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Lindgren Cabin
The historic Lindgren Cabin, as well as the original building housing the sauna and storage room, rests on a plot of ground near Cullaby Lake. The official address is 89990 Hawkins Road, Warrenton, Oregon 97146. Clatsop County owns the land, and its care and maintenance falls upon the Columbia-Pacific Chapter of Finlandia Foundation (FFCPC), one of 58 Chapters in the United States. On November 16, 2018 Clatsop County Cultural Association awarded FFCPC $1,125 to repair and develop a restoration plan for the cabin.
The cabin has an interesting history, and it goes back to Erik Lindgren, a Swedish Finn who was born in 1861 near Tammela in southwest Finland. In his home he listened to songs and tales from the Kalevala, the epic of Finland, and throughout his life the Kalevala was in his veins. After serving in the Finnish army, he began to learn carpentry skills and applied them to the craft of building log cabins. During his twenties he met Johanna Karolina, who was born in 1857. After they married, they had two children, a son named Emil, born in Turku in 1889, and a daughter, Anna, born in 1902 in Fitchburg, Massachusetts.
Erik left his family in Fitchburg and traveled to Astoria, with the intention of claiming property somewhere along the northern Oregon coast. He held odd jobs in Astoria and worked in a lumber mill for a short time before finding property in the Soapstone Creek area near the Nehalem River. With the help of a friend, William Merila, he built a barn, a sauna, and eventually a log house. Work was complete by
1928, and by then his family had joined him in the wilds of Soapstone Creek. It took Erik six more years to obtain title to the land.
Erik was like the singing, merry-making bards of the Kalevala. Helmi Romppanen, who is now 97 years old and lives in Seaside, said he "was full of mirth, and he loved to stroke his long beard and hop on one foot." Neighbors in the area made excuses to wander on his property and join in the singing and merriment. Mr. Lindgren loved to entertain, and word spread around the Soapstone area of this character out of the Kalevala who made all his guests feel welcome. The guests especially appreciated time spent in the large sauna building that was also used to smoke fish and meat.
The Lindgren Cabin was ax hewn out of old growth Oregon Red Cedar logs. Some of those trees were nine feet in diameter. The cabin was 40-feet long and 24feet wide. Erik and William Merila hewed those timbers into planks four and one half inches thick and forty-two inches wide. The logs were so squarely hewn that Erik did not need to do any chinking. The five-room cabin was put together with scarcely a nail. Erik fishtailed the corner planks, cut each outside wall plank at a cant to keep out the rain, erected 42 foot eave timbers gouged out for rain runoff, and used wooden dowels to hold together the long and wide wall planks. The boards of the roof were rain tight. The cabin was a marvel of forest carpentering.
Sadly, the fun-loving bard passed away in 1938. During his time at the Soapstone site he never thought to pay property taxes, and by 1941 Clatsop County foreclosed on the property. Erik's son, Emil, and daughter, Anna, had moved on, Erik settling in Deep River as a logger and Anna moving to New Port Richey in Florida.
Both were unaware that their father had not paid property taxes. Emil achieved some fame for his building of giant sleds for logging engines.
It wasn't long before people were attracted to the abandoned Lindgren Cabin. A new logging road made it easier for hunters, anglers, berry pickers, and vagrants to use the property as a picnic area. One individual squatted in the home and chopped up the barn's cedar slabs into firewood. In 1955 the property was transferred from Clatsop County to the Board of Forestry. Two individuals deserve mention for keeping the cabin from falling into disrepair. The first person, Charles Gilman Davis, was a Portland State University Associate Professor of Architecture. He surveyed the cabin in 1966 and was amazed at its craftsmanship. He spread the word to his students and fellow architects about protecting the Lindgren Cabin. He wrote the Columbia Press and submitted pictures. The second person was Clatsop County Commissioner Hiram Johnson who recognized the pioneer craftsmanship of the cabin, and he was able to convince the public and the county to relocate the cabin to Cullaby Lake Park. He organized a crew to save the historic building. The crew took apart the cabin and numbered all the boards and planks. For a year the parts were stored in a warehouse in Seaside before members of the Astoria Finnish Brotherhood (Lodge #2) reassembled the structure at its current location.
By 1973 the reassembled structure was open for public viewing. The FinnishAmerican Historical Society of the West cared for the cabin for several decades until January 2018 when FFCPC absorbed the membership of the FAHSW. Thanks to our volunteers and to the grant from CCCC, the cabin will remain open to the public and much needed restoration work will keep the cabin in good repair for years to come.
The Lindgren Cabin is culturally relevant and historically essential. It tells a story of a Swedish-Finn who went out into the wilds and built a home for his family, and
visitors today can get a glimpse into the living conditions of a Finnish family during the early twentieth century.
Greg Jacob, Ph.D, Associate Professor of English, Portland State University
1331 NE Parkside Dr. Hillsboro, OR 97124
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Lesson Title: To Vote or Not to Vote
Handout #3: "Citizen Next" Graphic Organizer
Directions: Complete the graphic organizer as you view the film. Use the Summarizing Points (below) as a guide while writing your notes. After you've completed your notes, formulate two questions to share in a discussion with the entire class.
Summarizing Points
- Why just having “legal status” is not like becoming a citizen
- The process of naturalization
- Challenges facing Latino immigrants on their path to citizenship
- Why immigrants want to become citizens
- Importance of Latinos to the election process
- Importance of becoming a citizen and having a right to vote
Notes from Film
Discussion Questions
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Year 3 and 4 – Autumn 2
English - Reading
In reading lessons, pupils continue to develop their fluency knowledge and skills through a wide range of genres, including fiction, non-fiction and poetry.
Pupils also develop core reading skills through the range of texts they read:
- Vocabulary
- Retrieval
- Inference
- Prediction
- Summary
- Authorial intent
Our text for this half term is The Creakers by Tom Fletcher.
English - Writing
Pupils write texts using this half term's texts as a stimulus through our NELT Key Stage 2 Teaching and Learning Cycle. They will learn key grammar and punctuation knowledge within writing lessons which they will use within their writing.
Narrative: Plan and tell a three-part story, focusing on the meeting of the Creakers.
Newspaper Report: Newspaper article about all the parents dissapearing.
Instructions: Write a set of instructions detailing how to catch a Creaker.
Maths
The NELT chosen scheme of learning is Maths No Problem. This half term, pupils learn:
Year 3
Multiplication and Division: This chapter focuses on multiplying and dividing by 3, 4 and 8. It also has a focus on word problems and relationships between multiplication and division.
Further Multiplication and Division: This chapter will begin with multiplying 2 digit numbers before moving onto dividing 2 digit numbers. This will also include multiplying and dividing with and without regrouping. Once this has been mastered, the chapter will then focus on solving word problems involving these two operations.
Year 4
Multiplication and Division: This chapter covers multiplying by 6, 7, 9, 11 and 12. Children will use times table knowledge and learn how to divide by these numbers.
Children will begin to divide with remainders and once mastered, will move onto solving word problems involving multiplication and division. They will use this knowledge to solve multi-step problems.
Further Multiplication and Division: This chapter covers multiplying and dividing twodigit and three-digit numbers. The chapter starts with children multiplying by 0 and 1 and dividing by 1. Children will then begin to multiply two-digit numbers including renaming. When mastered, pupils will multiply by 3-digit numbers including renaming. They will divide 2-digit and 3-digit numbers and understand how to divide with remainders. Once these skills are mastered, children will explore multiplication and division word problems to apply and strengthen their understanding.
Science
Animals including Humans: This unit of work builds on knowledge learned in Year 3. Children will complete two classification types of enquiry. They will start by describing the basic parts and functions of the digestive system and naming the simple functions of different types of human teeth. Children will observe over time what happens to an eggshell left in cola which links to healthy teeth and the nutrients in our diet. Following on from this, children will look more closely at the nutrients found in food before looking at the larger scale of how animals get their energy. They will compare the differences between the teeth of herbivores and carnivores and use research to understand how food chains are constructed.
History/Geography
Mountains and Rivers: This topic is continued from last term and teaches children about the characteristics and features of rivers and mountain ranges around the world. Children will understand the journey of a river and how rivers can change landscapes over time. Children will explore the uses of rivers and conduct a local river study.
Art & Design/Design & Technology
Keep it Safe: In this unit, children will explore different containers and nets and learn how to make the containers secure to keep their precious items safe. Children will design a prototype of a container and select a range of materials and equipment to make a lid for their containers. Then, they will design their own treasure box before making their own containers and evaluating their designs.
Computing
Coding: Using our Purple Mash scheme of work, children will explore coding. They will explore using different commands, variables and use flowcharts for design of algorithms.
Alongside our scheme of learning, through project Evolve, children will learn about Online Bullying and Online Relationships.
Music
This term, children will continue to learn how to play the ukulele.
Modern Foreign Language (MFL)
During this half term the children will continue to develop their French knowledge. They will look at topic: My local area, your local area. This unit involves learning commands and actions such as left, right and straight ahead. Children will learn shops, signs and how to ask for directions. They will end the unit looking at a Christmas poem.
PSHE
Celebrating Differences: In this puzzle (unit), the children will consider the concept of judging people by their appearance, of first impressions and of what influences their thinking on what is normal. They will explore more about bulling, including online bullying and what to do if they suspect or know that it is taking place. They will discuss the pressures of being a witness and why some people choose to join in or choose to not tell anyone about what they have seen. The children will share their own uniqueness and what is special about themselves. They will talk about first impressions and when their own first impressions of someone have changed.
Religious Education (R.E.)
Buddhism: In this unit, children learn a key part of the story of the Buddha in his dedication to meditation and a mindful approach. Children will learn how he cleared his mind of the daily distractions to find the enlightenment he was searching for. They will learn how many Buddhists use him as a role model and will spend time each day trying to settle their mind and concentrate.
Physical Education (P.E.)
In our PE unit, we will focus on Gymnastics. Where the children will be building up different core gymnastic skills. They will also have the opportunity to enhance their skills further at the gymnastics festival during the term. | <urn:uuid:23018001-745d-469f-81da-fce67ca68630> | CC-MAIN-2024-51 | https://www.middletoninteesdaleacademy.co.uk/_filecache/ef3/f37/43987-year-3-and-4-autumn-2.pdf | 2024-12-13T21:18:08+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00056.warc.gz | 796,623,290 | 1,202 | eng_Latn | eng_Latn | 0.997229 | eng_Latn | 0.997739 | [
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Middleton-In -Teesdale Primary School.
Anti-Bullying Policy
Aims
At Middleton-In-Teesdale Primary School we aim to:
* Develop an ethos in which bullying is unacceptable
* Put in place systems of identification and support to deal with bullying issues
* Create a safe and secure environment where all can learn without anxiety
* Respond quickly and consistently to any bullying incidents
* Make all those connected with our school aware of our zero tolerance of bullying
* Make clear each person's responsibility with regard to the eradication of bullying in our school.
Introduction
At Middleton-In-Teesdale Primary School we believe that every child has a right to:
* Receive respect from others and give respect to everyone
* Speak and be listened to
* Have the freedom to choose
* Be safe and secure
Bullying will not be tolerated. It is everyone's responsibility to prevent occurrences of bullying and to play their part in dealing with incidents quickly and effectively. This policy has been updated in line with the Equality Act 2010
What is bullying?
Bullying can be described as any behaviour that is deliberately intended to hurt, threated or frighten another person or group of people. It is usually unprovoked, persistent and can continue for a long period of time.
The three main types of bullying are:
* Physical – this includes hitting, kicking, scratching and the taking or deliberate damaging of property
* Verbal – this includes name calling, making insulting or discriminatory remarks (racist, sexist, homophobic, biphobic, transphobic, ageist or ableist), teasing, threats and extrortion or sending nasty notes, text messages, emails and so on
* Indirect – this includes ostracizing or the spreading of nasty stories about someone, and social exclusion of an individual
Racist, sexist, homophobic, biphobic, transphobic ageist or ableist harassment involves the same kind of behaviour directed against someone because of their culture or identity, their gender, sexual orientation, gender identity, age or disability. This can also be directed towards someone because of their association with someone with these characteristics: for example, where a pupil has gay parents or a sibling with a disability
Strategies for identifying bullying
Bullying can be difficult to identify because it is often subtle, covert and rarely witnessed by adults. However, there are warning signs.
Individual signs may include:
* Sudden mood swings
* Torn clothing and damaged books
* Loss of belongings
* Requests to be accompanied to and from school
* Bedwetting
* Nail biting
* Nervous tics
* Sleep walking
* Underachievement
* School refusal
* Physical marks
* Avoidance of certain days
Whole school signs may include:
* Graffiti
* Frequent name calling
* Poor attendance
* Pupils appearing to be afraid
* Social exclusion
* Pupils not willing to approach adults
Strategies for dealing with bullying
At Middleton-In-Teesdale Primary School there are five key principles that underpin our procedure for dealing with bullying:
* Never ignore suspected bullying
* Do not make assumptions
* Listen carefully to all accounts
* Adopt a problem-solving approach
* Follow up shortly after the intervention and some time after to check the bullying has not resumed.
As a school we take a proactive approach in promoting anti-bullying. During the second half of Autumn Term we participate in National Anti-Bullying Week. During this time, we have a whole school focus on anti-bullying and usually follow the theme adopted by the AntiBullying Alliance. Recent themes which have been chosen are: 'Choose Respect' and 'Change starts with us'.
There are also times, throughout the year, where we welcome visitors who might offer support to victims of bullying for example Childline and NSPCC.
It is difficult to draw up a list of procedures, as each case of bullying will be different. Teachers will from time to time use their own expertise and judgement as to what steps to take and how far to go with a particular incident.
The following procedures are merely guidelines. If there is bullying:
1. Find out both sides of the story in an attempt to see if it is really a case of bullying and not boisterous play.
2. Have a chat to the children involved, and give the bully a 'verbal warning'.
3. Follow up a particular incident by observing the children involved. This will hopefully tell if it was just an isolated incident or if there is a pattern to the bullying behaviour.
4. If an incident happens at playtime talk to the teachers on duty. If at lunchtime talk to the lunchtime supervisors.
5. It may be necessary to see the parents of both the victim and the bully. Explain the situation and ask both sets of parents for their co-operation.
6. If the bullying continues a record needs to be made of 'proven' bullies and also of persistent victims. All staff need to be informed.
Working with parents and carers
At Middleton-In-Teesdale Primary School we believe in the importance of working in partnership with parents. As such, we ensure that our staff understand the value in meeting and communicating with parents regularly to discuss any concerns.
Parents should make contact with the class teacher initially whenever they have any concerns. The class teacher may decide to involve colleagues in any discussions depending on the nature of the concerns, e.g. SENCO for SEN.
When responding to parents, it is important to listen to and write down concerns raised. In order to prevent a misunderstanding, staff are encouraged to read back any concerns as they understand them. Parents should be reassured and explained that an investigation will take place. Under no circumstances should a parent be informed of an outcome prior to the member of staff investigating the incident(s).
Roles and responsibilities
Staff
It is the collective responsibility of all staff members including lunchtime supervisors, admin staff, teaching assistants and teaching staff to:
* Report any concerns about incidents which could affect the health or wellbeing of anyone in the school to the Head Teacher or Associate Head Teacher
* Encourage and promote anti-bullying through directly or indirectly
* Listen to any child or parent that has any concerns including those related to bullying incidents
* Follow the procedures outlined in this policy when dealing with any suspected incidents of bullying
Senior Leadership Team
It is the responsibility of the Senior Leadership Team to:
* Ensure that the anti-bullying policy is implemented in school and shared with all stakeholders
* Promote anti-bullying in various ways, e.g. through timetabled assemblies, through conversations with children and through display work
* Report to the Governing Body, as necessary, on any bullying issues
* Liaise with the Local Authority, as necessary, if a period of fixed term or permanent exclusion is required
* Support staff in dealing with bullying incidents and meet with parents as necessary to support the actions of staff members
* Keep accurate records of all bullying incidents
Governors
The Governing Body will:
* Support the Head Teacher in attempts to eliminate bullying from Middleton-In-Teesdale Primary
* Monitor the incidents of bullying that occur and review the effectiveness of this policy through discussion at Governing Body meetings
Parents/Carers
The parents/carers will:
* Raise any concerns that they may have with their child's class teacher
* Support the actions of the school when carrying out investigations/dealing with any incidents
* Promote the anti-bullying work that the school does by sharing in conversations about this at home
Children
The children will:
* Treat others with courtesy and respect at all times
* Not bully another person in any way
* Respect the differences between themselves and others
* Talk to an adult immediately if they are worried about bullying
Monitoring and review
The Anti-Bullying Policy is reviewed every two years through consultation with all stakeholders. The Head Teacher monitors the effectiveness of this policy on a regular basis and reports to the Governing Body as appropriate, including making any recommendations for improvement.
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Literacy and Reading
North America is home to many types of bear. Read Brown Bear, Brown Bear What Do You See? by Bill Martin Jr. and Eric Carle.
(https://www.youtube.com/watch?v=WSTB8zQleM) – link on website.
Use the internet to make a list of animals that live in South America. Use your list to make up your own version of Brown Bear? (Llama, Capybara…)
Find out about the Mayan, Incan and Aztec cultures. Present your findings as a poster!
Make a non-fiction pamphlet or holiday brochure about a country in America, why should we go there? What would we see? What is there to do? Don't forget to use adjectives and exciting language. (Choose one of the three templates or create your own. The templates can be typed into or printed.)
Understanding the World (Science, History and Geography)
Physical Development (PE)
Visit Real PE and try some of their Space challenges (Space Day 4-6).
home.jasmineactive.com
Parent email: firstname.lastname@example.org
Password: eastbrookp
Research the South American dance: Samba, how does the music make you feel, can you make up your own samba dance?
Our World!
Use the world map to colour in North America and South America.
North America is home to some famous inventors. Can you find out about these famous inventors: Thomas Edison, Benjamin Franklin, Alexander Graham Bell?
Can you invent your own machine?
Read the Powerpoint about Christopher Columbus, make a poster and on your map mark his route/ routes.
Summer 2 Week 3
North and South America
Personal, Social and Health Education PSHE
Florida is famous for its oranges; can you make freshly squeezed orange juice?
In North America pancakes are a popular choice for breakfast, can you make pancakes with this simple recipe? What healthy toppings will you choose? Blueberries, raspberries and natural yoghurt.
https://www.bbcgoodfood.com/recipes/thre e-minute-blender-banana-pancakes
Don't forget your daily Marvellous Me challenges!
Communication and Language
Use your holiday brochure or pick a holiday destination in America and list some exciting things to do there.
Rehearse and record yourself making an advert for a holiday destination. Don't forget to use exciting language and lots of adjectives to entice your audience! (You could also use props like sunglasses or hats.)
Creative (Music, Drama and Art)
Use the headbands to dramatically retell the story of Brown Bear or make your own headbands based on your own version of the story.
North America is the home of NASA, can you junk model your own space rocket out of old recycling.
Re-enact the space rocket launch using your model.
Maths
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Reception – Autumn 1
Topic
Magical Me: As we begin the school year, the children dive into learning all about themselves and their peers. The children learn to understand that we are all different, but we are all equal. This half term the children will learn about the different families we all come from and that every child is a part of our school family.
This half term is when the children really learn all about the school rules and expectations and how they can become a Middleton Star. Through our learning the children will quickly embed our Middleton school rules - Be Ready, Be Respectful, Be Safe.
Communication and Language (Speaking and Listening)
This term we encourage the answering of and asking of 'how' and 'why' questions, thus encouraging them to use longer sentences and to use the word 'because'. We introduce children to new vocabulary through stories, these are known as the 'Wondrous Words'. Modelling of developed talk is through story retell and role play. Children who need a boost in their confidence and articulation will take part in small group 'NELI' intervention.
Literacy (Reading and Writing)
As Reception children begin their journey to become strong readers in our school, we introduce them to single sounds through daily Read Write Inc phonics lessons. We will then encourage the children to hear and recognise these sounds at the beginning of words. As children develop a deeper understanding of individual sounds and can blend them together, they will access simple texts matched to their individual phonics ability. We aim to foster a love of reading in all children and begin this very early on by sharing daily stories in class and provide the opportunity for you to continue to share these stories at home together.
Children practise the formation of letters at the same time as learning sounds, this gives them a deeper understanding and readiness to begin to attempt early writing. There are a number of opportunities to write for purpose and pleasure in our environment, both indoors and outdoors. When children are confident in knowing the first sounds, they begin to be able to segment words and write the sounds they hear in them. This quickly in turn enables them to attempt to write captions and phrases.
Maths (Number and Shape, Space and Measure)
Number and place value - We explore the numbers to 5, with a deeper understanding of the value of each number and aim to subitise with confidence. We develop the counting principle and apply these in a number of practical situations. We will begin to compare groups and discuss the totals and how to group them.
Shape, space and measure - Across our continuous provision, we offer the opportunity to develop vocabulary through construction using 3D shapes, exploring capacity and measure in the sensory station and the use of positional language through movement.
Personal Development (P.S.H.E.)
In Reception at Middleton, some children have already connected through Nursery and others are joining us for the first time. This is the perfect time to learn about the importance of friends, family and what makes us special. We will learn about the ways to care for ourselves and one another. We will also establish and follow the school rules and learn the importance of working together as a team.
Understanding the World (Geography, History, Science and Computing)
We will develop an understanding of the human body and how to look after ourselves; from eating our 5 a day to exercising and keeping ourselves clean. The children will have the opportunity to get hands on with different fruits and vegetables and explore what being healthy looks like for them.
We familiarise ourselves with our school grounds, making simple maps of the outdoor areas and looking at features of the environment for purpose and use. We explore further afield by discovering a wealth of non-fiction texts and stories.
As part of understanding the world around us, technology is important both inside and outside of the classroom and from an early age we ensure that children understand the need to use the internet safely. At Middleton, children will also take part in activities from Project Evolve to develop their sense of self identity, and Barefoot Computing to introduce and nurture the idea of Computational Thinking.
Expressive Arts (Art and Music)
We love to create and design in Early Years and now is the time to explore a range of materials to achieve different effects, including shading, blending, smudging and making marks. We experiment with colour, design and texture and produce some beautiful 'Magical Me' masterpieces using and combining different artistic materials.
Music is used throughout our Early Year's environment to encourage the children to explore different sounds of instruments and express their emotions whilst using them. Within their play, children are encouraged to investigate the different sounds of the instruments and create their own songs.
Physical Development (P.E.)
Children will develop their fundamental movement skills through the topic of 'Everyday Life'. They will spend time learning basic principles of a PE lesson such as safely using space, stopping safely, using and sharing equipment and working individually, with a partner and group. They will take part in activities which will develop fundamental movement skills such as running, jumping and skipping. Children will also play simple invasion games and begin to understand and use rules.
Religious Education (R.E.)
A focus of this half term has been on the importance of our families and the people around us. We will learn about the people who keep us safe and well in our communities such as family, teachers, doctors and nurses. The children will learn about their different job roles and learn about why they are important to us. | <urn:uuid:e590044f-5f82-4d2e-8c72-3da670e0024a> | CC-MAIN-2024-51 | https://www.middletoninteesdaleacademy.co.uk/_filecache/304/d37/43960-reception-autumn-1.pdf | 2024-12-13T21:44:18+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00058.warc.gz | 803,831,319 | 1,100 | eng_Latn | eng_Latn | 0.996091 | eng_Latn | 0.99646 | [
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Development is at the heart of most conversations about children prior to their entrance into kindergarten, but it is consistently absent from discussions about children's success beyond age 5. Although development slows down with each passing year, it continues well into adulthood and plays a significant role in teaching and learning, especially for children in grades pre-K-3.
Significant changes naturally occur in children's bodies, brains, and feelings, and educators best serve their students when they maintain a holistic view.
Educators should consider questions such as:
■ How long can a beginning first grader retain information in working memory before it must be used and committed to long-term memory?
poses of this article we will emphasize just two: the significance of incorporating a developmental perspective in viewing children as they grow and progress through school, and the importance of looking at classroom environments and instructional practice. The content should grow and change in multiple ways in response to children's backgrounds and their emerging skills, knowledge, and ability.
■ How do teachers change their classroom environments to respond to the developmental changes students will undergo during the course of the school year?
■ What types of learning experiences best engage boys at the kindergarten level?
The answers to such questions play an influential role in scaffolding powerful learning experiences that ensure student success.
Seamless Education
There are countless ways to think about seamless education. For the pur-
ISTOCKPHOTO/THINKSTOCK
As researchers with years of experience as teachers, teacher educators, school administrators, and state leaders, we joined legions of colleagues all struggling with our persistent inability to ensure success for minority and low-income students, despite a genuine commitment to serving them well.
In response, we developed FirstSchool, a public school and university partnership dedicated to improving pre-K-3 experiences and outcomes for black, Latino, and low-income children. Our work during the past four years in high-minority and highpoverty schools and districts has taken a unique approach and yielded noteworthy results.
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I In an effort to provide educators with the ability to see how children's experiences change as they progress through school, we used data from classroom observation measures (see page 11) to view children's experiences across the pre-K-3 continuum, rather than simply focusing on individual classrooms or grade levels.
The data illustrate the stark shifts in children's experiences as they move from pre-K to kindergarten. For example, there is a dramatic change between pre-K and kindergarten in the amount of time children have opportunities for choice (37 percent in pre-K versus 6 percent in kindergarten). Choice activities are often replaced by time spent in whole-group instruction (24 percent in pre-K versus 45 percent in kindergarten).
Choice in a pre-K environment is primarily offered through the use of developmental centers that children access at will. During this time, they have opportunities to select with whom they work, what materials they use, and generally what they will do within the scope of the center. In contrast, wholegroup time is usually one of the least flexible times in a kindergartener's day since it is largely controlled by the teacher and generally characterized as a time to "sit and listen." Thus, pre-K students move from an environment valuing autonomy and self-reliance to one that tends to restrict movement and value compliance.
ONLINE Principal
Access the following Web resources by visiting Principal magazine online: www.naesp. org/SeptOct13
The PreK-3rd Grade National Work Group website provides information briefs and webinars regarding policies and practices from experts across the country.
The May/June 2011 issue of Principal focused on Early Learning, with articles on the impact on the achievement gap, measurement and assessments, and principal preparation.
Principal■September/October 2013
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Yet, we know that choice helps children meet their innate need to feel competent, belong, and have some degree of freedom or autonomy. Incorporating choice in the classroom environment enables children to have more flexibility and to work from their areas of strength and personal interest. They're then more likely to feel invested in their work and to draw personal meaning from it.
Throughout the pre-K-3 span, principals should ensure that teachers look for meaningful opportunities for students to select their location for doing work, the materials they use, and the learning content and context, as well as ways to represent their learning. Doing so also encompasses Common Core expectations that children collaborate and talk with one another about how they achieved their final result.
Framework for Optimal Learning
To keep instructional conversations focused on seeing children as complex and multifaceted, FirstSchool organized 10 research-based practices into a framework centered on establishing classroom cultures of caring, competence, and excellence.
A culture of caring is foundational to children's success because it ensures that the optimal social-emotional environment is in place to support learning. A culture of competence ensures that each child becomes a productive, successful, and contributing member of the classroom community. And a culture of excellence empowers each learner to excel beyond minimal standards.
Within each of these cultures are instructional practices that have been identified as especially beneficial for black, Latino, and low-income children in pre-K-3 environments.
■ Culture of caring—nurture positive relationships, strengthen selfefficacy and racial/cultural identity, and develop the whole child;
■ Culture of competence—prioritize communication, promote peer interactions, develop self-regulation, and encourage independence; and
■ Culture of excellence—balance teaching approaches, integrate and balance curriculum, and build higher-order thinking skills.
Although these practices will benefit all children, their absence has a particularly strong negative impact on children of color and those from families of low socioeconomic status. These instructional strategies function as a complete package. Thus, the actualization of all 10 is what ensures academic and social-emotional success for each child.
For each of these instructional practices, FirstSchool provides data and research from peer-reviewed journals so that teachers become well-versed in why these approaches are so critical and to what degree they are provided for their students. Armed with this information, they become capable of making critical pedagogical decisions that translate into students who are happier, are more involved as partners in their own learning, and experience higher levels of success. An additional benefit is that the teachers also become much better communicators with their colleagues, parents, and administrators, as well as strong advocates for their students.
Let's examine these practices, starting with prioritizing communication. The authors of "What Children Living in Poverty Do Bring to School: Strong Oral Skills Let Them Talk!" explain that a classroom emphasis on oral language development has been identified as one of the premier instructional strategies for ensuring the success of children, especially those from low socioeconomic communities. In addition, a study published by Stacy A. Torch and Grover J. Whitehurst in the November, 2002 issue of Developmental Psychology explains that vocabulary proficiency is a predictor of academic achievement beginning as early as the third grade.
Yet, teachers of young children tend to emphasize didactic instruction, spending the vast majority of their teaching time providing information, www.naesp.org
Data Measurement Tools
FirstSchool works to create a mindset of continuous improvement and a culture of collaborative inquiry. This environment supports educators to safely explore challenges together, while increasing their motivation and skill to examine their teaching and make changes to better support student needs.
Data from two classroom observation measures—the FirstSchool Snapshot and the Classroom Assessment Scoring System (CLASS)—are the basis for inquiry into practice and a way to illuminate habits and routines that both hinder and support students. The Snapshot offers teachers a minute-by-minute view of children's experiences in their classrooms with a detailed focus on children's exposure to instructional settings, content areas, and teaching approaches. The CLASS provides a global view of the emotional climate, classroom organization, and instructional support that teachers provide for their students.
describing, and demonstrating while spending a small portion of time asking open-ended questions, scaffolding instruction, or engaging children in higher-order thinking.
The Role of School Leaders
It is not at all unusual to find that our initial data collection at a school shows that up to 90 percent of teaching time is accomplished through didactic instruction, especially during the teaching of math. Other regular findings indicate that only about eight minutes of the day is spent engaging children in vocabulary development and as little as 12 minutes of the day on oral language development.
At first, teachers are stunned by these results, but as they go back into the classroom, they begin to notice just how much they are talking and how little the students are expressing their thoughts. In light of how important these elements of teaching are to the success of their students, they begin to collaboratively plan lessons that include higher levels of vocabulary development, increased oral language development, more scaffolding, and increased opportunities for higher order thinking—each a process emphasized in the Common Core. Their results are clearly reflected in the next round of data collection but, more importantly, in the improved learning and higher levels of student engagement.
www.naesp.org www.naesp.org
To ensure that these quality instructional practices thrive in pre-K-3 classrooms, principals and other instructional leaders must work collaboratively with staff. FirstSchool recommends a four-step process to ensure a seamless experience for everyone in the school community.
1. School leaders must develop a parallel process in which they create for the adults the same type of environment they want adults to create for their students. Everyone in the school environment must be viewed as a learner for whom the cultures of caring, competence, and excellence are cultivated.
Important aspects of accomplishing this goal are fostering and sustaining a culture of collaborative inquiry, which includes valuing teacher expertise and professionalism; the provision of relevant best practice research; and support for teacherinitiated changes supported by research, data, and experience. These measures must be coupled with the establishment of a collective mindset of continuous improvement so teachers can focus on perfecting practice without fear of censure.
2. Adopt curricula that focus on depth and breadth, and emphasize the Common Core State Standard goals of developing the abilities
of students to clearly express their thoughts, feelings, and ideas; to reason abstractly and quantitatively; and to construct viable arguments and critique reasoning. A full, rich student learning experience should be the overarching goal, rather than stripping learning expectations down to only what will be tested.
3. Maximize opportunities for teachers to see effective practice in action. This can be accomplished by arranging visits to model classrooms, organizing peer observations, or obtaining classroom videos to view and discuss.
4. Put in place data systems that enable teachers to critically examine their own practices. The FirstSchool Snapshot and the CLASS provide rigorous data that illuminate practice, but schools without access to these measures can collect similar data by using various lenses to look at practice. These could include assessing how much time is spent in didactic instruction during literacy and math blocks, recording and examining the types of questions teachers ask, or taking note of the integration of science and social studies into the literacy block.
By facilitating an environment in which teachers are comfortable moving away from pedagogy that relies solely on didactic instruction, providing educators with models on which to base changes in their practice, and giving them the tools with which to track their progress, school leaders can have a profound impact on creating a seamless educational environment that best meets the needs of young learners.
Sam Oertwig, a former principal, is coproject director of FirstSchool at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill.
Sharon Ritchie is a senior scientist at the Frank Porter Graham Child Development Institute.
Principal■September/October 2013
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Name:
Age:
Soil Factory Scavenger Hunt
Get to know your soil, by answering the questions below.
Anyone can participate!
Observe the top of the soil
Circle the things that you find that are part of the first layer of the Soil Factory - mulch:
Leaves Bark Seed pods
Sticks Wood chips Flowers
Other: __________________________________________________________________
Dig down into the soil
Circle the decomposers that you can find:
Pillbug Worm Mold
Snail/slug Ant Mushroom
Other: __________________________________________________________________
Draw a picture of something you observed
We want to share your soil observations!
Post to your social media and tag us at treepeople_org #greenquarantine
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Public Physical Education Curriculum Map
Key = matching colours denote links between topics either in content or skills across year groups and key stages.
| INJURIES | | STRATEGIC DEVELOPMENT | |
|---|---|---|---|
| | CORE SKILLS | | NUTRITION |
| | ADVANCED SKILLS | | FITNESS & TRAINING |
| | TACTICAL UNDERSTANDING | | EXTERNAL EXAMS |
| ANATOMY AND PHYSIOLOGY | | CAREERS | |
| KEY STAGE 3 | 7 | Core Skills | Inclusive & | Core Skills | Core Skills |
|---|---|---|---|---|---|
| | | Football, Rugby, Trampolining, Netball, | Disability | Badminton, Trampolining, Dance, | Athletics, Rounders, Cricket, |
| | | Basketball, OAA, Dance, and Handball | Sports | Football, Fitness, Rugby, and Hockey | Softball, and Tennis |
| | 8 | Advanced Skills | Inclusive & | Advanced Skills | Advanced Skills |
| | | Football, Rugby, Trampolining, Netball, | Disability | Badminton, Trampolining, Dance, | Athletics, Rounders, Cricket, |
| | | Basketball, OAA, Dance, and Handball | Sports | Football, Fitness, Rugby, and Hockey | Softball, and Tennis |
| | 9 | Tactical Understanding | Inclusive & | Tactical Understanding | Tactical Understanding |
| | | Football, Rugby, Trampolining, Netball, | Disability | Badminton, Trampolining, Dance, | Athletics, Rounders, Cricket, |
| | | Basketball, OAA, Dance, and Handball | Sports | Football, Fitness, Rugby, and Hockey | Softball, and Tennis |
By the end of KS3, students will have developed their skills in a variety of sports across KS3. They will also develop their ability to plan, evaluate, and analyse performance. Students will also be able to apply a range of tactics and strategies in a variety of games, developing their knowledge and understanding of a variety of sporting activities and explaining how the body responds to exercise. Students will develop skills, such as: teamwork, cooperation, communication, problem solving, and officiating. During PE lessons, students will understand and know the rules, apply the skills, and evaluate their performance when participating in a range of different sports. Skills are built upon each year from learning the core skills, developing into advanced skills, and then gaining a tactical understanding of how to improve and strategically enhance performance.
Strategic Development:
10
CORE
10
CNAT
11
CORE
11
CNAT
Football, Rugby,
Trampolining, Netball,
Badminton, Fitness
Strategic Development: Handball, Hockey, Fitness, Basketball, Table Tennis
Strategic Development: Badminton, Trampolining, Football, Hockey, Handball, and Fitness
Strategic Development: Flag Football, Futsal, Dance, Rugby, Trampolining
Strategic Development: Athletics, Rounders, Cricket, Softball, Tennis
R181 Task 1:
Exploring the components of
fitness applied in sport
Exploring the components of fitness applied in sport and drills
Strategic Development:
Football, Rugby,
Trampolining, Netball,
Badminton
Exploring the principles of training and training methods
R181 Task 5:
Organising and planning a fitness training programme
Strategic Development: Handball, Hockey, Fitness, Basketball, Table Tennis
R183 Task 3 and 4:
Developing a balanced nutrition plan for a selected sporting activity
R181 Task 3:
R181 Task 4:
Evaluating your own performance in the planning and delivery of a fitness training programme
Strategic Development: Badminton, Trampolining, Football, Hockey, Handball
Examination Unit (R180):
R183 Task 1 and 2:
Exploring the nutrients needed for a healthy, balanced nutrition plan
Strategic Development: Fitness, Trampolining, Badminton, Handball, Hockey
Reducing the risk of injuries and dealing with common medical conditions
GCSE REVISION AND EXAMS
Core PE:
By the end of KS4, students will have developed their skills in a variety of sports. Students will also develop their ability to plan, evaluate, and analyse performance. They will further develop their knowledge and understanding of sporting activities and be able to select and apply the correct tactics and strategies needed to be successful. Students will continue to develop skills such as teamwork, cooperation, communication, problem solving and officiating.
Level 2 CNAT:
By the end of KS4, students will have developed their ability to plan, evaluate, and analyse sports performance via a variety of fitness testing and training methods. They will also develop the knowledge and understanding of how the body system work. Students will also develop skills such as monitoring and analysing their own performance, time management and problem solving, and research techniques through a practical and skills approach to learning and assessment.
| KEY STAGE 5 | | Unit 1: Musculoskeletal | | Unit 1: Effects of exercise on the | | Unit 1: Energy Systems | |
|---|---|---|---|---|---|---|---|
| | | cardiorespiratory system | | cardiovascular system | | | |
| | 12 | | | | | | |
| | | Unit 2: Positive and | | | Unit 2: Training methods | | |
| | | negative lifestyle factors | Unit 2: Programme related | | for different components | | Unit 2: Understanding |
| | | and modifications | nutritional needs | | of fitness | | training program design |
| | | Unit 3: Understanding | | | Unit 3: Recruitment | | Unit 3: Evaluation on the |
| | | | Unit 3: Career | | | | |
| | | career opportunities in | | | activity in a selected | | performance during the |
| | | | development action plan | | | | |
| | | sport | | | pathway | | selection process |
| | 13 | | | | | | |
| | | | | | Unit 5: Exploring and | | |
| | | Unit 5: Principles of fitness | Unit 5: Fitness tests for | | conducting fitness test | | Unit 5: Creating a fitness |
| | | testing | different components | | based on relevant | | profile for a performer |
| | | | | | component of fitness | | |
By the end of KS5, students will have developed a detailed understanding of key areas in sport such as body systems, application of fitness testing, fitness training and programming for health, sport and well-being, and development in the sports industry. Through studying a range of sport and exercise topics, students will develop a comprehensive understanding of how the body responds to exercise, how to plan and create fitness programs, how to apply different fitness tests, and understanding the career process in the sporting industry.
Public
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SHOREHAM ACADEMY ANTI-BULLYING POLICY
Reviewed: September 2023
Next review: September 2025
Shoreham Academy School Anti-Bullying Policy
Shoreham Academy is a friendly, caring School committed to providing a safe environment for all our students so they can learn in a calm and secure atmosphere. Bullying of any kind is unacceptable and if bullying does occur, all students should be able to tell someone at school so that incidents will be dealt with promptly and effectively. Anyone who knows that bullying is happening is expected to tell staff.
This policy is based on DfE guidance "Preventing and Tackling Bullying" July 2017 and supporting documents. It also takes into account the DfE statutory guidance "Keeping Children Safe in Education" 2023. The school refers to Childnet.com for advice on key topics.
1) Policy objectives:
This policy outlines what Shoreham Academy will do to prevent and tackle all forms of bullying.
The policy has been adopted with the involvement of the whole school community.
Shoreham Academy is committed to developing an anti-bullying culture where the bullying of adults, children or young people is not tolerated in any form.
2) Links to legislation
There are a number of pieces of legislation which set out measures and actions for schools in response to bullying, as well as criminal and civil law. These may include (but are not limited to):
* The Education and Inspection Act 2006, 2011
* The Children Act 1989
* The Equality Act 2010
* Protection from Harassment Act 1997
* Public Order Act 1986
* The Malicious Communications Act 1988
3) Responsibilities
It is the responsibility of:
* The Principal to communicate this policy to the school community, to ensure that disciplinary measures are applied fairly, consistently and reasonably, and that a member of the senior leadership team has been identified to take overall responsibility.
* All staff, including: governors, senior leadership, teaching and non-teaching staff, to support, uphold and implement this policy accordingly.
* School Governors to take a lead role in monitoring and reviewing this policy.
* Parents/carers to support their children and work in partnership with the school.
*
Students to abide by the policy.
4) Definition of bullying
Bullying is "behaviour by an individual or a group, repeated over time that intentionally hurts another individual either physically or emotionally". (DfE "Preventing and Tackling Bullying", July 2017).
Bullying can be a form of peer-on-peer abuse and can be emotionally abusive; it can cause severe and adverse effects on children's emotional development.
Bullying can include repeated incidents of: Physical contact, intimidating or threatening behaviour, taunting, spreading of malicious gossip or rumours and intentionally excluding or isolating others.
This includes the same unacceptable behaviours expressed online, sometimes called online or cyberbullying. This can include: sending offensive, upsetting and inappropriate messages by phone, text, instant messenger, through gaming, websites, social media sites and apps, and sending offensive or degrading photos or videos.
Shoreham Academy students have contributed their views on the victim and the bully:
The Victim:
* isolated
* feels like everything has been taken away from them
* no one to talk to
* low self-esteem
* takes away positive feelings
* negative
* becomes normal/routine
* fear of being a 'grass'
* unfair
* scared to talk
* self-conscious
* loss of confidence and dignity
The Bully:
* wants power
* not happy in themselves
* wants to look big
* victims themselves
* peer pressure – easily led
* "the not-so innocent bystander" (a bystander who is supporting the bully)
* may hate themselves
* for fun
* expressing their feelings in a negative way / anger
* might have emotional or additional issues.
* taking their insecurities out on others
5) Forms of bullying covered by this policy
Bullying can happen to anyone. This policy covers all types of bullying including:
* Bullying related to race, religion, nationality or culture
* Bullying related to appearance or physical/mental health conditions
* Bullying related to SEND (Special Educational Needs or Disability)
* Bullying related to sexual orientation (homophobic bullying)
* Sexist, sexual and transphobic bullying
* Bullying of young carers, children in care or otherwise related to home circumstances
* Bullying via technology, known as online or cyberbullying
6) School ethos
Shoreham Academy recognises that bullying, especially if left unaddressed, can have a devastating effect on individuals; it can create a barrier to learning and have serious consequences for mental wellbeing. By effectively preventing and tackling bullying, our school can help to create safe, disciplined environment where students are able to learn, fulfil their potential and display integrity.
Our Community:
* Monitors and reviews our anti-bullying policy and practice on a regular basis.
* Recognises that some members of our community may be more vulnerable to bullying and its impact than others; being aware of this will help us to develop effective strategies to prevent bullying from happening and provide appropriate support, if required.
* Supports staff to promote positive relationships, to help prevent bullying.
* Will intervene by identifying and tackling bullying behaviour appropriately and promptly.
* Requires all members of the community to work with the school to uphold the anti-bullying policy.
* Ensures our students are aware of what bullying is and that any concerns will be dealt with sensitively and effectively. Everyone should feel safe to learn and abide by the anti-bullying policy.
* Reports back to parents/carers regarding concerns on bullying, dealing promptly with complaints.
* Utilises support from United Learning, the Local Authority and other relevant organisations when appropriate.
* Seeks to learn from good anti-bullying practice elsewhere.
Shoreham Academy students have contributed to this ethos and have provided feedback about happiness in school:
Happy in school:
* not in fear
* relaxed
* no one judges
* focus on work
* look forward to being with friends
* not paranoid
* laugh
* high self esteem
* confident
* respected
* smiling
Not happy in school:
* frustrated
* why me?
* upset
* worried
* affects life outside school
* feel depressed
* scared
* helpless
* suicidal
7) Responding to bullying
a) The process.
The following steps may be taken when dealing with all incidents of bullying reported to the school:
* If bullying is suspected or reported, the incident will be addressed immediately by a member of staff.
* A designated member of staff will interview all parties involved.
* The school will provide appropriate support for the person being bullied – making sure they are not at risk of immediate harm and will involve them in any decision-making, as appropriate.
* The designated safeguarding lead will be informed of all bullying issues where there are safeguarding concerns involved.
*
* The school will inform other parents/ carers and relevant staff members, where appropriate.
be implemented, in consultation with all parties concerned.
Sanctions (as identified within the school behaviour policy) and support for individuals will
* If necessary, other agencies may be consulted or involved, such as: the police (if a criminal offence has been committed) or other local services including early help or children's social care (if a child is felt to be at risk of significant harm).
* A clear and precise account of the incident will be recorded by the school in accordance with existing procedures. This will include recording appropriate details regarding decisions and action taken.
* Where bullying behaviour has taken place outside of school, for example incidents of cyberbullying or arguments between students outside of school time (whilst not wearing uniform), Shoreham Academy is not legally obliged to take action on such incidents. However, Shoreham Academy is prepared to take action if a child reports the incident. In such cases, the school will ensure parents are fully aware, and where appropriate contact the Police or other authorities. If the incident is not reported to the school, we advise that parents and carers should always refer the matter to the Police. Shoreham academy will take action in all cases where bullying occurs on the way to and from school.
Cyberbullying
When responding to cyberbullying concerns, the school will:
* Act as soon as an incident has been reported or identified.
* Encourage the person being bullied to keep any evidence (screenshots) of the bullying activity to assist any investigation.
* Provide appropriate support for the person who has been cyberbullied and work with the person who has carried out the bullying to ensure that it does not happen again.
* Take all available steps where possible to identify the person responsible. This may include:
o identifying and interviewing possible witnesses;
o looking at use of the school systems;
o contacting the service provider and the police, if necessary.
o support reports to a service provider to remove content if those involved are unable to be identified or if those involved refuse to or are unable to delete content.
* Work with the individuals and online service providers to prevent the incident from spreading and assist in removing offensive or upsetting material from circulation. This may include:
o confiscating and searching students' electronic devices, such as mobile phones, in accordance with the law and also the school searching and confiscation policy. (Note: Schools should ensure they access the DfE 'Searching, screening and confiscation at school' and Childnet Cyberbullying guidance to ensure that the school's powers are used proportionately and lawfully)
* Ensure that sanctions are applied to the person responsible for the cyberbullying; the school will take steps to change the attitude and behaviour of the bully, as well as ensuring access to any additional help that they may need.
o requesting the deletion of locally held content and content posted online if they contravene school behavioural policies.
* Inform the police if a criminal offence has been committed.
o advising those targeted not to retaliate or reply.
* Provide information to staff and students regarding steps they can take to protect themselves online. This may include:
o providing advice on blocking or removing people from contact lists.
o helping those involved to think carefully about what private information they may have in the public domain.
b) Supporting Students
Students who have been bullied will be supported by:
* Reassuring the student and providing continuous support.
* Being advised to keep a record of the bullying as evidence and discuss how to respond to concerns and build resilience as appropriate.
* Offering an immediate opportunity to discuss the experience with their teacher, a member of the safeguarding team, or a member of staff of their choice.
* Working towards restoring self-esteem and confidence.
* Where necessary, working with the wider community and local/national organisations to provide further or specialist advice and guidance; this could include support through Early Help or Specialist Children's Services, or support through Child and Adolescent Mental Health Services (CAMHS).
* Providing ongoing support; this may include: working and speaking with staff, offering formal counselling, engaging with parents and carers.
c) Practical Support for the victim
No-one should suffer in silence. Students are encouraged to seek support and this support needs to be easy to access.
In school:
1) Online using our "reportto" email addresses which can be found on the school website https://www.shoreham-academy.org/students/anti-bullying
2) In person - please talk to your Mentor, Pastoral Manager or Head of School, or any trusted adult.
3) Remember all teachers and staff will listen to you. If you would prefer to talk to another member of staff, then just do that:
* A mentor can support students in a variety of ways and be the first point of contact for parents who may have concerns. If a student has any worries about bullying, their mentor will be able to offer advice and strategies. They will also actively attempt to resolve any issues, possibly by involving other key members of the pastoral teams. Furthermore, they can support referrals to other external and internal support, most notably (for internal support) peer mediation or counselling.
* All staff members have a duty of care to students. If a student raises a concern regarding bullying, staff should immediately intervene to support the student(s) if the incident is happening at that time. A member of staff should seek support for the student from the range of internal and external support systems.
* Pastoral Managers are the key to ensuring the pastoral care and safety of all students. They are welcoming and approachable. They will ensure students are listened to and the appropriate action taken.
* Counselling – Where appropriate, a referral can be made to our in-school counsellor, who will listen to your worries and guide you through this difficult time.
All incidents of bullying are tracked and recorded, any incident where a student's conduct fails to comply with our behaviour policy will also be logged on our MIS (Arbor). This allows the Academy to keep a log of all incidents. Where there is a safeguarding concern information will be recorded on our safeguarding monitoring system (CPOMs).
d) Out of school:
The following websites provide support for young people who are being bullied. They offer advice and strategies and also the chance to discuss your experiences:
Child line: http://www.childline.org.uk
Beat bullying: http://www.beatbullying.org
Kidscape: http://www.kidscape.org.uk
Young minds: http://www.youngminds.org.uk
Bullies out: http://www.bulliesout.com/
Students who have perpetrated the bullying will be helped by:
* Discussing what happened, establishing the concern and the need to change.
* Providing appropriate education and support regarding their behaviour or actions.
* Informing parents/carers to help change the attitude and behaviour of the child.
* If online, requesting that content be removed and reporting accounts/content to service provider.
* Where necessary, working with the wider community and local/national organisations to provide further or specialist advice and guidance; this may include involvement from the Police or referrals to Early Help, Specialist Children's Services, or Child and Adolescent Mental Health Services (CAMHS) as appropriate.
* Sanctioning, in line with school behaviour/discipline policy; this may include official warnings, detentions, removal of privileges (including online access when encountering cyberbullying concerns), and fixed-term or permanent exclusions.
e) Practical support for the Bully
There are many ways to deal with a bully. Below are some ways that we adopt in cases of bullying. These are determined on a case-by-case basis and could involve a combination of approaches:
1) Holistic Approach
Instead of reprimanding the bully and potentially escalating the problem, this concept centres on getting the bully and his/her peers to think about their actions and work on how to improve the situation. It is a problem solving-based technique. In some cases, both 'parties' may be involved in the discussion.
2) Sanctions
A student involved bullying will be sanctioned in line with the school behaviour policy. Sanctions will escalate if behaviours are repeated, which may include internal isolation, external exclusion and behaviour contracts, where appropriate.
3) Meeting with Parents/Writing Home
The issues are discussed with the parents of the bully asking for their parental support.
4) Restorative Justice
This approach allows the bully to assume active responsibility for their actions. This is carried out by our school Behaviour & Safety Officer and members of the pastoral teams.
5) Involvement of the Senior Leadership Team
If the bullying is severe and prolonged or repeated over a period of time, the senior team will have to take action that may include excluding the student from school. In some cases this may be permanent.
e) Supporting adults
Our school takes measures to prevent and tackle bullying among students; however, it is equally important to recognise that bullying of staff and parents, whether by students, parents or other staff members, is unacceptable.
Adults (staff and parents) who have been bullied or affected will be supported by:
* Offering an immediate opportunity to discuss the concern with the designated safeguarding lead, a senior member of staff and/or the principal.
* Where the bullying takes place off school site or outside of normal school hours (including online), the school will still investigate the concern and ensure that appropriate action is taken in accordance with the school's behaviour and discipline policy.
* Advising them to keep a record of the bullying as evidence and discuss how to respond to concerns and build resilience, as appropriate.
* Reporting offensive or upsetting content and/or accounts to the service provider, where the bullying has occurred online.
* Working with the wider community and local/national organisations to provide further or specialist advice and guidance.
* Reassuring and offering appropriate support.
Adults (staff and parents) who have perpetrated the bullying will be helped by:
* Discussing what happened with a senior member of staff and/or the principal to establish the concern.
* If online, requesting that content be removed.
* Establishing whether a legitimate grievance or concern has been raised and signposting to the school's official complaints procedures.
* Instigating disciplinary, civil or legal action as appropriate or required.
8) Preventing bullying
Environment
The whole school community will:
* Create and support an inclusive environment which promotes a culture of mutual respect, consideration and care for others, which will be upheld by all.
* Openly discuss differences between people that could motivate bullying, such as: religion, ethnicity, disability, gender, sexuality or appearance related difference. Also children with different family situations, such as looked after children or those with caring responsibilities.
* Recognise that bullying can be perpetrated or experienced by any member of the community, including adults and children (peer on peer abuse).
* Challenge practice and language which does not uphold the values of tolerance, nondiscrimination and respect towards others.
* Work with staff, the wider community and outside agencies to prevent and tackle concerns including all forms of prejudice-driven bullying.
* Be encouraged to use technology, especially mobile phones and social media positively and responsibly.
* Actively create "safe spaces" for vulnerable children and young people.
* Celebrate success and achievements to promote and build a positive school ethos.
Policy and Support
The whole school community will:
* Provide a range of approaches for students, staff and parents/carers to access support and report concerns.
* Take appropriate, proportionate and reasonable action, in line with existing school policies, for any bullying bought to the school's attention, which involves or affects students, even when they are not on school premises; for example, when using school transport or online, etc.
* Regularly update and evaluate our practice to take into account the developments of technology and provide up-to-date advice and education to all members of the community regarding positive online behaviour.
* Implement appropriate disciplinary sanctions; the consequences of bullying will reflect the seriousness of the incident, so that others see that bullying is unacceptable.
* Use a variety of techniques to resolve the issues between those who bully, and those who have been bullied.
Education and Training
The school community will:
* Train all staff to identify all forms of bullying and take appropriate action, following the school's policy and procedures (including recording and reporting incidents).
* Provide systematic opportunities to develop students' social and emotional skills, including building their resilience and self-esteem.
* Consider a range of opportunities and approaches for addressing bullying throughout the curriculum and other activities, such as: through displays, assemblies, peer support, the student council, etc.
9) Involvement of Students
The school will:
* Involve students in policy writing and decision making, to ensure that they understand the school's approach and are clear about the part they have to play to prevent bullying.
* Ensure that all students know how to express worries and anxieties about bullying.
* Regularly canvas children and young people's views on the extent and nature of bullying.
* Ensure that all students are aware of the range of sanctions which may be applied against those engaging in bullying.
* Publicise the details of internal support, as well as external helplines and websites.
* Involve students in anti-bullying campaigns in school and embedded messages in the wider school curriculum.
* Offer support to students who have been bullied and to those who are bullying in order to address the problems they have.
10) Involvement and liaison with parents and carers
We will:
* Take steps to involve parents and carers in developing policies and procedures, to ensure they are aware that the school does not tolerate any form of bullying.
* Ensure all parents/carers know who to contact if they are worried about bullying and where to access independent advice.
* Make sure that key information about bullying (including policies and named points of contact) is available to parents/carers in a variety of formats.
* Work with all parents/carers and the local community to address issues beyond the school gates that give rise to bullying.
* Ensure all parents/carers know about our complaints procedure and how to use it effectively, to raise concerns in an appropriate manner.
* Ensure that parents work with the school to role model positive behaviour for students, both on and offline.
11) Monitoring and review: putting policy into practice
The school will ensure that they regularly monitor and evaluate mechanisms to ensure that the policy is being consistently applied.
Any issues identified will be incorporated into the school's action planning.
The principal will be informed of bullying concerns, as appropriate.
The named Governor for bullying will report on a regular basis to the governing body on incidents of bullying, including outcomes.
12) Useful links and supporting organisations
Anti-Bullying Alliance: www.anti-bullyingalliance.org.uk
Childline: www.childline.org.uk
Family Lives: www.familylives.org.uk
Kidscape: www.kidscape.org.uk
MindEd: www.minded.org.uk
NSPCC: www.nspcc.org.uk
PSHE Association: www.pshe-association.org.uk
Restorative Justice Council: www.restorativejustice.org.uk
The Diana Award: www.diana-award.org.uk
Victim Support: www.victimsupport.org.uk
Young Minds: www.youngminds.org.uk
Young Carers: www.youngcarers.net
SEND
Changing Faces: www.changingfaces.org.uk
Mencap: www.mencap.org.uk
Help and advice for families with disabled children including advice on bullying https://contact.org.uk/help-for-families/information-advice-services/education-start/educationlearning/
DfE: SEND code of practice: www.gov.uk/government/publications/send-code-of-practice-0-to-25
Cyberbullying
Childnet International: www.childnet.com
Internet Watch Foundation: www.iwf.org.uk
Think U Know: www.thinkuknow.co.uk
UK Safer Internet Centre: www.saferinternet.org.uk
The UK Council for Child Internet Safety (UKCCIS) www.gov.uk/government/groups/uk-council-for- child-internet-safety-ukccis
Race, religion and nationality
Anne Frank Trust: www.annefrank.org.uk
Kick it Out: www.kickitout.org
Report it: www.report-it.org.uk
Stop Hate: www.stophateuk.org
Tell Mama: www.tellmamauk.org
Educate against Hate: www.educateagainsthate.com/
Show Racism the Red Card: www.srtrc.org/educational
LGBT
Barnardos LGBT Hub: www.barnardos.org.uk/what_we_do/our_work/lgbtq.htm
Metro Charity: www.metrocentreonline.org
EACH: www.eachaction.org.uk
Proud Trust: www.theproudtrust.org
Schools Out: www.schools-out.org.uk
Stonewall: www.stonewall.org.uk
Mermaids: https://mermaidsuk.org.uk/
Sexual harassment and sexual bullying
Ending Violence Against Women and Girls (EVAW) www.endviolenceagainstwomen.org.uk
A Whole School Approach to Ending Violence Against Women & Girls https://www.endviolenceagainstwomen.org.uk/wp-content/uploads/2023/07/FINAL-About-TimeWSA-report-140723.pdf
Disrespect No Body: www.gov.uk/government/publications/disrespect-nobody-campaign-posters
Anti-bullying Alliance: advice for school staff and professionals about developing effective antibullying practice in relation to sexual bullying: https://anti-bullyingalliance.org.uk/toolsinformation/all-about-bullying/sexual-and-sexist-bullying
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World Water Day: Mapping Water Stress Across the Middle East
https://www.aljazeera.com/news/2023/3/22/world-water-day-mapping-water-stress-across-the-middle-east
-Al Jazeera (March 22, 2023)
Seven out of the 10 most water-stressed nations are in the Middle East and North Africa. The timelapse videos below show some lakes have all but disappeared.
The United Nations designates March 22 as World Water Day , with the aim of measuring the world's progress towards providing everyone with clean, accessible and affordable water.
According to UN-Water , 2.3 billion people, or one in four of the world's population, live in water-stressed countries.
Water stress refers to the proportion of freshwater usage compared with renewable freshwater sources. When water withdrawals surpass available resources, a country is either depleting its aquifers faster than they can be replenished or has significantly high levels of desalination water production.
Water Stress in the Middle East
Seven out of the 10 most water-stressed nations are in the Middle East and North Africa. In those countries, the average water stress level is 820 percent, which means that the annual water withdrawal is eight times higher than the water supply from renewable resources.
The Middle East has a predominantly dry and arid climate with low rainfall and high temperatures. To provide their residents with enough water, several countries in the region, particularly in the Gulf, rely on desalination, a process that removes salt from seawater.
As of 2017, the countries with the highest water stress levels were: Egypt (6,420 percent), Bahrain (3,878 percent) and the United Arab Emirates (1,708 percent).
Water stress doubles over past 30 years
From 1987 to 2017, water stress levels across the Middle East and North Africa more than doubled from 8,411 percent in 1987 to 16,422 percent in 2017.
In Egypt, water stress levels have increased from 4,897 percent in 1977 to 6,420 percent in 2017.
The country with a population of more than 100 million people relies heavily on the waters of the Nile River, which originates outside its borders. According to a 2021 UNICEF report , Egypt is facing an annual water deficit of about 7 billion cubic metres (247 billion cubic feet) and the country could run out of water by 2025.
Disappearing Lakes
Rising temperatures, an increased demand for water and the construction of dams have led to several lakes shrinking across the Middle East. Two notable disappearing lakes are Lake Urmia in Iran and Lake Sawa in neighbouring Iraq.
Lake Urmia, Iran
Lake Urmia was once the largest lake in the Middle East and the sixth-largest saltwater lake on Earth. It is located in northwestern Iran and has now all but dried up to become a salt plain.
The timelapse video below shows how much the lake has evaporated since the 1980s.
https://public.flourish.studio/uploads/37052/d4c66b59-0e89-48ab-92a54e2dd4bafd54.mp4
Lake Sawa, Iraq
Lake Sawa has now completely dried up after consecutive years of severe drought. Rising temperatures and a drastic decrease in the water levels of the Tigris and Euphrates rivers have caused extreme droughts across the county of 43 million people.
The timelapse video below shows how much the lake has evaporated since 2011.
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Public
11
English Curriculum Map
Key = matching colours denote links between topics either in content or skills across year groups and key stages.
| | METAPHOR | | STORY |
|---|---|---|---|
| | CONTEXT | | ARGUMENT |
| | GRAMMAR | | PATTERN |
| Key concepts are highlighted at the point of introduction and then revisited throughout each scheme to deepen students’ application and understanding. | | | |
| | | EXTERNAL EXAMS | |
| KEY STAGE 3 | 7 | Character Or igins – Skellig | | | Character Origins – The Tempest | | | Character Origins – My sister | | |
|---|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | | lives on the mantelpiece | | |
| | 8 | | Societal Flaws – Bone | | Societal Flaws - Romeo and Juliet | | | Societal Flaws - Blood | | |
| | | | Sparrow | | | | | Brothers | | |
| | 9 | Justif ication - Ca | | A Christ mas | Justification | – Animal Fa rm | Justifica End | | tion - Quie | t at th e |
| | | | | rol | | | | | of the Wo | rld |
By the end of KS3, students will be empowered with strong communication skills, both spoken and written, while nurturing a passion for literature through extensive reading. Students will read with enthusiasm, understand deeply, and cultivate a habit of reading for both enjoyment and knowledge acquisition. They will have an appreciation for diverse literary traditions and will express themselves clearly and adaptably in writing. All students will have mastered the art of effective verbal communication, including formal presentations and debates. Each key concept is introduced and then woven into the following content.
| KEY STAGE 4 | 10 | Franke | | nstein | | Mac | | beth | An Inspe | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| | | L anguag | | e Paper 1 | | Languag | | e Paper 2 | Lan | guage P | aper 1 a |
| | | Power and Conflict | | | | | | | | | |
| | 11 | | Literatur | | e in Depth – | Paper 1 an | d Paper 2 | | | | |
| | | | Lang uage | | in De pth – | Paper 1 an | d Pape r 2 | | | | |
By the end of KS4, students will comprehend written text, establish a consistent reading habit for both pleasure and knowledge, expand their vocabulary, and understand linguistic conventions. Additionally, the curriculum seeks to foster an understanding and appreciation of diverse literary traditions while enabling students to express themselves clearly and adaptably in writing, tailored to various contexts, purposes, and audiences.
| KEY STAGE 5 | | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| | | Handm Influence of hi | aids Tale storical factors | | Pa Co | ris Antholo mparison s | gy kills | |
| | 12 | | | | | | | |
| | | | | | | | | A Stre etcar N The language |
| | | Poetic Interpreting p | Voices oetic voices | | | | | |
| | | | | | | | | con |
| | | Great Gatsby | | Application of | | Interpretation of exam | | |
| | 13 | | | | | | | |
| | | Creative writing | | academic voice | | style questions | | |
By the end of KS5, students will develop a comprehensive set of skills and knowledge highly valued in academic and professional settings. This includes advanced linguistic and literary understanding, critical thinking, and analytical skills, as well as proficiency in written and verbal communication. Through the study of diverse literary works, students gain cultural awareness and appreciation, alongside research and independent study skills essential for higher education and professional environments. Furthermore, the A Level prepares students for further study and careers in fields such as journalism, publishing, education, law, marketing, and communication, providing them with a strong foundation for success in various endeavours.
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NAME:
________________________
DATE:
________________________
GRAMMAR WORKSHEET (page 1 of 2)
PRESENT CONTINUOUS
I
am
You
He
She
It
We
They
Am
Are
Is
Is
Is
Are are
is is
is are
are
I
you he
she it
we
Yes,
I
you he
she it
we am.
are.
is.
is.
is.
are.
No,
I
you he
she it
we am
are is
is is
are
Are they
they are.
they are
Fill in the blanks below to complete the sentences. Study the above boxes.
1. Sam and Stewart are playing basketball.
Questions: _____________________________________________________________?
Answer: Yes, ______________________.
Answer: No, _______________________.
2. It’s raining now.
Questions: _____________________________________________________________?
Answer: Yes, ______________________.
Answer: No, _______________________.
3. Susan is doing her homework.
Questions: _____________________________________________________________?
Answer: Yes, ______________________.
Answer: No, _______________________.
4. The train is arriving now.
Questions: _____________________________________________________________?
Answer: Yes, ______________________.
Answer: No, _______________________.
cook ing
cook.
ing?
not.
GRAMMAR WORKSHEET (page 2 of 2)
PRESENT CONTINUOUS YES/NO QUESTIONS
5. My classmates are studying for a test.
GRAMMAR WORKSHEET
Grammar Focus Present Continuous (Yes/No Questions with short answers)
Level Lower Intermediate
ANSWER KEY
1. Are Sam and Stewart playing basketball? / Yes, they are. No, they aren't
2. Is it raining now? / Yes, it is. No, it isn't.
3. Is Susan doing her homework? / Yes, she is. No, she isn't.
4.
Is the train arriving now? / Yes, it is. No, it isn't.
5. Are my classmates studying for a test? / Yes, they are. No, they aren't.
6. Is Mr. Stevens washing dishes? / Yes, he is. No, he isn't.
7. Is your cat eating the food? / Yes, it is. No, it isn't.
8. Is the phone ringing? / Yes, it is. No, it isn't.
9. Am I studying grammar? / Yes, I am. No, I'm not.
OR
Am I studying grammar? / Yes, you are. No, you aren't.
10. Is the airplane landing? / Yes, it is. No, it isn't.
11. Are the kids playing in the garden? / Yes, they are. No, they aren't.
12. Is my uncle baking cookies? / Yes, he is. No, he isn't.
Grades as percentages
12/ 12 = 100%
11/ 12 = 92
10/ 12 = 83
9/ 12 = 75
8/ 12 = 67
7/ 12 = 58
6/ 12 = 50
5/ 12 = 42
4/ 12 = 33
3/ 12 = 25
2/ 12 = 17
1/ 12 = 8
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HOLLYBANK PRIMARY SCHOOL
USING SEESAW FOR REMOTE LEARNING POLICY
AIMS:
* To integrate technology into all learning areas and strengthen communication regarding pupil learning between home and school.
* To maintain communication between teachers/pupils/families when school is forced to close.
* Pupils will have safe and secure platform to demonstrate learning
* Pupils will use built-in annotation tools to capture what they know in Seesaw's digital portfolio
* Teachers will gain an insight into student thinking and progress
* Families will connect with their student's learning and engage with school
ICT LINKS:
As part of the Northern Ireland Curriculum the pupils are required to show competence in Using Information, Communication and Technology. The integration of technology into all learning areas, using Seesaw, enables pupils to work towards achieving several of these competencies. Within the ICT (Information Communication Technology) Capabilities it states:
[x] Exchange
Pupils should be enabled to communicate safely and responsibly using a range of contemporary digital methods and tools, exchanging, sharing, collaborating and developing ideas digitally.'
[x] Evaluate
Pupils should be enabled to talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability.'
[x] Exhibit
Pupils should be enabled to manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly
SAFEGUARDING:
As Seesaw is an online learning tool we have a duty of care to ensure measures are put in place to Safeguard and protect all users.
Seesaw promises that:
[x] they never sell data on student/teacher.
[x] they never advertise in Seesaw.
[x] they do not own the content added to Seesaw.
[x] pupil work is private to the classroom by default.
[x] they use the latest security industry best practices to protect users.
[x] they are transparent about their practices and will notify users if things change.
[x] are compliant with GDPR.
All staff using Seesaw will ensure they:
[x] delete the invite email once they have connected to the account
[x] share appropriate age relevant teaching and learning activities with their class on a regular basis
[x] keep learning in line with the Northern Ireland Curriculum.
[x] reply to messages, set work and give feedback on activities during normal teaching hours 8:50am 3:00pm.
[x] have sought all relevant permission, to comply with GDPR, when posting photographs of pupils within their class.
[x] use school resources only, to take, record and upload any videos or photographs.
[x] have sought relevant copyright permissions, for example, reading a story - permission must be sought from the publisher to record a reading of a whole book.
[x] keep their class QR code private and highlight the need for pupils to keep their Home Learning code private.
[x] teach pupils E-Safety messages of how to keep safe online - keeping personal details private, not sharing user name or passwords, thinking before posting, not posting information/images that they would not want others to know, being respectful of others posts.
[x] set pupil permissions to promote digital citizenship
[x] use discretion when sharing and approving posts.
[x] always use professional language and tone of voice.
[x] if recording at home, go on-line from a suitable room in the house and inform others in your house that you are broadcasting on-line.
[x] use pupil first names or initials only
[x] comply with school policy regarding Seesaw use in the classroom and for Home Learning.
Pupils will ensure they:
[x] keep their personal details private including their Home Learning Code.
[x] post appropriate material that is relevant to their learning
[x] are respectful to others when commenting on posts that have been shared with everyone.
[x] send messages, comments, queries that are in relation to tasks set by the teacher or in response to a question the teacher has posed directly.
[x] access the material shared by the teacher.
[x] do not share anything posted in Seesaw on another social media platform outside of Seesaw. Screenshots from Seesaw are strictly prohibited.
Parents will ensure they:
[x] support their child's learning through Seesaw
[x] encourage their child through positive comments on posts from their child or teacher.
[x] do not share anything posted in Seesaw on another social media platform outside of Seesaw. Screenshots from Seesaw are strictly prohibited.
[x] Know that they can contact their child's class teacher through the Family Seesaw for help and advice.
[x] Be aware of the Seesaw usage Policy
The SMT will ensure:
[x] adequate training is provided for staff on the use of Seesaw within the classroom and for Home Learning.
[x] Using ICT Policy and Seesaw Permission Form are contained in new enrolment pack
[x] the Seesaw Policy is available for parents through the school website and posted as a Family Announcement in all classes on Seesaw
[x] all staff, parents and pupils comply with the Seesaw Policy
Seesaw will be used in all classes P1- P7. The content of pupils' work and frequency of posting will depend on year level and curriculum. Seesaw will be used to publish items of the following nature to parents:
[x] work samples
[x] collaborative group activities
[x] audio, video and photos of students both at work and of their work.
If a teacher has a Safeguarding concern regarding a pupil this must be reported to the Designated Teacher for Child Protection or Deputy Designated Teacher for Child Protection immediately and logged in the Online Safety Concern Book which is kept in the Principal's office.
SIGNED BY CHAIR:
DATE:
SIGNED BY PRINCIPAL:
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PREPARATION:
up to 15 minutes
DURATION: 30 minutes
FACILITATORS:
1 per workshop
RESOURCES:
Ideas in cards/Postit, Pens, Post-its, Dot stickers, large sheet of paper or whiteboard
PARTICIPANTS:
Up to 30 per group, design team, partners, community members
EXPECTED OUTCOME: Filtering ideas
DESIGN PHASE:
Creation
TEMPLATE OR GUIDELINES:
n/a
QUICK VOTING
Quick Voting is a tool used by designers to rapidly get the majority's view. Designers use Post-it or a marker such as a Dot to select the ideas they like or see value. This process allows every member to have an equal say in choosing from the listed ideas.
CREATION
Designers use Quick Voting with users, employees, or any other relevant stakeholders to the design challenge.
4. CONDUCT:
1. START:
State the design challenge (i.e. the selected "How Might We" statement) or a sub-focus area of it.
2. IDENTIFY:
Based on your HMW statement or the focus of what you are interested in, define the criteria and select the suitable participants.
3. PREPARE:
Think about what expectations will be set up-front, how you will start and end the workshop, and how much time participants are expected to dedicate to this activity. Then, organize a meeting with the selected participants, and prepare the results of the idea generation by printing out the full list of ideas in cards or Post-its (visual way). Gather the necessary resources and supplies.
Lab8 – Service Experience Lab | www.lab8.fi | email@example.com
Use all the collected ideas, categorize them and display them on a table, wall or whiteboard. Then, it is time to narrow the ideas down by selecting the most valuable ones. This is done by each participant voting with a Dot. Each participant receives 3-4 votes to use.
5. REPORT:
Right afterwards, calculate the votes and the ideas with most points are taken further in the design process. Discuss the results and write up the key outcomes from this exercise. | <urn:uuid:530683f2-349b-4ccf-88ed-4f87a719f612> | CC-MAIN-2024-51 | https://www.haaga-helia.fi/sites/default/files/file/2021-09/quick-voting-lab8.pdf | 2024-12-13T21:20:07+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00064.warc.gz | 734,920,024 | 446 | eng_Latn | eng_Latn | 0.995406 | eng_Latn | 0.995406 | [
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Key Planning Steps
Complete an Emergency Information Form (EIF) for your child
- An EIF is a list of your child's medical conditions, needs, medications, equipment, and care providers. Visit this resource page for examples of an EIF.
- Ask your doctor to help you fill out your EIF and update it each year.
- Keep a paper copy with your child's supplies and take a photo of the EIF on your phone.
Gather supplies your family will need in an emergency
- Consider items your family needs to survive for several days at home (e.g. food, water, equipment).
- Gather items you will need if you are forced to leave your home and keep them in an easy to carry container or "go bag." Include items your child needs if you are not going to a hospital (e.g. extra inhaler, tracheostomy supplies, insulated bag to keep medications cold).
- Review these items with your child's care team. For more information, visit this resource page.
Create a family communication plan
- Plan and practice how your family will communicate if you are separated during an emergency (e.g. your child is at school during a severe storm).
- Write down contact information for your family and important people (e.g. doctors, care team, schools, service providers). Keep with your important documents and as a photo on your phone.
- Send your child to school with a "backpack emergency card" that includes this information.
Planning for Equipment that Needs Power
Train a family member, neighbor, or friend in how to use your child’s equipment. Attach simple instructions to the equipment to help others use it.
Notify your electric company and fire department that your child has a medical device that needs power. Ask your electric company if they keep a “Priority Reconnection” list.
Take a photo on your phone of any equipment settings (e.g. ventilator). Losing power may cause the settings to reset.
Get back-up power supplies and batteries and test them often. Keep all equipment charged.
Keep extra batteries for phones and tablets and keep them charged. If you have a car, get a car charger to help you power your devices.
Know how to contact your child’s equipment provider . Ask your child’s doctor or care team if you are unsure who your equipment provider is.
Questions About Equipment? Ask Your Medical Equipment Provider
- How long can my child's equipment last without power?
- Is there a manual option for my child's equipment?
- What if my child's device is damaged during the emergency? - How would temperature changes (like heat) or water damage affect the device?
See
Page 2
Evacuating a Child with Physical Disabilities
Leaving your home quickly can be challenging, especially when you have a child with disabilities.
Make a "go-bag" of supplies, medications, and important documents you can leave with quickly.
If you need help carrying your child's equipment, identify people who can help (like a neighbor or nearby family member).
Keep the "go bag" in a place that is easy to access, ideally near equipment you would take with you. Check supplies monthly.
Contact your local first responders and let them know if you need help evacuating your child.
If your child cannot walk without help, figure out who is responsible for helping him/her evacuate. Identify a back-up person as well.
Know your evacuation routes and practice your evacuation plan with your family at least once every six months.
Helping Your Child Cope
- Review and practice your emergency plan with your child. This will help increase confidence and give your child a sense of control.
- If your child has any communication challenges, think about other methods of communication that could help your child convey his/her needs during a disaster.
- Plan for activities that can keep your child occupied and help his/her routine from being disrupted. Items such as favorite blankets or toys, or a tablet or phone can help.
- Keep foods on hand that your child enjoys – comfort foods can help calm your child.
- Encourage your child to share concerns, ask questions, and talk about what he/she went through.
- Look out for any changes in behavior and discuss any changes with your child's doctors.
Questions About Planning for Your Child's Unique Needs?
Your child's doctors and care team know your child and can help you plan for his/her unique needs during a disaster. Here are some good questions to discuss with them:
- How can I keep refrigerated medications cool during a power loss?
- Can I get an emergency supply of medications for my child?
- In a power outage, how do I feed my child who requires mechanical feeding?
- In a power outage, how long does my child's oxygen or ventilator last?
- Where is the best place to go if our back-up power plan fails?
Additional Resources Available
- Local information resource guide
- Checklists for other special medical needs
- Emergency Evacuation Shelter FAQ | <urn:uuid:32567d99-95f9-4766-8787-bc895d3e6e99> | CC-MAIN-2024-51 | https://www.paaap.org/uploads/1/2/4/3/124369935/physical_disabilities_checklist.pdf | 2024-12-13T22:41:40+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00062.warc.gz | 840,428,226 | 999 | eng_Latn | eng_Latn | 0.998614 | eng_Latn | 0.998675 | [
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We are now able to create syllables. We can actually make a lot of them. Listen to how I read these syllables and then read them aloud yourself:
Part 2 | <urn:uuid:3b338756-b855-46a1-a126-c07ce886c7f6> | CC-MAIN-2024-51 | https://thepresentation.ru/uncategorized/russian-alphabet/pdf/4 | 2024-12-13T21:50:54+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00063.warc.gz | 503,860,196 | 37 | eng_Latn | eng_Latn | 0.998903 | eng_Latn | 0.998903 | [
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Use the formula
length × width × height
to calculate the volume of a cuboid.
1) Calculate the volume for each of these cuboids.
2) Calculate the missing values in each of these cuboids.
Not drawn to scale c)
8 × × 2 =112cm
3
Use the formula
length × width × height
to calculate the volume of a cuboid.
1) Two children are discussing the best way to find the volume of this cuboid.
Amrit says - To work out the volume I made sure to use the formula length × width × height in order.
4 × 6 = 24
24 × 5 = 120cm 3
Noah says - I just multiplied the measurements in the order I found the easiest and quickest to work out.
4 × 5 = 20
20 × 6 = 120cm 3
Will Noah's method always work? Explain your answer fully.
2) Ada measures the sides of this cuboid in order to find the volume.
Not drawn to scale
All of the sides are even numbers. I calculated that the volume of my shape was 17cm 3 .
I don't think Ada's answer can be correct if all the sides were even number.
Do you agree with Chelsea? Explain your reasoning.
Noah
Use the formula
length × width × height
to calculate the volume of a cuboid.
1) A cuboid has sides that are whole numbers. No side is smaller than 3cm or longer than 10cm. It has a volume between 70cm 3 and 75cm 3 .
Not drawn to scale
Find three sets of different dimensions for the cuboid. (Rearranging the order of the measurements is not accepted as a different answer.)
length = cm length = cm
length = cm width = cm
height = cm width = cm
height = cm volume = cm
volume = cm
2) When added together, two different cuboids have a volume equal to 120cm 3 . Give the possible dimensions of these cuboids.
+
Find 5 different answers.
(Rearranging the order of the measurements is not accepted as a different answer.)
width = cm height = cm
volume = cm | <urn:uuid:5d697a65-7883-4ef7-9cfb-5d72604c8791> | CC-MAIN-2024-51 | https://stoswaldsschool.com/wp-content/uploads/2020/06/Horizontal-Format-Volume-of-a-Cuboid.pdf | 2024-12-13T21:48:32+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00067.warc.gz | 500,456,037 | 477 | eng_Latn | eng_Latn | 0.978861 | eng_Latn | 0.994428 | [
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For different seasons in the church, your worship space might look different. Below are two sanctuaries. One looks like the ordinary time of the church year. The other is decorated for Advent.
Find the differences and circle them.
* Today is the first Sunday in Advent.
* The color we use for Advent is blue.
* Advent is the season when we prepare for the coming of Jesus!
In Advent, we use candles to count the Sundays until Christmas. Draw four candles on the wreath below. Then color the candles and the wreath.
God will send a leader from King David's family, and he will be a good ruler!
Jeremiah told people that some good news was coming. You can share the good news of Jesus, too!
Color in the picture of yourself at the START of the maze. Then complete the maze to help you get the good news to your friends! | <urn:uuid:d9f76051-19e5-4dc4-ac82-75ea1ada39e4> | CC-MAIN-2024-51 | https://spdlc.org/wp-content/uploads/2024/11/Spark-Worship-Bulletin-Advent-1-C-Pre-Reader-Childrens-Bulletin.pdf | 2024-12-13T21:55:21+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00064.warc.gz | 499,024,005 | 179 | eng_Latn | eng_Latn | 0.997926 | eng_Latn | 0.998984 | [
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After reading the syllables you should be able to memorize all 12 letters that we have learned so far.
If you are having difficulties go over the syllables again and do not forget about the exercises at the end of the post. | <urn:uuid:49b40734-a4b1-4370-90fb-8cef319c430b> | CC-MAIN-2024-51 | https://thepresentation.ru/uncategorized/russian-alphabet/pdf/5 | 2024-12-13T21:47:25+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00064.warc.gz | 530,533,558 | 48 | eng_Latn | eng_Latn | 0.999669 | eng_Latn | 0.999669 | [
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Money, Money, Money
Segment Length: 6:14 minutes
Lesson Description:
Why does money have value? How did that—"printed pieces of paper"— become money? How can government policies affect the value of the dollar? In this segment John Stossel gives us a brief history of money—and a look ahead at what money could become.
Concepts & Key Terms:
Gold Standard – a system in which currency is fixed to the price of gold and money supply is limited by gold reserves.
Cryptocurrency – digital currency secured by encryption whose supply is not controlled by a central authority.
Inflation – a decrease in the purchasing power of money experienced as rising prices, usually as a result of government excessively printing money.
Objectives:
Students will be able to:
- define gold standard, cryptocurrency, and inflation.
- explain the fundamental qualities of sound money
- discuss the purpose of money.
- assess the impact of the development of banking on improvements in living standards
Preview Activity:
Have students answer the following questions in their notebooks:
What is money? What makes it useful? What gives it value?
OR
What makes a dollar bill valuable and why it might lose its value in the event of societal collapse following a global zombie pandemic?
Use Think, Pair, Share to have students answer the preview question(s). After a few minutes, poll the students. Ask the students to discuss their answers.
Viewing Guide:
We recommend that teachers show the video segment twice: once to allow students to view the video and focus on the issues presented, and once to allow them time to complete the viewing guide. After they complete the viewing guide, allow students a few minutes to work in pairs sharing and verifying answers.
Answers to Viewing Guide
1. fixed value
2. account
3. Alexander Hamilton
4. hyperinflation
5. Great Depression
6. price changes
7. struggle
Money, Money, Money
Viewing Guide
Name ____________________________
Date ________________________
Class ____________________________
Teacher _______________________
Directions: As you watch the video, fill in the blanks with the correct words.
1. So, throughout history peopled needed a way to assign a ____________________ ____________________ to money.
2. The Knights Templar developed a system where they said, well, you can just deposit your money here with us and then, when you need some, you can withdraw it from your ____________________. This enabled the peasants to travel Europe without being a danger of being robbed.
3. Then, in the U.S., ____________________ ____________________ fixed the dollar to gold. The dollar became to be seen as a rock solid currency where you could go anywhere in the world, and they would accept that dollar.
4. To print money to pay for the conflict, Europe and the U.S. went off gold. And after losing the war, Germany suffered the infamous Weimar ____________________.
5. President Herbert Hoover signed into law the Smoot-Hawley Tariff. Its sweeping taxes on thousands of foreign products triggered a global trade war. This set in motion events leading to the ____________________ ____________________.
6. But so far, cryptocurrencies’ ____________________ ____________________ make them hard to use as currency.
7. All this is the ____________________ for trust. And money, ultimately, does depend on trust.
Now, take a few moments to reflect on the video and answer the question below:
What are some qualities of currency necessary for reliable money? How do paper currency (not backed by anything) and gold each supply these qualities? ______________________________ ______________________________________________________________________________
Discussion and Analysis:
1. What did people do before money was developed? How did that affect economic development and trade?
2. Why is gold considered a better medium of exchange than crops or salt?
3. What makes money trustworthy? Why are we so sure each day that others will accept it for products or services we want?
4. What or whom are you trusting when you accept a dollar bill as payment?
5. What was a problem with gold? How did printed currency change that?
6. The video claims that excessively printing money changes its value, effectively stealing from consumers. How so? Do you agree or disagree? Why?
7. Why might it be good for money to have a fixed value?
8. The video notes "great material progress" while the dollar was fixed to gold (the gold standard). How might the gold standard be good for economic growth?
9. How did the Roman Emperor Nero debase the currency? Does that relate to printing paper currency (fiat money)?
10. Jack Weatherford says an accepted form of money creates mobility. How so? Why might a generally accepted form of currency be preferable to barter in creating economic mobility?
11. The Smoot-Hawley Tariffs enacted sweeping taxes on thousands of foreign products. How might that trigger a global trade war? How might that lead to a depression?
12. How do the price changes in cryptocurrencies such as bitcoin make them hard to use as currency?
13. What role does predictability play in making currency trustworthy?
Discuss These Lines from the Video:
1. What makes money trustworthy? It has to be reliable…. It has to be fixed in value.
2. The best mechanism for this would be some kind of commodity that's permanent, easily transported, easily understood by anyone. And that medium was, of course, gold.
3. Money begins to create a kind of mobility in people's lives that they never had before.
4. Rome's decline was very closely associated with the decline of its money.
5. Then, in the US Alexander Hamilton fixed the dollar to gold. The dollar became to be seen as a rock solid currency where you could go anywhere in the world, and they would accept that dollar.
6. Bitcoin is both a currency and a payment system, so it's like PayPal and U.S. dollars combined into one.
7. You go to a restaurant and you find that your meal is going to cost eight thousand marks, say, and you order it, you eat it, and by the time the bill comes, that eight thousand Marks has become sixteen thousand Marks.
Quotes for Discussion:
The classical or orthodox gold standard alone is a truly effective check on the power of the government to inflate the currency. Without such a check all other constitutional safeguards can be rendered vain. – Ludwig von Mises
Unfortunately, however, that kind of a real, honest-to-God gold standard has seldom, if ever, existed.... Over the past two thousand years, the use...of silver or gold as money has not prevented, for most of the period, governments from depreciating the currency, from engaging in inflation as a means of extracting the income of the people for governmental purposes. – Milton Friedman
In the absence of the gold standard, there is no way to protect savings from confiscation through inflation. There is no safe store of value. – Alan Greenspan "Backed by gold" doesn't have any meaning whatsoever. It's still a trust system. What the "backing by gold" did was make it more probable that you could trust it, as long as there wasn't a lot more gold discovered. And so, I think people don't like paper money. They want real money. There's no such thing. – Russ Roberts
Although the last vestiges of the gold standard disappeared in 1971, its appeal is still strong. Those who oppose giving discretionary powers to the central bank are attracted by the simplicity of its basic rule. Others view it as an effective anchor for the world price level. – Michael D. Bordo
The first panacea for a mismanaged nation is inflation of the currency; the second is war. Both bring a temporary prosperity; both bring a permanent ruin. But both are the refuge of political and economic opportunists. – Ernest Hemingway
He who tampers with the currency robs labor of its bread.
– Daniel Webster
If you want an alternative currency, check out gold. It has stood the test of thousands of years as a store of value and medium of exchange. – Paul Singer
Activities:
1. Have students complete the accompanying worksheet for homework.
2. Show the class one or more of the following videos:
Investopedia Video: What Is Inflation? (1:09)
https://www.youtube.com/watch?v=Vi3Q1ypNw3M
A World of Money (15:56)
https://www.izzit.org/products/detail.php?video=world_of_money
Too Much Money (16:28) https://www.izzit.org/products/detail.php?video=too_much_money
3. Produce a "man-on-the-street" video in which you ask people to explain a) inflation, and b) how government printing of currency affects the economy. Then, follow up by asking whether they approve of the government raising revenue by printing money and causing inflation.
4. Research and report on the origin of the word "salary."
5. Research and present in a slideshow the causes and results of hyperinflation in Venezuela, Zimbabwe, or the Weimar Republic.
6. Read and write a summary of one of the following articles:
A) "America Needs The Gold Standard More Than Ever" by Keith Weiner https://www.forbes.com/sites/keithweiner/2014/06/24/america-needs-the-goldstandard-more-than-ever/#5f3cb46b73f4
B) "Everything You Need to Know About the Gold Standard" by The Week Staff https://theweek.com/articles/471745/everything-need-know-about-gold-standard
C) "A Brief (And Messy) History of Modern Gold Standards" by Marcia ChristoffKarupovna https://mises.org/wire/brief-and-messy-history-modern-gold-standards
D) "Hazlitt on Gold" by Jude Blanchette https://fee.org/articles/hazlitt-on-gold/
E) "Gold and Money" by Warren C. Gibson https://fee.org/articles/gold-and-money/
F) "Good Money, Bad Money—And How Bitcoin Fits In" by Thorsten Polleit https://fee.org/articles/good-money-bad-money-and-how-bitcoin-fits-in/
7. Research the characteristics of money. What are they? How do those characteristics relate to gold-backed currency, fiat currency (not backed by gold), and cryptocurrencies?
8. Write a persuasive essay in which you examine one argument for and one argument against the gold standard and offer rebuttal to the side you find less convincing.
9. Conduct a classroom debate on the topic of whether the United States ought to return to goldbacked currency.
10. Watch "Econ Duel: Fiat Money vs. the Gold Standard" (9:58) and summarize the main arguments presented on each side. https://www.youtube.com/watch?v=FbDZ0ObRXfE
11. Research and write a report on the history of the gold standard in America.
12. Watch "Jack and the Bean Stalk and the Money Supply" (2:56), write a summary of the video, then answer the questions below:
a) Why does the merchant raise his prices?
b) How does Jack effectively tax Old Mother Hubbard?
c) Why do governments want to have a monopoly on the medium of exchange?
https://www.youtube.com/watch?v=OxGBD-XcYGw
13. Research and create a slideshow presentation to explain the effects of increasing the money supply and how gold-backed currency (as compared to fiat currency) affects the ability of policy makers to adjust the money supply.
14. Create a video comparing cryptocurrency to gold-backed currency. Explain how each addresses the criticism of fiat currency and what advantages or disadvantages each might have in comparison to the other.
15. Read and summarize the "Great Myths of the Great Depression" by Lawrence Reed. (This booklet is available to download.)
https://fee.org/resources/great-myths-of-the-great-depression/
16. In the video, we learned that the U.S. dollar has lost value—purchasing power—over time. Research this and draw an annotated line graph that explains the reasons for the drops in value.
Money, Money, Money
Flow Chart
Name ____________________________
Date ________________________
Class ____________________________
Teacher _______________________
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Diary Writing Checklist
Tick the box if you think you have included these features of a diary:
Describe the places where the events happened.
Is written in the past tense.
Talks about the most important events.
Uses some personal pronouns: I, we, my, me.
Talks about feelings.
Uses time conjunctions (e.g. before, next, after) to show when things happened.
Diary Writing Checklist
Tick the box if you think you have included these features of a diary:
Has an introduction to set the scene.
Describes the places where the events happened.
Is written in the past tense.
Tells the story of an episode of the writer's life.
Is written as if talking to someone.
Uses some personal pronouns: I, we, my, me.
Talks about feelings, reactions and opinions.
Uses time conjunctions to show when things happened.
Writes about events that are important to the writer.
Uses paragraphs to organise events.
Diary Writing Checklist
Tick the box if you think you have included these features of a diary:
Has an introduction to set the scene and create atmosphere.
Uses adventurous vocabulary to describe the places where the events happen.
Is written in the past tense.
Tells the story of an episode of the writer's life.
Is written as if talking to someone (using an informal tone.)
Uses some personal pronouns: I, we, my, me.
Talks about feelings, reactions and opinions from the writer's point of view.
Uses time conjunctions to show when things happened.
Writes about events that are important to the writer.
Uses paragraphs to organise events.
Uses inverted commas to quote direct speech from the events. | <urn:uuid:c7bcdaa8-6a1d-437b-9638-ad3b0e89dacd> | CC-MAIN-2024-51 | https://stoswaldsschool.com/wp-content/uploads/2020/06/Diary-Checklist.pdf | 2024-12-13T22:34:19+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00071.warc.gz | 496,079,102 | 339 | eng_Latn | eng_Latn | 0.999402 | eng_Latn | 0.99937 | [
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Microsoft PowerPoint 2019 Introduction
Duration: 1 Day
This course has been designed for users who are new to Microsoft PowerPoint. The course covers the basic functionality of the application such that delegates feel confident in creating professional presentations and slide shows.
The following gives a brief overview of the course content. This is only a suggestion and may be tailored to better suit the delegates' requirements.
Introduction
Photos and Online Pictures
- Creating a new presentation
- Saving the presentation
- Creating new slides
Text Slides
- Bullet point slides
- Formatting text
- Text boxes
- Moving and rearranging text
Working with the Presentation
- Slide views
- Inserting slides from other files
- Moving and deleting slides
- Printing the presentation
Working with Drawing Objects
- Slide layouts for drawings
- Moving, copying, resizing shapes
- Drawing shapes
- Rotating, ordering, grouping shapes
- Formatting shapes
- Aligning shapes
Slide Layouts
- Table slides
- Chart slides
- Slide layouts for online pictures and photos
- Inserting pictures from your computer
- Inserting online Pictures (clipart)
- To move a picture
- Formatting a picture
- To re-size a picture
- Artistic effects
- Screenshots
- Cropping and compressing photos
Working with Graphics
- WordArt
- SmartArt
Importing from Word and Excel
- Word tables
- Excel charts
- Excel spreadsheets
- Editing linked objects
Slide Show
- Setting up slide transitions
- Running the slide show
- To animate objects
- To Hide a slide during a slide show | <urn:uuid:9a776dfa-f461-461e-b1cf-ebb6e0c89720> | CC-MAIN-2024-51 | http://prologtraining.co.uk/powerpoint/PowerPoint%202019%20Introduction.pdf | 2024-12-13T22:11:26+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00072.warc.gz | 21,054,620 | 335 | eng_Latn | eng_Latn | 0.990429 | eng_Latn | 0.990429 | [
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SAMPLE LOGIC MODEL TEMPLATES TO EXPLORE
Sample CTE CHIPS Challenge Logic Model
The CTE CHIPS Challenge, sponsored by the U.S. Department of Education, is a multi-phase $1 million prize competition that will empower you to expand your student recruitment, training, and placement strategies in semiconductor fabrication (fab) construction and advanced manufacturing careers that align with the CHIPS and Science Act (CHIPS). Submit an innovative action plan to: (a) increase your students' opportunities to develop skills and experiences that better prepare them for the careers aligned with CHIPS; (b) expand your student recruitment, training, and placement strategies in these careers; and (c) support your teachers in building out Career and Technical Education (CTE) programs.
Leveraging a Logic Model to Prepare Your CTE CHIPS Challenge Innovative Action Plan
What do you want to solve?
| SITUATION | RATIONALE |
|---|---|
| Describe your situation. | Describe your rationale. |
How are you going to solve it?
| INPUTS | ACTIVITIES | | OUTPUTS | | OUTCOMES |
|---|---|---|---|---|---|
| Resources used/applied | Main things done/provided | | Tangible/observable data | | Consequences and results |
| | | | Data category examples | | Alignment examples |
| | | # students | | Bullet (a) | |
| | | | # career experiences | | Bullet (a) |
| | | # career plans | | Bullets (a) and/or (b) | |
| | | | # partners | | Bullets (a) and/or (b) |
| | | # career advisors/navigators | | Bullet (b) | |
| | | | # placements | | Bullet (b) |
| | | # teachers | | Bullet (c) | |
| | | | #CTE programs | | Bullet (c) |
Additional Logic Model Templates
Here are two additional logic model templates to explore: Institute of Education Sciences (IES): Logic Model Template and U.S. Department of State (DOS): Sample Logic Model Template. There are many more logic model templates to choose from; feel free to design your own, too. | <urn:uuid:9286237d-bb4e-4a72-af9d-12aa0fe9fb2e> | CC-MAIN-2024-51 | https://ctechipschallenge.com/wp-content/uploads/2024/10/CTE-CHIPS-Challenge_Sample-Logic-Model-Templates-to-Explore-accessible-format.pdf | 2024-12-13T22:45:36+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00069.warc.gz | 161,597,741 | 524 | eng_Latn | eng_Latn | 0.992124 | eng_Latn | 0.992124 | [
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As Historians and Geographers we will:
- To find out about what life was like in Victorian times.
- To find out about what toys people played with in Victorian times.
- To look at houses in Victorian times and compare with modern houses.
- To learn about similarities and differences between Victorian schools and schools today.
- History Van Lady Workshop – Week 4
As Scientists:
- Year 2 will be learning about Animals inc Humans – Life cycles and health
- Year 1 will be learning about the seasons autumn and winter.
As Religious Investigators we will:
- Children will think about what some people think God looks like.
- Learn about why the Christmas Story is so important to Christians. Take part in retelling this story through our Nativity.
As Musicians we will:
- Learn a selection of Christmas songs to perform to the local elderly Luncheon Club.
- Rehearsing and performing the Christmas Nativity
Curriculum Map Autumn 2 2024 Year 1/2 Leopards (Class 2) The Victorians
Computing:
- Touch Typing
- Remind ourselves of keeping safe online
Art and Design
- Painting and mixed media – life in colour
- Christmas collage
Design and Technology:
- Textiles
PE:
- Gymnastics
- Dance
Spanish
- Numbers
- Days of the week
As Readers and Writers we will:
- Use Monstersaurus by Claire Freedman, The Storm Whale in Winter by Benji Davis as stimulus for writing
- The Owl who was Afraid of the Dark by Jill Tomlinson is our Class text
- Bonfire Night will be our stimulus for poetry
- Year 1 will be continuing learning Phase 5 in phonics and Little Wandle reading books for group reading.
- Year 2 will move onto Bridge for Spelling and use Little Wandle stretch and challenge books for group reading
As Mathematicians we will:
All the children will be working on their number bonds to 10 and some children on their number bonds to 20.
- Children will enjoy opportunities to do outdoor learning and work in groups to complete some problem solving activities
- Y2 – Addition and subtraction
- Y1 – Addition and subtraction.
- Y2 - Children are to name and describe 2D and 3D shapes. They are to count sides and vertices of 2D shapes and faces of 3D shapes.
- Y1 - Children are to name 2D and 3D shapes. They are to sort shapes and complete patterns using shapes.
As Well-Rounded Citizens we will:
- Explore ways to make our class and school a happy place for everyone,
- Work well with others and think about everyone's right to learn,
- Health and Wellbeing - taken from Kapow Scheme.
- Enterprise – raising money for Children in Need. | <urn:uuid:23831d1f-fe5f-4978-b159-3f84dbd9bf53> | CC-MAIN-2024-51 | http://www.baslow.school/attachments/download.asp?file=68&type=pdf | 2024-12-13T21:00:35+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119651.31/warc/CC-MAIN-20241213202611-20241213232611-00073.warc.gz | 32,406,599 | 579 | eng_Latn | eng_Latn | 0.995737 | eng_Latn | 0.995737 | [
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.
Bible Stories for Adults
Judah Returns From Captivity
Ezra & Nehemiah
Opening
Gathering:
What great things has God done to His glory through the members of my church?
Today's Focus: God returned the Jews to Israel as He had promised.
They responded with a renewed faithfulness.
Key Verses:
What has happened to us is a result of our evil deeds and our great guilt, and yet, our God, You have punished us less than our sins have deserved and have given us a remnant like this. Ezra 9:13
In Your great mercy You did not put an end to them or abandon them, for You are a gracious and merciful God. Nehemiah 9:31
Opening Prayer
Lesson
Judah Exiled in Babylon (Jeremiah 29:1-23)
Why had the Jews been exiled to Babylon?
Nehemiah 9:16, 29-31 (1-37)
What had God promised before the exile that comforted the Jews in Babylon?
Isaiah 13:1, 17, 19; 14:1
Did the Jews have any idea how long they would have to wait for this to happen? Jeremiah 29:10-14
What action did Daniel take when the 70 years were nearly complete?
Daniel 9:1-3 (1-19)
The Edict of Restoration (Ezra 1)
Who was responsible for sending the Jews back to Judah and why?
Ezra 1:1-2
After being settled for 70 years, who gave up their homes and returned?
Ezra 1:3, 5 (3-5)
How could these people afford the move and living during the temple construction?
Ezra 1:6
What important items did Cyrus send back with this first group of Jews?
Ezra 1:7
How much wealth did the remnant bring?
Ezra 1:8, 11 (8-11)
Who was this Sheshbazzar that Cyrus appointed as governor over Judah?
1 Chronicles 3:17; Ezra 5:2, 14-16; Haggai
Note: Scholars disagree as to whether Sheshbazzar and Zerubbabel were the same person
Where do we see Zerubbabel later?
Matthew 1:12; Luke 3:27
How many Jews returned?
Ezra 2:1, 64-67 (1-70)
Copyright © 2005 www.biblestoriesforadults.com. Use of this material is provided free of charge for use in personal or group Bible Study, no permission needed.
The author reserves all rights for use in published material or in uses where fees are involved (contact firstname.lastname@example.org).
Bible Stories for Adults
Judah Returns From Captivity
Page 2
Reconstruction of the Temple (Ezra 3)
What did the Jews begin to do after first settling in the towns?
Ezra 3:1-2 (1-6)
What was special about this happening in the seventh month (Tishri)?
Leviticus 23:24, 27, 34
What was their next step after building the altar and starting sacrifices?
Ezra 3:8 (8-9)
How did the Jews feel react they saw the temple foundations?
Ezra 3:10-13
Efforts Frustrated by Samaritans (Ezra 4)
Who wanted to help rebuild the temple?
Ezra 4:1-2
Were these really Israelites & did they follow Jehovah as the one true God?
2 Kings 17:22-24, 28, 33
Did the Jews accept this help & why or why not?
Ezra 4:3
How did the Samaritans accept this rejection?
Ezra 4:4-5
What happened as a result of this opposition?
Ezra 4:24
Temple Construction Resumed (Ezra 5-6)
Why did God raise the prophets Haggai and Zechariah?
Haggai 1:1-4, 7-8 (1-15)
Did the people listen to these prophets?
Ezra 5:1-2
Did they meet any opposition this second time around?
Ezra 5:3, 5, 7, 17 (3-17)
How did King Darius respond?
Ezra 6:1-2 (1-5)
What extra touch did Darius add?
Ezra 6:7-8 (6-12)
What did the Jews do after the temple was completed?
Ezra 6:15-16, 19 (13-22)
Reconstruction of the City Walls (Ezra 4)
Was there any opposition when the Jews began to rebuild Jerusalem's city walls?
Ezra 4:6
Note: King Xerxes married a Jew (Esther) who saved Jews from annihilation – last week's story
What did the Samaritans do after not being able to get Xerxes to stop the construction?
Ezra 4:11-13 (7-16)
Did King Artaxerxes agree with their concern?
Ezra 4:19, 21 (17-23)
You can find Bible Stories for Adults on the web at www.biblestoriesforadults.com
Bible Stories for Adults
Judah Returns From Captivity
Page 3
```
Nehemiah Gets Involved (Nehemiah 1-3) Note: The Book of Nehemiah was originally part of the Book of Ezra Who was Nehemiah? Nehemiah 2:1 For what did Nehemiah ask of King Artaxerxes? Nehemiah 2:4-5 (1:1-2:5) Besides letting him go and funding the effort, how else did Artaxerxes help Nehemiah? Nehemiah 2:9 (6-10) What did Nehemiah do soon after he arrived in Jerusalem? Nehemiah 2:15-16 (11-16) How did the Jews respond to Nehemiah's call to begin rebuilding the walls? Nehemiah 2:17-18 Nehemiah 3 Let's Try Again (Nehemiah 4) Did they meet any opposition the second time around? Nehemiah 2:10, 19-20 How did the Samaritans respond when the walls started going up? Nehemiah 4:1-3 How did the Samaritans respond when the wall reached half its height? Nehemiah 4:6-8, 11-12 (4-12) Did this threat stop the efforts? Nehemiah 4:16-18 (13-23) Jerusalem's City Walls are Completed (Nehemiah 6) What other opposition did Nehemiah resist? Nehemiah 6:2, 5-10, 13 (1-14) How long did this reconstruction effort take? Nehemiah 6:15-16 What did the Jews do after the city walls were completed? Nehemiah 12:27, 31, 38, 40, 43 How was Jerusalem populated? Nehemiah 11:1-2 Ezra Returns to Jerusalem (Ezra 7-8) Who was Ezra? Ezra 7:1, 6 (1-10) Why was Ezra sent to Jerusalem? Ezra 7:19-20, 25-26 (11-28) Why did King Artaxerxes go out of his way for the Jews like this? Ezra 7:23 What did Ezra do before setting out for Jerusalem with around 2000 men and riches? Ezra 8:21 (1-36)
```
You can find Bible Stories for Adults on the web at www.biblestoriesforadults.com
Bible Stories for Adults
Judah Returns From Captivity
Page 4
Ezra’s First Crisis (Ezra 9-10)
What was the first problem Ezra was presented in Jerusalem?
Ezra 9:1-2 (1-3) What did Ezra and the people agree to do? Ezra 10:10-12 (1-44)
Law Reform (Nehemiah 8-9)
How did the people learn about God's Law?
Nehemiah 8:2-3 (1-4)
Did the people really want to learn God's Law or were they just watching a show?
Nehemiah 8:5-6
How did the people understand since they now spoke Aramaic?
Nehemiah 8:8 (7-8)
How did the people respond when they realized how they had been sinning?
Nehemiah 8:9
How did they respond later in the month after their situation sank in?
Nehemiah 9:1-3 (1-37)
Did they decide to do anything in response to their now-recognized guilt?
Nehemiah 9:38; 10:29 (9:38-10:39)
Closing Prayer
Persian Rulers
Response - Consider and meditate on one each day this week
1. What consequences have I experienced from going against God's will? (Ezra 9:13; Nehemiah 9:29-30, 37; Leviticus 26:14-39; 2 Kings 18:11-12)
2. How have I responded when God has worked through me to do great things?
(Ezra 3:10-13; 6:16; Nehemiah 12:43; Exodus 15; Ephesians 3:2-13)
3. How have others frustrated my efforts to do the Lord's work?
(Nehemiah 4; Galatians 1:6-10; 5:7-12; 1 Thessalonians 2:14-16)
How have I unwittingly frustrated the efforts of others doing the Lord's work?
4. (Ezra 5; Acts 11; 15; Romans 14:13; 1 Corinthians 8)
5. When have I felt remorse after recognizing that I sinned against God? (Ezra 9:6-7; Nehemiah 8; 2 Samuel 12:1-23; Ezekiel 33:10-11; Matthew 26:69-75)
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INSECTS DISCOVERY BOX CHECKLIST
Contents current as of 03/18/2011
Printed Items_
________Read Me First Sheet
________GPNC brochures
________KDWP Wildlife Reference Center Catalog
________Activity Notebook ________Copy sheets (30) ________Floppy Disk
________4-H Entomology Insectaganza! _____Leader's Guide
________Level1________Level 2 ________Level 3
________Adventures in Life Science
________Amazing World of Ants
________Amazing World of Butterflies and Moths
________A Picture Book of Insects
________Audubon Adventures - Instar Trek
________Big Bugs
________Butterflies and Moths - Golden Guide
________ Gulliver’s Story: An Exercise in Active Learning
________Insect Flash Cards (Bugs: Volume IV)
________Insect Identification Keys (5) - Two Sets
________Insects in Kansas
________Kansas School Naturalist (12 issues): Ant checklist - Butterfly checklist –– Carpenter
Ants – Centipedes & Millipedes – Collecting & Keeping Ants - Damselfly checklist –
Dragonfly checklist – Handbook of the Insect World – Jumping Spider checklist –
Making an Insect Collection – Permian Insect fossils –Yucca & the Yucca moth
________Monarch Magic ________Teaching Guide
________On Tracks – Bugs, Bugs, Bugs
________Orkin Insect Identification Guide
________The Songs of Insects_________Audio CD
________Suggested Activities for Junior High using the Butterfly Garden School Kit
________The Young Naturalist – Usborne Guide
________ What’s Inside? Insects
________Zoobooks - Insects, Vol.2
Artifacts and Biofacts_
________Arthropods In Plastic (4)
_____Dragonfly ________Mantis Egg Case
_____Monarch Butterfly_____Cicada
_____Tarantula
______Paper Wasp Nest
________Spreading Board
______Pinning Blocks (10)
________(8) Probes
______Compound Eye
________Goldenrod Stem Gall
______Rubber Stamps (2)
A-V Materials_
_______ CDROM – Insects (Mars software) ______DVD – Insect Defense
_______DVD– The Butterfly King
______Audio tape- Missouri insects
____ _ Poster - Monarch Butterfly lifecycle
______ Poster - Monarchs on sunflower
____ _ Poster - Dragonflies of Ohio poster
______ Poster - Zebra Longwing life cycle
____ _Poster -Singing Insects of Missouri ______ Posters - (4) large, Monarch Watch
____ _Poster – Miscellaneous arthropods
Materials in this box are not consumable. Please make copies of worksheets, coloring pages, etc. for you and your students to use.
Please do not Remove This Sheet | <urn:uuid:8c309998-5e60-47bc-b34c-f4e52afda6f4> | CC-MAIN-2017-09 | http://www.gpnc.org/images/pdf/insects.pdf | 2017-02-24T12:43:11Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00014-ip-10-171-10-108.ec2.internal.warc.gz | 428,302,815 | 591 | eng_Latn | eng_Latn | 0.815836 | eng_Latn | 0.815836 | [
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Engineering Dynamics Homework 1
1.
A car starts from rest and reaches a speed of 75 ft/s after traveling 446 ft along a straight road. Determine its constant acceleration and the time of travel.
a
c
= ____________ ft/s
2
t= ____________ s
2.
The position of a particle along a straight line is given by s= (1.2t 3 -9t 2 +14.4t) ft, where is in seconds. Determine the position of the particle when t=7 s and the total distance it travels during the 7-s time interval. Hint: Plot the path to determine the total distance traveled.
st=7= ____________ ft dT= ____________ ft
3.
A go-cart starts from rest and travels on a straight road with a constant acceleration of 6 ft/s 2 for 1 s, after which it maintains a constant speed for 2 s. Finally it decelerates at 10 ft/s 2 until it stops. Determine the total distance traveled and the average speed.
sT= ____________ ft vavg= ____________ ft/s
4.
The acceleration of a rocket traveling upwards is given by a=6+0.01s m/s 2 where s is in meters. Determine the rocket's velocity when s=4 km and the time needed to reach this elevation. Initially,v=0 and s=0 when t=0.
vs=2km= ____________ m/s t= ____________ s
5.
The v-t graph for the motion of a train as it moves from station A to station B is shown. Find the acceleration over each interval, then determine the average speed and the distance between the stations.
6.
A particle moves along the path r={8t 2 i+(t 3 +7)j} m, where is in seconds. Determine the magnitudes of the particle's velocity and acceleration when t=5 s. Also determine the equation y=f(x) of the path.
v= ____________ m/s a= ____________ m/s
2
y=f(x)= __________
7.
If the velocity of a particle is defined as v(t)={1.9t 2 i+12t ½ j+3k} m/s, determine the magnitude and coordinate direction angles α , β , γ (in degrees) of the particle's acceleration when t=2 s.
8.
A particle moves in the x-y plane such that its position is defined by r=sin 2 θ i+(θ 2 +cosθ )j where θ is in radians and r is in feet. If rad, where t is in seconds, determine the particle's velocity and acceleration when t=4 s.
9.
It is observed that the skier leaves the ramp A at an angle θ =25º with the horizontal. If he strikes the ground at point B, determine his initial speed vA and the time of flight tAB.
10.
A jet plane flies along the vertical curve having a radius of 700 m. If its speed is uniformly increased from 160 m/s to 250 m/s in 4 s, determine the magnitude of its acceleration at the instant the plane's speed is 200 m/s.
11.
A particle is moving along a circular path having a radius of 0.3 m. Its angular position as a function of time is given by θ =(5t 2 ) rad, where is in seconds. Determine the magnitude of the particle's acceleration when θ =40º.The particle starts from rest when θ =0º.
|a|=____________ m/s
2
12.
A train is traveling along the circular curve of radius r=700 ft. At the instant shown, its angular rate of rotation is θ & =0.01 rad/s, which is decreasing at the rate θ && =-0.0017 rad/s 2 . Determine the magnitudes of the train's velocity and acceleration at this instant.
13.
The pulley system supports three blocks as shown. If A is moving downward with a speed of 4 ft/s while C is moving up at 4 ft/s, determine the speed of block B.
v
B
=____________ ft/s
14.
Block B is moving downward with a constant acceleration aB=0.9 m/sIf both blocks start from rest and are at the same elevation h=0 when t=0, determine (a) the velocities of blocks A and B when t=3 s, and (b) the elevation h between the blocks when t=3 s.
The motor at C pulls in the cable with an acceleration aC=(8t 2 ) m/s 2 where is in seconds. The motor at D draws in its cable at aD=7 m/s 2 . If both motors start at the same instant from rest when d=1 m, determine (a) the time needed for d=0 and (b) the relative velocity of block B with respect to block A when this occurs. | <urn:uuid:f1678499-d61a-4720-8e82-a334f13cdf14> | CC-MAIN-2017-09 | http://egr.triton.cc/Engineering/Dynamics%20HW%201.pdf | 2017-02-24T12:35:51Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00012-ip-10-171-10-108.ec2.internal.warc.gz | 74,659,540 | 1,045 | eng_Latn | eng_Latn | 0.992188 | eng_Latn | 0.992377 | [
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Don't kill our river; it's the only one we've got
The Fort Collins Audubon Society's Board of Directors recently voted to oppose the building of Glade Reservoir in northern Larimer County.
After extensive study, FCAS has concluded that Glade Reservoir is the worst threat to the health and ecological integrity of the Cache la Poudre River since the reservoir project was proposed some 20 years ago.
If built, Glade Reservoir will siphon water out of the Poudre near the mouth of the Poudre Canyon, diminishing water flows through LaPorte, Fort Collins and nearby towns by 35 percent to 50 percent. The historic "June rises," which help cleanse the river of sediments and pollutants, will largely disappear. According to the EPA, the Poudre River already has severe water quality problems as it flows through Fort Collins. Reducing water flows will worsen those problems.
ADVERTISEMENT
The cities of LaPorte, Fort Collins and Greeley have spent tens of millions of dollars to purchase natural areas, parks and conservation easements along the Poudre River and to develop dozens of miles of foot and bike trails. These investments are threatened by the proposed reservoir, as is the quality of life of residents who fish, tube, hike and otherwise recreate along the river.
The Fort Collins Audubon Society has nominated a stretch of the river for consideration as a state Important Bird Area due to its importance for regional bird life. Water flowing through the Poudre River supports hundreds of acres of adjacent wetlands, as well as a mature riparian forest corridor. This key wildlife habitat is also threatened by the proposed reservoir.
The Audubon Society notes that there are fiscally sound alternatives to building Glade for communities that want to secure future water supplies. Chief among these is water conservation. Even just putting in place the main conservation measures currently used in Aurora, a leader in water conservation in Colorado, would save these communities 25 percent to 30 percent of their water use - at a fraction of the cost of Glade. Mutually beneficial water exchange agreements with farmers could supply all of the rest of these communities' water needs for the next 50 years.
In addition to its direct ecological effects on the Poudre River, building this reservoir would actually accelerate population growth and development along the northern Front Range, further degrading the area's environment. This is because small communities buying in to Glade will have to grow rapidly in order to add water ratepayers to pay for the project.
The most cynical aspect of this proposal is that it is being promoted as a way to keep agriculture in business by doing away with the need to buy water from farms. But in order to pay for the reservoir, Glade's subscriber communities will have to pave over tens of thousands of acres of land that are currently in agriculture.
The Fort Collins Audubon Society urges area leaders to work together to find ecologically and economically sound ways to secure area water supplies. It urges the Army Corps of Engineers to reject the Glade Reservoir project as ecologically and economically unsound. Finally, it calls on Fort Collins' City Council to formally oppose this project and to direct city staff to begin exploring all legal options to protect our river.
To learn more about Glade Reservoir and water conservation, go to www.savethepoudre.org.
Phil Cafaro lives in Fort Collins.
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PRESENTER LED SESSION
Lesson plan 3:
Identifying fire hazards at home
Background
Many house fires and burn injuries can be prevented if potential fire hazards are identified and removed. Awareness of the dangers of flammable liquids and their safe use and storage is relevant for children of this age. Students need to be able to identify warning signs and have an awareness of the dangers and potential risks associated with inappropriate use of flammable liquids in the home.
Suggested teaching time
40 minutes
Objectives
To develop an understanding that fires are preventable so that students are able to:
take appropriate responsibility for improving fire safety
identify sources of fire in the home
recognise warning labels for flammable liquids.
Materials needed
Poster: Fire triangle
Poster: Home fire hazards
Film: Home fire safety
Worksheet 33: Cut out the hazards
Support material 6: Fire science
Household items displaying flammable labels
Lesson outline
1. Prevention of fires
10 minutes
Identify uses of fire and classify them into their different purposes, for example, cooking, heating and lighting.
Use Poster: Fire triangle to discuss different fuels and heat sources for a fire. Using props such as a burnt out electrical appliance, and Poster: Home fire hazards, discuss some of the possible causes of fires in the home. If time allows view Film: Home fire safety.
2. Warning signs
10 minutes
Discuss examples of warning signs students have seen that warn of different types of danger. List some types and where they have been seen.
Display and talk about containers and clothing that carry warning labels.
Presenter's Resource • Page 34
Show the symbols and encourage students to recognise the warnings.
3. Flammable liquids
10 minutes
Discuss different types of flammable liquids. Show some of the containers for flammable liquids. See if there are any in the classroom. Ask students if they have any in their home.
List places where flammable liquid containers might be stored around the home, for example, paint in the garage, petrol in the shed, cleaning products in the laundry cupboard.
Outline some dangers associated with flammable liquids when they are stored or used incorrectly. Emphasise that many flammable liquids give off vapour that is invisible but will burn or explode if there is a spark or flame nearby.
Emphasise the basic first aid treatment for a simple burn, which is cooling a burn under running cool water.
4. Cut out the hazards
10 minutes
Provide each student with a copy of Worksheet 33: Cut out the hazards. Explain that students are to group the items pictured into 'flammable' and 'non-flammable' by cutting and pasting onto a second sheet of paper. The class can continue working on this activity in their own time. Support material 6: Fire science provides a short summary for students; copies may be left with students.
Extension activity
Worksheet 23: Design a warning label
Worksheet 9: Neville Numbat badge
Wozza Wombat says...
Flammable liquids should be stored safely away from the home
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SPOTLIGHT
Issue 1 Summer Term Friday 15 th April 2016
Parents' Information Newsletter
Jordan Over the next term each curriculum area will be providing articles, examples of student work and other related information for the weekly Spotlight newsletter.
This week's focus is on Science and next week's will be Modern Foreign Languages
British Science Week
Assemblies
British Science week started off with a bang with Ms Haselden and Mrs Haley's explosive assemblies! They started things off by demonstrating "elephants toothpaste" an exothermic reaction so named because it looks like toothpaste coming out of a tube. This experiment explores how catalysts can be used to remove oxygen.
They then moved on to "cannon fire", which is an experiment that produces a spectacular amount of noise (a lot like a firing of cannons) and crackling bursts of flames this was a crowd pleaser.
The final experiment demonstrated spontaneous combustion between glycerol and potassium permanganate. As the reaction speeds up it generates large amounts of heat which causes it to catch fire this was again met with rapturous applause!
Break Activities
During either first or second breaks the Science team ran a host of activities to encourage engagement in Science. This was kick started on Monday by Mrs Gaukroger. Mrs Gaukroger ran a series of experiments during break time around the theme of "explosions". This included competition reactions, a replay of cannon fire (always a popular one) and iodine and aluminium volcanoes. This experiment involves using a mixture of iodine and aluminium powder placed into a Bunsen flame and adding a small amount of water and washing up liquid, to produce a spectacular volcano!
Day two of Science week involved "how acid is my rain" with Ms. Dingwall. This was looking at the environmental impact of acid rain on water samples and soil samples. The students were able to use pH testing techniques on the samples gathered across the school to investigate if St Austell's rain fall was acidic.
Day three saw Mr Martin lead the "wireless signal blockade". This involved the use of new technologies in science and looked at how to boost wireless signals and investigate how they work. To do this Mr Martin set up his own router and Wireless signal.
Friday was the pinnacle of British Science Week at Poltair School for the Big Science quiz. This involved twenty teams of 4 students (plus a member of staff), an iPad per team and the students favourite quiz based app- Kahoot. There were thirty questions based on all aspects of Science, including picture rounds and fun facts! This was the most popular event of the week with nearly 100 students, from years 7-11, taking part and the winning team receiving sweets.
Year 9 Trip to Plymouth University
As part of British Science Week Ms. Dingwall, Ms. Brader and Mr Richards took 32 Year 9 students to Plymouth University for the day. The students were invited to take part in the Universities out reach programme designed to encouragement engagement into the Sciences. The students on arrival were given a brief tour of the University which gave them an invaluable insight into student life. They then participated in a talk by a leading professor on weird marine life- the good, the bad and the ugly. Lucy Rutland-Brown said "I loved it! It was my favourite part of the trip, I thought it was really interesting".
The students participated well and were given the opportunity to ask questions at the end. The students then spent time at two different work shops. The first of which was "maths and magic" which used a simple card trick as a mechanism to teach algorithms to programme computers. Damien Brzostek said " this was a fun maths card trick". The second workshop looked at the science behind the work of the paramedics. Which included learning how to carry out CPR and how to act in an emergency situation. Phoebe Reid said " I really enjoyed seeing what the paramedics routinely do" and Oliver Collar said" The CPR course was constructive and it gave me a skill I might use". All the students found the experience a positive one and they came away learning a lot. | <urn:uuid:6e9edb94-998a-49c7-bd8a-b29b71a4a441> | CC-MAIN-2017-09 | http://poltairschool.co.uk/Communication/spotlight/1460678400.pdf | 2017-02-24T12:50:12Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00017-ip-10-171-10-108.ec2.internal.warc.gz | 212,469,549 | 850 | eng_Latn | eng_Latn | 0.999424 | eng_Latn | 0.999594 | [
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ACT for Youth Center of Excellence
A collaboration of Cornell University, University of Rochester, and New York State Center for School Safety
Mental Illness and Mental Health in Adolescence
by Janis Whitlock and Karen Schantz
As any parent, youth worker, or young adult can verify, mental health in adolescence may be characterized by a roller coaster of emotional and psychological highs and lows. Intense feelings are a normal and healthy part of the psychological landscape of youth, but it is also true that many mental health disorders of adulthood begin in childhood or adolescence. While the mental health field offers essential options for treating disorders, the profession is only beginning to explore ways to build optimum health. This fact sheet provides a very brief introduction to mental health with a focus on definition, assessment, and mental health disorders, then offers perspective on the role youth development approaches may play in promoting positive mental health and protecting against mental health disorders.
Defining and Assessing Adolescent Mental Health
The term "mental health" generally refers to a psychological and emotional state. Like the states of mind and being it reflects, the term is fluid and is used to discuss a) a positive state of psychological and emotional well-being and the conditions that foster it, b) the absence of mental illness, or c) the presence of mental imbalances that affect overall psychological well-being.
Assessing mental health may be equally ambiguous and context-dependent. How do we know if an individual is psychologically and emotionally thriving, thus enjoying positive "mental health"? How do we know if a person is struggling with a mental health disorder? The task of evaluating whether a young person is experiencing chronically negative trends in psychological and emotional wellbeing is complicated by the fact that fluctuations in mood and behavior are normal in adolescence. Because of this, and because of the need to ensure that youth at risk for mental illness or disorders receive the attention they need, it is most common to assess mental health as either the absence or presence of mental illness rather than through a more positive lens.
Mental Health Disorders
Mental health problems affect one in every five young people at any given time (U.S. Department of Health and Human Services, 1999) although severity varies greatly. Individuals are regarded as possessing a "serious emotional disturbance"
December 2008
when a mental disorder disrupts daily functioning in home, school, or community. If a child or adolescent is able to function well in at least two of those three areas, it is unlikely that he or she has a serious mental health disorder. It is estimated that one in ten young people in the United States experiences a serious emotional disturbance at some point in their childhood or adolescence.
Recognition of the signs and symptoms of mental health disorders is important because early intervention may be critical to restoring health. Mental health disorders are typically marked by disruption of emotional, social, and cognitive functioning. Those disorders that most commonly affect adolescence are anxiety disorders, which manifest through phobias, excessive worry and fear, and nervous conditions; and depression disorders, characterized by states of hopelessness or helplessness that are disruptive to day-to-day life. Other mental health conditions affecting youth include bipolar disorder, conduct disorder, attention-deficit/hyperactivity disorder, learning disorders, eating disorders, autism, and childhood-onset schizophrenia.
Causes of Mental Illness
Although it is often possible to identify triggers for particular episodes of mental illness, identifying the underlying etiology is often more difficult. In many cases, mental illness emerges as a consequence of biological and environmental interactions. For example, the predisposition for disorders such as schizophrenia, bipolar disorder, and depression are genetically heritable and may be activated by particular environments (Pickler, 2005). Environmental factors that lead to chemical imbalances in the body or damage to the central nervous system may also create biological vulnerabilities. When these vulnerabilities are coupled with environmental conditions high in chaos and low in security and safety (such as exposure to violence, including witnessing or being the victim of abuse; stress related to chronic poverty, discrimination, or other serious hardship; and the loss of important people through death, divorce, or broken relationships), mental disorders may result (Perry, 2002).
However, it is important to note that while research on the etiology of mental illness has been fruitful, not all individuals at risk for mental illness develop it and many individuals with no apparent risk do. Also, having a genetic predisposition does not mean that developing a mental illness is predetermined or that parents with a similar condition are to blame. Much remains to be learned in this area.
Signs of Disorder
Mental health disorders seldom simply appear in full bloom. Instead, they are often preceded by symptoms of deteriorating health and functioning. The primary differences between developmentally common behavior and nascent mental health disorders are in
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Resources: Coping with Mental Health Disorders
American Academy of Child & Adolescent Psychiatry:
Extensive series of briefs on a wide variety of behaviors and issues affecting families.
Facts for Families http://www.aacap.org/cs/root/facts_ for_families/facts_for_families
School Mental Health Project
http://smhp.psych.ucla.edu/
Clearinghouse for resources on mental health in schools, including systemic, programmatic, and psychosocial/mental health concerns.
Surgeon General's Report on Mental Health
http://www.surgeongeneral.gov/ library/mentalhealth/home.html
Includes a chapter on children and mental health.
Youth Involvement in Systems of Care
http://www.tapartnership.org/youth/ youthguide.asp
Blueprints for local systems of care that are seeking to increase youth involvement.
symptom severity and duration, and the extent to which the behavior causes disruption to daily life. Early onset mental disorders may be episodic at first, but tend to increase in severity, duration, and level of disruption over time. Family members and friends are often the first to notice early symptoms.
It is important to recognize that perceptions of what constitutes good or poor mental health will vary from culture to culture. Such variation may affect how serious disorders are expressed, detected, and interpreted. Sensitivity to cultural difference is critical to effective detection, intervention, prevention, and treatment.
Treatment
Youth Voice in Systems of Care
Increasingly, youth and family engagement is recognized as an essential element of mental health interventions. As Matarese, McGinnis, and Mora point out (2005), just as families have advocated for and achieved critical roles in their children's mental health care, young people and their allies are gaining ground in the movement to involve youth at every level of the mental health care system. Youth participation in the transformation of mental health care systems will help to combat stigma and isolation, and will create opportunities for young people to develop a stronger sense of belonging, purpose, and self-esteem. Benefits reach beyond the individual: the entire system profits when youth are given opportunities to make authentic contributions to quality of care. For an excellent resource offering the history and rationale behind the youth movement, as well as blueprints for local systems of care that are seeking to increase youth involvement, see Youth Involvement in Systems of Care: A Guide to Empowerment. http://www.tapartnership.org/youth/youthguide.asp
(see http://www.aacap.org/cs/root/facts_for_families/facts_for_families) provide valuable resources for families and others seeking updated information on mental health disorders and treatment.
Psychotherapeutic interventions such as cognitive behavior therapy and family systems therapy are currently the most widely used and effective treatments for most mental illnesses. While they may be added to these interventions, medications typically should not be used as the sole treatment; however, selective serotonin reuptake inhibitors (SSRIs) are widely used and generally considered safe. Fortunately, widespread and growing awareness of the prevalence of mental health disorders in children and adolescents has spurred the search for therapeutic and pharmacological approaches that are safe and effective for youth. Internet resources such as those offered by the American Academy of Child and Adolescent Psychiatry
Beyond Mental Illness: Promoting Mental Health and Well-Being
Understanding signs and symptoms of mental health disorders is important for early detection and intervention. It is also important, however, to define and research mental health in positive terms (rather than merely the absence of illness) and to promote wellbeing through affirming, strength-based approaches.
Positive Psychology: Developing Mental Health in Young People
With so much emphasis on disorder, we might well wonder if freedom from illness is the best we can hope for. The emerging field of positive psychology seeks to bring balance to mental health research through the study and promotion of psychological strengths. Linking youth development to the positive psychology framework, the Commission on
3
Positive Youth Development (2006) summarizes positive psychological characteristics in five broad categories:
Positive emotions, including joy, contentment, and love •
"Flow," defined as "the psychological state that accompanies highly • engaging activities"
Life satisfaction; the sense that one's own life is good, which correlates • with characteristics such as self-esteem, resiliency, optimism, selfreliance, healthy habits, and prosocial behavior
Character strengths such as curiosity, kindness, gratitude, humor, and • optimism
Competencies in the social, emotional, cognitive, behavioral, and moral • realms
Resources: Social and Emotional Competencies
Collaborative for Academic, Social, and Emotional Learning Works to establish social and emotional learning as an essential part of education. Research and information for schools and families. http://www.casel.org/
EQ Directory
These characteristics gesture toward a much more vibrant vision of mental health, and are suggestive of ways concerned communities might create supports, opportunities, and services to promote optimum health. Along these same lines, positive psychology inquires into the role institutions play in facilitating the development of positive traits: how organizations, naturally occurring socializing systems, and communities help young people produce positive outcomes (Commission on Positive Youth Development, 2006).
Clearinghouse for web-based information about emotional competence.
http://www.eq.org/
public health strategy. As part of the national public health initiative Healthy People 2010, the National Initiative to Improve Adolescent Health by 2010 (NIIAH) has identified 21 Critical Health Objectives for adolescents and young adults, including objectives within the category of mental health and substance abuse. NIIAH recommendations move away from a categorical focus on specific problems toward an ecological, positive youth development approach that involves community collaboration—including young people themselves—to create solutions (Centers for Disease Control and Prevention et al., 2004).
Youth Development and Community In calling for a focus on strengths over deficits, and community responsibility in balance with individual responsibility, positive psychologists join the growing movement toward youth development as a
Relying on research that demonstrates the protective effects of youth development approaches, NIIAH explicitly endorses youth development strategies that involve all community sectors to address health and safety. Rather than saying to a young person "the problem is with you," this approach engages youth together with families, schools, health care providers, youth-
4
serving agencies, faith communities, media, colleges and universities, employers, and government agencies to build strengths and reduce risks at the environmental as well as individual level. Emphasis falls on community responsibility, community solutions, and community connectedness: the problem is with us; the answers are with all of us.
This commitment to supporting health through community-level change grew out of research that demonstrates the importance of social context to individual health. Although some individuals are physiologically vulnerable to development of mental illness and disorders, studies consistently show that environment matters a great deal in mental health functioning. Relationships with caring adults, development of positive life goals, and belief in a positive future have all been consistently linked to healthy social and emotional functioning in youth and adults (Eccles and Gootman, 2002). Similarly, history of trauma and abuse as well as high environmental instability is consistently linked with poor mental function (Perry, 2002; Karr-Morse & Wiley, 1997). This suggests that environments that foster connection with others and provide opportunities for meaning and mastery serve as buffers against mental disorders and promote positive mental health.
Environments that cultivate both positive emotional relationships and the ability to understand and articulate emotional states may prove particularly useful in supporting positive mental functioning. Initiatives such as those promoted by the Collaborative for Academic, Social, and Emotional Learning and by proponents of emotional literacy are examples of such environmentally-focused frameworks.
A commitment to making a difference for mental health in youth also requires us to reduce the major risk factors that lead to health crises. As Bernat and Resnick propose (2006), promoting strengths is critical to health, but this effort "does not negate the urgency of addressing fundamental threats to health, such as poverty." Poverty is one such threat; entrenched, negative adult attitudes toward youth is another. Building healthy communities for youth means partnering with youth to take on the attitudes, policies, and practices that exclude young people from making a meaningful contribution to social change.
Resources: Positive Youth Development and Health
Improving the Health of Adolescents and Young Adults: A Guide for States and Communities
Guidance and resources for national, state, and local adolescent health leaders to undertake the initiatives related to the Centers for Disease Control and Prevention 21 Critical Health Objectives. http://nahic.ucsf.edu/index.php/companion/index/
Journal of Public Health Management and Practice, November 2006 Supplement Articles focus on improving public health through youth development. http://www.health.state.ny.us/community/youth/development/journal_supplement.htm
Treating and Preventing Adolescent Mental Health Disorders
The Positive Perspective on Youth Development.
A research agenda for improving the mental health of young people. See chapter 26, http://amhi-treatingpreventing.oup.com/anbrg/public/index.html
5
References
Bernat, D. H., & Resnick, M. D. (2006). Healthy Youth Development: Science and Strategies. Journal of Public Health Management and Practice (Suppl. November), S10-S16.
Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health; Health Resources and Services Administration, Maternal and Child Health Bureau, Office of Adolescent Health; & National Adolescent Health Information Center, University of California, San Francisco. (2004). Improving the health of adolescents & young adults: A guide for states and communities. Retrieved December 15, 2008, from http://nahic. ucsf.edu/index.php/companion/index/#chapters
Commission on Positive Youth Development. (2006). The positive perspective on youth development. In D. L. Evans, E. B. Foa, R. E. Gur, H. Hendin, C. P. O'Brien, M. E. P. Seligman, & T. B. Walsh, Treating and preventing adolescent mental health disorders: What we know and what we don't know. Retrieved December 15, 2008, from http://amhi-treatingpreventing.oup.com/anbrg/private/content/ mentalhealth/9780195173642/p127.html#acprof-9780195173642-part-7
Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
Karr-Morse, R., & Wiley, M. S. (1997). Ghosts from the nursery: Tracing the roots of violence. New York: Atlantic Monthly Press.
Matarese, M., McGinnis, L., & Mora, M. (2005). Youth involvement in systems of care: A guide to empowerment. Retrieved December 15, 2008, from http://www.tapartnership.org/youth/youthguide.asp
Perry, B. D. (2002). Childhood experience and the expression of genetic potential: What childhood neglect tells us about nurture and nature. Brain and Mind, 3, 79-100.
Pickler, J. (2005). The role of genetic and environmental factors in the development of schizophrenia. Psychiatric Times 22(9).
U.S. Department of Health and Human Services. (1999). Mental health: A report of the surgeon general. Retrieved December 15, 2008, from http://www.surgeongeneral.gov/library/mentalhealth/home.html
Family Life Development Center Beebe Hall Cornell University Ithaca, New York 14853
f. 607.255.8562
t. 607.255.7736
www.actforyouth.net
More from ACT for Youth Center of Excellence
The ACT for Youth Center of Excellence connects youth development research to practice in New York State and beyond. Areas of focus include the principles of positive youth development (YD), YD and health, YD in communities, YD in organizations, YD in programs, youth engagement, and evaluation.
You can receive announcements of new publications and youth development resources by subscribing to the ACT for Youth Update, an e-letter that appears 1-2 times each month. To subscribe, email Amy Breese: firstname.lastname@example.org
The ACT for Youth Center of Excellence is a partnership among Cornell University, the New York State Center for School Safety, and the University of Rochester Medical Center.
6 | <urn:uuid:3e6e71a3-c94b-4b70-9646-e8df29d9ac46> | CC-MAIN-2017-09 | http://actforyouth.net/resources/rf/rf_mentalhealth_1208.pdf | 2017-02-24T12:50:24Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00016-ip-10-171-10-108.ec2.internal.warc.gz | 4,929,374 | 3,555 | eng_Latn | eng_Latn | 0.967413 | eng_Latn | 0.990006 | [
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Robinson I.S.D. Dyslexia Program
Information for educators and parents about dyslexia in the State of Texas
- What is dyslexia?
-
What are some warning signs of dyslexia?
- What are the school districts' requirements related to dyslexia?
- Who can I contact if I have questions or concerns?
What is Dyslexia?
The current definition from the International Dyslexia Association states:
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Common Evidence of Dyslexia
According to the State Dyslexia Handbook (2007), the following may be associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities.
Pre-school:
- May talk later than most children
- May have difficulty with rhyming
- May had difficulty pronouncing words (i.e. mawn lower for lawn mower)
- May have poor auditory memory for nursery rhymes and chants
- May be slow to add new vocabulary words
- May be unable to recall the right word
- May have trouble learning numbers, days of the week , colors, shapes, and how to spell and write his or her name
Kindergarten- Third grade:
- Failure to understand that words are made up of parts or individual sounds
- Difficulty learning the letter names and their corresponding sounds
- Difficulty reading single words in isolation
- Has difficulty spelling phonetically
- Relies on context to recognize a word
Fourth Grade- High School:
- Has a history of reading and spelling difficulties
- Avoids reading aloud
- Reads most materials slowly, oral reading is labored, not fluent
- Avoids reading for pleasure
- May have an inadequate vocabulary
- Has difficulty spelling
Dyslexia and School District Requirements
Texas Education Code §38.003:
Students enrolling in public schools shall be tested for dyslexia at appropriate times.
The board of trustees of each school district or charter school shall provide for the treatment (i.e., instruction) of any student determined to have dyslexia.
Texas Administrative Code §74.28:
The board of trustees of a school district or charter school must ensure that procedures for identifying a student with dyslexia and for providing appropriate instructional services to the student are implemented.
A school district or charter school shall purchase or develop its own reading program for students with dyslexia, as long as the program is characterized by the descriptors found in The State Dyslexia Handbook ~ Revised 2007.
Each school district or charter school must provide each identified student access at his or her campus to the services of a teacher trained in dyslexia and related disorders.
Each school district or charter school shall provide a parent education program for parents/guardians of students with dyslexia.
Teacher Training Requirements:
Teachers who provide instruction for students with dyslexia:
Must have valid Texas teaching certificates for the particular grade level(s) that they teach
Must be trained in dyslexia and related disorders
Must be trained in the program the district has developed or purchased for use with students with dyslexia as well as in instructional strategies that utilize individualized, intensive, multisensory, phonetic methods.
Parent Resources:
International Dyslexia Association - http://www.interdys.org
LD on Line - http://www.ldonline.com
The State Dyslexia Handbook - www.tea.state.tx.us/curriculum/elar/index.html
The Florida Center for Reading Research - http://www.fcrr.org
Contacts for further information:
State Dyslexia Consultant at Region 10 Education Service Center – www.region10.org/dyslexia
RISD contact: Jan Norwood
Email: firstname.lastname@example.org
Phone: 254.662.6113
Works Cited
International Dyslexia Association. (n.d.). Retrieved December 7, 2010, from http://www.interdys.org/
Texas Education Agency. (n.d.). Retrieved December 7, 2010, from www.tea.state.tx.us | <urn:uuid:ee5e1c11-6fee-42a6-8ee9-4bd21942ce05> | CC-MAIN-2017-09 | http://www.risdweb.org/cms/lib5/TX01918245/Centricity/domain/4/district/Special%20Ed/Dyslexia-FYI.pdf | 2017-02-24T12:32:25Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00015-ip-10-171-10-108.ec2.internal.warc.gz | 571,658,024 | 927 | eng_Latn | eng_Latn | 0.960987 | eng_Latn | 0.99537 | [
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Camou-Frogs
New Hampshire has ten native species of frogs. Most of these frogs are what one might expect of frogs in the cool climate found here: they live in or near ponds, they have moist, smooth skin, and they hibernate at the bottom of ponds in winter. The gray tree frog, on the other hand, is not what one might expect. It lives in trees, it has bumpy skin, and it hibernates in leaf litter on the forest floor. It is more like something one might find in a tropical rain forest.
Gray tree frogs are not always gray. Their color depends on the color of their background and on the temperature. These well-camouflaged frogs vary from almost white to gray to light green. They are often heard, but seldom seen. They hunt insects among the trees at night and spend much of the day resting under loose bark or in tree crevices. They are the only frogs in New Hampshire that have sticky toe pads that enable them to cling to vertical surfaces, even glass.
For most plants and animals, freezing causes ice crystals to form. These crystals effectively rupture the cells, allowing fluids to escape. (Think about what happens to lettuce when it freezes… it turns to mush due to ruptured cells.) Most local amphibians survive winter by burrowing into the muddy bottom of ponds. The mud is cold, but it does not freeze. Unlike most of their local cousins, gray tree frogs can withstand freezing. Gray tree frogs make lots of natural anti-freeze inside their bodies. This anti-freeze prevents the formation of ice crystals. During winter, gray tree frogs actually do freeze and their hearts and lungs stop working. When the temperature warms in spring, these little wonders thaw out and return to life.
Gray tree frogs do not need water for their daily lives or for hibernation, but they do need access to water for breeding. Breeding season runs from April to August. The females are attracted to the males with the best songs. (To listen to the song, visit http://wildlifeofct.com/gray%20treefrog.html.) Once they find the perfect mate, they lay up to 2000 eggs in groups of 10-40 on vegetation. The tadpoles hatch in 4 or 5 days. The tiny froglets emerge from the water in about two months.
The next time you walk in the woods or near a pond, listen for the trill of these frogs. If you are really lucky, you might be able to see this small hidden treasure. | <urn:uuid:112a6362-b3a6-4d35-a73e-1922a6f80455> | CC-MAIN-2017-09 | http://www.lampreyriver.org/UploadedFiles/Files/Camou-Frogs_article.pdf | 2017-02-24T12:33:43Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00019-ip-10-171-10-108.ec2.internal.warc.gz | 487,466,164 | 520 | eng_Latn | eng_Latn | 0.998951 | eng_Latn | 0.998951 | [
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MILITARY ACTIVITIES IN UK SCHOOLS & COLLEGES
WHAT ARE THE ISSUES AND WHAT YOU CAN DO
Visits to schools by the armed forces
What kind of activities do the armed forces do with students in education?
Military‐focused teaching resources
* careers related activities (careers events, presentations etc) • curriculum related military‐focused materials • student development (team building, leadingship, interview techniques etc) • physical activities • interviews for Insight (pre‐recruitment) courses at armed forces bases
* sessions with staff • visits to bases and military museums • work experience....
How many visits do they make?
The armed forces make aound 11,000 visits to secondary schools and colleges each year.
Approximately 900,000 young people come into contact with the armed forces in the education system each year. Most of them are aged 8‐19.
Data for 2011‐12 indicates that a disproportionate amount (22%) of visits were made to Scotland, Wales, and Northern Ireland (which only represent 16% of the UK population).
Statistics for specific areas between 2010‐12 show that the majority of state secondary schools were visited by the armed forces (from 72% in Oxfordshire to 80% across Scotland); a far lower proportion of private schools are visited. On average state schools were visited around 4 times and independent schools were visited less frequently. Some state schools were visited on numerous occasions each year, some as many as 10 or 15 times.
The Department for Education's 'military ethos' programme for schools
The Department for Education's 'military ethos' programme encompasses a number of initiatives which claim to give, 'young people the opportunity to develop teamwork, self‐ discipline, resilience and leadership'. The government has spent over £45 million on military ethos projects since 2012.
Combined Cadet Force
New CCF units are being set up in all state schools in England that want them, with a preference for disadvantaged schools (see box).
Troops to Teachers
This is a scheme to encourage ex‐forces personnel to become teachers. Ex‐forces who train as teachers are paid a salary while they study and pay no tuition fees. Those who already have a degree only have to study for a further year and those who have no degree only have to study for 2 years.
Alternative provision
This is primarily for 'pupils who are either disengaged with education or at risk of becoming disengaged'. Providers include Challenger Troop and Commando Joe, which run military‐style, military‐uniformed outdoor activities for pupils in school time. They also offer school or class‐wide activities for both primary and secondary schools.
Military academies and free schools
The government encourages academies and free schools to be sponsored by a part of the military such as the Reserves and Cadet Associations. Such schools would have a high proportion of ex‐forces staff and have military‐led activities for students. Currently, only University Technical Colleges, for 14‐18 year olds, are sponsored by either the Army or Navy. Some UTCs (and one primary school) are also sponsored by the arms industry.
The armed forces and Ministry of Defence provide free curriculum resources based on the military. They cover geography, history, citizenship, PE, assemblies and skills such as leadership, and primary and secondary age groups. The Army offer resources about the First World War, send 'soldiers to schools' to support teachers and place a soldier on each coach of school children visiting WW1 battlefields. Resources for events such as Armed Forces Day are also available.
In 2014 the MoD and Prime Minister's Office published The British Armed Forces Learning Resource, which was promoted by the Department for Education.
Combined Cadet Forces
The CCF is a cadet organisation based in state and independent schools and colleges. Each CCF 'contingent' is made up of one or more units from the Army, Navy, and RAF. There are currently around 350 CCF contingents and the government's Cadet Expansion Scheme, focusing on disadvantaged state schools in England, will increase this to 500 by 2020. There are also around 170 'community' Air, Sea or Army Cadet units operating in schools.
CCF members do weekly parades in school, and whole day and weekend training events. The headteacher appoints the Contingent Commander and identifies staff members who are willing to be adult volunteers. The MoD provides uniform, weapons and ammunition, training advice and assistance, loans of equipment, access to military transport, and remuneration to School Staff Instructors and officers.
Scholarships & bursaries
The Army, Navy, and RAF offer Sixth Form scholarships and undergraduate bursaries. In exchange they have to serve in the relevant branch for at least three years after sixth form or university. Scholars can only avoid this commitment if they pay back the money.
"'The three Services each run or part‐fund very comprehensive external engagement operations with children and young people in schools and communities. This external engagement should meet two clear Defence outcomes: An awareness of the Armed Forces' role in the world and the quality of its work and people, in order to ensure the continued support of the population; and recruitment of the young men and women that are key to future sustainment and success."
MoD Youth Engagement Review, 2011
Whats the problem with military activities in education?
One‐sided picture of the armed forces
Diverting resources from non‐military activities
The MoD and armed forces admit that they 'provide positive information to influence future opinion formers', yet the 1996 Education Act states that pupils must be given a 'balanced presentation of opposing views' when looking at 'political issues'.
Education should encourage critical thinking, but military activities and resources present an unbalanced and sanitised version of military action. Military‐related learning resources have been criticised by educationalists for being one‐sided and poor quality tools for learning. They also promote armed forces careers.
School pupils aren't encouraged to explore the ethical or emotional issues involved with military action, such as killing or seeing civilians or colleagues suffering or being killed.
Serving other interests
Are armed forces visits to schools and 'military ethos' programmes serving the interests of children or the military? The MoD identify recruitment and raising positive awareness as the reason to visit schools (although they publicly deny that recruitment takes place in schools). The benefits of the 'military ethos' programme include employment of ex‐service personnel and recruiting young people. Is school an appropriate environment for these activities?
Prioritising the status of the military
'Military ethos' programmes are based on the belief that those with a military training are better able to instil discipline than other teachers and possess qualities unique to the forces.
The presence of the military in education normalises military approaches and war, and reduces the space for alternatives to armed conflict to be explored in a learning environment.
What you can do
It is possible to have military‐free schools. After all, there are still many schools that don't have visits from the armed forces although they will have been invited to do so. Headteachers decide whether to allow the armed forces to visit the school, and whether to have a CCF contingent, so your best bet is to talk to them.
If military activities happen in your school
Before trying to arrange a meeting with your headteacher, it's best to find others who share your concern so you can approach the head together. You could also speak to a teacher you know well – even if they don't see it as a problem, they might be able to suggest other teachers you could contact, and how to do so most effectively – and speak to parents (ask them to bring it up at the Parents and Teachers Association or with the Governors).
Meeting with headteacher: Find out whether parents/guardians, teachers, governors and pupils were consulted about having the armed forces activities in the school, and what arguments there are have to support these activities. Then raise your concerns.
If they insist on allowing military activities to continue, ask that alternative points of view are represented, for example by inviting those with other perspectives (including veterans) to speak alongside military personnel, and the use of alternative resources (such as those provided by the Peace Education Network).
Get in touch with us at ForcesWatch for further help and advice. Look at our website for more resources. Let us know your experiences of the armed forces in your school, and what you would like to do about it – we can help you!
email@example.com, 020 7837 2822
www.forceswatch.net
ForcesWatch
Military ethos projects alone have received over £45 million of funding since 2012. The CCF costs around £180 million each year.
Not in the best interests of students
Career activities in schools focus on adventure and personal development with little information on the risks and obligations it involves. The military is sometimes presented as the only option for young people in economically deprived regions yet no‐one should feel they are forced to join as a last resort.
Being in the armed forces can involve a significant risk of death, serious physical injury, mental health problems (such as Post‐ Traumatic Stress Disorder) – especially for those most exposed to combat, such as in the Infantry. The youngest and most disadvantaged recruits are especially at risk because they are over‐represented in these sections. Children from disadvantaged backgrounds should not be the target of armed forces recruiting.
Once enlisted, the opportunities to get out are limited; the armed forces are the only employer where you can face a criminal conviction if you break your contract.
Teachers' unions' have expressed concerns about the fast‐ tracking of non‐graduates into teaching jobs, that military discipline is very different to civilian discipline, and that schools should be have a learning ethos, not a military one.
No consultation or scrutiny
Schools provide a captive audience for the pro‐military message; parents and guardians have little opportunity to question if it is appropriate. There has been no public consultation about the 'military ethos' programme or parliamentary scrutiny.
No meeting with the head: If your headteacher refuses to meet with you, you could write a letter to them, and the school governors, and get it signed by as many pupils, teachers, and parents/guardians as possible. You could use social media, and banners etc to promote the campaign, and contact local press.
Don't take part in military activities: You can ask difficult questions at military presentations and stalls. You can ask to be exempted from military activities, and if you are told you have to take part, you can refuse to do so, and let your reasons be known.
Other activities
Letter‐writing: You can contact MPs, councillors and other local politicians (using writetothem.org), and publicise your concerns in local papers and using social media. Base your letters on local examples if you can ‐ has a school near you started a cadet force or does it have military‐led activities?
Freedom of Information (FOI) requests: You can make an FOI request to find out how many armed forces visits to schools there were in your area in the most recent academic year for which data are available, and what types of activity they did.
Contact ForcesWatch for information and sample letters, press releases and FOI requests.
other resources
beforeyousignup.info ‐ pros and cons of joining the armed forces with useful information for young people and their parents.
veteransforpeace.org.uk ‐ a group for British veterans who are committed to opposing war through nonviolent means. They are available to speak at schools and events.
peace‐education.org.uk ‐ a network of organisations providing resources for education for peace.
www.unseenmarch.org.uk ‐ watch and share the film about 'military ethos' in education and take action!
June 2015 | <urn:uuid:dbcc7d5c-bc32-41a4-a0bc-d956b96c883e> | CC-MAIN-2017-09 | http://forceswatch.net/sites/default/files/military_UK_schools_briefing-web.pdf | 2017-02-24T13:01:15Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00021-ip-10-171-10-108.ec2.internal.warc.gz | 92,532,448 | 2,432 | eng_Latn | eng_Latn | 0.999034 | eng_Latn | 0.999086 | [
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WHEN YOU CALL TRIPLE ZERO (000)
■ You will be asked if you want Police, Fire or Ambulance?
■ Stay calm, don't shout, speak slowly and clearly
■ Tell them exactly where they need to go. Give an address or location.
■ Listen carefully and follow any instructions given.
■ Don't hang up – stay on the line until you're told to hang up.
KEY POINTS
Always call Triple Zero (000) in an emergency.
Call from a safe place – away from the hazard.
Don't shout, speak slowly and clearly.
You will be asked which service you require – Police, Fire or Ambulance.
You will be asked where the emergency is – try to tell them the most accurate location by giving them the exact address, details of the closest cross street (two roads) or a prominent landmark nearby.
Questions for discussion
What is an emergency situation?
(someone is seriously injured or need medical help; there is a fire; there has been a serious accident; someone's life is in danger; you have just witnessed a serious crime).
What other information might you need to give to the calltaker? (name, phone number, how many people injured or in danger).
You will be asked what the emergency is – the calltaker will ask more questions to gather as much information as possible.
Once the calltaker knows where the emergency is, a dispatcher will send the emergency services required – this happens while the calltaker continues to ask you questions.
Don't hang up the phone; stay on the line until the calltaker tells you to hang up.
Listen carefully to the calltaker, if they ask you to do something, follow their instructions.
Only call Triple Zero in an emergency, it is not ok to call Triple Zero for fun. | <urn:uuid:9a1d82cc-1a1c-45d2-862b-cbecde8bd497> | CC-MAIN-2017-09 | http://www.cfa.vic.gov.au/fm_files/attachments/kids_and_schools/teachers_kit/Triple_Zero.pdf | 2017-02-24T12:41:23Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00022-ip-10-171-10-108.ec2.internal.warc.gz | 341,917,388 | 367 | eng_Latn | eng_Latn | 0.999294 | eng_Latn | 0.999473 | [
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AP Human Geography
The purpose of the Advanced Placement® (AP) course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to analyze human social organization and its environmental consequences. Students also learn about the methods and tools geographers use in their science and practice. Advanced Placement Human Geography (APHG) students will learn to think geographically and ask critical geographic questions. The primary text used is The Cultural Landscape, An th
Introduction to Human Geography, 10 Edition
(2011) by James M. Rubenstein.
AP Human Geography Unit Topics
Unit I: Geography General
Unit 2: Population Geography
Unit 3: Cultural Geography
Unit 4: Political Organization of Space
Unit 5: Agriculture and Rural Land Use
Unit 6: Industrialization and Development
Unit 7: Cities and Urban Land Use
Course Skills
Students will learn the following college-level goals that build on the National Geography Standards and the AP program of the College Board. Upon successful completion of the course, the student should be able to:
1. Use and think about maps and spatial data sets. In other words – THINK GEOGRAPHICALLY
2. Use geographic skills to make connections
3. Understand and interpret the implications of associations among phenomena in places
4. Recognize and interpret at different scales the relationships among patterns and processes
5. Define regions and evaluate the regionalization process
6. Characterize and analyze changing interconnections among places
7. Take notes from lectures and printed materials
8. Write free response essays
9. Construct and interpret maps and charts
10. Plan and complete geography-based projects
11. Learn geographic principles/concepts of and use basic geographic information systems
12. Learn to ask geographic questions about everything one sees around them
Geographic Themes:
Diffusion Gender Scale Sustainability Regions Environment Spatial Perspective Economics Demographics | <urn:uuid:5fd52c35-1000-4541-8a30-9808cd57cb87> | CC-MAIN-2017-09 | http://lhstigerap.weebly.com/uploads/6/3/5/5/63556683/ap_human_geography_informational_page_2017.pdf | 2017-02-24T12:36:02Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00026-ip-10-171-10-108.ec2.internal.warc.gz | 152,457,244 | 402 | eng_Latn | eng_Latn | 0.954879 | eng_Latn | 0.954879 | [
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Klein High School Code of Academic Integrity
The Klein High School Academic Integrity Code serves as the foundation for honesty and respect toward academics between faculty, staff, and students and provides a basis for lifelong ethical behavior. As such, it is the cornerstone of the Bearkat community. Violations of the Klein High School Code of Academic Integrity include but are not limited to the following actions:
- using other students' work or allowing other students to use or have access to his or her work
- looking at, using, or copying another student's test, answer sheet, notes, homework, or other materials on a test, quiz, project, or other assignment without the express permission of the teacher
- circumventing electronic security measures to access unauthorized information for any assignment or test
- use of or possession of any unapproved electronic device during the class period
- verbally passing on or using information received regarding information included on a test or quiz
- making a false statement and /or avoiding acknowledgement of the truth with the intent to deceive or mislead concerning academic performance
- fabricating or inventing data, citation, or authority for academic purposes
- presenting someone else's work or thoughts as your own without proper credit to the original author
- misusing printed or electronically obtained materials and/or the work of other students
- altering student, teacher, or published materials, extending to teachers' electronic or printed records
- permitting another student to have access to your academic work, including
[x] sharing of a USB drive
[x] sharing of a tablet
[x] sharing of printed/handwritten materials
[x]
interacting/collaborating through social media concerning assignments
Penalties
(From the KISD High School Handbook, p. 58 2014-2015) "Dishonesty in school work is defined as the giving or receiving of assistance when the teacher has indicated, or it should be presumed by the student, that the assignment is supposed to be the work of the student who is being graded. The possession or delivery of a copy of a stolen test or exam is considered to be dishonest. Plagiarism (representing some else's works or ideas as your own) whether from a book, another student's paper, the Internet, or other source, is dishonest. A pupil found to be dishonest in any phase of school work shall be penalized by receiving a "0" for the work. He/she also renders himself/herself subject to receiving a "U" in conduct and placement in the in-school suspension class. Students found to be dishonest in school work may not eligible for membership in the National Honor Society, scholastic honors, and various groups and organizations."
Student Signature ____________________________________
Parent/Guardian Signature __________________________________
Sources: KHS Academic Integrity Code, KISD Handbook | <urn:uuid:975a6afa-023a-4ae7-88d0-3138c80a3fef> | CC-MAIN-2017-09 | http://kleinhs.kleinisd.net/users/0012/docs/KHS_CodeofAcademicIntegrity.pdf | 2017-02-24T12:30:50Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00028-ip-10-171-10-108.ec2.internal.warc.gz | 144,149,681 | 570 | eng_Latn | eng_Latn | 0.997766 | eng_Latn | 0.997766 | [
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Can a horse be allergic to Spring?
As spring approaches, many riders are looking forward to increased ride times, and thoughts of trail rides or the show season brings a smile to many faces. But for many others, the thought of spring brings with it anxiety. Anxiety that arises from the concerns they have about laminitis and founder. With April showers comes lush pasture and the fear of founder.
It is my belief that many horses suffer the stresses of winter, and that the effects are not seen
Our research has helped us to better understand the rising incidence of spring time laminitis.
until early spring.
Let's take a look at some facts. The average horse requires a minimum of 7 to 9 gallons of water a day to remain healthy in the ideal environment. Many horses have spent the last few months stressed by low temperatures, shorter days, and less exercise. And even though many may have been considered good drinkers, the question that needs to be asked is; did they increase their water intake to cope with the stresses of winter? Most horse people know that in the winter you up the amount of hay given to aid the horse in maintaining body heat. With this increase in hay, an increase in water is also required. If we are being honest to our selves and our horses, we know that most horse drink less in the winter.
Allow me to explain. The symptoms associated with laminitis and founder is linked to Elastosis. Elastosis is simply a loss of elasticity within the connective tissues of the horse. When talking about the foot of the horse, we label it Equine Digital Elastosis or EDE. It may sound like I am beating the proverbial dead steed, with my constant touting of the need for proper hydration, but our research is based on fact not myth. Elastosis is just one symptom of toxicity resulting from mild chronic dehydration.
So what does this all mean? My horse is beginning to drink more now that the weather is getting warmer, and I am riding more, so what's the big deal?
Let me explain what can occur with simple water restriction or a reduction of water intake of sufficient duration, lets say a reduction of several gallons a day over several months.
The big deal is that mild chronic dehydration can result in high levels of sodium in the blood.
Many horses are feed processed feeds, and supplements in addition to hay throughout the winter, and can be subjected to over-consumption of sodium chlorides. Sodium chlorides or salts are common in most feed rations and supplements. Mild dehydration with over-consumption of sodium chloride can lead to salt toxicosis, a potentially serious condition. With a simple reduction in water of sufficient duration, the brain of the horse adapts to the body's state of hypernatremia (high sodium levels in the blood) and hyperosmolarity. Adaptive responses of the brain include the production of osmotic osmolytes
Mild chronic dehydration can result in a mild form of this condition. Signs of toxicity and osmotic imbalances are seen when rapid re-hydration occurs. Spring can bring with it sufficient re -hydration and signs of toxicity. Some of these signs are mild elastosis; break down of horn integrity, hoof and skin infections, irregular fat deposits, and joint pain.
(osmolytes play a role in maintaining cell volume and fluid balance within cells) that counteract the osmotic imbalance; a new osmotic equilibrium is established.
How can you aid your horse in transitioning to spring, if in fact your horse may have a mild form of toxicity associated with reduced water intake over the winter months?
Begin by slowly increasing your horses water intake. Wait one minute, how on earth can we do that? We all know that you can lead a horse to water, but... Well there are products to help encourage your horse to drink, and no, they are not electrolytes (salts). Our Hydropathics HD was developed to encourage drinking, aiding the horse in correcting osmotic imbalances, and by effectively utilizing the appropriate homeopathic remedies, aid in detoxification. HD stands for Hydrate and Detoxify, and it does both very well.
Now is the time to detoxify and rehydrate your horse. It is less likely that our horses will have problems transitioning to spring if blood sodium levels are balanced, and toxins are eliminated. | <urn:uuid:893f4d87-99d3-4fd3-b789-5c58c8fb7bb0> | CC-MAIN-2017-09 | http://nebula.wsimg.com/53d997f47f33a60515e11b7a70cd03d5?AccessKeyId=BEB4EEC656B382FD28FA&disposition=0&alloworigin=1 | 2017-02-24T12:40:13Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00026-ip-10-171-10-108.ec2.internal.warc.gz | 180,560,000 | 886 | eng_Latn | eng_Latn | 0.999434 | eng_Latn | 0.999104 | [
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Name ____________________
3‐D Shapes!
Trace the word for each shape.
cube
©www.LittleWorksheets.com | <urn:uuid:d369c315-b7e5-44d4-9e55-ffdf7699c6e2> | CC-MAIN-2017-09 | http://www.littleworksheets.com/worksheets/shapes/lwsworksheets1.pdf | 2017-02-24T12:35:11Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00028-ip-10-171-10-108.ec2.internal.warc.gz | 492,340,163 | 25 | eng_Latn | eng_Latn | 0.916585 | eng_Latn | 0.916585 | [
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SCA Summer Reading Activities and Suggestions
for Students Entering First Grade
These books and activities are suggested for summer reading. The purpose of summer reading is to encourage a love for reading by having children sit down with a good book and an even better audience…his/her parents!
As with any book your child reads, parental preview and monitoring of the material is always wise. Students entering first grade are encouraged to read one book from the attached list and one book of their choice and then complete the form below. You may help your child complete the form below, or you can cheer him/her on from the sidelines! Either way is fine as the end result is the goal.
After reading your books, choose one that is about makebelieve people or animals. Make believe stories are those that we know aren't real because they contain things that can't really happen (like talking animals or giant people); make believe stories are called fiction.
Complete the attached form and bring it with you when you come back to school in August! We'll kick off our school year with fiction books…I can't wait to hear which books you read! If you'd like some book suggestions, you can look at the list on the back of this note. There are many others to choose from, but this might give you some new ideas.
Have a great summer and enjoy some time relaxing with a good book. You never know where it might take you!
Some suggestions for fun books to look at over the summer for students entering second grade:
Bottner, Barbara – Bootsie Barker Bites
Byars, Betsy – Hooray for the Golly Sisters
Cannon, Janell – Stellaluna
Cronin, Doreen – Click, Clack, Moo: Cows That Type
Cuyler, Margery – 100th Day Worries
Harper, Isabelle – My Cats Nick and Nora
Hoff, Sid – Chester
Johnson, Crockett – Harold and the Purple Crayon
Kalan, Robert – Jump Frog Jump
Keats, Ezra – Snowy Day
Kraus, Robert – Leo the Late Bloomer
London, Jonathan – Froggy Gets Dressed
Minarik, Else – Kiss for Little Bear
Parish, Peggy – Amelia Bedelia Helps Out
Rathman, Peggy – Good Night Gorilla
Rey, H.A. – Curious George
Rylant, Cynthia – Poppleton Forever
Shannon, George – Lizzard's Song
Stevens, Janet – My Big Dog
Wells, Rosemary – Noisy Nora
Zion, Gene – Harry the Dirty
My name is ________________________________________
The book I chose is ________________________________
I know this book is fiction because… (list things that couldn’t really happen)
1. _______________________________________________________
2. ______________________________________________________
3. _______________________________________________________
My favorite part was: _______________________________ _________________________________________________________ | <urn:uuid:40e85495-1bd4-4362-ae74-17cbe0df3ac6> | CC-MAIN-2017-09 | http://savannahchristianacademy.org/files/SCA-Summer-Reading-for-First-Graders.pdf | 2017-02-24T12:34:03Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00029-ip-10-171-10-108.ec2.internal.warc.gz | 218,919,704 | 614 | eng_Latn | eng_Latn | 0.780696 | eng_Latn | 0.999192 | [
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T umanako Keepa received moko when she was 15 years old. A tattoo artist trained in the Maori tradition applied it to her chin, using ink-filled electric needles. The design was one that Tumanako inherited from her great-grandmother, who most likely had received moko the old-fashioned way—with a chisel dipped in pigment.
Maori is the name given to the first people to reach New Zealand's two islands. They had sailed there from East Polynesia sometime around the A.D. 1200s. The Maori tell stories about the origins of their elaborate—and painful—moko. In one tale, a woman flees to her parents' home in the underworld to escape her husband, who beat her. Wanting her to return, di
g
by Cynthia Levinson
For the Maori, the body is the perfect paint palette.
he paints his face with many colors and follows her. When she sees him, she laughs because his paint has smeared. The decorations her relatives wear, however, are beautiful and permanent, and he begs them to teach him the designs. He and his wife then bring them to the world above.
'Read My Lips!'
In the centuries that followed, some young Maori, when they reached puberty, began designing a pattern and receiving moko, a process that can take years. They
consulted with relatives, friends, and the tohunga ("artist") to create a pattern that complemented their bodies and their family history. Although every person's moko was unique, patterns were passed down from generation to generation.
Maori could "read" each others' iwi ("tribe"), hapu ("clan"), rank, and locale in their moko.
Complicated designs developed from two basic shapes: spirals and koru, which resemble folding waves. Tohungas would combine, double, stack, flip, and turn the designs for variety. Can you see these shapes in the photographs at left and below?
Many men had tattoos that covered their entire bodies, from the scalp to the feetwhen tapped into lips and other body parts with a mallet. Tohungas dipped the uhi into vegetable ink, filling incisions with black dye or powder.
Kauri tree gum produced the darkest pigment, which Maori especially prized for their faces. It would turn their lips blue. In a special bowl, made of pumice or carved wood, they mixed the gum with water, sap, and berry juice. These ingredients also contained chemicals that helped heal wounds. "Vegetable caterpillars" provided another dye. After unearthing the dead larvae, the Maori would let them dry before burning them to reduce them to soot. Buried larvae were easy to locate because of the plants that naturally sprouted from them. Since these dyes were permanent, tohungas could make no mistakes. Yet, they did not sketch the pattern on the skin first.
As moko caused excruciating pain and swelling, friends and relatives gathered for support. They would
Did You Know?
A Scotsman named Sydney Parkinson accompanied the English navigator Captain James Cook on a voyage to Polynesia in 1768–71. He wrote in his journal, "The natives are accustomed to mark themselves in a very singular manner, which they call tataowing." It was probably Parkinson who introduced the term to the English language. Tatau, he learned, meant "mark" or "strike" in the language spoken by the people on the Polynesian island of Tahiti. to me!
The photographs on pages 26–29 were featured in the 2009 exhibition "Body Politics, Maori Tattoo Today" at the Peabody Essex Museum in Salem, Massachusetts. For more information about the museum, visit http://pem.org
chant, hold hands, and feed the person being tattooed through a funnel. At the end of a session, the person who had received moko emerged a changed individual.
Down With Bans
When the British colonized New Zealand, they tried to eliminate the Maori culture, language, practices, and beliefs. In 1907, they banned moko. For decades, the Maori clamored for their rights, and the ban was finally repealed in 1962.
Today, many Maori have tattoos. They believe that the practice connects them with their ancestors and shows the world that they are Maori. As in centuries past, some discuss designs with relatives. Some also set goals for themselves, such as learning to speak Maori, which is now an official language.
A Maori named Aneta explained, "Moko is about reclaiming a lost taonga—a part of us that was taken away…. It is my external way of showing that I'm proud to be Maori."
Cynthia Levinson enjoys writing and traveling. She learned about moko during a visit to New Zealand.
dig
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Scale Length—How Does It Affect Your Sound?
One very significant factor affecting the tone of your bass is scale length—the vibrating portion of a string, from the bridge saddle to the nut. For many years the industry standard for electric bass was 34" scale, and the majority of four-stringed instruments still conform to this. But when five- and six-string basses became popular, manufacturers experimented with longer string lengths to increase the clarity of the low B string. If you have ever looked inside a piano, you'll notice that the bass strings are longer, while the treble strings get progressively shorter. Essentially, the lower the note you want to produce, the longer the string needs to be to maximize the fundamental tone. The industry standard for five-string basses has gradually shifted to a 35" scale—that extra inch adds just enough tension to give the low B string better tone, feel, and articulation. Some custom builders are making instruments with 36" scale, and yet on the other end of the spectrum, you also have short-scale (30") and medium scale (32") instruments on the market. This raises an important question: what set of strings will fit my bass?
SLIDING SCALE
The first thing you need to determine is the scale of your instrument. Start by measuring the distance between the bridge and the nut—that is your effective scale length. This distance varies from one manufacturer to another. For example: a Fender ™ four- or five-string bass is 34", but in contrast, Lakland ™ makes their four-string basses 34" scale, while the same model in a five-string version is 35". MTD ™ American-made instruments are all 35" scale – even the four-strings. Gibson ™ makes basses with a variety of scale lengths: the EB ™ series have a 30.5" scale, while Thunderbirds ™ , Rippers ™ , Grabbers ™ , RDs ™ , and Les Paul ™ Signature sport a 34.5" scale. The moral of the story is: make sure you measure the distance between the nut and the bridge!
TAKE IT TO THE BRIDGE
Another important factor that affects your string length is bridge design. Is your bass strung through the bridge or through the body? When the strings are mounted through the body, there are two variables. The ball end of the string rests in a metal cup called a ferrule, which prevents the metal ball end from contacting the wood of the bass body. Some instrument makers (like Carvin ™ for example) use a deep-set ferrule, so the ball end is as close to the top of the instrument as possible. This adds virtually nothing to the total string length (but it does give you increased down-force on the bridge saddle for better contact with bridge mounted piezo pickups.) Other instruments, like Fender ™ American Standard and Deluxe models, use a shallow ferrule, which places the ball end closer to the back of the instrument. This can add between 1" to 1.25" to the total string length, depending on the thickness of the body. Ferrule depth can affect whether a tapered or non-tapered B string will work on your bass, or if the silk wrapping at the end of the string will cross over the nut.
Another type of bridge is the floating bridge/tailpiece design which anchors the strings at a point toward the butt-end of the instrument, while the bridge is a separate unit closer to the neck. Warwick ™ uses this design, as do many older instruments. One advantage of this setup is the ability to have a longer total string length (which increases tension and clarity of fundamental) while maintaining a 34" scale (or shorter) effective scale length.
MEASURE IT!
As you can see, there is more to figuring out string length than meets the eye, however—the most accurate way to determine your total string length is to mark the lowest pitched string on your bass (while installed) at the nut with a marker. Take the string off the bass and measure from the inner edge of the ball end to the mark you just made. Record this length and compare to the chart below to find the proper string length for your bass.
EARTH TO BASS STATION ™
Once you've determined the scale length of your bass, you can choose from a wide variety of gauges and wrap-wire materials to find the perfect set for your musical purpose. If you play five- or sixstring bass, you have even more options available to you at D'Addario's Bass Station ™ . The Bass Station allows you to pick your preferred four-string set and custom-select your B or C strings. Prefer a ProSteel ™ non-tapered .130 B below a set of XL ™ Nickel Rounds? It's yours! Do you want to try a slightly heavier C string? You can buy one separately to try, and one of your old standbys just in case. The Bass Station revolutionizes buying strings by making all of D'Addario's many options open to you. | <urn:uuid:fc413be0-7d74-45d6-9ee5-7ef3cdc739e3> | CC-MAIN-2017-09 | http://www.daddario.com/upload/BassArticle2_1803.pdf | 2017-02-24T12:34:25Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00024-ip-10-171-10-108.ec2.internal.warc.gz | 361,668,257 | 1,049 | eng_Latn | eng_Latn | 0.99917 | eng_Latn | 0.999251 | [
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? ? Pro f's Puzzles Which operation?
?
?
Fruity Friday shadows
Look carefully at the black shapes. Can you work out which shadow matches the Fruity Friday character?
?
Colour by letters?
?
?
?
?
?
Use the code to colour in the shapes. The letters show you which colour to use for each part. What has Snack found hiding in the bush?
?
?
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Implementing ISO 14001 - Sustainable Design
Exploring Existing Products for Reuse
Robert W. Simoneau Associate Professor Keene State College 229 Main Street
Keene, New Hampshire 03435-2101
Tel: 603-358-2616, e-mail: firstname.lastname@example.org
Copyright: Edmonds Community College 2009
Abstract: To help technology and engineering students implement the concepts implicit in ISO 14000 on pollution prevention, it is helpful to study existing consumer product. Many of today's products are already being designed for reuse and recycling. This module analyzes four commodity products: reusable envelopes, dental floss cases, safety razors, and water filters in order to understand how the redesigns of these products lend themselves to reuse.
Objective: The major objective of this demonstration is to show how easily, with a little imagination, existing products can be reused or with minor modifications, redesigned for reused.
Student Learning Objectives:
After closely examining a consumer product the student will be able to:
* Explain what percentages of today's products are consumed by labor vs. materials costs.
* Explain what design features enable ease of reuse.
* Research and explain some of the marketing implication of proposed design changes.
* Explain how to redesign a product for reuse.
* Make a case based on cost and market analysis regarding proposed design changes.
* Suggest appropriate design changes to enable reuse.
* Suggest what aspect of a design limits the life cycle of the product.
Key Words: ISO 14000, sustainability, design for disassembly, pollution prevention
Mode of Presentation: Classroom PowerPoint presentation and/or activity
Duration: Approximately 60 minutes
Prerequisite Knowledge: Imagination
Grade Level Intended:
Mode of Presentation: Classroom PowerPoint presentation and/or activity
Duration: Approximately 60 minutes
Prerequisite Knowledge: Imagination
Grade Level Intended:
Technical High School – 12 th grade and freshman exploratory
College – freshman – non-majors and majors
MatEd Core Competencies Covered:
1.B Interpret technical drawings.
7.J Demonstrate how materials properties are used in engineering design.
10.A Identify properties and applications of thermoplastic materials.
19.B Apply statistical, cost, life cycle and related management principles to manufacturing processes and management.
Table of Contents:
Equipment and Supplies Needed: household items, PowerPoint projector
Instructor Notes: ISO 14001 is the international environmental management standard. The major objective of this demonstration is to show how easily, with a little imagination, existing products can be redesigned for reused, an important part of ISO 14001. These examples are intended to shown that some products can be reused without any design changes. The selection of everyday products was deliberate in order to make it easy for educators to emulate this exercise with the same products. The underlying concepts of reuse and recycling apply to all products. Educators have the option to choose products outlined in this demonstration or they can select products that are more familiar to them. Going from simple to complex, the students will be challenged to provide increasingly sophisticate engineering solutions to allow reuse of these products.
This exercise is intended to enable educators to think through increasingly complex exercises as student's progress through their technology or engineering curriculum. As students acquire new knowledge they will be able to make more sophisticated judgments as well as suggest more advanced designs with the requisite cost and final performance requirements.
Procedure
Pre- class exercises and possible homework assignments:
1. The faculty should ask their students to consider: what are some of the problems with reusing consumer products?
2. Ask the students to analyze how much of a product's cost is the result of materials vs. labor. They should be asked to reflect on the everyday consumer products that are already designed for reuse such as ink jet cartridges.
3. Another possible assignment is to ask students to bring in one "simple" consumer product and try to determine how it could be redesigned to be more easily reused or one that it is already available for reuse.
PowerPoint presentation:
Use the accompanying PowerPoint presentation with the class, pausing at each of the examples for discussion:
a. Dental floss case
: These cases are designed with easy access to the roll of floss. It begs the question: why buy a new package when all you need is a new roll of floss?
- Explore related packaging, pricing, and marketing issues.
b. Multiple blade shaving razors blades: Why do we throw the whole assembly away when we can simply design a durable housing that will accept new blades in cartridge form? Injectible blades are actually an old design feature found with single blade shaving razors.
- Explore engineering design requirements, cost analysis, and marketing issues.
c. Water filter: These are sturdy housing designed to withstand water pressure. How can this item be redesigned for future use?
- Explore product and tooling redesign as well as manufacturing methods. Related marketing and consumer acceptance can also be examined.
d. Reusable envelopes: These envelopes were used for a time to pay electrical and other bills. However they were discontinued due to poor consumer acceptance.
- Explore marketing issues. Can this product be reintroduced?
Supporting materials: accompanying PowerPoint presentation
References on ISO 14001:
http://www.iso.org/iso/iso_14000_essentials http://www.ehso.com/iso14000.php
Follow-up activity:
To evaluate student understanding assign a homework problem that requires them to select an item, dissect it and discuss reuse and recycling. Ask them to show how to make a case based on cost and market analysis regarding proposed design changes. Additional evaluation questions are given below.
Acknowledgment
I would like to acknowledge the kind support of Mel Cossette, Principle Investigator of the National Resource Center for Materials Technology at Edmonds Community College who helped make the creation of this curriculum module possible. I would also like to
thank Dr. Tom Stoebe for help with editing of this module. This work was funded under a National Science Foundation grant # 0501971.
Evaluation Packet:
Student evaluation questions (discussion or quiz):
1. Explain what percentages of today's products are consumed by labor vs. materials costs.
2. Explain what design features enable ease of reuse.
3. Explain how to redesign a product for reuse.
4. Explain some of the marketing implication of proposed design changes.
5. Suggest what aspect of a design could limit the life cycle of the product.
Instructor evaluation questions:
1. At what grade level was this module used?
2. Was the level and rigor of the module what you expected? If not, how can it be improved?
3. Did the module work as presented? Did they add to student learning? Please note any problems or suggestions.
4. Was the background material sufficient for your background? Sufficient for your discussion with the students? Comments?
5. Did the module generate interest among the students? Explain.
6. Please provide your input on how this module can be improved, including comments or suggestions concerning the approach, focus and effectiveness of this activity in your context.
Course evaluation questions (for the students)
1. Was the module clear and understandable?
2. Was the instructor's explanation comprehensive and thorough?
3. Was the instructor interested in your questions?
4. Was the instructor able to answer your questions?
5. Was the importance of materials testing made clear?
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PreAlgebra Vocabulary
Name________________________________
Across
3 A polynomial with only one term.
4 When graphing, the name given to the set of two numbers named in an order that matters, such as (5, -4). (2 words)
11 Two angles whose measures add up to 180.
13
The slope of a line connecting two points is also known as the ___ ___ ___. (3 words).
15 The set of values for which a function is defined.
16 The highest power of a polynomial is called the ___ of the polynomial.
17
A polynomial with three terms.
19 To find the value of a mathematical expression.
20 An equation which indicates that two ratios are equal.
21 A set of equations that may share a common solution is called a ____ of equations.
22 An angle formed by one side of a polygon and the extension of the adjacent side.(2 words)
25 A line that intersects two or more other lines.
28 Two lines in the same plane that do not intersect. (2 words)
29 When two lines are cut by a transversal, the name given to the pair of non-adjacent angles on the same side of the transversal, one interior and one exterior.
31 The amount of money charged for borrowing money, or the amount of profit from investing money.
33 A line, ray or line segment that divides a segment into two congruent halves.
34 The name given to the movement of a geometric figure being "turned" about a fixed point.
35 Having the same size and shape across a dividing line, or around a point.
36 A polynomial with two terms.
37 A graphical test to determine if a relation is a function. (3 words)
38 A transformation that is also called a "slide".
39 The mathematical equation (or verbal description) that changes the input of a function into the output (2 words)
Down
1 An inside angle of a polygon formed by two adjacent sides. (2 words)
2 The sum of two or more monomials (or even one monomial), whose exponents are whole numbers.
5 Two line segments that form a right angle are called _____.
6 In transformational geometry, the figure formed by flipping a geometric figure over a line to create a mirror image.
7 The point when a graph of an equation crosses the y-axis.
8 A salesman earns this based on his total sales.
9 The pair of angles on the inner sides of two lines intersected by a transversal, but on opposite sides of the transversal. (2 words)
10 The pair of angles on the outer sides of two lines intersected by a transversal, but on opposite sides of the transversal. (2 words)
12 The result of a change made to an object, such as a reflection, translation, or dilation.
14 The temperature scale where 32º is freezing and 212º is boiling.
18 The greatest number (or expression) that is a factor of two or more numbers (or expressions). (3 words)
21 The extra money that is charged when an object is purchased. (2 words)
23 An expression of the second degree.
24 The name given to an equation of a line written in the form y = mx + b. (2 words)
26 The set of output values of a function.
27 The cost of an object after the percent discount has been applied to the retail cost. (2 words)
29 A temperature scale where 0º is freezing and 100º is boiling.
30 A number expressed in relation to 100.
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17. ROUNDING
when an approximation suffices,
the most common
request is . . .
When you’re solving a problem where an approximation suffices for the answer, the most commonly-requested approximation looks something like this:
' please round to 2 decimal places '
or equivalently,
' please round to the hundredths place ' .
The purpose of this section is to discuss the concept and the technique of rounding.
first example
Let’s start with an example. Suppose you’re asked to round x = 2 . 73845 to two decimal places. The number 2 . 73845 lies between 2 . 73 and 2 . 74 on the number line. Indeed, it lies just about here:
2. 73
2. 735
x 2. 74
choose the closest candidate
rounding up
round to n decimal places
second example
2.738
The two 'candidates' for the desired approximation are 2.73 and 2.74 .
Which candidate isxclosest to?
Answer: 2. 74
So we say:
2.73845 , rounded to 2 decimal places, is 2.74
or equivalently,
2.73845 , rounded to the hundredths place, is 2.74 .
You could now be asked the follow-up question:
'Did you round up, or round down?'
When the candidate to the right of the original number is chosen, we say that we are rounding up, because we're moving 'up' (to the right) on the number line to get our approximation.
To 'round to n decimal places' means to choose the closest neighbor that uses exactly n decimal places.
As a second example, suppose you're asked to round x = 2.73845 to 3 decimal places.
The number 2.73845 lies between 2.738 and 2.739 . Indeed, it lies just about here:
x2. 7385
2. 739
rounding down
EXERCISES
What happens if the two choices are equidistant?
2.7384
if candidates are equidistant, round up efficient technique for rounding to n decimal places
rounding digit
This time, it lies closest to 2.738 , so we say:
2.73845 , rounded to 3 decimal places, is 2.738
or equivalently,
2.73845 , rounded to the thousandths place, is 2.738 .
When the candidate to the left of the original number is chosen, we say that we are rounding down, because we're moving 'down' (to the left) on the number line to get our approximation.
1. State the two candidates for each rounding problem. Which candidate is the number closest to?
a. Round 4.937 to 2 decimal places.
b. Round 943.009241 to 5 decimal places.
c. Round 0.069238 to 1 decimal place.
If asked to round x = 2.73845 to 4 decimal places, a slight problem arises:
x= 2. 73845
2. 7385
In this case, the two candidates are equidistant. Which one should be chosen? The normal convention is to round UP in this situation—that is, choose the candidate on the right. So,
2.73845 , rounded to 4 decimal places, is 2.7385
or equivalently,
2.73845 , rounded to the ten-thousandths place, is 2.7385
The ideas illustrated in the previous examples can be efficiently implemented as follows. The procedure is illustrated with the problem:
Round 2.73845 to 2 decimal places.
To round to n decimal places, do the following:
* Go to the digit in the n th decimal place. This will be called the rounding digit.
Example: Because we're rounding to 2 decimal places, the rounding digit is 3 :
2.73845
..............
..
.......................................
rounding digit
decider digit decider digit < 5 , round down
decider digit ≥ 5 , round up
What if the rounding digit is 9 and you're rounding up?
CAREFUL!
EXERCISES
web practice
* Look at the next digit to the right. This will be called the decider digit.
Example: The decider digit is 8 :
............................
* If the decider digit is less than 5, round DOWN. That is, the rounding digit remains the same, and all the digits to the right are dropped.
* If the decider digit is 5 or more, round UP. That is, the rounding digit increases by 1, and all the digits to the right are dropped.
Example: 2.73845 ∼ = 2.74
If the rounding digit is 9 and you're rounding up, then the rounding digit becomes 0, and the next digit to the left increases by 1 . You may need to apply this rule more than once.
Whenever a 9 must be increased by 1 , then the 9 turns into a 0 , and the next digit to the left increases by 1.
Here are some examples:
293.4991927 , rounded to 3 decimal places, is 293.499 . (The decider digit is 1 ; round down.)
293.4699927 , rounded to 3 decimal places, is 293.470 . (The decider digit is 9 ; round up.) Notice that you must include the ' 0 ' in the thousandths place.
293.4999927 , rounded to 3 decimal places, is 293.500 . (The decider digit is 9 ; round up.) Notice that you must include the two trailing zeros.
999.9999992 , rounded to 6 decimal places, is 999.999999 . (The decider digit is 2 ; round down.)
999.9999998 , rounded to 6 decimal places, is 1000.000000 . (The decider digit is 8 ; round up.) Notice that you must include all the trailing zeros.
Be careful! When you are asked to round a number to n decimal places, then your answer MUST have n decimal places, even if there are zeros in those positions.
Go to my homepage http://onemathematicalcat.org and navigate to my Algebra I course, which has about 170 sequenced lessons. It can be used as a complete year-long high school course, or one semester in college. You're currently looking at the pdf version—you'll see that the HTML version has unlimited, randomly-generated, online and offline practice in every section. It's all totally free. Enjoy!
SOLUTION TO EXERCISES: ROUNDING
1. a. The candidates are 4.93 and 4.94 ; the number is closest to 4.94 .
b. The candidates are 932.00924 and 932.00925 ; the number is closest to 932.00924 .
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WHY ARE WE HERE?
* NJDOE requires a minimum of 2 hours of Professional Development each year for all teachers of reading. This includes K-3, special education, basic skills, ESL, reading specialists, learning disabilities teacher consultants, and speech language specialists. (A3606)
* This professional development will discuss screening, intervention, accommodations, and the use of technology for students with reading disabilities, including dyslexia.
PERCENT OF STUDENTS SHOWING SOME SIGNS OF DYSLEXIA
15 to 20 percent of the school population have some symptoms of dyslexia.
PURPOSE OF THE LAW
The purpose of this law is to IDENTIFY students who are struggling with reading, provide INTERVENTIONS, and DOCUMENT their progress to help them become better readers.
It is not to refer every struggling student to the CST.
A COMPUTER ANALOGY…
You stored something on your computer.
Now where did you put it?
DYSLEXIA…
* Is a lifelong challenge that people are born with
* Is hereditary
* Is a neurological disorder that causes children and adults' brains to process and interpret information differently
* Is NOT a sign of poor intelligence or laziness
WHAT IS DYSLEXIA?
Dyslexia is a specific learning disability that is neurological in origin.
It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
(A3608)
SOME COMMON WARNING SIGNS: PRE-K TO GRADE 3
ü Difficulty reading single words
ü Understanding rhyming words
ü Difficulty learning the connection between sounds and letters
ü Confusing small words
ü Letter and word reversals
ü Family history
ü Making and keeping friends
ü Recognizing words that start with the same sound
ü Difficulty remembering names of places and people
ü Repeating what has been said
ü Learning to copy
DIAGNOSING DYSLEXIA
FIRST LINE OF DEFENSE:CLASSROOM TEACHERS
WHAT COMES NEXT?I&RS AND CST
* Screening Law A3605
* Requires each school district screen students who have exhibited one or more potential indicators of dyslexia or other reading disabilities, no later than the student's completion of the first trimester of second grade effective this school year.
* DRA2 (More to come)
* Express concerns to your guidance counselor; parents informed
* Discuss concerns and observations at I & RS meeting
* Interventions will be recommended
* CST will decide if an evaluation is needed
ü Parents are contacted for a planning meeting with the CST
(LDTC, school psychologist, school social worker) (speech/language therapist if speech is a concern or for PSD)
üParents and teachers discuss concerns
ü CST explains the types of testing
Ø IQ Score, Achievement Testing, Social History
WHAT IS A SPECIFIC LEARNING DISABILITY?
Description of a Specific Learning Disability from NJ Administrative Code: Title 6A, Chapter 14 (as of the amendment made 12/6/10)
SLD is one of 14 areas in which a student can be found eligible for special education services.
12. "Specific learning disability" corresponds to "perceptually impaired" and means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
SLD CONTINUED…
A specific learning disability can be determined when a severe discrepancy is found between the student's current achievement and intellectual ability in one or more of the following areas:
Basic Reading Skills
Reading Comprehension
Oral Expression
Listening Comprehension
Mathematical Calculation
Mathematical Problem Solving
Written Expression
Reading Fluency
Notice there is no category of Dyslexia. Dyslexia would fall under one of the other areas.
DIAGNOSING DYSLEXIA
There is NO one single test used to diagnose dyslexia.
A series of tests (or subsections of tests) is used in the following areas…
Expressive oral and written language
Receptive oral and written language
Intellectual functioning
Cognitive processing
Rapid Auto Naming (RAN)
Phonological Processing
Word Reading
Pseudoword reading (decoding nonsense words)
THE BEST INTERVENTION
The best intervention for a struggling reader is direct instruction that is systematic, sequential, intensive, comprehensive, and multi-sensory.
ACCOMMODATIONS FOR STUDENTS
* Repeat directions (Step by Step)
* Multi sensory approach (VAKT= Visual, Auditory, Kinesthetic, Tactile)
* Maintain daily routines
* Daily review of previous learning
* Extra time to complete assignments
* Help with note taking (graphic organizers)
* Oral testing
* Books on tape/ Assistive technology
* Have student turn lined paper vertically for math
OVERCOMING DYSLEXIA
WHAT WORKS BEST!
WHAT WE CAN DO…
* Multisensory approach to learning
* Instruction needs to be explicit, systematic, and structured
* One to one is best
* Helpful to have outside therapists
* Schools implement modifications and accommodations
* Teach alphabetic patterns
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Her Excellency Quentin Bryce AC CVO
Governor-General of the Commonwealth of Australia
Valuing diversity:
The Australian experience
When I was a little girl growing up in bush Queensland, people would scruff my hair and say G'day Snowy. Kids with red hair were called Bluey. We all looked pretty much the same in those days. Fair skinned, freckles.
In the 50's, when I went to boarding school, some of my pals were from Papua New Guinea – Chinese girls from Rabaul. £10 Poms, as they
were called, were arriving by ship from the UK and refugees from Europe. Australia was changing. It felt exciting. Colombo Plan students from Asia opened new horizons and brought lifelong friendships with Indians, Malaysians, Singaporeans for us. Extraordinary social and cultural developments all around. I was in the midst of many of them. Heady times – personally, professionally, politically across my lifetime. A changing society. As I observe my country now, what delights me and inspires me most is our rich diversity. I love our vibrant multiculturalism - that we are one but we are many.
So, my friends. I am honoured to join you today at Canada's Global Centre for Pluralism. You are an international centre dedicated to the creation of successful societies, founded on the premise that tolerance, openness and understanding towards the cultures, social structures, values and faiths of other peoples, are essential to the survival of an interdependent world. These are most worthy goals.
This week I have led a delegation of prominent indigenous Australians to Canada for dialogues on the common opportunities and challenges faced by both nations' aboriginal peoples. We have travelled to Vancouver, and now in Ottawa and tomorrow to Iqaluit. The Canadian people are making us most welcome. Thank you.
Australia and Canada have close and unique linkages. We share a common legal and parliamentary heritage. We are founding members of the Commonwealth. Our soldiers, sailors and airmen have served alongside each other for over a century. Like modern Canada, modern Australia has been built on migration. Both our countries value societies that are just, inclusive and socially cohesive. And we are both proud of our Indigenous peoples, with their unique heritage and cultures. Indigenous Australians have lived on our continent and on its islands for tens of thousands of years.
Before the early British settlement of Australia, which began in 1788, there were at least 200 indigenous language groups, indicating great diversity amongst our First Australians. Since 1788 Australia has experienced successive waves of migrants. They initially came from the United Kingdom and Ireland, but at the time that the Australian states federated to become a nation in 1901 there were also significant numbers of people of German and Chinese descent. Indeed then, as now, Australia had a high proportion of people born overseas. Almost 30 percent of the almost 4 million Australians in 1901, and around 27 percent of our current population of 22 million were born overseas. Some of us have been in our country for countless generations, since the "Dreamtime". Others have now been in Australia for 2 or 6 or 8 generations. Others arrived just yesterday, and more will arrive today and tomorrow and in the weeks and years ahead.
Our countries are defined by our histories, our cultures, our laws and customs, our land and seas. But, in my view, it is our people that most define us. People are our past, our present and our future. We are shaped by where we live, our values and our heritage. We are shaped by our mothers and our and their mothers and fathers. And our hopes for the future are centred on the sort of country that we want for our children and their children. Millions of people have come from other countries to Canada and Australia seeking new lives and opportunities. Australia has welcomed more than 7 million migrants since the end of World War Two – 750,000 of them refugees and displaced persons. The first stage of that high influx of people – from 1945 to 1970 – effectively "Europeanised" Australia. Our migrants came from the UK, from Italy, from Greece, from the Netherlands, from Poland, from Hungary and elsewhere.
However, since the progressive disbanding of the White Australia Policy – a racially discriminatory migration selection policy – in the late 1960's and early 1970's, the centre of our immigration programs has gradually moved from Europe to Asia. Today, our main source countries for migrants are the UK, China, and India. In Australia we now identify with around 300 ancestries and speak just as many languages, including Indigenous languages. So the picture I am painting is that in modern Australia multiculturalism is not just an idea, not just a policy, it is also a simple demographic fact.
Our diversity greatly enriches us. Many people believe that our successful settlement of those seven million migrants since 1945 is one of Australia's greatest successes. A British Migrant to Australia, Emeritus Professor Eric Richards of Flinders University in Adelaide, made this observation in his 2008 book Destination Australia – Migration to Australia since 1901:
Immigration has been the great conductor of change, tension and growth in this modern Australian experience; it has been critical to its political maturity, to its demography, its economic development, its social cohesion and its relations with the rest of the world, and also to its very self-understanding on identity...Immigration has clearly generated no revolution, little internecine conflict, no riots in the streets of any significance, little communal turmoil and no permanent ghettos
So how has this happened? Of course, it has a lot to do with the people themselves. People migrate to succeed, not to fail. Most make the momentous decision to leave their land of birth to seek new opportunities. But some have no choice – being displaced by war or persecution. But all who come to join us are looking for better lives for themselves and their children. And a lot has to do with enlightened and visionary public policy.
In 1945 the Australian government created the Department of Immigration to assist in the selecting and settling migrants and refugees. Visionary programs put in place after 1945 have been administered by more than 30 Immigration Ministers. They have included English language tuition, housing and other settlement support. But, in the eyes of many, the most significant of these public policies is the inclusive nature of Australian Citizenship. From 1949, access to full Australian Citizenship has been available to all permanent settlers, after a residential qualifying period and other requirements such as good character. This access to a common citizenship status - the same rights and responsibilities as people born in Australia or of Australian parents, is a key foundation of our modern, multicultural society.
We celebrate our diversity and our unity every day of the year, but we particularly celebrate our shared citizenship each year on Australia Day. We honour the extraordinary achievements of many citizens, those born in Australia and those born overseas. We welcome many thousands of new citizens, in hundreds of Citizenship Ceremonies – in our largest cities and our smallest country towns. In a few simple phrases, new citizens take the final step in their migration journey, by saying:
From this time forward [under God] I pledge my loyalty to Australia and its people
Whose democratic beliefs I share;
Whose rights and liberties I respect and
Whose laws I will uphold and obey.
Ladies and gentlemen, Australia's best known traditional song is "Waltzing Matilda", written by Banjo Patterson in 1895. It's the story of a "swagman" - a travelling worker – who camps by a "billabong" – a waterhole – and who makes a cup of tea and steals a sheep to eat. He entertains himself dancing with his bedroll – known as a "matilda". When the sheep's owner arrives with the police, the swagman declares "you'll never catch me alive". He escapes arrest by drowning himself in the waterhole. The tragic stuff of traditional songs!
My friends, the Lieutenant Governor of South Australia is Mr Hieu Van Le. He was born in 1954 in Quang Tri in what was then South Vietnam. He arrived in Darwin Harbour, in northern Australia, as a refugee in 1977. He has gone on to forge a very successful career, contributing greatly to his state and our nation. His is one of those countless stories of refugees and migrants coming to make a new life, joining us to help create our contemporary society.
I want to conclude my remarks with those he made at Old Parliament House, Canberra, in June 2011:
When we arrived in 1977, we thought we had come with nothing, that we had not much more than our tatty bedrolls. But Australia taught me that we brought a great deal. For me, the experience of the last 34 years has been that of a sharing of cultures. It has been like sunlight through a rising morning mist in Darwin Harbour....We came with not much more than a bedroll – our Vietnamese Matildas – to this place where we could waltz them to the tune of a Vietnamese bamboo flute, and the melody of a Celtic ballad. Remember, there is a spirit that resides here, which may be heard as we pass by life's spring, which sings, you'll come a waltzing Matilda with me.
My friends, I wish you well in the important work we share in promoting and celebrating multiculturalism.
Remarks at the Global Centre for Pluralism Ottawa, Canada 5 April 2013
Her Excellency Quentin Bryce AC CVO
Quentin Bryce was born in Brisbane in 1942 and spent her early years in Ilfracombe, a small town in Central Western Queensland. In 1965, she graduated with the degrees of Bachelor of Arts and Bachelor of Laws from The University of Queensland and, in the same year, was admitted to the Queensland Bar. She has since enjoyed a rich and distinguished career as an academic, lawyer, community and human rights advocate, senior public officer, university college principal, and vice-regal representative in Queensland, and now Australia. On 5 September 2008 Quentin Bryce was sworn in as Australia's twenty-fifth Governor-General. As the first woman to take up the office, she remains a pioneer in contemporary Australian society, and yet one who brings more than forty years of experience in reform, community building and leadership to the role.
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Press Release For Immediate Release June 3 2008
Poetry Society stands against Climate Change World Environment Day, 5 June 2008
The Poetry Society has commissioned award-winning poet, ecologist and educator Mario Petrucci to produce three environment-centred resource packs, designed for schools, young adults and poets:
1. Poetry : the Environment. Four of the most pressing Environmental themes, comprehensively explored through poetry.
2. Biomimicry : Poetry. This fascinating new branch of science is concerned with solving problems by imitating Nature.
3. The Green Poetry Pack. Poems and writing ideas to engage with the natural world, soil and trees, and local self-sufficiency (coming soon).
These lesson plans enter new territory for the Poetry Society and may also represent new territory for most classrooms, but this challenge is crucial. Perhaps the most important issue facing humanity at the moment is how we can change our way of life before oil and food shortages become unsolvable.
Leading scientists and activists worldwide are watching the clock, with mere decades ahead of us before a global disaster. Many are turning to poetry to engage these most pressing issues. Why not have poetry stand forward in turn?
Mario's poems pull no punches – they will intrigue, delight, terrify and provoke at every level of emotion, learning and action. There are moments of bleakness but there are windows of opportunity also.
In this unique commission, the Poetry Society hopes to give educators across the world a chance to educate the next generation, our children, in these most pressing of concerns, offering ways to ensure the survival of future generations.
The packs will be available for free on the Poetry Society's website from 5 th June 2008. Visit: www.poetrysociety.org.uk/content/education/poetryclass/news/.
Ends
“Any intelligent fool can make things bigger, more complex, and more violent. It takes a touch of genius - and a lot of courage - to move in the opposite direction.”
— E F Schumacher
For further information telephone George Ttoouli on 0207 420 9892 or email email@example.com
Notes to editors
* Contact our Education Team about booking poet to give workshops: firstname.lastname@example.org or email@example.com
* Find out more about the Poetry Society at www.poetrysociety.org.uk
DESERTED
I use them too easily – lanes of motorways, the dodgy walks that turn to blackspots, roads that are riderless, their trees shorn like army haircuts
Groves tessellate with slabs, parks, greens, commons sprout litters of bins Trunk roads, arterials, the loose sphincters of ringroads – press the hot pulse of traffic to the hearts of cities bring it to a stifled head a fruitless breakfast jam
The Estate? You hang a left mate, then keep going just keep going – carry on right to the end and you can't miss it: bloody big concrete box.
At a central reservation the last zebra stretches out – a welcome-mat for extinction Still, I have gained gardens of neatly aligned vehicles hills, vales, rises that heave under pie-crust compo, squeeze green magmas through cracks
My Lord, I couldn't see the signs. For fog. The asphalt wasn't mine – on my mother's life on the life of my child – I've had nothing but hard shoulders to cry on. Pre-stressed jungles to tramp.
Before my very eyes wind conjures bowls of dust from which I drink fug – never mind It's fine Between strata of streets I fossilize Night makes a circus of tarmac The earth is concrete The moon a crescent of cement
©Mario Petrucci 2008
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Feeding Your Body to Gain Mass
Essential nutrients that will help you gain muscle, not fat! By Anthony Ellis
The Need for Food
Not a day goes by that I don't receive dozens of emails from underweight men and women, wanting to know how to gain weight. Now that summer is just around the corner, the questions have accelerated. Everyone wants to know how to gain muscle in time for summer. They want to know why their current routine is not working for them. Typically, they go into great detail about their workout, but I never hear a word about their diet.
While weight training plays an important part in muscle building, it's your diet that will ultimately determine your weight gain success or failure. Weight training provides the signal for your body to build more muscle, but your diet provides the raw material necessary to actually construct the muscle.
If you want to gain more weight by summertime, you need to eat. Period. It's that simple. Anytime someone tells me that they cannot gain weight, my first question is what are you eating?
No matter what type of supplements you are using, or what type of workouts you are doing, you will NOT gain muscle without the proper diet. In fact, if your diet is bad, you may end up losing muscle or just getting fat.
The Wrong Way to Eat
Many times I will come across individuals who understand that they need to eat, but they are eating the wrong things. They figure that eating simply means eat anything you want. This is almost as bad as not eating anything at all.
If you want to gain muscle and not fat, do not make the assumption that all calories are equal. This will only lead to gaining large amounts of body fat.
For example, if I said that you need to eat 2,500 calories per day to gain weight, and you eat 4 bags of potato chips and 6 donuts each day, do you think you would gain muscle? Not likely.
The majority of your weight would be fat. Why? Because potato chips and donuts, like most processed junk food, contain empty, totally nutritionless calories. These foods do not provide you with the correct nutrient breakdown essential for gaining muscle. In addition, they accelerate the storage of fat and help to deteriorate your overall health by wreaking havoc with your blood sugar and increasing your bad cholesterol levels.
Here are two sample diets. Both provide the same amount of calories. If all calories were equal, then both diets will build muscle, but one will build a healthy, muscular body, the other will build fat, and promote poor overall health.
2,500 Calories
2,500 Calories
| 8am -- Meal 1 Myoplex, 1 tsp flaxseed oil. 432 calories, 42g of protein, 25g of carbs, 14g of fat | | 8am -- Meal 1 3 Donuts and a glass of OJ. 644 calories, 11g of protein, 100g of carbs, 24g of fat | |
|---|---|---|---|
| | 11pm -- Meal 2 | | 11pm -- Meal 2 |
| | 4 Whole Eggs w/ 1 cup of hash browns. | | Grabbed a bag of chips and a soda. |
| | 440 calories, 28g of protein, 36g of carbs, 20g of fat | | 440 calories, 4g of protein, 71g of carbs, 18g of fat |
| 2pm -- Meal 3 6 oz. chicken breast with 1/2 cup of rice. 319 calories, 50g of protein, 23g of carbs, 7g of fat | | 2pm -- Meal 3 No time to eat. 0 calories, 0g of protein, 0g of carbs, 0g of fat | |
| | 5pm -- Meal 4 | | 5pm -- Meal 4 |
| | 4 whole eggs in a flour tortilla w/salsa. | | Fast Food Dinner w/fries and a soda. |
| | 367 calories, 24g of protein, 17g of carbs, 20g of fat | | 1180 calories, 30g of protein, 143g of carbs, 56g of fat |
| 8pm -- Meal 5 Myoplex, 1tsp flaxseed oil. 432 calories, 42g of protein, 25g of carbs, 14g of fat | | 8pm -- Meal 5 Snack of 2 cookies. 140 calories, 1g of protein, 19g of carbs, 7g of fat | |
| | 11pm -- Meal 6 | | 11pm -- Meal 6 |
| | 6 oz grilled tuna with large baked potato, 1 cup of veggies. | | Pre-bedtime snack of hot chocolate. |
| | 450 calories, 48g of protein, 56g of carbs, 6g of fat | | 103 calories, 3g of protein, 23g of carbs, 1g of fat |
| Total Calories: 2,440 Protein: 234g Carbs: 182g Fat: 81g | | Total Calories: 2,507 Protein: 49g Carbs: 356g Fat: 106g | |
The diet on the left is a diet that I have eaten in the past. The diet on the right is a diet someone emailed me when I asked them what they were actually eating. I will note that this person had an extremely high body fat, even though he was relatively thin.
Though his diet contains the same amount of calories, it does not have enough good quality protein, or complex carbs. The majority of his carbs come from sugar and the majority of his fat comes from saturated fat. This is an extreme case, but I hope that you get the picture.
Your ideal muscle building diet should provide you with plenty of high quality protein. That should be the focus of each meal. Next, you want to a fair amount of complex carbs, while lowering your overall intake sugar. Finally, you want to reduce your intake of saturated fat and replace it with good fat. You will not be able to totally eliminate saturated fat from your diet, but the majority of your fat should come from good fat sources.
If you focus on these few things, you will be miles ahead of most people and well on your way to building muscle without gaining fat. Below are a few rules to live by when choosing foods for your muscle building diet.
Eat Plenty of High Quality Protein
Protein provides your body with the necessary amino acids to build and repair muscle tissue. A diet that is low in good quality protein will not enable your body to build large amounts of muscle.
Which proteins are best?
The best proteins for muscle building are those that provide the largest amounts of the 8 essential amino acids. Below I have listed a few protein sources. Notice that the best proteins for muscle building almost all come from animal sources.
Best for Muscle Building Worst for Muscle Building
Note that I'm not saying that rice, oats and vegetables are bad, they are just bad sources of protein if you want to build muscle. Rice is an excellent source of carbohydrates as well as oats. In addition, vegetables are excellent sources of fiber and other nutrients – I'm simply reviewing protein sources based solely on their ability to build muscle by providing large amounts of the eight essential amino acids.
All protein sources provide some amounts of these amino acids, but a good muscle building protein like whey protein, or lean meat will provide a large amount of the amino acids, while the same quantity of a less efficient muscle building protein like broccoli will have much fewer of these necessary amino acids.
8 Essential Amino Acid Content of Different Protein Sources Per 100g of food.
This is why some refer to vegetable protein as an incomplete protein. Although "incomplete" is not the correct term as all proteins have all 20 amino acids, vegetable protein sources provide far less of the 8 essential amino acids per quantity than animal protein sources. Based on this fact, vegetable protein sources should not make up the largest part of your protein intake.
The protein sources that I use the most are whey protein, chicken, fish and eggs. No secret foods – just the basics.
Whey
Whey protein is derived during the production of cheese. It is highly concentrated and easy to drink. This allows you to ingest large amounts of very high quality, muscle building protein very quickly. If you are busy and don't have time to eat real food protein, then whey protein is a life saving food. In addition to being very convenient, whey is also has the distinction of being the protein source that delivers more amino acids per quantity than any other.
I highly recommend using a good whey protein supplement. This is essential if you want to increase your protein intake. You can choose a pre-mixed product like Myoplex, which combines whey protein with carbohydrates. These are best used as meal replacements. Or, you can simply use a pure whey protein powder like Precision Protein. I use this type of product to add additional protein to my real food meals.
Chicken
If you don't like chicken, any other form of lean poultry will do. Turkey and Cornish Hens are excellent choices. I do not recommend duck, however, due to the high fat content.
Try to stay away from the reconstituted products that are made by gelling different scraps of the chicken together into a boneless mass. These are usually found in the deli section. Before buying your meat, make sure that it is firm and a light pinkish color. It should also not have a strong odor. If it is yellowish or squishy, don't buy it. It is most likely old.
For convenience, many grocery stores are now offering pre-roasted, whole chickens that have been roasted there in the store. This could be a good choice for those who prefer not to cook. Just remember, to remove the skin before eating. It contains the largest amount of saturated fat.
Beef
Despite the bad press, beef is an excellent muscle building food. There are many forms to choose, but I prefer to buy the lower fat choices. As a whole beef contains more saturated fat than other meats, but you can eliminate a good portion of that fat if you make sure to trim the excess fat from the meat before cooking. Or in the case of ground beef, simply choose the lower fat versions.
When buying beef you should always look for cuts that are bright red in color. As with chicken, the meat should not have a strong odor. If the meat is pale or looks brownish in any way, you should avoid purchasing it.
Cooking Meats
When cooking any meat, try to grill or broil it instead of frying it. This will allow the excess saturated fat to drain off. Yes, I said earlier that fat is good, but saturated fat should be kept to a minimum as it's the fat that can cause health problems in the future if eaten in excess.
Eggs
I like eggs because they are very convenient to eat. I just boil a couple in the morning and can carry them around all day to eat whenever I want. They are also very inexpensive and easy to cook. If you need to get plenty of good quality protein, but must do so on a budget, eggs should be a large part of your diet.
Won't eating eggs raise my cholesterol levels?
In most people, cholesterol levels are regulated internally and not affected by your diet. Others must watch what they eat to prevent increases in bad cholesterol levels. If your cholesterol is already high, you can choose to eat the white part of the egg only, which is pure protein – it contains no fat whatsoever. Or, you can use a new egg product called Omega-3 eggs.
Omega-3 eggs, are just like normal eggs except for the fact that the yolks contain much more of the good fat Omega-3, and less saturated fat. Omega-3 eggs contain as much as 150mg of omega-3 while ordinary eggs contain up to 18mg.
Producers achieve this by feeding the chickens foods that contain high amounts of Omega-3 like flaxseeds and algae. Omega-3 is a "good fat" that has been proven to help increase your good cholesterol levels (HDL), and lower bad cholesterol level (LDL).
Fish
One final protein source that I eat often is fish. Cold water fish like salmon, mackerel, halibut, tuna and cod are not only excellent sources of protein, they are also a great source of Omega-3. So, fish not only provides plenty of protein, it gives you good fat as well!
Should I be worried about all of the hormones in meat and eggs?
Yes it is true that much of the meat and eggs produced today come from animals that are injected with large amounts of drugs. These include large amounts of growth enhancing substances and tons of antibiotics. While there is no current study to suggest any link between this and the growing unhealthy state of this country, I don't need a study to tell me that this cannot be good for our long term health.
Whenever possible, I highly recommend buying and supporting naturally raised meat and egg producers. These are usually smaller beef and chicken producers who choose not to use drugs or antibiotics on their animals. In addition, many allow their animals to roam relatively free and have relatively normal lives as opposed to being cramped up in unnatural living conditions.
What about Vegetarians?
If you are a vegetarian, and cannot eat whey (which comes from dairy), eggs or fish, your only source of good quality protein is soy protein isolate. Soy protein isolate is a concentrated form of the protein that comes from soybeans. In amino acid content, soy protein isolate is comparable to most animal proteins. This is mainly due to the concentrate form of the supplement. This is not the case with other soy products like tofu.
Focus on eating Complex Carbs instead of Sugary Carbs
Carbohydrates are needed by the body for energy. They are also stored in the muscle tissue and liver for future use.
The same way all proteins are not created equal, all carbs are also not created equal. Some can promote faster fat storage than others.
Carbs can be divided into two main forms; Simple, and Complex. The basic division being the time it takes for your body to digest them. Simple carbs digest the fastest, while complex carbs take a bit more time due to their added fiber content.
Simple Carbs
Fructose (fruit sugar)
Honey
Glucose
Lactose (milk sugar)
Dextrose
Sucrose
When eating carbs, here are two rules I always follow:
1. First, I focus on eating complex carbs and avoid simple carbs as much as possible. Simple carbs like sugar, fructose and lactose are some of the reasons people gain fat on muscle gain diets. I diet high in sugar will always cause me to gain more fat than necessary.
If you simply eliminate or reduce your intake of simple carbs and use complex carbohydrates instead, you will still have the necessary energy, but prevent the unnecessary conversion of the carbohydrates into fat.
2. Second, I always eat carbs with protein or fat. Combining carbs with other nutrients will help to slow the digestion and reduce the potential for fat storage even further.
Some recommended complex carbs are:
Complex Carbs
Breads, bagels Brown rice Beans, lentils Oats Pasta Popcorn Potatoes, legumes Rice Soybeans, tofu Squash
Green leafy vegetables
Carrots
Cauliflower
Broccoli
Eat More Good Fat and Reduce Your Intake of Bad Fats
When trying to gain mass, don't forget the fat. Adequate dietary fat is essential for proper hormone production -- Including testosterone. As we all know, testosterone is the main hormone responsible for muscle growth.
Now, the bad way to go about adding fat to your diet is to simply eat any type of food that has fat in it. This is not the best approach simply because most high fat foods contain saturated fat and trans-fat. Saturated fat is the artery clogging fat that raises your cholesterol levels and can give you heart disease later down the road. Trans-fat is a mutant fat that is even worse for you than saturated fat!
Instead of gulping down any high fat food, you want to focus on foods that contain large amounts of good fats. The good fats are called unsaturated fats. Unsaturated fats are divided into two main categories: monounsaturated and polyunsaturated fat.
Monounsaturated fats are easily found in olive oil and avocadoes. They are known to help lower bad cholesterol levels, and raise good cholesterol levels. Olive oil is an easy to find, inexpensive oil that can be easily added to your diet.
Polyunsaturated fats contain two essential fats called omega-3 and omega-6. These two polyunsaturated fats are known as Essential Fatty Acids or EFAs. They are essential because they must be provided by your diet.
In addition to providing the same health benefits as monounsaturated fat, omega-3 and omega-6 also have the ability to hinder fat storage and reduce cortisol levels.
These fats are found in oils such as sunflower oil, safflower oil, and cod liver oil. I personally like to use flaxseed oil. It is fairly inexpensive and widely available in most health food stores. It contains plenty of omega-3 and omega-6. All I have to do is mix it in with my MRP and voila! I have a high protein meal, with carbs and plenty of good fat.
Unsaturated Fat Sources
Flaxseed Oil Udo's Choice Oil Blend Cod Liver Oil Sunflower Oil Fish Oil Fish Walnuts
Again, understand that if you eat large amounts of beef or chicken, you will not totally eliminate the saturated fat from your diet. That is unavoidable. Your goal is simply to reduce your intake of saturated fat so that the majority of fat you receive will be from unsaturated sources. Focusing on these fats will not only give you adequate fat for normal hormone production, but it will also keep your heart healthy.
Finally, Drink Plenty of Water!
If your goal is muscle gain, the need to drink more water cannot be stressed enough. Water is grossly underestimated in importance and value with regard to helping you gain muscle and burn fat. Most people are chronically dehydrated. They make the mistake of thinking that a sugary sports drink or soda is actually quenching their thirst, when in fact it's making their condition worse.
If you are dehydrated, your body cannot function efficiently. It slows your metabolism, drains your energy and slows circulation to reduce the flow of oxygen and nutrients to your cells. This in turn stops protein synthesis. In short, you won't be able to repair damaged muscle or build new muscle. Anyone who is training hard cannot afford to allow this to happen.
I carry around a big water bottle so that I can drink from it throughout the day. Chugging the water all at once won't help re-hydrate you. It must be a gradual, consistent process. Drinking water throughout the day will ensure proper and consistent hydration. Proper hydration will also make your muscles look more "pumped" instead of flat.
A good rule is to drink an ounce amount equal to 0.66 times your bodyweight. So, if you weight, 140lbs, you would try to drink 92oz of water each day. I usually make it easy for myself and just try to get about 1 gallon per day. That's 128 oz. It's a lot to drink at first, but your body will gradually become accustomed to that level over time.
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I hope to hear from you soon! | <urn:uuid:70c24987-6320-4e04-b212-cf2c6667fb71> | CC-MAIN-2017-09 | http://lmc-gym.info/docs/301IronMagazine_GainSize.pdf | 2017-02-24T12:29:54Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00033-ip-10-171-10-108.ec2.internal.warc.gz | 157,496,837 | 4,470 | eng_Latn | eng_Latn | 0.983472 | eng_Latn | 0.999177 | [
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Schools across the nation recognize and celebrate kindness and respect!
January 16 th -20 th
#LyndhurstNoNameCallingWeek #LyndhurstChoosesKindness
The Lyndhurst Public Schools pledge to continue to:
SUPPORT KINDNESS,
facilitate activities that promote a safe school environment, FREE of name-calling, bullying and bias.
celebrate diversity and
Below is a district framework of our daily themes for the 2017 national campaign; please check individual school websites for scheduled events!
Monday, January 16 th
Amazing Me, Amazing Us
Recognize positivity and use appropriate, uplifting words to describe ourselves and our peers
Tuesday, January 17 th
Rules are Important
Explore the significant role that rules and laws play in our families, schools, and society
Wednesday, January 18
th Name Calling; Why it Hurts and How to Help Stop It
Realize that words/name-calling can cause real pain and identify ways to stop others from name-calling
Thursday, January 19 th
Sportsmanship
Focus on how sportsmanship makes all competition more worthwhile and all players stronger
Friday, January 20 th
Unique and Wonderful Me
Celebrate the unique qualities of each member of our community!
From Fiction to Reality…No Name-Calling Week was inspired by the popular young adult novel entitled The Misfits by James Howe.
For more information on No Name-Calling Week, please visit:
http://www.glsen.org/nonamecallingweek | <urn:uuid:cf5ff186-4fa8-48c6-86e4-d916f800fc12> | CC-MAIN-2017-09 | http://www.lyndhurstschools.net/userfiles/4/my%20files/nncw%20district%20announcement(1).pdf?id=561334 | 2017-02-24T12:37:26Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00033-ip-10-171-10-108.ec2.internal.warc.gz | 491,775,934 | 305 | eng_Latn | eng_Latn | 0.99428 | eng_Latn | 0.99428 | [
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Newsletter Fall 2015
Nuts about Fall
mixed oak acorns S. Petersen
beechnuts S. Petersen
Fall is always such a busy, beautiful time of year. Hints of crisp fall air coincide with the shorter days. People scramble to soak up the last days of summer's warmth and take care of all those fair-weather projects around the house. People aren't the only ones scrambling, however; squirrels, chipmunks, bears, and other critters are also busy preparing for winter.
Nuts are one of nature's fall treasures. By definition, nuts are fruits that have hard shells that surround a seed or kernel that is generally edible. (Horse chestnuts are NOT edible.) Nuts are plentiful, nutritious, and store well. The most abundant nuts are acorns, but other native nuts include beechnuts, hickory nuts, and American chestnuts.
Many critters make use of this bounty. Bears eat nuts as they find them, commonly packing on 20-30 pounds per week. Nuts, stored as fat, help the bears get through winter when they enter a state of partial hibernation. Squirrels and chipmunks, on the other hand, gather nuts and pack them away for a source of food throughout the winter. Squirrels, active year-round, tend to have small caches of nuts scattered throughout the landscape, whereas chipmunks are generally inactive in winter and usually store all their food in their dens. Some birds, such as blue jays, pack nuts into tree crevices or woodpecker holes for retrieval later.
Local nuts aren't just for squirrels; people can enjoy them, too. Native Americans have long utilized acorns as a food staple. Enthusiasts of local foods are rediscovering acorns as a food source. The bitter tannins can be removed and the remaining nut meat can be ground into a tasty, nutritious flour. Although not found in cold climates such as New England, pecans and walnuts have northern cousins, the hickories. Three species of hickories are common here: shagbark, bitternut, and pignut. (Be warned: bitternuts are bitter!) Beechnuts, too, can be
eaten raw or cooked after removing the shiny skin between the prickly husk and the kernel. American chestnuts were once a defining tree in forests of the Northeast, but mature specimens are rare now due to an ongoing blight. American chestnuts are easily confused with more common horse chestnuts, which are toxic to humans. For the safety of people and American chestnut trees, please do not eat any local chestnuts you find.
Gathering and preparing the nuts takes some effort, but almost everything good takes work. Go nuts this fall!
Recent Lamprey River Research
The Lamprey River once was home to a healthy population of the NH Endangered brook floater mussel. Very few of these rare mussels remain and, sadly, extirpation is likely. To view the most recent report completed in April 2015, click here.
Intermittently for the past few years, a mysterious flow of fine sediment has been clouding Woodman Brook as it enters the Lamprey River. UNH student Jake Poirier, working with Asst. Professor Anne Lightbody, investigated the issue and came to some initial conclusions, summarized in his poster, available here.
Photo by RH Lord
Small Grants 2015
Each year since 2009, the Lamprey Rivers Advisory Committee has funded Small Grants of up to $5000 for innovative outreach projects. This year, four grants were awarded:
- The Lamprey River Watershed Association will organize a watershed-wide stream clean-up day in September to remove litter.
- The Town of Lee Conservation Commission will attempt to eradicate invasive Japanese knotweed and other roadside weeds on the town's Rothwell Reserve.
- The Lamprey River Watershed Association will work with the towns of Epping and Newmarket to identify a visible public location for a stormwater reduction demonstration project.
- The Lamprey River Watershed Association will create a report detailing the process and lessons learned in trying to identify obstacles to canoe passage that might be relocated or modified to improve passage.
When the final reports are in, they will be posted on www.lampreyriver.org.
If you have an idea for a project for 2016, please contact Sharon Meeker at email@example.com or 659-5441.
Back to School with Mary Blair: How Times Have Changed Since 1915
Mary Blair was actively teaching in a one-room school house in Epping in the year 1915. It is unknown if her contract had the stipulations noted below, but many teachers did. We've all come a long way…..
photo courtesy of the Epping Historical Society
To learn more about Mary Blair and the park named after her, visit www.lampreyriver.org.
Rules for Teachers — 1915
From https://www.nhhistory.org/edu/support/nhgrowingup/teacherrules.pdf
1. You will not marry during the term of your contract.
2. You are not to keep company with men.
3. You must be home between the hours of 8 P.M. and 6 A.M. unless at a school function.
4. You may not loiter downtown in any of the ice cream stores.
5. You may not travel beyond the city limits unless you have permission of the chairman of the school board.
6. You may not ride in carriages or automobiles with any man except your father or brother.
7. You may not smoke cigarettes.
8. You may not dress in bright colors.
9. You may under no circumstances dye your hair.
10. You must wear at least 2 petticoats.
11. Your dresses may not be any shorter than 2 inches above the ankles.
12. To keep the classroom neat and clean you must sweep the floor once a day, scrub the floor with hot soapy water once a week, clean the blackboards once a day and start the fire at 7 A.M. to have the school warm by 8 A.M. when the scholars arrive.
The sources for these "rules" are unknown; thus we cannot attest to their authenticity—only to their verisimilitude and charming quaintness. They have been used for years by the New
Hampshire Historical Society Museum as part of its Going to School outreach lesson, but they also appear independently on numerous other websites from Auckland to England. The 1915 rules are attributed to a Sacramento teachers' contract and elsewhere to an unspecified 1915 magazine.
The larger the island of knowledge, the longer the shoreline of wonder. ~Ralph W. Sockman
You're Invited to Join us!
New representatives and volunteers are always welcome!
Each of the fourteen towns in the Lamprey River watershed may have up to four appointed representatives. Currently no town has four representatives, so no matter which town you call home, we invite you to work with us to protect the Lamprey rivers.
The process is easy!
1. Attend a meeting or two and see what we are up to. Meet other representatives, ask questions, and see if you and the group are compatible.
2. Print this form from NH DES, complete it, and ask your town leaders if they will nominate you.
3. Have the town leaders sign the form and send it to NH DES.
4. The commissioner at NH DES will appoint you for a three year term and you will be official!
The following towns are in the Lamprey rivers watershed: Barrington, Brentwood, Candia, Deerfield, Durham (Wild and Scenic), Epping
(Wild and Scenic), Exeter, Fremont, Lee (Wild and Scenic), Newfields, Newmarket (Wild and Scenic), Nottingham, Northwood, and Raymond
Meetings:
Representatives of the four Wild and Scenic towns (Epping, Lee, Durham, Newmarket) meet the second Tuesday of every month at the Lee Safety Complex at 20 George Bennett Road in Lee. Meetings begin at 7:00 P.M.. All representatives meet the fourth Thursday evening of every month at various locations in the fourteen towns. Check the calendar for the location.
Questions?
Please email Sharon Meeker or call 603-659-5441. | <urn:uuid:be5e404d-303b-44f8-868f-17aa42bd74b6> | CC-MAIN-2017-09 | http://www.lampreyriver.org/UploadedFiles/Files/Fall_2015_newsletter.pdf | 2017-02-24T12:31:20Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00041-ip-10-171-10-108.ec2.internal.warc.gz | 491,047,773 | 1,726 | eng_Latn | eng_Latn | 0.998774 | eng_Latn | 0.998863 | [
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Small Island voyagers arrive at United Nations in New York to mark World Oceans Day
Press Release
New York, 8 June 2016 –Small island world voyagers docked their canoe, Hōkūleʻa, outside the United Nations in New York today, marking World Ocean's Day and highlighting the importance of small islands and healthy oceans.
At an event on the banks of the East River, the voyagers from Hawaii, traveling the world using only traditional methods of navigation, presented the United Nations Secretary-General Ban Kimoon with ocean protection declarations collected on their 25,000 nautical mile journey. The crew also returned a message in a bottle, which had been handed to them by the Secretary General when they visited the 2014 Third International Conference on Small Island Developing States in Samoa.
"Two years ago in Apia, I boarded the Hōkūle'a with President Remengesau. My message in a bottle promised to rally world leaders for a better future. After that, we went in different directions but we headed toward the same goal. This small boat braved rough tides and tough storms", Said Mr. Ban Ki-moon, United Nations Secretary General.
"We saw hope on our horizon. And with global support, we had the wind in our sails. On World Oceans Day, let us renew our resolve to protect these marine treasures for generations to come".
The event saw an announcement by Mr. Gyan Chandra Acharya, High Representative for the Least Developed Countries, Landlocked Developing Countries and Small Island Developing States (UN-OHRLLS) and Mr. Cyrill Gutsch, Founder of Parley for the Oceans, which extended a special invitation to all Small Island Developing States to adopt a strategy which would eradicate one of the biggest threats to the marine ecosystem: plastic pollution. The announcement is seen as an opportunity for small islands to rally together in targeting ocean pollution and set a tone of unity and action towards the 2017 Oceans and Seas Conference to be held in Fiji.
"Small islands continue to count on the support of the international community, including the private sector, to ensure that the vast ocean spaces and rich marine resource for which they are custodians of remain healthy and sustainable", Said Mr. Gyan Chandra Acharya, High Representative for the Least Developed Countries, Landlocked Developing Countries and Small Island Developing States.
The announcement by UN-OHRLLS and Parley is also linked to the SIDS-Global Business Network, recently launched by UN-OHRLLS to link SIDS with international companies in partnering for the sustainable development of islands.
"Through this partnership, Parley aims to bring the unique challenges facing small island developing states to a global audience, alongside the most promising and crucial step towards solutions: collaboration. Maldives and Grenada have already stepped up to the Parley A.I.R. Pledge. With each country that joins the movement, we will work together to implement comprehensive strategies towards a plastic-free oceans. In the process, we will protect not only the beauty of the oceans, but also the life and cultures they unite and support — now and for generations to come", Said Cyrill Gutsch, Founder Parley for the Oceans.
The event highlighted the importance of healthy oceans which are innately linked to the sustainable development of small island developing States. So vital is the exerted influence of the oceans over islands that they impact directly on a spectrum of island issues that cut across the three pillars of sustainable development. Indeed islands and oceans are integral parts of a single environment.
While the ocean is the primary reason for their isolation and remoteness, it also offers opportunities for their sustainable development. Healthy, productive and resilient oceans and coasts are critical for inter alia, poverty eradication, nutrition and food security, livelihoods, economic development and essential ecosystem services. The oceans also represent an important element of identity and culture for island people.
The United Nations Office of the High Representative for the Least Developed Countries, Landlocked Developing Countries and Small Island Developing is proud to celebrate World Oceans Day 2016 alongside coordinated support from the Government of the Federated States of Micronesia, Global Island Partnership, Government of the Republic of Palau, Parley for The Oceans, Polynesian Voyaging Society, The Pew Charitable Trusts, New York City Department of Parks & Recreation, The Waterfront Alliance, Hawaiian Airlines and the UN-Division for Ocean Affairs and the Law of the Sea.
Further Information:
http://unohrlls.org/
http://www.hokulea.com/wwv/ http://www.parley.tv/#fortheoceans
Media Contacts:
Louise Stoddard – firstname.lastname@example.org
Damien Sass – email@example.com | <urn:uuid:84655f35-927f-4847-b0a7-deacb7877de6> | CC-MAIN-2017-09 | http://unohrlls.org/custom-content/uploads/2016/06/08.06.16-World-Oceans-Day-FINAL2.pdf | 2017-02-24T12:32:26Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00043-ip-10-171-10-108.ec2.internal.warc.gz | 270,955,490 | 974 | eng_Latn | eng_Latn | 0.991817 | eng_Latn | 0.992466 | [
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Bible Stories for Adults
Joseph Forgives His Brothers
Genesis 42 - 50
Opening
Gathering:
Tell of how God has used turned bad experiences in your life to His good.
Today's Focus:
To recognize that God can use even the evil things in life to accomplish His good.
Key Verses:
It was to save lives that God sent me ahead of you. … It was not you who sent me here, but God. Genesis 45:5, 8
You intended to harm me, but God intended it for good to accomplish what is now being done, the saving of many lives. Genesis 50:20
We know that in all things God works for the good of those who love Him, who have been called according to His purpose. Romans 8:28
Opening Prayer
Lesson
Brotherly Love (Genesis 37)
How well did Joseph get along with his brothers?
.
.
.
Genesis 37:3-4
How did Joseph contribute to this animosity?
Genesis 37:2, 5-11
How did the brothers take out their anger towards their spoiled brother?
Genesis 37:23-24, 28
What did the brothers tell their father and how did Jacob respond?
.
Genesis 37:31-34
Good News / Bad News (Genesis 39-41)
How did things go for Joseph in Egypt?
.
.
.
.
.
.
.
Genesis 39:2-4
How did Joseph's situation change in a way that may have seemed that God deserted him?
Genesis 39:7, 10, 14, 20a
How did God remember Joseph in prison?
Genesis 39:21-23
What happened some time later that seemed like a way out for Joseph?
Genesis 40:2, 4, 8, 14
Did the cupbearer work for Joseph's release when he was restored as Joseph had foretold?
Genesis 40:23
How did this actually lead to Joseph's release in an entirely unexpected way?
Genesis 41:1, 8-9, 12, 14
What happened after Joseph said that the dreams foretold 7 abundant & 7 famine years?
Genesis 41:39-41
Bible Stories for Adults
Joseph Forgives His Brothers Page 2
Seven and Seven (Genesis 41:46-57; 47:13-26)
How did Joseph spend the first seven years of his job for Pharaoh?
Genesis 41:47, 49
How did Joseph know when to stop collecting and to start distributing the grain?
Genesis 41:55
How did Joseph distribute the grain? Did he give it to the Egyptians?
Genesis 41:56-57
What happened when the people ran out of money?
Genesis 47:14-16 (13-17)
What happened when the people ran out of livestock?
Genesis 47:18-21 (18-22)
What happened when the famine was over?
Genesis 47:23-24, 26 (23-26)
Interesting, But Is It Pertinent? (Genesis 42:1-8)
What do all of these stories about Joseph in Egypt have to do with God's people in Canaan?
Genesis 42:1-5
Did Jacob's sons get to see their long-lost brother when they went to Egypt?
Genesis 42:6-8
Why didn't they recognize their own brother?
.
Genesis 41:45; 42:23
Spies From Canaan (Genesis 42:9-24)
Did Joseph take advantage of the situation and take revenge against his brothers?
Genesis 42:9-14
If not taking revenge, what was Joseph doing through these accusations?
Genesis 43:7
How did Joseph build on this to see if his brothers had changed?
Genesis 42:15-20
Why did the brothers think this was happening to them?
Genesis 42:21-22
Did Joseph get a chance to hear his brothers' remorse?
Genesis 42:23-24
Another Difficult Message for Dad (Genesis 42:25-38)
How did it become clear that Joseph had forgiven his brothers & wasn't seeking revenge?
Genesis 42:25-26
What did the brothers think when they found the silver in their packs?
Genesis 42:27-28
How did Jacob respond when the brothers told him their story?
Genesis 42:29, 36 (29-36)
How did Reuben try to get Jacob's confidence, and did it work?
Genesis 42:37-38
Bible Stories for Adults
Joseph Forgives His Brothers Page 3
When Ya Gotta Go… (Genesis 43:1-14)
What made Jacob reconsider his decision not to let Benjamin go to Egypt? Genesis 43:1-3 (1-5) Who put his own neck on the line to convince Jacob to send Benjamin? Genesis 43:8-9 (6-10) What did Jacob decide? Genesis 43:11a, 12-14 (11-14)
A Confusing Fellowship Meal(Genesis 43:15-34)
What happened as soon as the brothers reached Joseph? Genesis 43:15-17 What did the brothers think about being taken to Joseph's house? Genesis 43:18 (18-22) How did Joseph's steward calm their fears? Genesis 43:23
How did the brothers respond when Joseph arrived for lunch?
Genesis 43:24-26
What was the most valuable gift Joseph received from them?
Genesis 43:27-30
How did this lunch become even more confusing?
Genesis 43:31-33
What other strange thing did the brothers see at this meal?
Genesis 43:34
Stolen Silver(Genesis 44)
Did Joseph let the brothers go home, never to see them again or did he reveal himself to them?
Genesis 44:1-5
How did the brothers respond to accusations of stealing the governor's silver cup?
Genesis 44:7, 9-10 (6-10)
What happened when the sacks were searched?
Genesis 44:11-12
What did the brothers do with the prospect of telling Jacob that Benjamin was a slave?
Genesis 44:16 (13-16)
Did Joseph accept this?
Genesis 44:17
Who stepped up on Benjamin's behalf?
Genesis 44:18, 27-31, 33 (18-34)
Luther:
What would I not give to be able to pray before the Lord as Judah here interceded for Benjamin, for it is a perfect model of prayer, nay, of the strong feeling which must underlie all prayer.
Bible Stories for Adults
Joseph Forgives His Brothers Page 4
Joseph Exposed (Genesis 45)
How much further did Joseph continue to push things?
Genesis 45:1-3
How did Joseph make it clear to them he had forgiven them and held no grudges?
Genesis 45:5 (4-7)
What further plans did Joseph have?
Genesis 45:9, 11 (8-24)
How was Joseph seeing part of God's plan, but missing the bigger part?
Genesis 15:13-14
Retiring in the Land of Goshen (Genesis 46-50)
How did the 130 year old Jacob respond to the idea of moving to Egypt?
Genesis 45:26, 28 (25-28)
How did he know it was okay with God to leave Canaan and move to Egypt?
Genesis 46:1-4
Did Jacob plan to move to Egypt or just visit?
Genesis 46:6, 26-27 (5-27)
How large did this family of 70 grow over the next 430 years?
Exodus 12:37, 40
How did Jacob react when he saw Joseph for the first time in 20 years?
Genesis 46:29-30 (46:28-47:12)
What promise did Jacob ask of Joseph?
Genesis 47:29-30 (27-31)
Did Joseph fulfill this promise?
Genesis 50:7, 13 (49:29-50:14)
God Intended it for Good (Genesis 50:15-21)
What concerned Joseph's brothers after their father died? Genesis 50:15-18 How did Joseph respond to their fears? Genesis 50:19-21 (19-26)
Closing Prayer
Response
1. How have I responded when entrusted with large responsibilities?
(Genesis 41:41-57; 1 Samuel 15; 18:12-16; Luke 12:42-48; 16:10-13; Romans 14:10; Titus 2:10)
2. How does it feel when I experience the consequence of doing something wrong?
(Genesis 42:18-24; 44:14-34; Lev. 26:14-17; Psalm 38:1-4; Proverbs 10:24; 29:6; Romans 13:3-4)
3. When have I had opportunity to take revenge on someone? What did I do? (Genesis 44-45; 50:15-21; Leviticus 19:18; Proverbs 20:22; 24:29; Romans 12:17-21)
4. How does it feel when I am forgiven by others? When I forgive others?
(Genesis 45:4-8, 14-15; Matthew 6:12-15; 18:21-35; Luke 7:44-50; 2 Cor. 2:5-11; James 2:12-13)
5. How has God worked His good through bad situations that have happened in my life? (Genesis 45:5-8; 50:20; Esther 4:7-16; Jeremiah 29:10-11; Romans 8:28; Philippians 1:12-14) | <urn:uuid:5bdbb0db-a44a-4dc8-925f-d0aae0d65519> | CC-MAIN-2017-09 | http://www.biblestoriesforadults.com/OT1/OT112H.pdf | 2017-02-24T12:33:51Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00039-ip-10-171-10-108.ec2.internal.warc.gz | 321,802,442 | 2,128 | eng_Latn | eng_Latn | 0.930072 | eng_Latn | 0.958445 | [
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JUNE
Keeping Your Family Safe
M aking sure your family's food is safe and free from harmful bacteria is important for good health. Young children are at high risk for food borne illness making it even more important that you follow good food safety rules when preparing food at home. Here are some simple steps to help you keep your family safe!
CHILL. Refrigerate perishable foods promptly. Follow the label. SERVE SAFELY. Keep hot foods hot and cold foods cold. Harmful bacteria can grow rapidly in the danger zone between these
CLEAN. Wash hands and surfaces often.
SEPARATE. Separate raw, cooked, and ready-to-eat foods while shopping, preparing, or storing. Keep raw meat, poultry, eggs, and fish away from other foods, surfaces, utensils, or serving plates.
COOK. Cook foods to a safe temperature. Uncooked and undercooked animal foods are potentially unsafe. Reheat sauces, soups, marinades, and gravies to a boil. Always reheat leftovers thoroughly. If using a microwave oven, cover the container, turn or stir the food to make sure it is heated evenly throughout.
Tips To Help Your Family Get The Fruits And Vegetables They Need
N othing can make a bigger impact on your overall diet than increasing fruit and vegetables! They are low in fat, high in fiber, and packed with vitamins. Here are some easy tips to help you and your family get the fruits and vegetables they need each day.
* Offer cut up raw vegetables with low fat dip for snack time. You can cut them up yourself and keep them in the refrigerator so they are ready to go.
* One day a month, have a family tasting party to try new fruits and vegetables.
* Create a "build your own pizza" party. Buy the readymade crust and sauce and have a variety of toppings, including peppers, pineapple cubes, spinach, squash, broccoli, onions, etc. Let family members make their own pizza or section of a large pizza. You may be surprised what your child is willing to try.
* Keep a basket or bowl with fruit on the kitchen table or counter for easy pick-up. It will also serve as a reminder
temperatures. Whether raw or cooked, never leave meat, poultry, and eggs or fish out at room temperature for more than 2 hours (1 hour in hot weather). Be sure to chill leftovers as soon as you are finished eating. These guidelines also apply to carryout meals, restaurant leftovers, and home-packed meals-to-go.
WHEN IN DOUBT, THROW IT OUT. If you aren't sure that food has been prepared, served, or stored safely, throw it out.
For more information contact FDA's Food Information Line 1.888.SAFE FOOD.
Go Outside and Play
One way to help your children be more active is to encourage outdoor play. The more time spent outdoors, the more time they are active. Here are some suggestions for fun, active play outside.
* Ride bikes
* Walk the dog
* Blow bubbles
* Play tag
* Play on a swing set
* Jump rope
* Play "hide and seek"
* Swim
* Run through a sprinkler
to eat more fruits and vegetables.
* For a super sweet treat, cut up and enjoy a golden pineapple. Choose one that is beginning to turn yellow but has no bruises or soft spots.
* Make your own smoothies by blending together frozen fruit, such as sliced bananas or strawberries, and milk and/or 100% fruit juice.
* Snack on the perfect grab-n-go foods: fresh apples, ripe plums and pears, carrot and celery sticks. Have these foods washed and ready for eating!
Color Me Healthy
Parent Bulletin Board
If a child dislikes certain types of vegetables, use your imagination by calling them something fun and memorable. For example, call peas "green balls" and broccoli "little trees."
Kids Kitchen
This is a recipe for you and your children to prepare together. It is not designed for children to make on their own. Supervision and assistance from an adult are required. Getting your children involved in food preparation will go a long way in encouraging them to try new foods and enjoy eating.
Banana Pops
INGREDIENTS
* 1 package (3.4 ounce) instant banana pudding mix
* 2 cups skim milk
* 1 banana, cut into pieces
INSTRUCTIONS
1. Combine pudding mix and milk.
2. Add cut up banana into pudding and blend evenly.
Try to keep meal times and snack times about the same time each day. This helps your child get into a routine so they are hungry and ready to eat when food is served.
3. Spoon enough pudding/bananas into Popsicle cups to cover bottom.
4. Periodically tap the cups to get any air pockets out.
5. Freeze till set and enjoy!
Remember everybody has a role. Your role as the parent is to offer a variety of nutritious meals and snacks; your child's role is to decide which foods to eat and how much.
Food For Families On The Go
Chicken Pasta Salad
7 servings
INGREDIENTS
INSTRUCTIONS
* 2 cups cooked small seashell pasta (about 1 cup uncooked)
* 1 cup diced bell pepper (red or green or a combination)
* 1 1 / 2 cup canned chicken (drained)
* 1 cup shredded yellow squash (about 1 medium squash)
* 1/2 cup sliced carrots
* 1/2 cup sliced green onion
* 1/2 cup canned corn kernels (drained)
* 1/2 cup frozen peas (thawed)
* 1 can (15 ounces) black beans (rinsed and drained)
* 1/2 cup fat free Italian dressing
1. Cook pasta according to package directions, drain; rinse.
2. Combine first nine ingredients in a large bowl
3. Toss gently with salad dressing (fat-free Ranch dressing may be substituted for Italian)
4. Chill for several hours to blend flavors.
Prep Time: 30 minutes
Cook Time: 10-12 minutes
Calories per serving: 229
Fat per serving: 6 grams | <urn:uuid:b68173ab-43c1-4e9d-bbba-9772852c1de2> | CC-MAIN-2017-09 | http://colormehealthy.com/0_docs/newsletters/08_CMH_News-June.pdf | 2017-02-24T12:31:00Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00045-ip-10-171-10-108.ec2.internal.warc.gz | 48,825,111 | 1,278 | eng_Latn | eng_Latn | 0.99737 | eng_Latn | 0.998311 | [
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doceamus . . . let us teach
DOCEAMUS
Teaching General ProblemSolving Skills Is Not a Substitute for, or a Viable Addition to, Teaching Mathematics
John Sweller, Richard Clark, and Paul Kirschner
Problem solving is central to mathematics. Yet problem-solving skill is not what it seems. Indeed, the field of problem solving has recently undergone a surge in research interest and insight, but many of the results of this research are both counterintuitive and contrary to many widely held views. For example, many educators assume that general problem-solving strategies are not only learnable and teachable but are a critical adjunct to mathematical knowledge. The best known exposition of this view was provided by Pólya (1957). He discussed a range of general problem-solving strategies, such as encouraging mathematics students to think of a related problem and then solve the current problem by analogy or to think of a simpler problem and then extrapolate to the current problem. The examples Pólya used to demonstrate his problem-solving strategies are fascinating, and his influence probably can be sourced, at least in part, to those examples. Nevertheless, in over
John Sweller is professor of education at the School of Education, University of New South Wales, Sydney, Australia. His email address is firstname.lastname@example.org.
Richard E. Clark is professor of educational psychology, Clinical Research Professor of Surgery, and director of the Center for Cognitive Technology at the University of Southern California. His email address is clark@usc. edu.
Paul Kirschner is professor of educational psychology at the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands in Heerlen, The Netherlands. His email address is paul. email@example.com.
a half century, no systematic body of evidence demonstrating the effectiveness of any general problem-solving strategies has emerged. It is possible to teach learners to use general strategies such as those suggested by Pólya (Schoenfeld, 1985), but that is insufficient. There is no body of research based on randomized, controlled experiments indicating that such teaching leads to better problem solving.
Recent "reform" curricula both ignore the absence of supporting data and completely misunderstand the role of problem solving in cognition. If, the argument goes, we are not really teaching people mathematics but rather are teaching them some form of general problem solving, then mathematical content can be reduced in importance. According to this argument, we can teach students how to solve problems in general, and that will make them good mathematicians able to discover novel solutions irrespective of the content.
We believe this argument ignores all the empirical evidence about mathematics learning. Although some mathematicians, in the absence of adequate instruction, may have learned to solve mathematics problems by discovering solutions without explicit guidance, this approach was never the most effective or efficient way to learn mathematics.
The alternative route to acquiring problemsolving skill in mathematics derives from the work of a Dutch psychologist, De Groot (1946–1965), investigating the source of skill in chess. Researching why chess masters always defeated weekend players, De Groot managed to find only one
difference. He showed masters and weekend players a board configuration from a real game, removed it after five seconds, and asked them to reproduce the board. Masters could do so with an accuracy rate of about 70% compared with 30% for weekend players. Chase and Simon (1973) replicated these results and additionally demonstrated that when the experiment was repeated with random configurations rather than real-game configurations, masters and weekend players had equal accuracy (±30%). Masters were superior only for configurations taken from real games.
Chess is a problem-solving game whose rules can be learned in about thirty minutes. Yet it takes at least ten years to become a chess master. What occurs during this period? When studying previous games, chess masters learn to recognize tens of thousands of board configurations and the best moves associated with each configuration (Simon & Gilmartin, 1973). The superiority of chess masters comes not from having acquired clever, sophisticated, general problem-solving strategies but rather from having stored innumerable configurations and the best moves associated with each in long-term memory.
De Groot's results have been replicated in a variety of educationally relevant fields, including mathematics (Sweller & Cooper, 1985). They tell us that long-term memory, a critical component of human cognitive architecture, is not used to store random, isolated facts but rather to store huge complexes of closely integrated information that results in problem-solving skill. That skill is knowledge domain-specific, not domain-general. An experienced problem solver in any domain has constructed and stored huge numbers of schemas in long-term memory that allow problems in that domain to be categorized according to their solution moves. In short, the research suggests that we can teach aspiring mathematicians to be effective problem solvers only by providing them with a large store of domain-specific schemas. Mathematical problem-solving skill is acquired through a large number of specific mathematical problem-solving strategies relevant to particular problems. There are no separate, general problemsolving strategies that can be learned.
How do people solve problems that they have not previously encountered? Most employ a version of means-ends analysis in which differences between a current problem-state and goal-state are identified and problem-solving operators are found to reduce those differences. There is no evidence that this strategy is teachable or learnable because we use it automatically.
But domain-specific mathematical problemsolving skills can be taught. How? One simple answer is by emphasizing worked examples of problem-solution strategies. There is now a large body of evidence showing that studying worked examples is a more effective and efficient way of learning to solve problems than simply practicing problem solving without reference to worked examples (Paas & van Gog, 2006). Studying worked examples interleaved with practice solving the type of problem described in the example reduces unnecessary working memory load that prevents the transfer of knowledge to long-term memory. The improvement in subsequent problem-solving performance after studying worked examples rather than solving problems is known as the workedexample effect (Paas & van Gog).
Whereas a lack of empirical evidence supporting the teaching of general problem-solving strategies in mathematics is telling, there is ample empirical evidence of the validity of the worked-example effect. A large number of randomized controlled experiments demonstrate this effect (e.g., Schwonke et al., 2009; Sweller & Cooper, 1985). For novice mathematics learners, the evidence is overwhelming that studying worked examples rather than solving the equivalent problems facilitates learning. Studying worked examples is a form of direct, explicit instruction that is vital in all curriculum areas, especially areas that many students find difficult and that are critical to modern societies. Mathematics is such a discipline. Minimal instructional guidance in mathematics leads to minimal learning (Kirschner, Sweller, & Clark, 2006).
References
W. G. Chase, & H. A. Simon, Perception in chess, Cognitive Psychology 4 (1973), 55–81.
A. De Groot, Thought and Choice in Chess, Mouton, The Hague, Netherlands, 1965. (Original work published 1946.)
P. Kirschner, J. Sweller, & R. Clark, Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problembased, experiential and inquiry-based teaching, Educational Psychologist 41 (2006), 75–86.
F. Paas & T. van Gog, Optimising worked example instruction: Different ways to increase germane cognitive load, Learning and Instruction 16 (2006), 87–91.
G. Pólya, How to Solve It: A New Aspect of Mathematical Method, Doubleday, Garden City, NY, 1957.
A. Schoenfeld, Mathematical Problem Solving, Academic Press, New York, 1985.
R. Schwonke, A. Renkl, C. Kreig, J. Wittwer, V. Aleven, & R. Salden, The worked example effect: Not an artifact of lousy control conditions, Computers in Human Behavior 25 (2009), 258–266.
H. Simon. & K. Gilmartin, A simulation of memory for chess positions, Cognitive Psychology 5 (1973), 29–46.
J. Sweller & G. Cooper, The use of worked examples as a substitute for problem solving in learning algebra, Cognition and Instruction 2 (1985), 59–89. | <urn:uuid:0e1cd754-e909-400b-bf8d-5dd7a2e9ed88> | CC-MAIN-2017-09 | http://cogtech.usc.edu/publications/clark_etal_2010_math.pdf | 2017-02-24T12:31:16Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00039-ip-10-171-10-108.ec2.internal.warc.gz | 51,294,371 | 1,741 | eng_Latn | eng_Latn | 0.995944 | eng_Latn | 0.995862 | [
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Riding is a social good.
Part 1: The Missing Piece
Two pieces, actually…First, riding is a social good. Same as eating healthy, exercising and higher education. Everything we do that makes us stronger, clearer, smarter, and sharper means we can better help ourselves and our species. We become better husbands, wives, parents, and workers…better leaders and followers.
Riding motorcycles does all of this,…and it gets us from A to B with a smaller 'footprint', and saves us time, and reduces congestion and increases available parking. Win, win, win. Win.
So why isn't everyone riding?
Because it is harder. Sitting on a comfortable couch eating junk food, watching TV, smoking cigarettes, drinking, and uh,…it's all bad. As are cars, pizza and ice cream. But that stuff all feels soooo good…and I like every bit of it, too.
The people selling us our cars, pizza and ice cream are not going to tell us those things are bad for us. And I'm keeping my car, pizza and ice cream. I'm already eating about as healthy, exercising as much, and riding as often as I can.
What's missing?
Incentives! I want to be rewarded for doing the right thing. Because, (ahem…) this is America! Everyone here deserves this.
There are only two meaningful incentives. (I already can easily ride in almost any weather to almost any destination—comfortably, efficiently and cost-effectively. Not enough.)
1. I also want to be able to save time filtering between all of the cars, just like riders in California (…and the entire rest of the world). It's statistically well-proven to be far safer for everyone, and it's super-easy once you've done it a few times.
2. I'd also like some legal protection in case something goes wrong. Like a 'vulnerable road user' law for all us walkers, bicyclers, skaters, skateboarders and motorcyclers. For everyone who uses roads not surrounded by glass, metal and airbags. We all need the same level of legal protection highway workers in states like Michigan enjoy. "Kill a worker: $10,000 fine + a year in jail" roadside construction zone signs there read. We want that level of protection, too.
Those are the two missing pieces: Lane sharing ('splitting' or 'filtering') tolerance and Vulnerable Road User protection law.
It's that simple…
Part 2: How do we get there?
Begin with "all politics is local". There's no reason any municipality cannot enact a law to allow lane sharing and separately another to better protect vulnerable road users. Yes, such laws would be extremely tough to pass (of course!), and anything like that is certain to be court-challenged at state and federal levels. But this is where the pressures for reform and social change must begin.
Your city council and mayor can make it legal to filter through traffic on every road and surface street within their jurisdiction. And put up billboards and issue proclamations to educate the rest of the public.
Your town can pass laws to better protect vulnerable road users, too. Laws that encourage bicycling, walking, motorcycling and the other healthier ways of getting yourself from A to B.
Your city can become the most motorcycle, pedestrian and bicycle friendly place in the country, and can put up signage boasting this beside every road that enters your municipality. Messages welcoming and supporting all these better ways of living, and encouraging visitors and citizens alike to partake of such healthier mobility options.
Auto makers and sellers (…and many other strong stakeholders) won't be happy such activities are being incentivized, though. It will take much courage, commitment and perseverance to effect these changes.
…but maybe someday sooner-than-youthink your community will become an even better place to live than it is now.
Just sayin'
Riding is a social good.
Part 3: Follow-up and tactical considerations.
Bicycles have the moral high ground. Sweet pathways got built, lane widths were striped off, and cities vie for acknowledgement as most bicycle-friendly.
This isn't a good fit with the world we've built. 100 + years of infrastructure investments and preferred lifestyle patterns. Pedaling cannot be made practical for most. Too-long commute distances, hills and the challenges of surrounding traffic are too much. America doesn't want to be the Netherlands. Denver cannot be Copenhagen.
Riders need three cities of 500K population or more, each with a few elected leaders willing to try. Mayors and councilors with motorcycles in their garages. The AMA, the MIC and Ride to Work should combine forces and target each with background strategic planning, campaign financing, quiet political lobbying, deal making, public education programs, and whatever else it takes.
Two of the chosen 'test' city efforts will fail. But one should succeed, and motorcycling will have established a working template for what is possible. A powerful model for all cities that shows everyone how to get others there.
Riding is a social good. Motorcycles and scooters offer the convenience, range and speed of cars, with a minimal eco/energy footprint and a broad range of personal health benefits.
They are more than toys for those with interest and discretionary funds.
If one big modern American city can incentivize riding, others will follow.
It could happen.
—Andy Goldfine 2013 | <urn:uuid:4ee5641f-2470-4d5a-b9cc-fc4593a0f64b> | CC-MAIN-2017-09 | http://ridetowork.org/files/docs/Riding_Is_A_Social_Good.pdf | 2017-02-24T13:09:55Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00038-ip-10-171-10-108.ec2.internal.warc.gz | 206,465,796 | 1,113 | eng_Latn | eng_Latn | 0.999054 | eng_Latn | 0.99914 | [
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8
Earth and space
The Solar System
We live on a planet called the Earth. The Earth gets energy from the Sun. The Earth spins on its axis once every 24 hours. The side of the Earth facing the Sun has daylight, and it is night on the side facing away from the Sun.
The Earth orbits around the Sun. It takes one year to go around once.
The Moon is a satellite of the Earth. We can see the Moon because it reflects light from the Sun. The Moon seems to change shape. The different shapes are called phases of the Moon. The phases happen because we cannot always see all of the part that is lit by the Sun.
There are eight planets in elliptical (oval-shaped) orbits around the Sun. Most of the planets have moons orbiting around them. The Sun, the planets and their moons make up the Solar System.
The eight planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
The Earth's axis is tilted. When the northern hemisphere is tilted towards the Sun it is summer in the UK. Days are longer than nights, and the Sun is higher in the sky. The Sun's rays are more concentrated, so it feels hotter.
Magnets and magnetic fields
Magnets attract magnetic materials. The two ends of a bar magnet are called the north-seeking pole and the south-seeking pole, or north pole and south pole for short. A north pole and a south pole attract each other. Two north poles or two south poles repel each other.
The space around a magnet where it has an effect is called its magnetic field. You can find the shape of the magnetic field using iron filings or using a plotting compass.
The Earth has a magnetic field. A compass is a small magnet that will point towards the Earth's North Pole. But magnetic materials placed near a compass can change the direction that the compass points towards.
© Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.
14
Page 1 of 2
8
Gravity and gravitational fields
The mass of something is the amount of substance or 'matter' it contains. It is measured in kilograms (kg). Weight is the force of gravity pulling on a mass. It is a force, so it is measured in newtons (N).
Gravity is the force of attraction between two masses. The force of gravity is stronger if:
* the objects have large masses
* the objects are close together.
On Earth, gravity pulls on every kilogram of mass with a force of about 10 N.
Gravity is not as strong on the Moon because the Moon has a much smaller mass than the Earth. If you went to the Moon your mass would not change, but your weight would be less than on Earth because the Moon's gravity is weaker.
You can calculate the weight of an object using this formula:
weight (N) = mass (kg) × gravitational field strength (N/kg)
The Sun's gravity keeps all the planets in our Solar System moving in elliptical orbits around it. If there was no gravity from the Sun, the planets would all fly off into space. The Earth's gravity keeps the Moon in orbit around the Earth.
A satellite is anything that orbits around a planet. The Moon is the only natural satellite of the Earth. Artificial satellites are put into orbit around the Earth or other planets. They can be used for taking pictures or transmitting TV programmes.
Beyond the Solar System
Planets do not make their own light. We can sometimes see the planets because they reflect light from the Sun.
The Sun is a star. It is a ball of gas that gives out large amounts of energy. The Sun is like the stars you can see in the sky at night. The stars do not look very bright because they are a lot further away than the Sun. People often group stars into patterns called constellations.
The Sun is one of millions of stars in our galaxy, which is called the Milky Way. There are millions of galaxies in the Universe.
The stars are a very long way from Earth. Scientists measure distances to the stars using light years. A light year is the distance that light can travel in one year.
purchasing institution only. This material is not copyright free.
15
Page 2 of 2 | <urn:uuid:20019da6-e994-441b-bac8-cc9b45b8d640> | CC-MAIN-2017-09 | http://parrswood.manchester.sch.uk/docs15-16/revision/8L-light-and-space.pdf | 2017-02-24T12:50:49Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00039-ip-10-171-10-108.ec2.internal.warc.gz | 191,919,194 | 878 | eng_Latn | eng_Latn | 0.999289 | eng_Latn | 0.999292 | [
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Circles, Planes & Volleyballs
Name__________________________
Cast Away
In the movie Cast Away, Federal Express engineer Chuck Nolan (Tom Hanks) struggles to survive on a deserted tropical island after a plane crash in the Pacific. In an effort to comprehend the seriousness of his situation, Chuck computes the size of his search area, centering the region on the point of last radio contact. Chuck laments to his inanimate companion, Wilson (a volleyball), that they may never be found.
1. Are Chuck's calculations correct? In the movie, Chuck is seen performing multiplication using an approximation of π and appears to arrive at his answer very quickly. Check his computations. Find a more accurate computation by using the full calculator listing of π .
Chuck's computations:
He determines that due to the storm, the plane was 400 miles off course from its charted location. This creates a search radius of 400 miles.
Your computations using the calculator π :
The AREA of the search region will be:
Is this computation correct? ________
2. Chuck states that the search area is "twice the size of Texas". If the diameter of Texas is 926 miles and we assume Texas to be a circle, what is the number of square miles in its area, to the nearest square mile?
3. Obviously, Texas is not a circle. The exact square mileage of the state of Texas is listed to be 261,797 square miles. What is the radius of the smallest circle that would contain this number of square miles, to the nearest mile?
4. a. The airplane’s stated speed of 475 mph was to be sustained throughout the entire 11 ½ hour trip. How far would the plane have traveled at this speed in that amount of time?
b. Due to the storm, the plane reduced speed to 375 mph after traveling for 7 hours at 475 mph. If the reduced speed was maintained for the remainder of the trip, how much longer will this trip take, to the nearest tenth of an hour?
5. Chuck’s friend Wilson, is actually a volleyball. The circumference of a regulation volleyball is 26 inches. What is Wilson’s radius to the nearest tenth of an inch?
6. If the radius of the search area was 400 miles, what was the circumference of the search area to the nearest mile? | <urn:uuid:a79607df-faae-4dd2-984b-ea1453718d48> | CC-MAIN-2017-09 | http://www.mathbits.com/MathBits/MathMovies/castawayWorksheet.pdf | 2017-02-24T12:29:46Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00044-ip-10-171-10-108.ec2.internal.warc.gz | 488,343,167 | 489 | eng_Latn | eng_Latn | 0.999093 | eng_Latn | 0.999094 | [
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chicagotribune.com>> Local news
Graphic
Study reveals temperature spike
Jet trails above fueling weather changes below, researchers say
By Ronald Kotulak
Tribune science reporter Published August 8, 2002
Fluffy rows of cirrus clouds created by the increasing number of jet contrails can sometimes fill half the sky and may significantly affect ground temperatures, according to a report in Thursday's issue of the British science journal Nature.
Using a unique opportunity to study the effect of contrails on temperature after all commerci were grounded for three days after the Sept. 11 terrorist attacks, a team of researchers foun spawned by jets lower peak daytime temperatures and raise the lowest nighttime readings.
Such temperature changes could have a profound impact, affecting growing patterns of som crops and increasing the likelihood of larger insect populations, according to the researchers
It may also be the clearest indication that human activity can alter the climate.
"We know for a fact that because of the contrails there are less clear days in the U.S. than t ever been," said David Travis, a University of Wisconsin climatologist who headed the study that human activity has much greater potential to change regional climate than it does to cha climate."
The range between the daytime high and nighttime low temperature is called the diurnal tem and it has decreased by 3 degrees on average around the nation, and by 5 degrees in the M Northeast and Northwest where air traffic is the heaviest, Travis said.
But whether the contrail effect changes the average 24-hour temperature is still under study three decades of records from 4,000 weather stations, scientists are trying to determine if th during the day or the heating at night has a greater influence on the average daily temperatu the highs and lows seem to average out.
http://www.chicagotribune.com/news/local/showcase/chi-0208080286aug08.story
1/24/05
During the three-day grounding, the diurnal temperature increased by 3 to 5 degrees, the on made such a significant change in the last 30 years, Travis said.
Satellite images of the U.S. showed that the sky was clearer than usual during the three day "During the three-day period when there were no commercial flights and only a few contrails planes, we got this sudden increase in the temperature range due to the fact that we sudden clearer skies across the country," Travis said.
The diurnal temperature range rose sharply on Sept. 11 and fell again on Sept. 14 when com flights resumed, he said.
The diurnal temperature range for Sept. 11-13 for the last 30 years across the U.S., prior to degrees. But for the same period last year after the terrorist attacks, it rose to 38 degrees.
Cirrus clouds affect temperature by reflecting some sunlight back into space during the day reducing the amount of infrared heat escaping from the earth at night, Travis explained. Scie long suspected that contrail clouds affect ground temperatures but there was little data com contrail-free skies with today's jet traffic. Satellite images of the Earth for Sept. 11 to 13 prov view of the skies nearly free of contrails in 50 years.
"This result, if it is corroborated by additional studies, represents the first large-scale evidenc effect of contrails on climate," said Patrick Minnis, a senior research scientist at NASA's Lan Research Center in Hampton, Va.
Minnis used satellite images to study the individual growth of contrail clouds during the airpo a task that was previously impossible because the numerous contrails that crossed paths bl findings.
Studying satellite images of lone contrails from military craft on Sept. 12, Minnis was able to that the cirrus clouds formed from these contrails lasted an average of six to eight hours.
Six to eight contrails can grow to form a cloud cover the size of Massachusetts, he said. The now make up 4 to 6 percent of the cloud cover on any given day, a huge increase from the 1 previously estimated.
On a typical day, an estimated 13,000 planes crisscross the nation at altitudes greater than the elevation at which cirrus clouds begin to form, Minnis said. As a result, contrails are mor between airports than they are around airports.
Cirrus clouds form in the upper atmosphere when there is sufficient moisture and temperatu 40 degrees below zero.
Contrails are formed from jet engine exhaust when particles from burnt fuel and water vapor flash-frozen into tiny droplets, serve as nuclei to which moisture already in the atmosphere c grow into clouds.
Jets frequently fly at altitudes where there is not enough moisture to form clouds naturally, b enough moisture to sustain cloud growth once the initial cloud is formed from a contrail, Min
Unlike the warming from greenhouse gases, which are thought to have a global impact, con act regionally over areas with the most flights, Travis said. How contrail clouds fit into the glo scenario is unclear, but their ability to moderate extreme temperatures will complicate the is
Also complicating the global warming issue is a recent report by the General Accounting Off estimating that jet engine emissions may account for about 3 percent of greenhouse gases.
"Our winters have not been as dramatically cold in recent years as they have been historica said. "Some of what has been attributed to global warming may be due to contrails that thro blanket of clouds to warm the nights."
Reducing the extremes of day and night temperatures could have a subtle impact on ecosys said. It may, for instance, increase insect populations that thrive better in moderate tempera http://www.chicagotribune.com/news/local/showcase/chi-0208080286aug08.story
1/24/05
Some crops could also be affected. Cranberries and citrus orchards need a certain number and warm days to ripen properly, Travis said.
Travis said he has mixed feelings about contrails. On the one hand they have been a prime research interest for the last 10 years. On the other hand they almost spoiled a recent vacat Pacific Northwest.
"There were so many contrails in the sky we weren't having any nice days," he said. "The co making the days kind of gloomy and overcast. There aren't as many sunny days as we had were kids."
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1/24/05 | <urn:uuid:daabd6a1-eb59-4e52-a09f-ce804ed9ca31> | CC-MAIN-2017-09 | http://www.agriculturedefensecoalition.org/sites/default/files/file/geo_current_116/116J_2002_Chicago_Tribune_Jet_Contrails_2002_Fueling_Weather_Changes_August_8_2002.pdf | 2017-02-24T13:04:30Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00040-ip-10-171-10-108.ec2.internal.warc.gz | 299,085,114 | 1,497 | eng_Latn | eng_Latn | 0.997207 | eng_Latn | 0.998702 | [
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Rules for debate or discussions.
2008-03-20 11:07:58 by kent
Debate Rules and Suggestions
Advice on Debating with Others
1. Avoid the use of Never.
3. Refrain from saying you are wrong.
2. Avoid the use of Always.
4. You can say your idea is mistaken.
6. Attack the idea not the person.
5. Don't disagree with obvious truths.
7. Use many rather than most.
9. Use some rather than many.
2. If it is just an opinion, admit it.
1. Quote sources and numbers.
3. Do not present opinion as facts.
5. Stress the positive.
4. Smile when disagreeing.
6. You do not need to win every battle to win the war.
8. Avoid bickering, quarreling, and wrangling.
8. Avoid exaggeration.
7. Concede minor or trivial points.
10. The use of often allows for exceptions.
9. Watch your tone of voice.
11. The use of generally allows for exceptions.
10. Don't win a debate and lose a friend.
11. Keep your perspective You're just debating.
You need to be very polite when disagreeing with someone in English, even someone you know quite well.
With someone you know very well, you can disagree more directly.
page 1 / 2
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CINCINNATI (AP) — Neil Armstrong was a soft-spoken engineer who became a global hero when as a steely-nerved pilot he made "one giant leap for mankind" with a small step onto the moon. The modest man, who had people on Earth entranced and awed from almost a quarter-million miles away, but credited others for the feat, died Saturday. He was 82.
Armstrong commanded the Apollo 11 spacecraft that landed on the moon July 20, 1969, capping the most daring of the 20th century's scientific expeditions. His first words after becoming the first person to set foot on the surface are etched in history books and the memories of those who heard them in a live broadcast.
Armstrong died following complications resulting from cardiovascular procedures, his family said in a statement. Armstrong had had a bypass operation this month, according to NASA. His family didn't say where he died; he had lived in suburban Cincinnati.
"That's one small step for man, one giant leap for mankind," Armstrong said. (Armstrong insisted later that he had said "a'' before man, but said he too couldn't hear it in
In those first few moments on the moon, during the climax of a heated space race with the then-Soviet Union, Armstrong stopped in what he called "a tender moment" and left a patch to commemorate NASA astronauts and Soviet cosmonauts who had died in action.
the version that went to the world.)
"It was special and memorable but it was only instantaneous because there was work to do," Armstrong told an Australian television interviewer this year.
"The sights were simply magnificent, beyond any visual experience that I had ever been
Armstrong and Buzz Aldrin spent nearly three hours walking on the lunar surface, collecting samples, conducting experiments and taking photographs.
exposed to," Armstrong once said.
Although he had been a Navy fighter pilot, a test pilot for NASA's forerunner and an astronaut, Armstrong never allowed himself to be caught up in the celebrity and glamour of the space program.
The moonwalk marked America's victory in the Cold War space race that began Oct. 4, 1957, with the launch of the Soviet Union's Sputnik 1, a 184-pound satellite that sent shock waves around the world.
"I am, and ever will be, a white socks, pocket protector, nerdy engineer," he said in February 2000 in one of his rare public appearances. "And I take a substantial amount of pride in the accomplishments of my profession."
A man who kept away from cameras, Armstrong went public in 2010 with his concerns about President Barack Obama's space policy that shifted attention away from a return to the moon and emphasized private companies developing spaceships. He testified before Congress and in an email to The Associated Press, Armstrong said he had "substantial reservations," and along with more than two dozen Apollo-era veterans, he signed a letter calling the plan a "misguided
Written by Associated Press Saturday, 25 August 2012 15:08
proposal that forces NASA out of human space operations for the foreseeable future."
"When he and his fellow crew members lifted off aboard Apollo 11 in 1969, they carried with them the aspirations of an entire nation. They set out to show the world that the American spirit can see beyond what seems unimaginable — that with enough drive and ingenuity, anything is possible," Obama said.
Armstrong was among the greatest of American heroes, Obama said in a statement.
Obama's Republican opponent Mitt Romney echoed those sentiments, calling Armstrong an American hero whose passion for space, science and discovery will inspire him for the rest of his life.
NASA chief Charles Bolden recalled Armstrong's grace and humility.
"The moon will miss its first son of earth," Romney said.
"As long as there are history books, Neil Armstrong will be included in them, remembered for taking humankind's first small step on a world beyond our own," Bolden said in a statement.
When he appeared in Dayton in 2003 to help celebrate the 100th anniversary of powered flight, he bounded onto a stage before 10,000 people packed into a baseball stadium. But he spoke for only a few seconds, did not mention the moon, and quickly ducked out of the spotlight.
Armstrong's modesty and self-effacing manner never faded.
He later joined former astronaut and Sen. John Glenn to lay wreaths on the graves of Wilbur and Orville Wright. Glenn introduced Armstrong and noted it was 34 years to the day that Armstrong had walked on the moon.
Glenn echoed those thoughts Saturday in a phone interview from Columbus, Ohio.
"Thank you, John. Thirty-four years?" Armstrong quipped, as if he hadn't given it a thought. At another joint appearance, the two embraced and Glenn commented: "To this day, he's the one person on Earth, I'm truly, truly envious of."
"When I think of Neil, I think of someone who for our country was dedicated enough to dare greatly," Glenn said.
In the years afterward, Armstrong retreated to the quiet of the classroom and his southwest Ohio farm. Aldrin said in his book "Men from Earth" that Armstrong was one of the quietest, most private men he had ever met.
Armstrong's moonwalk capped a series of accomplishments that included piloting the X-15 rocket plane and making the first space docking during the Gemini 8 mission, which included a successful emergency splashdown.
In the Australian interview, Armstrong acknowledged that "now and then I miss the excitement about being in the cockpit of an airplane and doing new things."
Glenn, who went through jungle training in Panama with Armstrong as part of the astronaut program, described him as "exceptionally brilliant" with technical matters but "rather retiring, doesn't like to be thrust into the limelight much."
At the time of the flight's 40th anniversary, Armstrong again was low-key, telling a gathering that the space race was "the ultimate peaceful competition: USA versus U.S.S.R. It did allow both sides to take the high road with the objectives of science and learning and exploration."
Derek Elliott, curator of the Smithsonian Institution's U.S. Air and Space Museum from 1982 to 1992, said the moonwalk probably marked the high point of space exploration.
The manned lunar landing was a boon to the prestige of the United States, which had been locked in a space race with the former Soviet Union, and re-established U.S. pre-eminence in science and technology, Elliott said.
Written by Associated Press Saturday, 25 August 2012 15:08
"The fact that we were able to see it and be a part of it means that we are in our own way witnesses to history," he said.
"I believe this nation should commit itself to achieving the goal, before the decade is out, of landing a man on the moon and returning him safely to Earth," Kennedy had said. "No single space project in this period will be more impressive to mankind, or more important to the long-range exploration of space; and none will be so difficult or expensive to accomplish."
The 1969 landing met an audacious deadline that President Kennedy had set in May 1961, shortly after Alan Shepard became the first American in space with a 15-minute suborbital flight. (Soviet cosmonaut Yuri A. Gagarin had orbited the Earth and beaten the U.S. into space the previous month.)
The end-of-decade goal was met with more than five months to spare. "Houston: Tranquility Base here," Armstrong radioed after the spacecraft settled onto the moon. "The Eagle has landed."
The third astronaut on the mission, Michael Collins, circled the moon in the mother ship Columbia 60 miles overhead while Armstrong and Aldrin went to the moon's surface.
"Roger, Tranquility," Apollo astronaut Charles Duke radioed back from Mission Control. "We copy you on the ground. You've got a bunch of guys about to turn blue. We're breathing again. Thanks a lot."
Collins told NASA on Saturday that he will miss Armstrong terribly, spokesman Bob Jacobs tweeted.
For Americans, reaching the moon provided uplift and respite from the Vietnam War, from strife in the Middle East, from the startling news just a few days earlier that a young woman had drowned in a car driven off a wooden bridge on Chappaquiddick Island by Sen. Edward Kennedy. The landing occurred as organizers were gearing up for Woodstock, the legendary three-day rock festival on a farm in the Catskills of New York.
In all, 12 American astronauts walked on the moon between 1969 and the last moon mission in 1972.
Armstrong was born Aug. 5, 1930, on a farm near Wapakoneta in western Ohio. He took his first airplane ride at age 6 and developed a fascination with aviation that prompted him to build model airplanes and conduct experiments in a homemade wind tunnel.
Armstrong enrolled in Purdue University to study aeronautical engineering but was called to duty with the U.S. Navy in 1949 and flew 78 combat missions in Korea.
As a boy, he worked at a pharmacy and took flying lessons. He was licensed to fly at 16, before he got his driver's license.
After the war, Armstrong finished his degree from Purdue and later earned a master's degree in aerospace engineering from the University of Southern California. He became a test pilot with what evolved into the National Aeronautics and Space Administration, flying more than 200 kinds of aircraft from gliders to jets.
Armstrong was backup commander for the historic Apollo 8 mission at Christmastime in 1968. In that flight, Commander Frank Borman, and Jim Lovell and Bill Anders circled the moon 10 times, and paving the way for the lunar landing seven months later.
Armstrong was accepted into NASA's second astronaut class in 1962 — the first, including Glenn, was chosen in 1959 — and commanded the Gemini 8 mission in 1966. After the first space docking, he brought the capsule back in an emergency landing in the Pacific Ocean when a wildly firing thruster kicked it out of orbit.
Aldrin said he and Armstrong were not prone to free exchanges of sentiment.
Written by Associated Press Saturday, 25 August 2012 15:08
"But there was that moment on the moon, a brief moment, in which we sort of looked at each other and slapped each other on the shoulder ... and said, 'We made it. Good show,' or something like that," Aldrin said.
Parents huddled with their children in front of the family television, mesmerized by what they were witnessing. Farmers abandoned their nightly milking duties, and motorists pulled off the highway and checked into motels just to see the moonwalk.
An estimated 600 million people — a fifth of the world's population — watched and listened to the landing, the largest audience for any single event in history.
Television-less campers in California ran to their cars to catch the word on the radio. Boy Scouts at a camp in Michigan watched on a generator-powered television supplied by a parent.
In Wapakoneta, media and souvenir frenzy was swirling around the home of Armstrong's parents.
Afterward, people walked out of their homes and gazed at the moon, in awe of what they had just seen. Others peeked through telescopes in hopes of spotting the astronauts.
"You couldn't see the house for the news media," recalled John Zwez, former manager of the Neil Armstrong Air and Space Museum. "People were pulling grass out of their front yard."
In 1970, Armstrong was appointed deputy associate administrator for aeronautics at NASA but left the following year to teach aerospace engineering at the University of Cincinnati.
Armstrong, Aldrin and Collins were given ticker tape parades in New York, Chicago and Los Angeles and later made a 22-nation world tour. A homecoming in Wapakoneta drew 50,000 people to the city of 9,000.
He remained there until 1979 and during that time bought a 310-acre farm near Lebanon, where he raised cattle and corn. He stayed out of public view, accepting few requests for interviews or speeches.
Those who knew him said he enjoyed golfing with friends, was active in the local YMCA and frequently ate lunch at the same restaurant in Lebanon.
"He didn't give interviews, but he wasn't a strange person or hard to talk to," said Ron Huston, a colleague at the University of Cincinnati. "He just didn't like being a novelty."
In 2000, when he agreed to announce the top 20 engineering achievements of the 20th century as voted by the National Academy of Engineering, Armstrong said there was one disappointment relating to his moonwalk.
From 1982 to 1992, Armstrong was chairman of Charlottesville, Va.-based Computing Technologies for Aviation Inc., a company that supplies computer information management systems for business aircraft.
"I can honestly say — and it's a big surprise to me — that I have never had a dream about being on the moon," he said.
He then became chairman of AIL Systems Inc., an electronic systems company in Deer Park, N.Y.
It's the second death in a month of one of NASA's most visible, history-making astronauts.
Armstrong married Carol Knight in 1999, and the couple lived in Indian Hill, a Cincinnati suburb. He had two adult sons from a previous marriage.
Sally Ride, the first American woman in space, died of pancreatic cancer on July 23 at age 61.
Just prior to the 50th anniversary of Glenn's orbital flight this past February, Armstrong offered high praise to the elder astronaut and said that Glenn had told him many times how he
One of NASA's closest astronaut friends was fellow Ohioan, Mercury astronaut John Glenn, the first American to orbit the Earth.
Neil Armstrong, 1st man on the moon, dies at 82
Written by Associated Press Saturday, 25 August 2012 15:08
wished he, too, had flown to the moon on Apollo 11. Glenn said it was his only regret. Noted Armstrong in an email: "I am hoping I will be 'in his shoes' and have as much success in longevity as he has demonstrated." Glenn is 91.
"Honor his example of service, accomplishment and modesty, and the next time you walk outside on a clear night and see the moon smiling down at you, think of Neil Armstrong and give him a wink."
At the Griffith Observatory in Los Angeles on Saturday, visitors held a minute of silence for Armstrong. His family's statement made a simple request for anyone else who wanted to remember him: | <urn:uuid:ddb479c6-16dd-4c1d-88ff-750961ab6db0> | CC-MAIN-2017-09 | http://www.myssnews.com/index.php?view=article&catid=94%3Astate-news&id=19773%3Aneil-armstrong-1st-man-on-the-moon-dies-at-82-&format=pdf&option=com_content&Itemid=351 | 2017-02-24T12:47:03Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00046-ip-10-171-10-108.ec2.internal.warc.gz | 536,306,264 | 3,042 | eng_Latn | eng_Latn | 0.999497 | eng_Latn | 0.999486 | [
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AUGUST
Guilt And The Working Mom
S ometimes working moms feel guilty about being away from home, and they try to make it up to children by giving them only foods that they know the children like.
While you might avoid mealtime hassles, you aren't teaching your child about a healthy eating. It won't be easy if your child has already learned that he can refuse to eat what is served and get something else instead. But remember, you are in charge of what is served.
If you have this problem in your family, you aren't alone. Helping children have a healthy diet is not always easy, but the rewards of good health, reduced risk of disease, and overall positive attitude towards eating are worth the effort. Try some of the "Foods for Families on the Go" recipes to get you over the hurdle of trying new foods.
How Can You and Your Family Eat More Fruits and Vegetables?
Wonderful Water
* Keep a bowl of fruit on the counter.
* Make fruit smoothies for a quick breakfast or snack.
* Keep baby carrots or other ready-to-eat vegetables on hand.
* Add bananas or berries to cereal or yogurt.
* Make a stir-fry, experiment with different vegetables or use what you have on hand.
* Use frozen or canned fruits and vegetables without added sauce or sugar when fresh is not available or is too costly.
Our children (like us) don't drink enough water. Children need between 4-8 glasses of water per day to prevent dehydration and promote overall good health. Your child may need even more in hot weather. Getting enough water is not easy. Here are some steps to help you and your family get the water they need.
* When your child asks for something to drink, serve water
* Serve water with meals
* Add lemon, lime, or orange slices to water
* Let children keep a water bottle in the refrigerator
* Add a splash of orange juice or other fruit juice for flavor
* Let your child drink water out of a sports bottle like the athletes, it may encourage them to drink more
* When you do serve soft drinks or fruit drinks, mix them half and half with water
Color Me Healthy
Parent Bulletin Board
To encourage good eating habits in children, try not to barter or make deals with children using food, limit the amount of unhealthy foods kept in the house, and provide a variety of choices.
Kids Kitchen
This is a recipe for you and your children to prepare together. It is not designed for children to make on their own. Supervision and assistance from an adult are required. Getting your children involved in food preparation will go a long way in encouraging them to try new foods and enjoy eating.
A Forest Full of Color
INGREDIENTS
* 2 carrots cut into strips (or mini carrots or prepared carrot strips)
* 1 cup broccoli or cauliflower florets (or some of each)
* low-fat Ranch salad dressing
INSTRUCTIONS
1. Wash and cut up vegetables.
2. Put the carrot strips on a plate so they look like tree trunks.
More screen time (TV and video games) is associated with unhealthy weights and poor fitness in children and youth.
3. Place the broccoli and cauliflower at the top of the carrot sticks as the top of the trees.
4. Put the Ranch dressing at the bottom of the carrots.
5. Dip the carrots, broccoli, and cauliflower in the dip and dig in!
Right-size portions. Serve reasonable portion sizes based on age to get and stay healthy.
Food For Families On The Go
Turkey Sloppy Joes 6 servings
INGREDIENTS
* 1 pound ground turkey or lean ground beef
* 1/4 cup chopped onion
* 1/2 cup ketchup
* 3 tablespoons barbecue sauce
* 1 tablespoon yellow mustard
* 1 tablespoon vinegar
* 1 1 / 2 teaspoon Worcestershire sauce
* 1/2 teaspoon celery seed
* 1/4 teaspoon pepper
* 6 whole wheat hamburger buns
INSTRUCTIONS
1. In a nonstick skillet, cook the turkey and onion for 5 minutes or until turkey is no longer pink.
2. Add the next seven ingredients; simmer for 10 minutes. Stir occasionally.
3. Serve on buns.
Prep Time: 15 minutes
Cook Time: 10 minutes
Calories per serving: 236
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SUBMISSION No. 114
Australian Parliamentary Inquiry into Internet Safety
UK Council for Child Internet Safety (UKCCIS)
Background
In 2007 Professor Tanya Byron - a clinical psychologist for children - was invited by the previous Prime Minister, Gordon Brown, to conduct an independent review of child online safety. Her review, "Safer Children in a Digital World", was published in March 2008 and recommended the establishment of a council for child internet safety. The UK Council for Child Internet Safety (UKCCIS) was set up in the autumn of 2008 and now brings together over 160 member organisations including representatives from government departments – including the Department for Education (formerly the Department for Children, Schools and Families), Home Office, Department for Business, Innovation and Skills and Department for Culture, Media and Sport, the internet and videogames industries, regulatory bodies and children's charities. Secretariat to UKCCIS is provided by the Department for Education.
Overseen by an Executive Board (jointly chaired by Ministers from the Department for Education and the Home Office), the council has five working groups across industry, public awareness, education, video games and research, all of which have met on a regular basis since March 2009 to discuss, plan and implement the delivery of the Byron recommendations. In December 2009, UKCCIS published a strategy document outlining its priorities for the coming year.
In December 2009, Professor Byron was invited to review progress made by UKCCIS since the publication of her original review. This took place between January and March 2010.
Over the course of this progress review Professor Byron consulted with UKCCIS stakeholders from all sectors, along with groups of children to discuss their experiences with online safety. She also held a discussion with parents regarding their concerns about online safety via a live chat on a parenting website.
The recommendations made in this review have been referred to the UKCCIS Executive Board to consider. Copies of both Professor Byron's reviews and the UKCCIS Strategy are enclosed for information.
Achievements to date
Education
Internet safety skills and knowledge are embedded across the curriculum in various subjects, including the Information Communication and Technology school curriculum (which is statutory in secondary schools). A range of materials is available to assist teachers.
There has been an increased consensus amongst the education sector that 'locking down' the internet at school does not encourage children to take responsibility for their behaviour online and that helping children to manage online risks through education can be more effective.
Key facts:
* 82% of 12-17 year olds say their school has taught them about staying safe on the internet. The majority of learners feel that learning from teachers at school is one of the best ways to learn about internet safety. (former Department for Children, Schools and Families Staying Safe Survey 2009)
* 85% of teachers in 2010 felt they had the necessary knowledge of internet safety issues compared to 77% in 2009 and 83% felt they had the skills to use this within their teaching (compared to 74% in 2009).
Internet safety appears to be taught in the vast majority of primary schools; in a 2010 survey only 4% of primary teachers said they didn't teach internet safety.
Public awareness
In her 2008 review, Professor Byron found that 53 per cent of adults want more and better information about the internet and that 57 per cent of parents whose children use the internet do not know where to get information about how to protect their children online. As a result, she recommended two key public awareness activities:
* a properly funded information and awareness campaign on child internet safety; and
* an authoritative 'one stop shop' for child internet safety
In February 2010, UKCCIS, supported by the former Department for Children Schools and Families, launched a public awareness campaign that centred on three key messages, "Zip it, Block it, Flag it" www.direct.gov.uk/clickcleverclicksafe
The messages encourage children to keep personal information private, block people who send nasty messages and tell a trusted adult if something online upsets them. This code was designed to give parents the confidence to be able to help their children enjoy the internet safely and to help children and young people understand how their online experiences can expose them to risks. The campaign has recently been nominated for an internet industry award.
Industry
The Industry Working Group is currently focussing on working with representatives across a wide range of industries to help them develop and implement Professor Byron's recommendation for an independently reviewed code of conduct which industry can use to self-regulate their practices to keep children safe online. This may involve, for example, commitments to adhere to set take-down times of harmful and inappropriate material once identified and adherence to a standard way of handling reports and complaints.
The group agreed to work to the timescales set out by Professor Byron in her follow up review - to agree a framework by December 2010 with the first review complete by December 2011. Ministers in the new Government have not yet considered this timetable.
Video games
Professor Byron has made it clear in her 2010 progress review that improving the quality of parental controls, along with educating parents about how they are used, should be a priority area of the remit for the video games working group. In addition, she has recommended that UKCCIS looks at establishing a code of conduct for casual gaming websites and developers.
Key facts:
* 90% of children aged 7 to 16 own or have access to a games console
* 19% of parents report that their child accesses online material via a games console
* under a third (32%) of parents with children who use games consoles are aware of parental controls
Expert research
In addition to the working groups, there is a UKCCIS Expert Research Panel which has led work on gathering together evidence on online risks and has planned further work on the setting up of a database of evidence to inform policy makers. A copy of the report is enclosed.
Although Professor Byron did not make a specific recommendation on research in her 2010 review, she wrote about "establishing a solid evidence base" and the importance of having "an accurate view of the level of risk....so that our interventions are proportionate and evidence based."
Current topical issues
Professor Byron recognised in 2008 that there were a large number of diverse stakeholders all operating independently in the field of children's online safety, who would benefit from being brought together in one forum.
1) Executive Board
This is a large group of 22 members which has the potential to expand if Professor Byron's new recommendations are adopted. Professor Byron also recommended an independent chair for the Executive Board in her 2010 review. This is yet to be discussed by the board.
2) Processes
Professor Byron also recommended that changes are made to how the Council currently functions. For example, she recommended that the executive board, supported where appropriate by the working groups, develops a stronger business planning process to monitor performance. The council structure is currently being re-examined to establish more efficient ways of working.
3) Online safety and other digital issues
The online safety agenda is closely related to, and overlaps with, a large number of cross-government policy areas such as digital inclusion, digital life skills, media literacy, commercialisation, sexualisation, pornography, cyberbullying and cybercrime. The UKCCIS secretariat ensures that links with these policy areas are made.
Commercialisation, sexualisation and pornography
Recent government-sponsored reviews on sexualisation (Dr. Linda Papadopoulos) and commercialisation of children (Professor David Buckingham) have alluded to the increasingly influential role of the internet in the lives of children and young people.
In her 2010 review, Professor Byron also noted that pornography should be more clearly embedded within UKCCIS's remit and she highlighted that "accidental or involuntary exposure to pornography can be disturbing...and has been associated with the reinforcement of sexist or violent attitudes and behaviours."
The current government's Coalition Agreement stated 'We will crack down on irresponsible advertising and marketing, especially to children. We will also take steps to tackle the commercialisation and sexualisation of childhood.' http://www.cabinetoffice.gov.uk/media/409088/pfg_coalition.pdf While this statement does not overtly mention the internet, it is clear that children's digital safety is a relevant channel for these issues.
European work on internet safety
In her 2010 report, Professor Byron recommended stronger links with the EU and, in particular, that there be a named liaison point between the European Commission and UKCCIS. This recommendation will be discussed with the Executive Board who will agree whether they wish to take this forward.
Current challenges to progress
Professor Byron expressed concerns about the rate of progress made towards the self-regulation of industry. Professor Byron did not recommend legislation at this stage but suggested that government may want to consider this as an option if progress is not made more rapidly.
Although there is valuable work being carried out in several countries to help keep children safe online, the internet remains a global environment. Progress made at national level in strengthening laws, regulating content and access cannot prevent potentially harmful or inappropriate materials being produced and distributed online from sources outside of their jurisdiction. This is a significant challenge to children's safety online and underlines the importance of effective international, as well as national, action.
Future direction of UKCCIS
Following a general election in May 2010, the UK has recently undergone a change of administration. The current coalition government is supportive of the child internet safety agenda and Ministers are keen to see the work of UKCCIS continue although it is not yet clear what this work will comprise.
Ministers from the Home Office and Department for Education will meet with the UKCCIS Executive Board on 20 July 2010 to discuss the activities UKCCIS should take forward over the coming year. | <urn:uuid:58b62b95-bc77-46e8-9440-41f38567c8df> | CC-MAIN-2014-15 | http://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=/jscc/subs/sub_114.pdf | 2014-04-16T20:50:46Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00081-ip-10-147-4-33.ec2.internal.warc.gz | 287,100,929 | 2,017 | eng_Latn | eng_Latn | 0.998469 | eng_Latn | 0.998581 | [
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Why Small-Sided Games?
US Youth Soccer has thought long and hard about the answer to the question, "Why Small-Sided Games?"
What does "Small-Sided Games" mean? These are soccer games with fewer players competing on a smaller sized field. These are fun games that involve the players more because fewer players are sharing one ball.
All ages can play "Small Sided Games", but it has a definite developmental impact on our younger soccer players. US Youth Soccer recommendations for "number of players" at the various age groups are as follows:
U6 | 3 against 3 no goal keepers
U8 | 4 against 4 no goal keepers
U10 | 6 against 6 with goal keepers
U12 | 8 against 8 with goal keepers
U13+ | 11 against 11 with goal keepers
Here are some of the reasons why we believe, as soccer coaches, administrators and parents must guarantee that our young soccer players play small-sided games:
1. Because we want our young soccer players to touch the soccer ball more often and become more skillful with it! (Individual technical development)
2. Because we want our young soccer players to make more, less-complicated decisions during the game! (Tactical development)
3. Because we want our young soccer players to be more physically efficient in the field space they are playing in! (Reduced field size)
4. Because we want our young soccer players to have more individual teaching time with the coach! Less players on the field and less players on the team will guarantee this! (Need to feel worthy and need to feel important)
5. Because we want our young soccer players to have more, involved playing time in the game! (More opportunity to solve problems that only the game presents)
6. Because we want our young soccer players to have more opportunity to play on both sides of the ball! (More exposure to attacking and defending situations)
7. Because we want our young soccer players to have more opportunities to score goals! (Pure excitement)
These are the reasons why we adults must foster "Small-Sided Games" in our youth soccer programs. The "Small-Sided" environment is a developmentally appropriate environment for our young soccer players. It's a FUN environment that focuses on the young soccer player.
It just makes sense doesn't it? | <urn:uuid:e238097c-2e56-4606-8261-c67887d71d2d> | CC-MAIN-2017-09 | https://usys-assets.ae-admin.com/assets/923/15/resources-why-small-sided-games.pdf | 2017-02-24T12:32:46Z | crawl-data/CC-MAIN-2017-09/segments/1487501171608.86/warc/CC-MAIN-20170219104611-00048-ip-10-171-10-108.ec2.internal.warc.gz | 776,258,985 | 480 | eng_Latn | eng_Latn | 0.998508 | eng_Latn | 0.998508 | [
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Odor Control Tips for Rabbits & Rodents
Drs. Foster & Smith Educational Staff
In the wild, most small animals keep themselves clean and odor free. They do not soil their nest, and they groom meticulously. In captivity, animals need help to maintain a hygienic, healthy environment. The leading cause of odor is the buildup of urine and fecal matter in the cage. Fortunately, effective odor control is seldom difficult. It usually starts and finishes with cage maintenance.
Occasionally, if a pet becomes soiled by conditions in the cage, grooming or bathing may also be necessary.
Practice Good Housekeeping
To simplify maintenance, choose the right cage and set it up carefully to meet the specific needs of your pet.
Wire-mesh cages are the most popular. They provide much needed ventilation and are easy to clean. Choose the correct size of wire mesh for the size of your pet. Wire flooring can be hard on your pet's feet. Cover a portion of the body of the cage with an untreated, unpainted board, grass mat, or needlepoint canvas. Select a
cage with a slide-out bottom tray for fast, easy cleaning.
Bedding & Litter can consist of many soft, absorbent materials. However, maintaining a steady supply of shredded paper or fabric can be a hassle. Commercially available products - such as natural wood shavings, or cotton and wood nesting pads - have the advantages of being uniform, nontoxic, and readily available. They are also cost effective.
Nests will normally be constructed by your pet, but you should also provide sleeping boxes. Mice and hamsters like the security and warmth of the Hideouts.
Food and water containers that attach to the cage are recommended. On the cage floor, water in a bowl can become contaminated or tipped over, soaking the bedding.
Temperature extremes are a danger to all small animals. A fur coat is no advantage when temperatures rise into the 80s. Depending upon the species, the ideal room temperature may range from 55 to 75 degrees. Position the cage in a well-ventilated room, but away from drafts, air conditioning vents, radiators, or windows that are in direct sunlight.
Several factors influence the frequency of cage maintenance. The size and construction of the cage, as well as the number and habits of animals in the cage are the primary factors. The larger the cage and the fewer the animals, the less often the cage will need to be cleaned. The entire cage will need to be cleaned less frequently if the pet is litter trained, and more frequently if the pet is messy, scattering food about the cage or defecating in feeding bowls. Higher temperatures and humidity often necessitate cleaning more often. If you or family members have allergies to your pet, more frequent cage cleaning may help reduce the dander and salivary proteins that can trigger allergic reactions.
As a general rule, follow these cleaning guidelines:
Once a day, remove any damp clumps of bedding with a spoon or scoop, whether it is wet from urine, or spilled water. Most pets tend to urinate in one corner of the cage. In this case, you can line that area more heavily. Pick up any spilled food particles on the floor of the cage. Wash the food and water containers with soap and water, rinse well, and refill them.
At least once a week, replace bedding or empty the droppings tray. Also, wash toys, exercise wheels, seesaws, and any other cage accessories.
Once a month, wash the cage and accessories in hot, soapy water and rinse well. Then make a bleach solution at a dilution of approximately 1 part
Odor Control Tips for Rabbits & Rodents - Page 2 of 4
bleach to 16 parts water (1 cup bleach to 1 gallon of water), and apply to the cage and accessories. Allow the disinfectant to have contact with the material for 5-10 minutes. Rinse the items thoroughly with clean water, especially any wooden items. For your safety and comfort, use the bleach solution in an area that is adequately ventilated. Rubber gloves and safety goggles are also recommended. Rinse the cage thoroughly and dry completely. When thoroughly dry, add fresh bedding and nesting material.
Maintain Good Pet Hygiene
Grooming - Your pet likely invests a significant amount of time grooming himself or cage mates. Mice, rats, hamsters and gerbils seldom need additional brushing. If they do become soiled with fecal matter or food, you can brush them lightly with a small bristle brush or toothbrush. Rabbits tend to shed every three months, and usually twice a year the shedding will be heavy. Regular grooming is essential to free the coat of dead hairs and reduce the amount of hair the rabbit may ingest while grooming.
Bathing - Unless your pet has been accidentally splashed with a sticky substance, it is not necessary to bathe him, ever. Because of their exceptionally thick coats and fine fur, however, it is necessary to provide chinchillas a dust bath on a daily basis, or at least several times a week. Sanitized chinchilla dust, or a 9:1 mixture of silver sand or volcanic ash and Fuller's earth, can be used in a Bath House. Remove the dust bath after use to prevent fecal contamination. Gerbils, also, can benefit from a dust bath.
Most owners appreciate the natural, clean smell of their pet. It should never be masked with perfumes or foreign scents. With your help, your pet's home, and yours, will stay fresh and pleasant.
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Odor Control Tips for Rabbits & Rodents - Page 3 of 4
FURminator Deshedding Tool This top-selling pet groomer reduces
o stu e a d odor from fur.
o stu e to neutralize urine and maximize odor control.
est g spot o bed, as a floor mat, a door covering, or even to line the walls of your small pet's home to create a cozier atmosphere.
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CITY OF VALLEJO FIRE DEPARTMENT NEWS ADVISORY
HOLIDAY TREE SAFETY TIPS FROM THE VALLEJO FIRE DEPARTMENT
Chief Donald Parker and the Vallejo Fire Department would like to make your Holiday a safe one this year, here are a few Christmas tree safety tips:
Smoke Detectors. Make sure you have at least one working smoke detector in your home. Twice a year when you change your clocks, change the battery in your detector(s).
Clean Your Chimney. Make it a pre-holiday tradition to have your chimney cleaned so Santa won't get so dirty sliding down it! Many holiday fires occur when the weather gets cooler and we begin to use our fireplaces.
Test Tree for Freshness. This may be done by taking 10 needles from the tree. If two out of 10 snap, the moisture content in the tree is at a level which will allow it to continue to drink water. (This will not work for the Monterey Pine).
Wash Debris Off Tree. When you get home, spray it with water to remove all dead needles and dust.
Make a Fresh Cut about ½" off the bottom of the tree. Trim branches from the bottom of the tree so that there is approximately 8" to 12" clearance from the floor to the lowest branch.
Place Tree in a Water Bowl. The water bowl should hold two to four quarts of water.
Fill Bowl to the Rim with Fresh, Clean, Plain Water. If getting to the water bowl is difficult, place ice cubes in the water bowl, instead of water. The longer you wait to place your tree in water, the greater the changes are that your tree will lose the required moisture content to keep it fresh during the holiday season.
Water your Christmas Tree Daily. An average tree may consume between a quart and a gallon of water per day. If the water level is allowed to drop below the trunk cut of the tree, a seal will form and prevent the tree from absorbing water.
Place your Tree Away from any Heat Source. Heater, downdraft of heater vents, wood stoves, fireplaces, large appliances such as T. V.'s and direct sunlight cause trees to dry out very fast and once a tree loses its required moisture content it will not look or remain fresh.
Do NOT Overload your Tree with Lights. Use only decorative indoor lights approved by a recognized laboratory. Mini-lights produce minimum heat release. By decorating the tree with a large quantity of lights you add a constant heat source to your tree. Never use outdoor lights on an indoor tree. Never put candles on your tree.
Extension Cords. If you must use an extension cord, use one with a surge protector and do not connect multiple cords together.
Teach Children Christmas Tree Safety. Do not leave matches, lighters, lit cigarettes, candles, or heaters unattended for small hands and inquisitive minds. Do NOT Burn your Christmas tree in the Fireplace. Burning your tree in the fireplace may cause a chimney fire or a structure fire.
Tree Removal. Remove your tree as soon as possible after the holiday and dispose of it properly. Never burn your tree or wrapping paper in your fireplace or wood stove. The rapid burning and excessive heat can damage the firebox and chimney, creating a serious fire hazard.
Christmas Trees in Businesses. Any Christmas tree placed in any business, school, church, hospital, senior homes, jails, health clinics, or places of public assembly must be treated with a state fire marshal approved flame retardant chemical and have a tag attached stating this fact. There are several lots in town that provide this service.
Holiday Meals. During the holiday season your oven really gets a workout and so many of them are self-cleaning, many people do not read the instructions for using the self-cleaning mode. Please make sure you read the instructions for your oven or consult with the place you bought it. Remember in the clean mode your own can reach temperature of 1000 degrees F and automatically locks so that it can not be opened until cooled. Any large items in the bottom of the oven can catch fire or being to smoke a lot. Please read your instructions carefully.
The Vallejo Fire Department is once again helping in the "Toys for Tots" Toy Drive. All Fire stations are collection sites. Please drop off new and unwrapped toys at any fire station. Please help make a child's Christmas a merry one, and drop off a new toy today.
Thank you, and Merry Christmas and Happy New Year from Fire Chief Donald Parker and the Vallejo Fire Department. | <urn:uuid:28e9953b-872b-4cff-baa2-ea5578478c58> | CC-MAIN-2014-15 | http://ci.vallejo.ca.us/common/pages/DisplayFile.aspx?itemId=29994 | 2014-04-16T18:59:33Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00083-ip-10-147-4-33.ec2.internal.warc.gz | 43,788,300 | 948 | eng_Latn | eng_Latn | 0.998509 | eng_Latn | 0.998568 | [
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ALTERNATIVES
MANAGING APHID PROBLEMS WITHOUT PESTICIDES
BY CAROLINE COX
Have you found drops of honeydew on your car after you've parked it under a tree? Or have you found more than broccoli when you're cutting up a freshly-picked head from your garden? You're probably dealing with aphids, a common insect in yards and gardens. Don't reach for an insecticide, though; there are straightforward ways of dealing with these small creatures without having to use poisons.
Is Your Insect an Aphid?
There are many kinds of aphids. They're usually less than 1/8 inch long 1 and don't move rapidly. 2 They come in almost every color, 1 and mostly have soft, pear-shaped bodies. If you look closely at an aphid, you'll see two small tubes projecting from their hind end. These are called cornicles and are unique to aphids. 2 Aphids have needlelike mouthparts which they use offspring (not eggs) which are all female. 1 At the end of the summer males are produced, and mated females lay eggs that hatch the next spring. 1 When there are lots of aphids on a plant, winged individuals are produced which then search for a less crowded plant. 2 Many aphids excrete honeydew, a sugary liquid. 3 U.S. Dept. of Agriculture
Should You Control Aphids?
to suck juices out of plants. 3 They don't chew, so if you have chewing damage on a plant, it's not from aphids. 1
Aphid Biology
Caroline Cox is JPR's editor.
Understanding a few facts about aphids' lives will help you effectively manage them in your yard or garden. Aphids reproduce quickly when conditions are right. 1 During the spring and summer females give birth to live
HOUSE PLANTS
Are there aphids on your house plants? Here are some helpful techniques:
* Keep new plants isolated until you know they don't have aphids.
* Wash your hands and tools when you finish working with or handling a plant and are ready to start with another.
* Inspect your plants regularly and isolate any that have aphid problems.
* Prune away heavily infested leaves or stems.
* Wash aphids off with a brisk water spray. Delicate plants can be dipped in water.
Univ. of Kentucky Entomology. 1994. Houseplant insect control. www. uky.edu/ Agriculture/Entomology/entfacts/trees/ef406.htm.
Most aphids cause what Oregon State University Extension calls "superficial damage." 3 Unless aphid-infested plants are "failing," 3 or honeydew is causing a problem, control of aphids is not necessary. The black molds that grow on honeydew are harmless to plants. 3 Some aphids transmit viral diseases in certain vegetables (squashes, beans, potatoes, lettuce 2 ), but this is unusual in ornamental plants. 1
Preventing Aphid Problems: Planting Tips
It pays to think about aphid problems when you're putting new plants in your yard or garden. Some trees (birches, for example) are home to lots of aphids. Plant them away from driveways or decks where aphid honeydew will be a problem. 3 Make sure that you don't bring aphids into your garden on transplants. 2 Also, check any weeds near your garden when you're setting out new plants and remove weeds with aphids. 2
Trap crops work well in some situations. For example, black bean aphids like nasturtiums even more than they like beans. If you have trouble with aphids on your beans, you can plant nasturtiums near them, then pull them up when they're full of aphids. 4
Preventing Aphid Problems: No Tasty Plants!
Here are a few simple steps to make
sure that your plants are not "dessert" for aphids.
* Don't overfertilize. Too much fertilizer makes succulent new growth that attracts aphids. Organic fertilizers release nutrients slowly so your plants won't get too much. 3
* Adequate water and light will help produce unstressed plants that can fend off aphids. 3
* If aphids are thriving in the thick inner canopy of a tree, prune this part of the tree so it won't encourage aphids. 2
Preventing Aphid Problems: Keep Them Away
If you are growing plants that are likely to have aphid problems, you can protect them by using reflective mulches or row covers.
Reflective mulches are silver-colored polyethylene sheets. Experiments at the University of California showed that these mulches repel aphids. 5 Use them by spreading them on your garden bed, burying the edges with soil, and planting in holes cut in the mulch. 2 One manufacturer of reflective mulches is Adcock Manufacturing Corp. (www.adcockmfg.com).
Row covers are fabrics that are used to cover growing plants and protect them from insects like aphids. 2 They are made by several manufacturers and are available at gardening supply stores.
When You Need to Get Rid of Aphids
Encouraging insects that like to eat aphids is a great way to get rid of unwanted aphids. 3 Many insects prey on aphids, including certain wasps, lady beetles (both larvae and adults), and larvae of lacewings and syrphid flies. 2 You can encourage them by not using insecticides 3 and growing flowers that provide nectar and pollen like yarrow, parsley, cilantro, and sweet alyssum. 4 You can also purchase them and put them in your yard, but lady beetles often decide to move on more quickly than you would like. 2
Pruning is another good way to get rid of aphids. If the aphid problem occurs on just a few leaves or shoots, you can simply cut them off and populations can be tolerated in most situations and aphids will often disappear when natural enemies or hot temperatures arrive." 2 It's good advice! U.S. Dept. of Agriculture
The simple preventive steps outlined in this article, along with encouraging aphid predators and using a forceful spray of water as needed, should be sufficient to keep aphid problems manageable.
References
dispose of them. 2
A strong spray of water is another good way to remove aphids from sturdy plants. If you think that fungal diseases may be a problem, spray your plants early in the day so the plants can dry quickly in the sun. 2
Insecticidal Soaps
NCAP does not recommend the use of pesticides. However, we realize you may find use of aphid pesticides necessary. If so, consider insecticidal soaps, recommended by Oregon State University, rather than conventional insecticides. 3 Soaps kill aphids by dissolving parts of their bodies. The U.S. Environmental Protection Agency concluded that "the toxicity of these chemicals is generally low" 6 while noting that they have caused genetic damage and birth defects in laboratory tests and are highly toxic to aquatic animals. 6 One brand of insecticidal soap is Safer (www.victorpest.com).
Conclusion
The University of California reminds us "that moderate populations of many aphids attacking leaves of fruit trees or ornamental trees and shrubs do not cause long-term damage. Low
1. Davidson, R.M. and A.L. Antonelli. 2003. Aphids. Washington State Univ. Coop. Extension. www.puyallup.wsu.edu/plantclinic/resources/plsres.html.
2. Univ. of California. Div. of Agriculture and Natural Resources. 2000. Pest notes: Aphids. Publ. 7404. www.ipm.ucdavis.edu.
3. Oregon State Univ. Extension & Experiment Station Communications. Undated. Gardening information. Aphids - got aphids? Don't panic. http:/ /eesc.orst.edu/agcommwebfile/garden/ pestsandpesticides/aphids.htm.
4. Washington State Univ. Coop. Extension. Undated. Gardening in western Washington: Ornamentals. http://gardening.wsu.edu/text/faqorna.htm.
5. Stapleton, J.J. 1995. Reflective mulches repel aphids and protect cucurbitaceous crops from virus diseases. Plant Protection Quarterly 5:4-5. Univ. of California Cooperative Extension. www.uckac.edu/ppq/Issues.htm.
6. U.S. EPA. Office of Prevention, Pesticides and Toxic Substances. 1992. Reregistration eligibility document (RED): Soap salts. Pp. 2,8,9,12. www.epa.gov/pesticides.
GOT ANTS?
Some ants care for aphids so they can feed on their honeydew. "At the same time," according to the University of California, "they protect the aphids from natural enemies." In order to successfully manage the aphids, you'll need to deal with these ants. You can put a band of sticky material around the trunk of a tree so that the ants can't get up the tree to take care of the aphids. One manufacturer of sticky barriers is the Tanglefoot Company. (www.tanglefoot.com.)
For more information about managing ants, visit NCAP's web site, www.pesticide.org.
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Student Learning Objective (SLO) Template
This template should be completed while referring to the SLO Template Checklist.
Teacher Name: Content Area and Course(s): Spanish 1 Grade Level(s): Academic Year:
Please use the guidance provided in addition to this template to develop components of the student learning objective and populate each component in the space below.
Baseline and Trend Data
What information is being used to inform the creation of the SLO and establish the amount of growth that should take place?
A guiding assumption in the creation of this SLO is that the vast majority of students taking this course will have had no knowledge of the language prior to its start. If a student is repeating the course or if the student has had some type of previous experience with the language and culture (e.g., lived in a country or home where the language was spoken, is self-taught using a commercially-available software program, etc.), an Integrated Performance Assessment (IPA) and LinguaFolio will be used to determine the student’s initial proficiency level.
According to the American Council on the Teaching of Foreign Languages (ACTFL), a student in a Level I difficulty language course (e.g., Spanish I) should attain a Novice Mid level of proficiency by the completion of a year-long course. I will further break down this proficiency level into three subgroups to differentiate between the attainment of students with different experiences and abilities:
*Novice Mid 1 *Novice Mid 2 *Novice Mid 3.
*( "1" equates to showing proficiency in 70% of the targeted LinguaFolio "Can Do" statements, as corroborated by an IPA and a dossier/portfolio .
( "2" equates to showing proficiency in 80% of the targeted LinguaFolio "Can Do" statements, as corroborated by an IPA and a dossier/portfolio.
( "3" equates to showing proficiency in 90% of the targeted LinguaFolio "Can Do" statements, as corroborated by an IPA and a dossier/portfolio).
Student Population
Which students will be included in this SLO? Include course, grade level, and number of students.
All students in level 1 will be covered by this SLO. 62 students are enrolled in Spanish level 1. There are 26 freshmen, 20 sophomores, 10 juniors and 6 seniors in these classes. There are 4 IEP students, 2 students with 504 plans, and 5 WEP students.
One student was an exchange student in Spain last year, one student's mother is Mexican-American and regularly speaks Spanish in the home, one student was previously enrolled in an early Spanish language program in elementary school in another district prior to moving here, and two students have previously traveled to Spanish speaking countries during family vacations or church mission trips.
The students in this school are generally high performing with a higher-than-average percentage going on to college for post-secondary study. No students will be excluded under this SLO unless it is otherwise required by their IEPs, 504 plans or WEP exclusions.
Interval of Instruction
What is the duration of the course that the SLO will cover? Include beginning and end dates.
This year-long course began on (date of first day of school), and will end on (the date for evaluations, per district guidelines). The duration of each class is (# of minutes), and the class is scheduled to meet (# of times) over the course of the evaluation period, for a total of (# of hours) of instruction, although district testing and other events (e.g., assemblies, pep rallies, etc.) will likely decrease slightly the overall instructional time.
Standards and Content
What content will the SLO target? To what related standards is the SLO aligned?
The content taught will be the targets as defined in the Ohio Communicaton Standard for World Languages: Communicate in languages other than English, both in person and via technology, using A. Interpretive communication; B. Interpersonal Communication; and C. Presentational Communication.
They will also use communication in the context of the Ohio Cultures Standard: Gain and use knowledge and understanding of other cultures. The Ohio Standards are based on the ACTFL's National Standards for Foreign Language Learning in the 21st Century.
Assessment(s)
What assessment(s) will be used to measure student growth for this SLO?
The use of the LinguaFolio student self-assessment portfolio ("I CAN" statements and dossier) and the periodic administration of Integrated Performance Assessments (IPAs) will be used to measure student growth for this SLO.
LinguaFolio is a portfolio assessment instrument designed to support individuals in setting and achieving their goals for learning languages. Students will be given periodic opportunities to answer "I can" statements aligned with the national and state standards and will upload into the portfolio paper/ digital evidence that corroborates that they know and can do what they've marked in their "I can" statements. Together these will indicate the students' current level of language proficiency across the three modes of communication (i.e., interpretive, interpersonal and presentational) and the four language skills (i.e., listening, speaking, reading and writing).
Periodic IPAs are designed to measure student progress toward the attainment of the goal areas and competencies described in the state and national standards and the ACTFL Performance Guidelines for K-12 Learners. Within a single thematic context, students first complete an interpretive task, then use the information learned to perform an interpersonal task, and finally summarize their learning by completing a presentational task. Each assessment provides insight into a student's current level of proficiency in the language.
The results of the IPAs will further corroborate the students' overall language proficiency as evidenced by the LinguaFolio "I can" statements. These assessments, when used together, will quantify students' overall growth in language proficiency. The component scores from the various skill/mode components of LinguaFolio and the IPA can be considered together to form a composite score.
For example, the number of "I can" statements accomplished in the interpretive reading section of the LinguaFolio can be considered along with the interpretive reading score from a recently administered IPA to show what the student's overall level of interpretive reading proficiency is. This would be done across all of the skill-mode combinations (interpretive listening, interpretive reading, interpersonal speaking, presentational writing, and presentational reading) in order to determine a student's overall proficiency.
In world language courses, growth refers to the change in students' overall language proficiency across these combinations of modes of communication and language skills (Note: in classical languages, interpersonal speaking would be deemphasized). This methodology can be used to show growth across the 12 levels of language proficiency identified by the 2012 ACTFL Proficiency Guidelines: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High, Advanced Low, Advanced Mid, Advanced High, Superior and Distinguished. Students in level 1 are expected to reach the novice mid (1, 2, or 3) level of proficency to show one year's growth.
The use of the LinguaFolio "I can" statements and IPAs are in keeping with the recommendations of the ODE world language consultants for best practices in assessing students' overall language proficiency growth using nationally valid and reliable instruments for measuring learner language proficiency.
Growth Target(s)
Considering all available data and content requirements, what growth target(s) can students be expected to reach?
By the end of year one, the students should be performing at the Novice Mid (1, 2, or 3) range. If this is their first world language class and initial exposure to this language, learners would be expected to be at the Novice Mid level at the minimum, which looks like this:
In general, at the Novice Mid Level learners will be able to understand familiar words, phrases, and simple sentences. They will be able to interact with help using words, phrases, and memorized expressions. They will be able to answer simple questions on very familiar topics. They will be able to provide some basic information on familiar topics in lists, phrases, and memorized expressions. They will be able to provide information about themselves and their immediate surroundings using words, phrases and memorized expressions.
According to research conducted by the American Council on the Teaching of Foreign Languages, these targets are both attainable and rigorous. Students will have to demonstrate that they are capable of communicating in the language. Differentiation within the Novice Mid range can be distinguished by the 1 (70% of requirements met), 2 (80% of requirements met), or 3 (90% of requirements met). Novice Mid 1 does not meet minimal expectations. Novice Mid 2 meets expectations. Novice Mid 3 exceeds expectations. All students should be within the Novice Mid range of proficiency as described above by the end of the course (one year of study).
Rationale for Growth Target(s)
What is your rationale for setting the above target(s) for student growth within the interval of instruction?
According to the American Council on the Teaching of Foreign Languages and findings based on the administration of the AP Spanish test after five years of study, Novice Mid is an appropriate level for beginning second language students to obtain after one school year of study. When students are beginning a language, they must have comprehensible input before they can begin the process of communicating. Through interpretive listening and reading, interpersonal speaking and presentational speaking and writing, students learn to communicate.
In a year's period of time, students should be able to communicate on a basic level focusing on themselves. They cannot use extended conversation or difficult grammatical concepts to communicate. Through a variety of formative assessments, the teacher will know what to work on to ensure success when using IPAs and LinguaFolio as summative assessments of student growth. The data from quizzes, oral and written projects and contextualized performance tasks will allow me to modify the instruction in my level I classes to further meet the needs of the students.
The world language classroom helps the students become 21st century learners by providing the students with problem solving scenarios, critical thinking skills, a global vision of education and life, cultural competencies, technology usage, collaboration, and myriad other 21st century skills. These are all measured through proper administration of IPAs and through informed use of the LinguaFolio statements and dossier. These skills are in the district's goals and plans. Students will be expected to "step up to the plate" and leave the classroom speaking the language in culturally appropriate ways, not just talking about the language and culture.
The expectation of students reaching a Novice Mid level of proficiency in one year is a departure from the previous norm in which students were not held to any specific proficiency norms at all and were allowed to advance from course to course without exhibiting any basic level of proficiency. For adequate student growth to occur, I will be challenged to stay abreast of new teaching methodologies, resources and technologies in order to prepare the students to collaborate, think critically and appreciate the world in which they live. | <urn:uuid:d9392f52-9573-4a0a-a6d5-479c6922da77> | CC-MAIN-2014-15 | http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System/Student-Growth-Measures/Student-Learning-Objective-Examples/Student-Learning-Objectives-World-Lanugages-Exampl/WL_slo_template_version2.pdf.aspx | 2014-04-16T19:23:50Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00085-ip-10-147-4-33.ec2.internal.warc.gz | 73,080,835 | 2,307 | eng_Latn | eng_Latn | 0.997526 | eng_Latn | 0.997965 | [
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The Invention of Bentshn & Other Origins
By Sarah Bunin Benor
Do you know the origins of these 6 commonly used Hebrew & Yiddish words?
Bentsh A Yid dish word with two related defi nitions, bentsh means both to bless and to say Birkat Ham azon (Grace After Meals). It originated in Germanic lands in the Middle Ages, when Jews did not want to use the German word for "bless," segenen, which also meant to make the sign of the cross.
Instead, the Jews said bent shn, the word for "bless" from the Judeo-Italian benedice (which harkens back to the Latin benedic tus). The transition from "bless" to "say Grace After Meals" stems from the tradi tional Yiddish introduction to Birkat Hamazon: Raboysay lomir bentshn ("Gentlemen, let's bless").
Cholent This Yid dish word meaning warm Sabbath stew (the Eastern European variety is made from barley, beans, meat, potatoes, and vegetables) stems back to the Judeo-French "chalent" (warming). On Friday before sunset, traditional Jews place cholent in the oven to simmer overnight and be enjoyed on Saturday at lunchtime—thereby observing the prohibition against lighting a fire on Shabbat. And in the Middle East and the former Ottoman Empire, speakers of Judeo-Arabic and Ladino would refer to their version of the Sab bath stew with the Hebrew word " hamin " (hot items).
Mitzvah
Pastrami
Not a Hebrew or Yiddish word, but Jewish just the
same, pastrami has a multi-national ancestry. It began as Turkish pastirma (spiced smoked meat) and then became pastrama in Romania and nearby countries. In the late 19th century, Yiddish-speaking Romanian immigrants settled in New York, bringing the meat they now called pastrome with them. Americans changed the pronunciation to pastrami, which rhymed with the similar Italian meat salami.
Shlep Originally in Europe, this Yiddish word of German origin meant "carry." Today it has the additional conno tation of being burdensome, as in "I've been shlepping this heavy bag around all day," or the intran sitive "I shlepped here all the way from Scarsdale for this?!?"
Shmooze
This English word comes from the Yid dish verb "shmues" (chat informally) but stems
In bib
lical
Hebrew, mitzvah means "command ment," as in being commanded to recite a blessing before eating bread. In Yiddish it gained the additional meaning of doing a good deed— which became so popular, many Jews have forgotten the original meaning of commandedness.
back to an old Hebrew noun "sh'mu'ot," meaning "things that are heard"—which has the same root as the Sh'ma prayer
("Hear O Israel…"). Today, people with more Jewish friends, especially older Jews and Orthodox Jews, under stand shmooze as having the same meaning it had in Europe: to chat informally, to "shoot the breeze." For those with more non-Jewish friends, to shmooze means "network, kiss up," as in, "He spent the whole party shmoozing (up) the vice presidents."
So, the next time you shlep out to the 'burbs, pastrami in hand, to shmooze away the afternoon, think of how far you—and these words—have come.
Sarah Bunin Benor is Associate Professor of Contemporary Jewish Studies at HUC-JIR, author of Becoming Frum: How Newcomers Learn the Language and Culture of Orthodox Judaism, and creator of the Jewish English Lexicon (jewish-languages.org/jewish-english-lexicon).
reform judaism
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JUVENILE NONFICTION
We're Roaming in the Rainforest: An Amazon Adventure
Laurie Krebs Anne Wilson, illustrator Barefoot Books 978-1-84686-331-8 (April 2010)
In this rhyming story, the creatures of the Amazon invite three children to explore and observe the rainforest on a visit that lasts from sunrise to evening. "'Fly,' squawk the parrots…'Jump,' chatter monkeys. 'Or swing if you dare. We'll hang by our tails and then leap through the air.'" Wilson's illustrations are full of color and detail, and the range of creatures who have something to say make this a full and interesting visit. Appendices describe the creatures and peoples of the Amazon rainforest for grownups or good readers. For ages four to ten.
Teresa Scollon | <urn:uuid:d285567e-1e08-4c83-9090-aaec5ca12d30> | CC-MAIN-2014-15 | https://www.forewordreviews.com/reviews/were-roaming-in-the-rainforest/pdf/ | 2014-04-16T19:01:35Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00085-ip-10-147-4-33.ec2.internal.warc.gz | 827,580,152 | 175 | eng_Latn | eng_Latn | 0.993813 | eng_Latn | 0.993813 | [
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Project: Analyzing a Supreme Court Case –
Honors – USG
Created By: Marshall Swindall and Ann Marion (June 2012)
Note: This is an individual Project. Each student must complete a different Supreme Court case. Projects are due to be presented on the date agreed upon by Mr. Swindall and student. Projects not presented on the agreed date will receive a failing grade. Student(s) who have a physical illness on the presentation day must still submit all materials on the agreed date. Presentation must take place the next class in which the student is present with proof that absence was excused (i.e. a doctor's note). If absence is unexcused student will receive a failing grade. Each student must obtain approval and get Mr. Swindall's signature for their case.
Case name: _______________________________________ Student: _______________________________
Approval: ________________________________________ Presentation date: ________________________
SC Standards: Structure/functions of the Constitutional/Legislative courts in the federal system. (USG 3.1)
Objectives:
Students will be able to research, write and present a Landmark Supreme Court Case. Students will be able to assemble and clearly communicate a logical presentation using computer technology (i.e. PowerPoint).
Research/Writing portion: guide for analyzing Supreme Court Cases.
» Written part must be typed on a word processor, using 12 point Times New Roman font, using black ink, no cover page. Project must be presented in a three ring binder.
» First page of your project is the grading rubric page.
» Second page you turn in the project sheet (this sheet).
» Content pages should be in the consecutive order listed below.
» Last page of your project is a works cited or bibliography page. All sources used in your research, writing, graphic and/or presentation must be listed.
Originality:
» All parts of your project must be original with you. If a student copies any part of another student's research, writing, graphic or presentation, both students will receive a failing grade for his/her project.
» If a student copies any part of their research, writing, graphic or presentation from any source (books, internet web sites, etc.) and fails to give credit to that source in their works cited or bibliography page that student will receive a failing grade for his/her project.
Off limits: there are cases that are off limits to students and may not be used and will not be graded. If a student persists and attempts to do one of the following they will not be allowed to present and will receive a failing grade for this project. Cases off limits are: New Jersey v T.L.O., People v. Larry Flint. Make certain you gain approval for your case from Mr. Swindall.
Final note: Once your presentation is complete all materials must be turned in to Mr. Swindall. None of these materials will be returned to the student.. All case materials become the property of Mr. Swindall for potential parent conferences concerning this project.
On the project itself in upper left hand corner, single spaced, type the following: on first page only:
Honors United States Government Supreme Court Case name Your Name Mr. Swindall
Due date for your project
Content pages: each of the following content items must have an adequate written response and should be addressed in your PowerPoint presentation. Each of the following must have its own page.
Case name:
Facts of the case (summarize the story behind the case… you are telling a story)
Lower court verdict:
What court or courts heard this case before the U.S. Supreme Court (name each court and verdict)
Petition before the Supreme Court: (minimum of three arguments for each)
What were the arguments for the plaintiff?
What were the arguments for the defendant?
Relief sought:
What the plaintiff really wants is…in plain English what does the plaintiff desire?
Majority decision of the Court: what was the decision?
What was the Supreme Court vote in the majority?
What date for the majority decision?
Which justices voted for the majority?
Who wrote the majority decision?
Describe the majority opinion…
Were there any concurrent opinions written? by whom?
How are the concurrent opinions different from the majority opinion?
Dissenting opinion(s):
What was the Supreme Court vote in the dissent?
Which justice wrote the opinion for the dissent?
Describe the dissenting opinion…
Were there any concurrent opinions written by whom?
How are the concurrent opinions different from the dissenting opinion?
Importance/significance of this case:
Did this case change/add to/take from the Constitution or any of the Amendments? If so, how?
Explain fully.
Does this case remain relevant or has it been superseded by another case?
If it has been superseded, name the case and tell how your case changed the preceding case?
Graphic portion:
» Project must have a visual or graphic that will contribute to your presentation. Something like a tri-fold describing the history of the case with photos and a timeline would be appropriate. Be creative, make your graphic professional looking. No videotapes or audiotapes of Supreme Court cases are allowed.
Presentation portion:
» In the PP presentation of your case the student must convince Mr. Swindall that the student is knowledgeable of their case. Is your information correct? (do you know what you are talking about?)
» Presentation time: minimum 10 minutes and a maximum of 12 minutes. Student will lose points if your presentation is less than 10 minutes. If your presentation extends to 12+ minutes Mr. Swindall and the class will begin to applaud and thank you for your presentation. At that point your presentation is finished. You will be timed in class therefore, practice your presentation at home until it falls within the prescribed time limitations. Be prepared!
» Remember you are preparing to tell the story of your case. You are informing your classmates about a Supreme Court Case and they probably know very little about your case.
» DRESS: Students should be dressed appropriately for this presentation. Appropriate means "Church clothes" or "business like" clothing (male = shirt and tie; female = dress or skirt and blouse; or professional looking pants suit), denim is unacceptable (no jeans or jeans skirts). Imagine that you are making a presentation before a judge and jury and explaining why this case is significant. You cannot earn a grade of "A" if you do not dress appropriately.
Grading Rubric for Analyzing Supreme Court Cases.
Every project will be graded using this rubric. In order for the student to receive a grade this rubric page must be turned in as the first page of the written part of your presentation.
Student name: ________________________Date:________________
Project: Supreme Court CasesTeacher: Mr. SwindallClass: Honors U.S. Government
Three Part Project: 1) Research/Writing 2) Graphic 3) PowerPoint Presentation
| Organization skills | Below Avg. | Satisfactory | Excellent |
|---|---|---|---|
| 1. On time (presented in class on due date) | N/A | N/A | 10 |
| Notebook arranged correctly | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Research/Writing skills | | | |
| 2. Format (correct heading, font, etc.) | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| 3. Each part completed correctly (10 parts) | | | |
| Case name | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Facts of the case | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Lower court verdict | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Arguments for plaintiff | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Arguments for defendant | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Relief sought | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Majority decision | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Dissenting opinion (s) | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Importance/significance of the case | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Does this case remain relevant? | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| 4. Demonstrates ORIGINAL research | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| 5. Good grammar and spelling | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Graphic skills | | | |
| 6. Graphic demonstrates knowledge of case | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| 7. Graphic demonstrates thought and creativity | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| Presentation skills | | | |
| 8. Presented w/in time limit: ( ) | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| 9. Participant was dressed appropriately | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
| 10. Well presented project (good story, etc.) | 2, 3, 4 | 5, 6, 7 | 8, 9, 10 |
Project is worth: 600 points. Total Score: __________ x 3 = grade _________/_600____
Teacher comments
Potential SC Cases – study cases to determine which you would like – first come/first served
1. Brown v Board of Education, 1954
2. Bush v Gore (2000)
3. California v Acevedo, 1991
4. Dennis v. United States (1951)
5. Dred Scott v Sandford (1857)
6. Engel v. Vitale (1962)
7. Escobedo v Illinois (1964)
8. Gideon v Wainwright (1963) (background Betts v. Brady, 1942)
9. Gitlow v New York (1923)
10. Gonzales v Raich (2005)
11. Greedwood v California (1988)
12. Gregg v Georgia, 1976
13. Hazelwood School District v Kuhlmeier (1988)
14. Katz v United States, 1967
15. Korematsu v United States (1944)
16. Mapp v Ohio (1961)
17. Miranda v Arozona (1966)
18. Near v Minnesota (1931)
19. New York Times v United States (1971)
20. Olmstead v United States (1928)
21.
Plessy v Ferguson (1896)
22. Powell v Alabama (1932)
23. Regents of the University of California v Bakke, 1978
24. Roe v Wade, 1973
25. Schenck v United States (1919)
26. Sheppard v Maxwell (1966)
27. Slaughterhouse cases (1873)
28. Tinker v Des Moines (1969)
29. United States v Nixon (1974)
30. Wallace v Jeffree, 1985
* There are 30 cases listed here. You may propose a Landmark Supreme Court case that is not on this list but you must ask permission from Mr. Swindall. Once approval is given then you can proceed with your project. Cases are assigned on a "first come first served" basis. | <urn:uuid:348443e3-450a-4321-90b1-61cb3d0bfef7> | CC-MAIN-2014-15 | http://www.scbar.org/LinkClick.aspx?fileticket=5Aol59rUnDA%3D&tabid=857 | 2014-04-16T19:23:58Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00096-ip-10-147-4-33.ec2.internal.warc.gz | 649,548,058 | 2,646 | eng_Latn | eng_Latn | 0.954867 | eng_Latn | 0.997911 | [
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Follow-up Care
* After being discharged from the hospital, the child generally needs to follow up with their pediatrician within a week.
* Parents should also make sure the child is not exposed to anyone with the flu or chicken pox to avoid the risk of Reye's syndrome, which has been linked to aspirin use in these illnesses. Children should also receive the flu vaccine.
* Children will be prescribed a low dose of aspirin to be taken for six to eight weeks. Since aspirin can cause gastrointestinal bleeding and other problems, parents should watch for warning signs, such as a stomachache or blood in the stool. Aspirin can cause children to bruise easily, so certain activities should be avoided.
* The arthritis from KD is always temporary, but can be uncomfortable. If a child is having difficulty walking or is in pain, the physician may prescribe an anti-inflammatory medication. Physical therapy may also be helpful, or parents may receive a list of exercises to do at home.
* After the child leaves the hospital, blood and urine tests will be ordered to make sure levels return to normal. A cholesterol test is also recommended about a year after the initial diagnosis.
* Parents should take their child's temperature, if the child has symptoms of fever, and alert their physician.
* A low-fat, heart-healthy diet is recommended for all American children. They should also get regular exercise and avoid exposure to secondhand cigarette smoke.
* • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Guidelines for Risk Stratification for Myocardial Infarction for Long-term Follow-up of Children with Kawasaki Disease
CH1549.06.12.xxxx
Infectious Diseases The Heart Center
Kawasaki Disease Evaluation and Care
What is Kawasaki disease?
Kawasaki disease (KD) is a rare condition in children that involves inflammation of the blood vessels. Symptoms often begin with high-grade fever that lasts for at least five days and is unresponsive to over-the-counter medication. Kawasaki disease represents the most common cause of acquired heart disease in children in the developed world, as the inflammation can affect a patient's coronary arteries and heart.
Recognizing Kawasaki Disease
While Kawasaki disease can't be prevented, it usually has telltale symptoms and signs that appear in phases. The first phase, which can last for up to two weeks, usually involves a persistent fever higher than 104°F (39°C) that lasts for at least five days. During the second phase, which usually begins within two weeks of the onset of fever, the skin on the hands and feet may begin to peel in large pieces. The child also may experience joint pain, diarrhea, vomiting or abdominal pain.
Signs and Symptoms
* Rash (often worse in the groin area)
* Fever that lasts for several days
* Red eyes without drainage or crusting
* Strawberry tongue appearing with shiny, bright red spots after the top coating sloughs off
* Bright red, swollen, cracked lips
* Swollen hands and feet
* Swollen lymph nodes
* Redness of the palms and soles of the feet
* Peeling of fingertips and toes
* Temporary arthritis, enlarged gall bladder, temporary hearing loss, abdominal pain, vomiting and diarrhea
Potential Complications
Physicians can manage the symptoms of Kawasaki disease if they catch it early. Symptoms often disappear within just two days of the start of treatment. If Kawasaki disease is treated within 10 days of the onset of symptoms, heart problems usually do not develop.
Cases that go untreated can lead to more serious complications, such as vasculitis, an inflammation of the blood vessels. This can be particularly dangerous because it can affect the coronary arteries, which supply blood to the heart. In addition to the coronary arteries, the heart muscle, lining, valves and the outer membrane that surrounds the heart can become inflamed. Arrhythmias (changes in the normal pattern of the heartbeat) or abnormal functioning of some heart valves also can occur.
Treatment
Treatment should begin as soon as possible, ideally within 10 days of when the fever begins. Usually, a child is treated with intravenous doses of gamma globulin (purified antibodies), an ingredient of blood that helps the body fight infection. The child also might be given a high dose of aspirin to reduce the risk of heart problems.
Evaluation and Testing
If Kawasaki disease is suspected, the doctor may order tests to monitor heart function (such as an echocardiogram) and may take blood and urine samples to rule out other conditions, such as scarlet fever, measles, Rocky Mountain spotted fever, juvenile rheumatoid arthritis or an allergic drug reaction.
Evaluation of Suspected Incomplete Kawasaki Disease (KD)
* Infants ≤6 months old on day 7 of fever without other explanation should undergo laboratory testing and, if evidence of systemic inflammation is found, an echocardiogram, even if the infants have no clinical criteria.
**Supplemental laboratory criteria include:
* Anemia for age
***Echocardiogram is considered positive for purposes of this algorithm if any of 3 conditions are met:
* Albumin ≤3.0 g/dL
* Elevation of alanine aminotransferase
* White blood cell count ≥15,000/mm 3
* Platelets after 7 days of fever ≥450,000/mm 3
* Urine ≥10 white blood cells/high-power field
* Coronary arteries meet criteria for aneurysms
* Z score of LAD or RCA ≥2.5
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Sweet news
Native Americans were the first to recognize maple sap as a source of energy and nutrition. To make maple syrup, they would throw hot stones into a bucket of sap, or let it freeze overnight and remove the layer of ice to reveal the syrup underneath.
All the sweetness without the side effects.
As sweet as maple syrup is, it nonetheless ranks low on the glycemic index (GI)—a scale that grades foods on how they affect blood-sugar levels, with acceptable levels starting at GI 55 or lower. 3
With a GI of just 54—compared to cane sugar at 58 or corn syrup at 75—maple syrup is the ideal sweetener for those watching their sugar intake, people on low-sugar diets and even diabetics.
Counting calories? The benefits of maple syrup add up.
Other sweeteners top maple syrup in only one category: calories. Despite its rich taste and texture, maple syrup contains fewer calories than most other sugars and syrups on the market.
Calories
2100 Saint-Laurent, P.O. Box 310
Plessisville, Québec G6L 2Y8, Canada T 819-362-3241 F 819-362-2830 www.citadelle.coop firstname.lastname@example.org
1. Li. L.; Seeram, N.P. Quebecol, a novel phenolic compound isolated from Canadian maple syrup. Journal of Functional Foods. 2011, 3, 125-128.
2. The Secret Fifth Flavor, ABC 7 News, Sylvia Perez, WLS-TV Chicago, November 4, 2010.
3. Glycemic Index database, University of Sydney.
cover the sweet science c cover c the swe
behind nature's original, healthy sweetener: 100% pure, Canadian maple syrup.
Unlike many syrups and sugars, maple syrup is 100% natural and completely unrefined—retaining all the sap's nutritional elements as it's transformed into syrup. Best of all, maple syrup is made up of vitamins and nutrients that are an essential part of a daily diet. Unlike many syrups a completely unrefined
Breaking news!
In early 2011, Dr. Navindra Seeram of the University of Rhode Island announced the findings of his 2-year study 1 on pure, Canadian maple syrup. The results? Maple syrup may well be the next superfood!
Here are just some of Dr. Seeram's findings:
1
* Maple syrup contains 54 disease-fighting antioxidants—double the amount previously reported. Many of these antioxidants contain anti-cancer, anti-inflammatory and anti-diabetes properties.
* Dr. Seeram's team discovered 5 new antioxidants found nowhere else in nature, making maple syrup a food unlike any other in the world.
* Maple syrup from Canada contains polyphenols—beneficial compounds that are also found in berries, tea, red wine, and flaxseed. The polyphenols in maple syrup could help keep blood-sugar levels in check—and may even prove to be beneficial to people with diabetes.
* Maple syrup is one of the healthiest sweeteners available due to its range of healthy compounds.
Quebec is the world's largest producer of maple syrup, generating 80% of the global supply. In fact, on any given year the province can produce between 50 and 100 million pounds of maple syrup. Maple syrup is an integral part of Quebec culture, which also makes the province a Mecca of innovation when it comes to creating new products from the sweet stuff, including maple butter, confectionary, vinegar, concentrates, chunks, sugars, and more.
Because the unique umami flavour of maple syrup enhances the feeling of satisfaction, we tend to eat less when maple syrup is used in a recipe!
Maple syrup packs a powerful umami punch.
Not only does maple syrup have a distinctly unique taste, its flavour profile is also one of a kind. Unlike other sweeteners, maple syrup isn't classified as tasting "sweet," but rather
"umami"—meaning savoury and wholesome.
Because it's rich in amino acids and nucleotides, maple syrup produces a satisfying, full-mouth taste with unique health benefits: 2
* It helps you feel satiated—and when you feel more satisfied, you tend to eat less.
* It also delays hunger, interacting with taste receptors in the mouth and stomach to make you feel full while satisfying your craving for something sweet.
Nutrition facts
| Per 60 ml or ¼ cup | Maple syrup | | Maple sugar | | Honey | | Cane sugar | | Corn syrup | | Table syrup | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | Qty | %DV | Qty | %DV | Qty | %DV | Qty | %DV | Qty | %DV | Qty | %DV |
| Calories | 202 | | 210 | | 260 | | 217 | | 246 | | 250 | |
| Fat | 0 g | | 0 g | | 0 g | | 0 g | | 0 g | | 0 g | |
| Carbohydrates | 53 g | | 55 g | | 71 g | | 57 g | | 61 g | | 66 g | |
| Sugar | 53 g | | 55 g | | 71 g | | 57 g | | 61 g | | 66 g | |
| Protein | 0 g | | 0 g | | 0 g | | 0 g | | 0 g | | 0 g | |
| Sodium | 1 mg | 0% | 1 mg | 0% | 2 mg | 0% | 0 mg | 0% | 2 mg | 0% | 0 g | 0% |
| Potassium | 160 mg | 5% | 173 mg | 5% | 45 mg | 1% | 1 mg | 0% | 0 mg | 0% | 0 g | 0% |
| Calcium | 56 mg | 5% | 60 mg | 5% | 5 mg | 0% | 0.6 mg | 0% | 0 mg | 0% | 0 g | 0% |
| Magnesium | 16 mg | 4% | 17 mg | 4% | 2 mg | 1% | 0 mg | 0% | 0 mg | 0% | 0 g | 0% |
| Manganese | 2 mg | 100% | 2 mg | 100% | 0.07 mg | 3% | 0 mg | 0% | 0.08 mg | 0% | 0 g | 0% |
| Ribofl avin | 0.6 mg | 37% | 0.6 mg | 37% | 0.03 mg | 2% | 0.01 mg | 1% | 0.01 mg | 0% | 0 g | 0% |
| Zinc | 1.6 mg | 11% | 1.6 mg | 11% | 0.2 mg | 2% | 0 mg | 0% | 0.02 mg | 0% | 0 g | 0% |
Legend: Excellent source of Source of
*DV: The daily value is the amount deemed sufficient to meet the daily needs of a majority of healthy individuals.
Give your immune system a boost with antioxidantrich maple syrup.
Sources: 1. USDA National Nutrient Database for Standard Reference, http://www.nal.usda.gov/foodcomp/search/. 2. Federation of Quebec Maple Syrup Producers.
Take a look at a typical bottle of table syrup and what do you find? Unhealthy additions such as high-fructose corn syrup, salt, colouring, and artificial flavours.
There's only one ingredient in our maple syrup: 100% Canadian maple syrup, pure and simple.
Pour on the goodness of pure maple syrup.
Just 60 ml (¼ cup) of maple syrup contains:
* 100% of your daily value (DV) of manganese, which helps keep bones strong and healthy and is necessary for normal brain and nerve function.
* 10 to 38% of your DV of antioxidants—that's as much as a red apple, a banana or broccoli. Antioxidants boost your immune system and significantly lower your risk of disease.
* 5% of your DV of calcium and potassium, which maintain strong bones and lower your risk of high blood pressure.
* 4% of your DV of magnesium, the nutrient that strengthens bones and relaxes nerves and muscles.
* 37% of your DV of riboflavin, also known as vitamin B2, which protects cells and helps give you energy.
* 11% of your DV of zinc, which boosts your immune system and helps balance blood sugar. | <urn:uuid:319b8b05-a79e-414a-ae5e-28d1e54a374e> | CC-MAIN-2014-15 | http://www.citadelle-camp.coop/EN/openfile/613/Brochure---Nutritional-Value.aspx | 2014-04-16T18:56:25Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00095-ip-10-147-4-33.ec2.internal.warc.gz | 350,350,160 | 1,956 | eng_Latn | eng_Latn | 0.995615 | eng_Latn | 0.995792 | [
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PICTURE BOOKS
Seabird in the Forest Joan Dunning Boyds Mills Press 978-1-59078-715-1 (April 2011)
Who would guess that a tiny seabird with webbed feet, the marbled murrelet, nests more than 300 feet up in the trees of old-growth forests along the west coast? Male and female adults take turns sitting on their egg until the chick hatches, when it spends a month receiving fish from them, with neighbors like flying squirrels and salamanders to keep it company. Finally, the bird leaps out of the nest and into the unknown, where air currents eventually deliver it to a nearby body of water–where it immediately dives in and swims! Follow this fascinating cycle that's thousands of years old. Ages five to nine. | <urn:uuid:74a66929-d9d5-4d9e-a676-37e02f39512a> | CC-MAIN-2014-15 | https://www.forewordreviews.com/reviews/seabird-in-the-forest/pdf/ | 2014-04-16T18:58:31Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00098-ip-10-147-4-33.ec2.internal.warc.gz | 817,488,932 | 168 | eng_Latn | eng_Latn | 0.998631 | eng_Latn | 0.998631 | [
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Clarion Review
ECOLOGY & ENVIRONMENT
A Conservationist Perspective
Alan Weatherley Lulu 978-1-257-64428-5 Three Stars (out of Five)
While growing up in Sydney, Australia, Alan Weatherley developed a curiosity about animals, insects, and marine life. In the fifty years he's been working as a scientist, his interest in the natural world has never waned. With A Conservationist Perspective, he seeks to pass along that fascination to others.
A professor emeritus at the University of Toronto, Weatherley focuses his text on areas related to ecology and zoology. He also uses art to express his interest in nature, an interest illustrated by his landscape painting on the book's cover.
Much of the book recounts scientific studies Weatherley has conducted. In lengthy detail, he demonstrates his considerable knowledge, obtained through decades of research. Thanks to his extensive work on conservation issues, he has a unique perspective on how the field has changed over time.
While he has led many environmental studies, Weatherley explains how solutions were not always implemented, or not acted on quickly enough, and he conveys his frustration with the lack of concrete progress made over the years. He points to governmental agencies that fail to follow through on the data presented and touches on the politics that influence conservation efforts. He describes a project on zinc levels in the Molonglo River that he directed while on the faculty of the Australian National University in 1960. After several years of research, the results and suggestions were submitted to the National Capital Development Commission, but the project was abandoned due to lack of funding. It remained untouched until a decade later when newly elected officials resurrected it. He notes the important role volunteers can play in exerting pressure on government agencies.
Readers with a scientific background or a curiosity about the technical aspects of biology, ecology, and zoology will find Weatherley's detailed text engrossing. A Conservationist Perspective could be a useful companion text for students in those fields. For readers who do not have a scientific background, the level of detail, which is almost instructional, may be too dense. His focus on environmental issues in Australia and Canada may also limit the appeal.
Notably, the latter third of the book addresses the problems of introducing nonnative species into an ecosystem and the impossibility of controlling nature.
While Weatherley's stated goal of "engaging a great public" may not be completely achieved, for scientists and others working in the environmental fields, his book will be both educational and inspirational.
Maria Siano | <urn:uuid:00ff4ddd-993f-4189-81f1-ae4a92d36d14> | CC-MAIN-2014-15 | https://www.forewordreviews.com/reviews/a-conservative-perspective/pdf/ | 2014-04-16T19:01:38Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00106-ip-10-147-4-33.ec2.internal.warc.gz | 833,923,343 | 516 | eng_Latn | eng_Latn | 0.99858 | eng_Latn | 0.998489 | [
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FAQs: Snakes
Drs. Foster & Smith Educational Staff
Why do snakes flick the air with their tongues?
Are snakes slimy?
Do snakes dislocate their jaws when they eat?
Are all snakes venomous?
Why do snakes shed their skin?
What do snakes eat?
Do I have to feed my snake live mice and other prey animals?
How do I know what size prey to feed my snake?
How big should my snake's habitat be?
What should I put in the habitat?
What temperature should my snake's enclosure be?
What should I use to heat my snake's cage?
What is the proper humidity level for a snake?
Do snakes require special lighting?
Are snakes nocturnal or diurnal?
Can I keep more than one snake in a cage?
How should I hold my snake?
Why does my snake keep wrapping around me when I'm holding him?
Why do snakes flick the air with their tongues?
When a snake flicks his tongue in and out of its mouth, he's's not tasting things, he's smelling them. They have a sensory organ called a "Jacobson's Organ" on the roof of their mouths, and they use their tongue to pull minute particles of air into their mouths. The Jacobson's Organ allows them to differentiate between prey, predator, and other smells.
[ Back to Top ]
Are snakes slimy?
Snakes are covered in scales, small and thin on the top of their bodies and thick and large on their bellies, that are very dry and smooth.
[ Back to Top ]
Do snakes dislocate their jaws when they eat?
No, the two halves of the lower jaw and the bones are attached to each other with elastic ligaments. They have a number of joints that allow them to open their mouths very wide and swallow their prey whole.
[ Back to Top ]
Are all snakes venomous?
Actually, only about 10% of all snakes are venomous, and only 20 of the 110 species native to the United States are venomous. It's a misconception that all snakes are dangerous. In fact, more people die each from bee stings than from
snake bites.
[ Back to Top ]
Why do snakes shed their skin?
This is called ecydysis, and it's necessary for your snake to continue growing.
Adult snakes will only shed once or twice a year, while juveniles can shed every one to two months, depending on how quickly they are growing. Unlike
most lizards that shed in several small pieces, snakes shed their skin in one large piece.
[ Back to Top ]
What do snakes eat?
All snakes are carnivores, the only difference is what kind of meat they eat. Items that may be part of a snake's diet include prey animals, live crickets, other feeder insects, small fish, and other snakes. The exact diet will vary by species, but all snakes eat other animals.
[ Back to Top ]
Do I have to feed my snake live mice and other prey animals?
No, you don't, and we actually recommend that you don't feed live animals to your snake. Pre-killed or frozen prey is safer for your snake as well as more humane for the prey animal. To learn more about the benefits of feeding pre-killed prey, read Pre-killed vs. Live Prey.
[ Back to Top ]
How do I know what size prey to feed my snake?
The prey animal you feed your snake should be no wider than the widest part of your snake's body. Prey that is too large can result in injury, regurgitation, seizures, gut impactions, partial paralysis, and death. If you are unsure, speak to your veterinarian.
[ Back to Top ]
How big should my snake's habitat be?
Snakes vary widely in size, and so do the size requirements for their enclosures. However, they can be grouped into three main cage size groups.
The first, which includes smaller snakes like Garter snakes and Grass snakes, will need a 10 to 20 gallon terrarium. The second group, including King, Rat, Milk, and
Gopher snakes, will need at least a 30 to 55 gallon terrarium. The last group, which includes snakes such as Boa Constrictors and Pythons, will require custom built cages to
accommodate their very large size. When choosing a terrarium for your snake, use the following to determine sufficient cage size.
Length 3/4 of total length of snake
Depth
1/3 of total length of snake
Height 3/4 of total length of snake (terrestrial species) 1 times total length of snake, but no more than 6 feet to 8 feet (arboreal species)
Measurements should be based on adult size.
[ Back to Top ]
What should I put in the habitat?
Habitat accessories will vary widely by species, but some common accessories include a water bowl for drinking and soaking, hiding places to create a sense of security, and shelves and branches for climbing, basking, and resting. Rocks can also be added both as a place to bask and as something they can rub on to facilitate proper shedding. [ Back to Top ]
What temperature should my snake's enclosure be?
Exact temperature will vary by species, but all snakes have a preferred optimum
FAQs: Snakes - Page 3 of 5
temperature range (POTR) that you must provide for the health of your snake. You will need to create a temperature gradient in the cage, both horizontally and vertically, for the purposes of thermoregulation (adjusting body temperature by moving between warm and cool areas). Research your specific snake to determine the upper and lower temperatures of his POTR, and always monitor temperature with thermometers. [ Back to Top ]
What should I use to heat my snake's cage?
There are two heat sources that you will use in your snake's enclosure - a primary heat source and a secondary heat source. Primary heat sources control the ambient temperature of the habitat. During the day you can use a row of incandescent bulbs. At night, you can use heating pads, ceramic heat emitters, or nocturnal incandescent
bulbs.
Secondary heat sources create warmer areas in the enclosure, and they should cover 25% to 30% of the enclosure's surface area. For this purpose, you can use basking lights and under tank heaters for heating a portion of the cage. [ Back to Top ]
What is the proper humidity level for a snake?
Humidity levels vary widely depending on the species. Snakes from tropical regions will need high humidity, while snakes from arid regions will need low to medium humidity. For example, the Amazon Tree Boa, native to the rainforest, needs a humidity level of 80% to 90%, while the Milk Snake, native to most of North America, will need a humidity level of 40% to 60%. Research your species' humidity requirements and talk to your veterinarian to determine what humidity your snake should be kept at. Always monitor humidity with a hygrometer .
[ Back to Top]
Do snakes require special lighting?
Whether or not snakes need special lighting has not been definitively proven yet. While they seem to require no special lighting, they could benefit from low amounts of UV light during the day. All snakes, even those species that are nocturnal, are exposed to some sunlight during the day, and it's important that you recreate their natural environment as closely as possible. We recommend the use of full spectrum fluorescent lights with a low UVB output, such as a 2.0 UVB light. Incandescent bulbs should also be used, both as a source of light and of heat.
[ Back to Top]
[
Are snakes nocturnal or diurnal?
This depends on the species. Some, such as the Ball Python, are nocturnal, while others are diurnal. Regardless of whether they are diurnal or nocturnal, all snakes need a natural light cycle of approximately 12 hours of light followed by 12 hours of darkness.
Back to Top]
Can I keep more than one snake in a cage?
This depends on the species you are keeping. Some snakes eat other snakes, and they will have to be housed individually. Some snakes can be housed with other snakes of the same species, but you will have to use a separate feeding enclosure to ensure that they don't view each other as food.
[ Back to Top ]
How should I hold my snake?
FAQs: Snakes - Page 4 of 5
If the snake is small, support him in your hand or around your arm, allowing him to move freely in your hand rather than grabbing him and holding him still. If you drape him across your shoulders, bow the middle part down your back so the snake is not directly against the back of your neck. If the snake is larger than 6 feet, you will need two people to properly support him.
[ Back to Top ]
Why does my snake keep wrapping around me when I'm holding him?
If your snake keeps trying to wrap himself tightly around your limbs or your body while you're holding him, you're doing something wrong. Snakes will attempt to grab onto you when they don't feel secure or safe. [ Back to Top ] | <urn:uuid:919dd871-dba3-4005-b0e7-23d47fc5d2f5> | CC-MAIN-2014-15 | http://www.drsfostersmith.com/PIC/article_pdf.cfm?aid=2611 | 2014-04-16T21:21:46Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00113-ip-10-147-4-33.ec2.internal.warc.gz | 403,949,310 | 1,913 | eng_Latn | eng_Latn | 0.99852 | eng_Latn | 0.999146 | [
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Published on Highland Park Public Library (http://hplibrary.org)
Home > Are You Going to Kiss Me Now?
November 2 2011
Are You Going to Kiss Me Now?
Reading Level: Grade 7-10
Author:
Sloane Tanen
When her father left her mother to live with an airhead, Fran understood. ANYONE would have trouble living with Fran's mother. But when her father told her the airhead was pregnant, Fran had to kill him...at least on paper. She submitted an essay entitled, "Good-bye Father: A Daughter's Loss" to Seventeen Magazine's "My Life" essay contest. She didn't expect to win.
When she got the phone call, Fran was astounded. Since she lied about her father's demise, she knows she can't keep the scholarship. But she just can't stand to lose the other part of the prize, touring Africa with A-list celebrities. So Fran accepts the prize, lies to her parents and boards the plane with her idols. She'll worry about repercussions when she gets home.
When the plane crashes on a remote island somewhere far off the coast of southern Africa, Fran is no longer worried about her parents or even Seventeen Magazine. She just hopes she and her famous fellow cast-a ways can survive.
Check availability of this book
More books by Sloane Tanen
YS Book Level:
8th Grade
7th Grade
High Schoolers
JY Fiction
YS Locations:
YS Reviewers:
YS Genres:
SJS
Adventure Books for Girls Chick Lit
Survival
Source URL: http://hplibrary.org/kids/reviews/areyougoingtokissmenow?page=10 | <urn:uuid:18e7a22c-8198-400c-a18c-e55786b95913> | CC-MAIN-2014-15 | http://hplibrary.org/printpdf/9770?page=10 | 2014-04-16T19:24:12Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00112-ip-10-147-4-33.ec2.internal.warc.gz | 111,853,058 | 349 | eng_Latn | eng_Latn | 0.886064 | eng_Latn | 0.997396 | [
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Probability Topics: Introduction∗
Susan Dean Barbara Illowsky, Ph.D.
This work is produced by The Connexions Project and licensed under the Creative Commons Attribution License 3.0 †
Abstract
This module introduces the concept of Probability, the chance of an event occurring.
1 Student Learning Outcomes
By the end of this chapter, the student should be able to:
* Understand and use the terminology of probability.
* Determine whether two events are mutually exclusive and whether two events are independent.
* Calculate probabilities using the Addition Rules and Multiplication Rules.
* Construct and interpret Contingency Tables.
* Construct and interpret Venn Diagrams (optional).
* Construct and interpret Tree Diagrams (optional).
2 Introduction
It is often necessary to "guess" about the outcome of an event in order to make a decision. Politicians study polls to guess their likelihood of winning an election. Teachers choose a particular course of study based on what they think students can comprehend. Doctors choose the treatments needed for various diseases based on their assessment of likely results. You may have visited a casino where people play games chosen because of the belief that the likelihood of winning is good. You may have chosen your course of study based on the probable availability of jobs.
You have, more than likely, used probability. In fact, you probably have an intuitive sense of probability. Probability deals with the chance of an event occurring. Whenever you weigh the odds of whether or not to do your homework or to study for an exam, you are using probability. In this chapter, you will learn to solve probability problems using a systematic approach.
3 Optional Collaborative Classroom Exercise
Your instructor will survey your class. Count the number of students in the class today.
* Raise your hand if you have any change in your pocket or purse. Record the number of raised hands.
∗
Version 1.11: May 24, 2012 6:37 pm -0500
† http://creativecommons.org/licenses/by/3.0/
* Raise your hand if you rode a bus within the past month. Record the number of raised hands.
* Raise your hand if you answered "yes" to BOTH of the
rst two questions. Record the number of raised hands.
Use the class data as estimates of the following probabilities. P(change) means the probability that a randomly chosen person in your class has change in his/her pocket or purse. P(bus) means the probability that a randomly chosen person in your class rode a bus within the last month and so on. Discuss your answers.
* Find P(change).
* Find P(bus).
* Find P(change and bus) Find the probability that a randomly chosen student in your class has change in his/her pocket or purse and rode a bus within the last month.
* Find P(change| bus) Find the probability that a randomly chosen student has change given that he/she rode a bus within the last month. Count all the students that rode a bus. From the group of students who rode a bus, count those who have change. The probability is equal to those who have change and rode a bus divided by those who rode a bus. | <urn:uuid:d149ca82-1bf4-401a-85e7-3e4173679f05> | CC-MAIN-2014-15 | http://cnx.org/content/m16838/1.11/?format=pdf | 2014-04-16T19:48:41Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00106-ip-10-147-4-33.ec2.internal.warc.gz | 52,828,634 | 639 | eng_Latn | eng_Latn | 0.998264 | eng_Latn | 0.998471 | [
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PICTURE BOOKS
Theo's Mood
Maryann Cocca-Leffler Albert Whitman and Company 978-0-8075-7778-3
On "Mood Monday," the young students in this precious book discuss events that influenced their emotions over the weekend. Dealing with the birth of a new baby sister, Theo is bursting with numerous feelings at once, while his classmates describe the pride of hitting a home run and fear caused by getting lost in the mall. The mood--changing situations are all easily relatable for preschoolers, and the bold, playful illustrations make each character distinct. Ages four to seven.
Aimee Jodoin | <urn:uuid:097e6c2d-8017-4b72-a09c-e0e4a002eaed> | CC-MAIN-2014-15 | https://www.forewordreviews.com/reviews/theos-mood/pdf/ | 2014-04-16T18:59:36Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00107-ip-10-147-4-33.ec2.internal.warc.gz | 823,075,257 | 135 | eng_Latn | eng_Latn | 0.996053 | eng_Latn | 0.996053 | [
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Great Whole Grains!
Eating just one, two or three extra servings of whole grain foods each day can influence your wellness and reduce your risk of many major chronic diseases in the future, such as heart disease, cancer, stroke, constipation, hemorrhoids, diverticulosis and type 2 diabetes.
The Breadbasket of the World
~ Eating whole grains helps you feel full (satiety) and delays hunger.
~ Whole grains provide energy for daily activities.
~ You can enjoy delicious whole grain foods at each meal without spending a lot of time or money to do so. The most inexpensive whole grains generally are large containers of store-brand oatmeal, breakfast cereals, popcorn, crackers and breads.
In an average year, Kansas wheat farmers produce enough wheat to make over 36 billion loaves of bread, or enough to provide each person on the earth with 6 loaves of bread.
~ When shopping for whole grains, look at the list of ingredients shown on the package for the word "whole" in front of a grain, such as "whole wheat", if you want to get a food that is high in whole grains.
Types of Whole Grains
* Brown rice
* Buckwheat or kasha
* Cracked wheat or bulgur
* Millet
* Quinoa
* Spelt
* Oatmeal
* Popcorn
* Whole grain barley
* Whole grain cornmeal
* Whole wheat
* Wild rice
Source: The Kansas Association of Wheat Growers www.wheatmania.com
Source: Mary Meck Higgins, Ph.D., R.D., L.D., CDE, Healthful Whole Grains!, Kansas State University, September 2002.
* Whole rye
* And many more!
For information about food assistance for senior adults, call the Kansas SRS Service Center, toll free, 888-369-4777. Brought to you in partnership with K-State Research & Extension. | <urn:uuid:6abd0dee-7634-4459-90fb-4d62b126ac97> | CC-MAIN-2014-15 | http://www.ksre.ksu.edu/HumanNutrition/doc10430.ashx | 2014-04-16T19:07:32Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00111-ip-10-147-4-33.ec2.internal.warc.gz | 520,676,014 | 399 | eng_Latn | eng_Latn | 0.989617 | eng_Latn | 0.989617 | [
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As part of Bark Busters, commitment to responsible dog ownership, Bark Busters Dog Behavioural Therapists have compiled a Top 10 list that will help dog owners better understand their canine pets.
BARK BUSTERS' TOP 10 TIPS EVERY DOG OWNER SHOULD KNOW
Suggestions to Promote Better understanding of Your Best Friend, Encouraging More Responsible, Enjoyable Pet Ownership
1) A dog is a dog. The greatest misconception many dog owners have is to assume their dogs communicate the way people do. Dogs instinctively follow the same rules and exhibit many of the same behavioural patterns as their wild ancestors. To effectively train your dog, you must first understand his instinctual pack behaviour.
7) Bad behaviours may be natural, but they do not have to be normal. Most people consider digging, chewing and jumping as unacceptable dog behaviour-but to dogs, these actions are natural. As our dog's primary educator and leader, it is our job to teach him that what he considers natural behaviours are not necessarily acceptable in our households.
2) All dogs think in terms of survival. Dogs instinctively know that living with others, under the leadership of an assertive pack member, increases their chances for survival. As a dog owner, one of your responsibilities is to model a leader's strong and consistent characteristics so that you will be accepted as the leader and your dog will learn to respect and obey you. Your leadership will help your dog feel safe and eliminate many behaviour problems.
3) Dogs don't understand English. In addition to barking, growling and other guttural sounds, dogs rely heavily on body language. And yet, your body language can easily be misinterpreted. By understanding how dogs communicate, you will avoid the mistake of telling your dog one thing while your body language and voice tone tell him something completely different. (Learn more about body language and voice tones at BarkBusters.com.au).
4) Dogs are neither spiteful nor deliberately naughty. There are three reasons why a dog misbehaves or disobeys: 1) They do not understand what you want, 2) They do not consider you their leader, or 3) They are suffering from some kind of stress or fear. Understanding this will help you address your dog's problems and behaviours.
5) Aggression is instinctual in every breed. Whether Chihuahua or German shepherd, a dog's breed has nothing to do with aggression. Instead, aggression is instinctual and caused most often by fear of the unknown-that is, whatever the dog cannot understand or does not recognise as normal. When a dog becomes frightened, he will do one of two things: fight or take flight. By reinforcing leadership with your dog, you can avoid unacceptable or uncontrollable aggression.
8) It's illogical to get angry with your dog. Dogs do only what comes naturally or what they've learned through association, so getting angry-or using physical force-is both inappropriate and counterproductive. Moreover, never use your hands for disciplining, because dogs find this provocative and threatening. Use your hands as little as possible when training-and when you do, make sure your dog always associates your hands with gentleness and pleasure.
9) Correct your dog on the spot. Because dogs learn from association, they will comprehend your message only if it is delivered in a timely manner. A correction must be issued at the precise moment the dog is either contemplating or actually doing something wrong. Because it can be difficult to catch your dog in the act, find ways to simulate situations in which your dog would normally misbehave so you can then correct them immediately and guide them to the appropriate behaviour, while praising their correct decisions.
10) Dogs experience the world differently than humans. With 25 times more olfactory receptors than humans, dogs can sense odours at concentrations millions of times lower than we can. In addition, a dog's eyesight has been described to be like that of a person who is colour-blind. Dogs use other cues (such as smell, texture, brightness, and position) rather than relying on colour. With acutely developed hearing, dogs can hear sounds four times farther away than humans-but dogs also hear selectively. They can sleep beside a blaring television, but wake up as soon as they hear something unrelated to that.
6) You can teach an old dog new tricks. Dogs are continuous learners and have good memories. The three things that primarily influence a dog's behaviour are association, experience and instinct. By conditioning your dog and effectively showing him what you consider good and bad behaviour, you can help him change his behaviour.
Dog Tested. Vet Approved.
This information is brought to you as a public service by Bark Busters Home Dog Training-the world's largest, most trusted dog training company. Bark Busters is the only international dog training company that offers guaranteed lifetime support. Find more information by contacting your local dog behavioural therapist at 1800 067 710 or by visiting www.barkbusters.com.au | <urn:uuid:efc3e13b-f19a-4b07-bbd0-3710b888a8bd> | CC-MAIN-2019-39 | https://www.barkbusters.com.au/themes/au/media/tips/pdf/10_TipsAU.pdf | 2019-09-21T22:05:08Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00400.warc.gz | 759,717,369 | 1,009 | eng_Latn | eng_Latn | 0.99866 | eng_Latn | 0.99866 | [
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Ulrike Niens, Jackie Reilly, Alan Smith
Human Rights Education as Part of the Peace Process in Northern Ireland
In a society emerging from decades of political conflict, the role of human rights education in Northern Ireland is of particular importance as a tool to preventing violent conflict and to promoting a culture of peace. More generally, a rights-based approach to education might refer to three dimensions; access to education, educational content and educational processes. This article aims to explore the effectiveness of a specific human rights education project that has been piloted in Northern Ireland's post-primary schools as an example of a project that addresses educational content and processes in a flexible manner. Conclusions are drawn relating to factors facilitating the successful development of a rights-based approach to education and of human rights education projects.
Keywords:
Human rights education, peace process, Northern Ireland, human rights education, Northern Ireland conflict
1 Introduction
The concept of a rights-based approach to development has evolved as part of the UN Programme for Reform that was launched in 1997, when the Secretary-General called on all entities of the UN system to mainstream human rights into their various activities and programmes 1 . Gradually a number of UN 2 , bilateral agencies 3 and international NGOs 4 have made a rights-based approach to development programming a priority and the Office of the High Commissioner for Human Rights (OHCHR) has developed draft guidelines for the integration of human rights into poverty reduction strategies, including targets and strategies for education (OHCHR 2002). Essentially a human rights-based approach to programming draws attention to the legal commitments of 'duty bearers' to 'rights holders' (Theis 2004) and provides a stronger focus on accountability, and the participation and inclusion of poor, vulnerable and minority groups.
Arguments have also emerged that a rights-based approach to education is not only about access to education, but also about access to a quality of education that is based on human rights principles and processes. Whilst
the right to education is properly concerned with universal access to free and compulsory education on a basis of equality, inclusion and nondiscrimination, it is also concerned with the right to a quality education where the content and processes are consistent with human rights and fundamental freedoms.
"Although opinions about quality in education are by no means unified, at the level of international debate and action three principles tend to be broadly shared. They can be summarized as the need for more relevance, for greater equity of access and outcome and for proper observance of individual rights. In much current international thinking, these principles guide and inform educational content and processes and represent more general social goals to which education itself should contribute.
Of these, the question of rights is at the apex. Although, as indicated earlier, most human rights legislation focuses upon access to education and is comparatively silent about its quality, the Convention on the Rights of the Child is an important exception. It expresses strong, detailed commitments about the aims of education. These commitments, in turn, have implications for the content and quality of education" (Education For All Global Monitoring Report 2005, 30).
In terms of access to education inequalities may be experienced on the basis of ethnic, linguistic, religious, social, cultural and political differences. Minorities are especially vulnerable and may be defined differently within different national and social contexts. Economic status and the existence of school fees or other charges for education may also be a reason for inequality. Disability may be a further reason for unequal access to education and in many societies, girls have no access to education or there are inequalities based on gender.
From an educational content point of view this suggests attention needs to be given to matters such as language of instruction; how diversity is represented within the curriculum; the content of curriculum and textbooks in areas such as language, literature, art, history, geography, culture, religion (where included), gender representation and how the needs of minority and vulnerable groups are represented and included in the curriculum.
From an educational processes point of view attention needs to be given to the extent to which the learning environment operates according to human rights principles and practices; to the nature of teaching and learning methods; and the extent to which there are adequate processes for participation, inclusion and freedom of expression at all levels of the education system. From a rights-based perspective a key tool for implementing these features is through human rights education.
2 Human Rights Education
The World Conference on Human Rights held in Vienna in 1993 reaffirmed the importance of promoting respect for human rights through education
and recommended a framework for action. 5 In 1994 the UN General Assembly officially proclaimed 1995-2004 the United Nations Decade for Human Rights Education and produced a Plan of Action for the Decade (OHCHR 1996).
According to the Plan of Action, human rights education is about the imparting of knowledge, skills and attitudes directed to:
- The strengthening of respect for human rights and fundamental freedoms;
- The full development of the human personality and the sense of its
dignity;
- The promotion of understanding, tolerance, gender equality and friendship among all nations, indigenous peoples and racial, national, ethnic, religious and linguistic groups;
- The enabling of all persons to participate effectively in a free society;
- The furtherance of the activities of the United Nations for the maintenance of peace.
The UN High Commissioner of Human Rights was requested to coordinate the implementation of the Plan of Action, in cooperation with UNESCO and all Member States. A key part of the Plan of Action was that "governments should play an active role in the implementation of the programme of the Decade through the development of national plans of action for human rights education" (OHCHR 1996, paragraph 11).
Subsequently, Guidelines for National Plans of Action for Human Rights Education 6 were developed and the UN High Commissioner of Human Rights and the Director-General of UNESCO addressed a joint letter to all Heads of State encouraging the establishment and implementation of national plans of action for human rights education. The Office of the High Commissioner for Human Rights compiled a compendium of national plans that have already been developed as a means of sharing information among countries. 7 The compendium includes examples of national plans from Croatia, France, Japan, Philippines, Portugal and Turkey with excerpts from the national plans of Australia, Bolivia, Brazil, Democratic Republic of Congo, Ecuador, Indonesia, Latvia, Malawi, Mexico, Norway and Venezuela.
Most national plans emphasise the importance of an integrated approach to human rights education, that is, through school-based programmes and through youth and community programmes outside school. The role of the media in human rights education is also a common feature. There are some examples of specific human rights programmes being included in the curriculum, but it is more common to advocate multiple actions in a number of areas, so that human rights education is integrated into all teaching subjects and modelled through the values and practices that operate within the classroom and the school. A significant challenge in all countries is to make the language and concepts of human rights accessible, relevant and applied to real life situations, especially for younger children.
At the conclusion of the decade the United Nations General Assembly adopted a resolution 8 for a World Programme for Human Rights Education to start on 1 January 2005. A Plan of Action 9 has been prepared by the Office of the United Nations High Commissioner for Human Rights (UNHCHR) in cooperation with UNESCO and will focus on primary and postprimary school systems in its first three years (2005-2007).
3 Human Rights Education in Northern Ireland
A rights-based approach to education may also be regarded as a tool for conflict prevention by addressing access and equality issues within an education system and by encouraging rights-based educational content and processes, including human rights education. Developments as part of a peace process in Northern Ireland provide one example.
When the Republic of Ireland was established in 1921, a substantial population in the six counties in the north of the island (mostly Protestant descendants of English and Scottish settlers from the 1600s onward) wished to retain the union with Britain. The island was partitioned and the northern part became part of the United Kingdom of Great Britain and Northern Ireland. Although the territory was established with a majority of 'subjects' loyal to Britain, it also contained a significant minority who would prefer to be citizens of a unified Ireland. British and Irish national identities are further underpinned by religious and cultural differences between these two groups. These differences became a basis for discrimination that led to economic, social and political inequalities, and gave rise to civil rights campaigns, which started peacefully but developed into a violent conflict in the late 1960s (Fitzduff, O'Hagan 2000). Several attempts to reform Northern Ireland's political landscape were made since the outbreak of the violence, including the Standing Advisory Commission on Human Rights, which was established in 1973 to advise the British government on human rights legislation and policies. Though riddled with problems relating to its independence, powers and remit (Livingstone 1999), the Commission published two influential reports on religious and political discrimination and equality in the late 1980s (Standing Advisory Commission on Human Rights 1987 and 1990). After many years of violence in Northern Ireland, a declaration of cease-fires created the opportunity for a peace process that led to a political agreement in 1998 supported by the British and Irish governments. The agreement replaced direct rule from Britain and established new political institutions in Northern Ireland so that local politicians would be elected from different communities to share power. Crucially, both governments also recognised 'the birthright of all the people of Northern Ireland to identify themselves and be accepted as Irish or British, or both'. Through the agreement the UK and Irish governments accept that the future constitutional status of the territory will be determined by 'the wish of the majority of the people who live there'.
Alongside constitutional matters the peace agreement identified a number of 'confidence building measures'. These included arrangements for the decommissioning of weapons, demilitarisation and changes to policing, prisoner releases and support for victims of the conflict (Smith 2003). However, the agreement also left unresolved key issues, such as decommissioning, demilitarization and policing (Darby 2003). Most prominently, the agreement resulted in the establishment of a devolved and power-sharing government in Northern Ireland, which is currently
suspended. An Equality Commission was established with statutory responsibilities related to anti-discrimination legislation concerning Equal Opportunities (gender), the Race Relations Act, Fair Employment (religion) and disability.
The British government also agreed to incorporate the European Convention on Human Rights into UK law through the Human Rights Act. This took effect from 2 October 2000. A Northern Ireland Human Rights Commission (NIHRC) was established and, as part of the Agreement, the Commission has consulted on a Bill of Rights for Northern Ireland. The NIHRC replaced the Standing Advisory Commission on Human Rights and was given extended powers (Harvey 2001), including a remit to investigate human rights violations and to assist individuals; to advise the government on a Bill of Rights for Northern Ireland; to review legislation relevant to human rights; and to research and to educate about human rights. Nevertheless, the NIHRC has from its inception been beset by difficulties, ranging from limited resources to public controversy over resignations of Commissioners and ,more recently, protests over the appointment of a new Chief Commissioner. 10
The Northern Ireland Human Rights Commission undertook extensive consultation on the establishment of a Bill of Rights (NIHRC 2001) and the proposals included a commitment that the State 'undertake to include human rights in the school, youth service and training curricula, as well as in the training programmes for all those working for, in connection with or on behalf of children' (NIHRC 2001, 126).
4 The Bill of Rights Project
Partly in response to this challenge and partly in response to other developments, the Northern Ireland Council for the Curriculum, Examinations and Assessment (CCEA) initiated a pilot project in social, civic and political education in 25 post-primary schools to develop a citizenship education curriculum (Smith 2003; Arlow 2004). The Northern Ireland programme of local and global citizenship is an inquiry-based curriculum involving the exploration of concepts in four core areas, including Diversity and Inclusion; Equality and Justice; Human Rights and Social Responsibilities; and Democracy and Active Participation (Council for the Curriculum, Examinations and Assessment 2003). Young people are required to investigate these concepts through case studies and resource materials related to local and global issues. Many of these case studies having been developed specially by local voluntary organisations. This approach involves deeply controversial and practical issues such as how to achieve a policing service that has the confidence of all sections of society or how current conflicts over cultural expression might be resolved. A similar form of citizenship education is being developed within non-formal education, through youth and community education programmes.
For the purposes of this paper, we will focus on a specific educational project on the proposed Bill of Rights for Northern Ireland. This project was
initiated as a collaborative effort involving the Northern Ireland Human Rights Commission, the Department of Education and the Education and Library Boards and additional consultancy from external agencies specialised in human rights education.
The Bill of Rights in Schools (BORIS) Project aimed to promote awareness of human rights issues among pupils and teachers in Northern Ireland. The project was implemented in 22 selected post-primary schools across Northern Ireland in two phases from September 2002 to January 2004. While it was planned as a stand-alone scheme, the close collaboration with various educational agencies made it a unique project which was designed to build upon and to enrich the post-primary curriculum and to produce a resource for post-primary schools that would be of value to teachers of Local and Global Citizenship in post-primary schools and, more generally, to other subjects (NIHRC 2004). The project benefited from a team of development workers who were involved in developing the resources, teaching the project in schools and assisting teachers in schools to become involved in delivering the project. The project thereby focused on both educational content and educational processes. As part of the project, the teaching materials, which provided a consistent framework but allowed teachers to explore topics of particular relevance to their pupils, were piloted and the teaching was evaluated in regards to teachers' perceptions of human rights education. In line with the Plan of Action for the United Nations Decade for Human Rights Education (see above) the evaluation also focused on the impact of the project on pupils' knowledge, attitudes and participatory behaviours (Reilly, Niens 2004).
The evaluation across the two phases employed a range of research methods. These included a pre- and post-test pupil survey with about 300 pupils in each phase and a control group in phase 2. The questionnaire was designed to highlight learning experiences and changes relating to knowledge and information-seeking behaviour; attitudes relating to the law, nationality and racism; and confidence in participation. In addition, pupil focus groups were conducted in each phase of the project and semistructured interviews were conducted with four teachers from participating schools and three Education and Library Board officers who had acted as line mangers for the six project workers, who were also interviewed. The consistency of results over both phases of the project, across the range of research methods and across participant groups can be interpreted as clearly supporting the overall findings of the evaluation.
The following provides a summary of results emerging from the evaluation of the BORIS project. Teachers, project workers and ELB officers emphasised that the project was perceived as very timely given the proposed introduction of Local and Global Citizenship Education into post-primary schools in Northern Ireland, which highlighted the key role of institutional support in engaging stakeholders in a project of this nature. Human rights and responsibilities represent one of the four themes on which Local and Global Citizenship Education is based, and as such, human rights and citizenship education were seen by these groups as inextricably linked. Given the history of political conflict in Northern Ireland, interviewees perceived it to be particularly appropriate for pupils to learn about human rights and to establish a human rights culture in the schools and among their peers, which, through the emphasis on tolerance and social justice,
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was hoped to foster peace and harmony between communities in future generations. Teachers' knowledge about human rights issues and their confidence in using active learning and teaching methods were perceived to have improved as a result of the project.
This was attributed to a variety of factors, but especially to the opportunities afforded by the project for teachers to learn by observing project workers and/or by teaching. Teachers stated that they enjoyed the close collaboration with the project workers and having the necessary space and time to learn how best to teach human rights issues in the classroom.
Results from both the pupil surveys and the focus groups indicated extremely low baseline levels of pupils' knowledge about human rights issues in general and in relation to Northern Ireland in particular, which emphasises that teaching about human rights and the proposed Bill of Rights for Northern Ireland is exceptionally important in the current postconflict context (Niens, Reilly, McLaughlin, under review).
The pupil surveys and focus groups indicated a positive impact of the project on knowledge, attitudes relating to human rights issues and behaviours relating to information seeking and participation. Pupils acquired knowledge about human rights as a result of the project, and this knowledge was perceived by pupils to be relevant and potentially useful. Moreover, pupils' interest in human rights issues also increased dramatically throughout the project, which was facilitated by the development of relevant vocabulary with which they could discuss and engage with complex human rights related issues (Reilly, Niens, McLaughlin 2005).
While there was evidence of some pupils applying their learning to their own contexts, others appeared to struggle with the distinction between moral values and legislative frameworks. This conceptual ambiguity appeared to be due to the project addressing human rights as part of both reference frameworks, without explicitly explaining the basis for these. Finally, while knowledge gains could be identified in all cases, the impact of the project on human rights related attitudes and behaviours was slightly less clear-cut but was positively influenced by the number of lessons they received. This last finding is consistent with the notion that attitudinal change is difficult to achieve; the academic literature generally acknowledges that long-term projects are required to affect attitudes (Allport 1954). In Northern Ireland, this view has been voiced especially in relation to cross-community contact programmes, which have been criticised as ineffective if run in the short-term (Trew 1986).
Interestingly, results from the pupil surveys indicated significant differences between maintained (mainly Catholic), controlled (mainly Protestant) and integrated schools (similar proportions of Catholic and Protestant pupils) in regards to interest in human rights, attitudes and levels of confidence. This might be a result of school differences relating to school ethos (Montgomery, Smith 1997), which the evaluation did not take into account. However, it might also reflect a perception that human rights are more closely linked to the Catholic community as the historical minority group. Additionally, evidence from the pupil focus groups suggests a link between knowledge and attitudes in this area. In one controlled school, pupils' attitudes to human rights appeared to be indifferent to hostile, consistent
with their historical majority group membership. However, at the end of the project not only had these participants acquired relevant knowledge and a language with which to engage with human rights issues, but they were interested in learning more about human rights and the proposed Bill of Rights for Northern Ireland, and saw these as having direct relevance to themselves and their own community.
As human rights are often portrayed as protecting minority communities, attention needs to be paid to ensuring that the human rights agenda appeals to both majority and minority communities. Especially in the case of societies emerging from political conflict involving communities that (traditionally) held positions of political power and those which did not, human rights violations might almost inevitably come to be perceived as affecting the relatively powerless to a greater extent than their political counterparts. The inclusion of all communities into a human rights agenda that strives for peace is therefore particularly important in such situations (Reardon 1997) and it might require different approaches to human rights education for different communities.
In general, given pupils' low levels of knowledge about human rights and the general enthusiasm to engage with human rights issues, there is clearly an unmet need for human rights education in the Northern Ireland postprimary school sector, which could be partly met through the integration of human rights education into the post-primary curriculum or through standalone human rights education projects and programmes.
5 Conclusion
Generally, a rights-based approach to education in Northern Ireland appears to be essential to address historical inequalities between communities, to promote peaceful relationships between communities and to encourage social participation using peaceful means. In regards to access to education, educational policies in Northern Ireland have been implemented with the aim to achieve equal access to education for all communities in Northern Ireland and, in the early 1990s, strategies have been put in place to address funding inequalities that affected different types of schools (Osborne 1993).
Regarding educational processes and educational content, the Bill of Rights in Schools project was used as an example of an educational project which addressed both aspects. The low level of pupils' knowledge about human rights clearly indicated a need for human rights education in Northern Ireland. One of the strengths of the project from the perspective of teachers and project workers was that it allowed teachers to decide the extent to which they required support from project workers at any given time, thus encouraging a progressive sense of confidence and ownership in teachers who had relatively little experience in this area. Another strength of the project was its flexibility in relation to educational content but that it nevertheless employed a consistent curricular framework. This enabled pupils to develop an understanding and a vocabulary appropriate to
engagement with issues they were formerly ill equipped to address.
More specifically, the evaluation of the Bill of Rights in Schools project clearly highlights the importance of several factors in the successful implementation of educational schemes aimed at raising awareness of human rights and at developing a culture of human rights in schools and beyond. Institutional support provided by not only the school's senior management, but, perhaps most importantly, through governmental institutions and curricular policies appears to be crucial to introduce and sustain the project in the long-term as indicated by the interview results. With regard to teacher training, continuous external support which provides opportunities for putting teaching methods and strategies into practice will facilitate teachers' increasing confidence in engaging in debates about controversial issues relating to human rights and in employing active teaching methodologies. Even though short-term projects might appear attractive to practitioners because they are easier to fit into tight school timetables, it is crucially important that time is allowed to establish a human rights culture that impacts on attitudes and behaviours.
In post-conflict Northern Ireland, both the formal and informal educational sectors have adopted the ideas of citizenship and human rights education, supported by decisions made at policy level. While it is recognised that an optimal approach to human rights education should include both the formal and informal educational sectors as proposed in most national plans, there often are specific difficulties related to each of these sectors. In formal education such difficulties may include lack of time, lack of space in a tightly packed curriculum, competition for resources, and institutional support. It is therefore essential that education initiatives in the area of human rights should be flexible in order to maximise their sustainability in the long-term. We believe that in this way, human rights education as part of a rights-based approach to education provides an opportunity to promote peace and to prevent future conflicts.
Notes
1 Reform at the United Nations. UN Secretary-General, Kofi Annan.
2 For example, UNICEF statement on a rights-based approach.
3
See, DFID.
4
E.g. Amnesty International, CARE, OXFAM.
5
Vienna Declaration and Programme of Action, paragraph 33, part I.
6
UN Doc. A/52/467/Add.1.
7 Compendium of National Plans of Action for Human Rights Education, OHCHR, Geneva, February 2001.
8 Resolution A/RES/59/113 adopted 10 December 2004
(http://www.un.org/News/Press/docs/2004/ga10317.doc.htm
9
).
UN Doc. A/59/525.
10
BBC, 16 June 2005
(http://news.bbc.co.uk/1/hi/northern_ireland/4099882.stm).
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UNICEF. 2004. The Human Rights Based Approach - Statement of Common Understanding, The State of the World's Children. New York: UNICEF. | <urn:uuid:807565ef-f8eb-48fb-a69b-361f20e0d742> | CC-MAIN-2019-39 | http://www.jsse.org/index.php/jsse/article/download/376/373/ | 2019-09-21T21:30:32Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00400.warc.gz | 270,749,130 | 6,969 | eng_Latn | eng_Latn | 0.937418 | eng_Latn | 0.995613 | [
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Food Matters:What to Eat?
Your health depends on the food you eat.
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This brochure provides tips for making food choices to protect your health and the health of your family and community.
The brochure also provides many more resources to learn
For more information, visit:
more about how the food we eat impacts our health.
http://prhe.ucsf.edu/food-matters
There are many ways to make a difference. Here are some suggestions to get started.
Fruits, vegetables, beans, legumes and whole grains
Seafood
Dairy and animal fat
Good
Eat fruits and vegetables every day.
Wash fruits and vegetables before eating or cooking them.
Do not eat king mackerel, tuna (Bigeye, Ahi), swordfish, tilefish or shark. These fish have high levels of mercury.
Check local advisories about the safety of fish caught by family and friends in your local lakes, rivers, and coastal areas.
Limit foods high in animal fat.
If you can't buy organic, choose low/non-fat dairy.
Eat meat sparingly and get more protein from plant sources.
Avoid fast food and other processed foods whenever possible.
What to Eat Better
Eat the least pesticidecontaminated produce and avoid the most contaminated. To tell them apart, check our resources page. Eat more beans and legumes instead of meat every day.
Eat chunk light tuna instead of white albacore tuna. Do not eat more than two cans of chunk light tuna a week.
Four of the most commonly eaten fish that are low in mercury are: salmon, pollock, catfish and canned light tuna.
Limit foods high in animal fat. Get healthy fat from plant sources like seeds, nuts, and avocados.
Eat meat sparingly. Choose meat produced without the use of antibiotics or hormones.
Increase the number of meals you make at home.
Best
Eat locally grown, organic food.
Eat seafood that has healthy fat, fewer chemicals and is sustainably caught.
Some good choices are wild salmon, sardines, anchovies and herring.
Limit foods high in animal fat. Choose organic dairy and pastured eggs. Get fat from healthy plant sources.
Eat organic or grass-fed meat sparingly.
Make most of your meals at home with organic, fresh, local, seasonal foods.
A Program of Health Care Without Harm's Healthy Food in Health Care Initiative, in collaboration with the University of California, San Francisco's Program on Reproductive Health and the Environment
For more information on UCSF's Program on Reproductive Health and the Environment go to: prhe.ucsf.edu
For more information on the San Francisco Bay Area Physicians for Social Responsibility go to: http://www.psr.org/
For more information on Health Care Without Harm's Healthy Food Systems go to: http://www.noharm.org/us_canada/issues/food/ | <urn:uuid:f0a4cc7c-d0e4-47c5-bf60-7c7e88129437> | CC-MAIN-2019-39 | https://prhe.ucsf.edu/sites/g/files/tkssra341/f/FoodMatters_en.pdf | 2019-09-21T21:48:57Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00400.warc.gz | 627,796,797 | 608 | eng_Latn | eng_Latn | 0.95782 | eng_Latn | 0.997622 | [
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Avel Gordly (1947-)
In 1996, Avel Louise Gordly became the first African American woman elected to the Oregon State Senate. Gordly was born in Portland on February 13, 1947. Her father, Faye Gordly, was a railroad worker active with the Brotherhood of Sleeping Car Porters and Maids; her mother, Beatrice Bernice Randolph, was a long-time member of Mt. Olivet Baptist church and a Grand Worthy Matron of the Eastern Star.
Gordly graduated from Girls Polytechnic High School in 1965 and worked at Pacific Northwest Bell until 1970. That year, she enrolled at Portland State University, where she earned a degree in the administration of justice. After graduation, she worked for the Oregon Corrections Division as a women's work-release counselor and later as an adult parole and probation officer.
A key activist affiliation for Gordly was the Black United Front (BUF). A national civil rights group headquartered in Chicago, Portland's dynamic BUF was founded in 1979 by a core group of black activists, including Ronald Herndon and Reverend John Jackson. In addition to handling media work for the group, Gordly coordinated the Front's Saturday School, whose African American history program was tied to curriculum reform in the public education system. With the Front's spin-off, Portlanders Organized for Southern African Freedom, and in concert with the American Friends Service Committee (AFSC), Gordly helped score key anti-apartheid victories in the 1980s, including the resignation of the South African consul from his Portland office and divestiture legislation in Salem.
In 1979, Gordly redirected her professional energy through the Urban League of Portland as director of youth services and head of its Youth Service Center. In 1983, AFSC hired her to lead their Southern Africa Program, which was focused on anti-apartheid and refugee relief, and she made national headlines when she was promoted to regional director. Gordly was resident coordinator of a safe-haven program for youth at the House of Umoja in northeast Portland when she was tapped to fill a vacancy created by a retirement in the legislature in 1991. The call came from the community. Political activist Thalia Zepatos' initial encouragement was soon supported by activists, leaders, friends, and allies who were eager for Gordly to serve.
Gordly was subsequently elected state representative from north and northeast Portland in 1992. Her legislative record includes an array of initiatives that focus on cultural competency in education, mental health, and criminal justice. In addition to committee assignments such as Joint Ways and Means, Trade and Economic Development, and Environmental Quality, Gordly was co-chair on Governor John Kitzhaber's Task Force on Racial and Ethnic Health and served on the Public Commission on the Oregon Legislature. She also achieved notable reform in the Senate caucus system and briefly secured press access for meetings that were usually closed. She has traveled in sixteen African nations and, in 1997, led a trade delegation to South Africa and Zambia.
Gordly has received awards from groups such as the YWCA, the NAACP, the Oregon Youth Authority, Delta Sigma Theta Sorority, the Girl Scouts, and the Oregon Commission for Women. In 2008, OHSU opened the Avel Gordly Center for Healing, dedicated to multicultural mental health and psychiatric services.
Written by Patricia Schechter
Further Reading:
Gordly, Avel, with Patricia A. Schechter. Remembering the Power of Words: The Life of an Oregon Activist, Legislator, and Community Leader. Corvallis: Oregon State University Press, 2011.
McLagan, Elizabeth. A Peculiar Paradise: Blacks in Oregon, 1788-1940. Portland, Ore.: Georgian Press, 1980.
Taylor, Quintard, and Shirley Ann Wilson Moore, eds. African American Women Confront the West: 1600-2000. Norman: University of Oklahoma Press, 2003.
Copyright © 2008-2014 Portland State University page 1 / 1 | <urn:uuid:ad839c61-4ff9-42ff-9364-af490f803c7d> | CC-MAIN-2014-15 | http://oregonencyclopedia.org/entry/pdf_convert/567 | 2014-04-16T18:56:56Z | crawl-data/CC-MAIN-2014-15/segments/1397609524644.38/warc/CC-MAIN-20140416005204-00116-ip-10-147-4-33.ec2.internal.warc.gz | 190,635,945 | 846 | eng_Latn | eng_Latn | 0.992952 | eng_Latn | 0.992952 | [
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The Parkes radio telescope – Fast Facts
CSIRO Astronomy and Space Science
CSIRO's Parkes telescope is a 64-m diameter parabolic dish used for radio astronomy. It is located about 20 km north of the town of Parkes, NSW, and about 380 km west of Sydney. It is operated by CSIRO Astronomy and Space Science (CASS), a business unit of CSIRO. CASS also operates the Australia Telescope Compact Array near Narrabri, NSW, and the Mopra radio telescope near Coonabarabran, NSW, and is developing the Australian SKA Pathfinder (ASKAP) telescope in Western Australia.
The telescope
The telescope was built in 1961, but only its basic structure has remained unchanged. The surface, control system, focus cabin, receivers, computers and cabling have all been upgraded—some parts many times—to keep the telescope current. The telescope is now ten thousand times more sensitive than when commissioned in 1961.
Did you know?
NASA copied the telescope's design • for the satellite tracking dishes of its Deep Space Network.
The moving part of the telescope, • above the concrete tower, weighs 1000 tonnes—more than two Boeing 747s.
The telescope can be pointed with an • accuracy of better than 11 arcseconds—about the width of a finger seen 150 m away.
It can detect radio waves from 7 mm • to 4 m long.
The telescope only receives signals • from space, never sends them.
Using the telescope
The telescope works day and night, and through rain and cloud.
About 85% of all time each year is scheduled for observing. Less than 5% of that is lost because of high winds or equipment problems. Most of the rest of the time each year is used for maintenance and testing.
> Students can control the Parkes telescope over the Internet for education projects. Photo: David Crosling
The moving part of the dish is not fixed to the top of the tower but just sits on it. Because the large surface catches the wind like a sail, the telescope must be 'stowed' (pointed directly up) when the wind exceeds 35 km an hour.
The telescope is used by 300 researchers each year. More than 40% of these users are from overseas.
Radio astronomy
The radio waves from objects in space are extremely weak by the time they reach Earth. The power received from a strong cosmic radio source by the Parkes telescope is about a hundredth of a millionth of a millionth of a watt (10 -14 W). If you wanted to heat water with this power it would take about 70 000 years to heat one drop by one degree Celsius.
In the 1980s, Parkes was used to receive signals from NASA's Voyager II spacecraft and the European Space Agency's Giotto spacecraft. In the 1990s it supported NASA's Galileo mission to Jupiter and the tracking of spacecraft around Mars. In 2005 Parkes was used in an experiment to receive signals from the European Space Agency's Huygens spaceprobe as it plunged into Saturn's moon Titan.
Galaxies contain stars, gas and dust. The gas—mostly hydrogen—is the raw material from which stars form. It emits radio waves, at a frequency of 1420 MHz. Radio astronomers spend a lot of time studying this gas, learning where it is and how it is moving.
Astronomers don't look through the telescope. Instead, signal processing systems and computers take the radio waves the telescope collects and turns them into pictures (like photographs) of objects in space.
Space tracking
Although not a NASA facility, the Parkes telescope has frequently been contracted to receive signals from NASA spacecraft (and others).
Parkes' first such work was in 1962, when it received signals from the Mariner II space mission. In 1965 it tracked Mariner IV. In 1969 it was a prime receiving station for the Apollo 11 mission. During the 1970s it played a similar role for the Apollo 12, 14, 15 and 17 missions, and was also called in to help during the emergency that occurred during Apollo 13.
The movie
"The Dish" is an Australian movie, released in 2000, that was loosely based on the Parkes telescope's role in receiving pictures from the Apollo 11 mission, the first manned Moon landing, in July 1969.
The film differed from the real event in several ways. In reality:
there was no power failure; •
the telescope did not lose track of the • spacecraft;
there were dozens of people at the • telescope for the event, not just four;
there was no animosity between the • Australians and the Americans; the relationship was a good one;
the Prime Minister visited the • Honeysuckle Creek tracking station in the ACT rather than Parkes; and
the first few minutes of the televised • broadcast were sourced from the Honeysuckle Creek station.
The film did follow reality in that on the day of the Moonwalk the wind was gusting at 100 km per hour. Normally the telescope would not operate under such conditions, for safety reasons, but the telescope director gave the go-ahead to do it.
Did anyone ever play cricket on the dish? No. And although the film scene was shot on the dish itself, the actors only tossed a tennis ball around.
> The Parkes telescope has discovered the only known system of two pulsars (a special kind of star) orbiting each other. Image: John Rowe Animations
> Open Days at the Parkes Observatory give the public a chance to view the telescope up close. Photo: Shaun Amy
Vital statistics
Diameter of dish
64 m
Collecting area of dish
3,216 m 2
Height to top of focus cabin
58 m
Focal length
27.4 m
Weight of dish
300 tonnes
Weight above control tower
1000 tonnes
Maximum tilt
60° from the vertical
Time to maximum tilt
5 minutes
Time for 360° rotation
15 minutes
Surface accuracy
1–2 mm difference from best-fit parabola
Pointing accuracy
11 arcseconds rms in wind (about the width of a finger seen 150 m away)
Maximum operating wind speed
35 km per hour
Motors
4 x 15 hp 480 volt DC
Gear ratios 40,000 : 1
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* Anal logi ies 1 Level 7
Directions: Choose the pair of words that best express a relationship similar to that of the original pair. Then write the bridge sentence(s) to the right.
A
finger is part of a
hand.
A
leaf is part of a
tree.
:
Bridge Type: Degree
# #)) FASCINATING: INTERESTING
A A)) amazing : incredible
B B)) serious : grave
C C)) crucial : important
D D)) strange : weird
Bridge Type: Characteristic
1 1)) SLAVE: SUBMISSIVE
A) murderer : violent
B) circus : laughable
C) professor : ignorant
D) professional : bossy
Bridge Sentence:
A characteristic of a slave is to be submissive.
A characteristic of a __________ is to be
__________.
Bridge Type: Function
2 2)) PIPE: WATER
A) bottle : wine
B) artery : paint
C C)) vein : blood
D) nozzle : hose
Bridge Sentence:
The function of a pipe is to conduct water.
The function of a __________ is to conduct
__________.
Bridge Type: Characteristic
3 3)) DREAMER: IDEALISTIC
A) judge : legal
B) cynic : critical
C C)) parent : feminine
D) novice : skilled
Bridge Sentence:
A characteristic of a dreamer is to be idealistic.
A characteristic of __________ is to be __________.
Bridge Type: Definition
4 4)) VERDICT: JUDGMENT
A) jet : helicopter
B) observation : science
C C)) principal : school
D D)) infant : baby
Bridge Sentence:
A verdict is, by definition, a judgment.
A/an __________ is, by definition, a
__________.
1
Name________________
Date________________
Bridge Type: Degree
5 5)) CRUEL: UNKIND
A) graceful : flexible
B) vicious : aggressive
C C)) frightening : spooky
D D)) evil : insane
Bridge Sentence:
Someone who is cruel is very unkind.
Someone who is __________ is very __________.
Bridge Type: Type/Kind
6) SQUARE : QUADRILATERAL
A) rifle : weapon
B) instrument : violin
C) pattern : plaid
D) airplane : spacecraft
Bridge Sentence:
A square is a type of quadrilateral.
A __________ is a type of __________.
Bridge Type: Lack
7) CLUMSY
: GRACE
A) doubtful : faith
B) determined : work
C) rich : charity
D) beautiful : love
Bridge Sentence:
Someone who is clumsy lacks grace.
_____________________________________.
Bridge Type: Definition (Antonyms)
8) PERMANENT
: TEMPORARY
A) ordinary : plain
B) imaginary : fake
C C)) astonishing : surprising
D) skeptical : trusting
Bridge Sentence:
Permanent is the opposite of temporary.
_____________________________________.
Bridge Type: Definition
9) ATTORNEY :
LAWYER
A) worker : secretary
B B)) flower : daffodil
C) dog : canine
D) doctor : dentist
Bridge Sentence:
By definition, an attorney is a lawyer.
_____________________________________.
Bridge Type: Type/Kind
10) RAIN
: PRECIPITATION
A) salmon : seafood
B B)) snow : tundra
C C)) jungle : desert
D) pet : hamster
Bridge Sentence:
_____________________________________.
_____________________________________.
Answers and Explanations
1) A
A slave is someone who is forced to do work. Submissive means following orders, or the opposite of dominant. Thus, a characteristic of a slave is to be submissive. A murderer is someone who kills others. Thus, a characteristic of a murderer is to be violent. Therefore (A) is correct.
2) C
The function of a pipe is to conduct water. The function of a vein is to conduct blood. Therefore (C) is correct.
3) B
Idealistic means believing strongly in one's ideals regardless of how unrealistic they may be. Thus, a characteristic of a dreamer is to be idealistic. A cynic is a skeptical or negative person. Critical means judgmental, or behaving like a critic. Thus, a characteristic of a cynic is to be critical. Therefore (B) is correct.
4) D
verdict
A
is, by definition, a judgment.
An infant
is, by definition, a baby
. Therefore(D) is correct.
5) B
Cruel means mercilessly evil or violent. Thus, someone who is cruel is very unkind. Vicious means ruthless and fierce. Thus, someone who is vicious is very aggressive. Therefore (B) is correct.
6) A
A square is a type of quadrilateral, or 4-sided shape. A rifle is a type of weapon. Therefore (A) is correct.
7) A
Clumsy means awkward or klutzy. Grace is the quality of being effortlessly coordinated or skilled. Thus, someone who is clumsy lacks grace. Someone who is doubtful lacks faith, or belief. Therefore (A) is correct.
8) D
Permanent is the opposite of temporary, or impermanent. Skeptical, or unbelieving, is the opposite of trusting. Therefore (D) is correct.
9) C
By definition, an attorney is a lawyer. By definition, a dog is a canine. Therefore (C) is correct.
10) A
Precipitation is any water or ice that falls from the sky. Thus, rain is a type of precipitation. Salmon is a type of fish. Thus, salmon is a type of seafood. Therefore (A) is correct. | <urn:uuid:dc87fe08-33a9-4a91-985d-ec90fafe4703> | CC-MAIN-2019-39 | https://englishforeveryone.org/PDFs/Level_7_Analogies_1.pdf | 2019-09-21T21:45:37Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00401.warc.gz | 454,676,475 | 1,206 | eng_Latn | eng_Latn | 0.985588 | eng_Latn | 0.996376 | [
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Name ______________________________ Teacher ______________________ Block _________
CRAAP Test Worksheet
Use this list to help you evaluate sources. Answer the appropriate questions, and rank each of the 5 parts from 1 to 10 (1 = unreliable, 10 = excellent). Add up the scores to give you an idea of whether you should use the resource.
Website considered: _______________________________________________________________________________
____________________________________________________________________________________________________
Currency: The timeliness of the information
Relevance: The depth and importance of the information (focused & on topic)
Does the information relate to your topic / answer your question?
Who is the intended audience and is it at the right level for your needs?
Does the resource have enough depth for your needs?
Have you looked at a variety of sources before deciding to use this one?
Why do you prefer this resource to other types or formats?
Authority: The source of the information
Who is the author?
What are the author’s credentials and affiliations (a reputable institu t ion)?
Is the author qualified to write on the topic?
Is there contact information, such as a publisher or email?
Does the URL tell about the author or source? (i.e. .ca – Canadian site; .gov – US gov’t.; .edu – US educational institution; .org – Organizations or special interest groups, usually non-profit; .com, .net, .biz – companies, etc.
When was the information published or last updated?
When was the page created?
Do the links work?
Is the page regularly maintained?
Is the information current for your topic/research?
Accuracy: The reliability / truthfulness / correctness of the information
Purpose: The reason the information exists
Considering your answers and score above, write one or two complete sentences explaining why you would OR would not rely on this website.
____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________
Is the information correct?
Can the information be verified by other sources?
Is the information cited?
Are there spelling, grammatical, or typographical errors? Has the information been peer reviewed (studied by other experts in the field)?
Is the information meant to teach? Inform? Persuade? Entertain?
Does the author / sponsor make their intentions or purpose clear?
Is the information fact? Opinion? Propaganda? Is the point of view objective and impartial?
Is there advertising on the site? What is being advertised?
Are their political, ideological, cultural, religious, institutional or personal biases?
Total Score:
________ / 50 | <urn:uuid:30ab5db9-a2c9-411b-b933-9d0e1cf13d59> | CC-MAIN-2019-39 | http://www.vantechlibrary.org/uploads/5/0/4/5/5045111/crapp_test_worksheet_r_milne.pdf | 2019-09-21T21:32:37Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00401.warc.gz | 332,998,047 | 538 | eng_Latn | eng_Latn | 0.980684 | eng_Latn | 0.993888 | [
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Health Matters
Great Smokies Medical Center of Asheville
A small, occasional publication
Volume 4, Issue 1
Better Living Through Chemistry?
Picture this Ozzie and Harriet moment. A woman sporting a newly permed and sprayed hair-do and a freshly ironed frock is happily creating clouds of air freshener in her home to take care of those, well, little embarrassing odors. She pauses to gaze fondly through the window at her husband, who is doing his manly job of applying herbicides to some pesky dandelions. He notices his adoring wife and stops long infant's blood had between 159 and 234 chemicals. Of the chemicals found, 180 cause cancer in humans or animals, 217 are toxic to the brain and nervous
system, and 208 cause birth defects or abnormal development in animals.
Although the chemicals have long, complicated names like polyaromatic hydrocarbons and polybrominated dibenzodioxins,
enough to smile lovingly and wave. In the distance, the stacks of a coal-fired power plant rise majestically above the horizon. Life is good.
Or not. Scientific evidence now tells us that all is not well in our modern chemical paradise.
In July 2005, the not-for-profit Environmental Working Group (EWG) released results of a study of umbilical cord blood collected by the Red Cross from 10 randomly selected babies born in August and September 2004 in U. S. cities. Of 413 chemicals tested, the lab detected 287 in the blood samples. Each we all know them better as common household and industrial toxins: plastics, pesticides, solvents, methyl mercury, flame retardants, and numerous toxins that form when trash is burned. Many of the detected chemicals have been determined by the EPA to cause cancer, birth defects, thyroid disease, infertility, neurological problems, kidney damage, liver damage, and disrupted hormonal function. Chemicals interfere with health by either blocking or stimulating biochemical processes. For example, pesticides (in addition to interfering with nerve transmission) have been dubbed "birth control for men" because of their
Chlorination of Municipal Water
In the U. S., public water supplies were first chlorinated in 1908. Since then, federal regulations have resulted in the chlorination of nearly all of America's municipal water. Chemical additives can be added to hide chlorine's odor. Chlorine is an industrial waste product that is added to water supplies to kill dysentery, cholera, typhoid, and hepatitis. Chlorine does not kill parasites and it has known adverse effects on human health. Both equipment and human errors routinely result in chlorine levels exceeding those allowed by the EPA.
skin rashes, and headaches. It irritates the skin, eyes, and lungs, and interferes with the beneficial roles of cholesterol. In addition, it kills beneficial organisms (lactobacillus, etc.) in the digestive tract, thereby harming immune function and accelerates aging. Chlorine combines with organic matter present in water to result in the formation of trihalomethanes (THMs, including chloroform) that contribute to the incidence of cancer (particularly bladder and rectal cancers) and the risk of miscarriage.
Chlorination destroys vitamin E and contributes to hardening of the arteries,
Swimming in, showering in, and drinking chlorinated water all result in significant ability to feminize men by reducing sperm counts and decreasing the number of male births —all through disruption of endocrine function. Adverse health effects can occur at concentrations of 25 parts per trillion when vinyl chloride (plastics) or chlorine-treated paper is burned, forming the very toxic chemical compound dioxin.
The EWG cord blood study is concerning not only because of infants' inability to detoxify chemicals and their long life expectancy that allows years of opportunity for health problems to manifest, but also because it is a sobering statement about the current toxic state of planet Earth.
If we start life with this toxic burden, how toxic must we be as adults after a lifetime of exposure? It is no wonder that our children are suffering from learning and developmental abnormalities, while the incidence of chronic degenerative diseases is affecting the quality of life of more and more adults.
The University of Massachusetts Lowell released a report in (cont. p.2)
chlorine exposure. Sucralose (Splenda™) is chlorinated sugar.
Ozone and hydrogen peroxide treatment of water are safer and less costly alternatives to chlorination.
Water testing performed by county health departments for the potability of water checks only for the presence of bacterial contamination and not for toxins. GSMC provides kits on request for testing a comprehensive panel of toxins, minerals, and bacteria.
This information is extracted, in part, from the Townsend Letter for Doctors and Patients, an alternative medical publication: http://www.tldp.com.
Better Living, cont.
September 2005 that links dozens of environmental and occupational exposures to nearly 30 types of cancer. The report reveals that many cancer cases and deaths from cancer are caused by involuntary (background) exposures. These include: bladder cancer from the primary solvent used in dry cleaning, breast cancer from endocrine disruptors such as bisphenol-A (a byproduct of plastics), lung cancer from residential exposure to radon, non-Hodgkin¹s lymphoma from solvent and herbicide exposure, and childhood leukemia from pesticides. Coal-fired energy plants are the single largest contributor of mercury released into the air. Ninety-eight percent of our nation's energy-related production of methyl mercury, a known neurotoxin and contributor to common childhood behavioral disorders, comes from coalfired energy plants, as does 96 percent of sulfur dioxide, 88 percent of carbon dioxide, and 93 percent of nitrous oxide.
the United States, you are likely reliant on coal burning, an industry that results in ecologically harmful soot, smog, global warming, and acid rain. Heart attacks, asthma, emphysema, strokes, multiple sclerosis, and developmental
If you are on the electric power grid in
delays of children are the price paid for using aging coal burning facilities that are far more polluting than their newer counterparts. Airborne mercury from coal-fired energy plants that isn't inhaled ends up falling on soil and bodies of water, polluting crops and, especially, fish (which bio-accumulate mercury prior to their being consumed as food). Mercury is the toxin responsible for 70 percent of all fish consumption advisories.
The use of solvents (e.g., toluene, acetone, isopropyl alcohol) in dry cleaning, nail salons, medical labs, and in garages and homes across America results in reduced or abnormal ability to smell,
Fragrances: Feel the Romance
While some natural ingredients in the perfume industry cost up to $40,000 per pound, their synthetic alternatives can cost less than $10 per pound, explaining why 95 percent of perfume ingredients are synthetic chemicals. You won't find them listed on the label either, as there can be more than 500 ingredients in one formulation that are deemed to be "trade secrets." These chemical brews are added to shampoos, soap, detergents, and many other personal and household products, perpetuating health risks from multiple daily exposures.
ambrette (causes degeneration of the nerve's protective myelin sheath), benxophenones (can cause hives), linalool (causes poor coordination, depression and respiratory problems), and methyl ethyl ketone (can induce stupor, liver congestion, and numbness of extremities).
The National Institute for Occupational Safety and Health (NIOSH) recognizes more than 800 chemicals in fragrances that are capable of causing cancer, birth defects, muscle and joint pain, rapid heart beat, depression, asthma, and widespread chemical sensitivities. If just one of these chemicals was intentionally sprayed on a fellow citizen, a visit from the HazMat team and assault charges could result. Yet these chemicals are part and parcel of everyday life, leaving some people sick . . . sick and clueless to the cause of their many symptoms.
Some of the not-so-romantic sounding ingredients in perfumes are: musk neurological symptoms, mucus membrane irritation, memory loss, and lowered IQ.
You don't need to ingest or inhale a chemical for it to be absorbed and impact your health. The skin, our largest organ is very efficient at absorbing toxins on contact.
The glues, paints, vinyl, plastics, and fabrics in new cars emit chemicals known as volatile organic compounds (VOCs) that can trigger headaches, sore throats, nausea, and drowsiness. Older cars emit lower levels of chemicals but should be checked for mold that can produce mycotoxins, gaseous toxins that can profoundly disrupt immune function.
Petrochemicals used as fuels, in paints, and in cleaning products cause numerous health problems involving the digestive tract, skin, brain, and lungs.
You may hope that you can retreat to the safety of your home to escape this chemical soup. Unfortunately, energy efficient building techniques result in
Maybe that dizzy-headed feeling you've been having isn't really love after all. People having "mysterious" symptoms can do a one month trial of avoidance of fragrances and products that contain them to determine the role, if any, that chemicals in fragrances play in contributing to their health problems. The answer may often be apparent only when fragrances are re-introduced at the end of the period of avoidance.
GSMC recommends that all public facilities such as hospitals, clinics and schools strive to provide fragrance-free environments that do not interfere with health or the ability to learn.
Dr. Wright's Schedule
We are pleased to announce that Dr. Wright is accepting new patients effective November 1, 2005.
air quality. Many homes, new and old alike, have structural problems that trap moisture, fostering toxic mold growth. More than 80,000 synthetic chemicals have been invented since WWII, and their ability to disrupt biochemistry in all living things often surpasses the ability of any organism to adapt to them. Exposure to occupational, environmental, and household chemicals is and will continue to be a significant determinant of health risks. Though the adverse health effects from environmental chemical exposures, though immediately apparent to sensitized individuals, are just as often not obvious to the exposed person and may become apparent only after years or even decades of exposure. You can learn about chemical pollutants in your area by entering your zip code at: www.scorecard.org.
poor ventilation (fewer air exchanges per hour), in effect concentrating the chemicals found in buildings. Products used in decorating, furnishing, cleaning, and personal care also contribute to poor indoor
The next issue of Health Matters will discuss strategies for staying healthy in the midst of a complex chemical environment.
All content in this newsletter is intended to be informational and is not to be taken as medical advice or to replace medical care. | <urn:uuid:eb120833-06d5-4fad-8ccd-0ea43b0edb5a> | CC-MAIN-2019-39 | https://www.gsmcweb.com/wp-content/HealthMattersJanFeb2006.pdf | 2019-09-21T22:18:02Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00401.warc.gz | 853,993,916 | 2,242 | eng_Latn | eng_Latn | 0.996143 | eng_Latn | 0.99658 | [
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NSS MONTHLY NEWSLETTER July 2019
Summer Safety
Although summer activities can be a lot of fun, we should always take proper precautions to avoid any injuries to ourselves and others.
With campfires all it takes is one spark for things to go wrong. A carelessly abandoned campfire or a campfire built without safe clearance can turn a small fire into a dangerous and fast-moving blaze.
All barbeque grills must only be used outdoors — using grills indoors or in enclosed spaces is not only a fire hazard, but it exposes occupants to toxic gasses and potential asphyxiation. Always position the grill well away from combustible objects — buildings, fences, deck railings and landscaping can easily and quickly ignite. Check all propane tanks and lines for leaks and damage.
Never leave a lit grill unattended. Periodically remove grease build-up in catch trays to prevent it from igniting. Keep a garden hose nearby, connected and ready for use in case of a fire
The fire service does not recommend family fireworks or informal neighborhood displays. The fire service recommends attending public fireworks displays hosted by your municipality or other responsible organization.
If you still choose to have a family firework or an informal neighborhood display, check with your local fire department about regulations regarding fireworks.
* Cover up. Protect your skin as much as possible. Wear light-colored, long-sleeved shirts, pants, and a wide-brimmed hat made from breathable fabric. Ensure to have sunglasses as well to protect your eyes from the UV and UVB ratings as the rays can cause sensitivity.
* Limit your time in the sun. Keep out of the sun and heat between 11 a.m. and 3 p.m. The UV index in Canada can be 3 or higher during those times. When your shadow is shorter than you, the sun is very strong. Look for places with lots of shade, like a park with big trees, partial roofs, awnings, umbrellas or gazebo tents. Always take an umbrella to the beach.
* Use the UV Index forecast. Wear protective clothing, sunglasses, and sunscreen, even when it's cloudy.
* Use sunscreen. Put sunscreen on. Use sunscreen labelled "broad spectrum" and "water resistant" with an SPF of at least 30.
* Drink plenty of cool liquids (especially water) before you feel thirsty. If sunny days are also hot and humid, stay cool and hydrated to avoid heat illness.
Northern Safety Solutions is pleased to welcome James Toyota in Timmins to the Workplace Management Systems Program
Northern Safety Solutions Inc.
955 Bancroft Drive, Sudbury ON P3B 1P8
Toll Free: 705.524.8189
www.northernsafetysolutions.com
" Working Safely for the Health of it" | <urn:uuid:1f7bcccd-4af3-417e-8077-a2c911d0c05e> | CC-MAIN-2019-39 | https://northernsafetysolutions.com/wp-content/uploads/2019/07/Summer-Safety-July-2019-Newsletter.pdf | 2019-09-21T21:25:06Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00402.warc.gz | 585,259,594 | 571 | eng_Latn | eng_Latn | 0.998358 | eng_Latn | 0.998358 | [
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A SIMPLE RETORT A SIMPLE RETORT
How to make and use a simple retort for separating gold How to make and use a simple retort for separating gold----mercury amalgam mercury amalgam mercury amalgam
Mercury is used in amalgamation to recover gold in its native or 'free' form. While mercury simplifies the process greatly, it must be remembered that it is a very dangerous substance, especially when inhaled or absorbed through the skin.
Mercury is an 'accumulative' poison, meaning that repeated exposure, even of very small amounts, can build up in the body, leading eventually to mercury poisoning.
Mercury released into the atmosphere is also dangerous because it combines easily with other substances (such as hydrocarbons) to form compounds which can easily be taken up by other organisms, such as fish and shellfish. A build-up of mercury in these organisms can make them dangerous to eat.
Signs of serious mercury poisoning include stomach pains, vomiting, headaches, shaking, collapse, diarrhoea and, occasionally, cardiac weakness. Indications of low-Ievel mercury poisoning include nervousness, depression, vague fears, sleeping difficulties, reduced vision and poor co-ordination of the limbs.
Figure 1: A Simple Retort
Oxy-acetylene torch
Distilling
chamber
Charcoal fire
Discharge end
A glass of water
Practical Action, The Schumacher Centre, Bourton on Dunsmore, Rugby, Warwickshire, CV23 9QZ, UK
+44 (0)1926 634400 |
T
F
+44 (0)1926 634401 |
E
firstname.lastname@example.org |
W
www.practicalaction.org
______________________________________________________________________________________________
The need for a closed retort The need for a closed retort
Because of these dangers, it is very important to handle mercury extremely carefully. When working with gold amalgam, the mercury should be distilled in a closed retort. This not only ensures the health of those involved and protects the environment, but the mercury can also be recovered for future use.
Fabricating the retort Fabricating the retort
2e
Parts required Parts required
The retort's pipe and fittings, except for the wooden stopper (2e) should be made from ordinary galvanised iron. Piping made from copper or other metals should not be used as these combine readily with mercury.
- 20-inch length of 1/4-inch-diameter galvanised iron pipe (2a), with screw thread at one end. (If 1/4-inch pipe is not available, then use 1/2-inch pipe, but note that the smaller the pipe diameter the better)
- 1/2-inch to1/4-inch galvanised iron pipe reducing bush (2b)
- 1/2-to-1 &1/2-inch galvanised iron pipe reducer (2c)
- 1 &1/2-inch galvanised iron pipe plug (2d)
- a wooden stopper to fit the 1/4-inch pipe (or 1/2-inch) discharge end (2e).
- piece of tightly woven cotton cloth, about 3 inches by 5 inches, to be rolled into tube connected at the end of the pipe to serve as final discharge outlet) . This is included to prevent possible reverse suction of water when the retort is removed from the heat while the discharge end is dipped into the water in the glass .
Preparation Preparation
- Bend the pipe 4 inches from the threaded end into a smooth curve, with an angle of about 60-70 degrees. If possible, use a pipe bending machine to have a smooth curve. Alternatively, clamp the ¼-inch diameter pipe (2a) to a larger diameter pipe (4 to 6-inch) and then manually bend it around the bigger pipe (Figure 3).
- Heat the pipe and fittings until red hot, before assembly, to burn off the zinc coating (zinc reacts with mercury).
- Allow the retort to cool, then wash it.
Figure 4: Components of the assembled mercury retort
Figure 5: Separate components of the mercury retort
Assembling the retort (Figure 2) Assembling the retort (Figure 2)
- Connect the 1/2-inch-to-1/4-inch reducing bush to the1/4-inch diameter pipe (2b to 2a) by screwing tightly. Note: The reducing bush is not obviously required if a 1/2-inch diameter pipe is used.
- Connect the 1&1/2-inch-to-1/2-inch reducer to the ½-inch-to-1/4-inch reducing bush (2c to 2b) by screwing tightly.
- Connect the 1&1/2-inch plug to the 1&1/2-inch-to-1/2-inch reducer (2d to 2c).
- The retort is now ready for use.
Using the Retort Using the Retort
Purpose Purpose
The purpose of the retort is to separate the gold from the mercury components of the gold amalgam. By applying heat to the amalgam (Figure 1), the mercury is burnt off as a gas, which passes along the pipe to re-condense as a liquid. The gold remains in the distilling chamber of the retort, while the mercury is collected at the discharge end in liquid form.
Process Process
Wrap the amalgam into small balls with a piece of paper (the foil from a cigarette packet is ideal). This will help prevent the gold from sticking to the distilling chamber under heat. Note: Wear rubber gloves whenever you are handling mercury to avoid contact with the skin.
Place the wrapped amalgam in the plug (2d) and screw tightly.
Seal all the joints with wet clay or mud. This will prevent mercury gases escaping into the atmosphere during the heating process.
Prepare the source of heat, normally charcoal (an oxy-acetylene torch can also be used).
Figure 6: Tap the pipe to remove the mercury
Secure the retort on a stand that places the distilling chamber directly over the source of heat. At the discharge end, place a glass of water, with the cloth "tube" connected at the end of the pipe submerged (Figure 1).
Use bellows to increase heat. Continue applying the bellows until the distilling chamber is red hot or bubbles stop coming out of the discharge end. This part of the process normally takes about 5 to ten minutes.
Remove source of heat and allow the retort to cool down using a wet cloth or water, but taking care to keep the "cloth tube" connected at the end of the pipe submerged in water to avoid mercury gas from escaping.
With the retort vertically with the discharge end still submerged in the water (as Figure 6), tap the pipe with a stick to dislodge any mercury still in the pipe.
Remove the retort from the water and cover the discharge end immediately with the wooden stopper.
Allow the distilling chamber to cool first before proceeding to remove the gold.
Unscrew the plug and remove the gold. Screw the plug back immediately and remember to keep the retort fitted tightly together at all times after use, as some of the mercury will remain trapped.
Transfer the recovered mercury to a proper container. To prevent evaporation of mercury while being stored, put a layer of water over the mercury.
Store the container and the retort safely, out of sunlight, away from heat and out of reach of children.
First aid treatment for mercury poisoning First aid treatment for mercury poisoning
1. Inhalation Inhalation Inhalation Remove the victim to a cool, well ventilated area; lay him on his back; loosen collar and belt; speak reassuringly; if victim is coughing badly, make him inhale (breathe) through a clean cloth soaked with a little ethyl alcohol or ether.
2. Swallowing Swallowing Swallowing Make the victim rinse his mouth with cold water; take him to a cool, well ventilated area; loosen collar and belt; give plenty of water to drink; induce vomiting; if possible, feed with milk and raw egg, raw egg alone or table oil.
3. Skin contact Skin contact Skin contact Remove clothing on affected area, wash affected area with running water; rinse and dry carefully.
4. Eye contact Eye contact Eye contact Wash affected eye immediately under running water with eyelids held wide apart and the victim's eyes moving in every direction; continue washing to be sure no particles of mercury remain in the eye; prevent victim from rubbing eyes.
Notes: Notes: In all cases of mercury poisoning, refer victim to a doctor after giving First Aid. Never try to make an unconscious person take a drink. Never use any oily substance or ointment without medical advice.
Practical Action The Schumacher Centre Bourton-on-Dunsmore Warwickshire, CV23 9QZ United Kingdom
Tel: +44 (0)1926 634400
Fax: +44 (0)1926 634401
E-mail: email@example.com
Website: http://practicalaction.org/practicalanswers/
This Technical Brief was written by Edmund Bugnosen for Practical Action and updated by him in September 2007. | <urn:uuid:38fb40ee-b482-4d5e-bb0e-4cb56bee7465> | CC-MAIN-2019-39 | http://elibrary.edu.np/modules/practical_action/Manufacturing,%20handicraft,%20process%20industries/Mining%20and%20Mineral%20Industries/KnO-100361_A%20simple%20retort.pdf | 2019-09-21T21:58:22Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00403.warc.gz | 52,884,817 | 1,938 | eng_Latn | eng_Latn | 0.997476 | eng_Latn | 0.99826 | [
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STRUCTURE OF THE NERVOUS SYSTEM
1. Read and learn the words:
| arachnoid membrane | [ə'ræknɔɪd] | павутинна мозкова оболонка |
|---|---|---|
| axon | [ˈaksɒn] | аксон |
| brain | [brein] | головний мозок |
| cerebral cortex | [΄ko:teks] | кора головного мозку |
| cerebrospinal fluid | [ˌsɛrɪbrəʊ'spaɪn(ə)l] | спинномозкова рідина |
| cerebrum | [sə'riːbrəm] | головний мозок |
| cytoplasm | ['saɪtəplæz(ə)m] | цитоплазма |
| dendrite | [΄dendrait] | дендрит |
| dura mater | [ˌdjuərə'meɪtə] | тверда мозкова оболонка |
| glia | [ˈglʌɪə, ˈgliːə] | нейроглія |
| interneuron | [ˌɪntəˈnjʊərɒn] | проміжний, вставний нейрон |
| meninges | [mɪˈnɪndʒiːz] | мозкові оболонки |
| mitochondrion | [ˌmʌɪtə(ʊ)ˈkɒndrɪən] | мітохондрія |
| myelin sheath | ['maɪɪlɪn ʃiːθ] | мієлінова оболонка |
| nerve tract | [nɜːv trækt] | нервовий пучок |
| neuron | ['njuərɔn] | нейрон |
| neurotransmitter | [ˌnjʊərəʊtrænz'mɪtə] | нейротрансмітер, нейромедіатор |
| pia mater | [ˌpaɪə'meɪtə] | м’яка мозкова оболонка |
| scalp | [skælp] | волосяниста частина голови |
| spinal cord | [΄spainl ko:d] | спинний мозок |
| synapse | [si΄næps] | синапс |
| to emit | [ɪ'mɪt] | виділяти, випускати |
| ventricle | [΄ventrikl] | шлуночок |
2. Read and translate the text:
The human body's nervous system is divided into two parts: the central nervous system (CNS) and the peripheral nervous system (PNS). The central nervous system consists of the brain and the spinal cord. The peripheral nervous system consists of the cranial nerves (the brain's 12 pairs of nerves) and the spinal nerves (31 pairs of nerves associated with the spinal cord). The peripheral nervous system also includes the autonomic nervous system (ANS), which controls the involuntary movements of the body's smooth muscles, cardiac muscles, and glands. The two divisions of the autonomic nervous system are the parasympathetic division, which dominates and controls the body during nonstressful situations, and the sympathetic division, which dominates and controls the body during stressful situations.
A nerve is defined as a group of nerve fibers located outside the CNS. Bundles of nerve fibers located within the CNS are called nerve tracts. Nerve fibers make up nerve cells, also known as neurons, which are the building blocks of the entire nervous system. Although neurons vary in size, shape, and functions, they all consist of the following four distinct parts:
1. Cell body. This is the main mass of the cell and contains the nucleus and other organelles. The cell body also contains cytoplasm, and an abundance of mitochondria, which are responsible for energy production in the cell.
2. Dendrites. This group of branching nerve fibers carries impulses to the cell body.
3. Axon. This single nerve fiber carries impulses away from the cell body and the
dendrites. In humans, some axons can be around one meter long. Some axons are covered with myelin sheath. Composed of fatty material, the myelin sheath insulates neurons from one another. A nerve fiber is the neuron including the axon and the surrounding cells.
4. Transmitting region. The axon carries the impulses to the transmitting region, and from there it leaves the cell body and travels to the CNS.
Neurons are classified into three groups: sensory, motor, and interneurons. In the CNS, neurons communicate with each other when the axon of one neuron comes into contact with the cell body or dendrite of another neuron. The space between the axon and dendrite of these two neurons is known as a synapse. Chemical substances are emitted through nerve endings to help transmit messages. These chemicals are called neurotransmitters. In the human body, there are about 80 different neurotransmitters.
The central nervous system is made up of two major organs: the brain and the spinal cord. It detects a stimulus and facilitates the response in the organ or muscle. The spinal cord connects the brain to the peripheral nervous system. Protected by a bony canal, it extends down to the end of a column, which is made up of bones called vertebrae. The functions of the spinal cord are: to conduct sensory impulses, to conduct motor impulses, to carry out direct reflexes which do not involve the brain.
The brain is the other major organ that makes up the central nervous system. Weighing approximately a little over 1 kilogram, in an average adult, the brain consists of over 100 billion neurons and trillions of glia. The brain is covered by fluid, membranes, and bones. Housed in the skull, the brain is enclosed by a total of 14 bones. Because the brain is such an important organ, it needs a lot of protection. The initial layer of protection is the scalp, or skin layer, which contains the hair follicles. Right beneath the scalp is the skull, which is followed by three layers of connective tissues call meninges. The outermost layer of the meninges is made up of thick fibrous tissue called the dura mater, which lines the skull. Because of its thickness, the dura mater keeps the brain from moving too much in the skull. The next layer is the arachnoid membrane made up of web-like strands of connective tissue. Finally, the innermost layer is called the pia mater, which is closest to the brain and spinal cord. The brain contains four ventricles, or cavities - the two lateral ventricles, and a third and fourth ventricle. Within each ventricle there is a capillary network that forms cerebrospinal fluid using blood plasma. This tissue fluid circulates in and around the brain and spinal cord. The largest part of the brain is divided into two halves called hemispheres. The outer layer of the cerebrum is called cerebral cortex, which is a folded sheet of gray matter tissue.
3. Answer the questions.
1. What does the central nervous system consist of?
2. What does the peripheral nervous system consist of?
3. What is the difference between the parasympathetic division and the sympathetic one?
4. What is a nerve?
5. What groups of neurons are there?
6. What are the parts of a neuron?
7. What is the brain covered by?
8. What are meninges?
9. How many ventricles are there in the brain?
10. What is the function of neurotransmitter?
4. Define if the statements are true or false. Correct them if they are false.
1. There are 10 pairs of cranial nerves.
2. The first layer of the brain's protection is the skull.
3. Axon carries impulses away from the cell body.
4. The autonomic nervous system controls voluntary body movements.
5. Neurons are building blocks of the entire nervous system.
6. The outermost layer of the meninges is called the pia mater.
7. Bundles of nerve fibers located within the CNS are called nerve tracts.
8. Parasympathetic division dominates and controls body during stressful situations.
9. The dura mater is made up of web-like strands of connective tissue.
10. Dendrites carry impulses to the cell body.
5. Fill in the gaps.
1. A nerve ____________________ is the neuron including the axon and the surrounding cells.
2. Cerebral cortex is a sheet of ______________ ___________________ tissue.
3. Capillary networks in the ventricles form ____________ __________ using blood plasma.
4. The main mass of a neuron is ___________ _________________.
5. Dendrites are ___________________ nerve fibers.
6. The layers of _________________ ______________ covering the brain are called meninges.
7. Neurotransmitter is a ________________ ______________ which helps to transmit messages.
8.
Two halves of the cerebrum are called __________________.
9. An axon carries _________________________ away from the cell body.
10. The meninges are called the __________ mater, the __________ mater and ______ membrane.
6. Match the following terms with their definitions:
ventricle, synapse, brain, axon, spinal cord, neuron, cerebral cortex, dendrite, cerebrospinal fluid, meninges.
1. The folded outer layer of the cerebrum, making up some 40% of the brain by weight. This is the part of the brain most directly responsible for consciousness.
2. The long threadlike part of a nerve cell along which impulses are conducted from the cell body to other cells.
3. The clear watery fluid that surrounds the brain and spinal cord.
4. A junction between two nerve cells, consisting of a minute gap across which impulses pass by diffusion of a neurotransmitter.
5. The soft convoluted mass of nervous tissue within the skull that is the controlling and coordinating centre of the nervous system and responsible for thought, memory, and emotion.
6. A specialized cell transmitting nerve impulses; a nerve cell.
7. Any one of the four main cavities of the brain, which contain cerebrospinal fluid.
8. The three connective tissue membranes that line the skull and vertebral canal and enclose the brain and spinal cord.
9. One of the shorter branching processes of the cell body of a neurons, which makes contact with other neurons at synapses and carries nerve impulses from them into the cell body.
10.The thick cord of nerve tissue within the spinal canal, which in man gives rise to 31 pairs of spinal nerves, and together with the brain forms the central nervous system.
7. Make up word combinations.
8. Choose Present Simple Active or Passive. Use the verbs from the frame.
to conduct, to divide, to compose, to cover, to contain, to protect, to make, to connect, to insulate, to circulate
1. The spinal cord ________________ the brain to the peripheral nervous system.
2. Some axons ________________ with myelin sheath.
3. Cerebrospinal fluid _______________ in and around the brain and spinal cord.
4. The cerebrum ________________ into two hemispheres.
5. Myelin sheath ________________ neurons from one another.
6. The spinal cord ________________ by a bony canal.
7. The central nervous system ________________ up of two major organs.
8. Myelin sheath ________________ of fatty material.
9. The spinal cord ________________ sensory and motor impulses.
10. The scalp ________________ hair follicles.
Keys
5. 1. fiber; 2. gray matter; 3. cerebrospinal fluid; 4. cell body; 5. branching; 6. connective tissue; 7. chemical substances; 8. hemispheres; 9. impulses; 10. pia, dura, arachnoid.
6. 1. cerebral cortex, 2. axon, 3. cerebrospinal fluid, 4. synapse, 5. brain, 6. neuron, 7. ventricle, 8. meninges, 9. dendrite, 10. spinal cord. | <urn:uuid:6a3978a1-e065-40ab-abfd-9a99689a140a> | CC-MAIN-2019-39 | http://doctor-communication.vn.ua/wp-content/uploads/2018/08/Nervous_system.pdf | 2019-09-21T21:45:57Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00402.warc.gz | 56,856,386 | 2,644 | eng_Latn | eng_Latn | 0.934531 | eng_Latn | 0.998516 | [
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Speak English Now!
The Podcast That Will Help You Speak English Fluently.
With No Grammar and No Textbooks!
Episode #038
Booking a Hotel Room in English with a Mini Story
Get more lessons at: SpeakEnglishPod.com
Hi, dear students!
I'm Georgiana, founder of SpeakEnglishPod.com. My mission is to help YOU to speak English fluently and confidently.
* Today I'll teach you how to book a hotel room in English.
* Later you'll practice your speaking with a funny mini story with questions and answers.
As you can see, you can learn English in a fun and effective way, only by listening! Please help me to spread the word by sharing it with your friends and family or by writing a review on iTunes. That means a lot to me. Thanks.
Before you continue listening make sure you get the text. Visit my website: SpeakEnglishPod.com and look for episode #038.
I know that finding an excellent hotel and making a reservation can be stressful, especially if you're booking a room at the last minute. In this lesson, I'll give you some tips.
I usually search for a hotel online, and after finding the perfect room, I call to get a better rate. When I call, I make sure to ask if breakfast is included, and how far is the beach from the hotel. Yes… I love going to the beach when I'm on holidays.
Like I just said, before I make a reservation, I check out the hotel online, where I can see the rooms, the location, and the service lists. Sometimes I call and ask for information about the noise level, the walking distance to the restaurants, the beach, etc.
When I'm on a business trip, I make sure I book a very quiet room. I often check into a single room which is for one person and has a fullsize bed (double bed). I make sure the hotel is equipped with work areas, a gym, a fast Internet connection and a laundry service.
As I just said, whenever I go on holidays my main option is the beach, and I certainly choose a room with a view. The last time I booked a room at the beach, it was my birthday. I've booked a suite. A suite is bigger than a standard hotel room and in some hotels, you'll also find an executive suite or a family suite.
I already mentioned two types of hotel rooms: a single room and a suite, but there are other types of hotel rooms:
You may have already booked a double room or a twin room. Both rooms are for two people. The double room comes with a full-size bed, but in twin room the two guests sleep in two separate beds.
Nearly all hotels have a specific check-in time. If you arrive earlier, you can sometimes store your luggage in the luggage area of the hotel until your room's ready. If you wish to check in early, there's usually an additional charge. When you're ready to check in you simply go to the reception (front desk).
And if you need to check out later, you'll have to request a late checkout the first time you check in. If you're lucky, you won't need pay anything extra, but in some cases, I had to pay an extra fee to stay a little more.
Before I continue I'd like to clarify that the words check in and check out have two different meanings:
When we write down the words check in/check out separately, then it's a phrasal verb.
Example: "We had to check in early last night."
And when they're written down with a hyphen, check-in and check-out are adjectives or nouns.
Example: "Jason signed the check-in sheet in the lobby."
Now let's get back to our reservation.
It's always a great idea to confirm your reservation a few days in advance.
I like calling them to confirm that my room has a view and en-suite bathroom. An en-suite bathroom is a bathroom attached to the bedroom. I also need a Wi-Fi connection and a full English breakfast; the English breakfast is usually a big breakfast with toast, eggs, bacon, cereals, etc. There's also the continental breakfast which is a small breakfast with croissant, coffee and juice.
And one last tip: After you check in, make sure you inspect your room. Before unpacking and getting comfortable, make sure everything in your room is just the way you expected. Check for cleanliness, sufficient linens, and supplies.
If you aren't happy with your room's location, or noise-level, you can always politely request to be relocated. If they can't place you in a
similar room, ask if they'll upgrade you to a nicer room or a room with a view.
Let's continue with a mini story told with questions and answers. It'll help you to practice some of the new vocabulary that I've covered in the first part of the lesson.
(Practice your Speaking)
Let's see how the mini story works:
* I'll give you some information. (A phrase or two).
* Don't worry, I'll ask simple questions.
* After each question, there will be some seconds of silence: it's your turn to answer the question! Just try to give an easy and short answer, not a complex one.
* After you answer, I'll give you a correct answer.
This process will continue, and little by little, I'll be telling a story using questions and answers.
Let's get started!
Ann booked a suite with a spectacular view to celebrate her boyfriend's birthday.
Did Ann book a suite for her boyfriend?
Yes. She booked a suite for her boyfriend.
Why did Ann book the suite?
To celebrate her boyfriend's birthday.
Did she book a suite with a spectacular view or a terrible view? Not a terrible view. A spectacular view. She booked a suite with a spectacular view.
After checking in at the front desk Ann and her boyfriend Tom rushed to their suite.
Did they check in or check out? They didn't check out. They checked in. Who checked in?
Ann and her boyfriend Tom. They checked in at the front desk.
Where did they go after checking in at the reception?
They went to their suite.
Did they walk slowly to their room?
No. No. They didn't walk slowly. They rushed to their room.
Who rushed to their room? Their cat?
No. No. They didn't bring their cat. It was Ann and Tom who rushed to their suite.
When they got to their suite, Ann opened the door and saw a luxurious room covered in gold.
Who got to their suite?
Ann and Tom. They got to their suite.
Who opened the door? Ann or Tom?
Ann. It was Ann who opened the door. Not Tom.
When did Ann open the door? Before or after getting to their suite?
Not before getting to their suite. She opened the door after they got to their suite.
What did Ann see when she opened the door? A dirty old room?
No. No. Not a dirty old room. She saw a luxurious room covered in gold.
Was the suite covered in dust?
No. It wasn't covered in dust. It was covered in gold!
Tom looked surprised but worried and asked Ann if she had robbed a bank.
Did Tom look surprised?
Yes. He looked surprised.
Did he look worried or relaxed?
He didn't look relaxed. He looked worried.
Did Tom ask Ann if she had robbed a bank or a monastery?
Not a Monastery. Tom asked her if she had robbed a bank.
Who asked Ann if she had robbed a bank?
Tom. He asked Ann if she had robbed a bank.
Did he ask Ann if she had robbed a monastery?
No. No. Tom didn't ask Ann if she had robbed a monastery. He asked her if she had robbed a bank.
The problem here was that they entered the luxurious presidential suite by mistake.
What was the problem?
The problem was that they entered the wrong suite.
Where did they enter? Their suite or the luxurious presidential suite?
They didn't enter their suite. They entered the luxurious presidential suite.
Did they enter the right suite or the wrong suite?
The wrong suite. They entered the luxurious presidential suite. That wasn't their suite!
Poor Ann and Tom. It turned out that there had been a little bit of a mixup (a misunderstanding). The room they entered wasn't just any suite. It was the super luxurious presidential suite. They were a little disappointed when the hotel manager knocked on their door to give them the bad news. However, after this mix-up, the manager offered them free champagne and a generous coupon for the next time they booked a room.
Great! It's the end of this short story. I hope that you've enjoyed it!
Can you see how many questions you can answer? It's like talking to another person in English. Now imagine a whole story told this way. It's incredible how much you can learn using this method.
Now you can improve your speaking and grammar with my Fluency Course, only by listening! Thousands of students have already obtained excellent results using my method. Now it's your turn to speak fluently and confidently once and for all. Will you join me?
Go to Fluency.SpeakEnglishPod.com
to start speaking English fluently and confidently!
I'll be back with a new episode next week! Bye! Bye!
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U.S. Freight & International Trade Stats
Freight Railroads are a Crucial Economic Resource:
* Every year, railroads save consumers billions of dollars while reducing energy consumption and pollution, lowering emissions, cutting Hwy gridlock, and reduces the taxes to build new hwys and their maintenance.
* Millions of Americans work for companies that are more competitive in the global economy due to the affordability and productivity of freight railroads.
Freight Railroads Create Jobs and Build a Strong Economy:
* The average freight railroad employee earns nearly $25,000 more than the average industrial employee in 2016.
* 1.5 million U.S. jobs are attributed to the operations and capital investments of our major freight railroads as well as nearly $274 billion in economic output and $88 billion in wages.
* Railroads generated nearly $33 billion in tax revenues: direct, indirect and induced.
Modern Freight Railroads are More Efficient and Earth Friendly:
* Since 1981, freight rail rates are 46% lower as of 2017.
* It's estimated that if rail shippers shifted to trucks they'd have to pay an additional $69-$100 billion/ year.
* Railroads are 4 times more fuel efficient than trucks, the average distance to move a ton of freight on one gallon of fuel is 479 miles.
* Moving freight by rail reduces greenhouse gas emissions by 75%, on average.
* A train can carry the freight of several hundred trucks.
* Through technological innovations and improved operating practices, railroads continue to lower their fuel consumption, by:
o New, efficient locomotives, replacing outdate engines.
o Increasing their freight capacity.
o Highly advanced computer software systems ensure peak efficiencies.
o Employing idle reduction technologies.
o Adapting best practices in employee training.
o Shifting freight from truck to rail to reduce congestion and hwy. wear and tear.
Trends of International Trade, 2014 stats:
* Accounts for 27% of U.S. GDP, up from 17% 30 years ago.
* Provides 42% of all carloads & containers railroads carrying 13.4 units out of 32.2 units.
* Accounts for 27% of rail tonnage; 511 million tons out of 1.88 billion tons, now over 2 B tons.
* Contributes more than 35% of all rail revenues; $26.4 billion out of $75.1 billion.
* Provides 50,000 rail jobs worth more than $5.5 billion in annual wages and benefits. Doesn't include other rail related jobs involved in port/trade movement.
Snapshot of Freight Railroads in California, 2017 stats:
* 12 th in the nation for the number of railroads – 25.
* 5 th in the nation for rail miles – 4,828.
* 4 th in the nation for job and wage creation – 8,153 employee and $700.3 million payroll, with an average of $123,400 in wages and benefits.
* 6 th in the nation for carloads carried – 7.2 million. Equally divided for origination and termination and 8090% of freight is intermodal. | <urn:uuid:767ab103-0e13-4b42-bdbe-1b53010cb9ff> | CC-MAIN-2019-39 | https://img1.wsimg.com/blobby/go/29e544b6-eb7c-4706-9d4f-78d8700070f6/downloads/Notes%20on%20Freight_Intl%20Trade%206-19.pdf?ver=1561742750285 | 2019-09-21T21:26:07Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00401.warc.gz | 510,375,363 | 658 | eng_Latn | eng_Latn | 0.997079 | eng_Latn | 0.997079 | [
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ELMSTEAD PRIMARY SCHOOL
YEAR 3 CURRICULUM OVERVIEW – SUMMER TERM 2019
Ancient Egypt
English
Maths
Science
Computing
Geography
Reading: Our focus continues to be developing a love of reading for pleasure. It is important that children are given the opportunity to share their book with adults and to discuss their ideas about what they have read.
Writing: A variety of text types will be covered this term, including an adventure story and a poem. Children will also be given lots of opportunities to develop their independent writing skills in all subjects.
Spelling: Children will continue to learn spelling patterns and they will continue to be encouraged to learn the words they find tricky.
At the start of the Summer term, the focus will be Fractions. After that, they will be developing their skills related to telling the time (including months and days of the year, comparing periods of time etc.) It would be beneficial for your child to be supported at home with time telling skills regularly. In all aspects of maths, children will continue to learn to develop their understanding by using concrete, pictorial and abstract models and they will be challenged through our mastery approach. Children continue to work on their times tables within school, but they should also be encouraged to embed their knowledge at home by regularly using the Times Tables Rockstars app. Ultimately, by the end of Year 3, the expectation is for them to know their 2,3,4,5,6,8 and 10 times tables within the context of both multiplication and division. Maths scrapbook homework will continue to be given out on a regular basis in accordance with the whole school policy.
The topics this term are:
Light (To recognise that they need light in order to see things and that dark is the absence of light; to notice that light is reflected from surfaces; to recognise that light from the sun can be dangerous and that there are ways to protect their eyes; to recognise that shadows are formed when the light from a light source is blocked by a solid object and to find patterns in the way that the size of shadows change.)
Animals and Humans (To identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat. They will also learn how to explain why humans and some other animals have skeletons and muscles.)
The first half term's topic is centred on the theme of being online detectives. Children will learn how to master the art of advanced internet searching. They will learn new tricks to improve their searches while they try to solve puzzles and challenges.
During the second half term, pupils will master the art of using a keyboard and short cuts with a series of fun activities. The children will spend some time working on keyboard and typing skills.
Our main topics this term are: Map Skills and Egypt today. In order to develop geographical skills and fieldwork, pupils will learn to make detailed sketches and diagrams, to use fieldwork instruments and to interpret maps, globes and atlases.
Alongside our topic of Ancient Egypt, children will research what Egypt
Art
D.T.
P.E.
Music
R.E.
Spanish
P.S.H.C.E.
Year Trips/ Events
is like today. The key areas they will investigate are:
- To identify Egypt on a world map and describe the continent it is in.
- To find out some of the geographical features of Egypt.
- To investigate the River Nile.
- To research information to plan a holiday in Egypt.
We will link to our topic by creating images of Egyptian Pharaohs, using photographs of themselves and a variety of art materials.
We will be developing our understanding of how mechanical systems such as levers and linkages by learning about how and why the Ancient Egyptians developed the Shaduf. Children will have the opportunity to design, build, test and evaluate their own Shaduf.
In our P.E. lessons, children will have the opportunity to take part in athletics, dance and swimming (optional). They will also be learning about the human body, focussing on the following topics:
- healthy eating and having a balanced diet.
- how the human body is designed to protect the internal organs.
- how the brain sends and receives signals through the central nervous system.
Children will be working on a unit titled, 'Bringing Us Together'. They will study a disco song by Joanna Mangona and Pete Readman. The song is about friendship, peace, hope and unity which are themes that will link into the core values of the school. Children will learn to sing, play, improvise and compose with this song. Following this unit, the children will complete a 'reflective' unit based on all the songs and types of music from the year.
This term's topic is Judaism where pupils will learn about the Jewish home and the Synagogue. Pupils will continue to be encouraged to explore their own beliefs (religious or non-religious) in the light of what they learn about different religions and understand how different beliefs impact on personal, institutional and social morals.
Children will familiarise themselves with school subjects in Spanish, learning to recognise a Spanish school timetable with Spanish times, as well as being able to say their favourite subjects in Spanish. Following this, children will explore fruit and vegetables in written and spoken Spanish. They will also learn how to say whether food items are healthy or unhealthy in Spanish.
Children will be developing their skills around the following areas:
- Morals and Values
- Motivation
- Understanding the need for rules
Provisional date of Thursday 16 th May – visit to Essex Woodland Trust in Fingringhoe.
The focus of the day will be to develop pupils' orienteering skills and they will have opportunities to navigate their way around the nature reserve; to work as a team to complete challenges and to learn how to use a map and compass. | <urn:uuid:be3c6722-e7fc-4464-9e04-81d13b0ae4fe> | CC-MAIN-2019-39 | https://s3.eu-west-1.amazonaws.com/jotter2.files/10119617?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dyear-3-elmstead-parents-termly-curriculum-overview-summer-term.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190921%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190921T215210Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=b0fae123d882c421756516f8e305cad47da365eef1b1ce197d805035b5917e6d | 2019-09-21T21:52:11Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00403.warc.gz | 628,666,802 | 1,205 | eng_Latn | eng_Latn | 0.998525 | eng_Latn | 0.998532 | [
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Fast Facts
Curriculum Area: Social Studies
Grade Level:
Grade Three
Suggested Duration: Four 25-30 Minute Class Periods
Stage 1 Desired Results
Established Goals
GLE 3.2.4 A reservation needs a government, just like towns and cities need governments.
GLE 3.2.4 Identify some major responsibilities of local and tribal governments.
Understandings
* Governments take care of business for citizens and make rules for us all to live by.
* Our (town, county city – use the one closest to your situation) has a government which takes care of the government business for citizens (GLE 3.2.3, 4).
* Each Montana reservation has a government which takes care of the business of the reservation (GLE 3.2.3, 4).
Essential Questions
* What is a reservation?
* How do governments help us?
* What are governments?
* How is responsibility connected to government?
*
* How does my culture shape me? How does it shape the government?
Why is it important to understand reservations and their governments?
Students will be able to…
* tell about Montana government and how it takes care of state business.
* tell about reservation government.
* tell about local area (or town) government.
* tell why governments are shaped by what their people need.
Students will know…
* how government (tribal) meets the needs of citizens.
Montana Reservation Governments
Stage 2 Assessment Evidence
Performance Tasks
1. Tell/write about Montana government, local government, and reservation government.
2. Actively participate in "Kids with Questions" session.
3. Complete synopsis of session recorded in notebook.
Stage 3 Learning Plan
Learning Activities:
Students receive the assignment and expectations, including the list of vocabulary and concepts they are expected to know, the Essential Questions, Understandings, and the materials they need to complete their work.
Teacher and students should discuss the Essential Questions. These Essential Questions will guide their discussions and the whole class activity.
Teachers guide the discussion activities carefully, checking frequently for student understanding and misconceptions.
Students listen carefully; the purpose is to learn more, and where necessary, revise their ideas about government, based on their understandings. By the end of the discussion, students should be able to tell how state, local, and tribal governments are alike. Some (but not all) may also be able to state some of the differences among the three types of government.
Students state their own understanding of what the Montana government does for citizens, and what the tribal government does for tribal members.
Students who are not able to complete all features of the assignment (they may have an IEP, for example) should perform based on their different needs and abilities.
Students will complete the activities in about four class periods (about 25-30 minutes each); this should keep student engagement and learning high.
"KIDS WITH QUESTIONS?"
At this point in their study, students should be able to use their reservation maps to identify the closest tribal government, contact that tribal chairperson, or a local tribal member, and invite that person to the classroom for a discussion of tribal government operations, policies, and responsibilities.
Students should also contact the mayor/county commissioner of their community and invite that person to the classroom to discuss city/county government. This special occasion can be done with multiple or individual classrooms.
Invite both individuals for the same class session if possible. This will provide the students an excellent opportunity to compare and contrast following the visit.
The essential component of this activity is student preparation! Make certain the essential questions are integrated into all parts of this activity.
Students should extensively discuss what they want to know using the inquiry process, prior to the government discussion. Prior to the visit, questions and follow up questions should be recorded/written, and divided up among students, so each student has a question or follow up question. Development of this will require not only the use of the inquiry process but also advance anticipation of answers guest speakers might give (teacher help definitely needed for this component).
Ask students if they have seen reporters question local leaders or the President of the United States on television. Try to configure this session so the same setting is simulated.
Students, teachers, and guest speakers should have great fun working together to enhance understanding of both government functions. How are these governments alike, and how they are different?
Following the guest speaker forum, students should individually, or in small groups, write to both speakers, citing one piece of information the speaker explained in a way that increased student understanding. They should also thank the speaker for coming to their class.
A synopsis of this enjoyable event should be recorded in student notebooks (follow-up activity). This can be completed individually, or in small groups.
Expansion of activity: If there is time, have students make refreshments; if familiar with guest speakers, have a few "stump the speaker" questions.
Vocabulary
Reservation, government, leaders, citizens, responsibility
Teacher Resources
Continue to tie to social studies grade three government/community information with this lesson.
List of contact information of local community, county, and tribal leaders.
Office of Public Instruction Indian Education Web page. | <urn:uuid:3fcd807f-6b5d-4c39-bde4-e715195a2a7a> | CC-MAIN-2019-39 | https://opi.mt.gov/Portals/182/Page%20Files/Indian%20Education/Social%20Studies/3-5/MT%20Reservation%20Govment%20-%20g3.pdf | 2019-09-21T21:42:41Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00403.warc.gz | 589,646,507 | 1,050 | eng_Latn | eng_Latn | 0.997389 | eng_Latn | 0.998183 | [
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GET CREATIVE WITH YOUR E-WASTE!
Repurposing technology can be fun and rewarding! Need a writing utensil holder or a flashy piece of jewelry for a birthday gift? Look no further than the outdated and amazing savings of technology that you already have!
While 40% of E-waste is recycled, 60% still resides in landfills all over the world, leaking toxic chemicals into water and food sources.
LIFE CYCLE:
TAKE BACK PROGRAMS
Contact these companies for your electronic recycling options!
DONATE USABLE ITEMS:
* National Cristina Foundation www.cristina.org
* World Computer Exchange www.worldcomputerexchange.org
* Interconnection https://interconnection.org
* Creative Code 4 Kids https://creativecoding.com/
* Bronx Clergy Criminal Justice Roundtable www.bccjr.org
* Housing Families https://housingfamilies.org/
* Reconnect https://www.dellreconnect.com/
Consider selling your items on Craigslist, eBay, or another online marketplace.
Please reach out to LRPC if you would like to learn more!
Lakes Region Planning Commission 603-279-5334
www.lakesrpc.org
WHAT IS E-WASTE?
E-waste is a generic term embracing various forms of electronics and electronic equipment that is loosely discarded, surplus, obsolete or broken. The most popular types are televisions, copy and fax machines, computers VCRs and abundant is cellphones.
Approximately 300 to 400 tons of E-waste is generated in the Lakes Region each year. (NHDES)
THE RECYCLING PROCESS
When done responsibly, the E-waste Recycling Process includes the following steps:
1. Items are sorted manually
2. Products are disassembled and sorted into catego ries (glass, plastic and metal, etc.)
3. Dismantled parts less than 2 inches in diameter are shredded
4. Longer parts are then broken down further in an automated shaking process. Any dust at this stage should be discarded in an environmentally friendly way
5. Magnetic materials are removed
6. Metallic and non-metallic materials are separated
7. Glass and plastic are separated
ENVIRONMENT & HEALTH
* Over 60 chemical elements can be found in various electronics such as lead, mercury, arsenic, cadmium and chromium.
* E-waste is often transported to countries with minimal regulations on recycling standards, resulting in improper shredding, dismantling, and burning of E-waste.
* Improper disposal releases small particles of dangerous toxins. The particles enter the body's respiratory system, which leading to inflammation, heart disease, neurological damage, and different cancers.
* Pollutants from E-waste can infiltrate the soil and our water. Humans and other animals then drink the contaminated water and eat crops grown in the affected soil causing negative health and environmental impacts.
In 2018, 1.56 billion cell phones were sold worldwide and 60% (936 million cellphones) were thrown away and not recycled.
RESPONSIBLE CONSUMER PRACTICES
Step 1: Smart Purchases
* Buy products that are registered with the EPA's Electronic Product Enivronmental Assessment Tool (EPEAT) which meet the standards on lower environmental impact throughout the product's life cycle.
* Buy Energy Star
* Purchase products with longevity
* Purchase products from businesses with Take Back Programs
* Purchase refurbished products
Step 2: Take Care of Products
* Research your product's needs & keep it clean!
* Read the manual
* Plug power cords into surge protector to Protect from power surges
* Consider purchasing a smart plug
* Protect from getting damaged
* If broken, repair if it is affordable
Step 3: Donate it
Step 4: Recycle it
* Send in your old electronic(s) to take back program for FREE, especially if you bought it from them.
* When recycling, make sure the vendor is certified with the R2 standards or e-stewards certification to ensure it is recycled in a responsible manner. | <urn:uuid:74f23298-5fb2-4ac1-a011-1701d2fd0f19> | CC-MAIN-2019-39 | https://www.lakesrpc.org/ckfinder/userfiles/files/EWASTE(2).pdf | 2019-09-21T21:54:39Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00403.warc.gz | 903,142,730 | 824 | eng_Latn | eng_Latn | 0.967847 | eng_Latn | 0.990541 | [
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Hydrocarbons
[x] Simplest C molecules = hydrocarbons
combinations of C & H
[x] Simplest HC molecule = methane
1 carbon bound to 4 H atoms
non-polar
not soluble in H 2 O
hydrophobic
stable
very little attraction between molecules
a gas at room temperature
Why study Carbon?
[x] All living things are made of cells
[x] Cells
~72% H 2 O
~3% salts (Na, Cl, K…)
~25% carbon compounds
carbohydrates
lipids
proteins
nucleic acids
Complex molecules assembled like TinkerToys
Diversity of Organic Molecules
Structural Isomers
[x] Molecules differ in structural arrangement of atoms
Enantiomer (stereo) Isomers
[x] Molecules which are mirror images of each other
C bonded to 4 different atoms or groups
[x] assymetric
left-handed & right-handed versions
[x] "L" versions are biologically active
Isomers
Molecules with same molecular formula but different structures
different chemical properties
Geometric Isomers
[x] Molecules differ in arrangement around C=C double bond
same covalent partnerships
Functional Groups
[x] Components of organic molecules that are involved in chemical reactions
give organic molecules distinctive properties
ex: male & female hormones…
Types of functional groups
[x] 6 functional groups most important to chemistry of life:
hydroxyl
u amino
carbonyl
carboxyl
[x] Affect reactivity
hydrophilic
increase solubility in water
u sulfhydryl
u phosphate
Viva la difference!
Basic structure of male & female hormones is identical
identical C skeleton
attachment of different functional groups
interact with different targets in the body
Macromolecules
[x] Smaller organic molecules join together to form larger molecules
macromolecules
[x] 4 major classes of macromolecules:
carbohydrates
lipids
proteins
nucleic acids
How to build a polymer
[x] Condensation reaction
dehydration synthesis
joins monomers by "taking" H 2 O out
[x] 1 monomer provides OH
[x] the other monomer provides H
[x] together these form H 2 O
requires energy & enzymes
Polymers
[x] Long molecules built by linking chain of repeating smaller units
polymers
monomers = repeated small units
covalent bonds
How to break down a polymer
[x] Hydrolysis
use H O to break apart monomers
2
[x] reverse of condensation reaction
[x] H 2 O is split into H and OH
[x] H & OH group attach where the covalent bond used to be
ex: digestion is hydrolysis | <urn:uuid:06c8905b-de2e-46df-9f3e-ffbec5808f3c> | CC-MAIN-2019-39 | http://goldiesroom.org/AP%20Biology/AP%20Lecture%20Notes%20pdf/v2020/004--Ch03--Carbon%20v2020%20PDF.pdf | 2019-09-21T22:21:53Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00404.warc.gz | 86,913,072 | 681 | eng_Latn | eng_Latn | 0.8554 | eng_Latn | 0.911543 | [
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SpeakEnglish Now!
The Podcast That Will Help You Speak English Fluently.
With N o Grammar and N o Textbooks!
Episode #047
English Travelling and Airport Vocabulary
Hi, everyone!
I'm Georgiana, founder of SpeakEnglishPodcast.com. My mission is to help YOU to speak English fluently and confidently.
In today's episode:
* You'll learn some useful airport English vocabulary.
* Later, you'll practice your English speaking with a funny mini-story.
Awesome! Let's get started!
So, you wanna travel by plane, right? It's just natural to be a little worried because sometimes there are things that can prevent us from getting on time. I almost missed the plane on several occasions, and after that, I became more responsible. Nowadays, I can say that I plan my plane trip more efficiently.
The night before the trip I make sure that the flight is confirmed because it can get delayed or even canceled due to bad weather.
I book my flights online: I book a one-way ticket when I don't want to return to my destination right away. However, I usually book a roundtrip ticket which includes a return ticket too.
And I'm not in the habit of checking in my luggage when I travel. Airlines usually allow us to check up to 2 suitcases. Nonetheless, I like traveling only with my carry-on luggage and a small backpack where I keep my passport, the ID (identification) and boarding pass.
Since I don't check the luggage when I travel, I'm allowed to check in online. So, when I arrive at the airport, I already have my boarding card printed out.
Like I told you, there are always unexpected things that can happen, so I prefer to be on time. I usually arrive 2 hours early at the airport, and from there, I start my adventure to the boarding gate.
When we have to catch a plane, timing is everything, but for some reason, some of us tend to arrive later than planned. One time I arrived at the airport five hours early. Naturally, I figured I had all the time in the world, so I walked slowly towards the gate. From time to time, I stopped to buy some souvenirs, when all of a sudden, I realized that I was way too late! In fact, that time I had to run fast so I wouldn't miss the plane.
You must have guessed by now that airports make me feel uneasy. There are several terminals which are sometimes located miles away from each other. Besides, arrivals and departures are usually situated on different floors.
Another downside, particularly in the large airports, is that you'll run into many distractions. There are some of the best fashion brands, delicious food and drinks, and even a place where they provide foot and back massages.
On one occasion, after walking around the airport, I saw a place where they were doing foot massages. Unfortunately, I didn't have time to stop because I was again running late, but I must admit I was very tempted.
And what about going through security? Everything moves so fast! You have to take off your belt and shoes, your jacket, you need to check your pockets to see if you left any coins or keys. You should make sure that the liquids are placed in a separate plastic bag, and yes, the laptop! You'll have to take your laptop out of your luggage!
And after all this fuss it's time to board! So, start looking for your boarding gate!! You usually know the number of the gate because it's on your boarding pass. But make sure you double-check this information on the departure boards. One time I was happily waiting in front of my gate when I suddenly realized that my gate had changed! And I almost missed my flight at that time because the new gate was some miles away from where I was.
But wait, the fun's not over yet! After the plane has landed, there are some extra steps that you need to take. If you've checked your luggage, you'll have to pick it up from the baggage claim.
Before you're allowed to enter another country, you must go through customs. Here they'll check if you're carrying anything illegal such as firearms, drugs or too much money. They'll ask you if you "have anything to declare?" And if you're not carrying anything that's forbidden, you'll need to answer "no."
Vocabulary:
Board - To board a plane means to go onto it.
Boarding pass – shows you where the plane will be boarding and your seat number.
Carry-on luggage - is the small piece of hand luggage that you are allowed to take with you onto the plane.
Check in - When you check in, you notify the airline you have arrived at the airport. They will take your suitcase and hand you a boarding pass. Conveyor belt/carousel/baggage claim – it's where you pick up your bag after you have arrived at your destination.
Customs – Before entering another country, you'll need to go through customs. They just want to make sure that you're not carrying anything illegal such as firearms, drugs, or too much money.
Departures /Gate /Arrivals:
When you go on a trip, you go to the departures lounge. There you'll find several boarding gates that lead to different flights.
When you arrive at your destination, your friends will meet you at the arrivals lounge.
One-way ticket – when you don't want to return to your destination. Return ticket - The opposite of a one-way ticket.
Round-trip ticket – when you purchase the one-way ticket and the return ticket together.
(Improve your Speaking)
I've created a mini-story so that you can practice your speaking.
Let's see how the mini-story works:
* I'll start by giving you some information. (A phrase or two).
* And then I'll ask simple questions.
* After each question, there will be some seconds of silence: now it's your turn to answer the question! Just try to give an easy and short answer, not a complex one.
* And after you answer, I'll give you a correct answer.
This process will continue, and I'll gradually tell you a story with questions and answers.
Let's get started!
Ann wanted to fly to Oakland, so she booked a last-minute flight.
Did Ann want to fly or to swim?
She wanted to fly. Not to swim. In fact, she didn't even know how to swim.
Did she book a flight to Alaska?
No. No. Not to Alaska. She booked a flight to Oakland.
Did she book the flight a month in advance?
No. She didn't book the flight a month in advance. In fact, it was a last-minute flight!
Where did she want to fly to? To Oakland or Poland?
Not Poland. That's not want I said earlier. What I said is that she wanted to fly to Oakland.
Ann got at the airport 20 minutes just before boarding.
Did she arrive or leave the airport?
She didn't leave the airport. It was the other way around! She arrived at the airport.
Did Ann get at the airport or at the train station?
She didn't get to the train station. Ann got to the airport.
She got to the airport 1 hour early. Right?
No. No. She didn't get 1 hour early. She got to the airport 20 minutes just before boarding.
Who arrived at the airport 20 minutes before boarding? Her twin sister?
Not her twin sister. Ann was the one who arrived 20 minutes just before boarding.
Ann got stressed out at the security checkpoint, and she dropped the keys she had in her pocket!
Did Ann get stressed out or relaxed?
Ann didn't get relaxed. Actually, she got stressed out.
Did she get stressed out in the plane?
No. No. She got stressed out at the security checkpoint.
Did she drop her cell phone at the security checkpoint?
Oh no! She didn't drop her cell phone! That would have been awful! She only dropped her keys.
Were the keys in her pocket before she dropped them or after?
Not after she dropped them. Before she dropped them. The keys were in her pocket before she dropped them.
After desperately trying to locate the boarding gate, she finally found it and quickly got on board the plane.
Was she desperate or calm?
She wasn't calm at all. She was actually desperate.
What was she trying to locate? Her boarding pass?
No. No. Not her boarding pass. She was trying to locate the boarding gate.
Did she finally miss the boarding gate?
No. No. On the contrary. She didn't miss the boarding gate. Instead, she finally found it!
Did she get on board the plane slowly?
Not slowly but quickly. She got on board the plane quickly.
Ann was so exhausted that she slept through the whole flight!
Was Ann excited or exhausted?
She wasn't excited. Ann was exhausted.
Did she read a book during her flight?
No. No. She didn't read a book. She was too exhausted to read anything. Why did she sleep through the whole flight? Was she filled with energy?
She wasn't filled with energy. In fact, she was exhausted. That's why she slept through the whole flight.
When she arrived at her destination, she got worried because no one was waiting for her.
Did she get worried when she arrived?
Yes. She got worried when she arrived.
When did she get worried, before or after she arrived at her destination?
After she arrived at her destination. Not before getting there.
Who wasn't waiting for her? Her dog?
Nobody. Nobody was waiting for her. Not even her dog.
And it turns out she landed in Auckland New Zeeland instead of Oakland California!
Did she land in Oakland, California?
No. No. She didn't land in Oakland. She landed somewhere else.
Where did she want to land?
She wanted to land in Oakland, California.
So, where did she finally land? In another country?
Not in another country. She landed on a different continent. She was in Auckland New Zeeland!!
Funny that there are two cities with such similar names but still so far away from one another. Poor Ann must have been in a hurry to book a flight to Australia instead of California, USA.
Great! It's the end of this short story. I sincerely hope you enjoyed it!
Can you see how many questions you can answer? It's like talking to another person in English. And now imagine a whole story told like this. It's incredible how much you can learn by using this technique. Find out more about this method. Take action now and
Sign up for my free mini-course!
go to: Method.SpeakEnglishPodcast.com
And speak English fluently once and for all!
I'll be back with a new episode next week! See you soon! Bye! Bye!
founder of SpeakEnglishPod.com
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