Split (1)

train · 6.3M rows

text string	id string	dump string	url string	date string	file_path string	offset int64	token_count int64	language string	page_average_lid string	page_average_lid_score float64	full_doc_lid string	full_doc_lid_score float64	per_page_languages list	is_truncated bool	extractor string	page_ends list	fw_edu_scores list	minhash_cluster_size int64	duplicate_count int64
Saturated Hydrocarbons – Alkanes Alkanes are also known as paraffins * consist only of the elements carbon (C) and hydrogen (H) (i.e., hydrocarbons). * These atoms are linked together exclusively by single bonds * Alkanes belong to a homologous series of organic compounds in which the members differ by a constant relative atomic mass of 14. * An alkyl group is a functional group or side-chain that, like an alkane, consists solely of singlybonded carbon and hydrogen atoms. 1 Homologous series of Alkanes * A succession of hydrocarbons that differ from each other by one methylene group (—CH 2 —) is a homologous series. * For example, the first three alkanes, methane (CH 3 —H), ethane (CH 3 CH 2 —H), and propane (CH 3 CH 2 CH 2 —H), are all members of a homologous series. * Each compound in a homologous series a homolog. 3 Introduction * The simplest possible alkane (the parent molecule) is methane, CH 4 . * There is no limit to the number of carbon atoms that can be linked together, the only limitation being that the molecule is acyclic, is saturated, and is a hydrocarbon. * Saturated hydrocarbons can be linear (general formula C n H 2n+2 ) wherein the carbon atoms are joined in a snake-like structure C n H 2n+2. 2 Homologous series of Alkanes * branched (general formula C n H 2n+2 , n>3) wherein the carbon backbone splits off in one or more directions, * cyclic (general formula C n H 2n ,) wherein the carbon backbone is linked so as to form a loop. * Saturated oils and waxes are examples of larger alkanes where the number of carbons in the carbon backbone tends to be greater than 10. 4 Various Alkanes and their properties 5 Naming Alkanes 1. Determine the number of carbons in the longest continuous carbon chain. This chain is called the parent hydrocarbon. The name that indicates the number of carbons in the parent hydrocarbon becomes the alkane's "last name." For example, a parent hydrocarbon with eight carbons would be called octane. The longest continuous chain is not always a straight chain; sometimes you have to "turn a corner" to obtain the longest continuous chain. 7 Various Alkanes and their properties 6 Naming Alkanes 2. The name of any alkyl substituent that hangs off the parent hydrocarbon is cited before the name of the parent hydrocarbon, together with a number to designate the carbon to which the alkyl substituent is attached. The chain is numbered in the direction that gives the substituent as low a number as possible. The substituent's name and the name of the parent hydrocarbon are joined in one word, and there is a hyphen between the number and the substituent's name. 8 Naming Alkanes 3. If more than one substituent is attached to the parent hydrocarbon, the chain is numbered in the direction that will result in the lowest possible number in the name of the compound. * The substituents are listed in alphabetical (not numerical) order, with each substituent getting the appropriate number. 9 Names of alkyl groups 11 Nomenclature of Alkyl Substituents * Removing a hydrogen from an alkane results in an alkyl substituent (or an alkyl group). Alkyl substituents are named by replacing the "ane" ending of the alkane with "yl." * The letter "R" is used to indicate any alkyl group. 10 More on rule 2 13 Primary, Secondary & Tertiary Carbons * A primary carbon is a carbon that is bonded to only one other carbon. * A secondary carbon is a carbon that is bonded to two other carbons. An isopropyl group is obtained when a hydrogen is removed from the secondary carbon of propane. * A tertiary carbon is a carbon that is bonded to three other carbons. 15 More on rule 3 Nomenclature of Alkyl Substituents * Two alkyl groups—a propyl group and an isopropyl group—contain three carbon atoms. * A propyl group is obtained when a hydrogen is removed from a primary carbon of propane. 14 16 Nomenclature of Alkyl Substituents * There are four alkyl groups that contain four carbon atoms. * The butyl and isobutyl groups have a hydrogen removed from a primary carbon. * A sec-butyl group has a hydrogen removed from a secondary carbon (sec-, often abbreviated s-, stands for secondary). * A tert-butyl group has a hydrogen removed from a tertiary carbon (tert-, sometimes abbreviated t-, stands for tertiary). 17 Primary, Secondary & Tertiary Hydrogens * Like the carbons, the hydrogens in a molecule are also referred to as primary, secondary, and tertiary. * Primary hydrogens are attached to primary carbons, secondary hydrogens to secondary carbons, and tertiary hydrogens to tertiary carbons. Primary, secondary and tertiary carbon atoms 18 Nomenclature rules …. * If two or more substituents are the same, the prefixes "di," "tri," and "tetra" are used to indicate how many identical substituents the compound has. The numbers indicating the locations of the identical substituents are listed together, separated by commas. 20 * The prefixes di, tri, tetra, sec, and tert are ignored in alphabetizing substituent groups, but the prefixes iso, neo, and cyclo are not ignored. * 5. If the same substituent numbers are obtained in both directions, the first group cited receives the lower number. 21 23 Naming Alkanes 4. When both directions lead to the same lowest number for one of the substituents, the direction is chosen that gives the lowest possible number to one of the remaining substituents. 22 Naming Alkanes 6. If a compound has two or more chains of the same length, the parent hydrocarbon is the chain with the greatest number of substituents. 24 Physical properties * Alkanes experience inter-molecular van der Waals forces. Stronger inter-molecular van der Waals forces give rise to greater boiling points of alkanes. * There are two determinants for the strength of the van der Waals forces: – the number of electrons surrounding the molecule, which increases with the alkane's molecular weight – the surface area of the molecule Properties of Alkanes * Alkanes are not very reactive and have little biological activity. * Alkanes can be viewed as a molecular scaffold upon which can be hung the interesting biologically-active/reactive portions (functional groups) of the molecule. * Alkanes do not conduct electricity, nor are they substantially polarized by an electric field. For this reason they do not form hydrogen bonds and are insoluble in polar solvents such as water. 27 25 Physical properties * Under standard conditions, from CH 4 to C 4 H 10 alkanes are gaseous; from C 5 H 12 to C 17 H 36 they are liquids; and after C 18 H 38 they are solids. * As the boiling point of alkanes is primarily determined by weight, it should not be a surprise that the boiling point has almost a linear relationship with the size (molecular weight) of the molecule. * As a rule of thumb, the boiling point rises 20 - 30 °C for each carbon added to the chain; this rule applies to other homologous series 26 Properties of Alkanes * Alkanes are said to be hydrophobic in that they repel water * Their solubility in nonpolar solvents is relatively good, a property that is called lipophilicity. Different alkanes are, for example, miscible in all proportions among themselves. * The density of the alkanes usually increases with increasing number of carbon atoms, but remains less than that of water. Hence, alkanes form the upper layer in an alkane-water mixture. 28 Properties of Alkanes… * A straight-chain alkane will have a boiling point higher than a branched-chain alkane due to the greater surface area in contact, thus the greater van der Waals forces, between adjacent molecules. * For example, compare isobutane and nbutane, which boil at -12 °C and 0 °C respectively. 29 Properties of Alkanes… * For the latter case, two molecules 2,3dimethylbutane can "lock" into each other better than the cross-shaped 2,2dimethylbutane, hence the greater van der Waals forces, resulting in higher boiling point. 31 Properties of Alkanes… * 2,2-dimethylbutane and 2,3-dimethylbutane boil at 50 °C and 58 °C, respectively. 2,2-Dimethyl-butane 30 Applications of Alkanes * The first four alkanes are used mainly for heating and cooking purposes, and in some countries for electricity generation. Methane and ethane are the main components of natural gas; they are normally stored as gases under pressure. * It is, however, easier to transport them as liquids: This requires both compression and cooling of the gas. 32 Applications of Alkanes * Propane and butane can be liquefied at fairly low pressures, and are well known as liquified petroleum gas (LPG). * Propane, for example, is used in the propane gas burner, butane in disposable cigarette lighters. * The two alkanes are used as propellants in aerosol sprays. 33 Applications of Alkanes * Branched-chain alkanes are preferred, as they are much less prone to premature ignition, which causes knocking, than their straightchain homologues. * This propensity to premature ignition is measured by the octane rating of the fuel, where 2,2,4-trimethylpentane (isooctane) has an arbitrary value of 100, and heptane has a value of zero. 35 Applications of Alkanes * From pentane to octane the alkanes are reasonably volatile liquids. * They are used as fuels in internal combustion engines, as they vaporise easily on entry into the combustion chamber without forming droplets, which would impair the uniformity of the combustion. 34 Applications of Alkanes * Alkanes from hexadecane upwards form the most important components of fuel oil and lubricating oil. * In latter function, they work at the same time as anti-corrosive agents, as their hydrophobic nature means that water cannot reach the metal surface. Many solid alkanes find use as paraffin wax, for example, in candles. * This should not be confused however with true wax, which consists primarily of esters. 36 Applications of Alkanes * Alkanes with a chain length of approximately 35 or more carbon atoms are found in bitumen, used, for example, in road surfacing. * However, the higher alkanes have little value and are usually split into lower alkanes by cracking. * Some synthetic polymers such as polyethylene and polypropylene are alkanes with chains containing hundreds of thousands of carbon atoms. These materials are used in innumerable applications, and billions of kilograms of these materials are made and used each year. * Apart from their use as fuels, the middle alkanes are also good solvents for non-polar substances. 37 Hazards of Alkanes * Methane is explosive when mixed with air (1 – 8% CH 4 ) and is a strong greenhouse gas: Other lower alkanes can also form explosive mixtures with air. The lighter liquid alkanes are highly flammable, although this risk decreases with the length of the carbon chain. * Pentane, hexane, heptane, and octane are classed as dangerous for the environment and harmful. * The straight-chain isomer of hexane is a neurotoxin. 39 Give examples of 5 saturated hydrocarbons with an everyday application? * 1) Methane, CH 4 is a natural gas and is used in home heating. * 2) Butane, C 4 H 10 is also used in heating but is also used in refrigeration * 3)Pentane, C 5 H 12 is used in the production of polystyrene foam * 4) Hexane, C6H14 is the solvent used in most glues * 5)Octane, C8H18 is the main ingredeint in gasoline Cycloalkanes * These are types of alkanes which have one or more rings of carbon atoms in the chemical structure of their molecules. * Cycloalkanes are classified into small, common, medium, and large cycloalkanes, where cyclopropane and cyclobutane are the small ones, cyclopentane, cyclohexane, cycloheptane are the common ones, cyclooctane through cyclotridecane are the medium ones, and the rest are the larger ones 40 38 10 Properties of CycloAlkanes * Cycloalkanes are similar to alkanes in their general physical properties, but they have higher boiling points, melting points, and densities than alkanes. This is due to stronger London forces because the ring shape allows for a larger area of contact. * Cycloalkanes exhibit almost the same degree of unreactivity as alkanes, due to their containing only unreactive C-C and C-H bonds; however, the ring strain can cause cycloalkanes to be more reactive. 41 Nomenclature of Cycloalkanes CH 42 CH 2 CH 2 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 CH 2 Cyclopropane Cyclobutane Cyclopentane Cyclohexane 11	<urn:uuid:76e16ad3-1b8f-4e9a-a74e-8b273e626dd6>	CC-MAIN-2018-17	http://mechanical.uonbi.ac.ke/sites/default/files/cae/engineering/mechanical/Lecture%206-Saturated%20Hydrocarbons%20-%20Alkanes.pdf	2018-04-22T20:06:46Z	crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00463.warc.gz	199,392,928	3,073	eng_Latn	eng_Latn	0.989943	eng_Latn	0.994808	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1622, 2654, 3279, 3888, 4939, 5579, 7409, 8469, 9888, 11791, 12498 ]	[ 3.03125 ]	2	2
In this issue… Programs that emphasize leadership skills and personal development are essential components to a middle school students' academic achievement. Part 2 of this review of the research by Tracy Walker, activity advisor in Novato, CA, examines the beneﬁts of a student leadership program to the students involved. The Advocate Volume 1, Issue 3 December 2007 The Beneﬁts of Student Leadership Programs Leadership has been deﬁned in a variety of ways by scholars of leadership philosophies. However, one common theme among the deﬁnitions is the concepts of leaders, followers, and the interaction between them (Karnes & Bean, 1996). Leaders are not born, they're made. Leadership can be learned and taught (Connaughton, Lawrence, & Ruben, 2003). It is similar to other abilities that are learned in a classroom setting, i.e,. mathematical computation, reading ﬂuency, musical composition, and athleticism. However, leadership was once solely considered an innate tendency (Stodgkill, 1948). Today, the common belief is that leadership is a series of behaviors learned largely through experience and making mistakes (Economist, 2003). development of our state and nation and will be critical in meeting emerging and future challenges. American society requires that students become informed and active participants in every aspect of their lives. In recognition of the important role that eﬀective leadership skills play in providing today's students an advantage in tomorrow's competitive world, we approve ...this curriculum as a model for schools to use in preparing …students for their individual and group leadership responsibilities. Leadership competency is also one of the categories in the federal government's and some states' deﬁnitions of qualifying students as gifted. Furthermore, some states acknowledged the need for leadership education, and have adopted leadership skills development into the state curriculum frameworks (Rogers, 1991). Bloomstran compiled the following information (as cited in Klesse, 2004, 97): New Jersey's standards ask the students 'use critical thinking, decision-making, and problemsolving skills.' Alaska's Department of Education says, 'Students need skills in working on teams, in problem solving about their work, in recognizing quality work.' Performance goals in Missouri state that 'students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society. The Virginia Board of Education has also recognized the importance of leadership instruction, and has implemented an approved, yet optional, leadership development curriculum. The introduction to the program states (Commonwealth of Virginia Board of Education, 2003): The role of leadership has been vital to the Leadership programs provide opportunities for students and teachers to address state and federal educational standards using real life experiences. These experiences strengthen what is learned in the classroom and allow students to apply their newfound knowledge both in and out of a school setting (Klesse, 2005). Elements of a Leadership Program Several components make up an eﬀective middle school leadership program. A team of youth leadership directors created a condensed list of ﬁve principles that provide the framework for a successful program (Woyach, 1996, p.1-2). 1. Help youth learn speciﬁc knowledge and skills related to leadership. 2. Promote awareness, understanding, and tolerance of other people, cultures and societies. 3. Emphasize experiential learning and provide opportunities for genuine leadership. 4. Involve youth in collaborative experiences, teamwork and networking with peers. 5. Involve youth in signiﬁcant relationships with mentors, positive role models, or other nurturing adults. These are guidelines used to assess a leadership program or class, and can be used to ascertain a Upon completion of a leadership class, students have been exposed to the essential elements of leadership development. … envisioning, decision-making, negotiating, motivating members, creating an image for others to support, advocacy, and coalition building. program's strengths and weaknesses instead of an expectation that a program is able to cover all areas (Woyach & Cox, 1996). Upon completion of a leadership class, students have been exposed to the essential elements of leadership development. Woyach (1992) broke down the elements into the following: envisioning, decision-making, negotiating, motivating members, creating an image for others to support, advocacy, and coalition building. These elements can be attained in a well-organized leadership class. Beneﬁts for Leadership Students Inherently, students participating in a leadership class receive the same beneﬁts as their peers in the student body. Leadership students participate in many extracurricular activities in addition to class requirements. Participating in more than one activity has better outcomes than only participating in one (Barber, Stone, & Eccles, pg 16, 2003). In fact, the wider range of extracurricular activities a student participates in, predicted greater school attachment, higher GPA, and greater likelihood of college attendance. Students who are involved experience personal growth, positive adolescent development, and a sense of empowerment. For example, students who held oﬃce in high school said they felt that they had more inﬂuence on making a diﬀerence in their schools and in their personal lives. They also experience democracy ﬁrsthand while being viewed as representatives for the remainder of the student body (NASSP, 2002). Combined, these eﬀects can lead to higher self-esteem. The type of activity chosen by the student is associated with higher levels of education (Holland & Andre, 1987). Spady (1971) found that males involved in a leadership or community service activity were more likely to reach their educational goals than if they were solely participating in athletics. Klesse also deems that middle schoolers beneﬁt from participation in a leadership class because it fosters independence and they become more engaged in their schooling. It also allows students the opportunity to actively participate in the decision making and implementation processes that are necessary to further one's leadership skills. Being involved in a leadership class reinforces these newly acquired leadership skills on a daily basis (Fiscus, 1995). Being involved in an organized group, such as leadership, has a lasting impact on students. In fact, in a 1987 study by Ladewig and Thomas, adults remembered the school clubs and organizations that they belonged to 25 years ago, which demonstrates the connectedness they felt to their aﬃliations. Students tend to identify with their school through participation in a club or on a team (Klesse, 2005). The study went on to explain that if a student is involved during his/her school age years, then he or she will more likely hold membership and be a club oﬃcer in adulthood. It is during this time of adolescence that students are beginning to search for and develop their identity. Youniss, McLellen, and Yates (1997) claim that adolescence is the time to present the idea of civic identity to students. One way to initiate the idea is to have students work together to implement a large project like a school carnival. This introduces students to the idea of "the bigger picture" and the role they play in the project. Students enhance each other's talents for a shared goal. Together students will become empowered with the realization that they aren't powerless because they are "just kids", but in fact, very powerful and can have long lasting eﬀects on others (Youniss et al., 1997). Leadership students experience increased social ties, and bond to the school and its staﬀ (Darling, et al, 2005). These students are exposed to the school's adult-oriented values and expectations, establishing a window to the "adult world." Furthermore, leadership students have more contact with staﬀ members and administrators, which makes them feel recognized rather than the "invisible student" (Sherrill, 2000). This idea is supported by Eccles (2003) ﬁnding that participating in leadership and other extracurricular activities inﬂuences the relationships students form with teachers and their school. Leadership students become familiar with everyday, real life, business experiences. Students are expected to learn tasks that adults take for granted, e.g., making a business phone call, writing thank you letters, and writing speeches (Rogers, 1991). Expectations are high when a student is placed in a leadership class. Students now realize that they are responsible to their school, transitioning from "renters" to "owners." They want to prove themselves to peers and staﬀ that they can be responsible for the power that has been entrusted to them. Students recognize that they are not just representing themselves but the entire student body and strive to fulﬁll the expectations placed upon them (Traﬀord & Griﬃths, 2004). Among elective course oﬀerings, leadership programs are not the ﬁrst priority for many school administrators. However, programs that emphasize leadership skills and personal development are essential components to a middle school students' academic achievement, as well as their attitudes regarding school. Furthermore, involvement in a leadership class can strengthen students' self-conﬁdence and create a greater sense of connection to school. A well-run leadership program can make a signiﬁcant impact on a student's life in high school, college, and later on, adulthood. Tracy Walker (tracy_ firstname.lastname@example.org) is a teacher and activities director at Sinaloa Middle School in Novato, CA. She has taught for 10 years at the same middle school she attended as a child. This article is excerpted from her thesis entitled The Value of Leadership completed for her Master's Degree last year. The Advocate is published six times per year by the Alliance for Student Activities, a nonproﬁt corporation whose mission is to promote the value of cocurricular student activities and to provide professional development and support for advisors and future advisors. Board of Directors: Mike Smith, President Lyn Fiscus, Vice President Ann Postlewaite, Secretary John Glimco, Treasurer © 2007 Alliance for Student Activities. Permission is granted for Alliance members to photocopy this newsletter and distribute it locally to support the value of their activity program. Submissions of student activities research for publication are welcome. Send inquiries to lyn@alliance4stude ntactivities.org. For more information visit: www.alliance4studentactivities.org References Barber, B., Stone, M., & Eccles, J. (2003, March). Adolescent participation in organized activities. Paper presented at the meeting of Indicators of Positive Development. Commonwealth of Virginia Board of Education, Linking Leadership and Instruction. (August, 2003). A leadership development curriculum for Virginia public schools. Retrieved July 1, 2006, from http://www.pen.k12.va.us/VDOE/Instruction/leadership/index.html Connaughton, S., Lawrence, F., Ruben, B. (2003). Leadership development as a systematic and multidisciplinary enterprise. Journal of Education for Business, September/October, 4650. Darling, N., Caldwell, L.L., Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research, 37 (1), 51-76. Eccles, J.S., Barber, B.L., Stone, M., Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59( 4), 865-889. Fiscus, L. (1995). Leadership curriculum guide. National Association of Secondary School Principals. Holland, A., Andre, T. (1987). Participation in extracurricular activities in secondary school: What is known, what needs to be known? Review of Educational Research, 57 (4), 437-466. Karnes, F.A. & Bean, S.M. (1996). Leadership and the gifted. Focus on Exceptional Children, 29 (1), 1-12. Klesse, Edward. (2004). Student Activities in today's schools. Landham, Maryland: ScarecrowEducation. Klesse, Edward. (2005). Student activities in today's schools. Leadership for Student Activities. January 2005. National Association of Secondary School Principals (2002, November 9). Student activities position statement. Retreived July 3, 2006 from http://www.principals.org/s_nassp/sec. asp?CID=33&DID=47102 Rogers, L. T. (1991). How to start a leadership class. Reston, VA: National Association of Secondary School Principals. Sherrill, J. (2000). The "middlennium" of student leadership: Evolving within a changing philosophy. Schools in the Middle, 9(7), 12-14. Stodgill, R.M. (1948). Personal factors associated with leadership: a survey of the literature. Journal of Psychology, 25, 35-71. Traﬀord, B. & Griﬃths, B. (2004) How do student councils encourage student participation? Education Review, 18 (1), 90-95. Woyach, R. (1992). Leadership in Civic Education (ERIC Digest). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education. (ERIC Document Reproduction Service No. ED351270) Woyach, R. (1996, Spring). Five principles for eﬀective youth leadership development programs. Leadership Link, 1, 1-2. Woyach, R. & Cox, K. (1996). Deﬁning principles to guide youth leadership development. Co- lumbus, OH: The Ohio State University Mershon Center. Youniss, J., McLellan, J., & Yates, M. (1997). What we know about engendering civic identity. American Behavioral Scientist, 40 (5), 620-631.	<urn:uuid:65e0c18d-74fc-4ab1-82d8-1a68e2dad40d>	CC-MAIN-2018-17	http://alliance4studentactivities.org/pdf/Advocate_Dec07.pdf	2018-04-22T19:44:17Z	crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00467.warc.gz	16,204,403	3,024	eng_Latn	eng_Latn	0.980829	eng_Latn	0.994785	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3920, 9135, 13710 ]	[ 2.65625 ]	2	2
Student: Teacher: Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. 7. Look for and make use of structure. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 6. Attend to precision. Grade 4 Mathematics Standards Attempt 8. Look for and express regularity in repeated reasoning. Attempt Attempt Pass Critical Areas 1. Developing understanding and fluency with multiplication and developing understanding of dividing to find quotients involving multi-digit dividends. In Grade 4, instructional time should focus on four critical areas: 2. Developing understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers. 4.OA Operations and Algebraic Thinking 3. Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Common Core State Standards Mathematics distinguishing multiplicative comparison from additive comparison (See Glossary, Table 2)). answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Gain familiarity with factors and multiples. 4.OA.4Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Generate and analyze patterns. 4.OA.5Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example: Given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. 4.NBT Number and Operations in Base Ten (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) Generalize place value understanding for multi-digit whole numbers. 4.NBT.1Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example: Recognize that 700÷70=10 by applying concepts of place value and division. 4.NBT.2Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4.NBT.3Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.4Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.NBT.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number 4.NBT.6 Find whole number quotients and remainders with up to four-digit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.NF.4.b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example: Use a 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example: Find the width of a rectangular room given the area of the flooring and and draw lines of symmetry.	<urn:uuid:0a605f55-2c62-4746-a48b-afb50f236ec6>	CC-MAIN-2018-17	http://wegafremont.k12.wi.us/UserFiles/Servers/Server_91950/File/Grade%204%20Mathematics%20Common%20Core%20State%20Standards.pdf	2018-04-22T20:16:53Z	crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00465.warc.gz	336,791,849	924	eng_Latn	eng_Latn	0.98985	eng_Latn	0.994315	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1154, 3715, 4052, 4205, 4424 ]	[ 4.34375 ]	1	4
PlayPods Case Study Summerhill Junior School, Bristol October 2011 Summerhill Junior School has had a PlayPod in the playground since the start of July 2011. Headteacher Mandy Milsom says: The PlayPod has revolutionised lunchtimes. Before - lunch breaks were a nightmare ... children were getting bored, there were fights and squabbles and lots of issues to deal with. As soon as the PlayPod arrived suddenly the children were really engaged. Because we're a junior school and many of children are that bit older – a lot of them haven't had access to this kind of imaginative, active play for years. It's really lit a spark. The children have become incredibly creative, incredibly energised. They're actively looking for things that give them that adrenalin rush and they're having a whale of a time. And if we have to restrict play on the rare occasion things might look dangerous, they don't mind and find other ways to use the materials. They're building tents and making dens and shelters and all the time they're negotiating and sharing. There are fewer fights, fewer arguments. We have a lot less children reporting minor injuries like scraped knees and elbows. They're just seeing this as part of play. There's one child who is on the autistic spectrum, who rarely played with other children before. But now they're really engaged and playing with the others. Other children who before might have been looking for trouble at lunchtime are getting on and playing with their classmates. And children who before only ever wanted to play football are starting to do other things too. We also don't see children sitting by themselves and looking lonely anymore. The PlayPod is really helping inclusion. It's allowing children with social and emotional needs to find a way in. There's been a clear transition in the school since the PlayPod arrived. The children are definitely becoming more creative in their thinking. The end of lunchtime used to be a nightmare... there'd be endless moaning about things that had gone in the playground. Now after lunch they're more focussed because they've had fun playing. They're also much more participative and engaged. We're seeing huge improvements in creative thinking. The children's problem solving skills are becoming much more refined. And of course teamwork is vastly improved. All the time we see children working together saying 'you get this and I'll get that...' The eagerness to go outside and play is really refreshing ... it's fantastic!	<urn:uuid:2e57c0a8-12b1-42a8-8026-5d9cd0a576ba>	CC-MAIN-2018-17	http://www.playpods.co.uk/images/Case%20Studies/Summerhill%20Primary.pdf	2018-04-22T19:44:25Z	crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00466.warc.gz	497,710,190	507	eng_Latn	eng_Latn	0.999771	eng_Latn	0.999749	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1789, 2511 ]	[ 2.390625 ]	1	4
www.mayouthsoccer.org @mayouthsoccer @MAYouthSoccer @massyouthsoccer Age Group Topic Individual Defending U10 Who: #4, #5, and #8 What: Speed angle and distance of approach, Body shape, Footwork, Type of tackles, Pressure, Delay and Control and Restraint Where: In the central channels of the defending half of field When: The opponent is in possession of the ball near to our own goal area Why: To deny penetration and shooting opportunities Play Duration Up to a 3v3 Game 9 min Set up two or three 20W x 30L fields with a goal at each end. As soon as 2 players arrive, start playing a game. The game will start as 1v1. When the next player arrives, the game is 2v1 then 2v2 up to 3v3. After 1 field is at 3v3, start the second game on the next field. Coaching Points Intervals Activity Time Rest 3 2.5 min 30 secs 1. Is the activity organized? - Cones, scrimmage vests, balls, goals, field and players 2. Is it reality based (is it soccer?) - Related to Dribbling and Passing the ball 3. Is there repetition? - Dribbling and Passing 4. Is it challenging? Check if the players seem engaged, frustrated or bored 5. Is there coaching? - Positive reinforcement for pressing and tackling the ball Practice Duration 2v2 to Small Goals 24 min Make two 15Wx20L girds with small goals at each end. Focus Team (Blue): #'s 4, 5 and 6 - Attacking Team (Red): #'s 7 and 9 plus 10 and 11. Scoring: Both teams score in the opponent's small goal. Coaching Points Intervals Activity Time Rest 6 2 min 2 min What? Technique of Defending - Speed and Angle of approach, Pressing distance, Body shape, foot work , Type of tackles (Poke or Block). Who should pressure the player with the ball? The defender closer to the attacker with the ball should pressure. Play Duration Scrimmage 26 min Create two equal teams based on the number of players at practice. If possible play 7v7. Play to score in the opponent's goals. All FIFA Laws apply. Focus Team Blue Formation: 1-2-3-1 (#1, #4, #5, #7, #9, #10, and #11) Defending TAam Red Formation: 1-3-2-1 (#1, #2, #3, #4, #6, #8 and #9) Coaching Points Intervals Activity Time Rest 2 11 min 2 min What? Technique: Speed-Angle of approach, Body shape, Footwork,Tackling Where on the field is this likely to happen most often? Defending half of the field. Why do we pressure, and delay? To stop penetration and prevent scoring opportunities.	<urn:uuid:16735c42-2771-4ae5-9142-46cafb4da898>	CC-MAIN-2018-17	http://www.mayouthsoccer.org/FileDownload.aspx?D=+ukZXbiSZXXSx30ClyIyGrqWDMfNvXV5Q1wP8tND39Y=	2018-04-22T20:24:10Z	crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00470.warc.gz	467,249,616	690	eng_Latn	eng_Latn	0.992898	eng_Latn	0.992898	[ "eng_Latn" ]	false	docling	[ 2427 ]	[ 3.1875 ]	1	3
Determine which choice best answers each question. 1) Haley created a chart showing how much money she had at the end of each week. How would you determine how much money she'd have at the end of week 11? Week 2) A chef was cooking batches of chicken. The chart below shows the number of pieces he cooked and how many minutes he cooked them for. How would you determine how long he should cook 11 pieces of chicken? Money 4 3 18 5 24 A. Add 6 to 11 6 B. Add 3 to 11 D. Multiply 3 by 11 36 C. Multiply 6 by 11 3) The chart below shows how many cans you can fit in a certain number of bags. How would you determine the number of cans you'd have for 12 bags? Bags Cans 5 30 4 24 6 36 A. Multiply 24 by 12 7 B. Multiply 6 by 12 D. Multiply 4 by 12 42 C. Add 4 to 12 5) A call center employee created a chart to show the number of calls he took each day. If the trend continues, how would you determine the number of calls she'd take on day 11? Days Calls 5 7 4 6 6 A. Add 2 to 11 7 B. Multiply 4 by 11 D. Add 6 to 11 C. Multiply 2 by 11 Math www.CommonCoreSheets.com 8 9 30 Pieces Cook Time 4 36 3 27 5 45 A. Add 9 to 11 6 54 B. Multiply 9 by 11 D. Multiply 3 by 11 C. Add 3 to 11 4) The chart below shows the number of customers a new restaurant had each day. If the trend continues, how would you determine the number of customers on day 11? Days Customers 3 2 10 4 12 11 5 13 B. Add 8 to 11 A. Multiply 2 by 11 C. Multiply 8 by 11 D. Add 10 to 11 6) Henry was keeping track of the money he had at the end of each day. If the trend continues, how would you determine how much money he'd have on day 9? B. Multiply 2 by 9 A. Add 8 to 9 C. Add 2 to 9 D. Add 10 to 9 10 1-6 Answers 1. C 2. 3. 4. 5. B B B A 6. A 83 67 50 33 17 0 Determine which choice best answers each question. 1) Haley created a chart showing how much money she had at the end of each week. How would you determine how much money she'd have at the end of week 11? 2) A chef was cooking batches of chicken. The chart below shows the number of pieces he cooked and how many minutes he cooked them for. How would you determine how long he should cook 11 pieces of chicken? A. Add 6 to 11 C. Multiply 6 by 11 B. Add 3 to 11 D. Multiply 3 by 11 3) The chart below shows how many cans you can fit in a certain number of bags. How would you determine the number of cans you'd have for 12 bags? B. Multiply 6 by 12 A. Multiply 24 by 12 C. Add 4 to 12 D. Multiply 4 by 12 5) A call center employee created a chart to show the number of calls he took each day. If the trend continues, how would you determine the number of calls she'd take on day 11? D. Add 6 to 11 A. Add 2 to 11 B. Multiply 4 by 11 C. Multiply 2 by 11 Math www.CommonCoreSheets.com B. Multiply 9 by 11 A. Add 9 to 11 C. Add 3 to 11 4) The chart below shows the number of customers a new restaurant had each day. If the trend continues, how would you determine the number of customers on day 11? D. Multiply 3 by 11 B. Add 8 to 11 A. Multiply 2 by 11 C. Multiply 8 by 11 D. Add 10 to 11 6) Henry was keeping track of the money he had at the end of each day. If the trend continues, how would you determine how much money he'd have on day 9? B. Multiply 2 by 9 C. Add 2 to 9 D. Add 10 to 9 A. Add 8 to 9 10 1-6 Answers 1. C 2. 3. 4. 5. B B B A 6. A 83 67 50 33 17 0	<urn:uuid:9f4580fe-6333-4ec5-8ee6-3ba963fe9de9>	CC-MAIN-2018-17	http://www.commoncoresheets.com/Math/Patterns%20and%20Function%20Machines/Continuing%20Pattern%20Rule%20with%20Tables/English/10.pdf	2018-04-22T20:10:33Z	crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00471.warc.gz	383,006,600	1,116	eng_Latn	eng_Latn	0.994839	eng_Latn	0.995133	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1819, 3431 ]	[ 3.75 ]	2	2
Food and Drink Policy Millfield regards snack and meal times as an important part of the nursery's day. Meal times should be a happy, social occasion for children and staff alike. Positive interactions should be shared at these times and enjoyed. Eating represents a social time for children and adults and helps children to learn about healthy eating. We feel it is vital that young children have the opportunity to eat a healthy and well balanced diet. At snack time the children have fresh fruit slices with either whole pasteurised milk or water to drink. At meal times, we aim to provide nutritious food, which meets the children's individual dietary needs, and the full requirements of The EYFS Statutory Framework to promote the good health of children. - When a child starts to attend the nursery, we find out from parents their children's dietary needs and preferences, including any allergies. We record information about each child's dietary needs in her/his registration record and parents sign the record to signify that it is correct. - We display current information about individual children's dietary needs so that all staff are fully informed about them and we implement systems to ensure that children receive only food and drink that is consistent with their dietary needs and preferences as well as their parents' wishes. - We have a three week rolling menu and we display this on the notice board for the information of parents. Parents also receive a copy of the menu in their parent information pack. - We provide nutritious food at all meals and we include a variety of foods from the four main food groups: Meat, fish and protein alternatives; Dairy foods; Grains, cereals and starch vegetables; Fruit and vegetables. We take care not to provide food containing nuts and are especially vigilant where we have a child who has a known allergy to nuts. - We provide vegetarian alternatives for children who require them. - We organise meal and snack times so that they are social occasions in which children and staff participate and we use these times to help children to develop independence through learning to use cutlery, and feeding themselves. Staff set a good example and eat with the children and show good table manners. During meals and snack times children are encouraged to use their manners and say 'please' and 'thank you' and conversation is encouraged. - If a child does not finish his/her first course, he/she will still be given one small helping of dessert. - Children are given time to eat at their own pace and not rushed. - Quantities offered take account of the ages of the children being catered. - No child is ever left alone when eating/drinking to minimise the risk of choking. - We have fresh drinking water constantly available for the children. We inform the children about how to obtain the water and that they can ask for water at any time during the day. - The nursery cook is responsible for the planning of all menus, and for the hygiene of the kitchen area, including all environmental health regulations. All staff members hold the basic food hygiene certificate. - Liz Miller is responsible for all food ordering, purchasing of fresh or frozen items and all hygiene products, as requested by the nursery cook and staff members. All our fresh meat is supplied by Clive Lancaster Butchers in Bingham who provide high quality produce all grown in our local area. All our fruit, vegetables and salad are supplied by Parsnips and Pears in Colton Bassett who grow or source everything locally. All other food products are delivered by Sainbury's and Hygiene items are purchased from Notts County Council Supplies. Policy Reviewed October 2014	<urn:uuid:b9bf004e-a7c8-4c11-b1da-087a86073c59>	CC-MAIN-2018-17	http://millfieldnurseryschool.co.uk/Food%20and%20Drink%20Policy.pdf	2018-04-22T20:05:58Z	crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00472.warc.gz	213,021,339	731	eng_Latn	eng_Latn	0.998647	eng_Latn	0.998667	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2575, 3710 ]	[ 2.859375 ]	1	1
Google Classroom: Technology That Supports the Dyslexic Learner What is Google Classroom? -Google Classroom is a virtual classroom where students can create assignments and collaborate with teachers and peers. How does it benefit the dyslexic learner? - Supports 21 st Century Learning - Multisensory: o Touchscreen devices o Google Read & Write Activity ideas to support the dyslexic learner? - Orton-Gillingham Code Instruction o Digital Student Created Sound Cards and Spelling Generalization Pages o Quizlet - https://quizlet.com/ o Vocabulary Support (Particularly trough Read & Write) o Computer Based Spelling and Code Practice o Recording Student Reading - Additional Ideas o Flipped Classroom Model o Collaborative Writing Assignments o Graphic Organizer Templates o Quick Access to Video and Links Read & Write Quick Guide and Resources Predictive Text Dictionary Play, Pause, and Stop Reading Talk & Type Picture Dictionary PDF Reader Highlighting Tools Video Links * Informational Video https://www.youtube.com/watch?v=F2oV7WVLHIc&t=3s * Free for Teachers www.texthelp.com/freeforteachers * Free Trials and Sign-up https://www.texthelp.com/en-us/products/read-write/ Vocabulary List Maker Notes: _____________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Works Cited Cidrim, L., & Madeiro, F. (2017). Information and Communication Technology (ICT) applied to Dyslexia: Literature Review. Speech, Language, Hearing Sciences and Education Journal, 19(1), 99-108. doi:10.1590/1982-021620171917916 Huang, Y., & Hong, Z. (2015). The effects of a flipped English classroom intervention on students' information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175-193. doi:10.1007/s11423-015-9412- Martin, J. (2015, June 08). Apple vs. Google: The Real Winners Are Students with Dyslexia. Retrieved February 2, 2017, from https://www.forbes.com/sites/noodleeducation/2015/06/08/apple-vs-google-the realwinners-are-students-with-dyslexia/ Martin, J. (2017). Google for Dyslexia: Using Chrome for Reading and Writing (Part One, Two, Three, and Four). Retrieved October 9, 2017, from https://www.noodle.com/articles/google-for-dyslexia-part-one Reid, G., Strnadová, I., & Cumming, T. (2013). Expanding horizons for students with dyslexia in the 21st century: universal design and mobile technology. Journal of Research in Special Educational Needs, 13(3), 175-181. doi:10.1111/1471-3802.12013	<urn:uuid:f53b5621-25b9-4b62-9d61-db4bc0bf052f>	CC-MAIN-2018-17	https://ga.dyslexiaida.org/wp-content/uploads/sites/27/2018/03/Rodriguez-Technology-that-Supports-the-Dyslexic-Learner-Handout-1.pdf	2018-04-22T19:43:42Z	crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00475.warc.gz	622,800,016	661	eng_Latn	eng_Latn	0.703029	eng_Latn	0.909485	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1222, 3101 ]	[ 2.609375 ]	1	1
05 November, 2017 FILE - PRACTICE PROBLEMS SURFACE AREA ANSWERS ARCHIVE Document Filetype: PDF \| 340.5 KB FILE - PRACTICE PROBLEMS SURFACE AREA ANSWERS ARCHIVE Learn to calculate surface area in rectangular coordinates using single integrals [ 7 practice problems with complete solutions ]. Surface Area - Problem Solving on Brilliant, the largest community of math and science problem solvers. Surface area of sphere explained with pictures, examples and practice problems worked out. They have the same Surface Area. Once values of both r and h were known, the volume and surface area formulas were used. Most of the classes have practice problems with. (answers/solutions to the assignment problems are. Solve for the right cylinder ( Make sure you round to. This interactive quiz will allow you to test what you know about lateral surface area. These problems require careful arithmetic since it is often difficult to determine whether or not our answers are reasonable. In this section we want to find the surface area of. Finding the surface area A practice problem for. You will receive your score and answers at the end. MAFS.7.G.2.6 :Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Find the surface area and volume. Round your answer to the. To read FILE - PRACTICE PROBLEMS SURFACE AREA ANSWERS ARCHIVE PDF, please follow the hyperlink and save the document or gain access to additional information which are relevant to FILE - PRACTICE PROBLEMS SURFACE AREA ANSWERS ARCHIVE ebook. Other Useful References Below are some other book linked to "File - Practice Problems Surface Area Answers Archive". Practice Problems Surface Area Answers Learn to calculate surface area in rectangular coordinates using single integrals [ 7 practice problems with complete solutions ]. Surface Area - Problem Solving on Brilliant, the largest community of math and science problem solvers. Surface area of sphere explained with pictures, examples and practice problems worked out. They have the same Surface Area. Once values of both r and h were known, the volume and surface area formulas were used. Most... Study Guide And Intervention Surface Area Geometry Study Guide Intervention Answer Key. Faces Area top and bottom (4 3) (4 3) 24. [download] ebooks study guide and intervention surface area pdf STUDY GUIDE AND INTERVENTION SURFACE AREA Study guide and intervention surface area - electrical installation design guide home ietsimilar albanian style. 1-7 Study Guide and Intervention (continued) Three-Dimensional Figures SURFACE AREA AND VOLUME Surface area is the sum of the areas of each face of a solid.... Study And Intervention Volumes Of Cylinders Part List Volumes of Prisms and Cylinders: Exercises:. If the height and diameter of the cylindrical part are 2.1. The use of connecting cubes during this part of the lesson. How to Find Surface Area of a Cylinder Related Study Materials. In this next activity, you will compare the volumes of a cylinder. In the new linear GCSE Maths paper, you will be required to solve various mathematical problems involving perimeter, area and volume.... Solid Fun Geometry Answer Sheet Three-dimensional figures are best studied in their solid, 3D form. Surface Area & Volume of Rectangular Solids Worksheets- Includes math lessons, 2 practice sheets, homework sheet, and a quiz!. Here you will find our free geometry cheat sheet. Answers for the worksheet on plane figures are given below to check the exact answers of the above questions on solid shapes. 3rd Grade Math Worksheets. Geometry Worksheets Riddles from 1st. You can download... Arc Length And Sector Area Answer Key Arc Lengths and Sector Areas. Find arc lengths and areas of sectors of circles. Have a student use a blank Arc Length and Sector Area handout. What is the length s of the arc, being the portion of the circumference subtended by this. You may use the TAB key to move to the. Solution Manual Industrial Organization Pepall Find all the study resources for Industrial Organization by Lynne Pepall;. Complete Solution Manual for Industrial Organization: Contemporary Theory and Empirical Applications, 5th Edition by Lynne Pepall, Dan Richards, George Norman. Test bank and Solutions Manual is available for the book mentioned below Contemporary Industrial Organization: A Quantitative Approach Lynne Pepall, Dan. Rent Industrial Organization 5th edition (978-1118250303) today, Solution Manual for Industrial Organization Contemporary Theory and Empirical Applications, 5th Edition by... Area Of Polygons Answer Key Area of Polygons and Circles Worksheet Five Pack - Go crazy with this gathering of triangles and rectangles. This animated movie will show you how to find the area of polygons like triangles, trapezoids, and parallelograms. You'll find easy tricks on discovering the area of squares and rectangles and a new twist to finding the area of other parallelograms and their altitudes. Find the area and perimeter of polygons drawn on the... Combination Circuits Practice Problems With Answers In this interactive object, learners analyze a series-parallel DC circuit problem in a series of steps. How to Solve Any Series and Parallel Circuit Problem. Need help with your Electronics - DC homework? EXAMPLE PROBLEM ON RESISTORS IN COMBINATION, CIRCUIT 2. A second charge (q 2) has a magnitude of -1.5x10-6 C and is located 0.12m from the first charge Practice Problems: The Basics of Electrostatics Click here to see the solutions.... 8.2 Use Properties Of Parallelograms Answers G.2 SOL Review 12 Notes 8.2 Properties of Parallelograms and 8.3 Proving Parallelograms 8.2 and 8.3 Practice Problems. Objective: Find side lengths and angle measures in parallelograms. The formula to calculate the area of a parallelogram is. Write your answer in the space provided. 1) Your search for "properties of parallelograms worksheet answers lesson 9 1. Diffusion And Osmosis Problems Answer Key Diffusion and Osmosis Introduction: Atoms and molecules are the building blocks of cells. Showing top 8 worksheets in the category - Osmosis Answer Key. Practice problems osmosis and water potential answers. Net diffusion of water will be from inside the cell to. This lab addresses osmosis and diffusion and the function of these processes in. Cell _____ Environment _____ hypotonic hypertonic Water leaves the cell and it shrivels or shrinks 2. Some... Practice Mole Problems Gpb Answer Key Browse and Read Practice Mole Problems Gpb Answer Key Practice Mole Problems Gpb Answer Key Bargaining with reading habit is no need. GPB 7.11a KEY Work each of the following problems. Download and Read Practice Mole Problems Gpb Answer Key Practice Mole Problems Gpb Answer Key Where you can find the practice mole problems gpb answer key easily?. Download and Read Practice Mole Problems Answer Key Gpb Practice Mole Problems Answer Key...	<urn:uuid:2b28b57b-ff9d-4869-b1e4-37c195fe6137>	CC-MAIN-2018-17	http://meetup.wptoronto.com/ubk6hj5l-practice-problems-surface-area-answers.pdf	2018-04-22T19:44:18Z	crawl-data/CC-MAIN-2018-17/segments/1524125945648.77/warc/CC-MAIN-20180422193501-20180422213501-00477.warc.gz	200,265,033	1,492	eng_Latn	eng_Latn	0.820923	eng_Latn	0.986583	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 107, 1643, 3748, 5635, 7026 ]	[ 3.1875 ]	1	0
The Silent Killer of Millions in Poor Countries Pollution Pollution is the leading cause of death in low- and middleincome countries. Exposures to polluted soil, water and air (both indoor and outdoor) resulted in 8.4 million deaths in 2012 in these countries. More than one in seven deaths in the world are pollution-related. What is Pollution? Pollution is contaminated water, soil, and air that is harmful or poisonous, caused by human activity. Pollution comes in many forms, and each has a distinct set of solutions. Particulates from power plants, cars and trucks pollute outdoor air. Cook stoves poison indoor air. Mercury and other heavy metals from industry and mining contaminate soil, water and food. Sewage pollutes local river systems. How Does it Kill People? Pollution causes various cancers, heart diseases and lung diseases, to name just a few. The chart below shows how much pollution adds to disease, resulting in much higher death tolls. Pollution especially harms children and can cause birth defects, developmental and neurological disabilities, immune system damage, and many diseases. It also can severely hamper economic growth by degrading human and natural resources. Comparatively, death by pollution is larger than any other major cause. Clearly there is a need for attention and investment and prevention. Billions spent on sanitation, malaria, HIV and TB have had a major impact in improving health. It's time to turn our attention to pollution. Leading Causes of Deaths 4,5 and Portion Caused by Pollution (World—2012) Sources: WHO, GAHP, and IHME ALRI: Acute Lower Respiratory Disease COPD: Chronic Obstructive Pulmonary Disease IHD: Ischaemic Heart Disease References 2 Contaminated sites data extrapolated from GAHP database 1 Air pollution estimates for 2012. Available at http://www.who.int/ phe/health_topics/outdoorair/ databases/en/ 3 WHO 2012 http://www.who.int/ water_sanitation_health/gbd_ poor_water/en/ 5 Institute for Health Metrics and Evaluation (IHME). Data for 2010. http://vizhub.healthdata.org/gbdcause-patterns/ 4 World Health Organization (WHO). The top 10 causes of death. http:// www.who.int/mediacentre/factsheets/fs310/en/ Pollution is overwhelmingly a poor country problem. The majority—94 percent—of the burden of disease from pollution falls on low- and middle-income countries, the countries least equipped to deal with the problem. Pollution has, for the most part, been controlled in wealthy countries, but poor people in developing countries, especially women and children, continue to be poisoned, suﬀer lifelong disabilities, and die prematurely from pollution. Why Should Wealthy Countries Care? Our economy is global and so are the pollutants. Contaminated air from China can now be measured in other countries, mercury from gold mining and coal plants can be found in our ﬁsh, and arsenic has been found in our rice. Many highly polluting industries have moved overseas to poor countries lacking environmental regulations and technology. Clean technologies and green growth are possible for emerging economies and can prevent decades of future contamination that will impact us all. Western nations have had success in cleaning up their toxic and legacy pollution and can now transfer technology and funding to low- and middle-income countries. will mitigate climate change, reduce threats to biodiversity, and save lives right now. Glancing through the program priorities of major international organizations, the low priority of pollution issues is startling, given its impact. The likely reason for this is a lack of awareness, as well as not knowing where to begin to address this complex set of problems. The Global Alliance on Health and Pollution (GAHP) is galvanizing resources to assist low- and middle-income countries address priority pollution problems. As well as educating on all forms of pollution, GAHP assists countries to: — Identify and assess toxic pollutant threats, especially for contaminated sites; —Implement solutions to save lives. — Create a planning process to prioritize action for problems posing the greatest risk to human health; The technology and knowledge exists in wealthy countries to address this health and economic threat. Solutions can be implemented in low- and middle-incomes countries for a fraction of the cost spent in the West addressing legacy toxic pollutants from industrialization. How Can We Fix This Problem? Prioritizing the prevention and clean-up of toxic pollution Pollution is not inevitable. It is a problem that is solvable, in our lifetime. Sources: WHO, GAHP, CDC, and IHME (2012) References 7 WHO. Global Health Observatory Data Repository. Deaths 2012. http://apps.who.int/gho/data/ node.main.CODWORLD?lang=en 2 Contaminated sites data extrapolated from GAHP database 1 Air pollution estimates for 2012. Available at http://www.who.int/phe/health_topics/outdoorair/ databases/en/ 3 WHO. http://www.who.int/water_sanitation_health/gbd_poor_water/en/ 5 WHO. Malaria deaths 2012. http://www.who.int/mediacentre/factsheets/fs094/en/ 4 WHO. HIV deaths per coutry 2012. http://apps.who.int/gho/data/node.main.623 6 WHO. Number of deaths due to tuberculosis, excluding HIV. 2012. Available at http://apps.who. int/gho/data/view.main.57016?lang=en 9 WHO. Climate change and health. http://www.who.int/mediacentre/factsheets/fs266/en/ 8 CDC. 2014 Ebola Outbreak in West Africa. http://www.cdc.gov/vhf/ebola/outbreaks/2014-westafrica/index.html 10 Institute for Health Metrics and Evaluation (IHME). Data for 2010. http://vizhub.healthdata.org/ gbd-cause-patterns/	<urn:uuid:00a94cc3-c86c-4784-9c6a-c25c399805a7>	CC-MAIN-2017-43	http://gahp.net/wp-content/uploads/2014/12/GAHP-PollutionSummaryNov2014DRAFT.pdf	2017-10-19T01:59:51Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00492.warc.gz	143,597,502	1,249	eng_Latn	eng_Latn	0.993482	eng_Latn	0.993803	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2203, 5628 ]	[ 2.953125 ]	2	0
activity Pick-a-letter Instructions: Circle the initial letter for each picture	<urn:uuid:52bd07f0-5702-4963-bf97-0ddcb0f2714a>	CC-MAIN-2017-43	https://www.wimpykids.co.za/images/activities/downloads/math/math_blue.pdf	2017-10-19T01:55:52Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00491.warc.gz	1,047,090,226	18	eng_Latn	eng_Latn	0.970144	eng_Latn	0.970144	[ "eng_Latn" ]	false	docling	[ 81 ]	[ 2.640625 ]	1	1
Class #3: Experiment Signals, Instrumentation, and Basic Circuits Purpose: The objectives of this experiment are to gain some experience with the tools we use (i.e. the electronic test and measuring equipment and the analysis software) and to gain some fundamental understanding of voltage dividers. Background: Before doing this experiment, students should be able to - Apply Ohm's Law to determine the current through a resistor - Determine the values of series and parallel combinations of resistors - Identify the audible frequency spectrum in humans - Identify the value of standard, low wattage resistors from the color and pattern of their stripes - Download and install software on a Windows machine Learning Outcomes: Students will be able to - Use a digital Multimeter (DMM) to measure DC resistance values and DC voltages in simple resistive circuits. - Build, test and simulate a simple resistive voltage divider and demonstrate conditions under which measurement devices (e.g. DMM or oscilloscope) significantly affect the operation of the circuit. Then, use the changes in voltages caused by the measurement devices to determine the resistance of the measurement device. - Be able to build simple resistive circuits driven by constant and periodic voltage sources using a small protoboard (aka breadboard). - Use an oscilloscope to measure and display the voltages in a simple resistive circuit driven by a sinusoidal voltage from a function generator. - Fully annotate voltage plots obtained from physical experiments, including such signal characteristics as frequency (both types), period, amplitude, average or DC offset, etc. and identify where on a standard circuit diagram the voltages are found. - Articulate a series of questions posed about simple circuits and answer the questions using fully annotated data obtained from physical experiments. - Develop the circuit model of a physical battery using an ideal voltage source and an ideal resistor. - Calculate the power delivered by a battery and dissipated in a resistor. Equipment Required - Analog Discovery With Digilent Waveforms - Oscilloscope Analog Discovery - Function Generator Analog Discovery - DC Power Supply Analog Discovery & Batteries - DVM Analog Discovery - DMM Benchtop or Hand-Held Digital Multi-meter - Two 100 Ohm resistors, two 1M Ohm resistors and two 1k Ohm resistors. - Protoboard Pre-Lab Required Reading: Before beginning the lab, at least one team member must read over and be generally acquainted with this document and the other reading & video materials. Hand-Drawn Circuit Diagrams: Before beginning the lab, hand-drawn circuit diagrams must be prepared for all circuits either to be analyzed using a SPICE program or physically built and characterized using your Analog Discovery board. Part A – Sine Waves and Hearing In this exercise, a function generator will be used to produce electrical signals with various shapes, including sine waves. Our objective is to learn about the basic properties of sine waves and related signals by seeing them, hearing them and analyzing them with the oscilloscope and audio output capabilities of the Analog Discovery. You will need a set of ear buds or something similar to hear the audio. We will also demonstrate some interesting facts about human hearing and speech. Background Equipment: What formerly would require the use of an entire workbench of equipment can now be accomplished using the Analog Discovery (see Figure A-1 below) and a laptop computer. This board, coupled with the Digilent Waveforms software, can produce the same functionality as each of the following pieces of equipment (and more): a two channel oscilloscope (scope), a digital voltmeter (DVM), two DC power supplies and a two channel function generator. The digital voltmeter (DVM) has 2 channels (Here we use the Scope Channel 1+ (Orange) and Scope Channel 2+ (Blue)). (In Wavesforms 2015, use Logger) The scope is a measuring device that lets you view a plot of a voltage signal vs time. The DC power supplies generate constant DC voltage signals (like a battery). The function generator creates a voltage signal that varies with time. The PC is an integral part of the equipment setup. You use it to simulate many of the circuits you will build (using a SPICE program), as well as to operate Analog Discovery. The function generator can be programmed to generate waves with specified amplitude and frequency. Ear buds and speakers convert an electrical signal to sound that we then can hear. The oscilloscope analyzes an electrical signal and displays a picture of the signal. The combination of the oscilloscope and audio output allows us to see with our eyes what we are hearing with our ears. The two function generators are labeled as Waveform Generator W1 (Yellow) and Waveform Generator W2 (Yellow/White). We will start with only one of the function generators in this experiment (Waveform Generator W1). See Figure A-1. The sine wave equation: All of us should have studied the sine and cosine trigonometric functions in math and physics classes. A sine wave is described by an equation of the form v (t) = A sin (2ft) = A sin (t), where the variable t represents time. We use the term "wave'" because the shape is similar to a water wave that you might see on an ocean or a lake. As shown in Figure A-2, a sine wave is characterized by two parameters, called amplitude (A) and frequency (f). The amplitude A determines the maximum value that the sine wave achieves along the vertical axis. The sine wave takes on values between +A and -A at various times. The frequency f of the sine wave can be understood as follows. Notice that the sine wave reaches its peak value of +A at regular intervals. The time between adjacent peaks is called the period of the sine wave. The period is denoted by the letter T and it is measured in units of seconds (sec). The frequency is defined as the number of times per second that the sine wave achieves the peak value of +A. Since adjacent peaks are separated by T sec, the wave achieves 1/T peaks per second. Hence the frequency f is equal to 1/T, and the units of frequency are sec -1 . Another name for the unit sec -1 is Hertz, or Hz for short. It is usual to denote the product 2f as , where is called the angular frequency in electronics. (In physics, this is the rate of change of the angle in a rotating system, called angular velocity.) Note that one of the most common mistakes made in this class is confusing f and . Adding a DC offset: If we add a DC offset voltage to the sine wave signal, as shown in Figure A-3, it moves the wave such that it is centered around VDC, the DC offset. The equation becomes v (t) = A sin(2ft)+VDC. In electronics, the AC and DC parts of a signal can be treated as two mutually exclusive entities. Scalar measurement of sine waves: Measurement devices do not usually give us the voltage amplitude A directly. Rather they determine VP-P (the peak-to-peak voltage) or VRMS (the RMS voltage). The peak-to-peak amplitude is the difference between the largest positive value of the sine wave and the largest negative value of the sine wave, so it should be nearly equal to A - (-A) = 2A. The RMS value is determined by taking the square root of the average of the square of the voltage. Since the voltages here are sinusoids 414 .1 2 V V RMS V . Note that in electronics the RMS voltage depends only on the time-varying amplitude and not on any offset. Impedance and resistance: You should be familiar with the term resistance. It is a measure of the degree to which a resistor resists the flow of electrons. Circuits that have a combination of components (some of which are not resistors) also affect the flow of electrons. However, the behavior of these circuits is more complicated because it varies with the frequency of the signal. We call this complicated response "impedance." Both resistance and impedance are measured in Ohms () and the terms are often used interchangeably. Human hearing: We are exposed to a wide variety of sounds every day. We hear a sound after our brain processes the sensations recorded by our ears. Two attributes that are commonly used to characterize sounds are loudness (amplitude) and pitch (frequency). Loudness, of course, refers to how loud or intense we perceive the sound to be. Pitch refers to whether we perceive the sound to be high or low. For example, the sound of an ambulance siren has a higher pitch than the sound of a fog horn. Keep in mind that your ear is a biological system. It is designed to hear certain pitches better than others even though, technically, they have the same loudness. Experiment A.1) Setting up a Sine Wave on the Function Generator For the first experiment, we need to set up a sinusoidal voltage. Set up Analog Discovery to generate a signal from function generator 1 (W1, GND) and measure it with scope channel 1 (1+, 1-). This can either be done by connecting the wires directly (Orange to Yellow and Orange/White to Black) or using a protoboard. Both options are shown in Figure A-4. Note that the connection pins that come with Analog Discovery can be broken apart, but it is helpful often to have some remain in pairs or other combinations. After correctly installing the Digilent Waveforms software and connecting the Analog Discovery, open the software and select the WaveGen (for the function generator) and the Scope (for the oscilloscope) from the Digilent Waveforms window. You should see the window similar to that shown in Figure A-5 (with 'Basic' selected) for the function generator and the window shown in Figure A-6 for the scope. The values for various parameters shown in both windows will likely be different. We will set those up next. Function Generator: - First we will set the frequency. The frequency of the function generator is adjusted as follows: - Make sure that you choose the channel or channels you are using in the "Channels" menu. The default choice when Waveforms starts is usually Channel 1 (AWG1). If this is the case, you do not need to use the Channels drop down menu. We only need one Function Generator in this experiment. Note that we will use Function Generator and Arbitrary Waveform Generator (AWG) pretty much interchangeably. This system can produce any time-varying signal, so it is an AWG, but we mostly use it to produce sine, triangular and square waves like a function generator. - Make sure that the "Frequency" box is checked and AWG configuration mode is "Basic". Select the "Frequency" box or drag the "frequency bar" for Ch.1. Set it to display 1kHz. - Amplitude: Make sure the Amplitude is checked. Set the voltage amplitude to 200mV. - Your WaveGen window should look like Figure A-5. Make sure is showing. Scope: - First we set up the vertical and horizontal scales for the display. On scope channel C1, select the Volts/div to 100mV, the offset to 0 V. Uncheck C2, since we will not be using channel 2. The Time/div should be set at 200µs/div. The voltage and time scale settings are found on the right hand side of the scope window. - To make a measurement, connect the source (W1) to scope input (1+) and scope input (1-) to ground. Make sure the connections you made above are good. - When you are ready, press the "Run AWG1" button on the WaveGen and the "Run" button on the Scope. These are the 'On' buttons for the function generator and scope, respectively. If you cannot see a signal on the scope, double-check to make sure all of the settings are correct. - Change the frequency up or down as desired. How does this change the signal on the scope? The purpose of this step is to see what kind of signals this setup can produce. You should play around a little with different frequencies, voltage amplitudes, signal shapes, etc. - Set WaveGen again so the display reads 1kHz and the amplitude is 200mV with no offset. Use the 'Copy Window as Image' option in the Edit drop down menu on the Scope and paste the image in your report document. Clearly label both the amplitude and period of the signal you have measured. Run Button A.2) Using the Audio Output from Analog Discovery We now wish to connect the function generator, the scope and earphones to perform some simple experiments. - Start by measuring the resistance of each channel for your ear buds or earphones (from left or right to ground or common) using a desktop or handheld DMM. We only need an approximate value for the resistance, so any device can be used for this purpose. There are typically two types of connectors used for earbuds, depending on whether or not a microphone is included. Both are shown below. - Plug your ear buds into the audio output on the Analog Discovery. Do not do this with the ear buds in your ears. The volume may be too high. It is prudent to turn on the volume with the ear buds away from your ears and bring them closer until you are sure the volume level is comfortable. You should hear only one channel. If you use both AWG sources you will hear both channels. - Adjust the volume of the signal to a comfortable level by changing the amplitude of the signal. By comfortable level, we mean the lowest amplitude that allows you to hear a distinct sound. What is the value of the voltage amplitude that you have selected? - Let us investigate how our perception of loudness changes as the frequency of the sine wave is varied. With the sine wave amplitude fixed at your comfortable level, vary the frequency over the range from 100Hz to 10,000Hz. Try cycling through the following frequencies, without changing the signal amplitude: 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000, 2000, 3000, 4000, 5000, 6000, 7000, 8000, 9000, and 10,000Hz. Which frequency do you hear the loudest? Is there any variation among the members of your team? If you have problems discerning significant differences in loudness, try a different set of ear buds. Experiment with the Equipment At this point, you will have put the function generator and scope through some basic tasks. Experiment with the other features of the function generator and see what happens. Some very interesting and annoying waves can be produced. Play around a little and then find a particular set of operating conditions that you find the most interesting. Under what circumstances might you experience the sounds you have produced or generally when might you encounter a waveform like the one you have displayed on your scope? Summary You should now know how to set up voltage signals with the function generator feature, connect the function generator output to the scope input and display them using the oscilloscope feature. You should understand the pitch/frequency and amplitude/volume relationships, and know how these relate to human hearing. Part B – Voltage Dividers and Measuring Equipment In this part of the experiment you will be learn that equipment isn't ideal and that "real" behavior must be taken into account when making measurements. You will look at batteries and measure the effective internal resistance; they aren't ideal voltage sources. You will also look at the behavior of two voltage dividers when a DC voltage and an AC voltage are applied. You will use circuit analysis to examine the behavior of these circuits. Background Impedance: Every piece of electrical equipment has an effect on the circuit you connect it to. Just as it is impossible to design a dynamic mechanical system without friction (that resists motion), it is impossible to design an electrical system without impedance (that resists the flow of electrons). Impedance has two effects on an electrical system. It changes its magnitude (the value of the voltage) and its phase (voltage behavior over time). If the impedance affects only magnitude, then we call it resistance. Each electrical measurement device has an internal impedance, and this is also true for the Analog Discovery. The impedances we will concern ourselves with in this class are listed in Table B-1 below: (These values aren't exactly correct, but they still can be used to make the point.) Table B-1 Note that presently we are only concerned about the effect of the equipment on the magnitude (resistance component) of the impedance. Also note that the devices are designed to have minimal effect on any circuit they are connected to. In this part of the experiment, we will examine how much of an effect the equipment has. Voltage dividers: In order to analyze the effect of the equipment, we need to understand a fundamental concept of circuit analysis called a voltage divider. Basically, when a voltage in a circuit is applied across two or more resistances, it divides up in a manner proportional to the resistances. That is, a larger resistance will have a larger voltage drop and that voltage drop will be proportional to the size of the resistance divided by the total resistance of a circuit. - 7 - In Figure B-1 above, Vin is divided between R1 and R2. Mathematically, this can be expressed: Note that R1+R2 is the total resistance of the circuit. We can use a voltage divider to determine how much effect a device has on a circuit, or in this case, the effect that a circuit has on a device. In the simple electrical model of the battery shown in Figure B-2, the internal resistance of the battery depends on the battery size and chemistry. This is a simple model that ignores much of the internal chemistry including changes as the battery is discharged. The default assumption normally is that the voltage output of a battery doesn't change with the load. We will investigate how this works in an actual circuit. The output of the battery is measured using the Analog Discovery with and without a load resister. Remember that Rbat represents the internal model of the battery. You do not add this resister to the circuit. Rload represents the load, or combined resistance of whatever circuit you place on the source. Using the voltage divider rule, we know Series and parallel circuits: Another fundamental concept we need to understand in order to analyze the circuits we will build is how to mathematically combine resistances. If any number of resistances are connected in series, you simply add them to find the total resistance. If any number of resistances are wired in parallel, the total resistance is the reciprocal of the sum of the reciprocals of all of the resistances. This is summarized in Figure B-3. Note that the voltage divider rule applies only to series circuits. Any time we use our measuring devices to measure the voltage across a device, as illustrated in Figure B-4, we are combining that device in parallel with the resistance we are measuring. So just connecting the oscilloscope will affect the quantity to be measured. In this case the effective load resistance on the battery is Rtotal and it is the parallel combination of the scope impedance (1Meg) with the resistance of the load resistor (Rload). This results in total load resistance, Rtotal. Once you have the total load resistance, RT, you can use the voltage divider rule to find the internal resistance of the battery. Note that, since the voltage drop across any number of resistors in parallel is the same, VRtotal is equal to VRload. Other basic circuit components: There are two other basic circuit components: capacitors and inductors. To combine capacitors in series take the reciprocal of the sum of the reciprocals. To combine capacitors in parallel, simply add the capacitances. [Note: This is the opposite of combining resistors.] Inductors combine like resistors. To combine inductors in series, you add them. To combine them in parallel, you take the reciprocal of the sum of the reciprocals. Experiment B.1) Some DC Measurements We will look at what happens when we apply a load to a battery. We will be using batteries extensively in this course, so understanding their basic electrical properties is critical. We will be making DC measurements, like we do with a typical multi-meter. For this section, shut off the scope, go to the main Waveforms window and select Voltmeter from the 'More Measurements' drop down menu. When this is enabled, it will use the inputs for the scope channels, but it is better to have the scope off to avoid confusion. - Measure the voltage of a 9V "Heavy Duty" battery without any load. Simply connect the battery to the protoboard and connect the leads from the protoboard to the 1+ (Scope Channel 1 Positive (orange)) and 1(Scope Channel 1 Negative (orange-white)). Note that, when we make most measurements in this course, they will be single-ended (referenced to ground). Then you need to touch the 1+ wire to the point of interest. To do this, the negative input 1- and GND must be connected. When we make what are called differential measurements, we use the two wires but do not connect the ground. We will return to that in a future experiment. In this case the load is an open circuit (infinite resistance) because we have added no load to the battery; the input resistance of the Analog Discovery is also so large compared to the range of battery resistance listed above, that it can also be ignored. Record the value of the voltage you measure. (It will also be useful to check your measurement with a multi-meter if you have one. This extra step is not required.) - Now add a load to the battery, as in Figure B-5. The load is two 100Ω resistors in series. We will discuss why two resistors are used a little later. Set up the circuit so that you can add and remove the load quickly, leaving it disconnected unless you are making a measurement. This just means wire it so that it is easy to pull out and reinstall one end of one resistor. You should only connect the load to the battery for a short moment (a second or two) long enough to make the measurement. If you leave the resistors connected, your battery will drain down quickly and will definitely not last a full semester. Record the voltage displayed in the Voltmeter window of the Analog Discovery with the resistive load disconnected. Then connect the resistors, quickly record the new voltage, and quickly disconnect the load. You may want to repeat this a few times to find the typical change of voltage with and without the load. Remember to record the unloaded battery voltage as well as the change in voltage. In the figure, A1+ is 1+ and A1- is 1-. The A reminds us this is an analog measurement. - Repeat the experiment with a different battery from a plastic case the TAs will place on the center table. Choices are a 9V Alkaline, a pack of 2 AA alkaline batteries in series, and a watch battery. If you do a low voltage battery it may be wise to load the battery with only one 100Ω resistor. - Share data with other teams so that you have numbers for at least 4 battery types. - As noted under Figure B-4, the information you have just obtained about each battery using a voltage divider can be used to determine the internal resistance of the battery. What is the internal resistance of the two batteries characterized by your team? B.2) Some AC Measurements The part above showed that the load can effect the equipment, in this case a battery. Now we will look at how the instrument can affect the circuit. The Analog Discovery oscilloscope can load the circuit and affect the circuit to be measured. Now you can shut off the Voltmeter and turn on the Scope again. - Use the function generator, W1, of the Analog Discovery to put an AC signal on a resistor divider circuit shown in Figure B-6. Set the Function Generator to 1kHz and Amplitude to .5 V (since the goal is 1VP-P) . Use R1 = 1kΩ and R2 = 1kΩ. Take data and plot the output using Excel. Make all the connections on the protoboard. In the circuit above, A1+ is analog input + which is 1+ for Analog Discovery. A1- is 1-, A2+ is 2+, A2- is 2-. GND is Ground. The Function Generator output is W1. Only one ground connection has to be made from the Analog Discovery because the Function Generators (W1 & W2) are connected internally to ground. - Calculate the ratio of the voltage measured on 2+ to the voltage on 1+. - Repeat the experiment using R1 = R2 = 1MegΩ resistors. Again create a plot of the voltages and calculate the ratio of the voltages. - The more exact model of this measurement is given in Figure B-7, were RA1+ and RA2+ represent the effective internal input resistances of the analog input channels of the Analog Discovery. The effective input resistance of A1+ can be ignored (Do you know why?), but the input resistance of A2+ effects the measurement. Using the measurements above, estimate the value of RA2+. Useful Hints: - You can copy an image of the plot to Microsoft. Word by "Edit – Copy as Image" - You can save the data in a csv file, which you can open in Excel, using "Export." - You can change the thickness of the line segment by: Right click on the plot – select and change the plot thickness. B.3) Power Calculations and Impedance Matching Now we will look at the power associated with the battery circuit - Power Ratings: In part B.1 you used two resistors in series. The effective resistance of resistors in series is simply the sum of the resistances. So why use two 100Ω resistors in series when we could use one 200Ω resistor? Power rating is the answer. R V R I IV P / 2 2 where P is the power, V, I, and R are the voltage, current, and resistance of the load. The power is in Watts if you use Volts, Amps and Ohms. Our resistors have a power rating of ¼ watt. o Calculate the total power out of the battery for part B.1 for just the 9V battery measurements. o Calculate the power per resistor. Ask for help if it isn't now clear as to why we used 2 resistors rather than one for this measurement. o Calculate the total power out of the battery for part B.1 for the 2 AA battery pack. - Impedance matching: Impedance matching is important with weak signals, not with batteries. Even so, the concept can be demonstrated using our circuits. Don't wire this circuit; it would cause excessive heating and a rapid discharge of the battery. For this part assume that you have a 9V battery with an internal resistance of 30Ω. Using Figure B-2, calculate the voltage that would be measured across the load if the load resistance is 100Ω, 60Ω, 30Ω, 20Ω, and 15Ω. For each load resistance, determine the power that would be dissipated in the load resistor. Plot the power dissipated vs. the load resistance. If you did this correctly, you will see that the maximum power in the load occurs when the load resistance is equal to the internal battery resistance. This is call impedance matching. Summary You should now understand how to calculate the effective resistance of resistors in series and/or in parallel. You have an appreciation of AC and DC signals, and that the load and/or the equipment affects the voltages and currents in the circuit. Lastly you should be comfortable with using the Analog Discovery, including the function generator, the oscilloscope and the voltmeter. Report Be sure you have answered all of the questions in the text. A report format will be provided for you, but it will largely just be a list of the questions.	<urn:uuid:a1cef95a-5c7a-41e4-9c95-8f9b7dd2693b>	CC-MAIN-2017-43	https://www.ecse.rpi.edu/courses/F17/ECSE-1010/assignments/1010%20Analog_Discovery%20and%20Voltage%20Dividers%20v2.pdf	2017-10-19T01:40:17Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00489.warc.gz	927,305,389	6,081	eng_Latn	eng_Latn	0.997169	eng_Latn	0.998132	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2807, 5632, 6867, 9310, 11875, 14364, 17024, 18562, 19865, 23851, 26257, 27369 ]	[ 3.859375, 1.6171875 ]	1	0
Name: _______________________ Date: _________________ Spinner Simulation 1) Spin the simulation 5 times. Based on evidence from these 5 spins, conclude what the experimental (empirical) and theoretical probabilities definitions are: a) Experimental (Empirical) Probability b) Theoretical Probability 2) Pick one color and try to make it more likely that you will spin that color. Test the spinner 20 times. Did you really spin that color more often? Provide details as to why the color did spin more often or not. 3) Set as many sectors as you wish. Look at the measurement (in degrees) of the sectors and try to predict the chances for any sector to be selected. Simulate many games to see if you predicted the chances correctly. Change the number of sectors, how does this change the measurement (in degrees) of the sectors and the chance for any sector to be selected? 4) Create a game that is fair for 5 different colors. What fraction is each color? 5) Create a game that is fair for 4 different colors. What fraction is each color? Do you notice a pattern? Explain. 6) How can you ensure that a spinner is fair no matter how many colors or sections it has? 7) Create a fair game with 6 different sections. Now, run the simulation a total 20 spins and record your results. 8) Now, run the simulation again, but this time, simulate a total of 1,000 spins. Then, again with 50,000 spins. Record your results below in the same table together. 9) Compare your results from the previous 3 experiments using 20, 1,000, and 100,000 simulations. Do your results differ from each other? Why or why not? 10) From your evidence, can you state a natural law found in the world? Explain it's meaning and give support to justify your claim.	<urn:uuid:9633ec71-5868-4d57-8dc6-2b8c537db0b0>	CC-MAIN-2017-43	http://projectprobability.weebly.com/uploads/6/8/5/3/68534449/lawoflargenumbers.pdf	2017-10-19T01:47:55Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00492.warc.gz	282,971,589	661	eng_Latn	eng_Latn	0.995063	eng_Latn	0.99675	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 966, 1614, 1748 ]	[ 4.25 ]	2	1
Through Another's Eyes [1] One of the great things about good books is that they can reveal life through another person's eyes. That revelation is especially engaging when the character has some barrier to ordinary self expression. I recently read two fine books that offer fresh perspectives on school and life in general from characters who have trouble communicating with the world. Out of My Mind [2] by Sharon M. Draper is the story of Melody Brooks, a fifth grade girl who has spastic bilateral quadriplegia, also known as cerebral palsy. It limits her body, not her mind. The only parts of her body she can control are her thumbs. Her mind is full of words, knowledge, and opinions that she can't express because she can't speak or write. Melody is a strong, affectionate, and very funny observer of her narrow world. This is the triumphant story of how a teacher's aide and a dedicated neighbor help unlock Melody's mind and give her a voice. Caitlin Smith has a different set of challenges communicating with the people around her. She has Asperger's Syndrome. Though her body and speech aren't limited, she has trouble relating to her own emotions and to those of others. This is especially troubling because her older brother was killed in a school shooting. Caitlin thinks of the tragedy as "The Day Our Life Fell Apart." Now she and her Dad are alone and her inability to process emotions makes it difficult for them to live with the loss. A sympathetic school counselor spends time with Caitlin each day to help her deal with her grief, learn about empathy, and to show her how to respond to the social cues of her classmates. Mockingbird [3] by Kathryn Erskine gives insight into the thoughts and feelings of a unique individual. Both of these excellent books are recommended for readers in 4th-6th grade. They are entertaining, compelling and guaranteed to make you wonder about the thoughts and feelings of people you see every day, but have never spoken to...yet. Blogs: Oh, the Thinks You Can Think [4] Reviews Subjects: Family Relationships [5] Female Friendships [6] Realistic [7] Reviews Titles: Mockingbird [8] Out of my mind : [a novel] [9] Posted by Mary F. on March 13, 2012	<urn:uuid:d568abc0-1433-48f5-bc4a-dacb210c8506>	CC-MAIN-2017-43	https://monroe.lib.in.us/printpdf/blogs/oh-thinks-you-can-think/through-anothers-eyes?page=2	2017-10-19T02:14:40Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00493.warc.gz	752,654,275	497	eng_Latn	eng_Latn	0.999139	eng_Latn	0.999139	[ "eng_Latn" ]	false	docling	[ 2227 ]	[ 2.265625 ]	49	2
Using Survivor Testimony to understand resistance in the Holocaust Submitted by Carrie McCallum, St. Helens High School, St. Helens, OR Carrie McCallum began teaching Language Arts at St. Helens High School in St. Helens, Oregon twelve years ago. In 2011, Carrie began teaching a semester elective course on Holocaust and genocide literature, after nine years of teaching Holocaust related curriculum in her Language Arts 9 classes. Carrie has attended numerous workshops related to teaching about the Holocaust, such as the Belfer conference at the United States Holocaust Memorial Museum in Washington, DC, and has received fellowships to attend the Memorial Library Summer Seminar and the Jewish Foundation for the Righteous Summer Seminar for teachers, both in New York City. In addition, Carrie participated in the Holocaust and Jewish Resistance Teacher's Program in the summer of 2011, where she traveled to Israel, Germany, and Poland to visit museums and authentic sites related to the Holocaust. Carrie is also a member of the Washington State Holocaust Education Resource Center's education advisory committee and the Oregon Holocaust Resource Center's education committee. Subject: Language Arts or Social Studies Grade Level: Can be adapted for grades 6-12 Duration: At least two hour long class periods, additional time for project research Overview: Students will view survivor testimonies that relate to the concept of resistance in the Holocaust and will discover that the concept of resistance takes on many forms. Students will also explore what it means to be a bystander and a perpetrator. Objectives: To help students understand that resistance comes in many forms. To help students understand the terms bystander and perpetrator. Activities and Procedures: Follow-up Project: In order to be certain that students understand that there were different types of resistance, such as the partisans, spiritual resistance, uprisings in the ghettos, sabotage, covert pictures that were taken or diaries that were kept, etc., students will begin researching topics that relate to resistance. They will spend at least two days researching and preparing poster or PowerPoint presentations on topics such as the ones listed below: * Warsaw Ghetto Uprising – Mordecai Anielewicz, Vladka Meed * Spiritual Resistance – Emanuel Ringelblum, Janusz Korczak * Vilna Partisans – Abba Kovner, Hirsh Glik, Yitzhak Wittenberg * The Baum Gruppe * The White Rose – Hans and Sophie Scholl * The Bielski Partisans * Sobibór Uprising – Leon "Leibl" Feldhandler, Lt. Aleksandr "Sasha" Pechersky * Auschwitz-Birkenau Uprising – Rosa Robota, Ella Gartner * Dietrich Bonhoeffer * Jewish Fighters/Parachutists from Palestine – Hannah Szenes (Senesh) * Rescuers such as Corrie Ten Boom, Irene Sendler, Chiune Sugihara, Oskar Schindler, etc. * Le Chambon-sur-Lignon – Andre Trocme * Diarists such as Anne Frank, Chaim Kaplan, Petr Ginz, etc. * Jehovah's Witnesses resistance Students should be encouraged to use reputable websites, such as the United States Holocaust Memorial Museum (www.ushmm.org), Yad Vashem (www.yadvashem.org), and The Jewish Partisan Educational Foundation (www.jewishpartisans.org) to conduct their research. They also need to include primary source documents in their presentations, such as photographs, songs, letters, maps, or diary entries, which help them illustrate the answers to the following questions: 1. Who was this individual or who was part of this group? 2. Where and when did this resistance take place? 3. Why did this individual or group resist? 4. What specifically did this group do to resist? 5. Who was this individual or group trying to assist? Who was he/she/they resisting against? Be specific. 6. Was the resistance successful? Why or why not? 7. What might have happened to this person or group if he/she/they had been caught, or what happened when he/she/they were caught? Research should be done in class and sources should be noted somewhere on/in the presentation. Adaptations: Words such as bystander, perpetrator, and resistance can be simplified for younger audiences and teachers can ask more specific or leading questions to help struggling students understand key concepts. Research projects can be simplified or broadened based on the needs of the students. Projects can be completed in groups, if necessary.	<urn:uuid:287b8dd6-a47d-44af-82c4-30c08bdbddcd>	CC-MAIN-2017-43	https://www.holocaustcenterseattle.org/images/PDF/TestimoniesLessonPlan_CMcCallum.pdf	2017-10-19T01:31:13Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00496.warc.gz	960,579,851	950	eng_Latn	eng_Latn	0.992607	eng_Latn	0.992536	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1793, 2258, 4385 ]	[ 4.53125 ]	2	5
The Ten Rules of Concert Etiquette (For Students) www.musicfriends.org Refrain from talking The first and greatest rule. It also includes whispering during the music. 1 No singing, tapping fingers or feet The musicians do not need your help, and your neighbors need silence. Learn to tap your toes quietly inside your shoes– it's a good exercise to reduce toe fat. 2 Please have nothing in your mouth, besides your teeth and tongue Gum and candy are not allowed. 3 Do not wear watches with alarms nor jangle jewelry You may enjoy the sound, but the added percussion is disturbing to everyone around you. 4 Do not open and close your purse nor rip open your velcro wallet The best plan is to leave purses, etc., back at school or on the locked bus. 5 Do not sigh with boredom If you are in agony, keep it to yourself. Your neighbor just may be in ecstasy, which should also be kept under control. 6 Do not applaud between movements You may think the music is over, but it is not. You don't want to be the only one clapping. 7 Do not embarrass your teacher nor your school Remember that you are representing your school, and you want to be on your best behavior. There are many eyes looking at you. 8 Do not read nor play with a toy in your pocket To listen means just that. Use the time to turn on a "video screen" in your mind and create a story to the music. 9 Do not go to the concert thinking you will hate the music You may be surprised– millions of people all over the world enjoy classical music, and if you give yourself a chance, you might, too! 10	<urn:uuid:ba23b196-ac70-44a2-a94e-81b54d9ff7d5>	CC-MAIN-2017-43	http://elmgroveband.com/files/student_etiquette_guide.pdf	2017-10-19T01:52:11Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00494.warc.gz	112,277,495	364	eng_Latn	eng_Latn	0.998061	eng_Latn	0.998061	[ "eng_Latn" ]	false	docling	[ 1559 ]	[ 2.640625 ]	3	7
English We shall be studying the story of Beowulf and Grendel (Michael Morpurgo). We will be able to retell this traditional folktale from the Saxon era and we will learn about: the techniques and language used and identify where a writer has used precise word choices for effect to impact on the reader. We shall write our own narrative based on this text, considering our own use of adventurous language, using expanded noun phrases and developing our skills for describing settings and characters. We shall also be learning about non-chronological reports and will understand what the appropriate features of this text type are, using these features to help present our ideas clearly. We will also regularly practise our handwriting and spelling. Physical Education Outdoor P.E. – Football We will be focussing on how to dribble, short and long passing, shoot and tackle. All these skills will be done individually and put to practise in a tournament at the end of the term. Indoor P.E. Gymnastics We will: Develop balance and body shapes, perform a variety of different types of balances, develop movements through mirroring and travel in a variety of ways. Art and DT -Designing and building prototypes of shelters- to be built on site at Court Hill. -Designing and building a chosen habitat (that will become scenery for a short nature film) PSHCE Looking at Growth Mindset. How the children can change any negative mindsets into positive ones. Also the importance of growing their brains. Whilst realising that making mistakes is a good thing, not a bad thing! Religious Education In R.E. we will be studying Judaism. We will be looking particularly at the special relationship between Jews and God and the promises they make to each other. Computing Using 'Stop frame animation' techniques to create our own nature documentaries. Safely using the internet to research information and understanding what is meant by 'reliable source'. Music Learning and performing poems and 'Campfire songs'. Maths Identify a line of symmetry of a 2D shape, identify a line of symmetry of a pattern and for a diagram of a reflection, use a line of symmetry to produce a symmetrical pattern and to complete a symmetrical shape. Know that a shape and its reflection are congruent, Know and use the names of special types of triangle, Know and use the names of special types of quadrilateral, Count backwards through zero in whole number steps, Compare and order numbers with one decimal place, Compare numbers with two decimal places. Order numbers with two decimal places History: Invaders and settlers We will be learning about this period in history when a lot of different groups were invading Britain and settling. These people were the Angles, Saxons, Jutes, Scots and Vikings We shall explore what life was like in in these times and compare it to our lives today. We will also be going on an exciting residential educational visit to Court Hill, an historical site where the children will learn more about Anglo-Saxon settlements. Shall also be investigating 'The mystery of Sutton Hoo'. Science Habitats and habits- We shall be learning about how we can group living things in a variety of ways; using classification keys to help group and identify living things and constructing and interpreting a variety of food chains, identifying producers, predators and prey.	<urn:uuid:b17e01e7-04de-4f2d-8d2a-109f950df6f6>	CC-MAIN-2017-43	http://wantagece.org/onewebmedia/Curriculum%20Plans/2017T1%20Curriculum%20map%20Y4.pdf	2017-10-19T01:53:46Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00495.warc.gz	369,286,944	683	eng_Latn	eng_Latn	0.998393	eng_Latn	0.998393	[ "eng_Latn" ]	false	docling	[ 3388 ]	[ 3.59375 ]	1	0
two The Enduring Power of the Immigrant Journey No matter where you live in the world, there is always America. It is not just an abstraction or a place you want to visit one day. For millions of people throughout its history, America has been a land of opportunity—a New World where you can belong, stake a claim, become a citizen, start a business, and raise a family. President Ronald Reagan once shared a letter he'd received from a constituent that had special resonance. Reagan said, "He wrote that you can go to live in France, but you can't become a Frenchman. You can go to live in Germany or Italy, but you can't become a German, an Italian. He went through Turkey, Greece, Japan, and other countries. But he said anyone, from any corner of the world, can come to live in the United States and become an American." This is true because, from its origins, America was created as an immigrant nation. Its vast, empty vistas cried out for an infusion of human labor and spirit. Actually, in the early periods, people didn't refer to themselves as immigrants. They were travelers, pilgrims, settlers. They came to make something that didn't yet exist. Often they were fleeing religious persecution and despotic political systems. But they found much more than security; they found an unspoiled landscape upon which they could realize their dreams. By the time the Statue of Liberty, with its promise of a "Golden Door," was installed in 1886, immigrants had already been flocking to America for centuries, seeking not just opportunity but also equality. The egalitarian character of America was in sharp contrast to the aristocratic nature of the Old World. As Michel-Guillaume-Jean de Crévecoeur wrote so eloquently in Letters from an American Farmer, published in 1782: Here are no aristocratical families, no courts, no kings, no bishops, no ecclesiastical dominion, no invisible power giving to a few a very visible one; no great manufacturers employing thousands, no great refinements of luxury. The rich and the poor are not so far removed from each other as they are in Europe. Some few towns excepted, we are all tillers of the earth, from Nova Scotia to West Florida. We are a people of cultivators, scattered over an immense territory, communicating with each other by means of good roads and navigable rivers, united by the silken bands of mild government, all respecting the laws, without dreading their power, because they are equitable. We are all animated with the spirit of an industry which is unfettered and unrestrained, because each person works for himself. Before the eighteenth century, the migration was primarily English, so a comfortable familiarity was built between the new and old traditions. With the birth of the United States of America in 1776, an expansionist era emerged. There was a drive west, and the faces of immigrants were more diverse—Germans, Irish, Italians, and other "foreigners." Among the Founding Fathers, this diversity was actually seen as an advantage. James Madison believed that pluralism was a key to the freedom promised in the Constitution. "This freedom," he said, "arises from that multiplicity of sects which pervades America. For where there is such a variety of sects, there cannot be a majority of any one sect to oppress and persecute the rest." Thomas Jefferson agreed; he was openly pro-immigration, stating, "The present desire of America is to produce rapid population by as great importations of foreigners as possible." There was a near consensus on the idea that the great immigrant influx was a benefit to the emerging land. However, with new cultural influx and diversity came turbulence. Part of the reason was economic. It stands to reason that immigrants who had gained a foothold in one generation might feel threatened by new waves. But there was also ethnic strife. There was always a question of what it meant to be a "real" American, and there was a bias toward Anglo-Western people who looked, behaved, and worshipped like the majority. Early America had already expressed a racist bent, with both the treatment of Native Americans and the acceptance of slavery. There were even slaveholders among the Founding Fathers—Thomas Jefferson being the most notable example. How would this fledgling nation treat nonWestern immigrants? I was particularly interested in the story of my Asian forefathers. The California Gold Rush brought the first waves of Chinese to America in 1849. In the coming decades, their numbers reached more than 300,000. They succeeded in large part because of their tremendous work ethic. A poem by Xu from Xiangshan survived the era. He encouraged Chinese migrants, speaking of joy and opportunity: Just talk about going to the land of the Flowery Flag and my countenance fills with happiness . . . Do not forget this day when you land ashore. Push yourself ahead and do not be lazy or idle. It is well known today that the early Chinese immigrants were significantly responsible for building the first transcontinental railroad. They were initially recruited because of a shortage of European workers but soon proved themselves to be remarkably industrious. Charles Crocker, the railroad's contractor said, "Wherever we put them, we found them good, and they worked themselves into our favor to such an extent that if we found we were in a hurry for a job of work, it was better to put Chinese on at once." So, in many ways, the Chinese were successful, but they were also held in suspicion. The combination of their economic ambitions and their cultural and ethic "foreignness" led to a backlash. Increasingly, the Chinese were viewed as aliens. Their loyalty was held in question, partly because of their unfamiliar ways and partly because they sent so much of their earnings back to China. The anti-Chinese movement gathered momentum, and the question of whether to exclude Chinese immigrants was hotly debated in Congress. The most fervent anti-Chinese official was Maine Senator James G. Blaine. His passionate oratory against the Chinese hit a national chord and elevated the issue beyond a regional dustup. "The question lies in my mind thus: either the Anglo-Saxon race will possess the Pacific slope or the Mongolians will possess it," he cried out on the Senate floor. "We have this day to choose . . . whether our legislation shall be in the interest of the American free laborer or for the servile laborer from China . . . You cannot work a man who must have beef and bread, and would prefer beer, alongside of a man who can live on rice. It cannot be done."	<urn:uuid:1cfa49e5-0222-4c4a-9bc7-66ad756677c9>	CC-MAIN-2017-43	http://www.guardiansofthedream.com/wp-content/uploads/2014/03/Guardians-of-the-Dream-EXCERPT.pdf	2017-10-19T01:27:12Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00496.warc.gz	453,232,655	1,388	eng_Latn	eng_Latn	0.999115	eng_Latn	0.999284	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1040, 2811, 4721, 6600 ]	[ 2.4375 ]	1	3
Title: BTactile: the place to find tactile graphics and to learn how to create them Authors: John Alexis Guerra Gomez Universidad de los Andes email@example.com Maria Fernanda Zuniga Zabala BTactile.com firstname.lastname@example.org Contact Author: John Alexis Guerra Gomez E-mail: email@example.com telephone: +57 302 224 0890 Topic Areas: 1. Education Keywords: Blind/Low Vision Information & Communications Technology (ICT) Tactile Graphics Content Abstract: How to democratize the access to Tactile Graphics? Enabling better access to the best solutions in the market and providing low-cost alternatives for developing countries. Extended Abstract: Developed countries such as United States of America [1], Canada [2], United Kingdom [3], Japan [4] and France [5] have worked for years in accessibility of tactile graphics. This can be evidenced by the fact that these countries have pursued many efforts for creating special standards for tactile graphics access, as well as legislations and technologies. As one of the results of these efforts, many efforts have been conducted to created centralized repositories of tactile graphics designs, which can be used mostly freely on the web by just creating an account or visiting their websites. However, despite the good intentions of these type of repositories, most of them could be improving by having the following improvements: * Bigger number of tactile graphics designs, since some of them are limited to as low as 20 designs. * Better searching tools, which allow users to find more easily what they want by searching for keywords and navigating facets instead of having to browse through menus. * Better general usability and presentation, which could offer more modern interfaces for navigating the repositories. Moreover, even by implementing all of this suggestions in one new tactile graphics repository, the impact would still be small because it will be once more a process of reinventing the wheel. To avoid this, we propose a different approach: to create a centralized crawler and search engine, that indexes most of the images already available all over the world in the different tactile graphics designs repositories and allows for quick search and navigation of the images using a modern, usable and accessible interface that is up to the standard of the current technologies. We call this website BTactile, the place to find tactile graphics. BTactile allows teachers for the visually impaired, parents of visually impaired children, or simply sympathizers to navigate through thousands of tactile graphics designs already curated by the different organizations and countries that posted them on the first place. Once an user has found an image of their interest they will be redirected to the repository of the original poster where each image owner could specify their conditions for allowing reproduction. For example, one repository could require the interested user to complete their site registration, to show a certificate of disability or any other specific requirement for downloading the original tactile graphic design. By building BTactile we want to democratize the access to tactile graphics designs, allowing for friends of visually impaired students to help them access the images that they so much need. Moreover BTactile wants to enable developing countries to take advantage of the resources made available from their developed counterparts, but that they can't use because they don't even know that neither tactile graphics designs nor the technologies to represent them exist. This is even more critical given the deep absence of resources that sometimes make teaching of graphic content an unattainable dream [6]. In our goal to democratize access to tactile graphics, with especial focus on developing markets we are set to: * Crawl, index and publicize worldwide repositories of tactile graphics designs. We also want to encourage organizations to share new tactile graphics designs under whatever license or model they prefer. * Educate about the different technologies available for creating tactile graphics from the designs listed on our site. Providing links for acquiring them, and tutorials on how to use them. * Finally, for users that simply cannot afford the top end technologies, provide low cost DIY (Do it yourself) alternatives that enable even the most economically challenged friend of a visually impaired student to craft an alternative to at least partially address the access to tactile graphics. After more than 10 years of developing accessibility technologies from a developing country, we believe that enriching access to the current best solutions of the market, while at the same time providing low cost alternatives can maximize the impact of an innovation such as BTactile, and by this democratize the access to tactile graphics in the whole world. [1] APH Tactile Graphic Image Library http://www.aph.org/tgil/ [2] Provincial Resource Centre for the Visually Impaired PRCVI https://www.prcvi.org/tactile-graphics.aspx [3] UK education collection images RNIB https://www.load2learn.org/cms/images-central [4] Sawa Yahoo Japan Project http://www.thingiverse.com/YahooJAPAN/designs/page:1 [5] INS HEA Institut d'enseignement supérieur et de recherche Handicap et besoins éducatifs particuliers http://www.inshea.fr/fr/ressource/liste-des-fiches-sdadv-multi-filtre [6] Experiences with Lower-Cost Access to Tactile Graphics in India M. Kaleem Rahman, Saurabh Sanghvi, Kentaro Toyama, M. Bernardine Dias http://www.ri.cmu.edu/pub_files/2010/12/ACM_DEV_2010_MBDias.et.al.pdf	<urn:uuid:de64382b-a93c-4337-9434-a5ddff974418>	CC-MAIN-2017-43	http://johnguerra.co/papers/2017CSUN.pdf	2017-10-19T01:31:01Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00494.warc.gz	179,174,266	1,134	eng_Latn	eng_Latn	0.932275	eng_Latn	0.992767	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1504, 4539, 5627 ]	[ 2.3125 ]	2	4
Norovirus Fact Sheet What are noroviruses? When do symptoms appear? Noroviruses are a group of viruses that cause vomiting and diarrhea in people. Noroviruses have also been called Norwalk–like viruses. What are the symptoms of illness caused by noroviruses? The symptoms of this illness usually include nausea, vomiting, diarrhea, and occasionally stomach cramping. Sometimes people also have a low-grade fever, chills, headache, muscle aches and a sense of tiredness. The illness is usually brief, begins suddenly and the person recovers within 1 to 2 days. Children may vomit more than adults. How serious is norovirus disease? Most people get better within 1 to 2 days and have no long–term health effects related to their sickness. In some the illness can be serious, particularly young babies, the frail elderly and people with chronic illness. The sickness can cause a loss of fluids within the body, called dehydration, which may lead to very serious conditions. Proper water and juice intake may help prevent a serious condition. How do people become sick with noroviruses? Noroviruses are found in the stool or vomit of sick people. People can become sick with the virus in several ways, including: Eating food or drinking liquid that is infected with norovirus. Touching surfaces or objects infected with noroviruses, and then placing their hand in their mouth. Having direct contact with another person who is sick, caring for a sick person, or sharing food/utensils with someone who is sick. Source: www.cdc.gov/ncidod/dhqp/id_norovirusFS.html Symptoms usually begin about 24 to 48 hours after contact. Sometimes the symptoms can appear as early as 12 hours after contact. Are noroviruses spread person-to-person? Yes, noroviruses can spread easily from person-to person. How long do people carry the virus? Sick persons can spread the virus from the moment they begin feeling ill to at least 3 days after recovery. Some people can spread the virus for as long as 2 weeks after recovery. What treatment is available for people with norovirus illness? There is no vaccine or medication that exists to prevent infection. Antibiotics are not effective against viruses. Can norovirus illness be prevented? Yes. The following steps will help prevent the spread of norovirus: Frequently wash your hands, especially after using the bathroom and before eating or preparing food. Carefully wash fruits and vegetables. Steam oysters before eating them. Thoroughly clean and disinfect surfaces immediately after an episode of illness by using a bleach-based household cleaner. (1 capful per 1 sink full of water) Immediately remove and wash clothing/linens that may be soiled after an episode of illness (use hot water and soap). Flush or discard vomit/stool in the toilet and make sure the surrounding area is kept clean. People should not prepare food while they are sick and for 3 days after they recover from their illness. Any food that may be exposed to the virus should be disposed of.	<urn:uuid:46d6446b-cd0e-471b-8495-c82540771c2e>	CC-MAIN-2017-43	http://hrha.sk.ca/wp-content/uploads/2016/01/Norovirus-2013.pdf	2017-10-19T02:10:59Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00502.warc.gz	154,529,251	653	eng_Latn	eng_Latn	0.998322	eng_Latn	0.998322	[ "eng_Latn" ]	false	docling	[ 3025 ]	[ 3.4375 ]	1	0
* USED TO A. Fill in the blanks with " used to " or " use to ". 1. Leila's grandfather _____ be a soldier during World War II. 2. His children didn't _____enjoy his stories about the war. 3. Did your grandfather _____ work for the army? 4. My grandfather _____ drive a military van. 5. Those soldiers didn't _____ like Hitler. B. Can you tell what these sentences want to say. Use expressions with "used / use to" Example I no longer live with my parents. => I used to live with my parents. 1. We don't listen to long songs anymore._____________________________________ 2. John doesn't play tennis well anymore. _____________________________________ 3. People no longer travel on horseback. ______________________________________ 4. They no longer swim in the river. _________________________________________ 5. These students aren't interested in philosophy anymore. ________________________ 6. The neighbours no longer trust each other. __________________________________ 7. My sister doesn't bring me chocolate tablets anymore. _________________________ C/ Write five sentences talking about the things you used to or didn't use to do in the past. * ____________________________________________ • ____________________________________________ • ____________________________________________ • ____________________________________________ ___________________________________________ SIMPLE PRESENT VS SIMPLE PAST . Put in the right form of the verb. Use either Simple Present or Simple Past a. I __________ (to clean) my car yesterday. b. It ___________ (to rain) at the moment. Let's ___________ (to stay) inside today. c. Marry_________ (to be) at the zoo last week. She__________ (to see) a monkey there. d. Tom ________ (to be) at the restaurant right now. Let's go and _________ (to meet) him. e. Susan________ (to come) yesterday, because she ________ (to have) a car accident. f. Look! I ________ (to see) Johnny over there. I __________ (to think) he _______ (to be) ill a few days ago. g. The weather ___________ (to look) good today, but remember last week? It _______ (to be) raining the whole time. h. Last year, Conny ________ (to visit) the United Kingdom. She _________ (to want) to go to France this year. Write the verbs in brackets in Past Simple. - My sister .............................. (tidy) her bedroom yesterday morning. - We ................................ (phone) our cousins last week. - The girls ............................... (play) on the computer last night. - I ....................................... (travel) to Paris three months ago. - John ................................. (stay) at his granny's house last summer. - The film ........................... (end) very late yesterday. - My family .......................... (live) in New York in 1995. - You .............................. (clean) your teeth three times yesterday. Circle the correct answer : 1. I plays / play tennis every afternoon. 2. My parents live / lives in Ramat-Gan. 3. Tom listens / listen to the radio in the morning. 4. We eat / eats eggs for breakfast every morning. 5. My dog barks / bark at night. 6. Mrs. Gold sweep / sweeps the stairs once a week. 7. My brother never watches / watch television. 8. My family go / goes to the beach together in the summer. 9. I often eat / eats dinner at my grandmother's house. 10. Sharon do / does her homework regularly. 11. They takes / take a bath daily. 12. You seldom listen / listens in class. 13. Dana and Liat goes / go to the swimming pool every afternoon. 14. I never hurt / hurts my cat. 15. He never finish / finishes his work on time. TOO and ENOUGH Fill in the blanks with too or enough. 0. My roommate is ___too______noisy. I can't concentrate to do my assignments. 1. The pizza is ___________hot to eat. 2. The market is close __________to go on foot. 3. This coat isn't warm _________for me to wear in winter. 4. The film is ______scary for my children to watch. A. Complete these sentences using enough with one of the following adjectives or nouns: Adjectives: big old warm Nouns: cups milk money qualifications room time 1. She shouldn't get married yet. She's not old enough. 2. I'd like to buy a car but I haven't got _____________________________________. 3. Have you got____________________________________ in your tea or would you like some more? 4. Are you_______________________________________________ or shall I switch on the heating? 5. It's only a small car. There isn't _________________________________________ for all of you. 6. I didn't answer all the questions in the exam. I didn't have ____________________. 7. Do you think I've got _______________________________________________ to Apply for the job? 8. Try this jacket on and see if it's _________________________________________ for you. 9. There weren't ______________________________ for everybody to have coffee at the same time Make one sentence from two. Complete the new sentence using too or enough. food was too hot to eat. 1. I can't drink this coffee. It's too hot. This coffee is___________________________________________________________ 2. Nobody could move the piano. It was too heavy. The piano______________________________________________________________ 3. I don't wear this coat in winter. It isn't warm enough. This coat ______________________________________________________________ 4. I can't explain the situation. It is too complicated. The situation ___________________________________________________________ 5. Three people can't sit on this sofa. It isn't wide enough. This sofa ______________________________________________________________ 6. We couldn't climb over the wall. It was too high. The wall _______________________________________________________________ 7. You can't see some things without a microscope. They are too small. Some _______________________________________________________________ SOME, ANY, A LOT OF, MUCH, MANY Complete the following sentences using an appropriate determiner. 1. She hasn't got ………………. friends. (some / any) 2. I didn't do …………………. work today. (much / many) 3. She didn't eat ……………… food. (much / many) 4. There aren't ………………… trees in the garden. (much / many) 5. I haven't read ………………… books. (many / much) 6. How ………………… time do you need to finish this assignment? (much / many) 7. We have planted ………………… roses in the garden. (some / any) 8. Don't waste ………………… time watching TV. (much / many) 9. She can speak ………………… languages. (much / many) 10. She hasn't got ……………….. cars. (some / any) 11. If you find ……………….. strawberries, keep some for me. (any / some) 12. You can borrow …………………. book you like. (many / any) A) Complete with the appropriate form of much, many, little, few or lot. 1. There were very ______________ people at the concert. The hall was almost empty. 2. – Cream? Yes please. But only _______________ sugar. I don't like my coffee too sweet. 3. There weren't ______________ students at the university yesterday. Were they on strike? 4. _____________ people go there because they've opened some nice cafés. 5. We've got very ___________ eggs, so we can only make one small omelette. 6. - Did you read any books during your holiday? - Not ______________. I didn't have __________ time to sit down and relax. 7. - How _______________ money have you got? - Only _________________. 8. It's a small car. There is very ________________ room in it. 9. There isn't ______________ interesting news in the newspaper today. 10. I'm on a diet, so I can't eat ______________. 11. My brother is very popular. He's got ______________ friends. 12. I must hurry. I've got very ______________ time. Choose the right variant. 1. Give me ... milk, please. 1 any 2 some 3 no 4 – 2. We have ... rivers but have... lakes. 1 some 2 any 3 no 4 – 3. There is ... taxi when you need .... 1 any 2 – 3 one 4 no 4. You can find ... time between six and nine. 1 some 2 any 3 no 4 – 5. When I needed help, he didn't ask ... questions. 1 no 2 some 3- 4 any 6. You may have ... tea without milk because there isn't ... at home. 1 any 2 no 3 one 4 some 7. Ann is much younger than ... other girls in her class. 1 some 2 any 3 no 4 – 8. Shall I help you to ... fruit? 1 any 2 – 3 some 4 no POSSESSIVE CASE Add the ´s or the s´ 1. The men families __________________ 2. Those girls friends __________________ 3. Her babies toys. __________________ 4. The people names __________________ 5. Heidi and John son. __________________ Rewrite these sentences using the possessive `s´ 1. Billys favourite footballer is David Beckham. ______________________________________ 2. Hazels favourite band is Atomic Kittens. ______________________________________ 3. Toms Computer is old. ______________________________________ 4. My parents car is very old. ______________________________________ 5. My best friends names are Milkie and Sarah. ______________________________________ 6. My brothers dog is called Lucky. ______________________________________ 7. My dads car is blue. ______________________________________ 8. My mums sister is my aunt. ______________________________________ 9. My dads mum is my grandma. ______________________________________ ______________________________________ Complete these sentences with the possessive `s´ and the right word 1a. My brother has got a hamster. It´s called Puki. b. My brother _______________ is called Puki. 2 a. Angel has got an uncle. He´s in England. b. Angel _______________ uncle is in England. 3 a. My dad has got a car. It´s red. b. My dad _______________ is red. 4 a. My mum has got some friends from Holland. b. My mum _______________ are from Holland. 5 a. My uncle has got a blue bike. b. My uncle _______________ is blue. 6 a. My sister has got an exam on Friday. b. My sister _______________ is on Friday. 7 a. My sister goes to school in England. b. My sister _______________ is in England. 8 a. The name of my aunt is María. b. My aunt _______________ is María. 9 a. Tara is the sister of Matt. b. Tara is Matt _______________ . 10 a. Tamara has got brown hair. b. Tamara _______________ is brown. ED/ ING ADJECTIVES Adjectives -ED or -ING Exercise -ING the cause This film is boring -ED the effect I feel really bored A Fill the gaps with the adjectives in brackets. 1 He's such a monotonous speaker. I was so ................................. . (bored / boring) 2 Most sequels are ................................. . (disappointed / disappointing) 3 I had such a ................................. day I went straight to bed. (tired / tiring) 4 Everyone's very ................................. about the news. (excited / exciting) 5 That lamp produces a very ................................. effect. (pleased / pleasing) 6 The whole school was ................................. by the tragic event. (saddened / saddening) 7 I don't like watching ................................. films on my own. (depressed / depressing) 8 I was ................................. when she told me she'd got divorced. (amazed / amazing) 9 He's such a ................................. guy. He only ever talks about himself. (bored / boring) 10 I'm very ................................. in films and theatre. (interested / interesting) 11 No one knew what would happen next. We were all .................................. . (intrigued / intriguing) 12 It was a very ................................. situation. (interested / interesting) 13 There's been some very ................................. news. (surprised / surprising) 14 His mother was ................................. by what she found under his bed. (disgusted / disgusting) 15 Their hamburgers are .................................. (disgusted / disgusting) 16 Dad always arrives home from work completely .................................. . (exhausted / exhausting) 17 He's always showing off. It's really .................................. . (annoyed / annoying) 18 I think Alex is one of the most ................................. people I've ever met. He can't keep still for a second. (annoyed / annoying) 19 I walked into this restaurant and there was Andy with a strange woman. He seemed really .................................. . (embarrassed / embarrassing) 20 She kept talking about her boyfriend problems all night. It was rather .................................. . (embarrassed / embarrassing) Write the best adjective to describe the events. amusing / disgusting/ satisfying/ annoying/ depressing/ enchanting /terrifying /moving/ relaxing /boring a) I had a very good meal. satisfying b) I was very angry when they didn't answer the phone. ___________ c) The music was very beautiful and made me feel magical. ___________ d) The massage took away all my stress. ___________ e) My room was dirty and made me feel sick. ___________ f) The story was very funny and made me laugh. ___________ g) The news was very bad so I felt unhappy. ___________ h) The film was very long, slow and uninteresting. ___________ i) The children cried when Bambi's mother was killed. ___________ j) Your story about the air crash made me feel frightened. ___________ Underline the correct form of the adjective in these opinions. a) I've just read a very \| amusing \| amused \| book b) The basketball game was very \| excited \| exciting \| because both teams played well. c) I couldn't find the way to your house because your map was very \| confused \| confusing \|. d) I was \| amazed \| amazing \| that your daughter did so well in her exam. e) Please go away. You are very \| annoyed \| annoying \|. f) I was \| shocked \| shocking \| when I saw the bill! It was £54.25! g) Are you \| interested \| interesting \| in politics? h) I was very \| embarrassed \| embarrassing \| because I didn't understand Spanish. i) Everybody was \| amused \| amusing \| by her imitations of her teachers. j) The walk to the top of the hill was \| exhausted \| exhausting \|.	<urn:uuid:f98f11ee-18cb-4bb8-b6a9-412c06dc40f7>	CC-MAIN-2017-43	http://crc-peru.com/english_program/PrintableExercises/UpperIntermediat%20Level2.pdf	2017-10-19T01:46:02Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00500.warc.gz	83,639,770	3,186	eng_Latn	eng_Latn	0.992357	eng_Latn	0.999367	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1401, 2769, 3990, 5696, 8227, 9285, 10217, 12347, 14034 ]	[ 4.15625 ]	1	1
Daily Schedule 7:50 - Homeroom 8-10:00 - Reading 10:00-10:25 – Calendar 10:30-11:00 Lunch 11:05-12:00-Math 12:10-12:30 Recess 12:35-1:25 Special Resource 1:30-1:55 – Social Studies/Science 2:00-Read Aloud/Pack-up/Dismissal Specials: We are on a 3 day rotation schedule which will change every six weeks. Kindergarten math topics: Geometry Number Sense Addition Subtraction Graphing Fractions Measurement In Kindergarten math, we will focus on numerals 0-100 using many different strategies Language Arts topics: Vocabulary Character Traits Summarizing Story Elements Main Idea and Supporting Details Nonfiction features Fact and Opinion Problem and Solution Making Inferences Cause and Effect Sight Words Concept of Word 1:1 correspondence Social Studies Units: Good Citizens Locations/Maps/Globes Economics Jobs Events/Holidays Famous People Science Units: Phases of Matter Life Cycles of Plants/Animals 5 Senses Food Chain Living/Non-Living Systems Earth Patterns Science Investigation Attendance: 662-3945 Teacher Contact: Mrs. email@example.com Phone: 662-3946 X 65047 *leave a message and I will return the call within 24 hours Homework: Students are expected to read each night. Allow them to read to you by creating their own story, using pictures, and finding words they learn weekly. Information: Most information will be sent home each Thursday in the "Thursday Folder". This folder should be signed and returned the next day. If you choose, you can sign up for electronic communications and everything that is sent will be in electronic form from the office staff. Occasionally, I may need to communicate on a particular day in which I will send the folder home with a note or whatever it may pertain to. Mrs. Haines is in her fourt year of teaching. She is excited to teach Kindergarten for her third year at John Kerr Elementary school. Mrs. Haines enjoys listening to music, science and math exploration, and being outside. Welcome To Kindergarten Mrs. Haines	<urn:uuid:fe4ff744-b3d6-4579-ab1c-cb0c26775d90>	CC-MAIN-2017-43	http://jkes.wps.k12.va.us/uploads/6/5/4/6/65464131/haines.pdf	2017-10-19T01:54:53Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00501.warc.gz	177,051,128	496	eng_Latn	eng_Latn	0.922337	eng_Latn	0.988962	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1170, 2024 ]	[ 2.96875 ]	1	0
ARTS IMPACT LESSON PLAN Dance and Reading Infused Lesson Six Important Events Dance Author: Debbie Gilbert Grade Level: Fourth Enduring Understanding Determining important events and illustrating them through movement can show the plot of a work of literature. Lesson Description (Use for family communication and displaying student art) In this reading and dance lesson, students choose the six most important events in a book read by the class. In small groups, they select which actions happened in each event and create movements to show each action. Students add repetition to make the dances more interesting and perform the dances in the sequence of the plot. Learning Targets and Assessment Criteria Target: Determines important episodes in the plot of a book. Criteria: Selects and notates three details from a key event. Titles the event. Target: Choreographs an Important Event Dance to show what happens in selected episode. Criteria: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. Target: Responds to the Important Event Dance. Criteria: In writing, lists one key detail from the event and describes the movement created to show what happened in that detail. Vocabulary Arts Infused: Learning Standards WA Arts State Grade Level Expectations Action Materials Event Expression Title Reading: Plot Arts: Choreographer Movement Performer Repetition Shape Space: self and general Museum Artworks or Performance Seattle, WA Pacific Northwest Ballet UW World Series of Dance Tacoma, WA Broadway Center for the Performing Arts Materials Lesson criteria chart; Selected novel, copies for each student or for each student group; Music player; Reading Dances CD by Debbie Gilbert; Music for Creative Dance, Volume III CD by Eric Chappelle; Computer with internet connection and projector; Drum/percussion instrument; Dance word sign: repetition; Choreography Refinement Task Chart; White board, document camera, or chart paper & markers; Choreographer's Worksheets, one per student; Choreographer's Response Worksheets, one per student; Writing pencils; Class Assessment Worksheet 1 For the full description of each WA State Arts Grade Level Expectation, see: http://www.k12.wa.us/Arts/Standards 1.1.1 Elements: Shape, Space 1.1.3 Elements: Energy 1.1.4 Principles of Choreography: Repetition 1.2.1 Skills and Techniques: Performs Dances from Memory 1.4.1 Audience Skills 2.1.1 Creative Process 2.2.1 Performance Process 2.3.1 Responding Process 4.2.1 Connection between Dance and Reading Common Core State Standards in ELA For a full description of CCSS Standards by grade level, see: http://www.k12.wa.us/CoreStandards/ELAstandar ds/ RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize text. continued Connections: Teachers College Readers Workshop Video: "The Gumboot Dance" from Umoja, a South African musical: http://www.youtube.com/watch?v=3x9E QYtQzk4 "La Culebra" by the Ballet Folclórico de la Universidad de Guadalajara: http://www.youtube.com/watch?v=DQjE U_XcrZQ&feature=related 2 RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. SL.4.2. Paraphrase portions if a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. College and Career Ready Students in Reading Demonstrate independence. Build strong content knowledge. Respond to the varying demands of audience, task, purpose, and discipline. Comprehend as well as critique. Value evidence. Come to understand other perspectives and cultures. ICON KEY: & = Notes specific Readers Workshop Curriculum strategies addressed 3 = Indicates note or reminder for teacher þ = Embedded assessment points in the lesson COLOR CODING for ARTS AND LITERACY INFUSED PROCESSES: Pre-Teach Introduce movement safety and the dance concepts of shape, rhythm, and self and general space. Do the BrainDance of Expression. Discuss the meaning of any emotion words from the BrainDance that are unfamiliar. Select a book with an engaging plot (e.g. Esperanza Rising by Pam Muñoz Ryan, The White Giraffe by Lauren St. John, Alvin Ho by Lenore Look, Out of the Dust by Karen Hesse, The Tiger Rising by Kate DiCamillo, I Was a Rat by Philip Pullman, The Phantom Tollbooth by Norton Juster). Read and discuss the book with the class. Use thinking strategy: determining importance. Lesson Steps Outline Day One 1. Prepare students for dancing the important events of a book. Display criteria chart. 2. Chart the six most important events from the plot of selected novel. 3. Guide students in determining the detailed actions that make up the important events. Divide students into six small groups. Assign one of the important events to each group and distribute an Important Event Choreographer's Worksheet to each student. Ask students to choose three details that occur in their assigned key event and give their event a title. þ Criteria-based teacher checklist: Selects and notates three details from a key event. Titles the event. 3 Day Two 1. Describe the plan for Day Two: generating ideas to create our dance. 2. Introduce repetition — a principle of choreography. Display dance word sign: repetition. Show videos of dancers demonstrating repetition. 3. Discuss expectations for safe dancing. Chart student response. 4. Lead students in BrainDance of Expression warm-up. Music: "BrainDance of Expression, Fourth Grade" #5 Reading Dances by Debbie Gilbert. 5. Conduct an exploration of dance concepts of self and general space and shape. Play a drum for accompaniment. þ Criteria-based process assessment: Moves in self and general space. Freezes in shapes. 6. Demonstrate and guide students in choosing movements to show the three details of an important event. Repeat each movement. Distribute Important Event Choreographer's Worksheets. Guide small groups through drafting choreography and rehearsing. Music: "Fiesta", "Dancing Digits", "The Bayou Both-step", "Mr. E", or another choice from Music for Creative Dance, Volume III by Eric Chappelle. þ Criteria-based process assessment: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. 7. Lead class reflection. Ask students to notate their movement choices. þ Criteria-based reflection: Describes movement choices in writing. 4 Day Three 1. Describes the plan for Day Three: refining and rehearsing the dances. 2. Lead students in BrainDance of Expression warm-up. Music: "BrainDance of Expression, Fourth Grade" #5 Reading Dances. 3. Guide refining and rehearsal of Important Event Dances. Display choreography refinement task chart. Distribute Important Event Choreographer's Worksheets. Music: "Fiesta", "Dancing Digits", "The Bayou Both-step", "Mr. E", or other selections from Music for Creative Dance, Volume III. þ Criteria-based teacher checklist, self and peer assessment: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. 4. Direct the performances of the drafts of the small group dances, with each group performing in the order that its important event happens in the book. Post a program order, listing each small group's title in sequential plot order. Review performer and audience behavior. þ Criteria-based teacher checklist: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. 5. Facilitate group response after each small group performance. þ Criteria-based teacher checklist, self and peer assessment: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. 5 Day Four 1. Describe the plan for Day Four: refining, rehearsing, performing, and reflecting. 2. Lead students in BrainDance of Expression warm-up. Music: "BrainDance of Expression, Fourth Grade" #5 Reading Dances. 3. Guide students in refining and rehearsing their Important Event Dances. Distribute completed Important Event Choreographer's Worksheets for reference. þ Criteria-based teacher checklist, self-assessment: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. 4. Direct the performance of The Six Important Event Dances without stopping in between dances. þ Criteria-based teacher checklist: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. 5. Facilitate verbal and written response to the dance. Distribute Important Event Choreographer's Response Worksheets and completed Important Event Choreographer's Worksheets for reference. þ Criteria-based reflection, teacher checklist, self and peer assessment: In writing, lists one key detail from the event and describes the movement created to show what happened in that detail. 6 LESSON STEPS____________________________________________ Day One 1. Prepare students for dancing the important events of a book. Display criteria chart. 3 For the criteria chart, you can use the criteria listed on the first page of this lesson. You may re-write it in kid-friendly language appropriate for your class. * We'll be using the creative processes of generating ideas , constructing meaning , and reflecting to choreograph a dance that shows the six most important events in the plot of our novel. * Today, we'll concentrate on generating ideas . We'll make a chart of the six events. Then, I'll divide you into six groups and give each group one of the key events. You will determine the actions that happen in your key event. * On another day, we'll create dances to show what happened in the important events. _______________________________________________________________________ 2. Chart the six most important events from the plot of selected novel. & Discerning the important ideas or information 3 You may choose to do this strategy with the whole class, or divide into small groups for brainstorming first and jigsaw the results together. * What are the six most important things or events that happen in our book? _______________________________________________________________________ 3. Guide students in determining the detailed actions that make up the important events. Divide students into six small groups. Assign one of the important events to each group and distribute an Important Event Choreographer's Worksheet to each student. Ask students to choose three details that occur in their assigned key event and give their event a title. & Discerning the important ideas or information, group conferring 3 If you choose the small groups in advance, you won't lose momentum as you transition into this strategy. * You are going to generate ideas for your dances by determining the details that happen in your key event.As a group, talk about what happens during your important event. * Choose three details based on the words you read in the story. You will build your dance from those words and actions. You can refer to the book for details from your selected event. Notate them on your Important Event Choreographer's Worksheet. * Choose a title for your important event. A good title will synthesize what happens in your important event. It will let your audience know what to expect in your dance. When you all agree on a title, write your title on your Important Event Choreographer's Worksheets.Don't fill in the second column yet. We'll fill in the second column describing the dance movements after we start dancing. þ Criteria-based teacher checklist: Selects and notates three details from a key event. Titles the event. _______________________________________________________________________ 7 Day Two 1. Describe the plan for Day Two: generating ideas to create our dance. * Today, we will be using the creative process of generating ideasto choreograph or create dances that show what happens in our important events. _______________________________________________________________________ 2. Introduce repetition — a principle of choreography. Display dance word sign: repetition. Show videos of dancers demonstrating repetition. & Mini-lesson, sharing professional work, connecting with prior knowledge 3 Video examples: "The Gumboot Dance" from Umoja, a South African musical: http://www.youtube.com/watch?v=3x9EQYtQzk4 "La Culebra" by the Ballet Folclórico de la Universidad de Guadalajara: http://www.youtube.com/watch?v=DQjEU_XcrZQ&feature=related 3 You could also choose to find your own videos that represent a variety of styles and cultures. Look for video that shows repetition. * Dancers use repetition to make their choreography more interesting. They use repetition when they repeat a movement. What do you know about repetition? * Try a movement like a stretch. Now repeat it four times. What's another movement? How many times should we repeat it? * Let's generate ideas by looking at these dancers. The first example is dancers from South Africa doing the Gumboot Dance. The second example is dancers from Mexico doing a dance called La Culebra. * How do the dancers use repetition? _______________________________________________________________________ 3. Discuss expectations for safe dancing. Chart student response. * What do you do when you are dancing so that everyone feels respected and safe so that they can be creative? _______________________________________________________________________ 4. Lead students in BrainDance of Expression warm-up. (Originally developed by Anne Green Gilbert, www.creativedance.org,reference: Brain-Compatible Dance Education, video: BrainDance, Variations for Infants through Seniors.) Music: "BrainDance of Expression, Fourth Grade" #5 Reading Dances by Debbie Gilbert. 3 The emotion words in the BrainDance were taken from the novels Esperanza Rising, The White Giraffe, and Alvin Ho. * This BrainDance will warm-up your brain and your body and also give you the chance to generateideas of ways to express feelings through movement. Being able to show emotions with your movements will help you to be more successful in dancing the plot of a story. 8 Breath * Breathe gently. Tactile * Irritably tap from the top of your head all the way to your toes. Core-Distal * Confidently grow into a large shape and doubtfully shrink into a small shape. Head-Tail * Carefully curl forwards and backwards and from side to side. Upper Half and Lower Half * The top half of your body is in motion, while the lower half is frozen. Move with excitement. * The lower half of your body is in motion, while the upper half is frozen. Move nervously. Body-Half Right and Left * Your left side is frozen and only the right side dances. Be frustrated. * Now the right side is frozen and the left half dances. Move strongly. Eye-Tracking * Keep your eyes on your right thumb. Quietly move it from one side to the other and up and down. * Sadly watch your left thumb moving side to side and up and down. Cross-Lateral * Show how terrific you feel as you reach across up high, up high, down low, down low. Spin/Vestibular * Apprehensively turn and be fantastic when you freeze in a shape. Repeat several times. Breath * Breathe gently. _______________________________________________________________________ 5. Conduct an exploration of dance concepts of self and general space and shape. Play a drum for accompaniment. & Mini-lesson * Before we begin to create our dances, let's practice dance concepts that we will use in our choreography. * When you dance while staying in one spot, dancers call that self-space. Movements in selfspace are called non-locomotor movements. * When you dance while traveling through the empty space in the room, dancers call that general space. Movements in general space are called locomotor movements. * Notice when I make a shape, I am using my whole body — my arms, legs, head, and spine. My body is frozen; nothing is moving, except that I can breathe and blink. 9 * I'll play the drum and call out either self or general space for you to move in. When the drum stops, freeze in a shape. 3 Guide students to explore several different movements in self-space (e.g. reach, swing, wiggle, and float) and general space (e.g. stride, leap, hop, and gallop). Alternate moving and then freezing in a shape. * You aregenerating ideasyou could choose to use in your dance. þ Criteria-based process assessment: Moves in self and general space. Freezes in shapes. _______________________________________________________________________ 6. Demonstrate and guide students in choosing three movements to show the three details of an event. Repeat each movement. Distribute Important Event Choreographer's Worksheets. Guide small groups through drafting choreography and rehearsing. & Interpreting, group conferring Music: "Fiesta", "Dancing Digits", "The Bayou Both-step", "Mr. E", or another choice from Music for Creative Dance, Volume III by Eric Chappelle. 3 Choose one piece of music to use for all the small group dances. * Now that we're warmed up, we are going to generate ideas to transform the actions we selected into movement. * As an example, I'll pick three details from a less important event. I'll choose movements to show each detail. I'll use what I have already learned about dance to give me ideas. I might use self-space and general space. I might think about the rhythm of the music. I'll use repetition, so I'll do each movement several times. I'll start and end in a shape. I'll hold each shape for three seconds. * Your job is to choose movements to show three details from your important event. * Think about the words in the text from which you can infer movements. Your movements will show the emotions and actions of the characters. * Think about what you know about dance. You could use self and general space. You could let the rhythm of our music give you ideas for movements. You could remember the way the dancers from South Africa and Mexico moved and that could also inspire you. * Keep the movements simple so that everyone can do them. * Decide how many times you want to repeat each movement. * Start and end in a shape. Hold your shape for about three seconds at the beginning and three seconds at the end. * Practice together. þ Criteria-based process assessment: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. _______________________________________________________________________ 7. Lead class reflection. Ask students to notate their movement choices. & Responding * What did you discover when you chose actions to show what happened in your important event? * Since we will continue to refine our dances in the next lesson, notate your movement choices on your Important Event Choreographer's Worksheet. * Describing dances in words is a good strategy for self-reflection . What action words are you using? Be specific, so that someone who wasn't in the room when you created your dance would know just what to do by reading your description. It will help you remember your choices when we dance again. þ Criteria-based reflection: Describes movement choices in writing. _______________________________________________________________________ Day Three 1. Describes the plan for Day Three: refining and rehearsing the dances. * Today, we will be using the creative process of constructing meaning. * We'll refine and rehearse our dances. _______________________________________________________________________ 2. Lead students in BrainDance of Expression warm-up. Music: "BrainDance of Expression, Fourth Grade" #5 Reading Dances. _______________________________________________________________________ 3. Guide refining and rehearsal of Important Event Dances. Display choreography refinement task chart. Distribute Important Event Choreographer's Worksheets. & Interpreting, group conferring Music: "Fiesta", "Dancing Digits", "The Bayou Both-step", "Mr. E", or other selections from Music for Creative Dance, Volume III. * As you refine and organize your movement choices, you are constructing meaning. * Here is your task for this rehearsal. Keep referring to this chart and it will guide you through the process of refining your dance. Choreography Refinement Task * Review the movements you have created. Refer to your Important Event Choreographer's Worksheets. * Do your movements show what happens in the three details of your important event? How did the action words in the story give you ideas? Are there any changes you should make so the meaning is clearer? * Do you have a beginning and an ending shape? Do you hold your shapes for three seconds? * Will you use self and general space? * Decide how many times you will repeat each movement. * Practice, practice, practice. þ Criteria-based teacher checklist, self and peer assessment: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. _______________________________________________________________________ 4. Direct the performances of the drafts of the small group dances, with each group performing in the order that its important event happens in the book. Post a program order, listing each small group's title in sequential plot order. Review performer and audience behavior. & Sharing * You will be performing the drafts of your dance in the order that your important events occur in the book. By looking at all the dances in order, you will see the big picture of the plot of our book. * Be expressive. Let your movements show the emotions and actions of the characters. * Remind me, what do we expect from the audience? What do we expect from the performers? þ Criteria-based teacher checklist: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. _______________________________________________________________________ 5. Facilitate group response after each small group performance. & Responding * Let's reflect by describing our dances and thinking about how they show the most important points in the plot of our book. * Performers, describe how your movements showed what happened in your important event. * Audience, what did you see? Be specific in describing the dancers' movements. What parts of their bodies did they use? What dance concepts did they use? What movements did they repeat? * We'll have another day to refine and rehearse our dances and put them all together in performance. þ Criteria-based teacher checklist, self and peer assessment: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. _______________________________________________________________________ Day Four 1. Describe the plan for Day Four: refining, rehearsing, performing, and reflecting. * Today, we will be using the creative process of reflection. * We'll refine and rehearse our dances and perform them in order. We'll talk about how our dances show what we know about the six most important events in our book. Then we'll reflect in writing. _______________________________________________________________________ 2. Lead students in BrainDance of Expression warm-up. Music: "BrainDance of Expression, Fourth Grade" #5 Reading Dances. _______________________________________________________________________ 3. Guide students in refining and rehearsing their Important Event Dances. Distribute completed Important Event Choreographer's Worksheets for reference. & Interpreting, group conferring * Rehearse your dances. You have two jobs. As choreographers, your job is to make sure your dance expresses the details in your important event without using words. As performers, your job is to freeze in a beginning and an ending shape, to use your whole body to show the actions and emotions in the dance, and to do your best to dance your actions with the rest of your group. * Ask yourself, are you freezing in your beginning and ending shapes? Are you using your whole body to communicate what happened in your Important Event? Are you repeating your movements with the rest of your group? * A good performance needs lots of rehearsal. So run through your dance several times. þ Criteria-based teacher checklist, self-assessment: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. _______________________________________________________________________ 4. Direct the performance of The Six Important Event Dances without stopping in between dances. & Sharing * In order for everyone to experience the plot of our book from beginning to end, we'll begin with the first important event dance and do all the dances, without taking a break between each one, ending with the sixth important event dance. þ Criteria-based teacher checklist: Creates movements that show the important details of the event. Repeats the movements. Performs a beginning and an ending shape. _______________________________________________________________________ 5. Facilitate verbal and written response to the dance. Distribute Important Event Choreographer's Response Worksheets and completed Important Event Choreographer's Worksheets for reference. & Responding, turn and talk, assessing * Let's reflect on our dance experiences . * Turn and talk with a partner. How did the dances show the important events in the plot of our book? * What did you discover from your conversation with your partner? * Now, think about your own dance and reflect in writing. List one of the details from your important event on your Important Event Choreographer's Response Worksheets. * Describe one of the movements from your dance that you used to dance that detail. Write how many times you repeated that movement. You can use your Important Event Choreographer's Worksheets to help you. þ Criteria-based reflection, teacher checklist, self and peer assessment: In writing, lists one key detail from the event and describes the movement created to show what happened in that detail. _______________________________________________________________________ Six Important Events Dance Choreographer's Worksheet Name: Date: Title of your important event: Six Important Events Dance Response Worksheet Name: Date: Title of your important event: What is one detail in your important event? What movement did you do to show the detail? How many times did you repeat the movement? Six Important Events Dance Choreography Refinement Task Chart * Review the movements you have created. Refer to your Choreographer's Worksheets. * How do your movements show what happens in the three details of your important event? How did the action words in the story give you ideas? Are there any changes you should make so the meaning is clearer? * Do you have a beginning and an ending shape? Do you hold your shapes for three seconds? * Will you use self and general space? * Decide how many times you will repeat each movement. * Practice, practice, practice. ARTS IMPACT LESSON PLAN Dance and Reading Infusion Fourth Grade: Six Important Events Dance 3 Teachers may choose to use or adapt the following self-assessment tool. STUDENT SELF-ASSESSMENT WORKSHEET ARTS IMPACT LESSON PLAN Dance and Reading Infusion Fourth Grade: Six Important Events Dance CLASS ASSESSMENT WORKSHEET What was effective in the lesson? Why? What do I want to consider for the next time I teach this lesson? What were the strongest connections between dance and reading? Teacher: Date: ARTS IMPACT FAMILY LETTER DANCE AND READING LESSON: Six Important Events Dance Dear Family: Today your child participated in an Arts and Reading lesson. We talked about determining the most important events in the plot of a book. * We generated ideas by choosing the six most important events in our book. * In small groups, we selected which actions happened in an important event from the book. * We did the BrainDance of Expression to warm-up our brains and our bodies. * We created movements that showed the actions in our important event. * We used repetition to make our dance sequences more interesting. * We put all of our dances together in order to show the plot of our book. * We reflected upon our process by analyzing the choices we made for our dances. At home, you could read a book together and decide which events are the most important. Ask your child to show you how to use repetition to dance an action from the book. Enduring Understanding Determining important events and illustrating them through movement can show the plot of a work of literature.	<urn:uuid:5aafc0c9-46fe-4756-a557-87d74885b638>	CC-MAIN-2017-43	http://arts-impact.org/wp-content/uploads/2015/10/Six-Important-Events-Dance-9-3-14-AO.pdf	2017-10-19T01:49:00Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00501.warc.gz	27,137,951	6,061	eng_Latn	eng_Latn	0.979411	eng_Latn	0.998478	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3024, 4073, 5555, 6889, 8279, 9486, 12337, 14782, 16633, 19170, 19940, 22429, 23516, 26223, 26945, 27045, 27274, 27844, 28048, 28358, 29438 ]	[ 4.875, 4.78125 ]	2	2
Unit 7H Solutions About the unit In this unit pupils: * extend their knowledge of dissolving and the separation of the components of a solution and relate this to particle theory * begin to distinguish between a 'pure' substance and a mixture * apply the particle model of solids, liquids and gases in a range of contexts In scientific enquiry pupils: * make measurements of temperature and mass * describe and interpret patterns in graphs and chromatograms * make predictions from graphs and data about solubility * investigate how a sample of pure salt can be obtained from a sample of rock salt, evaluating the method in terms of salt obtained This unit is expected to take approximately 8 hours. Where the unit ﬁts in This unit develops work on solids, liquids and separating mixtures in the key stage 2 programme of study. It builds on unit 4D 'Solids, liquids and how they can be separated', unit 5C 'Gases around us', unit 5D 'Changing state', unit 6C 'More about dissolving' and unit 6D 'Reversible and irreversible changes' in the key stage 2 scheme of work. The unit builds on ideas introduced in unit 7G 'Particle model of solids, liquids and gases'. Pupils will have many opportunities in later units to try to explain phenomena in terms of particles, eg changes of state in unit 8I 'Heating and cooling', digestion in unit 8A 'Food and digestion', crystal size related to rate of cooling in unit 8H 'The rock cycle', the behaviour of gases in unit 9L 'Pressure and moments'. Key stage 3 schemes of work Expectations At the end of this unit in terms of scientific enquiry most pupils will: make measurements of temperature and mass; present experimental results as line graphs, pointing out patterns; describe observations and explain these; identify patterns in data about solubility, and make predictions from these; interpret data from chromatograms; use scientific knowledge and understanding to plan how to separate pure salt from rock salt some pupils will not have made so much progress and will: make measurements of temperature and mass; produce simple line graphs of results and point out patterns in these; separate a sample of salt from rock salt some pupils will have progressed further and will: make measurements of temperature and mass; interpret and explain the significance of data from chromatograms; evaluate their method for obtaining pure salt in terms of the mass obtained in terms of materials and their properties most pupils will: classify some solids as soluble or insoluble and explain the meaning of the term 'saturated solution'; describe how mixtures can be separated by distillation and chromatography and begin to use the particle model to explain what happens when a solid dissolves in water, explaining why mass is conserved some pupils will not have made so much progress and will: name some soluble and insoluble solids; describe how pure water can be obtained from sea water and how different colours can be separated from some inks some pupils will have progressed further and will: use the particle model to explain a range of phenomena Prior learning It is helpful if pupils: * have had experience of dissolving solids in water and know that not all are soluble * have separated mixtures of solids and liquids * know that not all liquids contain water * know that all materials are made up of very small particles Health and safety Risk assessments are required for any hazardous activity. In this unit pupils: * plan and carry out an investigation of their own * use highly flammable and harmful substances Model risk assessments used by most employers for normal science activities can be found in the publications listed in the Teacher's guide. Teachers need to follow these as indicated in the guidance notes for the activities, and consider what modifications are needed for individual classroom situations. Language for learning Through the activities in this unit pupils will be able to understand, use and spell correctly: * words and phrases relating to dissolving, eg solution, solute, solvent, soluble, insoluble, saturated solution * words and phrases relating to the separation of mixtures, eg filtration, distillation, chromatography, chromatogram * words and phrases relating to explanations using the particle model, eg particle, attracted, mixing, mingling * words and phrases relating to scientific enquiry, eg prediction, evaluate, interpret * words with similar spelling but different meanings, and use them in a consistently correct way, eg affect, effect Key stage 3 schemes of work Resources Resources include: * prepared data about: – the solubility of different solids in water – the solubility of solids in different solvents – the variation of solubility of solids in water with temperature (as tables and graphs) * chromatograms for interpretation * software simulation of particles in mixtures * secondary sources showing uses of chromatography, eg caffeine determination in drinks, identifying traces of photoallergens (causing irritation) in germicides and soaps, identification of sugars in urine, identification of traces of drugs in horses Out-of-school learning Pupils could: * find out where distilled water is used and about other uses of distillation * look at labels of household liquids to find out whether they are pure liquids or mixtures 1 How can we tell whether a liquid is a mixture? * that some solids dissolve in liquids and others do not * that many common materials are mixtures * that mixtures can be separated * Present pupils with a selection of liquids, eg distilled water or deionised water, seawater, a suspension of chalk in water, ethanol, copper sulfate solution, and ask pupils about them, eg Is it water? Is it pure? Ask pupils to describe work they did on solutions and on separating solids from liquids in key stage 2. Challenge them to devise techniques, eg ﬁlter, evaporate to dryness, to ﬁnd out whether the liquid is a mixture or not. Ask them to record their observations and explain what their method showed. Help the class to summarise different approaches used and introduce the terms 'soluble', 'insoluble' and 'solute'. How much salt can we get from rock salt? * to use knowledge about separating mixtures to obtain a sample of salt from rock salt * to evaluate methods used in terms of the mass of salt obtained * Present pupils with a sample of rock salt and say that pure salt can be obtained from this. Ask them to plan a way of obtaining a sample of pure salt. Extend this for some pupils by asking them how they could ﬁnd out how much of their rock salt is pure salt and to compare their results with those of others. Ask pupils to produce an account of what they did, describing and explaining each stage. Emphasise that, although the salt dissolves, it doesn't disappear. * that salt comes from a variety of sources and has many uses Key stage 3 schemes of work * Show a video about the occurrence, extraction and uses of salt. Relate this to the processes pupils have used in extracting their sample. * name some solids that dissolve in water and some that do not * identify the components of some mixtures, eg seawater is water with salt and other solids dissolved in it * describe one way of separating the components of a mixture * plan a method for obtaining a sample of salt from rock salt * obtain a sample of salt * explain why the mass of the salt sample was less than the mass of rock salt * explain in terms of the original sample or in terms of techniques why results of different groups differ * This activity is designed to ﬁnd out what pupils already know about solid/liquid separation. In the light of this, teachers may wish to put more emphasis on making mixtures and separation techniques with some pupils and on particle explanations with others. * Extension: pupils could investigate the labels on packaging of household items and food to ﬁnd out which are mixtures and which are not. Safety – teachers will need to check pupils' plans for health and safety before practical work begins. Ethanol is highly ﬂammable, so there should be no naked ﬂames in the room if ethanol is used. Copper sulfate solution is harmful if the concentration is greater than 1.0 mol dm -3 . Eye protection should be worn * The activity could be set in the context of comparing the salt content of different rock salts used on icy roads in winter, or of comparing the efﬁciency of different pupils' methods of obtaining a sample of salt. * Extension: pupils could be asked to use secondary sources to ﬁnd out more about salt, eg its importance in diet and possible hazards, sources and history of use. Safety – teachers will need to check pupils' plans for health and safety before practical work begins – pupils should not taste the salt after it has been puriﬁed 2 What happens to the solute when a solution is made? * that when a solute dissolves, mass is conserved * that when a solute dissolves, the solute and solvent particles intermingle * Show pupils a beaker of water of a particular mass, eg 100g, and ask them to predict what the total mass will be if some salt, eg 4g, is dissolved in the water, and to test their predictions by weighing. Ask them to explain why the mass remains the same and to say how much salt they would expect to get if they evaporated the water. * Remind pupils of work they did on particles in solids and liquids in unit 7G 'Particle model of solids, liquids and gases', referring back to the annotated diagrams drawn at the end of the unit. * Show a model or models, eg ICT simulation, mixing rice and peas, to illustrate the mixing of particles when a solid dissolves in a liquid, asking pupils to put in their own words what is happening. * Ask pupils to draw the water particles before and after the addition of salt and to use these to explain, eg that mass is conserved, why ﬁltering will not separate the salt. How can we separate solvents from solutes? * that distillation can be used to separate a liquid from the solids which are dissolved in it * Explain to pupils that work so far has concentrated on the solute in a mixture but that it is often very important to separate and collect the liquid, eg in purifying water. * that distillation is a process in which evaporation of a liquid is followed by condensation Key stage 3 schemes of work * Remind pupils of work done on evaporation and condensation at key stage 2, eg by showing them a sample of blue ink and asking them to predict the colour of the water obtained when it was evaporated and then condensed. If necessary, carry out a quick demonstration. Ask them how they could obtain drinkable water from seawater, eg in an area where there is a lot of seawater, but no fresh water. Discuss pupils' ideas with them and introduce the term 'distillation'. Help pupils to test their ideas by carrying out a simple distillation process. * Ask pupils to explain the process, eg by using a ﬂow chart, annotated drawing. * state that the mass of a solution is the same as the mass of the solute and solvent, eg if you dissolve 5g of salt in 200g of water, you'll get 205g of salt solution * describe, eg using annotated diagrams, how solute and solvent particles mix * explain that as the particles mix no matter is lost, so the mass remains the same * describe how the solvent could be separated from the solute by heating the solution, followed by cooling * explain that separation works because the solvent changes to a gas and back to a liquid, but the solute does not * Extension: some pupils could explore mixing two liquids, eg ethanol and water. * In unit 7K 'Forces and their effects' pupils are introduced to the difference between mass and weight and to the use of balances. Safety – ethanol is highly ﬂammable, so there should be no naked ﬂames in the room when it is being used * In key stage 2, pupils are likely to have seen colourless water collected from the evaporation of blue ink. * Extension: pupils could be asked to ﬁnd out about desalination plants or how distillation is used to separate liquids, eg crude oil. At this stage it is not necessary to draw distinctions between distillation and fractional distillation. Safety – teachers should check pupils' plans for health and safety before practical work begins. Pupils should be taught safe procedures for using glassware and ﬁtting bungs into it 3 How can chromatography separate and identify substances in mixtures? * that a mixture of two or more solutes which are soluble in a particular solvent can be separated by chromatography * Remind pupils of work they did earlier on showing whether a liquid was pure or not. Explain that they are going to explore some other techniques for this. * to separate and identify materials using chromatography * how chromatography can be used to compare mixtures of solutes * how scientists use evidence from chromatography Checking progress * how particle theory can be used to model changes that take place when solutions are formed or components of solutions are separated * Use ICT simulation to show pupils how to model a change, eg some solid dissolving in water, by representing the particles themselves, making sure that those representing the solid are clearly distinguishable from those representing the water. Ask groups of pupils to work out how to model other changes, eg adding an insoluble solid to water, the formation of a suspension, separation by chromatography of two solutes, the evaporation of a solution. Help pupils to write a brief description of each change. Is there a limit to the amount of solid that will dissolve in a liquid? * that when a solid is added to a liquid, eventually no more will dissolve * that different masses of different solids dissolve in the same volume of a particular solvent * that solids can dissolve in liquids other than water * Present some pupils with a selection of solids, eg salt, bicarbonate of soda, potassium nitrate, and ask them how they could ﬁnd out whether there is a limit to how much will dissolve in water at room temperature. Ask other pupils to ﬁnd out whether there is a limit to the amount of solid, eg salt, that will dissolve in different liquids, eg water, ethanol. Discuss with them how they will decide when no more dissolves and suggest that different groups use different volumes of solvent. Bring together results for the same solvent and look for patterns in these. Introduce the terms 'saturated solution' and 'solubility'. Key stage 3 schemes of work * Demonstrate how to separate the different coloured compounds in an ink mixture on blotting or ﬁlter paper, using a wick of the paper dipped into the solvent (water). Discuss and establish with pupils why different coloured ink solids travel different distances, perhaps using the analogy of the solvent particles giving the solute particles 'piggyback rides', so those which attach more ﬁrmly to the solvent particles can be carried further than those which do not, in a given amount of time. * Ask pupils to use chromatography to compare the components of dyes, eg the colouring on sugar-coated chocolate sweets, to ﬁnd out whether different colours include the same dyes and to explain what they found, eg using drawings and annotated diagrams. Extend by providing pupils with prepared chromatograms and information about the contexts in which these might be needed, eg in forensic science, in identifying traces of substances in urine or medical preparations , and asking them to interpret the evidence from each chromatogram. * use chromatography to separate and identify different solutes * use particle ideas to explain how chromatography works * interpret chromatograms, explaining what the evidence shows * describe a situation in which chromatography provides useful evidence * show by modelling how particles behave in some changes * describe what the models show, eg when marble is added to water it doesn't break up into smaller particles, so the particles can't mix together * state that there is a limit to the amount of solid that dissolves in a particular volume of water * describe differences between the amounts of different solids that dissolve in the same volume of water * state that some solids dissolve more in some liquids than others * Extension: pupils could be asked to ﬁnd out at home whether food colourings, inks in felt-tip pens or markers are single dyes or mixtures of dye. Safety – if solvents other than water are used, pupils should be taught to handle them safely * Many pupils think that chromatography can only be used with coloured solutes. It is helpful to illustrate how chromatography is used with noncoloured solutes. * At this stage it is not necessary to distinguish between atoms and molecules. * It is important to clarify with pupils that they are ﬁnding out how much of something dissolves, not how fast it dissolves. They are likely to have investigated the latter at key stage 2. Safety – ethanol is highly ﬂammable, potassium nitrate is oxidising. Teachers should make sure pupils can handle these and other substances carefully. This activity is not intended to explore variation in solubility with temperature and there is no need to heat the solvents 4 What else affects solubility? * that many solutes are more soluble at higher temperatures * to use tables of data to calculate quantities of material to use * to make comparisons, identify patterns and make predictions from graphs Reviewing work * to identify key points about changes involving making and separating solutions * to explain changes and techniques * Ask pupils to suggest what else affects how much solid dissolves in a liquid, perhaps showing them a saturated solution, eg of benzoic acid, which forms crystals as it cools. Provide pupils with a table of data showing approximate solubilities of solutes at different temperatures. Help them to work out how much they would need to dissolve in 10g of water to make a saturated solution at a particular temperature. Ask pupils to prepare a warmed solution with a suitable amount of solid and to cool it down to identify the temperature at which crystals appear. Put together class results and help pupils to draw a graph showing how solubility varies with temperature and to describe what the graph shows and what the solubility might be at other temperatures. * Provide pupils in groups with two sets of cards: each card in one set has the name of a change or technique, each card in the other set has the explanation of a change or technique. Ask them to match the correct explanation to the change or technique. For some pupils increase the range of changes, including some incorrect explanations to encourage discussion and deeper thinking about the phenomena. * Ask pupils to work in groups and list the key ideas about the changes, including two examples of each. Ask them for their ideas and discuss the changes, emphasising that those encountered in this unit can be relatively easily reversed. Together with pupils agree a summary of the unit. Ref: QCA/00/445 © Qualiﬁcations and Curriculum Authority (QCA) 2000 * state that a saturated solution has been formed when crystals appear * state the solubility at a particular temperature, eg at 70°C, 3g of the solid dissolved in 10g of water * describe the way in which the solubility of the solute varies with temperature * use the pattern of solubility data to predict solubility at higher and lower temperatures * match the correct explanation to each change * identify, with reasons, incorrect explanations * summarise key points about changes and techniques in the unit * Pupils are likely to have used a variety of thermometers in key stage 2 and this is extended in unit 7I 'Energy resources'. * As in the previous activity, it is important to draw the distinction between 'how much' and 'how fast'. * This activity works well using potassium chloride, potassium bromide or potassium iodide as the solute. * Extension: pupils could look at previously prepared data about the variation of solubility with temperature of a wider range of solutes, and identify simple patterns and make predictions from these. * Unit 8E 'Atoms and elements' introduces the idea of chemical change as changes in which atoms are joined in new ways, making new materials. Safety– remind pupils how to heat test tubes of chemicals	<urn:uuid:5bf739c1-0b6e-4e91-ace9-d11d303eb51a>	CC-MAIN-2017-43	http://mathsmadeeasy.co.uk/key%20stage%203%20science%20papers%20free/year-7-science-ks3/sci7h.pdf	2017-10-19T01:50:41Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00502.warc.gz	210,667,857	4,276	eng_Latn	eng_Latn	0.997602	eng_Latn	0.998365	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3110, 5372, 8847, 12413, 17265, 20411 ]	[ 4.65625, 4.84375 ]	1	1
on behalf of Birth Registration – Briefing Paper for UPR - Malaysia Children from the indigenous and minority, refugee and asylum seeking, irregular migrant, and the rural and urban poor communities still have difficulties in obtaining birth certificates. Access to education, healthcare and other basic social services is impeded for children without birth certificates. For Malaysian children, a lack of a birth certificate can also be a barrier to obtaining national identification cards (MyKad) when they reach 12 years of age. In addition to barriers of cost, families have reported difficulties in navigating bureaucratic and overly-rigid requirements for registration. Generally knowledge of the importance of birth registration is weak amongst the marginalized communities. Where the importance of this document is recognized, cost, access to the registration offices, rigid requirement of documents like parents' birth/marriage certificates are conditions either difficult or impossible for the refugee, migrant, indigenous, rural and urban poor communities to meet. Without a birth certificate children are unable to access services like education and healthcare. A 2009 study by the Malaysian Ministry of Education showed that 44,000 undocumented children were not enrolled in schools. Actual figures will most likely be higher. Children who somehow manage to attend primary school are unable to continue once they are 12 because they cannot be issued the National Identification Card (MyKad). Without MyKad they are unable to sit for the crucial national examination and are forced to drop out of school. Lack of attention to this matter has led to a generational problem (in some instances three generations) of lack of documentation, continuing the cycle of poverty and no access to education and healthcare and other services which are the inherent right of a child. What is unconscionable is that children who end up in the government homes and whose identity is not verifiable are issued a "bukan warganegara" (non-citizen) birth certificate. These children could be those born out of wedlock, of mixed parentage or abandoned. With this "Non-citizen" birth certificate once they leave the home at the age of 18, they are unable to get formal employment, driving licenses, marriage certificates, bank accounts or birth certificates for their children. The issuance of birth certificates (if at all) with a "Non-citizen" stamp is most acute amongst the Indonesian and Filipino migrants in Sabah. In general Malaysian laws are progressive. Article 14(1)(b) Part II (1)(e) of the Malaysian Constitution is quoted in international circles as an exemplary model to follow to address statelessness. It clearly states that any child born in Malaysia is a Malaysian citizen if at the time of the birth the child "is not a citizen of any country". In practice reality differs rather sharply. Not only the above article of the constitution is overlooked, Malaysia's reservation on Article 7 of the CRC continues to be a barrier to advocate for birth certificates. on behalf of Strengthening and reforming the law is a positive step forward, but weaknesses in implementation are the major drawback in granting birth certificates. Lack of standardized procedures leads officers to operate differently from one National Registration Department (NRD) Office to another. Thus, while one birth certificate is issued with a given set of documentation in one NRD Office, the exact same set of documentation presented in another Office results in denial of the issuance of the certificate. Another cause for declining birth certificates is completing the long and complex application forms which is a difficult feat to accomplish for marginalized communities who have very little or no education. No alternatives are in place if proof of parentage or birth is impossible through the standard requirements, which is mostly the case with marginalized groups or children caught in the generational cycle of lack of documentation. QUESTIONS - What measures are being undertaken to ensure that all babies are registered immediately after birth regardless of parents' legal status and/or origin? - What measures are being undertaken to prevent children from becoming stateless? RECOMMENDATIONS - Implement a simple free-at-all-stages, non-discriminatory birth registration system that covers all territories in Malaysia, including through the use of mobile birth registration centres. - Fully implement Article 14(1)(b) Part II(1)(e) Second Schedule of the Federal Constitution to prevent children from becoming stateless. Remove onerous administrative and legal requirements that can result in statelessness. - Withdraw reservations to Article 7 of the UNCRC and amend the law to make it compulsory for the biological father's name to be entered in the birth certificate. - Withdraw reservation to Article 2 of the UNCRC to make the birth registration process far more transparent without any form of discrimination - Develop a strategic plan to address the question of birth registration and statelessness amongst children in a holistic manner involving all stakeholders, i.e., Ministers, International Agencies like UNICEF and UNHCR, NGOs, Governments of Indonesia and The Philippines and Community Leaders. - Standardize and simplify the birth registration procedures as well as reduce documentation required and where unavailable provide alternatives.	<urn:uuid:cb43f26a-fb3b-4018-a92b-3536141e534a>	CC-MAIN-2017-43	http://wao.org.my/file/file/Child%20Rights%20Coalition%20Malaysia%20UPR/CRCM_UPR%20Topical%20Briefing_Birth%20registration.pdf	2017-10-19T01:43:25Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00498.warc.gz	364,028,068	1,022	eng_Latn	eng_Latn	0.996097	eng_Latn	0.996723	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3080, 5466 ]	[ 2.125 ]	2	2
POISONING S—Symptoms and treatment both depend on what poison was taken. Try to find out what was taken and when. The bottle is often helpful. Ask about possible symptoms such as: O--Move quickly. Look for mouth burns, smell the breath, and check the state of consciousness. Lay on side with head a little extended to keep airway open if the patient is not conscious. Weakness Stomach pain Nausea/vomiting Seizures Take to hospital immediately 1. KEROSENE OR GASOLINE—This poisoning most often happens with small children who drink kerosene that has been put in a soda or beer bottle. The breath of the child will smell like kerosene. The child will be coughing if kerosene has gotten into his trachea. After some time if he has taken a large amount he may become unconscious or convulse. a.Do not cause vomiting—vomiting may cause the patient to aspirate kerosene into his lungs and he will develop the serious complication of hydrocarbon pneumonia. b.Unless the amount is very small such as one swallow (and often it is very small), and unless no coughing is present, send the patient to the hospital. 2. CAUSTIC SODA, WASHING SODA, OR LYE—Most often this type of poisoning happens to small children who find caustic soda water in a dish for making soap. Usually the child has burns on the lips and in the mouth. a.Do not cause vomiting. b.Do not put a tube down to wash out the stomach. c. If swallowed within the last 2 hours, immediately give the child as much orange juice, lime juice, or dilute vinegar (1 cup vinegar with 3 cups water) as the child will drink. This will destroy the poison. Use milk if nothing else is available—it may soothe the chemical burns, but does not neutralize lye. d. Then send the child to the hospital. A later complication may be esophageal strictures (scarring) that will prevent the child from being able to swallow food. Some chest surgeons can treat this. 3. PRESCRIPTION MEDICINES (in overdose or taken by child): If conscious, cause the patient to vomit immediately. Then send the patient to the hospital. In the hospital wash out the stomach with an NG tube, and admit him for the doctor to treat complications from the medicine. 4. PLANTS—Some plants are poisonous. If a child eats a plant that you do not know to be safe, cause him to vomit immediately. Send him to the hospital if he has any symptoms. 5. COUNTRY MEDICINES—Some country medicines are poisonous, especially in large doses. The most common complications of poisoning from country medicines are acute kidney failure, jaundice from liver damage, and toxic colon—all of which can cause death. Most patients with poisoning from too much country medicine do not come to the clinic until they are very sick. Send them to the hospital. 6.COMMON MEDICINES (which are usually thought of as safe) can cause poisoning— a. Aspirin in large amounts can cause death—cause vomiting immediately. b. Too much iron can be poisonous—a few iron tablets or many vitamin tablets also containing iron can cause a child to die—cause vomiting immediately, and send the person to the hospital. c. Paracetamol in amounts larger than 4,000 mg/day (adult) can destroy the liver and cause liver failure and death. Paracetamol is dangerous in smaller amounts if the liver has been damaged by hepatitis B or excessive alcohol— induce vomiting and send the patient to the hospital. 7.DIELDRIN-- This is a dangerous insecticide or "bug-a-bug medicine" commonly used in Liberia. It damages the liver and brain. It causes jaundice, excitability, shakiness, and convulsions, and may cause death. It doesn't even have to be swallowed—it is very rapidly absorbed through the skin. a. If swallowed, lavage the stomach with the head down, and suction to avoid aspiration if possible. Otherwise cause the patient to vomit (although not usually recommended), and send him immediately to the hospital even if he has no symptoms. b. If wasted on the skin, scrub the skin with soap and water. No more may be needed, but if any signs or suggestions of symptoms develop, send him to the hospital. Prevention of Poisoning in Children Never place kerosene in a beer or soda bottle. Always keep kerosene, caustic soda powder or water, and all medicines where children cannot reach them. CHANTS TO USE IN TRAININGS KEEP LYE UP HIGH SO CHILDREN DON'T DIE USE A LID SHUT IT TIGHT HIDE THE LYE	<urn:uuid:1613a06a-e685-4f2d-be69-cecde670b18b>	CC-MAIN-2018-43	http://static1.1.sqspcdn.com/static/f/253130/27987589/1536881735983/POISONING.pdf?token=H7Y8ZfUpezhAEhod0vRk%2BRqplAw%3D	2018-10-16T21:58:48Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00267.warc.gz	352,121,123	1,008	eng_Latn	eng_Latn	0.986228	eng_Latn	0.998915	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1114, 2707, 4076, 4371 ]	[ 2.328125 ]	1	1
Holiday Foods can be harmful Many holiday foods can be harmful to canines, causing symptoms as mild as an upset stomach or as severe as vomiting and diarrhoea. Avoid giving your dog fatty or spicy foods, bread dough, fresh herbs, alcohol beverages, caffeine and sweets of all kinds-especially those with chocolate or xylitol, a natural sweetener. Discourage your dog from foraging in the garbage-secure lids on all bins. Don't let your dog drink the Christmas tree water. The water may contain preservative chemicals, which can trigger severe indigestion in dogs. Stagnant plain water can breed bacteria and cause nausea or diarrhoea to the pet that imbibes. Regularly sweep up fallen pine needles, as they can puncture holes in a dog's intestines if ingested. Particularly dangerous are cooked poultry bones. Cooked bones easily splinter, and the bone shards can cause choking, get stuck in your dog's gums or possibly damage their intestines. Instead, treat your dog to "dog bones" specifically designed for them to chew. Ask your veterinarian for suggestions. It's natural that you'd want to share holiday treats with your dog. While a little taste of turkey or sweet potatoes can make your dog happy, don't overdo it-too much of a good thing can make them sick. Decorations are not playthings Keep your pet away from holiday plants, many of which are poisonous, such as holly, mistletoe, poinsettias and amaryllis (a type of lily).Also be sure all potpourri is out of your pet's reach. Keep electrical wires and batteries out of your pet's reach. Snow globes can contain antifreeze, which is toxic to dogs. Whether in the garage or in a snow globe, keep antifreeze products away from your happy, tail-wagging dog. If there is an antifreeze spill, keep your dog out of the room while you clean up the liquid. Dilute the spot with water and floor cleaner to ensure your dog does not lick the area later. Chewing or biting anything electrical can cause them shock or burns. Christmas can be hazardous Don't leave lighted candles unattended. A lit candle knocked over by a swinging tail can burn your pet or cause a fire. Anchor the tree to the ceiling or wall to prevent it from tipping over. Avoid putting tinsel on your tree. If ingested, tinsel can twist in your dog's intestines and can be deadly. Hang non-breakable ornaments near the bottom of the tree. Help your dog feel safe and relaxed As a general rule, don't allow the family dog to greet unfamiliar guests since unusual activities and commotion can cause them extra stress. Most dogs get very excited when guests arrive. To help your dog be calmer, exercise them prior to the festivities. After 30 minutes of walking or playtime, your dog will more likely be relaxed or want to nap. Give your dog a break from the hubbub by putting them in their crate or in a quiet room with their doggie bed. Allow them to rejoin the festivities after guests have arrived. Pets stressed by unfamiliar events typically pant more, so keep your dog's water bowl filled with fresh water. Pets like presents too! The Gamechanger® and KONG® are virtually indestructible puzzle toys that reward your dog with treats and keep him well entertained. Help your dog stay busy and out of the holiday trimmings by giving him fun, safe. A Final note! A cute puppy might seem like the perfect gift choice, but many of these holiday presents end up at animal shelters. Owning a dog takes a genuine commitment of time and responsibility, and adoptive owners must be ready to participate in training and other activities. If someone you know seriously wants a dog, consider giving a lead and collar, or a dog training certificate from Bark Busters along with a note saying a dog of the recipient's choice comes with it. This helps ensure the lucky person gets just the right pet to bring into the family. This information is brought to you as a public service by Bark Busters Home Dog Training-the world's largest, most trusted dog training company. Bark Busters is the only international dog training company that offers guaranteed lifetime support. Find more information by contacting your local dog behavioural therapist at 1800 067 710 or by visiting www.BarkBusters.com.au © WYGC Bark Busters Pty Ltd . All Rights Reserved. Please don't give a pet as a surprise gift!	<urn:uuid:6b8e64d1-d45b-4704-afe7-ff24dc2ff5fe>	CC-MAIN-2018-43	https://www.barkbusters.com.au/repository/tips/Holiday_Tips(final_clr)_AU.pdf	2018-10-16T20:56:51Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00266.warc.gz	894,362,805	997	eng_Latn	eng_Latn	0.998961	eng_Latn	0.998961	[ "eng_Latn" ]	false	docling	[ 4340 ]	[ 2.09375 ]	5	1
and Odd Numbers Even 1 - 10 Color the odd numbers orange. Color the even numbers blue.	<urn:uuid:4ae8c6a8-a435-4a16-be06-5da15d5fed1a>	CC-MAIN-2017-43	http://nebula.wsimg.com/c1ad2f55e5b65ef5301eb71bf1a93d30?AccessKeyId=2C33278CC197CC33FBA8&disposition=0&alloworigin=1	2017-10-19T01:55:50Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00504.warc.gz	241,040,270	23	eng_Latn	eng_Latn	0.989993	eng_Latn	0.989993	[ "eng_Latn" ]	false	docling	[ 89 ]	[ 2.796875 ]	2	2
2 3 4 5 6 7 8 9 10 1 ount forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 5N1 ad, write, order and compare numbers to at least 1 000 000 and determine the value of each digit,relating to prior learning 5 ad Roman numerals to 1000 (M) and recognise years written in Roman numerals5N3b und any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000and connect to estimation when calculating easuring instruments 5N4 pply understanding of the number system to decimal numbers and fractions they have met so far terpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including throug cognise and describe linear number sequences including those involving fractions and describe the term to term rule olve number problems and practical problems that involve all of the above5N6 ad and write decimal numbers as fractions [ e.g. 0.71 = 71 /100 ] 5F6a cognise and use thousandths and relate them to tenths, hundredths and decimal equivalents 5F6b und decimals with two decimal places to the nearest whole number and to one decimal place 5F7 ad, write, order and compare numbers with up to three decimal places 5F8 ultiply and divide numbers mentally drawing upon known facts5C6a ultiply and divide whole numbers and those involving decimals by 10, 100 and 1000 e.g. multiply and divide by powers of 10 in s ultiply and divide by powers of a 1000 in converting between units such as kilometres and metres 5C6b * add and subtract numbers mentally with increasingly large numbers 5C1 – know when and how to use jottings to support conservation of number – calculate what must be added to any 4 digit number to make the next multiple of 1000 e.g. 4087 + □□□ = 5000 – practise mental calculations with increasingly large numbers to aid fluency (e.g. 12 462 – 2 300 = 10 162) * add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) including extending through 5C2 - varying the place value e.g. 23456 + 637 + 7503 or 642.7 + 75.69 +6200.09 - varying number of times 0 is used as a placeholder e.g. 70056 – 2399 - solving missing number calculations (knowing when they can and cannot use the inverse operation e.g. 3490 + □□□ = 4286 or 52901 -‐ □□□□ = 49244) - applying to a variety of contexts including measurement * use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy 5C3 * solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why 5C4 * convert between different units of metric measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) 5M5 * calculate and compare the (including squares) using centimetres (cm2) and sq estimate the area of irregu * estimate volume [e.g. usin cuboids(including cubes)] water ] 5M8 * multiply and divide numbers mentally drawing upon k * identify multiples and factors, including finding all fac and common factors of two numbers 5C5a * know and use the vocabulary of prime numbers, prim (non-prime) numbers 5C5b * establish whether a number up to 100 is prime and re to 19 5C5c * recognise and use square numbers and cube numbe squared (²) and cubed (³) 5C5d * use understanding of factors, multiples, primes and s numbers to construct equivalence statements (e.g. 4 270 = 3 x 3 x 9 x 10 = 9 2 x 10) * use and explain the equals sign to indicate equivalen 2 3 4 5 6 d and subtract numbers mentally with increasingly large numbers 5C1 know when and how to use jottings to support conservation of number 5C8 practise mental calculations with increasingly large numbers to aid fluency (e.g. 12 462 – 2 300 = 10 162) d and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtractio rough 5C2 varying the place value e.g. 23456 + 637 + 7503 or 642.7 + 75.69 +6200.09 varying number of times 0 is used as a placeholder e.g. 70056 – 2399 solving missing number calculations (knowing when they can and cannot use the inverse operation e.g. 3490 +□□□ = 4286 or 5290 applying to a variety of contexts including measurement e rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy 5C3 ve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why 5C4 ntify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers 5C5a ltiply and divide numbers mentally drawing upon known facts 5C6a ltiply and divide whole numbers and those involving decimals by 10, 100 and 1000 e.g. multiply and divide by powers of 10 in s ultiply and divide by powers of a 1000 in converting between units such as kilometres and metres5C6b ltiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-di ide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appr C7b where remainder is a whole number where remainder is expressed as a fraction of the divisor where remainder is expressed as a simplified fraction ve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates unt forwards and backwards with whole numbers, decimals and fractions cluding bridging zero, for example on a number line cognise mixed numbers and improper fractions and convert from one rm to the other and write mathematical statements > 1 as a mixed mber [ e.g. 2/5 + 4/5 = 6/5 = 11/5] 5F2a entify, name and write equivalent fractions of a given fraction, presented visually, including tenths, hundredthsand thousandths5F2b mpare and order fractions whose denominators are all multiples of the using the number line and other models5F3 nnect multiplication by a fraction to using fractions as operators actions of), and to division velop understanding of fractions as numbers, measures and operators finding fractions of numbers and quantities d and subtract fractions with the same denominator and multiples of 5F4 d and subtract tenths, and one-‐digit whole numbers and tenths,decimals th different numbers of decimal places, and derive complements of 1(e.g. 83 + 0.17 = 1) ultiply proper fractions and mixed numbers by whole numbers, pported by materials and diagrams5F5 ad and write decimal numbers as fractions [ e.g. 0.71 = 71/100 ] 5F6a und decimals with two decimal places to the nearest whole number and one decimal place 5F7 * solve problems involving converting between units of time 5M4 * convert between different units of metric measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) 5M5 * use all four operations to solve problems involving measure [e.g. a. money, b. length, c. mass, d. volume,] using decimal notation including scaling 5M9a,b,c,d * complete, read and interpret information in tables, including timetables 5S1 * solve comparison, sum and difference problems using information presented in a line graph 5S2 * begin to decide which representations of data are most appropriate and reason why me number e same number * 7 8 9 10 2 3 4 unt forwards or backwards in steps powers of 10 for any given number to 1 000 000 5N1 ad, write, order and compare mbers to at least 1 000 000 and termine the value of each digit N2/3a ad Roman numerals to 1000 (M) and cognise years written in Roman merals 5N3b und any number up to 1 000 000 to e nearest 10, 100, 1000, 10 000 and 0 000 5N4 erpret negative numbers in context, unt forwards and backwards with sitive and negative whole numbers, cluding through zero 5N5 cognise and describe linear number quences including those involving ctions and describe the term to term e lve number problems and practical oblems that involve all of the above N6 ultiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams 9 5F5 lve problems involving number up to three decimal places 5F10 cognise the per cent symbol (%) and understand that per cent relates to "number of parts per hundred", and write percentages a nominator 100, and as a decimal 5F11 lve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those with a denominator 12 * add and subtract numbers mentally with increasingly large numbers 5C1 * use rounding to check answers to calculations and determine, in the conte accuracy 5C3 * solve addition and subtraction multi-step problems in contexts, deciding wh methods to use and why 5C4 * multiply and divide numbers mentally drawing upon known facts 5C6a * multiply and divide whole numbers and those involving decimals by 10, 100 * multiply numbers up to 4 digits by a one- or two-digit number using a forma including long multiplication for two-digit numbers 5C7a * divide numbers up to 4 digits by a one-digit number using the formal writte division and interpret remainders appropriately for the context 5C7b 1. where remainder is a whole number 2. where remainder is expressed as a fraction of the divisor 3. where remainder is expressed as a simplified fraction 4. where the remainder is expressed as a decimal number * solve problems involving multiplication and division including using their kn multiples, squares and cubes 5C8a * solve problems involving addition, subtraction, multiplication and division a these, including understanding the meaning of the equals sign 5C8b * solve problems involving multiplication and division, including scaling by si problems involving simple rates 5C8c * begin to investigate the impact of brackets on calculation e.g. 4 + 3 x 2 could eq * understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints 5M6 * measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres 5M7a * calculate and compare the area of rectangles (including squares) using standard units, square centimetres (cm 2 ) and square metres (m 2 ) and 5 6 7 8 10	<urn:uuid:9a49a8a3-27df-4474-828e-15b04850fb69>	CC-MAIN-2018-43	http://holytrinity.herts.sch.uk/wp-content/uploads/2015/08/Y5-Maths-Planning-Medium-Term.pdf	2018-10-16T21:58:51Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00267.warc.gz	168,490,383	3,762	eng_Latn	eng_Latn	0.991618	eng_Latn	0.99183	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3600, 7478, 10393 ]	[ 3.3125 ]	2	0
Car Seat Safety Rear-facing Babies & Toddlers * Keep your infant in a rear-facing car seat in the back seat for as long as possible - up to the height or weight limit of the car seat. The "12 months and 20 lbs" rule often cited is the bare minimum to turn a child forward-facing. Rear-facing children are safest! * Once your child outgrows the infant seat, move her to a rear-facing convertible seat and use until she reaches the weight/height limit allowed by the manufacturer (that could be 30-40 lbs). Many kids will be over age 2 when they reach that weight. * A rear-facing car seat should be semi-reclined so that baby's head stays in contact with the seat and does not ﬂop forward. This is important to keep the baby's airway open. * The shoulder straps should be through the slots at or below the child's shoulders. * Never put a rear-facing car seat in front of an active frontal airbag. Forward-facing Children * Once your child outgrows the car seat's rear-facing weight or height limit, turn the child around to be forward-facing. The car seat should be in the upright position. * The shoulder straps should be through the slots at or above the child's shoulders. * Keep your child in a car seat with a full harness until they reach the weight or height limit of that seat (usually 40 lbs or 40 inches). Booster Age Children * When your child outgrows their car seat, move them to a booster seat. * Always use the vehicle lap & shoulder belt with a booster seat, NEVER a lap belt only. For All Seats * If your car seat has a harness, be sure the chest clip is at armpit level on your child. * Be sure the harness is snug on your child's shoulders, with NO slack. * Use the seat belt or LATCH system to lock the car seat into the car, but NOT both. * The car seat should not move more than one inch from side to side, or front to back. Grab the car seat at the seat belt or LATCH path to test for tightness. * Every car seat has an expiration date. Do not use an expired seat. * Never buy a used car seat if you do not know its full history. * Never use a car seat that has been in a crash. * Children should not wear bulky clothing under harness straps. * Do not use products that did not come with your car seat (in or with the seat). * Add-on toys can injure your child in a crash. --- Source: Safe Kids Michigan (http://michigansafekids.org/car-seat-safety-info.htm) Furnished by Ingham Great Start Collaborative (www.inghamgreatstart.org)	<urn:uuid:4592959a-a348-4d0d-ab3a-91240491c4f4>	CC-MAIN-2018-43	http://inghamgreatstart.org/wp-content/uploads/2012/02/CarSeatSafety.pdf	2018-10-16T21:07:17Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00268.warc.gz	178,455,210	583	eng_Latn	eng_Latn	0.997288	eng_Latn	0.997288	[ "eng_Latn" ]	false	docling	[ 2468 ]	[ 3.21875 ]	1	4
Points in italics are either where statements have been moved from other year groups or to support progression where no statement is given Oral and Mental calculation Recite numbers to 100 forwards and backwards from any number Read and write numbers to 100 in numerals Read and write numbers to 20 in words Order numbers to 100 Compare numbers within 100 Count on and back in 1s from any one or two-digit number including across 100 Count in multiples of 2, 5 and 10 Begin to recall multiplication facts for the 2, 5 and 10 times tables Find 1 more/ 1 less or 10 more / 10 less of any number to 1- 100 Find numbers between 2 given numbers Recall addition and subtraction facts for each number up to 20. Recall doubles of numbers to 10 + 10 find doubles +1 Recall halves of even numbers to 20. Add a single digit number to any number up to 20. Take away a single digit number from any number up to 20. Recite days of the week and months of the year Tell the time on an analogue clock to the hour and half past the hour. Revise the names and properties of 2D and 3D shapes Week Main focus of teaching 1 Number and place value to solve problems - Continue to count up to 100 objects accurately - Place two digit numbers onto washing line marked with multiples of 5 and 10 to and across 100 - Identify missing numbers to and across 100 on washing line/number line - Partition two –digit numbers into tens and ones and begin to recognise place value (tens and ones). - Reinforce reading, writing and ordering "teen "numbers - Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. - Solve practical problems involving all of the above. Points in italics are either where statements have been moved from other year groups or to support progression where no statement is given 2 Addition within 20 to solve problems - Model reading , writing and interpreting addition sentences - Add 2 or more one numbers to 20 - Add by counting on from the larger number - Solve missing number problems using number bonds within 20. such as 8 = □ + 2 - Add one-digit and two-digit numbers to 20, including zero using concrete objects and pictorial representations - Use inverse to check the answers to calculations - Solve simple one-step problems that involve addition using concrete objects and pictorial representations 3 Measures -Money to solve problems - Recognise all coinage - Pay for items using a mixture of coinage - Add combinations of known silver coins to make 100 p /£1 - Model giving change from 50p - Solve problems involving money 4 Measures-capacity and time to solve problems CAPACITY - Estimate and measure capacity using non-standard but uniform unit using number within the children experince - Compare and order capacity). - Compare, describe and solve practical problems with capacity/volume (full/empty, more than, less than, quarter) TIME - Tell the time to the hour and half past the hour - Draw hands on a given clock face to show known times - Compare, describe and solve practical problems for time (quicker, slower, earlier, later). - sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening. - use language relating to dates, including days of the week, weeks, months and years Points in italics are either where statements have been moved from other year groups or to support progression where no statement is given - Solve problems involving time . . 5 Subtraction within 20 to solve problems - Model reading , writing and interpreting subtraction sentences ( take away and difference ) - Solve missing number problems using number bonds and related subtraction facts such as 13 = □ – 2 - Subtract one-digit and two-digit numbers to 20, including zero using" take away " to find out how many are left (using concrete objects and pictorial representations). - Subtract one-digit and two-digit numbers to 20 using 'difference' as finding how many more to make (using concrete objects and pictorial representations). - Use inverse to check the answers to calculations - Solve simple one-step problems that involve subtraction, using concrete objects and pictorial representations. 6 Multiplication and Division to solve problems - Count in 2s, 5s and 10s - Link counting in twos to doubling - Link dividing by two to halving - Make arrays or patterns to show "groups of "such as 2 lots of 3 and count in groups (multiples) not ones - Group and share small quantities - Use inverse to check the answers to calculations - Solve one-step problems involving multiplication and division by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. 7 Addition and subtractions bonds to 10 and to 20 to solve problems - Explore inverse practically - Link addition and subtraction bonds for 10 to those for 20 - Re visit the four related addition and subtraction facts for every number 2-20 - Solve problems practically using addition and subtraction bonds and facts up to 10 and then 20 Points in italics are either where statements have been moved from other year groups or to support progression where no statement is given	<urn:uuid:1accd513-9d35-4f5f-9c53-0688fd725efc>	CC-MAIN-2018-43	http://platt.kent.sch.uk/uploads/platt/year%201%20term%20%205%206%20by%20weekfinal%20Maths.pdf	2018-10-16T20:33:54Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00267.warc.gz	289,832,052	1,267	eng_Latn	eng_Latn	0.997325	eng_Latn	0.997086	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1791, 3472, 5254, 5394 ]	[ 4.21875 ]	2	0
1 of 1 U.S. Department of Energy - Energy Efficiency and Renewable Energy Energy Savers Detecting Air Leaks You may already know where some air leakage occurs in your home, such as an underthe-door draft, but you'll need to find the less obvious gaps to properly air seal your home. For a thorough and accurate measurement of air leakage in your home, hire a qualified technician to conduct an energy audit, particularly a blower door test. A blower door test, which depressurizes a home, can reveal the location of many leaks. A complete energy audit will also help determine areas in your home that need more insulation. Without a blower door test, there are ways to find some air leaks yourself. First, look at areas where different materials meet, such as between brick and wood siding, between foundation and walls, and between the chimney and siding. Also inspect around the following areas for any cracks and gaps that could cause air leaks: Door and window frames Mail chutes Electrical and gas service entrances Cable TV and phone lines Outdoor water faucets Where dryer vents pass through walls Bricks, siding, stucco, and foundation Air conditioners Vents and fans. You can also try these steps to depressurize your home to help detect leaks: Turn off your furnace on a cool, very windy day. 1. Shut all windows and doors. 2. Turn on all exhaust fans that blow air outside, such as bathroom fans or stove vents. 3. Light an incense stick and pass it around the edges of common leak sites. Wherever the smoke is sucked out of or blown into the room, there's a draft. 4. If you don't want to turn off your furnace, you can just turn on all your exhaust fans to depressurize your home. Other air-leak detection methods include the following: Shining flashlight at night over all potential gaps while a partner observes the house from outside. Large cracks will show up as rays of light. Not a good way to detect small cracks. Shutting a door or window on a piece of paper. If you can pull the paper out without tearing it, you're losing energy. Learn More Financing & Incentives Find Federal Tax Credits for Energy Efficiency Energy Savers Energy Savers Home \| EERE Home \| U.S. Department of Energy Webmaster \| Web Site Policies \| Security & Privacy \| USA.gov Content Last Updated: February 24, 2009 10/12/2009 12:35 PM	<urn:uuid:2e7863b0-4833-43ca-a49a-188119c949aa>	CC-MAIN-2018-43	http://inspectapedia.com/interiors/Energy_Savers_Detect_Air_Leaks.pdf	2018-10-16T21:31:26Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00268.warc.gz	179,160,422	529	eng_Latn	eng_Latn	0.99873	eng_Latn	0.99873	[ "eng_Latn" ]	false	docling	[ 2344 ]	[ 2.921875 ]	1	0
Creating a Display The long-term success of your Audubon Cooperative Sanctuary depends upon the support and involvement of people. Creating a display can help to educate others about wildlife species, habitat, and conservation projects. It can also promote the positive efforts you have undertaken to maintain a high degree of environmental quality at your site. This report is designed to help you set up an attractive display — a display that draws people's interest and encourages their support. A display can be a collection of pictures, maps, stories, project descriptions, awards, articles, and more, arranged on a one dimensional bulletin board or in book form. A display can include project materials, such as a sample nest box, dried plant material, or plaster cast foot prints of different wildlife found on the property. Or it may provide portable educational materials, such as field guides, trail maps, or wildlife checklists. It may cover one project in detail, or it may present a broad philosophy of why things are being done the way they are. Displays may be indoors or outdoors. The possibilities are endless. Displays, like other Audubon Creating a display can be a valuable way of informing people about the wildlife, habitats, and projects taking place on your property. This display presents a formal statement of the success of environmental management efforts. Cooperative Sanctuary projects, can start small and, as support grows, become centerpieces for your environmental efforts. Getting Started 1. Find the talent available to you We suspect that there are people who work with you or are regular visitors to the property who would enjoy volunteering their time or expertise to help you create a display. Someone with knowledge of birds or wildlife may be interested in writing wildlife descriptions. Others may be talented artists. Let people know of your plans and invite the help, talent, and suggestions of interested people. Together, you can create an attractive and educational display. 2. Choose a message, style, and format Decide what you really want to say to your audience. Then choose key messages and supporting materials to get your point across. Also determine how information would be best presented. The display could be formal or informal, permanent or transitional. What style would be best suited to your site? 3. Determine how you want to present information There are many ways to present information about your participation in the Audubon Cooperative Sanctuary Program (ACSP). Your display could be instructional, interactive, or simply a collection of artwork or photographs of the wildlife and natural features on your property. An instructional display might also explain the needs of wildlife or tell how the property is maintained with environmental sensitivity. For a more interactive presentation, post a wildlife inventory or nest box monitoring record and invite participation. Ask questions about wildlife or natural features unique to your area. Include a list of ongoing projects. 4. Present information to encourage interest Remember that "pictures speak a thousand words." Choose a combination of pictures and text for the best results. The following information highlights features that could be incorporated into your display to create interest and inform people about your sanctuary. Items to Include Artwork Include drawings or photographs for visual appeal. You may have photos of interesting natural features or wildlife that could be used. Wildlife drawings or paintings may also be appropriate — many art exhibits, gift shops, and specialty stores have wildlife art available. Your local arts council, college, or high school art department may also be able to provide references. To create a fun, informal display, sponsor an art contest for kids requesting drawings of birds, fish, mammals, and other wildlife that are found in your area. Post some of the drawings with your display. Audubon Cooperative Sanctuary Information To educate guests and employees about the program, post a program brochure, certificates of achievement and art print, a newsletter, or a general description of the program. Let us know if you need extra copies of these items for your display. Awards This fun and educational display is aimed at motivating employees to participate in Audubon Cooperative Sanctuary projects. You may wish to post certificates and letters of commendation that you receive in order to showcase the recognition you have gained for your efforts. This can be important in helping others to understand the value and importance of what you are doing. Wildlife Information Your display could include natural history information, giving a brief description of featured species on your property. It could also include poetry or quotes from nature writers like Henry David Thoreau, Robert Frost, John Burroughs, Rachel Carson, John Muir, or local writers. Consult your library for resources, and don't forget to check encyclopedias and kids books — these publications use less scientific jargon and are easily understood. Audubon International publications are another good source of information. Wildlife Inventory Your display could feature an inventory of the wildlife seen on your property. This can be a simple listing or you could invite people to record their sightings on a sheet of paper or in a book. Map A simple map with habitat areas designated on it can be valuable in illustrating the layout and availability of habitat on the property for planning purposes, as well as for educating others about the efforts to enhance wildlife habitat. Incorporating a wildlife inventory with a map designating where certain types of wildlife were seen is another fun way to prepare visitors for observing wildlife and nature and, at the same time, allow them to contribute their observations after visiting the property. Events and Activities Let people know how they can get involved. Post the name of a contact person and any meeting dates, or include a sign-up sheet for projects that you would like help with. The display can become the centerpiece for updating people on projects that have been undertaken. Do not forget to include newspaper or other articles about your efforts. A combination of habitat photos, wildlife information, and a map draw visitors' attention to significant natural areas at Quinta Da Marinha in Portugal, an Audubon Signature Sanctuary.	<urn:uuid:d69f2887-2220-4c6c-a209-3d0298599f54>	CC-MAIN-2017-43	https://auduboninternational.org/resources/Documents/Fact%20Sheets/Outreach%20and%20Education/OE%20-%20Creating%20a%20Display.pdf	2017-10-19T01:36:11Z	crawl-data/CC-MAIN-2017-43/segments/1508187823214.37/warc/CC-MAIN-20171019012514-20171019032514-00504.warc.gz	644,197,748	1,234	eng_Latn	eng_Latn	0.997293	eng_Latn	0.997276	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3082, 6517 ]	[ 3.3125 ]	1	0
NATURALIST S CORNER B REMEMBERING OUR NATIONAL MONUMENTS March 1979. Mike and I throw our camping gear into the back of his truck, then head across campus to pick up two other companions. We are heading across the Rockies from Fort Collins, Colorado to Mesa Verde National Park. With the exception of Mike, we are all Easterners who have yet to see the cliff dwellings of Mesa Verde. We spend a couple of days exploring the spectacular area and then drive down to The Four Corners, another spot none of us but Mike has ever visited. On our way, we see a small sign along the highway, pointing down a gravel road to Hovenweep National Monument. What the heck. We take the turn. The road is in dramatically poor shape, but being adventurous college students, we push on. Eventually, after crossing small arroyos, some of them dry, some muddy, and some running with spring snowmelt, we reach a cattle guard, a barbed-wire fence, and another of the small signs welcoming us to Hovenweep National Monument. That is it. Nothing else. No visitor center, no fee booth, nothing. The road continues, so we do too. We eventually come to a small trailer at the head of Hackberry Canyon. We park, knock on the trailer door, but still nothing. Must be the ranger's day off. A trail leads us a few hundred yards to the head of the canyon and an ancient stone structure called Horseshoe Tower. To me, it was amazing to sit in a national monument essentially alone. Our small group sat down by the tower, looking down into the canyon. Who had built this tower? Was it the Ancient Puebloans (Anasazi) who had also built the cliff dwellings at Mesa Verde? There was no interpretation at the site, so all was left to our imagination. I wondered, was the tower spiritual, for defense, or perhaps a navigational landmark? Whatever its purpose, it felt special to be here, especially alone, without a throng of tourists. I have never been back to Hovenweep, but I think about it from time to time and thank the people who had the foresight to preserve this ancient landmark. I learned later that President Warren G. Harding had used the Antiquities Act in 1923 to establish the national monument. The Act was the brainchild of Congressman John F. Lacey of Iowa, whose Lacey Act prohibits the trade of illegally gotten plants and animals. He traveled out West with anthropologist Edgar Lee Hewett, who showed him how "pot hunters" were raiding sacred Native American sites. Passed by Congress in 1906, Section 2 of the Antiquities Act states: "That the President of the United States is hereby authorized, in his discretion, to declare by public proclamation historic landmarks, historic and prehistoric structures, and other objects of historic or scientific interest that are situated upon the lands owned or controlled by the Government of the United States to be national monuments." It goes on to say that the president may also accept private donations of land as national monuments as well. President Obama did this last year when he accepted 87,563 acres of land from Roxanne Quimby of Burt's Bees, who purchased land in Maine and then donated it with an endowment of $40 million as the Katahdin Woods and Waters National Monument. As a former Maine canoe guide, I can attest to the significance of the Maine Woods, but Henry David Thoreau is a much better writer than I, so I will defer to him. In The Maine Woods, he wrote: "The tops of mountains are among the unfinished parts of the globe." This national monument provides access to these mountains and to the rivers that run from them. Viewing logging operations as a conservationist, Thoreau went on to say, "The mission of men there seems to be, like so many busy demons, to drive the forest out of the country." This is where I need to come back in. Thoreau is writing about the logging companies whose rich history I have interpreted for many groups. Thoreau talks of running logs down rivers, scouring the shore and beds. He meets with boatmen who hurtle themselves down waterfalls to save time on the drive to the mill. He talks about the destruction of the forest, the trout, and the moose. What Thoreau has not witnessed, however, is that by now logging companies are all but gone. The forests have been logged out and it will be 100 years before the trees are economical again. Moose and trout have come back and, with them, the tourists. So now the logging companies are selling land for second homes. In the 70's I used to bring groups to a small northern lake called Round Pond. A campsite on its north shore gave us access to a trail leading to a fire tower atop Allagash Mountain. From there you could look out across thousands of acres of woods and water and see not a single home. In 2008, I took my scouts to Round Pond. We got up early and paddled up Ciss Stream in a light rain. There were half a dozen fishing cabins along the shore of the pond. Thoreau would have loved this paddle, for along the way we came across 27 moose grazing in the shallows. \|2 THE NATURALISTS' CLUB NEWSLETTER 2017 JULY to SEPTEMBER Like many of you, I have been reading (thanks, Dave L.) and thinking about Teddy Roosevelt recently. He used the Antiquities Act to preserve 18 National Monuments, the first of which was Devil's Tower in Wyoming. Congress later turned 5 of these into national parks, including Grand Canyon National Park, which at the time was being explored for copper and other minerals. Roosevelt visited the canyon in May of 1903. Here is a bit of what he had to say: In the Grand Canyon, Arizona has a natural wonder which, so far as I know, is in kind absolutely unparalleled throughout the rest of the world. I want to ask you to do one thing in connection with it in your own interest and in the interest of the country to keep this great wonder of nature as it now is. I was delighted to learn of the wisdom of the Santa Fe railroad people in deciding not to build their hotel on the brink of the canyon. I hope you will not have a building of any kind, not a summer cottage, a hotel, or anything else, to mar the wonderful grandeur, the sublimity, the great loneliness and beauty of the canyon. Leave it as it is. You cannot improve on it. The ages have been at work on it, and man can only mar it. What you can do is to keep it for your children, your children's children, and for all who come after you, as one of the great sights which every American if he can travel at all should see. We have gotten past the stage, my fellow-citizens, when we are to be pardoned if we treat any part of our country as something to be skinned for two or three years for the use of the present generation, whether it is the forest, the water, the scenery. Whatever it is, handle it so that your children's children will get the benefit of it. On April 26, 2017 President Donald Trump signed an executive order asking Secretary Zinke to review national monument designations since 1996 that are over 100,000 acres or that the secretary deems did not have adequate public outreach or support (this includes Maine's Katahdin Woods and Waters). Although no president has ever declassified a national monument and the Supreme Court has upheld the law whenever the size of a national monument was questioned, it seems that the Trump administration is willing to rethink the Antiquities Act. This law has helped preserve America's natural and cultural resources for all Americans, now and in the future. It needs our help. Please consider writing your senator or representative about this issue. ~ Tom Condon www.naturalist-club.org 3\|	<urn:uuid:e50be635-be8a-4cde-989b-1f2edd53ad19>	CC-MAIN-2018-43	http://naturalist-club.org/wp-content/uploads/2017/07/Remebering-Our-National-Monuments-Summer-2017.pdf	2018-10-16T20:54:46Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00270.warc.gz	253,253,632	1,681	eng_Latn	eng_Latn	0.999407	eng_Latn	0.999418	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5155, 7695 ]	[ 2 ]	1	0
Elevator Pitch Checklist Can your Protégé describe his/her skills and professional aspirations within the time span of one elevator ride? In today's competitive job market, it is essential to develop an "elevator pitch," or a concise, verbal summary of what one does and what one wants to do. Help your Protégé market himself/herself to prospective employers by evaluating his/her pitch based on the following checklist: Content: Did your Protégé's elevator pitch include: Your Protégé's name, origin, current position; Something unique about your Protégé or his/her business idea; Your Protégé's aspirations; and A clear request at the end? Did your Protégé's speech flow logically from point to point? Did your Protégé seem sincere, confident, and passionate in his/her delivery while maintaining a conversational tone? Did your Protégé maintain eye contact and good posture throughout the pitch? Did your Protégé's elevator pitch last 2 minutes or less? Was your Protégé's elevator pitch memorable? Which three elements were most successfully represented in the elevator pitch? 1.) ____________________________________________________________________ 2.) ____________________________________________________________________ 3.) ____________________________________________________________________ Which three elements could use more practice? 1.) ____________________________________________________________________ 2.) ____________________________________________________________________ 3.) ____________________________________________________________________ Please provide any additional comments/observations for your Protégé to think about as he/she further develops an elevator pitch: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________	<urn:uuid:0d0a6554-2f45-49ee-bf61-eb5fdc683bb8>	CC-MAIN-2018-43	http://acpd8-dev.parallaxinfotech.com/sites/default/files/resources-files/Elevator_Pitch_Checklist.pdf	2018-10-16T21:37:45Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00271.warc.gz	10,152,896	337	eng_Latn	eng_Latn	0.982493	eng_Latn	0.982493	[ "eng_Latn" ]	false	docling	[ 2114 ]	[ 2.390625 ]	2	0
GREEN SALAMANDER north carolina wildlife resources commission fact sheet, 2005 T he southeastern United States has the largest diversity of salamander species in the world. North Carolina is home to approximately 56 species of salamanders, many of which are located only in speciﬁc isolated habitats. One rare salamander that lives in our state is the green salamander. This unique Southern Appalachian Mountain amphibian occurs only in two relatively small areas of North Carolina. The green salamander reaches approximately 5 inches in length and can live for up to 10 years. This salamander species has unusual camouﬂage—its black ﬂat body is covered in patches that range in color from bright green to yellow which allows it to blend in with its typical environment of lichen-covered rocks and mossy tree branches. The tips of its padded toes are squared, another unique feature of this salamander's appearance. HABITAT PREFERENCES The green salamander is usually active at night due to the cooler and wetter conditions produced by mountain fog and evening dew. Although it sometimes lives in decaying tree cavities, this rare salamander will usually inhabit rocky outcrops with deep, narrow crevices. Its ﬂat body allows it to squeeze into tiny rock crevices that provide protection from predators and the high humidity it needs. Recent and ongoing research has shown that this species can be arboreal, often using trees as cover and for foraging. Like most salamanders in the United States, the green salamander does not have lungs. Instead it must exchange oxygen and carbon dioxide through its skin. It requires cool, moist habitats that provide enough moisture to allow for the gas exchange. ! A UNIQUE BREEDING STRATEGY Green salamanders usually mate in the spring and typically breed every two years. Unlike most amphibians, including frogs, toads and some other salamanders, green salamanders do not have an aquatic larval life stage. Instead, the female will lay her 20 or so eggs in a cluster and suspend them from the ceiling of her rock crevice. This seems to be an adaptation to help insulate the egg cluster and maintain warmer temperatures for incubation. The eggs will hatch in approximately 45 days, and the female will stay with the hatchlings for a few months before crawling deeper into the crevice for the winter. These green salamanders were captured on ﬁlm in their typical habitat—lichen-covered rock outcrops in the Southern Appalachians. POPULATION DECLINE SURVEYS AND MONITORING Green salamanders are very diﬃcult to locate and monitor since they are usually active at night and live in small inaccessible rock crevices. Therefore, not much is known about the exact range and abundance of the green salamander in North Carolina. Some researchers believe that populations declined between the 1970s and 1990s. However, biologists are uncertain if green salamander populations actually declined and, if so, what possible causes contributed to the decline. The N.C. Wildlife Resources Commission became concerned about the green salamander population in North Carolina. Because of the salamander's restricted range and possible decline, the Commission listed this salamander as an endangered species in 1990. Its specialized habitat requirements limit the green salamander to a few areas in the western region of our state. The Commission, with a grant from the U.S. Fish & Wildlife Service, recently began a surveying and monitoring program in the mountains to locate and assess green salamander populations in MACON North Carolina. Commission biolo- TRANSYLVANIA RUTHERFORD BUNCOMBE HAYWOOD JACKSON POLK MCDOWELL HENDERSON gists will record the breeding status or age class of each green salamander found and its location. With more intense monitoring, biologists hope to locate more of these secretive salamanders. The data collected through these monitoring eﬀorts will be used to update the status of our state's population and determine the need for continued research and conservation. Green salamanders occur in two distinct population clusters in North Carolina— one on the Transylvania/Henderson boundary and the other in Macon, Jackson and Transylvania counties. HOW YOU CAN HELP 1. Maintain forest habitat around rock outcrops used by green salamanders to prevent them from drying out. 2. Educate yourself and others about the green salamander. 3. If you see a green salamander in the wild, do not collect it. 4. Join a conservation organization to stay informed about current research and conservation eﬀorts. 5. Donate to the N.C. Nongame and Endangered Wildlife Fund. NORTH CAROLINA WILDLIFE RESOURCES COMMISSION 1722 Mail Service Center Raleigh, N.C. 27699-1722 (919) 707-0050 www.ncwildlife.org Information on the green salamander is limited due to its nocturnal habits and preference for tight spaces. A Wildlife Commission biologist searches for green salamanders.	<urn:uuid:f36fb56e-fb31-4efb-8845-6a1b29491df8>	CC-MAIN-2018-43	https://www.ncwildlife.org/Portals/0/Conserving/documents/FactSheets/nongame_greensalamander_lores.pdf	2018-10-16T21:58:54Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00270.warc.gz	1,011,323,351	1,076	eng_Latn	eng_Latn	0.994515	eng_Latn	0.995527	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2478, 4938 ]	[ 3.515625 ]	2	2
Activity Swallow Mobile 2. Before cutting out the shapes, place another sheet of black paper underneath the first. This will give you two identical outlines with each cut. (If you don't have black paper, use light card and paint it black once the shapes have been cut.) 3. Tape the end of a piece of thread on to one of the outlines. Stick it on the side where you can still see some of the white pencil marks, as these will be hidden in the next step. 5. Tie each swallow on to the stick, varying the lengths of thread so each swallow can be clearly seen. Hang on a hook or nail. You will need: * 2 sheets black paper (or light card painted black) * scissors * thread * white pencil * 1 sheet white paper * tape * printer * glue * a stick www.naturesweb.ie © 2013 Sherkin Island Marine Station & its licensors. All rights reserved. Summer 2013 12 12	<urn:uuid:a6dd7018-f7d0-4f6b-9103-8ce564bd973f>	CC-MAIN-2018-43	http://naturesweb.ie/Summer2013Page12.pdf	2018-10-16T21:53:55Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00273.warc.gz	250,743,385	210	eng_Latn	eng_Latn	0.997398	eng_Latn	0.997398	[ "eng_Latn" ]	false	docling	[ 861 ]	[ 2.34375 ]	1	5
Student Success in the Contact Program at Chestnut Hill Elementary! The teachers and students are working very hard at CHE to improve student behavior. By implementing different strategies, we have seen a reduction in off-task and negative behavior and an increase in positive behavior and motivation. Not every day is perfect, but we love to celebrate all progress, big or small! - Katie Filippone, Youth Development Specialist. Aiden Inman 3 rd grade Ms. Smith Behavioral goal: To use self-control by reducing the number of call-outs and distracting comments during class. Strategy: Self-monitoring check card. How does it work?: Aiden tracks his callouts by giving himself a tally on his check card. This intervention is designed to bring awareness to the behavior and motivate Aiden to "catch" himself before calling out. The results: Aiden has made impressive progress in decreasing and almost eliminating the behavior. We are moving on to the next target behavior using the same type of chart. He is recognized with mystery surprises from during lunch groups. Congrats Aiden! Madianna Pinet 2 nd grade Mrs. Porter Morning goal: To arrive to the classroom on time from breakfast and be ready to work. Strategy: Morning sticker chart. How does it work? Madianna receives a sticker during morning check-in when she is on time and ready to work. The results: Madianna is responsible by keeping her sticker chart in her folder, ready to review every day. She is motivated by the stickers and is excited for positive feedback. Madianna's tardiness has decreased over the past couple weeks! Jae'von Kinahan 3 rd grade Mrs. Rosales Callie Ferguson 3 rd grade Ms. Mathews Behavioral goal: To be honest and take accountability for actions. Strategy: Honesty/Imaginary Book. How does it work? Jae'von receives two noncontingent breaks per day to release energy and to practice being truthful. This strategy is aimed to motivate Jae'von to tell the truth, yet it also allows him to use his imagination and stretch the truth every day. The results: Practicing in his Honesty/Imaginary book everyday has helped Jae'von be more truthful and take accountability for his actions in real-life situations. Jae'von has fun writing in the imaginary section of his book and he often has some funny things to say! Morning/afternoon goal: To get started and complete morning routine: fill out planner, choose lunch and complete morning work. To complete afternoon routine: get homework folder ready, check mail, pack backpack and do helper job. Strategy: Morning/afternoon routine checklist. How does it work? Callie has a daily checklist on her desk reminding her of her morning and afternoon goals. The results: Callie is showing improvement with getting started with her daily routines. Callie needs a little less prompting and is beginning to selfmotivate herself to get started! CJ Sobolewski 3rd grade Ms. Kohl Behavioral goal: To demonstrate a 0voice level (no call-outs, inappropriate noises, yelling, silly sounds). Strategy: Daily behavioral chart tracking voice/noise level. How does it work? CJ "competes" against Ms. Kohl by earning a smiley face for every period he maintains a 0 voice/noise level. CJ is given up to two verbal redirections before Ms. Kohl scores a smiley face. CJ is recognized with white board and noise making time for earning his smileys! The results: CJ is motivated by his smiley chart and has proven that he can use self-control by earning all his smiley faces on some days! He is still working hard to be more consistent and is aiming to earn more smileys every day!	<urn:uuid:2d278da6-7a1a-40e0-8770-dfaa059db230>	CC-MAIN-2018-43	http://www.contactsyracuse.org/pdf/2017-student-success-chestnut.pdf	2018-10-16T20:36:01Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00272.warc.gz	442,779,276	776	eng_Latn	eng_Latn	0.998908	eng_Latn	0.998932	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1600, 2885, 3612 ]	[ 2.09375 ]	2	0
Midori Nishimura, M.D., IBCLC Family Medicine and Lactation 1704 Miramonte Av., Suite #3 Phone 650.988.1800 www.midorimd.com Mountain View, CA 94040 Fax 650.988.1802 Name __________________________________________ PEDIATRIC HISTORY Date Today____________ Date of Birth______________ ILLNESS AND INJURIES ALLERGIES OR REACTION TO MEDICATION OR FOOD None MEDICATIONS CURRENTLY TAKEN (once/month or more) None HOSPITAL, SURGERY, OTHER MAJOR ILLNESS OR INJURY PREVENTION BIRTH HISTORY Where born_____________________ Who delivered baby_______________ Weight _______________ Apgar scores (if known): 1 min ________ 5 min_________ Was baby born within 2 wks of expected day? Yes No Early Late Hours of Labor _________ Labor was Spontaneous Induced Was medication given during labor? Yes No Delivery was: Spontaneous or Vaginal Forceps or Vacuum assisted Cesarean section Baby position: Head first Feet/bottom first Problems or complications of delivery: NEWBORN HISTORY (First few days of life) Baby cried or breathed spontaneously within 1 or 2 minutes? Yes No Was baby jaundiced (yellow)? Yes No How many days in hospital?________ Baby's problems or complications: Was child breast fed? Yes No How long?__________________ MATERNAL HISTORY Mother's age when this child born___________ Number of pregnancies prior to this child _____ Medical problems during this pregnancy: (Illnesses, infections, anemia, etc.) Medications taken during pregnancy: (List all) DEVELOPMENTAL HISTORY Give age at which child accomplished the following skills. (Leave blank if not done currently) (Age in months) Laugh out loud Reach out for objects Sit without support Feed self crackers Say dada, mama in reference to right person Drink from a cup Walk well Toilet trained (daytime) Combine 2 words Give first and last name Dress self _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ (Age in years) _____________ _____________ SOCIAL HISTORY Give your brief assessment in 2-3 words of your child's: Ways of comforting self Expression of anger/frustration Cooperation/obedience Fears Self-satisfaction/degree of happiness Reaction to change Relationship to other children School performance	<urn:uuid:d8b1a177-9480-4f92-a07f-dcf3b32c119a>	CC-MAIN-2018-43	http://midorimd.com/PediatricHistoryPDF2.pdf	2018-10-16T20:21:08Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00271.warc.gz	254,330,987	565	eng_Latn	eng_Latn	0.793605	eng_Latn	0.975304	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 505, 2401 ]	[ 2.171875 ]	1	0
Curriculum Statement Physical Education remains a compulsory national curriculum subject in all 4 key stages. The new National Curriculum has: - Greater emphasis to core knowledge and skills only. - Is overall, less prescriptive and gives more flexibility to choose the range of activities through which students can acquire and develop skills. It offers a baseline to build and develop a more bespoke curriculum. - Greater emphasis on physically demanding activities and sustained physical activity. - Greater emphasis on fundamental movement skills: movement agility, balance and co-ordination. - Strengthened the place of swimming and how it must be taught. St Piers School students following our Physical Education programme receive a minimum of two hours PE per week and participate in outdoor adventurous activities, trampoline, gymnastics , games, athletics, swimming, fundamental movement skills and health related exercise. Our extensive oudoor programme includes canoeing, boating, hiking, cycling, team building, archery, orienteering and ropes course. Progressive schemes of work/units are linked to PE equals schemes. Where appropriate, students will achieve external accreditation through National Governing Bodies (NGB's) award schemes and programmes. Physical education has many cross-curricular links, and plays an important role in the development of our student's literacy, numeracy, PSHE and ICT/computing skills. In addition to monitoring core subject targets progress made on individual EHCP outcomes are recorded. We have at our disposal excellent resources and facilities which allows the delivery of some fantastic learning opportunities and experiences for all our students. Robust risk assessments ensure students have equality of opportunity and safe access to a broad, balanced and challenging PE curriculum. Students are encouraged to collaborate and take an active role in any risk assessment as this will support their well-being now and in the future. Physical education at St Piers School provides students with a platform from which they can build physical competences, improve aspects of fitness, and develop personal and interpersonal skills and attributes. We believe it will have a motivational impact on our students, increasing their self-esteem and general wellbeing. All students are given many opportunities to succeed and develop a positive attitudes toward physical activity, as this will provide the greatest motivation for them to adopt healthy active lifestyles. We encourage students to develop essential social skills such as concentration, selfdiscipline, cooperation and to be aware of the need to think of others. We encourage students to respect diversity, and listen to and value opinions and to actively integrate with others. Our broad and balanced curriculum focuses on the most appropriate activities for the student's developmental level and needs. Activities are planned to enable our students to become physically literate whilst developing individual skills to encourage them all to lead and enjoy a healthy and active lifestyle. Some activities are functional, sensory and experiential where repetition is important for the physical and cognitive tasks to be internalised. Through using a range of onsite and offsite leisure facilities, students are learning functional life skills in community settings. It is intended that this strategy will prepare students for the opportunities, responsibilities and experiences of life outside and after they have left Young Epilepsy. Socially appropriate behaviour is modelled and encouraged at all times and students are taught how to access the facilities appropriately and as independently as possible. There is an extensive sports events calendar which includes attending a host of inter school events within Surrey. Representing the school at these events gives the students an identity and a sense of belonging, whilst also further increasing integration opportunities. It is also important, in terms of increasing the range of activities and competitive sport opportunities available to our students. We also believe that having a broad range of experiences will promote aspects of the student's spiritual, moral, social and cultural development. Students are encouraged to do well and any achievements are celebrated and rewarded. All have the opportunity to gain weekly and yearly Olympic Star awards. Additionally, students making excellent progress can be part of our Olympic group. This encourages the students to self- motivate and that their hard work and effort is rewarded and is an example of how we use data to inform our teaching and planning. Within this group we aim to help our higher attaining students to fulfil their potential, by providing them with extra enrichment and extension activities and further responsibilities that will develop them, not only in a sporting sense, but as an all-round individual. CURRICULUM 1 (SLD/PMLD) - ADAPTED PHYSICAL EDUCATION - Curriculum 1 focuses on the most appropriate activities for the student's developmental level and needs. The curriculum is based on activities that are functional, sensory and experiential, whilst providing stimulating and challenging learning environments. - School students following Unit 1 will participate in Outdoor Adventurous Activities (Hiking, adapted cycling & canoeing), Trampoline, Functional Gymnastics, Games & Swimming. - The focus of teaching physical education in this curriculum is to give the students opportunities to: - Develop simple single actions and use a number of these actions consecutively. - Develop and improve basic control and co-ordination of these actions and movements. - Develop a small range of reactions to different stimuli and respond more consistently. - Begin to develop an element of purpose or intent in some actions. - Progressive schemes of work/units linked to PE equals schemes. (Relevant units in brackets). - Where appropriate students will achieve external accreditation through National Governing Bodies (NGB's) award schemes. - The functional nature of the activities will hopefully enhance the lives of the students for life out with and after Young Epilepsy. - Repetition is important to allow the student's to internalise the physical and cognitive tasks. CURRICULUM 2 (MLD/SLD) - Curriculum 2 follows the programmes and breadths of studies outlined in the National Curriculum and QCA guidance. - Progressive schemes of work/units linked to PE equals schemes. (Relevant units in brackets). - School students following Unit 2 will participate in: Outdoor Adventurous Activities (ropes course, cycling, hiking, canoeing, archery, orienteering & team building), Trampoline, Educational Gymnastics, Swimming, Health Related Exercise (HRE), Games & Athletics. - Fundamental Movement Scheme (FUNS) will be delivered alongside many of the units to develop balance, agility and coordination. - Key Stage 4 students will access off-site community facilities for some activities. - Where appropriate students will achieve external accreditation through National Governing Bodies (NGB's) award schemes. - Dance is delivered through creative arts and assessed using PE dance assessments on B squared. In addition, Surrey special schools day of dance and visiting dance companies. SIXTH FORM SPORT & LEISURE The sixth form curriculum allows students to experience and participate in a range of sporting activities including team and individual activities, whilst gaining accreditation within a sport related course. Students will experience and develop the necessary skills relating to using offsite leisure and recreation facilities and gain an understanding of how to access these facilities as a part of a healthy lifestyle. Preparation for life out with and after Young Epilepsy is vital so it is important these life skills are developed. The following activities are offered throughout the academic year and some students will choose an option from two choices every half term. This gives the student's ownership of their programme and allows them to specialise in a certain activity area if they wish. 1. Outdoor Education - Team Building, Cycling, Paddlesport, Archery, Outdoor Activity Centre Activities are linked to the Equals moving on curriculum. Each of the five moving on programmes provides accreditation opportunities for at least two activities under each unit. Also, activities link into the sixth form curriculum map supporting accreditation in other subjects such as PSHE, numeracy, science, BTEC etc. In addition, students can also gain accreditation through a variety of National Governing Bodies award schemes Moving on Programmes follow a five year rotation, with changeover at the start of the summer term.	<urn:uuid:0481841a-fc67-4bbb-a852-51e10ed89df1>	CC-MAIN-2018-43	https://school.youngepilepsy.org.uk/dmdocuments/St-Piers-School-Physical-Education-Curriculum.pdf	2018-10-16T21:35:11Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00271.warc.gz	802,665,275	1,615	eng_Latn	eng_Latn	0.993779	eng_Latn	0.997	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2796, 4959, 6329, 7343, 8806 ]	[ 3.5625 ]	1	0
Numeracy Fractions: Pupils will learn to add, multiply and divide fractions and convert between proper and improper fractions, ordering fractions when required. Division: Pupils will learn to divide a four digit number by a one digit using the bus stop method recording remainders when appropriate. Measurement: Pupils will learn to convert between units of metric measure and use approximate equivalences between metric and imperial units. Art Picasso – self-portraits: Pupils will spend Time investigating the work of Pablo Picasso, his use of abstraction and the influence of African masks on his work. Following this pupils will use themselves as a muse to create an subtracted self-portrait including Picasso's unique use of colour. ICT We are web developers: Pupils will work to create a website that explains e-safety to a young audience adding artwork, audio and video to encourage responsible online behaviour. Ark Franklin Curriculum Map Autumn Term – Year 5 R.E Hinduism and Christianity: Pupils will explore sacred stories explaining the origins of religions, developing an appreciation for different beliefs and values. Music Ukulele: pupils will learn to a variety of new summertime songs for the ukulele in preparation for their December performance. History Anglo Saxons: Pupils will examine Anglo Saxon settlements and the excavations that have informed what we now know. They will also look at the beliefs at this time including paganism and the rise of Christianity. Viking raids will also be learnt about, understanding why they were so effective and what their underlying goals were. PE (Monday) Spanish Hockey Basketball Sports and daily routines Outdoor Learning Reconnecting with nature, conservation and survival skills Science Earth and Space: Pupils will develop an appreciation for the planets and planetary motion thinking about sunrise, sunset, the seasons and the reasoning behind eclipses. They will also think about gravitational pull, the Earth's crust and tectonic plates. Literacy Writing in role: Pupils will examine 'The Witches' by Roald Dahl and write in role as Luke to express and convey the emotions he feels during his adventure. Newspaper articles: Pupils will learn to succinctly inform the reader about an event adding detail and eye-witnesses to provide a clear picture of that which has occurred. Persuasive texts: Pupils will use emotive language and evidence to persuade a reader to agree with their viewpoint. Myths and legends: Pupils will write a myth including features of sorcery and magic to intrigue, fascinate and pull the reader into their unique story. Poetry: Children will write a series of winter themed poems using rhyme.	<urn:uuid:2fdccbb1-6527-44cb-9245-b799f2ef162e>	CC-MAIN-2018-43	http://arkfranklinprimary.org/sites/default/files/Year%205%20Autumn%20Overview_1.pdf	2018-10-16T21:43:48Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00272.warc.gz	26,733,132	554	eng_Latn	eng_Latn	0.997815	eng_Latn	0.997815	[ "eng_Latn" ]	false	docling	[ 2715 ]	[ 3.6875 ]	2	1
New Testament Life Lesson 5 The Boyhood of Jesus Introduction Do you ever wonder what life was like for Jesus when He was a boy? We don't know a lot about Jesus' life when He was growing up, but we know that He was once exactly your age. We also know that, even as a child, He knew He was the Son of God. In our story today we will see what Jesus was like when He was growing up The Story We'll look in on Jesus at an especially exciting time. It was the time of year to go to the temple in Jerusalem for the feast of the Passover. That was the custom. Everyone who was old enough and could go would travel to the big city of Jerusalem and go to the temple. There would be sacrifices and feasting. Crowds of people would fill the streets. Probably there were people there selling treats and things. Maybe other boys would be there playing games. Jesus was 12 – old enough to go with Joseph and Mary to Jerusalem for the great, exciting, feast days. Many of the other people in Nazareth went too. His cousins and friends and their families traveled together in a big group. Can you imagine how much fun that must have been? The most exciting thing happened after the feast days, though. The group from Nazareth started home. Mary and Joseph didn't see Jesus, but they assumed He must be with the other boys, so they didn't worry about him, until night time. When He didn't turn up that night, they got worried and went to look for him. They checked with all their relatives and acquaintances. No Jesus anywhere. They were probably worried sick! They went back to Jerusalem to look for him. They probably looked in all the places boys are likely to be, like the marketplace and the places where the boys had been playing. Maybe they checked with family and friends who lived in Jerusalem. For three days they looked for him. Can you imagine how worried they were? Maybe they thought about kidnappers and people who stole children to sell as slaves. Maybe they thought He fell in the river and drowned or hurt himself out in the hills. Then they went to the temple – and there He was! He was sitting there talking to the priests and the religious leaders. He was hearing them and asking them questions. Everyone who heard Jesus was amazed at the understanding He had at just 12 years old. When Joseph and Mary found him, Mary said, "Son, why have you done this to us? We've been looking everywhere for you. We've been upset and sorrowing because we couldn't find you." Jesus answered, "Why were you looking for me? Didn't you know I would be about My Father's business?" They didn't understand what He meant, but Mary thought of these words many times later on. Perhaps later she understood that He meant that God was his father. He had come to serve God and the natural place for him to be was in God's house – the temple. Do you think that meant He was ready to be on his own and could make his own decisions? No, the very next verse in the Bible tells us that He went with them to Nazareth and was subject to them. That means He obeyed his parents. He increased in wisdom, and grew taller. He also increased in favor with God and with other people. We know that Jesus had younger brothers and sisters. He probably had to watch them and help his mother with chores around the house. His house wasn't fancy, since they were poor people. It probably was just one room with a dirt floor. There wouldn't have been much furniture in it. They slept on mats and ate from a low table in the middle of the floor. He probably didn't have many toys and not many changes of clothes to wear. The boys went to the synagogue, which was sort of like a church, to school. They would learn the Old Testament by heart. Twice a week the whole family would go to services to learn about God. Jesus would sit with Joseph and the other men while Mary and his sisters would listen from behind a screen. Do you think Jesus paid attention in his classes – which were sort of like Sunday School classes? Do you think He listened to the preaching and teaching? He must have, if at 12 He surprised all the teachers with His great knowledge and understanding. We also know that Jesus helped Joseph in the carpenter shop and learned the trade from him. People later spoke of Jesus as "that carpenter from Nazareth." Bible scholars say that Joseph probably died when Jesus was just a young man. We don't hear of him anymore after the story of the trip to Jerusalem. Probably Jesus had to help support his mother and all his younger brothers and sisters. All during that time, He was getting ready for the job God had for him to do. He had come to save his people from their sins. That must have seemed unlikely at times when He was working away in the carpenter shop, burdened down with family responsibilities and tucked away in a small, unimportant town. But Jesus trusted his Father and waited until the time came to fulfill his destiny. The Life Lesson Jesus was a child – just your age. Because of that He knows just what it's like to have to obey your parents, to do chores around the house, to have to wait for good things to come. Because He was a child, He understands how you feel. That's why you can come to him about all your problems. He is kind and caring, because He knows what it's like to be a kid. You can come to him without fear. Review Questions What was the most exciting time of year for a boy in Jesus' day? The time of the Feast of the Passover in Jerusalem. Who went to the feast? Everyone who was old enough and able to go. How old was Jesus when he went to the feast for the first time? Twelve years old. Why didn't Mary and Joseph notice that Jesus wasn't with them on the way back? They thought he was with relatives. What did Mary and Joseph do when they realized Jesus wasn't with them? They went back to Jerusalem and looked for him. Where did they find Jesus? He was in the temple talking to the priests. What surprised the priests about Jesus? They were surprised that he had such a great understanding of Scripture. What did Jesus say to Mary and Joseph when they told him they had been worried and looking for him everywhere? He said, "Didn't you know I would be about my Father's business?" What trade (job) did Jesus learn? He learned to be a carpenter. Were Mary and Joseph rich or poor? Poor What was Jesus' home like? It was small, poor, dirt floor, low table in the middle of the floor. etc. Did Jesus have younger brothers and sisters? Yes Does Jesus understand how you feel? Yes, because he was once a child, too.	<urn:uuid:e19b9089-d2f8-4771-af35-21acb723ed6d>	CC-MAIN-2018-43	http://sherwoodbaptist.com/wp-content/uploads/2013/03/LifeLessonNT005.pdf	2018-10-16T20:29:53Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00272.warc.gz	328,058,493	1,459	eng_Latn	eng_Latn	0.999197	eng_Latn	0.999278	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1453, 2943, 4571, 5376, 6612 ]	[ 3.484375 ]	2	0
Life Lessons Introducing Exodus Introduction What does it mean when you see an "exit" sign over the door? It means A Here is a way out of the building. @ Today we're starting to study the second book of the Bible--the Book of Exodus. Can anyone guess what the name "Exodus" means? It means "going out." It sounds a little like the word "exit" doesn't it? The book of Exodus is about the children of Israel and how they "went out" of Egypt. Things to Know About Exodus God wrote the book of Exodus, of course, but he used a man named Moses to write down the words. Moses also wrote Genesis and several other books that we will be learning about. Moses is one of the main characters in the book of Exodus. He was right there when most of the things he wrote about happened. And plenty of exciting things happen in the book of Exodus! There are three main parts to the book. The first part is the exodus, telling about the journey from Egypt to the promised land. The second part is the ordinances, or laws. In this part God gives the Israelites (and us too) rules to live by. The most famous set of rules in the world is in this part of Exodus. Can anyone tell me what they are? The Ten Commandments. The third part of the book is about the tabernacle, or tent-church God had the Israelites build. Each part of it was to teach the Israelites (and us) about Jesus, the Messiah God promised would come. The Story Do you remember what happened at the end of the book of Genesis? There was a great famine in the land, and Jacob, his sons, and their families went to live in Egypt. Joseph took care of them there and fed them with the grain he had stored up in the seven prosperous years before the great famine. They were treated with respect because they were related to Joseph, the second- most important man in all of Egypt. Years passed, and Jacob died. So did Joseph and his brothers. Their children and grandchildren lived on there in Egypt. They spent about 400 years in Egypt. The Lord blessed them, and they grew to be, not just a family, but a nation. They became known as "The Children of Israel" or the "Israelites." Sometimes they are called "Hebrews." After a while, people forgot about Joseph. A new Pharaoh, or king, came to power. He didn't know Joseph, and he was worried about all the Israelites in his kingdom. "Soon there will be more of them than there are of us," he said. "If one of our enemies attacked us, and the Israelites sided with them, we'd be sunk." So the Egyptians tried to get rid of the Israelites. They made them slaves and gave them very hard tasks to do. They were given the job of making bricks and building treasure cities for Pharaoh. The taskmasters treated them roughly, beating them when they didn't work hard or fast enough. God was taking care of His people, though. In spite of their harsh treatment, the Israelites prospered. Pharaoh decided stronger measures were needed. "Every time one of the Israelite women have a baby," he told his people, "Throw it in the river and let it drown. Girls are okay, they can live. But all the boy babies must die." What a horrible, cruel, command! The people were miserable working at their hard tasks, and heart-broken over the death of their babies. They cried to God to have mercy and deliver them from their troubles. God heard, and He planned a very special way to free His people from the bondage of the Egyptians. That's what we'll be learning about in our lesson about Exodus. The Life Lesson Sometimes it seems that things are hard for us, too. Sad things happen and bad things happen. Remember that God saw how badly the Israelites were treated. He was there to help them. He hasn = t forgotten you, either! Copyright Susan Brown 2007. This material may not be mass produced or sold or published on any other Web site without permission from the author. Permission is freely given for individual use and for use in churches and schools. For all other uses, please contact Susan Brown at email@example.com. Review Questions 1. What is the second book of the Bible? Exodus 2. What does the word Exodus mean? Exit, or Going Out 3. Where did God = s people live at the beginning of Exodus? In Egypt. 4. What are the three parts of the book of Exodus? The Exodus, the law, and the tabernacle. 5. What famous set of rules is in the book of Exodus? The Ten Commandments. 6. Who wrote down the book of Exodus? Moses. 7. What are some names for the nation that grew from Jacob = s family? The Children of Israel, Israelites, Hebrews, Jews 8. Why were the Israelites living in Egypt? Because Jacob = s family moved there during the great famine in order to have food. 9. How long were the Israelites in Egypt? About 400 years. 10. Why did the Egyptians decide they didn = t want the Israelites there? Because they had become so big, the Egyptians were afraid they would take over the land. 11. How did the Pharaoh try to get the Israelites under control? He made them slaves. 12. What horrible command did Pharaoh make to stop the Israelite people from getting larger? He ordered all the baby boys to be thrown in the river.	<urn:uuid:56db0271-c703-46d3-a260-88fb28dd5827>	CC-MAIN-2018-43	http://sherwoodbaptist.com/wp-content/uploads/2013/03/LifeLesson021.pdf	2018-10-16T21:13:39Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00272.warc.gz	328,036,077	1,211	eng_Latn	eng_Latn	0.998549	eng_Latn	0.999223	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1847, 3443, 4066, 5200 ]	[ 3 ]	1	2
Wacona Elementary School 3101 State St. Waycross, GA Hooked on learning (912) 287-2362 Volume 11, Issue 3 Upcoming Dates October 29, 2016 Wacona Students Learning in a Variety of Ways Nov. 1: 4th grade Lunch & Learn Nov. 4: Pickle Day Nov. 4: Cookie Dough Money Due Nov. 11: Progress Reports Nov. 11: Movie Night 2:405:00 Nov. 15: Papa John's Pizza Night Nov. 15: PTO– Kindergarten Performs Nov. 18: Hat Day Fundraiser Nov. 21-25: Thanksgiving Break In Ms. Fields' fifth grade gifted class at Wacona, students are learning about physics, building structures, problem-solving and team building. They have used Legos and other materials to create chain reactions that worked all by themselves from beginning to end. The students loved working with the Legos and learned valuable lessons on how to work together to change parts that were unsuccessful. Mr. McCarthy's 5th grade science students learned the components of a basic electric circuit. They also made simple, series, and parallel circuits using wires, batteries, and small light bulbs. While working with this equipment, the students tested various materials to determine whether they would conduct electricity. Students in Mrs. Kimbrell's 3rd grade class are learning about fossils by participating in an archaeological dig. Making appropriate inferences is an essential component of reading comprehension. Wacona's third grade students had the opportunity to become junior detectives as they searched for clues in order to solve "The Case of the Missing Candy." This activity prompted students to use their own personal experiences and evidence to draw conclusions while keeping them actively engaged in their learning. PBIS Reward/Remediation We are celebrating all the students who have demonstrated being Ready, Respectful, and Responsible in the common areas of the school. These students will attend a 30 minute Dance in the gym on Monday, October 31. Students in K-2 will attend from 1:25-1:55, while students in grades 3-5 will attend from 1:55-2:25. During this time, the other students will receive remediation on how to be Ready, Respectful, and Responsible. From Nurse Wildes: Cold and Flu season is now upon us. Let's work together to keep germs from spreading. Here are some great tips: 1. Avoid close contact. Avoid close contact with people who are sick. When you are sick, keep your distance from others to protect them from getting sick too. 2. Stay home when you are sick. If possible, stay home from work, school, and errands when you are sick. This will help prevent spreading your illness to others. 3. Cover your mouth and nose. Cover your mouth and nose with a tissue when coughing or sneezing. It may prevent those around you from getting sick. 4. Clean your hands. Washing your hands often will help protect you from germs. If soap and water are not available, use an alcohol-based hand rub. 5. Avoid touching your eyes, nose or mouth. Germs are often spread when a person touches something that is contaminated with germs and then touches his or her eyes, nose, or mouth. 6. Practice other good health habits. Clean and disinfect frequently touched surfaces at home, work or school, especially when someone is ill. Get plenty of sleep, be physically active, manage your stress, drink plenty of fluids, and eat nutritious food. Remember you must be FEVER FREE for 24 hours before returning to school! Remind 101 Sign up for text message reminders of upcoming school events. Text @wacona17 To 80101 Like us on Facebook Visit us on the web: www.wacona.com Subscribe to our channel on YouTube. Keep up with your child's grades on the Parent Portal To access the parent portal, go to www.wacona.com and click on Parent Portal under the Parents tab. You will also find a link to instructions for downloading the Infinite Campus Mobile App.	<urn:uuid:ba032ee9-1acf-48b1-ac8b-4f6b266ba3d5>	CC-MAIN-2018-43	http://www.ware.k12.ga.us/docs/building/8/newsletters/3%20oct%2029.pdf?id=4943	2018-10-16T20:22:55Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00272.warc.gz	576,899,647	878	eng_Latn	eng_Latn	0.997328	eng_Latn	0.997919	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1701, 3873 ]	[ 2.671875 ]	2	2
Theme Literacy Autumn 1 Autumn 2 Year 6 Curriculum Map Spring 1 Spring 2 Summer 1 Summer 2 Cross–curricular Numera cy Calculate and interpret the mean as an average. Recognise that shapes with the same areas can have different perimeters and vice versa. Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit. Round any whole number to a required degree of accuracy. Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. Calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm 2 ) and cubic metres (m 3 ), and extending to other units. Theme Science Coverage by other subjects Geography History Art D.T SMSC Computing R.E P.E Enrichmen t experience Autumn 1 Light Identify sources of light & revise Autumn 2 Animals including humans Spring 1 Evolution and inheritance Spring 2 Electricity Summer 1 and 2 Living things Explore the structure of the heart Discuss fossils as evidence of life Begin with simple circuits Look at the history of classification of living things facts that light travels in straight and lungs. The double circulation and then lots of hands on from Aristotle to the present day. Study the levels of classification used today. Understand why Use maps atlases and globes to locate countries and millions of years ago & study the	<urn:uuid:7f001542-1034-467d-8815-36962b29c0e9>	CC-MAIN-2018-43	http://ringway.manchester.sch.uk/wp-content/uploads/2014/09/Curriculum-map-year-6-2016.pdf	2018-10-16T21:00:07Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00273.warc.gz	310,533,238	343	eng_Latn	eng_Latn	0.717053	eng_Latn	0.985564	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 116, 705, 1454 ]	[ 3.640625 ]	1	0
Invite your students to write about their character! Each student can add to a colorful Easter bulletin board by writing about their character and why they think they are a "Good Egg" when it comes to being a good person of character. Once the eggs are completed, you can assemble an Easter bulletin board to display all the good character your school/class is showing. You can also take this time to discuss the importance of having good character and why we should all be role models and set a good example for others. STEP 1. Use the egg template provided to print on various colors of construction paper. STEP 2. Cut out eggs and give one egg to each student to write why they think they are a "Good Egg" when it comes to having good character. Egg jpeg here Egg PDF here STEP 3. You can use the bunny template shown in the picture above to make as large as you need for your bulletin board or use your own bunny picture. STEP 4. You can cut out your own letters or use the lettering template provide here for desired size. STEP 5. Once the students have completed their writing exercise, you can construct your Easter bulletin board and recognize the students for setting good examples for others.	<urn:uuid:529df997-e406-4a87-b5f0-b0c6654392e2>	CC-MAIN-2021-43	https://www.characterontrack.org/wp-content/uploads/2017/02/eggs-traordinary-character-bulletin-board.pdf	2021-10-18T06:40:15+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00197.warc.gz	871,306,898	251	eng_Latn	eng_Latn	0.997131	eng_Latn	0.997131	[ "eng_Latn" ]	false	docling	[ 1210 ]	[ 3.328125 ]	1	2
Science: - To know that living things are grouped in a variety of ways. - Can I use keys to identify and name a variety of living things? - How do changes to habitats pose dangers to living things? Religious Education: - Who is Jesus? - Why do people follow him? History: - Who were the Mayans? - What was life like at the height of the Mayan civilization? The Rainforest Art: - Can I look at and evaluate art work that contains printed patterns? - Can I produce different patterns using items from nature? P.E: - Football - Can I pass and receive accurately, demonstrating an awareness of attacking and defensive strategies? Geography: - Can I use a world map to identify rainforests that are located between the tropics? - Can I identify different global climatic zones? - Am I able to describe the climate in the tropics? - Can I suggest ways to minimise deforestation? Computing: - Can I produce a PowerPoint presentation on deforestation? - Can I conduct online research into the Mayan culture? - How do I create bar charts in Excel linked to the climate in rainforests? Design Technology: - Can I make a food dish traditional to the Mayan culture? Music: - Can I explore melodies and rhythms from around the world? - Can I describe and evaluate different melodies and make comparisons? ENGLISH & MATHS English - Formal letters - Poetry - Traditional Stories - Explanation Texts Maths The children will cover the following elements throughout the year: - Number - Gymnastics - Can I perform a sequence demonstrating control, balance and fluency.? - Recall of multiplication and division facts up to 12 x 12 - Measurement French: - Geometry - Can I say the name of jungle animals? This is not a comprehensive list of everything that is covered. For example, your child will be engaged in daily reading and spelling activities and this term there will be a big focus on learning their multiplication tables. However, this will give you a clearer idea of your child's studies, so that you can help them at home by talking through key ideas and perhaps visiting the local library, taking them on related trips or giving them the opportunity at home to undertake practical maths activities like measuring, cooking or using time or money. Working together we can make a difference for every child.	<urn:uuid:8f064037-4c1c-4344-b22c-702f920ebba1>	CC-MAIN-2018-43	http://mitcheldeanschool.co.uk/wp-content/uploads/2017/06/Y4-Rainforest.pdf	2018-10-16T20:16:04Z	crawl-data/CC-MAIN-2018-43/segments/1539583510867.6/warc/CC-MAIN-20181016201314-20181016222814-00274.warc.gz	240,518,783	488	eng_Latn	eng_Latn	0.998451	eng_Latn	0.998451	[ "eng_Latn" ]	false	docling	[ 2325 ]	[ 4.1875 ]	1	1
"Time to raise our voice" (2013 RH Evening Sermon) This RH/HHD marks that I have been here for 10 years, celebrating with you. 10 years mean lots of good things happening, but also means lots of sermons: you heard me speak from the bimah many times, and I shared with you many ideas and messages, over the past decade. So, when thinking of my words today, I was looking for some new message, and realized I needed some help! Two people came to rescue me – two of our BeSH children: during this past year, they shared with me some of their thoughts, which I found really insightful - and wanted to share with you now. 1. This was shared with me by the very young Aaron (age 6, but was 5 then). Observing family and friends, he became well aware that some are Jews, and some are not. But one day he met some people who were Jews, but – unlike Aaron and his family – don't go to Religious school weekly, don't attend Shabbat services, aren't involved in a congregation, and do not do those things he and his family regularly do. So Aaron had this realization: "some people are Jews, like them; but some people, like us, are 'Jewish Jews'." The minute I heard this, I could never forget it – it is brilliant! Some of us are Jews; but some of us, are Jewish Jews. What can this mean? I am a Jew ………. Tells me about something that happened to me – I was born a Jew; I am Jewish ………. Is more about how now I feel and think about things. I am a Jew ….. something was done to me (circumcised, SENT to Rel. School, made to have a Bar Mitzvah); I am Jewish ….. some things I choose to do – join a congregation, get involved, read a Jewish book, celebrate holidays. I am a Jew …… what I am – it's done; I can think about it, or not, care or not; I am Jewish …… is about beliefs, ideas, values that I am embracing and holding. I am a Jew …… It is an accident – the home in which I was born, I had nothing to do with it; I am Jewish …. Is a choice, which I make repeatedly and constantly: when I marry and start a family; when I have kids, when I move to a new place, when I want to volunteer, when I rush to get home to prepare for a holiday or to come to Shabbat service. I am a Jew ……. is like being "Italian", "Irish", "Polish" – it is where I come from; I am Jewish …... it's about where I am going, and where I want to be, and where I am getting my family to be. I am a Jew …… is mostly about my past (important, but past) – "it's how I was raised…"; I am Jewish ……is mostly about now, and tomorrow – "it is how I choose to raise my children and grandchildren". Jew ….. it's about the accents I heard, the gefilte fish and other food I was fed, the expressions I heard; I am Jewish …. it's about the words whose meaning I know, and which ones I choose to use; it's about the gefilte fish I make, and the food I cook, and why I do it. I am a Jew …. it is granted: is what I am; I am Jewish …. requires awareness and will: is what I do, how I do it, and why. Just like Aaron, I know many 'Jewish Jews', and also know many who are 'Jews'. The second insight I want to share, came from Sarah, as she and I were discussing her Torah portion, preparing her Bat Mitzvah speech. Her portion was about war, an included this Torah rule: "when youattack a city, do not destroy the fruit bearing trees in it, not even to use the wood for war" – "are the trees enemies that can come to attack you?" Sarah made this connection: Torah is just like The Lorax - it's the voice that speaks for the trees! As I listened, I thought this is one of the best ways I know of explaining what Torah is: Torah isn't just a book – Torah is the voice that, even at war, speaks for the trees! Since trees have no voice, Torah gives them a voice, and calls us to respect and care for Nature! Trees are not the only things that do not have a voice, but must be heard: Justice – does not have a voice! And so Torah is the voice that speaks for Justice, charging us to pursue what is right and just, even beyond what a given law on the books may say. Knowledge, Wisdom – do not have a voice! So Torah charges us to learn and study and use our knowledge to make better choices, rather than just following our impulses, or follow unreasoned beliefs. In our society, many people do not have a voice: "the widow, the orphan, the foreign worker, the poor" and that is why Torah constantly mentions them, and speaks to us on their behalf. The list of those without a voice is longer nowadays: in addition to the orphan, widow, and poor, it includes single mothers, the unemployed, the full-time working poor, the minorities of different kinds. Torah's call for justice, and "caring for our neighbor" – is giving a voice to the unheard needs of each one of them. But, remember what happened with the Lorax? The voice of the Lorax, just like the voice of Torah, will not accomplish much "UNLESS… UNLESS ... someone really cares" to listen, and to speak up, to carry its message and follow it. As I was speaking to Sarah at her Bat Mitzvah at the bimah, I realized that just as the Lorax was closed in a high tower, our Torah is closed in the Aron HaKodesh. How can the voice of Torah, and all for whom Torah speaks, be heard, if it's locked inside the closet?! Unless… unless someone, like Sarah, like young Aaron, like many here, really cares to take the voice of Torah and let it be heard. Unless we/you care to make this voice be heard. Not heard just here at synagogue, once a week - but bringing the voice of Torah and its demands to be heard in our homes, neighborhoods, and the public square. This is something curious: you know where I heard the voice of Torah loud and clear, with all its demands for justice, in NC, in the public square? Spoken by Rev. Barber, at a NAACP Moral Monday demonstration, in front of House of Representatives in Raleigh this Summer. I say that I heard the voice of Torah, because Rev. Barber wasn't quoting much from the New Testament - when talking about justice for the poor and disenfranchised, the quotes were from the Hebrew Prophets Isaiah, Micah, Amos, Moses, and from the Torah! As you know, Rev. Barber wasn't giving a Bible class/lecture: he was calling for a fair society; to stop minorities from being discriminated against, again; he was speaking for the poor who are made poorer – and their voices are not heard; he was speaking for those who now may not just lack a voice – they may lack a vote. Whether one agrees with policies and positions expressed there or not, one thing we shouldn't miss: when it came to raising a voice for Justice – he, and many there, found that Torah gives voice to their quest for Justice and a better society. Torah expresses the ideals we have, and the standards by which we measure how good or bad we are doing. I am not suggesting we all start talking like Rev. Barber – we probably couldn't even if we tried. I am not suggesting we take our Torahs and start knocking at neighbors doors… I am suggesting that we do take Torah's ideals on justice and equality, and make them our goals, make them a priority for us, here and now. I am suggesting that we take Torah's standards – "care of the widow, orphan, foreigner and poor" to assess how well or not well we are doing; and speak up, and make the changes that are called for by these standards. Torah , with its commanding 3,000 year old voice, is locked in this closet behind me. Tomorrow, Hal & I will take it out, then others will carry it in a Hakafah, to reach each one of you in the congregation. It can't stop there – it is then your turn to take it, take it's voice out there with you, and let it be heard wherever you go. I'd like to conclude with a Biblical voice: (Psalms 8:2) "Out of the mouth of babes and infants have you ordained strength." This Rosh HaShanah, we have inspiration from our children: They remind us that things will not be right "unless we really care… and speak, and act; and through us the voice Torah is heard. When we do that, when we speak and act for Torah ideals, then we are truly Jewish Jews.	<urn:uuid:412e5863-b4e3-4ec2-a971-436cbbab2466>	CC-MAIN-2021-43	https://images.shulcloud.com/13437/uploads/Rabbis-Words/content-2-3-1-Rabbi-message-item-2.pdf	2021-10-18T07:26:07+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00197.warc.gz	446,171,400	1,952	eng_Latn	eng_Latn	0.998902	eng_Latn	0.999227	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2385, 4994, 7873, 8093 ]	[ 2.015625 ]	1	0
3 September 2009 Does noise pollution weaken the immune system? Excess noise is a common cause of stress and its impact on health is a concern for environmental policy makers. An analysis of current research in this area raises the question of whether noise-induced stress could increase the likelihood of illness by weakening the immune system. The European Noise Directive 1 requires Member States to draw up strategic noise maps to show the level of noise in specific areas. One aim of these maps is to assess the number of people exposed to a level of noise that causes annoyance and sleep-disturbance. This synthesis of current research examines the effects of noise exposure on the physiological systems of stress and the possible ways this might have an impact on the immune system. Cortisol is a hormone that is involved in the body's response to stress and anxiety. It increases blood pressure and blood sugar, and reduces the ability of the immune system to respond to disease or injury. Previous research indicates that both ongoing and temporary exposure to noise can increase cortisol levels. Traffic noise can cause an increase of stress hormones, including cortisol, in the body and these noise-induced effects can also occur during sleep. If noise exposure is repeated, the effects can develop into persistently raised levels of cortisol. Since cortisol levels can be easily detected in saliva, the study suggests that this could be a simple and cost-effective measure for analysing stress in response to noise. However, the relationship between the amount of exposure to noise and cortisol levels is not as simple as may first appear. For example, high noise levels may act directly as a stressor, but the effects of low noise levels may depend on the meaning and disturbing nature of the noise, rather than its actual volume or persistence. There is a natural cycle to cortisol levels in the body, with levels dropping at night-time. This can also be disturbed by noise, so that the natural decrease does not occur, causing prolonged stress during the night. This means that exposure to day-time noise could also contribute to sleep-disturbance through its after-effects; it may not be just night-time noise that affects sleep. The complexity is increased further by individual differences. The author cites a study that investigated sleepdisturbance in rats exposed to chronic noise. The study found that the psychological and biological make-up of an individual rat may determine their vulnerability to noise. Further research with humans and general stress indicates there are two groups of people: "high reactors", who are significantly affected by stress and show an increase in heart rate and blood pressure, and "low reactors" who show little or no change in these areas. Research into the impacts of stress on health has demonstrated that individuals exposed to general stress show an increase in infection rates (from 74 to 90 per cent) and clinical colds (27 to 48 per cent). Other health problems such as diabetes, stomach ulcers and plaque build-up in the arteries are also linked to stress. Since the physiological response to noise as a stressor is similar to the response to general stress it could be inferred that noise may affect health in the same way, possibly through the immune system. However, a direct link between noise exposure and negative effects on the immune system is yet to be fully investigated. 1. See http://ec.europa.eu/environment/noise/directive.htm Source: Prasher, D. (2009). Is there evidence that environmental noise is immunotoxic? Noise & Health. 11(44): 151-155. Contact: firstname.lastname@example.org Theme(s): Environment and health, Noise To cite this article/service: "Science for Environment Policy": European Commission DG Environment News Alert Service, edited by SCU, The University of the West of England, Bristol. News Alert Issue 163 September 2009	<urn:uuid:5e47d818-415f-4467-8bd8-debe5093431d>	CC-MAIN-2021-43	https://ec.europa.eu/environment/integration/research/newsalert/pdf/163na5_en.pdf	2021-10-18T07:08:59+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00199.warc.gz	332,712,252	765	eng_Latn	eng_Latn	0.998686	eng_Latn	0.998686	[ "eng_Latn" ]	false	docling	[ 3935 ]	[ 2.078125 ]	2	1
Recommendations for the Ethical Production of Rare Earth Elements Manufacturers Group Prepared in Advance of the Summit Main Concerns of the Manufacturers Group: * Maintaining a consistent supply of rare earths is essential for manufacturing many valuable products. Producing rare earths in multiple countries in different parts of the world would make the supply chain more stable. * While current prices for rare earth metals are relatively low, prices have spiked in the past when supplies of metals seemed to be unstable. Manufacturers should weigh the option of paying more now to ensure stable prices over the longer term. * Recycling could be an ethical source of rare earth metals in the future. Manufacturers need help from activists, consumers, and producers to make recycling viable and cost-effective. * Transparency about the mining and production process of rare earth elements should be ensured to help manufacturers know they are buying metals that have been legally mined and produced in ethical ways. * Activists and consumers are becoming more aware of the harms that have been caused by rare earth metal production. Protests and boycotts centered on rare earth production could hurt manufacturers. A credible Sustainability Seal could help show that manufacturers are working to make things better. Recommendations Based on Manufacturers Group Concerns: * Producers, manufacturers, consumers, and activists should work together to support establishing new sources of rare earth production in different parts of the world. Production in more countries means supplies are less vulnerable to disruption. * Producers and manufacturers should follow all laws in the countries where they operate. * Programs to gather discarded consumer products and recover rare earth elements from waste should be supported so that manufacturers have the option to buy recycled rare earth metals. * Transparency must be enforced. Producers must track where and how rare earth metals are mined and separated. The chain of custody must be documented and available for manufacturers to see before they buy raw materials. * Reducing pollution is important but so is keeping the cost of raw materials reasonable. Producers should use the best technologies practicable to control waste.	<urn:uuid:09cd12fe-5b18-4085-9c8d-820c07381fc5>	CC-MAIN-2021-43	https://www.sciencehistory.org/sites/default/files/case_ree_manufacturers_goals.pdf	2021-10-18T06:39:36+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00198.warc.gz	1,198,603,207	404	eng_Latn	eng_Latn	0.997878	eng_Latn	0.997808	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1901, 2286 ]	[ 2.296875 ]	1	0
English Write an information leaflet on mountains, rivers and coasts. Read this poem https://childrens.poetryarchive.org/poem/the-river/ and http://www.primarypoems.com/2017/07/03/river-runs-free/ Now, write your own poem about rivers (magpie ideas from the examples). Presentation Remember you can present your work however you like. Let your imagination go wild! It can be a poster, a booklet, a powerpoint or something you have drawn/made. Imagine you are climbing a very tall mountain. Write a setting description remember to include a simile, preposition, fronted adverbial, 5 senses. YOU HAVE THE WHOLE HALF TERM TO WORK ON IT. Music Write a tongue twister for a mountain or a river. It can be silly and doesn't have to 'make sense' e.g The crow flew over the river, with a lump of raw liver. Geography Research the main rivers and mountains in the UK and present your facts on a poster. Art/DT Research and list the main rivers, mountains and coasts in the UK. Research why erosion happens and the devastating effects it has. Research Vincent Van Gogh's landscape paintings and create a landscape painting of your own. (You can use other media such as crayon, chalk, pastel etc.) Create a 3D model of a mountain using a range media of your choice e.g. papier mache, crayons, paints. Label the different parts of the mountain. How does water get back to the sea? Maths Research the length of the following rivers: Thames, Severn, Trent and Great Ouse. Compare them in a bar graph. Practise your 2, 5, 10, 3, 4, and 8 times tables. Knowledge Organiser – Mountains, Rivers, Coasts Key Vocabulary The highest mountain in the UK is the iconic Ben Nevis, standing at an impressive 1,345m tall. Ben Nevis is located in the Lochaber area of the Scottish Highlands, close to the town of Fort William.	<urn:uuid:502814c5-aeac-4ef9-9a5f-1049651d8429>	CC-MAIN-2021-43	https://www.st-elisabeths.stockport.sch.uk/attachments/download.asp?file=1228&type=pdf	2021-10-18T07:41:47+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00198.warc.gz	1,224,502,543	445	eng_Latn	eng_Latn	0.996522	eng_Latn	0.996343	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1562, 1826 ]	[ 3.71875 ]	1	0
SHALINI CONVENT SCHOOL, RAIGARH CLASS NOTES Note: Write the notes in science copy. A. Tick (√) the correct answers. 1. These are living things. Ans – plants 2. These are human – made things. Ans – roads 3. These are natural things. Ans – stars 4. Living things Ans – grow B. Answer these questions. 1. What are human – made things? Give three examples. Ans – The things which made by humans are called human – made things. Examples – Buildings, buses, houses. 2. What are natural things? Give three examples. Ans – Natural things are nature's gifts and these things cannot be created by human beings. Examples – The moon, sun, river. 3. Why do living things need food? Ans – Living things need food to live. Food helps them to grow. 4. Why do you need to breathe? Name two body parts that animals use to breathe. Ans – We need to breathe because we cannot live without air. The two body parts that animals use to breathe are lungs and gills. C. Think and answer. A chair, made from wood, is a human – made thing. What are the three major differences between a chair and a tree? Ans – The three differences between the chair and a tree are:- 1. The chair cannot breathe but the tree can breathe. 2. The chair cannot grow but the tree can grow. 3. The chair cannot feel but the tree can feel. ***********	<urn:uuid:89b47214-9f7c-4d90-828b-6f855537a2ae>	CC-MAIN-2021-43	https://s3.ap-south-1.amazonaws.com/franciscan/SchImg/STSRGH/Assignment/ASG202104191350447510_1_47_.pdf	2021-10-18T06:40:17+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00198.warc.gz	654,866,911	314	eng_Latn	eng_Latn	0.998898	eng_Latn	0.998801	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 752, 1329 ]	[ 3.765625 ]	1	0
Activity 2.3 density—mass per unit volume of a substance or object. density (kg/m mass (kg) 3 volume (m 3 ) ) = Changing density The density of water changes as its temperature or salinity (or both) change. * If the temperature decreases and/or the salinity increases, the water becomes more dense. * If the temperature increases and/or the salinity decreases, the water becomes less dense. Current basics Ocean waters are continuously moving, circling the ocean basins in powerful currents hundreds of kilometers wide, and in swirls and eddies as small as a centimeter across. The primary forces driving the largescale motions are the sun's energy and Earth's rotation. Energy from the sun warms Earth's surface and atmosphere, generating winds that initiate the horizontal movement of surface water (Figure 1). Vertical movement between the surface and the ocean depths is tied to variations in temperature and salinity, which together alter the density of sea water and trigger sinking or rising of water masses. Together, the horizontal and vertical motions of water link the world's oceans in a complex system of surface and subsurface currents often referred to as the Global Conveyor Belt (Figure 2). This circulation system plays a vital role in transporting and distributing heat, nutrients, and dissolved gases that support life around the globe. Structure of the ocean waters The oceans contain numerous water masses, which can be distinguished by their physical and chemical characteristics such as salinity, temperature, and density. The density of seawater depends on its temperature and salinity, as well as the amount of pressure exerted on it. Water expands as it warms, increasing its volume and decreasing its density. As water cools, its volume decreases and its density increases. Salinity, the amount of dissolved solids (like salts) in the water, alters density because the dissolved solids increase the mass of the water without increasing its volume. So, as salinity increases, the density of the water increases. Finally, when the pressure exerted on water increases, its density also increases. 1. Rank the following types of ocean water from highest density (1) to lowest density (3). a. warm, salty water _____ b. cold, salty water _____ c. warm, fresh water _____ photosynthesis - Process by which organisms convert sunlight and carbon dioxide to carbohydrates (food) and oxygen (O 2 ). Thermocline The thermocline is a layer of the ocean in which the temperature decreases rapidly with depth. Above the thermocline, the temperature is fairly uniform due to the mixing processes of currents and wave action. In the deep ocean below the thermocline, the temperature is cold and stable. The characteristics of a water mass typically develop at the ocean surface due to interactions with the atmosphere. Evaporation can increase salinity as fresh water is removed from the ocean and the salts are left behind. Precipitation has the opposite effect, decreasing salinity levels as fresh water is added to the ocean. Processes like photosynthesis and the exchange of energy and matter between the ocean surface and the atmosphere can affect the amounts of oxygen and other dissolved gases in the water. In addition, water temperature (and thus density) changes rapidly as surface currents transport water masses from the equator to the poles and vice versa. Although the sun's energy is very efﬁ cient at warming the upper 100 meters of the ocean, very little solar energy penetrates to deeper waters. Therefore, water temperature decreases rapidly between 100 and 800 meters depth. This region of decreasing temperature is called the thermocline, and marks the boundary between surface water circulation and deep water circulation (Figures 3 and 4). 2. The water temperature at the base of the thermocline is around 5°C. Using this information, sketch and label the approximate location of the base of the thermocline on Figure 4.	<urn:uuid:3f5fe808-387a-44d7-84ef-15ce2655d2a8>	CC-MAIN-2021-43	https://scieds.com/wp-content/uploads/2016/01/etoe_unit2_samp.pdf	2021-10-18T07:45:46+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00200.warc.gz	650,387,597	801	eng_Latn	eng_Latn	0.995604	eng_Latn	0.995575	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2311, 3979 ]	[ 4.3125 ]	1	2
Is Salt Hurting Your Landscaping? Keeping ice and snow off your driveway and sidewalks is important for safety, but keep in mind the damage that salt can do to the environmentand your landscaping. You wouldn't want to kill your favorite tree, shrub or grass, so check out the plants that grow within five or ten feet of your driveway and sidewalk (and the road, for that matter). The table below summarizes some of the salt sensitive plants that might be at risk. If you have salt-sensitive trees, shrubs or grasses in this zone, you should avoid any deicing product that contains chlorides (rock salt and calcium chloride), or use very small doses. You may want to use CMA (Calcium Magnesium Acetate) as a safer alternative, or stick with sand for traction. Make sure to buy your deicing product well before the big storm hits; otherwise, you could be looking at empty shelves and have few, if any, environmental choices to make at the store. Landscaping Species at Risk from Salting Source: Envirocast Newsletter	<urn:uuid:8af1879c-5533-4881-8993-6f2ead32017e>	CC-MAIN-2021-43	https://www.edinamn.gov/DocumentCenter/View/819/Information-About-How-Salt-Affects-Your-Landscaping-PDF	2021-10-18T07:27:59+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00201.warc.gz	928,519,105	222	eng_Latn	eng_Latn	0.998491	eng_Latn	0.998491	[ "eng_Latn" ]	false	docling	[ 1021 ]	[ 2.484375 ]	2	1
SHALINI CONVENT SCHOOL HOMEWORK Note – Do this homework in your Math copy with the respective date. I. Draw the abacus neatly and show the numbers on the abacus. Use "Bindies" to show the numbers. Examples are provided for your guidance. 1.	<urn:uuid:63dc2fdd-ba17-4983-a96f-52a1256698c8>	CC-MAIN-2021-43	https://s3.ap-south-1.amazonaws.com/franciscan/SchImg/STSRGH/Assignment/ASG202104241043131289_1_14_.pdf	2021-10-18T07:19:45+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00200.warc.gz	644,080,751	59	eng_Latn	eng_Latn	0.996608	eng_Latn	0.996608	[ "eng_Latn" ]	false	docling	[ 244 ]	[ 2.5 ]	1	1
by L. Frank Baum Chapter 9: The Queen of the Field Mice "We cannot be far from the road of yellow brick, now," remarked the Scarecrow, as he stood beside the girl, "for we have come nearly as far as the river carried us away." So the Woodman raised his axe, and as the Wildcat ran by he gave it a quick blow that cut the beast's head clean off from its body, and it rolled over at his feet in two pieces. The Tin Woodman was about to reply when he heard a low growl, and turning his head (which worked beautifully on hinges) he saw a strange beast come bounding over the grass toward them. It was, indeed, a great yellow Wildcat, and the Woodman thought it must be chasing something, for its ears were lying close to its head and its mouth was wide open, showing two rows of ugly teeth, while its red eyes glowed like balls of fire. As it came nearer the Tin Woodman saw that running before the beast was a little gray field mouse, and al though he had no heart he knew it was wrong for the Wildcat to try to kill such a pretty, harmless creature. The field mouse, now that it was freed from its enemy, stopped short; and coming slowly up to the Woodman it said, in a squeaky little voice: "Don't speak of it, I beg of you," replied the Woodman. "I have no heart, you know, so I am careful to help all those who may need a friend, even if it happens to be only a mouse." "Oh, thank you! Thank you ever so much for saving my life." "Only a mouse!" cried the little animal, indignantly. "Why, I am a Queen—the Queen of all the Field Mice!" "Therefore you have done a great deed, as well as a brave one, in saving my life," added the Queen. "Oh, indeed," said the Woodman, making a bow. At that moment several mice were seen running up as fast as their little legs could carry them, and when they saw their Queen they exclaimed: "This funny tin man," she answered, "killed the Wildcat and saved my life. So hereafter you must all serve him, and obey his slightest wish." "Oh, your Majesty, we thought you would be killed! How did you manage to escape the great Wildcat?" They all bowed so low to the little Queen that they almost stood upon their heads. 1 "We will!" cried all the mice, in a shrill chorus. And then they scampered in all direc tions, for Toto had awakened from his sleep, and seeing all these mice around him he gave one bark of delight and jumped right into the middle of the group. Toto had always loved to chase mice when he lived in Kansas, and he saw no harm in it. At this the Queen of the Mice stuck her head out from underneath a clump of grass and asked, in a timid voice, "Are you sure he will not bite us?" But the Tin Woodman caught the dog in his arms and held him tight, while he called to the mice, "Come back! Come back! Toto shall not hurt you." "I will not let him," said the Woodman; "so do not be afraid." "Is there anything we can do," it asked, "to repay you for saving the life of our Queen?" One by one the mice came creeping back, and Toto did not bark again, although he tried to get out of the Woodman's arms, and would have bitten him had he not known very well he was made of tin. Finally one of the biggest mice spoke. "Nothing that I know of," answered the Woodman; but the Scarecrow, who had been trying to think, but could not because his head was stuffed with straw, said, quickly, "Oh, yes; you can save our friend, the Cowardly Lion, who is asleep in the poppy bed." "Oh, no," declared the Scarecrow; "this Lion is a coward." "A Lion!" cried the little Queen. "Why, he would eat us all up." "Really?" asked the Mouse. "Very well," said the Queen, "we trust you. But what shall we do?" "He says so himself," answered the Scarecrow, "and he would never hurt anyone who is our friend. If you will help us to save him I promise that he shall treat you all with kindness." "Are there many of these mice which call you Queen and are willing to obey you?" "Then send for them all to come here as soon as possible, and let each one bring a long piece of string." "Oh, yes; there are thousands," she replied. The Queen turned to the mice that attended her and told them to go at once and get all her people. As soon as they heard her orders they ran away in every direction as fast as possible. So the Woodman went at once to the trees and began to work; and he soon made a truck out of the limbs of trees, from which he chopped away all the leaves and branches. He fastened it together with wooden pegs and made the four wheels out of short pieces of a "Now," said the Scarecrow to the Tin Woodman, "you must go to those trees by the riverside and make a truck that will carry the Lion." big tree trunk. So fast and so well did he work that by the time the mice began to arrive the truck was all ready for them. "Permit me to introduce to you her Majesty, the Queen." They came from all directions, and there were thousands of them: big mice and little mice and middle-sized mice; and each one brought a piece of string in his mouth. It was about this time that Dorothy woke from her long sleep and opened her eyes. She was greatly astonished to find herself lying upon the grass, with thousands of mice standing around and looking at her timidly. But the Scarecrow told her about everything, and turning to the dig nified little Mouse, he said: Dorothy nodded gravely and the Queen made a curtsy, after which she became quite friendly with the little girl. After a great deal of hard work, for the Lion was heavy, they managed to get him up on the truck. Then the Queen hurriedly gave her people the order to start, for she feared if the mice stayed among the poppies too long they also would fall asleep. The Scarecrow and the Woodman now began to fasten the mice to the truck, using the strings they had brought. One end of a string was tied around the neck of each mouse and the other end to the truck. Of course the truck was a thousand times bigger than any of the mice who were to draw it; but when all the mice had been harnessed, they were able to pull it quite easily. Even the Scarecrow and the Tin Woodman could sit on it, and were drawn swiftly by their queer little horses to the place where the Lion lay asleep. At first the little creatures, many though they were, could hardly stir the heavily loaded truck; but the Woodman and the Scarecrow both pushed from behind, and they got along better. Soon they rolled the Lion out of the poppy bed to the green fields, where he could breathe the sweet, fresh air again, instead of the poisonous scent of the flowers. Then the mice were unharnessed from the truck and scampered away through the grass to their homes. The Queen of the Mice was the last to leave. Dorothy came to meet them and thanked the little mice warmly for saving her compan ion from death. She had grown so fond of the big Lion she was glad he had been rescued. "If ever you need us again," she said, "come out into the field and call, and we shall hear you and come to your assistance. Good-bye!" After this they sat down beside the Lion until he should awaken; and the Scarecrow brought Dorothy some fruit from a tree near by, which she ate for her dinner. "Good-bye!" they all answered, and away the Queen ran, while Dorothy held Toto tightly lest he should run after her and frighten her.	<urn:uuid:4d7bb99f-8c0f-4ee5-a9ed-841ae935981b>	CC-MAIN-2021-43	https://etc.usf.edu/lit2go/pdf/passage/2755/the-wonderful-wizard-of-oz-010-chapter-9-the-queen-of-the-field-mice.pdf	2021-10-18T08:41:13+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00200.warc.gz	350,042,161	1,718	eng_Latn	eng_Latn	0.999525	eng_Latn	0.999678	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2167, 4663, 7312 ]	[ 2.359375 ]	2	0
Name: ______________________________ Lab: Gas relationships Variables that describe a Gas Proportions type Using internet explorer go to the following address: http://intro.chem.okstate.edu/1314F00/laboratory/glp.htm After the instructor describes how to use the interface, work on the following relationships involving gases Pressure and volume relationships Problem Statement: How are the pressure and volume of a gas sample related? 1. Select volume as your "y" axis and pressure as your "x" axis 2. Using the bars for the two variables and changing one variable ,in the control bar region, fill in the table for two different values of Pressure Pressure volume 1/Volume 3. Draw the shape of the graph created. Don't forget to label your axis. Repeat the same for pressure in the "y" axis" and 1/volume in the "x" axis 3.What is the relationship between pressure and volume? ____________________ What is the relationship between pressure and 1/volume)? ____________________ 4. What happens to the pressure as the volume increases? ____________________________________________________ 5.What happens to the pressure as the 1/volume increases? _____________________________________________________ 6.Look at your data , are your answers to 1 and 2 what you see in the data you collected in the table above? _________________________ 7. Using the equation of an indirect equation substitute A and B for P and V and write down how your equation looks like. _____________________. Do the same for P and 1/V. _______________________ 8. Do you see any pattern in the data? 9. Mental Model - Draw a picture(s) that explains how the pressure and volume of a gas sample are related at the level of atoms and molecules, and that illustrates the observations you made in the experiment. In words, explain how your picture(s) illustrate(s) this relationship Volume and Temperature 1.Select volume as your "y" axis and temperature as your "x" axis 2.Using the bars for the two variables selected, fill in the table for two different values of volume 3.Draw the shape of the graph created. Don't forget to label your axis. 4.What is the relationship between temperature and volume? ____________________ 5. What happens to the temperature as the volume increases? ____________________________________________________ 6.What happens to the volume as the temperature decreases? _____________________________________________________ 7..Look at your data , are your answers to 1 and 2 what you see in the data you collected in the table above? _________________________ 8.Using the equation of a direct equation substitute A and B for V and T and write down how your equation looks like. _____________________ 5. If you extend the line of the graph to x=0 where does the line intercepts the "y" axis? at y=_____________________ Pressure and temperature Gas Activity Juan Betancourt Chem 100 Spring 2005 5 of 6 4. Select presure as your "y" axis and temperature as your "x" axis 5. Using the bars for the two variables selected, fill in the table for two different values of pressure Pressure Temperature 6. Draw the shape of the graph created by changing the values of pressure and temperature. Don't forget to label your axis. 1.What is the relationship between temperature and pressure? ____________________ 2. What happens to the temperature as the pressure increases? ____________________________________________________ 3.What happens to the pressure as the temperature decreases? _____________________________________________________ 4.Look at your data , are your answers to 1 and 2 what you see in the data you collected in the table above? _________________________ 6. Using the equation of a direct equation substitute A and B for P and T and write down how your equation looks like. _____________________ Volume and moles 7. Select volume as your "y" axis and moles as your "x" axis 8. Using the bars for the two variables selected, fill in the table for two different values of volume Volume moles 9. Draw the shape of the graph created by changing the values of volume and moles. Don't forget to label your axis. 1.What is the relationship between moles and volume? ____________________ 2. What happens to the number of moles as the volume increases? ____________________________________________________ 3.What happens to the volume as the number of moles decreases? _____________________________________________________ 4.Look at your data , are your answers to questions 1 and 2 what you see in the data collected in the table above? _________________________ 7. Using the equation of a direct equation substitute A and B for n and V and write down how your equation looks like. _____________________	<urn:uuid:bcefea4f-7364-4426-b69f-9c27ccb7ea6d>	CC-MAIN-2021-43	https://soar.suny.edu/bitstream/handle/20.500.12648/3806/cmst_lessonplans/101/fulltext%20%281%29.pdf?sequence=1&isAllowed=y	2021-10-18T08:59:39+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00200.warc.gz	675,959,326	982	eng_Latn	eng_Latn	0.996351	eng_Latn	0.998412	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 366, 1355, 2067, 2878, 3890, 4806 ]	[ 4.15625 ]	2	1
Name: ____________________________ Date: _____________________________ Ch. 16: A Midnight Visitor Beyond the City Directions: List the causes and effects of the events in this chapter. Illustrate an event from the chapter on the back of this paper.	<urn:uuid:6b06fb44-7858-4ad2-adf0-fa1a454f1ba1>	CC-MAIN-2021-43	https://etc.usf.edu/lit2go/pdf/student_activity/1993/1993-1.pdf	2021-10-18T07:55:49+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00203.warc.gz	343,719,331	55	eng_Latn	eng_Latn	0.995392	eng_Latn	0.995392	[ "eng_Latn" ]	false	docling	[ 255 ]	[ 2.375 ]	1	0
Math Practice, practice, practice! Flashcards for numbers/number words and addition or subtraction facts are a must in developing quickness and fluency, but games like dominoes or HiHo Cherry-o are fun to play, too. Our workbook pages are good practice, and you can find loads of worksheets online if you feel your child needs more written practice. There are plenty of apps and online games that help as well such as To Do Math. Religion There is no practice test and that's because we give a study guide that tells how the material will be tested (yes/no questions, fill in the blank questions). We read the questions and answer choices out loud, so studying out loud with your child will prepare them for the test. Having your child read the study guide is a good idea so they recognize the words on the test. Following the homework guidelines on which ones to study each night breaks up the long study guide into manageable bits and pieces. Cramming is NOT a good idea for religion! Most of the material is strictly memorization, but the yes/no questions are new and will take some practice for them to hear or look for those differences in the true statements vs. the wrong statements. As an introduction to this type of test question, we try to make the differences obvious at first, but it will take some help from parents at home to ask them these statements as false ones once the students know the true statements. Constant review helps, but letting the children quiz parents is often a fun way (especially when parents get it wrong!). You are welcome to make up your own test if you have the time, or make flashcards if your child reads well enough. The religion book website, webelieveweb.com has fun games your child can play, too.	<urn:uuid:303c0578-1130-451e-9bae-b9c578d0b8f6>	CC-MAIN-2021-43	https://d2y1pz2y630308.cloudfront.net/17427/documents/2020/8/Math%20and%20Religion%20Study%20Tips.pdf	2021-10-18T08:59:12+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00203.warc.gz	295,964,985	370	eng_Latn	eng_Latn	0.997801	eng_Latn	0.997801	[ "eng_Latn" ]	false	docling	[ 1756 ]	[ 2.4375 ]	1	0
Iceberg twice size of Luxembourg breaks off Antarctic ice shelf The Gaurgian Satellite data confirms „calving‟ of trillion-tonne, 5,800 sq km iceberg from the Vast iceberg splits from Antarctic ice shelf Nicola Davis @NicolaKSDavis Wednesday 12 July 2017 10.53 BST First published on Wednesday 12 July 2017 10.16 BST A giant iceberg twice the size of Luxembourg has broken off an ice shelf on the Antarctic peninsula and is now adrift in the Weddell Sea. Reported to be "hanging by a thread" last month, the trillion-tonne iceberg was found to have split off from the Larsen C segment of the Larsen ice shelf on Wednesday morning after scientists examined the latest satellite data from the area. The Larsen C ice shelf is more than 12% smaller in area than before the iceberg broke off – or "calved" – an event that researchers say has changed the landscape of the Antarctic peninsula and left the Larsen C ice shelf at its lowest extent ever recorded. "It is a really major event in terms of the size of the ice tablet that we‟ve got now drifting away," said Anna Hogg, an expert in satellite observations of glaciers from the University of Leeds. At 5,800 sq km the new iceberg, expected to be dubbed A68, is half as big as the record-holding iceberg B-15 which split off from the Ross ice shelf in the year 2000, but it is nonetheless believed to be among the 10 largest icebergs ever recorded. The huge crack that spawned the new iceberg grew over a period of years, but between 25 May and 31 May alone, the rift grew by 17km – the largest increase since January. Between the 24 June and 27 June the movement of the ice sped up, reaching a rate of more than 10 metres per day for the already-severed section. But in the end it wasn‟t a simple break – data collected just days before the iceberg calved revealed that the rift had branched multiple times. "We see one large [iceberg] for now. It is likely that this will break into smaller pieces as time goes by," said Adrian Luckman, professor of glaciology at Swansea University and leader of the UK‟s Midas project which is focused on the state of the ice shelf. The Larsen-C rift opening over the last 2 years from #Sentinel1 9:47 PM - 31 Jan 2017 Adrian Luckman @adrian_luckman Unlike thin layers of sea ice, ice shelves are floating masses of ice, hundreds of metres thick, which are attached to huge, grounded ice sheets. These ice shelves act like buttresses, holding back and slowing down the movement into the sea of the glaciers that feed them. Advertisement "There is enough ice in Antarctica that if it all melted, or even just flowed into the ocean, sea levels [would] rise by 60 metres," said Martin Siegert, professor of geosciences at Imperial College London and co-director of the Grantham Institute for Climate Change & Environment. But while the birth of the huge iceberg might look dramatic, experts say it will not itself result in sea level rises. "It‟s like your ice cube in your gin and tonic – it is already floating and if it melts it doesn‟t change the volume of water in the glass by very much at all," said Hogg. Following the collapse of the more northerly Larsen A ice shelf in 1995 and Larsen B in 2002, all eyes have turned to Larsen C. But Siegert is quick to point out that the calving of the new iceberg is not a sign that the ice shelf is about to disintegrate, stressing that ice shelves naturally break up as they extend further out into the ocean. "I am not unduly concerned about it – it is not the first mega iceberg ever to have formed," he said. Andrew Shepherd, professor of Earth Observation at the University of Leeds, agreed. "Everyone loves a good iceberg, and this one is a corker," he said. "But despite keeping us waiting for so long, I‟m pretty sure that Antarctica won‟t be shedding a tear when it‟s gone because the continent loses plenty of its ice this way each year, and so it‟s really just business as usual!" Luckman said that while the Larsen C ice shelf might continue to shed icebergs, it might regrow. Nevertheless previous research by the team has suggested that the remaining ice shelf is likely less stable now that the iceberg has calved, although it is unlikely the event would have any short-term effects. "We will have to wait years or decades to know what will happen to the remainder of Larsen C," he said, pointing out that it took seven years after the release of a large iceberg from Larsen B before the ice shelf became unstable and disintegrated. Q&A How significant is the release of the Larsen C megaberg? Show Advertisement What‟s more, Luckman stressed that while large melt ponds were seen on Larsen B prior to its collapse - features which are thought to have affected the structure of the ice shelf - those seen on Larsen C are far smaller and are not even present at this time of year. And while climate change is accepted to have played a role in the wholesale disintegration of the Larsen A and Larsen B ice shelves, Luckman emphasised that there is no evidence that the calving of the giant iceberg is linked to such processes. Twila Moon, a glacier expert at the US National Ice and Snow Data Center agrees but, she said, climate change could have made the situation more likely. "Certainly the changes that we see on ice shelves, such as thinning because of warmer ocean waters, are the sort [of changes] that are going to make it easier for these events to happen," she said. Luckman is not convinced. "It is a possibility, but recent data from the Scripps Institute of Oceanography actually show most of the shelf thickening," he said. The progress of the rift, and the loss of the iceberg, has been carefully followed by analysis of radar images from the European Space Agency‟s mission, which provides data from the region every six days. "Before we would have been lucky if we had got one satellite image a year of an event like this, so we would not have been able to watch it unfold," said Hogg, pointing out that the radar system allows data to be collected whatever the weather and in the dark, while technological advances mean more data that can be downloaded than for previous satellites. The news of the giant iceberg comes after US president Donald Trump announced that the US will be withdrawing from the 2015 Paris climate accord – an agreement signed by more than 190 countries to tackle global warming. "Truly I am dismayed," said Moon of the move. Now at the mercy of the ocean currents, the newly calved iceberg could last for decades, depending on whether it enters warmer waters or bumps into other icebergs or ice shelves. Since you're here … … we have a small favour to ask. More people are reading the Guardian than ever but advertising revenues across the media are falling fast. And unlike many news organisations, we haven‟t put up a paywall – we want to keep our journalism as open as we can. So you can see why we need to ask for your help. The Guardian‟s independent, investigative journalism takes a lot of time, money and hard work to produce. But we do it because we believe our perspective matters – because it might well be your perspective, too. High quality journalism is essential intellectual nourishment. The generosity of providing such a service without a paywall deserves recognition and support Giacomo P, Italy I've been enjoying the Guardian's top-quality journalism for several years now. Today, when so much seems to be going wrong in the world, the Guardian is working hard to confront and challenge those in power. I want to support that Robb H, Canada I appreciate there not being a paywall: it is more democratic for the media to be available for all and not a commodity to be purchased by a few. I'm happy to make a contribution so others with less means still have access to information. Thomasine F-R, Sweden If everyone who reads our reporting, who likes it, helps to support it, our future would be much more secure. Become a supporter	<urn:uuid:6a833c0d-dade-4bb3-829c-e10eb60a2f9a>	CC-MAIN-2021-43	http://brsinghindia.com/press3/gar-iceberg12072017.pdf	2021-10-18T07:18:39+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00204.warc.gz	13,252,616	1,784	eng_Latn	eng_Latn	0.999318	eng_Latn	0.999457	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1724, 3945, 6180, 7589, 7983 ]	[ 2.421875 ]	1	0
Richard Brenton BATE Born: 1881, Padstow, Cornwall Occupation: Fisherman Enlisted: Bodmin: 14th December 1914 (Volunteer) Unit: 6th Duke of Cornwall's LI Rank/number: Private: No.17189 Death: Died of wounds, 31st July 1915 Detail: Richard was fatally wounded when Germans launched the first flamethrower attack of the war at Hooge,Ypres. The 6th DCLI war diary says the battalion were ordered to hold Zouave Wood and at 7pm the Germans struck. "The enemy used liquid fire and bombs and our artillery barrage and our rifle and machine gun fire drove them back." They came again the next night and Richard fell dying. Age at death: 34 Military info: As a Padstow lifeboatman Richard was no stranger to danger and he was among the first to volunteer for the war. He enlisted after hearing a rousing speech by a recruiting sergeant at the Public Rooms in the town. The father of four joined up with seven Padstow pals. Three of the group would be killed. As he left for the war Richard shouted to his mates on the quayside: "Look after the lifeboat, lads!" Brothers Harry and Thomas also enlisted, and both would survive. Richard arrived in France on 21st May 1915 and was sent to the world's most dangerous place - the Ypres Salient. The British had clung to this tiny piece of Belgium since 1914 and would keep it until the peace. The Salient thrust eastward from the town and men who manned its defences could be shot at from every direction - even behind. Richard arrived on 24th June 1915 and was soon in action. The 6th DCLI, part of 43rd Brigade,14th Division, were resting at Vlamertinghe when at 4am on 30th July they were ordered back to the frontline. Their Division had been driven from trenches by flamethrowers, the first time this weapon had been used. A counter-attack failed and the Dukes were told to hold Zouave Wood. At 7pm that night and at midnight on the 31st the enemy attacked with flamethrowers. The Dukes fought them off, suffering 187 casualties. Richard was killed - the first Padstonian soldier to die in the Great War. Richard is buried at Lijssenthoek Military Cemetery in Belgium and he is also commemorated at St Petroc's Church, Padstow and on Padstow War Memorial. Father: John Bate, born Wadebridge, Cornwall in 1851. Labourer. Mother: Susan Brenton, born Padstow, Cornwall in 1852. Wife: Emily Hicks, born Padstow, Cornwall in 1884. They married in 1903. One year after Richard's death his son Rowland, 8, drowned picking blackberries at Credis Creek. Grave/memorial: Family info: This information was researched by Peter Smith, who is currently writing a book about Padstow's part in the Great War. Anyone wishing to correct errors or supply additional information can write to him at 24 Mallard Drive, Uckfield, East Sussex TN22 5PW. Also phone 01825 762226 or email email@example.com	<urn:uuid:7ceeb200-927a-4717-b676-6d36f6119b09>	CC-MAIN-2021-43	https://www.padstowmuseum.co.uk/marines/Bate2.pdf	2021-10-18T08:37:57+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00202.warc.gz	1,136,229,772	714	eng_Latn	eng_Latn	0.999037	eng_Latn	0.999037	[ "eng_Latn" ]	false	docling	[ 2847 ]	[ 2.109375 ]	2	2
Name: ____________________________ Date: _____________________________ Ch. 20 "The Dainty China Country" The Wonderful Wizard of Oz Directions: Read the chapter. Pay attention to the problems of living in a China Country. Place sticky notes on each of the problems and note your feelings or thoughts about living that way as well as those of Dorothy and her friends. Explain the thoughts and feelings of Dorothy and her friends as well as your own. Include your opinions about people in your life who have more or less than you have.	<urn:uuid:6f98f189-dc6f-4d87-a866-2a2415a9936a>	CC-MAIN-2021-43	https://etc.usf.edu/lit2go/pdf/student_activity/2766/2766-1.pdf	2021-10-18T08:04:45+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00203.warc.gz	343,748,228	113	eng_Latn	eng_Latn	0.999275	eng_Latn	0.999275	[ "eng_Latn" ]	false	docling	[ 542 ]	[ 3.046875 ]	1	0
Name: _______________________ Date: _________________ "The Pie and the Patty-Pan" Directions: Describe your favorite food. Describe something you do not like to eat. Write about you and a friend having a sleep-over. What will you do when your friend's mother serves you a huge serving of the food you do not like?	<urn:uuid:2a57eeff-6040-4aa0-81b4-12452eafc772>	CC-MAIN-2021-43	https://etc.usf.edu/lit2go/pdf/student_activity/4877/4877-1.pdf	2021-10-18T07:51:01+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00203.warc.gz	343,793,306	72	eng_Latn	eng_Latn	0.999636	eng_Latn	0.999636	[ "eng_Latn" ]	false	docling	[ 321 ]	[ 2.671875 ]	1	0
New Testament History, Literature, and Theology Session 20: Acts up to Pentecost (Acts 2) By Dr. Ted Hildebrandt 1. The book of Acts end focusing on Paul as a major character, with whom does it begin (20A)? A. Stephen B. Peter C. John D. Barnabas 2. Who did Paul take with him at the start of his Second Missionary Journey (20A)? A. Barnabas B. Silas C. Peter D. Timothy E. Luke 3. Where do the "we's" start indicating the place where Luke initially joined Paul on the Second Missionary Journey (20A)? A. Ephesus B. Lystra C. Philippi D. Troas 4. Where did Paul leave Luke on the Second Missionary Journey (20B)? A. Thessalonica B. Athens C. Philippi D. Corinth 5. On the Third Missionary Journey Paul picks up Luke at travels to where (20B)? A. From Philippi to Jerusalem B. From Corinth to Antioch C. From Troas to Antioch D. From Tarsus to Jerusalem 6. For whom was Paul collecting money on the Third Missionary Journey (20B)? A. The persecuted Christians in Galatia B. The poor people in Jerusalem C. Those who were slaves in Antioch D. The brothers and sisters in Caesarea 7. What Paul's boat is shipwrecked and Luke is with him, what island do they land on (20C)? A. The island of Sicily B. The island of Crete C. The island of Malta D. The island of Cyprus 8. At the end of Paul's life when he is writing 2 Timothy who is the only person who is with him at that point (20C)? A. Timothy B. John Mark C. Silas D. Luke 9. At the end of Paul's life when he is writing 2 Timothy who does he ask be brought to him when he is in his final imprisonment (20C)? A. Timothy B. John Mark C. Silas D. Luke 10. To whom are both the books of Acts and Luke are written (20D)? A. Theophilus B. Aquila C. The Ephesians D. Gamaliel 11. What does the name Theophilus mean (20D)? A. Gift of God B. Lover of God C. He who struggles with God D. Encouragement from God 12. Who in the book of Acts gets consistently discredited (20F)? A. The Romans B. The idol worshipers C. The Jews D. The Gentiles who rejected the message 13. Christians were persecuted on what basis in the early church (20F)? A. As condemning local gods B. As zealots against Rome C. As Jews D. As atheists 14. Why does Dr. Mathewson say Christians were persecuted in the first century (20F)? A. To show loyalty to Caesar B. To obtain bribe money from Christians C. To show the power of the Roman empire to crush its enemies D. To appease crowds and rioters 15. Early Christians were condemned for all of the following reasons EXCEPT (20F) A. As atheists B. For incest C. For killing Romans D. For being cannibals 16. How did the Romans originally look at the Christian movement (20F)? A. As a group who hated the Roman gods B. As a sect of Judaism called the Nazarenes C. As a small group of people inciting others not to pay taxes D. As a death cult centered around a martyr 17. Why were the Christians condemned as cannibals (20F)? A. They ate Christ's body and drank his blood B. They had secret meetings in which they ate the lamb of God C. They refused to eat meat sacrificed to idols D. They cut off people's ears and ate them 18. The book of Acts' missionary concern was linked with what Old Testament covenant (20H)? A. Noahic Covenant 5 B. Mosaic Covenant C. Abrahamic Covenant D. Sinaitic Covenant E. Davidic Covenant 19. Upon whom did the Spirit come directly after the Jews received it at Pentecost (20H)? A. The Gentiles B. The Samaritans C. Some of John the Baptist followers D. Those outside the Roman empire 20. Upon whom did the Holy Spirit come representing the giving of the Holy Spirit to the Gentiles (20H)? A. Apollos B. Aquila C. Sergius Paulus D. Cornelius 21. What was the last group to receive the Holy Spirit in the book of Acts (20H)? A. The Gentiles B. The Samaritans C. Some of John the Baptist followers D. Those outside the Roman empire 22. Why was it suggested that Acts was written to Theophilus (20I)? A. To help in Paul's defense before Caesar B. To help pull the Jews and Gentiles together C. To show the expanding of the kingdom of heaven on earth D. To show how the early church faced persecution 23. How many speeches do both Peter and Paul give in the book of Acts (20I)? A. Three B. Five C. Nine D. Twelve 24. In the New Testament times when was the second temple destroyed by Titus and the Romans (20J)? A. AD 32 B. AD 50 C. AD 63 D. AD 70 25. Besides not mentioning the destruction of the temple what other silence in Acts helps us locate it as written before AD 63 (20J)? A. No mention of the death of Peter B. No mention of the outcome of Paul's trial C. No mention of the persecution under Caligula D. No mention of the church's expansion to Spain 26. When was Paul beheaded (20J)? A. About AD 50 B. About AD 68 C. About AD 70 D. About AD 74 27. Approximately when did Nero turn to persecuting Christians which is not mentioned in the book of Acts indicating Acts must be written before this (20J)? A. AD 60 B. AD 64 C. AD 68 D. AD 70 28. Why was Paul beheaded and not crucified (20J)? A. Nero changed the pattern of how he killed Christians B. Paul told them he was not worthy to die like Christ C. That's how they killed people in Rome D. Paul as a Roman citizen was not allowed to be crucified 29. What is an example of non-normative or descriptive material found in Scripture (20L)? A. Wait in Jerusalem until the Holy Spirit comes B. Love the Lord your God with all your heart C. Blessed are the pure in heart for they shall see God D. The fruits of the Spirit are love, joy, peace 30. What is an example of non-normative or descriptive material found in Scripture (20L)? A. Love the Lord your God with all your heart B. The slaying of Ananias and Sapphira for lying to the Holy Spirit C. Blessed are the pure in heart for they shall see God D. The fruits of the Spirit are love, joy, peace 31. All of the following are examples of non-normative or descriptive material in Acts 7 EXCEPT (20M) A. Paul picking up and being bitten by a snake B. The call to come over to Macedonia and help us C. The command to wait in Jerusalem until the Spirit comes D. The observation that one enters the kingdom by many hardships 32. Those that think the "then equals the now" would have what kind of understanding (20N)? A. We can heal someone who is lame B. We should believe on the Lord Jesus Christ to be saved C. We are to spread the gospel to all nations D. We love and respect our neighbors 33. Those who say "then does not equal the now" in reference to applying the historical events of Acts to today are called _______ (20N)? A. Open theists B. Cessationists C. Charismatics D. Superlapsarianists 34. What is one of the big problems the cessationists face (20N)? A. They do not realize the complex relationship between the normative and on-normative in historical accounts B. They do not realize that the Spirit of God works in ways beyond our understanding both back then and now C. They become proud thinking they are the ones who determine how God acts in the present D. They are judgmental on all those who practice the spiritual gifts 35. All of the following are major problems with those who privilege the epistles over the historical accounts in Acts and the Gospels EXCEPT (20O) A. It ignores that some of the material in the history is normative B. It does not acknowledge the organic connection of all parts of Scripture C. It produces a canon inside the canon D. It makes human laws have precedence over the Scriptures 36. All of the following show examples of groups not taking Scripture as a whole EXCEPT (20O)? A. Certain groups privilege the Sermon on the Mount B. Certain groups privilege Romans and Galatians C. Certain groups focus their study on Daniel and Revelation D. Certain groups focus on John and Psalms 37. How was it suggested that one handle and apply the historical materials of Acts for today (20O)? A. We do things just the way they did in the book of Acts B. We realize Acts is not the same as it is today C. We distill the universal principles from Acts and apply them now D. We seek to guide the church back to find the Spirit's direction in our day 38. What NT book needs to be studied as a balance to the book of Romans (20P)? A. James B. John C. Revelation D. Ephesians 39. Pentecost is 50 days after what feast of Israel (20P)? A. Booths/Sukkot B. Trumpets C. Day of Atonement D. Passover 40. How many days after Passover was the feast of Pentecost (20P)? A. 7 B. 14 C. 50 D. 90 41. At Pentecost why did those attending observe that the speakers in tongues were Galileans (20Q)? A. Because Galileans were viewed as trouble makers B. Because Galileans were viewed as ignorant C. Because Galileans were viewed as drunkards D. Because Galileans were viewed as pro-Roman 42. What is the technical term for speaking in tongues (20Q)? A. Rhematology B. Necromancy C. Docetism D. Glossolalia 43. Which prophet did Peter cite as telling of the pouring out of the Holy Spirit (20Q)? A. Isaiah B. Amos C. Habakkuk D. Joel 44. It was concluded that the tongues speaking of Acts 2 was clearly ______ (20S) A. Foreign languages B. A heavenly prayer language C. Ancient Hebrew D. An unknown speech phenomena 45. Besides the book of Acts where is the other place tongues speaking is mentioned (20S)? A. Romans B. Corinthians C. Hebrews D. Ephesians	<urn:uuid:8a5e29a8-3a81-47d2-849c-7b02cbd0a6d8>	CC-MAIN-2021-43	https://faculty.gordon.edu/hu/bi/ted_hildebrandt/DigitalCourses/NTLit_Hildebrandt_S2012/NTLit_Hildebrandt_Videos/NTLit_Hildebrandt_Text/Hildebrandt_NTLit_Lecture20_Questions.pdf	2021-10-18T07:09:19+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00203.warc.gz	350,951,408	2,532	eng_Latn	eng_Latn	0.976327	eng_Latn	0.990774	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 674, 1543, 2223, 3275, 4086, 4876, 6025, 7185, 8443, 9140, 9475 ]	[ 2.125 ]	1	0
Next you will compare this theoretical risk ranking to the effects of recent earthquakes in each of these countries. The following table illustrates the deaths and damage caused by ﬁ ve recent major quakes. 4. How well does the risk factor you calculated in the risk matrix table compare to the actual earthquake damage and casualty ﬁ gures for each of these countries? Discuss both the number of casualties and the total dollar damage. Earthquake deaths and wealth A country's per capita GDP provides a good measure of its wealth. In the risk matrix table, we assumed that afﬂ uent countries are better prepared for earthquakes and better equipped to deal with their effects. Now you will use ArcView to test this assumption by looking at deadly earthquakes since 1950. You will examine how death and damage vary depending on whether the earthquake occurred in a wealthy country (GDP >= $10,000) or a poor country (GDP < $10,000). Turn on the Modern Deadly Earthquakes theme. This theme is a subset of the Deadly Earthquakes theme and shows the deadly earthquakes that have occurred since 1949. Activate the Seismic Hazard theme. To display all of the seismic risk zones again choose Theme Properties, click the Clear button, then click OK. Click the Query Builder button on the button bar (NOT the query builder button in the Theme Properties dialog box!), enter the query statement [GDP] >= 10000, click New Set, then close the Query Builder window. This query selects countries whose per-capita GDP is at least $10,000 per year. These countries are considered wealthy, because they are well above the global mean per capita GDP of $7,500 dollars per year. Activate the Modern Deadly Earthquakes theme. Use the Select By Theme operation to select the deadly earthquakes that are within 150 km of any of the wealthy seismic hazard zones. * Choose Theme Select By Theme. * Conﬁ gure the Select By Theme dialog box to read "Select features of active themes that Are Within Distance Of the selected features of Seismic Hazard" and enter 150 for the selection distance. Click the New Set button. Open the Modern Deadly Earthquakes theme table. Scroll across and select the Deaths ﬁ eld and choose Field Statistics. Read the mean (average) number of deaths per quake. 5. What is the average number of deaths per quake in countries with a high per capita GDP (over $10,000)? Activate the Seismic Hazard theme and open its theme table. To select the poorer nations, click the Switch Selection button . This will select all the countries whose per-capita GDP is below $10,000 per year. Activate the Modern Deadly Earthquakes theme. Perform the select by theme operation again using the same settings you used before. Open the Modern Deadly Earthquakes theme table and get statistics on the deaths ﬁ eld again. 6. What is the average number of deaths per quake in countries with a low per capita GDP (under $10,000)? 7. Describe how a country's GDP might affect the number of injured or killed.	<urn:uuid:0b361486-8c66-4e99-a357-dc0a6184e922>	CC-MAIN-2021-43	https://scieds.com/wp-content/uploads/2016/01/etde_unit3_samp.pdf	2021-10-18T06:53:19+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00204.warc.gz	662,677,521	637	eng_Latn	eng_Latn	0.998293	eng_Latn	0.998438	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1668, 3002 ]	[ 2.140625 ]	2	0
Who is Jesus? Find the words that tell us about Jesus by colouring all the X squares. Be a light! How is Hibah going to be a light for the people she meets today? Tick the good suggestions and cross out the bad ideas. Perhaps you can choose to try some out yourself? Jesus says that he was sent to be the light of the world because God loves us so much. A poem to ﬁnish Use these words in green to ﬁnish the poem bright night flight Jesus comes to bring us _ _ _ _ _ To put our fear and pain to _ _ _ _ _ _ To fill our lives with joy so _ _ _ _ _ _ shout at everyone smile help at home tidy up wash up snatch her toys back sulk ignore her sister feed the cat share her sweets listen carefully And keep us safe by day and _ _ _ _ _ Dear Jesus, you are the light of the world. Help us to be loving and kind so that we brighten up the lives of all we meet. Amen. redemp orist Look. Written by Aileen Urquhart. Design by Anna Davie/Louise Hilton. Edited by Rachel Thompson. Published by Redemptorist Publications Chawton Hampshire GU34 3HQ. Copyright © Redemptorist Publications. A registered charity. www.rpbooks.co.uk p u b l i c a t i o n s	<urn:uuid:55c9bcd3-fea6-4a0a-ba37-40c2d7fd3c12>	CC-MAIN-2021-43	https://turtonmoorlandteam.co.uk/wp-content/uploads/2021/02/LOOK-14Mar21.pdf	2021-10-18T07:26:42+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00204.warc.gz	749,223,673	332	eng_Latn	eng_Latn	0.990203	eng_Latn	0.990203	[ "eng_Latn" ]	false	docling	[ 1172 ]	[ 2.734375 ]	1	1
E5 Instructions For Use 1. Cut out the template along the black line. 2. Place the template under strings. The gray lines should sit just below the stings. Note: Every harp is handmade so the strings may not line up perfectly, but they should be close enough. 3. Tune the harp to the notes on the tuning chart. The number next to each note name indicates the octave. Middle C on a piano is C4. The numbers change every octave on the note C. C3 is the C one ocatve below middle C. D4 is the D just above Middle C. C5 is the C one octave above middle C	<urn:uuid:5a93ebfa-2258-49ef-ac0e-e171fe99da20>	CC-MAIN-2024-10	https://www.harpkit.com/mm5/pdf/revtune-A-akebono.pdf	2024-02-24T20:17:38+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00380.warc.gz	809,295,094	142	eng_Latn	eng_Latn	0.998596	eng_Latn	0.998596	[ "eng_Latn" ]	false	docling	[ 563 ]	[ 3.015625 ]	7	1
CHECK WORKSHEET 1. Recap - Summarize and list Which activity(ies) did you do? And from what intentions? WHY: To outline exactly on what you are going to check. HOW: By summing up your earlier outlined intentions and actions. WHAT: List the data below on the Check-worksheet. Did you go through the earlier Build@Home steps? Check the roadmap you filled in at process step 2: define. 1. realised activity(ies) 2. defined target group(s) 3. main international competencies to be strengthened through the activity (learning objectives) 4. the place in the curriculum where the teaching activity was implemented (educational spots) 2. Review - Analyse and conclude How was the activity and where the goals achieved? WHY: Evaluating gives you insight into results achieved and the perceptions of those involved. You examine what went well, but also what was disappointing or unsuccessful. HOW: By analysing the results of the survey phase you took and the end of the activity. (See `experience phase` ) WHAT: Smartly summarise on the downloaded check-worksheet the survey outcomes. 1. How is the rating? 2. What went well and what could have been better? 3. What can be concluded? Define the points of improvement and consideration. 3. Revise - Correct and improve What are the areas for improvement or change? WHY: The purpose of revision is to refine, improve and ensure quality. HOW: By identifying and prioritising improvement and refinement points related to the activity and process. WHAT: Using the worksheet, go through the following steps. * For each change and improvement point, list the actual problem; * Examine possible solutions and make a choice; * Name the required actions. 4. Retain - Embed and ensure Will this activity become a regular part of the educational programme from now on? What is needed for this? WHY: Intentionally embed the activity with its learning objectives in the curriculum. HOW: By consciously re-planning the activity from the WHY. WHAT: Agree and document concrete intentions by smartly answering the following questions. * WHY to embed this activity in the curriculum? * HOW can this embedding be ensured? * WHAT is needed to do this? WHY do we want to embed this activity in this curriculum? HOW can this embedding to be ensured? WHAT is needed to do this?	<urn:uuid:70a112e7-6a34-4a99-9e00-ba94592fd3ea>	CC-MAIN-2024-10	https://buildathome.online/wp-content/uploads/2023/05/Check-Worksheet.pdf	2024-02-24T19:33:55+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00382.warc.gz	157,268,193	491	eng_Latn	eng_Latn	0.99843	eng_Latn	0.999108	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 633, 1240, 1705, 2324 ]	[ 3.25 ]	2	0
Recommendations: 13 & 14 Year: TB Questionnaire Snellen - Vision Screening PHQ-9 - Depression Screening Dental Referral Nutrition Nutrition is very important to your adolescent's growth development, and health. Your child is moving into a period of dramatic growth and change. He needs to eat well during this time. It is a parent's duty to provide nutritious foods and to set a good example in their own eating habits. Dietary Guidelines: 1. The USDA 2015-2020 Dietary Guidelines recommend a shift to a healthy diet that includes: Nutrient dense foods such as a variety of fruits, vegetables, whole grains, & fat-free or low-fat milk and milk products. 2. Lean meats, poultry, fish, beans, and eggs. 3. Decreased intake of saturated fat, trans fats, cholesterol, salt & added sugar. 4. Half of grains offered should be whole grains. 5. Drink water instead of sweetened drinks or juice, and switch to fat free (skim) or 1% milk. 6. This report also emphasizes the need for daily exercise. All children and adolescents should spend at least an hour a day in moderately vigorous exercise. The U.S Department of Agriculture publishes dietary guidelines of foods important for a healthy, balanced daily diet. The following is a modification of the 2015-2020 USDA dietary guidelines for a child aged 11-12 Wellness Check Informational Handout 13-14 Year Check-Up years. Bone Health: The childhood & teen years are a critical time for bone formation. Between 11 & 18 years, 40% of a person's bone mass is accumulated. Scientists are finding that if bones are not developed well during these growth years, catch-up later in adult life is NOT possible. If your child does not have adequate calcium intake at this age, he will be at risk for osteoporosis (weak bones) as an adult and he may even be at a higher risk for fractures now. The recommended daily intake of calcium for children 9 to 18 is 1300 mg. Make sure that your child's diet provides this amount of calcium. Current surveys indicate that calcium intake has been steadily decreasing in our children over the past 2 decades. Most adolescents only get 400-800 mg of calcium a day, with girls consuming the least. Milk & milk products are the best sources of calcium. Calcium in green leafy vegetables is poorly absorbed. If your child does not consume enough calcium in his diet, you may consider a calcium supplement. There are different types of calcium supplements. Supplements in the form of calcium lactate (not recommended for lactose intolerant people) or calcium carbonate are well absorbed. Avoid supplements made with dolomite or bone meal because they may contain lead & other trace elements that are not good for your child. If you are giving your child more than 500 mg calcium a day, split the dose. More than 500 mg of calcium supplements at a time is not well absorbed by the body. Weight-bearing exercise such as most sports (not swimming), weight training, and running are also important for developing and maintaining strong bones. Foods that are high in sodium, such as most fast foods, chips and most prepared foods, increase calcium loss and are detrimental to bone development. Is Your Child Overweight/Obese?: Childhood obesity is increasing at an alarming rate in the United States. Obesity is associated not only with significant health problems during childhood, but is also a risk factor for medical problems in your child's adult life. Medical problems that can be seen in obese children include high cholesterol, high blood pressure, diabetes, obstructive sleep apnea, depression, and low self-esteem. Body mass index (BMI) is widely used to help define overweight & obese children. It is the most effective tool to assess overweight & obese children because it correlates with body fat. It is a ratio of weight to the square of height and varies for age & gender. A BMI between the 85th and 95th percentile for age & sex is considered overweight, and a BMI above the 95th percentile is considered obese. BMI will be calculated at your child's well visit. Please discuss any concerns with your provider. Prevention of Eating Disorders: Through the media we are inundated with unrealistic images and messages that stress extreme thinness as good and desirable. This pressure to be ultra-thin can lead to unhealthy and destructive behaviors and even eating disorders. Despite these pressures from the media, eating disorders can be prevented and parents can play a key role in this process. The following are some ways to create a healthy environment for the growth of your child's self-esteem and prevent negative self-destructive behavior: Give your family the gift of a healthy role model. Get comfortable with your own body no matter what size or shape it is. Never criticize your appearance or for that matter anyone else's appearance. This only teaches kids to be overly concerned about externals and critical of their own bodies. Emphasize the importance of fit and healthy bodies, not thin bodies. Praise children for who they are, their personal qualities and achievements – not how they look. NEVER DIET. The three most powerful risk factors for the development of eating disorders are (1) a parent who diets, (2) a sister who diets and (3) a friend who diets. Dieting does not work and sends a dangerous and unrealistic message to kids about quick-fix solutions. Instead focus on nutritious eating and fitness. Talk to your child about normal body changes with puberty. In particular, womanly curves are necessary for healthy childbearing in the future. Make mealtime enjoyable and relaxing. Don't forbid certain foods or become obsessed with too much attention on calorie counting. Talk to your child about unrealistic images they see in magazines and on TV. Inform them that some models have to resort to plastic surgery and eating disorders to achieve their "look". For more information go to www.anred.com/prev.html If you have concerns that your son or daughter may be experiencing some early signs of an eating disorder, please schedule an appointment with your medical provider. Early detection and intervention is vital in promoting recovery. Development Puberty & Sexual Development: Females: For most girls in the US, breast development begins between 9 & 11 years. As the breasts grow, pubic hair will begin to appear. The 1st menstrual period occurs about 2 years after breast development begins, but periods may be irregular for the first 1-2 years. There is a broad range of normal timing for puberty. Consult your child's provider if your teenage girl has not started breast development by age 13 or has not had her 1st menstrual period by age 16. Males: For most boys, puberty begins with enlargement of the scrotum & the lengthening of the penis, usually between 10-12 years old. Pubic hair appears as the penis and scrotum enlarge. There is a broad range of normal timing for puberty. Consult your son's provider if puberty changes do not start by age 14. Your teen may have many questions about his body changes, but he may be embarrassed to discuss these questions with you. Unfortunately, many teens gain information from their friends and most of what they learn from them may be inaccurate or wrong. Therefore, it is important for you to ensure that your teen learns correct information from you & that he/she feels comfortable approaching you with questions. Bring up the subject with your child & discuss changes in an open manner. Using books & other educational materials may be helpful. Telling your child that puberty changes are normal can be very reassuring. Discuss issues of sexuality with your teenager openly and honestly. Birth control, sexually transmitted disease prevention, AIDS information, & handling peer pressure regarding sexual activity are areas which your teen needs more information. You must spend time talking about these subjects with your teenager. Let them know your feelings and values. Identify any misinformation your teenager may have & answer her questions. Even if you have already discussed these subjects, do not stop now. Keep the lines of communications open. Discussing sex with your child is not a one-time event, but rather, it needs to be an ongoing dialogue. Physical Growth: During this period, your child will grow more quickly than any time since the 1st year of life. Boys: In the year of greatest growth, a boy will gain up to 4 or 5 inches in height. By the time his growth spurt is over, he would have grown about 8 or more inches. Boys may gain 40 pounds, (mostly muscle). The voice box (larynx) in boys becomes larger causing the voice to "crack." Hair begins to grow in the armpits & legs. Girls: The average height gain in females during their peak year is approximately 3 inches. After menstruation begins, the growth rate for girls slows down & most girls stop growing in height about 2 years after their 1st period. Girls may gain 25 pounds by the end of puberty. Hair begins to grow in the armpits & legs. Many human organs (such as the heart, liver, kidneys, & digestive tract) become larger. At the same time, many glands are changing- some increasing their activity, others becoming less important. Sweat glands change. Teenagers begin to need deodorant daily & will need to pay more attention to their body hygiene School, Sports & Peer Relationships: Middle school is an important transition period. Your teenager will be expected to take more responsibility for his own work, demonstrate maturing organizational skills, and be challenged by a variety of subjects. Continue to be involved in your teenager's education. Meet the teachers & find out their expectations for your child's work and classroom behavior. If you feel that your child is having difficulties, discuss your concerns with your teenager and his teacher. If you are concerned about a learning disability, ask the teacher (or school counselor) to have your child tested to see if he is eligible for special education services. It is a good idea for your child to have a complete check-up to assess for any medical problems that could be affecting your child's learning. Encourage your teenager to exercise & be active daily. Your adolescent may be interested in an organized sports program or may find an individual sport or activity that she enjoys. Since your teenager is growing & developing quickly, the type of exercise your adolescent participates in may vary with her strength, weight, muscle development, & coordination. Be involved with your child to find what sport or physical activity best suits her personality. Your teenager's relationship with his peers will be very important over the next few years. Your child needs friends to test his ideas, actions, & roles. He probably worries about himself & whether he is normal. Most importantly, he just wants to be accepted. Although your teenager will be selecting friends from a variety of people (some you will like & some you will not), these choices are an important part of his development. If your teen's friends start experimenting with alcohol, drugs, or smoking, increase your attention. These friendships place your teen at higher risk for these behaviors. Your support and guidance is invaluable. Emotional Development: The teenage years are a complex, challenging time for your adolescent as well as for the rest of your family. Your teenager is making an important transition from being a child to being an adult. He is becoming more independent & is learning to look at the world in new ways, comparing their ideas & values with those of others. They may question things- including your household rules, your beliefs, & your authority. This is normal & is part of the maturing process, but keep in mind it is your responsibility to set appropriate limits. As they passes into middle adolescence, they is more likely to just ignore you, spend more time with peers, & even experimenting with new ideas. This can be a frightening time for a parent, especially if your teen starts experimenting with sex, alcohol, and/or drugs. As your teenager is changing, changes in the family will also occur. However, even during the most stressful times, remember these basic ideas: Continue to listen to each other, even if you are on different sides of the fence. Do not confuse the thing you are unhappy about with the person who is doing it. At times, you may have strong feelings about your teenager's behavior, but this is not a sign that you have stopped loving your child. Avoid constant criticism. Pick the important battles and let the unimportant ones take care of themselves. Show interest in what he is doing. When there are disagreements, try to find a common ground or area of compromise. If nothing else, agree to disagree and be clear about where each of you stands and why. Do not preach & do not nag. Try to keep your conversations rational & respectful of your teenager's feelings. If you feel that you have lost control because your teenager's behavior is so impulsive, antisocial, or selfdestructive; seek help from your child's provider. A referral to an experienced counselor can be very helpful. An adolescent who will not listen to his parents will usually open up to someone outside the family who can take the time to develop a relationship with him & help him work through some of the problems that are leading to the inappropriate behaviors. Getting help for your family by using a counselor, psychologist, or psychiatrist is not a sign that you have failed as a parent. This shows a positive approach to improving a negative situation. If you are not comfortable with a particular professional, discuss this with your teen's provider and request a referral to another person. You need a therapist who can work best with your family, your teenager, and the specific problems you may be having. The good news is that by late adolescence, most teenagers will feel much more comfortable spending time with you. If you have treated him fairly & consistently, you have given them room to grow. If you have continued to give them love (even during the most difficult times), they will probably enter adulthood with a strong, healthy attitude. Getting The Sleep Your Child Needs: Pre-teens & teenagers need about 9 hours of sleep a night. Sleep is important in enabling the brain to encode new information (learn), to regulate emotions, and to make decisions. Adequate sleep also enhances immune functions and growth. Growth hormone is released during sleep hours. Alcohol & Drugs: Our teenagers are exposed to an ever changing & ever expanding world of illegal drug use. Illegal drugs are more dangerous & more easily accessible than ever before. Most teenagers will find themselves in a situation where friends are tempting them to try recreational drugs or alcohol. They will have to decide for themselves whether to join in or not. Although you cannot make the decision for them, you need to make sure they know in advance the dangers of experimenting with mood-altering drugs. It's important for you to get involved before a drug problem develops: Talk with him frequently about subjects relevant to his life, including drugs & how they play a role in his relationships to his peers. Give him the facts about the danger of drugs. Teach him to make independent judgments, no matter what his friends are doing or saying. Let him know how you feel about drugs. Remind him there are other ways to handle his feelings or problems without drugs. Most of all, let him know you will always be there to help with his problems. Build his self-esteem, praise his accomplishments. Encourage him to participate in enjoyable activities, which could help him from using drugs out of boredom. Let your teenager know that if he used drugs, you will take away valued privileges. Make sure your teenager knows the legal consequences of taking drugs. Set a good example by limiting your own use of alcohol & medications. If you drink at home, keep it at moderate levels and make it clear to your teenager that you do not use alcohol to cope with your problems. Never drink under unsafe conditions (such as when driving) or make light of excessive drinking. If you discover that your teenager is abusing drugs or alcohol, early counseling &/or treatment is vital. Instead of lecturing, try to find out why your adolescent is using drugs. Ask your child's provider for guidance. Smoking: The use of cigarettes, vaping, and smokeless tobacco is not uncommon even in younger teenagers. Teenagers may know about the risks of tobacco, but they may not realize how addictive smoking can be. Discuss the risks honestly with your teenager. If you smoke, show your teenager that quitting is a good idea. Children of smokers are more likely to smoke. Parents can make a difference in the choice their teenager makes. Safety Car & Bicycle Safety: Do not start the car until everyone is buckled in safely. Set a good example for your teenager by always wearing your seat belt & by teaching your pre-driver good driving habits. Be sure your teenager follows bicycle safety rules. Bicycle helmets should be worn every time your teen rides a bike. Helmets are also recommended with inline-roller skates & skateboards. Teach your adolescent road safety. Ride on the right side of the street; signal for turns; wear reflective gear, & use lights if riding after dark. Fire Safety: Teach and practice an escape plan for your house in case of fire. Do not smoke or allow smoking in your home. Remind your child how dangerous smoking is. Test the batteries on your smoke alarm every month to be sure that they work. Change batteries twice a year on dates that you will remember, such as daylight savings and standard time change dates. Firearm Safety: Do not keep a gun in your home. If you must keep a gun, store it unloaded in a locked place, separate from the ammunition. Children in a home where guns are present are more likely to be shot by themselves, their friends, or family members than by an intruder. Handguns are especially dangerous. Teach your teenager to leave a house or situation immediately if they see a gun. Next Appointment During middle childhood, the American Academy of Pediatrics recommends yearly well check appointment. Check out our website for additional resources regarding your child's health.	<urn:uuid:bd9c2d53-f680-4bcc-bc23-bf03efec415a>	CC-MAIN-2024-10	https://schoolhousepediatrics.com/wp-content/uploads/2023/05/13-14-Year-Wellness-Check.pdf	2024-02-24T19:00:21+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00384.warc.gz	523,718,693	3,816	eng_Latn	eng_Latn	0.998163	eng_Latn	0.998775	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1370, 1844, 3186, 4671, 7897, 11323, 14631, 17531, 18500 ]	[ 3.078125 ]	11	0
G Eating food that has not been properly stored or prepared can cause stomach aches, vomiting, and/or diarrhea. G One out of every ten people is affected by some type of foodborne illness (food poisoning) each year, we seldom hear about it because people think the symptoms are from a "virus" or "flu." G Some victims of foodborne illness face a greater risk than others of becoming seriously ill. They are the elderly, infants, pregnant women and chronically ill people. G We can help reduce hazards of foodborne illness in our own homes by learning simple principles of keeping food safe to eat. BACTERIA Common foodborne illnesses (food poisoning) are caused by bacteria or by the toxic substances they produce. Harmful bacteria are commonly present in soil, raw meat, raw (unpasteurized) milk, pets, bugs, rodents, sneezes, coughs, and unwashed hands. These bacteria can cause problems if they come in contact with food and are allowed to grow. Avoid raw eggs, meat, and seafood. Stuff meat and poultry just before roasting or bake dressing in a separate dish. Any stuffing should reach a temperature of 165 o F. FOOD Bacteria grow rapidly on protein-rich foods that are usually considered perishable such as eggs, milk, and meat. Bacteria do not grow as rapidly on fruits or vegetables. Gravies, stuffings, and bread can be special problems when they come into direct contact with meat. TIME Bacteria need time to grow. It takes a large number of bacteria to cause human illness. G Refrigerate perishable foods (meats, dairy products, seafood, eggs) immediately after buying them. G Remember leftovers are perishable, too. Serve food soon after cooking or refrigerate it promptly. Put food in the refrigerator as soon as you finish a meal. Never eat food that has been out of the refrigerator more than two hours. G Notice for Bag Lunches: Food should not be held at room temperature for more than 2 hours, including preparation time. Keep Everything Clean Keep hands and equipment that touch food clean, since bacteria can be transferred from pets, hands, and utensils to food. Clean can openers, cutting boards, and knives thoroughly each time you use them. Cutting boards should be sanitized with a solution of 2 teaspoons liquid chlorine bleach in 1 quart of water after contact with meat, poultry, or dairy products. Rinse cutting board thoroughly after sanitizing. Bacteria can be transferred from unwashed hands or unclean work surfaces to food. Bacteria can also be transferred from one food to another through direct contact (for example, turkey and dressing) or by using the same utensil to prepare two or more foods (for example, using the same knife to cut up a chicken and to dice potatoes for salad). Keep everything clean. Microwave Safely If using the "defrost" setting, cook food immediately. Reheat thoroughly. Follow microwave directions for thorough cooking—cover, rotate, allow for stand time—as recipe directs. TEMPERATURE Bacteria grow more quickly at warm temperatures than at cold temperatures. Cooking thoroughly will kill bacteria. The diagram below illustrates how temperature can affect bacterial growth. In general, remember that, if a food feels comfortable to touch, bacteria are growing rapidly. Keep Hot Foods Hot Keep Cold Foods Cold G Never partially cook meats or casseroles one day and finish cooking them later. Remember, "finish-up" cooking may "finish off" your dinner guests. G Thaw frozen food in the refrigerator or cook without thawing. Reprinted by Libby Hoyle, Extension Food and Nutrition Specialist.	<urn:uuid:bde8bac3-b989-49db-b6f9-1c47b0d8430a>	CC-MAIN-2024-10	https://nasdonline.org/static_content/documents/1441/d001241.pdf	2024-02-24T18:39:08+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00383.warc.gz	414,898,299	757	eng_Latn	eng_Latn	0.996914	eng_Latn	0.99748	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1124, 1955, 2963, 3585 ]	[ 3.734375 ]	1	0
Computing Curriculum Rationale At Abbey Lane Primary School, we have a clear and simple vision for our Computing curriculum: to teach our children to be safe, confident and motivated users of technology. We recognise that we have an important role to play in preparing pupils for the future by giving them the skills and knowledge to use a range of devices both as an aid to learning across the curriculum and in their everyday lives. We split Computing into three strands at Abbey Lane Primary School: * Information Technology - we aim to provide our children with the ability to use a range of different programs and applications, whilst also giving them the confidence and problem solving skills to access new and emerging technologies * Digital Literacy - our vision is for our children to be confident in their ability to find, evaluate, use and communicate information online in a respectful and safe manner * Computer Science – we intend for our children to develop their creativity, perseverance and problem-solving skills to create a range of content. Online Safety is a crucial life skill which is embedded not just in our Computing curriculum, but also in Citizenship (PSHE/RHE). Sequencing Addressing Social Disadvantage Local Context Children will develop a progressive understanding of substantive and disciplinary knowledge and this is built upon as children move up through the school. At Abbey Lane Primary School we believe that all children should be guaranteed equal access to our Computing curriculum. We understand that children come to us with different experiences and so we provide meaningful learning opportunities for all children, matching the challenge of the task to the ability of the child and providing necessary support. Children are taught how to use search engines, which they can use to find out what events are going on in their local area. Promoting Discussion and Understanding Knowing More and Remembering More Teacher Assessment We ensure children are aware of how to stay safe online with practical strategies they can use, delivering relevant parts of the Online Safety curriculum through Computing lessons and making strong links to the Citizenship – PSHE/ RHE curriculum. We check existing knowledge and misconceptions and gaps in learning when beginning new and linked units of work and build in opportunities to revisit and consolidate tricky concepts. We also respond to pupil voice, adapting the delivery to respond to the needs of pupils. Opportunities for revisiting and recapping previous knowledge are built into each unit, allowing children to build upon previous learning; this repetition allows key knowledge to be further embedded. Assessment for learning takes place regularly and gaps are addressed where possible immediately or in the proceeding lessons. Following completion of each unit, accurate assessment of pupil's substantive and disciplinary knowledge at the end of each unit. Pupils' Work Talking to Pupils Pupil's work, when scrutinised, will show their understanding of the curriculum, whether it is done on paper, or saved on the school network or in the cloud. This work is used by the Computing lead to ensure there is progression and increasing independence as pupils move through school. In Pupil Voice conversations, children can talk with confidence about different concepts in the Computing curriculum, articulating their ideas with a developing vocabulary. In terms of the online safety units linked to the Computing curriculum, children can explain and discuss issues around being safe when online and know who they can report their concerns to.	<urn:uuid:47188e35-ef3d-4f1b-9515-f9cecd65c5a4>	CC-MAIN-2024-10	https://www.abbeylaneprimaryschool.com/attachments/download.asp?file=724&type=pdf	2024-02-24T20:40:28+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00381.warc.gz	652,230,729	658	eng_Latn	eng_Latn	0.997027	eng_Latn	0.997235	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1194, 3648 ]	[ 3.890625 ]	1	0
Lesson 3: Variables Variables hold data. They can be any sequence of letters, numbers and underscores with the following restrictions. - Cannot start with a number - Cannot be a reserved word (talk about those later) However, make them meaningful except - counter variables (think counting – 1 to 10) Homework for Lesson 3 Do the following using Python 3 What do you think would be good variable names for the following? - Name of student - Age of student - 1 st line of Address of Student - 2 nd line of Address of Student - grade on 1 st test - grade on 1 st quiz - grade on 2 nd test - grade on 2 nd quiz - final exam grade - overall grade - Name of school bully number 1 (the alpha male) - Name of school bully number 2 - Name of your favorite teacher - Name of your most hated teacher - Your date of birth - Your brother's date of birth	<urn:uuid:b5777698-2841-4623-8902-01dab0953176>	CC-MAIN-2024-10	https://get-the-solution.com/wp-content/uploads/2019/10/Lesson-3.pdf	2024-02-24T20:21:14+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00384.warc.gz	283,436,604	215	eng_Latn	eng_Latn	0.988407	eng_Latn	0.993036	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 305, 850 ]	[ 3.4375 ]	1	0
DIVYA MA'AM DOON SAINIK SCHOOL www.doonsainikschool.com 8586858986/8077192697 Mock Test – 3 MM :125 Section A- MM - 10 Q1. Read the passage and answer the questions that follow. The young are those to whom we look for future strength and for future good; and the longer we live, the more anxious we become that they who are to be the fresh recruits should be morally of right stature. Around them are peculiar temptations and trials, witching, cunning, insidious and forceful: and we are obliged to see thousands falling by the way, whose fall seems needless. They, like ourselves, are to have but one chance in life. We who are somewhat advanced in years, seeing how many perils there are round about that 2 one chance, feel an earnest desire that every advantage should be given to those who are coming onto fill our places. We can live but once; and life is usually moulded and takes quits shape very early. Q1. How does the author look upon the young? Q2. What does the phrase "morally of right stature" mean? Q3. Give a suitable title to the passage. Q4. Find word from the passage which means (A) Danger (B) Worried (C) Strange (D) Strong Q2. Write a poem on anyone of three stanzas of four lines each. (A) Nature (B) Flowers (C) Corruption Section – B MM - 50 Q3. Write an on essay "Swachh Bharat and its Importance in the Indian context". Q4. write a summary of the following passage. PRECIS: Title - Benefits of listening to podcasts In today's time podcasts have become a very common thing. From meditation to sound sleep to success stories, you name it and you have a podcast for it. But what does our brain think when it listens to a podcast? Different podcasts have different effects on our brain. For example a meditation podcast relaxes the brain, increases focus and productivity and even reduces stress and anxiety. While listening to podcasts of true crimes gives a rush to the brain. It also triggers flight mode. Comedy and laughter is something we all seek from time to time because it is the best medicine. Humor helps reduce stress and release happy hormones in the body. Our brain is a very complex organ and thus different podcasts help in releasing different hormones that can relax, excite, release stress and calm your body. Q5. Write a speech on Effect of extensive use of modern gadgets on the intellectual capacitites of humans. Q6. Write a letter to the Editor of a daily newspaper presenting your views on women empowerment: Q7. Write a composition or a story based on the given picture. Section – C Q8. Give one word for the following. (a) General pardon for offences against the state - (b) A person motivated by irrational enthusiasm - (c) Wide, uninterrupted1 view - (d) An instrument for measuring pressure of gases - (e) That which cannot be expressed in words - Q9. Fill in the proper form of verbs given in the brackets. (a) I am sure he hardly need (spend) money. (b) Ancient India must (enjoy) spiritual grace. (c) He started saving money lest he (starve) in old age. (d) He came in looking as if he (see) a ghost. (e) My friend often comes here with a view to (meet) his parents. Q10. Complete the following by using suitable tags. MM – 55 MM - 5 MM - 5 (a) There's a pub on the comer, ……….. ? (b) It's the last one , ………………? (c) someone who has hit the jackpots Q11. Change the Narration:- MM - 5 1. The doctor said to the patient, "Do not eat much to escape from disease." 2. The servant said to him, "Sir, grant me leave for two days." 3. He said, "Let us wait for our friends." 4. He shouted, "Let me go." 5. The spectators said, "Bravo! well done." Q- 12. Rewrite the correct sentence. MM - 5 (a) He told his friend that each of them should be able to carry out the orders oneself. (b) He has taken charge as principal of our college three years ago no error. (c) If you will work hard you will always succeed no error. (d) She has been teaching dancing at the victory since five days no error. (e) Many a boy were happy dancing at the victory of our cricket team in Australia no error. Q13. Choose the correct option. MM - 5 (a) Fight tooth and nail (a) to quarrel with someone (b) to attack someone with a lot of force (c) to try hard to prevent something from happening. (d) to try very hard to achieve something (b) A dark horse (a) a black coloured horse (b) a person who wins a race or competition although no one expected him to. (c) a person who keeps secrets (d) an ignorant person (c) A show-stopper (a) Someone who stops the show (b) some someone who organizes the show (c) a performance that is extremely good (d) a fashionable person (d) A jack of all trades (a) someone who has many skills (b) a confident and not very serious young man (d) a great businessman (e) Fair and square (a) in an honest way (b) in a critical way (c) neither very good nor very bad (d) in a foolish way Q14. Change the voice. MM - 2 (a) Let the job be done by her without any disturbance. (b) You rival team cannot be easily defeated. Q15. Do as directed: MM – 10 (a) I met him last, when his father died. (use 'since' for 'when') (b) If only I could meet her again. (begin the sentence with 'would that') (c) The situation was filled with high drama. (use 'dramatic' in the sentence) (d) The sun rose and the fog disappeared. (make the sentence with 'nominative' absolute) (e) O for a small place to live in the hills! (begin the sentence with I wish) (f) She denied to have visited the multiplex yesterday. (begin the sentence with 'she desied that) (g) This computer is made in India. (use noun of 'made' in the sentence) (h) Every one wept when he departed. (use 'but wept' in the sentence) (i) If you had not worked hard, you would have wasted this year. (use 'hard work' in the sentence) (j) . Although she is glamorous, she is modest. (use 'as' in the sentence) Q16. Directions Sentences are given with blanks to be filled in with an appropriate word (s). Four alternatives are suggested for each question. Choose the correct alternative out of the four options. MM - 4 (A) weight gain or weight loss is not good for your body. (a) Explosive (b) Expressive (c) Extensive (d) Excessive (B) John must have the............ to stick to his diet, if he wants to lose weight. (a) obstinacy (b) determination (c) decision (d) obligation (C). There was an ......... response for the marathon. (a) Overwhelming (b) overriding (c) excessive (d) extreme (D). Some animals have unique conditions. that allow them to survive in extreme weather (a) characteristics (b) problems (c) feelings (d) conditions Q17. Directions Each of the following main words are followed by four words. Select the word that is furthest (opposite) in meaning to the main word. MM -10 (A) . Inordinate (a) distant (b) facile (c) moderate (d) attractive (B) . Modicum (a) surfeit (b) decent (c) adulation (d) modern (C). Salubrious (a) perfect (b) anonymous (c) clean (d) unwholesome (D) . Choleric (a) affluent (b) brave (c) pleasant (d) tired (E) Spasmodic (a) ill-humoured (b) ancient (c) regular (d) tireless (F) Puerile (a) inquisitive (b) matured (c) impure (d) original (g) Excruciating (a) mild (b) noisy (c) Sophisticating (d) modern (h) Suppress (a) striup (b) rouse (c) urge (d) incite (i) Idiosyncrasy (a) insanity (b) sanity (c) generality (d) singularity (j) Sobriety (a) moderation (b) drunkenness (c) dizziness (d) stupidity Q18. Fill in the blanks with suitable conjunctions MM - 2 1. you play well, you will win the match. (Complex) 2. his poverty, he seems to be very happy. (Simple) 3. the train stop stopped, the passenger rushed out. (Complex) 4. he started early , he was late. (Complex)	<urn:uuid:fa834a07-5f05-4fb0-b973-cad27ae74369>	CC-MAIN-2024-10	https://doonsainikacademy.com/wp-content/uploads/2024/01/RMS-Sainik-School-Mock-6-by-Doon-Sainik-School.pdf	2024-02-24T20:28:55+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00382.warc.gz	219,060,727	2,000	eng_Latn	eng_Latn	0.884546	eng_Latn	0.997021	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2110, 3335, 3445, 6630, 7810, 7965 ]	[ 3.6875 ]	1	1
Mcgraw Hill Answer Key Math Right here, we have countless book Mcgraw Hill Answer Key Math and collections to check out. We additionally have the funds for variant types and with type of the books to browse. The agreeable book, fiction, history, novel, scientific research, as skillfully as various additional sorts of books are readily easily reached here. As this Mcgraw Hill Answer Key Math, it ends in the works living thing one of the favored books Mcgraw Hill Answer Key Math collections that we have. This is why you remain in the best website to see the unbelievable ebook to have. McGraw-Hill Education Math Grade 1, Second Edition McGraw Hill Professional Answer Key is a handy reference for checking independentwork. Integrated Math, Course 3, Student Edition McGraw-Hill Softbound Interactive Student Text is divided into a two-volume set that is perfed and 3-hole punched for easy organization for middle school students. This is volume two. This engaging, full-color, activity-packed guide is ideal tool for sharpening math skills! McGraw-Hill Education's Math Grade 1 helps your elementary school student develop the basic math skills needed to succeed in the classroom and on standardized tests. The eye-catching, 4-color page design creates a student-friendly learning experience, and all pages are filled to the brim with activities for maximum educational value. The book includes easy-tofollow instructions, helpful examples, and tons of practice problems with answers to help students master each concept, sharpen their problem-solving skills, and build confidence. This book features: • New two-page guide offers parents a clear outline of Common Core State Standards for math in this grade, as well as Canadian requirements and standards adopted by non-Common Core states • Promotes better scores on achievement tests • Eyecatching, full-color design appeals to young students • Provides more than 1,000 math problems with answers • Pretests and end-of-chapter tests help students assess their strengths and weaknesses • Helpful glossary with explanations for key terms used in the book Glencoe Algebra 1, Answer Key Maker CD-ROM McGraw-Hill Education Everyday Mathematics 4, Grade 4, Student Math Journal 1 McGraw Hill Professional Supports daily classroom instruction and gives students a long-term record of their mathematical progress and development. Two volumes; Grade 1-6; consumable Key to Geometry, Book 2: Circles McGraw-Hill Education McGraw-Hill My Math McGraw-Hill Education Annotated edition with answer key An engaging math workbook to help your 7th grade student master the skills necessary to perform better in class and on standardized tests Colorful, dynamic, and filled with engaging activities, McGraw Hill Math Grade 7, Third Edition provides maximum educational value, giving your seventh grader a student-friendly learning experience to learn and practice the skills they need to do well in school and on standardized tests. Based on the curriculum standards followed by states across the U.S., McGraw Hill Math Grade 7 covers key topics with easy-to-follow instructions, helpful examples, and more than 1,000 practice problems with answers. End-of-chapter tests allow your child to see where mastery has been gained and what they need to focus on. As they master each concept, your child will sharpen their problem-solving skills and build the confidence they need to succeed in seventh grade math. Features include: A state-by-state guide shows you how to focus your child's lessons The guide shows which states have adopted Common Core State Standards, how each state has implemented the standards for math, and outlines the standards for non-Common Core states 1,000+ math problems with explanations for answers A 10-Week Summer Study Plan shows you how to create the best study schedule for your child A pretest helps your child determine which skills require more attention End-of-chapter tests helps your child assess if they've mastered the chapter's concepts Posttest at the end of the book shows your child how well they understand key concepts A glossary explains key terms that students will encounter in the book Topics covered: Mathematical operations and number properties Negative numbers and absolute value Solving problems with rational numbers Ratios, proportions, equivalence and scale factors Percent and percent change Graphing relationships and unit rates Roots and exponents Scientific notation Solving equations and inequalities Customary and metric units of measure, including conversions Data presentation Statistics and probability Constructing and analyzing geometric figures Solving problems involving angle measure, area, surface area and volume The Glencoe Math Student Edition is an interactive text that engages students and assist with learning and organization. It personalizes the learning experience for every student. The write-in text, 3-hole punched, perfed pages allow students to organize while they are learning. Glencoe Math, Course 1, Student Edition McGraw-Hill Education Mathematics McGraw Hill Professional For the 1.5 million students who take the exam each year, McGraw-Hill's SAT now has more features and interactive test-taking practice online! McGraw-Hill's SAT is now equipped with new additions to better meet students' needs. The guide teaches critical thinking skills designed to help students solve any SAT problem. And it provides test-taking practice with questions just like those on the real SAT. New! Two complete interactive practice tests online (in addition to the 4 tests in the book). New: Eight-page Welcome section including "How to Use This Book," "SAT Study Plan," "Getting the Most from the Online Tests," and more. 4 full-length practice SATs with fully explained answers. Detailed 10-week study plan. Pull-out "Smart Cards" for easy subject review. Christopher Black (Greenwich, CT) is the founder of College Hill Coaching. Mark Anestis (Middletown, CT) is an exam tutor and the author of 5 Steps to a 5: AP Biology. Includes: Print Student Edition McGraw-Hill Education Math Grade 8, Second Edition McGraw Hill Professional Connecting Math Concepts Level E Additional Answer Key McGraw Hill Professional Key to Geometry introduces students to a wide range of geometric discoveries as they do step-by-step constructions. Using only a pencil, compass, and straightedge, students begin by drawing lines, bisecting angles, and reproducing segments. Later they do sophisticated constructions involving over a dozen steps. When they finish, students will have been introduced to 134 geometric terms and will be ready to tackle formal proofs. Includes: Page 1/1 Book 2 of Key to Geometry Glencoe Math 2016, Course 2 Student Edition McGraw-Hill Education Contains a remedial mathematics program for grades K-5. Integrated Math, Course 2, Student Edition McGraw-Hill Education Includes: Print Student Edition The Glencoe Math Accelerated Student Edition prepares students for the rigor of algebra. Answer key McGraw-Hill Education McGraw-Hill Mathematics McGraw Hill Professional Includes: Print Student Edition This engaging, full-color, activity-packed guide is ideal tool for sharpening math skills! McGraw-Hill Education's Math Grade 2 helps your elementary school student develop the basic math skills needed to succeed in the classroom and on standardized tests. The eye-catching, 4-color page design creates a student-friendly learning experience, and all pages are filled to the brim with activities for maximum educational value. The book includes easy-to-follow instructions, helpful examples, and tons of practice problems with answers to help students master each concept, sharpen their problem-solving skills, and build confidence. This book features: • New two-page guide offers parents a clear outline of Common Core State Standards for math in this grade, as well as Canadian requirements and standards adopted by non-Common Core states • Promotes better scores on achievement tests • Eye-catching, full-color design appeals to young students • Provides more than 1,000 math problems with answers • Pretests and end-of-chapter tests help students assess their strengths and weaknesses • Helpful glossary with explanations for key terms used in the book Algebra 1 Spanish Homework Practice Workbook McGraw-Hill Education Essentials for Algebra, Student Textbook McGraw Hill Professional Expert guidance on the Math Level 2 SAT Subject Test Many colleges and universities require you to take one or more SAT II Subject Tests to demonstrate your mastery of specific high school subjects. McGraw-Hill's SAT Subject Test: 10 Math Level 2 Practice Tests is written by experts in the field, and gives you the guidance you need perform at your best. This book includes: 10 full-length sample tests with complete answer explanations 30 top tips to remember on test day Everything you need to know about the SAT Subject Test in Math Level 2: testing requirements, when to register, how scores are reported, and more Sample exams and problems designed to match the real test in content and level of difficulty Practice tests just like the real SAT Subject Test in Math Level 2 Hundreds of practice problems with answers and explanations All the Math Your 3rd Grader Needs to Succeed This book will help your elementary school student develop the math skills needed to succeed in the classroom and on standardized tests. The user-friendly, full-color pages are filled to the brim with engaging activities for maximum educational value. The book includes easy-to-follow instructions, helpful examples, and tons of practice problems to help students master each concept, sharpen their problem-solving skills, and build confidence. Features include: • A guide that outlines national standards for Grade 3 • Concise lessons combined with lot of practice that promote better scores—in class and on achievement tests • A pretest to help identify areas where students need more work • End-of-chapter tests to measure students' progress • A helpful glossary of key terms used in the book • More than 1,000 math problems with answers Topics covered: • Addition and subtraction • Multiplication and division • Place values • Rounding and estimating • Fractions • Measuring length, mass, volume, and time • Lines, angles, and polygons • Charts and graphs • Perimeter and area • Word problems Answer key McGraw Hill Professional Connecting Math Concepts - Level F - Additional Answer Key McGraw Hill Professional Glencoe Math Accelerated, Student Edition All the Math Your 6th Grader Needs to Succeed This book will help your elementary school student develop the math skills needed to succeed in the classroom and on standardized tests. The user-friendly, full-color pages are filled to the brim with engaging activities for maximum educational value. The book includes easy-to-follow instructions, helpful examples, and tons of practice problems to help students master each concept, sharpen their problem-solving skills, and build confidence. Features include: • A guide that outlines national standards for Grade 6 • Concise lessons combined with lot of practice that promote better scores—in class and on achievement tests • A pretest to help identify areas where students need more work • End-ofchapter tests to measure students' progress • A helpful glossary of key terms used in the book • More than 1,000 math problems with answers Topics covered: • Place values and estimating • Number properties and order of operations • Negative numbers and absolute value • Factors and multiples • Solving problems with rational numbers • Ratios and proportions • Percent • Exponents and scientific notation • Solving equations and inequalities • Customary and metric units of measure, including conversions • Solving problems by graphing points on the coordinate plane • Classifying polygons based on their properties • Calculating perimeter, area, surface area, and volume • Data presentation • Statistical variability, including probability Learn the essentials of Six Sigma in just 36 hours The McGraw-Hill 36-Hour Six Sigma Course provides you with the knowledge you need to understand, implement, and manage a Six Sigma program. This detailed yet accessible guide explores 10 essential Six Sigma tools for manufacturing along with other core components of a Six Sigma program. McGraw Hill Professional McGraw Hill Professional Connecting Math Concepts Level C, Additional Answer Key February, 24 2024 Answer Key is a handy reference for checking independentwork. Mcgraw Hill Answer Key Math	<urn:uuid:83418a05-bb99-4b4c-a320-fbb1e5f5d074>	CC-MAIN-2024-10	https://ahecdata.utah.edu/stated/data-bank/Mcgraw%20Hill%20Answer%20Key%20Math/view?d=41L5UI	2024-02-24T20:02:15+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00383.warc.gz	89,014,297	2,484	eng_Latn	eng_Latn	0.996261	eng_Latn	0.996261	[ "eng_Latn" ]	false	docling	[ 12643 ]	[ 2.296875 ]	1	0
Reduce Fires with Electrical Safety 1 Charles V. Schwab, James F. Westphal, Laura Miller 2 Fires are among the leading causes of accidental death in the United States today. According to the National Safety Council, 3,300 people died in fires in 1990. During that year, 513,000 residential fires resulted in $3.9 billion property damage. The toll continues to grow every year, even with increased use of 911 emergency response systems. More than three out of four reported fires occur in the home. Fires are likely to be more severe in rural areas because of the response time and limited equipment available to outlying fire departments. PEOPLE CAUSE FIRES The tragic aspect of home fires is that many could have been prevented -- if someone had taken the proper safety measures ahead of time. People's actions -- and how they fail to consider fire safety -- are common to all major causes of household fires. Major causes include improper use and maintenance of heating appliances; improper use and care of electrical appliances; lack of functioning smoke detectors; and careless use of smoking materials. This publication covers electrical safety, smoke detectors and use of a family exit plan. CHECK ELECTRICAL CORDS Two-thirds of all electrical fires begin in plugs or cords on fixed appliances such as refrigerators, air conditioners or lamps. Frayed cords expose electrical wires that spark on contact with each other or anything that can ground the electrical current. Electrical plugs and cords usually deteriorate gradually, making damage difficult to detect. Inspect all appliance cords and plugs for wear at least once a year. If you discover a frayed cord or loose prongs on a plug, discontinue use until repairs can be made. CHECK ELECTRICAL OUTLETS Never overload electrical outlets and circuits. Overloaded electrical outlets, or circuits that supply power to several outlets, is a major cause of residential fires. Overloaded outlets and circuits carry too much electricity, which generates heat in undetectable amounts. The heat causes wear on the internal wiring system and can ignite a fire. All wiring systems have circuit breakers or fuses that disconnect power when circuits become overloaded. However, an improperly sized fuse or breaker can cancel this built-in safety feature. To prevent overloading, never plug more than two appliances into an outlet at once or "piggyback" extra 1. This document is Fact Sheet Pm-1265a, a series of the Safe Farm Program, Iowa State University Extension, Ames Iowa. Safe Farm promotes health and safety in agriculture. It is funded by the National Institute for Occupational Safety and Health, Iowa State University, and a network of groups that serve Iowa farm workers and their families. Publication Date: January 1992. 2. Prepared by Charles V. Schwab, Extension safety specialist; James F. Westphal, Extension fire service education specialist; and Laura Miller, Extension communications, Iowa State University Extension, Ames, Iowa. Cooperative Extension Service, Iowa State University of Science and Technology and the United States Department of Agriculture cooperating. Robert M. Anderson, Jr., director, Ames, Iowa. Distributed in furtherance of the Acts of Congress of May 8 and June 30, 1914. The Iowa Cooperative Extension Service's programs and policies are consistent with pertinent federal and state laws and regulations on nondiscrimination regarding race, color, national origin, religion, sex, age and handicap. appliances on extension cords or wall outlets. Use only outlets designed to handle multiple plugs. Give special consideration to appliances that use 1,000 or more watts, such as air conditioners, refrigerators, hot plates, irons, microwave ovens, dishwashers, heaters, and deep fryers. Avoid plugging them into the same outlet or circuit. To use these appliances safely, know which outlets are connected to the same electrical circuit in your home. Do not exceed 1,500 watts for each outlet or circuit. Wattage requirements are listed in appliance manufacturer's instructions. Begin a habit of regularly checking electrical cords and outlets. Fires that begin in these areas are difficult to detect, yet easy to prevent. CHECK SMOKE ALARMS Researchers estimate that smoke alarms could have prevented almost half of the annual fire fatalities. Smoke alarms alert you to potential dangers that your senses cannot detect, such as a slow, smoldering fire in an overloaded electrical outlet. However, it is more dangerous to rely on a smoke alarm that does not work properly than it is to have no smoke alarm in your home. Check the operation of the smoke alarm every month, and replace batteries once a year. If smoke from cooking sets off your alarm, never remove the battery to disable the alarm. You may forget to replace and reconnect the battery when cooking smoke is no longer a problem, and the disabled alarm offers a false sense of security. Consult a professional if the alarm continuously sounds from cooking smoke. The alarm may be located too close to the kitchen, or an exhaust fan may be needed in the cooking area. Consider manufacturer's suggestions on where to locate the smoke alarm. All smoke alarms should be placed on the ceiling or a wall near the ceiling in central locations. Most manufacturers suggest at least one smoke alarm for each floor. Some floor plans may require additional locations. Always select an alarm that has been tested and displays the seal of a testing organization. PREPARE A FAMILY EXIT PLAN Early warning by a smoke alarm is effective only when accompanied by a prepared emergency exit plan. Emergency exit plans let you rely on automatic responses during an actual emergency. It's a good idea to develop your own Operation EDITH, Exit Drills in The Home. A good plan is known by all members of a household and includes an outside meeting location away from danger of the fire. It also will include more than one way to get out of each area of the home. Stage Operation EDITH practice drills periodically, then discuss the plan with family members. Safe use of electrical appliances and outlets, a working smoke alarm, and a good family emergency exit plan may be all that's needed to protect you and your family from the dangers of fire. HOME FIRE SAFETY How Much Do You Know? Test your skill with this quick quiz. 1. How many people die in home fires in the United States each year? b. less than 600 a. 1,100 c. about 3,300 2. A standard electrical outlet could safely handle which combination of items: b. a family-sized refrigerator and microwave a. air conditioner, hair dryer and clock radio c. a belt sander and 50-watt trouble light 3. Most electrical fires in the home begin in the structure's internal wiring system. True or false? 4. A battery-operated smoke detector will alert the household to danger if you: b. change batteries at least once a year a. test the smoke detector once a month c. never remove batteries to disable the alarm because of smoke from cooking d. all of the above See answers at the end of "What Can You Do?". What Can You Do? Fire safety is important. A few simple actions can reduce the chance of fire in your home. Test your smoke alarm on a designated day each month. Change batteries in your smoke alarm on the day you set your clocks back in the fall. Meet with family members to decide an emergency escape plan for every area of your home and farm buildings. Designate a central meeting place. Practice your family's Operation EDITH in a mock fire drill as often as needed. Inspect all outlets in your home for overloading, and appliances for frayed cords. Answers to quiz: 1-c; 2-c; 3-False; 4-d. FOR MORE INFORMATION This publication covers only some aspects of home fire safety. For more information about supplemental home heating or smoke alarms, see the following sources: Installation of Wood Burning Stoves, Pm-943, available at your local Extension office. People Cause Fires, Pm-1334b, and Keep Your Smoke Detectors Up So They Won't Let You Down, Pm-1334g, available at your local Extension office. Fire Prevention on the Farm and Ranch, National Safety Council, 425 N. Michigan Ave., Chicago, Illinois 60611. Fee.	<urn:uuid:2ce06cd1-5cb9-4ac3-8736-f952b8a9a7ac>	CC-MAIN-2024-10	https://nasdonline.org/static_content/documents/1249/d001053.pdf	2024-02-24T20:01:25+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00384.warc.gz	424,554,597	1,697	eng_Latn	eng_Latn	0.997586	eng_Latn	0.998187	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3505, 7113, 8243 ]	[ 2.828125 ]	2	1
Advanced Grammar Reporting Verbs Exercise Esl Lounge Right here, we have countless ebook Advanced Grammar Reporting Verbs Exercise Esl Lounge and collections to check out. We additionally manage to pay for variant types and as well as type of the books to browse. The suitable book, ﬁction, history, novel, scientiﬁc research, as capably as various new sorts of books are readily clear here. As this Advanced Grammar Reporting Verbs Exercise Esl Lounge, it ends stirring instinctive one of the favored books Advanced Grammar Reporting Verbs Exercise Esl Lounge collections that we have. This is why you remain in the best website to see the unbelievable book to have. Advanced Grammar Reporting Verbs Exercise Esl Lounge ROY HOBBS 2020-11-24 Reporting Verbs for English Language Learners Advanced Grammar Reporting Verbs ExerciseHome Page >> Grammar Exercises >> Advanced >> Reporting Verbs Exercise Reported Speech Worksheet. Choose the correct reporting verb from this list and ﬁnish the reported speech for each example.Advanced Grammar \| Reporting Verbs Exercise \| esllounge ...Reporting verbs Reporting verbs are used to report what somebody said, like promise, say, ask, admit, etc. And we normally classify these verbs into diﬀerent groups depending on the structure they can be found in.In the grammar chart below you can see the most common reporting verbs and how they are used.Reporting verbs - Test EnglishEnglish grammar practice exercise, intermediate level. This exercise gives you practice using eight verbs which we use to report what someone has said. Exercise instructions. Choose a verb from the box to complete each of the sentences below. Use each verb only once, and use its past simple form.Intermediate vocabulary exercise: reporting verbs – SpeakspeakVisit the main grammar pages or read about reporting verbs ﬁrst. Reporting Verbs. Complete the sentences so each pair has the same meaning. Use the same verb in both sentences, where possible. She told me that she wouldn't give me any money. She refused me any money. He told me that he had stolen the car. He ...Reporting VerbsReporting Verbs Exercise 1 Review how to use reporting verbs here. Download this exercise in PDF here. See all reported speech exercises here. Need more practice? Get more Perfect English Grammar with our courses. Welcome to Perfect English Grammar! Welcome! I'm Seonaid and I hope you like the website. Please contact me if you have any questions or comments. ...Reporting Verbs Exercise 1 - Perfect English Grammar(2) Focus on reporting verbs in the above exercise. Ss divide these into two lists: 'say' type and 'tell' type i.e. those that do and do not take a direct object. (3) Dictionary reading exercise as follow up (dictionary extracts are printed on the page)English grammar Reporting verbs - ESL activities ...Reporting verbs are verbs that serve to report what someone else has said. Reporting verbs are diﬀerent than the reported speech in that they are used to paraphrase what someone has said. Reported speech is used when reporting exactly what someone has said. To do this, use 'say' and 'tell'.Reporting Verbs for English Language LearnersStudents > Solutions > UpperIntermediate > Grammar > Exercise 2 - Reporting verbs. Speaking English; Games; Grammar; Vocabulary 7 Communication Exercise 2 - Reporting verbs ...Exercise 2 - Reporting verbs \| Solutions \| Oxford ...When there's 'verb-ing', we generally put 'not' in front of it: I advise not taking the bus. Try an exercise about reporting verbs here. * Advanced Point In formal English, some verbs that are followed by '(that) + clause' use the inﬁnitive instead of a present tense verb. Some people suggest that this is a kind of subjunctive in English. You ...Reporting Verbs Perfect English GrammarReporting Verbs (Worksheet 4) Read out the sentence below. Think about stress and intonation. The other students have to guess the reporting verb that describes your situation. Don't tell the others what the reporting verb is, they should guess. "I made a reservation two days ago for a table for two at 7 o'clock this evening. I'd just likeTEACHER'S PAGE Reporting Verbs OnestopenglishExercise Number: 4G10. Reporting Verbs Exercise Choose from reporting verbs such as tell, suggest and warn to complete each sentence. Exercise Number: 4G11 "Say" and "Tell" Gap Fill Exercise Sentences and expressions using "say" and "tell". Exercise Number: 4G17. Reported Questions, Extra Word ExerciseGrammar Exercises - Advanced. Page Two. \| esl-lounge StudentOnline Exercises; Grammar; Reported Speech; Reported Speech . Levels of Diﬃculty: Elementary Intermediate Advanced . RS009 Reporting Verbs Advanced; RS008 Reporting Verbs Advanced; RS007 Reporting Verbs Intermediate; RS006 Reported Speech Intermediate; RS005 Reported Speech Introductory Verbs Advanced; RS004 Reported Speech Intermediate; RS003 Reporting Verbs Intermediate ...Reported Speech - Online Exercises - English GrammarReporting verbs Reporting verbs are used to report what somebody said, like promise, say, ask, admit, etc. And we normally classify these verbs into diﬀerent groups depending on the structure they can be found in.In the grammar chart below you can see the most common reporting verbs and how they are used.Reporting verbs - Test English7 Advanced English Grammar Exercises to Amp up Your English Game esl-lounge Advanced Grammar Exercises. esl-lounge is a great website if you want a variety of ESL resources to sift through. Their advanced grammar exercises are one such awesome ESL resource.7 Advanced English Grammar Exercises to Amp up Your ...In academic writing, you will need to cite (or 'refer to') other people's work or ideas. In order to do this accurately, you will need to use reporting verbs to link your in-text citation to the information cited. This section looks at what reporting verbs are, then looks at the strength and grammar of reporting verbs. Finally, there is a table which lists some of the most common reporting ...Reporting verbs - EAPFoundation.comIt is said (1) the only mammal naturally capable of true and sustained ﬂight is the bat. Other mammals said (2) ﬂy, such as ﬂying squirrels and gliding possums glide rather than ﬂy, and can only glide for short distances.: Bats (3) thought to represent about 20% of all classiﬁed mammal species worldwide and (4) are calculated to be about 1,240 bat species in the world.Random Idea English: Passive reporting structuresImage credit: www.forbes.com Follow me on twitter @RobbioDobbio This is a worksheet designed with C1 students in mind. It will help them construct passive sentences with reporting verbs, which are appropriate for many of the formal writing tasks in the CAE exam. Download the worksheet, key and powerpoint below: reporting-with-passives gossip-column-pics Worksheet We can use passive structures…Reporting with Passives: Worksheet – Tim's Free English ...The grammar of reporting verbs. Reporting verbs have simple basic grammar. However, it can be confusing because there are two basic patterns. Some reporting verbs belong to one pattern, some to the other, and some to both. Pattern 1: Verb + Noun (noun phrase) The authors show the devastating results of this policy (Smith and Jones 2008, p. 12 ...Reporting verbs \| University of Technology SydneyA collection of downloadable worksheets, exercises and activities to teach Reporting verbs, shared by English language teachers. Welcome to ESL Printables , the website where English Language teachers exchange resources: worksheets, lesson plans, activities, etc.Reporting verbs worksheets - ESL PrintablesThis site contains hundreds of online grammar exercises covering nearly all the grammar topics. They are intended for intermediate ESL learners to improve your test-taking skills and understand English grammar better. Exercise Number: 4G10. Reporting Verbs Exercise Choose from reporting verbs such as tell, suggest and warn to complete each sentence. Exercise Number: 4G11 "Say" and "Tell" Gap Fill Exercise Sentences and expressions using "say" and "tell". Exercise Number: 4G17. Reported Questions, Extra Word Exercise Reporting verbs - Test English Reporting verbs Reporting verbs are used to report what somebody said, like promise, say, ask, admit, etc. And we normally classify these verbs into diﬀerent groups depending on the structure they can be found in.In the grammar chart below you can see the most common reporting verbs and how they are used. Reporting verbs worksheets - ESL Printables Reporting Verbs (Worksheet 4) Read out the sentence below. Think about stress and intonation. The other students have to guess the reporting verb that describes your situation. Don't tell the others what the reporting verb is, they should guess. "I made a reservation two days ago for a table for two at 7 o'clock this evening. I'd just like Reporting verbs - Test English When there's 'verb-ing', we generally put 'not' in front of it: I advise not taking the bus. Try an exercise about reporting verbs here. * Advanced Point In formal English, some verbs that are followed by '(that) + clause' use the inﬁnitive instead of a present tense verb. Some people suggest that this is a kind of subjunctive in English. You ... Intermediate vocabulary exercise: reporting verbs – Speakspeak In academic writing, you will need to cite (or 'refer to') other people's work or ideas. In order to do this accurately, you will need to use reporting verbs to link your in-text citation to the information cited. This section looks at what reporting verbs are, then looks at the strength and grammar of reporting verbs. Finally, there is a table which lists some of the most common reporting ... Reporting verbs \| University of Technology Sydney A collection of downloadable worksheets, exercises and activities to teach Reporting verbs, shared by English language teachers. Welcome to ESL Printables , the website where English Language teachers exchange resources: worksheets, lesson plans, activities, etc. Advanced Grammar Reporting Verbs Exercise 1 Review how to use reporting verbs here. Download this exercise in PDF here. See all reported speech exercises here. Need more practice? Get more Perfect English Grammar with our courses. Welcome to Perfect English Grammar! Welcome! I'm Seonaid and I hope you like the website. Please contact me if you have any questions or comments. ... Advanced Grammar \| Reporting Verbs Exercise \| esl-lounge ... Image credit: www.forbes.com Follow me on twitter @RobbioDobbio This is a worksheet designed with C1 students in mind. It will help them construct passive sentences with reporting verbs, which are appropriate for many of the formal writing tasks in the CAE exam. Download the worksheet, key and powerpoint below: reporting-with-passives gossip-column-pics Worksheet We can use passive structures… Reporting verbs EAPFoundation.com It is said (1) the only mammal naturally capable of true and sustained ﬂight is the bat. Other mammals said (2) ﬂy, such as ﬂying squirrels and gliding possums glide rather than ﬂy, and can only glide for short distances.: Bats (3) thought to represent about 20% of all classiﬁed mammal species worldwide and (4) are calculated to be about 1,240 bat species in the world. Reporting Verbs Exercise 1 - Perfect English Grammar Students > Solutions > Upper-Intermediate > Grammar > Exercise 2 Reporting verbs. Speaking English; Games; Grammar; Vocabulary 7 Communication Exercise 2 - Reporting verbs ... Reporting Verbs Advanced Grammar Reporting Verbs Exercise Reported Speech - Online Exercises - English Grammar English grammar practice exercise, intermediate level. This exercise gives you practice using eight verbs which we use to report what someone has said. Exercise instructions. Choose a verb from the box to complete each of the sentences below. Use each verb only once, and use its past simple form. Random Idea English: Passive reporting structures Visit the main grammar pages or read about reporting verbs ﬁrst. Reporting Verbs. Complete the sentences so each pair has the same meaning. Use the same verb in both sentences, where possible. She told me that she wouldn't give me any money. She refused me any money. He told me that he had stolen the car. He ... Exercise 2 - Reporting verbs \| Solutions \| Oxford ... Online Exercises; Grammar; Reported Speech; Reported Speech . Levels of Diﬃculty: Elementary Intermediate Advanced . RS009 Reporting Verbs Advanced; RS008 Reporting Verbs Advanced; RS007 Reporting Verbs Intermediate; RS006 Reported Speech Intermediate; RS005 Reported Speech Introductory Verbs Advanced; RS004 Reported Speech Intermediate; RS003 - Reporting Verbs Intermediate ... 7 Advanced English Grammar Exercises to Amp up Your ... This site contains hundreds of online grammar exercises covering nearly all the grammar topics. They are intended for intermediate ESL learners to improve your test-taking skills and understand English grammar better. English grammar Reporting verbs - ESL activities ... Reporting verbs are verbs that serve to report what someone else has said. Reporting verbs are diﬀerent than the reported speech in that they are used to paraphrase what someone has said. Reported speech is used when reporting exactly what someone has said. To do this, use 'say' and 'tell'. Reporting Verbs - Perfect English Grammar (2) Focus on reporting verbs in the above exercise. Ss divide these into two lists: 'say' type and 'tell' type i.e. those that do and do not take a direct object. (3) Dictionary reading exercise as follow up (dictionary extracts are printed on the page) TEACHER'S PAGE Reporting Verbs Onestopenglish Reporting verbs Reporting verbs are used to report what somebody said, like promise, say, ask, admit, etc. And we normally classify these verbs into diﬀerent groups depending on the structure they can be found in.In the grammar chart below you can see the most common reporting verbs and how they are used. Reporting with Passives: Worksheet – Tim's Free English ... The grammar of reporting verbs. Reporting verbs have simple basic grammar. However, it can be confusing because there are two basic patterns. Some reporting verbs belong to one pattern, some to the other, and some to both. Pattern 1: Verb + Noun (noun phrase) The authors show the devastating results of this policy (Smith and Jones 2008, p. 12 ... Grammar Exercises Advanced. Page Two. \| esl-lounge Student 7 Advanced English Grammar Exercises to Amp up Your English Game esl-lounge Advanced Grammar Exercises. esl-lounge is a great website if you want a variety of ESL resources to sift through. Their advanced grammar exercises are one such awesome ESL resource.	<urn:uuid:0c67e8e5-cb7e-4393-80fd-5b1a33ab4294>	CC-MAIN-2024-10	https://diad.unjbg.edu.pe/fulldisplay?docid=98659&FileName=Advanced%20Grammar%20Reporting%20Verbs%20Exercise%20Esl%20Lounge.pdf	2024-02-24T18:50:33+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00382.warc.gz	208,400,402	3,081	eng_Latn	eng_Latn	0.99621	eng_Latn	0.997656	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 870, 2207, 3575, 4866, 6231, 7586, 8881, 10180, 11474, 12702, 13968, 14737 ]	[ 2.34375 ]	1	0
Activity Sheet 1 What determines the amount of friction between two surfaces? I. Forces Try pushing a block around on a table. What direction do you have to push in to make it move? _____________________________________________________ If you also push down on the block, does it become harder or easier to push it around? ___________________ Hold a block against the wall. How hard do you have to push to make it stay up? What sort of force is holding it up? (Remember: What direction does gravity act in? What direction does friction act in? What direction do your hand and the wall push in? Where are the sliding surfaces in this case?) ______________________________________________________ Can you summarize what you have learned here about friction? Think about this: Even though friction acts parallel to sliding surfaces, the maximum amount of friction force depends partly on the perpendicular force holding them together. Activity Sheet 2 Is friction the hero or the villain? Now that you know a little about what friction is, let's think about whether friction is "good" or "bad." You may be aware that scientists and engineers have tried for many years to produce machines without friction. You may even have seen ads for automotive additives that claim to eliminate friction. If you could do this, it would mean that you could start something moving and never have to push it again. Just like pushing someone on a swing: if you stop pushing, and they don't pump, the swing will eventually stop. Of course perpetual motion has never been achieved, although a good many failed designs can be found. Scientists have only been able to eliminate friction in some extremely unusual, extremely cold situations. There is no practical way to do it. 1. What ways can you think of to reduce friction? Name at least three. 2. Can you think of examples from your life that use these ways of reducing friction? But do you want to completely eliminate friction? 3. Name at least three activities where friction is necessary. 4. Name at least three tools or objects that require friction to function. Activity Sheet 3 Some Experiments with friction Use a friction board to see how well your block slides on different surfaces. You can try to measure the difference in a couple of ways: 1. Attach weights to the block and let the weights hang over the side of the table. What is the minimum weight required to pull the block? 2. Put the block on the board and tilt it to find the minimum angle that will let the block slide down the board. (It may be easier to measure how high the high end of the board is when the block slides. If you also measure the length of the board, you can calculate the angles later.) Write down your observations and compare with other scientists. Activity Sheet 3 Some Experiments with friction (cont'd) 3. Now, let's put this information together with what you just learned about how perpendicular forces affect friction. Using the "weight method," repeat the experiment you just did with different weights on top of the block to change the gravitational force pulling the block down on the table. Your experiment should look like this: Record your results here: Later, you may want to make a graph showing how the weight on top (perpendicular force) is related to the weight to pull (friction force). What do you think such a graph would look like? Activity Sheet 3 Some Experiments with friction (cont'd) 4. Finally, use the blocks to look at the difference between static and kinetic friction. You should be able to find a combination of weights, or an angle, that will slide the block only after you have given it a small initial tap. This tap adds enough force to overcome static friction, and after the block has started moving, it keeps sliding because it needs a smaller force, equal to the kinetic friction, to keep going. Activity Sheet 4 Where does all that energy go? What happens to all that force that we keep applying to overcome friction? Where does the energy go? 1. Try rubbing your sandpaper across the friction board, what do you notice? Now rub it more quickly, what do you feel? What does this tell you about friction and energy? (Hint: If you're having trouble, think about someone trying to start a fire by rubbing two sticks together, what happens?) 2. Now, as you rub the sandpaper across the board, consider one of your other senses. What do you sense, and what does this tell you about friction and energy? (Hint: Consider this proverb: The squeaky wheel gets the _____ .) 3. Now that you've used your sandpaper for a while, compare it to a new piece of sandpaper, what do you notice and what does this tell you about friction and energy? Activity Sheet 5 A geometry problem: How does friction balance the force of gravity? Look at the force arrows (vectors) in this picture. Remember, a downward force must be balanced by an equal upward force, and a push to one side must be balanced by an equal push to the other side (What famous scientific law tells us this?) Here, we want to figure out the size of the table force and the size of the friction force. Gravity is pulling straight down on the book, and the table is pushing up and to the left. Friction is pushing to the right, so this should balance the leftward push of the table. But friction is also pushing up, so friction and the table share the job of fighting gravity! How can we figure the forces out? Here is a list of what we need to know for sure: 1) the weight of the book (1 kg) 2) the angle of the table with the floor (30º) 3) the direction of all the forces: a) gravity acts straight down b) friction acts up at 30º to the floor c) the table pushes at 90º to friction (because the table pushes perpendicular to its surface, and friction pushes parallel to it). Activity Sheet 5 A geometry problem: How does friction balance the force of gravity? (cont'd) Here's how we can use geometry to solve our problem: 1. Choose a scale for drawing our forces. Let's let 5 cm = 1 kg. 2. According to this scale, draw an arrow 5 cm long, straight down, to represent the weight of the book and the force of gravity. (Use the space on the next page.) 3. Using a protractor, draw a line at 30º to the "ground" (or 60º to the gravity arrow). 4. Line up one side of a square corner, like the edge of a piece of paper, with the 30º line. Slide it along the line until you find a right triangle with the gravity arrow as the hypotenuse (long side). Trace out this triangle. 5. One side of this triangle is the friction force, and one side is the table force. Look at the original figure to remember which is which, and which way they point. The forces in this diagram "add up" geometrically because you can follow all of the arrows around the triangle, back to the starting point. 6. Now, measure the lines for the friction force and the table force, and use our scale of 5 cm = 1 kg to convert that into the magnitude of the forces. You should have something like this: Friction = 2.5 cm = 0.50 kg Table = 4.3 cm = 0.87 kg 7. Now, using the same method, solve the problem assuming that the table is at a 45° angle and the book now weighs 2 kg. Activity Sheet 6 Friction: Understanding Your Tortoise 1. If you could redesign your tortoise now, how would you make it travel down the ramp more slowly? 2. Do you think that two pieces of wood rubbing together would have more or less friction than wood rubbing against smooth metal? Why? 3. Why do you think that oil is spread on metal parts that rub against each other (like in a car engine)? 4. Is friction good or bad for walking? 5. Friction with the air slows down a race car. How is a race car shaped to reduce air friction?	<urn:uuid:c91de4e8-b615-4a01-8cb0-e0be108528c5>	CC-MAIN-2024-10	https://www.ccmr.cornell.edu/wp-content/uploads/sites/2/2015/11/Friction-Activity-Sheets.pdf	2024-02-24T18:56:54+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00384.warc.gz	715,427,287	1,718	eng_Latn	eng_Latn	0.997941	eng_Latn	0.999058	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 943, 2120, 2799, 3410, 3897, 4741, 5843, 7099, 7221, 7762 ]	[ 4.625 ]	2	1
Millet stem borer Coniesta ignefusalis SUMMARY: Stem borers are a major pest of millet in the Sahelian and sub-Saharan regions. The larvae (caterpillars) of this moth tunnel into the stems causing them to fall over (lodging), 'dead hearts' and poor grain development. The use of chemicals is rarely justified due to difficulty in timing the application and cost. A combination of cultural practices, such as early planting, practicing intercropping or the 'push-pull' system, and managing crop residues are the most effective approaches to controlling the pest. KEY SIGNS The stem borer is an important pest of pearl millet, especially in West Africa. The larvae of the stem borer attack the growing points and leaves of millet, and bore into the stem of the crop causing 'dead hearts'. In wet regions, there are three generations or cycles of the pest per year; two cycles in the drier regions. Millet that is planted early is susceptible to attacks by the first generation of larvae, which cause damage to the young plants and dead-hearts. Late-sown millet is susceptible to the second and third generations of larvae, which attack the seedlings producing tunnels in the stems that can kill the plant. In older plants, tunnelling into the stem can also cause lodging, panicles covered in chaff and inhibition of grain formation. The eggs are laid in batches of 20-25 between the leaf sheaths and stem or on lower leaf blades. The eggs are 1 mm long, elliptical and yellowish-white in colour. Larvae are about 20 mm long when fully grown, have a reddish-brown head and a creamy white body, with distinct black spots along the body during the wet season. These spots disappear during the dry season when the larvae enter into diapause (a resting period). The pupae are yellow to reddish-brown and grow up to 15 mm long. The adult moths have a wing span of about 8 to 15 mm, golden-brown forewings and white silky hind wings. The moths are active at night; during the day they hide on leaves, stems and plant debris, with their heads pointing down towards the ground. The total life cycle takes about 30 to 40 days during the wet season. Pheromone bait traps have been successfully used to monitor and mass trap the millet stem borer in many countries. ICRISAT has published a research brief describing how to build and use the pheromone traps (see Further Reading). MANAGEMENT Prevention – what to do before signs are seen Cultural approaches: Use resistant varieties if locally available. Plant early, with the first rains, to avoid a heavy infestation of the stem borer. Intercropping millet with non-host crops, such as cowpeas, will confuse the moths, causing them to lay eggs on the nonhost crops. The larvae are then unable to eat the non-host crops and will die. The 'push-pull' method is effective against stem borers. In this method, Desmodium is intercropped with millet and acts as a repellent that 'pushes' the pest away from the millet. Around the border of the field a trap crop, such as Napier or Sudan grass, is planted to attract or 'pull' the stem borer moths away from the millet. The moths lay eggs in the trap crops; when the larvae bore into the Napier grass, the plant produces a sticky glue-like substance that traps the larvae and they die. There are several natural enemies of the stem borer that attack during different stages of the life cycle. Telenomus busseolae, a parasitic wasp, is present in several countries in West Africa. The females lay eggs inside the eggs of the stem borer and develop within the egg. Another group of wasps, species of the Syzeuctus genus, are larval parasites and are present in many countries. Ants are also predators of stem borers. Planting strips of flowering plants in or around the field will attract and conserve the natural enemies. Following harvest of the grain, the stem borer larvae can survive until the next rainy season in the stems and stubble of millet. It is important therefore to destroy crop residues after harvest, to prevent the pest from re-emerging in the field the following season. If the stems are to be used for building structures, they should be partially burned to kill the larvae inside the stem. Rotate millet with a non-host crop, such as a legume, to break the pest's life cycle. Control – what to do after signs are seen Cultural approaches: Locally made inexpensive pheromone bait traps can be placed in and around the field to disrupt the mating cycle of the stem borers and reduce the populations. The traps are particularly beneficial if placed along fences and granaries, or other places the stem borer may hide. Chemical approaches: The use of insecticides, such as dimethoate, is impractical, and rarely justified due to the costs and difficulty in use. The eggs of the stem borer are often covered by the leaf sheaths, and the larvae bore into the stems, therefore the pest is often protected from chemical sprays. Neem can be effective against stem borers if used early in the season before the larvae bore into the stem of the plant; it should be applied in the evenings. CAUSE The moth Coniesta ignefusalis is the stem borer that causes the most damage to millet. The majority of the damage is caused by the larvae feeding in the stem and preventing the flow of nutrients from the roots to the upper parts of the plant. Pearl millet is the primary host plant, but sorghum, maize, sugarcane and several species of wild grasses are also hosts. Sorghum is especially susceptible when intercropped with maize. IMPACT There is little data that reports on crop losses from farmers' fields. Some studies have reported that yield losses can average 15%, although severe cases can result in total crop failure. DISTRIBUTION The millet stem borer is a major pest of millet, especially in the Sahel and sub-Saharan region of Africa. C. igenfusalis has been recorded in Benin, Burkina Faso, Chad, Gambia, Ghana, Guinea Bissau, Mali, Mauritania, Niger, Nigeria, Senegal, Sudan, Ethiopia and Angola as well as some parts of West Africa. It can live at altitudes up to 1000 m above sea level. Stem borers are mainly distributed from country to country or region to region by diapausing (dormant) larvae in the stems and other crop residues. Millet stems are often used for roofs, fences and other building uses; it has been reported that attacks are more severe near villages where the stems are used for this purpose. FURTHER READING Youm, O., Harris, K.M., and Nwan'ze,K.F. 1996. Coniesta ignefusalis, the Millet stem borer: a handbook of information. Information Bulletin no. 46. Patancheru 502 324, Andhra Pradesh, India: International Crops Research Institute for the Semi-Arid Tropics. http://pdf.usaid.gov/pdf_docs/pnaby140.pdf ICRISAT. Pheromone-based monitoring system to manage the millet stem borer Coniesta ignefusalis (Lepidoptera: Pyralidae) http://www.icrisat.org/what-we-do/agro-ecosystems/aes-rb-monitoring-system.htm FiBL (2013): African Organic Agriculture Training Manual. Version 2.0 July 2013. Edited by Gilles Weidmann and Lukas Kilcher. Research Institute of Organic Agriculture FiBL, Frick. http://www.organic-africa.net/fileadmin/documentsafricamanual/training-manual/chapter-09/Africa_Manual_M09-03.pdf AgriGuide http://www.agriguide.org/index.php?what=agriguide&id=148&language=wo Material prepared by Ericah Chernoh, November 2014	<urn:uuid:b7e6a9ad-cafc-4f12-ad06-fdbf65b469fd>	CC-MAIN-2024-10	https://africasoilhealth.cabi.org/wpcms/wp-content/uploads/2015/02/48-cereals-millet-stem-borer1.pdf	2024-02-24T20:39:16+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00387.warc.gz	96,031,287	1,698	eng_Latn	eng_Latn	0.990275	eng_Latn	0.994488	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4289, 7382 ]	[ 2.6875 ]	1	0
Lesson 11 – Review In this problem you will * Use and assign variables * Increase/decrease variables * Create and use functions * Use Return values * Use while loops * Use if/else statements * Use print statements * Use int and input functions * Understand how to find formulas * Use Comparison operators * Use concatenation * Use try/except * Use indentations. * Use comments The Problem Create an eight-sided figure based on the input of length of each side (min 2). Example if input is 3 ``` *** * * * * * * *** ``` Items to do 1) Make sure you understand the problem!!!! 2) Notice the different pieces of the problem 3) Get the input 4) Find the formulas for all the pieces 5) Do the top and bottom piece first 6) Do the rest of the pieces 7) Test Homework for Lesson 11 1) Make sure you understand the logic behind what we did 2) Comment all the functions 3) Make sure you understand the try and except block 4) Break the print_diagonal into 2 functions. 5) Start a new Python file and try to code it again by yourself. Same program. Repetition is great for learning. 6) Create an X using s. Like the following. * * * 7) Now what should the request be? In other words that X – is it based on num=2? num = 3? num = 5? 8) Determine if there are any limits. Example if that is Num=5, then can you have say, num=4? Being able to understand limits is an important part of being a good programmer. 9) Now create the following: *** ** * * * ***** As you can see it is hard to tell what needs to be done – so do it bigger. All it is, is number 6 with a border of s. Just fill the outside with s.	<urn:uuid:5033b147-9923-4697-9c61-22f37bfba0cd>	CC-MAIN-2024-10	https://get-the-solution.com/wp-content/uploads/2019/11/Lesson11-1.pdf	2024-02-24T18:13:41+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00385.warc.gz	286,913,040	441	eng_Latn	eng_Latn	0.944023	eng_Latn	0.988865	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 381, 534, 769, 1652 ]	[ 3.640625 ]	1	1
Helping parents with online learning Learning online has a lot of potential to pupils. But it also has risks. This document has been help you with this. It is especially important for parents and carers to be aware of what their children - are being asked to do online. - sites they will be asked to use. - school staff your child will interact with. Whilst children are doing online learning from home it is important that you create a safe online learning environment and monitor what the children are doing to ensure their safety. Parents and carers should set age-appropriate parental controls on digital devices and use internet filters to block malicious websites. These are usually free, but often need to be turned on. Please make sure that you supervise the activities that the children are doing online and that they do not do different things from the recommended websites for learning. Reporting concerns. If parents, carers or children have any concerns online it should be reported. The following providers will support you with this. - Thinkuknow provides advice from the National Crime Agency (NCA) on staying safe online - Parent info is a collaboration between Parentzone and the NCA providing support and guidance for parents from leading experts and organisations - Childnet offers a toolkit to support parents and carers of children of any age to start discussions about their online life, to set boundaries around online behaviour and technology use, and to find out where to get more help and support - Internet matters provides age-specific online safety checklists, guides on how to set parental controls on a range of devices, and a host of practical tips to help children get the most out of their digital world - London Grid for Learning has support for parents and carers to keep their children safe online, including tips to keep primary aged children safe online - Net-aware has support for parents and carers from the NSPCC, including a guide to social networks, apps and games - Let's Talk About It has advice for parents and carers to keep children safe from online radicalisation - UK Safer Internet Centre has tips, advice, guides and other resources to help keep children safe online, including parental controls offered by home internet providers and safety tools on social networks and other online services Harmful or upsetting content Get support by: - reporting harmful online content to the UK Safer Internet Centre - getting government advice and trusted resources from Educate Against Hate on safeguarding from extreme ideas and hate crimes. For pupils - BBC Own It – Support for young people to take control of their online life, including help and advice, skills and inspiration on topics such as friendships and bullying, safety and self-esteem. - Childline – includes information for pupils on sexting, gaming, grooming, bullying, porn, relationships. Bullying or abuse online You can: - get advice on reporting online abuse from the National Crime Agency's Child Exploitation and Online Protection command - get advice and support from Anti-Bullying Alliance for children who are being bullied If you would like further support or advice please do not hesitate to contact the school and ask for either a designated senior leader or IT network manager to contact you .	<urn:uuid:101a0378-fd4d-48b3-a7ab-1dd39977f76e>	CC-MAIN-2024-10	https://files.schudio.com/aston-tower-primary-school/files/documents/Safeguarding_and_remote_education.pdf	2024-02-24T18:41:59+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00387.warc.gz	258,892,139	643	eng_Latn	eng_Latn	0.998284	eng_Latn	0.998443	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1901, 3335 ]	[ 2.21875 ]	1	0
2017 USGO Nationals Written Examination - Key and Marking Scheme Section 1 - Population and Public Health [9 marks] 1. Given the chart above, describe and give two possible reasons for the general global trend in malaria cases between 2000 and 2015. 2. Describe the trend in malaria cases in Africa shown on the chart, and give two possible reasons to account for this trend between 2000 and 2015. 3. Briefly explain three possible measures governments might take to reduce the spread of infectious diseases due to global travel and tourism. Grading notes: This question is meant to test both analytical skills and basic knowledge of population and public health issues. Each part of the question was worth three marks. For parts 1 and 2, one mark was awarded for an accurate description, and one mark was awarded for each plausible reason (level marking). For part 3, each correct answer was awarded one mark (point marking). Expected answers: 1. The global trend is slightly down, with a slight increase in Africa and large drop (eradication) in Europe; reasons for the trend may include mosquito control efforts, increased emphasis on public health and prevention, improved treatments, and vector control [other reasonable answers accepted] 2. Slight increase; reasons may vary, may include economic conditions, global warming and political instability, long lifespan of African mosquito [other reasonable answers accepted] 3. Most reasonable answers for this section discussed vector control, screening efforts, and travel restrictions. Other reasonable public policy and public health measures were accepted. Section 2 - Political Geography [6 marks] 1. Identify two instances during the last century in which a country has built a wall or other barrier along its border and explain the specific purpose of each structure. 2. Identify and briefly discuss two economic consequences of walls or other barriers built along national borders. Grading notes: This question set was adapted from the 2012 AP Human Geography examination, and is a type of political and economic geography question that might be addressed on the iGeo Written Examination. For part 1, one mark was awarded for identifying two walls or barriers, and one mark for each explanation. For part 2, one mark was awarded for identifying two consequences, and one mark for discussing each consequence (level marking). Expected answers: 1. Common answers for this part included the US-Mexico border wall, the Maginot Line, the Berlin Wall, and the Western Sahara Berm. Other reasonable answers were accepted. Purposes varied depending on examples chosen. 2. Common answers included reduction in trade due to physical barriers, reduced mobility for seasonal workers, and discussion of illicit economic activity. Other reasonable answers were accepted. Section 3 - Climate Geography [6 marks] 1. Based on the information in the map provided, describe the projected patterns of surface temperature increase by 2099. 2. Explain why the arctic region is projected to have the largest increase in surface temperature over the period covered by the map. Identify two possible effects of this increase in surface temperature in the arctic on areas outside the region. Grading notes: This question set is adapted from the 2012 iGeo Written Examination climate geography is a recurring theme on the iGeo examinations. For part 1, marks were awarded for an accurate and thorough description. For part 2, one mark was awarded for an explanation and one mark for each possible effect. Expected answers: 1. Possible answers include extreme increases in the arctic, large increases in areas like Africa and South America, and increasing ocean surface temperatures in the Northern Hemisphere. Least warming in the southern oceans from about 30 to 60 degrees South, and area in the North Atlantic Ocean. Other reasonable answers accepted. 2. Melting of the ice means that the short wave solar radiation is no longer reflected but absorbed resulting in heating of the Arctic Ocean, more ice is melted, further reducing the albedo, leading to further warming. Wide range of answers accepted for effects. Section 4 - Historical Geography [9 marks] 1. Identify and explain ways in which the Interstate Highway system in the United States has affected each of the following since 1960 - a) transportation, b) urban geography, c) urban demographics Grading notes: Urban geography is well represented on the iGeo written exam, the AP Human Geography exam and the AP US History exam. This type of question is designed to test written expression of concepts in urban geography. For each section of the question, marks were awarded for effects and well-reasoned explanations. This question was adapted from the 2013 AP Human Geography examination. Expected answers: 1. a) Possible answers include increased reliance on / popularity of automobiles, the growth of interstate trucking to transport goods, decreased popularity of railroad passenger travel [other reasonable answers accepted] 1. b) Most correct answers focused on increased radius of settlement and suburbanization, but other reasonable answers were accepted. 1. c) Correct answers mainly focused on the concept of 'white flight' and the socioeconomic changes brought about by the exodus of white, middle and upper class residents from many American cities, other reasonable answers were accepted. Section 5 - Urban Geography [9 marks] 1. Define the term 'smart city' and explain its relationship to modern urban development. 2. Identify two possible advantages and two possible disadvantages of incorporating 'smart city' design principles. 3. Since 2014, Singapore has strongly embraced the 'smart city' concept. Briefly discuss the governmental and geographic advantages Singapore has over other countries in implementing these principles. Grading notes: Smart cities were a major theme of the 2016 iGeo, and this question was adapted from the 2016 Written Examination. For question 1, one mark was awarded for a correct definition and one for a reasonable explanation. For question 2, one mark was awarded for each correct advantage and disadvantage. Question 3 was level marked. Expected answers: 1. urban development vision to integrate information and communication technology (ICT) and Internet of things (IoT) technology in a secure fashion to manage a city's assets. These assets include local departments' information systems, schools, libraries, transportation systems, hospitals, power plants, water supply networks, waste management, law enforcement, and other community services. [reasonable equivalents accepted] 2. Advantages - A smart city is promoted to use urban informatics and technology to improve the efficiency of services. ICT allows city officials to interact directly with the community and the city infrastructure and to monitor what is happening in the city, how the city is evolving, and how to enable a better quality of life. [many other reasonable answers accepted] Disadvantages - Concept can contribute negatively to even more social differences between the city inhabitants (larger gap between poor and rich); Using information technology (hi-tech methods) cities can/will become more expensive; It can contribute even more to corruption, even though it might just become more sophisticated; Using modern technology in city management can lead to city services being shut down or personal information being released (technology being used to spy on citizens); Possible "domino effect" – the fact that cities are bound to become increasingly connected could also mean that a failure in one sector could lead to problems in others. [other reasonable answers accepted] 3. Singapore has instituted a 'Smart Nation' program in recent years. Advantages include compact size and single layer government, as well as a fairly high standard of living and national income, all of which make smart city concepts easier to implement. [other reasonable answers accepted] Section 6 - Biogeography [5 marks] 1. Identify the biome indicated with the arrow. What types of vegetation would typically be expected in forests of this biome. 2. Define the term krummholz. Where would krummholz typically be found in relation to the biome from part 1? Grading notes: This is a straightforward biogeography question, of a type that might appear on the iGeo written exam. This section was entirely point marked. Expected answers: 1. Boreal (or taiga, snow forest); mix of spruce, pines and birch; Russian taiga has spruces, pines and larches, home to many types of berries [some other specific answers accepted] 2. Krummholz - a type of stunted, deformed vegetation encountered in subarctic and subalpine tree line landscapes, shaped by continual exposure to fierce, freezing winds; in the alpine transition zone (between the boreal and alpine zones) Section 7 - Volcanology and Plate Tectonics [10 marks] 1. Given the accompanying illustration, identify by number each of the following: a) a subduction zone b) the most likely location for shallow earthquakes c) a divergent boundary 2. What type of volcano would likely be found in the region depicted in this illustration? Identify at least two characteristics of an eruption from a volcano of this type. 3. What geographic area or region of the United States is represented by this illustration? Identify by name the three tectonic plates depicted. Grading notes: This is a straightforward volcanology question, of a type that might appear on the iGeo written exam. This section was entirely point marked. Expected answers: 1. Subduction zone – 2; shallow earthquakes – 5; divergent boundary – 1 2. Stratovolcano (composite volcano); periodic explosive eruptions and effusive eruptions, lava flowing from stratovolcanoes typically cools and hardens before spreading far due to high viscosity, have posed the greatest hazard to civilizations, typically erupt with explosive force: the magma is too stiff to allow easy escape of volcanic gases [other reasonable answers acceptable] 3. Northwestern US (CA, OR, WA); Pacific Plate, Juan de Fuca Plate, North American Plate Section 8 - Cultural Geography [7 marks] 1. Define the term lingua franca. Briefly discuss three factors that have contributed to the growing global use of English over the last century. 2. Despite the growing use of English, efforts are under way in many countries to revive lesser-used minority languages. Briefly discuss three factors behind this revival of lesser-used minority languages. Grading notes: This is a type of cultural geography question is commonly found on both the iGeo Written Examination and the AP Human Geography examination. This section is adapted from the 2015 AP Human Geography examination and the 2007 AP Human Geography examination. For question 1, one mark was awarded for a correct definition, and the remainder of the question was level marked. Question 2 was level marked. Expected answers: 1. a language or dialect systematically used to make communication possible between people who do not share a native language or dialect, particularly when it is a third language that is distinct from both native languages. [other reasonable answers accepted] Factors contributing to the growing use of English include global trade and relative economic influence of the United States and other English-speaking nations, popularity of English-language media and culture overseas, expansion and availability of the internet, global reach of American and British style education [many other reasons accepted] 2. Many answers could be acceptable, including efforts to maintain distinctive culture by resisting the spread of English, devolution and separatism in some nations, nationalism, and increased access to information and communications to enable spread and survival of minority languages. Section 9 - Geomorphology [9 marks] 1. Given the accompanying photographs, identify if weathering or erosion was the main cause of the formations pictured. 2. What specific type of weathering or erosion is depicted in photograph B? Briefly explain the process of this type of weathering or erosion. 3. Briefly explain the process of chemical weathering. Name two chemical processes that can be responsible for this type of weathering. Grading notes: This is a straightforward geomorphology question, of a type that might appear on the iGeo written exam. This section was entirely point marked. Expected answers: 1. A - erosion; B - erosion; C – weathering; D – weathering 2. Wind erosion (Aeolian); Wind erodes the Earth's surface by deflation (the removal of loose, fine-grained particles by the turbulent action of the wind) and by abrasion (the wearing down of surfaces by the grinding action and sandblasting by windborne particles). 3. Chemical weathering changes the composition of rocks, often transforming them when water interacts with minerals to create various chemical reactions. Chemical weathering is a gradual and ongoing process as the mineralogy of the rock adjusts to the near surface environment. New or secondary minerals develop from the original minerals of the rock. In this the processes of oxidation and hydrolysis are most important. Chemical weathering is enhanced by such geological agents as the presence of water and oxygen, as well as by such biological agents as the acids produced by microbial and plant-root metabolism. [other reasonable answers accepted]	<urn:uuid:cf545466-f302-4294-b39b-8e230315da03>	CC-MAIN-2024-10	https://www.iacompetitions.com/wp-content/uploads/sites/5/2023/08/2017-HS-Nationals-USGC-Written-Exam-Key.pdf	2024-02-24T18:49:16+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00387.warc.gz	821,563,327	2,675	eng_Latn	eng_Latn	0.997026	eng_Latn	0.997469	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2381, 4423, 6866, 9474, 11928, 13526 ]	[ 2.59375 ]	2	3
Stroke and COVID-19 Every 40 seconds, someone in the United States has a stroke 2 ... even during a pandemic. It is important to remember that while the threat presented by COVID-19 is credible, hospitals and clinics have safety measures in place to protect you from infection. There are many health conditions, including stroke, where delaying treatment may result in increased risk of death or debilitation. Getting the care needed to address stroke risk is important to increase the chance of getting better sooner and limiting the potential for long term health damage. 1 https://vascular.org/patient-resources/vascular-conditions/carotid-artery-disease 6 MILLION DEATHS 5 MILLION PERMANENT DISABILITIES Every Year 15 MILLION people worldwide suffer a stroke 3 3 https://www.world-stroke.org/world-stroke-day-campaign/why-stroke-matters/ 2 https://www.cdc.gov/stroke/facts.htm learn-about-stroke of Strokes Originate in Carotid Arteries 1/3 1 Carotid Artery Disease The carotid arteries are the main arteries in your neck that supply blood to your brain. A substance called plaque accumulates inside your arteries as you age. If too much plaque builds up in your carotid artery, it can cause the artery to narrow. 1 What Causes A Stroke? Small clots can form, then break off and travel to the brain, causing a minor or major stroke. 1 of strokes are caused by blocked arteries 2 87% Don't Ignore the Symptoms There may be no symptoms in the early stages of carotid artery disease, and stroke could be the first sign of the condition. Stroke typically has warning signs, referred to as mini-strokes or transient ischemic attacks (TIAs). 1 If you have any of the symptoms below, seek emergent care immediately and call 911 to prevent further brain death. Suspect a Stroke? Remember F.A.S.T. FACE Look for uneven smile. ARMS Check if one arm is weak. SPEECH Listen for slurred speech. TIME Call 911 right away! Stop Stroke Before It Happens of strokes are preventable 80% 2 Carotid artery disease is typically silent. Know the risk factors. You may be at risk if you have two or more of the following: HIGH CHOLESTEROL HIGH BLOOD PRESSURE TOBACCO SMOKING FAMILY HISTORY carotid artery disease or similar vascular disease Talk to your doctor about a carotid screening. It could possibly save your life.	<urn:uuid:0665dd0e-6e89-447e-ae0c-cda22c7988b0>	CC-MAIN-2024-10	https://silkroadmed.com/wp-content/uploads/2023/10/AP311.D_CAD_GenEdBro_COVID19.pdf	2024-02-24T18:34:53+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00386.warc.gz	538,407,317	553	eng_Latn	eng_Latn	0.996054	eng_Latn	0.997346	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 952, 2337 ]	[ 2.140625 ]	1	0
This paper is taken from Human Rights and Citizenship Education Proceedings of the eleventh Conference of the Children's Identity and Citizenship in Europe Academic Network London: CiCe 2009 edited by Peter Cunningham, published in London by CiCe, ISBN 978-0-9562789-6-8 Without explicit authorisation from CiCe (the copyright holder) - only a single copy may be made by any individual or institution for the purposes of private study only - multiple copies may be made only by [x] members of the CiCe Thematic Network Project or CiCe Association, or [x] a official of the European Commission [x] a member of the European parliament If this paper is quoted or referred to it must always be acknowledged as Lundgren, U., Jacott, L. & Trotta Tuomi, M. (2009) Education for World Citizenship – Preparing Students to be Agents of Social Change, in Ross, A. (ed) Human Rights and Citizenship Education. London: CiCe, pp 104 - 111 © CiCe 2009 CiCe Institute for Policy Studies in Education London Metropolitan University 166 – 220 Holloway Road London N7 8DB UK This paper does not necessarily represent the views of the CiCe Network. This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Acknowledgements: This is taken from the book that is a collection of papers given at the annual CiCe Conference indicated. The CiCe Steering Group and the editor would like to thank - All those who contributed to the Conference - The CiCe administrative team at London Metropolitan University - London Metropolitan University, for financial and other support for the programme, conference and publication - The Lifelong Learning Programme and the personnel of the Education and Culture DG of the European Commission for their support and encouragement. Education for World Citizenship – Preparing Students to be Agents of Social Change Ulla Lundgren, Liliana Jacott and Margaret Trotta Tuomi Jönköping Universitet (Sweden) Abstract Newly published materials on World Citizenship Education developed by a CiCe working-group will be presented. Our booklet targets a wide audience including teacher trainers, teachers and student teachers. It provides the theoretical background, key concepts, international agreements, models, curricula and a bank of classroom activities for World Citizenship Education An expanded version of this paper can be found in the CiCe booklet 'Education for World Citizenship: Preparing students to be agents of social change, CiCe Guidelines on Citizenship Education in a global context, 6' which includes among other things some practical ideas omitted here for lack of space. The booklet is published on http://cice.londonmet.ac.uk/members/PubsCice3.htm. World Citizenship Education: A Utopian Idea? European vs. World Citizenship: Are We Building Walls or Building Bridges? Is the idea of European citizenship simply an extension of national borders to include the borders of Europe? Are we tearing down walls or just rearranging them? Does the notion of European citizenship prevent global responsibility or promote it? Is it easier to point the finger at human rights violations in Africa and ignore them in our own neighbourhood, such as in the case of the Roma, discriminated against across Europe? Is it more difficult for a German to get along with a Frenchman than with a Mexican? What about the decentralisation of decision making? Does world citizenship imply the removal of local control over local issues? European Citizenship has sometimes been characterised as a 'stepping stone' to global or world citizenship. Some describe themselves, as 'global citizens'. Citizenship and rights are often identified with particular territorial bodies that confer and protect rights, typically nation states. But the European Union also confers rights on citizens that supersede the legislation of national governments. What does this mean in terms of the curriculum agenda for schools in citizenship education, and how do professionals need to be prepared to deliver this? For example, the United Nations has no sovereignty to grant world citizenship. World Citizenship- Not a New Concept Philosopher Martha Nussbaum traces the history of World Citizenship Education back to Ancient Greece. Already cynic philosopher Diogenes claimed to be "a citizen of the world". The Stoics followed the same line and claimed that World Citizenship Education is valuable for self-knowledge. We will solve the problems of our own (group/nation) and see ourselves more clearly "when we see our ways in relation to those of other reasonable people". World Citizenship Education also makes us more inclined to see beyond "national traditions and identities" and recognise what is most worthy of respect in people (Nussbaum, 1994). Words Guide our Perceptions Identity, loyalty, independence, right and wrong, such words are filled with emotional content, fraught with possibilities for a multitude of interpretations, and ripe for conflict. Words are used differently. Diverse local and national conventions of the definitions of terms confuse rather than enhance communication. Translations confound the issue. Do the translations of the word ´globalisation´ really have the same meaning to Finns as it does to Spaniards? A standardisation of the terms used World Citizenship Education would be valuable for the development of the field. Human Rights Education, Education for Equality, Peace and Media Education, Education for Intercultural Understanding, Education for Sustainable Development, International Education, Intercultural Education, Cosmopolitan Citizenship Education and Global Education are some examples that all stress various nuances of the term. As indicated above, Global Citizenship Education is often considered to be a synonym to world citizenship education. The term world citizenship education is used here to distinguish it clearly from Global Education- an academic field which is education about global issues but does not necessary involve education for global/world citizenship. Global/world citizenship acknowledges the interlinking local, national and global aspects of citizenship. It is a political concept, an active commitment to the world which all living beings have in common and which all humans must take responsibility for. Thus, the choice of terminology is to avoid equating global education with global/world citizenship education. World Citizenship Education is also easier to communicate since it is based on a very familiar term "citizenship" which inherently includes both rights and obligations: benefits and requirements inherent in citizenship. It is based on a holistic approach that there is only one humankind and that global problems require global solutions. Theoretical Background Humankind as One Entity Although we have become accustomed to dividing people according to their race, nationality, class or countless other divisions, they are not scientifically defendable. Philosopher Charles Taylor challenges readers in his book ´Sources of the Self´ with the question: If humankind is to be divided in some way, how and on what grounds can it be done? After exhaustive discussion he shows that, "it would be utterly wrong and unfounded to draw the boundaries any narrower than around the whole human race". (Taylor, 1989 p 6-7). It is not only humanists who see mankind as one. Genetic anthropologist Luigi Luca Cavalli-Sforza, et. al. states, "...the idea of race in the human species serves no purpose" (Cavalli -Sforza and Cavalli -Sforza 1995, p. 237). We are slowly waking up to this reality. According to The State of the World's Children 1995, humankind has slowly begun to realise itself as one entity. An overview of the work left to achieve and the progress made in the situation regarding children states: These achievements were but a vision when the United Nations was founded. In 1952, the United Nations' Report on the World Social Situation stated that "the world was being made one, and endorsed the hope of the historian Arnold Toynbee that "the 20th century will be chiefly remembered in future centuries not as an age of political conflicts or technical inventions, but as an age in which human society dared to think of the welfare of the whole human race as a practical objective.'" (United Nations, 1952. UNICEF, 1995, p. 54). The process of dealing with the problems of the world as a whole continues today in meetings such as the Millennium Summit and the Millennium Forum. Despite countless occurrences, worldwide, of racial, class, caste, gender, religious and political divisions and discriminations humankind is one. Concentric Loyalties An individual has multiple loyalties. Martha Nussbaum (1994) refers to the Stoics who suggest a model of concentric circles. First one is drawn around oneself, the next according to the individual and cultural context takes in, for example, one's immediate family, then in order extended family, neighbours or local group, one's fellow countrymen, ethnic, linguistic gender identities. Outside all these circles is the largest one that of humanity as a whole. Our task as citizens of the world will be to "draw the circles somehow towards the centre" making all human beings more like our fellow city dwellers. We need not give up our special affections and identifications; rather give the circle that defines our humanity a special attention and respect. Multiple loyalties of an individual (based on Nussbaum, 1994). Nussbaum offers four arguments for world citizenship, rather than democratic/national citizenship, education's central focus: By looking at ourselves through the lenses of the other, we come to see the following: 1) What in our practices is local and not necessary more broadly or deeply shared? She looks, for example, at the concept of family in relation to UN International Year of Family 2) Nations are closely intertwined for basic goods and survival itself. There needs to be global planning, global knowledge and the recognition of a shared future. This involves respect for local traditions and commitments. 3) Respect for human dignity and the opportunity for each person to pursue happiness. 4) We undercut the very case for multicultural respect within a nation by failing to make respect for the broader world central to education Education for Intercultural Citizenship As an example of the many neighbouring concepts included into World Citizenship Education we would like to draw attention to the similarity between World Citizenship Education and Education for Intercultural Citizenship. Michael Byram (2006) builds this concept onto his own theory of Intercultural competence consisting of attitudes and feelings, behaviour, knowledge and skills. As a consequence Byram adds action: willingness and ability to become involved with people in making things different and better. Byram argues that Intercultural citizenship education means education for interculturality. He is questioning the given conventions within which one lives: It could be an unsettling experience […] to take up others' perspectives by reconstructing their perspectives for ourselves and understanding them from within. An intercultural citizenship education will promote a deeper and enriched understanding of one's own identity and not undermine it. It does not simply abandoning our own perspectives but rather becoming more conscious of them (p 2). The Multicultural State Will Kymlicka draws our attention to the intercultural citizen and the world citizen. According to Kymlicka (2003) Multicultural States are characterised by three elements. They: " repudiate the idea that a state is made up of a single national group, but rather belongs equally to all citizens, " spurn policies that assimilate or exclude members of minorities or non-dominant groups " acknowledge historic injustices against minorities' and offers some rectification for these acts (p.150). According to Kymlicka an intercultural citizen is a person who is willing to approach and learn from both local interculturalism and cosmopolitan interculturalism. Local interculturalism is the more challenging of the two especially in contexts where there is a long history of mistreatment and mistrust between peoples (p.160). The pursuit of a cosmopolitism which explicitly views the world as a whole rather than as local groups is also important. Both are necessary. Kymlicka suggests: If we accept that mutual understanding is difficult to achieve, particularly in a context of deep cultural difference and histories of mistrust, then the aim of intercultural education should not primarily be deep mutual understanding, but rather acknowledgement of the (partial) opaqueness of cultural differences, and hence the necessity for groups to speak for and govern themselves, and the necessity of finding ways of co-existing that can be accepted by all (p.165). Multicultural citizenship education James Banks uses another neighbouring concept, Multicultural Citizenship Education, which helps students learn ´how to act to change the world´ (2001, p 9). Banks makes it amply clear that because of the growing diversity in society, citizens will need: knowledge, attitudes and skills required to function in their ethnic and cultural communities and beyond their cultural borders and to participate in the construction of a national civic culture that is a moral and just community that embodies democratic ideals and values, such as those embodied in the Universal Declaration of Human Rights. Students also need to acquire the knowledge and skills needed to become effective citizens in the global community (p. 6). According to Banks we need to help students: " To develop thoughtful and clarified identifications with their cultural communities and nation-states " To develop clarified global identifications and deep understandings of their roles in the world community " To understand how life in their cultural communities and nations influences other nations and the influence that international events have on their lives " To develop understandings of the interdependence among nations in the world today, clarified attitudes toward other nations and reflective identifications with the world community. What is World Citizenship Education? A New Form of Education Davies and Reid (2005) advocate the need to develop a new form of education for world citizenship. In order to achieve this goal, we must be aware that simplistic educational proposals cannot be accepted, such as those suggesting that educational responses to globalisation can be achieved adding some international content or global education activities into citizenship education programmes. Because the process of globalisation is developing and generating new forms of citizenship, educating for world citizenship must be in the agenda for citizenship. Analysing the different meanings and contexts for being a citizen in a globalised world is an important challenge that must be faced by educators, researchers, teachers, students, policymakers, etc. As some authors have recently argued, educators have the responsibility to prepare students to face the challenges of being citizens of this globalised and interconnected world (Davies, 2006; Davies & Reid, 2005; Dunn, 2002; Robins, Francis and Elliot, 2003; Smith, 2002; Yamashita, 2006). Being Agents of Social Change Abowitz and Harnish (2006) analyse the multiple, shifting meanings of citizenship through the discourses of some contemporary theoretical and curricular texts related to citizenship and citizenship education. They examine how different discourses and meanings of citizenship are related to teaching practices in the last years and how these different types of discourses have shaped citizenship education in schools. From this perspective, citizenship is a contested concept linked to social, cultural and political changes that have been produced over time in different societies. One of the frameworks that ascribe meaning to citizenship and that are beginning to shape and challenge citizenship education is related to the "transnational" or more global dimension of citizenship. Within this framework, transnational citizenship focuses on the local, national and international communities, stressing the multiple overlapping networks of interaction between them and the interconnection and interdependence between people of different cultures. This multi-level citizenship rests on individuals who have formed agency and membership from different political and social communities at a variety of different scales (local, regional, national, transnational) and having also multiple identities and forms of citizenship. This transnational dimension adds a more complex identity for students in which schools should prepare them to face the challenges of living at the same time as citizens in local and national communities, and also in a globalised world. Students should be ready to address global issues and recognise humanity in all its diverse forms, creating climates beneficial to local and international democratic processes (Nussbaum 1994, 1996). Rather than learning about various cultures and differences among cultures, global/transnational education displays the distinct ways in which people of different cultures are interdependent on each other, focusing also on those aspects related to inequality and conflict issues, and analysing them in a critical way. What is the Relationship between World Citizenship, European Citizenship and National Citizenship? From a systems perspective, a person already has many overlapping loyalties with little perceived conflict as we have pointed out in the previous section. We have full rights and obligations as members of our family, as residents of our neighbourhood, our city and our state, for example. They involve decision making and actions at different levels. At the family level we decide on how to educate our children, what school to send them to, how to organise our lives. On a local level we can decide on how local activities such as schools are organised. On a national level, national policies are determined. World Citizenship speaks of the rights and obligations that we all have as citizens of the planet. An initial start at this can be seen in the United Nations. These issues include, for example, fairness in trade and commerce and the stewardship of the environment. The Role of the National Curriculum in World Citizenship Education Educational systems have traditionally been developed at times of nation building, periods laden with the building of national consciousness. This need for enhanced national identity often leaves traces of nationalism rather than internationalism in the school system. National curricula provide guidelines and set standards and goals for teachers and schools yet leave certain leeway for application and adaptation. Unless the national curricula sets world citizenship education as a clear aim with a place of its own and a need for assessment of its realisation, it will take second place. Teachers will need to justify their time spent on world citizenship education which provides tools for students to function as pro-active agents in an ever shrinking world. A look at the national curricula of Sweden, Spain and Finland shows the current situation in three European countries. Sweden Swedish national curriculum states that all teachers in all subjects should adhere to four overriding perspectives which should permeate all education at all levels. The perspectives are: the historical, the international, the environmental and the ethical. At least the three last ones highly apply to intercultural and multicultural education as well as to global education. In the national curriculum the term education for ´fundamental values´ (värdegrunden) is used for citizenship education since 1994. It is based on The Convention of Children´s Rights and the Declaration of Human Rights and is taught as a separate subject as well as a crosscurricular theme. Schools are assigned to three democratic roles: to teach students democracy, to operate democratically themselves and to educate members of society who are able to function in a democratic society. (Sandström Kjellin & Stier, 2008, pp 69-73). The national curriculum refers to a global rather than a European dimension in citizenship education, an orientation that is widely reflected in teacher training courses (Ibid. p 70). Education is not about citizenship but for citizenship and thus an ideological and normative project. It aims to provide young Europeans and teachers with the necessary competences to navigate a multicultural and globalised world. […] Citizenship education is not about transmitting collective values and attitudes by means of the school system, but also about transforming them so that they harmonise with political and ideological goals (Sandström Kjellin & Stier, 2008, p101). Spain The recent introduction of Citizenship Education as a new statutory subject in the Primary and Secondary School Curriculum sets among its primary objectives the need to prepare students to assume their duties and responsibilities, to know and exercise their rights with respect for others, to practice tolerance, cooperation and solidarity among people and groups, to communicate with others, to strengthen human rights as common values in a pluralistic society, and to prepare for the exercise of democratic citizenship. This Educational Act (LOE 2/2006), established that among the primary and secondary educational objectives is the importance to prepare students for the active practice of citizenship and the respect for human rights. The implementation of this new specific subject in the national school curriculum as Education for Citizenship and Human Rights states that among the citizenship competences to be developed are to understand the features of today's societies, its growing diversity and its evolutionary character, in addition to demonstrate understanding of the contribution that different cultures have made to the evolution and progress of mankind, and have a sense of belonging to the society in which they live. In short, students should develop a sense of global citizenship compatible with the local identity. Finland The current National Core Curriculum for Basic Education (2004) states that the underlying values of basic education are human rights, equality, democracy, natural diversity, preservation of environmental viability, and the endorsement of multiculturalism. Basic education promotes responsibility, a sense of community, and respect for the rights and freedoms of the individual. Instruction, while based on Finnish culture, must take into account the diversification of Finnish culture through the arrival of people from other cultures. […] helps to support the formation of the pupil's own cultural identity and his or her own part in Finnish society and a globalising world. The instruction also helps to promote tolerance and intercultural understanding" (all quotes, p. 12). While these noble goals are included in the "values of basic education", like in Spain, there are no courses either in Global or World Citizenship Education so it is left up to the discretion of the teacher when and how these goals should be realised. More specific guidelines for implementation would assure that all students would receive training in this area. Conclusion: Moving Forward This paper shows that World Citizenship Education has a firm foundation in the past and an essential place in the future of education. World Citizenship Education is deeply connected to having a world embracing perspective scrupulously upholding, not only my rights and your obligations, but also your rights and my obligations. These sentiments are mentioned in our curricula but in the daily life of school schedules, World Citizenship Education can get lost without a place of its own. That is, in addition to the mention of 6 World Citizenship in the value base of the curricula, goals should also be set in world citizenship education in other parts of the curricula such as, for example, media education, foreign language education, civics and history. Looking at our course content with new "world citizen's" eyes can help us and our students to see anew our history and our future, and perceive connections and relationships which we did not see before. Additionally, World Citizenship courses provide an opportunity to learn on a different scale, where the holistic approach to upholding rights and obligations is the central focus using other course content as examples. National programmes of action are needed to bring clarity to the domain of global citizenship education and to the roles of those involved. It is vital to promote practical implementation, provide support to stakeholders and researchers, create and consolidate networks, clarify resource allocations and to develop monitoring and evaluation, thereby bringing about effective procedures. The global citizenship education perspective should be included in major education: research, cultural, sport and youth policy lines and social policy lines. The practical realisation of global education should be included in early childhood education, comprehensive school, vocational institutions, higher education, especially in the education of teachers, social workers, legal and health professionals. Research in how to do world citizenship education, in theory, in practice and in teachers' professional development must be supported. Civic organisations and other civil society actors can offer their support in their work as providers of global citizenship education. A strengthening partnership between the public administration, business, the media, civic organisations and other civil society actors must be established. There needs to be an increase in funding, and other resources needed, for the development, promotion and diffusion of global citizenship education. It entails creating procedures for quality and impact assessment to monitor systematically and evaluate analytically the effectiveness of global citizenship education. Most of all, an honest look at our past and our future shows us that no matter how mighty our nation-states become, we cannot go forward alone. A holistic approach using all the resources available on the planet is needed to solve the global level problems before us. References: Abowitz, K. K. and Harnish, J. (2006) Contemporary discourses of citizenship. Review of Educational Research, 76(4), 653-690. Banks, J. A. (2001) Citizenship Education and Diversity: Implications for Teacher Education Journal of Teacher Education 2001; 52; 5 – 16. Byram, M. (2006) Developing a Concept of Intercultural Citizenship. In G. Alred, M. Byram, and M. Fleming, (Eds.) Education for Intercultural Citizenship: Concepts and Comparisons, Clevedon: Multilingual Matters Cavalli-Sforza, L. L. and Cavalli-Sforza, F. (1995) The Great Human Diasporas: The History of Diversity and Evolution. Reading: Addison-Wesley. Davies, I. and Reid, A. (2005) Globalising citizenship education? A critique of `Global education´ and `Citizenship education´. British Journal of Educational Studies, 53(1), 66-89. Davies, L. (2006) Global citizenship: abstraction or framework for action? Educational Review, 58(1), 5-25. Dunn, R. E. (2002) Growing good citizens with a world-centred curriculum. Educational Leadership, 60(4), 10-13. Kymlicka, W. (2003) Multicultural States and Intercultural Citizens. Theory and Research in Education 1 (2), 147-162. LOE, Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, de 4 de mayo de 2006, pp. 17158-17207. National Core Curriculum for Basic Education (2004) The National Curriculum for Finland. http://www.oph.fi/ops/english/POPS_net_new_1.pdf. Nussbaum, M. (1994) Patriotism and Cosmopolitanism. Boston Review, Vol. 19 (5). Nussbaum, M. (1996) Patriotism and Cosmopolitanism. In J. Cohen (Ed.). For Love of Country: Debating the Limits of Patriotism. Boston: Beacon Press. Robbins, M., Francis, L. and Elliot, E. (2003) Attitudes toward education for global citizenship among trainee teachers. Research in Education, 69, 93-98. Sandström Kjellin, M. and Stier, J. (2008) Citizenship Education. Malmö: Gleerups. Smith, A. F. (2002). How global is the curriculum? Educational Leadership, 60(4) 38-41. UNICEF (1995) The State of the World's Children 1995. Oxford: Oxford University. Taylor, C. (1989) Sources of the Self: The Making of the Modern Identity. Melbourne: Cambridge University Press. United Nations (1952) Preliminary Report on the World Social Situation with Special Reference to Standards of Living. New York: United Nations, Department of Social Affairs. UN Document E/CN.5/267. Yamashita, I. (2006) Global citizenship education and war: the needs of teachers and learners. Educational Review, 58(1), 27-39.	<urn:uuid:22725184-ba3e-439e-b78c-1a38b60b7d56>	CC-MAIN-2024-10	http://www.cicea.eu/docs/PROCEEDINGS/2009/2009_15_Lundgren_Jacott_Trotta-Tuomi_Education-for-World-Citizenship.pdf	2024-02-24T20:30:20+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00387.warc.gz	48,928,616	5,723	eng_Latn	eng_Latn	0.9526	eng_Latn	0.995033	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1940, 5182, 9608, 12446, 16189, 20719, 24264, 28313, 29221 ]	[ 1.15625, 2.96875 ]	1	0
Farm Safety: Prevention, Rescue, and Rehabilitation 1 Bradley K. Rein 2 Agriculture continues to be the most hazardous U.S. industry, despite decreases in overall work-related accidents. In 1989, an estimated 1,300 lives were lost, and 120,000 disabling injuries experienced on farms and ranches. Victims of farm-related injuries in the United States incur approximately $2.5 billion in hospital and rehabilitation costs each year. The Cooperative Extension System (CES) has developed and put into practice educational programs that apply a holistic approach to agricultural safety and health. Programs range from PREVENTION of traumatic injury and health hazards, to RESCUE of farm accident victims, to REHABILITATION of farmers with disabling injuries. These programs complement and mutually support one another. For example, rescue programs stress prevention of further injuring victims and preventing rescuer injuries. Rehabilitation programs stress safe practices and workplace modifications for prevention of additional injuries. PREVENTION CES supports farm safety education programs in all 50 states and Puerto Rico. The programs teach farmers, ranchers, agricultural workers, and farm families how to: 1. prevent farm accidents involving tractors, machinery, livestock, and farm structures; and 2. reduce exposure to occupational health hazards, such as noise, farm chemicals, dust, and infectious agents. RESCUE CES trainers have taught more than 17,000 professional rescuers farm accident rescue procedures (see Figure 1). Nonprofessionals are taught correct immediate emergency response. The Northeast Regional Agricultural Engineering Service has widely distributed three publications: First on the Scene (for nonprofessionals), and Farm Accident Rescue and Extinguishing Silo Fires (for firefighters and Emergency Medical Technicians). Purdue University, in Indiana, produced the Agricultural Medic Instructor Training Guide. The information in these publications is crucial to reducing rescuer injuries and further injury to victims, and in emphasizing the value of accident prevention. Figure 1. Demonstration of grain auger rescue at Cooperative Extension Service field day. State farm safety leaders develop programs to meet their states' most critical needs. 1. This document is 0-866-310, a Farm Safety Fact Sheet, United States Department of Agriculture Extension Service. Publication date: May 1991. 2. Bradley K. Rein, National Program Leader, Agri-Industry Systems/Farm Safety, United States Department of Agriculture, Washington, DC, 20250-2260. Mention or display of a trademark, proprietary product, or firm in text or figures does not constitute an endorsement by the U.S. Department of Agriculture and does not imply approval to the exclusion of other products or firms. The Cooperative Extension System's programs are open to all citizens without regard to race color, sex, handicap, religion, age, or national origin. The Cooperative Extension System, a national educational network established through legislation, is a partnership of the U.S. Department of Agriculture, state land-grant universities, and county governments. REHABILITATION More than 500,000 agricultural workers have physical disabilities that limit their ability to do their jobs. Each year, more than 100,000 disabling injuries happen on farms, many of which are far removed from urban-based sources of help. Rural locations also generally lack specialized education or therapy facilities needed to put the disabled to work in safe and productive agricultural operations (see Figure 2). CES has exceptional programs and expertise, such as the Breaking New Ground Resource Center in Indiana, and the Rural and Farm Family Vocational Rehabilitation Program in Vermont. To meet needs, CES rehabilitation programs often draw upon partnerships with other organizations such as the Iowa Easter Seal Society's Farm Family Rehabilitation Management (FaRM) Program. Congress has provided new funds to establish and enhance educational and assistance programs for farmers with disabilities. To initiate this program, grants were awarded to Extension Service/Easter Seal partnerships in 10 states. State projects are underway in Illinois, Indiana, Iowa, Louisiana, New York, Vermont, and Wisconsin, and a regional program serving Montana, Idaho, and Wyoming. To find out what programs and resources are available in your area, contact the Cooperative Extension County Agent (listed in your local telephone directory, usually under county government) or Extension Farm Safety Leader, who is at your state land-grant institution.	<urn:uuid:d117e04a-71da-4176-ba5f-3f6078d44981>	CC-MAIN-2024-10	https://nasdonline.org/static_content/documents/1245/d001049.pdf	2024-02-24T18:27:47+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00387.warc.gz	422,167,755	872	eng_Latn	eng_Latn	0.995069	eng_Latn	0.993912	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3171, 4367, 4637 ]	[ 2.25 ]	1	0
Authors – R Theobold, A Hadley, H Benstead Reviewer – R Jenkinson Revision No - 2 WMPC-NP-2019.01.02-Summary of Children's Comments Consultation with Children in Wickham Market In regard to the Neighbourhood Plan, where our "Communities Come First," several of the Neighbourhood Planning Committee held their first consultation with the 16 children in Year 6 attending the Wickham Market Primary School. There was an open discussion where children discussed their ideas for new building in Wickham Market, and for meeting the welfare needs of the local people, now and into the next c.20 years. The following shows the comments from these children. Housing Generally Most children did not want any new developments in Wickham Market, and 10 children thought this was a priority. Various solutions were discussed but the children's views held that if building had to happen, they would prefer no building to the south west of the village (indicated on the map e.g. land adjacent to Thong Hall Road and Dallinghoo Road). Some children understood there were already recommendations that two areas might be built on. Most were environmentally aware and stressed their concerns about not building on the fields, which gave them pleasure in use and sight, and more importantly provided food. They did not want more development where there was not enough room for two cars to pass, and in particular, no development that increased the traffic around their school. The children also stressed the importance of safe passage to school. The Old School House. If this land was built on, the old school house should be protected, (5 children) not demolished. Little else was said about this land as it is directly across from other housing and has had good access to the dual carriageway (A12).They did not want development here causing problems for their use of land adjacent to the village hall. Simon's Cross Initially the children were against building here, but when challenged to think about where new houses could be built, a large group agreed that, "if there has to be housing" then there were some positives building here. They felt more housing would enable improvements to the park which was very important. Many wanted to protect the allotments and after explanation of the current suggestions with one group of 6 children, they all agreed it is suitable for building but only if: the park is improved; current residents are protected from disruption caused by contractors; better equipment is provided at Simon's Cross and Village parks, especially age appropriate for 10-18 year olds. Pub, Hotels, High School More than 5 children stated that the Pub should be rebuilt. They also questioned its lack of use and commented that the scaffolding has been there too long. Lack of accommodation for visitors was raised and a/more hotel/s recommended as a solution. Also suggested was for a secondary school in the village. Parking; Community Safety; Traffic Management The children said, "we need safer roads" and "you should not be able to park on the road." They said safe places were needed to cross the road (4 children) More parking was needed Authors – R Theobold, A Hadley, H Benstead Reviewer – R Jenkinson Revision No - 2 especially around the Co-op (village hall) (6 children) and the High Street, as although it has two lanes, parking reduces this to 1 lane. Parks and Green Spaces; Pump Track and Social Areas. They said, "there is lots to do in Wickham Market - parks, clubs, shops" but they needed either updating or increasing as follows. Overall the children said that we need: * to increase the size and number of parks and play areas for children, especially if we build more houses and increase the number of children who live in Wickham Market. Upgrade and provide new age appropriate equipment at both parks. This needs to be suitable for all ages, "the swings are awful" on the village park, "the zip wire is too young" (6 children) Replace the football posts and goal on the field (2 children) Ensure that any housing built at Simon's Cross enhances and not detracts from current green spaces provision. Responding to the idea of a Pump Track (5 children) said "it might be good but 18 year olds would damage it and use it at night". * to extend the cinema club for primary/young teens and more movies for 10 year olds. (1 child) Increase places and times at the youth club (5 children) * to establish a running club (3 children); rugby club (1 child) dodgeball club (1 child) and go kart racing (1 child) A coding club was suggested, (3 children) or other IT club. * to advocate more car boot sales (4 children) A mobile kiosk serving food and drinks; (ice creams and burgers) (3 children) A plea for a McDonalds, however, the children felt it very unlikely. A water fountain, discussed as group the problems of keeping it clean and safe, (drawings provided to solve these issues.) The children were concerned about protecting their "stuff" from being spoilt or taken by local youth (18 year olds). To resolve this, a metal shed in parks was suggested, or space in the village hall for renting/borrowing to keep play equipment.	<urn:uuid:9ca99113-4443-4548-a7ae-fad35e73b22d>	CC-MAIN-2024-10	https://wickhammarketnp.org/documents/key%20docs/WMPC-NP-2019.01.02-Consultation%20with%20Children%20in%20Wickham%20Market.pdf	2024-02-24T19:01:56+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00389.warc.gz	627,832,761	1,105	eng_Latn	eng_Latn	0.999424	eng_Latn	0.999491	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3159, 5171 ]	[ 2.5625 ]	1	0
Garbage With a History All garbage is not created equally as some garbage will decay (break down) quicker than others. It all depends on what it is made of. Some trash could take a hundred years or more to decay. Directions: See if you can match each item with the number of years it will take to decay. © 2019 CattailCakes.com	<urn:uuid:df6f73c0-d471-4f99-8aae-79bdeae6fd87>	CC-MAIN-2024-10	https://thecriticalyears.com/wp-content/uploads/2019/12/environment-elementary-garbage-recycling-worksheet-free.pdf	2024-02-24T18:52:41+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00389.warc.gz	578,817,596	79	eng_Latn	eng_Latn	0.998652	eng_Latn	0.998652	[ "eng_Latn" ]	false	docling	[ 332 ]	[ 3.15625 ]	1	0
Oudtshoorn "Veldskoen Shuffle" Heritage & Cultural Tour Oudtshoorn CBD 2,8km heritage Walk: Enjoy an educational town walk guided by a local guide through streets, with wellknown historical names, and visit eight heritage sites which include Sandstone buildings known as Ostrich Feather Palaces. The local guide is sharing an indigenous perspective on town development and the culture of the town. Duration: 90 minute walk starting at the local tourism office Introduction to the Attequa Khoi Culture The H.O.P.E. Foundation has partnered with Die Potskerf Indigenous Knowledge and Heritage Research Centre, which was established in 2014 as the cultural and educational arm of the Attequa Khoi people in the Oudtshoorn and Kannaland area. The area that today comprises Oudtshoorn and Kannaland in the Little Karoo (or "land of thirst") is the ancient territory of the Attaqua Khoi people. The name "Kannaland" comes from the succulent plant "kanna" (Sceletium tortuosum), also called "kougoed" (chewing stuff), because it is reputed to have medicinal properties when chewed. The Attequa, one of the bigger Khoi groups in the Cape, occupied the hunting plains bounded by the Swartberg in the north, the Outeniqua in the south, the Kammanassie and Tsitsikamma in the east and the Langeberg in the west. Their nomadic lifestyle connected them to the Southern Cape coast at places like George and Mossel Bay. Mission stations were established: Pacaltsdorp, Dysselsdorp, Zoar and Matjiesrivier. These were located at kraals which were stock outposts of the Attequa and Outeniqua Khoi in the Kannaland area. The first colonist entering the Attequa region was Isaac Schrijver in 1686. The first permanent stock farmers received loan farms in the Cango Valley from the colonial government in 1738. The competition for the natural resources of Kannaland devastated the indigenous people to such extent that by 1838 there were no signs of any Khoi kraals. Total Cost of Tour: Cost includes: - Guided Oudtshoorn Heritage Town Tour - Registered Guide - Public liability cover Rates valid until 31 October 2020. Cancellation Policy: The date of cancellation shall be deemed to be the date on which the written notification is received. If a booking is cancelled * 32 days or more prior to departure, non-refundable deposit will be forfeited * 22 - 31 days prior to departure, 50% of the tour cost will be forfeited * 21 days or less prior to departure, 100% of the tour cost will be forfeited * No Show – 100% of tour cost will be forfeited Contact Details: True South Travel Jan Bester : 082 4618253 (+27 82 4618253) E-Mail: email@example.com Web page: www.truesouthtravel.co.za True South Travel is a founding member and sponsor of the H.O.P.E Foundation. (www.hopefoundation.co.za)	<urn:uuid:f2cb66b5-94b8-4d50-aaf8-09c85eb0c77e>	CC-MAIN-2020-16	http://cjunited.co.za/assets/files/Oudtshoorn%20-Veldskoen%20Shuffle%20Heritage%20and%20Cultural%20Town%20Tour%202020.pdf	2020-04-03T04:24:27+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00171.warc.gz	44,014,937	692	eng_Latn	eng_Latn	0.988041	eng_Latn	0.991919	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 462, 2111, 2807 ]	[ 2.140625 ]	1	0
SkillsUSA Maine Audio/Radio Production Contest overview: (from the national standards) Students are to fully produce (plan, write, voice, record, edit, render, etc.) a four-minute radio production such as a PSA, NPR-style soundscape, sound-rich/NPR-style news story, sound and interview only news story, etc. A 30-second ad spot will be produced and inserted into the production. The complete production requires students to demonstrate their ability to plan a project that meets a specific prompt and run time; gather, edit and mix a variety of audio sources; and render the completed project to a specified audio file. Contest Requirement: Produce a four-minute audio production based on the following prompt: Climate change is said to be one of the biggest issues facing our world in the coming years. What steps can people take every day to help lessen their environmental impact, and how dire is the situation humanity faces? You must have at least two interviews in the piece. AND, In the middle of your piece, insert a 30-second commercial you develop that promotes what a Career and Technical Education in Maine can offer students. In line with national standards, you may exceed the time limit for the 30-second commercial by one second without penalty. You may also exceed the four-minute story production length by one second without penalty. You must submit a script for the full production. No music or audio protected by copyright can be used. The total run time for the project is 4 minutes, 30 seconds. Export your script and full audio production (combined story and commercial) as a High Quality MP3 file and submit it by 5 p.m. Thursday, Feb. 13th to Contest Co-Chair Aaron Jackson at: email@example.com	<urn:uuid:d8abd105-e612-4fbe-ab9c-bbb1b374f9f8>	CC-MAIN-2020-16	https://skillsusamaine.org/wp-content/uploads/2020/02/SkillsUSA-Maine-Audio.pdf	2020-04-03T03:20:33+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00170.warc.gz	690,069,130	358	eng_Latn	eng_Latn	0.997277	eng_Latn	0.997277	[ "eng_Latn" ]	false	docling	[ 1740 ]	[ 2.359375 ]	1	0
DIRTY GENES SURVEY Check each box if the condition has occurred frequently within the last 60 days or is generally true MTHFR I suffer from headaches. I sweat easily and profusely when exercising. I take supplements with folic acid and/or eat foods enriched with folic acid. I struggle with depression. I have cold hands and feet. DAO I tend to suffer from one or more of the following symptons after eating leftovers, citrus, or fish: irritability, sweatiness, nosebleeds, runny nose, and/or headache. I'm sensitive to red wine or alcohol. I'm sensitive to many foods or suffer from leaky gut syndrome. I generally feel better teo or three hours after a meal as compared to twenty minutes after eating. I felt better during pregnancy and could eat more varied foods. COMT (slow) I get headaches. I find falling asleep a challenge. I easily become anxious or irritable. I suffer from PMS. I'm sensitive to pain. COMT (fast) I struggle with attention and focus. I'm easily addicted to substances or activities: shopping, gaming, smoking, alcohol, social media. I'm prone to feelings of depression. I often lack motivation. I feel an initial happy rush after eating lots of carbs or starchy foods, but feelings of depression return quite quickly. MAOA (slow) I'm easily stressed, panicked, or made anxious. I find it hard to calm down after becoming stressed or irritated. I enjoy cheese, wine, and/or chocolate but tend to feel irritable or "off" after I eat them. I'm plagued by migraines and headaches. I have difficulty falling alseep; but hwne I do, I tend to stay asleep. MAOA (fast) I fall asleep quickly but wake up earlier than I'd prefer. I'm prone to depression and a lack of desire. I find that chocolate gives me a great mood lift. I tend toward smoking or alcohol addiction (or excessive use). I achieve a better mood after eating carbohydrates, but that improved mood doesn't help my focus or attention. GST/GPX I breathe air and drink water. (Yes, you read that right! This gene is at least a bit dirty in all of us these days.) I'm sensitive to chemicals. I developed gray hair early. I have a chronic condition such as asthma, inflammatory bowel disease, autoimmune disease, diabetes, eczema, psoriasis. I have a neurological disorder that results in symptoms such as tics, tremors, seizures, or problems with gait. NOS3 I have above-normal blood pressure (higher than 120/80) I have cold hands and feet. I tend to heal slowly after injury or surgery. I'm a type 2 diabetic. I'm postmenopausal. PEMT I tend to have generalized muscle pain. I've been diagnosed with fatty liver. I'm a vegetarian/vegan, or I don't eat much beef, organ meat, caviar, or eggs. I have gallstones or have had my gallbladder removed. I've been diagnosed with small intestine bacterial overgrowth (SIBO) SCORING Create a separate score for each gene, awarding one point per question. 0 points: Excellent! This gene is likely quite clean and functioning well. 1 point: Quite impressive! Your gene needs a bit of attention, but more likely because of problems in other genes rather than this particular one. 2 points: This gene seems to be a bit dirty. Fortunately, the Clean Gene Protocol will be a good first step in cleaning out the gunk. Cleaning the rest of your Super Seven will also help this gene function better. 3-5 Points: This gene is definitely dirty. Two weeks on the Clean Gene Protocol will give you a great start. When you run through Laundry List 2, you can see whether this gene needs some extra attention. MY SCORE MTHFR___________ DAO_____________ COMT(slow)_______ COMT(fast)________ MAOA(slow)_______ MAOA(fast)________ GST/GPX__________ NOS3_____________ PEMT_____________	<urn:uuid:a893ec96-3d7c-4192-83be-9f6fbb3c4879>	CC-MAIN-2024-10	https://www.drchapple.com/storage/app/media/dirty-genes-survey.pdf	2024-02-24T19:14:00+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00389.warc.gz	754,151,426	865	eng_Latn	eng_Latn	0.997805	eng_Latn	0.998627	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1269, 2850, 3760 ]	[ 2.578125 ]	3	0
DESIGNING A BOOK CHARACTER FOR KIDS WITH AUTISM SPECTRUM SYNDROME (ASD). Presenter Graphic Designer Master student Graphic Design Rodrigues Guillermo Introduction The creation of an adaptive book character represents a challenge, even more so in books for children with ASD, in which their cognitive capabilities are more limited, in addition, a book design character that is not adaptive for children with autism, can have several negative effects; Among them, isolation, low motivation, difficulty in learning and low content understanding. Importance A correct adaptive book design character creation, focusing on autistic kids, it can generate positive effects, and improve learning and reasoning, instead of negative effects, as well as looking for book digital character interactive solution in which can improve motor skills in kids with ASD. Furthermore, the combination of physical design with digital design using advance technology is a big step, will not only improve the learning education processes, but also to modernize the education in our digital time. Key advantages: * Improve learning processes. * Interactive Learning experience. * Motor, communicative and Cognitive skills stimulation. * Turn education funny and interesting. Adaptive (ASD) Book character design Structure Adaptive Book character design According to the author Т. Ю. Быстрова, Л. В. Токарская [1], explains that some of the key elements to improve the life of the autistic, is the improvement of: cognitive capabilities, motor capabilities and communicative skills, taking this as a reference is possible combine digital book character with the use of: Augmented Reality (AR), virtual reality (VR) and Artificial Intelligence (AI), in order to improve their Cognitive, motors and Communicative skills and in consequence their lifestyle and health. Development adaptive Design character The following rules of character development, involve 3 main steps, shape, color and AI communication, in which can be used in a 2D physical media or in a digital artificial media (AR or VR). Structure Development Character design Shape Shape: The correct shape of adaptive character design book for kids with autism spectrum disorder need to have a design adapted to their cognitive and visual perception, highly detailed character, can lead the child to have stress due to the need to understanding of each element, but also is fundamental to avoid the Gestalt rules of Closure, by the fact that kids with ASD understand each element as an individual element and not as a whole Correct form character design creation comparisons. Rules of Closure, Gestalt theory. Color Colors, can affect emotions and decisions individually. Adaptive color choices for children with autism spectrum disorder are the basis of a positive experience due to their difference in color perception [5]. One can agree that the right color for children with autism can increase the human sensory sense (vision), in which it is associated with focusing, communication, and learning [6]. The wrong color choices can make children with autism feel confused, irritate and avoiding them to participate in a particular task [Img04]. This color should work as a sensory integration in which children with autism can be helped to improve cognitive capabilities [6] [5]. AI Artificial intelligence (AI), is a powerful tools in which integrated, can allow the character to understand and answer some questions, but also to ask some question or task in which the kids can follow, this communication need to be easy to understand with short, slow sentences [7], but also the text need to be easily visible and readable due to the fact that autistic kids, tend do avoid visual contact, or in short period of time. Incorrect and correct character dialog for with autism spectrum disorder (ASD). Conclusion was made a practical test in a school with kids with ASD, in Russia, from kids between 8 to 14 years old, and showed that the kids have a better understanding of 2D and 3D character, when have the correct selective color palette, shape and correct dialog using AI, while high contrast images, with many elements, details, with very bright colors or complex dialog showed a negative emotional effects from kids with ASD. Is important to highlight that, this rules of design and solution of character creation, do not attempt to replace teacher or pedagogue from school, instead seeks to offer a tools in which teacher can use for helping the kids with autistic spectrum disorder. Correct adaptive book character design Literature 1.Т. Ю. Быстрова, Л. В. Токарская, О. Н. Скоро в школу, Пособие для родителей, дошкольников с РАС, 2017. 3c. 2.Кристи Гейнс, Анжелы Борн, Мишель Пирсон и Меша Кляйбринк. Проектирование расстройств аутистического спектра, 2017. 5–7c. 3 . Enns, James T. Gestalt Principles of Perception. In: Lynn Nadel. Encyclopedia of Cognitive Science, London: Nature Publishing Group, 2003. 4c. 4. Edith Sanchez. The Psychology of Color , 2015. 2c. 5. Alice Brooker and Anna Franklin, The effect of colour on children's cognitive performance, 2015, 1–9c. 6. Maria Luigia Assirell. Colours palette for people with autism, 2017, 6–8c. 7. Tuomi, Ilkka. The Impact of Artificial Intelligence on Learning, Teaching, and Education: Policies for the Future, 2018. 31c.	<urn:uuid:0f09067b-ad4b-4212-b1d4-261cd6549a50>	CC-MAIN-2020-16	https://urgi.urfu.ru/fileadmin/user_upload/site_15503/000_subpages_projects/M_konvent/prezentacii_2020/Iskusstvovedy/Gilermo_R.A._Razrabotka_knizhnogo_kharaktera_dlja_detei_s_rasstroistvami_autisticheskogo_spektra.pdf	2020-04-03T04:16:55+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00171.warc.gz	773,056,524	1,151	eng_Latn	eng_Latn	0.853758	eng_Latn	0.990706	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 152, 547, 1260, 1853, 2125, 2664, 3340, 3864, 4597, 5357 ]	[ 2.8125 ]	1	0
A Guide to Cub Scout Adventure Changes for Leaders and Parents from a Cub Leader Trainer There's a lot of changes to the Cub Scout Advancement program announced 11/30/16, some major, some minor, and the changes create choices for den activity planning, and family follow up at home. * See the "Practical Comments about Changes" below, and where there is really no significant change, only the name of the Adventure is listed. * This document intends to be a practical guide to whether you need to look at the new 11/30/16 language, and why it might be a useful alternative for you in this 2016-2017 program year. * While it is possible to look at these "Practical Comments about Changes" as a guide to how to get Adventures signed off faster (or where a Scout who missed an activity might be credited with the Adventure if the missed element is now "optional"), please also consider the comments encouraging (sometimes pleading) that Scouts and dens do the June 1, 2015 Handbook requirements and avoid the "easy button" approach, because the original requirements will result in the best outcomes for your Scouts and a richer program experience in Cub Scouting. Note: the requirements text below is from a "Change-Pro" comparison of the June 1, 2015 Cub Scout Advancement requirements to those announced on November 30, 2016 * And if November 30, 2016 text has been added, it appears as Blue Underlined * So, if June 1, 2015 text has been removed, it appears as Red Strikethrough * Green strikethrough and underlined means "moved" from somewhere in the documents (Note: certain requirements have been re-ordered within their Adventures to permit comparison of the language, where the main change was simply re-ordering or re-numbering within an Adventure … that's why you'll see some numbers "out of order" below) * Plain black text means: no change from June 1, 2015 Cub Scout Requirements June 1, 2015 November 30, 2016 Tiger Requirements 1. Complete each of the following Tigersix required Adventures with your den or family: Rank advancement is awarded when boys have completed the following: [a. BackyardMy Tiger Jungle c. My Family'sTiger Circles: Duty to God b. Games Tigers Play d. Team Tiger f. Tigers in the Wild ] e. Tiger Bites 2. Complete at least one Tiger elective Adventure of your den or family's choosing. * If your family does not have Internet access at home AND you do not have ready Internet access at school or another public place or via a mobile device, the Cyber Chip portion of this requirement may be waived by your parent or adult partner.guardian 3. With your parent or, guardian, or other caring adult partner, complete the exercises in the pamphlet How to Protect Your Children from Child Abuse: A Parent's Guide, and earn the Cyber Chip award for your age. * Practical Comments about Changes: The "bottom line" about the change(s) is: * But … Cub Scouting is a family program, and getting parents/guardians to know this is important! * By adding "or other caring adult" to the Parent's Guide/Cyber Chip requirement, a den leader need not wait on the designated "adult partner" or parent or guardian to complete this requirement. Tiger Required Adventures Tiger Required Adventure: Backyard My Tiger Jungle 51. With your parent/guardian or other caring adult (referred to in the handbook as "your adult partner"), go onfor a walk outside, and pick out two or more sights or sounds of "nature" around you hear in. Discuss with your "jungle."partner or den. Complete Requirement 1 plus at least two others. 12. Take a 1-foot hike. Make a list of the living things you find on your 1-foot hike. Discuss these plants or animals with your parent/guardian, other caring adult, or your den. 34. Be helpful to plants and animalsnature by planting a tree or other plant in your neighborhood.plant, shrub, or tree. Learn more about the needs and growth of the item you've planted. 23. Point out two different kinds of birds that live in your area. With your parent/guardian, other caring adult, or den, find out more about one of these birds. 45. Build and hang a birdhouse. Practical Comments about Changes: The "bottom line" about the change(s) is: * Change from "do all 5" to "do 3 of 5", including No. 1. If birdhouse/planting were difficult, those can be dropped. But for den activity, remember that those are super fun and hands on and active. Tiger Required Adventure: Games Tigers Play 1. Do the following: Complete Requirements 1 and 2 plus at least two others. a. 1A. Play two initiative or team-building games with the members of your den. c.1C At the end of the game, talk with the leader about what you learned when you played the game. Tell how you helped the den by playing your part. b.1B Listen carefully to your leader while the rules are being explained, and follow directions when playing. 52. Talk with your den or family about why good nutrition helps you to be strong and active. Bring a nutritious snack to a den meeting. Share why you picked it and what makes it a good snack choice. 34. Make up a new game, and play it with your family or members of your den or pack. Then talk with the group about the experience. 23. Make up a game with the members of your den., and play it with den members. After playing the game, talk with your den about the experience. 4. While at5A. Attend a sporting event, ask a player or coach why he or she thinks it is important to be active with your den or family. 5B. Before or after the event, talk with a coach or athlete about what it is like to participate in the sport. OR Find out more about the sport and share what you've learned with your den or family members before or after the event. Practical Comments about Changes: The "bottom line" about the change(s) is: * For "catch up" at home, dropping old 2/new 3 may be the best choice if needed. Though making up games can be a fun thing to do in den activities more than one time! * Change from "do all 5" to "do 4 of 5", including Nos. 1 and 2, so if "making up games" or "attend a sporting event" is difficult, you can drop one of those. Remember: it can be a local sporting event! * On "sporting event" there's an option in case player or coach aren't taking questions from Cubs! And note that the purpose of the Handbook requirement is to hear from a coach or player why it is important to be active, and hopefully reinforce that commitment in the Scout. Tiger Required Adventure: My Family'sTiger Circles: Duty to God 1. With your adult partner, find out what duty to God means to your familyDiscuss with your parent, guardian, den leader, or other caring adult what it means to do your duty to God. Tell how you do your duty to God in your daily life. Complete Requirement 1 andplus at least two from requirements 2–4others. 2. Find out what makes each member ofWith a family member, attend a religious service or other activity that shows how your family specialexpresses reverence for God. 4. Participate in a worship experience or activityHelp with a local service project and talk with your den or family about how helping others is part of our duty to God. 3. WithEarn the religious emblem of your family, make a projectfaith that showsis appropriate for your family's beliefs about Godage or grade. 5. With the approval of your parent/guardian, den leader, or other caring adult, think of and then carry out an act of kindness or respect that you think shows duty to God. Practical Comments about Changes: The "bottom line" about the change(s) is: * Some say the new elements may require more, others say it allows a path if the parent/guardian is not responsive on completing the requirements. Analysis here is incomplete. * Change from "do 3 of 4" to "do 3 of 5", including No. 1. Tiger Required Adventure: Team Tiger 1. List the different teams of which you are a part. Complete Requirements 1 and 2 plus at least two others. 1. With your parent, guardian, other caring adult, or den, talk about what it means to be part of a team. List some of the teams you are on (den, pack, family, class, etc.), and explain how you can help each one. 3. Pick two chores you will do at home once a week for a month.With your family, talk about how family members each have a role in the family team. Then pick a job that you will do to help the team. Follow through by doing that job at least three times during the next three weeks. 2. With your den, talk about your Tiger team. Then make a den job chart that shows everyone doing something toshowing all the different ways team members can help. As one of the den jobs, lead. Volunteer to take your turn doing at least two different jobs, one of which is leading the Pledge of Allegiance at a den meeting. 54. Do an activity to helpWith your den or family, participate as a team in a service project that helps our country or your community or neighborhood team. 5. With your den, make a chart or picture showing how you and your teammates make a better team because you are alike in some ways but different in others. 4. Make a chart to show three ways that members of your Tiger team are different from each other. Practical Comments about Changes: The "bottom line" about the change(s) is: * Please don't skip the service project. For one thing, service is important and if ignored here and in the Duty to God adventure, the Scout may not participate in service this year, which would be sad. * From "do all 5" to "do 4 of 5", including 1 and 2. While most the new elements are more involved, if one is seen as difficult (or a scout was absent that day), you can skip it. But it wasn't hard before. Tiger Required Adventure: Tiger Bites 1. Identify threeWith your parent, guardian, other caring adult, or den, find out about good food choices and not-so-good choices. Identify three foods that you think would be good choices and three foods that would not be good choices. Complete Requirements 1 and 2 plus at least two others. 2. Explain the importance of hand washing before a meal and clean-up after a meal. Then show how you would do each. 4. Show you can keep yourself and your personal area clean. ; if 11/30/2016 text was added, it is Blue Underlined 23. Show that you know the difference between a fruit and a vegetable. Eat one of each. 5. Talk with your parent, guardian, or other caring adult partner about what foods you can eat with your fingers. Practice your manners when eating them. 34. With your parent, guardian, or other caring adult partner, pick a job to help your family at mealtime. Do it every day for one weekat least four meals. 6. With your parent, guardian, or other caring adult partner, plan and make a good snack choice or other nutritious food to share with your den. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 6" to "do 4 of 6", including 1 and 2. So if two are seen as difficult (or a scout was absent that day), you can skip two. Elements weren't that demanding before and each has value. Tiger Required Adventure: Tigers in the Wild 1. With your parent, guardian, or other caring adult partner, name and collect the Cub Scout Six Essentials you need for a hike. Tell your den leader what you would need to add to your list if it rainsto prepare for rain. Complete Requirements 1-3 plus at least one other. 2. Go for a short hike with your den or family, and carry your own gear. Show you know how to get ready for this hike. a. 3A. Listen while your leader reads the Outdoor Code. Talk about how you can be clean in your outdoor manners. 3. Do the following: b.3B Listen while your leader reads the Leave No Trace Principles for Kids. Discuss why you should "Trash Your Trash." 4. While on the hike, find three different kinds of plants, animals, or signs that animals have been on the trail. List what you saw in your Tiger Handbook. c.3C Apply the Outdoor Code and Leave No Trace Principles for Kids on your Tiger den and pack outings. After one outing, share what you did to demonstrate the principles you discussed. 5. Participate in an outdoor pack meeting or pack campout campfire. Sing a song andor act out a skit with your Tiger den as part of the program. 7. Visit a nearby nature center, zoo, or another outside place with your family or den. Learn more about two animals, and write down two interesting things about them in your Tiger Handbook. 6. Find two different trees and two different types of plants that grow in your area. Write their names in your Tiger Handbook. Practical Comments about Changes: The "bottom line" about the change(s) is: * The big change is making outdoor pack meeting or campfire an option. Too bad if packs don't do this, because it's super fun. Though it's kind to keep the kid who missed an event on track, it's better to have more outdoor options, because outdoor den / pack events are more fun. Do lots! * Change from "do all 7" to "do 4 of 7", including 1-3. So if three are seen as difficult (or a scout was absent that day), you can skip three. 4, 6 and 7 are probably easily covered on the hike in 1 and 2. Tiger Elective Adventures Tiger Elective Adventure: Curiosity, Intrigue, and& Magical Mysteries 1A. Learn a magic trick. Practice your magic trick so you can perform it in front of an audience. Complete Requirements 1 and 2 plus at least one other. 2.1B Create an invitation to a magic show. 62. Spell your name using sign language, and spell your name in Braille. 3.1C With your den or with your family, put on a magic show for an audience. 43. Create a secret code. Share it with your family or den. 54. With the other Scouts in your den or with your family, crack a code that you did not create. 75. With the help of your parent, guardian, or other caring adult partner, conduct a science demonstration that shows how magic works. and 8. share what you learned from your science demonstration. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 8" to "do 3 of 5", including 1+2. But if you're doing this, please do all the fun stuff! Tiger Elective Adventure: Earning Your Stripes Practical Comment about Changes: Really, just wording changes, no substance change. Tiger Elective Adventure: Family Stories 1. Discuss with your adult partner and/or family whereparent/guardian, a family member, or other caring adult where some of your family members originated. Discuss theirfamily history, traditions, and culture—your family heritage. Share a story or bring something to share with your den about yourself and your family. Complete Requirement 1 and at least three others. Note that any requirement may be completed based on family of origin or family with whom you live. 2. Make a family crest. 4. Interview one of your grandparents or another family elder, and share with your den what you foundlearned. 3. Visit your public library to find out information about yourthe heritage of some of your family members. 5. Make a family tree designed for your particular family. 7. Share with your den your favorite snack or dessert that reflects yourthe cultural heritage of one of more of your family members. 6. Share with your den how you got your name or what your name means. 8. Learn where some members of your family came from, and locate itthe place(s) on a map. Share this information with your den. With the help of your parent/guardian/other caring adult partner, locate and write to a pen pal from that locationthere. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 8" to "do 4 of 7", including 1. But if you're doing this, please do all the fun stuff! Tiger Elective Adventure: Floats and Boats 31. With your den, say the SCOUT water safety chant. Complete Requirements 1-4 plus at least one other. 42. PlayWith your den, talk about why it's important to have a buddy and then play the buddy game with your den. 74. Show how to enter the water safely, blow your breath out under the water, and do a prone glide. 63. Show how to safely help someone who needs assistance in the water, without having to enter the water yourself. 15. Identify five different types of boats. 57. Show that you can put on and fasten a life jacket the correct way 26. Build a boat from recycled materials, and float it on the water. correctly. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 7" to "do 5 of 7", including 1-4. Don't skip fun/important elements, please … Tiger Elective Adventure: Good Knights Complete Requirements 1 and 2 plus at least two others. 1. Do the following: a1. With your den or, parent/guardian, or other caring adult partner, say the Scout Law. Explain to your den one of the 12 points of the Law and why you think a knight would have the same behavior. 23. Create a den shield and a personal shield. b2. If you have not already done so, make a code of conduct with your den that will describe how each person should act when you are all together. If your den has a code of conduct, discuss with your den the updates it might need. Vote on which actions should go in your den code of conduct. 34. Using recycled materials, design and build a small castle with your adult partner to display at the pack meeting. 56. ParticipateShow your understanding of knights' service to others by participating in a service project in your community. 45. Think of one physical challenge that could be part of an obstacle course. Then help your den design a Tiger knight obstacle course. With your adult partner, participate in the course. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 5" to "do 4 of 6", including 1+2. But obstacle course is fun, and service is important. Tiger Elective Adventure: Rolling Tigers 21. With your den or parent/guardian or other caring adult partner, try on safety gear you should use while riding youra bike. Show how to wear a bicycle helmet properly. Complete Requirements 1 – 3 plus at least two others. 32. With your den or parent/guardian/other caring adult partner, learn and demonstrate safety tips to follow when riding youra bicycle. 54. With your den or parent/guardian or other caring adult partner, do a safety check on youra bicycle. 43. Learn and demonstrate proper hand signals. 65. With your den or family, go on a bicycle hike wearing your safety equipment. Follow the bicycling safety and traffic laws. 7. Learn about a famous bicycle race or famous cyclist. Share what you learn with your den. 16. With your den or parent/guardian/other caring adult partner, discuss two different types of bicycles and their uses. 8. Visit your local or state police department to learn about bicycle-riding laws. 9. Identify two jobs that use bicycles and discuss how they are used. Practical Comments about Changes: The "bottom line" about the change(s) is: * Hey, invite other dens too … while earning this loop won't "count" for a Wolf/Bear/Webelos elective, there's no reason (no good reason) not to award the loop for those who do this. * From "do all 9" to "do 5 of 9", including 1-3. But don't skip fun like the bike hike, and important stuff like the safety check. Tiger Elective Adventure: Sky Is the Limit 1. With your den or parent/guardian/other caring adult partner, go outside to observe the night sky. Talk about objects you see or might see. Complete Requirements 1 -3 plus at least one other. 2. Look at a distant object through a telescope or binoculars. Show how to focus the device you chose. 34. Observe in the sky or select from a book or, chart , computer, or electronic device two constellations that are easy to see in the night sky. With your parent/guardian or other caring adult partner, find out the names of the stars that make up the constellation and how the constellation got its name. Share what you found with your den. 73. Find out about two astronauts who were Scouts when they were younger. Share what you learned with your den. 45. CreateDraw and name your own constellation. Share your constellation with your den. 67. Find out about two different jobs related to astronomy. Share this information with your den. 56. Create a homemade model of a constellation. 8. With your den or family, visit a planetarium, observatory, science museum, astronomy club, or college or high school astronomy teacher. Before you go, write down questions you might want to ask. Share what you learned. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 8" to "do 5 of 8", including 1-3. Don't skip fun and memorable parts if you can. Tiger Elective Adventure: Stories in Shapes 1. Visit an art gallery or a museum, explore an art website, or visit your library. Do each of the following: Complete at least four of the following requirements. a2. Look closely at pictures of some abstract art with your den or a family member. Decide what you like about the art, and share your ideas with the other Tigers. 2. Do the following: b3. Create an arta piece of art on paper, poster board, or canvas. a4. Draw or create an art piece using shapes. b5. Use tangrams to create shapes. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do it all" to "do 4 of 5", wording changes don't affect substance that much. Tiger Elective Adventure: Tiger-iffic! Practical Comment about Changes: wording changes, no substance change of import. Tiger Elective Adventure: Tiger: Safe and Smart a1. Memorize your address, and say it to your den leader or parent/guardian/other caring adult partner. Complete 1–8. Do the following: Requirement 9 is optional. b2. Memorize an emergency contact's phone number, and say it to your parent, guardian, or den leader or adult partner. 2. Do the following: c3. Take the 911 safety quiz. a4. Show you can "Stop, Drop, and Roll." 36. MakeWith your parent/guardian or other caring adult, make a fire escape map withof your adult partnerhome and explain it to family members and your den. b5. Show you know how to safely roll someone else in a blanket to put out a fire. 47. ExplainWith your fire escape map, andparent/guardian or other caring adult, try a practice fire drill at home. 69. Visit an emergency responder station, or have an emergency responder visit you. 58. Find the smoke detectors in your home. With the help of your parent/guardian or other caring adult partner, check the batteries. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do it all" to emergency responder visit is optional. Nice for the Scout who missed that day, but be sure to plan that day as a den activity, because that may be the most fun part! Tiger Elective Adventure: Tiger Tag (p. 240+) 1. Choose one active game you like, and tell your den about ithow to play and why you like this game Complete requirements 1 and 2 plus at least one other. if 6/1/2015 text was cut, it is Red Strikethrough; if 11/30/2016 text was added, it is Blue Underlined. 2. Do the following: b. Tell your parent/guardian or other caring adult partner or the other Tigers what you liked best about each game. a. Play two team or relay games with your den and your adult partner. c3. Have your den choose a team or relay game that everyone would like tocan play, and play it several timesat least twice. and 4. play the game that your den has chosen. After the game, discuss with your den leader the meaning of being a good sport. 34. With your parent/guardian or other caring adult partner, select an active outside game that you could play with the members of your den. Talk about your game at the den meetingwith den members about the games suggested by all Tigers. With your den, decide on a game to play. Practical Comments about Changes: The "bottom line" about the change(s) is: * So, just reduces the number of games needed to complete the adventure. So if your Tigers have had too much fun, you don't have to do more games. Hint: let them do more games! * From "do it all" to "do 3 of 4", including 1+2, wording changes don't affect substance that much. Tiger Elective Adventure: Tiger Tales (p. 250) 1. Create a tall tale with your den. Complete at least four of the following requirements. 2. Create your own tall tale. Share your tall tale with your den. 4. Create a piece of art from a scene in the tall tale you have read, using your choice of materials. Share it with your den. 3. Read a tall tale with your parent/guardian or other caring adult partner. 5. Play a game from the past. 7. Visit a historical museum or landmark with your parent/guardian or other caring adult partner. 6. Sing two folk songs. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do it all" to "do 4 of 7". Helps the scout who doesn't get to do the visit or misses a meeting, though every community has some historical landmark worth visiting. Tiger Elective Adventure: Tiger Theater (p. 264+) 1. With your den, discuss the following types of theater: puppet shows, reader's theater, and pantomime. Complete at least four of the following requirements. 2. As a den, play a game of one-word charades with your adult partners. 4. Perform a simple reader's theater. Make a mask afterward to show what your character looks like. 3. Make a puppet to show your den or to display at a pack meeting. 5. Watch a play or attend a story time at a library. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do it all" to "do 4 of 5". The hardest ones may be 4 ("perform") or 5 ("play, or story time"), but may also be the most fun, and it is all about theater, after all. Wolf Requirements June 1, 2015 November 30, 2016 Rank advancement is awarded when boys have completed the following: [a. Call of the Wild 1. Complete each of the following Wolfsix required Adventures with your den or family: b. Council Fire (Duty to Country) d. Howling at the Moon c. Duty to God Footsteps e. Paws on the Path 2. Complete at least one Wolf elective Adventure of your den or family's choosing. f. Running With the Pack] 3. With your parent or, guardian, or other caring adult, complete the exercises in the pamphlet How to Protect Your Children from Child Abuse: A Parent's Guide, and earn the Cyber Chip award for your age. * * If your family does not have Internet access at home AND you do not have ready Internet access at school or another public place or via a mobile device, theThe Cyber Chip portion of this requirement may be waived by your parent or guardian if you do not have access to the Internet. Practical Comments about Changes: The "bottom line" about the change(s) is: * By adding "or other caring adult" to the Parent's Guide/Cyber Chip requirement, a den leader need not wait on a parent or guardian to complete this requirement. Wolf Required Adventures Wolf Required Adventure: Call of the Wild 1. Attend one of the following: Complete Requirements 1-4 plus at least one other. 1A A pack or family campout 1B An daylong outdoor activity with your den or pack 1. While a Wolf Scout, attend a pack or family campout. If your chartered organization does not permit Cub Scout camping, you may substitute a family campout or 1C Day camp. 1D Resident camp 7. Do the following: 42. With your family or den, make a list of possible weather changes that mightcould happen onduring your campoutouting according to the time of year you are campingoutside. Tell how you will be prepared for each one. a. 3A. Recite the Outdoor Code with your leader. c.3C After your outdoor activity or campout, list the ways you demonstrated being careful with fire or other dangers. b.3B Recite the Leave No Trace Principles for Kids with your leader. Talk about how these principles support the Outdoor Code. 54. Show or demonstrate what to do: b.4A In case of a natural disaster such as an earthquake or flood. a. When a stranger approaches you, your family, or your belongings. c.4B To keep from spreading your germs. 25. Show how to tie an overhand knot and a square knot. 6. On the campout, participate with your family or den in a campfire show. Prepare a skit or song, and then present it at the campfire for everyone else. 36. While on a den or family outing, identify four different types of animals. Explain you see or explain evidence of their presence. Tell how you identified them. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do it all" to "do 5 of 6", including 1-4. Campfire show and stranger danger are dropped completely. Knots or animals are optional, so likely knots get skipped. * Biggest change: "attend a pack or family campout" can be just "attend an outdoor activity", and not just if the CO doesn't allow camping. And the outdoor activity need not be "daylong". While resident camp option is substantial (and a positive change), using the lesser "outdoor activity" undermines the Cub Scout experience. Please don't fail to do camping! More comments here. * OK, so a 2016-17 Scout can miss the campout, and catch up without a new campout. But he misses the best part of Scouting. Please don't fail to do camping! Unless your CO won't allow it. Camping is the best way for rich, strong Scouting program. Campfire is fun! 2 nd Graders can sing! Do it! * And no reason not to have multiple camping options each program year so all can have fun. Wolf Required Adventure: Council Fire (Duty to Country) Complete Requirements 1 and 2 plus at least one other. 4. Do the following: 1. With your den or pack, participate in a flag ceremony, and learn how to properly care for and fold the flag. a. Attend the pack committee leaders' meeting. Present ideas to the pack committee regarding your service project. 53. With your parent or guardian's permission, talk to a military veteran, law enforcement officer, member of the fire department, or someone else who works for the communityapproved by your Den Leader. Talk about his or her service to the community or country. After you have visited with the individual, write a short thank-you note. b2. Work together onParticipate in a community service project with your pack, den, or family. 3. Do the following: b5. Select one issue in your community, and present to your den your ideas for a solution to the problem. a4. Learn about the changes in your community, and create a project to show your den how the community has changed. 26. Work with your den to develop a den duty chart, and perform these tasks for one month. a. Learn about the three R's of recycling: reduce, reuse, and recycle. Discover a way to do each of these at home, at school, or in your community. 6. Do the following: b. Make your own recycling center, or contribute to an existing one. 7. Participate in an event such as a parade or assembly celebrating military veterans c. Create a den project from recyclables for a pack meeting. Practical Comments about Changes: The "bottom line" about the change(s) is: * While the service project remains, the collaboration and planning by the Scouts towards that project is detached and optional (though this commentator is glad to see the pack committee meeting element removed). Planning is important. Let the Scouts "own" their project. * From "do all 7" to "do 3 of 7", including 1+2. * Earth stewardship (through recycling) is taken off the table completely. Please don't drop that. * Other than the pack committee element (some packs don't have active or effective committees), this was an easily doable and very worthwhile adventure as originally written. * While not as watered down as "Call of the Wild", this is now "earned" if you fold the flag after you pick up trash at a veteran's day parade (which we assume will have numerous flag ceremonies). Wolf Required Adventure: Duty to God Footsteps 1. Discuss with your parent, guardian, den leader, or other caring adult what it means to do your duty to God. Tell how you do your duty to God in your daily life. Complete Requirement 1 andor 2 plus at least two others. 2. Earn the religious emblem of your faith that is appropriate for your age, if you have not already done so. 6 a. Visit a religious monument or site where people might show reverence. 1. Do both of these: b. Create a visual display of your visit with your den or your family, and show how it made you feel reverent or helped you better understand your duty to God. a. 2. Complete 2a and at least two of requirements 2b–2d. b Give two ideas on how you can practice your duty to God. Choose one, and do it for a week. c5. Learn and sing a song that could be sung in reverence before or after meals or one that gives 4. Read a story about people or groups of people who came to America to enjoy religious freedom. encouragement, reminds you of how to show reverence, or demonstrates your duty to God. d3. Offer a prayer, meditation, or reflection with your family, den, or pack. Practical Comments about Changes: The "bottom line" about the change(s) is: * Some say the new elements may require more, others say it allows a path if the parent/guardian is not responsive on completing the requirements. Analysis here is incomplete. Wolf Required Adventure: Howling at the Moon 1. Show you can communicate in at least two different ways. Complete each of the following Requirements. 2. Work with your den or family to create an original skit. 4. Practice and perform your role for a den meeting or pack campfire program. 3. Work together with your den or family to plan, prepare, and rehearse a campfire program to present to your families at a den meeting or pack program. Practical Comment about Changes: Wording changes to permit more done at den or family level, which can help with "make up" completions. Wolf Required Adventure: Paws on the Path 1. Show you are prepared to hike safely in any outdoor setting by putting together the Cub Scout Six Essentials to take along on your hike. Complete Requirements 1-5. Requirements 6 and 7 are optional. 2. Tell what the buddy system is and why we always use it in Cub Scouts. 43. Choose the appropriate clothing to wear on your hike based on the expected weather. 3. Describe what you should do if you get separated from your group while hiking. 54. Before hiking, recite the Outdoor Code and the Leave No Trace Principles for Kids with your leader. (This may be combined with Requirement 3 of The Call of the Wild Adventure.) After hiking, discuss how you showed respect for wildlife. 76. Name two birds, two insects, and/or two other animals that live in your area. Explain how you identified them. 65. Go on a 1-mile hike with your den or family. Watch and recordFind two interesting things that you've never seen before and discuss with your den or family. 87. Draw a map of an area near where you live using common map symbols. Show which direction is north on your map. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 8" to "do 1-5", since last two can be ignored (animals, map). * By dropping elements, sure it's easier, but finding 6 critters in a mile shouldn't be a barrier, and there is a value to understanding maps (best begun by making one!). Do these if you can. Wolf Required Adventure: Running with the Pack 1. Play catch with someone in your den or family who is standing 105 steps away from you. Play until you can throw and catch successfully at this distance. Take a step back, and see if you can improve your throwing and catching abilityskills. Complete each of the following Requirements. 2. Practice balancing as you walk forward, backward, and sideways. 4. Play a sport or game with your den or family, and show good sportsmanship. 3. Practice flexibility and balance by doing a front roll, a back roll, and a frog stand. 5. Do at least two of the following: frog leap, inchworm walk, kangaroo hop, or crab walk. 6. Demonstrate what it means to eat a balanced diet by helping to plan a healthy menu for a meal for your den or family. Make a shopping list of the food used to prepare the meal. Practical Comment about Changes: Wording changes … and "catch" distance cut in half. Wolf Elective Adventures Wolf Elective Adventure: Adventures in Coins 1. Identify different parts of a coin. Complete Requirements 1-4 and any other(s) of your choice. 2. Find the mint mark on a coin; identify what. Identify the mint facility itwhere the coin was made in and whatthe year it was made. 54. Play a game or create a game board with your den or family where you can practice adding and subtracting coins. 43. Choose a coin that interests you, and make a coin rubbing. List information next to the coin detailing the pictures on it, the year it was made, and the mint where it was made. 35. Play a coin game. 7. Do a coin-weight investigation. 6. Create a balance scale. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 7" to "do 5 of 7", including 1-4. So 5 is the "easy button" but 6 and 7 bring science. Wolf Elective Adventure: Air of the Wolf a. Conduct an investigation about the weight of air. 1. DoComplete the following investigations:Requirements. b. Conduct an investigation about air temperature. i.1A Make a paper airplane and fly it five times. Make a change to its shape to helpTry to make it fly farther. Try by altering its shape. Fly it at least five more times to see if your changes were effective. c1. Conduct at least onetwo of the following investigations to see how air affects different objects: ii.1B Make a balloon-powered sled or a balloon-poweredballoon powered boat. Test your sled or boat with larger and smaller balloons. iv.1D Roll a tire or ball that doesn't have enough air in it, and then roll it again with the right amount of air. Describe differences in how they move. iii.1C Bounce a basketball that doesn't have enough air in it. Then bounce it when it has the right amount of air in it. Do each one 10 times. Describe how the ball bounces differently when the amount of air changes. 2. DoComplete two of the following: a.2A With other members of your den, go outside and record the sounds you hear. Identify which of these sounds is the result of moving air. c.2C With an adult, conduct an investigation on how speed can affect sound. b.2B Create a musical wind instrument, and play it as part of a den band. 3. Do the following: b.2D Make a kite using household materials. With your den or family, explain the rules for safely flying kites. Fly your kite. a. Explain the rules for safely flying kites. 4.2E With your family, den, or pack, participate in a kite derby, space derby, or raingutterrain gutter regatta. Explain how air helps the vehicle move. Practical Comments about Changes: The "bottom line" about the change(s) is: * So easier, for sure, and two science options are just completely removed for some reason. * From "do 9 elements (one has options)" to "do 4 of 9". Wolf Elective Adventure: Code of the Wolf Practical Comment about Changes: Really just wording changes. Wolf Elective Adventure: Collections and Hobbies 1. Begin a collection of at least 10 items that all have something in common. Label the items and title your collection. Complete the following Requirements. 2. Share your collection at a den meeting. 3.A Visit a show or museum that displays different collections or models. 3. Complete one of the following and tell your den what you learned: 3B Watch a webcast or other media presentation about collecting or model building. 4.A Create an autograph book, and get at least 10 autographs. Start with members of your den. 4. Complete one of the following: 5.4B PickWith your parent's or guardian's permission, pick a famous living person, and write him or her a letter. In your letter, ask the person to send you an autographed photo. 6. Play a game with your den that involves collecting. Practical Comments about Changes: The "bottom line" about the change(s) is: * Drops playing the game, even as one of the options. Too bad, since games are fun. Just do it! * From "do all 6" to "do 4 of 6". Adds webcast / media as an option to a museum visit. Good. Wolf Elective Adventure: Cubs Who Care Practical Comment about Changes: Really just wording changes, except that it drops out "With the members of your den, visit with a person who has a physical disability". That makes it "real". Wolf Elective Adventure: Digging in the Past 1. Play a game that demonstrates your knowledge of dinosaurs, such as a dinosaur match game. Complete the following Requirements. 2. Create an imaginary dinosaur. Share with your den its name, what it eats, and where it lives. 3.A Make a fossil cast. 3. Complete one of the following: 4.3B Make a dinosaur dig. 6.3B (continued) Be a paleontologist, and dig through thea dinosaur digsdig made by another member of your den. Show and explain the ways a paleontologist works carefully during a dig. 54. Make edible fossil layers. Explain how this snack is a good model for the formation of fossils. Practical Comments about Changes: The "bottom line" about the change(s) is: • From "do 6 elements" to "do 4 of 5". Fossil cast or dinosaur dig are alternates. Both are fun. Wolf Elective Adventure: Finding Your Way Practical Comment about Changes: Wording changes, except that it drops out "Pick a nutritious snack, and find where it came from. Locate that area on a map." Wolf Elective Adventure: Germs Alive! . 1. Wash your hands while singing the "germ song." Complete at least five of the following Requirements 2. Play Germ Magnet with your den or your family. Wash your hands again afterward. 4. Conduct the mucus demonstration with your den or family 3. Conduct the sneeze demonstration. 5. Grow a mold culture. Show what formed atAt a den or pack meeting, show what formed. . 6. Make a clean room chart, and do your chores for at least one week. Practical Comments about Changes: The "bottom line" about the change(s) is: • From "do 6 elements" to "do 5 of 6". Maybe you don't sing. And name is less excited(ing). Wolf Elective Adventure: Grow Something 1. Select a seed, and plant it in a small container. Care for it for 30 days. Take a picture or make a drawing of your plant once each week to share with your den or family. Complete the following Requirements 2. Find out the growing zone for your area, and share the types of plants that will grow best in your zone. 4. Make a terrarium. 3. Visit or research a botanical or community garden in your area, and learn about two of the plants that grow there. Share what you have learned with your den or family. 54. DoComplete one of the following: a.4B Using a seed tray, grow a garden inside your home. Keep a journal of its progress for 30 days. Share the results with your den or family. 4A Make a terrarium. b. 4C.Grow a sweet potato plant in water. Keep a journal of its growth for two weeks. Share itthe information with your den or family. Practical Comment about Changes: Terrarium no longer required, as it becomes an alternate to seed tray or grow a sweet potato plant (do one of those three). Wording changes allow family sharing. Wolf Elective Adventure: Hometown Heroes 1. Talk with your family andor den about what it means to you to be a hero. Share the name of someone you believe is a hero. Explain what it is that makes that person a hero. Complete the following Requirements 2. Visit a community agency where you will find many heroes. While there, find out what they do. Share what you learned with your den. 4. Complete one of the following: 3. With the help of a family member, interview one of your heroes, and share what you learn with your den. Tell why you think this person is a hero. 4.A As a den or family, honor a serviceman or servicewoman by sending a care package along with a note thanking them for their service. 5.4B With your family or den, find out about animals that are trained to help others in your community. 6. 4C Participate in or create an event that celebrates your hometown hero(es). Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 6" to "do 4 of 6" given renumbering. Care package, Hero animal, and celebration are alternates. Wolf Elective Adventure: Motor Away Practical Comment about Changes: Really just wording changes. Wolf Elective Adventure: Paws of Skill 1. Talk with your family andor den about what it means to be physically fit. Share ideas of what you can do to stay in shape. Complete at least Requirements 1-4. Requirements 5-7 are optional. 2. With your family or den, talk about why it is important to stretch before and after exercising. Demonstrate proper warm-up movements and stretches before and after each activity you do that involves action. 4. With your family or your den, talk about what it means to be a member of a team. Working together, make a list of team sports, and talk about how the team works together to be successful. Choose one and play for 30 minutes. 3. Select at least two physical fitness skills and practice them daily for two weeks. See if you can improve over a two-week periodduring that time. 75. With your den, develop an obstacle course that involves five different movements. Run the course two times and see if your time improves. 67. Visit a sporting event with your family or your den. Look for ways the team works together. Share your visit with your den. 56. With your den, talk about sportsmanship and what it means to be a good sport while playing a game or a sport. Share with your den how you were a good sport or demonstrated good sportsmanship in requirement 4. Practical Comments about Changes: The "bottom line" about the change(s) is: * Too bad, because the sportsmanship piece is probably something parents want, obstacle course is fun (and is a leadership/teamwork activity), and visiting a sporting event is a fun event. * From "do 7 elements" to "do 1-4", OK to ignore 5-7. Wolf Elective Adventure: Spirit of the Water 1. DemonstrateDiscuss how the water in your community can become polluted. Complete the following Requirements 2. Explain one way that you can help conserve water in your home. 4. Explain the safety rules that you need to follow before participating in swimming or boating. 3. Explain to your den leader why swimming is good exercise. 5. Show how to do a reaching rescue. 65. Visit a local pool or public swimming area with your family or Wolf den. With qualified supervision, jump into water that is at least chest-high, and swim 25 feet or more. Practical Comment about Changes: Reaching rescue demo is gone, and just tell about pollution (no demo). Please have them show a reaching rescue, and try to have fun with a pollution demo! Bear Requirements June 1, 2015 November 30, 2016 Rank advancement is awarded when boys have completed the following: [a. Bear ClawsClaws 1. Complete each of the following Bearsix required Adventures with your den or family: b. Bear Necessities d. Fur, Feathers, and Ferns c. Fellowship and Duty to God e. Grin and Bear ItBaloo the Builder 2. Complete at least one Bear elective Adventure of your den or family's choosing. f. Paws for Action (Duty to Country)] 3. With your parent or, guardian, or other caring adult partner, complete the exercises in the pamphlet How to Protect Your Children from Child Abuse: A Parent's Guide, and earn the Cyber Chip award for your age. * * If your family does not have Internet access at home AND you do not have ready Internet access at school or another public place or via a mobile device, the Cyber Chip portion of this requirement may be waived by your parent or guardian. Practical Comments about Changes: The "bottom line" about the change(s) is: * By adding "or other caring adult" to the Parent's Guide/Cyber Chip requirement, a den leader need not wait on a parent or guardian to complete this requirement. * Baloo the Builder can be completed instead of Grin and Bear It as a required Adventure. Bear Required Adventures Bear Required Adventure: Bear ClawsClawClaws (name restored sometime in December) Complete the following requirements. 2. Learn knife safety and earn your Whittling Chip.* 1. Learn about three common designs of pocketknives. 3. Do one of the following: One of the items carved for Bear Claws requirement 3 may be used to fulfill Whittling Chip requirement 3. 3.A Using a pocketknife, carve two items. 3B With a pocket knife, safely perform each of these tasks: (1) Demonstrate how to cut a piece of rope, twine or fishing line; (2) Open a sealed box without damaging the contents; (3) Open a can with a can opener tool on a pocket knife; (4) Remove and replace the screws on an object with the screw driver tool on a pocket knife; (5) Open a letter. Practical Comment about Changes: Adds a non-wood set of knife action as an alternate to whittling. Bear Required Adventure: Bear Necessities 1. While working on your Bear badge, camp overnight with your pack. If your chartered organization does not permit Cub Scout camping, you may substitute a family campout or attend one of the following: Complete Requirements 1 – 4. Requirements 5 and 6 are optional. A. A daytime or overnight campout with your pack or family C. Day camp 1B. an daylong outdoor activity with your den or pack. D. Resident camp 2. Attend a campfire show, and participate by performing a song or skit with your den. Bear Requirements Changes if 6/1/2015 text was cut, it is Red Strikethrough ; if 11/30/2016 text was added, it is Blue Underlined 32. Make a list of items you should take along on your campoutthe activity selected in Requirement 1. 5. With your den, plan a cooked lunch or dinner that is nutritious and balanced. Make a shopping list, and help shop for the food. On a campout or at another outdoor event, help cook the meal, and help clean up afterward. 43. Make a list of equipment that the group should bring along in addition to each Scout's personal gear for the activity selected in Requirement 1. 6. Help your leader or another adult cook a different meal from the one you helped prepare for requirement 5. Cook this meal outdoors. 85. Demonstrate how to tie two half hitches and explain what the hitch is used for. 74. Help set up a tent. PickDetermine a good spot for the tent, and explain to your den leader why you picked it. 96. Learn how to read a thermometer and a barometer. Keep track of the temperature and barometric pressure readings and the actual weather at the same time every day for seven days. Practical Comments about Changes: The "bottom line" about the change(s) is: From "do all 9" to "do just 1-4". Knots and weather are listed, but totally optional. Cooking elements are dropped completely. Honestly, bottom line is: Sad! Missing out on these elements means missing out on the best part of the Scouting program. No reason not to have multiple camping options each program year. * Biggest change: "camp overnight with your pack" can be just "attend an outdoor activity", and not just if the CO doesn't allow camping. And the outdoor activity need not be "daylong". While resident camp option is substantial (and a positive change), using the lesser "outdoor activity" undermines the Cub Scout experience. Please don't fail to do camping! More comments here. * Please don't fail to do camping! Unless your CO won't allow it. Camping is the best way for rich, strong Scouting program. Bear Required Adventure: Fellowship and Duty to God 1. Discuss with your parent, guardian, den leader, or other caring adult what it means to do your duty to God. Tell how you do your duty to God in your daily life. Complete the following requirements. Do either requirement 1 OR requirement 2. 2. Complete 2a and at least two of requirements 2b–2d.one of the following: 1. Earn the religious emblem of your faith. a. Working with a parent or guardian, spiritual advisor, or religious leader 2A b. Identify a person whose faith and duty to God you admire, and discuss this person with your family. 2B With a family member, provide service to help a place of worship or a spiritual community, school, or community organization, or chartered organization that puts into practice your ideals of duty to God and strengthens your fellowship with others. 3. Complete at least one of the following: c.3B Make a list of things you can do to practice your duty to God as you are taught in your home or place of worship or spiritual community. Select two of the items, and practice them for two weeks. 3A Earn the religious emblem of your faith that is appropriate for your age, if you have not already done so. d. Attend a religious service, den or pack meeting worship service, or time of family reflection and discussion about your family's beliefs. Practical Comments about Changes: The "bottom line" about the change(s) is: * Some say the new elements may require more, others say it allows a path if the parent/guardian is not responsive on completing the requirements. Analysis here is incomplete. Bear Required Adventure: Fur, Feathers, and Ferns 1. While hiking or walking for one mile, identify six signs that any mammals, birds, insects, reptiles, or plants are living nearbynear the place where you choose to hike or walk. Complete Requirement 1 and three others. 23. Name one animal that has become extinct in the last 100 years and one animal that is currently endangered. Explain what caused their declines. 4. Observe wildlife from a distance. Describe what you saw. 32. Visit one of the following: zoo, wildlife refuge, nature center, aviary, game preserve, local conservation area, wildlife rescue group, or fish hatchery. Describe what you learned during your visit. 5. Use a magnifying glass to examine plants more closely. Describe what you saw through the magnifying glass that you could not see without it. 7. Plant a vegetable or herb garden. 6. Learn about composting and how vegetable waste can be turned into fertilizer for plants. Practical Comments about Changes: The "bottom line" about the change(s) is: * Maybe the visit to a zoo, nature center or planting a garden might be a challenge for some (or some miss that day) … but those are also more interesting and hands-on. * From "do 7 elements" to "do 4 of 7", including no. 1. Bear Required Elective Adventure: Grin and Bear It 1. Play a challenge game or initiative game with the members of your den. Take part in a reflection after the game. Complete at least four of the following. 2. Working with the members of your den, organize a Cub Scout carnival and lead it at a special event. 4. After the Cub Scout carnival, discuss with the members of your den and your den leader what went well, what could be done better, and how everyone worked together to make the event a success. 3. Help younger Cub Scouts take part in one of the events at the Cub Scout carnival. 5. Make and present an award to one of the adultsWith your den, develop a thank-you cheer to recognize those who helped you organize the activities at the Cub Scout carnival. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do 5 elements" to "do 4 of 5". Probably that means the challenge/initiative game comes out, since 2 through 5 involve a carnival. Too bad, as the challenge/initiative games are good development tools, and the Cub Scout program is about developing better kids. * Can be skipped as an elective, and you do Baloo the Builder instead. Bear Required Adventure: Paws for Action (Duty to Country) 1c. Learn about our nation's flag. Display it at home for one month. Say the Pledge of Allegiance and learn its meaning. Complete Requirement 1 and two others from Requirements 2-4. 12. Do at least one of the following: b.2B Find out where places of historical interest are located in or near your community, town, or city. Go and visit one of them with your family or den. a.2A Find out about two famous Americans. Share what you learned. 23. Do at least two of the following: b. During or after your visit with a law enforcement officer, do at least two of the following: a.3A With your school or den, visit a local sheriff's office or, police station, or fire department OR talk with a fire safety officer or law enforcement officer visiting your school or den. During the visit, take turns with your den members askingFind out what skills the officers use to do their jobs. Ask questions that will help you learn how to stay safe. i. Practice one way police gather evidence by taking fingerprints, taking a shoe print, or taking tire track casts. iii.3C With your family, develop a plan to follow in case of an emergency, and practice the plan at least three times. Your family can determine the emergency, or you can develop several plans. ii.3B Make a list of emergency numbers to post in your home, and keep a copy with you in your backpack or wallet.and discuss with your family where the list should be kept. Show your family that you know how to call for help in an emergency. Talk with your family about people who could help you if a parent is not available. iv. Discuss with your parent or another adult you trust any worries you have about your safety or a friend's safety. 34. Do at least one of v. If you have younger brothers and sisters, make sure they know how to call for help in an emergency. a. Learn about the energy your family uses and how you can help your family decrease its energy use. the following: b.4A Do a cleanup project that benefits your community. 4B Participate in a patriotic community parade or other civic event that honors our country. Practical Comments about Changes: The "bottom line" about the change(s) is: * Dropped out as options are forensics like fingerprints (too bad, fun!), the personal care about a Scout's worries (too bad, that's important!), the care for others if you have younger siblings (too bad, that's valuable!), and energy use (too bad, that's important!). * Lots of moving parts here, but now absolutely required is display the flag/pledge, and patriotic parade or civic event with honoring become an option alongside service project. * Please don't skip the cleanup project, as it might be your Bear year service project! Bear Elective Adventures Bear Elective Required Adventure: Baloo the Builder 1. Discover which hand tools are the best ones to have in your toolbox. Learn the rules for using these tools safely. Practice with at least four of these tools before beginning a project. Complete all of the following requirements. 2. Select, plan, and define the materials for the projectsproject you will complete in requirement 3. 4. Apply a finish to one of your wood projects. 3. Assemble your materials, and build one useful project and one fun project using wood. Practical Comments about Changes: The "bottom line" about the change(s) is: * Can be used as a Required adventure in lieu of Grin and Bear it. Bear Elective Adventure: A Bear Goes Fishing 1. Discover and learn about three types of fishesfish in your area. Draw a color picture of each fish, record what each one likes to eat, and describe what sort of habitat each likes. Complete at least three of the following. 2. Learn about your local fishing regulations with your den leader or a parent or guardian. List three of the regulations you learn about and one reason each regulation exists. 4. Go on a fishing adventure, and spend a minimum of one hour trying to catch a fish. Put into practice the things you have learned about fish and fishing equipment. 3. Learn about fishing equipment, and make a simple fishing pole. Practice casting at a target. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 4" to "do 3 of 4". Effectively, you don't have to dip the line in the water. Please do. Bear Elective Adventure: Bear Picnic Basket a1. Create your own Bear cookbook using at least five recipes you canmight cook or prepare either on your own or with some adult help. Include one page with information about first aid. You should includeat least one recipe each for a breakfast item, one for lunch, and one for dinner, and two recipes fora nutritious snackssnack. 1. DoComplete at least three of the following: b2. With a family member or den leader, prepare for cooking by explaining the importance of planning, tool selection, sanitation, and cooking safety. 2. Do the following: c. Go on a grocery shopping trip with your den or with an adult. Check the price of different brands of one single item, and compare the price of a ready-made item with the price of the same item you would make yourself. a4. With the help of an adult, select one food item, and follow a recipe to prepare itin a kitchen for your den or your family in your kitchen. Help to select the needed ingredients, perhaps from a garden, grocery store, or farmers' market. Cook and serve your planned meal. Clean up after the preparation and cooking. 3. Select and prepare two nutritious snacks for yourself, your family, or your den. b5. With the help of an adult, select one food item and follow a recipe to prepare itin the outdoors for your family or den. Help to select the needed ingredients, perhaps from a garden, grocery store, or farmers' market. Cook and serve your planned meal. Clean up after the preparation and cooking. Practical Comments about Changes: The "bottom line" about the change(s) is: * Shopping and price comparison is gone, which is something boys need to learn. Den leaders that don't want to "go as a den" can make this a "do at home" assignment, since most families shop. * From "do all 6" to "do 3 of 5". Since the hard parts might be the actual cooking in kitchen and outdoors, those two may be ignored. Sad. Those are the best parts. Hands on. Fun. Delicious. * Because these are important skills for boys (we want them to cook well for us when we are old!), it is highly recommended that you don't cut out the cooking here. Complete requirement 1 and two others from requirements 2-4. Bear Elective Adventure: Beat of the Drum 1. Learn about the history and culture of American Indians or other indigenous people who lived in your area at the time of European colonizationlong ago. 3. Complete one of the following: 2. WriteCreate a legend by building a diorama, writing a story, or presenting a skit. 3.A Make a dream catcher. 5.3C Make a drum. Once your drum is complete, create a ceremonial song. 4.3B Make a craft similar to one made by American Indians or indigenous people. 4. Complete one of the following: 4B Visit an American Indian event within your community or an event presented by other indigenous people. 6.4A Visit an Order of the Arrow dance ceremony or American Indian event. 7.4C Learn and demonstrate ceremonial dance steps. 8.4D Create a ceremonial dance. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 8" to "do 3 of 8", including No. 1. At risk of being "just schoolwork" with a small craft. While that's easier, that's less fun, so if you're doing this, do all the fun stuff please! Bear Elective Adventure: Critter Care 1. Complete one of the following: Complete all of the following. 1.A Care forIf you have a pet for two weeks. Make, make a list of tasks that you did to take care of thea pet. for two weeks. 2. Learn more about your pet or a pet you would like to have. List three interesting facts that you learned about your pet. Complete one of the following and share with your den, pack, or family: 1B If you do not have a pet, research one that you would like to have and writeprepare a report about the care it needs. 3.2A Make a poster or PowerPoint about your pet or a pet you would like to own. Share your posterpresentation with your den, pack, or family. 5.2B TellMake a poster or PowerPoint explaining three ways that animals can help people. 4. Do your best to train a pet to perform a trick or follow a simple command, and explain how you trained it. (If your pet is a hermit crab, fish, snake, or the like, you may skip this requirement.) 6. Tell what is meant by an animal being "rabid." Name some animals that could have rabies. Explain what you should do if you are near an animal that might be rabid. 7.3A Visit with a local veterinarian or an animal shelter caretaker. Find out what types of animals he or she might see on a regular basis. Ask what type of education is needed to become a veterinarian or shelter caretaker and why and the types of care he or she chose to pursue this careergives to them. 3. Complete at least one of the following and share with your den, pack, or family: 3B Learn about careers that involve the care of animals. What education, training, and experience are required? Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 7" to … well, it's hard to compare since elements were dropped. Too bad "pet tricks" couldn't even live as an option, as that is a super fun part. Knowing "rabid" is a good skill. Bear Elective Adventure: Forensics 1. Talk with your family andor den about forensics and how it is used to help solve crimes. Complete all of the following. 2. AnalyzeTake your fingerprints and learn how to analyze them. 3.A Learn about chromatography and how it is used in solving crimes. Do an investigation using different types of black, felt-tip markers. Share your results with your den. 3. Complete one of the following: 4.3B Do an analysis of four different substances: salt, sugar, baking soda, and cornstarch. 6.4A Visit the sheriff's office or police station in your town. Find out how officers collect evidence. [Note that this may be during the same visit as "Paws for Action"] 54. Make a shoe imprint.Complete one of the following: 7.4B Learn about the different jobs available in forensic science. Choose two, and find out what is required to work in those jobs. Share what you learned with your den. 8.4C Learn how animals are used to gather important evidence. Talk about your findings with your den. Practical Comments about Changes: The "bottom line" about the change(s) is: * Easier, but at risk of being less fun. This can be such a super CSI type adventure. Do it all! * From "do all 8" to "do 4 of 7", effectively, as shoe imprint is eliminated even as an option. Bear Elective Adventure: Make It Move 1. Create an "exploding" craft stick reaction. Complete all of the following. 2. Make two simple pulleys, and use them to move objects. 4. DoComplete one of the following: 3. Make a lever by creating a seesaw using a spool and a wooden paint stirrer. Explore the way it balances by placing different objects on each end. a.4A Draw a Rube Goldberg–type machine. Include at least six steps to complete your action. b.4B Construct a real Rube Goldberg–type machine to complete a task assigned by your den leader. Use at least two simple machines and include at least four steps. Practical Comments about Changes: The "bottom line" about the change(s) is: * Don't have to construct the Rube Goldberg–type machine, just draw it. At least 1-3 have action. Complete requirements 1-4. Requirement 5 is optional. Bear Elective Adventure: Marble Madness 1. Discuss with your family andor den the history of marbles, such as where and when the game began. Talk about the different sizes of marbles and what they are made of and used for. 3. Learn four or five words that are used when talking about marbles. Tell what each of the words means and how it relates to playing marbles. Share this information with your den. 2. Learn about three different marble games, and learn to play the marble game "ringer."one of them. Learn how to keep score. Learn and follow the rules of the game. Play the game with your family, friends, or your den. 4. Complete one of the following: 6B. Create your own game using marbles, and design rules for playing the game. Share the game you created with your den, family, or friends. Explain the rules and how to play the game. 5A. With your den or family, make a marble obstacle course or marble golf course. Share what you create. Invite everyone to go through your course. 7C. With your den or family, create a marble race track. Have at least two lanes so you can race your favorite marbles against each other. 45. With the help of an adult, make a marble bag to hold marbles. 8D. Make a marble maze. Practical Comments about Changes: The "bottom line" about the change(s) is: * Too bad, because what are now the "do one of four" in requirement 4 are super fun, and involve imagination, creativity, leadership and possibly science and engineering. Did you say STEM? * From "do all 8" to "do 4 of 8", including 1-4, but 4 is now do one of A-D. 5 can be ignored. Bear Elective Adventure: Roaring Laughter 1. Think about what makes you laugh. Write down three things that make you laugh. Complete at least four of the following. 2. Practice reading tongue twisters. 4. With a partner, play a game that makes you laugh. 3. Create your own short story. Remove some nouns, verbs, adjectives, and adverbs from the story, leaving blanks. Without telling the story, have a friend insert his or her own nouns, verbs, adjectives, and adverbs in the story you created. 5. Share a fewat least two jokes with a couplemembers of friendsyour den to make them laugh. 6. Practice at least two run-ons with your den, and perform them at a pack meeting or campfire program. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 6" to "do 4 of 6", so easier to complete, yeah, but these are fun. Have more fun! 7 Bear Elective Adventure: Robotics 1. Identify six tasks performed by robots. Complete at least four of the following 2. Learn about some instances where a robot could be used in place of a human for work. Research one robot that does this type of work, and present what you learn to your den. 4. Build your own robot. 3. Build a robot hand. Show how it works like a human hand and how it is different from a human hand. 5. Visit a place that uses robots. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 5" to "do 4 of 5". Maybe the visit drops, or you build just one robot, not two. But if you're really into robotics, you're probably really into all of these. Complete requirements 1-4 and two others. Bear Elective Adventure: Salmon Run 41. Explain the importance of response personnel or lifeguards in a swimming area. Tell how the buddy system works and why it is important. 13. Explain the safety rules that you need to follow before participating in boating. 62. Visit a local pool or swimming area with your den or family, and go. Go swimming or take a swimming lesson. 24. Identify the safety equipment needed when going boating. 56. Show how to do both a reach rescue and a throw rescue. 35. Demonstrate correct rowing or paddling form. Explain how rowing and canoeing are good exercise. 7. Demonstrate the front crawl swim stroke to your den or family. 9. Attempt to earn the BSA beginner swim classification. 8. Name the three swimming ability groups for the Boy Scouts of America. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 9" to "do 6 of 9", including 1-4. But hard to identify which 3 are not important. Bear Elective Adventure: Super Science 1. Make static electricity by rubbing a balloon or a plastic or rubber comb onagainst another material, such as a fleece blanket or wool sweater. Explain what you learned. Complete at least four of the following and explain what you learned. 2. Conduct a balloon or other static electricity investigation that demonstrates properties of static electricity. Explain what you learned. 43. Do a sink-or-float investigation. Explain what you learned. 32. Conduct one other static electricity investigation. Explain what you learned. 54. Do a color-morphing investigation. Explain what you learned. 65. Do a color-layering investigation. Explain what you learned. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 6" to "do 4 of 5", and balloon is out even as an option. If you like science, do it all! Bear Elective Adventure: A World of Sound Practical Comment about Changes: Really just wording changes. Webelos Badge Requirements June 1, 2015 November 30, 2016 Rank advancement is awarded when boys have completed the following: 2. Complete each of the following Webelos required Adventures with your den or family: 1. Be an active member of your Webelos den for three months. (Being active means having good attendance, paying your den dues, and working on den projects.) [a. Cast Iron Chef c. First Responder b. Duty to God and You d. Stronger, Faster, Higher 3. Complete two Webelosat least one elective AdventuresAdventure of your den or family's choosing. e. Webelos Walkabout] 4. With your parent or, guardian, or other caring adult, complete the exercises in the pamphlet How to Protect Your Children from Child Abuse: A Parent's Guide, and earn the Cyber Chip award for your age. * * If your family does not have Internet access at home AND you do not have ready Internet access at school or another public place or via a mobile device, the Cyber Chip portion of this requirement may be waived by your parent or guardian. Practical Comments about Changes: The "bottom line" about the change(s) is: * By adding "or other caring adult" to the Parent's Guide/Cyber Chip requirement, a den leader need not wait on a parent or guardian to complete this requirement. * Adventure total reduced to 6 from 7, five required, and one elective. Arrow of Light Requirements 1. Be active in your Webelos den for at least six months since completing the fourth grade or for at least six months since becoming 10 years old. (Being active means having good attendance, paying your den dues, and working on den projects.) Rank advancement is awarded when boys have completed the following: 2. Complete each of the following Arrow of Light required Adventures with your den or family: b. CamperOutdoorsman [a. Building a Better World c. Duty to God in Action 3. Complete three Webelosat least one elective AdventuresAdventure of your den or family's choosing. d. Scouting Adventure] 4. With your parent or, guardian, or other caring adult, complete the exercises in the pamphlet How to Protect Your Children from Child Abuse: A Parent's Guide, and earn the Cyber Chip award for your age. * * If your family does not have Internet access at home AND you do not have ready Internet access at school or another public place or via a mobile device, the Cyber Chip portion of this requirement may be waived by your parent or guardian. Practical Comments about Changes: The "bottom line" about the change(s) is: * By adding "or other caring adult" to the Parent's Guide/Cyber Chip requirement, a den leader need not wait on a parent or guardian to complete this requirement. * Adventure total reduced to 5 from 7, four required, and one elective. Webelos Required Adventures Do all of these: Webelos Required Adventure: Cast Iron Chef Complete at least Requirements 1 and 2 below. 31. Plan a menu for a balanced meal for your den or family. Determine the budget for the meal. ShopIf possible, shop for the items on your menu while staying. Stay within your budget. 2. Set personal nutritional goals. Keep a food journal for one week; review your journal to determine if the goals were met. 42. Prepare a balanced meal for your den or family; utilize. If possible, use one of thethese methods below for preparation of part of yourthe meal: b. Dutch oven, a. camp stove, c. box oven, e. open campfire, or charcoal grill. d. solar oven, 5. Demonstrate an understanding of food safety practices while preparing the meal. 13. At an approved time in an outdoor location and usingUse tinder, kindling, and fuel wood, to demonstrate how to build a fire; in an appropriate outdoor location. If circumstances permit and there is no local restriction on fires, show how to safely light the fire, unless prohibited by local fire restrictionsunder the supervision of an adult. After allowing the flamesfire to burn safely, safely extinguish the flames with minimal impact to the fire site. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all" to "do 2". Food journal is deleted (but it's important), fire building can be ignored (but it's what Scouts do). Outdoor cooking can be optional. Please try to do all – its important. Do either requirement 1 OR requirement 2. Webelos Required Adventure: Duty to God and You Complete Requirement 1 and at least two others of your choice. 12. Earn the religious emblem of your faith for Webelos Scoutsthat is appropriate for your age, if you have not already done so already. 1. Discuss with your parent, guardian, den leader, or other caring adult what it means to do your duty to God. Tell how you do your duty to God in your daily life. 2. Complete at least three of requirements 2a–2d: b. Review with your family or den members what you have learned about your duty to God. a. Help plan, support, or actively participate in a service of worship or reflection. Show reverence during the service. c3. Discuss with your family, family's faith leader, or other trusted adult how planning and participating in a service of worship or reflection helps you live your duty to God. d4. List one thing that will bring you closer to doing your duty to God, and practice it for one month. Write down what you will do each day to remind you. Practical Comments about Changes: The "bottom line" about the change(s) is: * Some say the new elements may require more, others say it allows a path if the parent/guardian is not responsive on completing the requirements. Analysis here is incomplete. Webelos Required Adventure: First Responder Complete Requirement 1 and at least five others. Do all of these: 1. Explain what first aid is. Tell what you should do after an accident. if 6/1/2015 text was cut, it is Red Strikethrough ; if 11/30/2016 text was added, it is Blue Underlined 2. Show what to do for the hurry cases of first aid: b. heart attack or sudden cardiac arrest a. Serious bleeding, c. stopped breathing, , d. stroke, 3. Show how to help a choking victim. e. poisoning. 4. Show how to treat for shock. a. A. Cuts and scratches, 5. Demonstrate that you know how to treat at least five of the following: b. B. Burns and scalds, d. D. Blisters on the hand andor foot, c. C. Sunburn, e. E. Tick bites, g. G. Venomous snakebitesnakebites, f. F. Bites and stings of other insects, h. H. Nosebleed, 6. Put together a simple home first-aid kit. Explain what you included and how to use each item correctly. i. I. Frostbite 7. Create and practice an emergency readiness plan for your home or den meeting place. 8. Visit with a first responder or health care professional. Practical Comments about Changes: The "bottom line" about the change(s) is: * Now, the intent of making two elements optional might be that a Scout misses out on the day of a visit with a first responder … or the day of an emergency readiness plan. The latter is a good thing to do, and the former might well be the most interesting way to deliver the program. * From "do all 8" to "do 6 of 8", including No. 1. And only 5 of 9 in No. 5 are needed. * But the structure creates what many (hopefully including most den leaders and parents) will find to be an unacceptable outcome … as dens and Scouts can ignore serious first aid knowledge, like hurry cases and the list at Number 5. Please cover all of these items so that Scouts are prepared! Webelos Required Adventure: Stronger, Faster, Higher Complete Requirements 1-3 and at least one other. Do all of these: 1. Understand and explain why you should warm up before exercising and cool down afterward. Demonstrate the proper way to warm up and cool down. a. 20- yard dash, 2. Do these activities and record your results: b. vertical jump, d. push-ups, c. lifting a 5- pound weight, e. curls, 3. Make an exercise plan that includes at least three physical activities. Carry out your plan for 30 days, and write down your progress each week. f. jumping rope. 45. With your den, prepare a fitness course or series of games that includes jumping, avoiding obstacles, weight lifting, and running. Time yourself going through the course, and try to improve your time over a two- week period. 56. With adult guidance, leadhelp younger Scouts by leading them in a fitness game or games as a gathering activity for a pack or den meeting. 64. Try a new sport that you have never tried before. Practical Comments about Changes: The "bottom line" about the change(s) is: * Dens are encouraged to do all of "Stronger, Faster, Higher", not "Stronger, Faster, Higher, Lesser". * From "do all 6" to "do 4 of 6", including 1-3. Nice that leading younger Scouts can be done at any time. But two of the following can be ignored: fitness course (fun, and involves cooperation, planning, leadership), help younger Scouts (leadership, caring) or new sport (brave, plus fun). Webelos Required Adventure: Webelos Walkabout Complete Requirements 1-4 and at least one other. Do all of these: 1. CreatePlan a hike planor outdoor activity. 53. Recite the Outdoor Code and the Leave No Trace Principles for Kids from memory. Talk about how you can demonstrate them on your Webelos adventures. 2. Assemble a hiking first-aidfirst aid kit suitable for your hike or activity. 64. With your Webelos den or with a family member, hike 3 miles (in the country, if possible). 7. Complete a service project on or near the hike location. . 4. Before your hike, plan and prepare a nutritious lunch or snack. Enjoy it on your hike, and clean up afterward. 35. Describe and identify from photos any poisonous plants and dangerous animals and insects you might encounter on your hike or activity. 86. Perform one of the following leadership roles during your hike: trail leader, first-aid leader, lunchfirst aid leader, or service projectlunch or snack leader. Practical Comments about Changes: The "bottom line" about the change(s) is: * And since the Scout is on a 3 mile hike already, it is not clear why those can't be covered. * From "do all 8" to do less, as "service project" is completely out, and either poisonous plants/dangerous things (important) or leadership (important) can be ignored. Arrow of Light Required Adventures Arrow of Light Required Adventure: Building a Better World Complete Requirements 1-6. 2. Learn about and describe your rights and duties as a citizen, and explain what it means to be loyal to your country. 1. Explain the history of the United States flag. Show how to properly display the flag in public, and help lead a flag ceremony. 3. Discuss in your Webelos den the term "rule of law," and talk about how it applies to you in your everyday life. 5. Learn about your family's expenses, and help brainstorm ways to save money. Plan and manage a budget. 4. Meet with a government or community leader, and learn about his or her role in your community. Discuss with the leader an important issue facing your community. 8. With the assistance of your den leader or parent, participate in an event that would help lead others in recycling and conserving resources. 106. Do at least one of these: 95. Show that you are an active leader by planning an activity for your den without your den leader's help. Ask your den leader for approval first. a. Learn about Scouting in another part of the world. With the help of your parent, guardian, or your den leader, pick one country where Scouting exists, and research its Scouting program. c. Find a brother Scout unit in another country. b. Set up an exhibit at a pack meeting to share information about the World Friendship Fund. dc. Under the supervision of your parent, guardian, or den leader, connect with a Scout in another country during an event such as Jamboree on the Air or Jamboree on the Internet or by other means. 7d. Identify one energy problem in your community, and find out what has caused it. 6c. Learn about energy use in your community and in other parts of ourthe world. Practical Comments about Changes: The "bottom line" about the change(s) is: * You probably think those are important, so … cover them for the benefit of Scouts and families. * From "do all 10" to do less, as budget (an important skill) and conserving (citizen/stewardship) are completely out. Energy issues (citizen/stewardship) are made optional. Arrow of Light Required Adventure: CamperOutdoorsman Do all of theseOption A: Complete Option A or Option B. 1. With the help of your den leader or family, plan and participate in conduct a campout. If your chartered organization does not permit Cub Scout camping, you may substitute a family campout or a daylong outdoor activity with your den or pack. 3. Once your tents are set up, discuss with your den or family what actions you should take in the case of the following extreme weather events which could require you to evacuate: 2. On arrival at the campout, with your den and den leader or family, determine where to set up your tent. Demonstrate knowledge of what makes a good tent site and what makes a bad one. Set up your tent without help from an adult. a. Severe rainstorm causing flooding c. Fire, earthquake, or other disaster that will require evacuation. Discuss what you have done to minimize as much danger as possible. b. Severe thunderstorm with lightning or tornadoes 4. On a pack campout, work with your den leader or another adult to plan a campfire program with the other dens. Your campfire program should include an impressive opening, songs, skits, a Cubmaster's minute, and an inspirational closing ceremony. 6. Go on a geocaching adventure with your den or family. Show how you used a GPS unit or a smartphone with a GPS application to locate a geocache. 5. Show how to tie a bowline. Explain when this knot should be used and why. Teach it to another Scout who is not a Webelos Scout. 74. Recite the Outdoor Code and the Leave No Trace Principles for Kids from memory. Talk about how you can demonstrate them while you are working on your Arrow of Light. After one outing, list the things you did to follow the Outdoor Code and Leave No Trace. 1. With the help of your den leader or family, plan and participate in an outdoor activity. Option B: 2. Discuss with your den or family what actions you should take in the case of the following extreme weather events: b. Severe thunderstorm with lightning or tornadoes a. Severe rainstorm causing flooding c. Fire, earthquake, or other disaster that will require evacuation. Discuss what you have done to minimize as much danger as possible. 3. Show how to tie a bowline. Explain when this knot should be used and why. Teach it to another Scout who is not a Webelos Scout. 4. Recite the Outdoor Code and the Leave No Trace Principles for Kids from memory. Talk about how you can demonstrate them while you are working on your Arrow of Light. After one outing, list the things you did to follow the Outdoor Code and Leave No Trace. Practical Comments about Changes: The "bottom line" about the change(s) is: * In the camping option, drops from "do all 7" to "do just 1-5". Campfire and gps/geocache elements are dropped completely. This vision (here, and in earlier adventures) of camping without campfire is really sad for Cub Scout Campers. * Biggest change: "plan and conduct a campout" can be just "attend an outdoor activity", and not just if the CO doesn't allow camping. And the outdoor activity need not be "daylong". While resident camp option is substantial (and a positive change), using the lesser "outdoor activity" undermines the Cub Scout experience. Please don't fail to do camping! More comments here. * Honestly, with everyone (not just COs that don't allow camping) having the just do an "outdoor activity" option, the bottom line is: Sad! And for Arrow of Light, preparing Scouts to camp with a Troop is a goal, and doing it without camping is missing out on the best part of the Scouting program and failing to meet a purpose of Cub Scouting. Please don't fail to do camping! Unless your CO won't allow it. Camping is the best way for rich, strong Scouting program. Arrow of Light Required Adventure: Duty to God in Action Complete Requirements 1 and 2 plus at least two others of your choice. Do either requirement 1 OR requirement 2: 1. Discuss with your parent, guardian, den leader, or other caring adult what it means to do your duty to God. Tell how you do your duty to God in your daily life. 13. Earn the religious emblem of your faith for Webelos Scoutsthat is appropriate for your age, if you have not already done so already. 2e2. Under the direction of your parent, guardian, or religious or spiritual leader, do an act of service for someone in your family, neighborhood, or community. Talk about your service with your family and your Webelos den leader. Tell your family, den, or den leader how it related to doing your duty to God. 2. Do requirement 2a and any two from requirements 2b–2e: b5. Discuss with your family how the Scout Oath and Scout Law relate to your beliefs about duty to God. a4. With your parent, guardian, or religious or spiritual leader, discuss and make a plan to do two things you think will help you better do your duty to God. Do these things for a month. c6. For at least a month, pray or reverently meditate each day as taught by your family or faith community. d. Read at least two accounts of people in history who have done their duty to God. (This can include family members and ancestors.) List their names and how they showed their duty to God. Practical Comments about Changes: The "bottom line" about the change(s) is: * Some say the new elements may require more, others say it allows a path if the parent/guardian is not responsive on completing the requirements. Analysis here is incomplete. Arrow of Light Required Adventure: Scouting Adventure Practical Comment about Changes: Describe First Class Badge and repeat Pledge of Allegiance are optional, and Outdoor Code is eliminated. Troop meeting visit can be without the den. Good! Webelos/Arrow of Light Elective Adventures Webelos/AOL Elective Adventure: Adventures in Science Practical Comment about Changes: Mostly just wording changes, compared to others. But if you do the "Study the night sky" option, and do the six hours over several nights, make them different hours (e.g., the night sky at 6:00 pm and again at midnight). Webelos/AOL Elective Adventure: Aquanaut Practical Comments about Changes: Drops "Recognize the purpose and the three classifications of swimming ability groups in Scouting", and some wording changes of little substance. Webelos/AOL Elective Adventure: Art Explosion Practical Comments about Changes: Drops options for portfolio or art show. NOTE: the "original" announced version of this eliminated 3h and 3i and 4. In December, 2016, those were restored … but making 4 completely optional … though if you've done art, 4 is a super easy and fun element. Webelos/AOL Elective Adventure: Aware and Care Practical Comment about Changes: Really just wording changes. Webelos/AOL Elective Adventure: Build It Practical Comment about Changes: Really just wording changes. Webelos/AOL Elective Adventure: Build My Own Hero Complete Requirements 1-3 plus at least one other. Do all of these: 1. Discover what it means to be a hero. Invite a local hero to meet with your den. 3. Recognize a hero in your community by presenting him or her with a "My Hero Award."" 2. IdentifyDescribe how citizens can be heroes in their communities. 4. Learn about a real-life hero from another part of the world who has helped make the world a better place. 6. Create your own superhero. 5. Learn about a Scout hero. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 6" to "do 4 of 6", including 1-3. So only one need be done of real hero elsewhere, Scout hero, or your own superhero (fun!). Webelos/AOL Elective Adventure: CastawayGetawayCastaway (name restored sometime in December) Complete Requirements 1 and 2. ab. With the help of an adult, demonstrate one way to light a fire without using matches. 1. Do two of these:Complete a. and your choice of b. or c. ba. On a campout or outdoor activity with your den or family, cook two different recipes that do not require pots and pans. If your chartered organization does not permit Cub Scout camping, you may substitute a family campout or a daylong outdoor activity with your den or pack. 2. Do ALL of these:all of the following. c. Using tree limbs or branches that have already fallen or been cut, build a shelter that will protect you overnight. a. Learn what items should be in an outdoor survival kit that you can carry in a small bag or box in a day pack. Assemble your own small survival kit, and explain to your den leader why the items you chose are important for survival. c. With your den, invent a game that can be played without using electricity and using minimal equipment or simple items. b. Show you can live "off the grid" by minimizing your use of electricity for one week. Keep a log of what you did. Discuss with your den members how you adjusted to this lifestyle. d. Name your game, write down the rules once you have decided on them, then play the game at two different den meetings or outings. fb. With your den, demonstrate two ways to treat drinking water to remove impurities. e. Teach your game to the members of your pack or other Scouts. gc. Discuss what to do if you become lost in the woods. Tell what the letters "S-T-O-PS¬T-O-P" stand for. Tell what the universal emergency signal is. Describe three ways to signal for help. Demonstrate one of them. Describe what you can do you do to help rescuers find you. hd. Make a list of four qualities you think a leader should have in an emergency and why they are important to have. Pick two of them, and act them out for your den. Describe how each relates to a point of the Scout Law. Describe how working on this adventure gave you a better understanding of the Boy Scout motto. Practical Comments about Changes: The "bottom line" about the change(s) is: * Eliminated are "off the grid" (technically, emergence prep, plus earth stewardship), and game without electricity (with cooperation, creativity, leadership). Oh, do it all! * Camping not required can be just an "outdoor activity". Webelos/AOL Elective Adventure: Earth Rocks! Practical Comments about Changes: Drops the requirement of outing or visit (7) and for geology in action (8). Eliminates some wording. Webelos/AOL Elective Adventure: Engineer Complete at least Requirements 1 and 2. Requirements 3 and 4 are optional. Do all of these: 1. Pick one type of engineer. With the help of the Internet, your local library, or a localan engineer you may know or locate, discover and record in your book three things that describe what that engineer does. (Be sure to haveTo use the Internet, be sure that you have a current Cyber Chip or that you have permission from your Webelos den leader, parent, or guardian's permission to use the Internetguardian.) Share your findings with your Webelos den. a. Examine a set of blueprints or specifications. Using these as a model, constructprepare your own set of blueprints or plansspecifications to design a project. 2. Learn to follow engineering design principles by doing the following: b. Using the blueprints or plansspecifications from your own design, constructcomplete your project. Your project may be something useful or something fun. 3. Explore other fields of engineering and how they have helped form our past, present, and future. c. Share your project with your Webelos den and your pack by displaying the project at aothers at a den or pack meeting. 4. Pick and do two projects using the engineering skills you have learned. Share your projects with your den, and also exhibit them at a pack meeting. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 4" to "do 2", since 3 and 4 can be ignored. At least No. 2 has a "do" project. Webelos/AOL Elective Adventure: Fix It Practical Comment about Changes: Really just wording changes. Webelos/AOL Elective Adventure: Game Design Practical Comment about Changes: Really just wording changes. Webelos/AOL Elective Adventure: Into the Wild Practical Comment about Changes: Really just wording changes. Do all of these: Webelos/AOL Elective Adventure: Into the Woods Complete at least Requirements 1-4 and one other. 2. Identify sixfour trees common to the area where you live. Tell whether they are native to your area. Tell how both wildlife and humans use them. 1. Identify two different groups of trees and the parts of a tree. 3. Identify sixfour plants common to the area where you live. Tell which animals use them and for what purpose. 46. Visit a nature center, nursery, tree farm, or park, and speak with someone knowledgeable about trees and plants that are native to your area. Explain how plants and trees are important to our ecosystem and how they improve our environment. 54. Develop a plan to care for and then plant at least one plant or tree, either indoors in a pot or outdoors. Tell how this plant or tree helps the environment in which it is planted and what the plant or tree will be used for. 65. Make a list of items in your home that are made from wood and share it with your den. OR: With your den, take a walk and identify useful things made from wood. 76. Explain how the growth rings of a tree trunk tell its life story. Describe different types of tree bark and explain what the bark does for the tree. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do all 7" to "do 5 of 7", including 1-4, and total trees/plants identified drops from 6 to 4 each. Probably this means not doing the visit or tree trunk/tree bark elements. Webelos/AOL Elective Adventure: Looking Back, Looking Forward Practical Comment about Changes: Just wording changes. Webelos/AOL Elective Adventure: Maestro! 1. Do a or b: Complete Requirements 1 and 2. a. Attend a live musical performance. 2. Do two of the following: b. Visit a facility that uses a sound mixer, and learn how it is used. a. Make a musical instrument. Play it for your family, den, or pack. c. Play two tunes on any band or orchestra instrument. b. Form a "band" with your den. Each member creates his own homemade musical instrument. Perform for your pack at a pack meeting. 3. Do two of the following: be. Create original words for a song. Perform it at your den or pack meeting. ad. Teach your den the words and melody of a song. Perform the song with your den at your den or pack meeting. if 6/1/2015 text was cut, it is Red Strikethrough ; if 11/30/2016 text was added, it is Blue Underlined cf. Collaborate with your den to compose a den theme song. Perform it at your pack meeting. eh. Perform a musical number by yourself or with your Webelos den in front of an audience. dg. Write a song with words and music that expresses your feelings about an issue, a person, something you are learning, a point of the Scout Law, etc. Perform it at your den or pack meeting, alone or with a group. Practical Comments about Changes: The "bottom line" about the change(s) is: * From "do 5 of 10" to "do 3 of 10". Webelos/AOL Elective Adventure: Moviemaking Practical Comment about Changes: Just wording changes. Webelos/AOL Elective Adventure: Project Family Complete the following Requirements. Do 1 through 5, then choose two of 6 through 8: 1. Interview a grandparent, another family elder, or a family friend about what life was like when he or she was growing up. Share his or her story with another family member. a. Create a family tree of three generations, or make 2. Talk withWith members of your family aboutor a family friend, discuss some of your family namenames, history, traditions, and culture. Do one of the following: b. Make a poster or Web page that shows the originsplaces that some of your ancestorsfamily members came from. . Or choosee. Choose a special celebration or holiday that some of your family participatesmembers participate in, and create either a poster, picture, or photo slideshow of it. 3. Show your understanding of your duty to family by creating a chart listing the jobs that you and other family members have at home. Choose three of the jobs you are responsible for, and chart them for two weeks. Share this project with your den. 4. Select ONE of the jobs belowa job that belongs to another family member, and help that person complete it: . Some examples would be to create a grocery shopping list for the week , to take out trash for a week, b. to do the laundry for your family one time , to a. Create a grocery shopping list for the week. c. Help prepare meals for your family for one day, or to complete some yard work Complete the laundry for your family one time. 65. With the help of an adult, inspect your home and its surroundings. Make a list of hazards or security problems you find. Correct one problem you found, and tell what you did. . 6. Complete one of the following: a.• A family reunion 7a. Hold a family meeting to plan an exciting family activity. The activity could include: b.• A family night 8. Have your family event. Afterward, tell your parent or guardian what you liked best about the event. c.• A family outing 5b. Create a list of community service or conservation projects that you and your family can do together, and present it to your family. Select one project, plan it, and complete it with members of your family. Practical Comments about Changes: The "bottom line" about the change(s) is: * Multiple rewordings, home inspection is now mandatory, service project now optional. Webelos/AOL Elective Adventure: Sportsman Practical Comments about Changes: Drops from two individual sports and two team sports, to just two sports, either individual or team. Otherwise, wording.	<urn:uuid:2351bb07-e04f-49ec-a472-f05bb3d13a27>	CC-MAIN-2024-10	http://www.usscouts.org/advance/docs/GuidetoCubScoutAdventureChangesNovember302016.pdf	2024-02-24T19:52:35+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00389.warc.gz	73,671,178	23,780	eng_Latn	eng_Latn	0.997705	eng_Latn	0.99815	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 3177, 6436, 10217, 13625, 16534, 20047, 23087, 25758, 28315, 31889, 35158, 38210, 41179, 44120, 46911, 49720, 53222, 56676, 60037, 63325, 66545, 69860, 72578, 75319, 78438, 80786, 83853, 87255, 90616, 93218, 96657, 99404, 102394, 102595 ]	[ 3.171875, 4.28125 ]	2	7
Cloudless Sulphur Caterpillar Known Food Preferences: Cloudless Sulphur caterpillars eat the foliage, flowers, and seedpods of a variety of plants in the Pea Family, such as American Senna, Maryland Senna, Partridge Pea, Sensitive Partridge Pea, Java-bean, and Woolly Senna. Known disguises: Cloudless Sulphur caterpillars rely on blending in with their surroundings for protection. In general, caterpillars that feed primarily on the yellow flowers of their food plant are yellow colored, while caterpillars that eat foliage are green. Both the yellow and green forms of the Cloudless Sulphur caterpillar have spots, lines, and dots on their bodies that help provide further camouflage among the leaves and flowers of their host plant. Hideouts: In addition to their disguises, Cloudless Sulphurs can spin silk to make a shelter from one or more leaves. Additionally, some Cloudless Sulphurs fly north each fall— an activity that over time may result in a range expansion for the species. Currently, however, these butterflies are not thought to be able to survive the winter farther north than the Carolinas. In order to avoid freezing temperatures, millions of Clouded Sulphurs fly southward each fall to frost-free areas where they overwinter as adults in reproductive diapause. If capture is avoided: After the caterpillar forms its striking, humpbacked chrysalis, metamorphosis continues, with multiple broods in the southern part of its range, fewer in the north. Cloudless Sulphurs can be found in gardens and disturbed open spaces in all of the southern United States. Mary Anne Borge is an Associate Editor of Butterfly Gardener, an instructor at Bowman's Hill Wildflower Preserve, and a Pennsylvania Master Naturalist. She enjoys sharing her love of nature through her writing and photography at her blog, www.the-natural-web.org. Winter 2019	<urn:uuid:c7f42d61-f158-4c0b-9f4e-d260c39a8b87>	CC-MAIN-2020-16	https://naba.org/pubs/Wanted_Alive_in_Your_Garden_Cloudless_Sulphur.pdf	2020-04-03T04:52:39+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00170.warc.gz	597,429,138	404	eng_Latn	eng_Latn	0.994726	eng_Latn	0.994726	[ "eng_Latn" ]	false	docling	[ 1860 ]	[ 3.078125 ]	1	0
STRESS AND THE BODY Stress is what happens in your brain and your body when something you care about is at stake. Understanding that stress is a natural response and does not automatically mean harm – much like pain sometimes – can help you manage stressful events with a more positive approach. If you learn to notice your stress triggers and what happens for you during a stress response, you can find strategies to address the way it changes your breathing, muscle tension and even mood. Rethinking stress using a positive mindset can: * Enhance focus, motivation and self-care * Reduce inflammation * Lead to a healthy heart response, as blood vessels are not constricted during a positive stress response HOW TO REWIRE YOUR STRESS RESPONSE: SEVEN TIPS TO MAKE STRESS GOOD FOR YOU! 1. Name the stressor: * Understanding and identifying what's causing the stress can allow you to come up with potential solutions, examine alternate outcomes and take control of the situation. 2. Learn to use stress for good: * If you view stress in a negative light, you'll be more likely to react in negative ways. * Next time you feel stressed or anxious, try recognizing and welcoming that feeling instead of pushing it away. 3. It's all about what you do, not the situation itself: * You may not be able to control life, but you can control how you respond. * If you approach stressful situations with an open mind and channel your heightened feelings into problem-solving, the initial stress can turn into a strong motivator. 4. Use exercise to fight negative stress responses: * Exercise can increase levels of feel-good chemicals that promote a sense of contentment and well-being and reduce the stress hormone cortisol. 5. Get good sleep 6. Eat well: * Ditch the junk food, sugary, and overly salty foods. 7. Keep a stress journal: * Writing down your problems naturally encourages the brain to reflect, consider potential solutions and gives you a new perspective. * If want to get ahead of your stress, you can even start the day with a list of things you think need to be addressed. RESOURCES * LivePlanBe article: Stress awareness and pain * Breathing exercises for relaxation * Embracing stress is more important than reducing stress * How rethinking stress could rewire your response to it * Mindfulness-based stress reduction as a strategy in reducing pain * Rethinking stress: The role of mindsets in determining the stress response * Does the perception that stress affects health matter? The association with health and mortality	<urn:uuid:7efab545-4600-4e18-b7d9-01b9d5d28076>	CC-MAIN-2024-10	https://painbc.ca/sites/default/files/2022-07/Pain%20BC%20Factsheet%20-%20Stress%20and%20the%20Body.pdf	2024-02-24T18:33:57+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00388.warc.gz	452,207,345	522	eng_Latn	eng_Latn	0.993812	eng_Latn	0.994095	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1528, 2557 ]	[ 3.25 ]	1	0
Name : ________________________ Grade : 5____ Date : _________________________ Worksheet 5 Objective : - Adverbs of manner -Past continuous Adverbs of manner are used to describe verbs and tell how the action is done. escribes d In this sentence quickly is the adverb. It gives more information about the verb eats. It tells us how Mary eats. - We usually add (-ly) to adjectives to form the adverb. Remember ! these adjectives are irregular. - We put the adverb of manner after the verb. I. Complete the sentences by changing the adjectives into adverbs. a. badly b. ………………… c. ………………… d. ………………… e. ………………… f. ………………… g. ………………… h. ………………… II. Here are more exercises on adverbs of manner from your workbook. Please do exercises 1, 2 and 3. III. Revise the notes on the past continuous from the last worksheet and do exercises 1, 2, 3 and 4 from the workbook (below):	<urn:uuid:dec3096f-3592-45da-b4ef-09f56b7dcdbf>	CC-MAIN-2020-16	http://dsj.alac.org.lb/userfiles/files/Grade%205%20worksheet%204(1).pdf	2020-04-03T03:42:40+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00172.warc.gz	50,386,755	236	eng_Latn	eng_Latn	0.855011	eng_Latn	0.997325	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 502, 664, 767, 897 ]	[ 3.421875 ]	1	0
GCSE to A-level Music A-level Music covers the same three areas of Music (Performing, Composing and Listening) as GCSE but in further depth. In preparation for September we suggest that you keep working within these areas and use the following resources to support you. Performing 25-35% Keep practicing. Try to develop your performance skills even further so you are ready to share your skills across the department, including within our ensembles, alongside your solo performance. Composition 25-35% Develop your understanding of theory further so that you can make your compositions further developed. Grade 5 theory is an excellent preparation for A-level music. There are lots of resources either on line or in specific books. I am particularly concerned by Key identification Reading treble and bass clef. Time signatures Chords and their symbols. Musical Terminology. Keep composing. You can always be experimenting with ideas. Take an idea and develop it. Think about developing it taking an element of music in turn. At Thomas Adams we think in terms of Dr. Smith. D – Dynamics R – Rhythm/Tempo S – Structure M – Melody I – Instrumentation T – Texture H – Harmony Try using some new notation software. Muse is a good option and completely free! Listening 40% Listening continues into A level. We study three areas at A level, studying composers, styles and pieces in depth. The Western Classical Tradition (The Development of the Symphony 1750-1900) Musical Theatre Into the Twentieth Century As part of that we have the following set works, Symphony No. 104 in D major 'London': Haydn Symphony No. 4 in A major 'Italian': Mendelssohn Trio for Oboe, Bassoon and Piano, Movement II: Poulenc Three Nocturnes, Number 1, Nuages: Debussy Study the following Musical theatre composers, Richard Rodgers Leonard Bernstein Stephen Sondheim Claude-Michel Schönberg Andrew Lloyd Webber Stephen Schwartz Have a listen. What can you hear or identify? What musical features and devices are they using within their compositions? We are always trying to develop your use of musical language. If you do have any questions please feel free to e-mail me firstname.lastname@example.org.	<urn:uuid:39758850-bc0d-4688-8f26-f7102ac88ec0>	CC-MAIN-2020-16	https://thomasadams.net/wp-content/uploads/2020/03/Music-Transition-Work-2020.pdf	2020-04-03T04:46:35+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00172.warc.gz	728,075,392	495	eng_Latn	eng_Latn	0.988712	eng_Latn	0.994588	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1280, 2208 ]	[ 2.390625 ]	1	0
Linguistic mindfulness 1 and being a collector of language: A strategy for teaching and a strategy for learning by Karen Slikas Barber Abstract Being mindful of incidental language and then collecting, noticing and doing things with the language are strategies that can enhance our learning and opportunities to learn. Such an approach was trialled over a ten-week term with the students and teacher in a multi-level (elementary-intermediate) Adult Migrant English Program (AMEP) Certificate in Spoken and Written English (CSWE) class. Students and teacher alike practised being mindful of the texts they encountered in the course of their daily activities outside the classroom. They also collected texts by photographing them with their mobile phones or by copying them into their collection books. These short texts were then used as a basis for homework and group work activities modelled by the teacher. The careful reading, collecting, noticing and doing activities with language encountered in everyday life developed a continuing linguistic mindfulness in the teacher and students and provided a learning strategy that can be employed any time and anywhere. Background In the often over-busy life of teaching, learning and living, it is sometimes difficult to make time to improve our own language learning and our learning about language. Family, friendships and financial commitments often take precedence over professional development, study and homework. However, as a strategy for teaching and learning, we can become linguistically mindful of the language we encounter in our everyday lives and then choose to explore this incidental language as a means to improving our own learning as teachers and students. This means giving our full attention to some of the short texts that are in front of us at any moment throughout our day. It also means collecting some of the texts and exploring them further in the classroom and at home. 1 The term 'linguistic mindfulness' was coined by the teacher to describe a procedure for carefully thinking about a text at the moment that it is encountered during the course of every day life. Mindfulness is a concept that is used in both counseling and meditation and the interpretation being used for this strategy is that of 'being present to or turning our attention to' the present moment (Bastis, 2000: 17). Working within the curriculum framework of the Certificate in Spoken and Written English (CSWE) with its language competencies linked to the use of whole texts, teachers and students spend a significant amount of class time exploring texts. Effective implementation of the teaching and learning cycle with its five stages of building context, modelling and deconstructing, joint construction, independent construction and linking of related texts provides many opportunities for this to occur (Feez, 1998: 11, 28). A mantra in my classroom has been to explore texts and to keep going back to a text we have enjoyed and comprehended to learn more. Within this framework I have encouraged students to be collectors of language. I have done this by sharing and devising language analysis activities using my own collection of spoken and written discourse and by modelling what can be done with a text we have used in class to explore its syntactic, semantic and graphophonic features (Gibbons, 1991: 71). Perhaps unsurprisingly, I have seen little evidence that a language collection strategy has ever been autonomously adopted by my students. In fact, insufficient training, guidance, time, tools and thought had been given to enable my students to use such approaches to improve their own learning. With this in mind, a more carefully-defined strategy including linguistic mindfulness as part of language collection was developed and trialled to address previous shortcomings and to give the students a real choice as to whether or not they took up such a strategy to learn autonomously. The aim was to give learners opportunities 'to think carefully about language for themselves to help to make them more independent learners' (Willis, 2003: 8). Literature review One of three agreed-upon essential conditions for language learning is 'exposure to a rich but comprehensible input of real language in use' and making meaning of that language involving conscious and subconscious processes (Willis, 1996: 11). As part of this meaning-making process, noticing features of the language in a particular context is important. This means isolating small chunks of language to ascertain meaning and use: It is only when features are noticed, processed in the learner's mind and understood that they are likely to become part of their internalised language system. (Willis, 1996: 11) As another researcher suggests, noticing activities 'encourage a more introspective engagement with language, calling for quiet observation which is unhampered by the simultaneous need to manipulate language' (Batstone, 1994: 54). Additionally, language learning requires motivation to listen, read, speak and write. Finally, using the language to do things is a condition for language learning (Willis, 1996: 11). Ethics, Equity and Ecology A non-essential but desirable condition for language learning is instruction (Willis, 1996: 11). As part of this instruction, learners also need to develop 'learning how to learn' skills. This often requires training, so students can make choices about how they learn how to learn and experiment with different strategies (Nunan, 1991: 188, 181). Therefore, learners need to be exposed to a variety of approaches in order to broaden their use and choice of learning styles and strategies (Willis, 1996: 10). Part of this instruction entails drawing learners' attention to particular language features to make them more noticeable and encouraging learners to look for these features in future input: 'Repeated noticing may then enable learners to incorporate acceptable forms into their spontaneous language' (Willis, 2003: 8). Through consciousness-raising activities designed to encourage learners to look carefully at language they have processed for meaning, learners can learn how they can explore and discover for themselves how language works and the relationship between meaning and form (Willis, 2003: 14-15). Learners can also be shown how to see the pattern in grammar and use of lexis through the teacher highlighting patterns in clause structure, tense, syntactic frames, word groupings (class), lexical phrases and frames, and collocation. As learners begin to recognise patterns, they can go on to see other structures and words that behave in the same way and then 'allocate these to categories of meaning' (Willis, 2003: 48-49). Incidental language, that is, language noticed during the living of our daily lives, provides a rich and comprehensible input of real language in use as required for language learning. In addition, incidental language usually has the advantage of brevity and often pithiness, so that making meaning of a text and noticing features about such a text in a short space of time are achievable propositions. This could then enhance learners' motivation to use this incidental language to learn autonomously. Many of the short texts encountered in our daily lives are not only rich and varied but also memorable. For example, there is the often seen public health notice on the back of toilet doors, 'If it's not on, it's not on.' Then there are the anti-drink driving posters with the quote, 'I had dinner with my wine. I should be OK.' These short texts are very noticeable and thus may make noticing an interesting and attainable activity. As one researcher notes, 'it's the quality of the exposure and not the quantity that matters in learning language' (Willis, 1996: 13). Another advocates using a sentence 'to lead the lesson' (Anderson, 2007: 28) and using the 'shortest possible mentor text' when exploring language use and production (Anderson, 2005: 12). These short texts that students notice in their daily lives can become scaffolds when learners read, think about, collect, notice, further notice, and explore and imitate these texts. In addition, these short texts can also be used by teachers for incidental and then more reflective professional development as well as for creating classroom activities. Being 4 Karen Slikas Barber mindful of incidental language and collecting language offer the teacher exploratory, creative and individualised methods of professional development that can inform day-to-day classroom practice. As Bob Marley proclaims, '[n]one but ourselves can free our minds' (quoted in Edge, 2000: 2). The study To introduce the idea of becoming linguistically mindful and then collecting language as a strategy for autonomous learning, the students in a full-time CSWE class were given a language collection book in the first week of the class. As their teacher, I also kept a language collection book. In each book a flowchart was included outlining the steps to follow to adopt a mindfulness strategy (see Figure 1). I demonstrated how one could be mindful on a bus, at a doctor's surgery, and so forth, and explained how the students could then collect some of the texts they had read to be used for noticing and doing activities in class and at home. I also demonstrated how noticing could assist in further processing the language and showed the students a limited range of 'doing' activities. These activities were modelled each week using a text taken from my collection book. As Figure 1 shows, the first step is to look at a text, read it carefully and then ask a set of five 'WH' questions about the text as a means of understanding the text and thinking about it. Through this process, students can develop a condition of linguistic mindfulness, that is, being 'present' to the texts that appear in their daily lives. The process can stop there. But there is also the choice of going on to the next step, which includes copying the text into the collection book and then noticing features of the text. Noticing includes looking at sentence patterns, tense, noun phrases, punctuation and spelling, capital letters and 'other patterns' including grammar, word order, word class, lexical phrases and frames and collocation (Willis, 2003: 48). Again, after this initial noticing and copying, the process can stop or the process can continue with further noticing, exploring and discovering as well as doing things with the language from the text. Doing activities include imitating the text or patterns within the text, grouping words, memorising new words or patterns, and deleting and then substituting word(s) or phrases to form a new sentence. These processes are outlined in the flow chart provided on the following page. Students were encouraged to complete all the steps in the flow chart on their own text to gain a better understanding of the text and to internalise language features. Furthermore, by exploring, analysing and then discussing the purpose(s), worldview and structures of a text, the students were developing critical literacy skills (Freebody & Luke, 1990). TESOL as a Global Trade: Ethics, Equity and Ecology 1 Look at a text. Read it. Read it again. Think about it. (2-3 minutes) 2 Answer these five 'WH' questions: What does the text mean? (look up any new words) Who was the text written for? Where did you find this text? Why was the text written? What does this text 'say' about Australia? (Would you see this text in your country? Why/why not?) 3 Collect the text and notice. Take a photo of the text with your mobile or write it down in your collection book. Look at the text again before class. Use your dictionary to look up any new words. Copy all the words correctly! What do you notice about the text? What else? You could notice: S entence patterns (clause structure) T ense N oun phrases O P ther patterns (e.g., grammar, word order, word class, lexical phrases, frames, collocations) unctuation S pelling and capital letters 4 'Do' something with the text: (a) imitate patterns (b) group words (c) memorise words/patterns (d) delete and substitute words. 5 READ THE TEXT AGAIN. Discuss the text with your classmates and your teacher. Give your collection book to your teacher. Figure 1 – Flow chart for developing linguistic mindfulness and collecting language 6 Karen Slikas Barber The strategy was modelled and practised in a one-hour lesson for ten consecutive Fridays all within the context of a 15-hours/week class with the lesson content described in Figure 2. I viewed the students' language collection books each week, added comments to their answering of the 'WH' questions and their noticing and their doing and, where practical, made reference to texts learners had collected when illustrating language and language use in the Monday-Thursday classes. In addition, when reviewing students' written work in their writing portfolios, when possible and relevant I asked the students to re-notice a text they had collected to help them edit their own writing. As can be noted from Figure 2, one text from my language collection was used for mindfulness, noticing and doing activities for each of the first five lessons. In the sixth lesson, my text was used for the mindfulness part of the strategy and then students chose, with the help of their group members, what to notice and do with the text. For all six lessons, I used texts that were met in my daily life and not with any specific language teaching in mind. This was done to mirror students' experiences in the community, that is, just using whatever text was conveniently in front of them. The weekly in-class group work activities were designed to enable learners to learn how and what to notice about grammatical patterns and how they could learn from and imitate the language of the incidental text. In the first four lessons, the purpose was to involve the students in interactive group work with set activities using one teacher-collected language sample per week, in order to allow the students to learn the processes of linguistic mindfulness and language collection as a strategy. As the lessons progressed the focus shifted from a 'for the learner' to a 'by the learner' approach (Batstone, 1994: 61) where students were progressively given more and more choice and responsibility for employing the strategy. Therefore, in the first five lessons, I chose the text and determined what was to be noticed and done with the text. In the later lessons, students' texts were used for the activities and students chose what to notice and what to do with their texts. So, for example, in the beginning lessons, I designed activities that allowed students to notice grammatical patterns including verbs followed by the 'to …' (infinitive) and noun phrases with one and two noun modifiers (Willis, 2003: 59, 85). Then, in later lessons, students could re-notice these features in the texts they collected as well as noticing other aspects of language in use. A mindfulness/language collection excursion to the local shopping centre was included in the seventh lesson, to confirm that all students fully understood how to go about being mindful and collecting language. An overview of the ten-lesson sequence is presented in Figure 2 on the following page. TESOL as a Global Trade: Ethics, Equity and Ecology Figure 2 – Ten lessons on the strategy of linguistic mindfulness and being a collector of language Outcomes Students were able to be mindful of, collect, notice and do things with the language from an incidental text by the end of the ten lessons. In the first three or four weeks, students had difficulty answering the mindfulness question, 'Who was this text written for?' Often their answers were simply 'everyone' or 'the public'. Some students misunderstood the question to be 'Who was the text written by?' But with practise and teacher input in their collection books, the students became better able to refine their answers to this question in subsequent lessons. Another question that was often not answered as I anticipated in the first four weeks of class was, 'What do you notice?' The answers to this question were usually a further explanation of the meaning of the text. Three students did note down some language features including noun phrases, tense, sentence patterns, spelling and capital letters. Only one student of nineteen 'did' something with the language in the text. He used the new words in his own sentences and imitated a verb followed by a 'to …' (infinitive) usage in his own sentences. While all of the lessons included noticing and doing activities, noticing seemed to require more explicit explanation and repeated practising. Thus, in the fifth lesson, I illustrated and further demonstrated what noticing was, what to notice and how to notice language features in our collected texts and the texts we encountered in our Monday-Thursday lessons. Lessons six to ten gave students opportunities to select what to notice and what to do in their groups and the students became better able to notice and do with less teacher input. However, deciding what to notice about the texts they collected for homework was still difficult for some students and these students benefitted from making noticing decisions with the help of their group members and practising noticing as a whole class activity. The aspects of language that seemed most likely to be noticed included tense, noun groups and sentence patterns for instructions and 'if' clauses. The doing activities that were most readily done included imitating sentence patterns, deleting and then substituting a word or words to write a new sentence and using new vocabulary in sentences. The mindfulness/language collection strategy lessons using teacher and student collected texts and noticing and doing activities were quite interactive and animated. Students spent a considerable amount of time discussing in their groups of four students the answers to the five 'WH' questions. For example, in one group, two students thought the text on using water wisely (Week 3), showing a frog holding a tap, meant the water was unclean and not safe to drink. Another student explained, 'No, look, it's stopping the water in the tap. It means about wasting water.' After more discussion, the group finally decided the text was in fact about encouraging people to save water but they also concluded that it was strange that a frog was used to illustrate this: 'Frogs are poisonous in my country.' 'And dirty!' Monitoring the group activities, I assisted the students to tease out the answer to the question, 'What does this say about Australia?' by asking, 'Would you see this text in your country?' The different responses to this question also stimulated much interaction. When talking about the text on the use of mobile phones on the bus (Week 6), one student commented that in her country, 'We never have a sign like this. We want to listen! It's interesting.' Another student commented, 'No, in my country buses more noisy.' The group discussion activities often helped students to clarify the meaning of the text. For example, in Week 5, it was only after doing a noticing activity and discussing the text that students understood the meaning of, 'I had dinner with my wine. I should be OK'. As a student explained to others in her group, 'that's mean a lot of wine!' Therefore, noticing can help with the comprehension of a text (Batstone, 1994: 40). Students were able to talk about language and language features quite readily and enjoyed noticing activities as well as discussing the cultural and other issues the text raised. Discussion also continued regarding the 'doing' activities. Students discussed what sentences to write for the delete and substitute and imitating exercises before writing them down. They also discussed each other's sentences. For example, when replacing the adverb of manner 'wisely' with other adverbs, two students commented on a student's new sentence. 'Please save our water slowly sounds strange.' 'What do you mean slowly?' Activities around incidental texts had the added benefit of often being about settlement issues, important for this particular group of Adult Migrant English Program (AMEP) students. Teachercollected and student-collected texts were concerned with topics including the law, road rules, banking, energy usage, education, transport and health. In addition, as these students were studying in a multi-level class, noticing and doing activities could readily accommodate the differing language abilities of the students. For example, in the group work activities, the higher level students were sometimes able to explain usage to the lower level students. Also, higher level students were able to do more noticing and doing activities with their own texts. For example, they could identify and imitate the use of the passive voice. As an extension activity, higher level students were also encouraged to write sentences with more pre and post-modification when imitating grammatical and sentence patterns in the group work activities. Choice and open-endedness are 'a boon' in multilevel classes, and the strategy allows for these to happen (Hess, 2001: 13). The actual texts the students collected for their weekly homework were quite varied and not altogether what I had anticipated. Students included washing instruction texts cut from garments, small advertisements from local newspapers and texts with just one or two words such as 'Pedestrian Crossing', 'Fire Exit' and 'Prepare to Stop'. Because student choice was considered an important aspect of the strategy, I offered no suggestions about the kinds of texts to collect, particularly since even the very short texts generated a lot of language from the students. Students copied their text from their mobile phone image into their collection books or copied the text directly into their collection book and some drew the accompanying graphic or illustration. Labels and small advertisements were pasted into their books. The five students who consistently completed the weekly language collection homework became quite proficient at using the strategy with little teacher input. They were able to collect a text, answer the five mindfulness questions about their text, notice a language aspect or aspects of their text and use their text to produce their own sentences. The weekly language collection homework also gave me insights into students' comprehension of texts and words used in a particular context. For example, one student collected and wrote about a text found in a park on how to use a 'Doggy Dumpage Disposal Unit'. While the student was able to write that the text was written to 'keep environment beauty' and 'they want to let people know to throw our rubbish into the bin', the student had not understood that 'doggy dumpage' was dog faeces. When I asked the student about what she had understood, she said that the word 'doggy' wasn't in her dictionary, so she thought doggy dumpage was rubbish. When I showed her the word 'dog' in 'doggy' she did not understand the twonoun usage to mean dog faeces. Other students also had difficulty understanding how to interpret noun modifiers in a noun clause. This was a useful insight for me, as such usage is a very common and productive feature of English and not so common in other languages (Willis, 2003: 85). When there were new words in the texts students collected, the students were often unable to choose the definition for the word that fit the context, a strategy I thus discovered needs further practice. By also practising linguistic mindfulness and language collection, I found the strategy enhanced my understanding and appreciation of language in use. It was also an essential activity to create useful 11 Karen Slikas Barber noticing and doing activities for the weekly lessons on this learning strategy. For my mindfulness exercise I answered a different set of questions, which included: * What can I notice about this text (e.g., clause structure, orientation, pattern grammar, word class, lexical phrases and frames, and collocation)? (Willis, 2003: Chapter 2) What else can I notice (as above)? What can I learn more about and explore through this text? Could I use this text in my class as a 'mentor' text' (i.e., a text that can be imitated and learned from)? (Anderson, 2005: 16) Could I use this text in my class to 'lead the lesson' (i.e., is it comprehensible, relevant, appropriate and likely to promote discussion about language, language use and cultural issues)? (Anderson, 2007: 28) For example, one text I reflected on while waiting at a traffic light was a text from a Jockey underwear advertisement, 'Built to Move'. As well as noticing the buff male, I noticed the tense, the use of the passive, and the use of the verb 'to build' as a pun and advertising strategy in referring both to the making of the underwear and the physique of the male model. When I got home, I added the text to my collection book and later decided to use it to lead a lesson on the passive and as a mentor text for a lesson on the use of participle phrases to increase language choice and sentence variety. Conclusion As this trial program has demonstrated, being mindful of and collecting incidental language are far more than incidental activities. Properly constructed, these types of activities afford students and teachers an excellent opportunity to explore language any time and anywhere. Learning about and then practising a strategy of being mindful of, collecting, noticing and doing things with language in the learners' environment over a ten-week term of study gave the students the understanding and skills necessary to use this strategy to enhance their own learning and to become more equal partners in language learning. Acknowledgements Thanks to Geoff Pearson, facilitator of the Teach Me Grammar Program 2012, for his suggestions on an earlier draft of this article. Thanks also to Donna Butorac for her insights and suggestions. TESOL as a Global Trade: Special Edition S3: November 2012 Ethics, Equity and Ecology * * * * References Anderson, J. (2005). Mechanically inclined. Portland, ME: Stenhouse Publishing. Anderson, J. (2007). Everyday editing. Portland, ME: Stenhouse Publishing. Bastis, M. (2000). Peaceful dwelling: meditations for healing and living. Boston, MA: Tuttle. Batstone, R. (1994). Grammar. Oxford, UK: Oxford University Press. Edge, J. (2002). Continuing cooperative development. Ann Arbor: University of Michigan Press. Feez, S. (1998). Text-based syllabus design. Sydney: Macquarie University. Freebody, P. & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect 5(3), pp. 7-16. Gibbons, P. (1991). Learning to learn in a second language. Sydney: PETA. Hess, N. (2001). Teaching large multi-level classes. Cambridge: Cambridge University Press. Nunan, D. (1991). Language teaching methodology. Sydney: Prentice Hall. Willis, J. (1996). A framework for task-based learning. Harlow: Longman. Willis, D. (2003). Rules, patterns and words: Grammar and lexis in English language teaching Cambridge: Cambridge University Press. . Karen Slikas Barber is a lecturer in the Adult Migrant English Program at the Central Institute of Technology in Perth, Western Australia. Her areas of interest include adult literacy, materials development, specialist English courses and classroom-based research. She has a Master of Education in TESOL and a Bachelor of Science in Civil Engineering. Email: email@example.com	<urn:uuid:8b45c627-bd4b-47d9-b848-8601d0401dc3>	CC-MAIN-2020-16	https://tesol.org.au/wp-content/uploads/2019/10/TiC_S3_karen_barber.pdf	2020-04-03T03:31:15+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00172.warc.gz	719,450,185	5,633	eng_Latn	eng_Latn	0.97016	eng_Latn	0.998567	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2368, 5193, 8362, 11224, 12417, 15438, 18113, 20982, 23933, 26298, 27752 ]	[ 3.390625, 3.390625 ]	2	0
Monday 23 rd March 2020 Today for your English activities we would like you to read your reading book for up to 20 minutes. (10 minutes minimum). If possible, ask a grown up to ask you some questions about what you've read or otherwise write a few sentences explaining what has happened in the story so far. Remember to use accurate punctuation: a capital letter for the start of each new sentence, finger spaces and a full stop at the end. Also, remember capital letters for proper nouns (names of people or places). We would also like you to write some paragraphs about what it is like to be in Year 2. Think about the whole year. What have you enjoyed? How is Year 2 different to being in Year 1? What responsibilities do you have in Year 2? Do you have any advice to give to the Year 1 children? The title of your writing is 'Being in Year 2 at Barnett Wood Infant School'. You should do your writing in your exercise book. Keep it neat, join your letters if you can and remember accurate punctuation. You might like to illustrate your work as well (draw some pictures to make it look more exciting and fun to read)!23rd Do your best – that's all we expect from you.	<urn:uuid:479fa349-df9b-497f-b7eb-a86ef506a9dd>	CC-MAIN-2020-16	https://www.barnett-wood.surrey.sch.uk/starnet/modules/sn_downloads/download.php?dwnl_id=21&cat_id=17	2020-04-03T04:06:20+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00175.warc.gz	814,110,807	261	eng_Latn	eng_Latn	0.998004	eng_Latn	0.998004	[ "eng_Latn" ]	false	docling	[ 1181 ]	[ 2.9375 ]	1	0
Art & Sensory Play Some basics you will need; A mixing bowl and a flat tray or chopping board, wooden spoons or spatulas and paint brushes. Cookie cutters are useful too or use plastic cups. Recipes & ideas to engage learners in sensory play Salt dough playdough 1 cup flour Half cup of salt A few drops of vegetable oil Food colouring or paint Optional; Spices or flavours such as vanilla or mint (Use toothpaste!) These add an extra sensory element to your dough. Mix all the ingredients together to create a firm dough which is a fun way to exercise hands and fingers when pressing, pinching or rolling it to make shapes. The dough will keep for around a week in the fridge if wrapped in cling film. Cornflour Sensory play 1 cup cornflour and some water Food colour or paint The idea is to mix the flour and water to a point where it is just runny & wet enough to mix but becomes solid again to after its touched. Many students love this sensory feeling! Shaving foam or soap flakes textured paint You can try mixing PVA with Hand Wash Soap Flakes. Mix the flakes in water and whisk first until its foamy. Add glue and paint and explore! Shave foam or soap flakes PVA glue, Paint (available in most Poundland shops) Mix the shaving foam, glue and paint to together. The mixture can be explored with hands or applied to paper and card with brushes. It has a lovely sensory feeling and when left to dry pictures have a raised textured effect.	<urn:uuid:2762de20-5a32-4477-bda6-907c0a0f249d>	CC-MAIN-2020-16	https://jacktizard.lbhf.sch.uk/images/activities/Art_and_%20Sensory_Play_Ideas.pdf	2020-04-03T03:42:20+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00175.warc.gz	525,268,250	318	eng_Latn	eng_Latn	0.998892	eng_Latn	0.998892	[ "eng_Latn" ]	false	docling	[ 1453 ]	[ 2.984375 ]	1	1
Preserving Heirlooms – Your Genealogical Treasurers By Hal Horrocks firstname.lastname@example.org @ 2014 Hal Horrocks Deciding What to Save, Give Away, or Toss Weighingemotionalversusfinancialimportance is difficult. A child's first drawing is important to the parent, but not worth a lot of money. Most of us cannot save everything ‐ You are forced to make choices The first step in developinga preservation strategyis deciding what stuff you want to keep, and why you want to keep it, which is not always easy. Even museums cannot save everything ‐ They have staff and labor resources to consider. The staff must rank the objects in the collections with regard to the mission of the museum. The "whys" are simple: An object can be monetarily valuable, emotionally important, or sometimes both. These are the questions curators face daily. As the curator of "the museum of you," you must confront the same questions. You have to make the decisions. Here are some things to consider when making your decisions: Make a list of all your collectibles you want to save on the piece of paper. Don't prioritize at this point. Go over your list and choose the ten most important items. This can reveal unimportance as well as importance. Put these collectibles in order numerically, one through 10, from most important to least. In order of their importance, enter your list of stuff on Worksheet #1. In the space provided, record why you value these objects. On Worksheet #2, list each object in order of importance and then enter all the information you have concerning it. This is different from "why" it's important to you: It is the total of everything you know about each item. Save both lists in a secure place. It is a great reference not only for you but also for your heirs. Preserving Stuff Now that you have determined what you want to save, you now have to make sure it survives. Everything you own and love eventually falls apart ‐ No matter how big or how sturdy, it falls apart. The technical term for this process is "entropy". A common term is "going back to dirt." Whatever the size of your collectible, the general process remains the same. What differs is the time involved. Our job is toslow downthis "going back to dirt" journey as much as possible. Of course, the best way to ensure that stuff lasts is to place all your collectables in…….. An Egyptian tomb and then seal them in……. After leaving the prerequisitedeadly curseon all who dare enter. Stuff lasts for a really long time in a cursed sealed tomb. Why? No Light No Humidity Fluctuation No Contamination No Bugs No Furry Friends No People Let's look at what we can do to protect our family heirlooms for the next generations. Here are the 6 items we have to watch for and be careful of: Light Temperature Moisture Light For living things, light is a necessary energy source for growth and vitality But light makes dead stuff fall apart. Light damage can cause fading and other changes in the appearance of an object. For example, if you remove a framed print from the wall where it has been hanging for some time, you will notice a fading pattern on what was everywhere except for the space where the framed print hung. Congratulations! You have successfully protected a portion of your wall from the ravages of light. But what took the attack instead? The artwork, of course. Curtains, rugs, clothing, prints (paper stuff of all kinds; actually), paintings, and furniture are all at risk of fading due to light damage. If the light levels stay high enough, long enough, the light can actually go beyond changing the colors and destroy the underlying materials as well. In other words, light not only can fade your favorite rug but turn it to powder right where it lies. The higher the light energy (intensity or wavelength), the more rapid the damage. Ultraviolet (UV) light from natural sunlight is particularly troublesome because it is the highest energy of the normally occurring light sources. The trouble is, you can't tell how much UV light is falling on your collection of stuff because by definition it is not visible to the naked human eye. To fight this, make sure your windows have shutters, UV filtering glaze, absorbing films on the windows, or retractable UV‐ filtering shades. Temperature Temperature is involved infourmajor mechanisms of deterioration: 1. The human comfort level is perfect for bugs and mold. Mold occurs between 60 and 120 degrees Fahrenheit and reaches its zenith at about 90 degrees. 2. Temperature helps determine the rate at which stuff falls apart. Heat speeds up the whole process. 3. As a general rule, when stuff gets colder, it becomes more brittle, and when it gets warmer, stuff turns more rubbery. 4. Thermal shock occurs when a material is either heated or cooled very rapidly. Temperature and Humidity (Moisture) Now we have temperature and its favorite dance partner, humidity, and what happens when these two boogie together to just the right song? They are called partners in crime. Rarely is one force solely responsible for turning your stuff back to dirt (except in the case of fire, flood, earthquake, pets, or children). Instead, the forces of deterioration act in concert with each other. Any one of the agents that cause stuff to turn to dirt is a problem by itself, but give any of them a dance partner, and the rate of deterioration increases exponentially. Substantial humidity (more than 70%) combined with high temperature (more than 80 o F) wreaks havoc on almost any collection that isn't glass. When these two start dancing together, mold and mildew appear, and your stuff turns green, sometimes black, and always yucky. More Moisture Concerns: Flooding, leaky pipes, leaky ceilings. These will destroy your heirlooms…..ALL OF THEM… Biological Attack Insects, rodents, and the problems they cause Rodents chew on whatever is in their way or to gather nesting material Insects do a lot of chewing as well, but some actually view your collection as the buffet to end all buffets Bugs particularly love nibbling on natural fiber textiles, book binding glue, and old photographs Contamination Biological Attack Use and Handling Regardless of the reason that bugs and insects chomp, the result is the same: The loss of the object or even the loss of an entire collection. The first line of defense against insects is to make sure they cannot get in your house. Make sure there are no unsealed openings in walls, under eaves, or around doors and windows. Avoid bug zappers. All they do is attract more bugs. If you want to use a bug zapper…..Give it to your neighbor and have the bugs go to his house. Contaminants When we think of contaminants and pollution we usually think of belching smoke stacks and green pond scum. To be sure, bad things happen to stuff that is placed in such environments. But to a lesser degree our stuff is also subjected to chemical assaults and unwanted physical deposits. All too often, we expose our treasures to harmful contaminants without even knowing it. Such as: 1. Don't store metals such as art bronzes and silverware in wool wraps. The sulfur in the wool tarnishes (corrodes) the silver almost immediately. 2. The same is true for oxygen, which reacts with silver to form silver oxides. 3. Don't wrap silver in plastic cling wrap. It is made of a chemical called vinylidene chloride, and chlorine and all its evil chloride cousins are corrosive agents for metals. Use and Handling In many instances, and for a lot of collectables, "normal use" presents no unusual risks because they are decorative. Normal use of furniture and other functional objects is a catch‐22. The mere act of sitting on a chair places stress on the seat, legs, and back. Repeated enough times, the chair will collapse. Handling and misuse - How you handle – pick up, pack, move, and ship – your collectibles is important. - The number one cause of preventable damage to stuff is handling. - Carelessness or incomplete information on how to handle stuff often results in damaged goods. Pets and children - OK, the truth is that you love 'em. - Another truth is they destroy more stuff than flood and fire combined. - If you have two children, 2 cats, and a dog, you have your own….Demolition Squad Preserving Family Photos People whose homes are threatened by fire often try to grab their photographs as they escape out the door. That is, once they are sure the kids, pets, and other loved ones are safe. Think "Duplication" Seven Rules for Photographs 1. Duplicate! If you want to display a photo, make a duplicate and display the duplicate while storing the original. 2. Avoid light. Photo albums are ideal for keeping your photos out of direct sunlight. Light is enemy number 1. 3. Keep out the critters. Keep the area around your photos and photo albums clean and food free. If you are concerned about bugs, keep your photos and photo albums in sealed archival safe storage containers. 4. Always wear clean cotton gloves when handling photos. 5. Handle photos and films by holding the edges, never the face of the image. 6. Never bend your photos. 7. Be careful about dust because dust actually scratches old photos and emulsions. Telling Your Photographic Artifacts Apart There are two major types of artifacts to be concerned about: o Photographic prints o Photographic film, also known as transparencies. Photographic film includes negatives, slides, and movie film. You need to be able to identify what you have in order to determine how to take care of it. Metal & Glass Print Photos Daguerreotypes (1839 to about 1860) o The first widely available photographs, these are positive images made from photo‐sensitive emulsions cast on polished copper plates or silvered copper plates. Tintypes (1855‐1930) o Technologically similar to daguerreotypes, they are positive images made from photo‐sensitive emulsions cast on polished iron plates. Ambrotypes (1850‐80) o Ambrotypes are glass negatives placed over black paper in order to reverse the image. Most glass plates were developed as negative images. These glass plates were the first negatives from which positive prints on paper were produced. Duplication Options Photos present a perplexing problem. Preserving them usually means not enjoying them, at least not enjoying the original. Continued handling and exposure to light causes long‐term degradation. In order to preserve photos, you should make copies for your family and friends' enjoyment and put the original in an appropriate storage place for permanent preservation. There are two general but distinct methods of duplication: Photographic replication Digital replication Each is a valuable and widely used method for preserving photographic collections in museums, although they are usually referred to as reformatting. Photo replication is pretty much what it sounds like: using a photographic method to reproduce the material being preserved. Digital replication involves changing your photographic information into a format that can be stored on your computer's hard drive or on a CD or DVD. There are a number of things to consider before you decide the process to use: How do you normally like to view your images? - As a photo? - On the computer? Are the photos you want to preserve already damaged or faded? Do you want the copies you make to last forever like the images from your parents' wedding day, or are they less memorable but still amusing like your college‐age son's Friday night out? What is the original format? Do you have the original negative, or is it digital? Do you want to deal with computers at all when duplicating photos? These and other considerations will help you decide which process is best for you. The decision tree that follows will help you determine your best option. Is the photographic keepsake you want to duplicate a photo or a digital image? If you have the Photo‐ Do you have the original negative? Yes 1. Take the negative to a local photo shop and get a duplicate. 2. Then‐ 3. Scan the original negative. 4. And then 5. Store the original negative If you have a digital image‐ 1. Print a copy of the image with a high quality inkjet or laser printer 2. Or 3. Take your CD to a local photo shop and let them make duplicate prints 4. And then 5. Make duplicates of your digital files Decide which of the family photo treasures are worth investing the time and money it takes to restore and preserve them. The cost of turning negatives into photos is negligible. Creating a print from a print without its negative is expensive. No 1. Have the local photo shop print a duplicate for display. 2. Or 3. Scan the original into your computer 4. And then 5. Print your photo for display Scanning Photos Photo Albums Perhaps the most popular format for saving a collection of family or personal photos is the photo album. For the most part this is a good compromise between keeping your favorite pictures forever and having your fingertips for occasional journeys down memory lane. Certainly the album protects photos from light and handling, but other dangers can be present. Water, bugs, and mold are still hazards you need to watch out for. If your photo album is made from acid‐free pages and covers and is stored in a dark, bug‐free, dry place, your collection is well cared for. If, though, you are in any doubt about the quality of the album materials, replace your current album with a good quality new one. Rules for Choosing a Photo Album Make sure the pages are acid free. The "archival" quality of photo albums is a strong marketing tool. If it is acid free, it will say so. If it doesn't, it isn't. Check that the plastic sleeves into which you slide the photos are made from polyethylene, polypropylene, or polyester rather than polyvinyl chloride. Polyvinyl chloride emits contaminating substances that will damage your photos. Be careful when purchasing one of the popular magnetic‐style albums where the photos are held under sheets of transparent plastic. These can be a real problem because the plastic is often polyvinyl chloride and is held to the page by an unstable adhesive. Also, the paperboard is probably wood pulp, which is acidic and degrades, and may contribute to the deterioration of other things in contact with it. A triple‐header of bad news. The only good news is that modern resin‐coated photos are pretty tough, so the album itself is likely to disintegrate before the photos. Slides, Negatives, and Movie Film Unlike photographic prints, which are comfortable when you are comfortable, film such as slides, negatives, and movies want things as cold as you can get them. The termcold storageis the mantra of the film preservationist. So, whenever possible, store your film in a frost‐free freezer or, if that is not feasible, the coldest place you can. If cold storage is not an option, these are a few of the rules you should be aware of: Do not store film in an attic. Too much temperature variation and way to hot in the summer. Do not store film near heaters, plumbing pipes, sprinklers, windows, electrical sources, etc. Do not store film in direct sunlight. Avoid exterior, south‐facing walls or locations that receive direct sunlight. Avoid high humidity. o Do not store in the basement. o Most basements are quite humid and perfect for mold. o There is also danger of flooding Wear cotton gloves. Handle only by the edges. - Hollinger Metal Edge, Inc. Archival Storage Materials 6340 Bandini Blvd. Commerce, California 90040 800‐862‐2228 www.metaledgeinc.com - Light Impressions P.O. Box 2100 Santa Fe Springs, CA 90670 1‐800‐828‐6216 www.lightimpressionsdirect.com Suppliers of Archival Supplies - Hollinger Corporation PO Box 8360 Fredericksburg, Virginia 22404‐8360 1‐800‐634‐0491 www.hollingercorp.com - University Products Inc. The Archival Company 517 Main Street PO Box 101 Holyoke, Massachusetts 01041‐0101 1‐800‐628‐1912 www.universityproducts.com Books on Preserving your Stuff - Saving Stuff: How to Care for and Preserve Your Collectibles, Heirlooms, and Other Prized Possessions‐ Don Williams and Louisa Jaggar (Paperback ‐ May 31, 2005) - Uncovering Your Ancestry through Family Photographs‐ Maureen Taylor (Paperback ‐ Jun 24, 2005) - Digitizing Your Family History‐ Rhonda McClure (Paperback ‐ Aug 19, 2004) - An Ounce of Preservation: A Guide to the Care of Papers and Photographs‐ Craig A. Tuttle (Paperback ‐ Mar 1995) - Organizing and Preserving Your Heirloom Documents‐ Katherine Scott Sturdevant (Paperback ‐ Aug 2002)	<urn:uuid:4bd601de-6310-4bd4-8048-daf10c4652e6>	CC-MAIN-2020-16	http://ocfamilyhistory.org/PDF/2014/Horrocks14_Preserving_Your%20Heirlooms.pdf	2020-04-03T04:18:01+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00176.warc.gz	133,647,927	6,542	eng_Latn	eng_Latn	0.885237	eng_Latn	0.998056	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2654, 6251, 9639, 12862, 15694, 16711 ]	[ 2.5625 ]	2	3
TOWN OF RYE EMERGENCY MANAGEMENT STORM PREPAREDNESS GUIDE The purpose of this guide is to assist residents in the event of a weather emergency. Often times during storms, residents are without power, phone and internet access, which makes finding information difficult. This guide contains helpful safety information, as well as contact info for public safety agencies, utilities, and other public assistance. BE PREPARED - Have a plan. Find a friend or family member with a generator. If you are on oxygen, have extra bottles. - Keep your cell phone charged. Don't have a cell phone? Consider a pre-paid phone or ask a friend or family member for an old cell phone. Even if a cell phone doesn't have a service contract, it can still dial 911. - Have extra supplies of non-perishable food, water, and batteries. Keep your car's gas tank full. - Don't forget about supplies for your pets. SAFETY FIRST - Stay clear of fallen trees, poles, sagging or downed power lines and treat all lines as if they are 'live.' - If using your car during a snow storm, be sure that the exhaust is unobstructed. Carbon monoxide kills. - In the event of flooding, never attempt to drive through high water. - Slow down and move over for emergency vehicles. Obey all road closure signs and barricades. - If advised to evacuate, do so immediately. - If you have special medical needs, contact the Rye Fire Department. - Turn off WIFI and mobile data on your cell phone. This allows only calls and text messages and conserves power. - Communicate with your neighbors, friends and family. You are not alone! - Report any hazards or emergencies immediately if possible. Emergency services are staffed 24/7. EMERGENCY CONTACTS GENERATOR SAFETY In the event of an emergency, always dial 911. Rye Police (non-emergency): 964-5522 www.ryepolice.us www.facebook.com/ryepolice www.twitter.com/ryepolice Stay connected using text messages: Twitter text updates: Text "follow ryepolice" to 40404 Rye Fire (non-emergency): 964-6411 www.ryefire.us Town of Rye: 964-8562 http://town.rye.nh.us Eversource (power): 1-800-662-7764 Consolidated (phone): 1-866-984-2001 Comcast (internet): 1-800-COMCAST Often times, the most difficult part of a weather emergency is the loss of power. If you lose power, call Eversource at 1-800662-7764. Don't assume they know. There are numerous ways to stay up-to-date with outage info. www.eversource.com www.facebook.com/eversourceNH www.twitter.com/eversourceNH Stay connected using two-way text messages: - Text "REG" to 23129 to register for outage service - Text "OUT" to 23129 to report an outage - Text "STAT" to 23129 to receive a status update - Never use a generator inside a home or in any enclosed space, even if windows are open. - Generator exhaust contains carbon monoxide, a poison you cannot see or smell. Using your generator indoors can kill you within minutes. - Locate a generator well away from your home, making sure exhaust cannot easily enter in through windows or doorways. - Never try to power your home by plugging a generator into a household outlet. This could feed electricity back into the power lines – enough to electrocute a line worker, public safety worker or a neighbor on the same circuit. - Improper use of a generator can be deadly to you and others. Please use the highest level of safety when using when operating a generator. - If you have questions, call the Rye Fire Dept. MORE INFORMATION - Visit www.readynh.gov to sign up for NH Alerts, and learn what to do before, during and after a disaster. - Call 211 which connects callers, at no cost, to information about critical health and human services available in their community. - Visit newengland511.org for traffic information	<urn:uuid:49cd6f24-671b-470f-b0b1-41895db6e03d>	CC-MAIN-2020-16	http://www.ryepolice.us/wp-content/uploads/Storm-Preparedness-2019.pdf	2020-04-03T05:01:19+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00175.warc.gz	288,048,585	897	eng_Latn	eng_Latn	0.997932	eng_Latn	0.997932	[ "eng_Latn" ]	false	docling	[ 3754 ]	[ 2.625 ]	2	0