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National Weather Service Wilmington
SKYWARN Program
Spotter Information & Reporting Procedures
To report severe weather call:
800-697-3901 or (910)-762-8043 877-633-6772 (automated)
Only make your report when you can do so safely!
What to Report:
When Making a Report:
Funnel Cloud, Tornado, or Waterspout
Winds over 40 mph, or wind damage
Hail of any size
Flooding (standing or flowing?)
Weather related injuries or fatalities Snow, Ice, or Fog making travel hazardous
WHO you are: Amateur Radio Call, name, etc.
WHAT you have seen
WHERE the event is occurring
WHEN the event happened
MOVEMENT of tornado, waterspout, or
funnel cloud (if possible)
Estimating Wind Speeds – Beaufort Scale
Estimating Hail Size
Estimating Visibility
Measuring Flooding
Estimating Rain Intensity
Do not drive into flooded areas!!!
Flood observations:
-Is the water up to the wheel cover, base of door, or over the hood on cars?
-Is the water over curbs, or into yards?
-Are roads closed or impassable?
-Is it standing flood water or flowing?
Light: ≤ 0.1" per hour, individual drops seen
Moderate: 0.11 ≤ 0.3" per hour, individual drops not clearly
seen, spray visible just above the pavement
Heavy: ≥ 0.3" per hour, falling in a torrent, heavy spray
seen above the pavement
NOAA Weather Radio Frequencies
Wilmington, NC – 162.55 MHz ◊ Myrtle Beach, SC – 162.400 MHz ◊ Florence, SC – 162.55 MHz St. Pauls, NC – 162.475 MHz ◊ Georgetown, SC – 162.500 MHz
SKYWARN Amateur Radio Repeaters
Wilmington, NCN4ILM 146.820 (-) Tone 88.5 (Linked to PCRN)
Myrtle Beach, SCNE4SC 146.655 (-) Tone 123.0 (Linked to SC 220)
W4LBT147.045 (+) No Tone (Linked to PCRN)
NE4SC147.090 (+) Tone 123.0
Amateur Radio StationWX4ILMNational Weather Service Wilmington
Lumberton, NC
Conway, SC | <urn:uuid:74efc816-1c82-4f1e-a451-d1818b8d38ea> | CC-MAIN-2018-51 | http://ne4sc.org/pdf/spotterprocedures.pdf | 2018-12-14T14:35:53Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00009.warc.gz | 199,578,319 | 509 | eng_Latn | eng_Latn | 0.937636 | eng_Latn | 0.937636 | [
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Willow Room: 2's and 3's
Morning Toddlers
Age 2 by 9/1 8:30-11:30am 12 children/2 teachers
Experienced teachers in a safe and nurturing first home-away-from-home atmosphere
Emphasis on language development and beginning social interactions
Sensory activities, art, early literacy, math, science, dramatic play, and large motor activities daily
Developmentally appropriate, play-based curriculum
Beautiful natural outdoor learning environment
There is no potty training requirement at New Morning
Afternoon Young Threes Age 2yrs 8mo – 3yrs 8mo by 9/1 1:00-4:00pm
12 children/2 teachers
Same great teachers and nurturing atmosphere as morning program
Offers comfortable transition for young twos to the afternoon as young threes
Children develop a positive sense of self in a small group of peers in an intimate environment
Excellent first school experience for young threes
Literacy, science, math, art, sensory activities, and dramatic play
Emphasis on social interaction, developing self-esteem, language skills and problem solving
Music and movement activities integrated into daily curriculum
Beautiful natural outdoor learning environment with large motor activities daily
Birch Room:
3's and 4's
Morning
Age 3 by 9/1 8:30-11:30am
16 children/2 teachers
Stimulating, developmentally appropriate, play-based
Experienced teachers in a safe, nurturing environment curriculum, taking children’s interests into consideration
Literacy, science, math, art, sensory activities, and dramatic play
Emphasis on social interaction, developing self esteem, language skills and problem solving
Music and movement activities integrated into daily curriculum
Beautiful natural outdoor learning environment with large motor activities daily
Oak Room: 4K (New Morning is a MMSD community 4K site)
Experienced teachers, safe, nurturing environment
Stimulating, developmentally appropriate, play-based curriculum as described above
More language, art, science and math activities
Different curriculum every day, expanded to prepare children for kindergarten
More emphasis on independence, self-help skills and problem solving with peers
Beautiful natural outdoor learning environment with large motor activities daily
Cooperative games, music and movement activities integrated into daily curriculum
4K Plus: 11:00-11:30 or 3:30-4:00 M-F (only option) for Oak 4K students only
Extends the 4K day with additional play based learning activities in small groups: friendships groups,
Journal time, music and movement, science and math, gym day, yoga, Spanish with Luis
A way to coordinate the schedules of 4K students and siblings in other NM programs
Lunch Bunch: 11:30-12:45 (1.25hrs) AM Students or 11:45-1:00 (1.25hrs) PM Students
Children bring nut-free lunches from home
Lunch teachers monitor children's mealtime and quiet play after lunch
Morning and afternoon children eat together in their classroom
Less structured, more sociable time of day and a way to extend the day for working parents
Gives children going off to kindergarten practice eating at school with friends
NEW MORNING NURSERY SCHOOL
Programs Offered - 2018-2019 | <urn:uuid:696799ed-899d-409a-8309-0583ee947f49> | CC-MAIN-2018-51 | https://newmorningnurseryschool.org/wp-content/uploads/2018/09/NMNS-Program-Description-1819.pdf | 2018-12-14T15:03:44Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00008.warc.gz | 696,305,445 | 708 | eng_Latn | eng_Latn | 0.989317 | eng_Latn | 0.989317 | [
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Sketch #1: Angel over water - This sketch is the story logo. This sketch illustrates how many sick people hoped for healing from water touched by visiting angels.
Sketch #2: Glowing water - This sketch illustrates the first part of the story where Jesus visits the Bethesda Pool on a Sabbath day to heal the sick.
Sketch #3: Healed man - This sketch illustrates the second part of the story where Jesus miraculously heals the man, and he reports this sign to the Jewish authorities.
Sketch #4: Jesus & Yahweh - This sketch illustrates the third part of the story where the Jews begin strategizing how to kill Jesus, because He called Yahweh His "Father."
Gathering Guide
Holy Spirit (fire): Let the Spirit guide your meeting. Listen to the Spirit and pray for each other.
Step One (back arrow): Last week questions.
* Abide (worshipper): How did you abide last week?
* Harvest (witness): Whom did you share with?
Step Two (up arrow): Discover truth as you discuss and practice telling a Bible story.
* God (throne/crown): What do we learn about God?
* People (man/woman): What do we learn about people?
* Practice: Practice telling this week's story in groups.
Step Three (forward arrow): Next week questions.
* Abide (heart): How will you abide?
* Harvest (fishing): Whom will you share with? | <urn:uuid:54f9bc97-0b79-4ed9-ac13-5c72526674d5> | CC-MAIN-2018-51 | https://oralitybible.files.wordpress.com/2017/01/john-5-bethesda-pool-healing-sketches.pdf | 2018-12-14T15:43:45Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00010.warc.gz | 711,571,820 | 303 | eng_Latn | eng_Latn | 0.9925 | eng_Latn | 0.9925 | [
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INSTRUCTIONAL SERVICES
Evaluation Services
Screening for Dyslexia
Dyslexia is a disorder that is neurological in origin, characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities that typically result from a deficit on the phonological component of language, often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction, and of which secondary consequences may include problems in reading, comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
In order to close the gap between struggling readers and their "normally" developing peers, the District will:
1. Identify students at risk for dyslexia or reading failure.
2. Form small groups for instruction and intervention.
3. Plan instruction and intervention.
4. Goal setting for individual student achievement.
5. Set criteria for intervention exit.
Screening
Each student, kindergarten through third grade, will annually be screened for dyslexia within the first thirty (30) days of the school year. In order to monitor progress or lack of progress, benchmark assessments will also be completed for K-3 students in the middle and at the end of each school year.
The dyslexia screening protocol set forth in this policy will also be administered to the following students:
1. K-3 Missouri transfer students who have not been previously screened.
2. K-3 out-of-state transfer students who do not have documentation of previous screening.
3. Students in grades 4 and above with a record of potential dyslexia related issues as determined by the classroom teacher or as requested by the student's parent/guardian.
The following groups are exempt from dyslexia screening:
1. Students with an existing diagnosis of dyslexia.
2.
Students with a sensory impairment (visual/auditory).
3. Students with severe intellectual disabilities.
4. Students who are English Learners where screening administration and/or interpretation are not available. However, English Learners may be screened for dyslexia-related risk factors through screening in the student's native language, where feasible.
Screening Components
There is no one test that encompasses all recommended skills. The District will utilize screening tools that are both reliable and valid. However, universal screening is not sufficient to identify students with dyslexia. Universal screening can reveal specific weaknesses that are consistent with dyslexia. Monitoring a student's response to high quality reading instruction may be the best way to identify students with severe dyslexia.
The District will identify the appropriate staff to complete student screenings. These staff members may include: classroom teachers, reading interventionists, Title I teachers, reading specialists, or coaches or any combination of these individuals.
Supports and Accommodations
Once identified, students with dyslexia will be provided with the supports and accommodations tailored to meet the individual student's needs. These accommodations will derive from the following supports and accommodations.
1. General classroom instruction modifications.
2. Instructional environment.
3. Technology
4. Social/Emotional
5. Design of Classroom Assignments
6. Test and Exams.
The District will consider the specific supports and accommodations set forth in DESE's "Serving Students at Risk for Dyslexia: Guidance to LEAs."
Practicing Teacher Assistance Problems
Practicing teachers will receive two hours of in-service training during the 2018-19 school year regarding dyslexia and related disorders. Teachers employed by the District in subsequent years, who have not received this training in another district will be provided the same training by video or by in-person training.
Such in-service training should include:
1. Introduction to dyslexia and dyslexia simulation;
2. Key areas of literacy and reading intervention;
3. Screening/progress monitoring, data-based decision-making, fidelity and classroom supports.
4. Training for secondary-level staff will be tailored to the unique needs of secondary students.
*****
May 2018, Copyright © 2018, Missouri Consultants for Education, LLC | <urn:uuid:feb642eb-5228-42ad-80b3-1ae1bd828103> | CC-MAIN-2018-51 | https://scottcentral.k12.mo.us/UserFiles/Servers/Server_659694/File/Important%20Documents/Evaluation%20Services.pdf | 2018-12-14T14:10:51Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00011.warc.gz | 750,918,672 | 810 | eng_Latn | eng_Latn | 0.997411 | eng_Latn | 0.997615 | [
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TECHNIQUE 5 - ATTACK 1
- Attack – how we begin a note
- Tongue Attack – beginning a note while tonguing
- Breath Attack – beginning a note with breath alone
We can't get our timing exact and our tonguing light until we first have good breath attack.
For the breath attack lines make sure your notes begin exactly in time with your metronome. When you play the tongue attack lines do the same but still rely on your breath alone. The tongue only lightly touches to make the start of the note clean.
1. G and D
2. GM Half Scale
3. Going Lower.
If you're having trouble go slower! | <urn:uuid:edd916cb-5a2d-494c-9d3a-48e26b31c7a9> | CC-MAIN-2018-51 | http://thewoodwindcompanion.com/wp-content/uploads/2017/02/TheWoodWindCompanion-Technique-5-Sax-Attack-1.pdf | 2018-12-14T14:58:46Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00011.warc.gz | 282,998,647 | 140 | eng_Latn | eng_Latn | 0.997 | eng_Latn | 0.997 | [
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English 1102M
Student: Cameron Dye
Instructor: Ms. Billie Bennett
Allusions to Bob Dylan and the Folk Music Revival in Toni Morrison's "Recitatif"
One important aspect of Toni Morrison's "Recitatif" deals with the difficulty that lies in trying to remember history exactly as it happened. Since the story revolves around one event– Maggie's fall–it makes one question whether her fall may be a symbol of some specific event in our history. Considering the context and setting of Twyla and Roberta's beginning relationship at St. Bonny's, Maggie's physical description, job, name, and fall allude to Bob Dylan and the folk music revival of the early 1960s.
Bob Dylan began his career as a folk singer in New York City in 1960–the same city and approximate time Twyla and Roberta begin their relationship (Shelton 87). The folk music scene in New York brought "hundreds of guitar carrying youths" like Dylan to Greenwich Village (Denisoff and Fandray 31). Many of these young musicians were influenced by folk singers of the Dust Bowl era– especially Dylan, whose admiration of Woody Guthrie often came to the point of mimicry: "Dylan's appearance and manner, both on stage and off, were vintage Guthrie" (Hajdu 72). Twyla's description of Maggie is very similar to how one may have described this combination of old and young:
She was old and sandy-colored and she worked in the kitchen. I don't know if she was nice or not. I just remember her legs like parentheses and how she rocked when she walked . . . She wore this really stupid little hat–a kid's hat with ear flaps–and she wasn't much taller than we were. A really awful little hat. Even for a mute, it was dumb–dressing like a kid and never saying anything at all. (Morrison 211)
Maggie's description creates an awkward image of an old, rugged lady with a superficial youthfulness. The folk music revival was similar because it contained that same awkwardness only reversed, with youths having a superficial ruggedness. Maggie's hat makes her look like a child, but it is also similar to "a strange little corduroy hat that [Dylan] wore everywhere" (Shelton 92). Dylan's hat, which he wears on the cover of his first album, Bob Dylan, did not have the same ear straps as Maggie's, but it did have the same effect. After her first encounter with Dylan, fellow folk singer Joan Baez described his appearance: "He had that silly cap on, and he seemed like such a little boy" (qtd. in Hajdu 77). Baez's description of Dylan is very similar to Twyla's description of Maggie. Maggie's muteness is more metaphorical to show that folk music was not saying anything important. Also, Maggie's "sandy-colored" skin shows how the folk music revival was a blending of races, especially when Dylan became involved with the civil rights movement.
Folk music played an important role in the civil rights movement because it helped to keep the movement alive in the public's mind (Cohen 183). With songs like "Blowin' in the Wind" and "The Lonesome Death of Hattie Carroll," along with his role in the March on Washington, Bob Dylan became the icon of folk music's involvement with civil rights (Denisoff and Fandray 32-33). Maggie's role at St. Bonny's is like Dylan's role in the movement. There is an importance placed on Twyla and Roberta's relationship at St. Bonny's which Twyla recalls later in life: "Those four short months were nothing in time. Maybe it was the thing itself. Just being there, together. Two little girls who knew what nobody else in the world knew–how not to ask questions. How to believe what had to be believed" (Morrison 218). Because Twyla and Roberta are different races, their friendship represents hope for a future of racial equality. St. Bonny's provides the environment for this hope to exist, which is what the civil rights movement struggled to provide. Maggie is "[t]he kitchen woman" at St. Bonny's, so by feeding the two girls, she provides the nourishment to allow this hope to live and grow (Morrison 211). By entering into popular culture with his songs, Dylan fed the civil rights movement by attracting more supporters. Maggie's role, like Dylan's, is a relatively small one, but it is an important one that helps to keep the cause alive.
In the middle of the 1960s, however, Bob Dylan began to depart from the civil rights movement and folk music in general. His 1965 release, Bring It All Back Home, shows this departure. "Maggie's Farm," the third track on the album, connects Maggie to Dylan once again because of the similarity in names. In the first verse of the song, Dylan sings:
Well, I wake up in the morning,
Fold my hands and pray for rain
I got a head full of ideas
That are drivin' me insane.
It's a shame the way she makes me scrub the floor.
I ain't gonna work on Maggie's farm no more. (Dylan)
Dylan obviously feels that he is being held back artistically. He expands on this feeling in the final verse of the song:
Well, I try my best
To be just like I am,
But everybody wants you
To be just like them.
They say sing while you slave and I just get bored.
I ain't gonna work on Maggie's farm no more. (Dylan)
From these two verses, one can tell that the song is "a declaration of independence against conformity," but considering his situation with folk music and the civil rights movement at the time he wrote the song, it seems to be more of a personal protest for Dylan (Shelton 272). His frustration with artistic freedom in the civil rights movement can be seen in a conversation he had with a friend after receiving an award from the Emergency Civil Liberties Committee: "I'm not part of no Movement. If I was, I wouldn't be able to do anything else but be in 'the Movement.' I just can't have people sit around and mak rules for me" (qtd. in Shelton 202). Dylan shows these same feelings in "Maggie's Farm." Also, the fact that he once played at a farm called Silas Magree's Farm in Greenwood, Mississippi, for a black voter registration rally in 1963 shows that the song is about Dylan not wanting to work for the civil rights movement anymore (McKeen 269). The Maggie in the song may be spelled differently, but considering that there are hundreds of names Dylan could have used instead, it seems highly unlikely that it is merely a coincidence. Maggie's name in "Recitatif" is spelled the same way as the Maggie in Dylan's song, so her name is another connector between the story and Bob Dylan.
Tying Maggie to "Maggie's Farm" is important because it helps to connect Maggie's fall to the fall of the folk music revival. "Maggie's Farm" was the very first song Dylan played at the infamous 1965 Newport Folk Festival (Cohen 236). Even though the folk music revival was already in its decline at the time, Dylans' performance at the festival stands as the revival's symbolic ending, because that night at the festival he played with the universal symbol of rock and roll–an electric guitar (Denisoff and Fandray 34). Maggie's fall alludes to Newport because the "gar" girls knocked her down. The "gar" girls are like Dylan's electric guitar because they are also symbols of rock and roll. Since the "gar" girls "smoke and dance by the radio," it can be assumed that they are listening to rock and roll music, because folk music is not music one can dance to (Morrison 214). The "gar" girls are connected to rock and roll again when at the Howard Johnson's Twyla sees Roberta, who is on her way to see Jimi Hendrix, a famous rock musician known for his electric guitar playing. To Twyla, Roberta looked like a "gar" girl, only worse: "[s]he made the [gar] girls look like nuns" (Morrison 214). Maggie is kicked down by rock and roll in the same way the folk music revival was ended by rock and roll, which shows that Maggie's fall is an allusion to Dylan's performance at Newport in 1965.
By connecting Maggie and her fall to the folk music revival, an actual event in history, the reader is able to put him or herself into Twyla and Roberta's position and ask the same questions they ask throughout the story: was folk music's fall from popular culture inevitable? Did we, the fans, have some role in its decline? Were we actually glad to see it go? Given that Twyla and Roberta's disagreements about Maggie only helped to distance the two, it does not appear that folk music's decline was necessarily a good thing. Maybe if Dylan had stayed with folk music and the civil rights movement the social problems of the United States (or even the world) would not be as bad as they are today. But it is impossible to return to the past, so, like Twyla and Roberta, we are left wondering: What happened to Maggie?
Cohen, Ronald D. Rainbow Quest: The Folk Music Revival and American Society, 1940-1970. Boston: University of Massachusetts, 2002.
Denisoff, R. Serge, and David Fandray. "'Hey, Hey Woody Guthrie I Wrote You a Song': The Political Side of Bob Dylan." Popular Music and Society 5 (1977): 31-42.
Dylan, Bob. Bob Dylan. Columbia, 1962.
—. "Blowin in the Wind." The Freewheelin' Bob Dylan. Columbia, 1963.
—. "The Lonesome Death of Hattie Carroll." The Times They are A-Changin'. Columbia, 1964.
—. "Maggie's Farm." Bringing It All Back Home. Columbia, 1965.
Hajdu, David. Positively 4 th Street: The Lives and Times of Joan Baez, Bob Dylan, Mimi Baez Fariña and Richard Fariña. New York: Farrar, Straus and Giroux, 2001.
McKeen, William. Bob Dylan: a Bio-Bibliography. Westport: Greenwood, 1993.
Morrison, Toni. "Recitatif." African-American Literature: A Brief Introduction and Anthology. Ed. Al Young. New York: HarperCollins, 1996. 209-255.
Shelton, Robert. No Direction Home: The Life and Music of Bob Dylan. New York: Beech Tree, 1986. | <urn:uuid:ccb5af77-2f5c-4539-b64f-81826129e8e3> | CC-MAIN-2018-51 | http://english.uga.edu/sites/default/files/2003-2004_Barnett_Dye_Cameron_1.pdf | 2018-12-14T14:09:15Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00012.warc.gz | 91,922,049 | 2,316 | eng_Latn | eng_Latn | 0.89797 | eng_Latn | 0.998705 | [
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Character Analysis: We Have Always Lived in the Castle
A Character Analysis involves evaluating a character's traits and correlating those traits the conflicts he/she experiences. Traits include the character's role in the plot, his/her motivations and intentions, personality flaws, and his/her growth and development, or lack thereof, throughout the book. Consider how the character's traits affect others in the story. Consider how one or two modifications in the character's personality or decision-making could've shifted the entire narrative. There are many areas to explore, so go where you feel led. However, avoid mentioning inconsequential details that carry no weight in the story. Focus on what is crucial and unique to the character.
You may choose any character to analyze, but selecting a flat, static character will limit you writing-wise. Instead, select a main character who changes throughout the story (dynamic) and has complex or contradictory traits (round). You may also choose a few secondary characters to analyze as a group or in a compare/contrast format.
If you have a specific idea you want to float by me, feel free.
Format
The introduction must include a hook, a thesis statement, and a few sentences in between the two.
Be sure to mention the author's name in addition to the book title. Remember, this is a high school course. Leave simple sentences behind and instead construct complex, compound sentences. Never begin a paper with, "This paper is about…" or "This paper will explore…"
Body paragraphs should reflect the primary subjects mentioned in the thesis statement. Give examples to defend your statements and show understanding. You may quote directly from the book, paraphrase, or summarize, but whatever you do - give credit where it's due.
If you feel the author's personal details are pertinent to the character you've chosen, make correlations accordingly.
The conclusion reiterates your main points and leaves a final impression. Do not repeat yourself; rather, discover new ways to express your ideas without introducing new ideas. This is often the most challenging part of a paper.
Word count: Approximately 1,200
Format: Follow MLA guidelines. Times New Roman, 12 point, double-spaced, separate Works Cited page that includes the novel and any additional works you use to support your claims. (See Purdue Online Writing Lab (Owl) for help if you don't own a handbook.)
Heading in top left-hand corner:
Name
Class
Assignment
Date
Dates to Remember:
Group Critique of Outlines in class on Thursday, September 13 Rough Draft with Works Cited due via email no later than Tuesday, September 18 Final Character Analysis due in class on Thursday, September 27 | <urn:uuid:1ca50f5b-f1b4-46c8-9ed3-52f0b0642135> | CC-MAIN-2018-51 | https://jenniecreates.com/wp-content/uploads/2018/09/Character-Analysis-Essay.pdf | 2018-12-14T15:16:00Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00011.warc.gz | 660,000,479 | 549 | eng_Latn | eng_Latn | 0.998341 | eng_Latn | 0.998341 | [
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BIOLOGY
FACT SHEET
Atractoscion nobilis
Photo:
www.channelislandssportfishing.com/white-sea-bass
San Diego seafood profiles
Taxonomic description
Life history
* Largest species of croaker (family: Sciaenidae)
* Emit croaking sounds by hitting the abdominal muscle against the swim bladder [2].
* Large, mobile fish with average size of 9 kg (20 lbs) and just over 1 m (3 ft), but the largest recorded in California was 42 kg (93 lbs) and 1.5 m (5 ft) long [1,2]
* Blue to gray in color on the back, with a silver belly; Juveniles have dark vertical stripes on their back.
Distribution
* Ranges from Magdalena Bay, Baja California, Mexico to the San Francisco area, and in the northern Gulf of California [1,2].
* During the strong El Niño of 1957-1959 (i.e., warm waters), it was found as far north as Juneau, Alaska [2]
* The center of the population seems to be off central Baja California [2].
* Spawning usually occurs from April to August with a peak in late spring -- early summer [1].
* Broadcast spawns: releases gametes in the water for fertilization. Release is usually at night to reduce predation on the eggs, which are the largest (1.3 mm or 0.5" diameter) of any croaker on the west coast l [1,2].
* Age of maturity is uncertain, but all have probably spawned at least once by age 6 (81 cm or 32' long) and can live to 20 yrs [2].
Habitat
* Newly hatched seabass inhabit open, shallow coastal waters (4-8 m or 12-30 ft deep) sometimes hanging out in drifting seaweed.
* Juveniles (ages 1-3 yr) may move into protected bays where they use eelgrass beds for cover and feeding grounds; older juveniles are found near piers and jetties with kelp beds nearby.
* Adults use many habitats: rocky reefs, kelp beds, offshore banks or the open ocean. [1]
Did you know?
White seabass is not a seabass, it is a member of the Croaker family so named because the males make croaking noises [2].
* Found in schools or as solitary individuals
* Adults prey on Pacific mackerel, Pacific anchovies, Pacific herring, Pacific sardines, market squid and pelagic red crabs. [1,2]
* A mix of human activities (pollution, overfishing and habitat destruction) and natural environmental conditions contributed to the long term decline of this species but spawning in captivity and release of seabass has enhanced populations [1].
References
[1] Crooke, S., A. Louie. 2006. White Seabass. Status of the Fisheries Report. California Dept. Fish & Wildlife, Available: http://www.dfg.ca.gov/marine/status/ [2] Seafood Watch. 2013. White Seabass. Monterey Bay Aquarium. Available: http://www.montereybayaquarium.org/ cr/cr_seafoodwatch
Compiled by: J. Troyano & T.S. Talley, California Sea Grant; A. Batnitzky, Univ. of San Diego under a grant awarded from Collaborative Research Fisheries Research West
37
FISHERY FACT SHEET
San Diego seafood profiles
Photo: Hubbs-Sea World Research Institute
Seasonal availability
Potential ecosystem impacts
* June—March if the optimum yield remains below 1.2 million lbs for the season
Managing authority
* The Fish & Game Commission partners stakeholders, evaluates stocks, & determines regulations.
* In 2002, the Commission adopted the White Seabass Fishery Management Plan, part of the State Finfish Management Project, requiring annual stock assessment, report & stakeholder meeting. [i,v]
* California Department of Fish & Wildlife enforces regulations, maintains catch records and monitors stocks.
Gear type
* Most drift gillnets, some hook-and-line.
* Gear regulations limit bycatch of non-target species & damage to environment (e.g., set
gillnets were banned in state waters in 1994) [ii, v].
Status of the fishery
* Stocks are recovering off our coast after declines in the mid to late 1900s [i]
* Through Hubbs-Sea World Research Institute in Carlsbad, the Ocean Resources Enhancement & Hatchery Program provides juveniles to 13 grow-out facilities, which release the fish to replenish wild stocks.
* Relatively resilient to fishing pressure given young maturity age, high fecundity, & a fishing season sensitive to breeding season when fish aggregates to spawn
* The 2009-2010 White Seabass Fishery Management Plan Annual Assessment reported no overfishing [iii].
* Monterey Bay Aquarium's "Fish Watch" classification of "Best Choice" when caught by hook-and-line and "Good Alternative" when caught via gillnets [iv]
* Hook-and-line & drift gillnets don't contact the seafloor, but weighted set gillnets can damage seafloor.
* Bycatch of non-target species is minimal due to gear regulations.
References
[i] Dept of Fish and Game. 2002. Final White Seabass Fishery Management Plan. State of Califonia,. [ii] "White Seabass." State Finfish Management Project. California Department of Fish and Wildlife, 2013. [iii] Dept of Fish and Game. 2011. White Seabass Fishery Management Plan 2009-2010 Annual Review. [iv] Seafod Watch. 2013. "White Seabass." Monterey Bay Aquarium. www.montereybayaquarium.org/cr/ cr_seafoodwatch
[v] Crooke, S., ALouie. 2006. White Seabass. Status of the Fisheries Report. California Dept. Fish & Wildlife,
www.dfg.ca.gov/marine/status/
[vi] Hubbs Sea Sea World Research Inst. 2013. http://
www.hswri.org/Save_Your_White_Seabass_Heads.php
Did you know?
Since 1986, over 1.5 million juvenile white seabass have been released along our coast to enhance natural populations. Hubbs-Sea World Research Institute asks fishers to save their seabass heads which, if part of the program, contain a microchip used to track the fish [vi].
Compiled by: A. Utter & T.S. Talley, California Sea Grant; A. Batnitzky, Univ. of San Diego under a grant awarded from Collaborative Research Fisheries Research West
38
NUTRITION FACT SHEET
Photo: Iain Bagwell; Styling: Mary Clayton Carl
White Sea Bass with Orange-Fennel Relish on www.myrecipes.com
San Diego seafood profiles
Edible portions
* Sold fresh as steaks, fillets, or whole
Culinary uses
* To prepare fresh filets for cooking, cut the fillet down the middle and trim off the dark "blood line" [e.g., 5]
* May be kept frozen
* Typical cooking methods include grill, sear, bake, broil, or sauté, may also be steamed or poached but is firm enough where these methods aren't necessary.
* Simple recipes are best for this delicious fish- sear skin-on with olive or grapeseed oil and lemon [5].
* Other recipe ideas include: white seabass with orange-fennel relish, miso-glazed with asparagus, Cuban style, and prepared with confetti vegetables with lemon-butter [4]
* Also great cold as a salad topper: slowly simmer the fish in olive oil and then wait until it cools and top salad.
Nutritional information
Mixed species, raw (4.5 oz) [1]
Description of meat
* Low-fat fish with a mild flavor
* Known for its firm, meaty texture
* Meat has thick, large, white flakes
Toxicity report
* No known contaminants, voted "Best Choice" by Monterey Bay Aquarium [3]
Seasonal availability
* Available in San Diego June–March [2]
Did you know?
Because white seabass is so firm, it adapts well to almost any cooking method. In particular, recipes for true sea bass or grouper can be used for this fish.
Compiled by: K. Shabaz, A. Batnitzky, Univ. of San Diego; T.S. Talley, California Sea Grant under a grant awarded from Collaborative Research Fisheries Research West
39
CULINARY INFO SHEET
STEP 1: CLEAN
Tools:
* Cutting Board
* Paring Knife
Method:
1. SCALE* Lay fish on cutting board. With one hand, secure tail and with the other, use a knife to scrape off the scales, moving from the tail towards the head. Rinse with cold running water.
Photo Credit: academiabarilla.com [1]
*Depending on the preparation, skin may be left on.
2. CUT Beginning towards the tail, make a slice along the belly.
3. REMOVE Extract and dispose of the innards.
4. REMOVE Insert an index finger into the gill and pull strongly to extract completely. Rinse both the inside and outside of the fish under cold running water.
5. CUT Make a slice behind the head down to the bone.
6. UPPER FILLET From this cut, move the knife parallel to the cutting board in a saw-like motion, remove the skin with as little flesh as possible. Complete by detaching the skinless fillet.
7. LOWER FILLET Use same technique on lower portion of fish, leaving behind the bone.
8. TRIM Even out the fillets by slicing off the membrane and portions with blood.
9. DEBONE Using the knife, remove any bones remaining from the back of the fillets.
San Diego seafood
times and press with a metal spatula while cooking.
STEP 2: PREPARE
TIP: To prevent curling, score raw fish diagonally two-three
Entrée | Pan Seared Sea Bass
Inspired by fisherman Zack Roach; The Fish Addiction [2]
Entrée | Pan Roasted Sea Bass with CitrusHeirloom Tomato Vinaigrette
Ingredients (serves 4):
* Salt and pepper, to taste
* 4 sea bass fillets (skin may remain intact)
* 2-3 tbsp. flour
* Grape seed OR olive oil, to coat pan
* 1 lemon, quartered
Method:
1. Season fillets with salt and pepper. Lightly dust each side with flour.
3. Add fillets and cook 3-5 minutes per side, depending on thickness.
2. In a skillet over medium-high, heat enough oil to shallowly coat the bottom of the pan.
4. Serve with a squeeze of lemon juice.
If desired, serve with white rice and favorite vegetable.
TIP: When cooking sea bass, flip turns opaque in color 1/4 of the way up fillet. Fish is done cooking when easily flakes with fork.
SERVING SUGGESTIONS:
Sea bass is versatile and is best served baked, broiled, fried, sautéed, steamed, smoked or grilled.
Adapted from brainfoodblog.wordpress.com [4]
Ingredients (serves 4):
VINAIGRETTE
Method:
* 1 c. heirloom tomatoes, chopped
* 1 tbsp. Italian parsley, chopped
* 1/4 c. red wine vinegar
* 1 tsp. fresh thyme, chopped
* 1 tbsp. fresh lemon juice
* 1 1/2 tbsp. lemon rind, grated
* 1/2 tsp. sea salt
* 1/3 c. extra virgin olive oil or coconut oil (melted)
* 1/4 tsp. black pepper
FISH
1. Combine tomatoes and vinegar in saucepan over medium heat and cook for 3 mins.
3. Sprinkle fish with salt and pepper.
2. Stir in remaining vinaigrette ingredients.
4. Add 1 tsp. oil to a cast iron skillet over medium-high heat. Add fillets, skin-side down, and cook for 2 mins.
* Salt and pepper, to taste
* 1 lb. sea bass fillets, with skin
*1 tsp. olive oil
6. Serve fillets skin-side up, topped with sauce.
Photo Credit: brainfoodblog.wordpress.com [4]
References
OTHER RECIPE IDEAS:
Honey glazed white sea bass; sea bass amandine; cioppino; miso-marinated sea bass.
[1] Barilla Group. How to Fillet a Sea Bass. Academia Barilla. www.academiabarilla.com/italian-recipes/how-to/filleting-bass.aspx [2] Roach, Zack. 2013. The Fish Addiction. [3] Diva Eats World. Pan Seared Bass W/ Barley-Corn Salsa. www.divaeatsworld.com/?page_id=2146 [4] H & H Fresh Fish Co. 2012. Cal White Sea Bass. httbrainfoodblog.wordpress.com/2012/06/12/cal-white-seabass-with-love/
Compiled by: A. Utter & T.S. Talley, California Sea Grant; A. Batnitzky, Univ. of San Diego under a grant awarded from Collaborative Research Fisheries Research West
5. Move skillet to oven and bake at 450° for 5 mins.
40 | <urn:uuid:f80eb567-b6c8-4ee7-b198-d6905b9320d7> | CC-MAIN-2018-51 | https://caseagrant.ucsd.edu/sites/default/files/fact%20sheet-seabass.pdf | 2018-12-14T15:01:13Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00011.warc.gz | 569,703,843 | 2,907 | eng_Latn | eng_Latn | 0.972492 | eng_Latn | 0.981215 | [
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Name:___________________________________________ Date:_________________ Score:_____________
Multiply a fraction times an integer and simplify
4 12 4 1 8 8 8 2 x 3 = = 1 = 1
1
2
2
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x 2 = = 1
1
7). What is two fifths of three?
x 3 = = 1
6). What is four fifths of two?
x 2 = =
3). What is four fifths of two?
x 2 = = 1
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5). What is one fifth of three?
x 3 = =
4). What is four fifths of three?
x 3 = =
What is four eighths of three? 1).
2). What is one fifth of two?
x 2 = =
NumberSheets.com #
2
Answers
1). What is four eighths of three?
2). What is one fifth of two?
3). What is four fifths of two?
4). What is four fifths of three?
5). What is one fifth of three?
6). What is four fifths of two?
7). What is two fifths of three?
8). What is three fifths of two?
4
12
8
8
4
8
= 1
x 3 =
1 2 5 5 x 2 =
4 8 3 5 5 5 x 2 = = 1
4 12 2 5 5 5 2 x 3 = =
1 3 5 5 x 3 =
4 8 3 5 5 5 1 x 2 = =
2 6 1 5 5 5 x 3 = = 1
3 6 1 5 5 5 1 x 2 = =
= 1
1
2 | <urn:uuid:99e995a8-526d-4db3-88e9-168f28d5c94d> | CC-MAIN-2018-51 | https://numbersheetsblog.files.wordpress.com/2012/12/multiply-fractions-5.pdf | 2018-12-14T15:14:28Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00011.warc.gz | 709,582,075 | 491 | eng_Latn | eng_Latn | 0.621467 | eng_Latn | 0.717665 | [
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Nursery home learning: Week beginning 9 th November
Our topic this term is 'Once Upon a Time'
Please use our year group email account if you have any questions about the work set:
nursery.ellington @school360.co.uk
Mathematics:
Our learning objective this week is to recognise and represent number 3.
Homework:
-Can you find different ways to represent number 3?
-Can you play The Gingerbread Man game on top marks and count how many buttons The Gingerbread Man has? https://www.topmarks.co.uk/learning-to-count/gingerbread-man-game
Literacy:
This week in literacy we are continuing to read and explore the story of The Gingerbread Man (if you do not have this storybook at home you can find it on google/ youtube).
Homework:
-Can you share your library book with your grown up? (Library books will be changed every Tuesday). - Can you order/ sequence the different parts of The Gingerbread Man story?
Other Areas of Learning:
-Can you create your own picture/ painting/ design of The Gingerbread Man?
Expressive Arts and Design:
Communication and Language:
-After reading the story of The Gingerbread Man can you talk with your grown up about the different characters? -Look at the different illustrations in the book. Can you describe what you can see from the pictures?
Personal, Social and Emotional Development:
-Can you play some games (such as board games) with your grown up and focus on sharing/ turn taking? -Can you talk to your grown up about how The Gingerbread Man feels throughout the story. Is The Gingerbread Man happy, sad, angry, upset, frightened?
Physical Development:
-Can you re-enact the story of The Gingerbread Man and experiment with different ways of moving? -Can you continue to practise your fine motor skills by drawing, colouring, cutting or playing with playdough?
Understanding the World:
- Can you make Gingerbread Men or salt dough with your grown up and talk about how the ingredients change as they are heated, baked or cooled?
Useful Websites
Learn British council songs and stories: https://learnenglishkids.britishcouncil.org/
Topmarks Maths Games: https://www.topmarks.co.uk/Search.aspx?Subject=16&AgeGroup=1
Cosmic Kids Yoga: youtube | <urn:uuid:d9aa818b-a346-4f73-a2f5-83a1d955e12a> | CC-MAIN-2021-49 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2389592/user/uYBxMRqvA3?response-content-disposition=attachment%3Bfilename=Nursery_home_learning_9th_Nov.pdf&AWSAccessKeyId=AKIAXSFB2UMTD5BGZCOE&Expires=1638779644&Signature=55l7QSr8sjKhKKZJbWdH4OWrG2s%3D | 2021-12-05T20:34:04+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00020.warc.gz | 562,040,615 | 484 | eng_Latn | eng_Latn | 0.99493 | eng_Latn | 0.99493 | [
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Food and Beverage Standards
Adapted from TASNE report (2006) and revised by the HESC staff
List of Permissible Foods Document 1
List of Permissible Drinks Document 2
List of Prohibited Foods Document 3
List of Prohibited Drinks Document 4
Nutrient Based Guidelines for Food and Drink Providers Document 5
Document 1
The following food and beverage items listed hereunder are always subject to the nutrient levels as established within the parameters set in the Nutrient Based Guidelines for Food and Drink Providers.
FOOD AND BEVERAGE STANDARDS
List of Permissible Foods
SAVOURY ITEMS
- Soups, made with fresh or frozen ingredients low in added fat and salt. Soups should include a selection of vegetables and pulses.
- Fresh or toasted sliced sandwiched bread, rolls, baguettes, ftira, a selection of buns, ciabatta, pocket bread, pittas with healthy fillings 1 preferably using wholegrain 2 breads.
- Ħobż Malti - Maltese bread preferably wholegrain filled with tuna, tomatoes, onions, lettuce, beans, capers, olives and fresh herbs.
- A selection of pizzas with healthy toppings 3 , preferably using a wholegrain 2 dough base.
- Hot dishes, such as baked rice and pasta and vegetable lasagne.
- Couscous, bulgar wheat and pasta dishes.
- Quiches and pies with a healthy filling 4 and a thin layer of short crust pastry.
- 100% grilled or baked chicken/ turkey/fish fillet.
- Grilled/baked, not fried fish patties made with healthy ingredients such as tuna, salmon, vegetables, potatoes.
- Boiled/poached egg.
SALADS AND DIPS
- Pasta or vegetable salads with vinaigrette (using olive oil, balsamic vinegar, lemon juice) or with mustard.
- Baked potatoes/jacket potatoes with healthy fillings such as ricotta, tuna or any other medium/low fat cheeses.
- A selection of low fat/low salt dips vegetable, tuna, ricotta, bean, bigilla, hummus.
1 Healthy fillings or toppings can include one or more of the following: a variety of fresh or frozen vegetables, tuna, sardines, mackerel, salmon, chicken, turkey, ricotta, baked omelettes and patties, skimmed mozzarella, low/medium fat cheese, hard boiled eggs, traditional Maltese bigilla, beans and lentils, low fat spread, low fat and low salt dressings.
2 Wholegrain products include those made with wholegrain flour, wholewheat flour, cracked or bulgur wheat, graham flour, wholegrain corn flour or corn meal, whole oatmeal, whole rye, spelt, quinoa, wholegrain rice flour. The terms 'multigrain', 'stone ground' and 'pumpernickel' do not necessarily mean that the product is wholegrain.
3 Healthy toppings include tuna, sardines, mackerel, salmon, chicken, hard boiled eggs, fresh or frozen vegetables, cheese e.g. mozzarella, ricotta, Edam cheese, cheeselets.
4 Healthy filling includes ricotta, tuna, chicken, vegetables, beans, lentils, peas. Quiches and pies should be eaten occasionally and portion sizes should be small.
SAVOURY SNACKS
- Galletti, water crackers, crackers, rice cakes and crispbreads, preferably wholegrain, low fat and low salt varieties.
- Nuts and seeds, not fried, without added salt or added sugars 5 .
- Roasted/dried beans and roasted chickpeas, without added salt or added sugars.
- Plain air-popped popcorn without added butter, salt or sugar.
FRUIT SNACKS
- Individual fresh fruits and fresh fruit salads.
- Stewed fruit with no added sugar.
- Baked fruit without pastry and no added sugar.
- Fresh fruit milkshake (with milk or yoghurt containing not more than 2.5% total fat, 1.5% saturated fat and 10% total sugars, and fresh fruit without added sugar).
Sweet Snacks should not contain any trans fats (i.e. hydrogenated or partially-hydrogenated vegetable oils/fats). They should be eaten less often.
Common allergenic foods include eggs, milk, fish, shellfish, peanuts, soya, wheat, nuts and seeds. Allergies to certain foods such as peanuts and peanut products, other nuts, seeds and their derivatives and shellfish can be acute. People suffering from a severe food allergy need to know the exact ingredients in their food since even a small amount of the food allergen could harm them. Nuts should not be distributed among children under 5 years of age.
5 Added sugars include white sugar, brown sugar, raw sugar, sucrose (referred to also as table sugar), glucose, glucose syrup, agave syrup, corn syrup, high-fructose corn syrup, corn-syrup solids, malt syrup, maple syrup, pancake syrup, fructose sweetener, liquid fructose, honey, molasses, invert sugar, anhydrous dextrose, crystal dextrose, hydrolysed starch. The higher up in the list these ingredients occur, the higher in 'added sugars' the product is.
6 Breakfast cereals as per nutrient based guidelines (Document 5). Wholegrain varieties are good sources of fibre.
SWEET SNACKS
- Fresh, frozen fruit yoghurts (containing not more than 2.5% total fat, 1.5% saturated fat and not more than 10% sugar).
- Breakfast cereals 6 .
- Plain qagħaq tal-ħmira.
- Individually packed buskuttelli.
- Traditional Bread Pudding.
Document 2
FOOD AND BEVERAGE STANDARDS
List of Permissible Drinks
- Still Water.
- Fresh white milk, preferably local.
For Primary and Secondary school pupils containing:
not more than 2.5% total fats.
- Oat, rice, barley and other cereal drinks with not more than 2.5% total fats, 1.5% saturated fat and 10% total sugars.
- Combinations of milk, yoghurt and fruit with not more than 2.5% total fats, 1.5% saturated fat and 10% total sugars.
- Hot tea with no added sugar and served in an insulated cup with lid.
Document 3
FOOD AND BEVERAGE STANDARDS
List of Prohibited Foods
- Fried foods.
- Potato chips.
- Salami, bacon, luncheon meat, mortadella and corned beef.
- Highly processed foods, including all sausages, burgers, chicken nuggets, spring rolls, wontons, samosas, fish cakes/fingers and other battered, ready-made crumbcoated products.
- Pizzas with high fat/salt toppings, such as sausages, salami, pepperoni and cheese.
- Pastizzi, sausage rolls and hot dogs.
- Salted or sweetened nuts.
- Doughnuts, cream and jam cakes, iced cakes, sweet pastries 7 .
- Chocolates, sweets and confectionery 7 .
- Yoghurts and desserts 8.
- Breakfast cereals 9 and cereal bars 9.
- Bagged savoury snacks except nuts, pulses and seeds.
- Products manufactured and marketed with the intention of being used as part of a weight loss diet.
- Ready-to-use dips, ready-to-use salad dressings and sauces.
7 Milk chocolate, plain chocolate, white chocolate bars; chocolate flakes; chocolate buttons; chocolate eggs; filled chocolate, chocolate coated confectionery bars or biscuits; boiled, chewy, gum, liquorice, mint and other sweets; sherbet; dried fruit; fudge; toffee; marshmallows; nougat; Turkish delight; cereal chewy bars; cereal crunchy bars; processed fruit bars; chewing gum; croissants, cookies, sponge cakes, wafers; marzipan, nut spreads including peanut butter, spreadable chocolate and other sweet sandwich toppings; jelly caramels, iced lollies, sorbets, ice cream.
8 Contain more than 2.5% total fat, 1.5% saturated fat and 10% total sugars.
9 Not in line with the nutrient based guidelines (Document 5).
Document 4
FOOD AND BEVERAGE STANDARDS
List of Prohibited Drinks
- Carbonated and flavoured water.
- Soft drinks.
- Iced teas.
- Energy/sports drinks.
- Coffee and hot chocolate.
- Fruit juices.
- Milk containing more than 2.5% fat and/or milk which contains artifical additives.
- Oat, rice, barley and other cereal drinks with more than 2.5% total fat, 1.5% saturated fat and more than 10% total sugars.
- Drinks containing a combination of milk, yoghurt and fruit with more than 2.5% total fat, 1.5% saturated fat and more than 10% total sugars.
Nutrient Based Guidelines for Food and Drink Providers
It is advisable that tuck-shop operators keep to the minimum nutrient levels suggested for each nutrient.
Foods should be free from artificial sweeteners, and trans fats found in hydrogenated or partiallyhydrogenated vegetable oils/fats.
Flavours, colourings and enhancers (monosodium glutamate MSG) should be avoided.
Adapted from: Food Standards Agency Guidelines, UK 2010 and TASNE Report (2006). Revised by the HESC and the HPDPD.
10 Foods should be free from hydrogenated or partially-hydrogenated vegetable oils/fats. Total fats may discriminate against foods high in natural fats such as nuts and seeds. Values for total fats may be higher than the suggested levels for these foods.
11 With the exception of cereals for which total sugars should not be more than 15g per 100g.
Food based guidelines
Cheeses
- A variety of medium or low fat cheeses such as Edam, Ricotta, Emmenthal, Mozzarella, Cheeselets and Goat's cheese should be used.
Fat spreads (Council Regulation (EC) No 2991/94 of 5 December 1994)
- Margarine and low-fat spreads should be plant-based (that is to have not more than 2% fat from animals).
- Low fat/light spreads (Low-fat or light – less than 41% fat) only are permissible.
- At least 70% of total fat is unsaturated.
- Should not contain trans fats (i.e. hydrogenated or partially-hydrogenated vegetable oils).
Traditionally prepared sweets
- Wholemeal flour to be used whenever possible.
- Plant-based spreads or oils should be chosen and the amount of fat should be reduced as much as possible.
- The least possible amount of sugar should be used.
- Sugar should be replaced with fresh fruit or vegetables (grated or chopped) such as apples, pears, carrots, and beetroots.
Milk, yoghurt and drinks made from a combination of these which may also include fruit
- Contain not more than 2.5% total fat, 1.5% saturated fat and 10% total sugars*.
*Food-based standard which applies to yogurts only Interim period for scholastic year 2016-2017
Total Sugar:
- not more than 10.5g (Junior, Middle & Senior Schools)
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Viral Meningitis
What is viral meningitis?
Viral meningitis is an infection of the meninges (the covering of the brain and spinal cord). Children with meningitis often have sudden symptoms of fever, headache, and neck stiffness. Children may also have nausea, vomiting, and a worse headache when in a lighted area. Sometimes infants with meningitis also have a bulging fontanelle, irritable cry, and seizures. Meningitis can resemble a bad case of the flu.
What causes viral meningitis?
Viral meningitis can be caused by a direct viral infection or from the spread of the virus from another infection such as mumps or the flu.
What is a spinal tap?
It is very important to determine whether a virus or bacteria are causing the meningitis. While children with viral meningitis usually get better without special treatment, bacterial meningitis can be life threatening. It is for this reason that your child may need to undergo a test called a lumbar puncture (spinal tap).
A lumbar puncture is a procedure in which a hollow needle is inserted in the spinal canal in the lower back to withdraw a small amount of spinal fluid. This procedure is very safe. By examining the fluid, the doctor can determine if the meningitis is viral or bacterial. A blood culture may be done to try to find the bacteria causing the infection.
How long will the effects last?
Children with viral meningitis usually recover without any problems. Since different viruses can cause the illness, the length of time it takes a child to feel better can vary from 2 days to 2 weeks. Headaches may last from 1 to 2 weeks. You should notice a gradual improvement.
How is it treated?
Children with viral meningitis can often be treated at home. There is no medication your child can take to cure viral meningitis. (Antibiotics are not helpful.) Your child will eventually get better on his or her own. You can help your child at home by following these home care instructions:
* Fluids Encourage your child to drink clear fluids. This will help avoid dehydration.
* Pain Control Your child may need acetaminophen or ibuprofen for his or her headache and body aches. Do not give aspirin.
* Rest Your child may feel better if he or she lies down in a quiet place with dim lighting.
How can I help prevent it from spreading?
The virus causing the meningitis can be passed from person to person. The length of time your child will be contagious can be anywhere from 2 days to 2 weeks, depending on the virus. Your doctor will let you know when your child is no longer contagious and can return to normal activities. Until then, you should follow these precautionary measures:
* Wash your child's hands frequently.
* Wash your hands frequently and make sure anyone who has contact with your child does the same.
* Do not let family members share cups or utensils.
* Avoid contact with saliva, such as by kissing a child. Talk with your health care provider about vaccines for meningitis.
When should I call my child's health care provider?
Call IMMEDIATELY if:
* Spikes a fever over 105 F.
* You are unable to awaken your child.
* The headache or neck pain cannot be controlled after 2 hours of ibuprofen or acetaminophen.
* Purple or blood-colored spots or dots occur on the skin.
* Your child develops unsteady walking, slurred speech, or acts confused.
* Your child has a seizure.
* Your child starts to act very sick.
* You or someone who has had contact with your child develops symptoms of meningitis.
Call within 24 hours if:
* Your child is vomiting or refusing to drink.
* You have other questions or concerns.
*NOTE: This information is provided as a public educational service. The information does not replace any of the instructions your physician gives you. If you have a medical emergency please call 911 or call the Hospital at (208) 529-6111. If you have questions about your child's care, please call Idaho Falls Pediatrics at (208) 522-4600. | <urn:uuid:211eb3de-01f8-42ba-b25c-89ddb7902e95> | CC-MAIN-2021-49 | https://www.ifpeds.com/media/ly0epr23/viral-meningitis.pdf | 2021-12-05T20:23:10+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00019.warc.gz | 903,097,363 | 847 | eng_Latn | eng_Latn | 0.998852 | eng_Latn | 0.998966 | [
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Talking to Young People about Corona Virus (COVID-19)Phase Two -The Anger Stage Andrew Fuller
Someone once sang something along the lines of, 'you can check out anytime you like but you can't leave any time soon.' It seems to sum up our current situation.
Find an anti-viral
Imagine for a moment you have a slightly cantankerous, mood-swinging roommate with a volatile temperament and erratic work habits. Imagine you decide to take on the task of helpfully informing your roommate about how to improve their lives. Imagine how well that might work out.
This is the phase that gets a bit tetchy. People have been bunkered in and space feels limited. It might be siblings scraping their egos and entitlements against one another. It might be the sounds of a computer game being played at 2 a.m. in spite of your clear instructions to, "turn that damn thing off and go to sleep."
This is the phase where the household could splinter into factions, when vendettas and reprisals lurk in the air. It is time to take stock. The most important person to calm in this phase is yourself. It is time to regain your equanimity.
Put some soothing music on, bake something, read a treasured childhood story -do whatever you need to, but attempt to regain your senses.
We have all been through a major adjustment. Some people have moved from over-load to under-load. The after-shock of fear is exhaustion and a tendency to then ask, "I'm hurting. Who made me feel this way?"
While we may not yet have all the answers to our worries, it is time to revert to what gives us comfort. It is time to deal with blame and start to move towards kindness.
We have all been so deluged by news about the virus it is time to step back and limit our exposure to the media. Find an antidote in comedy shows or favourite films or by rereading treasured children's books.
Distance Matters
Being cooped up with even the finest people can wear a little thin after some time. Try to allocate 'retreat' spaces for each person in the household. These are spots where people can go for some time out and some privacy. As much as you can, try to respect family member's need to be left alone in those places.
Specified Spaces
As well as retreat spaces, try to nominate areas for project work, creative undertakings, communal activities and quiet areas. I realize this is not possible in everyone's household but where it is, do it.
Develop a creativity corner. Ideally have some place where kids can start a project and leave it to come back to after some deliberation. Having to pack up a project-in-progress can be frustrating.
Drip feed Parenting
Many older children and teenagers are not accustomed to intensive parenting. For some, small moments of parenting go a long way. Some parents will look on this time as an opportunity to really enjoy more one on one time with their children. The only problem is, some kids are not quite so keen. Sometimes short bursts of parenting work best.
Cooldowns and Meltdowns
Now as the sparks fly and the tempers flare you need to know how to read your kids.
Cooldowns are times when things get a bit too tense. Ideally you will have had an earlier chat at a calmer time about what they think will help if they get upset or antsy. Some kids need a calm adult to listen and a shoulder to cry on while others need space and time.
Meltdowns are an entirely different matter. During a meltdown people are out of control and nothing you do will make a skerrick of difference.
During meltdowns you have two priorities:
1.Keep people safe
2.Resume calmness as soon as possible.
What helps kids to be safe varies. Some kids need to leave and be alone. They calm best by themselves. Other kids, if left alone, go totally troppo. Make a safety plan now for meltdown moments if they do occur.
What young people may think
Young people may become unrealistically pessimistic about their futures or about the likelihood of becoming ill. Others may act as they have a special immunity to any threats and act in reckless ways.
What young people may feel
Fear and anxiety will remain for some as they feel preoccupied by threats. Others will convert these feelings into anger and blame the people closest to them for not being able to protect them or preserve their current lifestyle. This may especially be the case if a parent has lost a job or income and is feeling dejected. Some children decide it is better to have an angry parent than a sad one.
What you may see
If the situation itself isn't erratic enough, you also get to see unpredictable behaviours occur at this time. Sleep disturbance. High voltage outbursts followed by teary neediness. An insistent focus on computer games where kids can regain a sense of control. This means parents need to deal with issues, feelings and behaviours as they arise rather than rather than saying, 'but we had such a lovely morning together and you were happy then."
What you may consider doing
The problem is the problem, the person is not the problem. Whatever issues you are facing during this time, it is essential that you do not confuse problems with people. Many people, kids especially, feel disjointed and confused and express their distress through their behaviour. They are not their usual selves.
What you may say
The most effective strategy in responding to distressed or fearful kids is to provide simple responses that acknowledge emotions such as fear, worry or loneliness.
"These are tough times but we won't always be in tough times. Everyone is more worried than usual."
It is important to be clear but not to be unrealistically optimistic, "We don't know how long this will go on for but we do know it won't go on forever."
Don't give too much advice. Kids often just want to be heard. Rather than giving advice ask your kids what they think would help them to feel less lonely/ scared/ bored.
Your family may develop a code word that effectively means, 'I need some time out right now.'
This is not the time for 'platitudes of gratitude'. Even if your family are relatively protected compared to others, pointing it out to your kids often leaves them feeling unheard about their fears and anxiety.' Be kind.
Andrew's books, " Tricky Kids" and "Tricky Teens" (Bad Apple Press) may be helpful at this time.
Stay in touch with Andrew On face book andrewfullerpsychologist Learning Strengths | <urn:uuid:0cedde6e-3a8c-4a5b-aabc-c0270768c36f> | CC-MAIN-2021-49 | https://cpb-ap-se2.wpmucdn.com/sites.bundarraps.vic.edu.au/dist/c/2/files/2020/04/Talking-to-Young-People-about-Corona-Virus2.pdf | 2021-12-05T19:22:30+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00019.warc.gz | 256,481,384 | 1,350 | eng_Latn | eng_Latn | 0.99876 | eng_Latn | 0.998854 | [
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Progression Guidance for Science from Early Years
Background:
Strands of 'The World' within 'Understanding the World' are science focused within the EYFS. Links can also be made to the 'Understanding' aspect of learning. During the Early Years children should be developing knowledge, skills and understanding which will prepare them for the Year 1 science curriculum.
The following table shows how the early learning goals link to the Year 1 Subject Content for Science:
| Year 1 Subject Content | Linked ELGs |
|---|---|
| Plants | The World Understanding |
| Animals, including humans | The World Understanding |
| Everyday Materials | The World Understanding |
| Seasonal Changes | The World Understanding | | <urn:uuid:6b56feaf-073f-462a-9ccd-c5beab345ca2> | CC-MAIN-2021-49 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2389592/user/kfA3MFTUzK?response-content-disposition=attachment%3Bfilename=Science_Early_Years_progression.pdf&AWSAccessKeyId=AKIAXSFB2UMTD5BGZCOE&Expires=1638781006&Signature=lCpZB2ECkPFh4afp6bvU19BdHoU%3D | 2021-12-05T20:56:46+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00019.warc.gz | 583,827,257 | 151 | eng_Latn | eng_Latn | 0.994264 | eng_Latn | 0.994264 | [
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Mathematics without sin α, cos α (When Angle α is Being Measured in Degrees) and π.
Dr. Donaldas Zanevičius
President of Lithuanian Engineers Association Space Technology Research Center Chairman of Scientific Council Tuskulenu street 7 – 84, LT-09216 Vilnius Lithuania
Abstract
Consequently, the numeral meaning of sinα is rounded down twice – the finite number of irrational quantity π after comma is changed into the finite number of figures and a finite figure is taken from sine function endless line. In the case sin and cos are within complex mathematical expressions, the methods of analytical calculating cannot be used, because sin and cos have no analytical expressions.
Key words: h-geometry, computer-based time, space mechanics.
Introduction
Mathematics is a kind of sciences having one of the longest durations in history. The truth is, that the word mathematics has originated comparatively recently. Theretofore, various methods of calculation had been created before their integration into one branch of sciences called mathematics. Different authors define the conception of mathematics differently. We are going to use the definition of mathematics that is given in Encyclopaedia Britannica (www.britannica.com). The definition of mathematics and a review of mathematics history are presented here. Mathematics is the science of structure, order, and relation that has evolved from elemental practices of counting, measuring, and describing the shapes of objects.
It is supposed that astronomers suggested angle measuring using degrees several hundred years before Christ. A circle was divided into 360 parts, and the size of angle, formed by two lines or rays diverging from a common point (equal in magnitude to 1 /360 of a complete revolution) was called a degree. An angle of one degree leans on the length of circle hoop and amounts to 1 /360 part of circle length. The expression of a link between the diameter of a circle and the length of a circle has been sought for a long time. After long search it was established that a proportion between the length of a circle and its diameter is equal to irrational quantity π. Quantity π is mostly used in converting the size of angle in degrees to the size of angle in radians. As it can be seen, the origin of irrational quantity π is related to measurements of the length of a circle and its diameter. In geometrical meaning, the size of an angle expressed in radians means that the size of an angle is being measured in the length of a circle hoop.
The question appears – is there any other method to express the size of an angle?
The other none the less popular conception in mathematics is a sine. A sine is the ratio of the length of the side opposite an acute angle to the length of the hypotenuse (radius of a circle) in a triangle. The angle that is in front of the side of a triangle is marked α. In such case the sine of an angle is written as sinα. It appeared that sinα had no analytical expression, consequently, the expressions of sinα, while angle α was changing, were presented in mathematical numerical tables. Only later it has been discovered how to spread out the function sinα in an endless line.
Functions cos and tan are spread out likewise.
Therefore, nowadays sinα is calculated spreading out the function in an endless line. Here angle α has to be translated from degrees into radians. The following formula is used:
where π is irrational quantity. Its numeral meaning
3.141592653589793.............
has been calculated for a long time and nowadays a new record has been achieved – 5 trillion figures after comma.
Is it the unique method to form mathematical methods of systems if a system has angles?
As far back as 1987 the present writer offered to measure the size of an angle using not the length of a circle hoop but a side (straight). The height of such a side varies from 0 to1. The height of a side is indicated as letter h. The height h has analytical expression depending on the size of an angle. However, in such case a sine that is indicated as sph has algebraic analytical expression.
After coming to the angle measurements applying h parameters, one can forget about measurements applying degrees (radians). Angles are going to be measured applying h parameter gauge. If an angle changes from 0 to 90 degrees, the parameter h changes from 0 to 1.
Angle calculation
Classics
Let us take a rectangular triangle, whose perpendicular lines are a and b. As in astronomy, in navigation the size of angle α of such triangle is calculated in radians, using the classical formula of trigonometry
atan function has no analytical expression and can be calculated by outspreading it in infinite line
Definition of the size of an angle, used in h – geometry.
The size of an angle in h –geometry [1] is measured in h – parameters, where
0 h 1
We will determine the angle in front of perpendicular line of the same rectangular triangle with the expression
The link between the h parameter and the size of an angle measured in radians α is determined by the formula or
h-geometry
It is the basis of h-geometry [1] www.rdi.lt. The principles of h-geometry were discussed at the Institute of Mathematics and Informatics of Vilnius University of October 2009.
Trigonometry functions in h-geometry are indicated as sph, cph and tph. They have algebraic meanings.
Also
As it can be seen every trigonometric functions in h-geometry have algebraic meanings. The relation between an angle of classical trigonometric function measured by radians and h-parameters is established
What is the meaning of that to practical calculation? Example
We will calculate using Mathcad15 program. Given
a 2
b 5
From (1) we will get
0.38050637
Under the same values of a and b (2) we will calculate the h – parameter h 0.285714286
Then the values of trigonometrically functions (3), (4), (5) will be sph 0.371390676
cph 0.92847669
tph 0.4
ted the trigonometrical functions with the help of Mathcad 15, when α is given (4) we will get sin
( ) 0.371390676
cos ( ) 0.92847669
tan ( ) 0.4
As we see, the calculation results are fully coincident.
Several examples
The first. A panel made of reinforced concrete is being raised by a crane. Three cables are attached to the panel. Applying the methods of theoretical mechanics the equations have been written; the solution gives the answer to the question what forces affect cables in the process of raising a panel. The cable A is being affected by the force written in the following formula
sizes of angles α, β, γ are established
where
Angles (7) are being calculated spreading the functions atan out in endless lines. Here a, b and d are dimensions of a panel. P is weight of a panel. The meanings of trigonometric functions sin and cos in a formula (6) are also being calculated spreading the functions out in endless lines.
Whereas applying the methods of h-geometry we can write
instead of (6) and (8).
Having calcula
The results of calculation will be identical. However, in point of computational technologies (computer-based time), calculations applying (8) are disparately simpler than calculations (6) and (7) (plus atan, con calculations).
Example. The following data are given:
Calculating applying formulae of classical geometry (6), (7) and h-geometry formula (8), we get an identical result
However, in point of computational technologies and computer-based time, calculations applying mathematical model of h-geometry (8) are more effective than the other ones. Computation time measurement has shown that calculating applying (8) in comparison with (6) takes off mechanical time 5 times less.
The second Transformation of vectors' coordinates Classics
The classical trigonometric functions sin and cos are used for the determination of vector projection on the coordinate axes, both in classical celestial mechanics and classical vector algebra. The classical trigonometric functions sin and cos, as we know, have no analytical expressions, and can only be calculated using the methodology proposed by Euler - to outspread sin and cos in the infinite line.
Often, the mathematical model of the system can be written as
Here the coefficients are expressed as
The computer usually calculates the systems of equations by an inverse matrix method.
We will search for only one solution. For example x3. It will be comprised out of three parts x3
x31 x32 x33
where
Having input the aij values we get lengthy expressions, which have the functions sin and cos in them.
As we see, the calculations of x3 are difficult. x1 ir x2 are calculated likewise.
In practics usually the mathematical method is used, when transformation is performed twice. In this case ω = 0.
where
x1, y1, z1 needs to be found , the values of x ,y , z are known
For example, let us find z1. Let us note that
where
As it can be seen, calculations, when turned only twice, are little less complicated. But still sin and cos needs to be calculated using the infinite line.
h-geometry model
We will get h-geometry model if we refuse the angle measurement in degrees, then instead of sinα we can write sph, and instead of cosα we can write cph, where h - is the size of the angle, measured by the h-parameters.
Sizes of angles h can be measured directly. For equalization of h-geometry model and the classical model (α), the parameters h may be converted from α parameters using the link formulas
Having input the values of matrix coefficients, which are expressed as sph and cph in (1),(2) we will get
As we can see, instead of (9),(10),(11),(12) formulas, we will have to use only one algebraically expression (12). Let us take the same example, just using the expression (12) Example
Let us take a specific example. Calculated using Mathcad 15. Given
A14 = 7 , A24 = 5 , A34 = 6
From (9),(10),(11),(12) we will get
as we can see, we have to make sufficiently many calculations, in order to find the value of z1 For equalization we will use the same i value, but just calculate it into h size. We will get h1= 0,049472052
By using formula (12) we will get the value of z
Having compared the calculations using the functions of classical geometry sin and cos, with the result , using the model (12), it shows that the values of digital calculation completely coincide.
However, using the h-geometry functions sph and cph the calculation procedures (calculation period) (12) are much shorter.
Conclusion
Withdraw functions of classical geometry sinα and cosα, and transit to h-geometry functions sph and cph and tph that grund save computing time 3–5 times.
We offer to use h-geometry functions sph and cph, which have analytical expressions, instead of now used classical functions sinα and cosα, therefore the mathematic models of matrix take analytical expressions, and the calculations procedures are significantly simplified. Other examples of calculation, see [1]
Literature:
1. Donaldas Zanevicius. h- GEOMETRY. Neo- sines in space mechanics.
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Year 1 Term 1B Overview
Objectives that are in pink are a Y1 statutory requirement and individual words highlighted pink are from the Y1 non-statutory example words and their exceptions. The additional words and sets (in black) either reinforce the rule/ pattern being taught; revise previously visited spelling rules from lower year groups; practise a spelling rule linked to a Y1 statutory requirement or practise the common exception words. Each set of spellings contains 10 words linked to the objective. Please note all of the common exception words are not covered in these lists.
English words.
Year 1
Spot self-correction
the objectives that have
| Week 2 The digraphs ‘ay’ and ‘oy’ are used for those sounds at the end of words and at the end of syllables. | Week 3 The sound /oa/ spelt with the vowel digraphs ‘oa’, ‘ow’, ‘oe’ (oa is very rare at the end of a word) | Week 4 The sound /ee/ spelt ‘e’ and with the vowel digraph ‘ee’ | Week 5 The vowel digraph ‘ea’ | Week 6 The vowel digraph ‘ie’ making the /igh/ and / ee/ sounds |
|---|---|---|---|---|
| play way stay today* says* boy toy enjoy annoy royal | goal coach own snow grow toe goes go* no* so* | me* she* we* be* he* see tree green meet week | sea dream meat each scream read head bread meant instead | lie tie pie cried tried dried chief field thief shield |
been covered within this
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National Curriculum 2014 Planning Document
Appendix 2
Year 1 Vocabulary, Grammar and Punctuation
This document contains the Y1 Vocabulary, Grammar and Punctuation appendix and should be used to support the planning, teaching and learning of Spelling in Year 1.
| | Year 1: Detail of content to be introduced (statutory requirement) |
|---|---|
| Word | |
| Sentence | |
| Text | |
| Punctuation | |
| Terminology for pupils | |
Longthorpe's Grammar Scheme of Work
To reread own writing and check whether it makes sense.
To use capital letters for the personal pronoun "I", for names and for the first word in a sentence
To end a sentence with a full stop.
To add question marks to questions & recognise exclamation mark !
To understand other common uses of capitalisation e.g. for personal titles (Mr, Miss), headings, book titles, emphasis, days, proper nouns.
To use "and" to join 2 simple sentences. (only 1 'and' per sentence)
To leave spaces between words
To use the when, who, where, what cards and boxing clever to start to form sentences and short stories verbally and written. (picture cards to structure story, model talking partners)
To sequence short sentences to form short narratives.
Terminology & sentence types
Word, sentence, letter, capital letter, full stop, punctuation, question mark, exclamation mark, connective singular, plural, what, who, when, where
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SCHOOL BEHAVIOUR POLICY
2021
Rodmarton Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share the same commitment. All staff and volunteers are subject to an enhanced DBS check. Please refer to the school's Child Protection Policy for more information.
'We have carefully considered and analysed the impact of this policy on equality and the possible implications for pupils with protected characteristics, as part of our commitment to meet the Public Sector Equality Duty requirement to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations.'
Agreed date: May 2021
Next review: Summer 2023
Rodmarton Primary School provides an environment and ethos in which children feel welcome, safe, valued and happy, and succeed. The staff team have high expectations of good and appropriate behaviour.
Pupils are supported and encouraged to learn to respect themselves and others. They are supported in learning skills and developing and using strategies for self- management and self-regulation, and to build respect for themselves and for others.
Rodmarton School's main focus is on encouraging, praising and rewarding positive conduct and behaviour, rather than sanctions for inappropriate or negative behaviour; however, sanctions and natural consequences to behaviour are used where appropriate.
Acceptable Behaviour
The staff will provide positive role models with clear values and set clear boundaries for acceptable behaviour. All staff maintain high expectations for positive behaviour at all times.
We view all behaviour as communication and therefore developing learners' communication and social skills, is an integral part of the curriculum.
The decision as to what is acceptable and unacceptable behaviour will initially lie with the class teacher (in accordance with this policy and the school's agreed approach) and be based on their expectations for each learner, taking into account any special needs, emotional condition and the external influences that can affect their behaviour.
We place importance on appropriate information sharing with parents/ carers, to keep them informed of the broad approach used at school with their child.
Good Behaviour
All positive and considerate behaviour is recognised and recommended. A range of positive reinforcement strategies and incentives are used and can include:
- immediate praise
- an appropriate entry in a work book
- the display of work
- the provision of a reward (e.g. an opportunity for a self-chosen activity or to undertake a favourite class task)
- the award of a certificate
- a presentation in assembly
- visit to the Headteacher
- good work stickers
- house points
The above list is not exhaustive and is very dependent on individual learner preferences.
Sometimes a quiet and personal word of praise can be more appropriate and effective than a more public display. The learner may also prefer this and should always be considered.
Discipline
Discipline at Rodmarton School is based upon the learners developing self-awareness and self-respect. Learners are taught the values of honesty, trust, fairness, respect for others, selfregulation and managing conflict.
Children are given clear boundaries as to what is right and wrong and supported to appreciate and respect the needs of others and the society around them.
For some children, the 'time out ' option is appropriate. This is a specific behaviour support strategy which is taught to the learners to enable them to request a legitimate break from a task, activity or situation that is causing them anxiety, distress or is over-stimulating for them. The rest option allows the learner to engage in a motivating, self-regulating or quiet activity for a while and then return to their task or activity when ready to do so. Areas are set aside within the school for this purpose.
Bullying
Bullying will not be tolerated.
Bullying is intimidation, by physical or other means, of one person by another, and can have a severe detrimental effect on the recipient and be upsetting to others.
Rodmarton School staff will remain vigilant to ensure learners are not victims of or involved in bullying.
Pupils found to have been bullied will be given full support and assurance that they will not be bullied further. Positive action will be taken to ensure that bullying doesn't happen again.
Those carrying out bullying will be supported to understand the consequences of their actions. Staff will be consistent in their approach and give the clear message that bullying is not permitted at Rodmarton School.
The parents of all pupils involved will be informed of what has happened and of the actions to be taken by the school. Where appropriate, the parents will be invited into the school to discuss the situation with the school staff and the learners (again where appropriate)
It is understood that some learners, due to their special needs, may in effect unintentionally bully other pupils through their actions. This is just as distressing to the pupil on the receiving end as deliberate bullying, and will be treated accordingly and in a way that it is appropriate for their level of understanding and disability.
Racial Harassment
Racial harassment is defined by the Commission for Racial Equality as 'verbal or physical violence which includes attacks on property as well as on the person, which is suffered by individuals or groups because of their colour, race, nationality and ethnic or national origins, and where the victim believes that the perpetrator was acting on racial grounds and / or there is evidence of racism'. Clearly, racial harassment includes racist name calling.
A racist incident is 'any incident which is perceived to be racist by the victim or any other person'.
Any incidents of racial harassment among the learners at Rodmarton School will be treated with the utmost seriousness. Such incidents will be fully recorded, including the action taken against the perpetrator, with the Headteacher. Copies of the record will be placed in the learner files of all concerned.
Pupils found to have suffered from racial harassment will be given full support and assurance that the school will work to ensure this will not happen further, and positive action will be taken.
Any staff (including Governors) found to be involved in incidents of racial harassment will be subject to disciplinary action under the procedures of the Governing Body and the County Council.
Any visitors to the school (including parents / carers and contractors) found to be involved in incidents of racial harassment will be excluded from the premises and, where appropriate, the police informed.
The Law and Physical Contact
- Corporal punishment is absolutely prohibited (DfES 1986).
- Physical restraint is only permissible to prevent harm (Education Act 1997).
- School staff have a duty to safeguard and promote the welfare of all their pupils / students (DoH 1989).
Physical contact (or intervention) with a learner is permissible in many cases, and indeed is very often appropriate at Rodmarton Primary School. In this case, physical contact will be purposeful, controlled, monitored and reviewed.
Physical Intervention
Physical Intervention at Rodmarton Primary School is defined as "the use of physical interventions to prevent a learner from harming themselves, others, or from causing serious damage to property". Physical intervention must be a last resort, not custom or practice and after all other de-escalation strategies have been unsuccessful. It is to prevent harm coming to the learner or others, and never used as a punitive measure.
Where necessary, reasonable force can be used to restrain a learner should their behaviour be a risk to others, themselves or property.
However, anyone touching another person may be potentially committing an unlawful act, if that contact is deemed to be 'unreasonable'. Any use of force is potentially unlawful if the particular circumstances do not warrant it, or in a situation that could be resolved without force. The degree of force used must be in proportion to the circumstances of the incident
4
and / or the potential consequences. The guidelines below therefore set out what is considered 'reasonable' and 'unreasonable' at Rodmarton Primary School.
'Reasonable' Contact / Reassurance
Reassuring physical contact can be given:
- To indicate approval, appropriate affection or sympathy (e.g.; a pat on the shoulder, a hand held, a cuddle).
- To enable the learner to gain control and establish acceptable behaviour.
- To positively build or reinforce a relationship, or to comfort in times of stress.
With younger children, using close and supportive physical contact is very often part of the learning process, and this contact is expected. However, staff must always take into account the vulnerability of the learner.
'Reasonable' Contact - Health & Hygiene
- Emergency medical treatment
Physical contact will be necessary to provide:
- Any regular medical procedure necessary to the pupil's wellbeing.
- Assistance during toileting, dressing and washing / hygiene programmes with younger children or those who have a intimate care plan agreed with parents/carers.
Only members of staff who are closely acquainted with the learners and their needs should undertake such procedures (except in an emergency). Two members of staff should be involved wherever possible. Privacy, dignity and respect must be provided for the learner, but any one member of staff should ensure that another member of staff knows where they are and the procedure that is being followed.
No male member of staff is permitted to carry out any intimate contact with any female learner except where the Headteacher specifically authorises this and formally notifies the parents.
'Reasonable' Contact – Direction & Instruction
- Physical prompting or contact to help the learner perform a task.
Physical contact will be necessary to provide:
- Giving support to a learner's body during a PE activity (for example).
- Help to manipulate materials or to hold tools correctly (e.g.; pens and pencils, etc.) in practical and creative activities.
Physical contact in these circumstances must be supportive or persuasive, not coercive. Supportive PE movements should be planned, and not involving a 'private' part of the body.
Care must be given to the frequency of physical contact and differentiation of level of support required by the learner to avoid over-use of physical directions. Care must also be given to individual learners' sensitivity to touch and differentiated accordingly.
'Reasonable' Contact – Guiding and Obstructing
Physical contact in the form of guiding or obstructing may be necessary:
- To provide guidance for a learner in the correct direction, or to prevent them from wandering off.
- To protect from external danger or prevent a harmful action (e.g.; in a food technology session).
Page 5 of 7
School Behaviour Policy May 2021 Review Summer 2023
- To provide safety (e.g.; when crossing a road).
- To divert a pupil from a destructive or disruptive behaviour.
- To prevent or divert a learner from repetitive and / or obsessive behaviours that may cause harm or self-injurious behaviours such as head banging etc.
The physical contact required should not be over- familiar or use excessive force.
Given that such contact may be unplanned (e.g.to prevent a learner from suddenly going off in the wrong direction), it must always be measured and carried out calmly.
The Role of Governors
The governing body has the responsibility of setting down general guidelines on standards of discipline and behaviour and of reviewing their effectiveness. The governors support the head teacher in carrying out these guidelines.
The head teacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the head teacher about particular disciplinary issues. The head teacher must take this into account when making decisions about matters of behaviour.
Fixed-term and Permanent Exclusions
Only the head teacher (or any acting head teacher) has the power to exclude a pupil from school. The head teacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The head teacher may also exclude a pupil permanently. It is also possible for the head teacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
If the head teacher excludes a pupil, parents are informed immediately and are given reasons for the exclusion. At the same time, the head teacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal.
The head teacher informs the LA and the Governing Body about any fixed term or permanent exclusion.
The Governing Body itself cannot either exclude a pupil or extend the exclusion period made by the head teacher.
The governing body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals made by parents on behalf of the governors.
When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the LA, and consider whether the pupil should be reinstated.
If the governors' appeals panel decides that a pupil should be reinstated, the head teacher must comply with this ruling.
Monitoring
The head teacher monitors the effectiveness of this policy on a regular basis. The head teacher also reports to the governing body on the effectiveness of the policy.
Page 6 of 7
School Behaviour Policy May 2021 Review Summer 2023
Pupil Incidents of misbehaviour are recorded on Insight, our school tracking system. It is the responsibility pf the class teachers and the head teacher to record any incidences that are passed on to them.
The head teacher keeps a record of any pupil who is excluded for a fixed-term, or who is permanently excluded.
It is the responsibility of the Governing Body to monitor the rate of exclusions, and to ensure that the school policy is administered fairly and consistently.
Related Policies and Documents
- Anti-Bullying Policy
- Visitors Policy
- Volunteer Helpers Policy
- Complaints Policy | <urn:uuid:c9781243-f623-4a25-b78e-105eab6ca37c> | CC-MAIN-2021-49 | http://www.rodmartonschool.co.uk/wp-content/uploads/2021/06/Rodmarton-Primary-School-Behaviour-Policy-2021-3.pdf | 2021-12-05T19:47:28+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00022.warc.gz | 121,909,108 | 2,763 | eng_Latn | eng_Latn | 0.998014 | eng_Latn | 0.998272 | [
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Jane Cadwallader Uncle Jack and the Meerkats
Stage 3
A1.1
Young ELI Readers
Activity Pages
1 Read the sentences and complete the words.
1 You can play with a ball or read here.
G_ _ _ _ _.
2 You go to the dentist when you have this.
T_ _ _ _ _ _ _ _.
3 You need this on your bed when it’s cold.
B_ _ _ _ _ _.
4 You can see a film here on a big screen.
C_ _ _ _ _.
5 There are lots of trees here.
F_ _ _ _ _.
6 The meerkats live here.
D_ _ _ _ _. | <urn:uuid:58bbe08f-b166-4c86-ad85-7468bfdfa015> | CC-MAIN-2021-49 | https://sdpd.elionline.com/public/resources/ELIreadersExtra/extra_activities/ENG/young/Uncle_Jack_and_the_Meerkats_student.pdf | 2021-12-05T20:53:01+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00022.warc.gz | 553,250,459 | 146 | eng_Latn | eng_Latn | 0.444819 | eng_Latn | 0.444819 | [
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Homework Policy
Executive Head Teacher: Mrs S Young
Head of School: Miss K Salisbury
This policy was adopted on: October 2021
Homework refers to tasks given to pupils, by their teachers, to be completed outside of usual lessons. At St Paulinus CE Primary School, we believe that homework is most effective in supporting pupils' learning when it is linked to classroom work and that feedback on homework tasks that involve the pupils directly has further impact on learning.
We believe that reading is fundamental in underpinning children's progress across their entire education and a love of reading should be encouraged at school and at home. We will always strive to do everything we can to promote a love of reading in our pupils with the ultimate aim being that reading at home is something that pupils actively want to do and does not feel like a task. We have structured our homework setting to ensure that time for reading at home can be prioritised.
Setting, completing and marking homework:
* Teachers in Years Reception - 6 will expect children to read regularly with an adult at home and for reading diaries to be kept up to date.
* Teachers in Year 1 - 6 will provide their classes with a spelling list every week. Teachers will also suggest a creative spelling activity for the children to complete to support their learning of the spelling lists. The creative spelling activity is optional. Teachers will test pupils on their spellings each week, in class.
* Teachers in Years 1 - 4 will set a maths task every other week. The maths task will be consolidation and revision of maths that has already been taught in class. The maths task will be marked in class, with the teacher modelling the correct approach to answering each question and addressing any misconceptions with the pupils directly.
* Teachers in Years 5 and 6 will set a maths task every week. The maths task will be consolidation and revision of maths that has already been taught in class. The maths task will be marked in class, with the teacher modelling the correct approach to answering each question and addressing any misconceptions with the pupils directly.
* Teachers will not chase maths homework that has not been handed in on time. Teachers will not mark maths homework that is handed in late.
* All children, whether they have completed the maths task or not, will take part in the teacher's method modeling session.
* Spelling and maths tasks will be set in a homework book. Spelling lists will also be published on the class pages on the school website.
* For specific arrangements regarding homework setting and hand-in days/dates, please see the Homework page of the school website. | <urn:uuid:bc8b61c0-159e-44e7-828b-a7b7559e8025> | CC-MAIN-2021-49 | https://www.stpaulinus.apat.org.uk/attachments/download.asp?file=402&type=pdf | 2021-12-05T21:37:29+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00022.warc.gz | 1,066,257,251 | 528 | eng_Latn | eng_Latn | 0.999605 | eng_Latn | 0.999683 | [
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Behaviour Management Policy
Aston Pre-School believe that children and adults flourish best in an ordered environment in which everyone knows what is expected of them and children are free to develop their play and learning without fear of being hurt or hindered by anyone else. We aim to work towards an environment in which children can learn self discipline and self-esteem in an atmosphere of mutual respect and encouragement.
In order to achieve this:
Rules governing the conduct of the group and the behaviour of the children will be discussed and agreed with the Pre-School and explained to all newcomers, both children and adults.
All carers in the Pre-School will:
Provide a positive model for the children with regard to friendliness, care and courtesy.
Ensure that the rules are applied consistently, so that children have the security of knowing what to expect and can build up useful habits of behaviour.
Praise and endorse desirable behaviour such as kindness and willingness to share.
Make themselves aware of, and respect, a range of cultural expectations regarding interactions between people.
Take positive steps in which an adult will intervene and address the situation if a child engages in undesirable behaviour.
When children behave in unacceptable ways:
Adults will not shout or raise their voices in a threatening way.
They will always be given an explanation as to why their behaviour is unacceptable.
Physical punishment, such as smacking or shaking, will be neither used nor threatened.
Techniques intended to single out and humiliate individual children such as the 'naughty chair' will not be used.
Children will never be sent out of the room by themselves.
Children who misbehave will be spoken to about the incident after a period of time. One-to-one adult support with the child will take place and it will be explained what was wrong with their behaviour and the right way forward.
In any case of misbehaviour, it will always be made clear to the child or children in question that it is the behaviour and not the child that is unwelcome.
In cases of serious misbehaviour, such as racial or other abuse, the unacceptability of the behaviour and attitudes will be made clear immediately, but by means of explanations rather than personal blame.
Any behaviour problems will be handled in a developmentally appropriate fashion, respecting individual children's level of understanding and maturity.
Adults will be aware that some kinds of behaviour may arise from a child's special needs.
Recurring problems will be tackled by the whole Pre-School, in partnership with the child's parents, using objective observation records to establish an understanding of the cause.
Communication/Feedback to Parents/Carers:
We appreciate a child's behaviour can vary on a daily basis given a number of influences. Misbehaviour will generally be communicated back to the parent/carer collecting the child on the day on a verbal basis, this will always be done discreetly. Escalation of misbehaviour will likely result in documentation in the form of an incident report, if a pattern forms and the behaviour is consistent or becomes worse, this would then be communicated to the child's parent/carer. The PreSchool will work with the parent/carer on the management of behaviour and improving this.
This policy was adopted at a meeting of Aston Pre-School dated ....................................................
Signed on behalf of Aston Pre-School ............................................................................................. | <urn:uuid:f1213791-0c2f-413a-af55-bd31a900daf3> | CC-MAIN-2021-49 | https://ec1329e8-be73-425a-ad1f-af78f7465b5d.filesusr.com/ugd/d58553_c69b327e6d3249c3be236bbeded41a65.pdf | 2021-12-05T19:22:27+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00021.warc.gz | 305,579,609 | 663 | eng_Latn | eng_Latn | 0.732817 | eng_Latn | 0.998662 | [
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CROSSWORD NUMBER 1
COMPLETE THE CROSSWORD (MOST DEFINITIONS PROVIDED CORRESPOND TO AGRICULTURAL TERMINOLOGY, THOUGH A FEW OF THEM DO NOT).
ACROSS:
1. (1) The adult male of the sheep. (2) A cereal crop: Secale cereale.
3. Stalks spread on a soil after harvesting.
5. (1) A group of sheep or goats. (2) A widely consumed cereal crop, esp. in Asia.
6. Ribonucleic acid.
7. (1) Negation. (2) The period of time between sunrise and sunset.
8. The adult female of the cattle.
9. (1) A very popular name in Scotland, of Gaelic origin, corresponding to English John. (2) Los Angeles.
10. (1) A type of soil, (adj.). (2) A small enclosure for farm animals.
DOWN:
1. A structure made of posts or stakes to enclose a plot of land, plural form.
3. (1) The meat of the adult sheep. (2) Inside.
4. Not good.
5. (1) Slang: a buddy, a friend. (2) The young of the goats. (3) State whose capital is Albany.
6. Two letters used to label years following year 1 BC.
7. Feces and urine of farm animals.
8. (1) Inside. (2) Common Agricultural Policy.
9. A device for the neck of a stringed instrument, esp. guitar.
10. (1) The adult female of the sheep. (2) To finish first in a race. | <urn:uuid:4f948d19-0bfa-4a0f-87b5-ace86e92b96a> | CC-MAIN-2021-49 | https://blogs.upm.es/alonsoredondo/wp-content/uploads/sites/93/2015/04/CROSSWORD-1.pdf | 2021-12-05T19:57:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00023.warc.gz | 214,442,029 | 346 | eng_Latn | eng_Latn | 0.97244 | eng_Latn | 0.97244 | [
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Page 4
Notable Quotable
"[Venice] is the city of mirrors, the city of mirages, at once solid and liquid, at once air and stone."
~ Erica Jong, novelist
February Horoscopes and Birthdays
In astrology, those born between February 1–18 are the Water Bearers of Aquarius. These deep-thinking intellectuals have big and original dreams. Aquarians seek freedom to reach their greatest potential. Those born between February 19–28 are Pisces' Fish. Pisces are friendly, wise, and selfless, making them generous and compassionate friends. Their intuitive and romantic natures make Fish creative artists.
Clark Gable – Feb. 1, 1901 Rosa Parks – Feb. 4, 1913 Hank Aaron – Feb. 5, 1934 Laura Ingalls Wilder – Feb. 7, 1867 Thomas Edison – Feb. 11, 1846 L.L. Bean – Feb. 13, 1873 Frederick Douglass – Feb. 14, 1818 Smokey Robinson – Feb. 19, 1940 Nina Simone – Feb. 21, 1933 Julius Erving – Feb. 22, 1950 Zeppo Marx – Feb. 25, 1901 Jackie Gleason – Feb. 26, 1916 Elizabeth Taylor – Feb. 27, 1932
Venice Unmasked cont. from pg. 1
It was also during this era that Venetian mask-makers were elevated to a special standing in Venetian society, enjoying preferential laws and their own artistic guild.
By the 18th century, masks were a way of life for Venetians, and laws permitted mask-wearing for six months of the year. Some historians believe that masks were a response to Venice's strict class hierarchy. Ordinary people and aristocrats alike wore masks to hide their true identities. So disguised, people could anonymously engage in Venice's many popular but ill-reputed pastimes such as gambling. Is it any wonder that Venetian mask-makers held such power in society? In 1979, Venetian artisans revived the tradition of mask-making. Since then, masks and costumes have become lavish works of art, symbols of Venice's enduring Carnival.
A Monstrous Tradition
February 12 rings in the Chinese New Year, the Year of the Ox. A visitor to China will find homes decorated in red. Come midnight, loud fireworks will boom and crackle. These time-honored traditions spring from the myth of the monster Nian, half-dragon, half-kirin, a hooved and one-horned beast. Nian lived at the bottom of the sea but would rise from the depths each New Year's Eve to ravage the villages. So, each New Year's, the villagers would flee to the mountains. One year, a beggar arrived to find the village deserted. Only an old woman remained, and in return for shelter, the beggar promised to scare Nian away. The beggar decorated the woman's house with red. When terrible Nian arrived at midnight, it roared in anger when it saw the red door. The beggar lit firecrackers to terrorize Nian. Dressed all in red, he laughed in Nian's terrible face, and the monster fled. To this day, every New Year's Eve, the Chinese still drape their homes with red and light firecrackers at midnight to ward off evil.
Auburn Hill Digest
February 2021
Celebrating February
Black History Month
Bird Feeding Month
Venice Unmasked
Mend a Broken Heart Month
Women's Heart Week February 1–7
Groundhog Day February 2
Canadian Maple Syrup Day February 6
Chinese New Year: Year of the Ox February 12
Valentine's Day February 14
Mardi Gras February 16
International Toast Day February 25
Venice is often called Italy's "City of Love," and for good reason. Is there anything more romantic than a gondola ride through the city's famous canals, with a gondolier serenading you with Italian love songs? It is no coincidence that history's most notorious lover, Casanova, called Venice home. Casanova was born in an era when Venice was a European Las Vegas, famous for its annual Carnival, the Venetian version of Mardi Gras that has been celebrated since the year 1162. This year's Carnival, running from January 30 through February 16, is made all the more special because it coincides with Valentine's Day.
Sleep on It
If you're feeling sleepy on February 28, feel free to nod off wherever you're sitting or standing, for it is Public Sleeping Day. For some, sleeping in public is taboo behavior and an embarrassing social faux pas. But in some places, such as Japan, napping in public on a bench, on the subway, at the mall, or even in the office is considered a sign of hard work and diligence. The perception is that a person is
Venice's Carnival began in 1162 with the military victory of the Venetian Republic over Ulrico di Treven, a powerful ally of the Holy Roman Emperor Frederick I, who attempted to strip Venice of its independence. After Ulrico di Treven's defeat, Venetians gathered in San Marco Square for dancing and rejoicing. This informal celebration continued for centuries until it was made an official holiday during the Renaissance.
cont. on pg. 4
working so hard that they are exhausted and cannot help themselves from falling asleep on the spot. The Japanese even have a term for it: inemuri. While some translate it as "sleeping on the job," a more faithful translation is "being present while asleep." Curling up for an intentional nap is frowned upon, but falling asleep unintentionally while trying your hardest to "be present" is quite acceptable.
U.S. Coach Herb Brooks was cut from the 1960 Olympic hockey team.
In addition to gold, the RIAA also awards platinum, multi-platinum, and diamond records.
An Olympic "Miracle"
On February 22, 1980, no one expected an American hockey team made up of collegiate players to defeat Russia's Olympic hockey powerhouse. The Soviets hadn't lost an Olympic match since 1968 and had won four straight gold medals. Even with a sold-out crowd and home-ice advantage, hopes of an American Olympic victory were slim. It would take a miracle.
The American team was the youngest in U.S. Olympic history, with an average age of 21 years. Coach Herb Brooks drafted his team from two powerhouse college hockey teams, the University of Minnesota and Boston University, bitter rivals. But Brooks was looking for more than just talent on the ice. He also subjected potential players to a 300-question psychological test that examined their performance under extreme
Striking Gold
On February 10, 1942, Glenn Miller and His Orchestra received a unique trophy from his record label, RCA Victor. As congratulations for selling 1.2 million copies of the song "Chattanooga Choo Choo," a feat no other artist had yet to achieve, Miller was gifted the first gold record. The record wasn't solid gold, but rather a vinyl record sprayed with gold, but soon other record labels began to follow suit, taking it upon themselves to award their stress. Not only were the Americans playing against legendary Russian players like Vladislav Tretiak, Valeri Kharlamov, and Viacheslav Fetisov, but they had to play under the cloud of a decades-long Cold War between the U.S. and the Soviets. Matters of both sport and politics made the two nations adversaries.
If fans expected a blowout, they were pleasantly disappointed. The game was a relentless back-and-forth battle for the lead. Russia's superior talent was on full display, but the young and scrappy Americans took a 4–3 lead with 10 minutes left to play and were able to hold off for a win. It was as much a political victory as a sporting one. Two days later, the U.S. would take the gold against Finland, but history would forever remember the Americans' "Miracle on Ice" against Russia.
musicians with gold records. Today the issuance of gold records is left to the Recording Industry Association of America (RIAA). The RIAA awarded Perry Como the first official Gold Record for "Catch a Falling Star" in 1958 after it sold 500,000 copies. A visit to Chattanooga's former rail station, which has been transformed into a landmark hotel where train cars serve as rooms, reminds visitors of Glenn Miller's extraordinary honor all those years ago.
Crackerjack is a slang term meaning "exceptionally good."
Dr. Carter G. Woodson is often called the "Father of Black History."
A Crackerjack Idea
In 1896, Fritz and Louis Rueckheim created a formula that prevented the popular snack mix of sugar-coated popcorn and peanuts from sticking together. One customer found it so wonderful that he exclaimed, "That's a crackerjack!" The Cracker Jack name was born. It wasn't until February 19, 1913, that Cracker Jack placed the first of their
Making Black History
In 1915, historian and journalist Dr. Carter G. Woodson founded the Association for the Study of African American Life and History (ASALH). He was just the second African American after W. E. B. Du Bois to obtain a Ph.D. from Harvard University and one of the first scholars to study the African diaspora. As a member of the American Historical Association (AHA), Woodson realized that the AHA had no interest in the history of African Americans. He set out on his own to create an institution where African American scholars could study black history without misrepresentation. The ASALH was the result of those efforts.
For over a decade, Woodson worked with the most prominent black intellectuals and activists in America to promote his cause: W. E. B. Du Bois, Marcus Garvey, John E. Bruce, T. Thomas Fortune, and Hubert Henry Harrison. In 1926, Woodson brought more prominence to his movement by
Page 3
famous prizes inside a box. These were small prizes such as metal tops, tiny joke books, paper dolls, and even miniature furniture. When Cracker Jack began offering prizes in a set or series, sales soared; people wanted to collect entire sets. Perhaps the most famous prizes of all were the baseball cards of 1914. Today, a complete set is worth thousands.
championing "Negro History Week" during the second week of February. He wanted the week to coincide with the birthdays of abolitionist leader Frederick Douglass and President Abraham Lincoln, two key figures of African American history. This event was an opportunity for schools and communities to organize celebrations of African Americans and their contributions to American society by offering free lectures and performances and establishing black history clubs.
During the coming decades, mayors from cities all across America proclaimed the second week of February "Negro History Week." Then, in 1970, Black students and educators at Kent State University expanded on Woodson's vision and declared the entire month of February Black History Month. In 1976, President Gerald Ford followed suit, officially recognizing Black History Month nationwide. | <urn:uuid:d9634fed-cc1e-4046-b4c6-5a7bbba34ee3> | CC-MAIN-2021-49 | https://www.auburnhillliving.com/wp-content/uploads/newsletter-february-2021.pdf | 2021-12-05T20:34:04+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00023.warc.gz | 727,308,502 | 2,360 | eng_Latn | eng_Latn | 0.998327 | eng_Latn | 0.998508 | [
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How to Play Dots and Boxes
Pencil or pen and paper
Instructions:
Materials:
Number of Players:2 or more
Pair up.
Get a piece of paper.
Get a pencil or pen.
Draw a grid of dots, six by six, on the piece of paper.
Draw a line between two dots.
Decide who starts. Take turns.
Try to complete a box.
When you complete a box, write your initial in it, then draw another line.
Don't let your adversary complete boxes.
When all of the dots are connected, count the number of boxes. The player with the most boxes wins.
How to Play Dots and Boxes
pencil or pen and paper
Instructions:
Materials:
Number of Players:2 or more
Pair up.
Get a piece of paper.
Get a pencil or pen.
Draw a grid of dots, six by six, on the piece of paper.
Draw a line between two dots.
Decide who starts. Take turns.
Try to complete a box.
When you complete a box, write your initial in it, then draw another line. When all of the dots are connected, count the number of boxes. The player with the most boxes wins.
Don't let your adversary complete boxes. | <urn:uuid:833b2e62-9d86-447d-9cc7-fde32455f8b5> | CC-MAIN-2021-49 | https://nova-escola-producao.s3.amazonaws.com/KUyEqJJaJ9S4x7gXMH7HQbuAtVBJPvRdCzTZucTKQPB7mhZJ7wh7p6r9g47B/atividade-para-impressao-how-to-play-dots-and-boxes-ing6-13un07.pdf | 2021-12-05T19:52:46+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00023.warc.gz | 504,528,256 | 256 | eng_Latn | eng_Latn | 0.999307 | eng_Latn | 0.999307 | [
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Public Education Piece: Why Leash?
It's finally summertime and you want to get out with your dog to enjoy some exercise and fresh air in the nice weather. You know that we welcome and encourage dog walkers at Edward MacDowell Lake, so you load up Fido and head to our park. As you start out on your walk, you notice a sign: "Pets on Leash" and think to yourself, "But my dog is so nice! Why do I need to keep my dog on a leash?"
1. To protect wildlife from your dog and vice versa
Even the most well-trained dog can find the thrill of chasing a bird, small mammal, or nesting turtle irresistible. A firm grip on your pet's leash can make sure we all do our part to protect the natural inhabitants of the park. After all - it's their home, we're just visiting! Also, if an animal at the park appears to be a threat to you or your pet, if your dog is on a leash you can swiftly move them out of harm's way. Finally, when your dog is on leash, you know exactly where they have done their business and you can properly bag your pet's waste. Pet waste contributes to the spread of disease and pollution in our park. We thank you for picking up after your pet and contributing to the health and well-being of the native wildlife of your park.
2. To protect other dogs from your dog and vice versa
The park is a great place to socialize your dog with other furry friends. As long as every pet is on a leash, this interaction is fun and safe for all parties involved. If their roughhousing starts to get too rowdy, you and your fellow park goer can easily disengage your pets by tugging on their leashes. If the dogs are off-leash - all bets are off. Without the control of a leash, the risk of injury to either dog or either owner is much higher.
3. To protect park goers from your dog and vice versa
Edward MacDowell Lake offers many great outdoor activities for all ages. It's good to remember that the park is a shared space and that not everyone who comes to make use of the natural resources is here to interact with your dog. You simply just do not know how other people feel about dogs - even if yours is an angel! Keeping your dog on a leash makes sure that they do not run up to someone that is afraid of dogs or has had a previous poor experience with an animal, and additionally prevents your dog from potentially knocking over or scaring a toddler or small child.
Thank you for doing your part to keep Edward MacDowell Lake a clean, safe, and fun place to be. We hope to see you and your dog soon! | <urn:uuid:4c4dd6e4-89cf-4871-a454-5c3605731db1> | CC-MAIN-2021-49 | https://www.nae.usace.army.mil/Portals/74/docs/Recreation/EML/EdMac-LeashInfo.pdf | 2021-12-05T19:30:22+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00024.warc.gz | 976,502,039 | 580 | eng_Latn | eng_Latn | 0.998042 | eng_Latn | 0.998042 | [
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Activity 3
How did Israel arrive in Egypt? God saved both Israel and Egypt from famine by Joseph's faithful leadership.
Where Am I????
Materials
A blindfold.
A piece of paper with the word "Israel" printed or written on it.
Instructions
1. Tape the pre-made "Israel" sign on one wall of a room and make sure all the children know where it is by having everyone point at it together.
2. Blindfold the first child and spin her round and round until you're certain she is disoriented.
3. While she is still blindfolded, ask her to point to the Israel sign.
Point
As a nation of promise, Israel arrived in a strange land. By God's grace, they were saved from famine, but their life in Egypt was far from ideal. Just as we are uncertain where we are after being spun round and round, Israel had to hold onto God's promise in order to remember their identity as his people. | <urn:uuid:60058c42-5250-4e7b-bfe3-2b2132a5c0aa> | CC-MAIN-2021-49 | https://s3.amazonaws.com/cfk/ic%20activity/ISRAEL%20ACTIVITY%203.pdf?X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Credential=AKIAJBGH2VPUYLYCPIGQ%2F20211205%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20211205T193339Z&X-Amz-Expires=300&X-Amz-SignedHeaders=host&X-Amz-Signature=80c48def2f76d1b3f5a09384d0e07150da0b4517d16648bcb8a31e7bdcf721c0 | 2021-12-05T19:33:39+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00023.warc.gz | 570,237,158 | 200 | eng_Latn | eng_Latn | 0.999362 | eng_Latn | 0.999362 | [
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Influenza Vaccine
The best way to protect yourself from getting influenza is to get vaccinated every year.
What Is Influenza?
Influenza, also called "the flu," is caused by the influenza virus. It affects the lungs and can cause symptoms such as fever and trouble breathing. Most people recover from the flu on their own. But, in somepeoplewhoareolderorhavelong-termmedicalproblems,the flu can be a serious or even deadly illness.
Influenzaisaseasonalillnessandaffectsmostpeopleduringthe winter months. In the United States, January and February tend to be the worst months for flu, but people can get the flu as early as OctoberandaslateasMay.Eachyeartheviruschangesslightly,and theresultingdifferenttypesofvirusesarecalled strains.Somestrains cause more serious illness than others. These strains are sometimes given special names, such as "swine flu" (H1N1) or "avian flu" (H5N1 and H7N9).
Why Get the Influenza Vaccine?
Thefluvaccinehelpspreventpeoplefrombecomingsickafterbeing exposedtotheinfluenzavirus.Gettingvaccinatednotonlyhelpsto preventyoufromgettingsickbutalsocanpreventyoufromspreading the virus to others. As a result, the influenza vaccine has benefits both for individuals and for communities as a whole.
Eachyear,thefluvaccinebecomesavailableduringthefallseason. Because the virus changes each year, a new vaccine is developedeveryyearthatisspeciallytailoredtoprotectagainstthemost commonflustrainsthatyear.Inotherwords,lastyear'svaccinemay not work as well for this year's virus. This is why people get vaccinated for the flu every year.
Who Should Get Vaccinated?
TheUSCentersforDiseaseControlandPreventionrecommendsthat all individuals older than 6 months get a flu vaccine every year.
In cases in which there may not be enough vaccine for everybody,vaccinationeffortsshouldfocusonpeoplewhoaremorelikely tobeexposedtothefluvirusorwhoaremorelikelytobecomevery sick from the illness. These include people who are older than 50 yearsorbetween6monthsand4yearsofage,havelong-termmedical problems, are pregnant, or are health care workers.
Is It Safe to Get the Vaccine?
The flu vaccine is generally safe, with very few side effects. It can begiveneitherasasprayintothenostrilsorasashotintothemuscle.
Author: Jill Jin, MD, MPH
Source:
Thesideeffectsmostlyinvolvediscomfortatthesitewherethevaccinewasgiven.Yourdoctorwilltellyouwhattypeofvaccinepreparation (shot or spray) is best for you.
Some preparations of the vaccine are made with eggs and cannot be given to people with severe egg allergies. But there are also preparationsavailablethatcontainnoeggproductsandaresafefor people with egg allergies. Ask your doctor about these egg-free preparations if you have a severe egg allergy.
FOR MORE INFORMATION
Centers for Disease Control and Prevention www.cdc.gov/flu/about/disease/index.htm
To find this and previous JAMA Patient Pages, go to the Patient Page link on JAMA's website at jama.com. Many are available in English and Spanish.
Centers for Disease Control and Prevention
The JAMA Patient Page is a public service of JAMA. The information and recommendations appearing on this page are appropriate in most instances, but they are not a substitute for medical diagnosis. For specific information concerning your personal medical condition, JAMA suggests that you consult your physician. This page may be photocopied noncommercially by physicians and other health care professionals to share with patients. To purchase bulk reprints, call 312/464-0776.
Copyright 2014 American Medical Association. All rights reserved.
Downloaded From: https://jamanetwork.com/ on 12/05/2021 | <urn:uuid:d1fe2c67-6242-4add-9122-1a79e8c5f2b6> | CC-MAIN-2021-49 | https://jamanetwork.com/journals/JAMA/articlepdf/1911329/jpg140027.pdf | 2021-12-05T20:53:28+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00023.warc.gz | 403,226,477 | 842 | eng_Latn | eng_Latn | 0.993818 | eng_Latn | 0.993818 | [
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Progression Guidance for Geography from Early Years
Background:
Strands of 'People and Communities' and 'The World' within the Understanding the World area of learning are 'Geography' focused within the EYFS. The Characteristics of Effective Learning are threaded through all aspects of learning and are the fundamental ways in which children within EYFS learn.
The following table shows how the early learning goals link to the KS1 Subject Content for Geography:
| KS1 Subject Content | Linked ELGs |
|---|---|
| Locational Knowledge | The World |
| Place Knowledge | People and Communities |
| Human & Physical Geography | The World People and Communities |
During the Early Years, children should be developing knowledge, skills and understanding which will p
repare them for the Year 1 curriculum. | <urn:uuid:76bfed9b-ac33-4c46-8795-0f2f5363c72f> | CC-MAIN-2021-49 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2389592/user/1be1OGVfsv?response-content-disposition=attachment%3Bfilename=Geography_Early_Years_progression.pdf&AWSAccessKeyId=AKIAXSFB2UMTD5BGZCOE&Expires=1638781181&Signature=tKqA%2BxYGUx8OPDw%2BtouOe9sjrK8%3D | 2021-12-05T20:59:42+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00024.warc.gz | 552,147,587 | 169 | eng_Latn | eng_Latn | 0.984167 | eng_Latn | 0.984167 | [
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Literacy- World Book Week.
Dreamer by Brian Moses & Bee Willey
(a book about a world where we all care for each other, for animals, plants and places)
Wednesday 3 rd March
I dreamt I was a valley… and no one built a road across me.
I dreamt I was a rainforest… and nobody felled a single tree.
Wednesday- Create your own rainforest activity
- Do you know what a rainforest is?
- Do you know who lives in the rainforest?
Can you create your own rainforest?
There are resources to do this in your home learning pack or you could even draw/ paint your own rainforest and animals and your grown up could upload it onto school 360
This is Miss Robinsons rainforest:
- When you have made your rainforest can you count how many animals you have?
- Which animals can fly?
- Do all of the animals have legs?
- Which is your favourite animal? Can you tell your grown up why? | <urn:uuid:c166f268-8291-4970-93cc-f8250d62b11c> | CC-MAIN-2021-49 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2389592/user/cRBSQYRKUF?response-content-disposition=attachment%3Bfilename=Wednesday-_World_Book_Week.pdf&AWSAccessKeyId=AKIAXSFB2UMTD5BGZCOE&Expires=1638782220&Signature=WCIjki1xbB5X8Tk5C812P0CTWv4%3D | 2021-12-05T21:17:01+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00023.warc.gz | 570,015,617 | 209 | eng_Latn | eng_Latn | 0.996794 | eng_Latn | 0.99671 | [
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Penguin Young Readers Factsheets
The Musicians of Bremen
Teacher's Notes
Summary of the story
The Musicians of Bremen is about a donkey who runs away. Along the road he meets other animals and he asks them if they can sing. The dog says 'woof woof', the cat says 'miaow miaow', the cock says 'cock-a-doodle-do'. They walk together and sing. When night falls they are hungry and tired. Luckily they find a house, but there are robbers inside. They frighten the robbers away by singing outside the window. Then they take over the house and eat the food the robbers have left. Another robber comes and they frighten him too. They are so happy in this house they decide to stay and sing there for ever.
Background to the story
This is one of about 170 stories that the brothers, Jakob and Wilhelm Grimm, collected from around farms and villages near Kassel in Germany between 1807 and 1814.
Topics and themes
Animals. This topic can provide many themes from food they eat, noises they make, where they live.
Food. One topic from this could be the need to eat meals through the day such as breakfast and lunch and that dinner is often eaten when it is dark. Discuss eating breakfast foods at night. Would it seem funny to eat cereal at night or not?
Monsters. In the story there are really bad people. Are they really monsters? Why do the animals call them 'Big Monsters'? The pupils can talk about what they think monsters look like.
Making use of the Reader
Animal noises. Are the noises the same for animals in English? The pupils may like to try to make these noises. They may also collect sounds for animal noises that are not in the story such as: Horse – neigh, cow - moo, duck – quack, turkey – gobble gobble, mouse – squeak. Make a class list and see how long it can become over a couple of weeks.
Music. Some questions to ask the pupils are: 'Are the animals really singing?' 'Can everyone sing?' Is singing music? There are many songs about animals which you might want to sing with the pupils. Music which has animals as a theme includes the 'Carnival of the Animals' by SaintSaens, 'Peter and the Wolf' by Prokofiev and many others which the pupils may enjoy in the classroom.
Sizes. The animals in the story are very different in size. The pupils can talk about which are bigger and smaller or biggest and smallest.
Drama. Make enlarged photocopies of the animal heads from page six of the Reader. Pupils should be in groups of four and each pupil in the group should have a different animal head. Let the pupils colour them in. Now read out the story and let them mime it or join in with the noises as the animals sing.
Sizes. Ask the pupils to show you how big is each animal that you call out. e.g. cat, dog, horse, elephant, fish
© Pearson Education Limited 2000. Visit our website at www.penguinreaders.com
Penguin Young Readers Factsheets
The Musicians of Bremen
Teacher's Notes
Using the accompanying video or audio cassette
Watching or listening for specific information/post-reading/whole class.
Before watching or listening to the cassette (if the pupils have already read the book) elicit the names of the main characters from the story and write them on the board. Let groups of pupils take one of the four characters and say their noises when they hear them on the tape, or stop the tape after each page for the pupils to say their noises.
During watching and listening – whole class prediction.
Play the video or audio cassette story through in its entirety. The second time through, stop just before a dramatic event in the story, such as when the second robber comes in (page 12) and ask the children to tell you what happens next, then view or listen to see if they were right.
Simultaneous reading and listening in groups will help the children with pronunciation and intonation.
Record the children dramatizing the story on audio or video cassette.
Notes on the activities in the factsheet
Activity 1. Pet survey. In groups of three, pupils should draw their face in the first circle and then the face of the other two pupils in their group in the other two circles. Now they should ask each member of their group which animals they like. At the end of the survey each group should feedback to the teacher with their favourite animal/s and the teacher should write them on the board. Are all the groups' favourite animals the same?
Activity 2. Show the picture to the pupils, it is the same as on page 9 of the Reader, and ask them to say the sound each animal makes. Then they can match the sound to the animal.
Activity 3. Crossword. Pupils write the name of the animal in the spaces.
Activity 4. True or False. Explain to the pupils that they have to decide if the sentences are in the story (true) or are not the same as the story (false).
Answers to the activities
In the back of the Reader Before you read Activity 1
a. There are four animals.
b. Dog, cat, donkey, cock
c. Singing
After you read
Top picture = donkey = eeyore
Second picture = cock = cock-a-doodle-do
Third picture = dog = woof woof
Fourth picture = cat = miaow miaow
In the factsheet
Activity 2 The pupils should colour the animals as on page 9 of the Reader.
Activity 3 a. Donkey b. cock c. cat d. dog.
Activity 4 a. True. b. True. c. False. d. False. e. True. f. True.
Penguin Young Readers Factsheets
PHOTOCOPIABLE
Pupils' Activities
The Musicians of Bremen
Name
.............................................................................................................
Activity 1
Draw yourself and fill in the survey, then draw and ask your friends about their pets.
Activity 2
Look at page 9 and colour the singing animals:
© Pearson Education Limited 2000. Visit our website at www.penguinreaders.com
Penguin Young Readers Factsheets
PHOTOCOPIABLE
Pupils' Activities
The Musicians of Bremen
Name
.............................................................................................................
Activity 3
c. _ _ _
Activity 4
True or false?
a. The donkey runs away.
b. The dog sings woof, woof.
c. The cat sings cock-a-doodle-do.
d. The cock sings miaow, miaow.
e. The robbers run away.
f. The animals eat the food.
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Chalice has been partnering with the Franciscan Sisters of Lwak since 2011. They serve in one of poorest counties in southern Kenya. Children are highly prone to malaria and many families are affected by HIV/AIDS. With children losing their parents, they themselves become primary caregivers to their younger siblings. Basic needs such as food, medical care, and education are often unmet. The Asembo site supports children through their education, supplies nutrition support and medical care. They also collaborate with parents to improve their agriculture and increase their economic empowerment.
* Asembo site supports 862 sponsored children.
* The children were able to return to daily classes when schools re-opened in Kenya after the COVID-19 shutdown.
* During the year, the site reached 23 schools with information and training on nutrition and the topic of HIV/AIDS.
* 3612 students received training workshops on the topics of nutrition and water, sanitation and hygiene (WASH).
* Asembo site also created 10 student clubs called 'health clubs' to promote and support nutrition awareness in the schools.
Family
* Asembo works with 378 parents and guardians organized into 18 family circles.
* Even though the pandemic affected their small businesses, the parents and children grew closer and strengthened their bonds.
* 500 sponsored children and their parents received masks through the initiative of a family circle.
* 2213 families are benefiting from clean and safe water now available through a Chalice-supported borehole well.
Community
* The site supported 3 schools with learning materials.
* 4100 people have access to clean water through the East Asembo borehole well, a Chalicefunded initiative.
* A new community-owned tractor, purchased through the support of Chalice donors, has benefited more than 500 families so far and the number will increase with the seasons. The tractor will improve food security for the Asembo community by increasing the amount of land that can be used for agriculture.
* The site anticipates that 856 sponsored and 5012 non-sponsored community members will benefit from the tractor over time. | <urn:uuid:feb5be6d-b913-4c33-bcd6-c27b22fdb45c> | CC-MAIN-2021-49 | https://www.chalice.ca/images/pdf/sitedirectorsreports2019/Asembo_Kenya_2019-2020_AR-_CFC.pdf | 2021-12-05T19:26:28+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00023.warc.gz | 772,890,779 | 426 | eng_Latn | eng_Latn | 0.998522 | eng_Latn | 0.998522 | [
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Question 6.1:
Copper can be extracted by hydrometallurgy but not zinc. Explain.
Answer
The reduction potentials of zinc and iron are lower than that of copper. In hydrometallurgy, zinc and iron can be used to displace copper from their solution.
But to displace zinc, more reactive metals i.e., metals having lower reduction potentials than zinc such as Mg, Ca, K, etc. are required. But all these metals react with water with the evolution of H2 gas.
As a result, these metals cannot be used in hydrometallurgy to extract zinc.
Hence, copper can be extracted by hydrometallurgy but not zinc.
Question 6.2:
What is the role of depressant in froth floatation process?
Answer
In the froth floatation process, the role of the depressants is to separate two sulphide ores by selectively preventing one ore from forming froth. For example, to separate two sulphide ores (ZnS and Pbs), NaCN is used as a depressant which selectively allows PbS to come with froth, but prevents ZnS from coming to froth. This happens because NaCN reacts with ZnS to form Na2[Zn(CN)4].
Question 6.3:
Why is the extraction of copper from pyrites more difficult than that from its oxide ore through reduction?
Answer
The Gibbs free energy of formation (∆fG) of Cu2S is less than that of and . Therefore, H2 and C cannot reduce Cu2S to Cu.
On the other hand, the Gibbs free energy of formation of is greater than that of . Hence, C can reduce Cu2O to Cu.
Hence, the extraction of copper from its pyrite ore is difficult than from its oxide ore through reduction.
Question 6.4:
Explain: (i) Zone refining (ii) Column chromatography.
Answer
(i) Zone refining:
This method is based on the principle that impurities are more soluble in the molten state of metal (the melt) than in the solid state. In the process of zone refining, a circular mobile heater is fixed at one end of a rod of impure metal. As the heater moves, the molten zone of the rod also moves with it. As a result, pure metal crystallizes out of the melt and the impurities pass onto the adjacent molten zone. This process is repeated several times, which leads to the segregation of impurities at one end of the rod. Then, the end with the impurities is cut off. Silicon, boron, gallium, indium etc. can be purified by this process.
(ii) Column chromatography:
Column chromatography is a technique used to separate different components of a mixture. It is a very useful technique used for the purification of elements available in minute quantities. It is also used to remove the impurities that are not very different in chemical properties from the element to be purified. Chromatography is based on the principle that different components of a mixture are differently adsorbed on an adsorbent. In chromatography, there are two phases: mobile phase and stationary phase. The stationary phase is immobile and immiscible. Al2O3 column is usually used as the stationary phase in column chromatography. The mobile phase may be a gas, liquid, or supercritical fluid in which the sample extract is dissolved. Then, the mobile phase is forced to move through the stationary phase. The component that is more strongly adsorbed on the column takes a longer time to travel through it than the component that is weakly adsorbed. The adsorbed components are then removed (eluted) using a suitable solvent (eluant).
Question 6.5:
Out of C and CO, which is a better reducing agent at 673 K?
Answer
At 673 K, the value of is less than that of . Therefore, CO can be reduced more easily to CO2 than C to CO. Hence, CO is a better reducing agent than C at 673 K.
Question 6.6:
Name the common elements present in the anode mud in electrolytic refining of copper. Why are they so present ?
Answer
In electrolytic refining of copper, the common elements present in anode mud are selenium, tellurium, silver, gold, platinum, and antimony.
These elements are very less reactive and are not affected during the purification process. Hence, they settle down below the anode as anode mud.
Question 6.7:
Write down the reactions taking place in different zones in the blast furnace during the extraction of iron.
Answer
During the extraction of iron, the reduction of iron oxides takes place in the blast furnace. In this process, hot air is blown from the bottom of the furnace and coke is burnt to raise the temperature up to 2200 K in the lower portion itself. The temperature is lower in the upper part. Thus, it is the lower part where the reduction of iron oxides (Fe2O3 and Fe3O4) takes place.
The reactions taking place in the lower temperature range (500 − 800 K) in the blast furnace are:
The reactions taking place in the higher temperature range (900 − 1500 K) in the blast furnace are:
The silicate impurity of the ore is removed as slag by calcium oxide (CaO), which is formed by the decomposition of limestone (CaCO3).
Question 6.8:
Write chemical reactions taking place in the extraction of zinc from zinc blende.
Answer
The different steps involved in the extraction of zinc from zinc blende (ZnS) are given
below:
(i) Concentration of ore
First, the gangue from zinc blende is removed by the froth floatation method.
(ii) Conversion to oxide (Roasting)
Sulphide ore is converted into oxide by the process of roasting. In this process, ZnS is heated in a regular supply of air in a furnace at a temperature, which is below the melting point of Zn.
(iii) Extraction of zinc from zinc oxide (Reduction)
Zinc is extracted from zinc oxide by the process of reduction. The reduction of zinc oxide is carried out by mixing it with powdered coke and then, heating it at 673 K.
(iv) Electrolytic Refining
Zinc can be refined by the process of electrolytic refining. In this process, impure zinc is made the anode while a pure copper strip is made the cathode. The electrolyte used is an acidified solution of zinc sulphate (ZnSO4). Electrolysis results in the transfer of zinc in pure from the anode to the cathode.
Question 6.9:
State the role of silica in the metallurgy of copper.
Answer
During the roasting of pyrite ore, a mixture of FeO and Cu2O is obtained.
The role of silica in the metallurgy of copper is to remove the iron oxide obtained during the process of roasting as 'slag'. If the sulphide ore of copper contains iron, then silica (SiO2) is added as flux before roasting. Then, FeO combines with silica to form iron silicate, FeSiO3 (slag).
Question 6.10:
What is meant by the term "chromatography"?
Answer
Chromatography is a collective term used for a family of laboratory techniques for the separation of mixtures. The term is derived from Greek words 'chroma' meaning 'colour' and 'graphein' meaning 'to write'. Chromatographic techniques are based on the principle that different components are absorbed differently on an absorbent. There are several chromatographic techniques such as paper chromatography, column chromatography, gas chromatography, etc.
Question 6.11:
What criterion is followed for the selection of the stationary phase in chromatography?
Answer
The stationary phase is selected in such a way that the components of the sample have different solubility's in the phase. Hence, different components have different rates of movement through the stationary phase and as a result, can be separated from each other.
Question 6.12:
Describe a method for refining nickel.
Answer
Nickel is refined by Mond's process. In this process, nickel is heated in the presence of carbon monoxide to form nickel tetracarbonyl, which is a volatile complex.
Then, the obtained nickel tetracarbonyl is decomposed by subjecting it to a higher temperature (450 − 470 K) to obtain pure nickel metal.
Question 6.13:
How can you separate alumina from silica in bauxite ore associated with silica? Give equations, if any.
Answer
To separate alumina from silica in bauxite ore associated with silica, first the powdered ore is digested with a concentrated NaOH solution at 473 − 523 K and 35 − 36 bar pressure. This results in the leaching out of alumina (Al 2 O 3 ) as sodium aluminate and silica (SiO 2 ) as sodium silicate leaving the impurities behind.
Then, CO2 gas is passed through the resulting solution to neutralize the aluminate in the solution, which results in the precipitation of hydrated alumina. To induce precipitation, the solution is seeded with freshly prepared samples of hydrated alumina.
During this process, sodium silicate remains in the solution. The obtained hydrated alumina is filtered, dried, and heated to get back pure alumina.
Question 6.14:
Giving examples, differentiate between 'roasting' and 'calcination'.
Answer
Roasting is the process of converting sulphide ores to oxides by heating the ores in a regular supply of air at a temperature below the melting point of the metal. For example, sulphide ores of Zn, Pb, and Cu are converted to their respective oxides by this process.
On the other hand, calcination is the process of converting hydroxide and carbonate ores to oxides by heating the ores either in the absence or in a limited supply of air at a temperature below the melting point of the metal. This process causes the escaping of volatile matter leaving behind the metal oxide. For example, hydroxide of Fe, carbonates of Zn, Ca, Mg are converted to their respective oxides by this process.
Question 6.15:
How is 'cast iron' different from 'pig iron"?
Answer
The iron obtained from blast furnaces is known as pig iron. It contains around 4% carbon and many impurities such as S, P, Si, Mn in smaller amounts.
Cast iron is obtained by melting pig iron and coke using a hot air blast. It contains a lower amount of carbon (3%) than pig iron. Unlike pig iron, cast iron is extremely hard and brittle.
Question 6.16:
Differentiate between "minerals" and "ores".
Answer
Minerals are naturally occurring chemical substances containing metals. They are found in the Earth's crust and are obtained by mining.
Ores are rocks and minerals viable to be used as a source of metal.
For example, there are many minerals containing zinc, but zinc cannot be extracted profitably (conveniently and economically) from all these minerals.
Zinc can be obtained from zinc blende (ZnS), calamine (ZnCO3), Zincite (ZnO) etc.
Thus, these minerals are called ores of zinc.
Question 6.17:
Why copper matte is put in silica lined converter?
Answer
Copper matte contains Cu2S and FeS. Copper matte is put in a silica-lined converter to remove the remaining FeO and FeS present in the matte as slag (FeSiO3). Also, some silica is added to the silica-lined converter. Then, a hot air blast is blown. As a result, the remaining FeS and FeO are converted to iron silicate (FeSiO3) and Cu2S is converted into metallic copper.
Question 6.18:
What is the role of cryolite in the metallurgy of aluminium?
Answer
Cryolite (Na3AlF6) has two roles in the metallurgy of aluminium:
1. To decrease the melting point of the mixture from 2323 K to 1140 K.
.
2. To increase the electrical conductivity of Al2O3
Question 6.19:
How is leaching carried out in case of low grade copper ores?
Answer
In case of low grade copper ores, leaching is carried out using acid or bacteria in the presence of air. In this process, copper goes into the solution as Cu 2+ ions.
The resulting solution is treated with scrap iron or H2 to get metallic copper.
Question 6.20:
Why is zinc not extracted from zinc oxide through reduction using CO?
Answer
The standard Gibbs free energy of formation of ZnO from Zn is lower than that of CO2 from CO. Therefore, CO cannot reduce ZnO to Zn. Hence, Zn is not extracted from ZnO through reduction using CO.
Question 6.21:
The value of for formation of Cr2O3 is − 540 kJmol −1 and that of Al2 O3 is − 827 kJmol −1 . Is the reduction of Cr2O3 possible with Al?
Answer
The value of for the formation of Cr2O3 from Cr (−540 kJmol −1 ) is higher than that of Al2O3 from Al (−827 kJmol −1 ). Therefore, Al can reduce Cr2O3 to Cr. Hence, the reduction of Cr2O3 with Al is possible.
Alternatively,
Subtracting equation (ii) from (i), we have
As for the reduction reaction of Cr2O3 by Al is negative, this reaction is possible.
Question 6.22:
Out of C and CO, which is a better reducing agent for ZnO ?
Answer
Reduction of ZnO to Zn is usually carried out at 1673 K. From the above figure, it can be observed that above 1073 K, the Gibbs free energy of formation of CO from C and above 1273 K, the Gibbs free energy of formation of CO2 from C is lesser than the Gibbs free energy of formation of ZnO. Therefore, C can easily reduce ZnO to Zn.
On the other hand, the Gibbs free energy of formation of CO2 from CO is always higher than the Gibbs free energy of formation of ZnO. Therefore, CO cannot reduce ZnO. Hence, C is a better reducing agent than CO for reducing ZnO.
Question 6.23:
The choice of a reducing agent in a particular case depends on thermodynamic factor. How far do you agree with this statement? Support your opinion with two examples. Answer
The above figure is a plot of Gibbs energy vs. T for formation of some oxides. It can be observed from the above graph that a metal can reduce the oxide of other metals, if the standard free energy of formation of the oxide of the former is more negative than the latter. For example, since is more negative than , Al can reduce Cu2O to Cu, but Cu cannot reduce Al2O3. Similarly, Mg can reduce ZnO to Zn, but Zn cannot reduce MgO because is more negative than .
Question 6.24:
Name the processes from which chlorine is obtained as a by-product. What will happen if an aqueous solution of NaCl is subjected to electrolysis?
Answer
In the electrolysis of molten NaCl, Cl2 is obtained at the anode as a by product.
The overall reaction is as follows:
If an aqueous solution of NaCl is electrolyzed, Cl2 will be obtained at the anode but at the cathode, H2 will be obtained (instead of Na). This is because the standard reduction potential of Na (E°= − 2.71 V) is more negative than that of H2O (E° = − 0.83 V). Hence, H2O will get preference to get reduced at the cathode and as a result, H2 is evolved.
Question 6.25:
What is the role of graphite rod in the electrometallurgy of aluminium?
Answer
In the electrometallurgy of aluminium, a fused mixture of purified alumina (Al2O3), cryolite (Na3AlF6) and fluorspar (CaF2) is electrolysed. In this electrolysis, graphite is used as the anode and graphite-lined iron is used as the cathode. During the electrolysis, Al is liberated at the cathode, while CO and CO2 are liberated at the anode, according to the following equation.
If a metal is used instead of graphite as the anode, then O2 will be liberated. This will not only oxidise the metal of the electrode, but also convert some of the Al liberated at the cathode back into Al2O3. Hence, graphite is used for preventing the formation of O2 at the anode. Moreover, graphite is cheaper than other metals.
Question 6.27:
Outline the principles of refining of metals by the following methods:
(i) Zone refining
(ii) Electrolytic refining
(iii) Vapour phase refining
Answer
(i) Zone refining:
This method is based on the principle that impurities are more soluble in the molten state of metal (the melt) than in the solid state. In the process of zone refining, a circular mobile heater is fixed at one end of a rod of impure metal. As the heater moves, the molten zone of the rod also moves along with it. As a result, pure metal crystallizes out of the melt and the impurities pass to the adjacent molten zone. This process is repeated several times, which leads to the segregation of impurities at one end of the rod. Then, the end with the impurities is cut off. Silicon, boron, gallium, indium etc. can be purified by this process.
(ii) Electrolytic refining;
Electrolytic refining is the process of refining impure metals by using electricity. In this process, impure metal is made the anode and a strip of pure metal is made the cathode. A solution of a soluble salt of the same metal is taken as the electrolyte. When an electric current is passed, metal ions from the electrolyte are deposited at the cathode as pure metal and the impure metal from the anode dissolves into the electrolyte in the form of ions. The impurities present in the impure metal gets collected below the anode. This is known as anode mud.
(iii) Vapour phase refining
Vapour phase refining is the process of refining metal by converting it into its volatile compound and then, decomposing it to obtain a pure metal. To carry out this process,
(i) the metal should form a volatile compound with an available reagent, and
(ii) the volatile compound should be easily decomposable so that the metal can be easily recovered.
Nickel, zirconium, and titanium are refined using this method.
Question 6.28:
Predict conditions under which Al might be expected to reduce MgO.
Answer
Above 1350°C, the standard Gibbs free energy of formation of Al2O3 from Al is less than that of MgO from Mg. Therefore, above 1350°C, Al can reduce MgO.
Text solution
Question 6.1:
Which of the ores mentioned in Table 6.1 can be concentrated by magnetic separation method?
Answer
If the ore or the gangue can be attracted by the magnetic field, then the ore can be concentrated by the process of magnetic separation. Among the ores mentioned in table 6.1, the ores of iron such as haematite (Fe2O3), magnetite (Fe3O4), siderite (FeCO3), and iron pyrites (FeS2) can be separated by the process of magnetic separation.
Question 6.2:
What is the significance of leaching in the extraction of aluminium?
Answer
In the extraction of aluminium, the significance of leaching is to concentrate pure alumina (Al2O3) from bauxite ore.
Bauxite usually contains silica, iron oxide, and titanium oxide as impurities. In the process of leaching, alumina is concentrated by digesting the powdered ore with a concentrated solution of NaOH at 473-523 K and 35-36 bar. Under these conditions, alumina (Al2O3) dissolves as sodium meta-aluminate and silica (SiO2) dissolves as sodium silicate leaving the impurities behind.
The impurities are then filtered and the solution is neutralized by passing CO2 gas. In this process, hydrated Al2O3 gets precipitated and sodium silicate remains in the solution. Precipitation is induced by seeding the solution with freshly prepared samples of hydrated Al2O3.
Hydrated alumina thus obtained is filtered, dried, and heated to give back pure alumina (Al2O3).
Question 6.3:
The reaction, is thermodynamically feasible as is apparent from the Gibbs energy value.
Why does it not take place at room temperature?
Answer
The change in Gibbs energy is related to the equilibrium constant, K as.
At room temperature, all reactants and products of the given reaction are in the solid state. As a result, equilibrium does not exist between the reactants and the products. Hence, the reaction does not take place at room temperature. However, at a higher temperature, chromium melts and the reaction takes place.
We also know that according to the equation
Increasing the temperature increases the value of making the value of more and more negative. Therefore, the reaction becomes more and more feasible as the temperature is increased.
Question 6.4:
Is it true that under certain conditions, Mg can reduce SiO2 and Si can reduce MgO? What are those conditions?
Answer
The temperature range in which is lesser than , Mg can reduce SiO2 to Si.
On the other hand, the temperatures range in which is less than , Si can reduce MgO to Mg.
The temperature at which ∆f G curves of these two substances intersect is 1966 K. Thus, at temperatures less than 1966 K, Mg can reduce SiO2 and above 1966 K, Si can reduce MgO. | <urn:uuid:d3b577e5-2220-48ec-a66c-6bf1b75464d9> | CC-MAIN-2021-49 | https://www.kopykitab.com/blog/wp-content/uploads/2020/10/Class-12-Chemistry-Chapter-6-Solutions.pdf | 2021-12-05T19:24:52+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00023.warc.gz | 935,134,619 | 4,654 | eng_Latn | eng_Latn | 0.994244 | eng_Latn | 0.996983 | [
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The Doggy Centre
Advice: Kennel Cough
Information on Kennel Cough
- Kennel cough is highly infectious and is easily spread. It is a common misconception that it is only caught in kennels, but it can be caught any where dogs go.
- Kennel cough is spread from minute droplets in the air which are inhaled,
or from direct contact. It is most contagious when dogs are coughing and sneezing, but it is also infectious during the incubation period of around 10 days.
- There is recent evidence to suggest that it can be passed from dog to cat and vice versa.
- The symptoms are sneezing (in the early stages), a cough and nasal discharges. In severe cases there may be a loss of appetite.
- Kennel cough could be compared to human 'flu' in that whilst it is very unpleasant, it is rarely fatal. Recovery from symptoms is usually complete in two to three weeks. However, severe cases in young puppies, older dogs, giant breeds or dogs with existing health problems may lead to pneumonia if the condition is not treated, and could lead to death.
Here is a website with more information, plus video footage of a dog with kennel cough: http://www.marvistavet.com/html/body_kennel_cough.html | <urn:uuid:63530de5-b27c-41d7-80c9-a1e8784f7920> | CC-MAIN-2021-49 | http://rlswd.com/demo/doggycentre/wp-content/uploads/2018/02/advice_kennel_cough.pdf | 2021-12-05T20:50:56+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00024.warc.gz | 59,266,535 | 268 | eng_Latn | eng_Latn | 0.999677 | eng_Latn | 0.999677 | [
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STEM Standards of Practice: Student Progress
1. Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content: STEM proficient students will learn and apply rigorous content within Science, Technology, Engineering, and Mathematics disciplines to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
2. Integrate Science, Technology, Engineering, and Mathematics contents: STEM proficient students will integrate content from Science, Technology, Engineering, and Mathematics disciplines as appropriate to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
3. Interpret and Communicate Information from Science, Technology, Engineering, and Mathematics: STEM proficient students will interpret and communicate information from Science, Technology, Engineering, and Mathematics to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
4. Engage in Inquiry: STEM proficient students will engage in inquiry to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
5. Engage in Logical Reasoning: STEM proficient students will engage in logical reasoning to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
6. Collaborate as a STEM team: STEM proficient students will collaborate as a STEM team to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
7. Apply Technology Strategically: STEM proficient students will apply technology appropriately to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient
Developing
Developing
Developing
Developing
Developing
Developing
Beginning
Beginning
Beginning
Beginning
Beginning
Beginning | <urn:uuid:340a5ef8-4db7-4ea5-bd4a-0638b845599c> | CC-MAIN-2021-49 | https://www.ssc.coop/cms/lib/MN06000837/Centricity/Domain/100/STEMStandardsofPracticeStudentProgressChart.pdf | 2021-12-05T19:36:50+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00025.warc.gz | 1,118,363,227 | 367 | eng_Latn | eng_Latn | 0.990497 | eng_Latn | 0.990497 | [
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FOOD AND NUTRITION PROCEDURES
Number
Reviewed
Effective
Page
Miami-Dade County Public Schools
Subject:
STUDENTS WITH FOOD ALLERGIES
For Action By:
PRINCIPALS, FOOD SERVICE MANAGERS
Refer Questions to: FOOD SERVICE ADMINISTRATORS, DEPARTMENT OF FOOD AND NUTRITION
Responsibility
The Food Service Manager must be made aware, by School Administration, of any student that has a food allergy, the severity of that food allergy, symptoms of an allergic reaction and how that child should be treated for an allergic reaction. If the Food Service Manager is informed by a parent that their child has food allergies the manager should make sure that the parent has informed the School Administration, and that the School Administration is responsible for the collection and processing of the applicable district required documentation regarding emergency orders and authorization for rescue medication depending on the severity of a potential food reaction.
If a child with a documented food allergy, per School Administration, is going to be purchasing lunch from the school cafeteria, the child must have a Diet Prescription for Meals at School FM-5425 form completed and signed by a licensed physician.
Information
Food allergies can be life threatening. True food allergies involve the immune system and occur when the body mistakenly interprets something in a food or a food ingredient as an invader and produces antibodies to fight it.
Food allergy symptoms can range from mild (such as an itchy mouth, an itchy tongue, or hives) to severe (shock or cardiac arrest). The most severe food allergy reaction is called anaphylaxis. Difficulty breathing, throat constriction, decreased blood pressure and unconsciousness may occur almost simultaneously. Anaphylaxis progresses quickly, and treatment usually includes an injection of epinephrine.
There are eight major food allergens, including milk, eggs, peanuts, tree nuts (such as walnuts and almonds), soy, wheat, fish and shellfish. These eight foods are the most common food allergens and cause more than 90 percent of all food allergic reactions. A student with a food allergy can sometimes have an allergic reaction to a food without ingesting it. For example, skin contact with food particles on a table might cause an allergic reaction.
B-14
July 2010
July 2010
1 of 3
FOOD AND NUTRITION PROCEDURES
Miami-Dade County Public Schools
STUDENTS WITH FOOD ALLERGIES (continued)
Suggestions for School Administration for Managing Food Allergic Children
While you might be tempted to ban allergenic foods from your school, this is not effective or practical. If a school instituted a ban on food allergens it would be very difficult to enforce. Even bans do not render an allergic child's environment absolutely safe. It may in fact create a false sense of security for the allergic child and school staff, which can potentially lead to serious injury or death. Better solutions include:
* Establishing lunch tables that are free of allergenic foods. Allergic students can still enjoy sitting with their friends who have "safe" (allergen free) lunches.
* Prohibiting lunch swapping
* Designating a person to be responsible for ensuring that lunch tables and surrounding areas are thoroughly cleaned before and after lunch. Use a designated sponge or cleaning cloth for the allergy-free tables to avoid cross contact.
* Encouraging students and staff to wash their hands with soap and water before and after handling food.
Resource: http://www.ific.org/publications/qa/allergyqa.cfm
Meal Service in the School Cafeteria for a Child with Food Allergies
Eating in the school cafeteria is often stressful for students with food allergies. Hidden ingredients and cross contact between foods are often cause for concern. Serving meals to a child with food allergies can be just as stressful to the cafeteria staff. The following are some guidelines for meal service to a child with food allergies:
* Make certain School Administration has been informed and has completed the necessary documents for a child with a food allergy.
* Make sure the student's physician has completed the FM-5425 Diet Prescription for Meals at School so you know what foods need to be avoided and what substitute foods can be used.
* Develop a system for checking ingredient labels carefully for every food item to be served to the student with the allergy.
* Designate an area in the kitchen where allergy-free meals can be prepared. This area should be a "safe zone" and kept free of ingredients allergic students should avoid.
* Use separate utensils when preparing allergy-free foods.
Number Reviewed Effective Page
B-14
July 2010
July 2010
2 of 3
FOOD AND NUTRITION PROCEDURES
Miami-Dade County Public Schools
STUDENTS WITH FOOD ALLERGIES (continued)
Because peanuts or other allergens may come into contact with food products during the production or manufacturing process, the School District cannot guarantee that food products on the District menu or items sold a la carte do not contain trace amounts of peanuts or other allergens. Please discuss with your child's physician what you should do about foods that may contain trace amounts of peanuts or other allergens.
School administration should ensure that the food service staff is informed of, and familiar with, emergency medical treatment for a child having an allergic reaction. If the school does not have a nurse, and an EpiPen is required for severe food allergy, the outreach team of the school health program will train the school staff on the use of the EpiPen. A school can reach the outreach team by calling M-DCPS Comprehensive Health Services at 305-995-1235.
Number Reviewed Effective Page
B-14
July 2010
July 2010
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MRS DALLOWAY VIRGINIA WOOLF
STAGE 5
C1
YOUNG ADULT READERS
ACTIVITIES
Put the verb in brackets in the correct tense and form.
'What 1 _________________ ((they) look at)?' said Clarissa Dalloway
to the maid who 2 _________________ (to open) her door.
The hall of the house 3 _________________ (to be) cool. Mrs
Dalloway 4 _________________ (to hear) the swish of Lucy's skirts.
The cook 5 _________________ (to whistle) in the kitchen.
She 6 _________________ (to hear) the click of the typewriter.
It 7 _________________ (to be) her life; she 8 _________________ (to feel) blessed and purified. Meanwhile Lucy 9 _________________ (to stand) by her, 10 _________________ (to try) to explain how
'Mr Dalloway, ma'am'–
Clarissa took the telephone pad and read, 'Lady Bruton
11 _________________ (to wish) to know if Mr Dalloway
12 _________________ (to lunch) with her to-day.'
'Mr Dalloway, ma'am, 13 _________________ (to tell) me
14 _________________ (to tell) to tell you he 15 _________________
(to lunch) out.'
'Dear!' said Clarissa, and Lucy 16 _________________ (to share) her
disappointment, as she intended her to.
MRS DALLOWAY VIRGINIA WOOLF
STAGE 5
C1
YOUNG ADULT READERS
TEST YOURSELF
Match the places and shops in London that Clarissa goes to on the morning of the party.
A Big Ben
B Victoria Street
C Piccadilly
D St James's Park
E Westminster
F Bond Street
G Mulberry's
H Hatchards
I Buckingham Palace
■ 1 The part of central London where Clarissa lives.
■ 2 Busy street in Central London, named after a famous British queen.
■ 3 The famous bell in the houses of Parliament; rings every quarter of an hour.
■ 4 The official home of the king or queen of England.
■ 5 Park opposite the Houses of Parliament.
■ 6 Clarissa watches the buses here.
■ 7 A bookshop Clarissa looks into.
■ 8 Street with fashionable clothes shops; Clarissa looks at gloves there.
■ 9 The flower shop that Clarissa visits
MRS DALLOWAY VIRGINIA WOOLF
STAGE 5
C1
YOUNG ADULT READERS
CAE - Speaking
Work in pairs. Think about the life of Mrs Dalloway. Talk to each other, comparing her life with yours. Use the prompts to help you.
* lives central London
* extremely rich
* has servants
* enjoys shopping
* spends her time thinking about social events
* worries about her position in society
* worries about what people think of her
MRS DALLOWAY VIRGINIA WOOLF
STAGE 5 C1 YOUNG ADULT READERS
FOCUS ON...
The Importance of the Garden in Virginia Woolf's Life
Many English and American authors took inspirations in their striking and restful garden. One of them was Virginia Woolf who wrote in an undisturbed sanctuary, a wooden "writing lodge" tucked into the orchard garden of the Monk's House. Here she could gave life to ingenious thought. Virginia did not fall in love with horticulture but Leonard, her husband, did. The story of this garden is captivating. It was started in 1919 and its creation illustrates the satisfaction, love and challenges that a garden provides as well as the friction occasionally generated. Today is a touristic destination for all Virginia Woolf enthusiasts. | <urn:uuid:85e68931-aa96-47f7-9282-ec0876612fd5> | CC-MAIN-2021-49 | https://sdpd.elionline.com/public/resources/ELIreadersExtra/extra_activities/ENG/Mrs_Dalloway._Student.pdf | 2021-12-05T20:56:54+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00025.warc.gz | 585,138,018 | 821 | eng_Latn | eng_Latn | 0.979174 | eng_Latn | 0.997506 | [
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AP World History Students for the 2019-2020 school year
There are no summer assignments for AP World History.
If you would like to spend time during summer reviewing world history or learning new information here are some options:
1. Crash Course World History (YouTube) – Episodes 1 – 42 and 201 – 230
2. Khan Academy (khanacademy.org) – Select "Courses" and then choose World History
3. Freeman-pedia.com – AP World History
4. Watch movies, series, documentaries, or videos about world history. Historical Fiction is okay. Look up the historical accuracy after you watch. Here is one option:
- Mankind: The Story of All of Us (You might find it here: History Channel, Netflix, YouTube)
5. Read a book about world history. Historical Fiction is okay. Look up the historical accuracy after you read. Here are a few options:
- A History of the World in 6 glasses – Tom Standage
- Salt – Mark Kurlansky
- The Good Earth – Pearl Buck
- Guns, Germs, and Steel and Collapse – Jared Diamond
- Shogun – James Clavell
- Child 44 and The Secret Speech – Tom Rob Smith
- The Source, Poland, Caribbean, or any book by James A. Michener
- The Other Boleyn Girl, The Constant Princess or any book by Philippa Gregory
- The Pillars of the Earth, World Without End, Column of Fire, Fall of Giants, Winter of the World, Edge of Eternity – Ken Follett
*Important Information – The new AP World History curriculum will have 9 units and cover c. 1200 CE – the present. This is a change from 6 units covering c. 8000 BCE – the present. If you choose to spend time reviewing/studying world history this summer, you do not have to limit it to information between 1200 CE – the present. Your knowledge of c. 8000 BCE – 1200 CE will help with understanding the background of more recent history. | <urn:uuid:3986321e-0c5a-4b14-9a3c-07f38701aeb5> | CC-MAIN-2021-49 | https://www.everettsd.org/cms/lib/WA01920133/Centricity/Domain/2919/AP%20World%20History%20Summer%20Assignment.pdf | 2021-12-05T19:57:44+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00025.warc.gz | 853,426,367 | 434 | eng_Latn | eng_Latn | 0.98499 | eng_Latn | 0.98499 | [
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Reception This week in EYFS we have been continuing with our story-telling topic and thinking of character descriptions for the big bad wolf! The children have been wowing us with their storytelling and have had a go at writing their own independently. In Maths we have been thinking about teen numbers and partitioning them into a ten and ... many more. In Forest School we have been making houses for the forest fairies and, on Wednesday, the children showed great resilience and good humour as we were caught in the downpour! Thank you for sending in the shoe boxes with your child, we will be turning them into story scenes over the next few weeks.
Year 1 Though it has been a shorter week for the Year 1 children, they have been very busy writing about Bog Baby using lots of adjectives and the prefix un-. In Maths, we have looked at using directional language to describe the movement of an object when it changes direction including whole, half, quarter and three-quarter turns. In Phonics, the children were practising their trigraphs, mainly 'air', 'are', and 'ear' and looking at alternative pronunciations. We have enjoyed creating our Spring artwork using Pointillism which we will be adding to next week. In Computing, the classes have begun to experiment with programming toys, including B-Bots on the iPads.
Year 2 This week in Year 2, in our English, we have been learning how to create words using the prefix un (eg untidy, unbutton) and the suffixes er and est (eg tall, taller, tallest). We will be using some of these new words in our story writing in the next few weeks. In Maths, we have been measuring in ml and l, and we have been investigating and identifying the properties of 2D and 3D shapes. We know that some shapes have vertices (corners) sides, faces, edges and surfaces. Can you find some 3D shapes in your home and talk about the properties? In our Topic, we have planted seeds. Let's hope for some sunshine to help them grow!
Year 3 It was the week Year 3 have been waiting for! It finally arrived! Yes! We have started our topic on the Romans. We have started to read and discuss our new text 'Escape From Pompeii'. The book tells the story of Tranio and Livia who managed to escape from Pompeii as Vesuvius erupted. We are already learning so much about life in Roman times. In Maths we have been learning about data handling. We have created tally charts and graphs. We have also been answering questions based on charts and graphs. In our athletics lessons this week we did some running. We talked about the difference between running short and long distances and the importance of pace when running longer distances. The children ran laps of the field. Their focus was to pace themselves so that they could keep running all of the way round.
Year 4 Year 4 have been looking closely at the characters and actions in the Iron Man and using our Year 4 writing skills to describe the Iron Man. In Maths we have been exploring parallel and perpendicular lines as well as discovering different quadrilaterals. We have been looking at the different properties of these shapes and how we can describe them using mathematical vocabulary. In Science we have been finding out about the effects of friction by testing different materials. Our science challenge for this half term is to design and build the slowest marble run using our knowledge of friction. The children will be making these on Wednesday and there will be prizes for the slowest design and most creative design.
Year 5 You would think with a shorter week less work would be done... not in Year 5! Our brains have been working overtime, our hands have been furiously typing and writing and our partnership skills have been turned up to 11! Year 5 have published our non-chronological reports that have been proudly displayed in the unit, therefore we are moving onto explanation texts using cause and effect conjunctions. In Maths we are starting to turn our attention towards decimals and percentages. We have also been designing our posters about the energy challenge!
Year 6 Whilst we have continued to be busy, using every available minute to tie up loose ends, we are looking beyond the SATS! Miss Elliott has been looking at scripts, which can only mean one thing - our production! What will it be? What part will I play in it? All will be revealed in the coming weeks. Our Year 6 team have asked that you pamper us more than usual this weekend, lots of rest and relaxation and no late nights. Whilst SATS are but a snapshot of what we are capable of, we have all worked hard since September and so are going to give our best to all the assessments.
Music In Year 3 this week we learnt about the clarinet and were really pleased that a few children in Year 3 have recently started to learn the clarinet with Mr Milgate! We started learning a new piece on the recorder – the children can find these pieces on Charanga! We have been learning more about the chromatic scale and staccato notes in Year 4. We had a go at playing a chromatic scale like the one we heard in Samuel Goldenberg from Mussorgsky's 'Pictures at an Exhibition'. In Year 5 we have continued to learn about Rock Music. This week we listened to and appraised 'Smoke on the Water'. We started to improvise music to accompany 'Livin' on a Prayer'. In Y6 we had our first Samba lesson and we were brilliant! We are already playing a polyrhythmic groove with introduction and ending after only one lesson!!
10 May 2019
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Dalkeith High School N5 Biology Need for Transport (Task 2)
1
1
1
1
1. a) Oxygen travels around the body in red blood cells. Name the substance found in red blood cells which combines with oxygen.
_________________________________
b) Other than oxygen, name one substance which is carried in the blood.
_________________________________
2. The diagram below shows the human heart.
a) Name chamber C.
___________________________________________________
b) What is the function of the heart valves?
____________________________________________________________________________
c) Name the blood vessels which supply the heart with oxygen.
___________________________________________________
1
3. A student carried out an investigation into the relationship between running speed and heart rate.
She used a treadmill to run at a specific speed for 1 minute and measured her heart rate immediately after. She rested for 2 minutes before running at the next speed.
The results of the investigation are shown below.
| Running speed (km/hour) | Heart rate (beats per minute) |
|---|---|
| 0 | 70 |
| 2 | 77 |
| 4 | 82 |
| 6 | 95 |
| 8 | 112 |
| 10 | 143 |
1
3
a) Why was it good experimental practice to rest for 2 minutes in between each test?
____________________________________________________________________________ ____________________________________________________________________________
b) Draw a line graph to display the student's results.
c) Describe the relationship between running speed and heart rate.
____________________________________________________________________________ ____________________________________________________________________________
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Wave Mechanics Labs - Scoring Rubric
Your notebook will be collected at the end of class on ________, __________ ____. The following items should be in your notebook. They should be clearly organized and easy to find. Auxilliary items should be taped, glued or stapled into the notebook in the appropriate location; they should not be hanging loose. Use an organizational system and label all work. Each lab will be graded separately.
Name:
Block:
Item
Score
WM2. Vibrating Mass
Included, labeled and organized all parts of the lab report.
Data section includes three graphs - one for each mass; mass values are clearly indicted on the graph. Graphs are taped in or adhered. Time values for various peaks are indicated; values are used to determine period; work is clearly shown. Values of height for several points are indicated for one of the graphs and used in the Conclusion/Discussion.
Conclusion/Discussion includes four claims that represent complete answers to all four questions; answers are accurate. Evidence supporting each of the four claims is described; references to the data section are specific. Reasoning is provided that identifies the connection between the evidence and the claim.
_____/6 (Lab score)
WM3. Speed of a Wave
Included, labeled and organized all parts of the lab report.
Data section includes the provided data table; it is taped in or somehow attached. Organized and accurate calculations are clearly shown for the first two rows. Standing wave patterns are clearly drawn. Calculations are accurate and complete.
Conclusion includes a claim that accurately states the variables which do and do not affect the wave speed.
Discussion of Results provides the logical support for the conclusion. References specific results to show how there is a non-effect or an effect of a changing variable upon the wave speed. Specific trials are explicitly referred to. Uses good logic and good writing.
_____/4 (Lab score)
WM4. Vibrating Spring
Included, labeled and organized all parts of the lab report.
Data section includes nodal spacing distance and frequency data for the spring, organized in a table with column headings and units indicated. An analysis of the data is clearly evident; this analysis may be in the form of a graph (with power regression or linear regression statistics clearly reported), a trial-and-error number-crunching routine (multiplying, dividing, raising to a power, etc.)
Conclusion makes a claim that answers the question posed in the Purpose. The mathematical equation determined by the analysis is reported; symbols in the equation are defined. The relationship between the two variables is described in words - e.g., direct, inverse, linear, power, etc.
_____/8 (Lab score)
Discussion of Results explains the meaning of the equation; the equation is related to the wave equation; the distance between adjacent nodes is related to the wavelength; the meaning of any constant numerical values within the equation are discussed. The discussion is complete, thorough, and reveals both effort and understanding.
WM5. Guitar Strings
Included, labeled and organized all parts of the lab report.
Data section includes provided table; table is complete. Work for calculations are clearly shown and labeled. Data is reasonably accurate.
Conclusion clearly and thoroughly describes the effect (or non-effect) that doubling, tripling and quadrupling the string length has upon the frequency and the speed. Writing is organized, clear and responds to the question. The conclusions are accurate and consistent with the data.
Discussion of Results provides the logical support for the Conclusion; specific trials of data are cited as evidence in support of each statement made in the Conclusion section.
_____/5 (Lab score)
WM6. Closed-End Air Column
Included, labeled and organized all parts of the lab report.
Data section includes a diagram with organized and labeled data; units are shown. Work for speed calculation is shown and labeled; adjustments for end effect is shown and labeled. Class data is organized in a table. Individual results are reasonably accurate (after correcting for end effect). Conclusion states the experimentally-determined speed of sound in air.
Discussion of Results includes a well-written error analysis; experimental value for sound speed is compared to the theoretical value. A percent error calculation is performed; work is clearly shown and labeled.
_____/4 (Lab score)
WM7. Open-End Air Column
Included, labeled and organized all parts of the lab report.
Data section includes a diagram with organized and labeled data; units are shown. Work for speed calculation is shown and labeled; adjustments for end effects (both ends) is shown and labeled. Class data is organized in a table. Individual results are reasonably accurate (after correcting for end effects).
Conclusion states the experimentally-determined speed of sound in air.
Discussion of Results includes a well-written error analysis; experimental value for sound speed is compared to the theoretical value. A percent error calculation is performed; work is clearly shown and labeled.
_____/4 (Lab score)
WM9. Timbre
Included, labeled and organized all parts of the lab report.
Data section includes the provided table; table is complete for the string instrument and two air columns. The instrument name is indicated. Values for the 2 nd , 3 rd , 4 th , etc. harmonics are accurate and consistent with f n = n•f 1 . The closed-end air column instrument is truly closed.
Conclusion/Discussion explains how the spectra are different for the two types of air column instruments. References are made to the data section to
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Dalkeith High School N5 Biology
The need for Transport (Task 3)
1. a) Describe the movement of oxygen in the lungs.
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
2
b) Describe one feature of the alveoli and explain how it allows efficient gas exchange.
Feature______________________________________________________________________
1
Explanation__________________________________________________________________ ____________________________________________________________________________
1
c) Decide if each of the following statements about the role of cilia and mucus is True or False, and tick (✓) the appropriate box. If the statement is False write the correct word in the Correction box to replace the word underlined in the statement.
Statement
True
False
Correction
Mucus is a sticky
substance which traps dirt and microorganisms.
Cilia beatdownwardsto
remove the mucus from
the lungs.
2
2. The villi which line the small intestine each contain a lacteal and blood capillaries.
Give a brief description of the function of each of these structures.
Lacteal______________________________________________________________________ ____________________________________________________________________________
Blood capillaries______________________________________________________________ ____________________________________________________________________________
a) What name is given to this movement of food?
________________________________
b) Describe the state of the muscles at positions A and B in the diagram
1
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Examples of the six characteristics of life
Identify the example by which characteristic of living organisms it demonstrates. Be prepared to justify your decision.
A. Composed of 1+ cells
C. Metabolism
E. Reproduction
B. Growth & Development
D. Environmental Response
F. Definite Life Span
_____1. adult mayflies live for one day _____2. "puff up" when feel threatened
_____3. stores fats for energy source
_____4. pollen carried from flower to flower
_____5. why snakes shed their skin
_____6. root, stem, leaf
_____7. lays thousands of eggs
_____8. migrate because of seasonal changes
_____9. bacteria are the smallest of these
_____10. need insulin injection to help use sugars
_____11. average in US is 78 years
_____12. eggs—tadpoles—adult frogs
_____13. nerve, blood, epithelial
_____14. sweat when too hot/shiver when too cold
_____15. digesting a pizza slice
_____16. copy genetic material and divide into two
_____17. 3,200 yrs: oldest known sequoia _____18. 5 cm taller in two months
_____19. ostrich egg is largest of these _____20. use of chlorophyll to trap sunlight
_____21. bird calls when predator near _____22. average for an elephant is 70 years
_____23. sperm and eggs in humans
_____24. infant-toddler-pre-teen-teenager-adult
Examples of the six characteristics of life
Answer Key
Identify the example by which characteristic of living organisms it demonstrates. Be prepared to justify your decision.
A. Composed of 1+ cells
C. Metabolism
E. Reproduction
B. Growth & Development
D. Environmental Response
F. Definite Life Span
_F___1. adult mayflies live for one day
_D___2. "puff up" when feel threatened
_C___3. stores fats for energy source
_B___5. why snakes shed their skin
_E___4. pollen carried from flower to flower
_A___6. root, stem, leaf
_E___7. lays thousands of eggs
_D___8. migrate because of seasonal changes
_A___9. bacteria are the smallest of these _
C___10. need insulin injection to help use sugars
_F___11. average in US is 78 years
_B___12. eggs—tadpoles—adult frogs
_A___13. nerve, blood, epithelial
_D___14. sweat when too hot/shiver when too cold
_C___15. digesting a pizza slice
_E___16. copy genetic material and divide into two
_F___17. 3,200 yrs: oldest known sequoia _
B___18. 5 cm taller in two months
_A___19. ostrich egg is largest of these
_C___20. use of chlorophyll to trap sunlight
_D___21. bird calls when predator near
_E___23. sperm and eggs in humans
_F___22. average for an elephant is 70 years
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Billions of straws are discarded every year, filtering into landfills and littering the oceans. But this can change. The idea is simple—we just won't put a straw in your drink. It's that easy.
Why? Plastics are extremely detrimental to the environment, as they can't biodegrade, they last indefinitely - breaking down into smaller pieces, feeding into the food chain and potentially ending up on our dinner plates. Not ideal.
WE'RE PROUD TO FLY THE STRAW WARS FLAG – SAYING NO TO PLASTIC STRAWS
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King Fahd University of Petroleum and Minerals
MATH 201
QUIZ #1
Term 171
Dr. A. Khalfallah
Name: Section: ID:
Q1. Convert the curve 𝑥= cos 2 𝑡, 𝑦= 2 + sin 𝑡, − 𝜋 2 ≤𝑡≤𝜋 into Cartesian equations.
Sketch the curve with the direction of the motion.
Q2 Find equations of the tangents to the curve 𝑥= 3𝑡 2 + 1, 𝑦= 2𝑡 3 + 1 that pass through the point (4,3).
Q3 Find the area enclosed by the curve 𝑥= 1 + 𝑒 𝑡 , 𝑦= 𝑡−𝑡 2 and the x-axis. | <urn:uuid:90580f0f-1e3c-409a-a7d0-130c6b9550c7> | CC-MAIN-2019-26 | https://mathfiles.kfupm.edu.sa/data/files/mathonly/coursefilesdata/171/MATH201_171_04_Q1.pdf | 2019-06-25T04:35:59Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00505.warc.gz | 514,877,479 | 189 | eng_Latn | eng_Latn | 0.754177 | eng_Latn | 0.754177 | [
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1: Earlychildhood NEWS - Article Reading Center
Trees (ThemeWorks: An Integrated Curriculum for Young Children) [Joan Westley] on www.enganchecubano.com *FREE* shipping on qualifying offers.
What can we do? The scenario opens the door to creativity and free play. It introduces the concepts of animal needs and animal habitats. Through the teacher-in-role approach, children learn by engaging in dramatic, active play. By singing, dancing, imagining, and connecting their bodies and minds, children learn more deeply and meaningfully, especially in subjects like reading, math, and science. The Wolf Trap Institute developed a model using classroom residencies that paired professional teaching artistsâ€"musicians, dancers, actors, puppeteersâ€"with early childhood educators to prepare teachers to lead with arts-integrated techniques. Working side by side with a teaching artist and receiving hands-on experience, teachers develop arts-based teaching skills. They discover how to promote innovative, high-quality learning by preschoolers through singing, dancing, role-playing, storytelling, and other performing arts activities. Arts-integrated learning is not an extra or an add-on for early learning educators, but a valuable strategy to prepare young children for success in school. Teacher-in-role The teacher-in-role strategy challenges children to use creativity and critical thinking through dramatic play. He guides them in using the six steps of the engineering design process: Using the teacher-in-role technique, you can accept or encourage suggestions, even those that seem unlikely to work, and then help the children reflect on their practice to make revisions. Creative experiences guided by intentional teaching produce learning opportunities for young children. Through drama, music, dance, and puppetry, children experience the joy of being artists while learning essential skills across the STEAM subjects. They approach challenges like engineers do. They learn fundamentals of mathematics when counting beats in a song. Through dance, they recognize patterns, which are an essential building block for algebraic thinking. Children tell stories in ways that prepare them to become readers and eloquent speakers. They become problem solvers as they apply important skills and strategies and build a foundation of STEAM tools to use in various situations. When teachers effectively integrate the arts in lessons across the curriculum, children learn the fundamentals of math, language arts, and science that will prepare them for success in school, and for a life of engagement in the arts. Building a Better Monkey Enclosure identify the problem: Even though the zookeeper thinks this may not be the best solution, he knows it is important to allow the discovery process to unfold. When asked why, the children remember that monkeys love swinging from tree to tree. But if there are trees, how will the monkeys stay in the enclosure? And the problem-solving process continues.
TREES (THEMEWORKS : AN INTEGRATED CURRICULUM FOR YOUNG
CHILDREN) pdf
2: Environmental Education Collection: A Review of Resources for Educators, Volume 2
Night time (ThemeWorks: an integrated curriculum for young children) [Joan Westley] on www.enganchecubano.com *FREE* shipping on qualifying offers.
Developmentally Appropriate Gardening for Young Children By Vicki Stoecklin Adults already know the joys of gardening, a hobby that has seen an explosion of interest in recent years. New programs have sprung up to introduce young children to gardening, supporting program goals that are similar among program types and the ages of children served. Developmentally appropriate gardening programs base their activities on sound principles of child development and learning. These principles are based on years of extensive research with young children and are used by professionals in the field of early education. Principles of Developmentally Appropriate Gardening The first principle - and an important foundation for developmentally appropriate gardening - is that children are active learners. The best teaching occurs when the emphasis is more on joining the child in hands-on interaction, play and discovery than on imparting knowledge. Children have a natural curiosity that requires direct sensory experience rather than conceptual generalization. If we as adults fail to provide an engaging hands-on experience for children, they will find their own, often inappropriate, way to interact with the garden. When we do a garden tour, if it does not include enough "hands-on" experiences like stopping to collect, touch, taste and smell, I quickly lose the interest of the children and they find their own way to interact with the garden, like balancing on the garden rails, running through the beds and wandering to the next available space. The second principle of developmentally appropriate gardening is that development occurs in children in an orderly sequence during the first nine years of life. All domains of development-physical, emotional, social, language and cognitive-change in a predictable way. Knowing typical child development for the age span that your program serves will provide a framework to guide teachers and horticulturists in preparing the learning environment and planning realistic goals and objectives. For example, children below age seven or eight are extremely visual in their orientation to the world, partially because, depending on the age of the child, they do not read or read well. A pitfall is to rely too much on verbal explanations of concepts rather than using visual representations of the same concepts, such as with pictures. I made this mistake myself with a group of eight-year-olds, and I failed to use a visual prop when I asked them to make rows for planting. They did not fully understand the concept of rows, much less know how to implement it in the soil as a team working together. Short-term memory and information processing is improved in the six-to-eight year olds in comparison with preschool children, but these skills are far from mature. For example, the adult capacity for short-term memory is seven chunks or bits of information. How can horticulturists support teachers in the classroom and how, in turn, can teachers support parents, who determine what children do at home? Activities chosen and shared with teachers and parents must not only include information on the activity itself, but why it is important and how it can be implemented. Many parents would not have the time or money to buy soil or pots, but may participate in the activity if it is fully explained to them and they have the resources at hand to do so. Developmentally appropriate gardening looks at how to support the child within the context of the classroom and family. The last principle is that children have preferred or stronger modalities of learning. A variety of activities will support children with the contrasted learning styles of visual, auditory and tactile. Howard Gardner has taken this concept a step further by identifying at least eight kinds of intelligence in humans. The multiple intelligences include linguistic, logical-mathematical, musical, spatial, bodily kinesthetic, intrapersonal, interpersonal and naturalistic the ability to read the natural environment. A variety of activities will allow children time to use their preferred modes of learning and also provide time for them to develop in areas where they might not be as strong. The first important goal of a gardening program is teaching environmental stewardship. Environmental education needs to start at an early stage with hands-on experiences with nature. Experiences with nature have taken on new meaning in our society, where children at home or at school have
TREES (THEMEWORKS : AN INTEGRATED CURRICULUM FOR YOUNG
CHILDREN) pdf
very little opportunity to explore the wonders of plants, bushes, trees and flowers. Many schools and child-care facilities are asphalt jungles, and many new homes have little landscaping beyond sod lawns. Additional research in the new fields of eco-psychology and evolutionary psychology shows that if children do not have time to explore and fully understand nature, they are at danger for developing what is known as biophobia, an aversion to nature. Whether the children come from the suburbs or the inner-city schools, they have little to no understanding of the natural world. Their first impulse, when confronted with some natural element like an insect, is to first be afraid and then to kill whatever they have observed. Children must be allowed time in their early years to interact with nature and living elements before they can understand it well enough to want to preserve it. A second goal of a gardening program is to provide activities for children to practice personal growth and social skills. Children are so proud of all of their accomplishments in the garden, even if it is as simple as watering. Many teacher-directed public schools provide very little opportunity for children to work together, although the skills of creativity, problem solving and teamwork are needed in the real world. The garden provides opportunities for children to work together cooperatively as a team to solve problems. The third goal of a gardening program is to provide for multidisciplinary, active learning. Gardens are unsurpassed in providing a hands-on approach to seeking information, observing changes and learning skills. Gardens are constantly changing and highly attractive learning labs. While most teachers and horticulturists tend to stick to science and ecology lessons, the garden can also be used as a springboard for math skills like charting, mapping, graphing and counting; reading and writing skills like dictation, creating signage, storybook making, and reading books; social studies skills like foods of other cultures, feeding the homeless, map-making; and art skills like designing the garden, identifying colors and patterns, creating drawings, painting, papermaking and creating collages. Each of these garden activities will be based on the differing capabilities and needs of the age child for which it was created. A fourth goal of a gardening program is to teach about nutrition and health. Children love to try new foods, especially when they have grown the food themselves or at least been involved in collecting the food source. A gardening program allows children the opportunity to make food choices based on new experiences. A fifth goal of gardening programs is to provide opportunities for science education. Children can learn about interdependent plant and animal needs, photosynthesis, seed production, pests both harmful and beneficial, and composting. The last two goals are really the most important. Gardening is fun and is a skill that can be used later in life in many ways. The letters often speak about starting gardens at home now that their interest has been sparked, but the best part of the letters is that all the children talk about how much fun they had doing simple things like tasting fresh beets or cherry tomatoes, digging a sweet potato, picking berries or just watching the fish in the small pond. But, I think that my new friend Cherie says it more eloquently: The cherry tomatoes were the best! I thought the beets were kind of good. I never realy like beets that much. That enjoyment, like the program goals, is something that is true wherever adults provide children the chance to interact with nature. She can be reached at voice:
3: Peace Library: Project
ThemeWorks: An Integrated Curriculum for Young Children. Westley, Joan This resource book, designed for use with pre-kindergarten through grade 2 students, provides an integrated approach to teaching the curriculum.
For mo tion has promoted environmentarequcatipnand supported me educators. Night Time 82 Tropical Rainforest: It is our hope that this resource guide will as- sist educators as they plan, develop, and implement creative and effective environmental educa- tion programs. The Environmental Education Collection is intended to be the first in a series of resource guides. Each of these guides will provide background information and reviews of some of the most widely available environmental education materials. Each set of materials was reviewed by at least three people. In those cases where reviewers disagreed, the materials were evaluated by at least one more person. Quite obviously, it would not be practical to review all of the environmental education curriculum materials that have been produced. Consequently, the materials included in this resource guide represent a small sample of resources available. The Guidelines provide a set of criteria for developing and selecting environmental education materials. These guidelines aim to help developers of activity guides, lesson plans, and other instructional materials produce high-quality products, and to provide educators with a tool to evaluate the wide array of available environmental education materials. Developed through a process of critique and consensus, the Guidelines for Excellence is grounded in a common understanding of effective environmental education. Over individuals and organizations e. A series of guidelines are listed for each of these characteristics. Finally, each guideline is accompanied by several indicators, which suggest ways of gauging whether the materials being evaluated or developed follow the guidelines. Summary of the Guidelines 1 Fairness and accuracy: EE materials should be fair and accurate in describing environmental conditions, problems, and issues, and in reflecting the diversity of perspectives on them. EE materials should foster an understanding and appreciation of environmental concepts, conditions, and issues, as appropriate for different developmental levels. EE materials should build lifelong skills that enable learners to address environmental issues. EE materials should promote civic responsibility, encouraging learners to use their knowledge, personal skills, and assessments of environmental issues as a basis for action. EE materials should rely on instructional techniques that create an effective learning environment. EE materials should be well designed and easy to use. It is not reasonable to expect that all environmental education materials will follow all of the guidelines. For example, a set of materials might not present differing viewpoints, as outlined in guideline 1. This shortcoming does not necessarily mean that the materials should not be used. An instructor could work them into a larger set of activities that explores different viewpoints and helps learners discern opinion and bias in individual presentations of the issue. Likewise, a curriculum project that focuses on the science behind water ecology might not include a discussion of social issues, but may still be used effectively as a science resource within a larger unit on water-related issues. Of course, no set of evaluations can be complete, and some important considerations are bound to be missing. Although the reviewers made every effort to evaluate the materials using their professional judgement and their best understand- ing of the Environmental Education Materials: Guidelines for Excellence, it should be under- stood that the reviews are not perfect. As you review the write-ups, keep these things in mind: It is important to point out that what one reviewer might con- sider a weakness, another might consider a strength. At the same time, some reviewers felt more strongly about some issues than other reviewers. The write-ups are meant to guide you and that you need to read the entire review to get a feel for the curriculum. A mix of resources have been included in this guide to help educators select the materials that will help them build educationally sound units and programs. However, items such as prices, phone numbers, and addresses will often change. If you find an error, please let us know. Entries are listed in alphabetical order. Each entry contains a summary of the curriculum In a Nutshell , information about grade levels, subject areas, author, publisher, and price, comments specific to the six key characteristics What the Reviewers Said!
The second section contains an annotated listing of support materials. Following this section is a matrix that cross-lists all of the materials and various characteristics e. Finally, we have included a short Feedback Form. Since we plan to produce future volumes in this series, we would appreciate your input. This framework recognizes seven Earth Science Understandings ESUs about the earth and looks at the interaction of five subsystems atmosphere, biosphere, cryosphere, hydrosphere and lithosphere as a means for the scientific study of global environmental issues. The topics addressed include endangered species, deforestation, climate change, and biodiversity. Each activity includes objectives, description of materials needed, an explanation of the procedure including discussion questions , questions for extended study, teacher background, references, and the relevant ESU for the lesson. The text includes student study sheets and reference fact sheets, and is illustrated with maps, black-and-white photographs, charts, and drawings. Activities are sorted for middle and high school students and include games, quizzes, simulations, and discussions. Effective use of the scientific process. Reflects a variety of settings urban, rural, suburban. Developed and reviewed by teachers and scientists. Lessons involve math, biology, chemistry and physics. Concepts presented in appropriate context and in terms of local and global scales. Develops critical thinking skills and application of skills to issues. Many sources are dated. Does not always appear to present varied viewpoints. Presents limited cultural diversity and little attention to economics. Development and applica- tion of skills are more evident in extension exercises than in lessons. Approach involves opportuni- ties for cooperative learning. Includes both qualitative and quantitative evaluations. Material is very teacher- oriented. Provides helpful background information and objectives for each lesson. Individual lessons can be adapted to an existing curriculum. Some lessons are rather long and would require more than one session. Layout and format make use difficult. Use of acronyms is distracting. The main text begins by providing background information on aluminum, the history of can. The next section presents seven lessons dealing with such subjects as packaging, the recycling process, setting up an action project, and exploring the benefits of recycling aluminum. Both classroom and field-based lessons are included. Each lesson includes background, objectives, vocabulary, preparation and class time required, teacher tips, wrap-up and extension activities, and references. The kit also includes a poster, samples of different can lids, and an instruction manual for participation in a nationwide recycling competition. The text is illustrated with drawings, charts and timetables. Material is current and open to inquiry; Frequently presents both sides of issues. Specifically addresses con- cepts to be taught. Addresses both local and global scales. Encourages students to come to their own decision. Helps learners to develop a sense a personal responsibil- ity. Makes curriculum relevant to local community. Clearly lists subject areas. Encompasses different ways of learning. Information is clear and logical. Instructional support and references are provided. Needed materials are inex- pensive and easily obtained. Weak on describing long- term effects. Minimal use of the outdoors for instruction. Unclear if recycling competition is a yearly event. Each booklet includes thirteen or fourteen activities about the arctic habitat, its location, its fauna, and some of the issues facing the arctic region. Activities include an objective, brief background information, a list of materials needed, and a description of the activity. Types of activities include discussions, investigations, experiments regarding snow and cold, and a simulation game. Some activities occur in slightly altered form in both books. The booklets include student data sheets and masters, cards and handouts, and are illustrated with maps, photographs, drawings and graphs. Box Old Saybrook, CT phone: The text is divided into three parts. The first part, "Introduction to Teaching with Plants," contains 26 activities involving sensory awareness, teaching skills, and development of teaching tools. It is intended as an introduction to environmental education. The second part, "Activities for Learning about Plants," consists of 45 exploratory activities including art projects, experiences in growing plants from seeds, experiments with fertilization, ripening and growth, and studies of seed adaptations. Names and Functions," includes activities addressing particular parts of plants such as roots, veins or leaves , and the interaction of plants with other elements of their habitat and environment. The book includes a glossary, bibliography, and an index. It is illustrated with photographs, diagrams, drawings, and worksheets.
4: Integrating Music, Drama, and Dance Helps Children Explore and Learn | NAEYC
Search - Night time (ThemeWorks: an integrated curriculum for young children) an integrated curriculum for young children Author: Joan Westley. Post This Book.
What is the Project Approach? The Project Approach offers teachers a way to develop in-depth thinking while engaging the hearts and minds of young children. Teachers take a strong guidance role in the process while children study topics with purpose and flexibility. In early childhood, projects can be defined as open ended studies of everyday topics which are worthy of being included in an educational program. Projects emerge from the questions children raise and develop according to their particular interests. Rather than offering immediate answers to the questions children ask, teachers provide experiences through which children can discover the answers themselves through inquiry at field sites and interviewing experts. Children also consult secondary sources of information such as books and the internet in the classroom and with their parents at home. Project investigations promote in-depth understanding and cover a wide range of relevant subtopics. For this reason projects usually take several weeks to completeâ€"and sometimes much longer, depending on the age and interests of the children. The Project Approach, then, is the method of teaching children through project investigations. Because project work follows an unpredictable path based on the interests of particular children, a flexible framework to support teachers has been developed. This framework makes the inquiry more manageable: Teachers guide children through a three phase process from the beginning of a project to its conclusion. You may find the Project Planning Journal helpful in understanding and implementing project work. In the beginning of a project, the teacher builds interest in the topic through encouraging the children to share relevant personal stories of experience. As the inquiry begins in earnest, teachers enable the children go on field visits, interview adults who are experts, such as waiters, farmers, or nurses, for example, according to the topic of study. Children also look at books, internet sites, videos, and so on. As they learn more about the topic they use many forms of representation to illustrate what they have learned and to share new knowledge with their classmates. Finally, the teacher guides the conclusion of the study and helps the children review their achievements. The children share their work with parents, another class, or members of the local community who have helped them in the process of the investigation. This final phase of the work includes the assessment by teachers of what the children have learned through the project. All children will have learned basic facts about the topic. Some children will have learned more about certain aspects of the topic such as the role of the adults, or the steps or materials used in the manufacture of an important item. There will be times when one child may have achieved individual learning goals such as developing confidence in a particular personal strength or learning to collaborate effectively with other classmates. What are the advantages of the Project Approach? Children apply skills and knowledge in their study of buses, shoes, trees, or grocery stores. They learn about the value of reading, writing, and numbers in the life of the adults around them. In the context of the project the children become apprentices in the pursuit of knowledge alongside their teachers. Teachers take a responsive role in developing the project. They coordinate different interests and support small group and individual inquiries as these emerge. Teachers who use the project approach report that students show great interest and actively participate. They ask questions and follow up their own curiosity with investigations. Along with the motivation it provides, project work also integrates all areas of learning and aspects of child development. It offers many chances to practice problem solving and critical thinkingâ€"skills that build language, math and scientific understanding. In fact, it helps children gain confidence in themselves and their abilities and develops in them the disposition to strive for understanding. How does the Project Approach align with curriculum requirements and standards? This type of learning differs considerably from the preplanned lessons of a published curriculum. While project work supports the curriculum standards identified for testing, teachers do not teach to the test through project work. The emphasis is on the context in which learning is intrinsically motivated and engaging to young children.
TREES (THEMEWORKS : AN INTEGRATED CURRICULUM FOR YOUNG
CHILDREN) pdf
Through careful observation and skillful planning on the part of the teacher, curriculum goals can be integrated into project work. The teacher anticipates where a project may go, and includes elements of the required curriculum in her plans. For example, the curriculum goal of data collection and analysis can be incorporated into a project on cars, if children decide to count and record the kinds of cars they see. The teacher records her plan and project documentation provides evidence of learning. In addition to the aspects of the curriculum which relate directly to the acquisition of skills and knowledge, project work offers interesting opportunities for children to apply and practice what they have learned in other parts of their daily program in school. Intrinsic motivation enables children to learn through projects in personally meaningful ways. Children who excel in certain academic areas learn to offer leadership to their peers. Children who experience difficulty in some areas frequently learn from skilled or knowledgeable peers more easily than from adults. In classrooms where the Project Approach is well implemented, teachers and parents report that children show increased achievement and confidence in talking about what they know and can do. Curriculum goals, such as data collection and analysis, can be naturally integrated into project work. How does the Project Approach fit with other teaching strategies? Project work can be incorporated into learning centers, as well as into a typical daily schedule. For example, circle time can be used to discuss a current investigation or books on the subject can be placed in the literacy area. However, with all its advantages, most early childhood professionals would agree that project work alone does not cover all the learning experiences that should be included in the curriculum. Children learn through many different experiences in school. For young children these experiences include sensory exploration, various kinds of play activity, observation, and practice. They learn some things through direct instruction, some through small group work, some through repeated trials and persistence, and some through collaboration and lively discussion with their classmates. The Project Approach offers children the flexibility to develop interests, to work hard at their strengths, to share expertise and make personal contributions to the work of the classroom. The use of open-ended learning centers in a classroom can make for easier differentiation by teachers in their instruction as they help children to self-assess and challenge themselves appropriately in the classroom context. Open-ended learning centers complement project work by allowing children to reconstruct their experiences. What are the challenges of implementing the Project Approach? The principle challenge for teachers is to know the children well and to be able to guide them effectively in their inquiry. It requires dedication and creativity to take full advantage of individual strengths and interests, engage parental expertise for interviews, access to field sites, etc. As with any teaching approach or method, positive results are only evident when the teaching is done well. It is easier to set up learning centers with activities, worksheets, and boxes of props which are the same each year. It is easier to read the same fantasy literature and have the children play the parts of the characters in dramatic play year after year. In project work, teachers depend on rich communication with the children to determine their interests and prior levels of understanding. Another challenge for teachers is to plan the work so that there is a unity and cohesiveness to each project which all the children can appreciate. Yet, teachers wishing to help students develop a life-long love of learning and understand the interconnected relationship of all things will find there are unique advantages to project learning. Six Practical Guides for Teachers. These guides are available as. The Project Approach, Greenwood.
5: Joan Westley | Open Library
Books by Joan Westley, Fears and Fantasies, Fielding's Kenya, At the seashore (ThemeWorks: an integrated curriculum for young children), Rime Time, Animal Adventures, Rain (ThemeWorks: an integrated curriculum for young children), Special delivery, Under the ground (ThemeWorks: an integrated curriculum for young children).
There are two radically different views on the value of play. Early childhood educators, child development specialists, and some parents believe play is the best way for young children to learn the concepts, skills, and tasks needed to set a solid foundation for later school and life success. School administrators, many parents, and most politicians believe play is a waste of time, off task behavior, needless coddling of young children, messy and noisy, unstructured and uneducationall â€" an unaffordable luxury in an ever-more competitive world. With the new emphasis on national and state standards and school accountability, many early childhood programs are eliminating play. Is play worth fighting for? Critical to this definition is the non-literal, non-realistic aspect. This means external aspects of time, use of materials, the environment, rules of the play activity, and roles of the participants are all made up by the children playing. They play because they like it. Children who compete to make the best wooden ship are not playing. Children who are told they must use the block with an "A" on it to create a word are not playing, and children who are asked to label the colors of their paints, instead of using them to create a picture, are not playing. This child-centered aspect of play creates the central dilemma. Increasingly, we expect education programs to meet prescribed adult objectives. And more and more parents expect their young children to be learning specific academic skills. If adults develop these standards and outcomes, there is no room left for child-centered learning-play. Ironically, at the same time we are eliminating play from the formal education of young children. Therefore, many of our children do not have access to the natural play experiences we experienced as children. More and more parents question the value of young children climbing trees, playing in the sandbox, and splashing paint all over themselves. Below are some of the various kinds of play, and why they are important. Recent research has confirmed the critical link between stimulating activity and brain development Shore, Young children must have ample opportunities to develop physically, and motor play instills this disposition toward physical activity. With so many American adults experiencing health problems from being overweight, we have a responsibility to encourage physical activity in young children. Social Play A variety of opportunities for children to engage in social play are the best mechanisms for progressing through the different social stages. By interacting with others in play settings, children learn social rules such as, give and take, reciprocity, cooperation, and sharing. Through a range of interactions with children at different social stages, children also learn to use moral reasoning to develop a mature sense of values. To be prepared to function effectively in the adult world, children need to participate in lots of social play. Constructive Play Constructive play is when children manipulate their environment to create things. This type of play occurs when children build towers and cities with blocks, play in the sand, construct contraptions on the woodworking bench, and draw murals with chalk on the sidewalk. It also gives children a sense of accomplishment and empowers them with control of their environment. Children who are comfortable manipulating objects and materials also become good at manipulating words, ideas, and concepts. Fantasy Play Children learn to abstract, to try out new roles and possible situations, and to experiment with language and emotions with fantasy play. In addition, children develop flexible thinking; learn to create beyond the here and now; stretch their imaginations; use new words and word combinations in a risk-free environment; and use numbers and words to express ideas, concepts, dreams, and histories. In an ever-more technological society, lots of practice with all forms of abstraction-time, place, amount, symbols, words, and ideas-is essential. Games With Rules Developmentally, most children progress from an egocentric view of the world to an understanding of the importance of social contracts and rules. Part of this development occurs as they learn that games like Follow the Leader, Red Rover, Simon Says, baseball, and soccer cannot function without everyone adhering to the same set of rules.
This "games with rules" concept teaches children a critically important concept-the game of life has rules laws that we all must follow to function productively Wardle, Play opponents argue that the ever increasing amount of information and skills needed by young children require direct teacher instruction to specific goals and objectives. They believe we cannot afford to take valuable time away from important academic activities to allow children to hide in a fantasy world of play. But play is, in fact, the most efficient, powerful, and productive way to learn the information young children need. First, children progress through stages of play, and through levels complexity of play. As children master new concepts and practice them through repetitive play, they progress to the next level. In essence, children create their own curriculum. Because children like to learn new information and want to master new tasks ever watched a child persist in learning to ride a bike? Play provides the ultimate curriculum for social, physical, and cognitive advancement. Secondly, by using materials, interactions with others, and mastery of tasks and skills to progress through levels of play, children develop a sense of control of their environment and a feeling of competence and enjoyment that they can learn. Finally, play provides a natural integration between all the critical brain functions and learning domains that are often missing with discrete teacher instruction. Recent brain research shows that this integration is very important to development Shore, Play is also a very effective way for children to accumulate a vast amount of basic knowledge about the world around them, knowledge needed for later learning in language, math, science, social studies, art, and medicine. When playing with sticks in the sand a child learns about the properties of sand, how posts are used for building, the way materials must be retained from rivers, roads, and mountainsides, the effect of moisture on materials, the impact of wind and the nature of gravity, and ways of creating patterns, shapes, and lines by drawing in the sand. Children engaged in socio-dramatic play experiment with words, phrases, and idioms they have heard and learn new and more complex ways to express themselves. Role of the Teacher Somehow the phrase, "free play" has entered our vocabulary. These roles include providing materials that encourage high-quality play, structuring environments, modeling play like when the teacher becomes a participant in a socio-dramatic activity , and introducing children to new play opportunities girls on the workbench and boys in the dramatic play area. Conclusion To succeed in an ever-more complex and technological world, our children need a solid foundation based on play. We must be very careful about accelerating them too quickly into abstract skills and isolated concepts Wardle, Lots of play at an early age enables children to develop the wide, integrated foundation required for future academic success. It also will develop in our children a love of learning, a love that is desperately needed by children who can look forward to a minimum of 13 years of formal education.
6: Joan Westley: used books, rare books and new books @ www.enganchecubano.com
A language theme unit incorporates language, math, art, science, literature, music, and social studies about trees. For Pre-K to grade 2.
The Environmental Education Collection: A Review of Resources for Educators Volume 3 r. Special thanks to the teachers, curriculum developers, educational administrators, environmental education specialists, business and industry representatives, and environmental scientists who took time from their busy schedules to review the curriculum materials. The contents of this document do not necessarily reflect the views and policies of EPA nor does mention of trade names or commercial products constitute endorsement or recommendation for use. Commercial reproduction of any material in this publication is strictly prohibited without written permission from the publisher, NAAEE. Educators may photocopy up to copies of these materials for non-commercial educational purposes. Printed on recycled paper. An Opportunity for Stewardship Earthways: Skill Development Program Investigating Groundwater: An Environmental Curriculum for Year-Olds. An Ounce of Prevention: Under the Ground 78 Turning the Tide on Trash: Activity Guide 98 Wormania! Environmental Concerns Taking Action: It is our hope that this resource guide will assist educators as they plan, develop, and implement creative and effective environmental education programs. The Environmental Education Collection is part of a series of resource guides, each providing background information and reviews of some of the most widely available environ- mental education materials. Quite obviously, it would not be practical to review all of the environmental education curriculum materials that have been produced. Consequently, the materials included in this resource guide represent a small sample of re- sources available. Each set of materials was reviewed by at least three people. In those cases where reviewers disagreed, the materials were evaluated by at least one more person. The Guidelines provides a set of criteria for developing and selecting environmental education materials. These guidelines aim to help developers of activity guides, lesson plans, and other instructional materials produce high-quality products, and to provide educators with a tool to evaluate the wide array of available environmental education materials. Developed through a process of critique and consensus, the Guidelines for Excellence is grounded in a common understanding of effective environmental education. Over individuals and organizations e. A series of guidelines are listed for each of these characteristics. Finally, each guideline is accompanied by several indicators that help gauge whether the materi- als being evaluated or developed follow the guidelines. EE materials should be fair and accurate in describing environmental conditions, problems, and issues, and in reflecting the diversity of perspectives on them. EE materials should foster an understanding and appreciation of environmental concepts, conditions, and issues, as appropriate for different developmental levels. EE materials should build lifelong skills that enable learners to address environmental issues. EE materials should promote civic responsibility, encouraging learners to use their knowledge, personal skills, and assessments of environmental issues as a basis for action. EE materials should rely on instructional techniques that create an effective learning environment. EE materials should be well designed and easy to use. It is not reasonable to expect that all environmental education materials will follow all of the guidelines. For example, a set of materials might not present differing view- points, as outlined in guideline 1. This shortcoming does not necessarily mean that the materials should not be used. An instructor could work them into a larger set of activities that explores different viewpoints and helps learners discern opinion and bias in individual presen-. Likewise, a curriculum project that focuses on the science behind water ecol- ogy might not include a discussion of social issues, but may still be used effectively as a science resource within a larger unit on water-related issues. Of course, no set of evaluations can be complete, and some important considerations are bound to be missing. Although the reviewers made every effort to evaluate the materials using their professional judgement and their best understanding of the Environmental Education Materials: Guidelines for Excellence, it should be understood that the reviews are not perfect. As you review the write-ups, keep these things in mind: It is important to
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TREES (THEMEWORKS : AN INTEGRATED CURRICULUM FOR YOUNG
CHILDREN) pdf
point out that what one reviewer might consider a weakness, another might consider a strength. At the same time, some reviewers felt more strongly about some issues than other reviewers. The write-ups are meant to guide you. Read the entire review to get a true feeling for the curriculum. A mix of resources have been included in this guide to help educators select the materials that will help them build educationally sound units and programs. How- ever, items such as prices, phone numbers, and addresses often change. If you find an error, please let us know. Subject areas noted in the summaries were taken directly from those iden- tified in the materials. Where no subjects were referenced, we did our best to assign headings. Entries are listed in alphabetical order. Each entry contains a summary of the curriculum In a Nutshell , information about grade levels, subject areas, author, publisher, and price. What the Reviewers Said! The sec- ond section contains an annotated listing of support materials. Following this is a matrix cross-listing all of the materials and various characteristics e. Finally, we have included a short Feedback Form. Since we plan to produce future volumes hi this series, we would appreciate your input. Activities for Urban Explorers Written by: The activities in the first chapter focus on sensory awareness. Subse- quent chapters address specific locations where wild- life might be found, such as ponds, backyards, streets, and vacant lots. Children are thus exposed to creatures as diverse as ants, caterpillars, raccoons, foxes, and pigeons. Students are encouraged to keep observation journals, develop and test hypotheses, and are provided with field guides to direct their investigations. Activities include searching for animal tracks, counting and identifying animals and plants in different locations, playing simulation games involv- ing animal feeding habits, and worm composting. Environmental concepts, such as habitat and adapta- tion, are explored in the process. Students are given the subjects, skills, concepts, and necessary materials to attract animals. Teachers are advised how to keep outdoor experiments safe. Each chapter is followed by a list of recommended readings. In addition, the book includes a glossary, an index, bibliography, and re- source list.
7: Developmentally Appropriate Gardening for Young Children
Under the ground (ThemeWorks: an integrated curriculum for young children) by Joan Westley 1 edition - first published in Trees (Theme Work Program).
8: Environmental Education Collection: A Review of Resources for Educators: Volume 3
School Improvement Research Series Research You Can Use Close-Up #16 Integrated Curriculum Kathy Lake Introduction The integrated curriculum is a great gift to experienced teachers.
9: Night time ThemeWorks an integrated curriculum for young children, Joan Westley. )
Publishing Information. The Integrated Nature of Learning. was developed by the Early Education and Support Division, California Department of Education.
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Mastering biology campbell 9th edition Shakespeares Imagination Suzuki m50 service manual Foundations for teaching english language learners 2nd edition Chebyshev and fourier spectral methods second revised edition Ha-Dover, the first Hebrew journal in Babylon Best gopher team ever? Charles Godfrey Leland a Biography Part Two Cultural life. Language and literature, the arts, food, sports and recreation. Social studies. Lloyd George. Unthinkable filicide Using public lands to help meet a growing need Studies in Middle English Forms and Meanings (Studies in English Medieval Language and Literature) Career and employment testing Yoga for Magick (Weiser Concise Guide Series) Out of the saltbox Smart materials and structures book A new century begins, 1900-1919 Remarks of W. W. Mackall, president of the Society, on the occasion of the seventy-ninth anniversary, Feb The Republic of Korea, employment, industrialisation and trade Jacksonian political caricature Ashby jones engineering materials Stripped bare heidi mclaughlin Alcohol advertising does not target children Jacob Sullum From the middlegame into the endgame The development perspective How to live with kids and enjoy it Dealing with the past : distractions of the heart Prisons Inside Out Alternatives in Correctional Reform Ford 4r44e 4r55e transmission rebuild manual How to motivate every employee Agatha christie poirot books As Borders Bend: Transnational Spaces on the Pacific Rim (Pacific Formations: Global Relations in Asian a Complete Maigret short stories Enough is Enough! #1h! (Stinky Boys Club) The short course on Internet marketing What is data analysis in qualitative research Russian verbal prefixation and semantic features The Better Mousetrap Animal Families (My Little Bk of Animals)
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Soil Icon – International Decade of Soils (2015-2024)
Aware of the profound importance of soil for human life and nature conservancy, like children who love the soil, we present our idea for a Soil Icon for the International Decade of Soils.
The main inspiration for our icon is the trajectory of human formation and development, where the child is both the origin and the destination. We envisioned an image that is simple – like a drawing of a child –, yet conceptually complex enough to symbolize the multiple functions and services provided by the soil. A childish drawing can be seen as an universal language that has a strong emotional appeal. As such, the Soil Icon that we created likely has the potential to captivate all peoples and thus facilitate the comprehension of the message that it embeds. This is specially important for school age children, who should be the main focus of soil education activities during the International Decade of Soils.
The complexity of the theme – the soil and the crucial role it plays in most aspects of our lives – is symbolized by exploring different shapes and colors. These were chosen in an attempt to establish a link with aesthetic and spiritual elements of peoples cultures.
The circular outer shape of the Soil Icon symbolizes the Earth. The circle, symbol of divinity and perfection for many peoples, also symbolizes the human alliance and commitment to care for the soil. Through aesthetic and spiritual harmony, the circle should convey the idea of a renewed relationship between mankind and the soil and the Earth as its habitat.
The brown color, being a neutral color, was chosen to symbolize the solid terrain on which humanity treads its particular path, walks continuously and leaves its marks, its historical records. The barefoot marks on solid ground are the footprints of a mother or a father who rehearses with a child its first steps – the origin –, the next steps of mankind – the destination. Together, the footprints on the solid ground symbolize unity, friendship, and mutual respect, all too necessary to make all peoples aware of the importance of the soil and the urgent need for its preservation.
The brown color also symbolizes the soil, a fertile soil, key for food production in a sustainable manner. The necessary fertile soil to guarantee food security and promote poverty alleviation. Also, the blown color of the soil as a major carbon pool, rich in organic matter, crucial for climate change mitigation by acting as a sink of atmospheric carbon.
All other four colors – green, blue, red, and yellow, so common in children's drawings – symbolize the multiple functions and services provided by the soil. The green footprint symbolizes the flora and the atmosphere, the connections of the soil with the vegetable life and the quality of the air that we breathe. The red footprint, red as the color of blood and love, the vital flame, symbolizes the fauna. Together, the green and the red footprints symbolize the connection between the soil and the biosphere, the soil as a source of food, reservoir of biodiversity, the basis for all forms of terrestrial life. The yellow footprint symbolizes the many riches provided by soil, the minerals and nutrients, the antibiotics for human health, the medium for production of materials (wood and fiber) and energy. The blue footprint symbolizes the water, the soil and its connection with the hydrosphere, the soil as a filter and supplier of water for plants, animals and mankind.
The assignment of colors to the footprints is based on the feeling they convey. The adult footprints, in the green and blue colors, both cool colors, convey the sense of calmness, clarity, confidence, credibility, characteristics of the experienced human, of ancestry. Meanwhile, the child's footprints are colored with warm colors, as a symbol of raw wisdom, vital drive, energy, strength, courage, curiosity. Past and present generations using their wisdom to support the first steps of future generations, helping them to decide what footprints, what historical records they want to leave behind them.
Finally, the elements of the Soil Icon were only partially filled with colors to symbolize the fluidity and dynamics of the soil, the complex fabric of the environmental processes in which the soil participates, and their consequent fragility in case of misuse and poor management.
After all, who teaches and who learns? Who drives the walk, adults or children? From balance and firmness, to curious and amusing spontaneity, we believe that we all learn together different knowledges, hopeful that the rhythmic communion of the steps, the united hands rehearsed in this Soil Icon, will lead us to healthy paths of harmonious coexistence, and to the rescue of the understanding that the soil is also part of us.
The authors
This Soil Icon is the fruit of the joyful partnership between Monique Lima de Oliveira and Alessandro Samuel-Rosa. Monique was born and raised on the outskirts of Rio de Janeiro. An assiduous visitor to the Atlantic Forest, Monique soon learned about the importance of soil for the nature conservancy. Monique studied Journalism and Social Sciences, and today is a Ph.D. student in Sociology at Unicamp in Brazil. Alessandro was born and raised in a family farm in South Brazil, where he soon learned about the importance of soil to produce food and biomass. Alessandro studied Agronomy and Soil Science, and today teaches Soil Science at the Federal University of Technology in Brazil. | <urn:uuid:ae47566f-e22f-4277-ba71-361c5dd25e67> | CC-MAIN-2019-26 | https://www.iuss.org/media/samuel-rosa_alessandro_soil-icon_description.pdf | 2019-06-25T05:13:40Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00504.warc.gz | 795,447,961 | 1,162 | eng_Latn | eng_Latn | 0.995711 | eng_Latn | 0.995716 | [
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Sudden power outages can be frustrating and troublesome, especially when they are prolonged. Perishable foods should not be held above 40 degrees for more than 2 hours. If a power outage is 2 hours or less, you need not be concerned, but how do you save your food when the refrigerator is out for longer times? Being prepared can help. By planning ahead, you can save your perishables.
Help! The Power Is Out...
What do I need? What do I need?
One or more coolers. Inexpensive styrofoam coolers can do an excellent job as well.
Ice. Surrounding your food with ice in a cooler will ensure that it will stay cold.
Shelf-stable foods, such as canned goods and powdered or boxed milk. These can be eaten cold or heated on the grill.
What to do...
Do not open the refrigerator or freezer.
Tell your little ones not to open the door. An unopened refrigerator will keep foods cold enough for at least a couple of hours. A freezer
that is half full will hold for up to 24 hours and a full freezer for 48 hours. (See chart on back for more details.)
A digital quick-response thermometer. A digital thermometer should be a necessity in your kitchen anyway. With these thermometers you can quickly check the internal temperatures of food for doneness and safety.
If it looks like the power outage will be for more than 2-4 hours, pack refrigerated milk, dairy products, meats, fish, poultry, eggs, gravy, stuffing and left-overs into your cooler surrounded by ice. (See chart on back for more details.)
If it looks like the power outage will be prolonged, prepare a cooler with ice for your freezer items,
Q's and A's
What if I go to bed and the power is still not on? Before you go to bed, pack your perishables into your coolers if you haven't already done so and put in as much ice as you can. Also, when you go to bed, leave a bedroom light switched on. When the power goes back on, it will wake you, so you can check the condition of your foods in the freezer. If freezer foods still have ice crystals, they can be refrozen.
What if the power goes out while I'm at work or out of the house and it has been more than a few hours before I get home? Try to determine how long the power has been out. Check the internal temperature of the food in your refrigerator with your quick-response thermometer. A liquid such as milk or juice is easy to check. Spot check other items like steaks or left-overs also. If the internal temperature is above 40 degrees, it is best to throw it out. (Check the chart on the back.) If the food in the freezer is not above 40 degrees and there are still ice crystals, you can refreeze.
What if the power goes out and comes back on while I am out? If your freezer is fairly full and you know it was not longer than 24 hours, the food should be OK. There will be loss of quality with refreezing, but the food will be safe. If the refrigerator was out for more than 2-4 hours, you are best to discard the perishables.
Prepared by Giant Food, Inc., Landover, Maryland, June 1999. Used with permission. Original content adapted from "Help, Power Outage!" Food News for Consumers, Summer 1989, U.S. Department of Agriculture, Food Safety and Inspection Service.
Frozen Foods
As soon as the power returns, check temperatures. If the food in the freezer has ice crystals and is not above 40 degrees you can refreeze. Perishable foods in the refrigerator should not be above 40 degrees F. for more than two hours. Use this chart to see what has to be discarded and what can be kept.
Still Contains Ice Crystals.
Thawed, Held Above 40° F | <urn:uuid:911d071b-0318-4f64-9182-018a9e79b4a5> | CC-MAIN-2019-26 | https://www1.ochca.com/ochealthinfo.com/docs/red-cross-power-outage.pdf | 2019-06-25T04:06:53Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00506.warc.gz | 938,836,754 | 820 | eng_Latn | eng_Latn | 0.999317 | eng_Latn | 0.999434 | [
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California Wildlife Habitat Relationships System
California Department of Fish and Wildlife California Interagency Wildlife Task Group
EVENING GROSBEAK
Coccothraustes vespertinus
Family: FRINGILLIDAE
Order: PASSERIFORMES
Class: AVES
B546
Written by: D. Dobkin, S. Granholm
Reviewed by: L. Mewaldt
Edited by: R. Duke
DISTRIBUTION, ABUNDANCE, AND SEASONALITY
A rare to fairly common resident of Cascade Range, Sierra Nevada, Warner, Siskiyou, and Trinity Mts., breeding mostly in mixed conifer and red fir habitats. Irregularly uncommon to rare in winter throughout much of foothills and lowlands, and in mountains west of southern deserts. Fairly common sporadically in southern deserts as a spring and fall transient. Distribution and abundance fluctuate markedly from year to year, even in breeding season. In winter, outside breeding range, occurs most regularly in nearby downslope areas and in Great Basin; elsewhere occurs mostly infrequently as a wanderer. Preferred breeding habitats include dense coniferous forests dominated by firs. Occurrence at other seasons apparently depends upon an ample supply of buds, seeds, berries or other fruits, in trees and shrubs, rather than on any particular habitat. Also breeds, at least sporadically, in coastal forests of Humboldt Co., and may breed in aspens in White Mts. (Grinnell and Miller 1944, McCaskie et al. 1979, Garrett and Dunn 1981).
SPECIFIC HABITAT REQUIREMENTS
Feeding: Most important foods are seeds of fir, pine, and other conifers, and buds of hardwoods such as aspen, willow, oak, and maple. Also eats fruits and seeds of a variety of trees and shrubs and, in summer, considerable numbers of insects. Mostly feeds in canopy and outer branches of trees, but also in shrubs and on ground (Grinnell and Miller 1944, Gaines 1977b, Terres 1980). Gleans insects from foliage and ground; rarely hawks flying insects.
Cover: Trees, especially firs, and shrubs provide cover.
Reproduction: Usually nests in fairly dense, mature conifer forests dominated by firs. Nest is a loosely constructed cup of sticks lined with finer material (Harrison 1978). Nest usually located in a fir or other conifer, although uses deciduous tree sometimes. Nest mostly placed more than 10.7 m (35 ft) above ground, but may be 2.1 to 30 m (7-100 ft) high.
Water: No information found.
Pattern: Breeds and forages in fairly dense, mature mixed-conifer and red fir forests; also forages in oaks, willows, and aspens, sometimes at a distance from nest. In nonbreeding season, occurs in a variety of habitats with ample food supplies.
SPECIES LIFE HISTORY
Activity Patterns: Yearlong, diurnal activity.
Seasonal Movements/Migration: Highly unpredictable in distribution and abundance, even in breeding season. Occurs year-round on breeding range, but part of population moves downslope after breeding, in numbers that vary markedly from year to year. In infrequent nomadic years, fairly common and widespread in California foothills and lowlands, and mountains of southern California; many of these individuals may be from north of the state. Records outside breeding range occur mostly from October through May.
Home Range: No information found. In a montane hemlock-silver fir forest in Oregon, Wiens and Nussbaum (1975) reported a density of 53 individuals per 40 ha (100 ac).
Territory: No data found on territory; apparently not overtly territorial (Bent 1968).
Reproduction: Breeding season lasts from early June into late August, with a peak in July. Clutch size usually 3 or 4, range 2-5. Incubation 12-14 days, mostly by female. Altricial young tended by both parents and leave nest at 13-14 days (Harrison 1978).
Niche: Usually seen in flocks of 10-100 (Verner and Boss 1980). Attracted to salt at licks, roadsides, and other sources (Ehrlich et al. 1988).
REFERENCES
Balph, M. H., and D. F. Balph. 1976. Some factors influencing observed sex ratios in a population of evening grosbeaks. Bird-Banding 47:340-344.
Bent, A. C. (O. L. Austin, Jr., ed.). 1968. Life histories of North American cardinals, grosbeaks, buntings, towhees, finches, sparrows, and allies. 3 Parts. U.S. Natl. Mus. Bull. 237. 1889pp.
Ehrlich, P. R., D. S. Dobkin, and D. Wheye. 1988. The birder's handbook. Simon and Schuster, New York. 785pp.
Gaines, D. 1977b. Birds of the Yosemite Sierra. California Syllabus, Oakland. 153pp.
Garrett, K., and J. Dunn. 1981. Birds of southern California. Los Angeles Audubon Soc.
408pp.
Grinnell, J., and A. H. Miller. 1944. The distribution of the birds of California. Pac. Coast Avifauna No. 27. 608pp.
Harrison, C. 1978. A field guide to the nests, eggs and nestlings of North American birds. W. Collins Sons and Co., Cleveland, OH. 416pp.
Harrison, C. J. O., ed. 1978. Bird families of the world. Harry N. Abrams, Inc., New York. 264pp.
McCaskie, G., P. De Benedictis, R. Erickson, and J. Morlan. 1979. Birds of northern California, an annotated field list. 2nd ed. Golden Gate Audubon Soc., Berkeley. 84pp.
Parks, G. H., and H. C. Parks. 1963. Some notes on a trip to an evening grosbeak nesting area. Bird-Banding 34:22-30.
Terres, J. K. 1980. The Audubon Society encyclopedia of North American birds. A. Knopf, New York. 1100pp.
Verner, J., and A. S. Boss. 1980. California wildlife and their habitats: western Sierra Nevada. U.S. Dep. Agric., For. Serv., Berkeley. Gen. Tech. Rep. PSW-37. 439pp.
Weins, J. A., and R. A. Nussbaum. 1975. Model estimation of energy flow in northwestern coniferous bird communities. Ecology 56:547-561.
B546
Life history accounts for species in the California Wildlife Habitat Relationships (CWHR) System were originally published in: Zeiner, D.C., W.F.Laudenslayer, Jr., K.E. Mayer, and M. White, eds. 1988-1990. California's Wildlife. Vol. I-III. California Depart. of Fish and Game, Sacramento, California. Updates are noted in accounts that have been added or edited since original publication. | <urn:uuid:0b574199-ac54-4158-a4df-8e15635f27a9> | CC-MAIN-2019-26 | https://nrm.dfg.ca.gov/FileHandler.ashx?DocumentID=2221 | 2019-06-25T04:02:45Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00508.warc.gz | 541,569,219 | 1,577 | eng_Latn | eng_Latn | 0.911595 | eng_Latn | 0.968489 | [
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TAG FARNBOROUGH AIRPORT'S SOLAR SCHOOLS CARBON OFFSETTING PROGRAMME SHINES BRIGHT
News / Airports / Routes
TAG Farnborough Airport is underscoring its ongoing commitment to sustainable development and carbon footprint reduction by supporting an exciting programme focused on solar energy. In conjunction with Carbon Footprint Ltd, the airport is off-setting 2018 residual carbon emissions (over which it has direct control) through the support of renewable energy projects, both locally with the donation of a 10kW Solar Array system to © 2015-2019 50SKYSHADES.COM — Reproduction, copying, or redistribution for commercial purposes is prohibited. 1
Newlands Primary School in Yateley, Hampshire and also overseas through the support of a large-scale solar farm project in India, bringing green energy, education and employment opportunities between the two projects.
In 2018, TAG Farnborough Airport became the first business aviation airport in the world to achieve carbon neutrality and since then has continued to make further substantial reductions in its carbon footprint with a confirmed offset totalling 1,605 tonnes of carbon emissions for the last year. Over the past five years alone, TAG Farnborough Airport has invested over £1 million into energy efficiency projects and during the past decade has reduced carbon emissions, over which it has direct control, by 3,819 tonnes or 73 per cent (2008 carbon emissions: 5,242 tonnes).
In cooperation with Carbon Footprint Ltd, TAG Farnborough Airport has offset residual emissions through credible and certified offsetting projects, which in recent years have included school tree planting in the local area paired with a conservation project in the Amazon rainforest (Florestal Santa Maria Project), protecting trees in one of the most biodiverse places in the world. This important work is continuing in 2019 with TAG Farnborough Airport donating a 10kW Solar Power system to Newlands Primary School, located close to the airport in Yateley, Hampshire. As well as providing much needed renewable energy, the new solar system will allow the school to reduce its electricity costs by about £1,300 each year and at the same time provide the children with a unique learning opportunity in the field of Science Technology Engineering and Maths (STEM).
At the same time, TAG Farnborough Airport is also supporting an overseas solar power project in rural India. The project has provided employment in a developing region, helping to both decarbonise the national grid and reduce power outage.
At a special commemorative event at Newlands School this week to celebrate the 'switching on' of the new solar power system, Miles Thomas, Environment Manager, TAG Farnborough Airport, commented, "The solar schools project will provide a lasting benefit to Newlands Primary School, supplying a carbon free source of electricity for many years to come while creating an avenue for discovery and learning amongst pupils in the field of science and technology."
"TAG Farnborough Airport is committed to developing its business in a responsible and sustainable way, supporting our local community economically, socially and environmentally. Our voluntary participation in the Airport Carbon Accreditation programme provides the opportunity to achieve this through projects that are not only designed to meet our carbon footprint offsetting requirements, but also provide direct benefit to our local community."
Dr Wendy Buckley, Client Director at Carbon Footprint Ltd, said, "It is fantastic to see TAG Farnborough Airport continue to support community projects, both on a local and international basis. It is highly appropriate that having already introduced new technology - including solar power - at their own site, the airport is now supporting the introduction of the latest solar technology with these local and overseas projects."
William Neighbour, Headteacher at Newlands Primary School said, "We are really grateful to TAG Farnborough Airport for their donation of the solar panels. The children at Newlands are very conscience of their impact on the environment and push us adults to ensure we are delivering a sustainable planet for them to inherit. The solar panels have allowed us to focus more of our school curriculum on renewable energies and the environment, empowering the children to have a greater understanding of how they can improve their environment. TAG Farnborough Airport's significant investment in solar technology has the additional benefit of saving the school thousands
2
of pounds."
28 FEBRUARY 2019
ARTICLE LINK:
https://50skyshades.com/news/airports-routes/tag-farnborough-airports-solar-schools-carbon-offsetting-programme-shines-bright
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Book Reviews
First Facts Books
'Minibeasts' by Jaclyn Crupi
First Fabulous Facts is an illustrated nonfiction series for 3-5 year olds. Minibeasts include insects, spiders, slugs, snails, centipedes and more. The book explains what creepy-crawlies are, what they eat and how they protect themselves as well as fun facts that make them unique. A great introduction to the world of Minibeasts.
'SmartyCat -Thunder' by Jeannette Rowe and Louise Park
Smartycat has to ask who the Owl for the answer to some tricky questions about Thunder.
Jeannette Rowe has written a very simple but informative series which can be found in our First Fact Information book section. | <urn:uuid:ef1bb1e7-ebd9-46d6-a00e-eb9404cb1939> | CC-MAIN-2019-26 | http://www.randwick.nsw.gov.au/__data/assets/pdf_file/0018/28134/Book-Reviews-First-Facts.pdf | 2019-06-25T03:42:41Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00508.warc.gz | 296,957,200 | 155 | eng_Latn | eng_Latn | 0.998824 | eng_Latn | 0.998824 | [
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DINNINGTON FIRST SCHOOL ANTI BULLYING POLICY STATEMENT
RATIONALE
All children must experience a safe and secure environment whilst at school. They should feel comfortable with staff and other children alike. Intimidating behaviour, victimisation and bullying is not acceptable within the school environment.
AIMS
- To discourage negative peer pressure that can lead to challenging behaviour.
- To actively promote positive behaviour between children.
- To encourage self-esteem and respect of all children.
- To create an atmosphere in which children, parents and staff are able to discuss existing or potential bullying situations.
- To develop in all awareness and sensitivity to the needs of others.
GUIDELINES
Cross-reference to Code of Conduct Policy
Bullying incidents must be dealt with immediately and appropriate sanctions applied (see Code of Conduct).
Anti bullying is explored through the PSHCE curriculum (SEAL materials) and the school participates in Anti-Bullying week. (www.anti-bullyingalliance.org.uk) in November.
Children must feel able to disclose to staff their fears about bullying in confidence. Many children fear the repercussions of 'telling' and must therefore be protected i.e. lunch time supervisors should be vigilant and parents should be made aware.
Staff should be aware and sensitive to interpersonal relationships between children. (E.g. What one child considers bullying, another may be unconcerned). Staff must take time to listen.
Often bullying continues outside school, e.g. on the way home. It is important that these incidents are also brought to the attention of the Head teacher as these affect the ongoing care of the children and the reputation of the school on a wider scale.
This policy statement will be reviewed within the framework of the School Development Plan. | <urn:uuid:1b4f13e8-807f-47d6-9e81-7f3c14b29464> | CC-MAIN-2019-26 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1939573/user/YKNdenLwj7?response-content-disposition=attachment%3Bfilename=Anti_Bullying_Policy_2017.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1561481640&Signature=w226LmeIoZaTCp7OHAQ5D%2F46Wu0%3D | 2019-06-25T04:54:01Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00508.warc.gz | 586,496,441 | 357 | eng_Latn | eng_Latn | 0.997453 | eng_Latn | 0.997453 | [
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Where can I find more information about pressure ulcers?
Healthcare workers have formed special groups that work together to better understand pressure ulcers. There is a special group called the National Pressure Ulcer Advisory Panel (NPUAP) that provides advice for health workers and the public on pressure ulcers. You can find more information at www.npuap.org
www.npuap.org
How can you help STOP pressure ulcers?
When you sit in a chair or lie in bed and don't move you may have noticed that your skin feels uncomfortable or even painful. When this happens, you change your position to stop that uncomfortable feeling.
Many people are unable to take this simple step of changing position. They may be ill, be calmed (with medicine) during a surgical operation or unable to notice the uncomfortable skin feeling. Skin is fed by our blood supply. If we stay in one position too long without moving, blood can no longer get to the skin at the parts of our body where we sit or lie down. When this happens the skin can die and a wound in the skin happens. These wounds were once called bed sores (from not moving enough in bed) or decubitus ulcers. Today health workers call these injuries pressure ulcers. Ulcer is the word for an open sore on the skin that may be close to the skin surface or deep down to the bone. Sadly pressure ulcers are very common and many people may know of a family member or friend who has had a pressure ulcer.
Am I likely to get a pressure ulcer?
You can avoid getting a pressure ulcer by often changing your position when you sit in a chair or lie in bed. Anything that stops you from making these small movements may make you at risk for a pressure ulcer.
* You are ill and have to stay in bed or a chair either at home or in a hospital.
Think about pressure ulcers when -
* You cannot move because of your illness.
* You cannot move because it is too painful.
* You cannot move because of your medical condition.
* You are going to have long surgery that may take longer than three hours.
If these events happen to you talk to your doctor or nurse about what they will do to stop a pressure ulcer from developing.
Some people have to live with the risk of pressure ulcers occurring. These are people that use a wheelchair to get around or have a medical condition that keeps them in bed. In these cases, health workers will give advice and assistance to help the person. The health workers may give advice to the person's family and friends, to help stop a pressure ulcer from occurring.
How do you stop pressure ulcers?
If you are at risk to develop a pressure ulcer, then your doctor or nurse will help you to take steps to stop the pressure ulcer from happening. They may help you change your position at regular periods of time. They may provide special beds and cushions that help to protect your skin. They may look at other factors that may weaken your skin.
* Attention to your eating habits
These factors can include:
* Management of your sweating
* Management of your skin cleansing and care
* Management of your bladder or bowels
What if I have a pressure ulcer?
Sometimes it is not possible to prevent a pressure ulcer from developing. Your doctor or nurse will use actions to help the ulcer to heal such as special cover dressings. It is important that the steps taken to try and stop pressure ulcers from developing continue to be used during the treatment of your pressure ulcer. Ask your doctor or nurse how they are going to treat your pressure ulcer. | <urn:uuid:6843706b-d0d4-4972-9316-858db949d320> | CC-MAIN-2019-26 | http://carewise.carecareerssuffolk.co.uk/uploads/files/STOP-PU-Day-Patient-Guide-color-2015.pdf | 2019-06-25T03:21:28Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00513.warc.gz | 29,677,748 | 734 | eng_Latn | eng_Latn | 0.998253 | eng_Latn | 0.998915 | [
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KING FAHD UNIVERSITY OF PETROLEUM AND MINERALS DEPARTMENT OF MATHEMATICS AND STATISTICS MATH 102 - QUIZ 1
Name:
Student ID #:
Question 1. Identify the path of the particle whose motion is described by the parametric equations
Sketch the portion of the path traced by the particle with the direction of motion.
Question 2. Set up, but do not evaluate, an integral that represents the area of the surface obtained by rotating the parametric curve
from the point (0, 0) to the point (π, 2) about the y-axis. Simplify your answer.
Your Solution. | <urn:uuid:2965d35b-3c6a-4b4a-bb91-90b7da0d41aa> | CC-MAIN-2019-26 | https://mathfiles.kfupm.edu.sa/data/files/mathonly/coursefilesdata/141/MATH201_141_02_Q1.pdf | 2019-06-25T03:22:26Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00513.warc.gz | 510,244,270 | 135 | eng_Latn | eng_Latn | 0.964137 | eng_Latn | 0.964137 | [
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Bullying
Bullying can come in a lot of ways, but it often comes in one of four forms:
* Social: Spreading rumors, leaving people out of activities, and turning on friends
* Verbal: Includes name calling, teasing, and racial or ethnic slurs
* Physical: Includes hitting, punching, shoving, and other physical abuse
* Cyberbullying: Negative comments on Facebook, Twitter, texting, and email
*
Why It Happens:
Hurt People Hurt People: Oftentimes, people who bully others are acting out of some hurt they have experienced.
What to do About Bullying:
2. Don't Retaliate: Do NOT seek revenge. Choose to forgive them and seek to resolve conflict and not avoid it.
1. Ask for help: Speak with an authority figure such as a teacher or guidance counselor at school or a supervisor at work.
3. Seek Advice: It might be wise to sit down with a professional Christian counselor and/or trusted adult to talk through the effects of bullying.
4. Pray: Ask God to help you and give you confidence in Him and "pray for those who persecute you" (Matt. 5:44).
Deuteronomy 31:6 says, "Be strong and courageous. Do not be afraid or terrified because of them, for the Lord your God goes with you; he will never leave you nor forsake you." God is always with you. You can turn to Him and trust Him with everything in your life.
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105 Store and retrieve information
Summary
Use a manual or electronic information system to store and retrieve information.
You will apply the following skills:
* Planning
* Reading
* Organising
* Writing
Performance Indicators
You will:
Process information
1. Collect required information
2. Follow agreed procedures and legislation for maintaining security and confidentiality
3. Store information accurately in approved locations
4. Update information as required
Retrieve information
5. Confirm information for retrieval
6. Comply with procedures and legislation for retrieving information
7. Locate and retrieve the required information
8. Report problems with information systems
Knowledge
You will know:
1. Why it is important to store and retrieve information effectively and efficiently
2. The different information systems and their main features
4. Why it is important to confirm information to be collected, stored and retrieved
3. Legal and organisational requirements covering the security and confidentiality of information
5. The methods you can use to collect required information
6. The procedures you should follow to retrieve information
7. The types of problems that occur with information systems and who to report them to
105 Store and retrieve information
©2007 CfA
* Using number
* Using technology
* Communicating | <urn:uuid:63159900-bfeb-4ee7-a080-e85a8d37a470> | CC-MAIN-2016-44 | http://www.sqa.org.uk/files_ccc/105_store_retrieve_info.pdf | 2016-10-21T20:19:00Z | crawl-data/CC-MAIN-2016-44/segments/1476988718303.21/warc/CC-MAIN-20161020183838-00276-ip-10-171-6-4.ec2.internal.warc.gz | 729,107,745 | 254 | eng_Latn | eng_Latn | 0.95927 | eng_Latn | 0.95927 | [
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Brighton Blueprint Brighton Blueprint
2016
2016
Building on our tradition of excellence – planning for the future. Building on our tradition of excellence – planning for the future.
Why are we here?
* We needed a map, a plan, some guidelines
* Lots of great work has been happening!
* We know that will accomplish more if it is more focused and consistent
* We needed predictable and thoughtful approaches to building programs and allocating resources
What for?
* Think of traveling
* Find the most efficient and effective route
* Choose a destination
* A map helps you get there
* Now think of building
* Understand the code and your limitations
* Identify your goals
* Review the data available
* Collaborate on a blueprint that serves as your map in building what you set out to create
* Consider designs
* An iterative, flexible and adjustable process
What's the history at Brighton with this kind of thinking?
* Lots of goals and lots of different models
* Some committees, some driven centrally
* The names are different in each building
* The timelines were different
* The types of goals were different
What did it look like?
* The district adopted broad goals for central work
* Individual building groups developed some annual goals not always connected to the district goals
* The district goals didn't connect efforts in the buildings
* Moved to a system where district goals drove some building work
* Building goals were communicated and updates were provided publicly at regular intervals
* A system was in place
Then what happened?
* The priority areas emerged. Essentially we said that the district should be focused on:
* Safety, Health and Wellness
* Early Childhood Programming
* Rigorous Coursework for All Students
* Creativity and Innovation
* Ongoing Systems for Continuous Growth
* Instructional Technology
* Building goals addressed these areas and others as needed
* We were a little more focused on the big picture
So what did you do?
1. Research and Development: 2 surveys, followed by focus groups
* Concept was to learn about how people felt we were doing then dig deeper into how we could improve
* Focus groups were intended to clarify some of the areas that came back as questionable
2. Planning/Preparation Phase: Analysis of the Results
* Internal review of the material
* Team formed
* Discussion of how best to take that information and develop the plan
* Materials developed
* Concept was honed
What came next?
3. Blueprint Retreat Phase:
* Approximately 50 stakeholders including staff members, teachers, parents, administrators, and the Board of Education met in June to review community feedback, current district data and information regarding 21 st century schools and new approaches to teaching and learning. Using that information the group developed the "what's" or the strategies for accomplishing our goals in each priority area. The group affirmed the priorities and framed their discussions on guiding principles based on the district's mission and vision.
4. Blueprint Implementation:
* The Board of Education and Leadership worked together to revise the retreat ideas and to develop action steps to address the "when" and the "how" the work would be done.
Blueprint Overview:
* Mission, Vision and Decision Making Structures are described in detail at the end of the plan.
* The District will continue to focus efforts and resources on the priority areas: Safety, Security and Wellness, Rigorous Coursework for all Students, Creativity and Innovation, Early Childhood Education, and Instructional Technology.
* Each Priority Area has a list of strategies that are planned in order to accomplish our goals in that area. Each strategy has a plan that accompanies it. 19 strategies are to be addressed during the 2016-2017 school year. Others have been planned for future years.
* Regular updates will be provided to the Board of Education and Community. Recommendations will be made through the appropriate committee structure and on the timeline indicated in the plan.
Next Steps:
1. Communicate to staff and school community.
2. Introduce plans at the district, building, and committee level.
3. Develop specific committee plans
4. Regularly report progress
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Chapter 26
1- Consider the circuit shown in the figure. If C1 = 1 micro F, C2 = 6 micro F and C3 = 3 micro F, what is the charge on C3? [3 micro C]
2- A 2.5 micro F capacitor, C1, is charged to a potential difference V1 = 10 V, using a 10 V battery. The battery is then removed and the capacitor is connected to an uncharged capacitor, C2, with capacitance of 10 micro F. What is the potential difference across C1 and C2, respectively? [2 V, 2 V]
3- A parallel-plate capacitor has a plate area of 0.2 m 2 and a plate separation of 0.1 mm. If the charge on each plate has a magnitude of 4.0*10 -6 C the electric field between the plates is approximately: [2.3*10 6 V/m.]
4- A 2 micro-F and a 1 micro-F capacitor are connected in series and a potential difference is applied across the combination. What is the ratio of the potential difference across each of them? [ The 2 micro-F capacitor has half the potential difference of the 1 micro-F capacitor]
5- Capacitors A and B are identical. Capacitor A is charged so it stores 4 J of energy and capacitor B is uncharged. The capacitors are then connected in parallel. The total stored energy in the capacitors is now: [2 Joules].
6- Find the equivalent capacitance of three capacitors connected in series. Assume the three capacitors are: C1 = 2.00 micro-F, C2 = 4.00 micro-F and C3 = 8.00 micro-F. [1.14 micro-F].
7- An air filled parallel-plate capacitor has a capacitance of 1.00*10 -12 F. The plate separation is then doubled and a wax dielectric is inserted, completely filling the space between the plates. As a result the, capacitance becomes 2.00*10 -12 F. The dielectric constant of the wax is: [4.00]
8- In figure (2), find the charge stored by the capacitor C3 if the potential difference across the battery is 10.0 V. Use the values C1 = C2 = 2.0 micro-F and C3 = 4.00 micro-F. [20 micro-C]
9- Two concentric spherical shells of radii 10 cm and 5.0 cm are charged to a potential difference of 20 V. How much energy is stored in this spherical capacitor? [2.2*10 -9 J]
10- A parallel-plate air-filled capacitor, of area 25 cm**2 and plate separation of 1.0 mm, is charged to a potential difference of 600 V. Find the energy density between the plates. [1.6 J/m 3 ]
11- A parallel-plate capacitor has an area A and a separation d. Find its capacitance if it is filled with two dielectrics as shown in figure 3. [Co is the capacitance of the air-filled parallel-plate capacitor. K1 = 3 and K2 = 1.5 are the dielectric constants] [2*Co]
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Magnetism Activity Sheet
1. True or False: Magnetism either attracts or repels.
2. True or False: You can stick a magnet to a tree.
3. What are some examples of nonmagnetic materials?
_________________________________________________________________________
4. What types of metals are magnetic?
_________________________________________________________________________
5. What affects a magnets pull?
_________________________________________________________________________
6. What are the positive and negative sides of a magnet called?
_________________________________________________________________________
7. What happens to the poles if you cut a magnet in half?
_________________________________________________________________________
8. How does a magnet pull on an object without touching it?
_________________________________________________________________________
9. True or False: The Earth is a giant magnet.
10. Where are the magnetic poles on Earth?
_________________________________________________________________________
11. Why does a compass needle always point north?
_________________________________________________________________________
12. What is the relationship between electricity and magnetism called?
_________________________________________________________________________
13. Why do people use electromagnets?
_________________________________________________________________________
14. Draw your own version of Magnetism.
ANSWERS:
1. True.
2. False.
3. Wood, glass, plastic, rubber, silver, titanium.
4. Iron and nickel.
5. Distance. Magnets only attract objects that are relatively close.
6. North pole and south pole.
7. Each separate piece still has two poles.
8. Every magnet is surrounded by a magnetic field, which is invisible.
9. True
10. One pole of the magnet is in the Arctic. The other pole is in Antarctica.
11. A compass needle always points north because it is a magnet.
12. Electromagnetism.
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Classical Roots Crossword
Solve the crossword using the list of words and the clues.
rational norms theory logic successor thesis concentration classical precise whereas military physical normal scope philosophers persistent assume consistent dominate consumer ambiguous enormous ideology analogous emerge
Across
Down
6. huge
7. to come out of
8. standards
9. a person who uses resources
10. accept something as fact without checking it out
12. mental effort or focus
14. thinkers
16. comparable, corresponding
17. determined
20. related to armies
21. reasoning
22. unclear, can be understood two ways
23. a conjuction showing contrast
1. proposition (proposed idea)
2. to control
3. major way of looking at a subject
4. usual or regular
5. extent of one's view or idea
11. remaining the same over time
12. originating in ancient Greece or Rome
13. a belief-system
15. one who takes the place of another
17. material, natural
18. reasonable or thoughtful
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* Guilty
Self-Help Access in Routine Primary-Care
Depression – The 'Vicious Cycle' that Keeps it Going
People who get depressed often think in a negative way.
'I'm useless.'
'No one cares about me.'
'Things will never get better.'
It can be difficult to tackle these negative thoughts. They are usually:
* Automatic – they just pop into your mind.
* Not true – there's no evidence for them.
* Unhelpful – they keep you feeling depressed.
* Believable – so you accept them as true.
* Persistent – it's hard to get them out of your head.
Negative thoughts can stop you from getting on with your life. You then feel even worse, and trigger yet more negative thoughts about yourself. This sets up a 'vicious cycle', which keeps the depression going.
The diagram below shows a vicious cycle in action. These cycles can often be triggered by things beyond our control, such as ill-health or stress from the outside world such as work, family or other personal problems.
Self-defeating thoughts
I can't cope. Everything's getting on top of me. There's no point in doing anything. I just don't have the energy. Nobody cares anyway.
Self-defeating moods
Self-defeating physical symptoms
* Tired / sleeping badly
* Helpless
* Worthless
* Hopeless
* No energy
* Tense
* Aches and pains
Self-defeating behaviour
* Stop going out, or seeing people
* Stop going to work, stay in bed
* Stop doing things you usually enjoy
Talk to your guide to work out whether you might be caught in a 'vicious cycle' like this. Your guide will be able to offer you more leaflets to help you decide how to break out of your 'vicious cycle' by making different choices about what you think, what you do and what help you might be able to get from other people.
S|H|A|R|P is a joint initiative between The University of Huddersfield and South West Yorkshire Partnership NHS Foundation Trust.
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Careers Education Policy
| Reviewed by (SLT Lead): | Careers Co-ordinator (VF) (AHT Student Development ADL) |
|---|---|
| Governor Sub Committee Link: | David Thompson |
| Adopted by Governing Body on: | |
| Displayed: | Website / HR & Personnel Handbook / Staff Handbook / Learning & Teaching Handbook |
| Next Review: | November 2020 |
1. Purpose:
To demonstrate that Gosford Hill is committed to providing Careers Education, Advice and Guidance to all students through the curriculum and organised activities. It is currently improving provision for students from year 7 – 13. Our Careers Guidance will focus on the specific needs of the individual student to promote self- awareness and personal development. We aim to provide current and relevant information to enable each student to make informed decisions about their future, and present this in an impartial manner, be confidential and differentiated to suit the requirements of each individual student.
2. Aim:
- For all students to leave the schools with the skills and knowledge required to support their entry into further education or employment.
- Students will receive impartial and confidential careers education and guidance, integrated into their experience of the whole curriculum, based on partnership with their parents or carers
- Actively promote parent/carer involvement through events, forums and ensuring access to information throughout the year
- Promote equality of opportunity, diversity and inclusion, whilst also promoting the best interests of the students to whom it is given
- Differentiate activities to ensure any SEND students have access to the same opportunities/resources
3. Procedures and Practice
Careers Education, Information, Advice and Guidance (CEIAG) will promote the following to all students:
- Self-development – assessing their strengths and weaknesses to inform future learning and work choices and develop positive self-esteem. They will understand themselves and the influences on them.
- Career exploration through the provision of a wide range of resources: computer software, books and leaflets, posters and access to impartial careers guidance, including technical and apprenticeship pathways.
- Work place experience through the Year 10 Work Experience week.
- Independent investigation.
- Progression planning through the provision of Information and Guidance (IAG) from external careers advisors ('Adviza'), support across the curriculum, organised progression activities and events e.g. S.T.E.M. and parent forums, and association with local colleges and businesses e.g. EBP Alliance, 'business breakfasts' and work experience. Developing understanding of the changing nature of work, learning and career choices, including the full range of post-16 education or training options, including apprenticeships.
4. Roles and Responsibilities:
- The careers programme is overseen by the SLT lead for CEIAG; delivered by staff and co-ordinated by the Careers Education Co-ordinator. Clear links are made with the school's wellbeing/PHSE programme, Equal Opportunities, Health and Safety and Students with SEN and Disabilities.
- Careers resources, available in the careers library and learning centre for all students, are relevant and up- dated regularly by the careers co-ordinator. Access to the internet is easily available. Participation in activities, both in school and off-site, provide employer contact and further information.
- The programme varies between each year group and the school works with a local provider ('Adviza') to ensure that there are individual careers interviews for targeted Year 11 and 12 students and also careers information, advice and guidance within RPE (PHSE) lessons and student development time for every Year 11 and sixth form student.
- Careers focused activities delivered through the PSHE curriculum are provided and managed by the Curriculum Leader responsible for PSHE/Citizenship and CEAIG. This will include activities about work to develop knowledge and for work to develop skills.
- The SLT lead and curriculum leader will be responsible for the monitoring, review and evaluation of the programme. Students will be consulted on the impact of the CEIAG programme and changes may be made as a result. Auditing of the whole school approach will also take place and support offered where required.
- Governors have a crucial role to play in connecting their school with the wider community of business and other professional people in order to enhance the education and career aspirations of pupils. This includes helping secure speakers, mentors and work experience placements, all of which can help engage employers in the school and in turn potentially lead to them providing new skilled governors.
The board should:
- Ensure that the advice and guidance provided is impartial, includes information on the range of options (including apprenticeships and other vocational pathways) and promotes the best interests of the pupils to whom it is given.
- Provide clear advice to the headteacher on which a strategy for advice and guidance can be based that is part of a clear framework linked to outcomes for pupils
- Consider the importance of providing pupils with access to inspiring activities through sustained contacts with employers, mentors and coaches.
- The board can refer to departmental advice, which sets out some common features of inspirational, high quality advice and guidance. Source: Governance Handbook November
5. Monitoring and Review:
By the end of year 7:
1. I will be able to describe myself, my strengths, and preferences
2. I will be able to tell positive stories about my wellbeing, my progression and achievements
3. I will be able to explain how I have benefited as a learner from careers, employability and enterprise activities and experiences
4. I will be able to describe the different ways of looking at people's careers and how they develop
5. I will be able to identify and make the most of the support around me
Monitored and reviewed through academic tutor time, regular reports, parents evening.
By the end of year 8:
1. I will be able to explain how I have benefited as a learner from careers, employability and enterprise activities and experiences
2. I can identify different types of work and why people's satisfaction with their working lives can change
3. I will be able to describe the organisation and structure of different types of businesses
4. I will be aware of what labour market information is and how it can be useful to me
5. I will recognise the qualities and skills that can make me employable and will have evidence of those I have demonstrated both in and out of school
6. I will know how to look at the choices and opportunities open to me when I reach a decision
Monitored and reviewed through academic tutor time, regular reports, parents evening
By the end of year 9:
1. I will be able to explain how I have benefited as a learner from careers, employability and enterprise activities and experiences
2. I will identify and make the most of the of support around me, including how to use careers information, advice and guidance and know the difference between being objective and bias
3. I will know how to look at the choices and opportunities open to me when I reach a decision
4. I will know how to negotiate and make plans and decisions carefully to help me get the qualifications, skills and experience I need
5. I will have a better understanding of the full range of 14-19 opportunities for progression
6. I will show that I am able to be positive, flexible and well-prepared at transition points in my life
Monitored and reviewed through academic tutor time, regular reports, parents evening
By the end of year 10:
1. I will be able to review and reflect on how I have benefited from careers, employability and enterprise activities and experiences, including the one week block work experience placement
2. I will recognise how I am changing, what I have to offer and what is important to me
3. I will be able to show how I continue to develop the qualities and skills I will need to improve my employability
4. I will be able to research my education, training, apprenticeship, employment and volunteering options and looking at the best progression options
5. I will know my rights and responsibilities in a selection process and the strategies I can use improve my chances of being chosen
Monitored and reviewed through academic tutor time, regular reports, parents evening
By the end of year 11:
1. I will be able to review and reflect on how I have benefited from careers, employability and enterprise activities and experiences and show that I have acquired and developed qualities and skills to improve my employability
2. I will be able to research my education, training, apprenticeship, employment and volunteering options and looking at the best progression options
3. I will be able to find relevant labour market information and know how to use it when planning my career
4. I will build on and make the most of the support around me, including how to use careers information, advice and guidance and know the difference between being objective and bias
5. I will know how to make plans and decisions carefully including how to solve problems and deal with influences on me appropriately
6. I will review and reflect on previous transitions to help me improve my preparation for future moves in education, training and employment
Monitored and reviewed through academic tutor time, regular reports, parents evening
6. Sources and References
9
-
- Local Education and Business Alliance projects
Progression routes and careers revisited through individual evaluation plan
| 10 | Work Experience + preparation and debrief Careers interviews , 1:1 and group, self referral / tutor request Assemblies Careers interviews, 1:1 and group to support Work Experience Sixth Form introduction PSHE / RPE lessons on WExp focussed Summer Careers Enrichment activities University visits eg Physical Sciences at Birmingham Passport days Tutor mentoring Career Fair Visits Sign posting to careers web during academic tutor time Introductory Assembly on Careers Provision/Careers Web Access to careers library Careers co-ordinator and or Advisor attendance at parents evening |
|---|---|
| 11 | Careers interviews , 1:1 and group target to specific students ( RONI, HOH requests/self- referrals + those not secure in centre of Venn) 6th Form Information Evening 6th Form interviews , Taster Day and Introduction Day Leaving Home module & money skills Assemblies Tutor mentoring Introductory College visits Careers Fair visits Introductory Assembly on Careers Provision/Careers Web NCS Activities Sign posting to careers web during academic tutor time Access to careers library Careers co-ordinator and or Advisor attendance at parents evening |
| 12 | Careers interviews , 1:1 and group, self referral / tutor request Visit to universities, Year 12 Conference at Brookes University, Ucas Conference Community service UCAS and work advice Enrichment programme-Programme of Career/university related talks Young Enterprise Enrichment week activity Assemblies Tutor mentoring Introductory Assembly on Careers Provision/Careers Web Sign posting to careers web during academic tutor time Access to careers library Careers co-ordinator and or Advisor attendance at parents evening |
13
- Careers interviews , 1:1 and group , self referral /tutor request
- Community service
- Visit to universities
- UCAS and work advice
- Assemblies
- Enrichment programme- Programme of Career/university related talks
- Assemblies
- Introductory Assembly on Careers Provision/Careers Web
- Tutor mentoring
- Sign posting to careers web during academic tutor time
- Careers co-ordinator and or Advisor attendance at parents evening
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Guidelines for Writing
Free Response Essay Guide
These are the steps that you should follow in developing a strong free response essay
1. Underline the verb and do what the verb tells you to do. For example:
1. Relative means to rank.
3. Analyze means to identify motives, make inferences, and find evidence to support generalizations.
2. Evaluate means to make a judgment based on strengths and weaknesses of evidence.
4. Assess means to judge the value or worth.
2. What will be your thesis to answer the question?
3. Come up with three things or categories that will prove your argument.
Sometimes the question already comes with the categories. For example, if I asked you to compare the three different colonial regions that would clearly categorize your essay. Sometimes you have to create your own categories based on the question being asked. For example, as with essay #1 you are expected to know there are three distinct geographic regions from which you can assess the validity: New England, Middle and Southern colonies.
4. Brainstorm.
For each category, write all the factual information that you can think of that is connected to the category. (That is: people, events, dates, laws, ideas, groups, Supreme Court Cases...)
5. Write your essay.
First Paragraph: This should tell the reader what they will find they in the rest of your essay. It is really an outline of your essay. If it is not mentioned in the first paragraph, then it should not be discussed in the essay. A good opening paragraph should make the rest of the essay easy to write.
First Paragraph:
- The next sentence should be a summary of the 1 st category.
- Begin with a general statement that will introduce the reader to the material.
- The next sentence should be a summary of the 2 nd category.
- The very last sentence must contain your thesis statement, which presents your argument by referring to each of the three categories.
- The next sentence should be a summary of the 3 rd category.
.
Second Paragraph:
Third Paragraph:
- Discuss the 1 st category in detail
- Discuss the 2 nd category in detail
- Discuss the 3 category in detail
Fourth Paragraph: rd
Fifth Paragraph:
- This should be your conclusion. Here you will summarize in 3-4 sentences how you proved your argument with the information you provided. | <urn:uuid:d91a19f1-8724-47a7-a43f-208199abd48c> | CC-MAIN-2019-09 | http://mrvertucci.com/pdf/freeresponseguide.pdf | 2019-02-17T06:18:13Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00341.warc.gz | 192,982,665 | 484 | eng_Latn | eng_Latn | 0.982812 | eng_Latn | 0.997784 | [
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Tools
Coping Strategies That Work
In his book Waking the Tiger, Peter Levine says that the painful symptoms of grief "stem from the frozen residue of energy that has not been resolved and discharged; this residue remains trapped in the nervous system and can wreak havoc on our bodies." While grief cannot be truly avoided, there are ways to release this painful energy and find relief. Below are some tools that have been scientifically shown to decrease pain and elevate mood. Healing from your grief will take time—a lot of time—but grieving individuals that engage in these positive coping strategies tend to heal more quickly and effectively, as well as learning how to cope with all the other challenges that life throws their way.
Art Therapy
You don't need to be an artist to create art from the soul. In fact, there is an advantage to approaching creative expression with a beginner's mind. The loss of a loved one and other struggles in our lives create natural opportunities for deeper contemplative exploration, and what we create through art can be a source of amazing insight and healing. Art can make the invisible (such as painful emotions and experiences) visible through external expression. Metaphorical language and story can emerge, giving voice to that which is often difficult to express.
art-making can help to positively alter your mood. Energy and vitality can be increased by a visible expression of suppressed thoughts and memories. It provides an experience of relaxation, reducing stress, anxiety and worry. Art therapy offers a hands-on, active, fun, and productive form of therapy.
Art making engages the whole brain and can stimulate integration of cognitive, feeling and sensory processes. Because art and emotions are closely linked,
To get started, consider a variety of media, including watercolor, tempera (poster paint), acrylics, chalks, crayons, colored pencils, finger paints, and clay. Find the medium that you find most satisfying. Don't worry about composition and the finished product. In art therapy, the process is the product. You may choose to put on soothing music while you create. Enjoy the process and consider giving your finished product a name.
Hope for Healing
Bereavement Services Available:
* Individual grief counseling
* Mending Hearts grief support group:: open to the community. Please call the number below for current schedule
* Educational resources and referrals to groups in your area available upon request.
Contact:
J. Sita Lewi, LCSW, ACSW Bereavement Coordinator Altus Hospice 11233 Shadow Creek Pkwy, Suite 123 Pearland, TX 77584 (281)493-9744
"It is only with the heart that one can see rightly: what is essential is invisible to the naked eye."
- The Little Prince
Journaling
Do you sometimes feel all jumbled up in side, unsure of what you want or feel? Or like you're in the middle of a tornado with thoughts and emotions whirling round and round your head? Grabbing ahold of each of these thoughts and emotions as they fly by and putting them down on solid paper can decrease the dizziness and bring relief. The process goes beyond just keeping a diary or record of daily events—it's about exploring your feelings and thoughts about what is going on in your life and thus getting better in touch with your internal world.
There is increasing evidence to support the notion that journaling has a positive impact on both emotional and physical well-being. It is a remarkable tool for exploring one's intuitions and tapping into one's natural wisdom. Psychologists observe that journaling uses both the right (creative and intuitive) and left (analytical and rational) hemispheres of the brain, thereby supporting a person's natural way of learning and processing information.
It is difficult for some people to express their values and beliefs in normal conversation. And those who can express themselves openly may have difficulty finding someone to listen time and time again. A journal is a place to vent when faced with the overwhelming experience of grief and loss. Writing about anger, sadness and other painful emotions helps to release the intensity of these feelings. Through journaling, you will find that you are better able to clarify your thoughts and feelings, solve problems more effectively, reduce the pain of grief, and change negative beliefs into more life-giving opportunities for the future.
Discover the best time and location for journaling, a private, quiet place where interruptions are unlikely. Go outdoors and near water, if possible. Write about what is happening in your life and how you feel about it. Include your hopes, fears, dreams, and failures. Be honest and the lessons will come.
Through your writing you'll discover that your journal is an all-accepting, nonjudgmental friend. And she may provide the cheapest therapy you will ever get.
"Gratitude unlocks the fullness of life. It turns what we have into enough, and more. It turns denial into acceptance, chaos into order, confusion into clarity. It turns problems into gifts, failures into success, the unexpected into perfect timing, and mistakes into important events. Gratitude makes sense of our past, brings peace for today, and creates vision for tomorrow."
- Melodie Beattie
Meditation/Breathing
Meditation is practical and easy to learn. You don't have to go to some strange place or put on different clothes to do it. And you certainly don't have to pay a fee or join a group or renounce your religion. Meditation can be done while sitting comfortably, walking, dancing, painting, listening to music, stretching, practicing yoga, taking a bath, spending time in nature, reading, praying, or whatever else brings rest to your mind and body.
When we speak of respiration, we literally are saying to take in spirit. The word "meditation" comes from "medi," the same Sanskrit and Greek root that is the origin of our word "medicine." "Medi" means "to take the measure of" and "to care for." The ancients believed that the mingling of breaths, as they called it, was a critical physical and spiritual tool in stabilizing and directing the underlying energy of the body and the mind.
Modern medicine and extensive scientific literature show numerous mental, emotional, and physical benefits of regular meditation and regulation of breath. It has been shown to rebalance the hypothalamic-pituitary-adrenal (HPA) axis, which controls reactions to stress and regulates many body processes, including digestion, blood pressure, the immune system, mood and emotions, sexuality, and energy storage and expenditure.
Studies involving PET scans and MRIs clearly show that meditation quiets the portions of our brain associated with fear, anxiety, and unpleasant thoughts while engaging portions that are intimately connected with happy thoughts and good feelings. It helps us gain perspective on thoughts and ways of thinking that agitate and depress us, while producing a relaxed, moment-tomoment awareness that allows change to happen. Overall, meditation and regulation of breath can bring restoration of physical, mental, and emotional energy and can be a powerful technique to nourish the courage and persistence you will need as you make the journey through and beyond grief. | <urn:uuid:563ce225-0434-46cd-9731-ba62f8b8f03f> | CC-MAIN-2019-09 | http://altushospicecare.com/wp-content/uploads/2016/06/Altus-Newsletter-5.pdf | 2019-02-17T05:48:46Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00341.warc.gz | 14,315,394 | 1,482 | eng_Latn | eng_Latn | 0.998334 | eng_Latn | 0.998438 | [
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Depression – The 'Vicious Cycle' that keeps it going
Negative thoughts are almost always present when we are feeling low or depressed. In that sense, negative thoughts are 'normal' – they are part of feeling depressed, which happens to all of us during our lives. However, if your depression goes on for a long time or keeps returning then it may be your negative thoughts themselves that are triggering your depression, or making it worse or longer lasting.
good / I am useless'), about the world ('Nobody cares about me / every one else is too busy to bother about me') and about the future ('Nothing will change / my life will always be like this')
What makes these thoughts even more difficult to tackle is the fact that they are usually:
1. Automatic – they just pop into your head without any effort on your part.
2. Distorted – they do not fit the facts.
3. Unhelpful – they keep you depressed and make it difficult to change.
4. Believable – it does not occur to you to question or challenge them.
5. Persistent – they are very difficult to switch off or get rid of.
People prone to depression often think in a biased, negative way about themselves ('I'm no
In people prone to depression these negative thoughts can stop you from doing the things that you would normally do. As a result you may feel low or depressed which may trigger more negative, self-critical thoughts. So, a 'vicious cycle' develops that keeps the depression going and makes it worse.
The diagram below shows an example of a 'vicious cycle' at work. These cycles can often be triggered by stress from the outside world – other people giving us a hard time; problems at work; children playing up – or they can be triggered by problems inside ourselves that we cannot control, such as physical illness or chronic disability or health problems. These vicious cycles can also make self-help difficult, so it is important to be aware of them and challenge them.
Self-Defeating Thoughts
There is no point in doing anything. I don't have the energy. I am not in the mood. I'll probably fail if I try. If I try to change and fail, I will only be disappointed, so I might as well not bother even trying. Everything is getting on top of me, I just cannot cope. Nobody else really cares anyway
Self-Defeating Moods Guilty. Helpless. Hopeless. Worthless
Self-Defeating Physical Sensations Tired. Tense. No energy. Poor sleep. Aches and pains.
Self-Defeating Behaviours
Stop doing things, especially things you usually enjoy Withdraw from people, become isolated Stop going to work. Stay in bed | <urn:uuid:3438ee43-923f-4892-95fe-549254394d68> | CC-MAIN-2019-09 | https://primarycare-selfhelp.co.uk/resource/download/20/0 | 2019-02-17T06:21:18Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00339.warc.gz | 703,429,958 | 556 | eng_Latn | eng_Latn | 0.998981 | eng_Latn | 0.998981 | [
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Plato Agora Coversheet
Name
Address
Email
Phone Number_
Category (complete a coversheet for each submitted work):
Poetry
Fiction
Non-Fiction (including essays)
Visual Arts (including painting, sculpture, and photography) | <urn:uuid:35c4828b-c398-4c0c-8afe-78031cd1b3ac> | CC-MAIN-2019-09 | http://platomadison.org/resources/Documents/Agora%20Coversheet%20Fill-in.pdf | 2019-02-17T06:17:12Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00339.warc.gz | 234,725,328 | 51 | eng_Latn | eng_Latn | 0.815692 | eng_Latn | 0.815692 | [
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Oak Class Autumn 2018 Mrs Dawson
English
Main Text: Wonder by R. J. Palacio
Whole class guided reading, as well as regular independent reading Skills: Make predictions – what is the story about, what may happen next, make predictions about the main plot. Infer character's feelings and emotions, using the text as evidence. Editing and improving work.
Capturing ideas: 'What if?' activities, hot seating characters, freeze frame key point in the story, story mountain planning. Writing Opportunities: writing letters, diary entries, non-fiction fact file, debates and balanced arguments
Physical Education
Invasion Games Gymnastics
Personal Social & Emotional Development
Thinking deeply about how our actions impact upon others, celebrating being different and being kind. Consider the effects we as humans have on climate change.
P4C
Using objects, stories, pictures and games to explore opinions, choices, reflection, thinking differently and concepts
RE:
What does it mean if God is holy and loving?
How to help at home:
- Please listen to your child read regularly at home and record this in their planner- we are expecting 5 times per week.
- Practice times tables as often as possible-TT Rockstars is great for encouraging your child.
Mathematics
Daily arithmetic opportunities, as well as regular times table recall and using these skills in everyday Maths
Number and place value-reading, writing, comparing and rounding numbers to 10 million
Mental and written methods on the 4 calculations-addition, subtraction, multiplication and division.
Finding multiples, factors and prime numbers.
Fractions-simplifying, comparing and ordering; adding, subtracting, multiplying and dividing fractions.
Decimals-reading and writing; writing fractions as decimals; multiplying and dividing decimals
Topic
Extreme Earth
Exploring the Earth's extreme climates by investigating climates, and finding out about the hottest, wettest, coldest and driest places on Earth.
Find out about the water cycle, as well as investigating extreme weather phenomena such as tsunamis, tornadoes, and earthquakes.
Design, make and evaluate a waterproof container to protect precious items during a natural disaster.
Exploring Hokusai's artwork 'The Great Wave,' as well as tornado pictures using different media.
Science
Electricity-explaining the importance of major discoveries in electricity; building circuits safely involving bulbs, batteries and buzzers; explaining effects of differing volts in a circuit; planning, carrying out and evaluating an investigation.
Light-recognise that light travels in a straight line; explaining that we see things because light travels from light sources to our eyes; explaining why shadows have the same shape as the objects that cast them. | <urn:uuid:0d6a217d-2fbb-4e2a-850a-2d1b9f904588> | CC-MAIN-2019-09 | http://gargrave.n-yorks.sch.uk/data/documents/Oak-Autumn-2018-Overview.pdf | 2019-02-17T05:23:01Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00340.warc.gz | 101,235,541 | 542 | eng_Latn | eng_Latn | 0.995219 | eng_Latn | 0.995219 | [
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Top tips for healthy teeth and gums
Brush your teeth twice a day with fluoride toothpaste. Once in the morning after breakfast and last thing at night before you go to bed. Spend at least 2 minutes each time you brush.
Use small circular movements to clean your teeth.
Use a toothbrush with soft to medium, multi-tufted, round-ended nylon bristles and a small to medium sized head.
Change your toothbrush regularly every two to three months, or before if the bristles start to splay.
Electric toothbrushes are a great way to clean your teeth. Hold the brush like a flute and slowly move it along the teeth and gums. Most have a timer built in that beeps every 30 seconds so you can easily break the mouth into 4 sections to ensure thorough, even cleaning.
Avoid eating sugary snacks in between meals.
Only drink water or milk in between meals.
Limit sweet food and fizzy drinks to meal times.
Remember that even fresh fruit juice and fruit contain their own natural sugars and acid. Eating cheese after these foods will neutralise the acid environment in the mouth. | <urn:uuid:81b4c253-0389-4d65-ba7e-4626f3d4392e> | CC-MAIN-2019-09 | http://dental-design-clients.co.uk/apple/wp-content/uploads/2017/04/Top-tips-for-healthy-teeth-and-gums.pdf | 2019-02-17T06:10:14Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00340.warc.gz | 63,435,960 | 292 | eng_Latn | eng_Latn | 0.9982 | eng_Latn | 0.9982 | [
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Surfers for Wetlands
Why We Need to Protect the Sarobetsu-genya Wetlands?
What and Where are the Sarobetsu-genya Wetlands?
Sarobetsu-genya is a vast peatland located approximately 40km south of Wakkanai City, the northernmost city in Japan. The Ramsar site covers an area of 2560ha in the central area of this wetland including a high moor. The wetland is separated from the Sea of Japan by the sand dune that runs from north to south in the west.
Why are the Sarobetsu-genya Wetlands so Important?
The two lakes in this wetland are important habitats for breeding waterfowls and migratory birds. They constantly support 1% of the species' population of Middendorf's Bean Goose, and Tundra Swan in East Asia. The wetland is one of the few breeding grounds for Yellow-breasted Bunting as well.
What is Threatening the Sarobetsu-genya Wetlands?
A part of this wetland has become dry because of river improvement and declining ground water level, allowing a rapid spread of bamboo grass and other invasive plants. Therefore, a wetland restoration project has begun.
On November 1, 1992, the Sarobetsu-genya Wetlands became a Special Protection Area of National Wildlife Protection Area covering 2,560 ha designated under the Wildlife Protection and Appropriate Hunting Law. Capture of wildlife is in principle prohibited in the area. It is required to obtain permission from the Minister of the Environment for installation of artificial structure or reclamation of the water.
What Can You Do to Help?
You can volunteer by becoming a wetlands tour guide at the visitor center and educating the public about the importance of preserving these wetlands. Contact information is available through the Horonobe Town Office: www.town.horonobe.hokkaido.jp/
For more information visit www.surfersforwetlands.org | <urn:uuid:8da048ae-9aac-41c6-abff-c4399f66d244> | CC-MAIN-2019-09 | http://surfersforwetlands.org/pdfs/sarobetsu-genya.pdf | 2019-02-17T05:41:32Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00342.warc.gz | 257,785,731 | 408 | eng_Latn | eng_Latn | 0.994151 | eng_Latn | 0.994151 | [
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This is a sample document with some citations [1, 2] and some more citations [3, 4] and don't forget [5, 6] and lastly [7].
Authors
Arara, Jos´e
Avian friendship [3].
Duck, Dickie
Avian friendship [3]
Feathered stunt doubles: 'The Birds' and other films [4]
'Duck and Goose' Cheat Sheet for Students [2].
Ing, Bor
'Duck and Goose': an allegory for modern times? [5].
Macaw, Prof
Annotated notes on the 'Duck and Goose' chronicles [1].
Parrot, A
My Friend is a Duck [6].
Parrot, Polly
Avian friendship [3]
'Duck and Goose' Cheat Sheet for Students [2].
Quackalot, Sir
The Adventures of Duck and Goose [7].
Titles
Articles
'Duck and Goose' Cheat Sheet for Students Avian friendship
Books
'Duck and Goose': an allegory for modern times?
Annotated notes on the 'Duck and Goose' chronicles
Feathered stunt doubles: 'The Birds' and other films
My Friend is a Duck
The Adventures of Duck and Goose
References
[1] Prof Macaw. Annotated notes on the 'Duck and Goose' chronicles. Duck Duck Goose, 2012.
[2] Polly Parrot and Dickie Duck. 'Duck and Goose' cheat sheet for students. Fowl Times, 2(10):15–23, 2013.
[3] Dickie Duck, Jos´e Arara, and Polly Parrot. Avian friendship. Fowl Times 7(5):1032–5, 2018.
,
[4] Dickie Duck. Feathered stunt doubles: 'The Birds' and other films. Duck Duck Goose, 2016.
[5] Bor Ing. 'Duck and Goose': an allegory for modern times? Duck Duck Goose, 2010.
[6] A Parrot. My Friend is a Duck. Duck Duck Goose, 2012.
[7] Sir Quackalot. The Adventures of Duck and Goose. Duck Duck Goose, 2011. | <urn:uuid:79f6fc4b-f9d1-4f8d-8178-82fb0c2b80e8> | CC-MAIN-2023-40 | https://rsync.nic.funet.fi/index/TeX/tex-archive/support/bib2gls/examples/sample-citations.pdf | 2023-09-29T04:51:17+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00406.warc.gz | 534,719,259 | 469 | eng_Latn | eng_Latn | 0.879206 | eng_Latn | 0.913152 | [
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Book Title: Falling Star (Timeline Series)
Authors: Robert Cutting
Illustrated by: Drew Ng
Annotation:This book is part of a series of multi‐textual graphic tales for readers in older grades.Falling Staris the story of the adopted son of Standing Bear (band of Chief Sitting Bull) and his experiences watching the demise of the traditional way of life of the Lakota people. It also describes how Chief Sitting Bull came to stay in Canada for a time. This is an excellent resource for a guided reading program as one book contains multiple genres of texts: graphic tale, informational, timeline etc.
Concepts at a Glance:traditional life, war, courage, resiliency, community, graphic tales
Text Set on Lakota people: Crazy Horse’s Vision (Bruchac), Sitting Bull remembers (Turner), Story of Yellow Leaf (Mortimer), Buffalo, This is my Land (Littlechild).
Projects, Ideas and Activities:
1. Read for enjoyment.
2. Teach how to read pictures for additional information.
3. Research to learn more about the Lakota Sioux Nation using historical texts, biography, reference material. Represent visually the information gleaned from the series versus information gleaned through research. What does it tell you about the work that goes into writing a graphic story?
4. Page 41, the people are finding less and less food. Explore the role of the Buffalo in the life of the Plains people including the Lakota Sioux.
5. Explore the ideas of courage and resiliency. In which instances did the Lakota people show these traits?
6. Share times when students showed these traits. Write about them. Make graphic stories about them
7. Google ledger drawings. Use several sources to find out what they were, why and when they began, how they inform us today and other information you find interesting.
8. In what ways are ledger drawings and blogs similar?
9. Make a ledger drawing that shares information about a day in your life.
Falling Star (Timeline Series)‐Curricular Links
Social Studies 7. Toward Confederation
7.1.1 Appreciate the influence of diverse Aboriginal, French and British people on events leading to Confederation.
7.1.2 Appreciate the challenges of co‐existence among peoples.
English Language Arts
2.2 Respond to Texts
(5) Compare characters and situations portrayed in oral, print and other media texts to those encountered in the classroom and community.
(7) Compare the choices and behaviours of characters portrayed in oral, print and other media texts with those of self and others.
3.2 Select and Process
(5‐8) Locate or obtain information to answer research questions, using a variety of sources, such as maps, atlases, charts, dictionaries, school libraries, video programs,
(5‐8) Use a variety of tools, such as indices, legends, charts, glossaries, typographical features and dictionary guide words, to access information.
(5‐8) Determine usefulness and relevance of information for research purpose and focus.
(7) Distinguish between fact and opinion, and follow the development of argument and opinion.
(8) Record key ideas and information from oral, print and other media texts, avoiding overuse of direct quotations.
3.3 Organize, Record and Evaluate
(5‐8) Organize ideas and information using a variety of strategies and techniques…
(6‐8) Make notes on a topic, combining information from more than one source…
Health and Life Skills: Understanding and Expressing Feelings
(4) Recognize that individuals can have a positive and negative influence on the feelings of others.
(5) Identify and use long‐term strategies for managing feelings, etc.
Group Roles and Processes
(3) Encourage fair play.
(5) Develop strategies to address personal rolesandresponsibilities ingroups.
Art: Expression Level THREE ‐ Component 10‐Media and Techniques –Drawing
Continue to explore ways of using drawing materials.
Use drawing tools to make a variety of lines extending beyond previous levels into illusion.
Use drawing to add details, textures, createpattern or suggest volume. | <urn:uuid:f3d042a0-8bc3-40ba-9313-9210be449f3d> | CC-MAIN-2019-09 | http://empoweringthespirit.ca/wp-content/uploads/2014/12/falling-star-1.pdf | 2019-02-17T06:05:32Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00344.warc.gz | 97,114,470 | 1,416 | eng_Latn | eng_Latn | 0.987654 | eng_Latn | 0.991432 | [
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The kids book series that teaches kids to become self-reliant with stories based on good values and messages. In this book, kids learn how to start a business. Book 7 of the Kids Playing Business series.
Jane Cooper in Tajikistan: a travelogue, The Science Behind Football, Volleyball, Cycling, and Other Popular Sports (Edge Books: Science of the Summer Olympics), Life as a Samurai: An Interactive History Adventure (You Choose: Warriors), Empire of the Air: The Men Who Made Radio, Roar!, Asado: A Journey Through Argentine BBQ, A Guide to the Vascular Plants of Florida, Essentials of Dental Assisting - Text and E-Book Package, 4e, An Enquiry Into The Moving Powers Employed In The Circulation Of The Blood: In A Lecture, Delivered At Newcastle, The 28th Of December, 1773, ... By Andrew Wilson, ...,
How to Start Your Own Business. Running your own business is a stressful but good career and life choice. It demands your time and focus. Start by expecting to Wouldnt it be great to be able to quit your job, be your own boss and earn a paycheck from the comfort of your own home? The good news is that with a little A step-by-step guide to starting your own business today. 1. Make Sure Entrepreneurship Is What You Really Want. Decide What Kind of Business You Want. Research Your Idea. Write a Business Plan. Choose a Business Structure. Assemble Your Team. Handle the Paperwork.If youre thinking about taking the plunge and starting a business of your own, there are some key steps you need to take first. Below are some of the top tips I Help and advise on starting your own business in Blackpool.While starting your own business has its advantages, it also has its fair share of challenges. Heres what to ask yourself before you take the plunge. The Complete, 12-Step Guide to Starting a Business. Evaluate yourself. Why do you want to start a business? Think of a business idea. Do you already have a killer business idea? Do market research. Get feedback. 5. Make it official. Write your business plan. Finance your business. Develop your product or service.Starting your own business? Here are 8 steps to get you up and running. The key, regardless of what type of business youre starting, is to be flexible! - 6 min - Uploaded by The School of Life the secret to starting is a business is to have a bold and entirely original idea. For gifts and If youre an aspiring entrepreneur waiting to start your own small business or side hustle, here are plenty of reasons to quit waiting. So to get started, create your own simple, one-page business plan that is a high-level overview of the small business youre about to start.Starting your own business is one of the most powerful ways to take control of your life and make extra money month after month. You can start with just a few Thinking about opening a business but have no cash? Lack of funds So how to start your own business without any money? Lack of funds Start your own business today and learn how being an entrepreneur provides job security, prosperity, and changing the world. Feeling burnt out with your current job and ready to forge your own career? Here are 4 things all entrepreneurs should consider before taking Before you can register your company, you need If you own the business entirely by yourself
[PDF] Jane Cooper in Tajikistan: a travelogue
Books: Science of the Summer Olympics)
[PDF] The Science Behind Football, Volleyball, Cycling, and Other Popular Sports (Edge
[PDF] Life as a Samurai: An Interactive History Adventure (You Choose: Warriors)
[PDF] Roar!
[PDF] Empire of the Air: The Men Who Made Radio [PDF] Asado: A Journey Through Argentine BBQ
[PDF] A Guide to the Vascular Plants of Florida
Page 1
[PDF] Essentials of Dental Assisting - Text and E-Book Package, 4e [PDF] An Enquiry Into The Moving Powers Employed In The Circulation Of The Blood: In A Lecture, Delivered At Newcastle, The 28th Of December, 1773, ... By Andrew Wilson, ...
Page 2 | <urn:uuid:59dfb313-1297-4601-bd92-6b5a03556fcc> | CC-MAIN-2019-09 | http://sammyspetboarding.com/starting-your-own-business-in-2018-3.pdf | 2019-02-17T06:27:48Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00344.warc.gz | 243,331,811 | 888 | eng_Latn | eng_Latn | 0.92331 | eng_Latn | 0.996642 | [
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Different ways to ruin Middle Earth
By Kenshin
Submitted: April 20, 2004
Updated: April 20, 2004
many differnet ways to destroy middle earth
Provided by Fanart Central.
http://www.fanart-central.net/stories/user/Kenshin/2961/Different-ways-to-ruin-Middle-Earth
Chapter 1 - Different ways to ruin Middle Earth
2
Powered by TCPDF (www.tcpdf.org)
1 - Different ways to ruin Middle Earth
1. Tell Gollum you stole thing ring
3. Color Elrond's robes pink
2. Tell Aragorn your stepmom thinks he's hot
4. Tell gimli short people scare you
6. Tell Aragorn that Arwen ran off with Frodo
5. Kick a warg when it's not looking and run really fast
7. Tell the orcs where the ring is
9. Enjoy the results of number 8
8. Intorduce Gandalf to Harry Potter
10. Steal Legolas' bow and arrows and run away
12. Tell Legolas he's fat
11. Introduce the LOTR cast to PS2
13. Enjoy the outcome of number 12
14. Stare at Legolas constantly until he feels uncomfortable
trust me, I'll probably think of more, just enjoy the one's i have so far | <urn:uuid:3a5af23a-62ac-4ed1-ae0d-a54b51f95689> | CC-MAIN-2023-40 | http://www.fanart-central.net/stories/user/Kenshin/2961/Different-ways-to-ruin-Middle-Earth.pdf | 2023-09-29T02:59:45+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00406.warc.gz | 66,496,387 | 294 | eng_Latn | eng_Latn | 0.941779 | eng_Latn | 0.98003 | [
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NCWVCAA Nutrition and Safety May Newsletter
Nutrition/Safety Courtney Cummins
Weekly Newsletter Nutrition/Safety Program Specialist
May Is National Bike Safety Month
According to the National Center for Bicycling and Walking (NCBW), 75% of all bicycle accidents include head injuries due to not wearing a helmet. It is very important that your child, as well as adults should all wear helmets during every ride! The cost of a helmet is minimal compared to the medical bills and grief caused by injury.
What every parent should know…
Wear a properly-fitted bicycle helmet.
Helmets should fit level on the head, low on your forehead, no more than two fingers widths above the eyebrow.
Practice in a low traffic area, such as an abandon parking lot or walking trail.
Use a bike that "fits" your child. Your child should be able to stand over the bike with both feet flat on the ground.
Make sure if riding on the road, to teach road rules…
1. No playing in the road
Topics Discussed
National Bike Safety Month Healthful Choices for Vegetarians Play Safe Outdoors Bus Safety Reminders Celebrate Our Cooks
2. No riding on busy streets
3. Do not ride at night
4. Ride on right, with traffic
5. Stop for all stop signs
6. Always wear your helmet
Does your family eat vegetarian style sometimes or all the time? With smart food choices, your child can get all the nutrients he or she needs. You can do it, without much effort.
- Let the Food Guide Pyramid guide your food choices. As you can see from the above picture… there is lots of variety!
- Include foods with iron and calcium. Your child needs enough of both nutrients to grow properly.
- Offer meals with enough calories or food energy. Vegetarian meals have lots of fiber and not much fat. So make sure good fats and complex carbohydrates are included in the diet for energy for learning and playing.
- Find sources of vitamin B12 and zinc. Use food labels to ensure these are included in the products. Some cereals and soy products for B12 and whole grains, dried beans, tofu and seeds all have a little zinc.
Play Outside… Play It Safe
Children need all the outside time they can get. Fresh air, vitamin D and exercise are all very important for your child's development, but please remember to be safe while playing!
- Always stay with your child for safety's sake. You also have the fun of playing together!
- Protect you child's skin with sunscreen and perhaps a hat- even on a cloudy day.
- Bring water to drink. Even when your family swims and plays in the water, you sweat. So stay hydrated!
- Wear closed toed shoes to prevent foot/toe injuries.
Is your child planning to ride a school bus to school next year? Here are some reminders to help you prepare…
1. During home visits and/or orientation, please ask any questions or concerns you have about your child riding the bus.
2. Always read and review the transportation policies and procedures
for important information on riding agency buses.
3. Talk to your children about the importance of being safe on the bus and get them excited about it!
Celebrate Our Cooks
Between preparing healthy meals for HS/EHS students, adhering to strict nutrition standards, navigating student food allergies, and offering service with a smile, school nutrition professionals are true heroes.
School Nutrition Employee Week is (May 7-11) and we wanted to celebrate the 6 th Annual School Lunch Hero Day on Friday the 4 th !
School Lunch Hero Day provides you with the perfect opportunity to recognize the hardworking professionals in your center's kitchens.
School Nutrition Association (SNA) has partnered with author Jarrett J. Krosoczka, of the "Lunch Lady" book series, to remind everyone—directors, managers, parents, students, and school staff—that school nutrition employees are superheroes that deserve some recognition. To view the video of how to celebrate your cooks visit: https://schoolnutrition.org/snew
Need more info on Nutrition or Safety?
Contact:
Courtney Cummins, Nutrition and Safety Program Specialist
firstname.lastname@example.org
304-363-2170 ext. 122
"This institution is an equal opportunity employer" | <urn:uuid:46b60b28-f2e4-434d-b27c-2f2788c7b65a> | CC-MAIN-2019-09 | http://ncwvcaacorp.net/wp-content/uploads/2018/04/nsnews0518.pdf | 2019-02-17T06:49:14Z | crawl-data/CC-MAIN-2019-09/segments/1550247481624.10/warc/CC-MAIN-20190217051250-20190217073250-00344.warc.gz | 198,501,063 | 894 | eng_Latn | eng_Latn | 0.998685 | eng_Latn | 0.998766 | [
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OPENING PRAYER
OPENING QUESTION
- One of the things we do every class is ask and answer the opening question at the beginning of class – because it helps us 1. Learn more about each other and 2. Helps "warm us up" for some of the ideas in the upcoming lesson. So we're going to do that now.
- So here's the opening question for today's class. I [the teacher] will ask the question and then to give you some time to think of an answer, I will answer first.
- Once I answer the question, we'll go around the circle and each of us will answer.
Middle/High School Sunday School Lessons by
rfour.org
Year 4: Session 8 – Peter
Class 22: Matthew 14:22-33 – Peter Sinks
CONCEPTS that will be covered in the lesson
- Focus a little bit on how "focus" is difficult
- Highlight how sea and storms are a symbol of chaos
- Wrap up with "we fill ourselves with what we focus on"
Materials needed:
1. Video clip (available on rfour.org) from The Office (the American-version TV show)
2. Electronics that show the video clip
3. For the demonstration
- A glass bowl or other container that can hold water and allows for good visibility
- Water to put into the glass bowl / clear container
- At least one, but preferably two, of those plastic eggs that can be opened from the middle, like these
i. Note: These can be difficult to find when not during Easter season. During the off-season, I was able to find them at a dollar store as storage devices for "silly putty"
THE LESSON
- When it's your turn, start with your name and then answer the question to the best of your ability.
- Here's this week's question: If you could have one superpower, what would it be?
INTRO
- We start a new session of stories today.
- The stories in this session will be about the disciple, Peter
- First, we'll look at two stories about Peter while he's a disciple, and then we'll look at the Peter in the story of Pentecost.
- What's helpful about Peter is that he's … normal. He's average.
o He says silly things when he shouldn't say anything (just like in the Transfiguration story)
o He's enthusiastic. When Jesus asks him, "Who do you think I am" Peter says "The messiah!"
o But, as we saw in the story we read where he has his vision, he can learn things, too
- In this session, then, hopefully we'll learn some of what Peter learned
- For instance, one of the things Peter had to learn was how to prioritize and focus on God
- Which is not an easy thing to do – if only because focus is a difficult thing to learn in and of itself
- Especially when there is a lot of stress involved
- Stress sometimes makes us lose track of what's important
- Stress sometimes makes us stop trusting
- Stress sometimes makes us do things we normally wouldn't do
- To help us think about how stress can cause us to make mistakes and act oddly, let's watch the following video clip from the TV show, The Office
- A couple things to keep in mind
o 1. The two characters are on a sales trip and giving out gift baskets – once things take a turn for the worse, the driver is trying to get in the back seat to save the gift basket
o 2. Watch the driver's eyes (in the mirror). You'll see that he eventually stops looking at the road
WATCH MOVIE CLIP
ASK / TELL
- Just before the car goes in the water, the situation is pretty chaotic – there's an argument and the driver is feeling a little lost. In that chaotic, stressful situation, who/what does the driver pay attention to? (the GPS voice)
o Right – not his eyes or his passenger but the GPS
- After the car goes into the water, what is the passenger's priority? (To save the driver)
- Does the driver seem to want to be saved? (nope. At that point, he's concerned about the gift baskets in the back seat)
- Afterwards, what is the driver referring to when he says, "Good. That's what's important" (being ok)
- What does the passenger then say is also important? (car insurance)
- This was meant to be a silly scene to help us think about how chaotic, stressful situations can make us lose focus, make bad decisions, and then end up in (hot) water – so to speak.
- And, it's exactly what we see happen to Peter in today's scripture story.
TELL / TRANSITION to SCRIPTURE
- Today's story takes place during Jesus' ministry
- And though the story will also explain what happens, I want to more clearly set the scene of the story for you:
o The story begins in the evening, but the bulk of the story takes place at night. What we might forget is that at nighttime, especially when it's cloudy, it is very dark because (remember) there are no electric lights (on the boat or on shore) and if there are clouds, then there would be little available light from the stars and moon
o The disciples are in a small boat, about the size of two couches pushed together end-to-end (give or take a few feet). The boat is probably about as wide as three couches side-to-side.
o The Sea of Galilee is really a lake. But it's decent-sized body of water. It's about 13 miles long and 8 miles wide (depending on where you measure). The waves in the story are probably somewhere between two to 5 feet high and since it's a shallow lake, the waves would be choppy, not swells. This means the waves are mostly close together, and when they hit the boat, they cause lots of spray. And though the boat probably isn't in danger of breaking or flipping over, it's still a scary and miserable experience.
- In all of this, Peter does quite an amazing thing…and then does a very normal thing
- Let's see what happens
READ Matthew 14:22-33 (recommend class reads it out loud; one person per verse)
22Immediately he made the disciples get into the boat and go on ahead to the other side, while he dismissed the crowds. 23And after he had dismissed the crowds, he went up the mountain by himself to pray. When evening came, he was there alone, 24but by this time the boat, battered by the waves, was far from the land, for the wind was against them. 25And early in the morning he came walking toward them on the sea. 26But when the disciples saw him walking on the sea, they were terrified, saying, "It is a ghost!" And they cried out in fear. 27But immediately Jesus spoke to them and said, "Take heart, it is I; do not be afraid." 28Peter answered him, "Lord, if it is you, command me to come to you on the water." 29He said, "Come." So Peter got out of the boat, started walking on the water, and came toward Jesus. 30But when he noticed the strong wind, he became frightened, and beginning to sink, he cried out, "Lord, save me!" 31Jesus immediately reached out his hand and caught him, saying to him, "You of little faith, why did you doubt?" 32When they got into the boat, the wind ceased. 33And those in the boat worshiped him, saying, "Truly you are the Son of God."
ASK
- Verse 22 – Where does Jesus send his disciples? (off in a boat to the other side of the lake)
- Verse 23 – And what does Jesus do? (goes up a mountain to pray)
- What other stories have we heard "go up and mountain and pray"? (Moses and the 10 commandments, Transfiguration, and – a bit of stretch – Peter going up to his roof to pray)
- Verse 24 – What happens while Jesus is praying? (his disciples find themselves in a rough sea)
- Verse 25 – How does Jesus reconnect with his disciples? (he walks on water to get to them)
- Verse 26 – What are the disciples thoughts about Jesus walking on water? (They are terrified and think he's a ghost)
- Verse 27 – What is Jesus' response to their fear? (tells them to "not be afraid")
- Verse 28 – What does Peter then say? (Hey Jesus, if that's really you, let me walk on water too!)
- Does Jesus agree to Peter's request? (Yes)
- Does it work - does Peter walk on water? (It's not super-clear, but yes, he's successful at walking on water before he sinks)
- What happens as Peter is walking on water? What does he notice? (strong wind)
- What happens to Peter directly after he notices the strong wind? (he sinks into the water)
- Verse 31 – How does Peter get out of the water? (Jesus pulls him out)
- And what does Jesus say to Peter? (You of little faith, why did you doubt?)
TELL
- First – even though none of us said "walking on water" would be our superhero power, it certainly sounds like a superhero power, doesn't it?
- But what's interesting is that Jesus isn't the only one who can do it. Peter could do it too. Which means, it is not a superpower
- So, good for Peter for wanting to do and then being able to do, if even for a brief moment, what his teacher was doing. That is Peter being a very good student!
- But then, Peter stops being a good student.
- Peter stops being a good student because he's in a chaotic, stressful situation and it makes him lose his focus and priority
- Peter was doing well because he was focused on his teacher, Jesus, and was listening to Jesus
- But then, once Peter started to pay attention to the chaotic, stressful situation, he shifted his focus (the story says that he "noticed the strong wind and became afraid" and then sank right into that chaotic, stressful situation.
- But the reason Jesus does not sink into that chaotic, stressful situation is because he was praying earlier. He was spending time paying attention to God.
- And because of that that time in prayer, Jesus is able to remain clear-headed during that chaotic, stressful situation.
- Which is why, when Peter re-shifts his attention to Jesus and asks for help, Jesus is there and able to help.
EXPLAIN DEMONSTRATION
- So, not only can chaotic, stressful situations distract us and cause us to make mistakes, they can also get inside of us
- For a good example, think about things you like that you pay attention to, say, certain music or sports – when you do that, then your mind is filled with lots of information about that music or that sports stuff, right? We'll know the lyrics, the names of the bands that play that music, we know the players of the sport, and types of equipment they use, etc.
- Today's story is saying the same thing: If we pay attention to the chaos during a chaotic situation, we get filled with it.
- And what happens when we're filled with chaos? Well, we're going to do a VERY simple demonstration to help us think about this.
DO DEMONSTRATION
- I have here a plastic Easter egg
- And I have a bowl of water
- What do you think will happen if I take this egg, that's filled with air and put it in the water – do you think it'll float or sink? (float! Sink!)
- Ok—now that your opinions are voiced, let's find out
- [put it in the water and watch it float]
- Very good! Now, what do you think will happen if I completely fill the egg with water and seal it back up and then put it in the water. Will it sink or float? (sink! Float!)
- [put it in the water and watch it … settle at the surface]
TELL
- I like this demonstration because it really helps us to visualize what happened with Peter
- First, he was like this plastic Easter egg – filled with air. He was focused on Jesus and filled with the same thing that kept Jesus clear-headed during a chaotic, stressful situation
- But then Peter started paying attention to the chaos (an easy thing to do), and that shift in focus allowed the chaos to seep into Peter – which is why in the story, he doesn't sink to the bottom of the sea, but settles into the chaotic, stressful situation
- But then, because Peter asks for help, he's turning his attention back to Jesus and is able to get back out of the chaotic, stressful situation
- One of the themes we'll repeat during these Peter session is that if it can happen to Peter, it can happen to us too. And that's good news!
- In today's story, the same way Jesus stayed above the chaotic, stressful situation was also available to Peter, and if it was available to Peter, even if it took a few tries for him to get it and understand it, then that means it is available for us too, even if it takes us a few tries for us to get it and understand it.
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Watering Instructions for Trees & Shrubs
"How do I water my new plants?" may be the hardest question for a plant person to answer. Proper watering practices for new plants can be less complicated if you first consider the condition and variety of the plant, environment it's being transplanted to, and the current and longer term weather patterns. Aren't you glad you asked? It is important to know that too much water can be as detrimental to a plant as too little water. The manner in which water is applied can also effect the vigor and survival of the plant. Watering heavily and then not watering the plant again until it wilts can stress a plant at both ends of the scale. If you water too lightly, roots may never develop and/or grow outside of the original root ball.
The next step is to identify the needs of the plant.
* Likes moist soil constantly (few varieties)
* Likes moderately wet soil when watered and allowed to become dry without wilting before watering again (most plants)
* Likes dry soil (few varieties)
* Likes soil constantly wet (pond and bog plants)
Then you must identify the soil type where your plants will be located.
* Sandy - A soil consisting of mostly sand, with poor moisture retention
* Loamy (ideal soil) - A soil combination of clay and enough sand to counteract the undesirable properties of clay, with a significant presence of organic matter
* Clay - A soil with fine particles that become compacted and do not allow much drainage; found in most new developments
Sandy
Dig a hole (minimum 18-24 inches) and fill it with water. If it is sandy soil, the water should drain in seconds. For this type of soil, you want to use drought resistant plants. It is also recommended that you use soil amendments, such as peat, compost, topsoil, or other organic soil conditioners, to increase the water holding capacity. You can also add a polymer, such as Soil Moist, which stores the water as it swells into a gel, holding the water in reserve for when the soil becomes dry.
Loamy
Ideal or close to ideal soil. Dig a hole and fill with water. It should drain in a minute to several minutes. If you have this in your yard, consider yourself lucky. What makes this soil ideal is
Flagg's Garden Center
4320 Bridgeboro Road Moorestown, NJ 08057
Phone: (856) 461-0567 www.flaggsgardencenter.com
having micropores (small spaces) and macropores (large spaces) in the right proportions. Ideal soil should allow air exchange to the roots (macropores) and retain enough moisture (micropores) to support plant growth. When watered properly, 25% of the soil volume should retain moisture and 25% should allow air exchange. If you visualize the volume of soil you're watering (root ball of new plant and surrounding new soil) the amount of water to use each time you water should equal 25% of that total volume.
General guideline for amount of water to use on container and B + B plants in loamy soil, per application:
3 gal & Small B+B = 1 1/4 gallons water
5 gal & Average B+B (30-48") = 1 1/2 gallons water
10 gal & B+B trees and shrubs 6-8' in size = 2 gallons water
20 gal & 2" Caliber Trees = 3 gallons water
Water should be applied uniformly to original root ball. Adjust water amounts accordingly with clay (less) and sandy (more) soil.
Clay
The most prevalent soil in our area and the most difficult to establish plants in. The compaction of this soil slows down root development. The lack of macropores does not allow water to drain through, which minimizes essential air exchange to plant roots. Dig a hole (if digging the hole takes more than several minutes, you may have clay soil) and fill it with water. If the water does not drain in 20 minutes or more, you have clay soil. Clay soil can be amended with topsoil, peat moss, and other organics by mixing them with the existing soil. Clay soil conditioner is also available. This is quite effective if you use it 1 part per 3 parts existing soil. This conditioner is a ceramic which should not break down in soil like other amendments. Planting in burms (raised beds) and raising plants a few inches above the soil line can also be quite beneficial. Don't forget, however, the disadvantages of planting this way - the soil will dry faster during a drought, even after it is well established, and large trees may need to be staked longer to prevent them from blowing over in strong winds.
By knowing your soil type, you should be able to meet the watering requirements of the plants you've chosen. Do not depend on irrigation systems for watering new trees and shrubs. They are great for turf and, when under "normal" weather conditions, for established healthy trees and shrubs. New plants, however, have reduced root systems and it is imperative to water them more thoroughly and uniformly around the original root ball. It is good to keep in mind when planting new plants next to established plants that the new ones will require watering more frequently.
Important points to remember:
* Water thoroughly, but not to excess based on your soil type.
* Do not depend on irrigation systems for watering new trees and shrubs.
* Weather conditions will play a large role in determining when to water. Rainy, cloudy, cooler weather means watering less often. Sunny, windy, and warmer weather requires more frequent watering. In a dry fall/winter season, water new plants through the fall and, when the temperature is mild, through January and February. Watering 1 or 2 times in January and February can make the difference between life and death or health and stress for your plants. | <urn:uuid:ccef6195-b3a7-4aeb-805e-0da3bf9c52e9> | CC-MAIN-2023-40 | https://flaggsgardencenter.com/wp-content/uploads/2018/05/Watering-Instructions.pdf | 2023-09-29T04:50:46+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00410.warc.gz | 276,641,059 | 1,230 | eng_Latn | eng_Latn | 0.998203 | eng_Latn | 0.998172 | [
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Write your name on the cover of the test booklet and nowhere else. Enclose this sheet with the booklet. Failure to follow these directions will cost you 1 point. The test has 100 points (to be scaled up to 170 points) and is scheduled to take 50 minutes. Therefore, expect to spend 1 minute for every 2 points. For example, a 12-point question should take 6 minutes. I cannot give extra time because some students have a class after your class.
SHOW ALL WORK ON ALL PARTS
1) (6 points each) Find the first derivative of TWO of the following.
A) F(X) = (2X +X)(3X+2) 2 2
B) F(X) = (2X +2)/(3X+2) 3
C) If the demand curve is given by Q = (100-P) , then find the slope remembering what is on the axes. 1/2
2) (6 points) For EITHER the utility function in Part A OR the utility function in Part B, find the marginal utility function and determine if there is diminishing marginal utility (MU slopes down.)
2
A) U(Hats) = ln(H )
B)
3) (10 points) Answer EITHER Part A OR Part B.
S A) Solve the equations for the supply and demand using the substitution method. Q = -4 + 6P and D Q = 53 - (1/3)P.
S B) Solve the equations for the supply and demand using the substitution method. 4 = 6P - Q and D (1/3)P + Q = 53.
4) (10 points) Answer EITHER Part A OR Part B.
A) What is the economic interpretation of dTR/dQ, d TR/dQ , and d TR/dQ ? (There are two correct 2 2 3 3 answers for each of the first two. Only one of them will help you with the third one, but I will accept both.) B) Explain the reason why the first derivative test is necessary to find a maximum like when we are maximizing profits. Explain why we need the second derivative test to tell whether it is a maximum or a minimum and why that test works. Note: I am looking for statements like, "The first derivative tells us whether the curve is red or blue. We need to know the color because… The second derivative tells us whether it is sloppy. We need to know if it is sloppy because…"
5) (18 points) Answer EITHER Part A OR Part B.
A) The British government briefly considered creating an infinitely lived bond. Suppose they actually did create one with a face value of £1000 and a coupon rate of 8% paid quarterly. Write the formula for the n present value of each payment, i.e., the a for the sequence of payments. Write the formula for the corren sponding sequence s which shows the present value of the first n payments combined. Tell me how you 1 found out what a and ñ are. Tell me how you would find the internal rate of return if you paid £1010 for the bond. Do not worry about actually finding it.
B) When we did the government spending multiplier in Principles of Macroeconomics, we had government spending $1000, which led the next consumer to spend 90% of that, and which led the next consumer to n 1 spend 90% of that 90%, etc. Write the formula for the sequence of spending, a . How much is a and ñ? n State how you found that. Write the formula for the series s which corresponds to that sequence. Use the properties of a geometric series to prove the series converges. What does it converge to?
6) (20 points) Plot EITHER the graph in Part A OR the graph in Part B. Determine if it is differentiable everywhere. Explain your logic.
7) (24 points) Answer EITHER Part A OR Part B.
A) Suppose a firm has a demand of Q = 2400 - 10P and a total cost function of TC = ½Q +60Q+20. They 2 are constrained to produce no more than 100 items. Find the constrained profit maximizing output. What is the shadow price of the constraint? If the quota was increased by 10, approximately how much would the profits increase?
B) Suppose a monopoly has a demand curve of Q = 100 - 2P and a cost function of TC = 10Q. They are restricted to charging less than $20/unit. Find their profit maximizing price. What is the shadow price of the constraint. If the price was allowed rise $2/unit, approximately how much would the profits rise. | <urn:uuid:18f0abc4-b63e-4bca-bb9f-6a921461e4b4> | CC-MAIN-2023-40 | http://wcsaplarjr.info/s18/205exam2.pdf | 2023-09-29T03:57:52+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00408.warc.gz | 41,481,001 | 1,026 | eng_Latn | eng_Latn | 0.996952 | eng_Latn | 0.997132 | [
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SIR RICHARD MCBRIDE ANNEX ELEMENTARY SCHOOL
2022-2023 - Year 1 School Learning Plan
1. GENERAL SCHOOL STORY
Sir Richard McBride Annex was built in 1963 and borders on scenic Grays Park. Our diverse community is located in Vancouver's Mountain View Neighborhood near East 33 rd Avenue and Fraser Street. Our "small school with a big heart" houses four divisions from kindergarten to Grade 3 with approximately 75 students in total. We are also host to a Start Strong Preschool Program. Most of our students are from English-speaking homes and approximately 8% receive support for English language development. The foundation of McBride Annex are the relationships that exist among the families and the staff. Parents and care-givers value being involved in the daily life of the school by volunteering on field trips, coaching, providing one-to-one reading as well as leading art and cultural activities. The school maintains a focus on social emotional learning that is woven throughout the curriculum.
The strengths of our school are home-school relationships, our awareness of the needs of our diverse learners and our ability to provide opportunities and programs that enrich student learning. We have been focusing on inquiry learning and are supporting students in becoming critical thinkers. It is the hope of staff members that students identify themselves as global learners who view education in a positive way. McBride Annex staff proudly provides a strong foundation in the core areas of the curriculum and is embracing opportunities to experience place-based learning outside of the classroom while incorporating Indigenous Ways of Knowing.
This year, a continued exploration of independence, resilience and positive decision-making supported learners with increasing their self-advocacy skills, practicing a growth mind-set, and becoming agents of their own learning. We have been curious about how these social-emotional skills impact learning outcomes overall.
2. WHAT DO WE KNOW ABOUT THE COMMUNITY OF LEARNERS?
Learners at McBride Annex are confident and enthusiastic. They can be resourceful with encouragement and choice. Inquiry-based learning has given them strength in creative and critical thinking. They are increasingly able to discern between expected and unexpected behaviours. The students love school-wide theme-based projects like The Most Magnificent Thing which has occurred annually.
Leadership has been a particular area of growth at the annex. Students have demonstrated increased responsibility and care in their roles as Lunch Leaders, Library Helpers, and Playground Pals. In addition, students who need support with a task or an activity are more willing and able to request it from one of our leaders.
Our focus on resilience and growth mindset has supported McBride Annex students in building some perspective-taking skills and in building capacity to demonstrate compassion. McBride Annex students enjoy playing together and are inclusive. They feel a strong sense of belonging at our school. Independently solving problems on the sports field can be a challenge and students seek adult intervention immediately when minor disagreements occur. We are working on fostering an increased sense of fair play coupled with perspective-taking and normalizing failure. Students are being supported in seeing errors and mistakes as learning opportunities and together we continue to foster a growth mindset.
3. WHAT EVIDENCE SUPPORTS WHAT WE KNOW ABOUT THE LEARNERS?
Teachers' anecdotal notes of students' core competency skills were coupled with formative and summative assessments of learning.
In general, our learners complete learning tasks with success. We do, however, continue to see students with anxiety-based behaviours that impede their ability to self-regulate, engage and act independently in some circumstances. These behaviours can have an impact on academic and social growth. Students are often driven to complete a learning task as quickly as possible and struggle to self-reflect, self-assess, and revisit their work. Often, they are reluctant to independently seek peer support with a learning task or to make it an example of their best work.
In general, our students, when asked, perceive themselves as doing well both academically and socially. Our EDI data from 2021-2022 reflects the same results. Data previously collected from student surveys revealed that students had a positive, but often inaccurate perception of their learning and social emotional needs.
Using the above noted data collection processes along with behaviour logs, street data, and staff generated formative and summative assessments we noted that approximately:
* 22% of students are not yet reading at grade level
* 33% of students require interventions for writing
* 13% of students require interventions for math
* 34% of students require support self-regulating or making positive decisions
* 22% of students have received social/emotional support from our Area Counsellor
We began asking ourselves:
* How can we ensure everyone thrives?
* How do those who aren't thriving in our community affect those who are?
* How can we work towards equity and excellence in our learning spaces?
* How can we foster the First People's Principle of Learning, that "learning takes patience and learning takes time"?
* How does student well-being impact student achievement?
4. WHAT IS THE FOCUS FOR OUR COMMUNITY OF LEARNERS BASED ON THE EVIDENCE?
It was determined that a school-wide focus would provide benefits to all our learners. We became curious about exploring Universal Designs for Learning in our classrooms and Fair Play for our outdoor learning spaces. This universal approach may bolster students' sense of agency as it provides choice, builds independence and compassion and fosters resilience by providing strategies and coping tools. Further, universal designs, Fair Play and Outdoor Learning may make our classrooms more collaborative and inviting, thereby nurturing an increased understanding of compassion. As such equity-centered classrooms will hopefully evolve, creating conditions where more children thrive in increased ways.
The VSB Education Plan resonates with our focus. The following goals and strategies are most relevant:
1. We will improve student achievement, physical and mental well-being, and belonging by …
* Encouraging students to reach beyond previous boundaries in knowledge and experience.
* Improving school environments to ensure they are safe, caring, welcoming, and inclusive places for students and families.
2. We will increase equity by…
* Eliminating gaps in achievement
3. We will continue our Reconciliation journey with First Nations, Métis, and Inuit by …
* Increasing knowledge, awareness, appreciation of, and respect for Indigenous histories, traditions, cultures, and contributions.
The Big Ideas, Core and Curricular competencies of the new curriculum asks teachers to help learners set goals, reflect, self-assess, and move through the steps of Know, Do, Understand. These processes require a core set of personal and social competencies including resilience, independence, agency, and compassion, both for self and others.
5. INQUIRY QUESTION
We are curious about how the social connection skills that are normally nurtured in the early years at school were impacted by the Covid 19 School Closures and other related measures. Twenty-five percent of our students did not attend kindergarten in-person for a full year. Another twenty-five percent began in-person kindergarten in a classroom with masked teachers and peers. Knowing these students' stories is imperative when planning their learning experiences. Teacher's observations reveal that many students lack the skills to compassionately collaborate and to independently self-regulate.
Optimizing individual choice, fostering collaboration and community, and building age-appropriate coping skills and strategies may allow students to thrive. In addition, it will support teachers in creating space for Indigenous content.
Our inquiry is:
What effect will a school-wide focus on self-regulation and engagement have on the social-emotional well-being of students?
6. WHAT IS OUR PLAN?
We will embrace collaborative planning, instruction, and assessment. Our inquiry will require us to engage in a similar learning process as our students: set goals, plan next steps, reflect and to set new goals.
Year One:
* Set the foundation, schedule professional collaborative time.
* Determine a method to recognize student's strengths and stretches.
* Teach learners to effectively self-assess their progress and products
* Continue school-wide programs that are working: WITS, Social Thinking Skills.
* Reflect on classroom design, routine, organization, and management.
* Explore using RBLM with all students.
* More collaboration and team-teaching with resource teacher; whole class focus.
* Explore Fair Play: Human Rights Toolkit for Children.
* Increased focus on outdoor learning and play-based learning.
* Collect data. Document and share success. Shift focus and fine tune where necessary.
Year Two:
* Evaluate, set new goals, and explore new objectives as required.
* As above but consider implementing UDL to two or three more areas.
Year Three:
* Evaluate, set new goals, and explore new objectives as required.
7. WHAT SUPPORTS WILL WE NEED?
We will need to expand our professional knowledge about programs that are new to us. UDL is entirely new to our staff so Professional Development and collaborative engagement will be key. Exploring other resources that will support our learning will be key: district staff, teacher mentors, publications, etc.
Utilizing Professional Development Days to conduct this important learning along with setting aside collaborative time to plan, share resources and feedback and to support each other will support our efforts.
Our inquiry targets key aspects of the Core Competencies. We know that growth in this area impacts growth in the curricular areas. As educators we will need a growth mindset. We will need to remember that learning takes patience and learning takes time.
8. HOW WILL WE KNOW WE'RE ON TRACK?
Scanning will reveal if students are engaging more readily in their learning and are experiencing increased emotional well-being and increased achievement in learning activities. We will observe an increase in the number of students who are thriving in conjunction with a decrease in adult interventions for off-task and unexpected behaviours. Formative and differentiated assessment with student self-assessment will be used to compare growth to our base-line date. Teacher conversations about what is working and what needs to be adjusted will guide us in fine-tuning our implementation process.
Ongoing data will be collected using self-assessments and student interviews, initial classroom assessments, and a collection of work samples. We will know we're on track when we see growth in Social and Emotional Competencies coupled with academic growth.
9. HOW WILL WE SHARE THIS INFORMATION?
We will use a variety of measures to ensure we are not just informing but are engaging with the parent community. Monthly newsletters are a routine communication that brings together our whole community. Our school website and the bulletin boards in our hallways highlight student's growth and provide ongoing evidence and updates on our school learning goals. We will celebrate our successes! We will explore creating student portfolios with our students to help ensure that they know where they're at and where they need to go next with their learning.
District-wide Indigenous Focus (worldviews): To increase knowledge, acceptance, empathy, awareness and appreciation of Indigenous histories, traditions, cultures, and contributions among all learners.
10. WHAT LEARNING HAVE WE DONE AT OUR SCHOOL TO SUPPORT AND ENHANCE OUR UNDERSTANDING OF INDIGENOUS WORLDVIEWS AND KNOWLEDGE?
In classrooms and in the library, Indigenous content is featured and infused in all our learning. On September 30, The National Day for Truth & Reconciliation, each student participated in a ceremony planting their wishes in our Hearts for Healing Garden. We look forward to this being a tradition in coming years. Our bulletin boards displayed artistic reflections of learning taking place in classrooms around this event. Throughout the year our bulletin boards feature student work that emphasizes their respect for Indigenous Culture and the Host Nations.
During the District Wide Indigenous Enhancement Day, the staff took the opportunity to introduce themselves in their own Land Based Acknowledgement. We explored the ways that the First People's Principles of Learning could be made more relevant at the primary level and began to make plans for how we would enhance students' understanding of Indigenous worldviews and Knowledge. Subsequently, all teachers have participated in Professional Development on Place-Based Learning. Our professional library has been expanded with resources and, most importantly, our students are exploring Gray's Park with fresh eyes and new hands-on experiences. This spring, we enjoyed a school-wide field trip to Stanley Park where we explored and learned alongside a local Indigenous guide.
At assemblies, our practice is to begin with the Indigenous Land Acknowledgement The importance behind these words has been explored in age-appropriate ways with students. We are learning the Coast Salish Anthem and hope to one day soon include that with the Land Acknowledgement at assemblies. We have used the adventures of the cast in Raven Tales to deepen our understanding of Indigenous culture and traditions and, further, to make connections.
A Medicine Wheel Healing Garden is being planted in our schoolyard where red, white, yellow, and black flowers will bloom through different seasons. We hope that in caring for this garden, we can foster a connection to the Medicine Wheel and embrace its teachings as we deepen our appreciation for Indigenous Ways of Knowing and Learning.
11. WHAT EVIDENCE OF UNDERSTANDING OF INDIGENOUS WORLDVIEWS AND KNOWLEDGE HAVE BEEN FOSTERED WITHIN YOUR SCHOOL COMMUNITY?
At the Winter Concert, kindergarten students shared a beautiful, choral Indigenous Land Acknowledgement. Parents shared how touched they were and, moreover, how much hope it gave them about our path to Reconciliation.
Teachers strive to embed Indigenous content and perspective throughout the curriculum. The library is stocked with a wide range of resources available to students and teachers. We are looking forward to building a school-wide tradition to acknowledge National Indigenous People's Day on June 21 st .
12. HOW WILL WE SUSTAIN AND ENHANCE OUR UNDERSTANDING OF INDIGENOUS PERSPECTIVE AND KNOWLEDGE?
At McBride Annex, teachers are committed to ongoing professional development to enrich our appreciation of the role we play in Reconciliation. We have:
* Planted a Medicine Wheel Garden.
* Initiated a staff book club: Namwayut by Chief Robert Joseph.
* Pursuing increased understanding of decolonizing schools.
* Planned more place-based learning activities including field trips with Indigenous hosts.
* Made tentative plans to host an Elder in the year ahead.
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College Guild
PO Box 696, Brunswick, ME 04011
FUNDAMENTALS OF DRAWING
Unit 2 of 4
Perspective Drawing and Elements of Shading
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For many drawings, lines and shapes are all you need to make a complete drawing. However, if you want your subject to look realistic and three-dimensional, you need to give your drawing "volume" or "depth". The piece of paper you're drawing on has two dimensions – height and width. Drawing realistically is about creating the illusion of a third dimension - - depth, sometimes called volume - - on a two-dimensional piece of paper. This is how you can turn a circle into a sphere, a square into a cube, or a triangle into a cone as you see here:
| Sphere | Cube |
|---|---|
To create the illusion of depth, you will use the skills of "perspective" and "shading". When you draw objects with perspective, you can make them recede into space in a believable way. When you draw the light, shadows and reflected light on and around objects correctly, you make them look even more realistic.
Perspective is basically the way objects and spaces appear from a particular point of view. In order to understand the basic fundamentals of drawing in perspective, you'll need to learn a few new terms:
Horizon: If you were outside, the "horizon" would be the line at which the sky meets the land, or the sky meets the ocean. Regardless of your point of view, or your eye level, the horizon would be defined this way and it's generally a distance away from you. The horizon can also be applied inside. Simply, it's the spot in space you see when you're looking straight ahead at your eye level. The horizon, whether inside or outside, is a STRAIGHT horizontal line that extends to each side to infinity.
Perspective Lines: These are STRAIGHT lines that appear to converge at a point on the horizon line. They help establish guidelines for drawing objects in proper perspective.
1
Convergence: The appearance that two or more receding parallel lines will eventually meet is what we mean by convergence. Imagine standing on a railroad track. You know they're parallel, but still the tracks seem to get closer and closer together as they recede in space. In other words, they "converge" at a specific point.
Vanishing Point: The vanishing point is the point on the horizon line where perspective lines converge.
Here's an example of standing up, looking straight ahead, but with the objects below your eye level, or horizon:
Here's an example of sitting down, looking straight ahead at objects that fall at your eye level, on the horizon line:
Keep in mind that it doesn't matter if you're standing or sitting. The horizon will always be at your eye level looking straight ahead. Check out this drawing of a road that seems to disappear into the distance, ending at the horizon at what is called the vanishing point.
2
3
In every perspective drawing you create, you as the artist must determine the viewer's eye level by choosing the position of the horizon line. Remember, this can be an indoor drawing as well as a landscape. You control whether you want your viewers to feel like they're looking at the objects in your drawing from above, from below or straight on. To do this, ALWAYS begin by lightly drawing a horizon line. Make sure it's parallel to the top and bottom of your paper. Then you can place your subjects around that line based on the perspective you want to create.
If you want the viewers of your drawing to feel like they are:
-Looking downward: Draw the subjects BELOW the horizon line.
-Looking upward: Draw the subjects ABOVE the horizon line.
-Looking straight on: Draw your subjects so that they touch or cross over the horizon line.
Here are some boxes drawn all three ways:
Below the horizon line:
Here are some basic rules of perspective drawing:
-All vertical lines will always remain vertical
-When looking at an object directly (not from an angle) horizontal lines will remain horizontal
-Perspective lines will move toward the vanishing point on the horizon line regardless of whether they're above or below the horizon line.
On this page you'll see how an artist might draw a very simple house below the horizon line step by step. Follow each step carefully. Note that the perspective lines are drawn in dotted lines.
4
Exercise #1: Draw a house of your own design that crosses the horizon line instead of being below it. Each step will be the same other than the position of the house crossing instead of below the horizon line. The vanishing point should be at the same place as the drawing above.
Other items such as a mailbox can be added using the same process as you see below.
Does all this perspective information seem a bit overwhelming? That's completely normal. It is a bit complex at first, but if you're patient with yourself, all you'll need is a bit of time and some practice. Remember – out of the perfectionist mode and into the practice mode!
As much as possible, looking at pictures, paintings, photos and drawings others have made, and then identifying the horizon line and the vanishing point, can help you understand this better. Here's a drawing of a living room with normal furniture. How would we find the horizon line and vanishing point in this picture?
5
6
Since this isn't an outside landscape, obviously you don't see where the land meets the sky. However, you can still find the horizon with these steps:
1.Pick an object in the image that has at least one set of parallel lines that recede into space. In this image, you could pick out the tops and bottoms of the TV and windows on the walls, as well as the sofa under the windows. You could also pick out the ceiling and floor receding to the corner of the room. You can see that all of these lines are parallel, but you can also tell they appear to start to converge as they recede, right? Find a horizontal line that's precisely horizontal, not on a slant at all. Did you identify the bottom of the TV on the right side above the chest of drawers? Great! This line, perfectly horizontal, is therefore the horizon line.
2.Take a straight edge – a ruler, the edge of a book or notebook, even a piece of paper folded, for example – place it against the bottom of the painting and draw a line across the room. Now place your straight edge against the other perspective lines (remember, the perspective lines are not vertical or horizontal) and see where they all start to converge. This then is the vanishing point. It will look like this:
Exercise #3: Write a short paragraph describing your feelings and thoughts as you've been exploring the concepts of drawing in perspective and training your eyes to see the different aspects of perspective.
Exercise #4: Draw either a landscape or the interior of a room that has all four elements in it (horizon line, convergence, perspective lines and vanishing point). Make sure you have at least three to five different objects in your drawing.
Shading
We mentioned shading before as another way artists make their drawings appear to be three-dimensional. In order to shade things correctly, you need to understand the concept of "value". Value simply defines how light or dark something is. Think of a scale from one to ten with one being white and ten being black. Between those two extremes are almost an infinite number of values from the lightest lights to very dark. How are these values created? Simple – by the intensity and direction of the light that is hitting the objects in your drawing. Here are four balls (perfect circles or spheres), each with the light shining on them from a different direction:
7
These spheres were shaded with a #2B pencil, but you can use any pencil. You can achieve this same look by shading with the side of your pencil rather than with the point. You can also use the tip of your finger to lightly rub your shading after applying it to make it seem even more smooth and soft.
Exercise #5: Draw four pears and shade them with light coming from the same four directions as above.
Contrast
Another term artists use is "contrast". Contrast refers to the difference in values. For example, something black beside something dark gray would have less contrast than something black beside something white. Understanding contrast and how to use it to create the image you want to create is a technique you'll want to develop. It will help you to highlight those areas on your drawing that you want the focus to be on. That object, or those objects, are known as the "focal point". For example, if you were drawing someone's portrait, and you had the person being drawn sitting at a table with two chairs and a bouquet of flowers on the table, you'd want the person to be the focal point, not the chairs, table or flowers. Check out these two drawings and ask yourself if the one with higher contrast catches your eye more than the one with lower contrast:
Low Contrast
High Contrast
Notice in these drawings, that on the left, with low contrast, everything blends together and nothing really becomes very interesting. With higher contrast, on the right, the same three objects become much more interesting. By adding additional shading, the viewer also knows that the light is shining from the right side of the urns.
Low contrast can be any combination of these:
High contrast can be any combination of these:
1. Light shades with other light shades
2. Medium shades with other medium shades
3. Dark shades with other dark shades
1. Light shades with medium shades
2. Light shades with dark shades
3. Medium shades with much darker shades
Here are some questions to ask yourself that will help you make shading decisions as you look closely at the object or objects you're planning to draw:
1. Where do the darkest darks fall?
2. Where do the lightest lights fall?
3. How many shades do I see in between?
4.What is the lightest overall object or surface in the scene?
5. What is the darkest overall object or surface in the scene?
6. How can I use contrast to draw the viewer's eye toward my chosen focal point?
7.How can I create contrasting shades at the edge of my objects so that I can eliminate the lines around those edges?
Exercise #6: Select something handy – your shoe, a book, a clock, just about anything. Place it on a flat surface and notice where the light is coming from that hits it. Draw the object and then shade it so that the viewer immediately understands from where the light is coming.
Congratulations! You've completed the 2 nd unit in this drawing course. Don't wait for the next unit to arrive – using the terms and processes you've just learned, keep practicing!
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Fiqh of Marriage: Class Six
:الحمد ل و الصلة و السلم على رسول ا و بعد
Continuation of the explanation of the previous hadith
829.
Narrated Abdullah bin Masud, Allah's Messenger taught us at Tashahud in case of some need, which is: “Praise is due to Allah, Whom we praise and
from Whom we ask help, and forgiveness, We seek refuge in Allah from the evils of ourselves. He whom Allah guides, has no one who can lead him
astray, and he whom He leads astray, none can guide. I testify that there is nothing deserving of worship except Allah, and I testify that Muhammad is
His slave and Messenger." Then he would recite three verses.
Reported by Ahmed and at-Tirmidhi and al-Hakim graded it as Hasan.
The Explanation:
We find in this hadith an entire minhaj, or methodology for a successful marriage.
We begin the marriage first by Al hamd, all praise is due to Allah, since all blessings are in origin really from Allah.
'Inna al-hamd u lillah nahmaduhu,' 'Indeed all praise is due to Allah, we praise Him.'
Hamd is praising the praiseworthy for His perfection and noble qualities and essence.
Hamd is different than Thana', which is praising someone for his noble good actions.
And it is different than Shukr, which is thanking someone who did something beneficial for you specifically.
"Wa nastaeenuhu," "And we seek His help,"
We praise You oh Allah and seek Your help, we seek Your help in fulfilling our praise of You, and for all of our needs.
"wa nastaghfiruh," "And we seek His forgiveness,"
We seek Your refuge in case we are not deserving of Your help, and we ask You to remove the barriers, our sins, between us and your help. The alif seen taa root in Arabic refers to requesting something, and here it refers to requesting Allah's forgiveness.
"wa na'adhu billahi min shuroori anfusina," "And we seek refuge in Allah from the evil within ourselves,"
And we seek refuge from the evils of ourselves, which misguide us and mislead us from the way.
"man yahdihillahu fa la midillalah," "Whomsoever Allah guides, none can lead astray."
Guidance is in the hands of Allah.
There are two main types of guidance, General guidance: Hidayah 'aam= explaining and showing the way to others. Allah says,
"Inaka latahdii ilaa siratim mustaqeem." "Verily you are guiding to a straight way."
The other type of guidance is special guidance from Allah, or Hidaya Khass = it is only from Allah.
Allah says, "Inaka laaa tahdee man ahbabt." "You cannot guide whom you please."
We make every effort to guide our families, but also make dua to provide his special guidance and Tawfeeq for the success of our families.
Then the Prophet recited the Shahadatain, acknowledging the Tawheed of Allah and the Messengership of the Prophet, and that all of our affairs and judgements should be referred to Allah and His Messenger, in marriage and otherwise.
Then the Prophet would recite three verses.
We all know that all verses in the Quran have specific meanings in their context, but the three verses are from different surah's, since they form the minhaj for marriage.
Surah Nisaa:
"Ya ayuhan nass" "Oh mankind"
Nass is derived from, nass yanoossu, which means motion and moving about.
"Inna khalaqnakaum:" We have created you, and this covers all people, the whole earth from male and female.
Allah created Adam without male or female, and his wife Hawa without a female.
Oh you mankind, itaqoo rabakum, fear your Lord, who created you from a single soul: Adam.
There are hundreds of centuries between us and Adam, but Allah connects us to our roots. Adam, the roots are one, the branches are many.
And he created from him his spouse. They became two. Then he spread forth from those two all over the earth, men and women. In the end of time there will be one man for forty women.
"Wal Arhaam," Guard your family relations, and fear Allah with your wife's family, or your husband’s family. Be kind to them.
"Inallaha kana 'alakum raqeeba:" Allah is watching you, if you wrong your wife or husband, and do injustice to them.
And the Prophet recited two other verses reminding us in general for the Taqwa, consciousness and fear of Allah, which is the most precious of advice in all occasions.
And Allah knows best.
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ABSTRACT
THE USE OF MOVIE SCRIPT IN TEACHING READING TEXT AT THE SECOND GRADE OF SMP WIYATAMA BANDAR LAMPUNG
BY
ENDAH SAVITRI KUSUMA
This research was conducted to describe how movie script wass used in reading text class and to find out the students' and teacher's problems in using movie script in reading texts. The subject of the reseach was the second grade students of SMP Wiyatama Bandar Lampung. The qualitative descriptive research was applied to describe the process of using movie script in teaching reading text.
The data were collected by using two instruments: classroom observation note and questionnaire for the students. From the result of the research, the researcher found that there were some active and interesting activities in the teaching reading process by using movie script as a media. While the researcher found some problems for the students and the teacher by using movie script in the process of teaching learning reading text.
After the researcher observed the process of teaching learning reading text by using movie script, it was suggested that teacher will be able as alternately apply movie script as a media in teaching reading text class and broad up their way of thinking in all factors that influenced the success of the process in reading text class by using movie script. By using movie script as a media, the teacher can teach the students creatively and inovatively while the students are interested to learn reading text differently. | <urn:uuid:d38bd3f1-9cc0-403f-b1a1-74375ec11aa3> | CC-MAIN-2023-40 | http://digilib.unila.ac.id/13249/1/1-ABSTRACT.pdf | 2023-09-29T03:20:53+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00416.warc.gz | 9,165,953 | 291 | eng_Latn | eng_Latn | 0.998984 | eng_Latn | 0.998984 | [
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Community Agreement
Workgroup norms to work together respectfully and effectively
When you speak, please use an "I statement" to talk about your own experience and what is true for you.
Your voice is important. All are welcome to speak and share in our preferred language – interpreters are available by request.
Make space for others and the experiences they bring; celebrate differences and understand that each member's voice is important.
Understand that when we get advice from others, they mean well and want to help us succeed. If you are feeling hurt, ask questions to better understand where the advice is coming from. When giving advice or feedback use statements like, "I wonder if…" rather than "You should…".
Know that we can feel guilty and are more likely to judge ourselves; be kind to others and ourselves.
Ask ourselves, "Why am I speaking?" -- understand that none of us know everything and together we know a lot.
Understand that there are times to listen and times to speak. When you are unsure, slow down and take time to think before speaking and decide if you are reacting to something or adding to the discussion.
Be curious, ask questions, explore feelings of discomfort, and wonder, "Why am I uncomfortable right now?"
Understand that opinions and facts supported by data are different, and even data can be understood differently depending on our opinions and experiences.
Know that what we experience can change the way we view life and reality.
Check our bias at each stage of our journey.
Use feedback and questions to return to the main idea when the discussion gets lost; report conflict or offensive words and actions right away and focus on the progress of the work.
Make sure that you are being honest with yourself and others. Know that it is ok to say no and understand that we are all sharing space together.
Make sure our shared space is physically and socially available to the best of our ability.
Assume best intentions.
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Course Syllabus
Jump to Today
"Natural light is the only light that makes architecture Architecture…" - Louis Kahn
Time: Thursday, 1100h-1300h
Room: Avery 505
Instructor Consulting
: Davidson Norris, Principal - Davidson Norris, Architect & Carpenter Norris
Contact: T: 212 431 6821 / email: firstname.lastname@example.org
Description:
This course will focus on the daylight as a prime generator and articulator of architectural space. We will start with the key relationship of light to the eye and its perception of light and space. Then we will shift to the primary relationship of the sun to the building over time. Then investigate the basic means by which daylight interacts with and visually articulates architectural space. Then we will focus on architectural means to modulate and control daylight – shading, wall thickness, light traps, glass layering. We will then move on to various perimeter (ex: external reflectors) and core strategies (ex: light pipes) that can provide additional daylight to the interior and drive it deeper. We will then discuss various advanced daylighting systems and technologies (ex: heliostats).
Daylighting analysis methods: conventional and advanced simulations of quantitative conditions
For conventional daylighting analysis we will use the Daylight Factor Method. For advanced daylighting analysis we will use Rhino Diva. Based on Radiance code first developed at Lawrence Berkeley National Labs, now reinterpreted by the Daylighting Lab at MIT, it is the most sophisticated daylighting analysis tool presently available. With Rhino for modeling, Diva is easy to use and delivers both accurate quantitative daylighting analysis but also physics based light renderings. We will use a simple NYC classroom model to develop RD skills and to learn how to interpret and apply RD results to design.
Final daylighting project:
While this is primarily a technical course, it explores daylighting technology and strategies as they apply to the articulation of architectural space. So at its heart are matters of poetry and aesthetics. To this end students will deliver a final daylighting project where they will design a light articulating space of their own choosing.
Daylighting analysis methods: modeling of qualitative conditions
For the final project students will use a more traditional but none the less informative analytical tool: the architectural daylighting model. Because light, as a matter of physics, behaves similarly at all scales but the subatomic, the daylighting model studied outdoors in the sun and under the clouds is critical to our understanding of some of the broad and more subtle interactions of space and light.
Resources/Assignments/Grading
There is no textbook. I will hand out class outlines at each class. Key daylighting references will be on the reserve shelf at the library. Instruction will be take the form of lectures. Homework assignments account for 60% of the final grade. There are no tests or exams but the daylighting model will be a key measure of semester performance and account for 40% of the grade. All assignments are weekly and are submitted to Coursework in 11x17xpdf format. I will review and grade them then post grade and notes to Courseworks by the next class.
Schedule:
01.19 1. Daylight Masterworks
* Course introduction and description
* Case studies: an historical review of important daylighted structures from the hypostyle hall at Karnak to LeCorbusier's Ronchamps.
Assignment: case study. Select a building and present a written and visual description of its daylighting intent and design solutions.
01.26 2. Why Daylighting?
* Daylight and health
* Daylight and productivity
* Daylight and economics
Assignment: case study. See above
02.02 3. Daylight Access
* Sunmask: introduction to solar pathways for the day, month and year
* Sunsurveyor: using a cellphone app to map sunpath on camera view(s)
* Sunshots: using Google Earth to create a site solar access profile.
* Climate consultant: Determining and applying clear vs cloudy sky conditions over time.
Assignment: Develop a solar access profile for the courtyard between Avery and Buell Hall.
02.09 4. Daylight in the Atmosphere
* Daylight interactions with materials: reflection, refraction, transmission
* Daylight and interactions with air, water, ice, dust, magnetic fields in the atmosphere.
* Daylight metrics (luminous flux, illuminance and luminance); light quantification
Assignment: Design a singular space that explains and exploits a singular atmospheric phenomenon.
02.16 5. The Daylight Factor (DF) calculation - introduction
*
Daylight factor
* Sun/earth astronomy/geometry
* Solar altitude, azimuth
* Solar time vs standard time
* Sun angle calculator - introduction
* Daylight factor on external surface
* Sky types and illuminance
Assignment: use the pepperpot overlay on the sun mask to determine the Daylight Factor on the exterior of a NYC classroom in a midrise and shaded NYC tower.
02.23 6. The DF calculation - sidelighting
* Required illuminance
* Preliminary side aperture sizing
* Solar access in the urban context
* Side aperture design
* DF calculation using the sunmask and pepperpot diagram.
Assignment: Calculate the DF for a classroom located in the building analyzed in assignment C5.
03.02 7. Daylight in the Eye – photo-optical mechanics and its limits
* Eye and optics: lens and its focal length.
* Glare as visual liability and architectural potential
* Eye and vision: night (rod) vs day (cone) vision and impact on color.
Assignment: Design an aperture where the bone structure of the face and the limits imposed by it on what the eye can see creates an apparent void that, as an architectural fact, does not exist.
03.09 8. The DF calculation – glass selection and shading
* When to shade or reduce solar gains - the overheated period
* Shading energy impacts using the Façade Design Tool
* Glazing selection using the Facade Design Tool.
* Overhang design using Climate Consultant
* Shading and architectural integration
* Fin design using Climate Consultant.
Assignment: Determine appropriate shading for NYC classroom and its impact on DF
03.16 Spring Break
03.23 9. Rhino Diva I – introduction to daylighting analysis
* Developing the Rhino model and daylight layering
* Assigning materials to the Rhino layers
* Importing the Diva climate data file
* Selecting and locating a viewpoint
* Judging the results
* Running preliminary RD illuminance and luminance maps
Assignment: Develop and import classroom model, assign materials and run Diva illum and lum simulations.
03.30 10. Rhino Diva II – key daylighting metrics
* Introduction of Spatial Daylight Autonomy and Annual Solar Exposure metrics
* How to set up and run RD sDA and ASE simulations
* Grid analysis with RD
* Output explanation and review
* Testing and confirming results.
Assignment: Using classroom model developed in A8, run grid based RD simulations
04.06 11. Rhino Diva III – electric lighting and daylighting dimming controls
* Electric light and energy use
* Different space = different electric lighting strategy
* Light fixture and lamp selection for energy efficiency and color rendering
* Electric lighting and glare
* Daylighting dimming – RD evaluation of energy impact.
* Daylighting dimming and electric lighting – options
Assignment: Develop an electric lighting scheme for the classroom and use RD to test it for daylight dimming.
04.13 12. Sky and Atrium Lighting
* Skylight form
* Skylight baffles and shades
* Skylight throat and reflectors
* Roof monitors and reflectors
* Atrium finishes and skylight structure
* Atrium form and proportions
Assignment: narrative and drawings that describe daylight model
04.20 13. In class presentation of daylight model projects
04.27No class
05.01 14. Daylight model review (preliminary)
* Individual with DN
05.05 15. Daylight model review (final)
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Athlete Eating Guidelines
Focus on the following nutrition principles year-round:
Stay hydrated. Your body is more than 60% water and your muscles depend on water to function properly. A dehydrated body cannot train or compete at its peak. Drink enough so that your urine looks like pale lemonade or apple juice and so that you are urinating frequently throughout the day.
Fuel up before training. Focus on eating lean proteins, fruits and vegetables and whole grains to ensure that your body is prepared for training. Try not to go into a training session with an empty fuel tank. Eat a meal 3-4 hours or a snack 1-2 hours before exercise.
Boost your immune system. Choose foods that are high in antioxi dants such as fruits and vegetables to help keep your immune system healthy and reduce the amount of free radicals that your body builds up during high intensity training. Choose more colorful fruits and vegeta bles such as blueberries, strawberries, kiwis, oranges, broccoli, carrots and sweet potatoes.
Limit fats. Saturated and trans fats can cause inflammation which is the exact opposite of what elite athletes need. Stay away from foods that are processed or fried, and higher fat meats like chicken wings, bologna and pastrami. Choose non-inflammatory unsaturated fats such as olives, avocados, nuts, seeds, and salmon.
Eat to recover. Choose carbohydrate rich foods with some protein within 30-60 minutes of finishing a training session to help your body recover faster. Good choices after workouts include: peanut better sandwich (half or whole), carton of chocolate milk, or a bowl of cereal with milk or yogurt.
Sport products. Sports bars, gels and drinks do have their place in an elite athlete's eating program. Be sure to not over-use these types of products, however, as they can deter body weight goals and can replace more beneficial calories from whole foods. Use sports products before, during or immediately after practice depending on your sport needs and goals.
Nutrition
INFORMATION
A proper eating program is just as important to an elite athlete's success as a training program.
Think of your body as a car...
The foods and drinks you consume are the fuel. Elite athletes are like finely tuned cars that require high quality fuel to achieve optimal performance. Putting low quality fuel into your body can lead to poor health and sub-par performance.
This material was developed by professional sports nutritionists at the United States Olympic Committee. For more information and additional sport performance resources, visit:
www.teamusa.org/resources/usoc-sport-performance teamusa.org
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| The opposite of a democracy. | volunteering |
|---|---|
| The royal family of a country. Queens and kings are called monarchs. | resources |
| The effort to work towards a more equal society. E.g.: ensuring equal standards of education and healthcare everywhere in the country. | economy/ economic |
| Your responsibility to do something because you know its right, even if there is no rule or law making you do it. E.g.: helping someone in need. | identity |
| | multicultural |
| The way that every human should expect to be treated. The United Nations Declarations of the Rights of the Child says that children have the right to speak out and express opinions, rights to equality, health, education, a clean environment, a safe place to live and protection from all kinds of harm. | influence |
| | controversial |
| | sensitive |
| | terrorism |
More information on monarchies
Monarchies used to govern their countries. They had complete control.
In a monarchy, the crown passes down through families. We say that it 'follows the line to the throne'. In the past, the crown would pass down the male line (from father to son/brother/grandson), but in 2013, our government passed a new law, called the 'Succession to the Crown Act 2013'. This changed the old law about the crown passing down the male line so that if a girl is the firstborn, the crown would pass to them rather than their brother, if they have one – even if that brother is younger – as it would have done previously.
Sometimes in the past, monarchs were removed from the throne if they were unpopular. Often they were killed – sometimes in battle; sometimes by execution. Sometimes they were exiled (sent away from the country). If a monarch was removed, someone else took the throne. The crown would therefore begin to pass down a different family line.
Some countries still have a monarchy, but many do not. Many countries chose to remove their monarchy from power when they changed to a democratic system of government – or, when dictatorships began, some monarchs were forcibly removed.
Some countries still have a monarchy that runs the country, though the monarchs do usually have advisors.
Great Britain has a monarchy but is run by an elected government. Once the government has decided on new laws, or changes to laws, they must seek approval from our monarch.
More information on dictatorships
The people do not have the power to elect the people or person who they want to represent them. Often there is a single leader, though sometimes it is a small group. They have absolute power. No other political parties are allowed. Often, dictators (the leader/ leaders of a dictatorship) rule through fear.
[x] We take turns to speak
[x] We use kind and positive words
[x] We only use names when giving compliments or being positive
[x] We listen to each other
[x] We have the right to pass
[x] We respect each other's privacy (confidentiality)
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College Guild
PO Box 6448 Brunswick, Maine 04011
Gardening
Unit 3 of 7
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"What a desolate place would be a world without a flower! It would be a face without a smile, a feast without a welcome And are not flowers the stars of the earth, And are not our stars the flowers of the heaven"
Quotation by A. J. Balfour (1848 - 1930); Prime Minister of Great Britain from 1902 - 1905.
1. Do you agree with the last two lines of the poem? Why or why not?
2. How would you interpret their meaning?
In this Unit we are going to take a closer look at flowers and try and understand why they are so important to us and why they make us feel so many different emotions.
3. Name four different occasions when you might send flowers to someone.
4. What sort of flowers would you send?
5. What are your favorite flowers? And why?
6. Why do you believe it's as popular as it is to send flowers to people for special occasions?
2
The flower, or bloom of a plant, contains the plant's reproductive system. The color of the petals and the flower's fragrance attracts insects that fly inside the flower to collect nectar. While in the flower, they transfer pollen from the "stamens" (male part) to the "pistils" (female part).
Once the pollen has been transferred, the flower can then produce fruits or seed heads containing the seeds.
7. Describe three ways that the seeds can be distributed to other areas where they will grow as new plants.
8. If you could be a flower, what kind would you want to be and why?
Many flowers have symbolic meanings. For example, with roses, each color offers distinctly different symbolic meanings. Red roses signify enduring passion; white roses signify humility and innocence; yellow roses express friendship and joy; pink signifies gratitude and admiration; orange signifies enthusiasm. Most florists are aware of these designations and help customers who may not be aware of these symbolic meanings to inadvertently send the wrong colors. An example would be sending red roses for a funeral.
9. What emotions or feelings do you experience when you see these flowers? Do you believe your feelings are typical of how most people would perceive them? Why or why not?
Now it's brainteaser time!
10. How many words can you make from the word flowers ? Hint -- there are at least eight.
********
Most flowering plants can be divided into two types -- annuals and perennials. Annuals grow from seed and they flower and die in a single season. Most annuals are bedding plants, sold ready to plant and to help fill out the garden beds with masses of color. They are usually planted sometime in May and will generally bloom until September. They are also commonly used in container gardening. Examples of annuals are the petunia, pansy, and dahlia.
11. What would be the disadvantages of a garden with just annuals in it?
A perennial is a plant that does not die after one season's growth. Usually the upper part of the plant and the flowers do die off, but the roots remain alive, and in the spring new growth appears again. The following year the plant is often much bigger than it was the previous year. Most perennials bloom at certain times only, unlike annuals that bloom all summer, so in order to have a garden that is consistently in bloom you need a selection of perennials that bloom at different times.
There's a common phrase that many gardeners are aware of when they plant perennials: "The first year they sleep; the second year they creep and the third year they leap".
12. What do you think this phrase means? How could a gardener use this phrase to her or his advantage?
Examples of perennials are the coneflower, peony, and Goat's Beard.
13. What would be some disadvantages of a garden with just perennials in it?
14. Would you prefer to garden primarily with annuals or perennials? Why?
When planting perennials, it's imperative that gardeners understand the climate of the area in which they live. These climactic differences are designated as "zones".
As you can see on the map above, each zone is designated with a different shade. Gardeners in zones 3-6 need to be much more careful about what they plant since the winters are harsher and colder, and plants that are suitable for zones 710 will typically die in the winters of those zones. Conversely, plants that do exceedingly well in zones 3-6 may wilt and die in the hotter temperatures of zones 7-10. Companies that breed plants for sale label their plants by zone, which is very helpful.
15. Would you expect plants that grow well in zone 10 to also grow well in the jungles of Central America? Why or why not?
*******
Weeds
A few examples of weeds are dandelions, crabgrass, and goldenrod.
Dandelion
Crabgrass
Goldenrod
Copyright 2018,College Guild, All Rights Reserved
©
Some people say "a weed is just the right plant in the wrong place" or that "a flower is just an educated weed."
16. Which of these statements above would you agree with more? Why?
Most weeds left uncontrolled will take over the garden. They will compete for everything that they need to survive -- water, light, air, nutrients, and space above and below ground. They need to be pulled or dug out of the ground, making sure the entire plant is removed. However, there are times when weeds are actually planted on purpose, such as to prevent erosion on a hillside.
An old Spanish proverb states: "More grows in the garden than the gardener sows."
The defining characteristic of most weeds is that they grow where they are likely not wanted. Most weeds are taller, rangier and seem to grow faster than more pleasing plants. Weeds make the whole garden less attractive and appear untended. Many weeds, like crabgrass and dandelions, are prolific seed producers. Their seeds can remain dormant in the soil for years and germinate under favorable conditions. They want to move in and take over more space.
Another reason to hate weeds is that they steal water and nutrients from the plants you deliberately cultivate in the garden. While the weeds seem vigorous and healthy, the other plants appear puny and starved for water and fertilizer. It is curious that during this time of water restrictions, weeds appear to flourish without irrigation.
17. Write a short story about living in a garden from a weed's point of view.
When a gardener wants to eliminate weeds from the garden all year long, she or he needs to start early and stay diligent. Remember that an ounce of prevention is worth a pound of cure. In other words, it's wise to stop weeds before they get a true hold on a garden.
********
"The Garden State"
A politician from Camden, New Jersey is credited with giving the state the nickname "the Garden State" while speaking at the Philadelphia Centennial exhibition on New Jersey Day, August 24th 1876. He said that "our Garden State is an immense barrel, filled with good things to eat and open at both ends, with Pennsylvanians grabbing from one end and New Yorkers from the other."
18. What do you think he was referring to when he said, "good things to eat"?
In 1954, the state Legislature passed a bill to have "The Garden State" added to car license plates. The Governor at the time vetoed the bill and would not allow it. However, he was overruled by the Legislature, and to this day New Jersey license plates say "The Garden State".
19. Why do you think the Governor tried to veto the bill?
20. Why do you think the Legislature over-rode the Governor's veto? What is the advantage of using this logo or name for a state?
Common Meadow Violet
Red Oak
Eastern Goldfinch
Blueberry
In New Jersey the state flower is the Common Meadow Violet; the state tree is the Red Oak; the state bird is the Eastern Goldfinch; and the state fruit is the blueberry.
21. What do you think is the purpose of states having "state" flowers, trees, birds, and fruit?
22. What would you choose as the state flower, tree, bird, and fruit from your state. And why?
*******************************************************************************************************************************************
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CHAPTER II
LITERATURE REVIEW
2.1 Previous Studies
In this part, researcher reviews four studies which had been conducted by outher researcher as following. The first previous study is the article entitled "The Use of Raft Strategy To Improve The Students' Writing Ability". It was done by Umaemah, Latief and Irawati The researcher conducted a Classroom Action Research in Madrasah Salafiyah Syafiiyah Babakan Ciwaingin Cirebon at eight grade. The researcher used raft technique to improve student ability. the researcher decided to use RAFT strategy in solving the students' problem in writing short messages. The result of the research is students' writing test indicates that the students' achievement in writing test gradually improved. In cycle one, the average score of the students was 52, the highest score was 75, and the lowest score was 46. Meanwhile, in cycle two, the highest score was 79, the lowest score was 55, and the average score was 64. The students' involvement in the process of learning increased from cycle one (74%) to cycle two (77%). The students' response to the implementation of RAFT strategy also gave positive impact for their writing process.
The second previous study is the article entitled "The Effect Of Using Raft (Role, Audience, Format,Topic) Model On Students' Ability In Writing Poetry (A Study at the Eleven th Grade Students of SMA Negeri 1 Tukka)". It was done by Kamisah and Simanullang. The researcher conducted a quantitave research in eleventh grade of SMA Negeri 1 Tukka. The researcher used RAFT techniq ue to improve student writing poetry. The researcher concludes that using of RAFT technique can improve the student achievement in learning English espescially in learning writing poetry. The result of the research is writing poetry after using RAFT, it is found the highest score was 90 and the lowestscore was55. The mean score of writing poetry after using RAFT was 77.39, categorized"Good". The writer concludes that after using RAFT Model better than before using RAFT Model in teaching writing poetry ability.
The third previous study was done by Ni Made Elis Parilasanti, I Wayan Suarnajaya, Asril Marjohan. This research entitled "The Effect of R.A.F.T Strategy and Anxiety upon Writing Competency of The Seventh Grade Students of SMP Negeri 3 Mengwi in Academic Year 2013/2014". The researcher conducted a experimental research in seventh grade students of SMP Negeri 3 Mengwi in academic Year 2013/2014. According to the researcher RAFT strategy was considered as an effective strategy for writing that enable students to improve their writing competency. Besides that, RAFT strategy help students to understand their role as writer, the audience they will address, the variety format and the topic of their writing. The result showed that (a) there was significant difference in writing competency between students taught by RAFT strategy and those taught by conventional strategy, (b) there was an interactional effect between the implementation of RAFT strategy and the students‟ anxiety, (c) there was significant different in the writing competency between the students‟ with high anxiety, taught by RAFT strategy and those who are taught by conventional technique, (d) there was significant difference in the writing competency between the students‟ low anxiety, taught by implementing RAFT strategy and those who are taught by conventional strategy.
The fourth previous study was done by Suharni, Mukhaiyar, Desmawati Radjab. This research entitled "The Effect of Role, Audience, Format, And Topic (RAFT) Strategy Toward Students' Ability In Paragraph Writing A Study At The First Year Students of College of Teacher Training And Education (STKIP) PGRI West Sumatera". This research was conducted by using a quasi experimental method. The population of this research was the first year students of English Department at College of Teacher Training and Education STKIP)PGRI Padang West Sumatera in 2011/2012 academic year. They conclude that RAFT writing strategy can help the students to understand their role as a writer and learn how to communicate their ideas effectively and clearly in order to make the readers understand about what have been written. The result of this research is between two groups, experimental and control group, experimental group in pretest got 61.31 and the control group in pretest got 55.06. Than, experimental group in posttest got 73.67 and the control group in posttest got 66.26 higher result between pretest and posttest rather than control group. As it is calculated statistically, it clearly indicated that there is a significant effect of using RAFT writing strategy toward students' ability in paragraph writing.
Related to the previous studies, the differences between the previous studies with this research is variable dependent named students writing descriptive text.
2.2 Related Literature
In this chapter, the researcher tries to give clear description of theoretical framework which covers about writing, descriptive text, and Role, Audience, Format, and Topic (RAFT) strategy for writing skill.
2.2.1 Definition of Writing
There are many definition of writing that have been proposed by experts in language learning. According to Kheryadi (2017:377), writing is a means of communication to express and building ideas Into a papers or other media. As a communication device and act of communication, it suggests an interactive process where writer and readers are placed through the text. The mastery of writing is use for preparing student to acquire knowledge and technology in the globalization era.
According to Ma'rifatun Fadhilah (2017:61), writing is one of four English skills. Other three language skills are speaking, reading and listening. Writing involves language production and is therefore often referred to as productive skills. Moreover, according to Supiani (2017:37), writing is a tool of communication in a written form such as email, business letters, newspapers, diary, and so on. This skill is essential part to convey our thoughts, ideas and organize them into sentences or paragraphs.
Nevertheless, writing is an activity of expressing ideas consisting of words and can be used as communication for the reader. The fact is that writing is not only a means of expression, but also an important criterion of competence in any field. This means writing is see king expression or having something to say through the application of a linguistic system (Yasser Mallapiang, 2015:103).
Writing is a means of communication that the writer conscious learning and part of what makes it difficult to learn is that written words usually have to express it. Writing is a oneway to develop our opinions, ideas in writing the writer have to communicate without facial expressions, gestures, or body language in English of any kind.
From the explanation above, it show that writing need a good structure, students need to know about the vocabulary, grammar, and punctuation to deliver our idea in the writing. It shows that to write the good writing, student should practice and try to write.
2.2.2 The Function of Writing
According to Nina Khayatul Virdyna (2016:70), there are some functions of writing such as :
1) for self expression that is when a person is very impressed with a particular thing or event, tries to express it by writing on a piece of paper. Some people express the feelings, ideas, and emotions they feel in a paragraph so that others will be able to feel and know what they are experiencing.
2) Tools for understanding. When someone is going to write, it must describe and rethink the idea before he writes it so that
he gets a better understanding of the content of the material he wants to write.
3) Tools to help develop a person's feelings. In the end, encourage writers to be more creative in developing ideas and producing writing better.
4) Tools to increase awareness and perception one's environment. To produce a lotthe idea produced by the writer makes a good paragraph. describe a situation, event or event around it to produce better writing.
5) Tools for channeling creativity, by writingsomeone is actively and involved in expressing in the writing process.
6) Tools for developing ideas and the ability to express thoughts, ideas, feelings and emotions to others.
Someone expressing their ideas with a writing in their own language. So that it can make a good relationship between each other. And it is the work of a student teacher to express their ideas in writing.
2.2.3 Definition Descriptive Text
In descriptive text, students are taught to describe something, people, or others object. According to Annisa and Al Hafizh (2013:79), descriptive text is text that describes certain people, objects, and places. Basic competencies in descriptive text are high school students they must be able to make descriptive texts based on Lexogrammatical features and generic text structures. There are two generic structures of descriptive text, they are identification and description. The lexicogrammatical features of a descriptive text use simple present. Descriptive text is a text which says what a persin thing. To describe and reveal particular person, place, or thing. The specific function of descriptive text is to give description about an object.
Descriptive text is text that describes a thing such as a person, place or object. The schematic structure of the Descriptive text is divided into two: identification and description. In addition to the schematic structure, descriptive text also has its own linguistic features. The linguistic features of descriptive text use specific participants, write in present tense, use linking verbs, use adjectives, use relational and material processes (Zulaikah, Agustina and Muklas, 2018:17).
2.2.4 Definition RAFT Technique
According to Parilasanti, Suarnajaya and Marjohan (2014:2), RAFT strategy is one of type writing that can be apllied in teaching writing skill in classroom and can be used to improve students writing ability. RAFT technique can help the students undestand their role as a writer, they audience they were address, the veried formats for writing, and the topic they were writing about anything.
Futhermore, According to Hamdani, Kristiawan and Rahmadhani (2017:139), the RAFT technique is a method to help students in writing and understand their role as a writer, the audience they will address, the varied formats for writing, and the expected content. According to Noor, Saleh and Rukmini (2014:85), RAFT is a writing strategy that can helpstudents understand their role as writers andhow to effectively communicate their ideas clearly so that the reader can easilyunderstand everything written. Other than, RAFT helps students focus on the audience they will address, the varied formats for writing, and the topic they will be writing about.
RAFT method is a writing technique that can help students understand their role as writers and how to communicate their ideas effectively. In addition, RAFT helps students focus on the audience they are going to, the various formats for writing, and the topics they will write.
2.2.5 Steps of Using RAFT Technique
Mc.Charty in Umaemah, Latief and Irawati (2016:3), explains that Role gives writers context to write, Audience focuses their choices of words and details to meet specific needs, Format can be flexible for any students' interest or learning profile, Topic structures the message using strong verbs to create expressions. According to Santa in Abedelqader and Salameh (2015:44), three steps of RAFT technique :
1. The teacher introduced the part of the RAFT strategy to the students such as R = Role of the writer (who is the writer?, what role does she/he play?), A = Audience for the writer (to whom are you writing?, who will read your writing?), F = Format of the writing
(what form will your write?), T = Topic of the writing (what will you write about?).
2. Second, the teacher modeled on a whiteboard how they would write in response to the writing prompt. Next, give students another writing prompt (for which the teacher has already chosen the role, audience, format, and topic) and have students react to the prompt either individually or in small groups.
3. Third, together with the students, the teacher determines the important idea, concepts or information from the reading assignment in order to determine the topic of the assignment.
4. Fourth, with students, the teacher brainstorms possible roles class member could assume in their writing by having the class thinkaloud to come up with ideas for the piece of writing that they will create as a group. This will determine the role for the assignment. Next, the teacher asked the students to determine the audience for their writing.
5. Fifth, the teacher asked the students to decide the format the writing will take. As students became comfortable in reacting to RAFT prompts, the teacher gave students a list of options for each component and let them choose their role, audience, format, and topic.
6. Finally, students may choose a role, audience, format, and topic entirely on their own.
2.2.6 Advantages of Using RAFT Technique
Kamisah and Simanullang (2017:25) explains that there are several advantages of RAFT technique :
1. Students give more thoughtful and often more interesting in writing learning.
2. Students are more active in processing information and developing words ratger than just answaering question.
3. Students are given a clear structure for their writing they know what to write in paragraph. Furthermore, the purpose of this writing is clearly describe.
4. Students more motivated to do the writing assignment because the task involves personally and allows more creative response and thought to learn the material.
5. Student are encouraged to reread to examine texts from a perspective other than their own and broaden their hirizon again on coccepts and ideas.
6. RAFT is a technique that can be use to teach all content fields.
According to Umaemah , Latief and Irawati (2016:4) RAFT strategy in writing process is to help students generate ideas by arranging RAFT assignment. In this step, students generate their idea by connecting Role, Audience, Format, and Topic for their writing in details. The students are ready to write the draft of writing after they have made the
RAFT assignment. In other words, RAFT strategy has a significant role in writing process especially in prewriting stages.
The position RAFT strategy in the process writing is to open the students' mind for generating idea by connecting the concept of role, audience, format, and topic in their draft.
2.2.7 Teaching Writing Using RAFT Technique
In teaching writing, teacher should not only focus on the students writing, but on the process that lead to the product. RAFT strategy provides opportunities for students to communicate their understanding of a topic or subject through a writing experience that helps them to think about subject and communicate their understanding of it in creative and interesting way, encourages students to organize their thoughts and keeps the students' attention because they are focused on the writing activity (Parilasanti. 2014:2). RAFT strategy provides opportunities for the students to demonstrate their understanding of a topic or subject through a writing experiencethat helps them to think about subject and communicate their understanding of it in creative and interesting way (Parilasanti. 2014 : 5). This strategy can help the students understand their role as a writer, the audience they were address, formats for writing, and the topic they were writing about. In order to do RAFT writing, students have to think critically about taking a new role, matching the audience to the role, create a format that would fit that role, and cover specified topics from the content. RAFT product can be used for assessment, class presentation, or portfolio projects or s a creative response to content. Alisa and Rosa (2013:43) said that RAFT strategy gives students a choice to consider earlier to drafting their work. First, they need to consider what is the role that they author will be when writing text. Second, they have to consider their audience that they will address. After that,they should think what the format of their writing is. The last one, they also need to think the topic for their writing.
2.3 Conceptual Framework
In this study, the researcher has conceptual framework for doing this research. The framework explain in diagram schematically below.
2.4 Hypothesis
The hypothesis that propose if teacher teaches writing descriptive text by using RAFT technique are :
1. Alternative Hypothesis (Ha) : There is significant difference between students' writing descriptive text score before treatment and after treatment. The RAFT technique is effective in teaching descriptive text.
2. Null Hypothesis (Hᴼ) :There is no significant difference between students' writing descriptive text score before treatment and after treatment. The RAFT technique is not effective in teaching descriptive text. | <urn:uuid:4a9acc07-64ac-485e-85f5-d21c3339bdcf> | CC-MAIN-2023-40 | https://eprints.unisnu.ac.id/id/eprint/922/3/CHAPTER%20II_15132000229.pdf | 2023-09-29T03:13:04+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00414.warc.gz | 263,345,893 | 3,527 | eng_Latn | eng_Latn | 0.996504 | eng_Latn | 0.998301 | [
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Dark Fabric:
Cut 2 Squares 5 1/4"
Cut 1 Square 4 1/2"
Medium Fabric:
Cut 2 squares 5 1/8"
Medium Light Fabric:
Cut 4 squares 2 1/2"
Light Fabric:
Cut 2 squares 5 1/4"
Cut 2 squares 5 1/8"
Mosaic Star
Block 4
Side Squares:
Place one dark 5 1/4" square and one light 5 1//4 square right sides together. Repeat with the other light and dark 5 ½" squares. Use these pairs to make quarter square triangles. *
Pair one light/dark quarter square unit and one light/dark quarter square unit, long sides together. Sew carefully, these are bias edges. Repeat with the other quarter square units.
Center Square:
On the back of each of the 2 ½" Medium Light squares, draw a diagonal line from corner to corner. This will be your sewing line. Place a corner square on opposite corners of the center square. Sew on the drawn line and trim it 1/4″ away from the sewn line. Repeat with a 2 nd 2 1/2" square on the opposite corner and trim. Press the corners out. Repeat with the other two 2 ½" squares on the other two corners. Square up/trim to 4 ½".
Corner Square:
Pair a medium 5" square right sides together with a light 5" square and make half square triangle blocks.** Square up/trim to 4 1/2"
Assemble block according to the shaded diagram.
*To make quarter square triangles: On the back of the lighter of the fabrics, draw a line diagonally from corner to corner. Then another line diagonally from corner to corner making an X. These will be cutting lines. Then 1/4" on either side of one of the lines, draw 2 stitching lines.
With two squares, right sides together, sew on the two outside stitching lines. Then, cut into 2 halves
on the line between the two stitching lines. Next, divide those two parts on the other line. Press out and you will have 4 quarter square triangles.
**To make half square triangle blocks
: On the back of the lighter of the fabrics, draw a line diagonally from corner to corner. Then 1/4" on either side of this cutting line, draw 2 stitching lines.
With two squares, right sides together, sew on the two outside stitching lines. Then cut into 2 halves on the line between the two stitching lines. Press out and you will have 2 half square triangle blocks.
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| LIGHT/SUN EXPOSURE | Full to part sun. | |
|---|---|---|
| USDA HARDINESS ZONES | 5 to 9. | |
| PLANT TYPE PLANTING DISTANCE IN-GROUND CONTAINER SIZE | Perennial. 4 to 5 feet apart. One plant per 12-inch or larger container. | |
| CONTAINER SIZE | | One plant per 12-inch or larger container. |
| MATURE HEIGHT / SPREAD | Compact varieties grow 3 to 4 feet tall and wide; standard types will grow 6 to 8 feet tall with a 5 to 6 foot spread. May be kept smaller with pruning. | |
| BLOOM TIME | Late spring. | |
| 1 | Spade or till the soil to a depth of 12-18 inches. |
|---|---|
| 2 3 | To provide nutrients and improve drainage, add organic matter to your soil by mixing in a 2 to 4- inch layer of dehydrated manure, garden compost, shredded leaves, and/or peat moss. After active growth begins, periodically feed with a water soluble fertilizer. Plants in containers need more frequent watering and feeding, especially when in active growth and bloom. |
Compact varieties grow 3 to 4 feet tall and wide; standard types will grow 6 to 8 feet tall with a 5 to 6 foot spread. May be kept smaller One plant per 12-inch or larger
FEEDING PRUNING WEEDING MULCHING | <urn:uuid:7c4eeecc-5bcb-4133-a274-73915a9ce320> | CC-MAIN-2023-40 | http://seedlingsprout.com/guides/CFD13695_CFD13696_Butterfly%20Bush%20Shrub_zulily.pdf | 2023-09-29T03:21:28+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00413.warc.gz | 38,339,152 | 349 | eng_Latn | eng_Latn | 0.99638 | eng_Latn | 0.99638 | [
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Tangerine 60-87 NR
1. Noun
2. Conjunction
3. First Name Of A Person
4. Adverb
5. Verb - Base Form
6. Pronoun
7. Interjection
8. Adjective
Tangerine 60-87 NR
Sinking, sloshing, churning mud devouring everything in sight was the scene of Lake Windsor Middle School. A sink hole, about 50 yards across, opened up below the Noun of the wimpy 6th grade portables. The hole demolished 25 portables in its terrible rage, Conjunction injured a few kids. First Name of a Person was the first to see this because he had just gotten out of the office with Mrs. Gates. The sink hole appeared because of all the poring rain that was falling in unfortunate Tangerine County. A large chamber had formed Adverb underneath portable 19, and then the chamber collapsed. The collapse had taken out everything above it. Paul immediately started to Verb - Base Form people out of the sink hole, and as a result Pronoun felt like a hero. Interjection ! That was the sound of the sinkhole opening up, and Paul compared it to a giant bathtub drain. It must have been very frightening to see bucket loads of mud coming straight at you, and then having the mud destroy everything around you. I wouldn't want to be in that Adjective bathtub!
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Cattle Leave, Aquatic Community Returns to Furlong Creek
NONPOINT SOURCE PROGRAM SUCCESS STORY Michigan
Waterbody Improved
Unrestricted cattle access to a 4-mile reach of Furlong Creek caused impairments to its aquatic macroinvertebrate community. With the creek unable to meet its aquatic life support designated use, Michigan placed the waterbody on its 303(d) list in 1996. Project partners installed fencing to keep cattle away from the creek. Soon thereafter, the macroinvertebrate community improved, allowing the state to delist the stream reach in 2005.
Problem
Project Highlights
Furlong Creek flows through Mackinac County in Michigan's Upper Peninsula. Surveys conducted in 1989 found diverse fish and macroinvertebrate communities in the creek. By 1999, however, cattle grazing on private property had unrestricted access to the creek. The animals walked in the creek and trampled riparian vegetation, causing excessive instream habitat disturbance and sedimentation.
In the early 2000s, the landowner, Michigan Department of Environmental Quality (DEQ), and Michigan Department of Agriculture (MDA) collaborated to address the water quality problems in Furlong Creek. MDA Right-to-Farm staff worked with the landowner to develop a farm management plan. In implementing the plan, project partners installed more than 20,000 feet of streambank fencing to exclude cattle from Furlong Creek.
Subsequent creek monitoring revealed low fish and macroinvertebrate diversity. Pollutionsensitive insect families (e.g., caddisflies, stoneflies, and mayflies) and fish species (e.g., rainbow trout) were absent or very rare. These aquatic life support impairments led Michigan to place a 4-mile segment of Furlong Creek on its 303(d) list in 1996.
Results
The accompanying table shows that, by 2004, the creek had recovered. Fish and macroinvertebrate populations were essen tially identical to those found before cattle gained unrestricted access to the creek. The
| Biological measurement | 1989 (limited cattle access) | 1999 (unrestricted cattle access) | 2004 (limited cattle access) |
|---|---|---|---|
| Number of fish species | 12 | 7 | 13 |
| Rainbow trout present? | Yes | No | Yes |
| Kinds of macroinvertebrates | 24 | 18 | 26 |
| Kinds of mayflies | 2 | 1 | 3 |
| Kinds of caddisflies | 6 | 0 | 5 |
| Mussels present? | Yes | No | Yes |
| Macroinvertebrate community rating | Attainment | Nonattainment | Attainment |
Biological monitoring data from Furlong Creek. Pollution-sensitive fish and macroinvertebrate species returned after the installation of cattle exclusion fencing.
waterbody had recovered from cattle impacts and as a result, the state removed Furlong Creek from its 303(d) list.
Partners and Funding
DEQ provided $214,000 in section 319 funds to the Luce-West Mackinaw Conservation District for streambank fencing in Furlong Creek and a neighboring watershed. The funding also supported the pre- and post-project biological surveys.
For additional information contact:
Bill Taft
Michigan Department of Environmental Quality,
Water Bureau
517-335-4205
firstname.lastname@example.org | <urn:uuid:73e80ce4-3b5b-467b-ba45-e7ed05e8f712> | CC-MAIN-2023-40 | https://19january2021snapshot.epa.gov/sites/static/files/2015-11/documents/mi_furlong.pdf | 2023-09-29T04:44:48+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00417.warc.gz | 89,553,078 | 721 | eng_Latn | eng_Latn | 0.98962 | eng_Latn | 0.992418 | [
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Does your home have smoke alarms on every level, as well as inside every bedroom, outside each sleeping area, and also in the basement?
Does your home have carbon monoxide alarms on every level—minimum protection? For maximum protection, do you have CO alarms inside every bedroom, outside each sleeping area, and in the basement?
Are all alarms tested and cleaned monthly? The only calibrated test method for the alarm is to press the test button. Vacuum the outside of the alarms. Do not spray cleaning chemicals on or around the alarms. Do not use “canned air” to clean combination alarms. It actually contains a gas that will damage the carbon monoxide sensor.
Do you know the difference between the smoke alarm sound, the natural gas alarm sound and the carbon monoxide alarm sound? Make sure everyone in the home can hear and recognize the sound of the alarms, and knows the difference.
Do you know to press the silence button on the alarm and to never remove the battery or disconnect the alarm during a non-hazardous alarm activation?
Has it been a year or two since you experienced nuisance alarms from non-hazardous sources such as every day cooking or steamy showers?
Are smoke alarms more than 9 years old? All smoke alarms should be replaced every 10 years.
Are carbon monoxide alarms more than 6 years old? All CO alarms should be replaced every 7 years, unless they were manufactured in 2016 or later.
Do you know the potential sources of carbon monoxide? Common sources include vehicles left running in attached garage (especially in multifamily dwellings) charcoal grill, gas clothes dryer, generator, portable heater, gas range, gas oven, gas furnace, blocked chimney or flue, fireplace, gas water heater. Never use generator, grill, camp stove or other gasoline, propane, natural gas or charcoal-burning devices inside the home, inside the garage, basement, crawlspace or ANY partially enclosed area.
Are there any brackets mounted on walls or ceiling with missing alarms?
Did you change your clock, and change your alarm batteries at the same time? Batteries should be replaced at least once year, or immediately if the low battery chirps sounds.
Are batteries working in all your smoke alarms and carbon monoxide alarms?
How fast does fire move? Very fast! You could have less than 2 minutes to get out safely once your alarm sounds.
Are all the exits in your home clear of furniture, toys, and clutter?
Do you know to crawl low to the floor when escaping to avoid toxic smoke?
Do you have two ways out of every room?
Does your family have a home fire escape plan that includes two exits, usually a door and a window, from each room?
Has your family practiced a home fire drill within the last six months?
Teach household members to STOP, DROP and ROLL if their clothes catch fire.
Does your family know the fire department's emergency phone number (which
should be called from a neighbor's or nearby phone once you get outside)?
Has your family picked a safe place to meet outside after you exit your home?
* Going to the outside meeting place first and then calling for help.
* Knowing that once you are out, stay out.
| ALARMS |
|---|
| ALARMS |
Living Areas | <urn:uuid:c314404c-f421-4ba9-9255-109e7fca591e> | CC-MAIN-2023-40 | https://mistersparkynwa.com/wp-content/uploads/Home_Safety_Checklist.pdf | 2023-09-29T04:05:45+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00416.warc.gz | 426,333,332 | 684 | eng_Latn | eng_Latn | 0.999102 | eng_Latn | 0.999296 | [
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Progression from GCSE to A-Level Computer Science
OCR A-Level Computer Science qualification consists of two written papers and a Programming project
* Computer Systems
* Algorithms & Programming
To prepare for A-Level Computer Science, please complete as many of the following challenges as possible:
Challenge 1:
Write a robust python program for a game of your choice that:
* Gives the user 3 lives at the start of the game.
* Allows the user to play the game until their have no lives left.
* They should move onto the next level for every 5 points they earn.
* The game is complete when they receive 20 points.
* At the end of the game it should tell the user which level they got up to.
Challenge 2:
Write a robust python program for the process described below.
A primary school teacher wants a computer program to test the basic arithmetic skills of her students. The program should generate a quiz consisting of a series of random questions, using in each case any two numbers and addition, subtraction and multiplication. The system should ask student's name, then ask 10 questions, output if the answer to each question is correct or not and produce a final score out of 10.
Scores from the quiz should be stored and added to when a student takes a new quiz.
Challenge 3:
Write a robust python program for the scenario mentioned below.
* Petrol costs £1.40 per litre. Diesel costs £1.55 per litre. LPG costs £0.95 per litre.
* Ask the user for which type of fuel their car uses and how much they have put into it.
* Calculate the correct price of the fuel they have taken.
* Ask how much money they have handed over and calculate the amount of change they are due.
* Finally, ask them if they have a loyalty card and if they do calculate how many points they should have added to it using the following – 1 point for every litre of fuel they've taken plus 1 point for every full pound they've paid.
* If the number of points they get is more than 100 they get a bonus 10% extra points.
* The number of points should then be outputted
Challenge 4:
Read the following articles about Edward Snowden and answer the following question:
Do you think Edward Snowden was right to reveal the secret documents to which he had access, being legally forbidden to do so under the US Espionage Act 1917?
Justify your answer
References:
* Andrew Keen 'The Internet is not the Answer' Atlantic Books, London, 2015
* Glenn Greenwald, 'No Place to Hide: Edward Snowden, the NSA and the Surveillance State', McLelland and Stewart, 2014
* Luke Harding 'The Snowden files: The Inside Story of the World's Most Wanted Man', Vintage Books, 2014.
Websites:
* http://www.theguardian.com/world/2013/jun/06/nsa-phone-records-verizon-court-order
* http://www.nybooks.com/articles/archives/2013/nov/21/snowden-leaks-and-public/ | <urn:uuid:1211f76f-588b-4b1d-b95f-dc0501b9d2a0> | CC-MAIN-2023-40 | https://www.bishopchallonerschool.com/media/Computer-science-prep.pdf | 2023-09-29T03:48:37+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00417.warc.gz | 760,963,954 | 635 | eng_Latn | eng_Latn | 0.991572 | eng_Latn | 0.998471 | [
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AND YOUR TEETH DIABETES
High blood sugar can cause problems with your teeth, gums, and mouth.
What can you do?
You can prevent problems and take good care of your teeth and gums if you:
* Control your blood sugar
* Brush and floss your teeth with a soft toothbrush after meals
* Check your teeth and gums every day for any problems
* Call the dentist if you have sore or bleeding gums, white spots, or a bad taste in your mouth for more than a few days. You could have an infection.
* If you smoke, Quit! Smoking is bad for almost everything, including your teeth
* See the dentist at least every 6 months for a checkup. Be sure to tell your dentist that you have diabetes.
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How we extract our honey
As explained in the leaflet 'How do bees make honey', the honey is ready for extraction once the sugars in the nectar have been processed and the water content is low enough. It is important not to extract honey if the water content is too high as the honey may ferment. The honey is ready to extract when the bees have capped the cells with wax.
The bees are removed from the frames using something called Bee Quick which is a non-toxic blend of natural oils and herb extracts. It does not harm the bees, they just don't like the smell!
The frames are moved a distance from the hive and as the bees are dialled in to the location of the main hive, when they leave the frames they will naturally return to the main hive leaving the frames empty of bees.
The first step is to carefully cut off the 'cappings' wax and this is done in an uncapping tray. The frame is placed in the hole in the bar across the tray and a flat bladed knife, called a Z knife, cuts the wax away.
'Cappings' wax is very pure, and I use it to make candles and bees wax food wraps
@North Bedfordshire Honey 2023
There is a bath of warm water in the base of the tray and this melts the wax and honey that has been cut away from the frames. The liquid wax and honey goes out through the tube at the front and is collected in plastic trays.
Once cool, the solid wax floats on top and the honey is added to the honey extracted from the frames. The wax is used to make polish or candles.
The uncapped frames are then put in an extractor.
There are many different types and sizes of extractor, and they work on the principle of spinning the frames, throwing the honey out. The most commonly used type is a manually cranked spinner, but you can get ones with electric motors.
.
Once the frames have been spun, the honey comes through a valve at the bottom of the extractor.
The honey is strained through a stainless steel filter that takes out lumps of wax and various unwanted bits and pieces.
The honey is stored in sealed food grade plastic buckets until needed. The honey is then decanted into a dispensing tank and filtered again.
The final product
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Academic rigour, journalistic flair
Telling the forgotten stories of Indigenous servicemen in the first world war
April 24, 2019 3.57pm AEST
Descendants of soldiers who fought in the Australian Light Horse Brigade took part in a reenactment to commemorate the 100th anniversary of the battle of Beersheba in Israel in October 2017. Dan Peled/AAP
Telling the forgotten stories of Indigenous servicemen in the first world war
April 24, 2019 3.57pm AEST
Warning: This story contains images of Aboriginal and Torres Straight Islander people who are deceased.
Author
Jim McKay Honorary Senior Research Fellow, The University of Queensland
The number of Aboriginal and Torres Strait Islanders who served with Australian forces in the first world war is estimated to be in the range of 1,000-1,200. But the precise figure will never be known, because a number of those who served changed their names and birthplaces when they enrolled to get around racist enlistment practices.
Despite fighting and dying for Australia, Aboriginal and Torres Strait Islanders still weren't considered citizens upon their return from the war. Many of these veterans were also denied repatriation benefits, and excluded from returned services clubs.
Aboriginal and Torres Strait Islanders have long sought to gain recognition for the service and sacrifices of their men and women. Some do this by telling stories in their families and local communities about the military careers of their forebears.
These stories often take the form of oral histories. Oral history projects by groups of Aboriginal people have proven valuable for redressing the unrecognised service and racist treatment of their ancestors who served in the Australian Light Horse during the Sinai-Palestine Campaign of 1916-18.
Read more: On Anzac Day, we remember the Great War but forget our first war
Commemorating the Battle of Beersheba
Although most Australians know little or nothing about the Battle of Beersheba, the Australian government funded its centennial commemoration at Beersheba (now in southern Israel) in October 2017.
One hundred Australian and a few New Zealand military history reenactors attended the joint service as part of a commercial tour, during which they rode in period military outfits along the route of their ancestors.
A group of Aboriginal men and women, who were descended from some of the estimated 100 Aboriginal members of the Australian Light Horse, also participated in the tour. Several had ancestors who were in the "Queensland Black Watch", a predominantly Aboriginal reinforcement unit.
The group's participation was enabled by a transnational network of organisations, but the key driver was Rona Tranby Trust, which funds projects to record and preserve Aboriginal oral histories. In 2017, it a group of Aboriginal men and women to complete 11 histories of their ancestors who fought and died in the Sinai-Palestine Campaign.
Like the other reenactors, Aboriginal participants were honouring their ancestors' courage and sacrifice. But they also wanted to document the neglected stories of their service, and the racial discrimination their forebears experienced.
Here we share, with permission, some of the stories that came from the trip, and from the family history projects the group members continue to work on.
Ricky Morris
Gunditjmara man and retired Army Sergeant Ricky Morris was officially invited to lay a wreath on behalf of all Indigenous veterans at the service in
Beersheba
. Morris is the 19th of an astonishing 21 men and women Anzacs in his family. He served in a progeny of the Light Horse unit of his grandfather,
Frederick Amos Lovett.
At a time when Aboriginal and Torres Strait Islanders were neither citizens nor counted in the census, Frederick and his four brothers left the Lake Condah Aboriginal Mission, 300 km west of Melbourne, to sign up.
But their service counted for nothing. Gunditjmara people were subjected to a "second dispossession" when they were forced off Lake Condah under the Soldier Settlement Scheme. The scheme granted land to returning soldiers, but like almost all Aboriginal applicants, the brothers were denied soldier settlement blocks.
Morris is a member of the Victorian Indigenous Veterans Association Remembrance Committee and gives talks at schools about Aboriginal culture and his family. He interviewed two elderly aunts for his family history project, which he described as:
…a unique opportunity to follow in the footsteps of those who fought and died for Australia, and the diversity of Australians who put their hands up to answer the call.
Read more: In remembering Anzac Day, what do we forget?
Mischa Fisher and Elsie Amamoo
Mischa Fisher and her daughter, Elsie Amamoo, undertook the tour to obtain information for a website about Mischa's grandfather, Frank Fisher.
Frank was born into the Wangan and Jagalingou community in the goldmining town of Clermont, 1,000 km north of Brisbane. He was one of 47 men from Barambah Aboriginal
Settlement who enlisted in the first world war. While Frank was away, his wife Esme was prevented from accessing his salary. After Frank was discharged, he was again placed under the control of the superintendent at Barambah.
Mischa and Elsie have interviewed Frank's descendants, and accessed archival footage from the Ration Shed Museum – an Aboriginal heritage, educational and cultural centre. Elsie only recently learned that Frank, who is also the great-grandfather of Olympic 400m champion Cathy Freeman, was a member of the "Black Watch".
While training for a reenactment of the Light Horse charge at Beersheba, she tearfully told a reporter what the project meant to her:
To me, it feels like I have got a missing piece of the puzzle of who I am […] That's what it basically means to me: just being able to have that ability to close the gap in terms of my identity and knowing who I am and where I fit in the Australian history, but also within my
Australian War Memorial family as well.
Michelle and Peta Flynn
Sisters Michelle and Peta Flynn are descendants of "Black Kitty", a Cannemegal/ Warmuli girl, who, in 1814, was among the first group of Aboriginal children placed in the Parramatta Native Institution at the age of five.
The sisters have been researching their family history for over 20 years. Their ancestors include the three Stafford brothers, who were in the Light Horse.
At Beersheba, Peta explained her motivation for writing a book about her great uncle, Charles Stafford:
My daughter, niece and nephews will be able to take [the book] into their schools and communities and actually be proud of who we are and where we come from – and ensure our family's history will not be lost to future generations.
Read more: Indigenous soldiers remembered: the research behind Black Diggers
Lessons and legacies
The experiences of Ricky Morris, Mischa Fisher, Elsie Amamoo, and Michelle and Peta Flynn show how exploring family histories can generate feelings of solidarity, honour and closure.
Although group members were on a reenactment tour, their emotions were typical of the inward pilgrimages often experienced by genealogical tourists. Past and present family connections were heightened by being there; feelings of sadness, solidarity and pride arose.
At the same time, these stories show the benefits of combining academic, public and vernacular accounts to study silences and absences in the histories of Aboriginal and Torres Strait Islander peoples.
The official commemoration at Beersheba will only ever be studied by a handful of specialist scholars, but the family histories of this group will have enduring value for Aboriginal and non-Aboriginal Australians alike. | <urn:uuid:62dcf9ad-7e8c-432b-be67-a390b3f9cf95> | CC-MAIN-2019-22 | http://ronatranby.org.au/wp-content/uploads/2019/05/Telling-the-forgotten-stories-of-Indigenous-servicemen-in-the-first-world-war.pdf | 2019-05-21T01:36:54Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00213.warc.gz | 175,285,398 | 1,595 | eng_Latn | eng_Latn | 0.996703 | eng_Latn | 0.997657 | [
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Beginning Name Recognition
OBJECTIVE
Once the puppy is able to follow a piece of food that has been tossed a few inches away, I can start the process of teaching her that a certain sound (CHISPA!) means something good is happening in my direction. I'm after a head turn toward me with this little behavior, and it's a natural progression from "FOLLOW THE FOOD" because it resets the puppy to look away from me for the NEXT thrown piece, which resets the puppy to look BACK to me when I make the CHISPA! sound :)
This and FOLLOW THE FOOD are part and parcel of the same thing, really; one follows from the other organically.
What to do
* Hold a piece of food or two in your hand and move your hand in front of your puppy's face, slowly enough that your puppy can follow it, first with just her head, and then with her whole body, taking a few steps after it
* Hold a piece of food, make sure the puppy can SEE it, and toss it, just a few inches. Make a show of tossing it, not too quickly, so the puppy sees it being tossed, sees it landing, and moves toward it to eat it.
* Just as the puppy is finishing up eating her piece of food, cheerfully call her name, and when she turns her head back toward you, reward, and repeat.
Tips to remember
Make sure you're using food the puppy wants to eat, AND make sure the food is easily spotted both in your hand, in the air, and on the ground! Don't go overboard here, just a few cookies (less than TEN!!) and MOVE ON. You can come back to this behavior (and you will) often in any case.
CLASSROOM.DAISYPEEL.COM
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DATE AND DAY JESUS CRUCIFIED
JESUS ROSE FROM THE DEAD ON A SUNDAY MORNING
All Christians agree that Jesus rose from the dead on a Sunday morning. "After the Sabbath, at dawn on the first day of the week, Mary Magdalene and the other
Mary went to look at the tomb" (Matthew 28:1).
In the time of Jesus, and among modern orthodox Jews, the Jewish day began at sunset on one day and ended at sunset the next day. Sunday starts at sunset or approximately 6pm on Saturday. The third hour would be what we know as 9am, the sixth hour noon, and the ninth hour 3pm. These times are mentioned in reference to Jesus' crucifixion on the cross.
In Mark's account, Jesus was crucified about 9am: "It was then the third hour they crucified him" (Mark 15:25, although John 19:14 says Jesus was crucified about noon). Matthew, Mark and Luke do not mention when Jesus was crucified but agree on what happened next: "From the sixth hour until the ninth hour [noon to 3pm] darkness came over all the land. About the ninth hour, Jesus cried out in a loud voice, 'Eloi, Eloi lama sabachthani?'—which means, 'My God, my God, why have you forsaken me?'" (Matthew 27:45-46).
THREE DAYS IN THE GRAVE
All four Gospel writers agree that Jesus died about 3pm in the afternoon. If Jesus was crucified on Friday afternoon, how do we come up with three days in the grave?
Friday afternoon to Saturday afternoon at 3pm is 24 hours or one chronological day. Sunday would start three hours later. If Jesus rose from the dead around
6am, this adds up to 39 hours total—nowhere near 72 hours (three full days and nights).
But if we say Friday was a "day" in general, and Saturday was a "day" in general, and Jesus rose on Sunday, then you can force three days into the equation and make a Friday crucifixion work, although you cannot get three nights out of this equation. Technically it is really just one full day and two nights. Fifth graders have scratched their heads at this peculiar math—I certainly did.
But what if he didn't die on Friday.
PASSOVER (Pesach in Hebrew)
According to the Torah (Exodus 12:7), the Jewish people were to remember how the Angel of Death "passed over" the homes of the firstborn Jewish children and animals, because they dabbed lamb's blood onto the sides of the entrance door frame and across the lintel on top. God decreed that future generations would reenact this feast as a memorial, as an everlasting ordinance (Exodus 12:14, 17; Numbers 28:16; Joshua 5:10-11).
The Passover feast does not occur on the same day each year; it is a floating holiday celebrated on the day of the first full moon that comes after the vernal equinox (Earth day time and night time are equal in length). This feast day is always on the 14th day of the month Nisan on the Jewish calendar.
During the time of Jesus, the Book of Jubilees 49:1-12, states that Passover was celebrated on 14 Nisan with the meal consumed throughout the night, and nothing left over in the morning.
The Jewish historian, Josephus, also from the time of Jesus, wrote, "In the month of Xanthicus, which is by us called Nisan, and is the beginning of our year, on the 14th day of the lunar month, when the sun is in Aries, (for in this month it was that we were delivered from bondage under the Egyptians), the law ordained that we should every year slay that sacrifice which I before told you we slew when we came out of Egypt, and which was called the Passover; and so we do celebrate this Passover in companies, leaving nothing of what we sacrifice till the day following" (The Antiquities of the Jews, 3:248).
DATE OF EASTER CELEBRATION SET
The date Christians celebrate Easter is also a floating holiday and the resurrection of Jesus Christ is loosely based on the Jewish Passover. The Council of Nicaea (325AD) determined that the date of Easter would follow a similar calculation: To be celebrated on the first Sunday following the first full moon after the vernal equinox. That is why Easter can come as early as March 21st and as late as April 25th.
Whatever day Christians celebrate Holy Week and
Easter, it has little to do when Passover was celebrated during the time of Jesus, or today in modern times.
Why is that? Because Easter only occurs on Sunday. The Jewish celebration of Passover occurs on 14 Nisan, which can occur on any day of the week.
SABBATH (Shabbat in Hebrew)
God commanded, "Remember the Sabbath day by keeping it holy" (Exodus 20:8), the fourth of the Ten Commandments.
During the time of Jesus until today, the weekly Sabbath celebration—the day of rest instituted by God—started on Friday evening at sunset and ended Saturday evening at sunset. Saturday is still a day of rest for the Jews.
HIGH SABBATH
The Jewish people also celebrated the High Sabbath. The day before a High Sabbath is called Preparation Day. After the day of Passover, God instituted seven days of celebration. God commanded, "On the first day of the celebration hold a sacred assembly, and another one on the seventh day. Do no work at all on these days, except to prepare food for everyone to eat—that is all you may do" (Exodus 12:16).
WHAT DAY OF THE WEEK WAS JESUS CRUCIFIED?
In Matthew, Jesus explains that he would rise after three days and three nights, using Jonah as an example: "For as Jonah was three days and three nights in the belly of a huge fish, so the Son of Man will be three days and three nights in the heart of the earth" (Matthew 12:40). This is precise language about a specific event and period of time: From his death on the cross until his resurrection three full days and three full nights would pass—at least 72 hours.
Jesus spent Passover with his disciples. "Then came the day of Unleavened Bread on which the Passover Lamb had to be sacrificed" (Luke 22:7, Matthew 26:17). Jesus sent the disciples to get the room ready. "When evening came, Jesus reclined at the table with the Twelve."
On 14 Nisan, at the start of Passover that evening, Jesus ate the Passover meal
with his disciples. That means that when Jesus was crucified the next day, it was still 14 Nisan—the day of Passover.
The High Sabbath of 15 Nissan would begin at sunset and no work was allowed. The Pharisees asked that the legs of the criminals be broken so that they would die and could be disposed of before the High Sabbath began (John 19:31-34).
"It was Preparation Day (that is, the day before the Sabbath). So as evening approached, Joseph of Arimathea…asked for Jesus' body. Pilate was surprised to hear that he was already dead" (Mark 15:42-44).
If we didn't know about the High Sabbath, we might assume from this verse that Jesus was crucified on Friday afternoon and taken down from the cross and buried before sunset, marking the beginning of the regular Saturday Sabbath.
But it was Preparation Day, following Passover, so this Sabbath could be any day of the week, not just Friday. Jews reading this at the time Mark wrote it would understand what he meant, because he wrote Preparation Day.
The Apostle John wrote, "Now it was the Day of Preparation and the next day was to be a Special Sabbath" (John 19:31). In the original Greek, this verse reads:
"Therefore, the Jews, because it was the Preparation, so that the bodies would not remain on the cross on the Sabbath, for it was a High Sabbath day, asked Pilate that their legs might be broken and they might be taken away.”
John states that Jesus was crucified on Passover just before the High Sabbath started. Matthew supports John's account. "After the Sabbath, at dawn on the first day of the week, Mary Magdalene and the other Mary went to look at the tomb" (Matthew 28:1).
Once again, the Greek for Sabbath in this verse is actually plural, so it would correctly read, "After the Sabbaths..." This would cover the High Sabbath during the week and the regular Sabbath on Saturday.
WHAT CALENDAR DAY DID JESUS DIE?
If Jesus rose from the dead on Sunday morning, and he was three full days and three full nights in the grave before that, then the crucifixion had to be on a Wednesday afternoon. The only time 14 Nisan appears on a Wednesday when Jesus was in his
early 30's is 30AD.
In 30AD, Passover began on Tuesday evening at sunset and ran through Wednesday at sunset. Therefore, Jesus was crucified on Wednesday afternoon at 3pm. This would put Jesus in the grave three full days and nights: Thursday day and night, Friday day and night, and Saturday and night.
THE AGE OF JESUS WHEN HE DIED
History tells us that Herod the Great died in 1BC. There has been speculation about 4BC being the year he died, but more recent scholarship believes 1BC to be more accurate. In Matthew the Magi tell Herod that they saw the star, indicating the birth of the King of the Jews. I don't know when they started their journey, but from what they told Herod, two years had passed before they arrived. For this reason, Herod, "…gave orders to kill all the boys in Bethlehem and its vicinity who were two years old or under, in accordance with the time he had learned from the Magi" (Matthew 2:16).
Based on this scripture that would put the birth of Jesus in 3BC.
Luke tells us that John the Baptist began his preaching in the 15 th year of Emperor Tiberius' reign (Luke 3:1-3), which we know was 29AD. Jesus began his ministry shortly after—within a few months, and Luke tell us, "Now Jesus himself was about thirty years old when he began his ministry" (Luke 3:23).
If Jesus was born in 3BC, that would make him approximately 31 years old. [2 years old in 1BC plus 29AD = 31. No zero year.] Like Luke said, Jesus was about 30 years old.
At some time in the distant past, the Christian church came to believe that Jesus died before the weekend Sabbath. This has been further promoted because 14 Nisan occurs on Friday in the year 33AD. If you believe that the ministry of Jesus lasted three years, as first postulated by Origen Admantius (184-254AD) in his incorrect study of the Book of Daniel, then 33AD would also support that idea nicely. I write in another place (http://www.joelgraves.com/Theology/OneYearMinistry.pdf) that Jesus' ministry was only 16 months long. This fits perfectly with his birth date and date of crucifixion.
RECAP
Jesus and the disciples ate the Passover meal on Tuesday evening. He was arrested late that night or early Wednesday morning and finally taken before Pilate, who gave the order of execution. He was crucified between 9am and noon, and died at about 3pm. His body was taken down before the High Sabbath began at sunset. He was in the grave three full days and nights, and resurrected from the dead on Sunday morning.
MINOR NOTE: The Lamb of God (Lamb tied on floor) image in this artwork was painted by Joel Graves.
DOES ANY OF THIS MATTER?
It does to me.
I am a Traditionalist. I attend Good Friday solemn services and weep along with others when contemplating what Jesus did in the Garden, and how he suffered at the hands of his tormentors. But I also want to remember his crucifixion on the date it happened, whether using the Jewish calendar or the Gregorian calendar.
Will I make a stink every year about what date Jesus actually died on? No.
It is more important to celebrate his death and resurrection, because by his incredibly and
magnificently great sacrifice, he saved my soul and all who would come to believe in him.
I agree with the Apostle Paul. He believed that the resurrection of Jesus was more important than what day he died. "But what does it say? 'The word is near you; it is in your mouth and in your heart,' that is, the message concerning faith that we proclaim: If you declare with your mouth, 'Jesus is Lord,' and believe in your heart that God raised him from the dead, you will be saved. For it is with your heart that you believe and are justified, and it is with your mouth that you profess your faith and are saved. As Scripture says, 'Anyone who believes in him will never be put to shame.' For there is no difference between Jew and Gentile—the same Lord is Lord of all and richly blesses all who call on him, for, 'Everyone who calls on the name of the Lord will be saved'" (Romans 10:8-13).
The big question, the real question, is not whether Jesus died on Wednesday, or Thursday, or Friday, but whether you are saved from eternal damnation [separation from God for eternity] and have declared with your mouth that Jesus is your Lord, and believe in your heart that God raised him from the dead.
POSTSCRIPTS
DAYS FOR 14 NISAN BY YEAR
```
28AD = Monday 29AD = Saturday 30AD = Wednesday 31AD = Monday 32AD = Monday 33AD = Friday (often used as the day of Passover and Jesus' death) 34AD = Monday 35AD = Monday
```
TRANSLATION ISSUES
Why would bible translators not say High Sabbath or Sabbaths when that is what the authors wrote? I believe the scholar's bias for a Friday crucifixion influenced their interpretation of the scriptures. Instead of being honest, they were deceptive. Sad. But a shout-out to the Berean Literal Bible and the International Standard Version who interpreted Matthew 28:1 as Sabbaths—plural.
For John 19:31, the Berean Study Bible properly translated High Sabbath. The New American Standard, King James 2000 Bible, English Revised Version, American King James Version, American Standard Bible, and Jubilee Bible 2000 said Sabbath but added a parenthetical (for that Sabbath was a high day). Close enough.
TODAY THE JEWS CELEBRATE PASSOVER ON 15 NISAN
If you Google Passover, you will see a note that says, "In the Torah (the body of Jewish scripture), Passover begins on the 15th day of the month of Nissan, the day in the Hebrew calendar on which the Jewish departed from Egypt thousands of years ago."
Why does Exodus state that Passover should be celebrated on 14 Nisan, and it was celebrated on 14 Nisan in the time of Jesus and for many centuries since, but the modern Jewish celebration is on 15 Nisan in direct contradiction of the Torah?
Although the seven day celebration was instituted by God in Exodus 12, the Festival of Unleavened Bread or Matzahs (Chag Hamatzot—the Celebration of Unleavened Bread) came about in Leviticus 23:6, "And on the 15th day of the month is the Festival of Matzahs to the Lord; you shall eat matzahs for a seven-day period."
Interestingly, modern Jewish scholars say that the central food of the Passover meal, as celebrated on 15 Nisan now, is the unleavened bread not the lamb, because they were dressed for a quick departure and ate the unleavened bread as a symbol of their haste to flee Egypt (Exodus 13).
This is in sharp contrast to how Christians view the Passover. "The next day John the Baptist saw Jesus coming toward him, and said, 'Behold, the Lamb of God, who takes away the sin of the world!'" (John 1:29).
Christians understand that the Passover sacrifice is a type and shadow of the coming of Jesus, the Lamb of God,
to save the world the way the lamb's blood on the door sides and lintel saved the Jews.
Despite many explanations (or excuses), to be strictly obedient to the Torah, the Jewish people do not celebrate Passover on the right day anymore. I could not find out when they changed the date of the celebration feast from 14 to 15 Nisan. The sacrifice and consumption of the lamb should begin at sundown, marking the beginning of 14
Nisan. The original intent of Pesach was the sacrifice of the lamb to spare them from the Angel of Death. The fact that it has been superseded by the Feast of Unleavened Bread is a sad commentary on how far they have drifted from their Messiah and his sacrifice for them.
HOLY COMMUNION
When we celebrate Holy Communion, we are re-enacting the Passover Feast Jesus celebrated with his disciples. "While they were eating, Jesus took bread, gave thanks and broke it, and gave it to his disciples, saying, 'Take and eat; this is my body.' Then he took the cup, gave thanks and offered it to them, saying, 'Drink from it all of you. This is my blood of the new covenant, which is poured out for many for the forgiveness of sins'" (Matthew 26:26-28). | <urn:uuid:4ade27e6-0aeb-4268-a7b7-8ae5d0e77ab7> | CC-MAIN-2019-22 | http://joelgraves.com/Theology/DateJesusDied.pdf | 2019-05-21T01:46:49Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00213.warc.gz | 112,681,285 | 3,775 | eng_Latn | eng_Latn | 0.998096 | eng_Latn | 0.998487 | [
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SunShine Animal Hospital Client Education Series
WHAT IS CHRONIC KIDNEY FAILURE?
By definition, kidney failure is the inability of the kidneys to remove waste products from the blood. This definition can occasionally create confusion because some will equate kidney failure with failure to make urine. Kidney failure is NOT the inability to make urine. Ironically, most pets in kidney failure are actually producing large quantities of urine, but the body's wastes are not being effectively eliminated.
When is this likely to happen in my pet?
The typical form of chronic kidney failure is the result of aging; it is simply a "wearing out" process. The age of onset is related to the size of the pet. For most cats & small dogs, the early signs occur at about 10-14 years of age. However, large dogs have a shorter age span and may go into kidney failure as early as seven years of age.
What changes are likely to occur in my dog?
The kidneys are nothing more than filters. When aging causes the filtration process to become inefficient and ineffective, blood flow to the kidneys is increased in an attempt to increase filtration. This results in the production of more urine. To keep the pet from becoming dehydrated due to increased fluid loss in the urine, thirst is increased; this results in more water consumption. Thus, the early clinical signs of kidney failure are increased water consumption and increased urine production. The clinical signs of more advanced kidney failure include loss of appetite, depression, vomiting, diarrhea, and very bad breath. Occasionally, ulcers will be found in the mouth. When kidney failure is accompanied by these clinical signs, it is called uremia.
How is chronic kidney failure diagnosed?
The diagnosis of kidney failure is made by determining the level of two waste products in the blood: blood urea nitrogen (BUN) and blood creatinine. A urinalysis is also needed to complete the study of kidney function.
Although BUN and creatinine levels reflect kidney failure, they do not predict it. A pet with marginal kidney function may have normal blood tests. If that pet is stressed with major illness or surgery, the kidneys may fail, sending the blood test values up quickly.
SunShine Animal Hospital Client Education Series
Since this is basically just a wearing out process, can it be treated with anything other than a kidney transplant?
In some cases, the kidneys are worn out so that they cannot be revived. However, with aggressive treatment many pets will live for several more months or years.
Treatment occurs in two phases. The first phase is to "restart" the kidneys. Large quantities of intravenous fluids are given to "flush out" the toxins in the body. This flushing process, called diuresis, helps to stimulate the kidney cells to function again. If enough functional kidney cells remain, they may be able to adequately meet the body's needs for waste removal. Fluid therapy includes replacement of various electrolytes, especially potassium. Other important aspects of initial treatment include proper nutrition and drugs to control vomiting and diarrhea.
What can I expect from this phase of treatment?
There are three possible outcomes from the first phase of treatment: 1) The kidneys will resume functioning and continue to function for a few weeks to a few years. 2) The kidneys will resume functioning during treatment but fail again as soon as treatment stops. 3) Kidney function will not return. Unfortunately, there are no reliable tests that will predict the outcome.
If the first phase of treatment is successful, what happens next?
The second phase of treatment is to keep the kidneys functioning as long as possible. This is accomplished with one or more of the following, depending on the situation:
Special diet: The ideal diet is low in protein, low in phosphorus, and not acidified. The low protein reduces the amount of ammonia the body has to eliminate through the kidneys. The less ammonia in your pet, the better they feel. This one step alone has been found to increase survival time by 4-times the duration of making no changes.
Hypertension Medication: pets with kidney failure often have high blood pressure too. The body is designed to divert a certain percentage of the blood flow through the kidneys for "cleaning". As kidney disease develops there is less and less healthy kidney to handle this volume of blood so the blood is forced through the remaining healthy kidney with more force which leads to high blood pressure. High blood pressure damages the remaining kidney which causes progression of the kidney disease.
Fluids given at home: Once your pet is stabilized, fluids can be given under the skin (subcutaneously). This serves to continually "restart" the kidneys as their function begins to fail again. This is done once daily to once weekly, depending on the degree of kidney failure. Although this might not sound like something you can do, you will be surprised at how easily the technique can be learned and how well most dogs will tolerate it.
Phosphate binder: Phosphorous is removed from the body by filtering through the kidneys. Once the filtration process is impaired, phosphorous begins to accumulate in the blood. This also contributes to lethargy and poor appetite.
Drug to regulate the parathyroid gland and calcium levels: Calcium and phosphorus must remain at about a 2:1 ratio in the blood. The increase in blood phosphorus level, as mentioned above, stimulates the parathyroid gland to increase the blood calcium level by removing it from bones. This can be helpful for the sake of the normalizing calcium to phosphorus ratio, but it can make the bones brittle and easily broken. Calcitriol can be used to reduce the function of the parathyroid gland and to increase calcium absorption from the intestinal tract. | <urn:uuid:a069d7fc-e3f5-4aaa-ba10-f1babfe7aff7> | CC-MAIN-2019-22 | https://img1.wsimg.com/blobby/go/70b342d5-bc80-4d74-baf3-da3e2c962408/downloads/1cu76jfkl_117997.pdf?ver=1557325990077 | 2019-05-21T00:25:15Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00213.warc.gz | 517,930,912 | 1,195 | eng_Latn | eng_Latn | 0.999353 | eng_Latn | 0.999364 | [
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Name ________________________
period _____
Science Skills -8 Finding Constants
As you know, whatever can change or vary in an experiment is called a variable. There are many variables in an experiment. To have a valid experiment one variable must be tested and one must respond. All the other variables must not be changed. These variables that are not changed are called constants.
Directions: Identify two constants in each experiment below.
After studying about recycling, members of Juan's 8 th period class investigated the effect of various recycled products on plant growth. Juan's lab group compared the effect of different aged grass compost on bean plants. They thought that older grass compost would produce taller plants. Three flats of bean plants (12 plants/flat) were grown for 5 days. The plants were then fertilized as follows: (a) Flat A: 450g of 3-month-old compost, (b) Flat B: 450g of compost and (c) Flat C 0g of compost. The plants received the same amount of sunlight and water each day. At the end of 30 days the group recorded the height of the plants in centimeters.
1. ______________________________
2. ______________________________
In chemistry class, Alonso determined the effectiveness of various metals in releasing hydrogen gas from hydrochloric acid. Several weeks later, Alonso read that a utilities company was burying lead next to iron pipes to prevent rusting. Alonso thought that less rusting would occur with the more active metals. He place the following into 4 separate beakers of water: (a) 1 iron nail, (b) 1 iron nail wrapped with an aluminum strip, (c) 1 iron nail wrapped with a magnesium strip, (d) 1 iron nail wrapped with a lead strip. He used the same amount of water, equal amounts (mass) of the metals and same type of iron nails. At the end of 5 days, he rated the amount of rusting as small, moderate or large. He also recorded the color of the water.
3. __________________________________
4. ___________________________________
Yesinia read that certain perfume ingredients, called esters, would agitate bees. Because perfume formulas are secret, she decided to determine whether the unknown Ester X was present in four different perfumes by observing the bees' behavior. She placed a saucer containing 10 mL of the first perfume 3 meters from the beehive. She recorded the time required for the bees to emerge and made observations on their behavior. After a 30-minute recover period, she tested the second, third and four perfumes. All experiments were conducted on the same day when the weather conditions were similar, that is, air temperature and wind.
5. __________________________________
6. ___________________________________
Sarah observed that different kinds and amounts of fossils were present in a cliff behind her house. She wondered if changes in fossil content occurred from the top to the bottom of the cliff. She marked the cliff at five positions: 5, 10, 15, 20 and 25 meters from the top. She dug out and removed 1 bucket of soil from each of the positions and determined the kind and number of fossils in each sample.
7. __________________________________
8. ___________________________________
Juanita read that Aloe Vera promoted healing of burned tissue. She decided to investigate the effect of varying amounts of Aloe Vera on the regeneration of a flatworm called a planaria. She cut the planaria in half to obtain 10 parts (5 heads and 5 tails for each experimental group. She applied concentrations of 0%, 10%, 20% and 30% Aloe Vera to the groups. Fifteen mL of Aloe Vera solutions were used. All planaria were maintained in a growth change with identical food, temperature and humidity. On Day 15 Juanita observed the regeneration of the planaria parts and categorized development as full, partial or none.
9. __________________________________
10. ___________________________________ | <urn:uuid:a809bc51-2686-4869-a3db-0033b602d646> | CC-MAIN-2019-22 | https://img1.wsimg.com/blobby/go/22e9b556-9783-4429-898d-957da653d717/downloads/1bopn9nts_726891.pdf?ver=1553490437596 | 2019-05-21T00:26:55Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00214.warc.gz | 535,626,372 | 829 | eng_Latn | eng_Latn | 0.999439 | eng_Latn | 0.999499 | [
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Resources for Caregivers & Helping Professionals Researching & Selecting Educational Apps for Kids aged 2-12+
Scholastic Media Room: http:/mediaroom.scholastic.com/research
Great resource for research on digital media, literacy & kids! Check out their report on "Kids' Reading in the Digital Age:
http://mediaroom.scholastic.com/press-release/new-study-kids-reading-digitalage-number-kids-reading-ebooks-has-nearly-doubled-2010
Sesame Workshop: http://www.sesameworkshop.org/
Check out: Sesame's "Best Practices Guide for Children's App Development" (A Great Resource for Creating AND Evaluating Ed Apps):
http://www.sesameworkshop.org/assets/1191/src/Best%20Practices%20Docume nt%2011-26-12.pdf
Joan Ganz Cooney Center: http://www.joanganzcooneycenter.org/
A research powerhouse for digital media, kids and literacy topics. Check out their latest research on "Pioneering Literacy in the Digital Wild West: Empowering Parents and Educators":
http://www.joanganzcooneycenter.org/publication/pioneering-literacy/
School Library Journal: http://www.slj.com/
Check out - The Digital Shift: "On Libraries & New Media" - http://www.thedigitalshift.com/ & Touch & Go App Review Blog - http://www.slj.com/category/booksmedia/reviews/apps/
And more ...
Common Sense Media: http://www.commonsensemedia.org/learning-ratings
Children's Tech Review: http://childrenstech.com/
KinderTown: http://www.kindertown.com/
Kirkus Reviews: http://www.kirkusreviews.com/book-reviews/ipad/
MomsWithApps: http://momswithapps.com/
App Evaluation Rubrics: http://www.avatargeneration.com/2012/09/rubrics-forevaluating-educational-apps/
Review Sites for Kids Apps & Books: Digital-Storytime.com, TeachersWithApps.com, SmartAppsforKids.com, and much more ... | <urn:uuid:bad464db-5aa6-4d6d-96d9-f19c4ce219d0> | CC-MAIN-2019-22 | https://littleelit.files.wordpress.com/2013/03/kidsappresearchresources.pdf | 2019-05-21T01:07:04Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00215.warc.gz | 537,284,758 | 449 | eng_Latn | eng_Latn | 0.888797 | eng_Latn | 0.914409 | [
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