from an experiment.
* Its title should state the relationship between the independent and dependent variables.
* The right most column heading should be the dependent variable along with its units of measurement followed by data corresponding to the independent variable. Sometimes, data tables have more than one dependent variable.
The column left of the dependent variable(s) heading should be the independent variable along with its
* units of measurement followed by the data listed in increasing numerical order.
Examples of tables:
The number of fish column in Table 2 is a variable, but is not what being changed to test the hypothesis. It is significant because it gives the number of test subjects.
Three questions you should be able to answer!
2. What is the dependent variable?
1. What is the independent variable?
3. What is the relationship between these two variables?
Topic 8D Graphing
Areas Stressed On Past Regents Exams
A. Data is graphed to visualize the relationship between the independent and dependant variables.
Graph Example: One milliliter of a solution containing an even distribution of two species of bacteria was spread on the surface of a nutrient medium in each of five culture dishes. The nutrient medium in each dish was the same, except for pH. The dishes were then incubated at 37°C for 24 hours. The number of bacterial colonies in each dish was then counted, and the results are represented in the data table below.
Topic 8E Interpreting Results
Areas Stressed On Past Regents Exams
A. In order to fully understand a scientific study, one must view the entire scientific study. Often unscrupulous people can manipulate the data to their advantage. Scientific studies of humans are difficult because it is nearly impossible to account for all the variables. Good scientific research is usually not based on testimonials from individuals.
B. Graphs and tables can show the relationship between the independent and dependent variables. Examples of graph relationships include:
* Direct relationship
* Inverse relationship
- Graph will have a positive slope.
- As B increases, A increases.
- Graph will have a negative slope.
- As B increases, A decreases.
* The following two graphs show no relationships.
C. Conclusions must be based on the actual data produced by the experiment. If an experiment is valid, it could be repeated with the same results. (The data in the experiments would be so similar, scientists would arrive at the same conclusions. )
D. Every scientific study (experiment, test) can be improved ("Made better," "Made more reliable," " Made more valid," "Have more confidence in," "Greater significance" etc.) by repeating the experiment or increasing the number of test subjects and, if it is a generalized study. increasing the number of species tested.
Topic 9 Laboratory Skills
Areas Stressed On Past Regents Exams
A. There are certain lab procedures everyone must know. They are:
* Safety glasses must be worn anytime chemicals and/or instruments are used during the lab. Safety glasses must also be worn anytime a substance is heated during the lab.
*
When heating substances in test tubes,
NEVER:
- heat with a stopper on — the stopper could pop off or the test tube explode!
- point the test tube at anyone — the contents can boil out burning the individual.
* If anything gets into your eye, you must use the water station immediately to rinse your eye. After rinsing the eye, you should inform your teacher.
* Keep your hair away from open flame — it ignites easily.
* Keep loose clothing away from machinery — it could get caught in the machinery, causing serious bodily injury.
B. There are certain basic microscopic procedures everyone must know. They are:
* When preparing a wet mount, always use a coverslip to protect the objective lens.
* Compound microscopes eyepiece image is inverse and upside down. Therefore, the slide must moves in the opposite direction as being observed through the eyepiece. (An easy way to determine the actual orientation of a specimen drawn from the image viewed through the eyepiece lens is by simply rotating the drawing 180°. Example, if you draw a 6 you are actually looking at a 9 that is on the slide.)
* Always use low power to start searching for your specimen because lower power has the greatest field of view. Once the specimen is located, the specimen should be centered before switching to high power because high power has a much smaller field of view.
* The diaphragm must be readjusted every time there is a change in power because there is a reduction in the amount of light as view through the eyepiece when you increase the power,
* Stains are used to make it easier to see cell components, especially the nucleus, when viewing under the microscope. Two stains you must know are iodine (Lugol's solution) and Methylene blue
* Focusing allows you to sharpen an image. Only use the fine adjustment when focusing under high power. Both the course and fine adjustment can be used when focusing under low power.
C. Table: Instrument and size:
D. When measuring the amount of liquid in a graduated cylinder you must:
* Determine the scale used for measurement. (What is the value of each line?)
* Hold the graduated cylinder straight.
* Read at the bottom of the meniscus.
You should be able to determine that 14 ml of fluid is in the graduated cylinder to the right.
E. When measuring the length of an object you must use the correct units.
Some units you may use are:
* Centimeter (cm) - smaller than 1/2 inch. This line " " is 1 centimeter long.
* Millimeter (mm) - 1/10 of a centimeter. This line " " is 1 millimeter long.
- Note: There are 10 millimeters in one centimeters.
* Micrometer ( µm) - 1/1000 of a millimeter. This line " " is the thinnest one I can make on my computer and printer, is about 80 times thicker than 1 micrometer.
- Note: there are 1000 micrometers in one millimeter. 1 µm is a very small measurement.
If the object to be measured starts at 1 cm, you must subtract this amount from measurement you take from the ruler. See right.
You should be able to determine that this block is 3.8 centimeters long!
F. Scientists can separate and/or identify molecules by:
* Chromatography - can separate different substances because their molecules flow through a medium, usually paper, at different rates. They flow at different rates because some molecules stick (adhere) to the paper more than other molecules. The rate of flow depends on the solvent used and the type of paper. The molecules can be identified by comparing the test samples with known substances. Chromatography is often used to separate pigments.
* Electrophoresis - a technique where larger molecules are separated due to their size and charge. An electric charge pulls the collection of molecules through a gel. The smaller molecules move faster and separate from the larger molecules. Gel electrophoresis is often used to separate DNA fragments and protein molecules.
G. The pH scale is used to indicate how acidic or basic is a substance. You must know:
* A pH of 7 indicates a neutral substance.
* A pH greater than 7 indicates a basic substance. The greater the number the stronger the base.
* A pH less than 7 indicates an acidic substance. The lower the number, the stronger the acid.
Bromthymol blue is a pH indicator that is blue in a basic solution, green in a neutral solution and yellow in an acid solution. When carbon dioxide dissolves in water some of it combines with the water molecule and forms a weak acid. When bromthymol blue is added to this solution, it would turn yellow. If plants were add to this solution and it was placed into sunlight, the solution would eventually turn green because the carbon dioxide would be removed from the water and the solution would become neutral.
Dear student,
The Living Environment Regents Examination is one of the most important examinations your are going to take in High School. Students who fail this examination usually do not graduate. This is because it is one of the 5 required examinations necessary to meet graduation requirements. In order to do well on this examination students usually have to study 25 to 40 hours. That seems like a lot of time, but remember that the exam covers the entire years work.
Students in human biology who are absent from this very important examination usually fail because this examination counts as a final examination and is averaged into your final grade for the year. So make sure that leave your house on the day of the examination early enough to get to school on time.
I would wish you "good luck", but unfortunately, there is nothing lucky about passing a Regents examination. One must be prepared by conscientiously studying for the exam. Therefore, I wish that you will be able to walk into the Living Environment exam confident that your are going to pass because you are well prepared for this exam!
Sincerely yours,
Gregory Arnold AP Science
The Entire Regents schedule: | <urn:uuid:c12092b6-cc14-475e-a25b-e3195dd47562> | CC-MAIN-2023-06 | https://www.gardencity.k12.ny.us/cms/lib/NY01913305/Centricity/Domain/522/Review%20Notes%20by%20unit.pdf | 2023-02-06T21:32:21+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00134.warc.gz | 772,800,708 | 15,779 | eng_Latn | eng_Latn | 0.996424 | eng_Latn | 0.996981 | [
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Across
4. If you have recently had surgery or any muscle or joint problems, consult your _____ before starting a stretching program.
6. Stretches should be held for 5-30_____.
9. Making the effort to set aside time to stretch throughout the day can be ____ to your health.
11. Stop stretching if you can't do it without ______.
12. Pain is not gain - you should only stretch until you feel a ____ tension that relaxes as you hold the stretch.
13. Periodically take time to close your eyes for a minute at a time and then focus on an object at least ____feet away.
Safety starts with me
Ergonomics
Down
1. Do not ____ while holding a stretch.
2. Stretching can relieve stress and help with muscle _____.
3. Stretching reduces risk of ergonomic injuries such as carpal tunnel syndrome or _____.
5. Stretching warms and _____ your muscles and tendons.
6. To stretch out your neck, keep your head _____ and in line with your shoulder, turn completely to the left and hold, then turn back to the center.
0414 900002907
7. You can stretch out your shoulders by keeping your arms close to your sides while standing, slowly rolling them backwards in large _____ for 10 seconds – reverse direction and repeat.
8. Stretching helps increase blood flow and _____ to your extremities.
10. Breathe deeply and ____ while performing stretches.
© 2014 National Safety Council | <urn:uuid:4bb9e0d5-9b62-4144-9660-d42d80e7b6c4> | CC-MAIN-2018-05 | http://www.nsc.org/MembershipDocuments/spotlight/900002903-2908_MEM_2014NSM%20Crossword%202%20ergo.pdf | 2018-01-16T17:29:11Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00164.warc.gz | 527,916,457 | 337 | eng_Latn | eng_Latn | 0.996494 | eng_Latn | 0.996494 | [
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BIOGRAPHY OF H. H. 33 RD MENRI TRIZIN, LUNGTOK TENPAI NYIMA
There, with the encouragement and support of Tibetan specialist E. Gene Smith (then the South Asian representative of the Library of Congress in Washington, D.C.) he continued his lifelong commitment to copy, print, and preserve invaluable sacred Bon texts and literature.
s 33rd Abbot of Menri Bon Monastery, H. H. Menri Trizin is spiritual head of the Tibetan Bon religion. He was born in Tibet in 1929, in the village of Kyongtsang, in the far eastern province of Amdo near the Chinese border, and was given the name Lama by the local priest. A
His mother died when he was a child, and he was raised by A-Nyen Machen, an elderly friend of his family. When Lama was eight years old, his father Jalo Jongdong took him to the nearby monastery of Phuntsog Dargye Ling, where he learned to read, write, and chant and where he began his lifelong study of the Bon religion. Devoting himself to spiritual practice and scholarship, he completed his Geshe degree in philosophy at 25 under the guidance of Lopon Tenzin Lodro Gyatso.
The following year he traveled south to the Bon province of Gyalrong, where he printed copies of the Bon Kanjur from traditional woodblocks. After gathering a vast amount of material, and using mules to carry more than 100 volumes of the sacred texts, he made an arduous, six-month journey back to his monastery.
At 27, he set out on foot as a pilgrim, initially to China, where he visited a number of holy sites, and then continued on, by truck, to Lhasa. For the next several years he studied in Tibet at the Bon monasteries of Menri, Khana, and Yungdrung Ling, where he became known as Sangye Tenzin Jongdong. He also lived for a time at Drepung Monastery in Lhasa.
In 1959, he fled Lhasa for Nepal and met the Abbot of Yungdrung Ling in the province of Dolpo, where the renowned teacher was living in exile. It was also in Dolpo, at Samling Monastery, that he first encountered Tibetan scholar Professor David Snellgrove of the University of London. In Dolpo, spurred by the urgent need to preserve Bon religion and culture, Sangye Tenzin collected many important Bon texts in both printed and woodblock form, which he subsequently took to India, once again using mules as the most available and reliable means of transport.
In 1961, together with Samten Karmay and several other Bon monks, Sangye Tenzin made his way to New Delhi.
In 1962, with a grant from the Rockefeller Foundation in New York, Sangye Tenzin Jongdong, Samten Karmay, and Tenzin Namdak taught Tibetan culture as assistants to Professor Snellgrove at the School of Oriental and African studies at the University of London where they also studied Western history and culture.
While in England and during his travels in Europe, Sangye Tenzin stayed at a number of Christian monasteries. In 1964, he attended a private audience with Pope Paul VI in Rome. Later that year, at the request of His Holiness the Dalai Lama, he, along with other volunteer teachers, opened a high school in Mussoorie in northern India for Tibetan refugee boys who had completed 8th grade.
In the mid-1960s, a permanent camp for Tibetan Bonpos was established at Dolanji, in India's Himachal Pradesh, on land chosen by Lopon Tenzin Namdak and purchased by the Catholic Relief Services in New Delhi.
In 1966, at the invitation of Tibetan scholar Per Kvaerne, Sangye Tenzin Jongdong was living in Norway and teaching Tibetan history and religion at the University of Oslo. It was then that he learned that he had been selected to succeed the 32nd Abbot Menri as spiritual leader of the Bon religion.
In 1969, after extensive preparatory initiations, he assumed his duties as the 33rd Abbot of Menri and accepted the responsibility of leading the effort to reestablish at Dolanji the original Menri Monastery that has been founded in 1405 in the Tibetan province of Tsang and destroyed during Chinese Cultural Revolution in the 1960s.
Since then, with insight, skill, and tireless commitment and with the generous assistance of many friends and supporters, H. H. Menri Trizin has focused his time and attention on creating in Dolanji a vibrantly authentic Bon monastery and a living center of Bon culture and tradition. | <urn:uuid:67278fe7-4f56-4c9d-b224-914b251a4036> | CC-MAIN-2018-05 | http://bonfoundation.org/images/AbbotBio.pdf | 2018-01-16T17:41:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00167.warc.gz | 52,798,226 | 1,015 | eng_Latn | eng_Latn | 0.996214 | eng_Latn | 0.996214 | [
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Give Your Child A Jump Start for
Kindergarten
Boost Your Child's Phonological Awareness Skills This Summer 6 week summer session
The Five Pillars of Reading Instruction were determined by the National Reading Panel (NRP) after a two-year study of all the scientifically based reading research. The NRP reviewed hundreds of pieces of research and determined the following to be the key components of quality reading programs:
1. Phonemic Awareness (the oral manipulation of sounds, syllables, rhymes, words, and sentences)
2. Phonics and Concepts about Print
3. Fluency
4. Vocabulary
5. Comprehension.
All components need to be strong in order for solid reading skills to develop.
Phonological and phonemic awareness help children become prepared to learn how letters and sounds go together into words. Through phonological awareness, children learn to associate sounds with symbols and create links to word recognition and decoding skills necessary for reading.
Why are Phonological Awareness skills important? * Prepare! * Prevent!
*
* Lead to reading success
* Prevent reading deficits
* Lead to success with spelling
* Help children become aware of sounds in their language
According to Gillon (2004), "Phoneme awareness performance is a strong predictor of long-term reading and spelling success and can predict literacy performance more accurately than variables such as intelligence, vocabulary knowledge, and socioeconomic status". Poor phonological awareness is strongly associated with reading difficulties (Gillon and Dodd, 1994).
Why is it important to start early?
"Children who get off to a good start in early reading rarely fall behind (Reutzel and Cooter, 2008)." Starting early, we can make a huge difference!
Shelley Greenbaum, M.A., CCC, C.O.M.
Speech and Language Pathologist * Certified Speech-EZ Practitioner
30 West Mission #1, Santa Barbara, CA 93l0l (805) 569-9647 email@example.com | <urn:uuid:bd97c0d2-af07-4052-a606-02ba6946317e> | CC-MAIN-2018-05 | http://rochelleigreenbaumspeechpathologist.com/summerprogram.pdf | 2018-01-16T16:50:22Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00167.warc.gz | 313,262,234 | 405 | eng_Latn | eng_Latn | 0.992599 | eng_Latn | 0.992599 | [
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Kanaka Timeline —Hawaii to the Pacific Northwest, Canada & Salt Spring Island
1778 January 20, 1778, Captain James Cook discovers Hawaii, which he names the "Sandwich Islands" after the Earl Of Sandwich. See http://www.janeresture.com/captcook/map.htm for a map of Cook's third and final voyage.
1787 Winee, a young woman hired as the personal servant of the captain's wife, is the first Hawaiian to visit the Pacific Northwest on the British merchant ship, Imperial Eagle. They land at Nootka Sound. Unfortunately, she dies at sea never making it back to Hawaii.
1788 Tianna, "Prince of Atooi", is the second Hawaiian to reach the Pacific Northwest, again landing at Nootka Sound.
1778 > Hawaii, or Owyhee, is a provisioning stop for vessels traveling between continents; many Hawaiians with their maritime expertise are taken on as replacement workers. Owyhee comes from an old spelling of Hawaii based on a report from Captain James Cook stating that it was the native or Hawaiian name for the islands.
1811 The American 'Pacific Fur Company,' owned by Jacob Astor, hire the first Owhyhees for the fur trade. First Trading Post is established at Astoria (Oregon). The Owhyhees excel at swimming, hunting, fishing, post construction as well as paddling canoes. In 1813, Astoria is turned over to the North West Company, a Montreal based company. Fort Astoria is eventually renamed Fort George and later relocated.
1811 Naukane, a retainer of the Hawaiian royal family, travels to the northwest coast in 1811 where he is nicknamed John Coxe. He becomes the first Hawaiian Islander to visit the Inland Northwest. Online article at http://www.historylink.org/essays/output.cfm?file_id=8413 According to family history, one of Salt Spring Island's pioneer kānaka, William Naukana, is related through Naukane to the royal family. (See Dictionary of Canadian Biography online, http://www.biographi.ca/EN/ShowBio.asp?BioId=41079&query= Roland audio files, http://saltspringarchives.com/audio/audio/89JackPaulRoland.mp3 Roland family tree http://saltspringarchives.com/roland/pages/2004004009.htm
1812 War breaks out between the United States and Britain
1817 War ends between the USA and Britain but the border on the Pacific coast is not established.
1820's By this time, Owhyhees are routinely hired for the fur trade and much prized as workers. Most sign a two or three year contract; some stay others return to Hawaii. 'Chinook Jargon' develops as a pidgin language of trade for the Pacific Northwest, and spreads quickly up the West Coast from what is now known as Oregon to Alaska. English, as the dominant language, gradually replaces it. An Owhyhee, or Sandwich Islander, also becomes known by the Hawaiian word for human being, Kanaka. Its plural in Hawaiian is not formed by adding s, but by a change in the first vowel to a long a.
1821 Hudson's Bay Company absorbs its rival, the Northwest Trading Company. HBC forts span the continent from the West to the East coast.
1824-25 Fort Vancouver (today, Vancouver, Washington) is built upstream on the north side of the Columbia River as it is thought that the Columbia River would form the new border. Fort Vancouver is destined to become the principal fort of the Pacific section of the vast HBC domain. (See http://www.canadiana.org/hbc/images/intro_e.html for maps showing the areas controlled by the Hudson Bay Company.) The number of Kanaka later becomes large enough that their living area becomes known as Kanaka Village. John McLoughlin is appointed as Chief Factor of the HBC at Fort Vancouver. He is in charge for many years.
1827 Fort Langley on the Fraser River is established. Six Owhyhees, listed as crew on the Cadboro are the first Hawaiians to help to build the fort. Some later settle across the river at Kanaka Creek, Maple Ridge.
1828-29 HBC expands from being just a fur trading company into trading with Native peoples for other goods. Timber and salmon become primary trading commodities with the Hawaii. (Fort Langley, salmon and Fort Vancouver, timber) The voyage from the Pacific Northwest to the Sandwich Islands takes about three weeks. HBC appoints an agent in Honolulu to sell timber and salmon from the Northwest and to hire men for the fur trade and cargo for the return trip.
1845 The Honolulu agency hires missionary William Kaulehelehe, later known as Kanaka William, to act as chaplain to the Kanaka at Fort Vancouver. He and his wife Mary S. Kaai settle in Kanaka Village in June. This area around Fort Vancouver becomes more established. In addition to having a church and minister, there is also a school.
1845 By this year, over 200 Hawaiians work for HBC in Pacific Northwest. Many Hawaiians choose to remain in the Northwest after their contracts expire. Given that there are very few Hawaiian females, some Kanaka intermarry with Native people.
1846 The boundary between the USA and Canada is set at the 49 th parallel. The preference for silk rather than beaver hats brings about the decline of the fur trade, which finally collapses with the Gold Rush of 1858.
1846-50 Tensions develop between the American newcomers to the Oregon Territory and the former British HBC employees, affecting the lives of the kānaka who are denied basic rights of citizenship. Oregon delegate, Samuel R, Thurston, to the US Congress speaks out against granting them land rights, "Those foreigners in Oregon, who have left the company, or shall leave it, and prove their love of
our country by completing their final oath of love and allegiance, should have an appropriation, and be taken into the fold of American citizenship—aye, sir, should have a donation of land; but I am not giving land to Sandwich Islanders or negroes."
See Barman, Leaving Paradise, p.138.
1848-51 Many kānaka leave Fort Vancouver for the California Gold Rush.
1849 Fort Rupert, near present day Port Hardy, is built to protect coal deposits. Coal becomes important as fuel for the steamships. French Canadians, Kānaka and Englishmen form the crew building the post.
1849 Vancouver Island becomes a British colony. So many kānaka settle in Fort Victoria that the area they live in becomes known as 'Kanaka Row'. Today the Empress Hotel is located where the Hawaiians resided. Another group settle at Kanaka Creek, Maple Ridge see Kanaka Creek Regional Park. (Why did so many settle in British controlled BC? One of the reasons was Kanaka had the same civil rights as other newcomers and could vote or pre-empt land provided they became naturalized as British citizens.)
1853 Both the USA and Britain claim the San Juan Islands. In order to establish possession, James Douglas, through the Puget Sound Agricultural Company, establishes Belle Vue sheep farm with Kanaka as shepherds and farmers. After the Americans take possession, most Kanaka leave the islands and settle across the water in British territory in Victoria and Saanich plus the Gulf Islands, especially Salt Spring Island.
1855 Maria Mahoi (Mohoy, Mahoya) was born to William Mahoya, a Hawaiian contracted to HBC and his native or part-native wife. Maria epitomizes the strength, independence, and resourcefulness of the pioneer Kanaka women in the Gulf Islands. She went on to have 13 children by two fathers, the first, American Captain Abel Douglass and second, George Fisher. See Charles Kahn collection for a picture of Maria: http://saltspringarchives.com/ckc/pages/019.htm
1858 The 'Gold Rush' in BC. Many Kanaka seek their fortunes in gold. Today we find their role honoured in place names along the Gold Rush Trail, such as Kanaka Bar (and Kanaka Bar Tunnel) in the Fraser Canyon and nearby Kanaka Mountain. Also, there is an Owhyee, Fraser Canyon and the Kanaka Bar Indian Reserve. In the Okanogan, there is Kanaka Lake near Sicamous.
1859 The bloodless 'Pig War' breaks out between the British and American governments over the San Juan Islands. It was named this, as the only causality of the war was the actual pig that had been shot triggering the whole episode. Eventually, in 1872 the islands are ceded to the USA. A few Kanaka stay (e.g. Joe Friday, honoured by a bay known as 'Friday Harbour') but most leave.
1859 The Hawaiian government opens a consulate in Victoria.
1868 Kanaka Pete (Peter Kauhua) murders his native wife, her parents and his baby daughter. Pete is found guilty and hanged, later buried at the spot where he had been found and arrested on Newcastle Island, now named Kanaka Bay. See Tom Koppel's book, Kanaka: the untold story and listen to SSI archive audio tape 46-2, http://saltspringarchives.com/audio/462NewCastleIsland.html
Mahoi of the Islands.
1903. Several Salt Spring Kanaka die when the sealing schooner, Triumph, sinks in the Bering Sea.
19001970's The Kanaka community becomes less close knit what with descendants marrying non- Kanaka, moving away and/or gradually becoming part of the mainstream community. Their ties to the past become weaker. The Kanaka legacy seems to be destined for obscurity. In the 70's a visiting Hawaiian journalist, Mary Cooke hears about the local Hawaiians and through the support of her newspaper and Canadian Pacific Airlines, the Tahouneys and Rolands are invited to Hawaii leading to a revival of interest on Salt Spring Island in its Kanaka pioneers and their descendants.
1970's Jackie Hembruff, a Nawana descendant, opens Kanaka Place Restaurant in Ganges, now the home of another restaurant called, 'The Oystercatcher'.
1994 A Luau is held at Drummond Park on Fulford Harbour organized by the Hawaiian Connection to honour the ties between Kanaka descendants here and elsewhere. (First reunion is at Fort Langley in 1993.)
Kanaka place names on Saltspring Island are few, but do remind us of the role the Kanaka played in its settlement – Tahouney Road, Roland Road, Kanaka Road Skate Park on Kanaka Road and Kanaka Dinghy Dock in Ganges Harbour. Also, a Salt Spring Historical Society Plaque is located at St. Paul's church — with leis made of shells circling the tops of headstones and markers of the Hawaiians buried in the cemetery. (Most Kanaka were Catholic; most of Salt Spring Island's Kanaka are buried here). Some ways in which the Kanaka are remembered are unexpected. Recently a local brewery has honoured early pioneers by using portraits on their product labels.
Today William Naukana is featured on their Porter Ale bottle.
This timeline features many, but not all of the Salt Spring Island Kanaka. As more information becomes available, it will be updated. Anyone having information or pictures should contact the archives at email@example.com. | <urn:uuid:8ca2479f-269e-4ad7-b21d-6bf87dca7238> | CC-MAIN-2018-05 | http://saltspringarchives.com/kanaka/barb/pdf/KanakaTimeline.pdf | 2018-01-16T17:19:18Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00168.warc.gz | 294,066,631 | 2,365 | eng_Latn | eng_Latn | 0.993802 | eng_Latn | 0.99519 | [
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When?
When did the events occur?
Where?
Where did the event take plawe?
TheIII QU8st111
Who?
Who were the main charaeters?
How?
How did the event happen?
Why?
Wby did the events happen? | <urn:uuid:fb6fbf5f-7a00-41a6-84cf-e6dc779f44ed> | CC-MAIN-2018-05 | http://stamantnjrotc.org/mywebteacherportal/stratergyforms/bigquestion.pdf | 2018-01-16T16:50:57Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00168.warc.gz | 315,919,450 | 52 | eng_Latn | eng_Latn | 0.996456 | eng_Latn | 0.996456 | [
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Bird Nesting Materials You Can Find Around the House and in Your Own Backyard
A Baby Bird Rescue Ranger is always prepared! As you'll read in our step-by-step rescue instructions in Step 3, you can simply line your container from Step 1 with some dried grass or even a wash cloth, but here's a list of things birds like to use to build their own nests. Why not go on a scavenger hunt with your Mom or Dad to collect some of these items just in case you ever need to rescue a baby bird?
Dead twigs
Dead leaves
Dry grass (make sure the grass hadn't been treated with pesticides)
Yarn, string or thread —cut into 4- to 8inch pieces
Human or animal hair (especially horse hair) (use short lengths—no longer than 4 -6 inches long)
Pet fur (Never use fur from pets that received flea or tick treatments)
Sheep's wool
Feathers
Plant fluff or down (e.g. cattail fluff, cottonwood down)
Moss or lichen
Kapok, cotton batting, cotton balls or other stuffing material
Bark strips
Pine needles
Thin strips of cloth, about 1 inch wide by 6 inches long
Mud
Pebbles or tiny rocks
Straw or other plant stems
Dental floss
Shredded paper
Broom bristles or mop string
Snake skins (if you find one laying around, leave it for a bird to discover)
Spider webs and caterpillar silk (stretchy binding material for nests)
THINGS YOU SHOULD NOT USE: USE:
- Dryer lint from synthetic fibers becomes crumbly after it's rained on and dries. Some laundry detergents and fabric softeners may leave harmful residues. We don't recommend offering dryer lint.
- Do not offer any plastic or nylon material, including fishing line. These materials can be deadly to the birds and are frequently responsible for bird injuries.
How to Attract Birds in Your Yard by Offering Them the Nesting Materials You've Collected
Here are a few ways you can offer nesting material to invite birds to build a nest in your yard:
regular kitchen whisk makes a great "cage" for your nesting material!)
- Make small piles of the items you've collected and put them in places where the wind and rain won't get them (E.g. a tray feeder might make a good temporary spot)
- Loosely fill a mesh bag or basket or clean suet cage with your nesting materials, and hang it where the birds will see it. Make sure the mesh is wide enough so that the birds can easily pull out the goods. (A
- Hang material over trees or shrubs near any birdfeeders you might have in your yard, or in other sheltered spots where birds might build nests. Don't tie any of the material down as you want the birds to be able to easily take it away!
Different birds will like different types of nesting materials, so offer several different items from your list in several different ways.
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AIR FORCE GOLDEN JUBILEE INSTITUTE, SUBROTO PARK, NEW DELHI - 10
CLASS-II
SUB-ENGLISH
TERM I: - APRIL 2016 TO SEPTEMBER 2016
Book:
Communication in English part-II (Ratna Sagar)
Lessons:
1. Good Morning!
2. The Fly
3. I Promise!
4. Helping and sharing
5. The Golden Bucket
Poems:
1. Little Bird
2. The Little Plant
3. Pretending
Grammar:
Sentences, Naming Words, Homophones, Punctuations, Preposition, Action words, Pronouns, Similes, Articles. Creative writing and oration.
AIR FORCE GOLDEN JUBILEE INSTITUTE, SUBROTO PARK, NEW DELHI - 10
CLASS-II
SUB-ENGLISH
TERM II: - OCTOBER 2016 TO MARCH 2017
Book:
Communication in English part-II (Ratna Sagar)
Lessons:
6. Christmas song
7. I Love my Home
8. Pitpat's Journey
9. The Green Forest
Poems:
1. The swing
2. The song of the engine
3. The Squirrel
Grammar:
Gender, Frequency Words, Silent Letters, Describing Words, Articles, Opposites, Adverbs, Punctuation, Conjunctions, Preposition. Creative writing and oration.
AIR FORCE GOLDEN JUBILEE INSTITUTE, SUBROTO PARK, NEW DELHI - 10 CLASS-II
SUB-ENJOYING MATHEMATICS
TERM I: - APRIL 2016 TO SEPTEMBER 2016
Books: -
New Enjoying Mathematics-2 (Oxford)
Lesson:
1. Number upto 200: - Numbers names, building numbers upto 200, place value, expanded form, comparing numbers, order of numbers even and odd, ordinals.
2. Addition: - Adding three 2 digit numbers, addition with regrouping, adding three numbers with regrouping.
3. Subtraction: - Subtraction with regrouping, subtraction with '0' and '1' in the one's place, problem solving.
4. Multiplication concepts: - Identifying group, Multiplication with regrouping.
5. Numbers upto 1000: - Numbers in hundreds, comparing numbers
6. Addition & subtraction with greater numbers:- Adding 2 digit numbers, adding 3 digit numbers, write numbers in the correct place.
AIR FORCE GOLDEN JUBILEE INSTITUTE, SUBROTO PARK, NEW DELHI - 10 CLASS-II SUB-ENJOYING MATHEMATICS TERM II: - OCTOBER 2016 TO MARCH 2017
Books: -
New Enjoying Mathematics-2 (Oxford)
Lesson:
7. Exploring multiplication further: - Multiplying by 3,4, & 6, multiplying 2 digit numbers, regrouping in multiplication
8. Measurement:- Measurement of length, mass & capacity
9. Shapes and patterns: - Naming solid shapes, patterns
10. Time: - Reading time to half past the hour, days of the week, months of the year.
11. Money: - Adding money, subtracting money
12. Data handling
Project: - Model of a clock
Project:-
Project:-
AIR FORCE GOLDEN JUBILEE INSTITUTE, SUBROTO PARK, NEW DELHI - 10
CLASS-II
SUB-E.V.S
TERM I: - APRIL 2016 TO SEPTEMBER 2016
Book: - A Happy World (Ratna Sagar)
Lesson: -
I love my self
1. Our wonderful body
2. Food for us
3. Clothes for us
4. We need shelter
5. I Love my school
6. My Neighborhood
7. Places of worship
8. Festivals are fun
1. Cloth samples
2. Various kinds of food samples
3. Festivals of India
AIR FORCE GOLDEN JUBILEE INSTITUTE, SUBROTO PARK, NEW DELHI - 10
CLASS-II
SUB-E.V.S
TERM II: - OCTOBER 2016 TO MARCH 2017
Book: - A Happy World (Ratna Sagar)
Lesson: -
9. Having fun
10. Our Earth
11. Plants, Our Friends
12. Animals, Our Friends
13. Seasons
14. Pollution
15. How we travel
16. Be Safe!
1. Make a poster on pollution
2. Collect 5 different kinds of leaves & paste them in your notebook.
3. Write a paragraph on 'Plants-Our Friends'.
AIR FORCE GOLDEN JUBILEE INSTITUTE, SUBROTO PARK, NEW DELHI - 10 CLASS-II
SUB-GENERAL KNOWLEDGE
TERM I: - APRIL 2016 TO SEPTEMBER 2016
Book: - General Knowledge Online (Dhiren M Doshi)
Lesson: -
1. Spot the missing thing
2. Folk Dances of India
3. Story time
4. Musical Instruments
5. Amazing Animals
6. Search sharp
7.
First aid box
8. Sports equipment
9. Tour of India
10. Around the world
11. Animated Disney Movies
12. Eco friendly habits
13. Good Health
14. Largest in India
15. Dealing with strangers
16. Active brains
17. Unique fruits
18. Match sharp
AIR FORCE GOLDEN JUBILEE INSTITUTE, SUBROTO PARK, NEW DELHI - 10 CLASS-II SUB-GENERAL KNOWLEDGE
TERM II: - OCTOBER 2016 TO MARCH 2017
Book: - General Knowledge Online (Dhiren M Doshi)
Lesson: -
19. Car brands
20. Indian Dance forms
21. We love toys
22. Celebrating special days
23. Tips for healthy teeth
24. Largest in the world
25. Our Senses
26. What an invention
27. Bird world
28. Correct posters
29. Body postures
30. Hand shadow show
31. National games
32. Optical Illusion
33. Preventing obesity
34. Saying Hello & Thank You in different languages
35. Healthy Tips for summer
36. Mini-Sudoku | <urn:uuid:f041e3e3-1498-47f4-987c-dad34346838d> | CC-MAIN-2018-05 | http://182.76.20.237/afgjiMedia/downloads/syllabus/CLASS2ANNUALSYLLABUS.pdf | 2018-01-16T17:37:07Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00170.warc.gz | 2,118,077 | 1,318 | eng_Latn | eng_Latn | 0.707618 | eng_Latn | 0.775262 | [
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What you should know about...
LEAD IN YOUR DRINKING WATER
A Publication of the Hackettstown Municipal Utilities Authority (HMUA)
November 2010
To Our Customers:
The United States Environmental Protection Agency (EPA) and the HMUA are concerned about lead in your drinking water. Although most homes have very low levels of lead in their drinking water, some homes in the community have lead levels above the EPA action level of 15 parts per billion (ppb), or 0.015 milligrams of lead per liter of water (mg/L). Under Federal law, we are required to have a program in place to minimize lead in your drinking water by July 1995.
The program includes:
1) corrosion control treatment (treating the water to make it less likely that lead will dissolve into the water);
2) source water treatment (removing any lead that is in the water at the time it leaves our treatment facility); and
3) a public education program.
We are also required to replace each lead service line that we control if the line contributes lead concentrations of more that 15 ppb after we have completed the comprehensive treatment program. Service lines, or connections, are the pipes that bring water from the water main in the street to your home.
Remember -- not every home has a lead contamination problem. Most people have low levels of lead in their drinking water. But because you cannot see, taste, or smell lead, testing the water is the only way to know for sure whether or not you have a problem.
Printed on recycled paper
We can help. In this newsletter, we tell you how and where to get your water tested. We also explain the simple steps you can take to protect yourself and your family by reducing your exposure to lead from drinking water.
If you have any questions about how we are carrying out the requirements of the lead regulation, or want more information about what you can do, please give us a call at 908-852-3622.
Bruce D. Smith Executive Director Hackettstown Municipal Utilities Authority
LEAD IN OUR ENVIRONMENT
Health Effects of Lead
Lead is a common metal found throughout the environment in lead-based paint, air, soil, household dust, food, certain types of pottery, porcelain and pewter, and water. Lead can pose a significant risk to your health if too much of it enters your body.
Lead builds up in the body over many years and can cause damage to the brain, red blood cells and kidneys. The greatest risk is to young children and pregnant women. Amounts of lead
child's system. It is important, therefore, to wash children's hands and toys often and to try to make sure they only put food in their mouths.
that won't hurt adults can slow down normal mental and physical development in the growing bodies of children. In addition, a child at play often comes into contact with sources of lead contamination -- like dirt and dust -- that rarely affect an adult. If a child puts dirty fingers into his mouth (as most children do), some lead may be absorbed into the
Lead in Drinking Water
Lead in drinking water, although rarely the sole cause of lead poisoning, can significantly increase a person's total lead exposure, particularly the exposure of infants who drink baby formulas and concentrated juices that are mixed with water. EPA estimates that drinking water can make up 20 percent or more of a person's total exposure to lead.
How Lead Enters Our Water
Lead is unusual among drinking water contaminants in that it seldom occurs naturally in water supplies like rivers and lakes. Lead enters drinking water primarily as a result of the corrosion, or wearing away, of materials containing lead in the water distribution system and household plumbing. These materials include lead-based solder used to join copper pipe, brass and chrome plated brass faucets, and, in some cases, pipes made of lead that connect your house to the water main (service lines). In 1986, Congress banned the use of lead solder containing greater than 0.2 percent lead, and restricted the lead content of faucets, pipes, and other plumbing materials to 8.0 percent.
When water stands in lead pipes or plumbing systems containing lead for several hours or more, the lead in the pipes or solder may dissolve into your drinking water. This means the first water drawn from the tap in the morning, or later in the afternoon after you return from work or school, can contain fairly high levels of lead.
Steps You Can Take in the Home to Reduce Exposure to Lead in Drinking Water
Despite our best efforts mentioned earlier to control water corrosivity and remove lead from the water supply, lead levels in some homes or buildings can be high. To find out whether you need to take action in your own home, have your drinking water tested to determine if it contains excessive concentrations of lead. Testing the water is essential because you cannot see, taste, or smell lead in drinking water. Some local laboratories that can provide this service are listed at the end of this newsletter. For more information on having your water tested, please call 908-852-3622.
If a water test indicated that the drinking water drawn from a tap in your home contains lead above 15 ppb or 0.015 mg/L, then you should take the following precautions:
Flush Your System. Flushing tap water is a simple and inexpensive measure you can take to protect your family's health. Flushing usually uses less than one or two gallons of water and costs less than 28 cents per month.
To flush, let the water run from the tap before using it for drinking or cooking any time the water in a faucet has gone unused for more than six hours. The longer water resides in you home's plumbing, the more lead it may contain. Flushing the tap means running the cold water faucet until the water gets noticeably colder, usually about 15 to 30 seconds. If your house has a lead service line to the water main, you may have to flush the water a longer time, perhaps one minute, before drinking. Although
toilet flushing or showering flushes water through a portion of your home's plumbing system, you still need to flush the water in each faucet before using it for drinking or cooking.
To conserve water, fill a couple of bottles with water after flushing the tap, and whenever possible use the first flush water to wash dishes or water plants.
If you live in a high-rise building, letting the water flow before using it may not lessen your risk from lead. This is because high-rise plumbing systems have more, and sometimes larger, pipes than smaller buildings. Ask your landlord for help in locating the source of the lead and for advice on reducing the lead level.
Use only cold water for cooking and drinking. Try not to cook with or drink water from the hot water tap. Hot water can dissolve more lead more quickly than cold water. If you need hot water, draw water from the cold tap and heat it on the stove.
Remove loose solder and debris from the plumbing materials installed in newly constructed homes or homes in which the plumbing has recently been replaced. To do this, remove the faucet strainers from all taps and run the water from 3 to 5 minutes. Thereafter, periodically remove the strainers and flush out any debris that has accumulated over time.
Identify and replace lead materials with lead-free ones. If your copper pipes are joined with lead solder that has been installed illegally since it was banned in 1986, notify the plumber who did the work and request that he or she replace the lead solder with lead-free solder. Lead solder looks dull gray, and when scratched with a key looks shiny. In addition, notify your State Department of Environmental Protection about the violation.
Determine whether or not the service line that connects your home or apartment building to the water main is made of lead. The best way to determine if your service line is made of lead is by either hiring a licensed plumber to inspect the line or by contacting the plumbing contractor who installed the line. You can identify the plumbing contractor by checking the city's record of building permits, which should be maintained by your municipality's construction official (see page 4 of this newsletter). A licensed plumber can, at the same time, check to see if your home's plumbing contains lead solder, lead pipes, or pipe fittings that contain lead.
The public water system that delivers water to your home should also maintain a record of the materials located in your distribution system. If the service line that connects your dwelling to the water main contributes more than 15ppb to drinking water,
after our comprehensive treatment program is in place, we are required to replace the line. If the line is only partially controlled by the HMUA, we are required to provide you with information on how to replace your portion of the service line and offer to replace that portion of the line at your expense. We must also take a follow-up tap water sample within 14 days of the replacement. Acceptable replacement alternatives include copper, steel, iron, and plastic pipes.
Have an electrician check your wiring. If grounding wires from the electrical system are attached to your pipes, corrosion may be greater. Check with a licensed electrician or your local electrical code to determine if your wiring can be grounded elsewhere. DO NOT attempt to change the wiring yourself because improper grounding can cause electrical shock and fire hazards.
Additional Steps
The steps described above will reduce the lead concentrations in your drinking water. However, if a water test indicates that the drinking water coming from your tap contains lead concentrations in excess of 15 ppb after flushing, or after we have completed our actions to minimize lead levels, then you may want to take the following additional measures:
Purchase or lease a home treatment device. Home treatment devices are limited in that each unit treats only the water that flows from the faucet to which it is connected, and all of the devices require periodic maintenance and replacement. Devices such as reverse osmosis systems or distillers can effectively remove lead from your drinking water. Some activated carbon filters may reduce lead levels at the tap, however, all lead reduction claims should be investigated. Be sure to check the actual performance of a specific home treatment device before and after installing the unit.
Purchase bottled water for drinking and cooking.
HMUA 424 Hurley Drive PO Box 450 Hackettstown, NJ 07840
Printed on recycled paper
FOR MORE INFORMATION
You can consult a variety of sources for additional information:
Your family doctor or pediatrician can perform a blood test for lead and provide you with information about the health effects of lead.
DO YOU HAVE LEAD IN YOUR DRINKING WATER?
An Important Message From Your Water Supplier
State and Local government agencies that can be contacted include:
Hackettstown Municipal Utilities Authority at 908-852-3622
New Jersey Department of Environmental Protection at 609-292-5550
can provide you with information about your community's water supply and a list of local laboratories that have been certified by the State for
testing water quality.
Town of Hackettstown Construction Official at 908-850-0660
Township of Independence Construction Official at 908-637-6104
Township of Mansfield Construction Official at 908-689-5624
Township of Mt. Olive Construction Official at 973-691-0900
Township of Washington Code Enforcement Official at 908-876-4711
can provide you with information about building permit records that should contain names of plumbing contractors that plumbed your home.
Township of Mt. Olive Health Department at 973-691-0900
Township of Washington Health Department at 908-876-3650
Warren County Health Department at 908-475-7960
State of New Jersey Health Department at 1-800-367-6543
can provide you with information about the health effects of lead and tell you how and where you can have your child's blood tested.
The following is a list of some State approved laboratories in your area that you can call to have your water tested for lead.
PRSRT STD U.S. POSTAGE PAID PERMIT # 362 HACKETTSTOWN NJ
Accutest Laboratory at 732-329-0200
QC, Inc. at 1-800-289-8378
Garden State Laboratory, Inc. at 908-688-8900 | <urn:uuid:1313a2d3-37ce-4268-825d-963db3e204ba> | CC-MAIN-2018-05 | http://hmua.com/doc/lead-in-your-drinking-water.pdf | 2018-01-16T17:35:41Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00170.warc.gz | 147,280,067 | 2,564 | eng_Latn | eng_Latn | 0.992423 | eng_Latn | 0.998674 | [
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Identity Symbol
TEXAS MUSIC TEACHERS ASSOCIATION
Student Affiliate World of Music
Name ____________________________________ School Grade _____________ Date ____________
7 MUSIC ERAS: Match the correct period of music history to the dates below.
A. Contemporary
B. Baroque
C. Romantic
D. Renaissance
E. Middle Ages
F. Classical
G. Impressionist
___1. 400-1400
___5. 1800-1900
___2. 1400-1600
___6. 1890-1910
___3. 1600-1750
___7. 1900-now
___4. 1750-1800
30 MULTIPLE CHOICE: Select the letter (A or B) which completes each statement correctly.
__1. Beethoven was born in the small city of (A. Leipzig B. Bonn), Germany.
___2. (A. Beethoven's B. Haydn's) important works influenced composers of later eras more than the works of any other composer.
___3. Unlike Mozart's music, (A. J. S. Bach's B. Beethoven's) music achieved widespread performance and publication during his lifetime.
___4. Movement II of Beethoven's third symphony has a descriptive title:
(A. Wedding March B. Funeral March).
___5. In the final movement of (A. Symphony Number 9 B. Symphony Number 20), Beethoven added vocal soloists and a chorus to the traditional orchestra.
___6. Beethoven changed the title of Symphony No. 3 from (A. "Adolf Hitler" B. "Napolean Bonaparte") to Symphony Eroica.
__7. In his piano teaching, Beethoven stressed (A. playing notes correctly B. playing with expression).
___8. By 1801, increasing (A. blindness B. deafness) plagued Beethoven.
___9. Schumann wrote that (A. Beethoven's B. Chopin's) waltzes had elegant melodies and rich harmonic accompaniment.
__ 10. In Paris, Chopin earned his living as (A. an orchestra conductor B. a piano teacher).
__ 11. Chopin and Liszt were favorite performers at salon gatherings in (A. Paris B. Warsaw).
__ 12. The composer credited with first composing piano nocturnes was (A. Chopin B. Field).
__ 13. Many of Chopin's character pieces use traditional (A. ternary B. sonata) form.
__ 14. In the mid 1800's, Paris (A. was B. was not) an important European music center.
__ 15. When Chopin was living in Paris, (A. Steinway B. Pleyel) was a leading piano manufacturer.
14 COMPOSERS AND COUNTRIES: Match the composer to the country with which he is associated. One or more of the countries will not be used.
A. Argentina
B. Russia
C. France
D. England
E. Hungary
F. Germany
G. Poland
H. Austria
I. United States
J. Italy
K. Norway
__1. Frederic Chopin
__6. Robert Schumann
__11. Franz Schubert
__2. Franz Liszt
__7. Alberto Ginastera
__12. Stephen Foster
__3. Charles Ives
__8. Louis Gottschalk
__13. Ludwig van Beethoven
__4. Georg Philipp Telemann
__9. Wolfgang Amadeus Mozart __14. Claude Debussy
__5. Dmitri Shostakovich
__10.Maurice Ravel
17 MUSIC NAMES and TERMS: Match the description or definition below with the following name or term.
__1. Polonaise
__2. Sonata form
__3. Symphonic poem
__4. Authentic cadence
__5. Plagal cadence
__6. Deceptive cadence
__ 7. Tempo rubato
__ 8. Dissonant intervals
__ 9. Consonant intervals
__10. Two-part counterpoint
__11. Nocturne
__12. Mazurka
__13. Cantabile
__14. Anticipation
__15. Suspension
__16. Appogiatura
__17. Neighbor tone
A. Night music
B. Singing legato style
C. Organized into three main sections
D. A cadence in which V or V7 moves deceptively to vi or VI
E. 2nds, 4ths, diminished 5ths, and 7ths
F Non-chord tone that sounds as part of a consonant interval and rhythmically delays moving to the next consonant interval
G. Music with two melody lines moving independently of each other in regard to rhythm and melodic shape
H. A cadence in which IV moves to I
I. A Polish national dance in triple meter which often features dotted eighth notes followed by sixteenth notes
J. Unisons, 3rds, 6ths, perfect 5ths, and octaves
K. A one-movement work presenting musical descriptions of nature, places, people, or events
L. Non-chord tone that is the early sounding of a tone of a succeeding chord, forming a dissonant interval
M. Subtle stealing and giving back to the basic underlying tempo of a piece
N. Non-chord tone that "leans on" an upper or lower tone one step away, moving to it after the beat
O. A cadence in which V or V7 moves to I or i
P. A Polish national dance in triple meter and moderate tempo often featuring stronger accents on beat 2 or beat 3
Q. Non-chord tone that moves away by a step and then returns to the same tone from which it came
Name
__________________________________
2013-2014
Grade 11.
Page 3.
Page 3
10 IDENTIFY THE COMPOSER: Use (B) for Beethoven or (C) for Chopin for the following pieces.
__ 1. Piano Concerto in G Major, Op. 58, No. 4
__ 2. Sonata in C Minor, Opus 13 (Pathetique)
__ 3. Impromptu in C# Minor, Op. 66
__ 4. String Quartet in F Major, Op. 18, No. 1
__ 5. Fidelio
__ 6. Mazurka in A Minor, Op. 17, No. 4
__ 7. Nocturne in Eb Major, Op. 92, No. 2
__ 8. Polonaise in A Major, Op. 40, No. 1
__ 9. Symphony Opus 55, No. 3 (Eroica)
__10. Waltz in Ab Major, Opus 69, No. 1
13 COMPOSERS and ERAS: Match the composer to the era in which he composed.
A. Baroque
B. Classical
C. Romantic
D. 19 th Century American
E. Impressionist
F. Contemporary
__1. Claude Debussy
__6. Paul Hindemith
__11. Ludwig van Beethoven
__2. Muzio Clementi
__7. Franz Joseph Haydn
__12. Frederic Chopin
__3. Domenico Scarlatti
__8. Sergei Prokofiev
__13. John Phillip Sousa
__4. Louis Gottschalk
__9. Gian Carlo Menotti
__5. Johannes Brahms
__10. Felix Mendelssohn
5 CHARACTERISTICS OF MUSIC ERAS: Match the following characteristics with their correct era. Use the abbreviations below.
B = Baroque CL = Classical R = Romantic CO = Contemporary
MELODY
___ Long phrases of unequal length, except in popular style dance pieces
Motivic development is important, along with melodic ornamentation
___ Tend to have wide leaps and wide range or many repeating tones and narrow range
___ May have wide range, chromaticism, and unequal phrase lengths
___ Lyrical in style and often with phrases of equal length
RHYTHM
___
Rhythmic motion tends to be rapid, especially in the bottom line of the texture Slower moving than in previous era, resulting in a slower rate of chord changes
___
TONALITY
___ Dissonance more prevalent in tonal music and tonality may be replaced by the twelve tone chromatic scale in some music
___ Organizes music on a large scale as in music of previous era
___ Based on major and minor keys rather than modal scales
___ May be more important as an expressive factor than as an organizing factor and frequently uses chromatic "coloring" chords
4 ANALYSIS: Study the excerpts below and answer the following questions.
___ 1. In excerpt one, the cadence in measure 5 is a/an (A. Half cadence B. Authentic cadence).
(
___ 2. In excerpt one, the cadence ending on beat one in measure 10 is a/an
___ 3. Excerpt two has (A. Homophonic B. Polyphonic)
texture.
A. Plagal cadence B. Deceptive cadence
).
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A personal statement is a special type of essay that you write usually when you are applying to school or applying for scholarship or grant programs. Personal statements are intended to tell a little bit about who you are and usually explain to the admissions committee why you might be a good fit for their academic program.
When You Write Personal Statements
There are many examples of personal statements that you might have to write. For example, some personal statements include:
- A personal statement for an application to a special gifted and talent program at your school
- A personal statement for an application for admission to college
- A personal statement for an application for admission to graduate school
- A personal statement for an application for admission to business school
- A personal statement for an application for admission to law school
- A personal statement for an application to teach ESL that shows your philosophy of education Sometimes, you will be given a topic that your personal statement is supposed to discuss. In other cases, you'll just be asked to talk about yourself or why you would be a good fit.
Personal Statements About Why You Want to Attend
One type of personal statement that is commonly written is a statement explaining why you would be a good fit for a specific academic program or about why you would want to attend that program.
Some examples of personal statement ideas that you might use include:
- For admission to a graduate program in education: "When I was a child, I was always looking for role models and my fourth grade teacher stepped up to fill the role. My fourth grade teacher took a personal interest in me and her belief that I could be successful changed my life. I want to be able to give back and provide other children with the same inspiration that I received."
- For admission to a medical school program: "I believe that doctors can shape a society and help a society to grow. Healthcare is the most basic and fundamental of
human rights and my goal is to become a doctor so I can work to make sure no one is denied access to the healthcare they need."
- For admission to a law school program: "My first encounter with the legal system was when my friend's parents were wrongfully evicted from their apartment. A lawyer helped them to get their money back and to get back into their home, and the lawyer gave them hope. I, too, want to be able to pursue a noble profession that allows me to give the average person a voice within the legal system."
- For admission to a particular college: "It has always been my dream to study journalism, and College X has the course program that will allow me to pursue my passions and to develop my skills."
Personal Statements About Who You Are
In some cases, your personal statement will be focused not on why you want to attend a school program but instead on who you are and why you would be the right fit. For example, some people might focus on the struggles they overcame in order to be in a position to attend the school. Others might discuss how their unique perspective would make them a valuable addition to the class.
Some examples include:
- As the first person in my family to have the opportunity to attend college, I will value the opportunity to attend your school because I know how important education is in opening doors."
- As an immigrant who came to the United States when I was 15, I believe I have a unique perspective on social issues that will allow me to make valuable contributions in my law school classes.
These types of personal statements are focused on showing that you would be a valuable addition to the
class so the admissions committee will be eager to have you attend.
- LINK/CITE
Do you have a good example to share? Add your example here.
Read more at
http://examples.yourdictionary.com/examples-ofpersonal-statements.html#GfKqwJfgha3xCiUh.99 | <urn:uuid:b8b92d44-881b-411b-a848-014b95052280> | CC-MAIN-2018-05 | http://chs.csdk12.org/UserFiles/Servers/Server_79648/File/News%20information/2017_18/2017-2018/Personal%20Statement%20Ins..pdf | 2018-01-16T17:12:48Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00172.warc.gz | 76,891,221 | 779 | eng_Latn | eng_Latn | 0.999046 | eng_Latn | 0.999046 | [
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Coal City Unit District #1
Music Theory I
Fine Arts Curriculum
FA.MT1:1 Students will recognize basic musical notation. (NS 7, 8, 9)
FA.MT1:11 Identify staff and clef signs.
FA.MT1:12 Draw staff and clef signs.
FA.MT1:13 Identify note and rest names and values.
FA.MT1:14
Draw notes and rests.
FA.MT1:15 Interpret time signatures.
FA.MT1:16 Identify ledger line notes.
FA.MT1:17 Identify dotted notes.
FA.MT1:18 Identify accidentals and enharmonic notes.
FA.MT1:19 Interpret dynamics.
FA.MT1:2 Students will recognize intermediate musical notation. (NS 7, 8, 9)
FA.MT1:21 Interpret key signatures.
FA.MT1:22 Identify flats and sharps.
FA.MT1:23
Interpret cut time.
FA.MT1:24 Identify basic intervals.
FA.MT1:25 Compose basic intervals.
FA.MT1:26 Identify various chords.
FA.MT1:27 Compose various chords.
FA.MT1:28 Identify chords in Root, 1st and 2nd inversion.
FA.MT1:29 Compose major scales.
FA.MT1:210 Compose minor scales.
FA.MT1:211 Identify the circle of keys.
FA.MT1:3 Students will participate in conducting. (NS 5, 6, 7, 8, 9)
FA.MT1:31 Examine the history of conducting.
FA.MT1:32 Choose and research a composer.
FA.MT1:33 Translate foreign language tempo markings.
FA.MT1:34 Translate foreign language style markings.
FA.MT1:35 Trace beat patterns.
________________________________________________________________________
Curriculum: Summer 2014 | <urn:uuid:abb30193-7696-4113-b17a-12fd37c1fbd5> | CC-MAIN-2018-05 | http://www.coalcity.k12.il.us/curriculum/pdf/fine_arts_music/Music-MusicTheory.pdf | 2018-01-16T17:18:53Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00173.warc.gz | 410,245,922 | 573 | eng_Latn | eng_Latn | 0.911943 | eng_Latn | 0.911943 | [
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NAME:_____________________________
1. How can you find out if a quadratic equation has only one solution without solving the equation?
2. How many solutions does y x x 5 10 5 2 have? Explain.
3. Write a quadratic equation with no real solutions.
4. Write a quadratic equation that has two solutions.
NAME:_____________________________
5. How can you use the discriminant to write an equation that has one solution?
6. Explain how to use a graph to find the number of solutions to a quadratic equation.
7. Use the discriminant to predict the number and type of solutions of this equation: 9 6 1 2 x x Then, use a graphing calculator to check your solution. Describe how the graph verifies your answer.
8. Explain how to determine whether the graph of a quadratic function crosses the x-axis.
Algebra I Journal A.REI.B.4: Using the Discriminant www.jmap.org
[1] Answers may vary. Sample: Find the discriminant, b ac 2 4 . If it equals 0, there is only one solution.
[2] one; the value of b ac 2 4 is ( ) ( )( ) . 10 4 5 5 0 2
[3] Answers may vary. Sample: x 2 4
[4] Answers may vary. Sample: x x 2 4 3 0
[5] Choose a , b , and c so that b ac 2 4 0 .
[6] The number of x-intercepts tells you the number of solutions. Two x-intercepts means two solutions, one x-intercept means one solution, and zero x-intercepts means no solutions.
[7] one real solution; the graph touches the x-axis in only one point.
[8] Find the value of the discriminant, which indicates the number of x-intercepts. | <urn:uuid:4adaee52-ad68-49d7-aa0b-3bd3b8ed09e4> | CC-MAIN-2018-05 | http://www.jmap.org/Worksheets/A.REI.B.4.UsingtheDiscriminantJO.pdf | 2018-01-16T17:20:51Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00173.warc.gz | 465,608,730 | 451 | eng_Latn | eng_Latn | 0.995552 | eng_Latn | 0.997571 | [
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British Values:
We will be focussing on Individual's rights and responsibilities as well as respecting peoples' beliefs and customs from multiple cultures. This will tie in with Kipling's stories and 'The Jungle Book'
P.E:
We will be working on ball skills within the sport of Basketball. The focus will be on dribbling and maintaining control of the ball, passing and catching, shooting and finally playing as part of a game.
We will be outside, using the playground, weather permitting and if needs be, we will participate in our PE lesson, in the Hall.
Science:
We will be looking at 'Working Scientifically' and what this means. How we create fair tests and why we use them.
We will create our own experiments and determine what it is we want to find out and the processes of setting up and carrying out a fair test.
R.E:
We will be looking at Judaism and specifically the purpose of the Synagogue within society. We will identify the key symbols and artefacts relating to the religion and how these increase our understanding of Judaism.
Art:
We will be designing, drafting and adjusting our own costumes, in preparation for the Movie day at the end of the half term.
D.T:
We will be making/creating our costumes, using the designs we have produced over the half term.
Computing:
We will be using the computing equipment to assist us in designing our costumes.
P.S.H.C.E:
We will be looking at understanding the expectations of being in the Upper school. We will produce our class rules which we will agree upon and put in place.
History:
We will be looking at the processes used when studying historic events and how we can trust or disprove resources. What we mean by primary and secondary resources and how technology has made historic records, easier to keep.
Year 5 and 6
'A New Beginning'
Maths:
English:
We will be looking at a range of topics, focussing on revising and mastering for some and learning through the removal of misconceptions on others. The topics we will be covering, include: Fractions, decimal and percentage; Geometry; Shape; Word problems and Line graphs. .
We will be looking at fractions and how these can be added, subtracted and multiplied. During this module we will investigate mixed numbers and how these can be used to illustrate improper fractions as wholes and parts.
The class will also look at comparing mental and written methods of solving problems and will highlight their preferred methods and the reasons why.
We will be focussing on 'The Jungle Book' and Kipling's other novels as part of our Fiction education, this half term. Our nonfiction aspect will consist of debate topics, predominantly based around the use of CCTV and film ethics.
Grammar and Punctuation:
We will be including within our writing: Relative clauses, expanded noun phrases, modal verbs, time adverbials and word play. | <urn:uuid:6bfecbe4-6c14-479d-96ed-63792e9e3163> | CC-MAIN-2018-05 | http://terling.essex.sch.uk/files/curriculum/Year%205%206%20Autumn%201%202017%20Theme%20Letter.pdf | 2018-01-16T17:17:31Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00174.warc.gz | 342,947,776 | 587 | eng_Latn | eng_Latn | 0.999084 | eng_Latn | 0.999084 | [
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Name:_____________________
1. Explain how angles in similar figures are related.
2. Find the missing side length, the figures are similar
3. Find the missing side length and angle, the figures are similar.
12 ft
3 ft
5 ft
? ft
118º
? º
80 cm
60 cm
25 cm?
4. Joline is 5' 8" tall, on a bright summer day her shadow is 4' long. She is standing near a tree which casts a 10' shadow. How tall is the tree?
5. A school football field which is 90m by 39m is made 20 meters longer, how many meters wider must it be made to keep the shape similar? | <urn:uuid:356ec594-ac66-4b60-b425-ef4fcc7c19a6> | CC-MAIN-2018-05 | http://mrnelson.ca/2013math10aw/assessments/using.pdf | 2018-01-16T17:43:59Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00174.warc.gz | 234,637,960 | 157 | eng_Latn | eng_Latn | 0.998055 | eng_Latn | 0.998747 | [
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National Curriculum
Mathematics
Age Related Expectations
Science
Biology
¥
Living things and their habitats - Classify living things
¥
Animals including humans - Food chains
Chemistry
¥
States of Matter
Physics
¥
Sound as vibrations
¥
Electricity: simple circuits & conductors
National Curriculum
English
Age Related Expectations
History
¥
Vikings
¥
Anglo Saxon
Music
¥
Use voice & instruments with increasing
accuracy, control and expression
¥
Improvise & compose music
¥
Listen with attention to detail
¥
Appreciate wide range of live & recorded
music
¥
Begin to develop understanding of history
Geography
¥
Locate world's countries, focussing on Europe focus on key physical & human
features
¥
Use 8 points of compass, symbols & keys
¥
Describe & understand climate, rivers, mountains, volcanoes, earthquakes, water
cycle, settlements, trade links, etc.
¥
Use fieldwork to observe, measure & record
Art & Design
¥
Use sketchbooks to collect, record and evaluate ideas
¥
Improve mastery of techniques such as drawing, painting and sculpture
with varied materials
¥
Learn about great artists, architects & designers
Design & Technology
¥
Use research& criteria to develop products which are fit for
purpose
¥
Use annotated sketches and prototypes to explain ideas
¥
Evaluate existing products and improve own work
¥
Use mechanical systems in own work
¥
Understand seasonality; prepare & cook mainly savoury dishes
RE
¥
How and why does a Christian follow Jesus?
¥
What are the deeper meanings of the festivals?
¥
How should we live and who should inspire us?
¥
How and why do believers show their commitments
during the journey of life?
Computing
¥
Developing and debugging own simple programmes
independently and developing computational thinking
¥
E-safety implications of social networks
¥
Audio- creating and editing a radio show
¥
Begin to develop understanding of computer network and
blogging
¥
Introduction into spreadsheets, data entry and analysis
¥
Developing an understanding of searching techniques on the
internet
Projects – Espana!, Pitch Perfect! Vikings and Anglo Saxons, Pitch Perfect! Money, Money, Money! The
Wonders of the World and The Circle of Life.
Co-operative
Learning
Thinking
Skills
Philosophy
Values
Outdoor Learning e.g. Educational Visits
Wider
Opportunities
e.g. 1:1 Music
Lessons
Year 4
Curriculum
Specialist
External
Providers e.g.
Drama, P.E.
Extra-
Curricular
Clubs
Public
Performance
Academies
PSHE and Citizenship
¥
Relationships – Healthy Relationships, Feelings and Emotions, Valuing
difference
¥
Health and Wellbeing – Healthy lifestyles, Keeping Safe, Growing and
Changing.
¥
Living in the Wider World – Rights and responsibilities, Taking care of
the environment, Money Matters.
(Please see PSHE Scheme of Work)
Physical Education
¥
Use running, jumping, catching and throwing in isolation and in
combination
¥
Play competitive games, modified as appropriate
¥
Develop flexibility & control in gym, dance & athletics
¥
Compare performances to achieve personal bests | <urn:uuid:8b42b5f7-cdf9-4b4d-9894-2ce0fc71d63a> | CC-MAIN-2018-05 | http://theoaksbolton.co.uk/curriculum-year/Year%204%20Curriculum%20Tree.pdf | 2018-01-16T17:31:48Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00172.warc.gz | 353,716,282 | 720 | eng_Latn | eng_Latn | 0.978116 | eng_Latn | 0.978116 | [
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C
ornell
N
otes
: □Class Notes
□Learning Log
□Textbook Notes
□Other Notes:_______________
**Remember to REVIEW these notes daily so you will be ready to participate in class discussion the next day. This practice of daily review will also prepare you for future assessments.
Daily Learning Target: By the end of today's class I will be able to
______________________________ as evidenced by ___________ ______________________________________________________.
Name:
Class:
Period:
Date:
Questions/Main Ideas:
Notes:
**Remember to REVIEW these notes daily so you will be ready to participate in class discussion the next day. This practice of daily review will also prepare you for future assessments.
Daily Learning Target: By the end of today's class I will be able to
______________________________ as evidenced by ___________ ______________________________________________________.
Class:
Period:
Date:
One question I have about ____ is….
What does ________ refer to?
How does ______ work?
What strategy can I use to … ?
Summary, Reflection, Analysis [Exit Slip]
In order to ____________________________________________________ I will need to
incorporate/ begin to/ start by/continue to/ask about. . .
I will accomplish this by…
Now that I know how to___ one important thing to remember is … In order to proficiently _______, you must always…. | <urn:uuid:11d90a8f-8d2b-4c23-8595-445360492cbd> | CC-MAIN-2018-05 | http://rdm.sweetwaterschools.org/files/2012/09/plc_cornellnotes_ald.pdf | 2018-01-16T17:07:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00173.warc.gz | 280,406,398 | 276 | eng_Latn | eng_Latn | 0.998521 | eng_Latn | 0.998472 | [
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Sergeant Hubert George Latimer
Sergeant Hubert George Latimer lived in Moseley, Birmingham and was one of 19,240 British soldiers who were killed on the first day of the Somme. i He was the eldest son of John and Emily Latimer and just twenty-three years old when he died. His name does not appear on any memorial local to Moseley.
Hubert was born in Smethwick in late 1892. The family is recorded in the 1901 census living at 1a, Lime Grove, Moseley Road, Birmingham. By 1911, the census shows John and Emily now have six children, all boys, and are still living in Lime Grove. Hubert, by then, was eighteen years old and the youngest son, Frank, a mere six weeks old. We don't know much about the family except that Hubert had been a choirboy at St Agnes Church in Moseley for six years and that his father, John, started out as a coachman before joining the Birmingham Fire Brigade as a fireman. On leaving school Hubert became a warehouseman for a drapery firm, Bell & Nicholson Ltd of Cannon Street in Birmingham city centre. ii
When war was declared, Herbert enlisted as a Territorial in the Royal Warwickshire Regiment (RWR). Private H G Latimer, Regimental No 1298, was attached to the 1/8 Battalion at the time he arrived in France on 23 rd March 1915 to serve with the colours. The Battalion formed part of the 143 rd Brigade in the 48 th (South Midland) Division.
While serving in France, Hubert was promoted to lance-corporal and stayed in France until February 1916 when his Territorial Army engagement expired. iii However, after a brief spell at home, he rejoined his Regiment at the Front and by the time of the Somme offensive he had been promoted to the rank of sergeant
On 1 st July 1916, the Battle of the Somme commenced. The 1/8 RWR were in the first wave of attack, tasked to advance towards an area between Beaumont Hamel and Serre. After making some early progress, the attack was held up. Such was the configuration of the enemy's defences known as 'The quadrilateral', which had been relatively untouched by the preparatory artillery bombardment, that the task of taking the enemy's line was virtually impossible due to flanking machine gun fire. Despite repeated efforts, the attack failed and the 1/8 RWR took very heavy losses. It was estimated afterwards that the 8 th Battalion had taken 90% casualties. In all probability, it was here that Hubert was killed.
There were initial gains in this sector, notably by the 1/8 RWR, but a strong German counter attack forced a retirement by the British. As a result of this, a very large number of dead and wounded had to be left behind in the German lines with little hope of rescue. iv .
During the action the 1/8 RWR suffered a total of 588 casualties. One hundred and seventy of the dead were never found, including the Battalion CO, Lieutenant Colonel Edgar Arthur Innes and Hubert. Their names are commemorated on the Thiepval memorial. v
Two of Hubert's brothers also served in the Great War, John as a telegraphist and Arthur as an able seaman, in the RNVR. Both survived the war. vi
There is a very vivid and moving account of this action that has been attributed to Private Sidney Williamson that takes one into the midst of the attack and its aftermath in a 'Brief History of the First World War' by Jon E Lewis. vii
Researched and written by Jim Hone, Moseley History Society
Endnotes
i Brown, Malcolm.The Imperial War Museum Book of the Western Front. Pan MacMillan. London, (2001), p 114
ii Birmingham Daily Mail, 1 st August 1916
iii See ii
iv The Great War Forum http://1914-1918.invisionzone.com/forums/index.php?showtopic=174985
v Carter, Terry. Birmingham Pals: 14 th , 15 th & 16 th (Service) Battalions of the Royal Warwickshire Regiment.Pen & Sword Books Ltd. Barnsley, 1997, p 229
vi RNVR Other Ranks –Medal Rolls 1914- 1918 http://search.findmypast.co.uk/record?id=gbm%2fadm171%2f037028
vii Lewis, Jon E. A Brief History of the First World War. Constable & Robinson Ltd. London, (2014). pp 221-2
viii Brown, Malcolm. The Imperial War Museum Book of the Somme.Pan Books. London, (1997 2 ed) p 284. Illustration taken from the IWM Docs, S Williamson Collection. | <urn:uuid:bd4c046f-17e0-411b-8b24-2f83bb63d647> | CC-MAIN-2018-05 | http://moseley-society.org.uk/wp-content/uploads/2016/03/Sergeant-Hubert-George-Latimer.pdf | 2018-01-16T17:12:57Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00173.warc.gz | 219,614,002 | 1,045 | eng_Latn | eng_Latn | 0.852919 | eng_Latn | 0.997612 | [
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Food Storage Tips—Quick Reference
Tips for storing food so that it lasts longer and gets wasted less
Why worry about preventing wasted food? Although composting is a great way to deal with inevitable food scraps like banana peels, it is much better to eat the food we can than to compost it. Prevention helps the environment as well as our budgets. After all, it takes a lot of resources to get food from the fields to our homes.
While no one buys food with the intention of throwing it away, based on recent estimates, the average household in Saint Paul wastes up to $96 worth of once edible food every month!
Storing your food properly can make it last much longer to help you save money and reduce waste. Post this on your fridge as a quick reference for how to store some common groups of foods.
You can also check our more detailed list of food storage tips on our website at www.makedirtnotwaste.org. Try out a tip. Love it? Hate it? Have a better idea? Log in so you can rate it and leave a comment, or add a tip of your own.
Food storage without plastic
We are learning more and more about the toxicity of plastic and the dangers of storing or heating food in it. There are alternatives that are safer for you and the environment! To learn more, visit www.eurekarecycling.org/plastics.cfm.
Some general storage tips to keep in mind:
* Untie all bunches (herbs, greens, etc.) to allow the produce to breathe.
* Keep apples, bananas, citrus, and tomatoes away from other produce—they give off ethylene gas that makes other produce ripen/deteriorate faster.
* The length of time that the food will last depends on how fresh it was when you bought it. Local, in-season produce will last much longer than something that has been shipped a long way. For all perishable food, use your nose and eyes to determine if it has gone bad. Sometimes, it may just be past its prime for raw eating but can be cooked—pears, apples, berries, or other fruit can be made into sauces, crisps, or cobblers. Stale bread can be kept for breadcrumbs, French toast, or bread pudding.
* All frozen things should be in an airtight container with as much air removed as possible. Air contains moisture that creates ice crystals that "burn" the food or make it deteriorate faster. Freezing in a flat, rectangular, clear, glass container works lets you see your food and stack containers. Don't forget to label when it went in the freezer, and what it is!
* Many of these foods can be dried in a food dehydrator or canned with a hot water bath canner or a pressure canner. Check out a dehydrating or a canning guide to find the best recipes for preserving large quantities of produce.
* Use your fridge's crisper drawer. The higher humidity environment benefits many vegetables by helping them last longer. If you can adjust the humidity setting on your crisper drawer, set it on high humidity for leafy greens or on low for non-leafy vegetables like carrots and cucumbers.
* For best results, keep your fridge between 37° F and 40° F, and your freezer between 0° F and 2°F.
Apples, pears
Counter/Room Temp
Ripen pears
on counter.
Food Storage Tips—Quick Reference
Fridge
Freezer
Keep in the fridge; remove bad
Exceptions
For longer storage: keep in apples/pears.
cool place in a cardboard box
—
©Eureka Recycling 2012
Fruits
Vegetables
Herbs fish
Dairy
Grains
Nuts www.makedirtnotwaste.org
Quick Reference Guide –
Eureka Recycling's Food Waste Prevention Program | <urn:uuid:a01d3c34-8b2f-46ac-bb19-84988a628a01> | CC-MAIN-2018-05 | http://makedirtnotwaste.org/sites/default/files/foodstorage-quickreference-web.pdf | 2018-01-16T17:08:48Z | crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00174.warc.gz | 215,027,388 | 796 | eng_Latn | eng_Latn | 0.968602 | eng_Latn | 0.998222 | [
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M.S.A.D. #49
Science Learning Objectives
KINDERGARTEN
Scientific Reasoning and Inquiry
The student will make predictions, actively explore materials, ask questions, make and describe their observations, and record their observations in a variety of ways (drawings, graphs, stories, poems, etc.). They will examine strengths and weaknesses of simple arguments, and distinguish between important and unimportant information in a simple argument.
Plants
The student will …
1. X Sort seeds according to size, shape, and color.
2. Recognize that inside a seed is a baby plant called an embryo.
3. X Recognize that most plants make seeds which grow into new plants of the same kind.
4. X Identify plants as living things.
5. Recognize differences between plants.
6. Name parts of a plant (leaf, stem, root, seed, and flower).
7. Explain why living things need energy (plants need the sun to grow).
Animals
The student will …
1. Recognize some needs of living things.
2. X Name and compare various kinds of past and present animals (where they live, what they eat, how they move).
3. Recognize that animals produce their own kinds.
4. X Recognize that baby animals that grow inside their mother's body and that some developed from eggs laid outside their mother's body.
5. Recognize and describe ways in which animals of the species are alike and different (different spots on fur, different hair color, different size, same species characteristics).
Health and Human Body
The student will …
1. X Name the five senses.
2. Recognize how each sense is used to collect information.
3. X Use the senses to classify objects (smell food, touch fabric, see faces).
4. Recognize the importance of the senses.
5. X Name the various body parts (wrist, elbow, knee, ankle, hips, shoulders, forehead, and chest).
6. Recognize body characteristics that make us unique; different (eye color, hair color, freckles, glasses, skin color, and foot size).
7. Classify foods in the four basic food groups.
8. X Recognize some sources of foods (cows-milk, ground and trees, vegetables and fruit).
9. Recognize some safety practices around the home, school, and neighborhood (Fireman visit).
10. X Identify some personal hygiene practices including hand washing and dental care.
11. X Name some reasons for practicing good safety and hygiene habits.
12. X Name emotions (sad, happy, and mad).
13. Recognize appropriate ways to express feelings.
Ecology
The student will …
1. X Name differences between living and non-living things.
2. Recognize differences between living and once-living things (dogs vs. Dinosaurs).
3. Recognize the needs of living things (food, water, oxygen, etc.)
4. X Name common pond animals.
5. X Recognize the stage of metamorphosis of a frog and butterfly.
Properties of Matter
The student will …
1. X Classify objects according to color, shape, weight, and size.
2. X Compare and order up to three objects and order according to size.
3. X Predict objects that will sink or float.
Simple Machines
The student will …
1. Identify wheels used in a variety of ways.
2. X Recognize that wheels make work easier to do.
3. Observe and examine a wheel that turns on an axle.
Astronomy
The student will …
1. Recognize the sun as a star.
2. Recognize the sun as the most observable object in our daytime sky.
3. X Name, compare objects seen in the day and evening sky (moon, star, sun, and clouds).
4. Recognize that the sun can remain shining even though we cannot see it.
5. Recognize a globe as a model of the earth.
6. Recognize the earth as a planet in space.
7. X Name the four seasons of the year.
8. X Name characteristics of the four seasons.
Geology
The student will …
1. Recognize the differences among rocks, sand, and soil.
Meteorology
The student will …
1. X Name and describe kinds of weather as sunny, cloudy, windy, rainy, snowy, calm, war, hot, or cold.
2. X Classify clothing and activities as appropriate for certain kinds of weather.
GRADE 1
Scientific Reasoning and Inquiry
The student will make predictions, actively explore materials, ask questions, make and describe their observations, and record their observations in a variety of ways (drawings, graphs, stories, poems, etc.). They will examine strengths and weaknesses of simple arguments, and distinguish between important and unimportant information in a simple argument.
Energy
Students will ...
1. X Define that a sound is caused by vibrating objects.
2. X Demonstrate a vibrating motion using elastic.
3. X Demonstrate a high, low, loud, and soft sound.
4. X Name some musical instruments that make sounds.
5. X Identify different kinds of motion using the following terms: roll, slide, jump, lift, back and forth, up and down, round and round.
6. X Define forces such as push or pull.
7 Recognize gravity as a pull that holds all objects and people on the earth.
8. Define friction as the rubbing together of two surfaces.
9. Classify surfaces as those that either increase or reduce action and how surfaces differ in the amount of friction they create.
Simple Machines
Students will …
1. X Identify a variety of machines.
.
2. X Appreciate that machines make work easier
3. X Define force as a push or pull.
4. X Show that forces can change the size, shape, and direction of things.
5. X Identify and explain the use of the six simple machines.
6. X Explain how our lives would be different without the invention of simple machines.
Plants
Students will …
1. X Explain why we need plants.
2. X Classify seeds into groups according to how they travel.
3. X Diagram the main parts of a seed.
4. X Label an illustration of a plant using the following words: leaf, stem, root, and blossom.
5. X Define the use of plants as a food for animals and people and an essential part of a life cycle.
6. Identify a variety of products that come from plants.
7. Describe the functions of roots, stems, leaves, and flowers.
8. Recognize that seeds will grow to look like parent plant.
9. Recognize that plants can grow from bulbs and plant cuttings.
10. X Identify differences between living and non-living things.
Geology
Students will …
1. X Demonstrate how water and wind cause erosion.
2. Recognize effects of rain on land.
3. Identify these rocks by color and texture: granite, slate, mica, tourmaline, quartz, sandstone.
Oceanography
Students will …
1. X Define what an island is.
2. Recognize how islands are made.
3. X Define oceanographer.
4. Discuss why people explore the ocean.
5. Discuss types of underwater vessels such as submarines, bathyspheres.
6. X Recognize forms of ocean life.
7. Locate oceans and lakes on a world map.
8. Recognize differences in salt and fresh water.
9. Compare oceans and lakes in size.
10. Recognize that the amount of light and pressure is different at different water depths.
11. Recognize that plants and animals have different needs for survival at various ocean levels.
Animals
Students will …
1. X Classify a variety of animals as meat eaters, plant eaters, or both.
2. X Describe how animals use claws, wings, fins, color, etc., to adapt to their environment.
Health and Human Body
1. X Identify the five senses.
2. X Review the food groups.
GRADE 2
*Note: The teacher will remind students of the interrelationships of math and science skills.
Scientific Reasoning and Inquiry
The student will make predictions, actively explore materials, ask questions, make and describe their observations, and record their observations in a variety of ways (drawings, graphs, stories, poems, etc.). They will examine strengths and weaknesses of simple arguments, and distinguish between important and unimportant information in a simple argument.
Birds
The students will …
1. X Describe the physical characteristics of birds.
2. X List some common Maine birds.
3. Describe ways in which Maine birds are alike and different.
4. Describe environments of some common Maine birds.
Insects
The students will …
1. X Describe the physical characteristics of insects.
2. X Identify animals that are insects.
3. X Describe the life cycle of a butterfly.
Health
The students will discuss …
1. Dental health.
2. Personal hygiene.
3. Nutrition.
4. Examples of diseases and their causes.
Magnets
The students will …
1. X Sort objects that are attracted and those that are not attracted by magnets.
2. Recognize how an electromagnet works.
3. Become aware of the many kinds of magnets.
4. X Demonstrate the daily uses of magnets.
5. X Locate the poles on a magnet.
Light
The students will …
1. Recognize how light rays bend to form a spectrum.
2. Use a prism to make a spectrum.
3. Identify the sources of light.
4. X Demonstrate where a light source must be located in relation to an object to produce a shadow.
5. Define a magnifying lens as one that causes objects to appear larger than they are.
6. Recognize the effect of mirrors on objects and print.
Food Chains
The students will …
1. X Recognize that a food chain is a large system made up of smaller parts.
2. X Explain how plants and animals depend on each other for food.
3. X Predict what will happen if one part of the food chain is broken.
4. Classify a variety of animals as either plant eaters, meat eaters, or both.
Pollution
The students will …
1. X Discuss how pollution can harm living things.
2. X Explain why clean air, land and water are important.
3. X Discuss ways air, land, and water become polluted.
4. X Discuss how waste materials could be used over again for a constructive purpose.
5. Name ways children can keep their home, school, and community clean.
Astronomy
The students will …
1. X Define a star and a planet.
2. Recognize ways that people, plants, and animals depend on the sun.
3. Make models of or illustrate our solar system.
4. Use a globe model of the sun and earth to demonstrate the movements of the earth causing four seasons.
5. X Recognize with a model that the earth rotates and revolves.
6. X State that the earth is a planet that revolves around the sun.
7. X State that the sun is a star and the center of our solar system.
Meteorology
The students will …
1. X Discuss air and weather.
2. Recognize that conditions in the air create weather
3. X Observe changes in temperature using a thermometer.
4. X Record and chart weather changes.
5.
Recognize what causes snow to melt.
6. Compare wind speed using a modified Beaufort Scale (wind speed chart).
7. Determine wind direction using a wind vane.
8. X Recognize how clouds are formed as part of the water cycle: evaporation, condensation, and precipitation.
9. X Classify by pictures the following cloud forms: stratus, cirrus, cumulus clouds.
Properties of Matter
The students will …
1. X Exhibit knowledge of the properties of matter by class discussion, illustration and/or description/labeling of illustrations using the following terms: solid, liquid gas, evaporate, condense, melt, freeze, length, and volume.
2. Recognize that water pushes up on objects placed in it.
3. Demonstrate how water rises when objects are placed in it.
4. Become aware that if the force of gravity pulling down on an object is greater than the force of water pushing up, the object sinks.
5. X Predict which given objects will sink and which will float.
*Note: The teacher will remind students of the interrelationships of math and science skills.
Scientific Reasoning
The student will …
1. X Use the scientific method to organize data into charts and tables, analyze data, and draw valid conclusions.
2. X Recognize patterns in data and utilize the patterns to make predictions.
Plants
LIFE SCIENCE
The students will …
1. X Understand and be able to describe similarities and differences in the ways plants and animals get food.
2. X Identify the different parts of flowers (stamen, pistil, sepal, and petals) and dissect them.
3. X Identify common deciduous and evergreen trees.
4. X Recognize how fruits form.
5. Identify factors that affect seed germination and record the results of investigations.
6. X Recognize the parts of plants and their jobs (root, stem, leaves).
Human Body
The student will …
1. X Discuss the functions of bones for support (skeletal system).
2. Recognize how joints help the body move.
3. X Define voluntary and involuntary muscles.
4. X Explain how voluntary muscles help the body move (muscular system).
5. Identify major human organ systems (Skeletal, Muscular, Respiratory, Digestive, Circulatory, and Nervous).
Nutrition
The students will …
1. Recognize that food is the source of energy for the body.
2. X Give examples of high energy foods and low energy foods.
3. X Describe nutrients (vitamins, minerals, fats, proteins, and carbohydrates) and state their importance in the human body.
4. Identify foods that contain each type of nutrient.
5. X Make a model of the food pyramid.
6. Prepare a menu for two days based on a balanced diet.
7. Recognize the importance of good health habits.
EARTH SCIENCE
Astronomy
The students will …
1. X Recognize the positions of the planets in the Solar System.
2. X Recognize how the planets differ (size, shape, temperature, length of day, length of year).
3. X Recognize what causes the seasons.
4. X Draw diagrams showing the tilt of the earth's axis in relation to the sun in winter and in summer.
Geology
The students will …
1. X Classify the three types of rocks (igneous, sedimentary, and metamorphic).
2. X Describe or use a model to show how one type of rock was formed.
3. Recognize the steps in a volcanic eruption.
4. Recognize that earthquakes change the earth's crust.
5. Recognize how soil is formed from the breaking apart of rock.
6. X Demonstrate the erosion process.
7. Describe how fossils form and make a model of a fossil.
8. Recognize that organisms that are present now have not always existed and that some life forms are extinct.
PHYSICAL SCIENCE
Matter
The students will …
1. X Classify matter as a solid, liquid, or gas.
2. X Differentiate between evaporation and condensation, and precipitation in relation to the water cycle.
3. Explain how matter changes in both physical and chemical ways.
Energy
The students will …
1. Identify different forms of energy (light, heat, magnetism, and electrical).
2. X Demonstrate that a force is needed to cause a change in the motion of an object.
3. Draw conclusions about how the amount of force affects the motion of more massive and less massive objects.
4. Predict what might happen if there was no friction.
5. X Recognize work as the product of force and distance.
Sound
The students will …
1. X Recognize that vibrating objects cause the air around them to vibrate.
2. X Demonstrate that different vibrations produce different sounds.
3. X Observe how sound travels through solids, liquids, and gases.
GRADE 4
*Note: The teacher will remind students of the interrelationships of math and science skills.
LIFE SCIENCE
Animals
The student will …
1. X Report on a selected animal explaining his adaptations and behaviors and how the animal is dependent on its ecosystem.
2. Illustrate how adaptations help animals survive.
3. X Draw a food chain beginning with one celled organisms and ending with decomposition.
4. X Compare and contrast life cycles, behavior, and structure of frogs and butterflies.
5. Classify animals as vertebrates or invertebrates.
6. Explain parts of a microscope and how to use it.
7. Observe single cell organisms under microscope (i.e., paramecium, amoebae).
Health and Human Body
The student will …
1. X Make a diagram of the digestive system and label the parts.
2. Recognize excretory systems and its functions.
3. Recognize the basic functions of a cell and their importance to the human body.
4. X List some organs of the human body (include heart, lungs, liver, and kidneys).
5. Explain the basic function of tissue in the human body.
6. Recognize the relationship of cells, tissues, and the organ systems.
7. Recognize the circulatory and respiratory systems.
PHYSICAL SCIENCE
Properties of Matter
The students will …
1. Recognize the particles in a model of an atom.
Elements
The students will …
1. Identify mixture (i.e., salt and water).
2. Identify compound (mixing vinegar and soda).
3. Understand the difference between mixture and compound.
Chemical/Physical Reaction
The students will …
1. X Demonstrate a physical reaction (i.e., melting water).
2. X Demonstrate a chemical reaction (i.e., rusting a nail).
3. Discuss the term: physical properties.
Energy
The students will …
1. Demonstrate use of a thermometer by measuring air temperature.
2. Demonstrate use of thermometer by measuring liquid temperature.
3. X Name positive and negative electrical charges through the study of static electricity.
4. List characteristics of charges (light charges repel, opposites attract).
5. X Demonstrate a series circuit with batteries and conclude the more lights in a series, the weaker the light.
6. X Demonstrate conductors and insulators.
7. Demonstrate a parallel circuit.
8. List ways to produce electricity and discuss which are renewable and which are not (i.e., solar, wind, fossil, fuels, hydro-power, geothermal).
Heat
The students will …
1. Demonstrate the conduction of heat energy (use metal, glass, and wooden rods).
Magnets
The students will …
1. Construct a magnetic compass (i.e., magnetize a pin.
2. Student will compare the magnetic field between two like magnet poles and between two opposite magnet poles, recognizing that variables will affect the outcome (i.e., how far the magnets are apart).
3. X List examples of objects that attract to magnets and those that do not.
Light
The students will …
1. X Demonstrate that colors make up light (i.e., color wheel).
2. Describe how flat and curved mirrors reflect light.
3. X Demonstrate the properties of light using opaque, transparent, and translucent objects.
4. Demonstrate relationship between light and heat.
EARTH SCIENCE
Moon
The students will …
1. X Describe how the position of the moon, sun, and earth make the moon's phases change as the moon revolves around the earth.
2. X Illustrate how the position of the earth, sun, and moon causes lunar and solar eclipses.
3. Recognize that people from earth have walked on the moon.
4. Discuss the following features of the moon: crater, light areas, dark areas, and rays.
5. Describe the moon's effect on the earth.
Climate
The students will …
1. Explain how air masses and weather fronts affect weather.
2. X Illustrate the processes of the water cycle.
3. Recognize the effect that wind direction has on weather patterns.
4. Collect data (wind direction, temperature, air masses, humidity, barometer readings to make weather predictions).
Oceanography
The students will …
1. Discuss Jacques Cousteau's work as an underwater explorer.
2. Construct a topographical map as a replica of land forms in the ocean. Include trenches, continental shelf, continental slope, ocean basin, and ridge.
3. Recognize and discuss their importance: radar and sonar
4. X Explain the differences between high tide and low tide.
5. Recognize the moon's affect on tides.
6.
Use computers to present information generated from one of their experiments.
7. Create an invention that solves a problem.
8. State an example of bias in information (i.e., advertisements, forestry-clear cutting, power companies, hydropower, and nuclear power).
GRADE 5
*Note: The teacher will remind students of the interrelationships of math and science skills.
LIFE SCIENCE
Scientific Reasoning
In all scientific experiments, students will predict, make observations, collect, record, and analyze data, and draw conclusions. They will also recognize that variables will affect the outcome. Students will learn to formulate and justify ideas and make informed decisions. Students will communicate effectively in the application of science and technology.
Plants
The students will …
1. X Compare and contrast the properties of plants and animals.
2. X Explain the reasons botanists classify plants.
3. Classify fruits according to similar characteristics.
4. X Describe the differences between vascular and non vascular plants.
5. X Identify mosses and ferns.
6. Recognize the difference between flowering seed plants and non-flowering seed plants.
7. Recognize the difference between monocots and dicots by observing germinated seeds.
8. X Recognize the stoma's function in transpiration.
9. X Compare and contrast deciduous and evergreen trees.
10. X Compare and contrast the processes of photosynthesis and respiration.
11. Use a plant key to identify local plants and trees.
Ecology
The students will …
1. Recognize the stages of any life cycle.
2. Identify plants as annuals, biennials, or perennials.
Animals
The student will …
1. X Classify animals as invertebrates and vertebrates.
2. Recognize sponges, stinging-celled animals, flatworms, and roundworms as simple invertebrates.
3. Recognize and state differences and similarities among simple invertebrates.
4. Recognize mollusks, segmented worms (annelids), arthropods, and spinyskinned animals (echinoderms) as complex invertebrates.
5. Describe vertebrate's skeletal structure and explain its function.
6. Recognize cold-blooded vertebrates and give examples of animals in each group.
7. Recognize warm-blooded vertebrates and give examples of animals in each group.
8. Define Metamorphosis and draw the stages in the life of a frog or toad.
9. X Compare and contrast characteristics of warm and cold blooded animals.
10. X List reasons mammals are more complex than other vertebrates.
Energy
PHYSICAL SCIENCES
The student will …
1. X Give examples of specific types of energy.
2. X Demonstrate the difference between potential and kinetic energy.
3. Give some everyday examples of these forms of energy: chemical, mechanical, electrical, and solar.
4. Observe the effect of conduction, convection, radiation, and insulation.
5. X Draw models of common energy chains to show how energy can be changed from one form to another.
6. Categorize energy sources as renewable or nonrenewable and compare how these sources are used by humans.
7. Observe that when a coil of wire cuts across lines of force around a magnet, electrons move through the wire causing electrical current.
8. Demonstrate and describe the function of a generator and a motor with handheld generators.
9. Recognize a battery as an example of stored energy.
Simple Machines
The student will …
1. X List six simple machines and tell one way each can do work.
2. Recognize machines as devices that make work easier.
Properties of Matter
The student will …
1. X Calculate the volume of an object using length times height times width.
2. Recognize the terms mass and weight.
3. Demonstrate balance and scale to determine various weights.
4. Recognize density as amount of matter of an object compared to volume.
5. X Compare density of various liquids and solids.
6. Demonstrate the effects of gravity.
7. X List some common physical properties of matter.
8. X Observe, describe and give some examples of physical changes.
9. Observe a demonstration to differentiate between solid, liquid, and gaseous states.
10. Observe chemical change and give examples of rapid and slow chemical changes.
11. X Draw a model of an atom identifying the particles of which it is made.
12. Recognize common elements on a Periodic Chart of Elements.
13. X Build models to show that atoms combine to make different molecules and/or compounds.
14. Observe how properties of a compound differ from those elements that form it.
Astronomy
The student will …
1. X Define astronomy as the science that deals with space and all bodies in it.
2. Recognize tools and instruments used to study space, i.e., telescopes, satellites.
3. Recognize that distances in space are very large.
4. Recognize that light-year and astronomical units are used t measure distance in space.
5. X Locate some common constellations in star charts.
6. Recognize a constellation's place in the sky at different times of the night and in different seasons.
7. Recognize that the earth's rotation causes the stars to appear to move and that the earth's revolution causes constellations to appear in different seasons.
8. X Identify constellations seen in each season in Maine.
9. X Tell why Polaris is called the pole star.
Geology
The student will …
1. X Name and describe the layers that make up the earths interior.
2. X Tell the difference among igneous, sedimentary, and metamorphic rocks.
3. X Recognize that the earth's crust and mantle are divided into plates (plate tectonic theory).
4. Recognize the effects of an earthquake.
5. X Identify and describe different types of volcanoes, i.e., shield, cinder cone, composite cone.
6. X Tell the difference between weathering and erosion.
7. Recognize ways in which water, glaciers, and wind change the land.
8. Recognize and describe how different land forms are formed, i.e., delta, moraine, desert, sand dune, canyon, U-shaped valley.
Meteorology
The student will …
1. Discuss ways the weather affects our daily lives.
2. Discuss the effect of gravity on air pressure.
3. X Identify instruments used to measure air pressure, temperature, wind speed and direction.
4. Apply an understanding of the effect of air pressure by using a barometer.
5. Recognize the factors that affect surface air temperature.
6. Discuss what causes wind.
7. X Recognize types of clouds.
8. X Illustrate three basic types of clouds and tell the weather associated with each.
9. X Identify a meteorologist as a scientist who studies and forecasts weather.
10. Recognize properties of common air masses.
11. X Tell the difference between a cold and a warm front and the weather each one brings.
12. X Observe and record changing weather conditions for a minimum of 5 days.
13. Recognize weather symbols, given a key, on a weather map.
14. Discuss terminology and symbols used to read a weather map by listening to a weather report.
15. Create a weather map using weather symbols.
16. Determine the temperature, wind speed and direction, air pressure, and humidity of a number of locations and make comparisons of the data collected.
17. Describe weather at a given location using weather maps.
GRADE 6
*Note: The teacher will remind students of the interrelationships of math and science skills.
Scientific Reasoning
In all scientific experiments, students will predict, make observations, collect, record, and analyze data, and draw conclusions. They will also recognize that variables will affect the outcome.
1. Describe and practice the scientific process.
EARTH SCIENCE
Geology
The student will …
1. X Discuss what a glacier is.
2. Define glacial land forms.
3. Recognize topographical terms and symbols.
4. Examine land forms of regions of the United States by using topographical maps.
5. Recognize characteristics of rocks/minerals within the United States.
6. X Discuss the cycle of a rock.
7. Discuss how different types of soil absorb water.
8. Discuss the effect of soil types upon plant growth.
9. Discuss land use compatibility with nature.
10. Discuss erosional and deposititional effects upon the geology of an area.
11. Discuss means of preventing erosion.
Oceanography
The student will …
1. Discuss ocean plants and animals.
2. Discuss life on a sand dune and the significance of sand dunes to human and oceans.
3. Compare the topography of the ocean floor to that of the coastline and land.
4. Discuss characteristics of tides and waves along the Maine coast and some of the effects on shorelines and upon mankind.
5. Discuss the causes, effects, and possible solutions to the coastal pollution problems.
6. X Discuss issues and problems related to the development of ocean resources.
Astronomy
The student will …
1. X Define terms relating to a galaxy, astronomers, and universe.
2. X Discuss the Milky Way.
3. Locate the position of our solar system in the Milky Way using a star chart.
4. Recognize the two closest galaxies to the Milky Way.
5. X Classify galaxies, including size and number of stars. Classify galaxies according to shape.
6. Discuss the possibilities of life on another planet.
7. Discuss the technology of space travel and the advances made as a result of this travel.
LIFE SCIENCE
Plants
The student will …
1. Recognize various ways of growing plants (hydrotropism, phototropism, and geotropism).
2. Discuss the most and least favorable light, soil, and water conditions for plant growth.
3. X Explain methods of pollination.
4. X Investigate plant germination.
5. Recognize sexual and asexual reproduction.
6. Discuss possible effects of man's technological changes upon plant development.
Animal Cells/Reproduction
The student will …
1. Discuss the process of mitosis and meiosis.
2. Discuss internal and external fertilization processes.
3. X Discuss human embryo development.
Body Systems
The student will …
1. X Identify the organs of each body system (skeletal, muscular, circulatory, respiratory, nervous, digestive, excretory, endocrine, and reproductive) and describe how they work together to perform their functions.
2. X Describe how the organ systems work together to perform their functions.
3. X Compare and contrast human organ systems with those of other species.
4. X Identify the causes and effects of diseases, explain their transmission, and identify some prevention strategies.
5. State that bones are living material.
6. X Describe the parts of the skeleton and explain the function of each.
7. Recognize that proper diet is essential for building and maintaining strong bones.
8. Recognize types of joints and tell their functions.
9. Recognize injuries to bones and joints.
10. X Explain the functions of muscles and tendons.
11. Compare the functions of the three types of muscles.
12. Recognize the importance of diet, exercise, and rest in maintaining healthy muscles.
13. X Trace the flow of blood through the body.
14.
Recognize the effects of diet, stress, and exercise upon the circulatory system.
15. Discuss respiration.
16. Discuss oxygen transfer.
17. Recognize the parts of the brain and the functions of each part.
18. Recognize that the nervous system functions as the body's communication and control network.
19. Recognize the difference between sensory and motor nerves.
20. Explain/demonstrate how reflexes act to protect the body.
21. X List the five main senses and recognize how they aid in protecting the body from danger.
22. Discuss drugs and the effects drugs have upon the human body.
Micro-organisms/microscopes
The student will …
1. X Define microorganism and list characteristics of microorganisms.
2. Discuss protozoa, algae, fungi, bacteria, and viruses.
3. X Recognize how microscopes work.
4. X Prepare and examine microscope slides of single-celled and multi-celled organisms.
5. X Identify the parts of a microscope.
6. X Use a microscope to observe cells and microscopic animals.
PHYSICAL SCIENCE
Properties of Matter
The student will …
1. X Design models to test for strength and flexibility.
2. Discuss and hypothesize as to the strongest and weakest shapes given specific criteria.
3. Discuss stress upon a shape and determine the results of the stress.
4. Discuss design changes upon strength and flexibility.
GRADE 7
–
All objectives are core.
*Note: The teacher will remind students of the interrelationships of math and science skills.
General Science
LIFE SCIENCE
The student will …
1. Make qualitative and quantitative observations.
2. Describe and practice the scientific process.
3. Understand and practice lab safety during lab situations.
4. Be able to identify basic lab equipment.
5. Measure i.e. length, width, mass, volume, density and temperature.
6. Be able to do simple metric conversions.
7. Support reasoning by using a variety of evidence.
8. Students will make accurate observations using appropriate tools and units of measure.
9. Students will be able to design and conduct scientific investigations which include controlled experiments and systematic observations. Collect and analyze data and draw conclusions fairly.
10. Define and be able to calculate density of various forms of matter.
11. Explain the principle of water displacement.
Ecology
The student will …
1. Define and describe examples of populations, habitats, niches, and ecosystems.
2. Recognize the three types of symbiosis - commensalism, mutualism and parasitism.
3. Describe the cycles of matter - water, Oxygen/Carbon, and Nitrogen Cycles.
4. Be able to compare food chains and food webs.
5. Identify energy roles-producers, consumers, and decomposers.
6. Describe structural and behavioral adaptations that allow organisms to survive in a changing environment.
Chemistry
PHYSICAL SCIENCE
The student will …
1. Identify the different formulas for elements, compounds, and molecules.
2. Balance simple equations using the law of conservation of matter.
3. Identify types of reactions.
4. Identify properties of acids and bases.
Matter
The student will …
1. Explain and give examples of matter.
2. Define solid, liquid, and gas.
3. Recognize elements and their symbols.
4. Explain the difference between compounds and mixtures.
5. Identify chemical and physical changes.
Motion, Forces, & Energy
The student will …
ENERGY
1. Describe the different forms of energy.
2. Explain the conservation of energy theory.
3. Differentiate between potential and kinetic energy.
FORCE
4. Define force.
5. Define gravity.
6. Differentiate between weight and mass.
7. Explain and give examples of friction in their daily lives.
MOTION
8. Describe the motion of objects using knowledge of Newton's laws.
9. Use formulas to describe motion (speed, acceleration).
Electricity
The student will …
1. Understand that electric currents carry energy.
2. Explain how series and parallel circuits operate.
3. Describe volts, amps, and ohms.
4. Use Ohm's law to determine values of electricity word problems.
5. Explain how electricity is produced.
6. Understand safety devices in an electric circuit.
GRADE 8
Scientific Reasoning
In all scientific experiments, students will predict, make observations, collect, record, and analyze data, and draw conclusions. They will also recognize that variables will affect the outcome.
Astronomy
The student will …
1. X compare and contrast (3) theories of universal origins.
2. X Explain the concept of space time.
3. X Compare and contrast the three types of galaxies.
4. X Describe the composition of an average galaxy.
5. X Describe the movements of stars and galaxies.
6. X Describe the life cycle of a star.
7. X Discuss our sun in terms of its stage in the stellar life cycle.
8. X Discuss the diversity of objects in the universe.
9. Describe the H-R diagram.
10. Compare and contrast apparent and absolute magnitude using common, everyday examples.
11. Describe (2) methods of solar system formation.
12. X List the inner and outer planets from memory.
13. X Note characteristics of inner and outer planets.
14. Draw or label a diagram of the sun's structure.
15. Describe features of the sun.
16. Explain how auroras occur.
17. Describe and identify features of the moon.
18. X Identify the various phases of the moon.
19. Explain why eclipses occur.
20. Explain why tides occur.
21. X Explain why seasons occur.
22. Explain a comet.
23. Explain an asteroid.
24. Explain a meteor/meteoroid/meteorite.
Geology:
The student will …
1. X Use chemical symbols to express element names.
2. X Compare and contrast sedimentary, igneous and metamorphic rocks.
3. X Visually classify representative samples of the three types of rocks.
4. X Explain how the rock cycle changes the earth's surface.
5. Compare and contrast various igneous rock formations.
6. X Visually identify various mineral samples.
7. X Identify various mineral samples by performing identification tests.
8. X List the 4 major layers of the Earth.
9. Compare and contrast the following for each of the 4 major layers of the Earth: Size; composition; and, state of matter
10. X Describe how the earth would have looked 220 million years ago.
11. X Describe the driving mechanism for tectonics.
12. X Describe the causes of an earthquake.
13. Describe an EQ's intensity, magnitude, using the mercalli and richer scales.
14. Compare and contrast the various types of volcanoes.
15. X Describe the causes of volcanism.
Oceanography
The student will …
1. X Describe the hydrologic cycle.
2. X Describe how glaciers shape the land.
3. X Describe what may happen to rain water.
4. X Describe the composition of ocean water.
5. Describe the effect that temperature has on ocean water.
6. Compare and contrast the 3 major depth zones.
7. Compare and contrast the three major life zones of the ocean shore.
8. X Describe the physical structure of the edges of the continents.
9. X Describe the structure of the ocean floor.
10. X Describe currents and waves and their effect on the environment.
11. X Describe food chain relationships in the ocean. (focus on photoplankton and oxygen production.)
12. X Foster a greater appreciation and respect for the ocean and its significance in our lives. (How does the Gulf affect Maine?) Describe how the Gulf of Maine affects the State of Maine.
13. Locate the Gulf of Maine on a map
Meteorology and Climatology:
The student will …
1. X Compare and contrast the past and present atmosphere of earth.
2. X Describe the composition of today's atmosphere.
3. Sketch or describe the oxygen, nitrogen and carbon dioxide cycles.
4. X Describe the characteristics of the major layers of the earth's atmosphere.
5. X Describe how the greenhouse effect affects the earth.
6. Use correctly a barometer and anemometer.
7. Describe the cause of air pressure.
8. X Describe the various types of local wind systems.
9. X Locate the position of typical global wind systems on the earth.
10. Visually identify various types of clouds from photos and verbal descriptions.
11. Define precipitation.
12. Describe the characteristics of the three major types of fronts.
13. Describe the cause of rainstorms and snowstorms.
14. X Describe the conditions that lead to severe weather.
15. X Describe a hurricane.
16. X Describe a tornado.
17. Identify areas of the US that are likely to experience a tornado or a hurricane.
18. Read a weather map
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Hello LPS Families!
During our second week of Remote Learning, it is important to remember, we can connect with the books and articles we read by visiting amazing communities, historical landmarks, museums and other locations around the world from the comfort of our home.
The integrated activities below are optional and are a wonderful way to share the love of reading and social studies with one another! Try one virtual field trip or try them all! Enjoy! - Mrs. Leala Baxter, PreK-6 ELA Supervisor
Activities for Grades 3-6: Join several authors as they provide virtual field trips that introduce us to where their ideas were born to write their best-selling books.
Activity 1: "Washington's Secrets Revealed"
Are you interested in discovering secrets about our first president of the United States? Read or listen to "Washington's Secrets Revealed" and learn more about our first president by watching the video, "The Life of George Washington." Continue your journey by creating five fun facts that only you know about you! Consider sharing your facts with your family or friends. To access the activity, click on the link below. Then, take a virtual field trip to the Museum of the American Revolution - Museum of the American Revolution. "Washington's Secrets Revealed" -activity link
Activity 2: Virtual Field Trips!
Tired of being inside your home? Would you like to take a field trip? Enjoy learning about best-selling books and where the ideas were born to write them!
1) Join Lauren Tarshis, author of the best-selling "I Survived" book series on a virtual trip to the American Revolution! Did you know that her goal when writing, I Survived the American Revolution, 1776 , was to look for details that would bring history to life? To access the American Revolution virtual field trip, click on the link below.
Museum of the American Revolution
2) Visit the American Museum of Natural History with Brian Selznick, author and illustrator of The Invention of Hugo Cabret and Wonderstruck . Did you know much of Wonderstruck took place here? American Museum of Natural History
3) Join Brian Baldacci, author of The 39 Clues series as he takes a field trip to the Smithsonian's National Museum of American History. Similar to the adventures of Amy and Dan Cahill, the main characters in The 39 Clues series, join Brain Baldacci's adventure of seeking clues to learn about history. Click on the link below to join his adventure.
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Name: ____________________________________
Date: __________________
MODELING WITH LINEAR FUNCTIONS N-GEN MATH ® ALGEBRA I
When we use equations to model real-world phenomena, we often first look to linear models because they are the easiest to use and understand. We can now utilize our skills from the last few lessons to model real-world linear phenomena.
Don't ever forget these two facts about linear models:
CRITICAL LINEAR MODELING FACTS
All linear models in the form have two parameters, the slope, m, and the y-intercept, b:
1. The slope, m, always tells us how fast the output is changing relative to the input.
2. The y-intercept, b, always tells us "how much" we start with, or the output's starting value (at ).
Exercise #1: Jannine has $450 in her savings account at the beginning of the year. She places an additional $15 into her savings account at the end of each week. We want to model the amount of money she has in savings, s, as a function of the number of weeks she has been saving, w.
(a) Fill out the table below for some of the number of weeks. Show the calculations that result in your answer.
(b) Use information given or from the table to write an equation for the savings, s, as a linear function of the weeks she has been saving, w.
(c) How much money will Jannine have saved up after saving for 30 weeks?
(d) If Jannine saves for an entire year, then what is the domain of this function? Use proper notation or describe the set.
(e) Use the last two rows of the table in (a) to calculate the average rate of change of this function. Why does your answer make sense in the context of this problem?
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®
Sometimes the information we have about the linear relationship does not include the starting value. Many times, we have two input-output pairs that allow us to find the equation of the linear function.
Exercise #2: Lincoln is driving along a long road at a constant speed. He is keeping track of how far he is from Denver. He knows that after 2-hours of driving he is 272 miles from Denver. After 3.5 hours, he is 176 miles from Denver.
(a) Summarize the information given in the problem as two ordered pairs, where the number of hours, h, is the input and the distance from Denver, D, is the output.
(b) Calculate 3.5 2 3.5 2 D D D h . Include proper units in your answer.
(c) You should have found that the average rate of change in (b) was negative. Explain why this is in the context of this problem.
(d) Assuming the relationship is linear (which it would be at a constant speed), write an equation for the distance D as a linear function of the number of hours, h.
(e) How far did Lincoln start from Denver? Justify.
(f) After how many hours will Lincoln arrive in Denver? Show the work that leads to your answer.
Exercise #3: A pump begins to fill a water storage tank when the volume drops to 225 gallons. The pump fills the tank at a steady rate for 150 minutes. After 60 minutes, there are 1,653 gallons in the storage tank, as shown on the graph.
(a) What is the slope of this linear function? Using proper units, explain what this slope represents in the context of this problem.
(b) What will the volume be in the storage tank after 150 minutes? Show how you found your answer.
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®
Name: ____________________________________
MODELING WITH LINEAR FUNCTIONS N-GEN MATH ® ALGEBRA I HOMEWORK
FLUENCY
1. A truck bed is being filled with sand for a construction site. After two minutes, the bed contains 128 pounds of sand, and after four minutes, it contains 238 pounds of sand. What is the average rate that the sand is filling the truck between two and four minutes?
2. A drone is released at a height of 5 feet above the ground and rises at a steady rate of 3 feet per second. Which equation below gives the height, h, of the drone above the ground as a function of the amount of time, t, in seconds it has been rising?
(1) 5 3 h t
(3) 3 5 h t
(2) 5 3 h t
(4) 3 5 h t
(1) 55 pounds per minute
(3) 64 pounds per minute
(2) 60 pounds per minute
(4) 72 pounds per minute
APPLICATIONS
3. Maria charges $15 for every 2 hours that she babysits. Answer the following questions based on this information.
(a) Fill out the table below for how much Maria charges for certain times babysitting.
(b) Create a graph of the linear function on the grid provided.
(c) Write an equation for the amount, a, that Maria makes as a function of the number of hours, h, that she babysits.
(d) Maria babysits for 13 hours one weekend. According to your model from (c), will she make more or less than $100 for this work?
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Date: __________________
4. Liquid soup that is originally 68 F is placed in a freezer that is set at 0 F . The soup begins to cool such that its temperature, T, is a linear function of the number of hours, h, it has been in the freezer. This linear relationship is shown below.
(a) How many hours does it take for the soup to reach the freezer's temperature of 0 F ?
(b) What is the slope of this linear relationship? Show your calculation and give appropriate units.
(c) Write a linear function for the temperature of the soup, T, as a function of the hours it has been in the freezer, h.
(d) Would the soup be liquid or solid after being in the freezer for 10 hours? Justify.
5. The population of deer in a park is growing over the years. The table below gives the population found in a survey by local wildlife officials.
(a) Find the average rate that the deer population is changing over each time interval below:
From 2010 to 2013
From 2013 to 2016
From 2016 to 2019
(b) Why do the calculations from (a) support the idea that the population is a linear function of the number of years since 2010?
(c) If t stands for the number of years since 2010, write an equation for the deer population, p, as a function of t.
(d) What does your model predict the deer population to be in the year 2030?
®
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The importance of recognising and using strengths: 3 steps
Identifying and talking about our strengths can feel uncomfortable. It is a human characteristic to focus on how we need to improve rather than what we do well. However, knowing what our strengths are can build confidence and resilience and enable us to make the most valuable contributions we can.
Strengths are more than the things we do well. According to Linley (The Strengths Book, 2008), a strength is 'a pre-existing capacity for a particular way of behaving, thinking or feeling that is authentic, energizing to the user, and enables optimal functioning, development and performance'.
Our true strengths are energising and different to learned behaviours. Learned behaviours come about through a combination of being good at something and having the positive reinforcement that comes from being good at it – but they are missing the energy component that makes it sustainable. Over time the impact of the rewards runs out – they are simply not sustainable.
Why strengths?
Research has shown that less than a third of people are truly aware of the strengths they possess. Yet, people who use their strengths:
1. Are happier.
2. Are more confident.
3. Have higher levels of self-esteem.
4. Have higher levels of energy and vitality.
5. Experience less stress.
6. Are more resilient.
7. Are more likely to achieve their goals.
8. Perform better at work.
9. Are more engaged at work.
10. Are more effective at growing themselves and growing as individuals.
And as teams, they experience higher performance, engagement and retention.
We may have realised strengths (that we get to use regularly) or unrealised strengths (that we don't have the opportunity to use). Our unrealised strengths are our greatest areas for development.
Step 1: Identifying strengths: self-assessment
Using the star chart, write down at least three things for each of these areas which you consider to be your 'signature strengths' (i.e. things you are good at and which give you energy. It may also help to consider what your best friends or family members would say are your top three strengths). These could be:
* Strengths with people e.g. humour, generosity, support, empathy
* Personal qualities e.g. integrity, sense of justice
* Analytical strengths e.g. intellect, learning ability, creativity, critical thinking
* Drivers e.g. determination, 'can-do' approach, enthusiasm, diligence
A quick way to discover your strengths is to take the free Values in Action 'Character Strengths Survey'. Once you have your list of strengths, ask yourself the following questions:
* In what areas of my life do I use these strengths?
* How can I use more of my strengths at work?
* How can these strengths inform my life and leadership?
Step 2: Assessment by others
Invite feedback from your colleagues, friends and family and include these in your star chart. Asking other people about what they consider to be your strengths can help reveal any 'blind spots'. You could do this informally or using more structured methods such as 360 feedback tools or appraisal mechanisms. Look for any common traits or patterns and reflect on them to formulate actions.
Find out more about coaching and training to be a coach at www.clairembradshaw.co.uk
Tracking my energy
Take time to map your energy over a timeframe of your choice e.g. 1 day.
Energy
1. For each 'peak' and 'trough', make a note of what you were doing.
2. Select the activities that make you feel (most) energized.
3. What strength(s) did you use during each activity?
4. Do the same thing for the 5 activities that depleted your energy.
5. Select the activities that make you feel most depleted.
6. For each activity, which strengths you lack during this activity or notice whether the strength you are using is 'learned'
7. What do you know now? And what difference does that make?
Time
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Touch-screen Technology for Children: Giving the Right Instructions and Getting the Right Responses
Lorna McKnight
Daniel Fitton
ChiCI Group University of Central Lancashire Preston, UK. PR1 2HE +44 (0)1772 895152 email@example.com
ABSTRACT
While devices such as iPhones, iPads and Surface tables enable a wide range of interaction possibilities, we do not yet have a set of widely understood terminology that conveys the new and unfamiliar touch-screen gestures required for interaction. In this paper we explore terminology for touch-screen gestures and in particular the implications for child users. An initial study exploring touch-screen language with 6-7 year-olds is presented as an illustration of some of the key problems that designers need to be aware of. The children were able to perform a range of touch-screen gestures and transfer metaphors from other contexts but mistakes were observed. From this study we present a set of suggestions as to how designers of touchscreen applications can support children more effectively.
Categories and Subject Descriptors
H.5.2 [Information Interfaces and Presentation (e.g. HCI): User Interfaces – Input devices and strategies/ training, help and documentation/ user-centred design
General Terms
Human Factors
Keywords
Touch-screens, children, CCI, gestures, usability, language, instructions.
INTRODUCTION
Touch-screen and surface technologies are currently experiencing a popularity boom with products such as the Apple iPhone and iPad, the Microsoft Surface and the Nokia N900 dominating the media. These devices are often seen to be paving the way for a technological revolution [2]. However, while these technologies are exciting and create interesting new avenues for research, they also create new usability issues, such as the lack of physical feedback
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee.
IDC 2010, June 9–12, 2010, Barcelona, Spain. Copyright 2010 ACM 978-1-60558-951-0/10/06…$10.00.
ChiCI Group University of Central Lancashire Preston, UK. PR1 2HE +44 (0)1772 893277 firstname.lastname@example.org on 'soft buttons' [6] and the changes in interaction styles that the user needs to become familiar with.
One proposed use for the new surface technologies is as educational tools in schools [1], which means that the needs of child users must be considered. It is accepted that children can be viewed as a specialist user group requiring particular consideration, and it has been shown that they have different requirements, desires and expectations from adults (see for example [7], [3]). Recent research on children's interactions with touch-screen devices has already identified trends that may cause problems with surface and gestural computing. A range of studies indicated a strong preference for a stylus over finger interaction on resistive touch-screens, and the common occurrence of errors due to unintended screen-contact, while other studies showed a dislike for pen gestures, and difficulty distinguishing between a tap and a press-and-hold gesture on a touch-screen [8]. This could suggest potential difficulties on interfaces that do not support stylus interaction, and those that rely on a range of gestures. Previous work on developing gestures for interaction states that an appropriate gesture set must consider both the application and the needs of the user group [9], showing that more research is necessary on the needs and capabilities of young users with these technologies.
Another key issue is the terminology used in instructions. Clear instructions are critical for any users, but particularly for child users with a smaller vocabulary range and reduced reading abilities. Many guidelines for designing interfaces for children stress that language used in instructions needs to be age-appropriate and understandable in order to reduce confusion and distress (for example [3], [4]). However, touch-screen interaction and gestural computing both introduce a new range of terms that may be unfamiliar and confusing (see for example [11]), reusing terms from other contexts where the similarity may not be clear. For example, touch-screen software often instructs users to 'click' a soft button, despite the fact that no clicking action is made without a mouse – this terminology relies on users transferring knowledge from their use of desktop computers. Alternatively, new terms such as 'swipe' or 'slide' may not have been encountered before on a desktop
computer, so users may not understand their meaning. Finding better terminology however may be difficult – it is harder to make a consistent link between a term and a gesture on a touch-screen as there are many different types of action and many possible terms to describe each.
Some studies have already suggested that children are unfamiliar with terms in use on touch-screens such as 'scroll' [10]. Kähkönen and Ovaska [5] state that welldesigned software should not require instructions; however, they accept that instructions are often helpful, and, where used with children, suggest that they may be better understood in audio rather than textual form. Audio feedback does also have its disadvantages though, and experience has shown that it is often ineffective in a noisy classroom environment. Additionally, if the term is completely unfamiliar, audio instructions offer little assistance.
INITIAL STUDY
A short study was designed to perform an initial test of common touch-screen terminology with children, in order to identify issues that may occur, and to help inform a longer study on this subject. In this study, children used a touch-screen tablet PC (an HP Touchsmart tx2, in tablet mode without keyboard or touchpad visible). The device was explained to them, and they were told that they would have to use a fingertip in place of a mouse. They were not permitted to use a stylus or digital pen for this study. 13 children aged between 6 and 7 took part, all of whom were native English speakers from a primary school in the UK. Participants were allowed to complete the activity in their own time; in general, each trial took around 10 minutes.
The application created for this study was intentionally very simple. The screen showed a picture of a cartoon 'Pokemon' character, and displayed written instructions of how the user should interact with it (see Figure 1). This instruction was also played in audio form, and the experimenter was nearby to provide additional help.
239
The application recognised 4 different actions: 1) single click (or touch), 2) double-click, 3) click-and-hold, and 4) click-and-drag. Each gesture caused a different animation of the character, before moving on to a new instruction. The application recorded the gesture performed, but did not inform the user that they were 'correct' or 'incorrect', so as to allow free interpretation of the instructions. The time taken to perform actions was also recorded, to provide a measure of how long it took a user to understand the instruction or decide which action to perform.
There were 30 instructions given in each trial, aiming to cover a range of possible words for each of the 4 interaction styles (as shown in Table 1). At the end of the trial the animated character was shown cheering, and the child was thanked for their participation.
Table 1: List of instructions given during the study
Results and observations
To an observer, it seemed as though most of the children who took part in this study had little or no trouble understanding the majority of the instructions given to them, and completed the task easily and quickly. However, some important points could be noted from observations made during the session and from the results recorded by the software. The recorded results are shown in Table 2, showing the breakdown of interaction events recorded by the application for each instruction, and the median time taken for the users to respond to the instruction.
First, it is worth noting that presenting instructions in both textual and audio form proved useful. At this age, some children were less confident readers, so would wait to hear the instruction before completing the task, occasionally asking for it to be repeated. Some were more advanced though, so were keen to read instructions, and began gestures before the audio finished. However, this meant that their reading ability significantly affected the time data, and so a decision was made to focus more on observations and gestures than on timings when looking for effects across participants.
Table 2: Results from the study as recorded by the software
Some of the terms used were clearly more familiar to the children than others. They had no trouble with the term 'click', responding quickly and correctly; despite the lack of a physical clicking action, this is perhaps because this is the term they are most familiar with though standard computer use. Surprisingly, though, less-familiar interaction terms such as 'slide' and 'swipe' were also well understood, perhaps because they are used more often to describe actions in the real world. The term 'select' was the least well understood, with several children pausing at this point until help was offered, or directly asking the meaning of the word. When the word 'choose' or 'pick' was suggested as an alternate meaning, they understood the word but still had difficulty seeing how they might perform this function through an action on the screen.
Timing of the actions was also occasionally an issue. Particularly noticeable was when the children were asked to perform a 'long click' or 'press and hold': they performed the action correctly, but several of the children had to be prompted to release their fingers after holding them down for a long time, even if the animation had already started playing. While they understood the instruction, the instruction provides no information about when they should release their hold, or how long a click it should be, and they seemed to be awaiting further instruction before releasing their fingers from the screen. Also, when asked to perform a double-click gesture, the children understood the terms used ('double-click', 'double-tap', 'press twice' and so on), and touched the screen twice, but often they failed to perform the two taps quickly enough, meaning that they were recognised by the system as two single clicks.
However, the most common source of error was not from the children misunderstanding the instructions, nor from performing the wrong sort of gesture, but from the software misinterpreting the children's actions. Often when they pressed the screen for a 'single click' or a 'press and hold', they would move their fingers slightly as well, causing the software to recognise the gesture as a 'click and drag'. These slight inaccuracies seem to indicate over-sensitivity in the underlying operating system or input hardware drivers rather than an error on the user's part – while the system had been tested successfully with adults, it seems that less sensitivity and more robust error detection is required when designing for child users. Although the children may become more accurate with experience, this is something that the system could easily compensate for; for example the software could require a movement of at least a fingertip length before registering this as a touch-anddrag gesture. The extent to which this is likely to be a problem will also vary depending on the hardware used – a touch-screen that is more or less accurate may result in a different number of errors. However the issue is worth noting, so the software designers can compensate for the type of hardware being used.
Another issue also seen was the children's tendencies to accidentally touch the screen with their other hand, or with the heel of their pointing hand, causing errors. Since the system accepted touches on any part of the screen, it registered an accidental touch from their other hand as a single click and would start the animation, even if they then performed their intended double-click or other gesture. On some occasions such unintentional touches were also seen to cause more serious problems, such as accidentally choosing a different application from the taskbar. This issue and children's difficulty in seeing the cause of such errors has already been noted in previous studies [8] and while they may learn to avoid these mistakes with time, it is suggested that touch-screen software for children aims to compensate better for accidental touches. A device such as a Microsoft Surface that uses a camera to recognise touches can ignore screen contact that does not appear to come from a fingertip, whereas a simple solution for capacitive or resistive touch-screens might be to simply give clear visual feedback on all screen contact so that at least the source of errors can be identified.
DISCUSSION AND FUTURE WORK
The initial study discussed here has helped to identify a number of important points which we intend to explore further. First, it has shown that even children from the age of 6 can be comfortable with touch-screen technology and distinguish between a range of common on-screen gestures. The language used in instructions may affect their ease of understanding tasks given to them, but terms that are familiar from desktop computers can be transferred to a touch-screen environment with little difficulty. For this age-group, a mixture of audio and textual instructions seems suitable to support the different levels of ability or preference.
A more important issue is that the system needs to be designed to compensate for minor errors that the children may make, particularly including accidental touches on the screen. This is likely to be an issue for adult users as well to some extent, but perhaps accentuated more in children who have not yet developed the fine motor control of adults.
In particular, the children struggled with the timing of their actions, and the instructions given did not assist with this – indeed in the case of the 'press and hold' instruction, this confused them and did not indicate that they should release it at any point. Perhaps in this case animations would prove more useful than textual instructions, or where the gestures are critical a training phase could be used. In a classroom scenario a new or important action could be demonstrated by a teacher or assistant, but naturally this is not possible in all cases.
Following on from this study, the next step will be to extend the investigation to a wider range of ages, and to take advantage of emerging surface technologies in order to explore a greater variety of interaction styles. In particular, it will be interesting to explore children's ability to perform more complex multi-touch gestures such as the 'pinch' or 'two-finger rotate', and their understanding of the functions available with such technologies. As these technologies become more pervasive, and gesture sets become more standardised it is likely that users will become more familiar with them; nevertheless, as each new device is introduced to the market they bring a new set of interaction styles, meaning that at present there is still a great scope for research in this field.
ACKNOWLEDGMENTS
We would like to thank all the staff and pupils at the school that took part in this study, without whom this work would not have been possible. We would also like to thank the other members of our research group for their assistance in designing and conducting this study.
REFERENCES
1. BBC News (2009) The best of the tech that teaches. Retrieved from http://news.bbc.co.uk/1/hi/technology/ 7831827.stm
2. BBC News (2009) The future beneath your fingertips. Retrieved from http://news.bbc.co.uk/1/hi/technology/ 7945680.stm
3. Druin, A. (ed) (1998) The Design of Children's Technology. Morgan Kaufmann, Burlington, MA.
4. Gilutz, S. & Nielsen, J. (2002) Usability of websites for children: 70 design guidelines. Nielsen Norman Group.
5. Kähkönen, M. & Ovaska, S. (2006) Initial observations on children and online instructions. In Proceedings of Interaction Design and Children 2006. ACM, pp.93-96.
6. Lee, S. & Zhai, S. (2009) The performance of touch screen soft buttons. In Proceedings of CHI '09. ACM, pp.309-318.
7. Markopoulos, P., Read, J.C. et al. (2008) Evaluating Children's Interactive Products. Morgan Kaufmann, Burlington, MA.
8. McKnight, L. & Cassidy, B. (2010, in press) Children's interaction with mobile touch-screen devices: experiences and guidelines for design. International Journal of Mobile HCI, 2 (2). IGI-Global.
9. Nielsen, M., Moeslund, T. et al. (2003) A procedure for developing intuitive and ergonomic gesture interfaces for HCI. In Proceedings of GW2003. Springer, pp.409-425.
10. Revelle, G. & Reardon, E. (2009) Designing and testing mobile interfaces for children. In Proceedings of IDC2009. ACM, pp.329-332.
11. Wu, M. & Balakrishnan, R. (2003) Multi-finger and whole hand gestural interaction techniques for multi-user tabletop displays. In Proceedings of UIST2003. ACM, pp.193-202. | <urn:uuid:830d43f5-1359-4e2f-8333-40f6d441795c> | CC-MAIN-2024-30 | http://danfitton.com/wp-content/uploads/2011/06/p238-mcknight.pdf | 2024-07-24T00:11:45+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00112.warc.gz | 7,941,175 | 3,524 | eng_Latn | eng_Latn | 0.997759 | eng_Latn | 0.998398 | [
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16 g Market Tools
Name _______________
Are these contraction words or possession words? Put them in the correct columns.
The first ones have been done for you.
didn't
Ruby's that's
can't
Tom's
Martin's isn't
Freddy's
Dad's wasn't
father's
I'll
Permission is given to teachers to reproduce this page for classroom use.
Sam's it's
16 g Market Tools
Name _______________
Complete the alliteration from the story. Ruby's _________
________ Fruit
Tom's ________
Now make up some of your own, using names you know.
__________________________ __________________________ __________________________
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NORTH-EX PUBLIC SCHOOL, JAIN NAGAR WINTER HOLIDAYS HOMEWORK CLASS-XI-A
ENGLISH
1. The school has organized an Inter School Elocution competition on the topic, "Stop wars, and give peace a chance". Write a notice for the school notice board. You are Vandana/Varun, school leader of Little Scholars Public School, Bangalore.
2. Last month your school library week in which reading sessions, quiz on authors and poets by the eminent writers were organized. Write a report of the Library Week Celebrations to be published in the VidyalayaPartika.
3. As the Head Boy/Girl, write a letter to the Principal of your school requesting him/her to improve the school canteen. The hygiene conditions as well as the menu needs to be improved.
4. You want to dispose of your old bike. Wrtie an advertisement to be published in 'For Sale' column of a newspaper.
PHYSICS
1. A steel tape 1 m long is correctly calibrated for a temperature of 27.0 °C. The length of a steel rod measured by this tape is found to be 63.0 cm on a hot day when the temperature is 45.0 °C. What is the actual length of the steel rod on that day ? What is the length of the same steel rod on a day when the temperature is 27.0 °C ? Coefficient of linear expansion of steel = 1.20 x 10 -1 K -1
2. A 10 kW drilling machine is used to drill a bore in a small aluminium block of mass 8.0 kg. How much is the rise in temperature of the block in 2.5 minutes, assuming 50% of power is used up in heating the machine itself or lost to the surroundings? Specific heat of aluminium = 0.91 J g -1 K -1
3. Explain why
(a) The angle of contact of mercury with glass is obtuse, while that of water with glass is acute.
(b) Water on a clean glass surface tends to spread out while mercury on the same surface tends to form drops. (Put differently, water wets glass while mercury does not.)
(c) Surface tension of a liquid is independent of the area of the surface.
(d) Water with detergent dissolved in it should have small angles of contact.
(e) A drop of liquid under no external forces is always spherical in shape.
4. In the HCl molecule, the separation between the nuclei of the two atoms is about 1.27 A (1 A = 10 -10 m). Find the approximate location of the CM of the molecule, given that a chlorine atom is about 35.5 times as massive as a hydrogen atom and nearly all the mass of an atom is concentrated in its nucleus.
5. An electron and a proton are detected in a cosmic ray experiment, the first with kinetic energy 10 keV, and the second with 100 keV. Which is faster, the electron or the proton? Obtain the ratio of their speeds, (electron mass = 9.11 x 10 -31 kg, proton mass = 1.67 x 10 -27 kg, 1 eV= 1.60 x 10 19 J).
6. A pump on the ground floor of a building can pump up water to fill a tank of volume 30 m 3 in 15 min. If the tank is 40 m above the ground, and the efficiency of the pump is 30%, how much electric power is consumed by the pump?
7. The blades of a windmill sweep out a circle of area A. (a) If the wind flows at a velocity v perpendicular to the circle, what is the mass of the air passing through it in time t? (b) What is the kinetic energy of the air? (c) Assume that the windmill converts 25% of the wind's energy into electrical energy, and that A = 30 m 2 , v = 36 km/h and the density of air is 1.2 kg m -3 . What is the electrical power produced?
8. A bullet of mass 0.012 kg and horizontal speed 70 ms -1 strikes a block of wood of mass 0.4 kg and instantly comes to rest with respect to the block. The block is suspended from the ceiling by thin wire. Calculate the height to which the block rises. Also, estimate the amount of heat produced in the block.
9. A passenger arriving in a new town wishes to go from the station to a hotel located 10 km away on a straight road from the station. A dishonest cab man takes him along a circuitous path 23 km long and reaches the hotel in 28 min. What is (a) the average speed of the taxi, (b) the magnitude of average velocity? Are the two equal?
10. A stone tied to the end of a string 80 cm long is whirled in a horizontal circle with a constant speed. If the stone makes 14 revolutions in 25 s, what is the magnitude and direction of acceleration of the stone?
11.
An aircraft is flying at a height of 3400 m above the ground. If the angle subtended at a ground observation point by the aircraft positions 10 s apart is 30°, what is the speed of the aircraft? Time taken
by aircraft from A to B is 10 s.
12. A car weighs 1800 kg. The distance between its front and back axles is 1.8 m. Its centre of gravity is 1.05 m behind the front axle. Determine the force exerted by the level ground on each front wheel and each back wheel.
13. A metre stick is balanced on a knife edge at its centre. When two coins, each of mass 5g are put one on top of the other at the 12.0 cm mark, the stick is found to be balanced at 45.0 cm. What is the mass of the metre stick?
14. A rocket is fired from the earth towards the sun. At what distance from the earth's centre is the gravitational force on the rocket zero? Mass of the sun = 2 x 10 30 kg, mass of the earth = 6 x 10 24 kg. Neglect the effect of other planets etc. (orbital radius = 1.5 x 10 11 m).
15. A body weighs 63 N on the surface of the Earth. What is the gravitational force on it due to the Earth at a height equal to half the radius of the Earth?
MATHS
Q.1 Consider the experiment of rolling a die. Let Abe the event 'getting a prime number', B the event' getting an odd number'. Write the sets representing the events.
(i) A or B
(ii) A and B
(iii) A but not B
(iv) 'not A'
Q.2 Two dice are thrown and the sum of the numbers which come up on the dice is noted. Let us consider the following events associated with this experiment.
A : 'the sum is even'.
B : 'the sum is a multiple of 3'
C : 'the sum is less than 4'.
D : 'the sum is greater than 11'.
Q.3 A bag contains 9 discs of which 4 are red, 3 are blue and2areyellow. The discs are similar in shape and size. A disc is drawn random from the bag. Calculate the probability that it will be (i) red (ii) yellow (iii) blue (iv) not blue (v) either red or blue.
Q.4 Two students Anil and Ashima appeared in an examination. The probability that Anil qualify the examination is 0.05 and that Ashima will qualify the examination is0.02. Find the probability that
(i) Both Anil and Ashima will not qualify the examination.
(ii) At least one of them will not qualify the examination and
(iii) Only one of them will qualify the examination.
Q.5
A committee of two persons is selected from two men and two women. What is the probability that the committee will have (i) no man ? (ii) one man ? (iii) two women?
Q.6 If A,B, C are three events associated with a random experiment, prove that A (A ⋃ B ⋃ C) = P(A) + P(B) + P(C) – P (A ⋂ B) – P (A ⋂𝐶) −𝑃(𝐵 ⋂𝐶) + P (A⋂𝐵 ⋂𝐶)
CHEMISTRY
1. State Pauli Exclusion Principle and Hund's Rule of Maximum Multiplicity with example.
2. Give reasons:
(i) Group 17 have very high negative electron gain enthalpy.
(ii) Bond angle in water is less than Ammoonia.
3. Calculate the number of KJ of heat necessary to raise the temperature of 60 g of Al from 35 to 55 degree Celsius. Molar heat capacity of Al is 24 Jmol -1 K -1 .
4. Explain the following:
(i) Resonance effect and hyperconjugation effect.
(ii) Homologous Series.
5. Give following named reactions:
(i)
Friedal Craft alkylation Reaction.
(ii)
Wartz Reaction.
(iii) Polymerisation Reaction.
BIOLOGY
1. Distinguish between
(a) IRV and ERV
(b) Inspiratory capacity and expiratory capacity.
(c) Vital capacity and total lung capacity.
2. Define oxygen dissociation curve. Can you suggest any reason for its sigmoidal pattern?
3. How is respiration regulated?
4. Write the differences between:
(a) Blood and lymph
(b) Open and closed system of circulation
(c) Systole and diastole
(d) P-wave and T-wave
5. Describe the evolutionary change in the pattern of heart among the vertebrates.
6. Define a cardiac cycle and the cardiac output.
7. Draw a standard ECG and explain the different segments in it.
8. Give a brief account of the counter current mechanism.
9. Describe the role of liver, lungs and skin in excretion.
10. What is the significance of juxta glomerular apparatus (JGA) in kidney function?
11. Answer briefly:
(a) Why are villi present in the intestine and not in the stomach?
(b) How does pepsinogen change into its active form ?
(c) What are the basic layers of the wall of alimentary canal?
(d) How does bile help in the digestion of fats ?
12. Describe the process of digestion of protein in stomach.
13. How are polysaccharides and disaccharides digested ?
14. How does butter in your food get digested and absorbed in the body ?
15. Discuss the main steps in the digestion of proteins as the food passes through different parts of the alimentary canal.
COMPUTER SCIENCE
Q1. What are functions in C++? Explain their types.
Q2. Differentiate between call by value and call by reference.
Q3. What are formal and actual parameters? Explain.
Q4. Explain local and global variables.
Q5. Make a poster on types of control statements in C++.
PHYSICAL EDUCATION
Q.1- Define sports training and explain its concept.
Q.2- What do you mean by warming up and limbering down?
Q.3 Explain the different principles of sports and sports training in detail.
Q.4- Write down the difference between skill and technique.
Q.5- Give symptoms of over-load suggest. How to overcome it?
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Description
of the many boat tours we were looking forward to. We love the water and marine life! And whale sharks are the biggest fish in the world, so we could not possibly pass up a chance to snorkel with them.
Juvenile whale sharks come to the La Paz bay to feed between the months of October and April. They are filter feeders and feed on plankton and very small fish.
La Paz Bay has designated an area that is protected by Conanp, Comisión Nacional de Áreas Naturales Protegidas (National Commission for Protected Natural Areas).
When we booked the reservation the tour company informed us that the tour
might start at nine, eleven or later depending upon the allocation of boats. Only a certain number of boats are allowed entrance to the protected area at one time and for only an allotted period of time.
The tour companies are notified of which time slot they have been allocated in the morning. The boats have GPS devices that track their speed as well as their course. If they go beyond the speed limit, enter an area they are not supposed to enter, or stay beyond their allotted time they are fined.
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We met at the tour companies' office and found out that we had the
9a.m. slot. Excellent! Angel, our tour guide, gave us an orientation. The whale sharks in this area average about six meters (about 20 feet) in length. Adults, who are out in the open ocean can grow to 18 meters (59 feet)! Yikes.
There is a whale shark painting on the ground where he demonstrated how far we should stay from the fish – one meter (3+feet) from the front and three meters (about 10 feet) from the tail.
Of course, the fish don't know this.
Angel mentioned during the briefing that some of the whale sharks are swimming slowly while feeding and others are swimming quite fast. We thought nothing of it at the time. default watermark
We walked the block or so to the dock and boarded our boat. After just a little while we spotted a whale shark, but when the captain and guide checked our location, we were not quite in the area where snorkeling was allowed so we continued cruising.
a whale shark. Many times their fins are visible over the water like any other shark. Once the guide spotted one and determined its direction, the captain picked a course to intercept the fish from a
was that the guide then told everyone to sit on the edge of the boat and be prepared to jump in when he said "go". Once we were in the water he yelled "face in the water" right when the fish was near. Ideally, we would then turn in the correct direction to swim alongside the fish. Not exactly the idyllic vision of lazily snorkeling with them! default watermark
I completely missed the first fish. He was a really fast one. I watched as the other two people in our boat, Karen and Dave swam away and wasn't quite sure where Hector was. It was all a bit disorienting. Karen, a competitive swimmer, agreed that the whale shark was really fast, she even had a hard time keeping up.
We did this several times. It was all so fast that Hector and I disagree on the number of times we jumped out. I may have sat one out.
Page 4
One of the times when Hector jumped in he looked up and the fish was coming right at him. We'd also been told that they don't see well right in front because their eyes are on their sides. Hector had a slight panic moment when he wasn't sure which way to go. Somehow, he figured it out. But because he had the GoPro he got some great shots!
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Including one of the way too close tail wizzing right by him. Luckily he didn't get swatted in spite of being on the wrong side of the 3 meter suggestion!
Page 5
While all of this was going on, the captain quickly moved the boat out of the way of the whale shark (and us) and waited for us at an appropriate location. Once the fish swam away we swam back to the boat. Then we all climbed in and took our position on the side awaiting our next chance.
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I started to worry that I would not be able to keep up with any of the whale sharks. The captain recommended to the guide that he have us enter one couple at a time. We took turns.
One couple went in first, came back and the guide yelled at us "go!" once again. More jumping in and paddling like crazy to keep up. I finally saw one.
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The last whaleshark was moving just a bit slower and all four of us were able to swim with him for a little while. I washolding up the rear pretty close to the tail but it was great fun. They are beautiful fish!
Category
1. Mexico
Tags
1. boats
3. whales
2. friends
4. wildlife
Date Created
Author
March 2019
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Vision: Inspiring learning for Life
We aim to enable our pupils to flourish through our provision.
Curriculum Intent:
- To develop articulate, resilient and empowered citizens who make a difference to others
- To provide a coherent and ambitious curriculum that leads to a greater depth of understanding for all
- To inspire pupils with purposeful and interconnected learning experiences
Music
Aims and purpose
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The national curriculum for music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Teaching and Learning
At Preston Candover CE Primary school, our aim is for all children to have fun and become happy, competent, and confident music makers and performers. Music is considered a subject in its own right but is also used to support other areas of the curriculum e.g. through phonics lesson, to learn times tables, Geography, history lessons, etc. Music lessons are held in the music room each week, as part of the National Curriculum. All children are introduced to a wide variety of music genres and composers from a range of historical periods. All children are given the opportunity to use a variety of instruments throughout their Music lessons and are always encouraged to perform their Music to numerous audiences over the school year. All staff ensure that they model aspects of Music and Musical vocabulary, to ensure every child understands and if they require further explanation, support is given by showing them another way or providing pupils with 1:1 or group support. In Foundation Stage, music lessons will include singing, rhythm games and use of instruments, both in structured activities and though active learning. Music is considered a subject in its own right but is also used to support other areas of the curriculum e.g. singing nursery rhymes to develop literacy skills. The children also take part in an annual nativity, which is performed to parents.
In KS1, the children continue to develop their singing, rhythm skills and use of classroom percussion instruments in music games and through creative music-making. The KS1 nativity is also a musical
highlight of the year. All KS1 children have a weekly music lesson. This introduces them to develop initial skills in singing and playing instruments.
In KS2, the children continue to have a weekly music lesson. The children enjoy learning about different famous composers throughout history and listen to and compare the music. Year 3-6 are very fortunate to have HIAS Music service come into school for an hour each week and teach them how to u play a musical instrument. This gives all children the opportunity to learn and play three instruments over the year. They are all currently learning how to play the clarinet. The children get the opportunity to perform to an audience at the end of each term.KS2 children learn and perform a variety of carols for the Christmas Carol Service and children have the opportunity to showcase their talents playing instruments, which is also performed to parents and the rest of the school. In year 6, the children perform a musical leaver's play. In the past, these have included Robin Hood and the Sherwood hoodies and Shakespeare Rocks, which the children enjoyed learning immensely. Each week, all the children attend whole school and class worships. In each worship, we listen to different styles of classical music and sing a hymn or song together as a whole school community. Children learn and sing songs that are linked to our school values or songs that are relevant to the time of year. There is a school singing and song writing club, which children can attend each week, for children from Year 2 to Year 6. Children in this club have performed at numerous events such as: school worships, annual Christmas Fayre, etc
Planning
Our Music is in line with the National curriculum and is an integrated, practical, exploratory, and child-led approach to musical learning. The interrelated dimensions of music weave through the units to encourage the development of musical skills as the learning progresses through listening and appraising, differing musical activities (including creating and exploring) and performing. Each music unit comprises the strands of musical learning which correspond with the national curriculum for music:
- Listen and Appraise
- Singing
- Playing musical instruments
- Improvisation
- Composition
- Performance
Our Music curriculum enables children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills. Each strand of musical learning is from Reception to Upper Key Stage 2, so each child can embed a deeper learning, knowledge, understanding and skills. Over time our children will develop new musical skills and concepts, and re-visit established musical skills and concepts. All musical learning is built around the Interrelated Dimensions of Music: pulse, rhythm, pitch, tempo, dynamics, timbre, texture, structure, and notation. These dimensions are at the centre of all the learning.
Teachers use a long-term plan of progressional skills and vocabulary. From this, class teachers create a medium-term plan, which is saved in teacher's resources and printed. Each music lesson is annotated and evaluated and put into their planning folder. Class teachers and LSA's match physical resources to support the pupils further with these lessons, which include: musical instruments, vocabulary cards, music videos, Classical CD's, Out of the Ark CDs, etc. We aim for Music to be contextualized and purposeful for all pupils and where possible, musical content is, linked to class termly topics and key events that happen throughout the year. For example: Word Music Day, Art week, Fairtrade Fortnight, Global Awareness and Christian festivals. As a school, we have performed at Anvil Arts and The Royal Albert Hall and The Grange | <urn:uuid:6aea559d-73cb-4662-ab1e-f50782af43b0> | CC-MAIN-2024-30 | https://www.prestoncandover.hants.sch.uk/attachments/download.asp?file=484&type=pdf | 2024-07-24T00:57:38+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00117.warc.gz | 820,079,591 | 1,346 | eng_Latn | eng_Latn | 0.998088 | eng_Latn | 0.998121 | [
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NAME:
________________________
DATE:
________________________
statements)
GRAMMAR DICTATION PRESENT SIMPLE (negative
⚫ Listen to your teacher read aloud the words and change them to negative statements in the spaces below. Use contractions where possible (eg. aren't, don't, etc.)
"tall"
1. My best friend ________________ ________________.
2. Steven ________________ ________________ to work at eight o'clock.
3. It ________________ ________________ today.
4. Mrs. Smith ________________ ________________ in this city.
5. They went to school, so they ________________ ________________ now.
6. The cat ________________ ________________.
7. I ________________ ________________ the answer to the question.
8. You can ask them. They ________________ ________________.
9. She ________________ ________ ________________.
10. You should study hard. The test ________________ ________________.
11. It ________________ ________________ today.
12. It's Monday. It ________________ ________________.
13. Where is Mr. Richards? He ________________ ________ ________________.
14. My friends ________________ ________________ that restaurant.
15. The TV is broken. It ________________ ________________.
16. I ________________ ________________ grammar is difficult.
Grammar Focus Present Simple (negative statements)
Level Intermediate
READ ALOUD
My Notes
1. tall
2. go
3. hot
4. live
5. here
6. sleeping
7. know
8. busy
9. a student
10. easy
11. raining
12. Tuesday
13. at home
14. like
15. work
16. think
ANSWERS
1. My best friend isn't tall.
2. Steven doesn't go to work at eight o'clock.
3. It isn't hot today.
4. Mrs. Smith doesn't live in this city.
5. They went to school, so they aren't here now.
6. The cat isn't sleeping.
7. I don't know the answer to the question.
8. You can ask them. They aren't busy.
9. She isn't a student.
10. You should study hard. The test isn't easy.
11. It isn't raining today.
12.
It's Monday. It isn't Tuesday.
13. Where is Mr. Richards? He isn't at home.
14. My friends don't like that restaurant.
15. The TV is broken. It doesn't work.
16. I don't think grammar is difficult. | <urn:uuid:6354f6ab-b494-4ee7-b0e0-95ab2918263e> | CC-MAIN-2024-30 | https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-grammardictation-negstatements-20220311.pdf | 2024-07-24T01:13:14+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00116.warc.gz | 571,559,189 | 582 | eng_Latn | eng_Latn | 0.892419 | eng_Latn | 0.997564 | [
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Grade 6 Exam Papers For Natural Science Songdoore
Build essential maths, literacy and working scientifically skills to boost marks in GCSE Biology and ensure that students reach their full potential. Suitable for all specifications, this skills book provides additional support and will help to: - Sharpen mathematical skills with plenty of practice questions and coverage of all the maths techniques needed for the exams. - Improve literacy skills with tips on how to write longer answers, plus peer-assessment marking activities. - Develop the working scientifically skills needed to plan, carry out and evaluate practical experiments, in order to secure the maximum number of marks. - Build confidence by putting skills into practice; using our three-step formula students will progress from worked examples to guided questions and exam-style questions, with fully-worked solutions in the book. - Raise performance in the exams with practical advice on how to revise effectively and tips on understanding the questions, command words and assessment objectives.
6th Grade Science Multiple Choice Questions and Answers (MCQs): Quizzes & Practice Tests with Answer Key PDF (Grade 6 Science Worksheets & Quick Study Guide) covers exam review worksheets for problem solving with 1100 solved MCQs. "6th Grade Science MCQ" with answers covers basic concepts, theory and analytical assessment tests. "6th Grade Science Quiz" PDF book helps to practice test questions from exam prep notes. 6th Grade Science Multiple Choice Questions and Answers PDF download, a book covers solved quiz questions and answers on chapters: Air and atmosphere, atoms molecules mixtures and compounds, cells, tissues and organs, changing circuits, dissolving and soluble, forces, habitat and food chain, how we see things, introduction to science, living things and environment, micro-organisms, physical quantities and measurements, plant growth, plant photosynthesis and respiration, reversible and irreversible changes, sense organ and senses workbook for middle school exam's papers. "6th Grade Science Quiz Questions and Answers" PDF download with free sample test covers beginner's questions and mock tests with exam workbook answer key. 6th grade science MCQs book, a quick study guide from textbooks and lecture notes provides exam practice tests. "6th Grade Science Worksheets" PDF with answers covers exercise problems solving in self-assessment workbook from science textbooks with following worksheets: Worksheet 1: Air and Atmosphere MCQs Worksheet 2: Atoms Molecules Mixtures and Compounds MCQs Worksheet 3: Cells, Tissues and Organs MCQs Worksheet 4: Changing Circuits MCQs Worksheet 5: Dissolving and Soluble MCQs Worksheet 6: Forces MCQs Worksheet 7: Habitat and Food Chain MCQs Worksheet 8: How We See Things MCQs Worksheet 9: Introduction to Science MCQs Worksheet 10: Living Things and Environment MCQs Worksheet 11: Micro-Organisms MCQs Worksheet 12: Physical Quantities and Measurements MCQs Worksheet 13: Plant Growth MCQs Worksheet 14: Plant Photosynthesis and Respiration MCQs Worksheet 15: Reversible and Irreversible Changes MCQs Worksheet 16: Sense Organ and Senses MCQs Practice Air and Atmosphere MCQ PDF with answers to solve MCQ test questions: Air and processes, air and water, atmosphere: basic facts, composition of air, fractional distillation of air, gas properties and air, and the atmosphere. Practice Atoms Molecules Mixtures and Compounds MCQ PDF with answers to solve MCQ test questions: Atoms and elements, class 6 science facts, combining elements, compounds and properties, elements and symbols, facts about science, interesting science facts, metals and non metals, metals and non-metals, mixtures and solutions, mixtures separation, properties of carbon, properties of copper, properties of gold, properties of nitrogen, science facts for kids, substance and properties, the elements, and uses of compounds. Practice Cells, Tissues and Organs MCQ PDF with answers to solve MCQ test questions: Animal cells, cells and cell types, cells and tissues knowledge, electron
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The Best Prep Book to Help You Ace the SBAC Grade 6 Math Test! SBAC Grade 6Math Prep 2020, which reflects the 2020 SBAC grade 6 test guidelines, provides students with the confidence and math skills they need to ace the SBAC Math test. This comprehensive Prep book with hundreds of examples, over 2,000 sample questions, and two full length SBAC Grade 6 Math tests is all you will ever need to fully prepare for the SBAC Math. It will help you hone your math skills, overcome your exam anxiety, and boost your confidence -- and do your best to succeed on the SBAC Math Test. Whether you are intimidated by math, or even if you were the first to raise your hand in the Math classes, this book can help you incorporate the most effective method and the right strategies to prepare for the SBAC Grade 6 Math test successfully. SBAC Grade 6 Math Prep 2020 is a breakthrough in Math learning — offering a winning formula and the most powerful methods for learning basic Math topics confidently. The surest way to succeed on SBAC Math Test is with intensive practice in every math topic Page 2/7
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Vols. for 1871-76, 1913-14 include an extra number, The Christmas bookseller, separately paged and not included in the consecutive numbering of the regular series.
A practical student's guide - in workbook format - to ABRSM's Grade 6 theory exam, this book describes the nature of the questions set on papers for the grade and explains clearly how to tackle them.
The Best Prep Book to Help You Ace the STAAR Grade 6 Math Test! STAAR Grade 6 Math Prep 2020, which reflects the 2020 STAAR grade 6 test guidelines, provides students with the confidence and math skills they need to ace the STAAR Math test. This comprehensive Prep book with hundreds of examples, over 2,000 sample questions, and two full length STAAR Grade 6 Math tests is all you will ever need to fully prepare for the STAAR Math. It will help you hone your math skills, overcome your exam anxiety, and boost your confidence -- and do your best to succeed on the STAAR Math Test. Whether you are intimidated by math, or even if you were the first to raise your hand in the Math classes, this book can help you incorporate the most effective method and the right strategies to prepare for the STAAR Grade 6 Math test successfully. STAAR Grade 6 Math Prep 2020 is a breakthrough in Math learning — offering a winning formula and the most powerful methods for learning basic Math topics confidently. The surest way to succeed on STAAR Math Test is with intensive practice in every math topic tested--and that's what you will get in STAAR Grade 6 Math Prep 2020. Each chapter of this focused format has a comprehensive review created by Test Prep experts that goes into detail to cover all of the content likely to appear on the STAAR Grade 6 Math test. Not only does this all-inclusive workbook offer everything you will ever need to conquer STAAR Math test, it also contains two full-length and realistic STAAR Grade 6 Math tests that reflect the format and question types on the STAAR to help you check your exam-readiness and identify where you need more practice. Inside the pages of this comprehensive prep book, students can learn math topics in a structured manner with a complete study program to help them understand essential math skills. It also has many exciting features, including: Content 100% aligned with the 2020 STAAR test Written by STAAR Math tutors and test experts Complete coverage of all STAAR Grade 6 Math concepts and topics which you will be tested Step-by-step guide for all STAAR Grade 6 Math topics Over 2,000 additional STAAR math practice questions
Access Free Grade 6 Exam Papers For Natural Science Songdoore
in both multiple-choice and grid-in formats with answers grouped by topic, so you can focus on your weak areas Abundant Math skill building exercises to help test-takers approach different question types that might be unfamiliar to them 2 full-length practice tests (featuring new question types) with detailed answers STAAR Grade 6 Math Prep 2020 is the only book you'll ever need to master Basic Math topics! It can be used as a self–study course – you do not need to work with a Math tutor. (It can also be used with a Math tutor) Ideal for self-study as well as for classroom usage. Get a copy of STAAR Grade 6 Math Prep 2020 and beat Test! Published By: Effortless Math Education www.EffortlessMath.com
Spectrum Science Test Practice provides the most comprehensive strategies for effective science test preparation! Each book features engaging and comprehensive science content including physical science, earth and space science, and life science. The lessons, perfect for students in grade 6, are presented through a variety of formats and each book includes suggestions for parents and teachers, as well as answer keys, a posttest, and a standards chart. Today, more than ever, students need to be equipped with the essential skills they need for school achievement and for success on proficiency tests. The Spectrum series has been designed to prepare students with these skills and to enhance student achievement. Developed by experts in the field of education, each title in the Spectrum workbook series offers gradeappropriate instruction and reinforcement in an effective sequence for learning success. Perfect for use at home or in school, and a favorite of parents, homeschoolers, and teachers worldwide, Spectrum is the learning partner students need for complete achievement.
Prepares Students for the End-of-Grade ELA/Reading Tests! This book will develop the reading skills that students need, while preparing students for North Carolina
Essential practice material for all ABRSM Theory exam candidates Contains four separate papers TerraNova Success Strategies Grade 6 Mathematics helps you ace the TerraNova, Third Edition, without weeks and months of endless studying. Our comprehensive TerraNova Success Strategies Grade 6 Mathematics study guide is written by our exam experts, who painstakingly researched every topic and concept that you need to know to ace your test. Our original research reveals specific weaknesses that you can exploit to increase your exam score more than you've ever imagined. TerraNova Success Strategies Grade 6 Mathematics includes: The 5 Secret Keys to TerraNova Success: Time is Your Greatest Enemy, Guessing is Not Guesswork, Practice Smarter, Not Harder, Prepare, Don't Procrastinate, Test Yourself; A comprehensive General Strategy review including: Make Predictions, Answer the Question, Benchmark, Valid Information, Avoid Fact Traps, Milk the Question, The Trap of Familiarity, Eliminate Answers, Tough Questions, Brainstorm, Read Carefully, Face Value, Prefixes, Hedge Phrases, Switchback Words, New Information, Time Management, Contextual Clues, Don't Panic, Pace Yourself, Answer Selection, Check Your Work, Beware of Directly Quoted Answers, Slang, Extreme Statements, Answer Choice Families; Along with a complete, indepth study guide for your specific TerraNova exam, and much more...
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Essential practice material for all ABRSM Theory exam candidates
Help students practice and prepare for the all-important Common Core assessment tests at the end of the school year. Every turn of the page provides a new standard with a series of practice questions for students to work on. Features include: Hundreds of practice questions complete with detailed answers Many different question types, including multiple choice, short answer, extended response, and more Tip boxes throughout the book provide students with friendly reminders Easy-to-follow tabs allow parents and teachers to recognize the types of questions within each standard An easy-to-follow, side-by-side layout lets students conquer one standard at a time Student-friendly worksheets reinforce what they are learning in the classroom Practice tests at the end of each section pinpoint strengths and weaknesses A cumulative assessment tests their understanding of everything they have learned Grade 6 Test Practice for Common Core can be used at home or in the classroom. It's an excellent resource for parents and teachers as they help students meet and exceed grade level expectations on the Common Core assessment tests.
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Access Free Grade 6 Exam Papers For Natural Science Songdoore content areas, brush-up in math, discover their strengths and weaknesses, and achieve their best scores on the SBAC test. Get ready for the SBAC Math Test with a PERFECT Math Workbook! Published By: Effortless Math Education www.EffortlessMath.com
Our collected work contains mathematics education research papers. Comparative studies of school textbooks cover content selection, compilation style, representation method, design of examples and exercises, mathematics investigation, the use of information technology, and composite difficulty level, to name a few. Other papers included are about representation of basic mathematical thought in school textbooks, a study on the compilation features of elementary school textbooks, and a survey of the effect of using new elementary school textbooks.
Music Theory Past Papers 2012, ABRSM Grade 6OUP Oxford
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Synopsis
Description of the changes brought about on the Tyne by the introduction of steam ships and locomotives.
Themes:
Impact of the railway upon cities Steamboats Impact of the railway upon road traffic reaction of onlookers
Text
Well many droll sights have I seen in my time, In many a ship, in many a clime: But old Shields metamorphosed, as shell been today, Why, my old wig from brown, Jack, you see has turned grey.
Chorus: Derry down down, Down derry down
Why, when I was a lad, Jack, and old mother you know As women will do, Jack, a-gadding would go, We talked only a month, and then WALK‟D up to town, And JEM JOHNSON‟S WHERRY convoyed us all down.
When our skipper to custom house hurried, d‟ye see, Outside of a horse, like John Gilpin, got he: And when waery of spurring and playing the thong Took a tow of a coal cart to help him along.
Then coaches and steamboats and gigs came in play, And the hacks and the wherries were all done away; But the sand-banks by water, up high banks by land, Brought our steamboats "up-standing" and gigs to a stand.
Howsomever, you see, Jack, some Captain they tell Sticking fast on a sand-bank as often befell, RAIL‟D so hard at the river, as I have heard say That they got up a RAILROAD – it was opened today.
And like the ship's ways, Jack, it stretches among The hills and the valleys, old Tyneside along; And the ships lay in line, with a thing at their bow Like a fiend from the pit, Jack, that took then in tow.
For it snorted and roared, and struggled and screamed, Like the horrible shapes that mayhap we have dreamed; Then another wild scream, Jack, another deep groan, And like underground-thunder, the phantoms were gone!
They say it's all science - say it‟s all bam For it either is witchcraft or else it‟s a sham, To rush like a thundercloud up to the town; I'm afeard it will end in their all rushing DOWN
Last Updated: 2 nd
October 2012 Page 1 of 3
Glossary:
Gadding
Gad: To go from one place to another, to wander; esp. to wander about with no serious object, stopping here and there, to rove idly
Wherry
A light rowing-boat used chiefly on rivers to carry passengers and goods
John Gilpin
Hero of "The Diverting History of John Gilpin" a poem by William Cowper in which Gilpin‟s horse runs away with him.
Playing the thong Using a riding whip.
Gig
A light two-wheeled one-horse carriage
Bam
A story intended to impose upon the credulous; a hoax or imposition
Source of Text:
Victoria‟s Inferno, Raven Jon, ISBN 0 950 3722 3 4 Raven cites a broadside in the University of Newcastle upon Tyne hand dated June 1839.
Music.
No tune given. Raven suggest that it might have been sung to the tune of La Pique.
Source of Music: No tune given
Printer:
Port of Tyne Journal, a weekly publication.
Where Printed: Tynemouth and South Shields
Author :
Ben Mainmast, Pilot, South Shields (probably a pen name)
Date:
1839
Notes of the Song and Its Historical Background
The song describes the trasnformatin of the Tyne that followed the intorduction of steam power. "And the ships lay in line, with a thing at their bow / Like a fiend from the pit, Jack, that took then in tow" is a reference to steam tugs which appeared on the Tyne in 1818. Tugs dramatically increased the volume of coal that could be moved through the port. [ref. Lewenhak, Steamships and Shipbuilders of the Industrial Revolution]. Railway companies responded by building lines from the collieries to the coal wharves.
The Newcastle and Shields Railway opened in 1839.
The success of the Stockton to Darlington Railway (1825) led to proposals for a rail link between North Shields and Newcastle. Twice a Bill was placed before Parliament and turned down. But finally in June 1836 a modified proposal was accepted.
There was considerable opposition to the railway. "The rivermen have called the building of the new railway a „poverty producing measure‟, and the owners of gigs, coaches and steam
Last Updated: 2 nd
October 2012 Page 2 of 3
packets have been extremely angry about the project. Shopkeepers in North Shields fear that their customers will forsake them for the Newcastle shops - tempted by the single fare of 2d, first class for the seven miles and intended time for the journey of 20 minutes. ... Large numbers of Newcastle tradesmen have already placed adverts in the local newspaper to attract customers"
http://suscram.weebly.com/newcastle-and-north-shields-railway.html
The broadside states that the song was written for the Port of Tyne Journal.
Last Updated: 2 nd
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] | 1 | 2 |
Reading Friends is a proprietary academic preschool and Kindergarten. We offer a 9month program, from September to May, and summer camps in June and July. The annual tuition, excluding summer camps, is listed below.
Monthly Rate/Days
Enrichment Classes (Developmental, Primary and Pre-K) $55/month
Classes offered Monday-Friday. Please see attached flier.
1pm-2pm
Registration and Supply Fees:
$400
Please call our office and we will be glad to set up a tour and answer any questions you might have regarding our classes.
Marsha Wesley Owner/Director 817 562-5333
Mackensie Chaffin
Director
Curriculum Concepts
"Multisensory learning involves the use of visual, auditory, and kinesthetic-tactile pathways simultaneously to enhance memory and learning of written language. Links are consistently made between the visual (language we see), auditory (language we hear), and kinesthetic-tactile (language symbols we feel) pathways in learning to read and spell." (Shelton)
"When taught by a multisensory approach, students have the advantage of learning alphabetic patterns and words with engagement of all learning styles." (Shelton)
All children enrolled in the Reading Friends program will have classes in:
* Spatial Awareness-Laterality and Directionality
* Balance
* Locomotion
* Visual-Motor Coordination
* Rhythm
* Gross Motor Coordination
* Fine Motor Coordination
* Body Image
Developmental (2 years)
Our Programs for Children Age 2 Focus on the Following Skills:
* Receptive Language Development
* Verbal Expression
* Vocabulary Development
* Perceptual Motor Training
* Listening Skills
* Number Recognition
* Color Recognition
* Shape Recognition
* Creative Art
* Singing (Music)
* Indoor and Outdoor Play
Primary (3 years)
Our Programs for Children Age 3 Focus on the Following Skills:
* Pre-Reading Skills
* Letter Recognition
* Receptive Language Development
* Verbal Expression
* Vocabulary Development
* Perceptual Motor Training
* Listening Skills
* Number Recognition
* Color Recognition
* Shape Recognition
* Creative Art
* Singing (Music)
* Indoor and Outdoor Play
Pre-K (4 years)
Our Programs for Children Ages 4-5 Focus on the Following Skills:
* Basic Phonetic Concepts
* Sound-Symbol Association
* Coding and Blending
* Decoding-Spelling
* Handwriting
* Basic Math Concepts (Addition, Subtraction, Fractions, Time)
* Vocabulary Development
* Verbal Expression
* Creative Art
* Singing (Music)
* Social Studies
* Science
* Life Skills
* Indoor and Outdoor Play
Reading Friends of Keller Admission Form
Facility Name
Director's Name Days/Hours in Our Care Date of Admission
Reading Friends Marsha Wesley ___________________ ____________________
Parents' Names
Parent(s) Email Address(es)
_______________________________ ____________________________________________
Child's Name
Child's DOB
Child's Home Phone Number
__________________ _________________ ________________________________
Child's Home Address
Emergency Contact's Information (Non-Parent)
______________________
______________________ ____________________
Street Address
First & Last Name
Phone Number
______________________
______________________ ____________________
City, State, Zip Code
Street Address
City, State, Zip Code
Parent's Name & Address If Different from Above
________________________________________________________________________________
Mom's Cell
Mom's Office
Dad's Cell
Dad's Office
______________ ______________
______________ ________________
ALLERGIES & SENSITIVITIES
Please list all allergies, existing illnesses, previous serious illnesses, injuries during the past 12 months, any medication prescribed for long-term continuous use, and any other information for which we should be aware:
________________________________________________________________________________
If your child's allergy requires an Epi Pen or other medication, your doctor will need to fill out a F.A.R.E. form.
1
Emergency Medical Authorization
In the event that I cannot be reached to make arrangements for emergency medical attention, I authorize the person in charge to take my child to the following doctor or hospital:
________________________ ________________________________ ______________________
Name of Physician
Address
Phone Number
________________________ ________________________________ ______________________
Name of Hospital
Address
Phone Number
Emergency Medical Release
I authorize Reading Friends of Keller to arrange any and all necessary emergency medical treatment in the event I cannot be reached.
_________________________
_____________________________ ________________
Child's Name
Parent/Guardian Signature
Date
Wellness Statement (This section to be completed by a health care provider.)
I have examined the above child named within the past year and find that he/she is physically able to take part in school activities.
________________________________________
____________________________
Health Care Provider's Signature
Date
Please include a copy of your child's vaccination records or affidavit.
Hearing & Vision Screening (This section to be completed for children ages 4-years-old and up.)
Hearing
Date ____________
Signature _____________________________
Hz
1000
2000
4000
Pass _______________
R
_____________ ____________ ____________ Fail _______________
L
_____________ ____________ ____________
Vision
Date ____________
Signature _____________________________
R 20/__________
L
20/__________ Pass ___________ Fail __________
Discipline and Guidance Policy for Reading Friends
Discipline must be:
1. Individualized and consistent for each child.
2. Appropriate to the child's level of understanding.
3. Directed toward teaching the child acceptable behavior and self-control.
A caregiver may only use positive methods of discipline and guidance that encourage self-esteem, selfcontrol, and self-direction, which include at least the following:
1. Using praise and encouragement of good behavior, instead of focusing only upon unacceptable behavior.
2. Reminding a child of behavior expectations daily by using clear, positive statements.
3. Redirecting behavior using positive statements.
4. Using brief supervised separation or time out from the group, when appropriate for the child's age and development, which is limited to no more than one minute per year of the child's age.
There must be no harsh, cruel, or unusual treatment of any child. The following types of discipline and guidance are prohibited:
1. Corporal punishment or threats of corporal punishment.
2. Punishment associated with food, naps, or toilet training.
3. Pinching, shaking, or biting a child.
4. Hitting a child with a hand or instrument.
5. Putting anything in or on a child's mouth.
6. Humiliating, ridiculing, rejecting, or yelling at a child.
7. Subjecting a child to harsh, abusive, or profane language.
8. Placing a child in a locked or dark room, bathroom, or closet with the door closed.
9. Requiring a child to remain silent or inactive for inappropriately long periods of time for the child's age.
Source: Texas Administrative Code, Title 40, Chapters 746 and 747, Subchapters L. Discipline and Guidance.
My signature verifies that I read and received a copy of this discipline and guidance policy.
______________________________________________ ________________________
Signature
Date
Please Check One:
______ Parent______ Employee/Caregiver______
Household Member of Child-Care Home
Photo Release Form
For valuable consideration acknowledged and received, the undersigned, as the parent or legal guardian of the person whose name appears at the bottom of this release ("Child"), hereby grants to (Reading Friends ©), (the "Company") and the Company's successors, assigns, affiliates and licensees, the absolute, irrevocable, unrestricted, right to use, reproduce, publish, display, digitize, enhance, distort, alter, partition, or otherwise transform, in whole or in part, any and all likenesses of Child, including, without limitation, images, photos, pictures, and video recordings of Child, regardless of format, in which Child may be included with others (the "Likeness"), in any and all media now existing or hereafter created, including without limitation, multimedia. Further, the Company shall retain all right and title in and to the Likeness, including without limitation, any copyrights therein; provided, however, that the Company agrees that it shall not, at any time, without the prior written consent of the undersigned, use the name of Child in connection with the Likeness. In addition, the undersigned hereby transfers or waives or release any and all rights of restraint associated with the Likeness to the Company on a world-wide and unrestricted basis.
The undersigned releases and discharges the Company, its affiliates, and their licensees from any and all claims and demands arising out of or in connection with the use of the Likeness, including without limitation any and all claims for libel or invasion of privacy and agrees not to sue or assert any claim against the Company, its affiliates, or any licensee of any nature whatsoever arising by reason of the Company's use of the Likeness as described in this release.
The undersigned is of full age and has the right to contract in Child's own name as parent or legal guardian of Child. The undersigned has read the foregoing and fully understands the contents thereof. This release shall be binding upon the Child, the undersigned, including heirs, legal representatives, and assigns thereof.
___________________________________
___________________________________
Date
Parent/Guardian Signature
___________________________________
___________________________________
Witness Signature
Address
___________________________________
___________________________________
Child's Printed Name
City, State, Zip Code
___________________________________
Phone Number
General Release Form
I hereby certify that my son/daughter ___________________________ has my permission to participate in the Preschool/Kindergarten program at Reading Friends of Keller.
I agree and so hereby waive and release all claim against Reading Friends of Keller and any teacher, employee, or other person engaged in the activity in question and agree to hold them harmless from any and all liability relating to my son/daughter for any personal injury or illness that may be suffered or any loss of property that may occur to my son/daughter.
It is understood that this form must be signed by his/her parent or guardian and be returned to the school office to be kept on file.
____________________________________
____________________
Parent or Guardian Signature
Date
____________________________________
Child's Printed Name
Parent Contract
I am enrolling my child ___________________________ in Reading Friends of Keller. As the parent whose signature appears below, I agree to and understand the following:
YOU MUST INITIAL EACH SECTION BELOW.
A. _____ A non-refundable registration and supply fee plus the first month's tuition will be due upon enrollment of my child. Tuition is due on the first of each month. A late fee will be charged if payment is received in the office after the first of each month. No refund of tuition will be given for withdrawal of absence, including extended vacations. Absence of tuition will render the child unrolled from school and any registration fees must be paid again upon return.
B. ______ Summer enrollment, which is a separate enrollment from the academic school year, shall consist of a non-refundable registration and supply fee as well as a nonrefundable tuition payment.
C. _____ To meet the state of Texas guidelines, I must furnish current medical and immunization information to be kept on file at the school. If on an alternative vaccination schedule, a state affidavit must be completed and submitted to the office. I understand my child cannot attend school with a rash or fever. If my child becomes sick during the school day, I will be notified and agree to arrange prompt pick up from the school.
D. _____ For the safety of my child, permission must be given by phone, email, or in person to the Director in Charge when someone other than myself, or those named on my Admission Form, picks up my child. Identification will be required.
E. _____ I understand that I am welcome to observe or visit the school anytime that I wish; however, discussion of my child's progress or behavior must be in private by appointment. All conferences are oral and in person.
F. _____ I understand that if I pick up my child 10 minutes after dismissal, I will be charged $20.00 and $1.00 for each additional minute thereafter. Tuition is due on the first of each month. A $20.00 late fee will be charged if payment is not received by the first of each month. Also, there is a $35.00 returned check fee.
Notice: Reading Friends of Keller reserves the right to decline or withdraw enrollment to any student, but will not discriminate based upon such individual's race, color, religion, sex, or national origin. By initialing above and signing below, you agree to the terms of this contract.
____________________________________
______________________________
Parent/Guardian Signature
Date
Enrichment Classes
These classes are held after school from 1-2 pm for ages 2-Pre-K. Sign-up is available by the month but space is limited.
Monday: La Clase de Español
Tuesday: Brushes & Brooks
Spanish class is a fun and energetic way to introduce language through conversational words. Students will learn days of the week, months of the year, colors, family, foods, manners, greetings, weather words, animals and more.
Monthly Cost: $55/child
Teachers: Ms. Yayi/Ms. Mallory
Ms. Adriana/Ms. Lisa
Brushes and Books is a literature-based children's art class that will capture your child's imagination, while tapping into his or her creative side. Each week we will share a book, then roll up our sleeves and get artsy.
Monthly Cost: $55/child
Teachers: Ms. Yayi/Ms. Melissa
Ms. Carrie/Ms. Natalie
Wednesday: Yoga
Yoga can be a great benefit to children of any age. They will learn techniques for self-health, relaxation, and learn to navigate life's challenges with a little more ease. Physically, it helps to enhance their flexibility, strength, coordination, and body awareness. It is a physical activity that encourages self-esteem in a noncompetitive atmosphere.
Monthly Cost: $55/child
Teachers: Ms. Mallory/Ms. Yayi
Ms. Adriana/Ms. Lisa
Thursday: Let's Cook!
Friday: Young Explorers
This class will introduce cooking and food preparation while teaching fine motor skills, nutrition, measurement, shapes, fractions, following directions, telling time, sensory exploration, science concepts, and cooperation.
Monthly Cost: $55/child
Teachers: Ms. Kim/Ms. Melissa Ms. Carrie/Ms. Natalie
Young Explorers allows children the chance to learn through hands on science experiments, discoveries, and sensory exploration. Some of these discoveries include animals, machines, magnets, music, and more.
Monthly Cost: $55/child
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Childrens Islamic Bedtime Stories 1
A boy observes the Muslim holy month of Ramadan with his family.
ONE OF OPRAH'S FAVORITE THINGS 2021! A NEW YORK TIMES BESTSELLER As Oprah says on Oprah Daily, "Reading can inspire you to do great things—what a great gift for a preteen! This series features boundary-breaking women and includes stories about some who have moved me the most—like Toni Morrison. They even included me!" The New York Times bestselling Good Night Stories for Rebel Girls is a children's book packed with 100 bedtime stories about the lives of extraordinary women from the past and the present, illustrated by 60 female artists from all over the world. This must-have volume brings readers on an empowering journey, introducing them to the real-life adventures of trailblazing women from Elizabeth I to Malala Yousafzai. The unique narrative style of Good Night Stories for Rebel Girls transforms each biography into a fairytale, filling readers with wonder and a burning curiosity to know more about each hero. Each woman's story is also accompanied by a full-page, full-color portrait that captures her rebel spirit. Almost three centuries have passed since the oldest manuscript of "The Thousand and One Nights" arrived in Europe. Since then, the "Nights" have occupied the minds of scholars world-wide, in particular the questions of origin, composition, language and literary form. In this book, Muhsin Mahdi, whose critical edition of the text brought so much praise, explores the complex literary history of the "Nights," bringing to fruition the search for the archetype that constituted the core of the surviving editions, and treating the fascinating story of the growth of the collection of stories that we now know as "The Thousand and One Nights,"
In his first work of narrative nonfiction, Matthew Pearl, bestselling author of acclaimed novel The Dante Club, explores the little-known true story of the kidnapping of legendary pioneer Daniel Boone's daughter and the dramatic aftermath that rippled across the nation. On a quiet midsummer day in 1776, weeks after the signing of the Declaration of Independence, thirteen-year-old Jemima Boone and her friends Betsy and Fanny Callaway disappear near the Kentucky settlement of Boonesboro, the echoes of their faraway screams lingering on the air. A Cherokee-Shawnee raiding party has taken the girls as the latest salvo in the blood feud between American Indians and the colonial settlers who have decimated native lands and resources. Hanging Maw, the raiders' leader, recognizes one of the captives as Jemima Boone, daughter of Kentucky's most influential pioneers, and realizes she could be a valuable pawn in the battle to drive the colonists out of the contested Kentucky territory for good. With Daniel Boone and his posse in pursuit, Hanging Maw devises a plan that could ultimately bring greater peace both to the tribes and the colonists. But after the girls find clever ways to create a trail of clues, the raiding party is ambushed by Boone and the rescuers in a battle with reverberations that nobody could predict. As Matthew Pearl reveals, the exciting story of Jemima Boone's kidnapping vividly illuminates the early days of America's westward expansion, and the violent and tragic clashes across cultural lines that ensue. In this enthralling narrative in the tradition of Candice Millard and David Grann, Matthew Pearl unearths a forgotten and dramatic series of events from early in the Revolutionary War that opens a window into America's transition from colony to nation, with the heavy moral costs incurred amid shocking new alliances and betrayals.
Here for young readers and listeners, are all the best treasured stories of the Quran in one beautifully illustrated volume. The stirring and dramatic stories of the great prophets, peoples and nations are unfolded as a family saga, one event leading naturally to the next. All these features in one great book: * 42 easy to read Quran stories. * A moral value with each story. * Simple language. * Vivid and charming illustrations. * A Quran reference for each story at the end of the book. Designed for use at home or at school, this book makes the message of the Quran more meaningful for children. It's the perfect way to begin your child's lifetime adventure of personal Quran reading! Especially chosen for the very young, these stories act as a foundaton on which to build a growing knowledge of the Quran.
Teaching Children Stories & Lessons from Allah's Book God the Almighty relates the best stories to us in His Holy Book, the Quran. Stories in which we can derive wisdom and lessons from various events of the past no matter our age. Human beings, especially kids, love listening to stories, and stories help us remember lessons and benefits for a long time. Stories of the Holy Quran give us hope and comfort, knowing that people in the past went through similar experiences and struggles that we go through. Stories of the Holy Quran teach us morals and ethics. Stories of the Holy Quran increase our Iman (Faith) in Allah, the Glorious. My Favorite Bedtime Stories from The Holy Quran aims to share some of the Holy Quran's beloved stories to our young ones so they can build a growing knowledge of our Creator, the Holy Quran, and our beautiful religion of Islam. This children's book comes with delightful, colorful illustrations to help your child understand each story. This book includes the famous stories of various Prophets that are mentioned in the Holy Quran, including Prophet Adam, Prophet Joseph, Prophet Abraham, peace be upon them all, and more, as well as other popular stories, like the story of the young companions of the Cave and the companion of the two gardens. Nothing beats sitting with your child and bonding with them with beneficial and interesting stories from the Holy Quran. About The Sincere Seeker Kids Collection The most significant and longest-lasting inheritance you can gift your child as a parent is a proper Islamic upbringing and knowledge of Islam. As a parent, you must teach your children about God, the Holy Quran, the religion and lifestyle of Islam, and Prophet Muhammad, peace be upon him. Every parent must instill interest and love for Islam among their children at an early age, so they can grow up with an Islamic mindset and lifestyle. Every household must set a daily time to develop and grow their child's connection with Allah to nourish their souls. Just like our physical bodies need food and water to grow and nourish, our souls need the remembrance of Allah and the recitation of Page 1/4
Join little Maymunah in the book series, "Maymunah's Musings," on her many quests as she gets to know Allah, subhanahu wa ta'ala, through His names and attributes! In the first book of the series, "How Much Does Allah Love Me," Maymunah, with the help of her mom, sets out to discover the love Allah has for her. Follow her on this adventure as she learns about Allah, the Most Loving, through His creation!
the Holy Quran to enrich, nourish, and give life to our souls. The Sincere Seeker Kids Collection is designed to introduce and teach your children the essentials they need to know about Allah, the Glorious, the Holy Quran, Islam, and Prophet Muhammad, peace be upon him, in an easy, fun, and educational way. The love of Allah is already instilled in our children's hearts, and it is our duty as parents to help develop, nurture, and sustain that love and bond at an early age. A fun way to start introducing these concepts to your children is through reading to them and encouraging them to read. Nothing beats sitting with your children and bonding with them with beneficial and interesting concepts of Islam. Every page in each book introduces a part of Islam with a delightful, colorful illustration to help your children understand and appreciate each component of Islam. Disclaimer: Some of the stories in this book end with nations being destroyed, which may be perceived as not suitable for children to some parents. Please read each story in full before reading it to your children.
This fun-filled activity book has seven different activities designed around stories from the quran. The stories are written in simple words to make it easy for parents to share with their children
In this classic of children's literature, beloved by generations of readers and listeners, the quiet poetry of the words and the gentle, lulling illustrations combine to make a perfect book for the end of the day. In a great green room, tucked away in bed, is a little bunny. "Goodnight room, goodnight moon." And to all the familiar things in the softly lit room—to the picture of the three little bears sitting on chairs, to the clocks and his socks, to the mittens and the kittens, to everything one by one—the little bunny says goodnight. One of the most beloved books of all time, Goodnight Moon is a must for every bookshelf and a time-honored gift for baby showers and other special events.
5 Islamic Short Stories for ChildrenKhan Books
Learning the Holy Quran while reciting it and understanding it is mandatory for every Muslim household and a heavy
Allah knows what is best for us. Read this book to know what He expects from us and what He likes and dislikes. Allah and Me is a book which discusses some Islamic virtues which we should practice in our daily life in order to live according to Allah's will and become candidates for Paradise. A Muslim does everything for Allah. Every Little Talk in this book includes some questions to make children think, especially about their own behaviour in context of the virtue discussed in that Talk. Each Talk ends with some Quranic verses and Hadith quotes to stress and highlight the Islamic teaching discussed in that Talk.
weight on our shoulders as parents. Every parent must instill interest and love for the Holy Quran among their children at an early age, so they can grow up with an Islamic mindset and lifestyle. The Holy Quran is the verbatim word of Allah, and every household should set a time daily to develop and grow their connection and their children's connection to these Words to nourish their souls. Just like our physical bodies need food and water to survive, our souls need the Holy Quran and the remembrance of how Allah to enrich, nourish, and give life to our soul. Getting to Know and Love the Holy Quran. This children's book introduces the Holy Quran to your children in an easy, fun, and educational way. The goal of this book is to teach your children the basics they need to know about the Holy Quran and express the importance of learning it, so it can spark their interest in developing a strong love and bond for the Holy Quran. llyas & Duck search for Allah is an adorable storybook for kids about a boy's quest to find God. "Where is God?" is a question that any parent teaching their kids will one day have to answer. This book helps parents answer that question while conveying the profound mystery of it all in a fun way. In this story, likable Ilyas pairs up with Duck to ask the one question over and over in different scenarios. With whimsical and poetic replies, Ilyas slowly begins to realize what his question truly means. And by the end, his childish curiosity is fulfilled with profound realizations. Agers 5+ The explosion of a jetliner over India triggers an Apocalyptic battle that sweeps across the subcontinent. Reprint. Inspirational, simple Islamic Stories and authentic Islamic Facts for Kids The Book "Inspiring Islamic Stories" is not like other Islamic Books for Kids! It contains three stories; one of them is the most inspiring and unforgettable story of all Prophet Muhammad (Peace and Blessings of Allah be upon him). This Islamic bedtime book for Toddlers is filled with good Islamic morals and manners, teaching your child age three and above about Allah and to understand the importance of good and bad actions. It has been created in recognition of the need for books that tell real, authentic Islamic stories for children. Most of the Islamic children's books available today lack authenticity or are written in a complicated language for young Muslims to understand. "Inspiring Islamic Stories" is written in a way that even very young kids can easily understand. The author made these stories as authentic as possible by taking stories and information from the Quran, Tafseer Ibn Katheer, Bukhari, Muslim, and other authentic Hadith books and simplifying the language and adding context children can understand, without changing the intended meaning. This simple language results from an interactive reading process between the author and her children. If you are looking for a good Islamic children's book with inspirational, simple stories for kids 2-10, this colorful picture book is a great choice. Don't be surprised if it quickly becomes one of their favorite books they ask to read again and again. Editorial Reviews: "I thought this book was enlightening and entertaining. Also, I think there are many similarities across religions with respect to their morals and values for a life well spent. I cannot say whether the book might be confusing for very small children from different faiths, but I think it would be great for Islam children of various ages and for older children from other faiths." -Dr. Jay "[The] idea would have been to buy the book.. brand it to MC and give it away free. But you will make more money selling it it seems. Jzk."-Head Admin of Muslim Central whose co-director is Mufti Ismail Menk (Zimbabwe) "And as a children's book author myself, I like to see what 'new' books are out there. This book is VERY nicely illustrated (calming color scheme; enchanting overall) and evenly paced. It can be hard to write for a very young audience, especially about religions, but this book gets it right. In addition, I would also recommend this book for older non-Muslim children and teens, who simply want to learn more about Islam. Well done! "-Christy Burbidge, Author, Copy Editor, MSW (Simmons University) and PhD in Expressive Therapies (Lesley University) "The last story about the gardens of Sheba was by far Page 2/4
the best and illustrated wonderfully."-Nikki Lewen, 5 Stars Award winning American Author, who was featured at the National John Steinbeck Center About the Author Julia Hanke was born and raised in Germany. She converted to Islam at the age of 17 and took the name Hafsa to have a Muslim identity. Hafsa studied Education and Islamic Sciences at a famous German University and achieved her Bachelor's degree. At the moment, she is homeschooling her three children. Note that the quotes from the Koran and Hadith are illustrated in more than ten unique Illustrations. A joyous short story collection by and about Muslims, edited by New York Times bestselling author Aisha Saeed and Morris finalist S. K. Ali Once Upon an Eid is a collection of short stories that showcases the most brilliant Muslim voices writing today, all about the most joyful holiday of the year: Eid! Eid: The short, single-syllable word conjures up a variety of feelings and memories for Muslims. Maybe it's waking up to the sound of frying samosas or the comfort of bean pie, maybe it's the pleasure of putting on a new outfit for Eid prayers, or maybe it's the gift giving and holiday parties to come that day. Whatever it may be, for those who cherish this day of celebration, the emotional responses may be summed up in another short and sweet word: joy. The anthology will also include a poem, graphic-novel chapter, and spot illustrations. The full list of Once Upon an Eid contributors include: G. Willow Wilson (Alif the Unseen, Ms. Marvel), Hena Khan (Amina's Voice, Under My Hijab), N. H. Senzai (Shooting Kabul, Escape from Aleppo), Hanna Alkaf (The Weight of Our Sky), Rukhsana Khan (Big Red Lollipop), Randa Abdel-Fattah (Does My Head Look Big in This?), Ashley Franklin (Not Quite Snow White), Jamilah Thompkins-Bigelow (Mommy's Khimar), Candice Montgomery (Home and Away, By Any Means Necessary), Huda Al-Marashi (First Comes Marriage), Ayesha Mattu, Asmaa Hussein, and Sara Alfageeh.
Get ready for a busy day in the garden, a pirate adventure and a trip to the top of a mountain - there's so much to discover! Filled with stories from a host of well-loved authors and illustrators, including Julia Hubery (A Little Fairy Magic, That's What Friends Are For) and Caroline Pedler (Who's Afraid of the Big Bad Bunny?, Super-Duper Dudley!). With beautifully illustrated stories and poems throughout, this charming anthology is the perfect gift for all three year olds. Includes:Little Bear's Big JumperPirate Piggy WiggyThe Busy, Busy DayIt's My Turn!A Friend Like YouBy the Light of the Silvery Moon
The Little Mermaid is one of Hans Christian Andersen's most beloved fairytales. This new edition lets the reader delight in Peter Madsen's fabulous illustrations, which compliment the beautiful tale of the mermaid and her unrequited love.
These are some of the best-loved tales from the Quran and from the life of the Prophet Muhammad. Especially chosen for the very young, they provide a foundation on which to build a growing knowledge of the scriptures. This is story-telling at its best, with the meaning and message expressed in the simplest of words. As well as being easy to understand, these stories are also fun to read and share with others. Colourful, child-friendly illustrations complement the text and bring the stories vividly to life.
Come along for fun on the farm, a jungle safari, and an underwater adventure and make lots of new friends along the way! This beautiful anthology includes short stories divided by pages of poems and verse.
This engaging children's book contains a collection of 5 short stories geared towards the nurturing and nourishing the minds of young Muslim children. With relevant quotes from the Qur'aan/Hadeeth at the end of each story, Parents will be delighted to find that they can teach their children Islamic values in a fun and enjoyable way. Stories include: · Chapter 1: Imran's New Scooter · Chapter 2: Yahya and the Cat · Chapter 3: Maryam's Crayons · Chapter 4: Abdullah Tells the Truth · Chapter 5: Eesa's Trainers These stories will undoubtedly be a great way to nurture core Islamic virtues for the whole family.
Engaging, Colorful, and Fun Islamic book for kids This book is not like other Islamic books for children under 3! It is filled with good Islamic morals, manners, and stories that introduce your Toddler to essential Islamic Foundations. "My First Islamic Book for Children under 3" has been created in recognition of the need for books that tell the stories of Islam for small children. Most of the Islamic educational and storybooks for children available today are either lacking in authenticity or are written in a language that is difficult for young children to understand. "My First Islamic Book for Children under 3" is written in a way that toddlers and pre-school age children can easily understand. The author made these stories as authentic as possible by taking stories and information from the Quran, Tafseer Ibn Katheer, Bukhari, Muslim, and other authentic Hadith books and simplifying the language and adding context that children can understand, without changing the intended meaning. This simple language results from an interactive reading process between the author and her then three-year-old son. The author kept editing and simplifying the text until her son was able to understand it easily. About the Author Julia Hanke was born and raised in Germany. She converted to Islam at the age of 17 and took the name Hafsa to have a Muslim identity. Hafsa studied Education and Islamic Sciences at a famous German University. At the moment, she is homeschooling her three children. Well suited for Babies, Toddlers, Preschoolers, and even very beneficial for children up to 10 years of age! Teach your children who Allah is, His authentic Names and Attributes, and what they mean for every Muslim. Which morals and lessons can we draw from Allah's Names and Attributes? Which name should we use in which dua in which situation? Find out in this book. A must-read for every Muslim.
Islamic History for Kids, explaining the context and the story of the battle of Uhud for young readers. It talks about the situation, context and surrounding facts of the battle and what lessons it can teach us.
- a story for children to know one of God's prophets From an Islamic point of view, Interesting for children, college students, preschooling, kindergarten and even for adults -A tale explains the first creation and the role of Satan in human sin And how did our father Adam come out of Heaven.-A beautiful story for everyone who loves the stories of creation and the prophets From an Islamic perspective.can be birthday gift, t, any special occasion to your loved ones (sons, doughters, sisters, brothers... best friends and also for your self)-25 pages. 6.9 sizeenj *2019 Daybreak Children's Picture Book Award -- Recognizing Muslim Women's Contributions to Literature* *Notable Social Studies Trade Book For Young People 2016, a cooperative Project of the National Council for the Social Studies (NCSS) and the Children's Book Council* *Featured Book of the Month, Anti-Defamation League* *American Library Association Notable Book for Children 2016* *Skipping Stones Honor 2016* *International Literacy Association Choices Reading List* Lailah is in a new school in a new country, thousands of miles from her old home, and missing her old friends. When Ramadan begins, she is excited that she is finally old enough to participate in the fasting but worried that her classmates won't understand why she doesn't join them in the lunchroom. Lailah solves her problem with help from the school librarian and her teacher and in doing so learns that she can make new friends who respect her beliefs. This gentle, moving story from first-time author Reem Faruqi comes to life in Lea Lyon's vibrant illustrations. Lyon uses decorative arabesque borders on intermittent spreads to contrast the ordered patterns of Islamic observances with the unbounded rhythms of American school days. Fountas & Pinnell Level N
The newest biography for children and young adults of the Holy Prophet Muhammad, designed to be read over the month of
Ramadan. Duas your children can recite at various times through the day, in simple rhyming text that is easy on the ears. Islamic Children's Books on the Quran, the Hadith, and the Prophet Muhammad, kids books games gifts activities puzzles on akhlaq Arabic learning Page 3/4
Copyright : www.treca.org and moral values, stories of sahabah, bestselling children's books by Goodword to teach the glory of Allah, islamic school books Goodnight Stories from the Quran is the answer to every child's longing to hear a good bedtime story. It contains a careful selection of thirty-three magnificent Quranic tales retold in age-appropriate language. A simple text and fabulous colour illustrations, which bring the narratives vividly to life, make the message of the Quran more meaningful for children. The book offers a special dimension to these wonderful goodnight stories, and acts as a foundation on which to build a growing knowledge of the Quran.
"It's easy to feel a sense of peace after completing Fawzia Gilani's Cinderella. This humble version of the classic fairy tale is a gentle reminder that victory comes as much from a peaceful soul as a beautiful dress and a dramatic confrontation." - Luxury Reading Cinderella is one of the oldest, best-known, and most loved stories worldwide, with hundreds of cultural variants and retellings from ancient Egypt and China to the present day. In this version we follow the trials and tribulations of the sweet, gentle, and pious Zahra when her parents die and she is left at the mercy of an uncaring stepmother and stepsisters. This is a well-crafted Islamic version of the classic tale in which faith, goodness, and prayer are rewarded in the end. The charming, richly detailed illustrations of Shireen Adams, set in medieval Andalusia, help bring the text to life.
A collection of short stories, poems and activities that examines the world through the eyes of Muslim children.
Build a bond with Allah through this top choice in Islamic books for kids ages 5 to 7 Join Aliya and Amar as their Mama and Papa tell them all about the Five Pillars--especially salah. One of the most engaging Islamic books for kids, this book helps you learn what it means to pray, discover how it helps you grow closer to Allah, and hear awesome stories from the Quran that teach even more about the importance of salah. This standout among Islamic books for kids features: Salah and dua explained--Find out what salah and dua are, why they matter so much, and how talking to Allah can help you. Playful learning--Grab your family and keep the learning going with fun activities you can do together. Engaging pictures--Follow along with colorful illustrations that take you through the story and teach you how to perform wudu and salah. Go beyond other Islamic books for kids with this fun and educational exploration of salah and more.
Goodnight Stories from the Life of the Prophet Muhammad is the answer to every child's longing to hear a good bedtime story. It contains a careful selection of twenty three magnificent tales from the life of the Prophet retold in age-appropriate language. A simple text and fabulous colour illustrations, which bring the narratives vividly to life, make the message of the Prophet more meaningful for children. The book offers a special dimension to these wonderful goodnight stories, and acts as a foundation on which to build a growing knowledge of Islam. Islamic Children's Books on the Quran, the Hadith, and the Prophet Muhammad, kids books games gifts activities puzzles on akhlaq Arabic learning and moral values, stories of sahabah, bestselling children's books by Goodword to teach the glory of Allah, islamic school books There has been an urgent need for a simple and concise guide which teaches the basics of prayer for Muslims. This book has been designed for people who don't know how to pray yet or those who aren't sure whether they learned correctly or not.In this book you will learn the prayers by reading clear and simple descriptions of what to do along with pictures to make sure you understood correctly. One of the unique features of this book is that it doesn't limit itself to teaching the rituals behind the prayer only. Rather, there is an entire chapter dedicated to learning the meanings behind each statement and action in the prayer.
While you are sleeping, does the rest of the world sleep, too? Not everyone. In this dreamy book, which won the 2015 Silent Book Contest at the prestigious Bologna Children's Book Fair, Mariana Ruiz Johnson conjures up the ordinary yet extraordinary world outside the window of a sleeping child. Some people are working. Some people are eating. Some are walking their dogs, others are watching the stars. And some are setting off on an adventure that might inspire an artist to create a book. As magical as the night sky, readers will return to Mariana Ruiz Johnson's illustrations again and again, finding new stories each time they visit. Plus, this is the fixed format version, which looks almost identical to the print edition.
Goodnight Stories from the Quran is the answer to every child's longing to hear a good bedtime story. It contains a careful selection of thirtythree magnificent Quranic tales retold in age-appropriate language. A simple text and fabulous colour illustrations, which bring the narratives vividly to life, make the message of the Quran more meaningful for children. The book offers a special dimension to these wonderful goodnight stories, and acts as a foundation on which to build a growing knowledge of the Quran.
A rich book full with instructional and pedagogical stories, with great morals and values. easy english words and expression for kids, can be a nice bedtime stories book to read for your son, daughter, grand-son, grand-daughter ... 100 story for 187 pages 6 x 9 inch great size Copyright: 95b06668fb88ab250b96abee17fc5599
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4 e The Tennis Match
Name __________________
1. Read the sentences.
Circle the one that is Elephant's problem.
Giraffe hit the ball to Elephant.
Elephant hit the ball in.
Giraffe hit the ball out.
Elephant did not hit the ball.
Elephant looked at the ball.
2. Draw a picture of the sentence you have circled.
4 e The Tennis Match
Name __________________
Use the following words to fill in the table:
tennis match
Elephant missed the ball.
Giraffe
Elephant
Tiger
Elephant hit the ball in. | <urn:uuid:b70d66ba-c1e9-4b3d-a11e-f2855c225d86> | CC-MAIN-2024-30 | https://www.macmillanic.com/wp-content/uploads/2020/01/Springboard-Foundation-BLM-4e-The-Tennis-Match.pdf | 2024-07-24T00:01:37+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00116.warc.gz | 768,026,884 | 122 | eng_Latn | eng_Latn | 0.996711 | eng_Latn | 0.99787 | [
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Frequently Asked Questions About Food Systems
These are not intended as "the right answers" to questions you might be asked, but as illustrations of how to work with themes that research has proven to be effective, and how to turn unproductive frames embedded in questions into opportunities to discuss more productive topics. Communicators will find their own ways of putting these principles into practice.
1. Aren't most Americans pretty satisfied with their food options? Is it realistic to expect that changing the system would become a high priority issue?
Less effective:
Most Americans do want the food they eat to be healthier, more nutritious, better tasting – and they believe that food could be all those things, and better for the environment, if we moved to a more natural, more balanced approach to producing our food.
Analysis:
Reinforces the focus on individual eating scenarios
Mentions the environment as an end in itself without referring to "practical" implications of environmental degradation
More effective:
We know from talking to ordinary people all across the country that Americans expect our food system to produce what we need now and for generations to come. We are concerned about whether we're protecting or damaging the foundations that our food supply depends on – from a fresh water supply to healthy soil to ocean ecosystems.
Analysis:
Bridges immediately to a big-picture perspective – in terms of the problems and the collective responsibility for them
Uses the Legacy value
Evokes a practical, responsible stance and avoids perceptions of environmentalists as extremists
Gives concrete examples of what's at stake
2. Not everyone is going to be able to afford high-end foods like organically grown or free-range products. What do you tell those people?
Less effective:
First, most families can probably think of places they're spending their food dollars that are less important than their health. But in the long run, of course, it's critical to find ways of making healthy foods less expensive and more widely available.
Analysis:
Starts by placing the "blame" on consumers
Doesn't broaden the issue beyond the Consumer/Shopping Frame
Doesn't effectively challenge the framing of high quality food as elitist – allows organic food etc. to remain the "exception"
More effective:
The problems with our runaway food system are not going to be solved at the level of individual shoppers. We all need to recognize the need to move to an approach that makes food that's healthy for people and the environment the norm rather than the exception.
Analysis:
Rejects the appeal to Consumer framing in the question
Introduces a big-picture perspective with references to the runaway food system and to the need for collective attention to the issue
Forefronts the problem of organic foods etc. being "niche" products in the current market
3. The food in supermarkets is there because consumers want it there. Aren't producers just giving people what they want?
Less effective:
The food companies spend billions of dollars a year on advertising that is designed to sell us unhealthy foods that we don't need, and that are damaging our health. They should bear some responsibility for that.
Analysis:
Relies on a weak (if accurate) argument: that we are effectively manipulated by advertising – most Americans resist this idea
Doesn't effectively challenge the common default understanding of a consumer-driven food supply
Focuses on blaming the producers rather than offering a vision of what change would look like
Has the potential to define the speaker as anti-business and therefore suspicious
More effective:
Analysis:
Anyone who has bought a tasteless (and less nutritious) pink tomato at their supermarket knows that when it comes to large-scale food production and distribution, consumers aren't exactly in charge. Food products are on the shelves and in the ads because producers and sellers make a profit from those products. The food supply system is too important to our society for us to ignore our collective responsibility to protect it from exploitation.
Encourages people to think about the processes behind the store shelves
Replaces one causal story about the food system (i.e. consumer demand as the driving force) with a simple and familiar alternative (i.e. businesses want to make a profit)
Uses a familiar, concrete example from everyday life that directly counters the consumer-driven story
Establishes collective responsibility for protection; implies a line distinguishing acceptable business practices from non-acceptable
4. There are scientists in laboratories all over the world working to develop better ways of making food. Can't we reasonably expect science to fix today's food problems?
Less effective:
Science has actually caused many of our current problems, from the development of toxic pesticides to genetic manipulations with unknown consequences. What we need is to get science back under control.
Analysis:
"Demonization" of science counterproductive in the long run Suggests no solutions other than "less science"
Obscures many of the important causal factors that have actually created problems
More effective:
Technological changes don't automatically move us in the right direction. Science can help with some problems, but before we know what kind of science and technology we need, we have to set goals as a society, and understand what the current problems are. For instance, (continue with example)….
Analysis:
Addresses listeners as citizens who should try to understand the big picture – promotes collective responsibility
Effectively rejects the "silver bullet" notion of scientific solutions
Allows communicators to segue to any number of issues (including ones not amenable to "scientific" solution)
5. It seems like there is plenty of regulation – after all, you don't hear about Americans dropping dead from contaminated food. Why do we need more?
Less effective:
Actually, a significant number of Americans do fall ill from contaminated food every year. Regulatory bodies like the FDA and the Department of Agriculture can only inspect a tiny percentage of the foods that we eat. Years of budget cuts and lobbying by industry groups have weakened them at the very moment when new challenges like agricultural pollution and genetic engineering are demanding new, creative approaches to regulating our food supply.
Analysis:
More effective:
Analysis:
Argument about regulatory inadequacy is likely to trigger people's familiar model of an incompetent government
Allows focus to stay on the narrow problem of food contamination
The question isn't how much regulation we have, but whether we're taking the right steps to protect both our food and the foundations of our food supply. The current runaway approach is allowing unprecedented amounts of chemicals in our food and our environment, for instance, and needs to be brought under control.
Promotes collective responsibility towards the food system
Doesn't promote the image of ineffective government Uses the Protection Frame
Broadens the issue to include sustainability (using the effective "foundations" analogy)
6. What foods should Americans be eating more and less of?
Less effective:
For their own sake, they should be eating food grown with fewer chemical pesticides, fertilizers, etc. And making these choices will also have consequences for the environment.
Analysis:
Allows focus to remain on individual food choices, rather than bridging to big-picture perspective
Draws a distinction between people's interests and the environment, rather than drawing a bridge between health and environmental concerns
More effective:
It's more helpful to think about the changes we need to make in how we get and produce our food. We need to be growing food in ways that don't damage the foundations that agriculture ultimately depends on – like healthy soil and available water; we need to process foods in ways that preserve their natural nutrition; we need to build a system that can support agricultural workers at a reasonable standard. It's also true that if we do a better job with how we produce food, better eating will result.
Analysis:
Promotes a broader perspective
Promotes collective responsibility
Conveys the idea of sustainability in understandable terms
Establishes individual choice as dependent on systems reform
7. What is your company doing to make the food system more sustainable?
Less effective:
We have as strong a commitment to sustainability as any of the major food producers, and have supported test programs in areas from pesticide reduction to water savings to aquaculture.
Analysis:
Uses jargon that many readers will not understand
Takes for granted that readers understand "sustainability," which most don't – and doesn't imply a practical need for sustainable practices
More effective:
We believe that one critical measure of any method we use to produce food is its impact on the foundations of the food supply, from the fresh water supply to healthy soil to ocean ecosystems. We're making sure that, in all those areas, the foundations we depend on are being protected, rather than destabilized.
Analysis:
Uses concrete language and images
Conveys the idea of sustainability in understandable terms, and makes the practical stakes clear
8. The world's food systems are producing more food now and feeding more people than ever before. You can't really argue with success, can you?
9. We've experienced a variety of food scares over the years, and the situations have always been corrected. Isn't it alarmist to talk about a "Runaway Food System"?
Less effective:
Our current emphasis on producing as much food as we can, by whatever means, comes at a real cost. It's time to weigh the quantity we're able to produce against the quality of the food we're producing, the quality of the environment, and the quality of life of the people who work to produce our food.
Analysis:
Sounds like it is advocating producing/eating less – likely to trigger backlash, or to be dismissed as unrealistically anti-modern
Overall, very ineffective at addressing the Quantity argument, which will always trump unless a strong alternative "bottom line" is introduced
More effective:
One of the most critical measures of success is how well we're protecting the foundations that our food supply depends on, from … to …
Analysis:
Uses the Protection value
Doesn't repeat/reinforce the quantity argument, which can derail any move towards more productive thinking
Uses the foundations model to effectively convey an alternative "bottom line" (i.e. sustainability)
Less effective:
Actually, many of the situations you refer to have never been effectively dealt with. Tuna still contains dangerous levels of mercury, mad cow disease still represents a real threat to our health and to the beef industry, etc. Promoting a realistic awareness of risks is responsible, not alarmist.
Analysis:
Promotes fear as a motivator
Limits the issue to the narrow question of food safety
Likely to evoke individual "adaptationist" response ("How can I eat safely?")
More effective:
We've got a Runaway System in the sense that it's becoming bigger and more powerful all the time, with insufficient safeguards in place. Our methods of producing and distributing food are altering the foundations that the food supply itself depends on, and unless we get them under control, they threaten the environment and economic systems that our children will have to live with.
Analysis:
Bridges to a big-picture perspective
Offers a concrete sense of what sustainability means
Uses Legacy and Protection values to drive home what's at stake
10. You've talked about problems with our "food system." For people unfamiliar with the term, what is a "food system"?
Less effective:
It's the seeds that get planted, the animals on the farm, the food on your table, and everything in between – including methods of planting and harvesting and storing crops, processing food, shipping and selling it.
Analysis:
Infers the system is a natural or uncontested process, not man-made
Misses the opportunity to frame the food system as something that can and should be managed
Reinforces the default, little-picture perspective on food by mentioning the table early on
More effective:
It's all the processes that go into producing and distributing food – whether they've developed haphazardly or with careful planning – from breeding crop seeds, to fishing, to raising cattle, to processing food, shipping, storing and selling it.
Analysis:
Makes it clear that food systems are man-made, can and should be managed
11. It sounds like you're saying that we're producing more food than we need to. We all need to be less greedy and wasteful – to consume less food and fewer resources. Is that the case?
Less effective:
A more economical approach would certainly help. We are currently taking more out of our resource base than it can support, and we need to bring things back into balance.
Analysis:
Seems to accept the question's premise about an ascetic approach to food – a losing argument
Sounds as though it is advocating turning back the clock on modern progress – another losing position
More effective:
Actually we are talking about working with what we've got in order to achieve the greatest possible food production over the long-term. We're talking about avoiding damage to the foundations that food production depends on so that they remain productive now and into the future.
Analysis:
Uses a responsible management frame
Avoids calling for "belt-tightening"
Aligns sustainability with maximizing production
Refers implicitly to our legacy to future generations
12. In our free market society, how can we expect to control how food companies operate?
Less effective:
We have always regulated agriculture and the food system in order to protect public health and the common good. We need to update this approach in a way that meets the current challenges, including problems like the growth of huge food conglomerates and the decline of small operators.
Analysis:
Treats "regulation" as the main tool for change – misses the opportunity to broaden the picture
Accepts the implicit opposition between market and government – most Americans believe the market delivers better outcomes
Mentions problems – growth of conglomerates, decline of small operators – in a way that most readers will not understand
More effective:
We're not talking about controlling companies – we need them to be as creative and innovative as ever. But we are talking about setting some reasonable standards to guide that innovation, like not destroying important ocean ecosystems. And about making sure that smaller operators can survive, so that competition and market forces can work better.
Analysis:
Rejects the opposition between reform and businesses/markets Introduces the idea of basic standards – ultimately these are yardsticks by which we can evaluate the food system
6. Are you suggesting that the food supply isn't safe in this country?
Less effective:
In some ways, the food supply is safer than it has ever been. In other ways, however, it is a public health disaster. Rates of diabetes, obesity and other food-related illness are reaching epidemic rates. Our food system is also causing environmental degradation that is contributing to health problems throughout the population.
Analysis:
Good idea to draw links to health problems (diabetes, obesity) – but most people strongly associate these with individual choices
Answer doesn't help them draw connections to the food system Refers to environmental problems without explaining – most readers are likely to miss the connection
More effective:
One problem is that we don't know how safe it is. We are introducing unprecedented levels of chemicals into the food supply chain, for instance, and can't really know what that means. The impacts certainly extend beyond the health of individuals to the natural systems we all depend on.
Analysis:
Highlights the idea of a lack of control, management, knowledge and foresight over the system as a whole
Extends the topic beyond individual health
7. How can an individual make a difference on this issue?
Less effective:
There is a lot of information that can help shoppers choose foods that are healthier for themselves, for the community, for the environment. We believe that if people have more of this information, they will make responsible choices, and will end up eating better food in the bargain!
Analysis:
More effective:
Analysis:
Accepts the question's narrow frame by limiting individuals' role to shopping choices
Implies that facts are enough to change minds – rather than offering a new and more helpful frame
The first thing people can do is to become more aware of the issue, the runaway food system and the threats it can pose to critical foundations of our lives. If we're all aware of the problem, we have a better chance of coming up with good solutions as a society that will protect our food system for our children. On a daily level, individuals can also choose foods that are produced in ways that are fair, healthy and ecologically sound.
Emphasizes the citizen role rather than only the consumer role (uses ordering deliberately)
Introduces simplifying models early in the communication
Connects the reason for change to future generations
8. Wouldn't serious changes in the food business mean serious rises in food prices?
Less effective:
Some things are worth paying for, and health, the environment and the preservation of the rural way of life are certainly among them.
Analysis:
Not helpful to focus on higher prices (even in cases where it's true) – instead, it's important to offer people an alternative "bottom line"
More effective:
The critical question we're facing now is whether we can afford to keep disrupting ecological systems, the economies of whole regions, and the nutrition of our food. We have to get serious about getting our runaway system under control, and of course cost must be factored in as we work out the best solutions.
Analysis:
Offers people a compelling bottom line other than prices at grocery store checkout
Evokes a big-picture perspective that can get people thinking like citizens
9. Most Americans are probably nostalgic for the days of the small family farm, but those days aren't coming back anytime soon are they?
Less effective:
The family farm continues to be an important part of both our food system and the fabric of our nation.
Analysis:
Asserts the current relevance of small farms without helping people get around the common idea that they are fading away
Reference to "fabric of our nation," in the absence of helpful explanation, may reinforce (nostalgic) associations between small farms and the nation's past
More effective:
There's nothing old-fashioned about today's modern small farms, from the technology they use to the increasingly sophisticated markets they serve. In fact, demand for locally produced food is rising both because of its quality and because planners are recognizing the practical value of supporting local producers and the networks of businesses that surround them. Our future food system is likely to be increasingly diverse.
Analysis:
Reframes the family farm as part of a modern, future-oriented model of the food system
Highlights the practical reasons for supporting small, local farms
10. To be frank, most Americans probably can't see any reason to be concerned about our food supply. Is there a looming crisis we should be worried about?
Less effective:
Actually, there's more hunger and less food security in this country than most Americans realize. According to the U.S. Department of Agriculture, up to 12% of Americans don't consistently have access to enough food for everyone in the household. For millions of people, the crisis is already here.
Analysis:
More effective:
Analysis:
In the absence of helpful framing, this (very important) problem is likely to be dismissed, because it clashes with most people's default understandings, and is therefore hard to see/remember.
Uses a term (food security) that very few people understand
Moral appeals for sympathy on behalf of a deprived subgroup are (unfortunately) limited in their effectiveness and may be limited to charitable donations as a response
Takes up the over-used Crisis Frame in the question. This is likely to be ineffective because (A) people can only believe in/focus on a very limited number of "crises" at a time, and (B) if it has any effect, it is based on evoking anxiety, which is generally the wrong motivation for productive thinking.
There is an important area of our national life that is not being managed properly, and the consequences are significant. One in eight households currently doesn't consistently have access to enough food, the natural foundations that our food system depends on are being altered, and the nature of our food is changing in ways that we're not keeping close track of. Society needs to get control of our runaway food system that is responsible for these negative effects on our country.
Places the issue in a big-picture context
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New Testament, Quarter A, Jesus Comes Us Lesson 4—Growth Certificates
Print out and cut in half
© 2010, DiscipleLand. Permission granted to reproduce for class use.
My Growth
Name:
birth date:
today's date:
I'm Growing Bigger
birth height:
today's height:
I'm Growing Stronger
birth weight:
today's weight:
I'm Growing Wiser
I can count to:
My Growth
Name:
birth date:
today's date:
I'm Growing Bigger
birth height:
today's height:
I'm Growing Stronger
birth weight:
today's weight:
I'm Growing Wiser
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Preparation
* If possible arrange candles, crucifix and Gospel/ Sunday Missal on a table.
Introduction
Today two of the disciples- James and John- ask Jesus a question. What can we all learn from Jesus' answer to their request?
As we gather at home today, we thank God for our families and for this time we spend together in prayer. We do this today, knowing that God is with us, helping us always especially when times are difficult.
Make the Sign of the Cross – a sign of the love God has for us. An adult lights the candles.
Penitential Act
Adults and children think about how you have behaved in the past week. Especially when our daily routines are different just now. Have you shown patience to those around you? Have you been kind and helpful even when you don't feel like it and it's difficult?
Lead the children in singing the "Sorry Song" – to the tune of Frère Jacques
We are sorry,
Truly sorry,
Heal us Lord,
In Your love,
Help us to do better Help us to be kinder. Forgive us,
Forgive us.
Gloria (Sung)
Glory to God in the highest, and peace to His people on earth.
Lord God, heavenly King,
Almighty God and Father, we worship You, we give You thanks,
we praise You for Your glory.
Lord Jesus Christ, only Son of the Father,
Lord God, Lamb of God,
You take away the sin of the world:
have mercy on us;
You are seated at the right hand of the Father: receive our prayer.
For You alone are the Holy One,
You alone are the Lord,
You alone are the Most High,
Jesus Christ, with the Holy Spirit, in the glory of the Father.
Amen
All stand to welcome the Gospel singing the Gospel Acclamation: (Sing to the tune of 'If You're Happy and You Know It)
Alleluia, alleluia, praise the Lord, Alleluia, alleluia, praise the Lord, As we listen to the story, let us praise him for his glory. Alleluia, alleluia, praise the Lord (1)
Gospel of Mark 10:35- 45
A reading from the Holy Gospel according to St. Mark
Explain and demonstrate – make three crosses: one on your forehead, one on your lips and one on your heart. In this way we think God's word, we speak God's word and we keep God's word in our hearts as we say together:
"Glory to You Oh Lord"
Use this link to read the Gospel if you don't have a Sunday Missal https://cafod.org.uk>Education>Children'sLiturgy
Read the Gospel aloud to the children. At the end say:
"The Gospel of The Lord"
All reply :
"Praise to You Lord Jesus Christ"
Lead a discussion on the Gospel
What happened in the Gospel today?
The disciples-James and John- asked Jesus to give them the most important seats next to Him in Heaven.
What did Jesus say? He said that God had decided who would have each place and that they should not behave this way.
Why was Jesus unhappy with the request?
He told James and John that they should not try to make themselves important, asking for the best seats or expecting people to serve them.
How did Jesus say they should behave?
He said they should be humble and that they should serve others.
Discuss with the children that this is what Jesus Himself did. He is the Son of God, yet He was born in a stable in Bethlehem into a poor family.Unlike the two disciples He did not "show off" or cling to His importance.
Ask the children how they can do what Jesus asks?
( Don't be a show off, give everyone a chance - serve others – so help when you see someone is struggling, be kind and welcoming to others…..)
Prayers of the Faithful
Lord Jesus,
Help me build the kingdom of Heaven by working together with others to share your love in friendship and harmony with others- just as you taught us to.
Lord in Your Mercy -Hear our Prayer
Lord Jesus,
Help me to use my gifts and talents for the good of all. May the Holy Spirit always guide and protect us throughout our lives so that our words and actions may be pleasing to you.
Lord in Your Mercy -Hear our Prayer
We now pray together saying:
Our Father, who art in heaven,
Hallowed be Thy name:
Thy Kingdom come, Thy will be done,
On earth as it is in heaven.
Give us this day our daily bread,
And forgive us our trespasses,
As we forgive those who trespass against us; And lead us not into temptation,
But deliver us from evil.
Amen.
We can also say the following prayer as a Spiritual Communion: Spiritual Communion (Prayer of St. Alphonsus Liguori)
My Jesus,
I believe You are present in the Most Blessed Sacrament.
I love You above all things and I desire to receive You into my soul.
Since I cannot now receive You Sacramentally,
Come at least spiritually into my soul,
I embrace You as if You were already come, and I unite myself wholly to You.
Never permit me to be separated from You. Amen.
Closing Prayer
Lord Jesus, Help us to love You as we should and to show Your love to others- especially to those who are poor or sick or lonely. Amen.
References
1. The Complete Children's Liturgy Book. Katie Thomson, published by Kevin Mayhew. P196. | <urn:uuid:f59e594a-3a0d-40a3-ab11-fa718b23737a> | CC-MAIN-2024-30 | https://archedinburgh.org/wp-content/uploads/29SunOrdTimeYrB17Oct2021-copy.pdf | 2024-07-23T23:40:28+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00119.warc.gz | 85,981,529 | 1,156 | eng_Latn | eng_Latn | 0.995958 | eng_Latn | 0.997062 | [
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Humanity has benefited from nature and the universe for many years. However, humanity has populated beyond the level that nature can sustain humanity. Deforestation on the island of Kaua'i will not help humanity continue to grow in numbers, maintain natural resources that include oxygen produced from plants that give life to humanity and animals, and naturally filter carbon emissions from a wide range of business activities and life on earth.
Agricultural lands serve multiple purposes that has more gain than loss because of the readily available food that can be produced even if dock workers were to go on strike. In the past, dock workers have gone on strike that resulted in many products unavailable due to the dock workers refusing to work on the imported food that nurture the islands. Imagine if the agricultural land was converted into a building and dock workers went on strike. We would have no food available in the state and county. There are benefits from keeping agricultural land that is morally right.
The concept of deforestation is demoralizing the natural balance of life that allows humanity to exist in more than one way. It would be better to leave agricultural land as agricultural land, so the products produced from agricultural land contribute to the economy in more than one way. Agricultural land can produce more fruits and vegetables, so the price for produce will decrease when Hawai'i and other countries increase agriculture. The decrease in the cost will allow locals to afford healthier food, and the decrease in cost of produce will allow local livestock owners to feed livestock animals such as fish, chickens, cows, and pigs.
Local livestock owners would have the natural resources at a cheaper rate from the abundant amount that is readily available for the economy locally, nationally, and internationally. By doing this plan, it will decrease unemployment, poverty, and restore an endangered environment known as Hawai'i.
An environment that is endangered or threatened has a chain reaction to the world's ecosystem because every plant and animal gives life to other plants and animals in more than one way. It is important that we keep as much of the land abundant with indigenous plants and animals to ensure that world's ecosystem can maintain balance and harmony, so that humanity can continue to exist as we humans are part of the ecosystem.
The native Hawaiian culture should have the opportunity to thrive with indigenous plants and animals from the land that they settled here in Hawai'i. The native Hawaiian culture has many plants and animals that can be a new source of natural resources that the native Hawaiians can harvest and herd to provide to the world economy as an independent nation. The knowledge from their ancestors of the land could lead to endless possibilities for the well being of humanity.
If they want to urbanize and develop more places to live, they can remodel historical buildings to be high rise condominium buildings with fruit and vegetables growing on the exterior of the building for harvesting that will allow the population to grow with natural resources to be above sustainable. Natural resources would be abundant enough to be cheaper for locals and produce enough to export that will create more jobs for a growing population.
Any development from this sustainable practice will not cause harm to any industry since every industry thrives from natural resources that come from nature. Therefore, keeping the agricultural land will be a higher value for business and human life since nature gives life to humanity and businesses, and the sustainable efforts will be respected by the United Nations since it is part of the sustainable goals the United Nations has developed.
The recognition from the United Nations will reflect positively on those that have participated in the process of meeting the sustainable goals. Furthermore, the benefits of this global recognition will open many more prosocial opportunities that will ensure not only those participating in the meeting the
goals. It will benefit the ecosystem that includes the well being of humanity and the future of humanity. | <urn:uuid:754f735f-2e5a-4b19-9581-28235917cda1> | CC-MAIN-2024-30 | https://luc.hawaii.gov/wp-content/uploads/2020/12/A11-791-HAPA_testimony.pdf | 2024-07-24T00:43:22+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00119.warc.gz | 329,098,491 | 746 | eng_Latn | eng_Latn | 0.998837 | eng_Latn | 0.999049 | [
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INTEGRATED DRINKING WATER MANAGEMENT
RATIONALE - THE WHY
India is faced with an unprecedented problem of drinking water contamination today. 80% of the country's residents depend upon groundwater for drinking purposes (Central Groundwater Board, 2018-19). Excessive extraction has led to severe contamination of the resource from point/nonpoint sources and due to natural geogenic processes (Krishnan, 2012).
Water quality testing of common sources Source Mapping of all the water sources, public and private, used by the village community is done. Water samples are collected to check the level of contamination. Basic water contaminants such as fluoride, nitrate, iron, salinity, tubidity, etc. are tested through Field Testing Kits (FTKs).
Apart from biological contaminants, excessive levels of fluoride, arsenic, nitrate, iron and salinity are affecting groundwater aquifers of different regions of India. A major challenge is the limited geological understanding which inhibits our knowledge of the distribution of these contaminants (Ibid).
RELEVANCE FOR THE CENTRAL TRIBAL BELT
An ironic reality is that water-related diseases have a significant poverty signature and are thus mostly associated with the poor and marginalized sections of society. According to a study of 25 villages in North Gujarat (Shah & Indu, 2004), 70% of the people suffering from atleast one of the forms of fluorosis were from the monthly income group of Rs. 500 to Rs. 3500 with an average cost (medicinal + wage loss) of Rs. 5,500 per person per year on treatment for the same (Ibid).
INTEGRATED DRINING WATER MGMT - THE WHAT
In the face of the massive increase in disease burden in rural areas due to consumption of contaminated drinking water, an Integrated drinking water solution is needed that combines measures such as regular water quality testing, access to safe water nd focus on proper diet and nutrition. INREM's work on water quality management offers valuable insights in this regard.
IMPLEMENTATION PROCESS - THE HOW
A step-wise process adopted by the organisation is mentioned below:
1. Water quality testing of common sources
2. Health check-up of the entire village community
3. Identification of people affected by diseases
4. Awareness generation about effects of drinking contaminated water
5. Capacity building of frontline health workers
6. Implementation of integrated prog
7. Set up of District Water Quality Mgmt centres
On the basis of the water quality tests which are favourably undertaken in the presence of community members, the contaminated sources are marked with red paint to signify that they are not suitable for consumption.
Health check-up of village community
Health check-ups are conducted to identify the waterrelated diseases present in the villages. If high fluoride has been detected in a water source in the village, the cases of dental and skeletal fluorosis are identified. If high arsenic has been found, instances of skin disease are sought, if iron contamination has been found, then cases of anaemia, sickle-cell anaemia are identified.
Awareness generation
Due to limited knowledge about water contaminants and the associated diseases, many superstitions abound among the community. People consult quacks and local healers who not only perform dubious rituals but charge a ton of money from the troubled victims.
A close-knit communication programme is thus required to make the community aware of the perils of consuming contaminated water. Involvement of community in water testing, street plays, interactive IEC material such as Safe water flashcards, wall paintings, etc. are used for developing a general understanding among the community about the health problems associated with poor quality water and its solutions.
Capacity building of frontline health workers
ASHA workers, ANM and Anganwadi workers play an important role in the identification of cases, provision of pharmaceutical tablets and follow-up of prescribed treatment. School teachers can play an important role in the provision of adequate nutrition through the supply of nutritional mid-day meals.
Implementation of Integrated water quality measures Two core components of this approach are access to
safe water and proper nutrition.
Source: : INREM Foundation Website
management.
1. Ensuring Safe Water
Based on the results of the water testing exercise, the community is asked to discontinue the use of contaminated sources. Generally shallow dug wells and surface water sources have low levels of chemical contamination and borewells, as well as handpumps, have high chemical content.
In the absence of a nearby safe water source, portable water filters are installed at household level. For water contaminated with fluoride, activated alumina is used for treatment. Manganese green sand filters remove high iron whereas activated alumina and reverse osmosis are successful in removing excess arsenic from water.
2. Proper Nutrition
A diet rich in calcium, magnesium, zinc, Vitamin D3 and Vitamin C is recommended for treating dental and skeletal fluorosis. For treating anaemia, a diet rich in iron, zinc and vitamin C is recommended.
Nutritional/Kitchen gardens at the community level or household level are promoted to ensure that the
household is meeting its nutrient requirements.
Setting up a District Water Quality Management Centre (DWQMC) helps scale up the programme in all the affected villages of the district. This centre brings together government departments such as PHED, Health, Education, Forest, etc. along with CSOs, activists and sector experts. The coordinated efforts of government and non-government bodies brings about desirable changes in the water supply, quality and
Setting up of District-level centres
IMPACT
1. Reversal of skeletal fluorosis among children through a combination of safe water and proper nutrition.
2. Community knowledge building regarding basic water quality parameters and safe water sources
3. Access to safe drinking water through portable water filters
4. Collaboration with government on the integrated approach in 9 districts.
MAJOR LEARNINGS
1. Convergence is not easy especially when interdepartmental efforts are required. If clear delineation of department-wise responsibilities enables implementation of integrated approach.
2. The support of CSOs and activists is needed to take up the work at district and state-levels.
3. The importance of Behaviour Change Communication was realized early on in the programme when it was observed that despite visible results some community members were reluctant to participate. Various communication methods were deployed for training government frontline workers
4. While groundwater treatment is necessary and inevitable, over-extraction of the resource has made it unsuitable for human consumption in the future. The long term solution to this problem is household-level rainwater harvesting systems. Most houses in ancient India, especially in the western part of the nation were equipped with traditional roof rainwater harvesting structures which were
used to meet the drinking and domestic needs of the household.
carbon to improve the taste of water (Fluoride Knowledge and Action Network, 2016).
5. Multi-layer Nutrition gardens (25by25ft) have proved an effective means to ensure the inclusion of green leafy vegetables in the diet of communities that are rich in calcium, magnesium and micronutrients.
6. Programmatic changes need to be made based on close monitoring of community feedback of the interventions suggested. INREM made different tweakings to their programme design in the initial years to ensure maximum adoption of the practices.
* The sweet and salted amla candies were replaced by amla tablets as sweet candies vanished in a day or two the salted ones were not touched by children.
* Despite cassia tora's high calcium content, its vegetable was rarely made by households, It was thus replaced with Cassia tora powder.
* Constant maintenance is essential for the proper functioning of fluoride removal filters. Towards ensuring sustained use of filters in this case, a modular design was prepared.
* The organization had promoted a household-level clay pot filter with activated alumina. It was learnt that the clay pots tend to break and the alumina taste was unpalatable. In response, the organization developed plastic-body filters and added activated
SUSTAINABILITY, SCALE UP AND REPLICATION
The Integrated water quality management approach initially piloted in Jhabua district now has nation-wide acceptance and replication. The programme has today evolved into a comprehensive approach for drinking water management being implemented in 9 districts across the country through District platforms on fluorosis and arsenicosis.
After the success achieved in treating cases of Skeletal Fluorosis, INREM set up the Fluoride Knowledge Action Network (FKAN) in 2013 with the support of Arghyam, European Union and UNICEF to take the lessons learned to other fluoride-contaminated parts of the country. This network brings together Civil Society Organizations (CSOs), government departments, prime experts on fluoride, activists and technology enthusiasts (Fluoride Knowledge and Action Network, 2016).
Under the network, District Fluoride Mitigation Committees (DFMCs) have been set up in priority districts; Chikballapur (Karnataka), Nalgonda (Telangana), Dungarpur (Rajasthan) and Nagaon (Assam).
The network has been successful in developing
Map: Intervention district and Replication potential districts
working models of mitigation efforts both as community-based programmes and as convergence programmes with government institutions. The PHED (Public Health Engineering Department), Health Department and Rural Water Supply Department (RWSS) are the major stakeholders.
Training of frontline workers of PHE and Health department on the identification of fluorosis and arsenosis, water testing, information on nutrition supplements, continuous monitoring of identified cases is undertaken. Coordinated efforts by frontline workers of the government, CSOs, activists and active community members have led to significant progress in the fight against fluorosis in the mentioned districts.
The FKAN has since been merged with the Arsenic Knowledge and Action Network (AKAN) coordinated by SaciWaters to form the larger national-level Water Quality Network in 2019. The work of the network is being implemented in 9 districts of 6 states through the District (Fluoride or Arsenic) Mitigation platforms.
Knowledge dissemination about water quality and associated health concerns emerged as a key area of focus during scale-up attempts. It was realized that to allow scale-up of the integrated approach.
The use of IEC and technological tools played an important role in the scale-up of the programme. Some of the efforts have been enlisted here:
* Nukkad Nataks (Street Plays)
* Safe water learning cards: These vernacular cards with customized and atomic content have been crucial in developing capacities of more than
10,000 front line health workers.
* Speaking Walls : Interactive wall paintings at common community spaces provide information about fluoride and arsenic-related diseases and preventive measures to people (Sen & Pawar, 2021).
* Water Quality Management Course: This online monthly course is aimed at equipping practitioners as well as government officials on information about water chemical and biological water contaminants, safe limits, corrective measures, etc. It has 9 modules delivered through two weekly sessions (INREM Foundation, 2021). The medium of instruction is bilingual (Hindi and English). To date, the course has completed 6 batches. The course aims to assist Jal Jeevan mission officials in taking the knowledge forward to rural communities. This course along with the system of Safe water learning cards, together will support a Behaviour change communication (BCC) campaign on the ground.
POLICY RELEVANCE
The fluoride mitigation work initiated over a decade earlier has now metamorphosed into a Nationallevel Water Quality Network which works in close coordination with various government departments. The Network is playing a crucial role in improving the water literacy of government officials working under the Jal Jeevan Mission through the Water Quality Management Course. The network has emerged as an active platform for bringing up and addressing water quality issues across the nation.
The Jhabua Experience
In 2010, the INREM team was probing societal issues concerning water when they came in touch with nine-year-old Nilesh, who had severe skeletal fluorosis. He was bowlegged, complained of constant joint pain and couldn't walk properly. A life of handicap lay ahead of him. This led the organization to probe further. They surveyed inhabitants of two villages in Jhabua; Jasoda Khunji and Miyati, where the doctors associated with INREM diagnosed 23 children with skeletal fluorosis and severe bone deformities. All of them had high levels of blood serum and urinary fluoride (Forest Lanterns, 2017).
It was revealed that people were drinking high fluoride water upto 8mg/l on the one hand and on the other the calcium consumption was quite poor, upto 200 mg/day, much lesser than the recommended daily intake of 800mg/ day (Fluoride Knowledge and Action Network, 2018).
In coming up with a solution the organization found that research in the 1980s and 90s had reasoned that clean water and good nutrition could reduce symptoms of the disease (Devotta, et al., 2007). It was also found that fluoride intake led to calcium deficiency in patients. As much as 40 mg of calcium was needed by the body for each ingested milligram of fluoride (Fluoride Knoweldge and Action Network, 2018). Other authors found that Vitamin C and Magnesium helped with fluoride detoxification.
By 2011, INREM Foundation had come up with a treatment protocol comprising of nutritional supplements and safe water. Shallow dug wells if found close by were recommended, and in cases of absence of safe water sources, a portable defluoridation unit was provided to households. It was developed by a local potter trained by INREM using clay pots and activated alumina. The work Dr Iyengar, IIT Kanpur did in the 1980s with help of UNICEF proved instrumental in designing the filters (Iyengar, Dwivedi, & Chouhan, 2007).
For ensuring needed nutrition, pharmaceutical Composite tablets having content per tablet of Calcium (1000 mg), Magnesium (150 mg), Zinc (4 mg), Vitamin D3 (IU 1000 mg) (INREM Foundation, 2013) were provided. For Vitamin C, initially sweet and salted amla candies and later amla tablets were provided. This was coupled with the promotion of food rich in these nutrients such as Til-gud Chikki, Soya, spinach, Amaranth, Milk powder and Eggs. The consumption of Cassia tora or Chakoda baji was recommended as it contains 500mg Calcium and 380 mg Magnesium/100 gm (UNICEF, 2004).
A robust communication strategy was built to ensure adoption of safe water and nutritional supplements, which was crucial to the success of the programme. Knowledge among community about water quality through simple field testing kits using the pink-yellow differentiators became popular and was known as 'lal-pila' among community members. The organization also undertook close monitoring of community's feedback on the practices introduced and made changes in the programme such as modified plastic modular filter, cassia tora powder, amla tablets, etc.
The organization followed individual cases closely and found promising signs of recovery. Nilesh joined the programme in 2010 and within 4 years, his bow-legged bone structure corrected considerably and he could run! A round of clinical tests including X-rays validated the recovery (Forest Lanterns, 2017) (Aarambh, 2014). His case story has been published in API Textbook of Medicine by Dr Raja Reddy (Munjal & Sharma, 2015).
25 children were rescued from a life of handicap and today lead normal lives as physically healthy adults. This has lend credibility to their integrated model as the recovery among affected children has been stark.
REFERENCES
» Central Groundwater Board. (2018-19). Groundwater Yearbook India. Ministry of Jal Shakti, Dept of Water Resources, River Development, Government of India.
» UNICEF and OneWorld Foundation India. (2017). Forest Lanterns. Penguin Random House.
» Devotta, S., Rayalu, S., Labhasetwar, N., Wate, S., Biniwale, R. B., Godfrey, S., . . . Saxena, A. (2007). Integrated Fluorosis Mitigation: Guidance Manual. National Environmental Engineering Research Insititute (NEERI), United Nation's Children's Fund (UNICEF), Regional Medical Research Centre for Tribals (ICMR), Public Health Engineering Department.
» Fluoride Knowledge and Action Network. (2016). Learning from Jhabua: Fluorosis on Water, Nutrition and Health. Anand: Fluoride Knowledge and Action Network.
» Fluoride Knoweldge and Action Network. (2018, April 13). Saving Jhabua's children from fluorosis. Retrieved from India Water Portal: https://www.indiawaterportal.org/articles/saving-jhabuas-children-fluorosis
» Foundation, I. (Director). (2014). Aarambh [Motion Picture].
» INREM Foundation. (2013). Design of Filter for Fluoride and Bacteria Removal. Unpublished report, INREM Foundation.
» Government of India. (2019, January 1). District-wise fluoride contamination. Retrieved from Open Government Data Platform: https://data.gov.in/keywords/imis
» INREM Foundation. (2013). Nutritional Interventions for Fluorosis Mitigation under INREM Foundation's programme in Jhabua. unpublished report.
» Iyengar, L., Dwivedi, P., & Chouhan, V. (2007). Investigations on activated alumina based domestic defluoridation units. Journal of hazardous materials.
» INREM Foundation. (2021). Water Quality Management Course Brochure. INREM Foundation, Arghyam.
» Krishnan, S. (2012). Groundwater quality in India: Distribution, Social burden and Mitigation Options. INREM Foundation.
» Krishnan, S., & Indu, R. (2010). How can we think ahead on Fluorosis Mitigation? INREM Foundation, Care Water.
» Krishnan, S. (2015, October 05). Catch them young: Treating children affected by fluorosis. Retrieved from India Water Portal: https://www.indiawaterportal.org/articles/catch-them-young-treating-children-fluorosis
» Mankad, P. (n.d.). Note on Community-based Flouride Mitigation Programme, Jhabua. 2014: unpublished.
» Sen, K. K., & Pawar, N. (2021, September 9). Transforming wall paintings into speaking walls. Retrieved from India Water Portal: https://www.indiawaterportal.org/articles/transforming-wall-paintings-speaking-walls
» Munjal, Y., & Sharma, S. K. (2015). API Textbook of Medicine. 10th Edition. New Delhi: Jaypee Brothers Medical Publishers Private Limited.
» Shah, T., & Indu, R. (2004). Fluorosis in Gujarat: A disaster ahead. Vallabh Vidhyanagar: IWMI-Tata Water Policy Programme.
» UNICEF. (2004). Fluorosis Mitigation due to Nutritional supplementation. Mandla: UNICEF.
» Susheela, A. K. (2001). A Treatise on Fluorosis. New Delhi: Fluorosis Research and Rural Development Foundation.
» World Bank. (2012, March 6). India Groundwater: a Valuable but Diminishing Resource. Retrieved from The World Bank: https://www.worldbank.org/en/news/feature/2012/03/06/india-groundwater-critical-diminishing | <urn:uuid:8a9d713d-57ef-4c62-9c20-c0736e54ed53> | CC-MAIN-2024-30 | https://inremfoundation.org/wp-content/uploads/2024/02/Integrated-Drinking-Water-Management-in-Jhabua.pdf | 2024-07-23T23:43:40+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00120.warc.gz | 270,989,170 | 4,081 | eng_Latn | eng_Latn | 0.926814 | eng_Latn | 0.992528 | [
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Year
1
Topic
* Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
* Identify and describe the basic structure of a variety of common flowering plants, including trees.
Prior learning
Future learning
* Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur and talk about changes. (Early Learning Goal)
* Observe and describe how seeds and bulbs grow into mature plants. (Y2 - Plants)
* Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. (Y2 - Plants)
* Identify and name a variety of plants and animals in their habitats, including microhabitats. (Y2 - Living things and their habitats)
* Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. (Y3 - Plants)
* Investigate the way in which water is transported within plants. (Y3 Plants)
1
Plants
Common misconceptions
Some children may think:
* plants are flowering plants grown in pots with colored petals and leaves and a stem
* all leaves are green
* trees are not plants
* all stems are green
* blossom is not a flower.
* a trunk is not a stem
Year
1
Topic
Animals, including humans
* Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
* Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).
* Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
* Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
Prior learning
Future learning
* Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur and talk about changes. (Early Learning Goal)
* Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. (Y2 - Living things and their habitats)
* Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals. (Y6 - Living things and their habitats)
* Give reasons for classifying plants and animals based on specific characteristics. (Y6 - Living things and their habitats)
WHAT PUPILS NEED TO KNOW OR DO TO BE SECURE
Show understanding of a concept using scientific vocabulary correctly
Key learning
Possible evidence
Animals vary in many ways having different structures e.g. wings, tails, ears etc. They also have different skin coverings e.g. scales, feathers, hair. These key features can be used to identify them.
Animals eat certain things - some eat other animals, some eat plants, some eat both plants and animals.
Humans have key parts in common, but these vary from person to person. Humans (and other animals) find out about the world using their senses. Humans have five senses – sight, touch, taste, hearing and smelling. These senses are linked to particular parts of the body.
* Can name a range of animals which includes animals from each of the vertebrate groups
* Can describe the key features of these named animals
* Can write descriptively about an animal
* Can label key features on a picture/diagram
* Can write a What am I? riddle about an animal
* Can play and lead 'Simon says'
* Can describe what a range of animals eat
* During PE lessons, can follow instructions involving parts of the body
Key vocabulary
* Head, body, eyes, ears, mouth, teeth, leg, tail, wing, claw, fin, scales, feathers, fur, beak, paws, hooves
* Names of animals experienced first-hand from each vertebrate group
* Parts of the body including those linked to PSHE teaching (see joint document produced by the ASE and PSHE Association)
* Senses – touch, see, smell, taste, hear, fingers (skin), eyes, nose, ear and tongue
N.B.
The children need to be able to name and identify a range of animals in each group e.g. name specific birds and fish. They do not need to use the terms mammal, reptiles etc. or know the key characteristics of each, although they will probably be able to identify birds and fish, based on their characteristics.
The children also do not need to use the words carnivore, herbivore and omnivore. If they do, ensure that they understand that carnivores eat other animals, not just meat.
Although we often use our fingers and hands to feel objects, the children should understand that we can feel with many parts of our body.
Common misconceptions
Some children may think:
* only four-legged mammals, such as pets, are animals
* insects are not animals
* humans are not animals
* all 'bugs' or 'creepy crawlies', such as spiders, are part of the insect group
* amphibians and reptiles are the same.
* Can label parts of the body on pictures and diagrams
* Can explore objects using different senses
Year
1
Topic
Everyday materials
* Distinguish between an object and the material from which it is made.
* Describe the simple physical properties of a variety of everyday materials.
* Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
* Compare and group together a variety of everyday materials on the basis of their simple physical properties.
Some children may think:
* only fabrics are materials
* only writing materials are materials
* only building materials are materials
* the word 'rock' describes an object rather than a material
* 'solid' is another word for hard.
Apply knowledge in familiar related contexts, including a range of enquiries
Common misconceptions
Year
1
Topic
Seasonal changes
* Observe changes across the four seasons.
* Observe and describe weather associated with the seasons and how day length varies.
Key vocabulary
* Weather (sunny, rainy, windy, snowy etc.)
* Sun, sunrise, sunset, day length
* Seasons (winter, summer, spring, autumn)
Some children may think:
* it always snows in winter
* there are only flowers in spring and summer
* it is always sunny in the summer
* it rains most in the winter.
Apply knowledge in familiar related contexts, including a range of enquiries
Activities
Possible evidence
* Collect information about the weather regularly throughout the year.
* Present this information in tables and charts to compare the weather across the seasons.
* Collect information, regularly throughout the year, of features that change with the seasons e.g. plants, animals, humans.
* Present this information in different ways to compare the seasons.
* Gather data about day length regularly throughout the year and present this to compare the seasons.
* Use the evidence gathered to describe the general types of weather and changes in day length over the seasons.
* Use their evidence to describe some other features of their surroundings, e.g. themselves, animals, plants that change over the seasons
* Demonstrate their knowledge in different ways e.g. making a weather forecast video, writing seasonal poetry, creating seasonal artwork
Common misconceptions | <urn:uuid:2c780e36-e7bc-45cc-8b8c-7107348300fe> | CC-MAIN-2024-30 | http://www.manorpark.dorset.sch.uk/_site/data/files/information/curriculum/science/368F2407784E76D11B181B0B99F860E6.pdf | 2024-07-24T00:53:31+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00119.warc.gz | 47,040,372 | 1,598 | eng_Latn | eng_Latn | 0.995301 | eng_Latn | 0.996246 | [
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HIGHLIGHTS OF GREENLAND PHILATELY
(Illustrations courtesy of Stuart Silverberg)
By Eric v. Wowern
Settlers and Soldiers (Facit 110)
(Editor's Note: This article is adapted from the author's presentation to the SCC Annual Meeting, September 4, 1999, in Baltimore, MD.)
Greenland is the world's largest island with most of its 840,000 square miles located within the Arctic Circle. The first Europeans on Greenland came from Iceland about a millennium ago. However, the early settlements did not survive. A second settlement occurred in 1721 when Hans Egede, a Norwegian at a time when Norway was a part of Denmark, was sent to Greenland as a Christian missionary and teacher to the Eskimos and Inuits.
A number of settlements were established, schools and churches built, and a number of Danes employed to help with the education and to serve in the health division. The Danes always referred to these settlements as colonies. In Denmark, the Royal Greenland Trade Company (Kongelige Grønlandske Handel—KGH), which handled all administrative work in Greenland, was established in 1774.
Greenland's population today is approximately 50,000, of which 10,000 are Danes.
The philatelic picture of Greenland can be divided into three segments: (1) before 1905; (2) 1905-1938; (3) after 1938.
Before 1905
Contact from Denmark to Greenland was limited to one or two ships per year per colony. On the east coast, it was only once a year, in August. Actually, everything required to care for the entire population had to come from Denmark.
All ships carried passengers, as well as mail. Letters, parcels, and newspapers were carried free of charge both ways. For mail from Greenland, this freeof-charge was limited to the arrival at the Greenland Trade office in Copenhagen. Danish postage rates then applied for onward transportation.
Therefore, Danish stamps and parcel cards were available in all towns and settlements in Greenland. As parcel cards were not handed out to the addressee in Denmark, none is known to have survived. Very few letters have survived and they are scarce. One in particular is worth mentioning – a cover from 1854 franked with 4 RBS.
Mail Boat (Facit 82)
1905 – 1938 Period
Typical Pakke-Porto
This was the Pakke-Porto period, i.e., the period when the KGH wanted a fee for carrying mail to and from Greenland. As a fee for letters would conflict with the monopoly of the Danish Postal Service, only a parcel fee was permitted. The fee, really a handling fee, started with only one øre (1/7 cent) per pound with a minimum charge of 10 øre. In order to give a receipt for this charge, the KGH issued Pakke-Porto stamps. In most catalogues, there are 18 different Pakke-Porto stamps, but if you count all the different printings, there are 43 different. Letters remained free of charge between Copenhagen and Greenland.
On the way to Greenland, special parcel cards were used. There are 14 different cards, of which the first one is very scarce. Parcel cards from Denmark proper were accepted without Pakke-Porto stamps, but after 1930, when rates went up dramatically, Pakke-Porto stamps had to be added to the already affixed Danish stamps.
The cancellations used in this period are a chapter of their own. About 25 different cancellers were used, most of them in black or purple, but sometimes in red.
On the way from Greenland to Copenhagen, the Pakke-Porto stamps were affixed on the parcel and cancelled with the local colony handstamp. On arrival in Copenhagen, the parcel was provided with a transit handstamp. Therefore, Pakke-Porto stamps cancelled with both a Greenland and a Copenhagen handstamp have surely been used on a parcel from Greenland. Such pieces naturally demand a premium price.
It should be mentioned that from 1927 until 1938 the Pakke-Porto stamps in Greenland also served as saving stamps. They were mounted in small booklets, cancelled with the special Avane number handstamp or with the handstamp of the settlement or its sub-offices. The booklet could be redeemed at the KGH office.
At the end of the Pakke-Porto period there were, at most, 300 persons in Greenland who could write Danish. Since 80 percent of all Pakke-Porto stamps were used as saving stamps and a large portion of the Pakke-Porto stamps were sold to collectors, the total number of Pakke-Porto stamps used genuinely for transportation of parcels is small. For that reason, the price of Pakke-Porto stamps is fairly high.
In this period, letter mail also became more frequent. In particular, domestic letters which were free of postage are scarce, still around $75 each. Letter mail to Denmark with Danish stamps to pay postage from Copenhagen to the addressee is more plentiful.
In the 1970s, reprints of the Pakke-Porto stamps were produced, using the original printing blocks that were found in the Ministry for Greenland, the new supervising office of KGH. The reprints are made in such a way that the collector can distinguish between the different printings, the special reperforations of sheets with imperf sheet margins, and identify some of the major varieties. The ministry, to collect funds for cultural activities in Greenland, sold them.
Of special note during this period is the set of Thule stamps issued in 1935 and 1936. They were issued by the private Thule Company in northwestern Greenland, founded by the arctic explorer Knud Rasmussen, with the purpose to assist the Eskimos in this part of Greenland that was beyond the reach of the KGH. These stamps are plentiful, both mint and used, but covers franked with the local Thule stamps and sent by the Thule company on its own ship to Copenhagen, where they were re-franked with Danish stamps, and carried by the Danish Postal Service, are quite scarce. The Thule stamps were discontinued in 1937 when the Royal Greenland Trade Company took over.
In the 1930s, we also see a number of arctic expeditions and arctic flights, from which exciting covers have survived.
After 1938
In 1937, Greenland applied to the UPU for a separate membership and began planning for special Greenland postage stamps. Greenland became a stamp issuing "country," though under Danish supervision, rather than a Danish colony.
The Royal Greenland Trade Company maintained the production and sale of Greenland postage stamps, and the Danish Stamp Printing Bureau did the printing of the stamps, as it does today.
The first Greenland stamps were issued December 1, 1938 in Copenhagen. It was a different story in Greenland. The stamps were shipped to Greenland by the last ship in 1938 on the east coast and to Thule with the only ships in 1939. They were valid for postage in Greenland after the last ship had left for Denmark. So, the start of Greenland stamps varied from November 1938 until
September 1939 and for Thule as late as January 1940. Remember that domestic mail remained free of charge until 1956.
In 1940 due to World War II, the connection between Greenland and Denmark was broken off for five years. The 1938 postage set did not last that long, and in 1945, a new set of nine stamps, printed in the USA, was issued in Greenland – the so-called American Issue. With the end of World War II in Europe, a part of this set was overprinted "Denmark Liberated" and distributed, mainly from the USA, with overprints in different colors and even inverted overprint. Due to wrongdoing by people from the Greenland administration and by the philatelic adviser in the United States, this was a sad incident in the history of Greenland stamps. (Editor's note: See "The American Issue of Greenland, Parts One and Two," by Dr. Dan Laursen, in the November 1999 and February 2000 issues of The Posthorn.)
After the war, things returned to normal and the Royal Greenland Trade Company again produced stamps in Denmark. Stamps always have a subject with close relation to Greenland, and from 1967, Greenlandic designers are dominant. From 1969, the stamps do not bear the name Greenland, but rather, Kalaallit Nunaat, which means "Our Country" (literally: "The Greenlanders' land/country"). In 1979, the first stage of the two stages of home rule was initiated; however, it was not until 1990 that the handling and production of Greenland stamps was transferred from the KGH to the now fully established Greenland Postal Administration.
The stamp issuing policy in general has been modest. In the 1970s there were about 40 stamps, in the 1980s increasing to 80 stamps, and in the 1990s about 130 stamps were issued. Due to the fact that rates in Greenland have increased considerably, the annual face value has gone up.
Other Philatelic Fields of Interest
Plate number blocks used to be of great interest. They were available from the beginning, but interest has decreased in the past five to ten years.
Special first day covers have been available since the mid-1950s, but average quantity produced is now down to 20-25 percent from their peak in the 1980s. Year sets have been issued since 1977, but here too, the annual sale has dropped considerably. Maximum cards have been available since 1981, stamp booklets since 1989, and miniature sheets from 1991.
So, the annual cost for a collector has certainly gone up more than inflation would justify.
From 1960 to 1985, 40 percent of the annual income came from postal activities, while 60 percent of the profit originated from sale to dealers and collectors. Now the ratio is reversed: 60/40. There are two reasons for this: the declining sale to the philatelic market and the expensive internal air mail rates.
Due to the extremely large sale to philatelists in the 1960s to the 1980s, mint Greenland from that period can only be sold at approximately 50 percent of face. But stamps from the 1990s are not discounted at all.
Beyond Stamps
There are many other aspects of Greenland's philately. For instance, the postmarks. Since 1938, there are over 1,000 different postmarks, all well catalogued.
There are no covers or postcards with pre-printed stamps on them. There are, however, quite a few picture postcards, and colorful aerograms. They were mainly issued by the KGH, but are also issued by private companies. A collection of 300 to 400 different could be put together easily.
Also private charity seals, which start with the annual Christmas seal issued since 1974, but including other charitable organizations.
Finally, meter marks. There is a large number of different operators and there are well over 100 different of those marks existing.
Eric v. Wowern resides in Virum, Denmark, but he is a native of the United States. He was born in New Jersey but at the age of four his Danish parents decided to go back to Denmark "and I decided to go with them." He developed tuberculosis at the age of seven, and his doctor said that too much exercise and sports activity would be unhealthy for the recuperating boy. "So he suggested – and recommended – stamp collecting." Wowern has been a keen stamp collector since then, later giving up a career in advertising to become a full-time stamp dealer. Now retired, he is the author of a number of catalogues on Greenland and the Faroes and is a former columnist on Scandinavia for Linn's Stamp News. | <urn:uuid:10be3ecb-df50-47ce-a0df-cdd769d86237> | CC-MAIN-2024-30 | http://www.fabiovstamps.com/pdf/ph00may-greenland%20philately.pdf | 2024-07-24T00:10:46+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00119.warc.gz | 39,781,444 | 2,563 | eng_Latn | eng_Latn | 0.998607 | eng_Latn | 0.998988 | [
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FAQs
Solar 101
What is solar energy?
Solar energy is the process of capturing sunlight and turning it into electricity which can either be used immediately or after being stored in batteries or thermal storage. The amount of sunlight that hits the Earth's surface in an hour and a half is enough to power the entire world's energy consumption for one year..
How is sunlight captured and turned into solar energy?
Sunlight is captured by using one of two methods: photovoltaic or concentrating solar-thermal power technologies. These technologies produce electricity with the power of the sun by capturing and storing sunlight.
How does photovoltaic technology work?
Solar panels are often referred to as photovoltaic (PV) technologies. This technology generates power by absorbing direct sunlight and converting it into electricity through semiconducting materials. The semiconductors are lined together and encased in glass to form a solar panel. These panels are usually found on roofs of buildings or in flat, open land.
How do concentrating solar-thermal power technologies work?
How long do solar panels last?
Solar panels last up to 25-30 years. Since solar panels are made with non-toxic materials, solar panels can continue to operate at full capacity with some simple maintenance and upkeep.
Do solar panels work at night or on cloudy or rainy days?
Solar panels generate power even when there is not direct sunlight. Solar panels work at night by storing energy from sunlight received during the day. It is important that solar panel systems are equipped with battery storage to ensure access to electricity and power remains uninterrupted throughout the night and during intensive weather conditions. Rain can even make solar panels operate more efficiently by washing off any dirt or dust obscuring the PV system from sunlight.
Do solar panels work during extreme weather events?
Yes. Solar panels work to keep the lights on during extreme weather events such as heatwaves. Solar panels are designed to withstand heatwaves and other extreme weather events so Californians can have reliable power, day or night, rain or shine.
Solar-thermal power technologies use sunlight to power a turbine. Mirrors are used to reflect light from the sun onto a "receiver" to power the turbine, thus, generating electricity. Concentrating solar-thermal power systems is primarily used in large-scale solar production versus a home.
QUESTIONS? For any inquiries, please contact email@example.com.
3
|
FAQs: Solar Power | <urn:uuid:b164106e-840e-4c6f-a531-d2ec6de4eb85> | CC-MAIN-2024-30 | https://californiaforenergyindependence.com/wp-content/uploads/sites/9/2023/12/CFEI-Solar-101-FAQ.pdf | 2024-07-23T23:12:28+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00124.warc.gz | 127,177,926 | 488 | eng_Latn | eng_Latn | 0.998953 | eng_Latn | 0.998953 | [
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West Chester Area School District
Hazardous Materials Emergency Protocol
I. Purpose
Hazardous Materials emergencies are rare, but when they happen they typically are a public event, often being referred to as 'low occurrence but high consequence". If a hazardous materials emergency occurs it requires immediate and coordinated response efforts to protect students, staff, property and the environment. Hazardous materials are used for a variety of purposes and are regularly transported via pipelines, trucks and rail through many areas in and around Chester County. While three of our school buildings, and district office are within 1600 to 3100 feet of the Sunoco Mariner 2 East Pipeline, all 18 of our buildings have the potential to be impacted by hazardous materials.
II. Scope
This document outlines additional responsibilities and duties as well as procedures for staff responding to hazardous materials emergencies. Hazardous materials safety protocol is one aspect of our safety procedures reviewed with staff, local police, and emergency responders.
III. Responsibilities
We have three school buildings (East Goshen, Exton, Penn Wood) and the district office (Spellman Education Center), within a half mile of the Mariner 2 East Pipeline, however all buildings in the district can be at risk in the event of a large leak, explosion, or release from multiple sources. The following procedures should be followed to prepare for a potential emergency:
- Familiarize staff and students with the location of nearby pipelines and transportation networks.
- Review the building safety and evacuation plan.
- Maintain a heightened sense of vigilance in identifying risks to nearby pipelines including unmarked digging activity or environmental changes and alert the pipeline company or law enforcement to prevent a hazardous materials emergency on behalf of student safety.
Leak Recognition and Response:
All the appropriate staff should be aware of their role in preparing for and responding to hazardous materials emergencies at their school. This includes school administrators, safety officials, bus drivers and any other key staff at schools located near underground pipelines.
Use your sense of smell, sight and sound to identify a potential hazardous materials leak. Indications of a leak may include:
- Smell: Strong petroleum scent or other pungent odor, a smell similar to rotten eggs, or sulfur, if odorant is added. (not all pipeline products have a smell)
- Sight: Dead or dying vegetation near the pipeline, pools of liquid or fire on the ground near the pipeline, dirt or debris blowing into the air, fire or a dense white cloud or fog.
- Sound: Hissing, gurgling, or roaring sound. (not all pipelines leaks will make a sound)
IV. Specialized Procedures
The following procedures will be implemented by staff/faculty when directed by the principal or when deemed appropriate by the situation.
The principal will determine the need to activate the Hazardous Material Emergency Plan, immediately notify 9-1-1, and direct staff to school shelter in place. The principal will remain the point of command until the first emergency responder arrives at the school.
The following steps are taken by the principal or his/her designee:
1. Incident Commander Actions (Principal)
- Call 9-1-1
- Consider reverse evacuation to bring all persons inside the building (if outside for activities, recess, PE, or after school sports)
- Notify Head Custodians to shut off HVAC systems
- Implement shelter-in-place procedures
- Notify the Superintendent of the status and action taken
- Activate communications plan during an emergency. Communications will be done via central office. That way the principal can manage events in the building.
- Be prepared to move from shelter-in-place to evacuation
- Document all actions taken
- Once First Responders are on scene (operate through unified command)
o IF instructed to evacuate, follow evacuation route and guidance of incident commander/principal.
o Leave the area immediately by foot, moving away from the release in an upwind direction.
[x] Recommended evacuation distance is at least half mile from the breach.
[x] Do not operate school buses, or any vehicles, mechanical equipment, cellular phones, electronic devices or any item that could create a spark near a suspected hazardous material leak, unless instructed it is safe to do so.
o Do not allow staff and students to return to the building until proper authorities have determined that it is safe to do so
2. Staff Actions
- Implement the reverse evacuation procedure if students are outside; observe wind direction by observing flags or leaves and move students appropriately.
- Move students away from immediate danger. Any classes or students outside the building will move immediately inside.
- Follow shelter-in-place procedures when instructed by the building principal.
- Take attendance.
- Remain with students throughout the shelter-in-place process.
- Report any missing or injured students to the principal.
- Be prepared to move from shelter-in-place to evacuation quickly when instructed by the principal.
o If evacuation is implemented, all classes, staff, and students will report to assigned evacuation area using primary or alternate routes. Observe wind direction by observing flags or leaves and move students appropriately.
o Take class roster. Building safety team members will check that all students have left the building. Students are not to be left unattended at any time during evacuation process.
o Teachers/staff will take attendance at evacuation area.
o Leave the area immediately by foot, moving away from the release in an upwind direction.
[x] Recommended evacuation distance is at least a half mile from the breach. Guidance should be provided by First Responder's.
[x] Do not operate school buses, or any vehicles, mechanical equipment, cellular phones, electronic devices or any item that could create a spark near a suspected hazardous material leak, unless instructed that it is safe to do so.
- Do not allow staff and students to return to the building until proper authorities have determined that it is safe to do so.
V. Communications Protocol
- All school district administrators are registered for ReadyChesco Alert. Any hazardous materials leaks will be reported out immediately by the county.
- Once superintendent/principal is notified of a leak, the school immediately prepares for shelter in-place, with potential for evacuation.
- HVAC systems shut down to prevent outside air from entering the buildings.
- Central office will prepare message to send to parents via all call, listserv, and social media.
- Central office will notify bus company to prepare for evacuation site reunification site.
- Central office will notify parents of reunification site (could be return to building). | <urn:uuid:8fec6719-2cc7-4361-a8bb-2201a85f0773> | CC-MAIN-2024-30 | https://pa02203541.schoolwires.net/cms/lib/PA02203541/Centricity/Domain/3494/Hazardous%20Materials%20Emergency%20Protocol%20-%20final.pdf | 2024-07-24T00:00:45+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00124.warc.gz | 398,157,154 | 1,298 | eng_Latn | eng_Latn | 0.997722 | eng_Latn | 0.997859 | [
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Thursday 28 th September 2023
The Feast of St Vincent de Paul
This week we remember the life and work of St Vincent de Paul whose feast day is the 27th September.
Can you imagine being captured by pirates, and then taken into slavery?
That's just what happened to St. Vincent de Paul.
St. Vincent was born in France, the son of a farmer. He was able to study and became a priest in 1600.
He was traveling by sea when pirates captured him; he survived two years as a slave, but escaped to Rome and later, Paris. It was there that Vincent chose to devote his life to charitable works.
Mini Vinnies follow in the footsteps of Christ and St Vincent de Paul.
The Mini Vinnies are the youngest members of the St Vincent de Paul Society (SVP), an international Christian voluntary organisation dedicated to tackling poverty in all its forms by providing practical assistance to people in need.
The Mini Vinnies get together in primary schools and parishes across England and Wales to live out their mission of 'see, think, do' supporting their school community and beyond.
Mini Vinnies turn concern into action by:
* Praying for those in need
* Making cards for those who may be sick, isolated, lonely or in prison
* Visiting local care homes to sing and share stories with residents
* Taking part in arts and crafts to share with others
* Running food collections for a local food bank
* Supporting other children in their school or parish
Gather Together
Gather together in a quiet space within your home.
Begin by making the sign of the cross together.
Open my eyes that I may see the needs of others. Move my hands that they may feed the hungry. Touch my heart that it may bring warmth to those in despair. Teach me the generosity that welcomes strangers. Let me share my possessions with people in need. Amen.
Opening Prayer
Matthew 9:35-38
Scripture
Jesus went around to all the towns and villages, teaching in their synagogues, proclaiming the Gospel of the Kingdom, and curing every disease and illness.
At the sight of the crowds, his heart was moved with pity for them because they were troubled and abandoned, like sheep without a shepherd. Then he said to his disciples,
"The harvest is abundant but the labourers are few so ask the master of the harvest to send out labourers for his harvest."
Reflect
When St Vincent de Paul heard or read this gospel reading perhaps he heard God's call to help 'the troubled and abandoned,' those in need.
How will each one of us answer God's call to help those in need?
Let us think about the words of St Vincent de Paul:
"We should assist the poor in every way and do it both by ourselves and by enlisting the help of others…To do this is to preach the gospel by words and by work."
Closing Prayer
Jesus, servant of the poor, help us to serve those in need. Jesus, servant of the poor, may we help the poor by acts of compassion and give them hope.
Jesus, servant of the poor, may we carry your good news to the poor.
Jesus, servant of the poor, grant that we may bring the goodness of God to the poor, through our actions and our words.
Prepared by Ms O'Donnell, Executive Headteacher of St John's and St John Fisher Catholic Schools. | <urn:uuid:45deb932-97e9-4106-af20-1593045360c3> | CC-MAIN-2024-30 | https://www.stmore.herts.sch.uk/attachments/download.asp?file=3899&type=pdf | 2024-07-23T23:18:42+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00123.warc.gz | 868,190,930 | 701 | eng_Latn | eng_Latn | 0.9986 | eng_Latn | 0.9986 | [
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California State University, Northridge
Summer Academic Enrichment Program
Guitar for Beginners
"The guitar chose me." ~ Charlie Byrd
Course Overview:
Each student will realize that they can be a guitar player. This course serves as an introduction to the instrument and will provide students with an instant access to making music on the guitar. Focus points will be strumming and rhythms, reading music, improvising, and beginning songwriting.
Course Description:
Students will be led through an intensive one-month course to introduce them to the guitar. The course will be split into several units that cover various aspects of understanding the instrument and the music that can be created with it (see below for more in-depth descriptions). Each day, students will be led through a routine of tuning their guitars, warming-up, group instruction, and independent group practicing and playing. Students will also learn basic maintenance of the instrument and how to change strings, clean the guitar's surface, clean strings, and maintain tuning. Throughout the one-month course, students will keep a learners journal and manuscript notebook to record and reflect upon their process of learning.
Course Goals and Objectives
1. Goal: Students will recognize and identify fundamental aspects of beginning guitar
a. Objective: Students will be able to identify the parts of the guitar and their uses
b. Objective: Students will be able to apply tuning techniques using the relationships between the strings, note intervals, and chords.
2. Goal: Students will develop the finger dexterity and strumming abilities in order to begin making music.
a. Objective: Students will perform exercises such as playing through scales, chord charts, strumming patterns and rhythms and they will practice these rhythms independently and in groups.
3. Goal: Students will be able to read basic music on the guitar
a. Objective: Students will play through simple solo songs and duets and will do so while staying on the beat and in the time signature.
4. Goal: Students will be able to play popular songs using chord charts, lyrics, and time signatures.
a. Objective: Students will recognize musical notation and chord charts and be able to produce and perform music from it.
b. Objective: Students will point out various common song structures (The Blues, I-IV-V progressions, etc.) and be able to play them with independently and in groups.
5. Goal: Students will learn basic improvisation
a. Objective: Students will combine their knowledge of scales and chords to learn approaches to improvisation.
b. Objectives: Students will learn to play with their peers and compose music (such as blues, etc.) spontaneously.
6. Goal: Students will be introduced to the basic tenets of songwriting and some possible approaches for doing so.
a. Objective: Students will compose songs using their knowledge of chords and keys.
b. Objective: Students will perform these songs (if so desired) for their peers which may include lyrics, rhythm patterns, improvisation, duets etc.
7. Goal: Students will recognize the importance of steady practice routines, guitar maintenance and regular tuning.
a. Objective: Throughout the course, students will keep a learners journal and manuscript notebook to monitor and evaluate their learning and ideas.
IMPORTANT NOTE:
Students who are a part of 'Beginning Guitar' should be prepared to practice on their own time outside of class. To progress towards the course's final goals and objectives, daily independent practicing is essential. We have only one month together so let's make the most of it!
Course Materials (not provided)
1) The Guitar – acoustic (+ guitar picks) available at McCabe's Music, Guitar Center, Sam Ash, West L.A. Music, etc.
2) A marble notebook (or other variety) to use as the Learner's Journal
available at any store that sells school supplies
3) Blank (Musical) manuscript paper booklet
available at any musical instrument or sheet music store
Classroom Behavior:
The student is expected to demonstrate mature, polite behavior and extend courtesy to everyone at all times:
1. Actively participate, and respectful verbal and nonverbal interaction with all opinions must be shown at all times.
2. Since differing views will be expressed, the teacher and the student(s) will mutually maintain a safe environment for courteous dialogue.
3. Respect is to be shown for all CSUN property.
4. No food or beverages will be permitted in the classroom. Snacks must be eaten outside between the designated breaks.
5. Warnings for behavior / discipline problems will be given once. Any further problems will result in a phone call to the parent(s) or guardian(s) and possible dismissal from the program.
SAEP Electronics Policy
Cell phones, music players and headphones are not permitted to be used during class hours.
a. Please put your cell phone on silent (NOT vibrate).
b. No texting is allowed during class.
You will be given one verbal warning if the above is not followed. Should a second warning be necessary, your cell phone, music player and/or headphones will be confiscated and held by the teacher until after class. If a third time occurs, your cell phone, music player and/or headphones will be confiscated and held in the SAEP office and MUST BE PICKED UP BY A PARENT.
Guitar
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
After reading through the syllabus, please sign and date and have your student return it to class. The signature constitutes your commitment to the class as we partner to make the next five weeks a life-long educational experience for your student.
Student/ Parent Agreement:
Please bring this signed and dated Guitar syllabus agreement to class tomorrow.
If you do not understand any portion of this syllabus, or if you have any questions regarding this class, please do not hesitate to email the teacher.
We have read and understand the contents of this syllabus.
Student name ______________________________________________________
Student signature____________________________________________________
Date__________________
Parent/Guardian name _______________________________________________
Parent/Guardian signature_____________________________________________
Date_________________
Phone _____________________________________________________________
E-mail_____________________________________________________________ | <urn:uuid:da0b3a30-9cca-40b4-bf58-2beadb453ff4> | CC-MAIN-2024-30 | https://www.csun.edu/sites/default/files/guitar%20syllabus.pdf | 2024-07-23T23:39:28+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00122.warc.gz | 610,157,698 | 1,233 | eng_Latn | eng_Latn | 0.995043 | eng_Latn | 0.999217 | [
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Level 2 Book g
Level
2
Word Count
63
Text Type
Literary recount
High Frequency
Word/s Introduced
I Can, Can You?
Fast and Slow
Parrots
A Rainbow of
Spot and the Flea
The Grasshopper
At School
Going to Town
This Is a Fish
We have designed these lesson plans so that, if you wish, you can have the plan in front of you as you teach, rather than a copy of the book. Each page of the book is illustrated in the plans together with some suggestions for teaching. These have been divided into questions and discussion that you may have before the children read the book and after the children have completed the reading. This is not an arbitrary division. Some of you may prefer to explore the meaning and the language in more detail before the children read. Your decisions will depend on the gap between the children's current knowledge and the content, vocabulary, and language of the book they are about to read. Remember that the more information the children have up front, the easier it will be for them to read the text. However, this does not mean that you should read the text to them first.
We have addressed four areas that we think are important in developing good readers. As well as comprehension and decoding, we have addressed the issue of children being able to analyse and use the texts they read. The symbols below guide you to the type of question or discussion.
This symbol relates to comprehension (meaning maker)
This symbol relates to decoding (code breaker)
This symbol relates to critical analysis (text critic or analyser)
This symbol relates to use (text user)
Cover & Title Page
Read the title to the chidren. Tell them that this book is about some people that go to town. They go in different ways. Discuss with the children the ways that they go to town.
Ask the children to respond to the book. Ask them what they think might happen next. What will each of the people do after they have been to the sale?
Discuss the reading strategies with the children. Comment on the good reading strategies you saw while they were reading independently.
2
2/3
Ask the children to look at
I Can, Can You?
Fast and Slow
A Rainbow of
Spot
The Grasshopper
At School
Going to Town
This Is a Fish
6/7
8/9
4
Have the children discuss this picture. How does this person go to town? Ask if anyone in the group goes to town in a truck.
Ask the children what they think truck starts with. Have them find the word truck. If they point to town, say truck and town, emphasising the final sound again and asking them to listen for the difference.
Talk to the children about this picture. Do they know the name of the rock in the background?
Ask if any of the children go to town the same way as this person goes to town.
Ask the children what the word bike starts with. Have them identify bike on the page.
Talk more about this picture. How close to town does this person live? What might she buy at the sale?
AFTER READING
10/11
12/13
Ask how many children could go to town like this from where they live. Do they live close enough to town?
Talk more about this picture. What do the children think this person will buy at the sale?
Write the word skateboard on the board. Talk to the children about the two words that make up the word skateboard.
Ask the children how this person goes to town. What do they think this person does for a job?
Talk more about this picture. Invite the children to name the objects that they can see. What do they think this person will buy at the sale?
Write the words truck and tractor on the board. Point out the initial letter, or if your children are good with letter / sounds, point out the initial blend. Ask the children to read both the words, listening for the same initial sound.
5
I Can, Can You?
Fast and Slow
Parrots
A Rainbow of
Spot and the Flea
The Grasshopper
At School
Going to Town
This Is a Fish
14/15
16
6
Talk with the children about how this man goes to town. Ask the children why they think all these people are going to town. Have them make a prediction.
Ask the children to look back through the pictures. Ask them to use the information in the pictures to say which people live in similar areas.
Discuss this page with the children. Was their prediction right? Why do people go to sales?
Tell the children to return to the beginning of the book. Remind them to use the pictures and the print to help them read.
Ask children what they have learned about the different ways people can go to town. How could they use this information if they were talking about the transport people in the desert used?
2 g Going to Town
Name __________________
1. Read the words.
2. Write the words.
can you go
said
here
it
at
my
this
2 g Going to Town
Name __________________
1. Look at the pictures. Put a red ring around the pictures of people who live out of town.
2. Put a blue ring around the pictures of people who live in the town.
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Name: ____________________________________
Date: __________________
THE DISTRIBUTION OF SAMPLE PROPORTIONS COMMON CORE ALGEBRA II
In the last lesson we saw how the distribution of sample means was normal. The Central Limit Theorem allowed us to find the standard deviation of these sample means. In this lesson, we will look at the same phenomena with sample proportions.
Exercise #1: A simulation of samples taken from a population with a proportion, p, of 0.3 was created. The simulation had a sample size of 100 and 500 simulations were run. The sample proportions, p , were calculated and their distribution is shown below:
(a) What does the shape of this distribution resemble? Explain.
(b) What is true about the mean of the sample proportions?
The distribution of sample proportions is governed by a very similar phenomena to the distribution of sample means via The Central Limit Theorem. The characteristics of the distribution are given below.
THE DISTRIBUTION OF SAMPLE PROPORTIONS
The distribution of sample proportions, p , from a population with a proportion p and a sample size of n will:
1. Approximate a normal distribution
2. Have a mean of the population proportion, p.
3. Have a standard deviation given by 1 p p n
Exercise #2: Does the standard deviation from the simulation agree with that predicted with the above formula?
Since sample proportions will be normally distributed, we can perform calculations similar to those done for sample means. In other words, we can see how likely a range of sample proportions would be given a particular population proportion.
Exercise #3: Suppose the percent of seniors in high school that own a cell phone is 82%. If a random sample of 50 high school seniors was taken, determine the following:
(a) The standard deviation of sample proportions for this population proportion given this sample size. Show the calculation that leads to your answer.
(b) The probability that the sample proportion will be within 3% of the 82% proportion. Illustrate your work on the general normal curve below.
(c) Find each of the following probabilities. Round each answer to the nearest tenth of a percent.
(i) the sample proportion will be less than 75%
(ii) the sample proportion will be greater than 95%
Exercise #4: Political polls can be tricky. Let's say that 47% of the public will vote for a particular candidate in the upcoming election. If a newspaper takes a random poll of 200 voters, what is the probability that this sample will have a proportion larger than 50%, thus predicting a win for this candidate?
Name: ____________________________________
THE DISTRIBUTION OF SAMPLE PROPORTIONS COMMON CORE ALGEBRA II HOMEWORK
FLUENCY
1. For each of the following population proportions, p, find the standard deviation of the sample proportions, p , given the sample size n. Show your calculation. Round to three decimal place accuracy (nearest thousandth).
100
2. A population has a proportion of 0.62. A sample of size 40 was taken from this population. Determine the following probabilities. Illustrate each on the normal curve shown below each part.
(a) The probability the sample has a proportion between 0.5 and 0.7.
(b) The probability the sample has a proportion within 5% of the population proportion.
(c) The probability that the sample has a proportion less than 0.50.
(d) The probability that the sample has a proportion greater than 0.80
Date: __________________
APPLICATIONS
3. A candidate for political office has support from 40% of the public. If a random sample of 100 members of the public was taken, which of the following is closest to the probability that the sample had a proportion of 50% or greater support for this candidate?
(1) 2%
(3) 14%
(2) 7%
(4) 24%
4. A school will offer pizza on Friday's if at least 30% of the students will buy it. A sample of 50 students are asked if they would buy pizza on Friday and 10 respond that they would.
5. If a 45% of a population likes a particular soda, then what range below shows all sample proportions within two standard deviations of the population proportion if the samples have a size of 70?
(1) 38% to 52%
(3) 33% to 57%
(2) 20% to 70%
(4) 28% to 62%
REASONING
6. Juniors at a high school own internet enabled devices at a rate of 71%. If 52 freshmen were sampled and only 58% of them owned internet enabled devices, is this enough proof to state that freshmen own these devices at a lower rate than juniors? Explain based on probability.
(a) Determine the probability of getting a sample of this size with the proportion or lower given a population with a proportion of 0.30.
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Year 4 French Unit 6 Holidays– les vacances
Key learning
Key Vocabulary
France: France
Espagne: Spain
Turquie: Turkey
Grèce:Greece
Pologne: Poland
Bulgarie: Bulgaria
Irlande: Ireland
Portugal: Portugal
Pays de Galles: Wales
Où vas-tu? : Where do you go?
en vacances : on holiday
Comment vas-tu?: How do go ?
en voiture: by car en bateau: by boat en train: by train en vélo: by bike en avion: by plane en taxi: by taxi | <urn:uuid:4b8fa627-8d7c-43f4-b72c-fda0e3d4ea1e> | CC-MAIN-2024-30 | https://www.moorsideprimary.net/documents/curriculum/year-4-curriculum/holidays.pdf | 2024-07-24T01:03:32+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518130.6/warc/CC-MAIN-20240723224601-20240724014601-00122.warc.gz | 751,510,948 | 141 | eng_Latn | eng_Latn | 0.60039 | eng_Latn | 0.60039 | [
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Download Ebook Workbook Math 7th Grade Honors Read Pdf Free
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Must Know Math Grade 7 Aug 20 2021 Publisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitlements included with the product. The new Must Know series is like a lightning bolt to the brain Every school subject has must know ideas, or essential concepts, that lie behind it. This book uses that fact to help students learn in a unique way. Most self-study guides begin a chapter with a set of goals, often leaving the starting point unclear. In Must Know Math Grade 7, however, each chapter immediately introduces students to the must know idea, or ideas, that lie behind each new math topic. As students learn these must know ideas, they are shown how to apply that knowledge to solving math problems. Focused on the essential concepts of sixth-grade math, this accessible guide helps students develop a solid understanding of the subject quickly and painlessly. Clear explanations are accompanied by numerous examples and followed with more challenging aspects of the math. Practical exercises close each chapter and instill learners with confidence in their growing math skills. • Each chapter begins with the must know ideas behind the new topic • Extensive examples illustrate these must know ideas • Students learn how to apply this new knowledge to problem solving • 250 practical review questions instill confidence • IRL (In Real Life) sidebars present real-life examples of the subject at work in culture, science, and history • Special BTW (By the Way) sidebars provide study tips, exceptions to the rule, and issues students should pay extra attention to • Bonus app includes 100 flashcards to reinforce what students have learned Massachusetts 7th Grade Math Test Prep Oct 22 2021 Our 1st edition Massachusetts 7th Grade Math Test Prep for Common
Core State Standards is an excellent resource to assess and manage student's understanding of concepts outlined in the Common Core State Standards Initiative. This resource is formatted into three sections: Diagnostic, Practice, and Assessment with multiple choice in each section. The material covered includes "understanding ratio concepts and using ratio reasoning to solve problems; applying and extending previous understandings of multiplication and division to divide fractions by fractions; computing fluently with multi-digit numbers and find common factors and multiples; applying and extending previous understandings of numbers to the system of rational numbers; applying and extending previous understandings of arithmetic to algebraic expressions; reasoning about and solve one-variable equations and inequalities; representing and analyzing quantitative relationships between dependent and independent variables; solving real-world and mathematical problems involving area, surface area, and volume; developing understanding of statistical variability; and summarizing and describing distributions." These standards are covered extensively by the practice problems. This book contains over 850 practice problems aligned to each Common Core State Standard. In addition the book contains an answer key to practice problems. Paperback: 317 double-sided pages Publisher: Teachers' Treasures, Inc. Language: English Math Common Core 7Th Grade (Speedy Study Guides) Mar 19 2024 The Math Common Core 7th grade represents a program of study to be taught in public schools. Specifically, by the end of the seventh grade, students are taught and expected to master five critical domains: (1) expressions and equations; (2) geometry;(3) ratios and proportional relationships; (4) the number system; and (5) statistics and probability. A national education standard is one of the many benefits that was created by the Math Common Core 7th grade. Further, the standard provides rigorous academic goals. In doing so, students are better prepared to compete with their foreign counterparts, thus ensuring a promising future.
New York 7th Grade Math Test Prep Jul 31 2022 Our 1st edition New York 7th Grade Math Test Prep for Common Core State Standards is an excellent resource to assess and manage student's understanding of concepts outlined in the Common Core State Standards Initiative. This resource is formatted into three sections: Diagnostic, Practice, and Assessment with multiple choice in each section. The material covered includes "understanding ratio concepts and using ratio reasoning to solve problems; applying and extending previous understandings of multiplication and division to divide fractions by fractions; computing fluently with multi-digit numbers and find common factors and multiples; applying and extending previous understandings of numbers to the system of rational numbers; applying and extending previous understandings of arithmetic to algebraic expressions; reasoning about and solve one-variable equations and inequalities; representing and analyzing quantitative relationships between dependent and independent variables; solving real-world and mathematical problems involving area, surface area, and volume; developing understanding of statistical variability; and summarizing and describing distributions." These standards are covered extensively by the practice problems. This book contains over 850 practice problems aligned to each Common Core State Standard. In addition the book contains an answer key to practice problems. Paperback: 317 double-sided pages Publisher: Teachers' Treasures, Inc. Language: English McGraw-Hill Education Math Grade 7, Second Edition May
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Math Common Core 7th Grade (Speedy Study Guides Oct 02 2022 The Math Common Core 7th grade represents a program of study to be taught in public schools. Specifically, by the end of the seventh grade, students are taught and expected to master five critical domains: (1) expressions and equations; (2) geometry;(3) ratios and proportional relationships; (4) the number system; and (5) statistics and probability. A national education standard is one of the many benefits that was created by the Math Common Core 7th grade. Further, the standard provides rigorous academic goals. In doing so, students are better prepared to compete with their foreign counterparts, thus ensuring a promising future.
Eureka Math Grade 7 Study Guide May 21 2024 Eureka Math is a comprehensive, content-rich PreK–12 curriculum that follows the focus and coherence of the Common Core State Standards in Mathematics (CCSSM) and carefully sequences the mathematical progressions into expertly crafted instructional modules. The companion Study Guides to Eureka Math gather the key components of the curriculum for each grade into a single location, unpacking the standards in detail so that both users and non-users of Eureka Math can benefit equally from the content presented. Each of the Eureka Math Curriculum Study Guides includes narratives that provide educators with an overview of what students should be learning throughout the year, information on alignment to the instructional shifts and the standards, design of curricular components, approaches to differentiated instruction, and descriptions of mathematical models. The Study Guides can serve as either a self-study professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are new to the classroom or the standards, the Study Guides introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and useful. Teachers familiar with the Eureka Math curriculum will also find this resource valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Study Guides allow teachers to obtain a firm grasp on what it is that students should master during the year. The Eureka Math Curriculum Study Guide, Grade 7 provides an overview of all of the Grade 7 modules, including Ratios and Proportional Relationships; Rational
Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 7 Apr 27 2022 Engage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling the seventh-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same message—that they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual math tasks have been shown to improve student test scores, and more importantly change their relationship with mathematics and start believing in their own potential. The tasks in Mindset Mathematics reflect the lessons from brain science that: There is no such thing as a math person - anyone can learn mathematics to high levels. Mistakes, struggle and challenge are the most important times for brain growth. Speed is unimportant in mathematics. Mathematics is a visual and beautiful subject, and our brains want to think visually about mathematics. With engaging questions, open-ended tasks, and four-color visuals that will help kids get excited about mathematics, Mindset Mathematics is organized around nine big ideas which
Numbers; Expressions and Equations; Percent and Proportional Relationships; Statistics and Probability; Geometry. Eureka Math - a Story of Ratios Nov 15 2023 tasks that will help you do just that, by looking at the big ideas at emphasize the connections within the Common Core State
Washington 7th Grade Math Test Prep Feb 11 2021 Our 1st
Standards (CCSS) and can be used with any current curriculum. Arizona 7th Grade Math Test Prep Jul 19 2021 Our 1st edition Arizona 7th Grade Math Test Prep for Common Core State Standards is an excellent resource to assess and manage student's understanding of concepts outlined in the Common Core State Standards Initiative. This resource is formatted into three sections: Diagnostic, Practice, and Assessment with multiple choice in each section. The material covered includes "understanding ratio concepts and using ratio reasoning to solve problems; applying and extending previous understandings of multiplication and division to divide fractions by fractions; computing fluently with multi-digit numbers and find common factors and multiples; applying and extending previous understandings of numbers to the system of rational numbers; applying and extending previous understandings of arithmetic to algebraic expressions; reasoning about and solve one-variable equations and inequalities; representing and analyzing quantitative relationships between dependent and independent variables; solving real-world and mathematical problems involving area, surface area, and volume; developing understanding of statistical variability; and summarizing and describing distributions." These standards are covered extensively by the practice problems. This book contains over 850 practice problems aligned to each Common Core State Standard. In addition the book contains an answer key to practice problems. Paperback: 317 double-sided pages Publisher: Teachers' Treasures, Inc. Language: English Math 7Th Grade Apr 08 2023 Proportions, percents, integer operations, linear equations, inequalities, geometry, probability & more!
edition Washington 7th Grade Math Test Prep for Common
Core State Standards is an excellent resource to assess and manage student's understanding of concepts outlined in the Common Core State Standards Initiative. This resource is formatted into three sections: Diagnostic, Practice, and Assessment with multiple choice in each section. The material covered includes "understanding ratio concepts and using ratio reasoning to solve problems; applying and extending previous understandings of multiplication and division to divide fractions by fractions; computing fluently with multi-digit numbers and find common factors and multiples; applying and extending previous understandings of numbers to the system of rational numbers; applying and extending previous understandings of arithmetic to algebraic expressions; reasoning about and solve one-variable equations and inequalities; representing and analyzing quantitative relationships between dependent and independent variables; solving real-world and mathematical problems involving area, surface area, and volume; developing understanding of statistical variability; and summarizing and describing distributions." These standards are covered extensively by the practice problems. This book contains over 850 practice problems aligned to each Common Core State Standard. In addition the book contains an answer key to practice problems. Paperback: 317 double-sided pages Publisher: Teachers' Treasures, Inc. Language: English PSSA Math Workbook Mar 27 2022 The only prep book you will ever need to ace the PSSA Math Test! PSSA Math Workbook reviews all PSSA Math topics and provides students with the confidence and math skills they need to succeed on the PSSA Math. It is designed to address the needs of PSSA test takers who must have a working knowledge of basic Mathematics. This comprehensive workbook with over 2,500
sample questions and 2 complete PSSA tests can help you fully prepare for the PSSA Math test. It provides you with an in-depth focus on the math portion of the exam, helping you master the math skills that students find the most troublesome. This is an incredibly useful tool for those who want to review all topics being covered on the PSSA Math test. PSSA Math Workbook contains many exciting features to help you prepare for the PSSA Math test, including: · Content 100% aligned with the 2019-2020 PSSA test · Provided and tested by PSSA Math test experts · Dynamic design and easy-to-follow activities · A fun, interactive and concrete learning process · Targeted, skillbuilding practices · Complete coverage of all PSSA Math topics which you will be tested · 2 full-length practice tests (featuring new question types) with detailed answers. Published By: The Math Notion www.mathnotion.com
Cahsee Math Prep from the 7th Grade Content Standards Dec 16 2023 This text uses portions of Rock's book on seventh-grade math content standards to prepare students for the California High School Exit Exam. (Education)
7th Grade Math - Volume 1 Feb 06 2023
Missouri 7th Grade Math Test Prep May 29 2022 Practice problems with answers to supplement classroom curriculum and help assess students undestaning of the concepts that will be tested on the 7th grade Missouri math exam.
Common Core Math Workbook Apr 15 2021 7th Grade Common Core Math: Practice Workbook Practice Questions, Answers & Explanations Recommended by Teachers Ace Academic Publishing Based on Common Core State Standards: Similar to a standardized exam, you can find questions of all types, including multiple-choice, fill-in-the-blank, true or false, match the correct answer, and free-response questions. High Standards of Questions: Each of these questions is divided into
Chapters and Sub-Topics. The contents of this Math workbook include multiple chapters and units covering all the required Common Core Standards for this grade level. Recommended by Teachers: These carefully written questions aim to help students reason abstractly and quantitatively using various models, strategies, and problem-solving techniques. Identifying trouble spots and fixing them: This workbook will help students overcome any deficiencies in their understanding of critical concepts and also will help you identify the specific topic that students may require additional practice. Practice all types of questions including free response: The book is comprised of multiple tests for each topic so that your child can have an abundant amount of tests on the same topic. Includes 2 Comprehensive Full-Length Tests: to practice the entire syllabus to prepare for the common core standardized exams. Includes detailed step-by-step answers: The detailed answer explanations in the back of the book help the students understand the topics and gain confidence in solving similar problems and take the Common Core Standardized Exam with Confidence.
7th Grade Common Core Math Workbook Jul 11 2023 The Only Book an 7th grade student will Ever Need to ACE the STAAR Math Exam! Effortless Math Common Core Workbook provides students with the confidence and math skills they need to succeed on the Common Core State Standards Math test, providing a solid foundation of basic Math topics with abundant exercises for each topic. It is designed to address the needs of students who must have a working knowledge of basic Math. This comprehensive workbook with over 2,500 sample questions and 2 complete 7th Grade Common Core Math tests is all a student needs to fully prepare for the Math tests. It will help students learn everything they need to ace the math exams. There are more than 2,500 Math problems with answers in this book. Effortless Math unique study program provides a student with an in-depth focus on the math test, helping them master the math skills that students find the most troublesome. This workbook contains most common sample questions that are most likely to appear in the Common Core Math exams. Inside the pages of this comprehensive workbook, students can learn basic math operations in a structured manner with a complete study program to help them understand essential math skills. It also has many exciting features, including: Dynamic design and easy-to-follow activitiesA fun, interactive and concrete learning processTargeted, skill-building practicesFun exercises that build confidenceMath topics are grouped by category, so students can focus on the topics they struggle onAll solutions for the exercises are included, so you will always find the answers2 Complete Common Core Math Practice Tests Effortless Common Core Math Workbook is an incredibly useful tool for those who want to review all topics being covered on the Common Core Math tests. It efficiently and effectively reinforces learning outcomes through engaging questions and repeated practice, helping students to quickly master basic Math skills. Published by: Effortless Math Education www.EffortlessMath.com
STAAR Math Workbook Nov 22 2021 The only prep book you will ever need to ace the STAAR Math Test! STAAR Math Workbook reviews all STAAR Math topics and provides students with the confidence and math skills they need to succeed on the STAAR Math. It is designed to address the needs of STAAR test takers who must have a working knowledge of basic Mathematics. This comprehensive workbook with over 2,500 sample questions and 2 complete STAAR tests can help you fully prepare for the STAAR Math test. It provides you with an in-depth focus on the math portion of the exam, helping you master the math skills that students find the most troublesome. This is an incredibly useful tool for those who want to review all topics being covered on the STAAR Math test. STAAR Math Workbook contains many exciting features to help you prepare for the STAAR Math test, including: · Content 100% aligned with the 2019-2020 STAAR test · Provided and tested by STAAR Math test experts · Dynamic design and easy-to-follow activities · A fun, interactive and concrete learning process · Targeted, skill-building practices · Complete coverage of all STAAR Math topics which you will be tested · 2 full-length practice tests (featuring new question types) with detailed answers. ?Published By: The Math Notion
Word Problems, Grade 7 Aug 12 2023 Spectrum(R) Word Problems for grade 7 includes practice for essential math skills, such as real world applications, multi-step word problems, variables, ratio and proportion, perimeter, area and volume, percents, statistics and more. Spectrum(R) Word Problems supplement to classroom work and proficiency test preparation. The series provides examples of how the math skills students learn in school apply to everyday life with challenging, multistep word problems. It features practice with word problems that are an essential part of the Common Core State Standards. Word problem practice is provided for essential math skills, such as fractions, decimals, percents, metric and customary measurement, graphs and probability, and preparing for algebra and more.
www.mathnotion.com
Math Makes Sense 7 Oct 14 2023
Math for Everyone 7th Grade Math Dec 04 2022 Tired of ten pound math textbooks? Tired of math textbooks with 700 to 1,000 pages? Tired of massive student failure in gatekeeper math courses like Algebra I? Tired of math phobic students (and their parents) exclaiming, "I hate math!"? Maybe it is time to try a different curriculum. Math For Everyone is a curriculum designed to promote massive student (and teacher) math success. Each year's content in the six math courses (7th Grade Math, Algebra I, Geometry I, Algebra II, Math Analysis and Calculus) is boiled down into its essential vocabulary and 5-7 key concepts with particular attention paid to clarity and articulation between courses. Assessment includes old favorites as well as authentic assessment with rubrics and grading advice included. No text is longer than 80 pages as the 5-7 key concepts can be amply demonstrated and practiced in this amount of space. Math For Everyone is not only great for new math teachers and struggling math students, but great for everyone. Nathaniel Max Rock is an educator since 2001 and the author of more than a dozen education books. He has taught the following courses: 7th Grade Math, Algebra I, Geometry I, Algebra II, Math Analysis, Calculus, as well as California High School Exit Exam (CAHSEE) Prep Classes, AVID Elective (9th & 10th grade), and Carnegie Computer classes. Max's authoring topics include math, education and religion.
7th Grade STAAR Math Exercise Book Sep 01 2022 Get All the Math Prep You Need to Ace the 7th Grade STAAR Test! Studying for a test is much easier when you know what will be on it, particularly when you can crack it down into apparent parts. You can then study each section independently. 7th Grade STAAR Math Exercise Book helps you achieve the next level of professional achievement. It contains over 2,500 practice problems covering every topic tested on the STAAR math grade 7, making it a critical resource for students to provide them with comprehensive practice. Upgraded by our professional instructors, the problems are sensibly categorized into practice sets and reflect those found on the math STAAR grade 7 in content, form, and style. Students can build fundamental skills in
math through targeted practice while easy-to-follow explanations help cement their understanding of the concepts assessed on the STAAR math 7th grade. This user-friendly resource includes simple explanations: Hands-on experience with all STAAR 7th grade math questions. Focusing your study time on what is most important. Everything you need to know for a High Score. Complete review to help you master different concepts. These reviews go into detail to cover all math topics on the STAAR 7th grade math. Hundreds of realistic questions and drills, including new practice questions. 2 full-length practice tests with detailed answer explanations Effective exercises to help you avoid traps and pacing yourself beat the STAAR math grade 7. It is packed with everything you need to do your best on the test and move toward your graduation. Published By: The Math Notion www.mathnotion.com FSA Math Grade 7 Workbook Feb 23 2022 Test Prep Books' FSA Math Grade 7 Workbook: FSA Math 7th Grade for Florida Standards Assessment [7th Grade Math Workbook] Taking the FSA test? Want to get a good score? Written by Test Prep Books, this comprehensive study guide includes: - Quick Overview - Test-Taking Strategies - Introduction - Ratios & Proportional Relationships - The Number System - Expressions & Equations - Geometry - Statistics & Probability - Practice Questions - Detailed Answer Explanations Studying is hard. We know. We want to help. You can ace your test. Each part of the test has a full review. This study guide covers everything likely to be on the FSA test. Lots of FSA math practice test questions are included. Miss one and want to know why? There are detailed answer explanations to help you avoid missing the same question a second time. Are you a bad test taker? Use your time wisely with the latest test-taking strategies. Don't settle for just learning what is on the test. Learn how to be successful with that knowledge. Test Prep Books has drilled down the top test-taking tips. This will help you save time and avoid making common mistakes on test day. Get your FSA study guide. It includes review material, FSA practice test questions, and test-taking strategies. It has everything you need for success.
7th Grade PSSA Math Exercise Book Sep 20 2021 Get All the Math Prep You Need to Ace the 7th Grade PSSA Test! Studying for a test is much easier when you know what will be on it, particularly when you can crack it down into apparent parts. You
McGraw-Hill's Math Grade 7 Feb 18 2024 Now students can bring home the classroom expertise of McGraw-Hill to help them sharpen their math skills! McGraw-Hill's Math Grade 7 helps your middle-school student learn and practice basic math skills he or she will need in the classroom and on standardized NCLB tests. Its attractive four-color page design creates a student-friendly learning experience, and all pages are filled to the brim with activities for maximum educational value. All content aligned to state and national standards "You Know It!" features reinforce mastery of learned skills before introducing new material "Reality Check" features link skills to real-world applications "Find Out About It" features lead students to explore other media "World of Words" features promote language acquisition Discover more inside: A week-by-week summer study plan to be used as a "summer bridge" learning and reinforcement program Each lesson ends with self-assessment that includes items reviewing concepts taught in previous lessons Intervention features address special-needs students Topics include: Addition; Subtraction; Multiplication; Division; Fractions; Adding and Subtracting Fractions; Multiplying and Dividing Fractions; Geometry; Customary Measurements; Metric Measurements can then study each section independently. 7th Grade PSSA Math Exercise Book helps you achieve the next level of professional achievement. It contains over 2,500 practice problems covering every topic tested on the PSSA math grade 7, making it a critical resource for students to provide them with comprehensive practice. Upgraded by our professional instructors, the problems are sensibly categorized into practice sets and reflect those found on the math PSSA grade 7 in content, form, and style. Students can build fundamental skills in math through targeted practice while easy-to-follow explanations help cement their understanding of the concepts assessed on the PSSA math 7th grade. This user-friendly resource includes simple explanations: Hands-on experience with all PSSA 7th grade math questions. Focusing your study time on what is most important. Everything you need to know for a High Score. Complete review to help you master different concepts. These reviews go into detail to cover all math topics on the PSSA 7th grade math. Hundreds of realistic questions and drills, including new practice questions. 2 full-length practice tests with detailed answer explanations Effective exercises to help you avoid traps and pacing yourself beat the PSSA math grade 7. It is packed with everything you need to do your best on the test and move toward your graduation. Published By: The Math Notion www.mathnotion.com
Standards Driven Math: Combo Book: 7th Grade Math, Algebra I, Geometry I, Algebra II, Math Analysis, Calculus Jun 10 2023 Ugly duckling to beautiful bride! Dressed in her shapeless lab coats and baggy clothes, no one could know medical research assistant Izzy might once have become Australia's next supermodel. Since an experience left her scarred emotionally and physically, she has hidden herself away. Greek doctor Alex Zaphirides can have any woman he wants. Despite vowing never to let a woman close again, he's intrigued by shy, innocent Izzy – and is determined to be her Prince Charming. He'll show her just how beautiful she really is – and turn her into the most stunning bride Australia has ever seen!
Iowa 7th Grade Math Test Prep Mar 15 2021 Our 1st edition Iowa 7th Grade Math Test Prep for Common Core State Standards is an excellent resource to assess and manage student's understanding of concepts outlined in the Common Core State Standards Initiative. This resource is formatted into three sections: Diagnostic, Practice, and Assessment with multiple choice in each section. The material covered includes "understanding ratio concepts and using ratio reasoning to solve problems; applying and extending previous understandings of multiplication and division to divide fractions by fractions; computing fluently with multi-digit numbers and find common factors and multiples; applying and extending previous understandings of numbers to the system of rational numbers;
6th and 7th Grade Math Workbook Nov 03 2022 APEX Test Prep's 6th and 7th Grade Math Workbook: Math Practice Book for Grade 6 and 7 [New Edition Includes 900] Practice Questions] This workbook was developed to help 6th and 7th grade math students master all of the important skills that they have learned up to this point. It starts with the most basic concepts and works up to some rather advanced concepts. It is broken down into the four main content areas listed below: Arithmetic Measurement and Data Algebra Geometry Math can be frustrating, but it doesn't have to be! Our goal at APEX Test Prep is to help your student succeed with 6th and 7th grade math problems by practicing with these 6th and 7th grade math worksheets. With our detailed answer explanations, they won't have to make the same mistake twice if they miss an answer. Get this 6th and 7th grade math book today!
applying and extending previous understandings of arithmetic to algebraic expressions; reasoning about and solve one-variable equations and inequalities; representing and analyzing quantitative relationships between dependent and independent variables; solving real-world and mathematical problems involving area, surface area, and volume; developing understanding of statistical variability; and summarizing and describing distributions." These standards are covered extensively by the practice problems. This book contains over 850 practice problems aligned to each Common Core State Standard. In addition the book contains an answer key to practice problems. Paperback: 317 double-sided pages Publisher: Teachers' Treasures, Inc. Language: English Math Mammoth Grade 7 Review Workbook May 17 2021 Math Mammoth Grade 7 Review Workbook is intended to give students a thorough review of pre-algebra/7th grade math. It has both topical as well as mixed (spiral) review worksheets, and includes both topical tests and a comprehensive end-of-the-year test. The tests can also be used as review worksheets, instead of tests.You can use this workbook for various purposes: for summer math practice, to keep a child from forgetting math skills during other break times, to prepare students who are going into algebra 1, or to give pre-algebra students extra practice during the school year.The topics reviewed in this workbook are:basics of algebraintegersone-step equationsrational numbersequations and inequalitiesratios and proportionspercentgeometrythe Pythagorean TheoremprobabilitystatisticsIn addition to the topical reviews and tests, the workbook also contains many cumulative (spiral) review pages.The content for these is taken from Math Mammoth Grade 7 Complete Curriculum. However, the content follows a typical pre-algebra course, so this workbook can be
used no matter which math curriculum you follow.Please note this book does not contain lessons or instruction for the topics. It is not intended for initial teaching. It also will not work if the student needs to completely re-study these topics (the student has not learned the topics at all). For that purpose, please consider Math Mammoth Grade 7 Complete Curriculum, which has all the necessary instruction and lessons. 7th Grade Math - South Carolina - Volume 1 Jun 17 2021 7th Grade Common Core Math Exercise Book Jan 05 2023 Get All the Math Prep You Need to Ace the 7th Grade Common Core Test! Studying for a test is much easier when you know what will be on it, particularly when you can crack it down into apparent parts. You can then study each section independently. 7th Grade Common Core Math Exercise Book helps you achieve the next level of professional achievement. It contains over 2,500 practice problems covering every topic tested on the Common Core math grade 7, making it a critical resource for students to provide them with comprehensive practice. Upgraded by our professional instructors, the problems are sensibly categorized into practice sets and reflect those found on the math Common Core grade 7 in content, form, and style. Students can build fundamental skills in math through targeted practice while easy-to-follow explanations help cement their understanding of the concepts assessed on the Common Core math 7th grade. This user-friendly resource includes simple explanations: Hands-on experience with all Common Core 7th grade math questions. Focusing your study time on what is most important. Everything you need to know for a High Score. Complete review to help you master different concepts. These reviews go into detail to cover all math topics on the Common Core 7th grade math. Hundreds of realistic questions and drills, including new practice questions. 2 full-length practice tests
with detailed answer explanations Effective exercises to help you avoid traps and pacing yourself beat the Common Core math grade 7. It is packed with everything you need to do your best on the test and move toward your graduation. Published By: The Math Notion www.mathnotion.com
Enrichment Math, Grade 7 Sep 13 2023 Offers reproducible double-sided sheets to help seventh-grade students improve their math skills and prepare for standardized tests.
Common Core Math Workouts, Grade 7 Dec 24 2021 Each page in Common Core Math Workouts for grade 7 contains two ÒworkoutsÓ; one for skills practice and one for applying those skills to solve a problem. These workouts make great warm-up or assessment exercises. They can be used to set the stage and teach the content covered by the standards. They can also be used to assess what students have learned after the content has been taught. Content is aligned with the Common Core State Standards for Mathematics and includes Geometry, Ratio and Proportional Relationships. The Number System, Expressions and Equations, and Statistics and Probability. The workbooks in the Common Core Math Workouts series are designed to help teachers and parents meet the challenges set forth by the Common Core State Standards. They are filled with skills practice and problem-solving practice exercises that correspond to each standard. With a little time each day, your students will become better problem solvers and will acquire the skills they need to meet the mathematical expectations for their grade level. 7th Grade Math Workbook Apr 20 2024
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MIDDLE SCHOOL
Overview
The focus of the eighth grade program is on academic and personal independence, responsibility, and accountability. Student work involves long and short-term projects during which assistance is offered at key points, yet the majority of the work is carried out by the students in an independent setting. Throughout the eighth grade curriculum, strong emphasis is placed on classroom skills needed by the Upper School student. In addition to the curriculum that follows, eighth grade students may participate in these special activities:
School Council
Class Representatives
Middle School Drama
Advisory
Interscholastic Sports
CTP4 Testing/Spring
Multi-Day Trip Fund-Raising
Special Event Planning
Dress Down Days Study Lab Workshop
Community Service
Games Club
After School Program
English
The eighth grade English program is designed to review the skills introduced in the earlier Middle School English courses and begins a transition to the demands of Upper School English courses. Students move from reading young adult literature to classic novels and plays, including Animal Farm, To Kill a Mockingbird, Inherit the Wind, and Richard III. Students analyze the reading not only for plot and character but for literary form, historical relevance, and thematic purpose as well. Whenever possible, connections between the English curriculum and those of other subjects will be emphasized. The literature becomes the inspiration for expository essays and creative writing, both of which will be evaluated for their content and their mastery of grammar, mechanics, and working vocabulary. Students are encouraged to improve their writing through conferencing, peer editing, and writing multiple drafts.
Algebra
A solid foundation in algebra is critically important for future success in advanced mathematics. This class is the study of the language, concepts and techniques of algebra that will prepare students to approach and solve problems following a logical succession of steps. It is the bridge from the concrete to the abstract within the study of mathematics. Concepts include variables, linear and quadratic equations, polynomials, factoring, ratio and proportion, systems of equations, inequalities, functions, rational and irrational expressions, and linear and nonlinear graphing. Process is stressed over algorithm. Students develop strategies to solve problems and apply those strategies to real-life situations.
Please note: Placement decisions in the area of Mathematics are carefully made in order to ensure that students are given the appropriate academic environment in which to thrive. Accommodations may be made for students who would benefit from a more accelerated or differentiated approach. Honors level Geometry is available for selected students and Algebra Explorations benefits students who need a more moderate pace.
Rutgers Preparatory School • 1345 Easton Avenue • Somerset, NJ 08873 • (732) 545-5600 • www.rutgersprep.org
History
The United States in the World
This course covers the history of the United States from Reconstruction (1865) to the present. It is designed to study thematically the political, social, and cultural concepts that continue to shape our country in the 21st century. Students will explore demographic trends, immigration, the history of racial and ethnic minorities, women's changing roles, urbanization, and wars. Emphasis is placed on geographic literacy, as world geography will be the framework through which students will learn about America's becoming a world power, and about the conflicts that affect the nation today.
Science
Students learn the basic facts of human anatomy and physiology and develop an understanding of various scientific topics. Students recognize the impact of science in their everyday lives, both today and in the future. They learn to use a variety of scientific equipment in a safe and efficient manner. They develop a literacy that allows them to search and learn on their own from various resources. Students work in groups to develop social and cooperative skills that help them in the future. They learn to communicate clearly and effectively in both written and verbal forms.
Foreign Language
Spanish
Spanish IA
Spanish IA will introduce basic language skills to the beginning language student. Our text book series balances all the elements of language learning, combining vocabulary and grammar study with in-depth looks at various cultures in which Spanish is spoken, including our own. Extensive multi-media resources, including video and audio CD's, attempt to bring the students into realistic contact with real Spanish speakers and engage them in actively learning the Spanish language. By the end of the year, students will begin to develop a foundation in Spanish speaking and comprehension skills as well as a greater understanding of the world cultures in which Spanish is spoken.
Spanish IB
Spanish IB is the continuation of Spanish IA and completes the study of Spanish I. This course will continue to lay a foundation in the Spanish language but at a more challenging pace. Our textbook series balances all the elements of language learning, combining vocabulary and grammar study with in-depth looks at various cultures in which Spanish is spoken, including our own. Extensive multi-media resources, including videos, CDs and CD-ROM software, attempt to bring the students into realistic contact with real Spanish speakers and engage them in actively learning the Spanish language. By the end of the year, students will have a solid foundation in Spanish speaking and comprehension skills as well as a greater understanding of the places in the world where Spanish is spoken.
Spanish II
Because Rutgers Prep begins foreign language instruction on a daily basis beginning in the 5 th grade, students may be ready for Level II prior to completion of the Middle School. A new student who has already completed an approved Level 1 program may be placed into a Level II program.
Latin
Latin IA
Latin IA is a course designed to meet the needs of Middle School students interested in the study of Latin beyond the previous introductory courses. For students who have some background in Latin, the course will delve more deeply into Latin grammar and culture; however students need not have any prior experience with Latin to take this course. During their studies of Latin grammar students will master the basic skills and knowledge necessary to decipher Latin texts. The focus of the grammar lessons will be on reading and translating Latin texts through the study of vocabulary, analysis of sentence structure, and patterns discovered in Latin grammar.
Latin IB
Latin IB is the continuation of Latin IA and completes the study of Latin I, enabling students who complete it successfully to move on to Latin II in the Upper School in 9 th grade. The course takes up where Latin I-A leaves off and continues the adventures of the Cornelii family. Grammar concepts will be reviewed before our study of new grammar concepts, vocabulary, and the cultures of the ancient world continues. Since Ecce Romani I-B is shorter than Ecce Romani I-A, students will read from many other sources including authentic Latin texts.
Rutgers Preparatory School • 1345 Easton Avenue • Somerset, NJ 08873 • (732) 545-5600 • www.rutgersprep.org
Physical Education
Students in grades seven and eight take part in the seasonal athletic program. At the start of each season, each student indicates which sport she/he plans to play. Athletic team practices are held during Physical Education class which meets five times per week. Games against other middle schools are held after school. Seasonal sports include: soccer, cross country, tennis, basketball, volleyball (for girls), baseball, softball, lacrosse and wrestling. Students who do not choose a team sport are provided with instruction in physical education activities, such as yoga, pilates and weight training.
Music
Choir
Choir is a performance class where students learn solfeggio, sight reading, vocal technique and musical analysis through choral repertoire which includes: music of the masters, sacred and secular works. Choral students participate in two annual concerts.
Instrumental Music (Band or Orchestra)
Students learn to play ensemble music that entails phrasing, balance, intonation, different musical styles, and articulation. They learn major key signatures, scales, and more advanced rhythms. Both band and orchestra meet daily. Beginners are welcome in band. Students need at least two years of lessons to be in orchestra. All Instrumental Music students participate in two annual concerts throughout the year. Private lessons are available after school with adjunct faculty.
Cycle Subjects
Art
Students continue to develop skills and knowledge of two and three-dimensional design through examining the role mathematics plays in art production. A strong focus is placed upon technology and using digital design as a means to explore the principles of design. Through traditional as well as digital techniques students are able to gain an appreciation for both media as well as become familiarized with the art.
Students assume the role of architect as they create perspective drawings of futuristic cities. Futuristic art is examined further as students create tessellation paintings inspired by imaginary creatures and altered landscapes. Tessellations are also digitally manipulated to create new images based on the principles of design.
Drama
Students in Drama 8 learn about the theater by exploring the work of William Shakespeare. Each quarter the class works with a different play, reading the text, improvising scenes based on the scenarios in the play, and acting out full or abridged versions of scenes. Students will be required to memorize a speech from the play, perform a narrative summary of a scene, and participate in an action sequence from the play. All of these moments, taken as a whole, create a performance inspired by Shakespeare's work, which will be rehearsed and then performed on an evening near the end of the quarter.
Multimedia and Information Literacy 8
Students will learn about how we blend technology with the middle school curriculum. Through various class projects such as researching and using library materials, interviewing, and videoing, students will gain insight into how they develop a video portfolio. Additionally, students will learn how to organize their network folders so they can become more accessible and user friendly. The quarter will culminate in a final project that represents the coursework and skills that were focused on during class.
Tomorrow's Leaders
Tomorrow's Leaders is a course designed to provide students with the opportunity to learn about and practice leadership. By using traditional classroom practices (writing, research, public speaking) as well as experiential learning exercises, students will explore the pillars of leadership, and create a sense of themselves as leaders in their school, community, family, and in their own lives. Students will practice these skills in the classroom, they will focus out and deepen their role in their community, and they will model empowered, kind, outward-focused leadership among their peers.
Rutgers Preparatory School • 1345 Easton Avenue • Somerset, NJ 08873 • (732) 545-5600 • www.rutgersprep.org
Fifth Grade
Daily:
Cycle:
Seventh Grade
Daily:
Cycle:
English 5
Ancient History
Mathematics 5
Science 5
Physical Education
Spanish
Band, Choir or Orchestra
* Computer
* Latin
* Art
* Creative Expressions
English 7
Pre Algebra 7 Explorations
Mathematics:
Pre Algebra 7
American History
Algebra I
Science 7
Spanish
Foreign Language:
Latin
Band, Choir or Orchestra
Physical Education
* Values and Choices
Cycle:
Eighth Grade
Daily:
Cycle:
Middle School Offerings
Sixth Grade
Mathematics:
Daily:
English 6
Pre Algebra 6 Explorations
History of the Middle Ages
Pre Algebra 6
Science 6
Physical Education
Spanish
Band, Choir or Orchestra
* Art
* Multimedia and Information Literacy 6
* Latin
* Creative Writing
English 8
Algebra Explorations
Mathematics:
Algebra I
World Geography
Honors Geometry
Science 8
Spanish
Foreign Language:
Latin
Band, Choir or Orchestra
Physical Education
* Art
* Drama
* Art
* Drama
* Multimedia and Information Literacy 7
* Tomorrow's Leaders
* Multimedia and Information Literacy 8
IN ADDITION:
School Council, Class Representatives, Drama, Dress Down Days, Partnerships with other grades, After School Program, Maroon & White Teams, Advisory, Field Day, Middle School Buddies partnered with students new to Middle School, Lockers, Dining Commons, Summer Reading List, Middle School Fun Nights.
7 TH & 8 TH INTERSCHOLASTIC SPORTS PROGRAM:
Winter: Boys Wrestling, Boys & Girls Basketball, Girls Volleyball
Spring: Boys & Girls Lacrosse, Baseball, Boys Tennis, Girls Softball
Fall: Boys & Girls Soccer, Girls Tennis, Coed Cross Country
CO-CURRICULAR ACTIVITIES:
Class Trips, Advisory Challenge
SUMMERS @ RPS:
"SummerBlast" Camp, Bridge Back to School and our Academic Summer School round out the year. For information about these and other summer opportunities visit www.rutgersprep.org and click on "Summer Programs."
Rutgers Preparatory School • 1345 Easton Avenue • Somerset, NJ 08873 • (732) 545-5600 • www.rutgersprep.org | <urn:uuid:fff2f46e-0760-4160-a14f-d458fe30b50f> | CC-MAIN-2016-44 | http://www.rutgersprep.org/~rutgersp/images/stories/middle_school/curriculum/Middle_School_-_8th_Grade_RED_13-14.pdf | 2016-10-25T01:18:12Z | crawl-data/CC-MAIN-2016-44/segments/1476988719843.44/warc/CC-MAIN-20161020183839-00276-ip-10-171-6-4.ec2.internal.warc.gz | 688,632,828 | 2,693 | eng_Latn | eng_Latn | 0.902388 | eng_Latn | 0.99623 | [
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Water-smart landscapes by design
Rebecca Finneran, Michigan State University Extension
Planning a water-smart garden begins with understanding your site. Our Great Lakes landscape was carved out by glaciers leaving behind many different types of growing environments. Soils range from dense clay to gravelly sand that are distributed across the native terrain. Home gardens that begin with a soil test can be designed around the existing pH, soil type and texture. Visit www.msusoiltest.com to order your soil test today.
Understanding the water-holding capacity of your soil and the water needs of each plant type is the next step in creating your water-smart design. Incorporate organic matter such as compost or leaf mold into droughty soils and employ the qualities of water-holding mulches around beds or plants that are sited in these soils. When using organic mulches, take care to break up the top "crust" once a season. Mulches such as hardwood bark or pine fines may become overly dry, making it difficult to re-wet, hence working against the garden instead of for it.
Thirst not: Choose the right plants
Plants with low moisture requirements are a gardener's first defense against tough, dry sites. Many native woody trees and shrubs are highly adaptable to the urban landscape as well. For example, understory shrubs such as bottle-brush buckeye or our native diervilla can compete with surrounding plants and survive a dry summer. Group these types of shrubs with upland tree species such as the bur oak that can easily tolerate "feast or famine" conditions. Ideas for additional native woody plants can be obtained in
the Smart Gardening tip sheet titled "Drought-tolerant plants save water, money and time."
Perennials that have silvery foliage such as catmint (Nepeta sp.), Russian sage (perovskia) and yarrow (achillea) 'Moonshine' are wise choices for areas that are droughty. Another group of succulent plants known as stonecrop (sedum) provide a wide variety of colors, textures, heights and even low, ground-hugging habits. Splashes of color from bulbs can make a landscape plan exciting and add seasonal interest. Ornamental onion (allium), many types of lilies and even tulips are great choices for a dry, sunny site.
Deeply rooted plants with native parentage such as false indigo (baptisia), cup plant (silphium) and goldenrod (solidago) are also a great addition to a water-wise garden.
Get smart – be intentional!
During the design phase, plan to group plants with "like needs" together. If you are planning on using plants that require supplemental irrigation, fertilizer and nutrients, intentionally plant these together and to prevent your own frustration, plant them relatively close to a water source.
Shade-loving hostas, big-leaved ligularia, sedges and lungwort
Replacing lawn with areas of plants and tough natives at the water's edge cuts down on watering and mowing, and prevents run-off and sediment from entering the waterway.
tend to be "thirsty" perennials. Even in dense shade, most of them will wilt or yellow out during the long days of summer. Several plants like Japanese painted fern use dormancy as a defense mechanism, but quickly re-sprout when late-summer rains occur. Instead of eliminating these plants from your choices, plan to group them where you can concentrate your irrigation efforts.
Grouping plants such as Japanese forest grass and coral bells beneath shallow-rooted trees creates an environment where both can grow successfully.
If you have droughty, full sun areas in the landscape, match plants to that space. Using graph paper, define existing conditions by sketching circles to indicate the edge of a shady spot, excessively dry area, etc., where you can begin to group your plants according to their needs.
Consider alternatives to traditional turf grasses. Do we really need that palatial expanse of lawn? We care about our lawns, but evaluate how much lawn is really necessary to the overall design. Turfgrass requires a fairly high level of care including supplemental water (at times) and fertilizer. Large areas of lawn can be replaced with low-growing, rugged native grasses such as prairie dropseed (sporobolus) or different types of sedge (Carex.) Mowing once a season would be fine for these plants that do not require any additional inputs.
When it rains…Does it pour?
When you need to irrigate, plan to evaluate the efficiency and output of your sprinklers. Automatic watering systems can supply an excessive amount of water as well as cause the need for supplemental fertilization for some plants. Common sprinkler devices also may not apply an even spray of water, so be sure to check out the pattern to see where it is heavy or
Remember to group plants that have a high need for water near a source.
light. Go to http://bit.ly/smart-water-lawns for more information.
Lastly, buy a rain gauge! If you know how much rain fell while you were sleeping, you will be much better at determining the needs of your garden plants when you are awake.
For more information on a wide variety of Smart Gardening articles, or to find out about Smart Gardening classes and events, visit www.migarden.msu.edu.
For more information on other topics, visit www.msue.msu.edu. To contact an expert in your area, visit expert.msue.msu.edu or call our hotline at 888-678-3464. | <urn:uuid:f8454e3d-989a-4491-a592-95d7d8dbc3e4> | CC-MAIN-2021-04 | https://plantmichigangreen.com/aws/MNLA/asset_manager/get_file/113905 | 2021-01-24T14:29:07+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00701.warc.gz | 518,367,419 | 1,142 | eng_Latn | eng_Latn | 0.997901 | eng_Latn | 0.997851 | [
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Styx Annual Report 2005
This report covers the period March 2004, when the community monitoring programme began, to October 2005, when the results were last collated. Future annual reports will present data collected over the 12-month period October to October. Taking a look at results once a year is a good frequency, as it enables us to see the way water quality changes with the seasons, and, over a longer period, allows us to look for changes or trends.
Temperature
25
Temperatures at all sites have been reasonably constant, fluctuating over a range of around 7.5-19°C, but generally lying between 10 and 16°C. This is because most of the water in the Styx system is derived from groundwater, which has a narrow temperature range. Temperatures do fluctuate a little with the seasons, peaking in mid-summer. The Styx Mill Reserve site, which is closest to the springs feeding the stream shows the least variation in temperature, whereas the Brooklands site, at the bottom of the catchment shows the greatest – this reflects the length of time the water has been exposed to air temperature.
The water temperatures were in the "excellent" category (i.e., the best conditions for plants and animals living in the streams) almost all of the time. On occasions during summer some of the downstream sites fell in to the "fair" range. At these temperatures there is the potential for some insects to become stressed.
Things to look out for are prolonged periods of high temperatures (above 18°C) or sudden changes in the temperature, which may indicate a periodic discharge of water or waste at a different temperature to the normal background in the stream.
Conductivity
Conductivity measurements reflect the quantity of nutrients, such as nitrogen and phosphorus, and other compounds in the water. Measurements between March 2004 and October 2005 show a distinctive seasonal pattern for some sites, particularly those on Kaputone Stream and at Brooklands, where the influence of increased inputs of storm water, particularly during the winter months, is evident. Other sites were very constant, mostly fluctuating between 100 and 130 µS/cm. This is to be expected in the upper reaches of the Styx tributaries, where most of the water, even during wetter months, comes directly from groundwater. However, the consistent readings for the Styx at Radcliffe Road are a little unusual, perhaps indicating that the river is less impacted by stormwater than Kaputone Stream.
For the most part the results indicate that, in terms of chemistry, the water quality in the Styx system is excellent, and the potential for problems such as nuisance weed or algal growth is low. However, increases in conductivity over time would be a cause for concern.
Clarity
With the exception of the two Kaputone Stream sites, clarity readings were very consistent over the monitoring period, ranging between 53 and 100 cm (note that 100 cm is the maximum value that can be measured using this method, so clarity values recorded as 100 cm may be greater than this). These values are considered to represent "fair" clarity, that is, water that is generally adequate for aquatic plants and animals. The Ouruhia Domain and Everglades sites showed periodic reductions in clarity with a number of values in the "poor" category. As noted above with respect to conductivity, the Kaputone Stream appears to be impacted to a greater degree by stormwater runoff; stormwater carries sediments into waterways, and this can have a marked effect on the appearance of the water during and immediately after rainfall. Disturbance of the banks and/or bed of the stream by stock and other activities can also have a considerable effect on clarity. Although occasional instances of low clarity, such as those associated with rainfall, generally have little long-term consequences for the stream, prolonged periods of high sediment inputs can have serious consequences for stream health.
Velocity
The amount of water flowing in a stream is a critical factor in the quality of the habitat provided for plants and animals. Strictly speaking, the monitoring programme measures stream velocity (the speed with which the water is moving, measured in metres per second) rather than flow (the volume of water that is moving over a given time, measured in litres per second). However, velocity does provide a useful indication of the amount of water in the stream.
The results presented here do not show a strong seasonal pattern, which is a little surprising given the groundwater source; normally in spring-fed systems flows reflect seasonal fluctuations in groundwater levels, which tend to be highest in spring. Styx Mill Reserve, which is the uppermost site on the Styx does show higher water velocities in late-winter -spring but there is little indication of this for other sites. Radcliffe Road shows an apparent general trend of increasing velocities over the monitoring period, with peaks mirroring those at Styx Mill Reserve. The zero values for Brooklands are a consequence of tidal influences at the lower end of the Styx River, rather than a reduction in the volume of water moving down the river. On the other hand, low velocities at Willowbank suggest periodic flow loss which may have consequences for aquatic plants and animals in this part of Smacks Creek.
Monitoring results indicate the pH is very stable at most sites, fluctuating within a range of 1 unit. The site at Radcliffe Road show greater variability, ranging between 5.5 and 7.5 units. Generally, pH in streams is variable on a daily cycle, particularly where there are lots of plants in the water, as CO2 is taken up during daylight hours with photosynthesis, and released at night as the plants respire. The presence of CO2 in the water lowers the pH, so pH tends to be higher during the day and lower at night. It may be that the more extreme values recorded at Radcliffe Road reflect this effect.
Results depicted here suggest that the pH of the Styx and its tributaries generally falls into the category of "low", i.e., between 5 and 6.5, whereas most Canterbury waters are usually greater than 6. However, recent comparative lab testing of Styx samples indicates that the method used may be under-measuring actual values. For this, and other reasons, pH measurement requires further investigation. Factors to be considered include the difficulty of carrying out alternative methods in the field, the consistency and stability of the measurements obtained thus far, and the lack of any evidence of pH-related adverse effects on stream biology. Other measurements of water quality relevant to the values of the Styx system will be considered.
Overall assessment March 2004-October 2005
The observations made by the community monitoring group indicate that the water quality of the Styx River and its tributaries is in good condition and should support diverse and healthy plant and animal communities, provided other factors that impact on stream habitat, such as flow, are also adequate. Most of the things that are measured show consistency between sites and through the year. Kaputone Stream is the most variable, with seasonal fluctuations in clarity and conductivity associated with stormwater runoff.
Results for pH suggest some problems with the measurement method, and this requires more investigation during 2006. This will include assessment the suitability of other water quality tests. | <urn:uuid:a82f5ca4-5ef9-4fed-a658-ea0be85bf736> | CC-MAIN-2021-04 | https://www.thestyx.org.nz/sites/default/files/research/styxmonitoringannualreport2005.pdf.pagespeed.ce._5C93kAqiN.pdf | 2021-01-24T16:44:46+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00701.warc.gz | 1,029,209,823 | 1,492 | eng_Latn | eng_Latn | 0.997506 | eng_Latn | 0.997767 | [
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Forgiveness
means
moving on
and starting
afresh.
Forgiveness means you care about people.
If we didn't have forgiveness the world would be a sad place.
Forgiveness involves apologising, accepting and forgetting.
Forgiveness is important because it keeps friendships strong.
Forgiveness happens when someone says sorry and really regrets what they did wrong.
Forgiveness involves feeling and saying sorry even when it's hard to do.
Saying sorry makes both people feel better. | <urn:uuid:18f50e9d-0938-4f7d-b18c-2aad35e1a219> | CC-MAIN-2021-04 | http://cornerstoneprimary.hants.sch.uk/wp-content/uploads/2017/05/Forgiveness-hands-May-17.pdf | 2021-01-24T14:56:59+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00703.warc.gz | 28,241,810 | 97 | eng_Latn | eng_Latn | 0.996344 | eng_Latn | 0.997382 | [
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Download Ebook Mid Chapter Quiz Answer Geometry Common Core File Type Copyright code: d41d8cd98f00b204e9800998ecf8427e. | <urn:uuid:adab6010-66ba-41e6-bcc0-d262c3b327af> | CC-MAIN-2021-04 | https://radioramaguerrero.com.mx/mid_chapter_quiz_answer_geometry_common_core_file_type_pdf.pdf | 2021-01-24T15:16:35+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00701.warc.gz | 532,906,360 | 1,923 | eng_Latn | eng_Latn | 0.901555 | eng_Latn | 0.973571 | [
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The symposium for the sustainable energy cluster consists of four projectgroups that will present the findings of their projects.
Timetable:
15:00 - 15:25: Smart Grid Demokit 2.0
15:30 - 15:55: Freeform Heat Storage
16:00 - 16:25: Flexibility on the electrical Grid
16:30 - 16:55: Quantifying the Impact of Balancing Radiators
Smart Grid Demokit 2.0
Motivating the behaviour of the residents of Aardenhuis to increase the level of self-sustainability. The main product created for this is a website that gives feedback and analyse the user's energy consumption and production. The website consists of personal page for each user and allow to get graphs based on SEDCON database. Students of this project will show of their created website by a live presentation.
Freeform Heat Storage:
Storing warm tap water in a house is a good way to not waste heat. But right now if you want to store warm water you have to use large cylindrical tanks that take up way to much space in your house. That's why in this project, students came up with a way to store warm tap water without taking up to much precious space. During this part of the symposium a video will be played that shows the three concepts the students created, for a buffertank system that stores warm tap water without taking up to much space. After the video is played the students from this project will elaborate on what was shown and then answer quenstions.
Flexibility on the Electrical Grid:
How can the imbalance of NieuweStroom be reduced through a platform of smart devices which are able to adjust demand based on supply? That's what a group of students have researched in this project. During the symposium the students will show their findings and elaborate on them with a live presentation.
Quantifying the Impact of Balancing Radiators:
Students have researched whether adjusting al radiators in a house will lead to a decrease of gas consumption. This research was done by analysing data from this year as well as last year. To analyse all this data the students have created a tool that loads in all the data. During this part of the symposium the students of this project will elaborate on their research and their created tool by means of a live presentation | <urn:uuid:6a108e14-e54a-411e-8091-41dd03bc52f7> | CC-MAIN-2021-04 | https://market.saxion.nl/app/uploads/2020/12/Symposium-Sustainable-Energy.pdf | 2021-01-24T16:25:59+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00702.warc.gz | 442,357,349 | 479 | eng_Latn | eng_Latn | 0.999194 | eng_Latn | 0.999194 | [
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Wrap text automatically
1. In a worksheet, select the cells that you want to format.
2. On the Home tab, in the Alignment group, click Wrap Text
Notes
Data in the cell wraps to fit the column width. When you change the column width, data wrapping adjusts automatically. If all wrapped text is not visible, it may be because the row is set to a specific height.
How to adjust the row height
1. Select the cell or range for which you want to adjust the row height.
2. On the Home tab, in the Cells group, click Format.
3. Under Cell Size , do one of the following:
To automatically adjust the row height, click
AutoFit Row Height.
To specify a row height, click Row Height, and then type the row height that you want in the Row height box.
Enter a line break
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Giant flying reptiles preferred to walk
28 May 2008
New research into gigantic flying reptiles has found that they weren't all gull-like predators grabbing fish from the water but that some were strongly adapted for life on the ground.
Pterosaurs lived during the age of dinosaurs 230 to 65 million years ago. A new study, published in PLoS ONE this week, by researchers at the University of Portsmouth on one particular type of pterosaur, the azhdarchids, claims they were more likely to stalk animals on foot than to fly.
Until now virtually all pterosaurs have been imagined by palaeontologists to have lived like modern seabirds: as gull- or pelican-like predators that flew over lakes and oceans, grabbing fish from the water. But a study of azhdarchid anatomy, footprints and the distribution of their fossils by Mark Witton and Dr Darren Naish shows that this stereotype does not apply to all flying reptiles and some were strongly adapted for terrestrial life.
Azhdarchids were probably better than any other ptersosaurs at walking because they had long limbs and skulls well suited for picking up small animals and other food from the ground.
Azhdarchids, named after the Uzbek word for 'dragon', were gigantic toothless pterosaurs. Azhdarchids include the largest of all pterosaurs: some had wingspans exceeding 10 metres and the biggest ones were as tall as a giraffe.
Dr Naish said: "Azhdarchids first became reasonably well known in the 1970s but how they lived has been the subject of much debate. Originally described as vulture-like scavengers, they were later suggested to be mud-probers (sticking their long bills into the ground in search of prey), and later still suggested to make a living by flying over the water's surface, grabbing fish.
"Other lifestyles have been suggested too. These lifestyles all seem radically divergent so Mark and I sat down and carefully examined the evidence and we argue that azhdarchids were specialised terrestrial stalkers. All the details of their anatomy, and the environment their fossils are found in, show that they made their living by walking around, reaching down to grab and pick up animals and other prey."
Animals like azhdarchids no longer exist but the closest analogues in the modern world are large ground-feeding birds like ground-hornbills and storks.
The researchers studied fossils in London, Portsmouth and Germany and compared the anatomy of azhdarchid with those of modern animals. This showed that azhdarchids were strikingly different from mud-probers and animals that grab prey from the water's surface while in flight.
Dr Naish said: "We also worked out the range of motion possible in the azhdarchid neck: this bizarrely stiff neck has previously been a problem for other ideas about azhdarchid lifestyle, but it fits with our model as all a terrestrial stalker needs to do its raise and lower its bill tip to the ground."
Other aspects of azhdarchid anatomy, such as their relatively small padded feet and long but weak jaws often pose problems in other proposed lifestyles but fit perfectly with the terrestrial stalker hypothesis. Mr Witton said: "The small feet of azhdarchids were no good for wading around lake margins or swimming should they land on water but are excellent for strutting around on land. As for what azhdarchids would eat, they'd have snapped up bite-size animals or even bits of fruit. But if your skull is over two metres in length then bite-size includes everything up to a dinosaur the size of a fox."
The researchers found that over 50 percent of azhdarchid fossils come from sediments that were laid down inland. Significantly, the only articulated azhdarchid fossils we have come from these inland sediments.
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Citation: Witton MP, Naish D (2008) A Reappraisal of Azhdarchid Pterosaur Functional Morphology and Paleoecology. PLoS ONE 3(5): e2271. doi:10.1371/journal.pone.0002271; www.plosone.org/doi/pone.0002271
Source: Public Library of Science
APA citation: Giant flying reptiles preferred to walk (2008, May 28) retrieved 24 January 2021 from https://phys.org/news/2008-05-giant-reptiles.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Lentils – a possible alternative food crop of the future
Dr Alina Mofokeng, ARC-Grain Crops, Potchefstroom. Send an email to firstname.lastname@example.org
L ENTILS (LENS CULINARIS) ARE AN ANNUAL PULSE CROP TRADITIONALLY GROWN IN WEST ASIA, EAST AND NORTH AFRICA, THE INDIAN SUB-CONTINENT AND IN THE RECENT PAST IN NORTH AMERICA AND OCEANIA. IT IS AN IMPORTANT CROP IN FOOD, FEED AND FARMING SYSTEMS IN VARIOUS COUNTRIES.
Lentils, among other food legumes, play a significant role in human and animal nutrition and in soil health improvement. Its cultivation enriches the soil nutrient status by adding nitrogen, carbon and organic matter, which promotes sustainable cereal-based crop production systems in the regions. It has an ability to withstand drought and poor soils. It is the most desired legume because of its high protein content of up to 35,5% and fast cooking characteristics. It is used as a starter, main dish, side dish or in salads.
Additionally, it may be deep-fried and eaten as snack, or combined with cereal flour in the preparation of foods like bread and cake. Lentils are a key source of protein, especially for the poor, who often cannot afford animal products. It is rich in starch, protein, calcium, manganese, crude fibre, fat, trace elements and minerals, which makes the crop an ideal supplement for traditional cereals or tuber-based diets, which are generally protein deficient.
Lentils are among the pulses that can be used to diversify the legume base of South Africa because it has the potential to be grown in various provinces of South Africa, as it can tolerate extreme environmental conditions This means provinces like Limpopo, North West, Mpumalanga, KwaZulu-Natal and Free State which are characterised by low rainfall and hot temperatures, as well as droughty conditions can be ideal. Lentils prefers any soil type with good drainage. Some varieties can be grown in cold areas which can ensure a continuous supply of lentils in and out of the season. Additionally, lentils can be grown in rotation with cereals to improve the soil structure and fertility. Hence, the production of this crop can benefit the South African farmers.
Lentils are similar to beans (soybeans/common beans). They grow in pods that contain either one or two lentil seeds that are round, oval or heart-shaped disks. They may be sold whole or split, with the brown and green varieties being the best at retaining their shape after cooking (Table 1). Various lentil varieties are used worldwide including brown, red, green, Lentilles Du Puy, French green lentils and black lentils amongst others. Their major attributes and cooking times are shown in Table 1.
1
Some of the most common lentil varieties.
Images of
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HEDGEWOOD SCHOOL
Teaching for Learning Policy
When planning provision for learning and taking into account the needs of our autistic and complex communication needs pupils, the development and well being of the whole child is paramount. As a school we are committed to ensuring every pupil experiences learning from a platform of security, safety and enjoyment where relationships with staff are trusting and well established to ensure readiness for learning. Hedgewood School uses the National Autistic Society's SPELL framework to address it commitment to every autistic learner's journey to ensure wellbeing, develop independence and achieve positive outcomes.
We are committed to the development of skills and learning which empower our young people to understand and develop knowledge of the world around them to keep themselves happy, healthy and safe.
At Hedgewood we aim to:
- provide a broad, balanced and creative curriculum that meets the diverse needs of our complex population
- ensure effective and explicit curriculum time is dedicated to development of social understanding
- provide high quality reflective teaching for learning
- provide opportunities for pupils to engage in and take responsibility for their own learning
- raise the achievement of every pupil
The principles that inform our good practice are that all staff:
- have a commitment to the well being and happiness of each pupil
- provide personalised opportunities that give every learner the confidence to succeed
- build on what learners have already experienced
- provide appropriate challenge to motivate and promote personal growth for each pupil
- make learning an enjoyable, creative and challenging experience
- develop personal qualities and skills and pupil learning across the curriculum
- encourage pupils to become active partners in their learning, leading to increased independence and personal decision making for pupils
We value the role of parents and carers in children's learning. The partnership between home and school is developed in many ways, through home /school link books, coffee afternoons and parent consultations. Parents are encouraged to engage with school to share understanding of their children's needs and work together to promote the well being and progress of their child.
We also provide opportunities to parents for training through Autism (EarlyBird Plus and Healthy Minds) and Signalong courses and in supporting the consistent use of visual support systems both at home and school.
Our Family Support Team is a vital part of supporting our pupils and families, offering bespoke support to help families with a wide range of needs.
Delivery of the curriculum
Effective delivery of the curriculum requires focus on:
- understanding the autistic child
- acknowledging challenging behaviour is anxiety driven and that a Positive Behaviour Support Approach is consistently used across the school
- supporting a range of communication needs
- the identification of preferred learning styles, whilst recognising the need to support the development of other styles
- taking into account the sensory needs of individuals
- taking into account the physical needs of individuals including Hearing Impairment and Visual Impairment
- EAL needs
Hedgewood School is in the latter stages of acquiring National Autistic Society accreditation. This recognises the commitment to understanding the needs and providing appropriate provision for autistic individuals to be happy, healthy and empowered.
Effective delivery also considers organisation and management of the classroom environment and of learning. The organisation and management of teaching for learning at Hedgewood is based upon:
- an adapted TEACCH system that is consistent throughout the school
- adapted environment to provide low arousal areas within each classroom, thereby supporting the sensory needs of our pupils
- visual support and clues for learning evident, both on a whole class and individual basis
- the appropriate use of e-learning
- working with professional partners including Speech and Language Therapists, Occupational Therapists, Educational Psychologists etc
- the effective use of teaching assistant support,
- the effective use of time, including physical and sensory breaks for pupils where appropriate
- how pupils are grouped for maximum learning
Other ways teachers deliver effective teaching is through the consideration of teaching styles and approaches. These include:
- ensuring relationships are established and effective, where pupils security, well being and happiness are a pre-curser to effective learning
- an individual approach to pupil's needs
- reinforcement of key learning points within lessons and across a period of time to ensure embedded learning and application of skills
- teacher/staff modelling
Planning
Planning will ensure effective teaching for learning by identification of:
- clear learning intentions reflecting the needs of individual and groups of pupils and assessment criteria
- activities to achieve these learning intentions
- differentiation using a variety of methods, including communication support where appropriate
- e-learning opportunities and resources
- resources suited to task
- effective use of Teaching Assistants
Medium term planning is completed on a termly or half -termly basis. Pupils personalised learning objectives are identified through twice yearly Individual Learning Plans (ILP), which reflect the aims for development of social understanding and acquisition of skills and development of academic learning in core subjects.
Short term planning is completed on a weekly basis and is informed by pupil's ILP's and assessment against previous planning.
The curriculum map informs how subjects are blocked across the 2 year cycle to foster greater links in learning and deepen understanding and generalisation of skills and knowledge for our population. We also recognise that planning needs to be flexible to allow for creativity, personalised learning and a child centred approach.
Assessment
Assessment is an integral part of teaching for learning and is completed in a variety of ways:
- assessment jottings which identify progress, significant learning or underachievement
- evaluation of progress in social understanding and development (BSquared, Autism Progress (Autumn 2016)
- scrutiny of academic targets and results from summative assessment (through BSquared and National Curriculum criteria)
- pupil self –assessment wherever appropriate
- pupil progress reviews
- assessment against success criteria
- use of pupil attainment data analysed against national comparisons
At Hedgewood we are committed to every learner achieving success, to making them feel included, secure and valued. This is achieved by:
- adapting teaching to the potential and needs of each individual
- creating a culture of respect for others and their achievements whatever their gender, social background or ethnic group.
Effective teaching for learning is monitored and evaluated by:
- classroom observations
- learning walks
- scrutiny of work
- Performance Management
- analysis of data and targets for individuals and groups(BSquared/GAP)
- pupil voice/ evidence of pupil feedback wherever possible/ school council
- teacher and support staff voice e.g. interviews, questionnaires, discussions
- scrutiny of planning.
Teaching for learning is monitored by a wide range of staff including Senior Leadership Team, Team Managers and subject Learning Managers. All of this monitoring and evaluating supports the school's self-evaluation process. | <urn:uuid:5621a0a2-d73b-465f-9811-4ab4923f8bf5> | CC-MAIN-2021-04 | https://hedgewood.org/wp-content/uploads/Teaching-for-Learning-Policy-Sept-16-17-1.pdf | 2021-01-24T15:44:55+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00703.warc.gz | 377,035,361 | 1,343 | eng_Latn | eng_Latn | 0.994979 | eng_Latn | 0.996003 | [
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BUTTEVILLE UNION ELEMENTARY SCHOOL DISTRICT
REOPENING PLAN
Board Adopted: August 11, 2020
Butteville Union Elementary School District, Siskiyou County Office of Education and Siskiyou County Public Health are fully committed to working together to prepare a reopening plan for schools. All of the public schools in Siskiyou County share a common set of best practices when it comes to guiding each school's and district's return to instruction on school sites as safely and with as much normalcy as possible.
The principles of the COVID-19 concern will be addressed in this overview and will include student physical distancing, limiting mixing of students, wearing of facemasks, environmental cleaning, and keeping both students and staff who are sick, at home. Butteville Elementary School will apply the California Department of Public Health Guidance, but because our school is unique in its student size, facilities, staff, and resources available, our plan may look different than other schools. With the release of the California Department of Public Health Guidance on June 5, 2020, Butteville Elementary School is planning to return to school on August 24, 2020. This plan will serve as a guide to what that opening will look like.
School operations will be reviewed regularly as the school year progresses. Changes in schedules will be dependent upon directives from the Siskiyou County Department of Public Health as well as the California Department of Education, Governor Newsom's office and the Center for Disease Control. Any changes in operation will be approved by the Butteville governing Board prior to implementation under an emergency order is issued by one of the governmental agencies with oversight of education.
How is COVID-19 Spread?
COVID-19 is spread mainly from person-to-person, via air droplets that contain the virus. For example: when a person sneezes, coughs or talks, the virus is exhaled by the infected person and then inhaled by a nearby person. Some people do not show any signs or symptoms of being ill, but can still spread the virus. The virus can also spread when a person touches objects and surfaces that have a virus on it and then touches their eyes, nose or mouth.
How can we prevent transmission?
The virus can spread easily from person-to-person, so taking necessary precautions is an important way to keep you, your family, friends and community safe. The best way to prevent illness is to avoid being exposed to this virus. Key prevention practices include:
* Physical distancing
* Washing hands with soap and water, frequently. If soap and water are not available then use hand sanitizer (at least 60% alcohol).
* Using a cloth face cover for your nose and mouth, unless you have difficult time breathing.
* Covering your coughs/sneezes. If you use a tissue, throw it away immediately and wash your hands.
* Cleaning and disinfecting frequently touched surfaces.
* Monitoring you and your family's health and watching for signs and symptoms of COVID-19.
COVID 19 Symptoms
COVID-19 affects different people in different ways. Infected people have had a wide range of symptoms reported – from mild symptoms to severe illness.
Symptoms may appear 2-14 days after exposure to the virus. People with these symptoms may have COVID-19:
* Cough
* Fever or chills
* Shortness of breath or difficulty breathing
* Muscle or body aches
* Fatigue
* Headache
* Sore throat
* New loss of taste or smell
* Congestion or runny nose
* Diarrhea
* Nausea or vomiting
* Look for emergency warning signs for COVID-19. If someone is showing any of these signs, seek emergency medical care immediately:
* Persistent pain or pressure in the chest
* Trouble breathing
* New confusion
* Bluish lips or face
* Inability to wake or stay awake
Call your medical provider for any other symptoms that are severe or concerning to you.
Stop the Spread of Germs
* Wash your hands for at least 20 seconds with soap and water often.
* Cover your cough or sneeze with a tissue, then throw the tissue in the trash and wash your hands.
* Do not touch your eyes, nose, or mouth.
* Stay at least 6 feet (about 2 arm's length) from other people.
Prior to Opening School
A work-site risk assessment will be conducted.
The safety and/or injury and illness prevention plan will be updated to address issues specific to COVID-19 and steps that will be taken to prevent the spread of the virus, including:
* Plans for training for students, staff and parents on:
o Cough and sneeze etiquette
o Frequent hand washing
o Keeping hands away from the face
o Physical distancing guidelines
o Use of face coverings (cloth coverings, masks, or face shields)
o Screening for symptoms
* The school will alert the Siskiyou County Health Department and the Siskiyou County Office of Education of COVID cases
* The plan will be accessible to parents and employees. Involving staff, parents and the community in the development of the updated plan, including new procedures to prevent spread of the virus, can help develop understanding of and support for the plan and new procedures.
Necessary cleaning supplies, hand sanitizer with at least 60% alcohol and face coverings will be obtained. Cleaning products approved for use against COVID-19 on the Environmental Protection Agency (EPA)-approved list will be used and product instructions will be followed.
Except for emergencies, outside agencies and organizations will not be allowed to use the Butteville Elementary School facilities during the pandemic. In case of an emergency all agencies using Butteville Elementary School facilities will adhere to BUESD COVID-19 procedures.
After Reopening Checklist
Maintenance and custodial staff cleaning routines will be altered to provide for disinfecting of surfaces touched by multiple people during the day (work areas, counters, restrooms, doorknobs, desks, and stair railings and other "high-touch" surfaces) several times a day.
Classrooms, restrooms, all hallways, common areas, and the outside of lockers will be cleaned every 30 minutes per CDC and CDPH guidelines.
Illness Surveillance Plan
The attendance clerk will complete the Siskiyou County Department of Public Health Illness Surveillance Report weekly and email it to Public Health. This will help monitor any outbreak of disease in the county.
For this report, the attendance clerk will ask parents what symptoms their child has when they call the school to report their child is ill. The clerk will submit the report that indicates the number of absences by symptom and make note of any other illnesses that were prevalent during the previous week.
Butteville Reopening Daily Schedule
It is the goal of the Butteville Union Elementary School District to have all students enrolled in regular, on campus classes. Due to concerns about the ability to provide a completely safe environment, without risk of exposure to Covid-19, for all students and staff the 20/21 school year will begin with all students in grades TK – 8th utilizing distance learning. This plan will be evaluated weekly using information provided by the Siskiyou County Department of Public Health, Siskiyou County Office of Education, the California Department of Public Health and the California Department of Education. The Butteville Union Elementary School District Governing Board will be provided regular information regarding the progress towards completely re-opening school.
The second step towards returning to traditional in-person classes may be moving to a hybrid mix of in-person and distance learning or a move directly to all in-person classes.
Teachers will set-up meetings with students and parents/guardians during the first week of school to hand out computers, textbooks and go over class procedures. In person meetings are preferred but they may take place electronically. Surfaces will sanitized prior to all in-person meetings.
School will begin at 8:20 am each day and end at 2:00 pm.
Teachers will publish their education plan for each grade and subject at the beginning of each week. In addition, teachers will be available to provide additional assistance students and parents during regular school hours.
Distance learning for the entire 20/21 school year will be available for all who request it.
Classroom Procedures for In-Person Instruction
Per directives from the Regional Association of Northern California Health Officers:
All students in all grades will be required to wear a face covering. Only students with a medical exemption from a doctor will be able to not wear a face covering.
Space between seating will be maximized, ideally at 6 feet.
Students will be assigned seats and not allowed to switch seats until the classroom has been sanitized.
Teachers and all other staff must wear face coverings at all times while on campus unless eating or drinking.
Drinking fountains will be closed. Students will be urged to bring water bottles from home. Students wil not share water bottles.
Students who refuse to wear, or parents who refuse to allow their student to wear, face coverings will be excluded from on campus classes and activities. Distance learning will be available to these students.
In the event a student or staff member contracts Covid-19 every effort will be made to contact anyone who had been in contact with the infected person for 15 minutes or more.
Free Appropriate Public Education
Work with each family and student to determine what FAPE looks like for each student and family during COVID-19. It may be different than the individualized education program (IEP) developed pre- COVID-19.
Use the LEA model(s) for all students as the basis for establishing FAPE.
Ensure children with disabilities are included in all offerings of school education models by using the IEP process to customize educational opportunities and provide supports when necessary.
Use annual IEP to plan for traditional school year and while not required, it is suggested LEAs include distance learning plans or addendums to address distance learning needs during immediate or future school site closures.
English Language Learners
The ELL coordinator will ensure that designated and integrated ELD is provided.
The ELL coordinator will work with classrooms teachers to ensure services are provided and student progress assessed regularly. Additional services will be provided when appropriate.
English learners' families will receive information in a language they understand.
Before Coming to School Each Day
Parents/Guardians should screen their student(s) for COVID-19 symptoms prior to coming to school or taking them to the bus stop. Staff and students experiencing symptoms should not attend school. Anyone with a fever should not come to school. Individuals exhibiting multiple symptoms of Covid-19, even without a fever, should stay home and contact their medical provider.
Please contact the school if someone in your home or a close contact has been diagnosed with COVID-19. Your child may need to stay home for 14 days.
School Transportation
Social distancing guidelines reduce the number of students allowed on the bus to 1/3 of capacity. Due to reduced number of students allowed on the bus parents/guardians will be asked to transport their students to and from school as much as possible.
While riding on the school bus students will be placed in every other seat to maintain social distancing. Until cleared by the Siskiyou County Department of Public Health, drivers and all students will be required to wear face masks while on the bus. Students with a medical excuse written by their doctor will be allowed to ride the bus without wearing a mask if their parent/guardian cannot transport them to school.
Windows on the bus will be kept open, as much as possible, in order to increase air flow. Busses will be cleaned and disinfected after each bus route is complete, both morning and afternoons.
In order to minimize contact students arriving, as well as leaving school, will use separate school entrances.
Students will be one per seat, except in the case of siblings, loading from the back of the bus to the front of the bus, and unloading from the front of the bus to the back of the bus, to limit contact with others.
Wellness Checks
School staff will be asked to conduct visual wellness checks and non-contact temperature checks of all students prior to getting on the bus. Students who are transported to school by parents/guardians will be visually checked upon arrival at school. Students whose appearance is a cause for concern will have their temperature taken using a no-touch thermometer.
Any student or staff exhibiting symptoms after arriving at school will be required to immediately wear face covering, wait in a supervised isolation area until they can be transported home or to a health care facility.
Per our local healthy authority, a student or staff member who has a measured temperature of 100.4° or greater will not be allowed to return to school (work) until they can show proof of a negative coronavirus test. This applies to siblings of the student with a fever as well.
All staff members in the position of caring for an ill person will be trained in the appropriate use of personal protective equipment. Staff caring for a student at school who is actively vomiting or continuously coughing will don the appropriate PPE's.
Precautions throughout the day at school
Handwashing Routines will be established with teachers and students to regularly wash their hands and additional hand sanitizer will be available in all classrooms and common areas.
Classroom windows will be open as much as possible to provide fresh air. Heating/ACfilters will be changed regularly.
All exterior doors will be locked to control entrance by those not authorized or necessary to be on campus. Any and all visitors must contact and be admitted by office personnel.
Students will either be served meals in the cafeteria utilizing staggered lunch times and social distancing or in their classroom.
A variety of people are on the school campus occasionally to provide official educational services and support to students and their families. Those providers will continue to provide these services, but will need to sign in at the school office each and every day. These individuals will not be allowed to enter the school if they are ill or exhibit symptoms of COVID-19.
Classrooms have been set up for a maximum capacity that meets the minimum distancing standards between seats/desks.
Teacher's desks will be at least 6 feet from student desks.
All staff will wear face coverings or face shields while on campus.
One hundred percent of the staff will be tested each month as testing capacity allows.
The use of shared items will be limited, and cleaned after each use.
We may install protocols for one-way pathways for use throughout the school day.
Students are to remain in the classroom once class has begun unless excused to use the restroom. We will utilize non-classroom spaces as necessary for instruction, including outdoor spaces, as weather permits. Plexiglas may be in place in the office, library, cafeteria and other areas where physical distancing is not possible.
Face coverings will be worn by students and staff in all grades.
Students, staff and visitors are encouraged to provide acceptable face coverings from home. The school will purchase a supply of masks in order to ensure that all staff and students are properly protected as necessary.
Any student or staff member leaving Siskiyou County must self-quarantine for the period prescribed by Siskiyou County Public Health. As of July 31, 2020 that period is 14 days.
Meals
Meal times will be staggered to reduce the number of students having lunch at the same time.
Students will either have breakfast and lunch in the cafeteria using distancing guidelines or in their classrooms with staff providing supervision.
Students on distance learning will have their meals delivered to them.
Parental Choice of Distance Learning
Some parents will not want their children to return to school.
Distance learning opportunities will be available for all students not returning to onsite instruction upon parent request.
CDE policies and protocols related to attendance will be followed.
Dependent upon enrollment, teachers will be assigned to operate distance learning offerings. Staff should consult with the proper grade level teacher to assure equity for all students.
Proper use of Face Coverings
Wash your hands before putting on the face covering. Place the covering over the nose and mouth and secure it under the chin. Try to fit it snugly against the sides of the face, while making sure you can breathe easily.
Cleaning Face Coverings
Cloth face coverings should be washed after each daily use, either by using warm water with laundry detergent or by hand using 4 teaspoons of bleach per quart of room temperature water. School staff will clean face coverings daily.
Physical Education and Athletics
* Activities will be held in large, well ventilated areas or outdoors
* All equipment will be sanitized at the end of each use
* Personal items and equipment should not be shared
* Sports participants who must practice in groups will be limited to 10 or fewer
* Participants must remain with the same group and not mix with or rotate to other groups
* Multiple groups can use one large area/field as long as separate groups are able to physically distance from one another
* Student groups will be staggered to ensure physical distancing and avoid mixing
* Gatherings, events and extracurricular activities will be limited to those that can maintain physical distancing and support proper hand hygiene
* Participation in interscholastic athletics will be suspended for the fall trimester. Subsequent athletic participation will be reviewed each trimester.
Cleaning/Disinfecting Guidelines
Butteville Elementary School will follow Centers for Disease Control & Prevention cleaning and disinfecting guidelines. The guidelines include requirements for cleaning high touch points (door handles, light switches, bathroom surfaces, classroom surfaces, technology, etc.) at the school throughout the day.
A daily cleaning schedule will be established to ensure frequent cleaning and regular disinfecting of surfaces.
Staff will accompany students to the restroom to ensure proper procedures are followed as well as sanitize surfaces.
Restrooms surfaces will be cleaned throughout the day.
If it is determined that a student or staff member had Covid-19, or Covid-19 symptoms, while on campus areas in which they were occupying will be closed for 24 hours before cleaning begins. If impossible to close the area for 24 hours then it will be closed as long as possible prior to cleaning and sanitizing.
Students Social and Emotional Well Being
Time away from school has been challenging for many students. Teachers and other staff on campus will be assisting students in making a positive adjustment back to school. The School Psychologist will be available to meet with students and their family by appointment. These meetings may be in person using social distancing or via an electronic platform such as Zoom.
Distance learning has created differences in learning and support. Teachers and other support staff will be assessing students to determine where gaps may exist in order to help fill the gaps and accelerate learning.
Teachers and other support staff will take time with students to talk about what has changed on the school campus since students left. Training will be provided in healthy hygiene practices, use of space on school campuses, keeping physically distant and how movement through the campus walkways may have changed.
Students with Underlying Health Conditions
Families are encouraged to discuss safety concerns regarding return to class with their child's healthcare provider to determine if the student should continue with remote learning through the
fall. This conversation should also occur with school staff in order that we may prepare the proper learning environment for the student.
Classroom staff will use all appropriate measures and will encourage students to do the same to meet the needs of students with mobility, emotional, behavioral and developmental needs. Any special considerations need to be communicated to school staff. Students Receiving Specialized Physical Healthcare Procedures Daily procedures will be performed by trained staff members using the appropriate precautions and protective equipment necessary.
COVID-19 Resurgence and School Plans
Communication and coordination with our families and community will be a critical part to reopening school for the 2020-2021 school year. Procedures for potential school closures and subsequent re-openings will be based on indicators of COVID-19 transmission in school and the community, and will continue to evolve as we learn more about COVID-19.
Siskiyou County Public Health and the Siskiyou County Office of Education will provide specific guidance on this to schools and districts as the new school year approaches. Procedures to investigate COVID-19 cases at school will include contact tracing conducted in coordination with school officials. Please be prepared in the event of a classroom or school closure situation.
Plans for Re-Opening school will be modified as the California Department of Public Health Guidance is updated.
Prepare for Closing Partial or Entire School After the Year Begins
Anyone exhibiting COVID-19 symptoms will be isolated. Students will have appropriate supervision.
Students or Staff will be transported home by family members. An ambulance may be called if it is necessary for a student or staff member to be transported to the hospital.
Sick staff members or children will not to return until they have met CDC criteria to discontinue home isolation.
Those who have had close contact to a person diagnosed with COVID-19 will be advised to stay home and self- monitor for symptoms, and to follow CDC guidance if symptoms develop.
Determining Partial or Entire School Closure
Siskiyou County Public Health and Siskiyou County Office of Education will be consulted prior to the partial or entire closure of school.
In case of a partial closure areas used by any sick person will be not be used and will be properly cleaned prior to a return to usage.
If it is necessary to close the entire school campus the closure will last a period of 2-5 days to conduct deep cleaning and sanitation of the campus. This would be based on input from Siskiyou County Public Health.
Siskiyou County Emergency Contacts
Department of Public Health – 1-800-442-2333
Siskiyou County Office of Education – 530-842-8400
Mt. Shasta Ambulance – 530-926-2665
Weed Fire Department – 530-938-5030
Lake Shastina Fire Department – 530-938-3161
Mercy Hospital-Mt. Shasta – 530-926-6111
Fairchild Health Center (Yreka) – 530-842-4121 | <urn:uuid:2ed75978-4c92-448f-b76b-88d00ead55c0> | CC-MAIN-2021-04 | https://www.siskiyoucoe.net/cms/lib/CA01001605/Centricity/Domain/139/Butteville%20Union%20Elementary%20School%20District.pdf | 2021-01-24T15:18:40+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00703.warc.gz | 976,625,990 | 4,540 | eng_Latn | eng_Latn | 0.953718 | eng_Latn | 0.998726 | [
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Essay-Wettbewerb 2019/20
Emine Adam, International School Kufstein, 9. Schulstufe, 4 (?) Jahre Spracherwerb
Author, Storyteller, Richard Van Camp
In the last weeks, I have read a few short stories by the author Richard Van Camp and decided to write an essay about it. My first paragraph will be about Richard Van Camp and his work. Secondly, I will summarize the short story to give you an overview of what it is about. After that, I am going to answer my research question about the representation of females by analyzing the story. My last paragraph will contain my conclusion, opinion, as well as a summary of all the important points.
Who is Richard Van Camp and what is he known for? Richard was born on the 8th of September in 1971 and is a proud member of the Dogrib (Tlicho) Nation as well as a bestselling author and an internationally renowned storyteller. He attended the En'owkin International School of Writing, the University of Victoria's Creative Writing BFA Program and later graduated from Creative Writing at the University of British Columbia with a master's degree. Van Camp has published 15 books, including The Lesser Blessed which was turned into a film in 2012. The talented author received eight awards and was nominated two times. (Richard van Camp, n.d.)
The story I will be focusing on is called "Ehtsèe/Grandpa" and is one of Richard Van Camps short stories from the book "Moccasin Square Garden". It is about a boy who wants to learn more about his cultural background. At the beginning of the story, the boy is facing a situation in which he is trying to communicate with his Grandpa who only speaks the Tlicho language. They somehow manage to understand each other and spend a day together watching a movie. Because of his will to learn more about his backdrop, the boy starts working as an archivist for the Tlicho nation. He interviews and photographs the community members and is endlessly happy with his work. The story ends with the death of the grandpa and him giving his pipe to the boy as a symbol to be his successor. The boy has always seen his grandpa as his role model and was sad when he passed away. Even if they did not spend much time together the time that they did was valuable and meant a lot to both of them.
In this paragraph, I want to write about how women are represented in the story. Although the story does not really talk much about women and mainly focuses on a boy, I could still find a few interesting things. At one point in the story, the boy talks about how he remembers the difference between the words Ehtsi for grandma and Ehtsèe for grandpa in the Tlicho language and says, "With Ehtsi for grandma, I always think the final ee sound is stronger than the final eh sound in Ehtsèe. Just like owls and ravens: the female is always stronger, bigger. That's how my grandparents were." I think just by that quote you can already assume that women are definitely not underestimated and somehow have a better reputation than men (131). Women are portrayed as important, strong and responsible. They are independent and do not need to rely on anyone. The story introduces us to three female characters. Firstly, the mother of the boy, she is an independent and mature person. Then the grandma, she is strong and powerful. And finally, Jennifer the nurse, who is kind and empathetic. Like I said the story is not directly about women, but I feel like without these characters there would be something missing and the story would not be as interesting as it is.
As I already mentioned before, this paragraph will include the conclusion and my opinion. I think the author did a great job empowering women. I am a big fan of seeing females represented as characters who know what they are doing, and who are strong, fierce, independent and do not let anyone look down on them because of their gender. It is important for girls and women to see themselves as confident. Even though I enjoy seeing this representation, I also enjoy it when those characters have moments of weakness and doubt. You can still be independent and take advice from other people. When I think about our society, I notice that women feel the need to work harder than men to do a certain job or work in a specific profession, but in my opinion that is the wrong mindset. Everybody should be treated the same and by writing literature that supports this statement we will get closer to the goal, which is having equal possibilities for both men and women. I think this story really shows that there does not have to be a gender that is less important. We should all work together for a future in which it does not matter whether you are a girl or a boy to be successful and independent.
Bibliography:
Richard Van Camp (n.d.) About Richard. [online] Available at:
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Social Studies - Grade K5
Course Description:
The Indian Community School cultivates an enduring cultural identity and critical thinking by weaving indigenous teachings with a distinguished learning environment. The curriculum for this course is developed from the Wisconsin Academic Standards for Social Studies and the framework of the ICS Our Ways Cultural Calendar. Students in 5K learn about themselves using vivid texts and hands-on activities within the context of these units: Citizens Have Rights and Responsibilities, Family and My Place in the World, Basic Needs and Wants, and Cause and Effect.
Enduring Understandings:
* Family beliefs and practices impact how people see themselves within our community.
* Analyzing relationships between individuals, households, and businesses is necessary to assess people's wants and needs based on economic reasoning.
* In order to understand democratic principles and ideas, it is necessary to identify roles and responsibilities of individuals and families.
* Basic geographic tools help one understand the world.
* The relationship between humans and the environment is evaluated through examining the impacts of global interconnections and relationships.
* Recognizing patterns of continuity and change in our self, family, and community encourages understanding of different points of view and historical events.
INQUIRY PRACTICES AND PROCESSES
* I can ask questions about a research topic. (SS.Inq1.b.e)
* I can state a claim to answer a question with prompting and support. (SS.Inq3.a.e)
* I can find evidence to support my claim when answering a question. (SS.Inq3.b.e)
* I can explain how evidence supports a claim. (SS.Inq3.c.e)
* I can communicate conclusions. (SS.Inq4.a.e)
* I can think of ways to help the school and community. (SS.Inq5.a.e)
BEHAVIORAL SCIENCES
* I can describe how groups of people are alike and different. (SS.BH2.a.K-1)
* I can describe types of technology. (SS.BH4.a.e)
* I can demonstrate how technology is used every day for social or cultural ways. (SS.BH4.a.e)
GEOGRAPHY
* I can explain where and why people live in certain places. (SS.Geog2.a.K-1)
* I can classify communities as rural, suburban, urban, or tribal. (SS.Geog2.a.K-1)
1
HISTORY
* I can identify a cause of an event, issue, or problem. (SS.Hist1.a.e)
* I can identify an effect of an event, issue, or problem. (SS.Hist1.b.e)
* I can identify patterns of change to myself, my family, and my community over time. (SS.Hist2.b.e)
* I can describe a person or event from the past that reflects my own life in some way. (SS.Hist3.a.e)
* I can explain how the past affects my life. (SS.Hist3.c.e)
* I can create a primary source about my life. (SS.Hist4.c.e)
POLITICAL SCIENCE
* I can describe symbols, songs, and traditions that identify our state and country. (SS.PS1.a.K-1)
* I can explain the importance of rules at home, in school, and in the community. (SS.PS1.a.K-1)
* I can explain the basic roles of my home, family, school, and community. (SS.PS3.b.e)
* I can compare and contrast different perspectives on one topic. (SS.PS4.a.e)
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NATIONAL EARLY CHILDHOOD RESOURCES
BUSINESS
First Children's Finance: http://www.firstchildrensfinance.org/
Tom Copeland's Taking Care of Business: http://tomcopelandblog.com/
CHILD LEARNING RESOURCES (Note that many of these websites include resources in multiple areas including family engagement, screening, etc.)
Center for Early Literacy Learning: http://www.earlyliteracylearning.org/
Center for Inclusive Child Care: https://www.inclusivechildcare.org/
Center on the Social and Emotional Foundations for Early Learning, The Pyramid Model: http://csefel.vanderbilt.edu/
Head Start Early Childhood Learning and Knowledge Center: https://eclkc.ohs.acf.hhs.gov/
High Scope for Infants and Toddlers: http://www.highscope.org
National Center for Pyramid Model Innovations: https://challengingbehavior.cbcs.usf.edu/
Teacher Tom blog: http://teachertomsblog.blogspot.com/
Too Small to Fail, Talking is Teaching: https://talkingisteaching.org/
Zero to Three: www.zerotothree.org
CHILD DEVELOPMENT/SCREENING
Birth to Five: Watch Me Thrive: https://www.acf.hhs.gov/ecd/child-health-development/watch-
me- thrive
Centers for Disease Control (CDC) Learn the Signs Act Early:
https://www.cdc.gov/ncbddd/actearly/index.html
ENGAGING COMMUNCITIES/EARLY CHLDHOOD SYSTEMS
Build Initiative: https://www.buildinitiative.org/
Center on Enhancing Early Learning Outcomes: http://ceelo.org/
Center for the Study of Social Policy: https://cssp.org/
Early Childhood Technical Assistance Center: http://ectacenter.org/
McCormick Center for Early Childhood Leadership:
http://mccormickcenter.nl.edu/about/
Talk, Read, Play: https://www.ed.gov/early-learning/talk-read-sing
ENGAGING PARENTS AND FAMILIES
Center for Parent Information and Resources: Supporting centers/families of children with disabilities: https://www.parentcenterhub.org/
National Center on Parent, Family and Community Engagement, Early Childhood
Learning and Knowledge Center: https://eclkc.ohs.acf.hhs.gov/family-engagement
PACER Center: Champions for Children with Disabilities: http://www.pacer.org/
FEDERAL AGENCIES
Administration for Children and Families/US Department of Health and Human Services: https://www.acf.hhs.gov/
Centers for Disease Control and Prevention: https://www.cdc.gov/
HEALTH AND SAFETY
Caring for Our Children National Health and Safety Standards: https://nrckids.org/CFOC Healthy Children American Academy of Pediatrics: https://www.healthychildren.org/English/Pages/default.aspx
MATERNAL AND CHILD HEALTH
National Center for Education in Maternal and Child Health: www.ncemch.org
NUTRITION
Institute of Child Nutrition: https://theicn.org/
Team Nutrition, US Department of Agriculture: https://www.fns.usda.gov/tn
PROFESSIONAL DEVELOPMENT
Department of Defense Child Development Virtual Lab School:
https://www.virtuallabschool.org/
Early Educator Central: https://earlyeducatorcentral.acf.hhs.gov/
The Pyramid Model Consortium: https://www.pyramidmodel.org/
PROFESSIONAL ORGANIZATIONS
Council for Exceptional Children: https://www.cec.sped.org/
National Association for Family Child Care (NAFCC): https://www.nafcc.org/
National Association for the Education of Young Children: www.naeyc.org
PROGRAM QUALITY ASSESSMENTS
Environmental Rating Scales: https://www.ersi.info/scales.html
Go NAPSACC Self Assessments: https://gonapsacc.org/self-assessment-materials
RESEARCH AND ARTICLES/BEST PRACTICES
Center for Community Inclusion and Disability: https://ccids.umaine.edu/resources/
ERIC (Education Resources Information Center): www.eric.ed.gov
Georgetown University Center for Child and Human Development, Center of Excellence for Infant and Early Childhood Mental Health Consultation, Community and Clinical Services, Workforce Development: https://gucchd.georgetown.edu/early-childhood.php
Harvard University Center on the Developing Child:
https://developingchild.harvard.edu/
Head Start Center for Inclusion: http://headstartinclusion.org/
IRIS Center: https://iris.peabody.vanderbilt.edu/
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Module B9:
Injuries and Violence, Including Accidents, Self-Harm and Abuse
Entry scenario The entry scenario addresses a variety of issues and problems associated with the module topic. It may be used in class to identify the needs and interests of the students, which may then be translated into training objectives.
A 14 year-old girl is brought to you by her mother who has just realized that her daughter has been cutting herself across both forearms. At the first meeting, the girl stubbornly refuses to answer questions and says little other than that she feels very unhappy and that she hates her stepfather whom she accuses of being violent to her, without being specific. Because the mother is very concerned that her daughter is at risk of committing suicide, she requests immediate help.
General goals: for learners. By completing the module the participant is able to:
I. Know the variety and range of injuries, violence, bullying and abuse occurring to and by young people, and identify factors associated with the occurrence of these events
II. Recognize the signs and symptoms of major injuries, violence, bullying and abuse occurring in young people, skillfully approach individual cases, and bring them into the care system
III: Advocate for, and practice, early detection, intervention, and prevention of the major forms of injury and violence by and to adolescents
Goal I. Know the variety and range of injuries, violence, bullying and abuse occurring to and by young people, and identify factors associated with the occurrence of these events
Goal II. Recognize the signs and symptoms of major injuries, violence, bully and abuse occurring in young people, skillfully approach individual cases and bring them into the care system
care to adolescents suffering from injury or violence
Skill
C. Skillfully bring a suspected or obvious case of injury or violence into the care system
- Appropriate history taking
- Appropriate physical examination
- Elements of immediate medical care
- Elements of extended management (counseling, referral, legal issues)
- Post-traumatic stress syndrome
- Referrals, referral service
- Multidisciplinary team organization
D. Be informed of appropriate measures to take in emergency cases of sexual violence or abuse
- Securing evidence
- Emergency medical measures (incl. post-coital contraception and STI prevention)
- Legal obligations of health provider
his/her story and how he/she recovered.
Introductory remarks Video of appropriate interaction with an injury case Role play in small groups with discussion
(Activity combines objectives C, D, and E.)
Groups role play case intake to management.
Case study of injury inflicted by another
A 14 year-old boy is brought to see you because his mother has noticed fresh blood on his underpants. On examination you find an anal fissure and anal warts. He is being tutored privately for his exams by a 20 year-old university undergraduate.
Questions: What are the key questions to ask when abuse is suspected? What is acceptable when examining a teenager for either physical or sexual abuse? What other professionals are available to help in the case, and how do you go about tapping into the network? What are the issues of consent and confidentiality when non-accidental injury is suspected, and how would you disclose the limits of confidentiality to the injured teenager?
What are the symptoms of posttraumatic stress?
Discuss the practical implications of securing evidence (e.g. no shower or bath for victim). List the most important measures to be taken.
Participants should inform themselves of legal responsibilities, as well as the specific services of their areas.
Additional issue: Although rare, there exists the possibility of false allegations, including allegations against the health professional. What elements of the clinical setting, procedure and attitude may eliminate this factor?
Cases of self-inflicted injury
1. A 13 year-old boy is brought by his parents because the previous week he drank two bottles of whiskey with a friend, and was admitted comatose to the local hospital emergency center with severe alcohol poisoning. The hospital has referred him to you for follow up to prevent a recurrence
2. A 14 year-old with developing anorexia nervosa is brought to you by her parents because she started 'cutting' her arms. Her parents are concerned that she may be suicidal.
Participants practice skillful questioning of a young person who has been self-injuring.
E. Be informed of appropriate measures to take in case of high risk for suicide
- Informing the parents/guardian
- Providing advice to parents and peers
- Protection against further attempts
- Hospitalization
How would one assess the dangers of subsequent suicide?
How can the practitioner aid families and friends to helpfully respond to the selfinjuring teenager?
Goal III : Advocate for early detection, intervention, and prevention of the major forms of injury and violence by and to adolescents.
Know
Class discussion
Literature results Group work (Objective B and C together) Groups work on the same or different activity options.
A. Clarify for oneself and others the role of the health practitioner as an 'advocate' for young people in relation to injury and violence
- Responsibility limits
- Confidentiality issues
- Legal backing
B. Identify the risk factors amenable to intervention, and identify promising approaches to the prevention of intentional and unintentional injury and violence to and by adolescents, especially:
- Self-harm, including suicide and attempted suicide
- Physical and sexual abuse
- Bullying
- Traffic accidents
Case study bullying : A 15 year-old boy complains to a health professional that he and other students are being bullied at school. Neither his school nor his parents have done anything.
1) How would you act as an advocate for the boy?
2) Who else would you involve with helping you?
3) How would follow up the case so as to insure that action was being taken?
Case study sexual abuse: The grandmother of a young female patient confides in you that she suspects the father is abusing the child's teenaged sister. She says she does not want the family to know she gave the tip, and she would refuse to be a witness. What are your responsibilities as an advocate?
Trainer gives examples of protective legislation. Do participants know the legal structure for advocacy in their countries? How can legislation be improved?
Activity option 1
Small groups select or are assigned one of the major modes of injury and violence. Giving consideration of the risk factors discussed earlier (Goal I), what are plausible approaches to decreasing mortality and morbidity due to the type of injury/abuse as experienced in participants' locales? (Trainer may provide research results on intervention programs for the different categories.) Discuss effectiveness, political and legal issues, and problems of implementation in the participants' countries. Plenary summarizes approaches that participants have decided would be promising.
Resources
WHO World Report on Child/Adolescent Injury Prevention
http://www.who.int/violence_injury_prevention/child/injury/world_report/en/index.html
Injuries among Children and Adolescents: NCIPC
http://www.cdc.gov/ncipc/factsheets/children.htm
European Report on Child Injury Prevention (WHO)
http://www.euro.who.int/en/what-we-do/health-topics/Life-stages/child-and-adolescent-health/publications2/2011/european-report-on-child-injury-prevention
Appendix 1
An international newspaper (reference 22) reported a troubling surge of adolescent suicides among native tribes in Columbia, and discussed possible reasons for this previously little known phenomenon. One obvious cause may be the guerrilla war raging within the country for 40 years; the article cites the note left by a 15 year-old who hung herself, in which she voiced her fear that Columbia's armed conflict would engulf her family. Other factors identified by researchers refer to an encroaching modernity that promotes loss of traditional tribal identities, a disintegration of traditional support systems and an erosion of values and sustaining lifestyles. One expert in adolescent suicide who studies multiple suicides among youth proposes that the idea of suicide can spread when one or two events gain attention, making a previously unacceptable behaviour appear to a troubled teenager to be an option.
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Christian Basics Class
Week 8 - Christian Living
Faith and Works
* James 2:14-26
* Faith and works go hand-in-hand
Expectations of Pastors
* 1 Timothy 3:6
* 1 Timothy 3:2-4
* Titus 1:9
Expectations of Congregation
* Galatians 6:6-7
* 1 Corinthians 9:14
* 1 Thessalonians 5:12-13
Expectations of Government
* Romans 13:1-4
Expectations of Citizens
* Romans 13:5-7
* Matthew 22:21
* 1 Timothy 2:1-3
* 1 Peter 2:13-14
Expectations of Husbands
* Colossians 3:19
* 1 Peter 3:7
* Ephesians 5:21, 25-33
Expectations of Wives
* Ephesians 5:21-24
Expectations of Singles
* 1 Corinthians 7:32-35
Expectations of Parents
* Ephesians 6:4
Expectations of Children
* Ephesians 6:1-3
Expectations of Workers
* Ephesians 6:5-8
Expectations of Supervisors
* Ephesians 6:9
Expectations of Everyone
* Romans 13:9-10
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RESEARCH ROUNDUP
Student voice in the school. Students who report having a chance to voice their opinions about school policies were more committed to participation than those who said they had few opportunities to voice their opinions about school policies.
commitment is therefore necessary.
ACCESS TO CIVIC OPPORTUNITIES UNEVEN
Provide multiple opportunities for civic learning. Effective civic education includes multiple opportunities for learning. Education for democracy should not rely on a one-semester course taken during the senior year. While some aspects of a schools' curriculum, such as the high school government course, clearly have the potential to significantly support multiple goals, it's also clear that educating for democracy should not rely on a one-semester course taken during the senior year. Rather, opportunities to educate for democracy exist throughout the high school curriculum and they build upon each other. A schoolwide
Unfortunately, access to the type of school-based civic opportunities discussed above is uneven. The California Survey of Civic Education shows that students intending to go to fouryear colleges receive significantly more civic learning opportunities than other students. Therefore, the report recommends that all California schools identify ways to strengthen their current civic education practices and to ensure that they deliver these opportunities to all of their students—not primarily to those who are more academically successful. A state-funded teacher professional development program for civic education would be important to support. To read the full report, visit http://www.cms-ca.org/civic_survey_final.pdf
ECS STUDY REVEALS GAPS IN STATE-LEVEL POLICY REGARDING CIVIC EDUCATION
In June 2006, The Education Commission of the States (ECS) National Center for Learning and Citizenship (NCLC) conducted a policy scan to define the current state of citizenship education. The study found that states were emphasizing knowledge of civics and government, obtained through traditional classroom instruction. Civic knowledge is necessary, but not sufficient; citizens also need skills and dispositions to sustain and enhance American democracy. These three competencies—knowledge, skills and dispositions—are at the heart of civic education.
THE STATE OF CIVIC EDUCATION
All 50 states and the District of Columbia have a requirement to teach material or offer at least one course in civics and/or government. While 49 states and the District of Columbia have enacted state standards for civics and/or social studies as academic subject areas, few standards cover skills and dispositions as well as knowledge.
The ECS Policy Scan highlights eight states that have effectively addressed all three components of civic competencies. These states are Maine, Montana, Nevada, New Mexico, Oklahoma, Pennsylvania, Utah, and Virginia. In these states, students are required to recognize the privileges and responsibilities of good citizenship, including active civic and political participation in a pluralistic society. Often, these state standards require students to understand the United States' interaction with other nations and to www.civicyouth.org
compare and contrast American political and economic systems to those of the rest of the world.
Requirements for studying civics or government have strengthened substantially since 2003, but accountability has remained relatively constant. As of June 2006, only 21 states had accountability measures (such as examinations) for civics and/or social studies.
In addition to requiring course and teaching requirements, some states have found other ways to foster civic skills. Some examples include:
* displaying historical documents and mottos;
* developing handbooks for citizenship education;
* recognizing citizenship education with awards;
* involving youth as judges or precinct officers in official elections; and,
* providing new sources of funding for civic education.
THE IMPORTANCE OF CIVIC KNOWLEDGE, SKILLS AND DISPOSITIONS
Reviewing and rewriting state standards is a significant undertaking. The recommendation of the ECS Policy Brief is not that states immediately revamp their standards, but that state education leaders recognize the equal importance of civic knowledge, skill and dispositions, and take steps to support the efforts of school districts to provide opportunities for students to acquire these competencies. To read the full Policy Brief, please visit http://www.ecs.org/ | <urn:uuid:317d114a-4a7f-43d4-8b2e-f2aa81ce61e1> | CC-MAIN-2021-04 | http://archive.civicyouth.org/PopUps/Newsletter/v4.i3.5.pdf | 2021-01-24T15:22:40+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00708.warc.gz | 7,677,824 | 839 | eng_Latn | eng_Latn | 0.998092 | eng_Latn | 0.998092 | [
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The Tribal Health Board's/Governing Body's Role in ECC Prevention
Early Childhood Caries (ECC) is any tooth decay in a child under 6 years of age. While some children may only have one tooth that is decayed, and some may have multiple teeth that are decayed (as shown in the picture to the right) it is important to understand that tooth decay in childhood is not normal and can be prevented.
Early childhood caries (tooth decay) is a devastating problem in young children. Not only can it cause pain and loss of teeth, but it also affects self esteem, speech development, nutrition, and school attendance. Almost 80% of AI/AN children experience dental caries before they reach kindergarten.
The IHS has started a new initiative to draw attention to this problem, which afflicts more than half of Native American children. This project involves medical staff, dental staff, Community Health Representatives, WIC staff, Head Start staff, and other key stakeholders in your community concerned with the oral health of children. As a Tribal Council or Governing Board, your support of this initiative is critical to its success in reducing tooth decay.
Things YOU can do
1. Support your health clinic in providing services to children inside the clinic and outside the clinic in the community at health fairs, schools, and special events.
2. Learn about Early Childhood Caries (tooth decay in young children) prevention and help spread the prevention messages throughout the community.
3. Place a priority on dental treatment of young children...the next generation.
4. Draft a tribal resolution to support the Early Childhood Caries Initiative (example on back page).
Together, we can make a difference!
Sample Tribal Resolution
___________ TRIBAL COUNCIL RESOLUTION (#____)
______________________________
WHEREAS, the _________ Tribe/Nation is a Native American Indian Tribe organized under the Indian Reorganization Act of 1934, and
WHEREAS, the _________Tribe is a sovereign Indian Nation, and recognized as such by the United States of America, and
WHEREAS, the ________ Tribal Council is the duly elected governing body of the _________ Tribe, as authorized by _________ of the Constitution and Bylaws adopted by the people of the ______ Tribe/Nation and approved by the Secretary of the Interior, and
WHEREAS, the Tribal Council, as the governing body of a sovereign nation, has the authority and re sponsibility of providing for the health, education, welfare and safety of the _______People, and
WHEREAS, dental care has been identified as one of the most critical health problems facing the ____________ , and dental intervention has been determined to be a primary focus, and
WHEREAS, early childhood caries (ECC) is defined as tooth decay in children under 6 years of age, and is the most prevalent disease of childhood, and
WHEREAS, the 1999 IHS Oral Health Survey found that 76% of 2-5 year-olds had this disease, which can result in pain, infection, poor school performance, delayed speech and social development, poor self-esteem, and exorbitant costs to treat it, and
WHEREAS, the Indian Health Service has recently unveiled the IHS Early Childhood Caries Initiative to bring attention and priority to this problem through a multi-disciplinary approach focused on prevention and early intervention,
THEREFORE BE IT RESOLVED, that the _________ Tribal Council hereby recognizes the importance of this Initiative and fully supports the implementation of the IHS Early Childhood Caries Initiative throughout the community.
CERTIFICATION
I, the undersigned, as the Secretary-Treasurer of the _____________Tribal Council, certify that the Tribal Council is composed of members of whom were called and polled on this ____ day of ________, and that the foregoing resolution was duly adopted by the affirmative vote of members for, members against, and members abstaining; pursuant to the authority contained under ________________ of our Tribal Constitution and Bylaws approved ______________.
APPROVED:
Chairman
Together, we can make a difference! | <urn:uuid:c017b83f-846b-4875-93d1-f33fd1e93492> | CC-MAIN-2021-04 | https://www.ihs.gov/doh/documents/ecc/CommunityDocs/TheTribalHealthBoardGoverningBodyRoleInECCPrevention.pdf | 2021-01-24T15:17:46+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00708.warc.gz | 821,620,899 | 837 | eng_Latn | eng_Latn | 0.997782 | eng_Latn | 0.998093 | [
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Breastfeeding positions
Whatever position you feed your baby in, you will need to be comfortable. Support your baby's head, shoulders and body in a straight line. Ensure your baby's nose is opposite your nipple and allow their head to tilt back slightly.
To breastfeed your baby while sitting, make sure you're sitting comfortably. If you need to lean over to reach your baby, it's a good idea to use a pillow on your lap to raise your baby to your breast. This is highly recommended, especially in the early days of breastfeeding, and will help prevent backache.
Hold your baby so they are lying on their side in your arms, on top of the pillow. Use one hand to support their neck and shoulders and the other to position them on their side, their tummy facing yours. They should turn their head towards your nipple, ready to latch on.
To breastfeed your baby in the 'under arm' position, with their head to your breast, tuck your baby's body and legs behind you through the crook of your arm. Make sure they are lying on their back, with their nose to your nipple. Use your arm and hand to support your baby and use the other hand to move your breast to your baby's mouth.
To breastfeed your baby while lying down, lie on your side in the centre of your bed and lie your baby on their side so they are facing you. Use your hand on their back to gently support your baby, keeping them close. Be careful not to fall asleep whilst using this position. | <urn:uuid:163b599b-381b-4aaa-b32d-81bc83c69f95> | CC-MAIN-2021-04 | https://www.smahcp.co.uk/sites/default/files/2020-11/ztc802072015en_final_breastfeedingpositions-Sep-2018.pdf | 2021-01-24T16:01:22+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00708.warc.gz | 982,723,935 | 314 | eng_Latn | eng_Latn | 0.993933 | eng_Latn | 0.993933 | [
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Unit Title: Rescue
Common Misperceptions:
Students may believe that:
1. Most people in Germany and German-occupied Europe sympathized with Jews and wished to engage in rescue.
2. The consequences of being caught helping Jews were uniformly deadly throughout all areas held by Nazi Germany.
3. Hiding Jews was the only form of rescue.
4. The prevalence of rescue was similar from country to country throughout German-occupied Europe.
5. The heroic traits of rescuers are inborn, not developed.
6. Antisemitism was so intense in Europe that there were almost no rescuers to be found anywhere.
7. People who received acts of rescue were mostly passive victims.
8. Jewish people were never rescuers themselves.
9. Most rescuers actively sought out opportunities to begin rescue activities.
10. Nazis and others who were antisemitic never became rescuers. | <urn:uuid:ff7884a9-fce5-4e6f-af78-9db1c9113d5a> | CC-MAIN-2021-04 | https://www.holocaustedu.org/wp-content/uploads/2020/08/5h-Unit-Plan-Rescue-Common-Misperceptions.pdf | 2021-01-24T14:59:18+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00711.warc.gz | 826,826,112 | 177 | eng_Latn | eng_Latn | 0.999646 | eng_Latn | 0.999646 | [
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On the Same Page Book Club A Walk Across the Sun (Corban Addison)
Discussion Questions
1. The title of the novel comes from a poem that Thomas composes for Priya near the end of the story. What is Thomas attempting to express by writing the poem? What is the thematic significance of the title?
2. Sita and Ahalya are both named after characters in the Ramayana, the ancient Indian epic. How do the themes and characters of this classic tale and of the modern story told in the novel overlap? How do they differ?
3. In the early stages of the story, Thomas witnesses the kidnapping of Abby Davis. How does the kidnapping continue to shape his thoughts and actions throughout the book?
4. Sita begins the novel in the shadow of her older sister, envying many of Ahalya's attributes and relying on her for guidance and protection. Discuss how Sita matures as the story progresses.
5. What does Thomas's troubled relationship with Tera Atwood tell the reader about him as a romantic partner? What does Thomas learn about himself from this relationship?
6. After Ahalya is rescued from Suchir's brothel and brought to the ashram in Andheri, Sister Ruth allows her to plant a flower of her choice. Ahalya selects a blue lotus. What is the symbolic significance of the lotus?
7. Both Thomas and Priya have complicated relationships with their fathers. How do these relationships influence their individual identities, their marital troubles, and their ultimate reunion?
8. In what ways is the sisters' middle-class upbringing a liability following the tsunami? In what ways is it a resource?
9. The role of gifts is significant in the novel. Ahalya gives Thomas a rakhi bracelet. Shyam gives Sita the Hanuman figurine. What do these gifts reveal about Ahalya and Sita? How do they shape their story?
10. Though influenced by many factors, the dissolution of Thomas and Priya's marriage is triggered by the death of their daughter, Mohini. How do Thomas's experiences in the story help him cope with that loss?
11. In the back of the van driving to Atlanta, Sita learns the story of Elsie, the runaway from Pittsburgh. After concluding her account of abuse, Elsie inquires about Sita's excellent command of English. Sita explains that the whole world speaks English, and Elsie replies with the exclamation: "That's because America is the best country on earth." Discuss the tensions implicit in this statement, especially given the circumstances under which it is made.
12. In what ways does Thomas's friendship with Dinesh shape Thomas's views on women and their treatment in India?
13. The cast of criminals in the novel is diverse—ethnically, socio-economically, and personally. What does this diversity reveal about the causes and complexities of the modern slave trade?
14. After taking Sita hostage and making demands of the FBI, Dietrich Klein asks Sita: "Do you know why you are here?" Answering his own question, he explains: "You are not here because I enjoy the sale of sex. You are here because men enjoy the purchase of it." Discuss the social and economic significance of this statement.
15. For much of the novel, the journeys of Sita and Ahalya are defined by tragedy and exploitation, yet the story concludes with a note of hope. What will the process of healing look like for them? As Thomas asks, will Sita ever want to marry a man after all that she has seen? Will Ahalya?
16. What do you personally take away from this this story of human trafficking? How has the book affected you? What feelings did it evoke?
17. What do you think of the book's title? How does it relate to the book's contents? What other title might you choose?
I8. If you were making a movie of this book, who would you cast? | <urn:uuid:fa63b122-b1bf-4163-911c-b675041ac1b7> | CC-MAIN-2021-04 | https://bonairbaptist.org/wp-content/uploads/2020/11/A-Walk-Across-the-Sun-Questions.pdf | 2021-01-24T14:51:10+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00710.warc.gz | 250,231,142 | 814 | eng_Latn | eng_Latn | 0.998935 | eng_Latn | 0.998957 | [
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Using Video Modeling to Teach Interviewing Skills
Objective: To teach students employment interviewing skills across a variety of industries using mobile video modeling and video prompting.
Setting and Materials
Settings: Room that can be set-up to simulate a waiting room as well an area with a table and two chairs where the interview will take place
Materials:
- Job interview questions (i.e., general script and script specific to specific workplaces) with additional question for students with work experience as opposed to those without
- Evaluation forms to assess students during interview
- Mobile device (i.e., Android)
- VidCoach app
Content Taught:
- Interviewing skills across a variety of industries
- There are already existing interview models loaded into the app in the following categories:
o General
o Food Service
o Health care
o Hospitality
o Retail with prior work experience
o Retail without prior work experience
Teaching Procedures
Using the VidCoach app
- When opening the VidCoach app, users select a category of videos to watch and practice
- Next, users can choose from three activities:
o "Watch Model"
o "Practice"
o "Watch Practice"
- Each video is broken into smaller segments/subtasks, which are questions asked in the interview
- Users can choose to watch a video in its entirety, or choose to watch a single segment
- The "Watch Model" option supports peer modeling by allowing users to watch individuals modeling appropriate interview behavior
o After the interviewer asks each question, a cue appears informing the student about the appropriate response
o The model then appears and completes the task
o After the user watches the model complete each task, a post-prompt asks the user to answer a question about what they just watched
- The "Practice" and "Watch Practice" modes support self-modeling by allowing users to watch the interviewer side of the video and then self-record their responses to the tasks presented in the video
o Users can re-record a response immediately or at some other point in the future
o After recording their responses, users will see a post-prompt asking a question about the task they just recorded themselves completing
Procedures
- Conduct mock interviews with student to determine current performance during an interview scenario
- Teach student to use the VidCoach app
- Discuss with students what they find most challenging or enjoyable about interviewing
- Address any concerns with the variables listed in the rubric below
- Provide information/instruction as needed for student to understand the interview process
Evaluation
- Mock interviews can be evaluated using a rubric
o All variables should be operationally defined
- For example:
Research to Practice Lesson Plan Starter
Lesson Plan Based on:
Hayes, G. R., Custodio, V. E., Haimson, O. L., Nguyen, K., Ringland, K. E., Ulgado, R. R., ... & Weiner, R. (2015). Mobile video modeling for employment interviews for individuals with autism. Journal of Vocational Rehabilitation, 43, 275-287.
This Lesson Plan Starter was developed by The National Technical Assistance Center on Transition (NTACT), Charlotte, NC, funded by Cooperative Agreement Number H326E140004 with the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). This document has been reviewed and approved by the OSERS. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education. OSEP Project Officer: Dr. Selete Avoke. RSA Project Officer: Kristen Rhinehart-Fernandez.
This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be:
National Technical Assistance Center on Transition (2018). Using Video Modeling to Teach Interviewing Skills. | <urn:uuid:52b1159b-6e5b-4410-8649-35cb99ddc261> | CC-MAIN-2021-04 | https://transitionta.com/system/files/resourcetrees/LP_VM_Interviewing.pdf | 2021-01-24T14:37:36+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00712.warc.gz | 603,734,164 | 801 | eng_Latn | eng_Latn | 0.963157 | eng_Latn | 0.982045 | [
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LEADING LESSONS
USE THIS GUIDE WITH YOUR STAFF
Creating a Climate for Change
While change is never easy, it helps to engage everyone involved in a new scenario to explore the potential solutions. Whether you are embarking on a new initiative to improve parent engagement, prevent teacher burnout, or bolster student engagement through culturally responsive strategies, use this guide to create the kind of open dialogue that produces change.
1Set the Stage Frame the change as a problem to be solved. Here is an example problem to be solved: "Families and students repeatedly report that the transition from elementary to middle school is difficult and stressful. What can we do to improve that?"
Key consideration: Make sure that you narrow down the "problem" so that you are working on only one issue at a time.
Reflection: What are some "problems" we want to address as a school community?
Structure an open conversation.
All stakeholders, including students, should be involved and able to say what they think about the issue. Use a structured activity to foster open conversation. Regardless of which activity you choose, it should:
* Maximize reflection and participation;
* Acknowledge feelings and validate others' motives and needs;
* Address misperceptions and assumptions; and
* Set the parameter that some action plan must be made by the end of the process.
NOTES
Reflection: Who should be involved in this discussion? Stakeholders may include school leadership, teachers, and representative students, as well as school staff such as bus drivers, afterschool providers, and others.
Look for allies inside and outside the school. In addition to teachers and school staff, other allies can include central office staff, parents, and community members.
Reflection: Who do we believe will be an ally for this initiative?
2Plan When a critical mass is onboard the initiative, make an action plan. Make sure it includes a strategy for ongoing dialogue and support for the initiative. During this planning stage, the group should define the initiative, as well as determine how to:
* Integrate the initiative into existing structures;
* Fund the initiative;
* Make time in the schedule for the initiative; and
* Provide training and assistance, if needed.
Plan for longevity. Troubleshoot potential complications and keep a realistic eye on available resources. For example, refrain from implementing the change if there are too many competing agendas or key resources are missing.
Reflection: What are competing initiatives to this project? How will we prioritize this change in relation to others that are on our plate?
Reflection: How will we build capacity to sustain this initiative?
3Test Try out a pilot. Depending on the nature of the initiative, this can take many forms. Regardless of how you choose to test your plan, you must finish this essential step before you fully implement the initiative.
Have a dialogue. Before full implementation, make sure you discuss what you learned from the pilot stage and make adjustments to your plan. For more on this point, see "3 Ways to Structure an Open Conversation."
Contributed by John Saphier, who is the founder and president of Research for Better Teaching in Acton, Massachusetts.
3 Ways to Structure an Open Conversation
Use these formats to get everyone contributing in a nonjudgmental and safe environment. A plus: You'll record all the ideas and opinions for future use.
1. Structured Interview Design is a fast-paced, knee-to-knee protocol that gives each participant a chance to share their views on an issue. It structures each person listening to others and creates a large database for discussion and decision-making. Detailed directions can be downloaded from the Research for Better Teaching website at: http://rbteach.com/products-resources/downloads/all.
2. World Café has participants move around to different tables that feature different questions or issues. A facilitator records participants' thoughts on chart paper and is available to interpret them to the next group that visits the table. Movement is free and by choice and allows lots of interaction. Use the activity to get everybody's voice in the room and all ideas down on paper. www.theworldcafe.com
3. Carousel Brainstorming asks participants to first circulate—individually or in groups—to make their way to different stations and record their responses to questions or issues with markers on each chart they visit. Then, a facilitator leads a processing discussion of the comments on each chart. www.smore. com/5xegq-strategy-carousel-brainstorming
NOTES
Copyright 2018 National Association of Elementary School Principals (NAESP). Principal is a registered trademark of NAESP.
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FAIRFAX STATION
★
★
★
"The angel of the battlefield"
by ourselves, in the wild woods of Virginia, with 3000 suffering dying men crowded upon the few acres within our reach."
Col. Herman Haupt, Chief of Construction and Transportation, ordered the depot burned after Barton and the last wounded soldiers were evacuated to Washington on Sept. 2, 1862. "Have fired it. Goodbye," Mr. McCrickett, a railroad employee, telegraphed Haupt. The Federals rebuilt the station just two months later. New York,
The first Fairfax Station depot, built by Irish immigrants in 1852, was a stop on the Orange and Alexandria Railroad from Alexandria to Gordonsville. Early in 1862, after Confederate forces withdrew, the railroad carried military supplies and letters and packages from home to Union soldiers camped north of the Occoquan River and at nearby Fairfax Court House.
In Sept. 1862, wounded Union soldiers were transported here after the Second Battle of Manassas for evacuation to Alexandria and Washington, D.C., hospitals. Clara Barton, whom
an army surgeon called "the true heroine of the age, the angel of the battlefield," and who founded the American Red Cross in 1881, nursed the soldiers here. She later wrote, "We were a little band of almost empty-handed workers, literally
Vermont, Illinois, Pennsylvania, and Delaware regiments guarded it against surprise attacks by Confederate Gen. J.E.B. Stuart and Col. John S. Mosby until the end of the war.
New buildings completed in 1873, 1891, and 1903 served a growing Fairfax Station community. In the 1970s, the 1903 station was moved to this site. It houses the Fairfax Station Railroad Museum, opened in 1988 to educate visitors about railroading, Civil War, and local history. | <urn:uuid:21eb25a3-d0a3-484b-ad47-42c788e87cfb> | CC-MAIN-2018-17 | http://fairfax-station.org/pdfs/civilwartrails.pdf | 2018-04-22T19:39:59Z | crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00458.warc.gz | 115,493,237 | 400 | eng_Latn | eng_Latn | 0.997883 | eng_Latn | 0.997883 | [
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Drugs, alcohol and mental health
Drugs and alcohol change the way your brain and body works. They change the balance of chemicals that help your brain to think, feel, create and make decisions. The drugs and alcohol you use can affect you both now and in the future.
It is important to remember that areas of your brain are generally still developing into your twenties and you are more likely to experience the negative effects of drugs and alcohol.
Changing drug and alcohol habits can take time, but with support and perseverance you will notice positive changes in your mental and physical wellbeing.
Drugs, alcohol and your mind
Drug and alcohol use affects the balance of chemicals in your brain, so it's difficult to predict how you will respond to them. Everyone is different. Every drug is different. And what happens each time you use can be different too.
Alcohol and drug use can leave you feeling anxious, agitated, panicked, flat, unmotivated and moody, while your sense of reality can also be affected.
Heavy alcohol use and drug use interferes with your brain's development and can cause brain damage resulting in learning difficulties, memory problems, as well as anxiety and depression.
For some people using drugs, such as cannabis, may also trigger psychosis.
If you already have a mental health problem, drug and alcohol use can worsen their symptoms, while making recovery much harder.
For further information on cannabis use and psychosis visit druginfo. adf.org.au
It's important to understand the risks.
For more information visit ysas.org. au and theothertalk.org.au
These reactions may be short term but they can affect the way you think, make decisions and behave. There is a risk that while intoxicated you might act in ways that are out of character and that you later regret; you might act aggressively, take unnecessary risks or attempt to hurt yourself.
Drug and alcohol use is likely to affect your relationships with your friends and family, as well as causing potential problems for you at home, school or in the work environment.
Types of drugs and alcohol
There are three main types of drugs – depressants, stimulants and hallucinogens. They all cause your mind and body to react in different ways.
Depressants slow your body down; your breathing and heart rate can slow down, you can experience nausea and vomiting, and your ability to think and react to what is happening around you can be affected. You might also notice changes in your mood, both in the short and the longer term, as a result of regular depressant use. Alcohol, heroin, cannabis, sedatives and inhalants are depressants. Cannabis can also cause you to experience extreme anxiety or panic.
Stimulants speed your body up. They increase your heart rate, body temperature and blood pressure. People using stimulants can feel an increase in confidence, motivation and energy, and a decrease in the need for sleep. While some may say that they enjoy this 'buzz', stimulants can cause you to feel agitated, anxious, aggressive and even paranoid. You can also experience a
2
range of physical side effects, such as severe stomach cramps, headaches and dizziness. Methamphetamines, cocaine and ecstasy are some of the commonly known stimulants.
Hallucinogens affect your sense of time and your emotional state, and can cause you to experience auditory or visual hallucinations (hearing or seeing things that are not there). Many people experience unpleasant or scary changes to their reality as a result of using hallucinogens. These negative effects can also be relived if the person experiences 'flashbacks' sometime later. Hallucinogens include LSD, ketamine and magic mushrooms. Cannabis can also have hallucinogenic effects.
How people react to drugs and alcohol depends on the person's size, the type and amount of alcohol and drugs being taken, and how often they are being used. For more information about particular drugs and their effects have a look at Drug Facts druginfo.adf.org.au
What are your habits like?
Sometimes it can be hard to see how drugs and alcohol are really affecting you until you begin to look more closely at your habits.
l l How often are you using drugs or alcohol?
l l Can you have a good time without thinking that you need drugs or alcohol?
l l Why do you use? Do you use drugs and alcohol to get away from something in your life?
l l Have you noticed a change in your energy levels? More tired? More energy?
l l Are you experiencing changes in your mood? Finding it changing more quickly, or feeling more unhappy than usual?
l l Are you having trouble concentrating or making decisions?
l l Are your friends or family asking you to take it easy?
l l Are you having trouble sleeping, eating or just doing your normal daily tasks?
l l Are you experiencing blackouts regularly?
If you have noticed a change in how you feel and cope with your daily life, it's important to consider why. There could be a range of reasons, but if you are using drugs and alcohol, they could be affecting you more than you realise. You might want to consider changing your drug and alcohol habits.
Minimising the risks
Whether you have just started and/or are trying to stop using drugs and alcohol, it's important to keep safe.
l l Take it easy on the alcohol. Pace yourself and drink plenty of water.
l l Set a limit on your alcohol and drug use – what you take and how much – and think about who can help you keep on track.
3
l l Don't mix drugs as you have no way of predicting how they will react together.
l l Don't use drugs alone. Ensure friends are nearby and ask for help if things don't feel right.
l l Use clean and hygienic tools to minimise the risk of infections and disease.
l l If you are prescribed medication, talk with your health professional about any harmful interactions.
Beginning to change your habits
It can take time to change drug and alcohol habits. It can help to:
l l Read online information about changing drug habits so you know what to expect.
l l Build in some alcohol and/ or drug free days in your week. hellosundaymorning.org can help you stick to your goals.
l l Let your friends know you are trying to cut down and ask for their support.
l l Leave a party early or decide not to go to parties where there is a risk you might use too much.
l l Do things that take your focus away from drugs or alcohol – dance, music, games, art, sing or bike ride.
l l Make it difficult to access drugs – hang out with friends who do not use drugs and alcohol.
l l Try exercise, meditation or doing things you enjoy to tackle stress and anxiety rather than using drugs or alcohol.
l l Look after your physical health by eating well, drinking water and exercising regularly.
l l Ask a counsellor, doctor or health professional to support you as you try to change your habits.
l l If you feel you need additional support, join a self-help group.
l l Remind yourself that changing habits takes time and that it's normal to stumble along the way.
l l Keep trying. There is no right way to do things; you need to find what works for you.
Getting support
After you have decided to change your drug and alcohol habits, having a strong support network around you is really important. Support from friends and family is essential; they will provide reassurance and encouragement when you need it most.
Talk about it
You should also consider including a drug and alcohol worker or counsellor in your plan for change. They can help you:
l l set realistic goals for yourself
l l explore how you can cope when you feel like using drugs or alcohol
l l strengthen your health and wellbeing
l l keep safe while you are using drugs and alcohol.
Many health services are available online, over the phone or in person, so you can link into support in a way that you feel comfortable. If you're not sure what to expect, this can be one of your first questions when you contact the health service – "What do you do and how does it work? How is this going to help me?"
The time you spend with a counsellor, whether it is online, over the phone or in person, is just another conversation. If the counsellor asks questions that you feel uncomfortable answering, let them know, and they can perhaps come back to it at another time. Don't worry about not knowing what to say – just start talking and see what happens. You might find that it's easier than you thought. And if it doesn't feel like much is changing after you have seen your counsellor for a while, don't give up. Look around and find someone else to try. It can sometimes take a few tries before you find the person that best suits you, so keep at it.
What about confidentiality?
Some people worry about confidentiality, but health services must abide by laws around confidentiality.
For people over 18 years of age, what is said to health services remains confidential unless there are any risks to the person, or they pose a risk to someone else. If the young person is under 18, the health service will work with them to identify what support they need. Talk to your counsellor about confidentiality if you are worried about it.
Watching out for friends
Supporting someone who is using drugs and alcohol can be really hard. Often you see things that the other person cannot; the changes in their thinking, their mood and the way they act with you and other friends or workmates. You might want to tell them to stop using, and you might
4
have tried this, but you can't force them to change – they need to make that choice for themselves.
l l Be a supportive and respectful friend. This does not mean that you have to support their drug use; it means that you are supporting them emotionally. You can listen, talk about what is going on and let them know that they are not alone.
l l Help them stay connected with friends that they share positive relationships with.
l l Encourage them to continue doing things that help to improve their mood naturally – drug free. Activities might include sport, music, drama, volunteering or hiking.
l l Ask them what you can do to help them. Often providing practical support, such as helping with homework, can take the pressure off.
l l Encourage them to talk with you or someone they trust about what is worrying them. These worries might be what triggers their drug and alcohol use.
l l Help them find information and advice about drug and alcohol use online, over the phone or in person (see Where to find support). If they are not interested you might suggest it again sometime, but be careful not to hassle them about it.
l l Encourage them to use safely to minimise the risks of them hurting themselves. If you are not sure what precautions they should take you can learn more together online.
l l Remember that change takes time. Be patient and acknowledge their achievements, no matter how small, even if you do not understand what they are doing and why.
5
l l Talk to someone, a trusted adult or a drug and alcohol service (anonymously if you like), and ask for advice about helping your friend or family member.
l l If you are worried about your friend hurting themselves let someone know; their parents, partner, or local mental health service. You could also encourage them to contact the beyondblue Support Service for support.
Supporting someone who is using drugs and alcohol can be exhausting. It is important to take care of your own health and wellbeing during this time. Look after your physical health, take time out to do things you enjoy, and have your own supportive friends to call on when you need it. You might also find that at times you need a break, and that's OK too. Just make sure your friend or family member knows how much time you need so they do not feel rejected or alone.
While there are many things about drug and alcohol use that are unpredictable, one thing we know for sure is that they affect mental health. Reducing or cutting out drug and alcohol use improves health and wellbeing, and your support as your friend or family member makes these changes will be crucial in helping them through the process. It is not always easy but it is worth it.
Where to find support
For help with how you're feeling
beyondblue
www.youthbeyondblue.com
Learn more about anxiety and depression and how to talk about it with your friends, or talk it through with our Support Service.
1300 22 4636
Email or chat to us online at
www.beyondblue.org.au/getsupport
Kids Help Line
www.kidshelp.com.au 1800 55 1800
headspace
www.headspace.org.au www.eheadspace.org.au
1800 650 890
ReachOut
Reachout.com
Alcoholics Anonymous
www.aa.org.au
Narcotics Anonymous
www.na.org.au
Hello Sunday Morning
www.hellosundaymorning.org
facebook.com/beyondblue
State-based alcohol and drug information services
www.druginfo.adf.org.au/contactnumbers/help-and-support
ACT (02) 6207 9977
QLD 1800 177 833
NSW 1800 422 599 or (02) 9361 8000
NT 1800 131 350
SA 1300 131 340 or (08) 8363 8618
VIC 1800 888 236
TAS 1800 811 994
WA 1800 198 024 or (08) 9442 5000
For more info on alcohol and drugs
Australian Drug Foundation
www.adf.org.au
The Other Talk
theothertalk.org.au
National Drugs Campaign
www.drugs.health.gov.au
National Cannabis Prevention and Information Centre
ncpic.org.au
Youth Support and Advocacy Service www.ysas.org.au
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"EASTER HARE WE COME"
Written by Joe Rieger
CAST
Kathy:
Middle School aged girl
Jimmy:
Kathy's younger brother
The Easter Bunny
SETTING:
Kathy is doing homework in her room. Her studying is interrupted when her younger brother Jimmy comes barging into her room.
JIMMY:
Kathy, Kathy, the Easter Bunny is coming today.
(Kathy is at first startled by his sudden entrance and then a little annoyed about the interruption. She puts down her book and lays down the law).
KATHY:
Whoa Jimmy, whatever happened to knocking before you come into my room? You know the rules.
JIMMY:
Sorry, I was just so excited about all the candy that we'll be getting.
KATHY:
Yeah, I'm excited too, but rules are rules. Next time knock.
JIMMY:
Okay, okay, Next time, I'll knock.
KATHY:
Good.
(She picks up her book and begins reading)
JIMMY:
Kath, can I ask you a question?
(She puts down her book again, slightly annoyed)
KATHY:
You just did.
(Jimmy is confused by her remark)
JIMMY:
Huh?
(She laughs and runs her hand over his head)
KATHY:
Zoom ... that one went right over your head like a 747. Never mind, what's your question?
www.faithandlaughter.com firstname.lastname@example.org
JIMMY:
Is there really such thing as the Easter Bunny?
KATHY:
Oh boy.
JIMMY:
Oh boy what?
(Kathy squirms a bit as she tries to come up with an appropriate answer).
KATHY:
That's kind of a tough question to answer, Jimmy.
JIMMY:
Come on sis, level with me. Is the Easter Bunny real or not?
KATHY:
Well, the Easter Bunny is kind of like a legend. You know, an old story passed down from generation to generation. I'm not sure about all the details, but the story of the Easter hare or rabbit started hundreds of years ago in Germany.
JIMMY:
Germany?
KATHY:
Yeah Germany ... and when the Germans came to settle in America during the 1800's, the story of the Easter Rabbit came here too. Only back then, he brought decorated eggs to children. Now we call him the Easter Bunny and he brings chocolate eggs instead of real eggs.
JIMMY:
I'm cool with that ... I hate eggs.
(Jimmy pauses for a moment)
JIMMY: (CONT'D)
So Kath, where'd you learn all this stuff?
KATHY:
Google
JIMMY:
Can I ask you another question?
KATHY:
Sure.
JIMMY:
What does the Easter Bunny and chocolate candy have to do with the real Easter, you know Jesus?
KATHY:
Not much, I'm afraid to say. This whole egg celebration thing goes back thousands of years ... before Jesus' birth. All the way back to the ancient Babylonians.
JIMMY:
So what was so special about eggs anyway?
KATHY:
Eggs were considered a symbol of life and they were used to help celebrate the arrival of Spring. And do you know what?
JIMMY:
No, what?
KATHY:
These people didn't even believe in the real God, they worshipped all kinds of gods and goddesses.
JIMMY:
So, is it wrong to be excited about the Easter Bunny and go on Easter egg hunts?
KATHY:
Of course not! God wants you to have fun during the celebration of Easter. It's okay to hunt for eggs, eat chocolate and have a good time. But ....
JIMMY:
But what?
KATHY:
God wants us to remember the real reason for celebrating Easter. It's not all about the Easter Bunny or chocolate eggs...
(Jimmy finishes her sentence)
JIMMY:
It's about Jesus.
KATHY:
JIMMY:
Exactly, it's all about Jesus. The Son of God who died for our sins and was raised from the dead. That's what Easter is all about.
(Enter the Easter Bunny, skipping into Kathy's room with a basket full of chocolate eggs and candy)
Hey it's the Easter Bunny, right here in our own house!
(Jimmy is beside himself with excitement)
JIMMY: (CONT'D)
You are real!
(Kathy is beyond shocked and is unable to speak)
EASTER BUNNY:
Of course I'm real. Who do you think schleps these chocolate eggs all over the world, Santa Claus? Face it kid, without me, there is no Easter.
JIMMY:
KATHY:
JIMMY:
KATHY:
And none of us could ever get into heaven.
EASTER BUNNY:
Are you serious?
KATHY:
Of course we're serious. We wouldn't kid you about something that's this important.
EASTER BUNNY:
You mean to tell me that Easter is not all about me?
www.faithandlaughter.com email@example.com
No disrespect or anything Mr. Easter Bunny, but Easter is all about Jesus.
He's right you know. The whole reason that we celebrate Easter is because of what Jesus did on the cross.
If Jesus didn't die on the cross and God didn't raise Him from the dead, there wouldn't be any Easter.
JIMMY:
BINGO!
EASTER BUNNY:
Boy, do I feel foolish.
(The Easter Bunny scratches his head and takes it all in until a thought pops into his head).
EASTER BUNNY: (CONT'D)
Wait, this isn't some kind of practical joke or anything ... are we on Candid Camera?
KATHY:
JIMMY:
KATHY:
Do you have eternal life, big fellah?
EASTER BUNNY:
Um, I'm not really sure.
JIMMY:
KATHY:
Yeah, the Bible tells us to "believe in the Lord Jesus and you will be saved."
EASTER BUNNY:
I do believe and I really want Jesus to be my Savior. Really I do!
JIMMY:
KATHY:
You have the gift of eternal life in heaven.
EASTER BUNNY:
AWESOME!
(A troubling thought pops into his head)
www.faithandlaughter.com firstname.lastname@example.org
No Easter Bunny, it's not a joke, this is the Gospel truth. "For God so loved the world that He gave His one and only Son ..."
"... that whoever believes in Him shall not perish but have eternal life."
If you're not sure, then ask Jesus to be your Savior.
Great E.B. - I hope it's okay if I call you that. You, my long-eared friend, are now part of God's family.
EASTER BUNNY: (CONT'D)
Wait a minute. If Easter isn't all about me, am I out of a job?
KATHY:
JIMMY:
KATHY:
Just remember to let people know that Easter isn't just about chocolate candy and jelly beans. It's all about Jesus.
EASTER BUNNY:
I'm cool with that. Anything else?
JIMMY:
No, we're good to go.
EASTER BUNNY:
Then I've got a question for everybody here.
(He turns around to all the kids and asks them a question)
EASTER BUNNY: (CONT'D)
Are you ready for an Easter egg hunt?
(As all the kids cheer, the teachers and leaders give instructions about the Easter egg hunt)
THE END
Silly rabbit. God still wants you to spread Easter cheer all over the world.
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Chicago-Joliet-Naperville, IL-IN-WI Metro Area
Child Opportunity Index Map
Legend
Child Opportunity Index Categories
Very Low
Low
Moderate
High
Very High
The Child Opportunity Index is a measure of relative neighborhood opportunity for children across neighborhoods in a metro area.
The index is calculated based on 19 indicators in 3 sub-domains:
1) Educational Opportunity
2) Health & Environmental Opportunity
3) Social & Economic Opportunity
BLACK CHILDREN ARE ALMOST 25 TIMES MORE LIKELY TO LIVE IN A VERY LOWOPPORTUNITY NEIGHBORHOOD OF METRO CHICAGO THAN ARE WHITE CHILDREN.
Percent of Metro Chicago Children by Neighborhood Opportunity Category
METRO CHICAGO STATS
Roughly 2.3 million children under 18 live in Metro Chicago (2012). 43.4% are white, 30.2% are Hispanic and 18.2% are black.
RANKINGS: (Of the 100 largest US metros) #8th Lowest percentage (6.3%) of Hispanic children living in very high-opportunity neighborhoods within the metro area. #9th Lowest percentage (4.6%) of black children living in very high-opportunity neighborhoods within the metro area.
RATIO:
Black children are 24.8 times more likely and Hispanic children 14.3 times more likely to live in a very low-opportunity neighborhood of Metro Chicago than are white children.
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Supervisor—Librarian Planning Guide for Extended Essay Research
1. Using the documents The Extended Essay Research Process and The Task of Academic Writing, collaborate with your librarian to develop a plan for teaching the research skills that students need to successfully complete the extended essay.
2. What school-based resources are available to students writing extended essays in the subject for which you supervise. Consider the adequacy of both print and online databases that provide access to scholarly journals. Consult your librarian and compile a list of resources that students will use.
3. Students tend to believe that Wikipedia and any websites that they can Google are "good enough" resources for the extended essay. Examiners typically disagree. However, there are excellent, scholarly Internet resources that students might use sparingly as sources of information. You are the expert in your subject. What subject related Internet resources do you use and would therefore recommend to students.
4. It may be necessary for students to locate resources outside the school library. Use the following link to access WorldCat—an online library catalog that will connect you to more than 10,000 libraries worldwide. http://www.worldcat.org/ Click on the "learn more" link to learn about the full potential of this Internet resource. Look for libraries within your area that are accessible to students. What other external resources are available to your students? How can you help students make contact with university libraries and other external agencies if necessary? | <urn:uuid:305d636c-7cf9-4343-ba2f-490799097227> | CC-MAIN-2018-17 | http://risslibrary.wikispaces.com/file/view/2+planning+for+EE+research.pdf | 2018-04-22T19:40:09Z | crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00462.warc.gz | 263,465,962 | 292 | eng_Latn | eng_Latn | 0.998494 | eng_Latn | 0.998494 | [
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