text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Standard 10: Range, Quality, and Complexity of Student Reading K–5
Measuring Text Complexity: Three Factors
Qualitative evaluation of the text:
Levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative evaluation of the text:
Readability measures and other scores of text complexity
Matching reader to text and task:
Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Note: More detailed information on text complexity and how it is measured is contained in Appendix A
Range of Text Types for K–5
Students in grades K-5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
|
|
Text Illustrating the Complexity, Quality, and Range of Student Reading K–5
* Read-aloud
**Read-along
† Children at the kindergarten and grade 1 levels should be expected to read texts independently that have been specifically written to correlate to their reading level and their word knowledge. Many of the titles listed above are meant to supplement carefully structured independent reading with books to read along with a teacher or that are read aloud to students to build knowledge and cultivate a joy in reading.
Note: Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a wide range of topics and genres. (See Appendix B for excerpts of these and other texts illustrative of K–5 text complexity, quality, and range.) At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth. On the next page is an example of progressions of texts building knowledge across grade levels.
|
Staying on Topic Within a Grade and Across Grades: How to Build Knowledge Systematically in English Language Arts K–5
Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. Children in the upper elementary grades will generally be expected to read these texts independently and reflect on them in writing. However, children in the early grades (particularly K–2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards.
Preparation for reading complex informational texts should begin at the very earliest elementary school grades. What follows is one example that uses domain-specific nonfiction titles across grade levels to illustrate how curriculum designers and classroom teachers can infuse the English language arts block with rich, age-appropriate content knowledge and vocabulary in history/social studies, science, and the arts. Having students listen to informational read-alouds in the early grades helps lay the necessary foundation for students' reading and understanding of increasingly complex texts on their own in subsequent grades. | <urn:uuid:269ab50a-121a-428c-88a0-74e752213d86> | CC-MAIN-2020-50 | https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/243/STD%2010%20PLUS%20K-5%20from%20orange%20CCSS%20book.pdf | 2020-12-05T12:38:32+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00470.warc.gz | 190,625,651 | 707 | eng_Latn | eng_Latn | 0.989341 | eng_Latn | 0.996869 | [
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Date:-18-April-2020
HOLIDAY HOMEWORK FOR CLASS-K.G (DAY-10)
English Draw & colour any two pictures which is starting with the letter 'D'.
Maths
Draw 'A rectangle' ( ) and colour it in 'Green' colour.
Evs
Write 12 months of the year.
Hindi
'घ' अक्षर से शरु होने वाले किन्ही दो चित्रों िो बनाइए व रंग भररए।
Note.
1. Its compulsory to do your homework as Mark's will be given on it.
2. Do all your work in Holiday Homework Copy.
3. Mention date on each day.
4. Do all your work neatly. | <urn:uuid:e7dd20c5-0725-434d-9293-dafbbbfbc001> | CC-MAIN-2020-50 | http://rsglobalschool.org/Download.aspx?Doc=News_4417235318636.pdf | 2020-12-05T11:32:35+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00473.warc.gz | 79,220,681 | 159 | eng_Latn | eng_Latn | 0.979763 | eng_Latn | 0.979763 | [
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Wash Water Sanitizers
This fact sheet is part of a series about food safety on the farm for fruit and vegetable growers. Developed for the Minnesota Fruit and Vegetable Growers Associa?on by Annalisa Hultberg and Michele Schermann. Reviewed by Dr. Cindy Tong.
Washing fresh produce with potable water treated with a sanitizing agent reduces illness-causing pathogens, such as E. coli, Cyclospora, and Salmonella. Use sanitizer in your wash water on leafy greens (e.g. lettuce, spinach), peppers, green beans, green onions, melons, cucumbers, and zucchini. Do not wash berries (e.g. strawberries, blueberries, blackberries, raspberries) or tomatoes.
Keep chlorine and other sanitizers away from children and pets and in tightly closed and labeled containers away from heat and direct sunlight. Read and follow label instructions; sanitizing chemicals can be toxic at full strength.
Step 2. Measure and mix solution for rinsing.
How to use sanitizer in your wash water.
Step 1. Remove soil and organic matter from produce before washing.
Lightly brush produce with thick skins or rinds (e.g. melons, potatoes, carrots) or prewash in plain water (e.g. leafy greens).
Organic matter reacts with the sanitizer solution to lower its effective concentration. The more organic matter in a water/sanitizer solution, the less effective the sanitizer is.
If you are using household chlorine bleach, measure 1.5 Tablespoons of bleach per 5 gallons, or 1 cup for each 50 gallons.
If you are using any other sanitizer, follow directions on packaging.
Water used for washing must be clean and potable (drinkable).
If you wash tomatoes or melons, the water temperature should not be more than 10 degrees F cooler than the interior of the produce. If the water is colder, the water and any pathogens in the water can be sucked inside the tomato or melon and no amount of sanitizing will kill the interior pathogens.
Water should be a cool temperature, but not cold. If it is too cold the sanitizer will not be effective; if it is too warm it may encourage the growth of some pathogens and disease. Generally sanitizers work best between 55 degrees F and 120 degrees F. Check the label of the sanitizer for effective temperature range.
* Postharvest Chlorination, UC Davis, Publication 8003
* Disinfection of Produce Wash Water, Michigan State Univ, AES 652
* Guidance for Industry: Guide to Minimize Microbial Food Safety Hazards for Fresh Fruits and Vegetables, FDA.
If using household chlorine, use only plain, unscented household bleach without added thickeners or fragrances.
Step 3. Rinse products in solution.
Be very gentle with leafy greens and other items. Let the water remove the dirt, not your hands. Do not immerse tomatoes. Tomatoes should be wiped with a clean cloth that has been dipped in sanitizer solution, or wiped with single- use paper towels.
Step 4. Rinse product in fresh potable water to remove residual sanitizer.
Step 5. Change water frequently.
Used wash water can be poured onto nonedible crops, grasses or shrubs if you don't have a drain. Make sure to change water when it becomes dirty and when a new crop is added. After dumping old water, refill container with clean water, re-measure the sanitizer and test for concentration.
Step 6. Monitor pH and sanitizer levels.
To maintain levels that are appropriate for your sanitizer, use test strips or another method to verify the concentration after each addition of sanitizer. Chlorine based sanitizer should be kept at 50-100 ppm.
generally available where those products are sold.
Step 7. Always document the sanitizer levels on a log sheet.
Keep a log sheet with the date, time, and concentration levels near your washing station. You should check the sanitizer level in the water after each addition of sanitizer and document the level on the log sheet.
DO NOT add sanitizer at random times or in unmeasured amounts. This is not effective and the levels will vary greatly.
Sanitizers for produce wash water*
Chlorine bleach (hypochlorite).
Assuming 5.25% hypochlorite in household bleach, for concentration of 50-100 ppm, use 1-2 cups per 50 gallons of water and test with chlorine test strips to check.
Pro-San citric acid-based sanitizer.
www.milertechintl.com/prosan.htm
SANOVA acidified sodium chloritebased sanitizer. Available from Ecolab. Call Ecolab Inc., 651-293-2233.
Tsunami 100 paracetic acid-based sanitizer. Available from Ecolab. Call Ecolab Inc., 651-293-2233.
StorOx hydrogen peroxide- based
Other sanitizers will vary - follow the instructions on the package. pH level should be maintained between 6.0 and 7.0 to provide for greatest effectiveness. You can buy chlorine test strips at restaurant supply stores. Test strips for other products are sanitizer (Biosafe Systems) www.biosafesystems.com
*These are commonly used sani?zers. This list is for informa?on and should not be viewed as an endorsement of a product by the University of Minnesota, the Minnesota Fruit and Vegetable Growers Associa?on, Minnesota Department of Agriculture, or the USDA.
Photos: M. Schermann. Support for this project was provided to the Minnesota Fruit and Vegetable Growers Association through the Specialty Crop Block Grant Program – Farm Bill, through the Minnesota Department of Agriculture and the USDA – AMS. These institutions are equal opportunity providers. (2012) | <urn:uuid:96092aa1-c3d6-4dbd-a1a6-5afbe461c62a> | CC-MAIN-2020-50 | http://grow.midwest-elderberry.coop/overview/wash-water-sanitizers-feb2.pdf | 2020-12-05T10:56:47+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00472.warc.gz | 45,421,193 | 1,512 | eng_Latn | eng_Latn | 0.989589 | eng_Latn | 0.989513 | [
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1
st
PLAY PHASE (Intentional Free Play): 3v3 to Goal
DURATION:
20 min
--- INTERVALS:
4
--- ACTIVITY:
4 min
--- REST:
1 min
OBJECTIVE: Disrupt the build up to regain the ball.
PLAYER ACTIONS: Protect the goal, Make it compact, and Keep it compact.
ORGANIZATION: In a 7v7 field set up two 19Wx24L fields with a small goal at each end. Play 1v1, 2v1, up to 3v3. Play 4 rounds for a total of 20 minutes. Play with kick-ins and dribble-ins when the ball goes out of bounds.
KEY WORDS: Block the opening, Work together, Hassle the opponent.
GUIDED QUESTIONS: 1. How do we prevent the opponent from moving the ball forward? 2. Why do we need to work together?
ANSWERS: 1. Get defender in front of the ball to protect the goal and block the way forward - 2. To make it and keep it compact to close the openings.
Note – First break, the coach asks questions to the players, players do not answer them but play to discover the answers. Second break, the coach asks questions and players will answer them.
OBJECTIVE:
PRACTICE (Core Activity): 4v5 to Goal & Small Goal DURATION: 20 min --- INTERVALS: 3 --- ACTIVITY: 5 min --- REST: 1.5 min
Disrupt the opponent's build up to regain the ball closer to their goal.
PLAYER ACTIONS: Protect the goal, Make it and Keep it compact, Pressure, Cover and Balance.
ORGANIZATION: In the attacking half of a 7v7 field, set up a 40Wx30L field with a regular goal and a small goal as shown. The 4 Blue defenders score in the regular goal, Red team scores by passing into the small goal. Play with the build out line. Rotate players every round.
KEY WORDS: Block the opening, Work together, Hassle the opponent, Help to defend
GUIDED QUESTIONS: 1. What happens when a defender gets in front of the ball? 2. How can we close all the openings to go forward? 3. Where should we be when a defender is pressing the attacker with the ball?
ANSWERS: 1. Protects the goal, blocks the opening and prevents forward play - 2. By working together to make it and stay compact - 3. Behind the pressing defender providing cover and balance.
Note: Switch to the Less Challenging activity if it is too difficult or to the More Challenging if it is too easy.
OBJECTIVE: To regain the ball closer to the opponent's goal.
PRACTICE (Less Challenging): 4v4 to Goal & Small Goal DURATION: 20 min --- INTERVALS: 4 --- ACTIVITY: 4 min --- REST: 1 min
PLAYER ACTIONS: Protect the goal, Make it and Keep it compact, Pressure, Cover and Balance
ORGANIZATION: In the attacking half of a 7v7 field, set up a 40Wx30L field with a regular goal and a small goal as shown. The 4 Blue defenders score in the regular goal, Red team scores by passing into the small goal. Play with the build out line. Rotate players every round.
KEY WORDS: Shut the opening, Angle speed and distance of approach, Types of Tackle - Poke or Block.
GUIDED QUESTIONS: 1. How do we prevent the opponent from moving the ball forward? 2. Why do we need to work together? 3. Who presses the attacker with the ball, and what do the other defenders do?
ANSWERS: 1. Protect the goal, block the opening to prevent forward play - 2. To make it and keep it compact to close the openings.- 3. The closest defender presses, the others provide cover and balance.
Note: Switch to this activity if the Core is too difficult for the players.
OBJECTIVE: To regain the ball closer to the opponent's goal.
PRACTICE (More Challenging): 4v6 to Goal & Small Goal DURATION: 20 min --- INTERVALS: 3 --- ACTIVITY: 5 min --- REST: 1.5 min
PLAYER ACTIONS: Protect the goal, Make it and Keep it compact, Pressure, Cover and Balance.
ORGANIZATION: In the attacking half of a 7v7 field, set up a 40Wx30L field with a regular goal and a small goal as shown. The 4 Blue defenders score in the regular goal, Red team scores by passing into the small goal. Play with the build out line. Rotate players every round.
KEY WORDS: Block the opening, Work together, Hassle the opponent, Help to defend
GUIDED QUESTIONS: 1. What happens when a defender gets in front of the ball? 2. How can we close all the openings to go forward? 3. Where should we be when a defender is pressing the attacker with the ball?
ANSWERS: 1. Protects the goal, blocks the opening and prevents forward play - 2. By working together to get and stay compact - 3. Behind the pressing defender providing cover and balance.
Note: Switch to this activity if the Core is too easy for the players.
OBJECTIVE: To regain the ball closer to the opponent's goal.
PLAYER ACTIONS: Protect the goal, Make it and Keep it compact, Pressure, Cover and Balance.
ORGANIZATION: In a 7v7 field (40Wx60L) play 6v6. The Blue team will play in a 1-3-1-1 formation and the Red team will play in a 1-3-1-1 formation.
KEY WORDS: Block the opening, Work together, Hassle the opponent, Help to defend
GUIDED QUESTIONS: 1. What happens when a defender gets in front of the ball? 2. How can we close all the openings to go forward? 3. Where should we be when a defender is pressing the attacker with the ball?
ANSWERS: 1. Protects the goal, blocks the opening and prevents forward play - 2. By working together to make it compact and stay compact - 3. Behind the pressing defender providing cover and balance.
Note: All Laws of the game and US Soccer Player Development Initiatives (PDI) are in effect.
Five Elements of a Training Activity
1. Organized: Is the activity organized in the right way?
2. Game-like: Is the activity game-like?
3. Repetition: Is there repetition, when looking at the overall goal of the training session?
4. Challenging: Are the players being challenged? (Is the right balance between being successful and unsuccessful?)
5. Coaching: Is there coaching based on the age and level of the players?
Training Session Self-Reflection Questions
1. How did you do in achieving the goal of the training session?
2. What did you do well?
3. What could you do better?
. | <urn:uuid:2c07b2d2-e87f-421e-9b41-027fc0e30ee5> | CC-MAIN-2020-50 | https://www.mayouthsoccer.org/assets/61/6/8-_10u_pbuoph-8_spring2019.pdf | 2020-12-05T11:56:30+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00477.warc.gz | 750,233,764 | 1,519 | eng_Latn | eng_Latn | 0.997316 | eng_Latn | 0.997086 | [
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Find out which liquids an egg will float in.
MATERIALS
STEPS
* 4 glasses of water
* salt
* sugar
* flour
* fresh egg
1. Fill each glass three-quarters full with water.
2. Stir a few tablespoons of salt into one glass of water, until it dissolves.
3. Stir the same amount of sugar into the second glass of water.
4. Stir the same amount of flour into the third glass of water. Leave the fourth glass of water plain.
5. Guess which glass of liquid the egg will float in. Now try them all!
DID YOU KNOW?
Density is how tightly the matter of a mixture is packed together. For example, an egg is more dense than plain water, so the egg sinks. Salt water, however, is more dense than an egg, and so the egg floats! Are you more or less dense than sea water?
Note: If the egg is stale it will float in water because gas forms inside the egg when the egg is going bad. You can use this trick to check the freshness of an egg. | <urn:uuid:a9cb9409-4db8-46e8-b1fb-a9d820542a01> | CC-MAIN-2020-50 | https://eajuniorclub.com.au/sites/default/files/2020-06/872825%20the%20floating%20egg1.pdf | 2020-12-05T10:56:01+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00476.warc.gz | 270,452,413 | 225 | eng_Latn | eng_Latn | 0.999186 | eng_Latn | 0.999186 | [
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Knowledge Organiser: Year 4 Athletics
Prior Learning: Show controlled movements in response to instructions. Demonstrated agility and speed. Jump for height and distance. Thrown with speed and power and applied appropriate force.
Equipment needed: A variety of balls, hoops, bean bags, quoits, throw down markers, foam javelins, balloons, stopwatch, measuring tape, skipping ropes, foam discus, quoits, batons.
Unit Focus: Investigate ways of performing running, jumping and throwing activities. Use a variety of equipment to measure, time and compare different styles of runs, jumps and throws.
Head: Decide on ways to improve, run, jumps and throws and implement changes.
Hand: Throw a variety of objects demonstrating accuracy.
Heart: Work with others to score and record distance and times accurately.
Key Questions:
Rules:
* Correct use of a stopwatch.
* Measure from throwing line.
* Where to receive baton.
1. How did you improve on your scores?
3. Why should you start moving when you receive the baton?
2. Can you name two throwing techniques?
Copyright© The PE Hub 2020 | <urn:uuid:ff867dfd-b6d9-43ad-a2f2-8e78ef30ac80> | CC-MAIN-2020-50 | https://thepehub-s3-bucket.s3.eu-west-2.amazonaws.com/wp-content/uploads/2020/09/07141016/Year-4_Athletics.pdf | 2020-12-05T10:53:41+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00476.warc.gz | 518,463,757 | 230 | eng_Latn | eng_Latn | 0.996205 | eng_Latn | 0.996205 | [
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ACTIVITY #1
Set up: Teams of 3 or 4 inside a grid c. 20x20 1 ball per team. players number 1-X
Instructions: pass in sequence of number. after making pass
you must touch an edge of the grid and go back into grid
Coaching Points: -good passing technique (toe up, ankle locked,
follow through middle of ball, contact with inside of foot, plant
foot next to ball pointing at target)
-communication of when pass is coming
-head up to find next teammate early (ideally before recieving pass)
ACTIVITY #2
Set up: teams of 3 or 4. Boxes located inside of grid. one more box than groups. each group with ball. adjust grid size according to number of teams
Instructions: groups complete 3-4 passes in a box than move to a new box by passing (can add condition of # of passes between boxes). How many boxes in X time. One team in a box at a time Coaching Points: proper push pash technique (angled approach, plant foot aimed at target, toe up, ankle locked, follow through) awareness of open box
ACTIVITY #3
Set up: Three Team Keep Away: 3 teams of 2 in a 15x10 grid. One team defends at a time.
Instructions: Two teams keep the ball from the defensive team. If defending team wins ball they have to dribble out of the grid. If defensive team successfully dispossesses and dribbles out of the box they are off defense.
Coaching Points: -Proper push pass technique (toe up, ankle locked, knee bent)
-head up for quick decision making
-off the ball movement to create space.
ACTIVITY #4
Set up: 4v4, 20x25 w/ pop up goals.
Instructions: Water break every 8-10 minutes. Mix teams at this time as well.
Coaching Points: Encourage footskills and spacing. Positive reinforcement is essential | <urn:uuid:3a92b728-43a2-4b0b-8162-0c41f55a70cf> | CC-MAIN-2017-51 | http://adam-merrick.com/soccer/Soccer%20-%20Training%20Sessions/U9G%202012-02-08%20WT%20Week%206.pdf | 2017-12-18T18:18:58Z | crawl-data/CC-MAIN-2017-51/segments/1512948619804.88/warc/CC-MAIN-20171218180731-20171218202731-00502.warc.gz | 8,416,463 | 426 | eng_Latn | eng_Latn | 0.99559 | eng_Latn | 0.998026 | [
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Dynamo Swim School – Frequently Asked Questions About Lessons
1. What should we bring to the first class?
- We provide most of the equipment required for swimming class, including fins, goggles and learning toys. All you need to bring is:
o Swim diaper (if under the age of 4 – regardless of whether student is potty-trained)
o Swim suit
o Towel
o Goggles (be sure to write your child's name on them in permanent marker)
o Enthusiasm
2. What if my child cries or is afraid?
- Our instructors are trained to deal with even the most fearful swimmer. We often have extra teachers on hand to jump in if need be. We have many toys, songs, and games, specially created for fearful swimmers. If you need help getting your child into the pool, ask our staff for assistance; we will gladly get your child into the water and swimming happily in no time!
3. When will my child be "Drown-proofed"?
- Dynamo Swim School believes that there is no such thing as being "Drown-Proofed". We teach our students how to love and respect the water, and that they can never swim alone. In fact, adults should never swim alone either!
4. Does my child need a swim diaper?
- All students under the age of 4 are required to wear a non-disposable swim diaper regardless of whether or not the student is potty-trained. These are available for purchase at Chamblee and Alpharetta in the All American Swim Shop on-site. These are also available for purchase on-line thought many websites such as Amazon.com.
5. Should my child eat before a swim lesson?
- Please do not feed your child or give him/her milk or juice one hour before his or her swim lesson. If your child is frightened or cannot hold his or her breath, no eating 3 hours before is preferred. Nervous children often swallow lots of air and sometimes water which may cause a student to throw up.
6. What if my child does not like swimming lessons?
- Swimming, like many activities, generates anxiety in some children. This anxiety may be most evident on the first day of lessons. As each week progresses, your child's anxiety should be less and less evident. That's why we schedule multi-week sessions. Time, familiarity and consistency ease the anxiety. You can help your child through this period by bringing them to open swim time. The opportunity to use the pool on "their terms" often helps. Play is a terrific teaching aid. Stick with it, Mom & Dad, this is a skill for life that you are giving your child.
7. How will I know when my child is ready to move to the next level?
- Talk to your instructor, deck manager, or site director. Our staff constantly evaluates the swimmers. At the same time, remember, not to rush it. Each level builds upon your child's ability to master the last level. A child rushed through our program will never be as good as the child that takes the time to master each skill. Parents please remember that the journey from first blowing bubbles to swimming 50 yards takes several years. How long did it take you? Therefore, it is impractical to expect your child to master each skill level the first time they attempt it. Please be patient and supportive with your child! This is a skill that will last your child a lifetime.
8. I feel like my child is learning/progressing too slowly. What should I do?
- It is very important that you speak with your child's instructor and/or the deck supervisor or site director immediately if you are not happy with the pace of your child's swimming lessons.
- Plateaus are common, especially when a child faces a hurdle that is especially difficult for them. Our teachers are sensitive to these issues and are trained to motivate and guide swimmers though these peaks and valleys. As a parent, keeping the line of communication with your child's teacher open is crucial to overcoming these plateaus. The Site Director, Deck Supervisor and instructor are great resources.
9. Is it Ok for my child to wear floaties/ float bathing suits when we are not at lessons?
- While floatation devices are a valuable teaching tool, we do not promote prolonged use of floatation devices of any kind for teaching swimming skills. When "floatie" devices are used repetitively, children become accustomed to a vertical position and it makes it more difficult for them to adjust to a horizontal position – which is the position that which is the safest and most efficient position for them in the water. However, we do consider safety of the utmost importance and believe that floatation devices, like lifejackets, should be used in aquatic settings to protect children.
10. Will my child be able to swim after a session of lessons?
- Every child is different so we cannot comment on this until we know your goals and have had your child in the pool.
11. How frequently should I schedule my child's lessons?
*EACH CHILD IS DIFFERENT AND OUR PROGRAM IS SET UP TO ACCOMMODATE INDIVIDUAL NEEDS TO OPTIMIZE LEARNING. Please take your child's comfort level into consideration when making these decisions. If your child is frightened, we recommend scheduling lessons as frequently as possible. Otherwise, it depends on how quickly you want your child to learn. Children learn with fewer lessons if the lessons are close together. Also, we recommend starting as early in the year as possible because the longer they are in the water, the more comfortable and excited they will be about summer swimming. If you practice "homework" and hints at home they will learn more quickly. If you are practicing and the children are grasping the concepts, twice a week is sufficient. If you cannot start lessons until summer, we recommend coming every day until your child is safe in the water. We also strongly recommend follow up lessons; especially if your child starts swimming with his/her head up. Allowing your child to swim vertically nullifies everything we have taught them. | <urn:uuid:4523a6cd-b128-4e19-92ec-7ac7a929479c> | CC-MAIN-2017-51 | http://www.dynamoswimschool.com/forms/FAQ-Lessons-FINAL.pdf | 2017-12-18T18:11:44Z | crawl-data/CC-MAIN-2017-51/segments/1512948619804.88/warc/CC-MAIN-20171218180731-20171218202731-00515.warc.gz | 374,769,570 | 1,264 | eng_Latn | eng_Latn | 0.998843 | eng_Latn | 0.998851 | [
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Statement of Steven W. Squyres Goldwin Smith Professor of Astronomy Cornell University
Before the Subcommittee on Space United States House of Representatives
May 21, 2013
Mr. Chairman and Members of the Committee, thank you for the opportunity to appear today. My name is Steven W. Squyres, and my title is Goldwin Smith Professor of Astronomy at Cornell University. I have participated for the past thirty years in a number of NASA solar system exploration missions. Recently I chaired the planetary decadal survey for the National Research Council, and I am currently the Chairman of the NASA Advisory Council. The views that I express today are my own, and do not represent the opinions of the National Research Council, the NASA Advisory Council, or any other organization.
Recommendations to the Committee
The topic of this hearing is the next steps in human exploration, to Mars and beyond. My key recommendations to this committee today are as follows:
* Affirm that Mars is and will continue to be NASA's long-term goal for human exploration of space.
* At all future milestones on the road to Mars, direct the Agency to focus narrowly on activities that clearly serve the goal of landing humans on Mars, operating there, and returning them safely to Earth.
* Adopt cis-lunar space as the next milestone, whether ongoing studies show that it is possible to redirect a small asteroid there or not.
* Dictate no milestones beyond cis-lunar space without first assuring ample funding to achieve them.
I will explain my rationale for each of these recommendations in the sections below.
Why Mars?
The NASA Authorization Act of 2010 stated that "A long term objective for human exploration of space should be the eventual international exploration of Mars." I agree. In fact, I believe that Mars should be the long-term objective for human exploration of space, whether carried out internationally or by NASA alone.
Mercury, Venus, and the giant planets and their moons present environmental obstacles to human exploration that will be insurmountable for decades to come. But what makes Mars unique is not just its relative accessibility. Alone among the planets, Mars is enough like Earth that we can imagine life once taking hold there. A vast and growing body of scientific knowledge shows that the martian surface once possessed many of the essential ingredients required for life. If by exploring Mars we could show that life emerged there -- and therefore that it emerged twice in just this one solar system – it would take no great leap of faith, logic, or anything else to conclude that life may be commonplace throughout the cosmos.
One could ask whether it is necessary to send humans to Mars to answer this question. Despite having devoted my career to exploring the solar system with robots, I am a strong advocate of human exploration, particularly at Mars. Humans have an extraordinary ability to function in complex environments, to improvise, and to respond quickly to new discoveries. Robots, in contrast, do best when the environment is simple and well understood, and the scientific tasks are well defined in advance. Because the capabilities of humans most surpass those of robots in complex environments, the exploration value that humans add is in proportion to the complexity of the environment to be explored. And there is no planetary environment where humans can operate in the foreseeable future that is more complex than the martian surface.
We also must not underestimate the inspirational value of human explorers on Mars. I can tell you from personal experience that NASA's long-lived Spirit and Opportunity Mars rovers were designed and built by people like me who grew up watching the Apollo lunar landings on television, and dreaming of sending spaceships to Mars one day. Sending humans to Mars would surely provide an even more compelling inspirational spark for the next generation of scientists, engineers, and explorers.
To put it simply, sending human explorers to Mars to learn whether life ever emerged there is a goal worthy of a great national space agency.
Why Intermediate Milestones?
It is not hyperbole to say that sending humans to Mars and returning them safely to Earth will be the most technically difficult task in human history. When attempting something so difficult, there is great value in setting intermediate milestones against which progress can be measured and demonstrated.
The most useful milestones are ones that, once met, help retire some of the many risks that will be faced on the way to the martian surface and back. In the 1960s, we didn't go to the Moon all at once. Instead, the capabilities necessary to land humans on the lunar surface and return them safely to Earth were developed systematically over a series of Mercury, Gemini, and early Apollo missions. I am convinced that the even more challenging capabilities that will be necessary to achieve a similar goal at Mars must also be built up stepwise.
A more difficult question is whether any of these intermediate milestones must involve a physical destination – a solid solar system body that astronauts can visit and where they can work. Physical destinations have intrinsic appeal; indeed, they are integral to our notion of what exploration means. But if our real goal is the surface of Mars, then we must critically examine the idea that milestones along the way must involve specific bodies where we can plant a flag or leave a mark in the soil.
Possible Intermediate Milestones
A number of possible intermediate milestones on the way to Mars have been discussed over the years. These include:
* Cis-lunar space
* The lunar surface
* A near Earth asteroid
* Mars orbit
* The martian moons Phobos and/or Deimos
I will address the prospective merits of each of these in turn.
Cis-lunar space: Many of the capabilities and systems necessary for eventual human missions to Mars can be tested and validated in cis-lunar space. These include deep space life support and habitability systems, advanced propulsion, complex ground and space operations, and rendezvous in a variety of gravitational settings. All of these can be exercised far enough from Earth that progress toward a true deep space capability can be demonstrated, but close enough to Earth to facilitate a safe return in the event of an anomaly.
The lunar surface: Others on this panel will argue persuasively for the merits of a return to the lunar surface, so I will not dwell on it here. Most significantly, the Moon is the only potential destination on the way to Mars with sufficient gravity to permit anything resembling Mars-like surface operations. If we truly require an intermediate milestone where astronauts can walk, the Moon is the only choice. I am not convinced, however, that such a milestone is absolutely necessary. It was not for Apollo, and we actually know much more about the surface of Mars today than we did about the surface of the Moon before Apollo 11.
Near Earth asteroids: NEAs are important targets for scientific exploration. Asteroids contain clues regarding the formation and earliest evolution of the solar system. Practically, NEAs present both an opportunity and a threat. Mining of asteroids could yield raw materials of considerable value for use in space, because they need not be lifted from the Earth's gravity well. And we know that asteroids have impacted the Earth in the past with devastating effects, and will do so again in the future unless we develop an understanding of these bodies sufficient allow us to prevent such an event.
The relevance of NEA exploration to the ultimate goal of sending humans to Mars must be questioned, however. Certainly a mission to such a body would require operations for long periods of time in deep space, well beyond the Earth-Moon system. The same can be said, however, for any flight far into deep space, whether an asteroid is present along the trajectory or not. Perhaps more persuasively, proximity operations techniques that could be developed and demonstrated at small asteroids would also be useful for exploration of Mars' two small moons, Phobos and Deimos.
Mars orbit: Just as the ability to operate in lunar orbit was necessary for Apollo, the ability to operate in Mars orbit will be necessary for a mission to and from the martian surface. Like Apollo 10, a mission to Mars orbit could demonstrate all elements of a Mars surface mission other than landing, surface operations, and ascent. Mars orbit is also an ideal location for real-time operations of robotic assets on the martian surface, dramatically increasing their potential science return. So clearly Mars orbit is a valuable potential milestone on the way to the martian surface.
Phobos and Deimos: Operations in Mars orbit would also permit exploration of the martian moons Phobos and Deimos. These objects, which are probably captured asteroids, are scientifically interesting in their own right. More importantly, we can expect their surfaces to be littered with martian rocks, particularly ones ejected from the planet during the early, more Earth-like phase of its history. So they present a scientific opportunity that is complementary to what can be achieved on the planet. Again, however, it is not clear that they represent a truly necessary step on the way to the martian surface.
NASA's New Asteroid Initiative
NASA has recently announced a particular variant of the cis-lunar space milestone that would include rendezvous with a very small asteroid that has been redirected to lunar orbit. Because this initiative is part of the President's FY '13 budget request, it is worth particular consideration by this committee.
To evaluate the merits of this initiative, it is useful to break it down into its constituent parts. It has three elements:
* Searching for a potential target asteroid
* Capturing a small asteroid and redirecting it to lunar orbit
* Rendezvous with the redirected asteroid in cis-lunar space
In my opinion, the first element, searching for a target asteroid, has great value. I have already described how NEAs pose potential threats, resources, and opportunities for scientific study. The search for a target asteroid for this initiative will inevitably lead to discovery and characterization of many objects. In my opinion, the goal should not be to find a single target whose properties potentially allow it to be redirected. Instead, the net should be cast widely, using assets that are capable of finding such a target to characterize the population of NEAs as fully as possible.
Moving on to the third element, I will argue below that cis-lunar space is the logical next place to send humans beyond low Earth orbit. My conclusion is dictated by practical considerations and by a long-term focus on Mars, and is independent of whether a small asteroid has been redirected there or not.
The second element, asteroid capture and redirection, is where important questions and concerns lie. Despite some encouraging preliminary studies, we do not know how to capture and redirect an asteroid, even a very small one. To their credit, in all of the briefings I have seen on this topic, NASA has described existing concepts for redirecting a small asteroid as "notional". The President's FY'13 budget request includes funds to study these concepts, and to assess their feasibility. The results of this assessment must be examined critically, and NASA should not be afraid to abandon the idea if the results are not favorable. The first and third elements of the initiative each have sufficient value on their own even if the second element proves infeasible.
Concerns
Sending humans to Mars will be extraordinarily difficult and costly. With such a challenging long-term goal in a budget-constrained environment, I feel that it is crucial that the milestones on the road to Mars be true milestones, not off-ramps. Stating it differently, the activities we engage in on the way to Mars should be ones that enable reaching that goal, not delay reaching it.
Again, Mercury, Gemini, and the early Apollo flights provide a good model. The tasks carried out on those flights were aimed very directly at preparation for the eventual Apollo landing missions. None of their major activities were superfluous. I believe that the goal of sending humans to Mars will be best served by milestones that maintain a similar focus. So at each step along the way it will be crucial to examine proposed flight activities critically, and to pare them down to the minimum necessary to assure progress toward Mars.
As I noted above, any of the potential candidate milestones could make at least some useful contributions to the long-term goal of Mars. Choosing among them becomes a matter of practical implementation and budget considerations.
In my opinion, the first milestone should be to return humans to cis-lunar space. Of course, such a milestone has only modest value in and of itself; it would serve largely to re-assert capabilities we had forty years ago. But if we really are going to Mars, I believe it is an essential next step.
My conclusion is based as much on simple practicality as it is on the work that can be accomplished there. The only vehicles currently in development by NASA to support human exploration beyond low Earth orbit are the Space Launch System (SLS) and the Orion crew capsule. Given the performance capabilities of these vehicles, cis-lunar space is the only significant destination beyond low Earth orbit that can be reached. It is the next step in part simply by process of elimination.
If a small asteroid can be redirected to lunar orbit by the time astronauts get there, the rendezvous possibilities it would offer would make a lunar orbital mission more interesting and challenging. The relevance of such a rendezvous to the goal of putting humans on the surface of Mars remains to be demonstrated, in my opinion, and should be scrutinized. But I believe that lunar orbit is the sensible next step beyond low Earth orbit whether a small asteroid has been redirected there or not.
After cis-lunar space, the choice becomes more difficult. I am personally not persuaded that any physical destination like the lunar surface, an asteroid, or a martian moon is truly necessary to get to Mars, function there effectively, and return safely. Others on this panel may disagree. But while we can debate the relative merits of such destinations, my most important message to this committee is that I believe that no realistic next step beyond cis-lunar space can or should be identified today.
The fundamental barrier to making an intelligent choice of a milestone beyond cis-lunar space now is that NASA is being asked to do too much with too little. This overtaxing of the agency is chronic, severe, and getting worse. It is manifested clearly even in NASA's near-term plans.
To be more specific, the current cost-constrained development schedule for SLS and Orion calls for:
* In 2014, an orbital test flight of an Orion capsule with no crew, to be launched on a Delta 4 Heavy.
* In 2017, a lunar flyby test flight of an Orion capsule with no crew, to be launched on a 70-metric ton SLS.
* In 2021, eight years from now, the first flight of a crew in an Orion capsule, again launched on a 70-metric ton SLS, on a mission to orbit the Moon.
Subsequent missions would occur on a "pay-as-you-go" basis, with a launch roughly every two years.
I believe that the low flight rate projected for SLS and Orion is a cause for serious concern. No human-rated launch system in NASA's history has flown so infrequently. With such a low launch rate it will not just be difficult to maintain program momentum; it will be difficult to keep flight teams sharp and mission-ready.
In a fiscal environment where even the next step to cis-lunar space cannot be carried out at an adequate pace, I feel that it would be unwise for Congress to dictate any subsequent milestones. Unless NASA's funding is increased substantially, any attempt to specify milestones beyond cis-lunar space today would amount to an unfunded mandate. Unfunded mandates are the bane of any government agency. They can be particularly crippling for an agency like NASA that is tasked with attempting things that have never been done before, with the uncertainties regarding schedule and budget that invariably result. If NASA is directed to do something it is not funded to do, I predict that the result will be wasted effort and a delay in achieving the ultimate goal of humans on Mars.
A Possible Long-Term Solution
I would like to conclude my testimony on a positive note, by pointing out that the solution to the mismatch between NASA's aspirations and its budget may be international partnerships. This was the case for establishment of a permanent Earth orbiting laboratory, and the International Space Station that resulted is a magnificent example of what space agencies can accomplish when they work together.
If no major funding increase for NASA can be found, then I believe that the Agency should aggressively seek out international partners for the human exploration of Mars. But if that happens, I feel that neither Congress nor the Administration can expect to dictate what the next milestone after cis-lunar space should be unilaterally. Instead, that milestone will have to be negotiated, fairly and equitably, with those international partners. | <urn:uuid:53c3240a-ddf6-4127-8541-8cf4a41cb7f0> | CC-MAIN-2017-51 | https://science.house.gov/sites/republicans.science.house.gov/files/documents/HHRG-113-SY16-WState-SSquyres-20130521.pdf | 2017-12-18T18:32:36Z | crawl-data/CC-MAIN-2017-51/segments/1512948619804.88/warc/CC-MAIN-20171218180731-20171218202731-00511.warc.gz | 654,544,453 | 3,388 | eng_Latn | eng_Latn | 0.998511 | eng_Latn | 0.998802 | [
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Medicines
* Your GP doctor or Specialist may prescribe medicine for you by giving you a prescription – a piece of paper that says what medicine you need to take and how often.
* You need to take this prescription to the pharmacy and give it to the pharmacist. They will then prepare the medicine so you can buy it there and they will explain how to use the medicine, any sickness to watch out for and how much the medicine costs.
* The prescription the doctor gives will tell the pharmacist whether you will need to have extra of some medicines – like the ones that you need to keep taking all the time e.g. for diabetes or high blood pressure. This saves you having to go back to the doctor every month for a new prescription for this medicine. These are called 'repeats'. The pharmacist will give you a copy of this and you can use it when you need the next lot of medicine. Keep it in a safe place so you can use it again and so you don't run out of medicine.
* You can use an interpreter at the pharmacy. Just ask them to call an interpreter on the telephone and tell them your language. Pharmacists can use interpreter services for free. They just ring 13 14 50 and request an interpreter in your language. It only takes a few minutes.
* Your pharmacist may ask you if you want a cheaper or generic brand medicine. Many medicines are available in a number of brands and the prices between those brands may vary. Generic brand medicines contain exactly the same ingredients in the same strength and have been tested to make sure they work
exactly the same as the brand. You might have to pay extra for the brand medicine or say yes to the generic brand and you might save some money.
* Sometimes the generic brand packet might look different to the one you had before, or the tablets are a different colour. You can check this with the pharmacist and they can get an interpreter to explain it to you also.
* You can take your old packet with you to the pharmacy – especially if the interpreter has written on it or you have marked it in some way so you know when to take it - and show it to the pharmacist. This can help them explain it to you.
* If you have a Healthcare Card or a Pension Card please show it to the pharmacy worker when you are giving them your prescription. This might make the medicine cheaper for you.
* If you or your family will need a lot of prescription medicines in one year, you can ask your pharmacist about registering for the "safety net" that can help you with the costs after you have spent a certain amount. Your pharmacy can help you register for the safety net.
* Ask the pharmacist to explain to you if you want to know about common side effects or sickness that can sometimes happen when taking the medicine or whether the medicine might react with any herbal medicines you are taking.
* You can buy some tablets, creams and liquid medicines from the pharmacy without a prescription like paracetamol for pain and fever and other medicines for colds. You cannot use any healthcare card or pension card for these.
Taking Medicine
Instructions for taking the medicine are written on the label stuck onto the medicine bottle. If you do not read English, ask your pharmacist to use a telephone interpreter to explain how to take medicine. It is good to tell someone else the instructions straight away so there is someone else who knows how you must take your medicine. You might ask an interpreter to write on it the packet or you can mark the packet / bottle in some way so you know what it is for and when to take it e.g. 2 red dots = heart medicine, take twice a day.
When taking medicine:
* DO NOT take medicines that have been prescribed by a doctor for someone else. They could make you VERY sick.
* DO NOT use medicines that are old and that are past the expiry date (you can ask the pharmacist to show you the expiry date when you are buying the medicine)
* DO NOT give medicines that the doctor prescribed for you to someone else including overseas relatives. They could make someone else VERY sick. They are especially for the sickness you have, not other people's sickness which might need different medicines.
* Make sure you keep medicines up high away from where children can reach them. If children find your medicines and take them it might make them very sick. If you think a child has taken some of your medicine you should call 000 for an ambulance immediately and have the medicine with you to tell the operator the name. Tell them if you need an interpreter.
* ALWAYS keep taking the tablets for as long as your doctor told you to. Some tablets like antibiotics, you need to take until they are all finished and some medicines you might need to take always like for blood pressure and diabetes. Ask your doctor what to do when your medicine runs out. If this is what the doctor has told you DO NOT stop taking the medicine even if you are feeling better. Talk to your doctor before stopping any medicines they have asked you to take.
* Go back to your doctor and tell them if you don't get better or you start to feel worse - sicker
* Talk to your doctor if you are forgetting to take your medicines or it is difficult to take them - there may be things that can be done about this
* When you are buying the medicine make sure you ask the pharmacist about how to store the medicine. Some medicines need to be in the fridge and other medicine needs to be kept in the cupboard.
* Always tell your doctor what other medicines you have been taking or are taking now, including herbal and traditional medicines and medicines you might have just bought from the pharmacy, to make sure that the medicines do not react with each other and make you sick.
* Sometimes doctors or Specialists in Australia prescribe medicines differently than in your home country. Sometimes you can visit the doctor when you're sick and the doctor does not give you a prescription for medicine. Sometimes the doctor may use injections differently from your home country.
* Many doctors in Australia think that stress or pressure or worries can also cause you to feel sick. Your doctor may want to talk to you about your stress or want you to learn some relaxation exercises rather than give you medicine.
* When the doctors in Australia think that you can stop being sick or stay healthy by having a healthier diet with more fruit and vegetables and less sugar, caffeine or salt or doing some exercise or other activities this may seem strange to you. But the doctors have studied these things and they know that these things can help make you feel better. | <urn:uuid:ec4485d1-8cd2-4cd2-aebf-487469924709> | CC-MAIN-2017-51 | http://communityhealthhub.com.au/assets/Medicine.pdf | 2017-12-18T18:18:48Z | crawl-data/CC-MAIN-2017-51/segments/1512948619804.88/warc/CC-MAIN-20171218180731-20171218202731-00521.warc.gz | 54,294,398 | 1,324 | eng_Latn | eng_Latn | 0.998289 | eng_Latn | 0.998251 | [
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THINK! SELF-CARE
adults and children over 12 years
cough
how long will it last?
how serious is it?
can i still work?
3-4 weeks
Minor
Yes
what is it?
Most adults experience episodes of coughing between two and five times a year, and about one in five people suffer from coughs during the winter months.
A cough may be acute, lasting less than three weeks, or chronic, when it may go on for more than eight weeks. Coughs can also be dry or productive of sputum (phlegm).
how do i treat it?
* Try not to cough
* Try simple home remedies, such as 'honey and lemon' – just add freshly squeezed juice from one lemon and a teaspoon of honey to a mug of hot water.
* Drink at least 6 to 9 glasses of water in a day and suck lozenges.
medicines:
Paracetamol can help with relieving symptoms that may accompany a cough, such as a sore throat, fevers, and not feeling well.
when do i need medical attention?
Seek medical advice immediately if you feel more unwell than you'd expect, if it starts after you've choked on something, or if you notice any of the following warning symptoms:
* You cough up blood for no obvious reason.
* Your cough is not getting better within three to four weeks.
* In addition to your cough, you have
chest and/or shoulder pain.
* You also find it difficult to breathe or talk in full sentences.
* You're losing weight for no apparent reason over a period of six weeks or more.
* Your voice becomes hoarse for longer than three weeks
* You notice new swellings anywhere in the neck or above your collarbones. | <urn:uuid:6cd15142-042a-4ef9-8472-aa549a430e28> | CC-MAIN-2017-51 | http://whyaande.nhs.uk/download/materials/Self-care/cough-self-care-book.pdf | 2017-12-18T18:16:27Z | crawl-data/CC-MAIN-2017-51/segments/1512948619804.88/warc/CC-MAIN-20171218180731-20171218202731-00516.warc.gz | 288,453,872 | 367 | eng_Latn | eng_Latn | 0.998793 | eng_Latn | 0.998793 | [
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GUIDED SILENT READING
Using narrative text
BOOK TEN
Part 3 and 4 School Journals 2002-2006
Hilton Ayrey
sample eBook
GUIDED SILENT READING BOOK 10 CONTENTS
TEACHING NOTES
Copyright © 2008 Handy Resources
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
Guided Silent Reading Book 10
HANDY RESOURCES
literacy tools for the busy classroom teacher
This resource provides you with the following three handy literacy tools to take the stress out of your reading programme.
LESSON PLANS Time savers for the teacher
♦ All the details and analysis of the story at your finger tips
♦ Clear learning outcomes and success criteria to choose from
♦ Simple well structured lesson routine
Further details see page 4
COMPREHENSION STRATEGY INSTRUCTION
A proven process for teaching comprehension
♦ Easy to understand and implement
♦ Kids are engaged by being active readers
♦ Simple routine that is easily transferrable to any text
Further details see page 6
FOLLOW UP ACTIVITIES using Bloom's Taxonomy Independent activities to develop high level thinking
♦ High value activities - not busy work - very motivating
♦ An organisational necessity for your reading programme
♦
All the hard work has been done for you
Further details see page 8
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
LESSON PLANS
Time savers for the teacher
Each lesson plan follows a simple format with important prompts and useful information that allows you, the teacher, to run your lesson with minimal preparation time.
STORY SUMMARY and SPECIAL FEATURES
Use this to quickly decide whether this story will meet the interest and needs of your group.
LEARNING OUTCOMES and SUCCESS CRITERIA
Select from the list on page 54 according to the needs of your students. Easy to link to the Achievement Objectives in the English curriculum.
BEFORE READING DISCUSSION
Orientate you readers to the story - engage the brain. Prompts to
♦ Activate prior knowledge and personal experiences
♦ Introduce unfamiliar concepts readers will come across in the story
♦ Look for story clues in the title
GUIDED SILENT READING
The heart of the lesson - "The Three Steps" teach the readers to
♦ Unpack the story for themselves
♦ Understand and use comprehension strategies
♦ Make sure they have got the message right
AFTER READING DISCUSSION
Now that the story has been properly processed, time to
♦ Reflect with the group on the relevant success criteria
- how well are they using the comprehension strategies?
♦ Deeper analysis of the story
- uncovering the deeper features of good story writing
IMPORTANT CONSIDERATIONS
It will not be realistic to cover everything in the lesson plan in the time you have available for a lesson, say 20-25 minutes.
♦ Initially you might only cover Step 1 and 2 using "I think that means…"
♦ As your students become fluent with this add in the Deep Five and Step 3: Story Webbing.
♦ Deeper analysis of the story can be introduced once there has been plenty of practice with the Three Steps.
Copyright © 2008 Handy Resources
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
Guided Silent Reading Book 10
LESSON PLAN for each story
• Go through the ACTIVITIES sheet with your students
• Brainstorm and discuss ideas, model activities where necessary
• Assign activities or allow choice depending on time constraints and / or the needs of your students
COMPREHENSION STRATEGY INSTRUCTION
Reading instruction is all about teaching reading strategies. For Emergent and Early readers, the focus is on decoding strategies. As Early readers move into the Fluent stage the focus shifts to comprehension strategies.
What are comprehension strategies and where do I start?
"The Three Steps" provides you with the answer; a systematic, predictable routine that takes all the stress out of "what do I do" for you the teacher and your students, and gets results.
Easy to understand and put into practice
Have a go - see how it feels and how the students respond.
THE THREE STEPS - an outline for narrative text
The text is divided in chunks (with School Journals this is often a page for convenience) and each chunk is processed using "The Three Steps".
Step 1: Read a chunk of text silently
♦ Students read silently down to a point that you have determined
♦ Fast finishers do not read on - they silently prepare for Step Two
Step 2: Detailed Retelling
"Have we got the message right"
♦ Students take turns -A student reads aloud one sentence and then starts with "I think that means..." attempting to retell that sentence in his/her own words. Another student follows this routine with the next sentence. (See page 55 for a transcript of a lesson)
♦ Spend plenty of time getting this routine right before adding in the Deep Five strategies.
Step 3: Add to the Story Web
"What new information have we found out about the story structure?"
♦ Students discuss story developments and add to a Story Web (See page 65 for an example of a Story Web)
Now you are ready for the next chunk of text - back to Step 1
Engaging for the students
This is an exciting process to use - you can see your reluctant readers "waking up" before your eyes as they become active processors of the text.
♦ Students move from being passive participants to active readers as they are required to take responsibility for making meaning.
♦ The Three Steps keeps the discussion and the lesson on track.
♦ Students unpack the text … you oversee the process
A proven process that delivers results
This is an instructional process that has been developed over the last five years and is now used extensively in schools. There is now significant data available on its success in raising the understanding of text for all readers - proficient and struggling.
See pages 55-63 for further details - video clips available from www.handyres.com
Copyright © 2008 Handy Resources
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
Guided Silent Reading Book 10
3. Make a connection to something else in the text "In the last paragraph it said that . . . "
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
FOLLOW UP ACTIVITIES using Bloom's Taxonomy
Each story selected from the School Journals for this resource has a set of follow-up activities (see example on next page). These activities are intended to be used after the students have been guided through the text in a small group.
An organisational necessity
♦ With students working independently on these activities you can focus on your instructional groups.
♦ Activities are designed as individual tasks to help create that quiet work focus you need to concentrate on groups, but they can be adapted to co-operative activities if you feel your classroom organisation and work ethic allows for it.
All the hard work has been done for you
♦ There is a huge amount of follow-up work included in each worksheet.
♦ Once the activities have been taught there is continuity from story to story; you are not having to teach lots of new activities. The challenge for the student comes from applying the known activity to a new story context.
High value activities - something for everyone
♦ Activities range from low level, literal responses (security for those who lack confidence) to high level analysis, synthesis, and evaluation tasks. Your top end learners will love these.
♦ Many activities allow for a visual or written response to motivate your reluctant writers
An important part of Comprehension Strategy Instruction
♦
The higher level thinking skills of application, analysis, synthesis, and evaluation are important comprehension strategies in their own right.
♦ See page 54 for more information about this.
SUGGESTIONS FOR USING THESE ACTIVITIES
♦ Spend time modelling the activities, discussing criteria and expectations for the different tasks to get better results. Use pages 64-67 to help you with this.
♦ Don't expect students to do them all
- allow choice; they will find that very motivating
♦ Consider using a work contract - allocate a points value for each activity with a target score that has to be achieved depending on the time available.
For example 1=had a go,
3=completed task according to agreed criteria
5=something extra-went beyond the requirement
Each activity can be rated 3 times - self, buddy, teacher (has the final say)
♦ Provide a live audience for the finished product so that the tasks are seen to be purposeful not just done "for the teacher". Students will piggyback off each others ideas and enthusiasm.
See pages 64-67 for exemplars of some of the activities
Copyright © 2008 Handy Resources
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
Guided Silent Reading Book 10
FOLLOW UP ACTIVITIES using Bloom's Taxonomy
Developing creative thinking and critical literacy skills
♦ CHARACTERS - Has the author created interesting characters? How?
♦ STORY STRUCTURE - Does the story have an interesting problem and a satisfying ending?
♦ LANGUAGE FEATURES - Has the author used words in an interesting way to tell the story?
Give this story a rating out of 5 for each of the following criteria (1= weak, 5 = excellent) 10.
1. Make a list of the two main characters in this story and all the facts you can find out about them. Show the information you have found on a CHARACTER WEB for each character.
2. Draw a picture to show you understand how the trading of phobias happened.
3. Choose 5 words from the story that are new, difficult, or interesting to you. Write a sentence for each one showing that you understand what it means. Write down why you think that author has used each of these words.
4. You are the storyteller and you are desperate to find the man from the phobia shop. Make a WANTED poster that could be placed on community notice boards and in shop windows to try and find him.
5. Draw a STORY GRAPH showing how the storyteller is feeling during the story. The y axis should show feelings : 0 = feeling bad ----> feeling really good. The x axis should be a timeline : 0 = beginning of the story -----> end of the story.
6. Create a STORY WEB. You may have started this already during the reading Include ... CHARACTERS SETTING PROBLEM FEELINGS ACTION OUTCOME
7. Rewrite part of the story from the point of view of the man who owned the Phobia Shop. Here are some suggestions
♦ The storyteller comes into his shop - his first customer!
♦ Deciding to close the shop - Why? Where will he go to next?
8. The phobia shop is reopening and you are in charge of an advertising campaign to make sure that this time it is a success. This should include at least the following ...
♦ A Phobia Shop business card with a logo and details about where the shop is.
♦ A flyer to be delivered to all the houses in your neighbourhood.
9. "Swapping one phobia for another is a good idea" Make a chart and list your reasons for agreeing and disagreeing with this statement.
Copyright © 2008 Handy Resources
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
Guided Silent Reading Book 10
Set 5:1 LESSON PLAN
RA 8½-9½ years SJ Part 3 Number 1 2005
In and Out the Window by Jillian Sullivan
STORY SUMMARY
Luisa's friend has lots of nice things and Luisa is feeling envious. Mum comes up with a 'weird rule' to show Luisa that you don't have to have nice things to be special. Luisa and her sister think this is great and the problem appears to be solved. But then Dana and her mum visit and Mum has her own doubts when she has to face up to Dana's well dressed mum.
SPECIAL FEATURES
* A more complex story structure - the problem surfaces at two levels; for Luisa and then her mother.
* The humour generated by the 'weird rule' and Mum's 'extra large bottom'.
* A familiar problem which all readers can relate to - possibly girls more so than boys.
LEARNING OUTCOMES choose from the list on page 54 according to the needs of your students
BEFORE READING DISCUSSION
1. Accessing prior knowledge and personal experiences
Discuss what the students think makes their family special. (Be sensitive to family backgrounds).
2. Clues from the title
IN AND OUT THE WINDOW - what clues are there in this title? Brainstorm possible characters and story problems.
GUIDED SILENT READING using THE THREE STEPS
For each chunk of text ...
STEP 1: Read Silently
Make sure you understand all the information
STEP 2: Detailed Retelling
Use "I think that means …" and the DEEP FIVE comprehension strategies
STEP 3: Add new information to your story web (see suggestions below)
Setting:
Characters:
Luisa's home.
Luisa, Tania her younger sister, Mrs Moses (mother)
Dana (Luisa's friend), Mrs Leilani (Dana's mother).
Problem:
Feelings:
Action:
Outcome:
Luisa's friend Dana has lots of nice things.
She feels disappointed with what her family has.
Mum makes up a 'weird rule' to make everyone feel special.
The girls think this is great.
Luisa isn't worried about the problem any more.
Dana and her mum come to visit and they agree that there is something special.
Theme: Feeling special is not just about having lots of nice things.
AFTER READING DISCUSSION - Story Evaluation
How good is this story? Some possible responses (Follow-up Activity 10 - see page 67)
Mum is an interesting character with her 'weird rules'.
Characters:
Story Structure:
Language Features:
Theme:
The problem (Luisa feeling bad) and Mum's solution (weird rules) is not very clearly stated.
Author uses dialogue to describe the action. Humour - "Mum's extra large bottom".
A familiar problem for children and adults but the message is not very clear.
FOLLOW-UP ACTIVITIES
* Go through the ACTIVITIES sheet with your students
* Brainstorm and discuss ideas, model activities where necessary
* Assign activities or allow choice depending on time constraints and / or the needs of your students
Copyright © 2008 Handy Resources
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
Guided Silent Reading Book 10
The Lesson
12
In and Out the Window
by Jillian Sullivan
Set 5:1 ACTIVITIES
School Journal Part 3 Number 1 2005
KNOWLEDGE - What are the facts
1. Make a list of all the characters in the story and all the facts you can find out about them. Choose a main character and show the information you have found on a CHARACTER WEB. Put the character's name and a drawing of them at the centre of the web.
COMPREHENSION - Show that you understand the story
2. "I can't face going out that window to meet them." What did Mum mean when she said this? Write down at least one quote from the story to support your answer.
3. Choose 5 words from the story that are new, difficult, or interesting to you. Write a sentence for each one showing that you understand what the word means. Write down why you think the author has used each of these words.
APPLICATION - Using what you know from the story
4. Make up a Weird Rules notice to put outside Luisa's house explaining what the weird rule was and why it had to be followed.
ANALYSIS - Breaking down the story to show how it works
y
5. Draw a STORY GRAPH showing how Luisa is feeling during the story.
The y axis should show feelings : 0 = feeling bad ----> feeling really good.
The dots on the graph should mark special events in the story. Label what they are.
The x axis should be a timeline : 0 = beginning of the story -----> end of the story.
x
6. Create a
STORY WEB. You may have started this or talked about it when you read the story. Include ... CHARACTERS SETTING PROBLEM FEELINGS ACTION OUTCOME
SYNTHESIS - Coming up with new ideas
7. Think about what Dana and her mother talked about on the way home from Luisa's house.
♦ Write scripts for 2 different conversations that they might have had.
♦ Practise these as role plays with a buddy and ask if you can present them to the class.
8. Make up some weird rules for your family that will make everyone feel special. Draw pictures to show what your family will have to do and explain why this will help them feel "special".
EVALUATION - Seeing both sides
9. "Luisa's family was more special than Dana's"
Make a chart and list your reasons for agreeing and disagreeing with this statement.
I agree with this statement because ...
I disagree with this statement because ...
Share your ideas with other people in your group. Ask if you can present a short debate.
EVALUATION - How good is this story
10. Give this story a rating out of 5 for each of the following criteria (1= weak, 5 = excellent)
♦ CHARACTERS - Has the author created interesting characters? How?
♦ STORY STRUCTURE - Does the story have an interesting problem and a satisfying ending?
♦ LANGUAGE FEATURES - Has the author used words in an interesting way to tell the story?
♦ THEME - Does this story have something important to say about how people think and behave?
Write a short review of this story based on the ratings you have given it.
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
13
Set 8:5 LESSON PLAN
RA 10-12 years SJ Part 4 Number 3 2006
Doctor in the House by Anna Kenna
STORY SUMMARY
The storyteller's dad is a doctor who is blamed for the death of a baby girl during a stomach operation. The family has to deal with feelings of guilt and the unwanted attention from the media as they wait for the medical inquest to take place. At last the day arrives and Dad is found to be not responsible, but things will never be quite the same again.
SPECIAL FEATURES
* The problem is clearly stated in the first line.
* A flat storyline; sombre mood as a family has to deal with a very difficult situation.
* A mature theme - understanding an adult problem through the eyes of a child.
LEARNING OUTCOMES choose from the list on page 54 according to the needs of your students
BEFORE READING DISCUSSION
1. Accessing prior knowledge and personal experiences
Discuss making mistakes and feeling bad about it.
2. Clues from the title
DOCTOR IN THE HOUSE - what clues are there in this title? Brainstorm possible characters and story problems.
GUIDED SILENT READING using THE THREE STEPS
For each chunk of text ...
STEP 1: Read Silently
Make sure you understand all the information
STEP 2: Detailed Retelling
Use "I think that means …" and the DEEP FIVE comprehension strategies
STEP 3: Add new information to your story web (see suggestions below)
Setting:
Characters:
At home and at school.
The storyteller (a young girl), Dad (a doctor), Mum, Timothy (Dad's lawyer). Minor characters - Gaby Wells (the baby), Anna Simons (cousin of the baby), Danielle (friend at school).
Problem:
Feelings:
Action:
Outcome:
A baby died and the storyteller's dad was blamed for her death.
The storyteller was very upset. Dad wasn't sleeping much and lost lots of weight.
There was a medical inquest to determine who was to blame.
The tribunal decided Dad wasn't to blame but it seems that Dad will never get over it completely.
Theme: Dealing with mistakes.
AFTER READING DISCUSSION - Story Evaluation
How good is this story? Some possible responses (Follow-up Activity 10 - see page 67)
Characters:
Story Structure:
Language Features:
Theme: Very strong theme - dealing with mistakes - well supported by the writing style.
Good development of the characters because of their reactions to a serious problem. Clearly stated problem. The tension rises waiting for the outcome of the inquiry. A flat ending (having to live with the consequences) but realistic.
Sombre mood throughout because of the problem - "Dad was slouching … Dad never slouches … panic rising in my chest … I sank into a chair … like wading through hair gel … clutching a cushion, blinking away tears … I bawled for all of us … I don't think he'll ever get over what happened … a bit of my dad died too."
FOLLOW-UP ACTIVITIES
* Go through the ACTIVITIES sheet with your students
* Brainstorm and discuss ideas, model activities where necessary
* Assign activities or allow choice depending on time constraints and / or the needs of your students
Copyright © 2008 Handy Resources
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
Guided Silent Reading Book 10
50
Doctor in the House
by Anna Kenna
Set 8:5 ACTIVITIES
School Journal
Part 4 Number 3 2006
KNOWLEDGE - What are the facts
1. Make a list of the characters in this story and all the facts you can find out about them. Choose two characters and show the information you have found on a CHARACTER WEB for each character. Draw a picture of them at the centre of their web.
COMPREHENSION - Show that you understand the story
2. Find as many quotes as you can from the story that tell you that Dad was upset about what had happened. Write them down. Explain briefly why you have chosen each one.
3. Choose 5 words from the story that are new, difficult, or interesting to you. Write a sentence for each one showing that you understand what the word means. Write down why you think the author has used each of these words.
APPLICATION - Using what you know from the story
4. You are one of the parents of the baby who died. Write a letter to Dad explaining how you feel now that the inquiry is over.
ANALYSIS - Breaking down the story to show how it works
5. Draw a STORY GRAPH showing how the storyteller is feeling during the story.
```
The y axis should show feelings : 0 = feeling bad ----> feeling really good. The x axis should be a timeline : 0 = beginning of the story -----> end of the story. The dots on the graph should mark special events in the story. Label what they are.
```
0
x
Timeline -->
6. Create a STORY WEB. You may have started this or talked about it when you read the story. Include ... CHARACTERS SETTING PROBLEM FEELINGS ACTION OUTCOME
SYNTHESIS - Coming up with new ideas
7. "I don't think he'll ever get over what happened."
Write the next chapter in this story. Come up with some event which does help Dad to get completely over what happened and allow life to return to how it was before the baby's death. Try to write your chapter in the same style as the author OR present it as a comic strip.
8. Design an early warning system for detecting news cameramen lurking around the storyteller's house trying to get photographs of her dad.
Label your drawings or write descriptions to explain your interesting ideas
EVALUATION - Seeing both sides
9. "Dad shouldn't let what happened change his life"
Make a chart and list your reasons for agreeing and disagreeing with this statement.
I agree with this statement because ...
I disagree with this statement because ...
Share your ideas with other people in your group. Ask if you can present a short debate.
EVALUATION - How good is this story
10. Give this story a rating out of 5 for each of the following criteria (1= weak, 5 = excellent)
♦ CHARACTERS - Has the author created interesting characters? How?
♦ STORY STRUCTURE - Does the story have an interesting problem and a satisfying ending?
♦ LANGUAGE FEATURES - Has the author used words in an interesting way to tell the story?
♦ THEME - Does this story have something important to say about how people think and behave?
Write a short review of this story based on the ratings you have given it.
Copyright © 2008 Handy Resources
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
Guided Silent Reading Book 10
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Name:_________________
Date:_________________
Shapes
Sentence Unscramble
Unscramble the sentence by writing the words in the correct order in the space provided.
1) paper is notebook a rectangle like shaped
2) has sides trapezoid parallel two four-sided a
3) an stop sign octagon eight-sided is an
4) polygon is square a called a shape a of type
5) a is circle shaped pancake the like
6) a angled diamond sides four has
7) a hexagon snowflake six the is with sides
8) is piece pie triangle shaped like a of a
9) is shape a a with equal sides square four
10) egg-like, an elliptical shape an is oval
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NING AWAY (KS 1 or 2)
ocuses on forgiveness and how God d chance even though Jonah had yed him. It also covers a wide range ar to relief, uncertainty to anger.
wing placed in a box with a lid:
Jonah s for Nineveh and Joppa (e.g., bits of ks, label made of card, houses) corn-on-cob dishes) piece of cloth is adequate)
en in a circle on the floor and place nt of you. Open the lid and take out This is your stage. In silence, spread n front of you keeping your eyes on sible. Now place the 'cities' of Spain n opposite edges of it – to your right hen put 'Joppa' directly in front of you present the seaport. Take Jonah out of ve him as you tell the story.
told Jonah to go to the city of he Lord has seen your terrible sins.
if he liked the sound of that, but he ytelling in RE (c) The Stapleford Centre 2004
Concept – Being given a second chance/forgiveness
went down to Joppa anyway. Joppa was a sea port where there were lots of boats. There he found a boat that was going to Spain, which is nowhere near Nineveh – exactly what Jonah wanted. So he bought a ticket and got on the boat that was going to Spain.
He thought he was safe. He thought he had escaped from what he had been asked to do. But he wasn't, for the Lord blew a bad storm over the deep waters. It was so bad the ship began to break. The sailors threw some of the cargo overboard to make the ship lighter and all this time, while the storm was raging, Jonah was down below deck, sleeping. Did he dream while he was sleeping? We don't know, but before long the ship's captain found him and shook him and said, "How can you sleep at a time like this? Get up and pray to your God!" That was the last thing Jonah wanted to do!
The storm drove hard across the pitching waves tossing the boat and plunging it in to the swell below. On and on it roared through the dark night. (If appropriate, ask the children to make hissing, roaring, patting knees noises to recreate the storm.)
Jonah knew the storm was sent by God. In the end he said to the sailors, "Throw me in to the sea for I am the cause of this terrible storm."
(Continued)
Explore modern day examples of people who have changed their lifestyles, finding out why they changed and other people's reactions to their new characters.
Hot-seat Jonah/big fish/sailors.
NING AWAY (KS 1 or 2)
t want to throw him overboard, and him. But the storm carried on and all night, until the sailors picked ed him over the side of the heaving he water, there was calm and the ir roar. Jonah was bobbing about in oat disappearing from view.
e of cloth to represent the big fish, our hand and move it across the 'sea' hen withdraw your hand leaving the nah, even though he had done the was meant to do. For God sent along llow Jonah and Jonah ended up y. But he didn't die. For three long ights Jonah simply stayed in the fish's een very smelly and very wet and
onah had plenty of time to think. And w that by running away he had done not have done. And there, deep 'sorry' to God. He really meant it. had done the right thing and gone to been asked to. And God heard him, before long the fish was sick – and ytelling in RE (c) The Stapleford Centre 2004
continued
out came Jonah, wet and tired but still alive. He had been given a second chance. He had been forgiven.
Pause for silent reflection then ask questions that begin with 'I wonder'. Encourage children to give reasons for their answers.
For example:
* I wonder what God thought about Jonah
* I wonder what the sailors/captain of the ship/Jonah himself thought at various points in the story
* I wonder why Jonah didn't want to go to Nineveh
* I wonder if you have ever not wanted to go somewhere
* I wonder what it was like inside the fish
* I wonder what Jonah thought while he was there
* I wonder why God looked after Jonah
* I wonder what Jonah did first after he came out of the big fish
* I wonder if you've ever run away from anything
Consider how important the concepts of 'obedience' and 'forgiveness' are in today's society. What makes people do what someone else tells them? Is it always the best thing to do? Is there anything that can never be forgiven? Do religious ideas about forgiveness differ from pupils' | <urn:uuid:26140986-3563-4da3-921f-0c02db27023d> | CC-MAIN-2017-51 | http://rethinking.co.uk/images/general/reth07_jonah.pdf | 2017-12-18T18:38:55Z | crawl-data/CC-MAIN-2017-51/segments/1512948619804.88/warc/CC-MAIN-20171218180731-20171218202731-00528.warc.gz | 248,514,525 | 1,010 | eng_Latn | eng_Latn | 0.999223 | eng_Latn | 0.999367 | [
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The Green Space: Trash Degradation Exposed
This article previously appeared in the MMTC e-manufactLine newsletter, and is used with permission Reprinted in the April 2010 Chamber Business News
Nearly 70% of your trash can be recycled, yet the majority of discarded waste continues to be hauled away to landfills each year. While you may believe that the material
you throw away will quickly decompose in the landfill, there are many factors that affect the decomposition rate of various materials, including oxygen levels, temperature, and the presence of water. Water is a natural aid for decomposition, but many landfills are hermetically sealed with plastic to keep water out.
Therefore, much of this waste can take several years to decompose (if it ever does decompose), which results in the increasing need for the creation of new landfills—costing up to $10 million each to build, according to the U.S. Environmental Protection Agency. A viable solution is to decrease the amount of waste that actually makes it to the landfill in the first place.
How Long Do You Think It Takes?
If you think that your waste quickly decomposes after it is hauled off to the dump, you may be surprise to find out just how long it might take 10 common items to decompose in a landfill.
Newspaper—2 to 4 Weeks
If you have ever picked up a sopping wet newspaper from the driveway after a rain storm, you may have guessed that newspapers decompose rather quickly when wet. Due to the fact that measures are taken in the majority of landfills to reduce the presence of water, decomposition time is substantially increased.
Cardboard—2 Months
While two months may not seem like a long time, there are several ways to prolong the lifecycle of cardboard, rather than simply throwing it away. Get the most out of your cardboard by reusing boxes for storage or moving projects. Cardboard can be composted and corrugated cardboard (moving boxes) can be recycled.
Cotton Fabric—5 Months
Rather than throwing away cotton items, donate gently used clothing, towels, or sheets to charity. Cotton fabrics can also make a great addition to your compost pile.
Cigarette Butt—2 to 5 Years
At first glance, it may appear that cigarettes would decompose rather quickly. The composition of a cigarette is actually very complex—containing almost 600 ingredients. One of these ingredients, cellulose acetate (a plastic), is found in 95% of cigarette filters and is difficult to decompose.
Wooden Furniture—13 Years
Yes, wood is natural and biodegradable, but under the conditions created in landfills, wood takes longer to decompose—13 years for a standard wooden chair. Painted wood increases the decomposition time, and can cause additional harm to the environment due to the added chemicals. Proper disposal of wood can also be beneficial to your bottom line, as it is typically much more costly to send wood products to landfills rather than processing facilities. Businesses can typically expect to pay approximately one-third less for processing than the landfill disposal fee, and some states offer free processing programs for clean wood.
Tin Can—80 to 100 Years
These days, tin cans are actually made of several materials, including iron ore and tin, which are non-renewable resources. Cans are usually tin-plated steel with the rest being made of mostly aluminum. It takes millions of years for these materials to naturally form, so simply throwing them away is definitely a waste. Unlike 100% aluminum beverage cans, the recycling process for tin cans is a little complex, so they are not always accepted by recycling companies.
Plastic Grocery Bag—500 to 1,000 Years
While some new plastic bags are designed to photo-degrade, due to landfill conditions (being buried under tons of other trash and dirt), most plastic bags are not exposed to sunlight that would aid in the decomposition process. Typically, plastic grocery bags are made from highdensity polyethylene, or HDPE (#2 plastic) or low-density polyethylene, or LDPE (#4 plastic). Both materials are derived from refined petroleum, which takes a while to decompose, but can be recycled. To reduce plastic bag waste, try using reusable fabric shopping bags or see if your grocer has a bag recycling program.
Aluminum Can—200 to 500 Years
Rather than throwing cans away, just to have them sit in the landfill for hundreds of years, why not recycle them for a much quicker turn around? It only takes six weeks to make a new can from a recycled can.
Plastic Bottle—450 Years
Plastic bottles contain polyethylene terephthalate (PET), which is made of petroleum. This material is extremely difficult to break down, especially in an environment such as a landfill. According to the Beverage Marketing Corp, the average American consumed 1.6 gallons of bottled water in 1976, which increased to 28.3 gallons in 2006. Use reusable beverage containers to cut down on waste.
Styrofoam Cup—Never
While some scientists have argued that the material can decompose in a landfill in 1 million years, the majority agree that the number is simply unknown. Styrofoam®, also known as expanded polystyrene (EPS), probably never decomposes.
Studies have shown that polystyrene makes up approximately 1% of the weight in landfills. Due to the light weight of the material, it can be determined that the material makes up a large portion of landfill waste. For a simple solution, use reusable drinking cups.
Take Action
Now that you have learned the decomposition rate for commonly used items, you can take the necessary steps to reduce your negative environmental impact by purchasing recycled goods, and recycling them after use. Considering the rate of decomposition prior to purchase is also one of the best ways to reduce waste.
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Science City Bristol
Bristol has been designated one of Britain's six Science Cities in recognition of its world-class scientific research, innovation and development in the university and industrial sectors. The Bristol city-region is a place where advanced knowledge and its practical application through the sciences, technology, engineering and new creative industries are driving globally significant projects. It also has a distinguished science-related history.
From medieval times Bristol's wealth was based on trade. This comprised the importing, exporting, processing and manufacture of raw materials and trading goods, activities that became increasingly specialist as the market grew more sophisticated. Scientific discoveries in the eighteenth and nineteenth centuries that were of commercial benefit to the city included new processes for producing highquality spherical shot, and smelting zinc and copper, and the application of steam-driven technology in the massrefining of sugar and soap.
Bristol's commercial prosperity came at the price of terrible environmental damage to the city: businesses in the heart of the nineteenth-century waterfront for example, included, in close proximity, an ammonia works, a tar works and a chemical company, each producing a barrage of noxious fumes. It is perhaps fitting then that Bristol is now recognised as the centre for so many green initiatives. Among these are the CREATE Centre, where a number of organisations are working in the field of sustainable development, and the Centre for Research in Environmental Sciences at the University of the West of England which brings together environmental scientists to research and find a remedy for the effects of pollution.
Bristol's original success in trade was dependent on the attractions of its harbour, one of the best-defended in medieval Britain. The excavation of a cut to divert the course of the River Frome in 1239 in order to increase the quay space and improve access to the docks was one of the outstanding engineering feats of the period. In the nineteenth century, Isambard Kingdom Brunel – one of Britain's most innovative engineers – made a significant contribution to the commercial life of the city by providing some practical solutions to the docks' on-going silting problems. The goods-laden merchant ships may have long gone from the heart of the city but today's regenerated Harbourside is thriving once more. Watershed Media Centre at the gateway to the Harbour is a hub for one of the most important sectors in the Bristol economy, the creative industries. These include natural history film making, animation and digital technology. Incidentally, Bristol-born photographer William Friese-Greene was experimenting using celluloid to record movement back
Cleaning the Floating Harbour, Thomas L Rowbotham (1828) (Bristol's Museums, Galleries and Archives). This drawing shows men with shovels loosening the silt along the side of the harbour having drained out the water by opening the lock gates. The ship is being used to channel the flow.
17
in the 1880s, making him the precursor of modern cinematography. He also patented inventions involving photography, X-rays, printing and airships.
Bristol's waterfront has also long been associated with shipbuilding. Bristol seafarers were venturing far out across the Atlantic as early as the medieval period in their Bristol-built ships and the city continued to be known for the quality of its shipbuilding skills until well into the nineteenth century. Other forms of transport and travel that were pioneered in Bristol include John Loudon McAdam's revolutionary 'macadamised' highways, the quirky but impressive charvolant – a carriage powered by kites – of schoolteacher and evangelist George Pocock, Brunel's broad gauge railway which ran through Bristol from London to Penzance and, moving into the early twentieth century – the aeroplane.
Today the aerospace companies clustered north of the city provide an unrivalled source of knowledge and skills in engineering, transport and advanced technology. From Filton have also come advances in missile defence systems, including those tested at MBDA's UK electro-magnetic
18
compatibility facility. The Bristol city-region was once – regrettably – the centre of the British chemical warfare industry thanks to the 20 tons of mustard gas produced per day at Avonmouth during World War One. During World War Two, William Grey Walter was working on scanning radar technology and guided missiles at the Burden Neurological Institute in Bristol. He is best remembered for the work he began in the late 1940s at the Institute on mobile autonomous robots designed to investigate brain functions. This proved to be a landmark in the fields of both robotics and cybernetics.
A science city needs technology and it also needs thinkers. In the late eighteenth and early nineteenth century, Bristol was at the forefront of Enlightenment thinking. Visitors to Thomas Beddoes' Pneumatic Institution at Hotwells, who came to enjoy the recreational pleasures of the newly-discovered laughing gas with Humphry Davy, included the leaders of the Romantic movement, Samuel Coleridge, William Wordsworth and Robert Southey, and the philanthropic potter Josiah Wedgwood, member of the influential Lunar Society. Davy's brief association with the city ended in 1801 when he joined the Royal Institution in London.
Left: George Pocock (Bristol Libraries).
The physician Dr Thomas Beddoes (Bristol Libraries).
Below: 'Charvolants travelling in various directions with the same wind' and 'A boat race', illustrations from George Pocock's The Aeropleustic Art, or Navigation in the Air by the use of Kites or Buoyant Sails (1827) (Bristol Libraries).
In nearby Bath, the Bath Royal Literary and Scientific Institution, which is still active in the city, was founded in 1824 with the aim of furthering 'the advancement of literature, science and art'. One of the most famous of the city's scientists is Caroline Herschel who became the first woman astronomer to be elected to the Royal Society. Her brother William discovered Uranus in 1781 using a telescope of his own design. Today, the city-region is connected to the distant planets through the work of Bristol-born Professor Colin Pillinger, chief scientist of the Beagle 2 project.
Nobel-prize winning university alumni and staff from Bristol include the Bristol-born Paul Dirac, who graduated in electrical engineering and mathematics from the University of Bristol in the 1920s, physicists Cecil Frank Powell, Hans Albrecht Bethe and Sir Nevill Francis Mott, and chemist Sir William Ramsay. The Institute of Physics Publishing in Bristol, one of the largest and most dynamic publishers of physics information in the world, sponsored a public art work created in honour of Paul Dirac which is outside Explore At-Bristol. Dorothy Hodgkin, the University of Bristol's Chancellor from 1970-1988, won the 1964 Chemistry Nobel Prize for work on X-ray diffraction.
Today the research of the West of England universities is increasingly developed in collaboration with business and the industrial sector, finding practical applications for new discoveries. Complementing these initiatives, the Science Communication Unit at the University of the West of England and the Institute for Advanced Studies at the University of Bristol are among those actively engaging the public with science, while the South West Science and Industry Council, whose secretariat is based in Bristol, is promoting a stronger understanding of the contribution science and technology can make to the economy.
Top left: Redcliffe Hill with the Shot Tower, Hugh O'Neill (1822) (Bristol's Museums, Galleries and Archives). William Watts, a local plumber, invented a new method of making lead-shot that involved dropping molten-lead through a sieve from a great height into water. His shot tower survived until the late 1960s when it was demolished during the widening of the road.
Top right: The Physics Building and Royal Fort Garden at the University of Bristol (University of Bristol).
Below: Cover of May 2007 edition of Physics World, published by the Institute of Physics Publishing in Bristol (IOP).
19 | <urn:uuid:910ccf79-5e03-482c-8f69-1471684e8525> | CC-MAIN-2017-51 | http://www.bristolreads.com/downloads/readers_guide/science_city_bristol.pdf | 2017-12-18T18:10:53Z | crawl-data/CC-MAIN-2017-51/segments/1512948619804.88/warc/CC-MAIN-20171218180731-20171218202731-00534.warc.gz | 331,040,377 | 1,619 | eng_Latn | eng_Latn | 0.998363 | eng_Latn | 0.998528 | [
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HOOT HOOT HOORAY! WE ARE 3K!!
MRS. LANDOLT'S
March Newsletter
We begin March preparing for Easter! During this time, we reflect on the importance of all of the wonderful things Jesus has done for us!
We have learned letters A-T so far and have made an art project for each of those letters. We also practiced tracing the letters.
Letter activities for the month:
Letters:
* U
* V
* W
Writing/Fine Motor Skills
* Tracing uppercase and lower case letters: U-W
* Cutting straight lines.
* Cutting curvy lines.
* Tracing numbers 1-10
* Sorting objects by numbers
Color Identification: Students have worked on identifying all of the primary colors. We continue to review the colors. Students will sort objects according to the primary colors. We will also play the game Candy Land to identify colors.
Shape Identification
* Drawing the individual shapes
* Drawing and coloring in the individual shapes.
Religion Lessons for the month:
* 23- Jesus Dies
* 24 Jesus Is Alive Again!
* 25 New Life!
Science activities for the month:
* St. Patrick's Day
* Weather unit
Math activity for the month:
* Counting to 40
Art Activities for the month:
* Shamrocks
* Umbrellas
* Volcano
* Watermelons
March Events:
3/1 Ash Wednesday
3/3 Scholastic Book Orders Due
3/4 MGC School Auction
3/10 11:00 Dismissal-Special Archdiocesan in service
3/16 Family Lunch
3/22 Tag Day
3/23 11:30 Dismissal –End of 3 rd Quarter
3/24 No School- In-service
3/30 Free Dress for students with rd
will go home)
no tardies during 3
Quarter (notes
March Birthdays:
- 3/5 Antonio
- 3/27 Kayden
Celebrated Birthdays:
1 6/30 Sigourney
2 7/20 Skyler
3 8/31 Alexiah
4 9/24 Taylor
5 10/5 Kymberlee
6 10/13 Mariah
7 10/25 Sydney
8 10/25 Ania
9 11/20 Amaris
10
2/24 Mrs. Landolt
11 2/27 Morriya
Continue to practice tracing your name! More packets on name tracing were sent home on Monday, February 27.
We are still working on less tattling and will continue to work on following directions, listening, and sharing. If you will continue to work on these skills at home, too, it will help your child grow and become a polite, social person. I have seen many improvements with the children so please continue this at home as well.
March snack calendars were sent home on Friday, February 24. There are 11 students in K3.
Happy St. Patrick's Day!!
Sincerely,
Mrs. Landolt & Miss Mindy | <urn:uuid:c0b57465-13e1-450c-9138-174ec89b979e> | CC-MAIN-2017-17 | http://www.mgcparish.org/pdf/March%20K3.pdf | 2017-04-29T17:36:18Z | crawl-data/CC-MAIN-2017-17/segments/1492917123549.87/warc/CC-MAIN-20170423031203-00014-ip-10-145-167-34.ec2.internal.warc.gz | 589,169,719 | 639 | eng_Latn | eng_Latn | 0.993707 | eng_Latn | 0.994585 | [
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A - Listen to your favourite song. Make a list of all the instruments you can hear and say whether the music is loud or quiet.
B - Listen to TWO songs. Make a list of all the instruments you can hear . Describe the DYNAMICS (volume) and TEMPO (speed) of both songs.
C - Listen to THREE songs. Make a list of all the instruments you can hear . Describe the DYNAMICS (volume) and TEMPO (speed) of all 3 songs. Make a list of DIFFERENCES and SIMILARITIES between the songs and choose your favourite.
(You will need to listen to the songs a few times to check your answers)
A - Practice singing a song which you know really well. Concentrate on getting all the words right and singing in time.
B - Practice singing a song which you are not so familiar with and teach yourself the words and rhythms. Repeat the exercise until you can sing the song from memory.
C - Practice singing a song which you are not so familiar with and teach yourself the words and rhythms. Repeat the exercise until you can sing the song from memory. When you have memorised the song, see if you can clap the beat along whilst singing.
(If you are feeling brave - perform your songs in front of friends or family as an audience!)
A - Choose a musical instrument you would like to play and create a poster with pictures and 3 interesting facts.
B - Choose a singer whose music you like and create a poster with pictures and 5 interesting facts.
C - Choose a style of music which you like to listen to and create a poster with pictures and 7 interesting facts.
(You can either use a computer or draw by hand!)
A - Write 4 lines of a song about school.
B - Write 8 lines of a song about a topic of your choice.
C - Write 8 lines of a song about a topic of your choice. Write a MELODY (tune) for the words to be sung to. | <urn:uuid:233a4572-c885-4429-af7e-5c0c47782eab> | CC-MAIN-2017-17 | http://manoracademysale.org/wp-content/uploads/2016/03/TAKE-AWAY-HOMEWORKS.pdf | 2017-04-29T17:27:57Z | crawl-data/CC-MAIN-2017-17/segments/1492917123549.87/warc/CC-MAIN-20170423031203-00014-ip-10-145-167-34.ec2.internal.warc.gz | 230,414,922 | 412 | eng_Latn | eng_Latn | 0.998805 | eng_Latn | 0.998967 | [
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Upper Wharfedale School
Headteacher: Mr A Taylor
SEX AND RELATIONSHIPS POLICY
Aim of Sex and Relationship Education
Upper Wharfedale School believes that sex and relationship education is integral in supporting our students to become successful lifelong learners, confident individuals as well as active and responsible citizens who have mutual respect for one another. The programme is taught within a range of appropriate subjects, and is designed to encourage young people to develop confidence within themselves, and respect for themselves as well as others. Furthermore, we aim to encourage personal responsibility in all forms of behaviour (including risk taking), as well as promoting positive self esteem.
Sex and relationship education contributes to promoting the spiritual, moral, social and cultural development of students by preparing them for the opportunities, responsibilities and experiences of adult life.
Sex and relationship education contributes to promoting the visions and values of the school, as well as British Values by:
- Enabling students to develop their self-knowledge, self esteem and self-confidence
- Enabling students to acquire a broad general knowledge of public institutions and services in England
- Enabling students to distinguish right from wrong
- Encouraging awareness and respect for others and their view
- Making students aware of discrimination, teasing, bullying, the use of prejudiced-based language and how to respond and ask for help
- Promoting understanding and empathy, to enable all pupils to treat others with fairness and respect
- Allowing opportunity for students to develop a regard for family life, friends and the wider community
Sex and Relationship Education in the curriculum
Sex and Relationship Education is taught through Science, ICT, Religious Education, and the PSHCEe curriculum; as well as through organised assemblies and deep learning days. The main topics covered are outlined below.
Science:
The genetic determination of sex in humans
ICT:
E-safety
PSHCEe:
Year 7
Self esteem
Body image
Puberty
Personal hygiene
Year 8
Relationships (intimate, family, friendships)
Sexuality (including but not restricted to homosexuality and bisexuality)
Self esteem
Year 9
Biology of the reproductive organs
Benefits of delaying sex
How to manage any pressure to become involved in a sexual relationship Circumstances leading to and consequences of unprotected sex
STI's
Contraception
Use of condoms
Sexting – and the law
Year 10 + 11
Child sexual exploitation
Pornography
Domestic violence
Religious Education:
Homosexuality (including the law + different religious attitudes) (KS4)
Contraception (including the law + different religious attitudes) (KS4)
Abortion (including the law + different religious attitudes) (KS4)
Outcomes of Sex and Relationship Education
Attitudes and Values
- Learning the value of marriage, family life and stable relationships
- Learning the value of respect, love, care and relationships that are healthy, equal and safe
- Exploring, considering and understanding moral dilemmas
- Developing critical thinking as part of decision making
- Challenging stereotypes and gendered expectations for both boys and girls
Personal and Social Skills
- Learning to manage emotions and relationships confidently and sensitively
(KS4)
(KS3 + 4)
- Developing self-respect and empathy for others
- Learning to make choices based on an understanding of difference and with an absence of prejudice
- Equipped with the information, skills and values to have safe, fulfilling and enjoyable relationships
- Explore and develop the social and personal skills needed to make informed choices with an appreciation of the consequences of choices made
- Learning how to recognise pressure and ways of dealing with it
- Learning how to recognise and avoid abuse, control and exploitation, and how to seek help if they are being abused / exploited
- Understand a range of 'different families' and sexualities: Lesbian, Gay, Bisexual and Transgender (LGBT) and able to challenge transphobic and homophobic language
- Develop the knowledge and skills to be able to seek appropriate help
- Able to take responsibility and have respect for their bodies, wellbeing and sexual health
Knowledge and Understanding
- Learning and understanding physical and emotional development at appropriate stages, including the appropriate terminology to describe the names for their genitalia and reproductive organs
- Learn that their body belongs to them and they can say who has access to it
- Understanding human sexuality, reproduction, sexual health, emotions and healthy relationships
- Consider the impact of the media on body image and portrayal of all genders
- Learning about contraception and the range of local and national sexual health advice, contraception and support services
- Learning the reasons for delaying sexual activity, and the benefits to be gained from such a delay
- The avoidance of unplanned pregnancy
- Learn about the law and sexual consent
Teaching approaches
A variety of teaching approaches are used throughout the sex and relationship education curriculum.
Student groupings
Students are usually taught in mixed ability and mixed gender groups, however sometimes classes may be taught as single gender groups.
Withdrawal
Under section 405 of the Education Act 1996, parents have the right to withdraw their child from all, or part, of sex and relationship education, which is not part of the National Curriculum. Parents wishing to exercise that right are asked to contact the PSHCEe co-ordinator or Headteacher to discuss the issues, although they are under no obligation to do so. The school notifies parents in writing via email/letter when topics of sex and relationship education are taught, that fall outside the National Curriculum.
Children with special educational needs should have access to the full sex and relationship programme of study. It is recognised that modifications to the programme may be required for some students, depending on their abilities to understand, communicate, and record information. This is differentiation which is typically applied to content in any subject, when the needs of these students are taken into account and prepared for. | <urn:uuid:1c401b72-fa78-4f0e-bcb9-ddae5f887efc> | CC-MAIN-2017-17 | http://uws.n-yorks.sch.uk/SRE%20policy.pdf | 2017-04-29T17:36:52Z | crawl-data/CC-MAIN-2017-17/segments/1492917123549.87/warc/CC-MAIN-20170423031203-00016-ip-10-145-167-34.ec2.internal.warc.gz | 415,534,826 | 1,211 | eng_Latn | eng_Latn | 0.989421 | eng_Latn | 0.993267 | [
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Literacy
General Sound
Mark Making:
Vocabulary for
Discrimination:
the same?
Shared Reading
Goldilocks and the Three Bears
Going on a Bear Hunt,
Non – fiction Bear books
Arabic Stories
Gingerbread Man
Environmental,
instrumental and
animal sounds
Name Recognition
movement in
handwriting, large
movements for
handwriting
Responding to music,
developing fine motor
skills, developing fine
motor skills: making
and modelling
Sharing stories together and speaking
& listening to each other.
Playing games & cooking together.
Sharing and taking turns.
Expressive Arts and Design
Free painting using a variety of
implements
Printing
Pasting
Roleplay
Music and movement
Understanding the World
Looking at real bears
Where do they live?
What do they eat?
Learning about the UAE
Physical Development
Swimming
PE Lessons
Focus on fine motor skills through
Dough Disco and Funky Fingers
PSED
Sharing
Anti bullying— focus on being kind
Feelings
Healthy Eating
Keeping Fit
Mathematics
Some of the things we will learning
To count to 5 and beyond
To recognise and order numerals to
5 To count groups of objects
To order objects by size
To be able to find one more and one
less than a given number to 5
Circle time and news
Songs and Rhymes:
Five Little Bears
Bear Hugs
Round and Round
the Garden
Teddy Bear
Little Bear
Hug a Bear
UAE songs
Little Snowflakes
Communication and Language
Developing vocabulary
Using increasingly
complex sentences
Foundation Stage 1 Team
Miss. Gilchrist
Miss. Grehan
Mrs. McGuill
Miss. Broni
are:
Are all bears
Things you can do at home to help: | <urn:uuid:47f94e17-ac5f-40c9-8f81-a1d19032a878> | CC-MAIN-2017-17 | http://pearlprimary.sch.ae/index.php?r=content/download&sid=6&id=%2FCurriculum%20Overviews%202016-17%2FTerm1.1%2FFS%201.pdf | 2017-04-29T17:26:25Z | crawl-data/CC-MAIN-2017-17/segments/1492917123549.87/warc/CC-MAIN-20170423031203-00017-ip-10-145-167-34.ec2.internal.warc.gz | 295,197,013 | 383 | eng_Latn | eng_Latn | 0.992145 | eng_Latn | 0.992145 | [
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Five Years LL. B: Third Year - Fifth Semester PAPER – I
Three Year LL.B:
First Year – Second Semester
PAPER-I
FAMILY LAW - II
1. Testamentary succession - Indian Succession Act, 1925 - Will - Capacity to make will Privileged and unprivileged will - Conditional and contingent will - Legacies - Kinds of legacies - Ademption and abatement of legacies - Codicil - Probate - Succession certificate - Interpretation of wills - Revocation of will.
2 Intestate succession - Law of inheritance - Personal laws relating to succession - Need for uniform civil code.
3 Inheritance - Schools of inheritance under Hindu and Muslim law.
4. Rules of intestate succession applicable to Hindus, Muslims and Christians Effect of conversion.
5. Pre - emption - Wakf - Role of Mutawali and Wakif - Power of Mutawali in the administration of Wakf property - Removal of Mutavali - Gift - Musha Revocation of gift - Kinds- Mard- ul - maut.
Statutory materials:
1. Hindu Succession Act, 1955
2. Muslim Personal Law (Shariat) Application Act, 1937
3. Wakf Act, 1995
4. Indian Succession Act, 1925.
Books Recommended:
1. Mulla - Hindu Law
2. Mulla - Mohammedan Laws
3. N. R. Raghavachari - Hindu Law
4. S. N. Gupta - Maintenance and Guardianship
5. Henry Maine - Hindu Law
6. Paras Diwan - Modern Hindu Law
7. Fyzee - Outlines of Mohammedan Law
8. Tahir Mohamed.- Muslim Law in India
1. Introductory – Meaning and definition of Constitutional Law – Classification of Constitution – federal principles – Indian constitution's nature – Indian constitution contain a modification of the strict application of federal principle of constitutionalism.
2. Preamble – its significance and importance – declaration of the objectives of the state – relation with part III and part IV – its place in the interpretation of the constitution.
3.
The union and its territory (Art 1-4)
4. Citizenship (5-11) - various method of acquisition of citizenship – deprivation and renunciation of citizenship parliament's power to regulate the law of citizenship – relevant provision of the citizenship act 1955.
5. Fundamental rights (Art 12-35)
I) Significance of fundamental rights. Definition of state (Art. 12)
II) Definition of law (Art.13) – Doctrine of Judicial review, Doctrine of Severability. Doctrine of Eclipse ,Waiver of Fundamental Rights,
III) Equality rights (Art 14-18).
IV) Right to freedom (Art 19).
V) Protection in respect of conviction for offences (Art 20).
VI) Protection of life and personal liberty.
VII) Protection against arbitrary arrest and detention (Art 22).
VIII) Protection against exploitation (Art 23 & 24).
IX) Religious freedom.
X) Protection of Minority rights (Art 29 & 30).
XI) Right to property prior to the 44 th Constitutional Amendment Art 19(1) (F) and 31 and after that (Art 300A)
XII) Right to constitutional remedies (Art 32-35)
6. Directive principle of state policy (Art 36-51)
7. Fundamental duties (Art 51A)
8. Amending process (Art 368) – theory of basic structure – judicial review of constitution amendments.
Book recommended:
1. V.N.Shukla's – Constitution of India.
2. Basus Shorter - Constitution of India.
3. M.P. Jain's - Constitution of India.
4. H.M.Seervai - Constitution of India.
5. K.C.Whear – Modern Constitution.
6. Granvile Austin – Indian Constitution – The corner stone of a nation.
Five Years LL. B: Third Year - Fifth Semester PAPER – III
Three Year LL.B: First Year – Second Semester PAPER-VI
LABOUR LAW-I
(Industrial Relation)
Labour movement in India during British rule and later growth of trade union – policy of laissez faire and welfarism origin of labour legislation in India- royal commission and nation on labour- economic liberalization impact on labour management relation.
Management of industrial relation – industry – industrial dispute – mechanism and techniques of settlements of dispute – trade unionism – registration and recognition of trade union- trade union – regulation of condition of service under standing orders.
Statutes to be taught:
A. Industrial Disputes Act 1947.
B. Trade Unions Act 1926.
C. Industrial employment (standing orders) Act 1946.
Part B: Labour Welfare.
Law relating to welfare of workers- minimum wages – protection against unauthorized deduction – Bonus – Equal remuneration – abolition of - contract labour, bonded labour and child labour- special provision relating to women and children.
Statutes to be taught:
A. Minimum Wages Act 1948.
B. Payments of Wages Act 1936.
C. Factories Act 1948.
D. Payment of Bonus Act 1965.
E. Equal Remuneration Act 1976.
F. Contract Labour (Regulation and Abolition) Act 1970.
G. Bonded Labour system (Abolition) Act 1976.
H. Child Labour (Prohibition and Regulation) Act 1986.
Books recommended:
1. Industrial Disputes – Malhothra , O.P Vol.1 & 2
2. Labour Problems in india – V.V.Giri.
3. Industrial Law – Malik P.L.
4. Labour and Industry – Ramasamy and Umaramasamy.
Minimum wages act – Apte and Chopra.
Five Years LL. B: Third Year - Fifth Semester PAPER – IV
PROPERTY LAW
PART - I: General Principles:
1. The Law of Property in India - Prior to 1882 - Transfer of Property Act, 1882 - Scope and object of the Act - Transfer inter vivos.
2. The concept of property - Moveable and immovable property - Things attached to earth - Notice - Attestation.
3. Parties to transfer - Transferable property - Formalities of transfer (Ss. 5 - 9) - Illegal restraints (Sec. 10 -12, 17, 18).
Three Year LL.B: First Year – Second Semester PAPER-V
4. .Future interests (S. 19) - Conditional transfer - Transfer in favour of unborn person (S. 13) - Rule against perpetuity (S. 14).
5. Transfer by ostensible owner (S. 47) - Doctrine of limited owner (S.38) - Doctrine of feeding the grant by estoppel (S. 43) - Fraudulent transfer (S.52) - Doctrine of lis pendens (S. 53) - Part performance (S. 53 - A)
PART – II: Specific Transfers:
6. Sale - Definition - Mode of transfer by sale - Contract for sale - Rights and liabilities of buyer and seller - Discharge of encumbrance.
7. Mortgage - Definition of concepts - Kinds of mortgage - Rights and liabilities – Redemption and foreclosure - Marshalling and contribution.
8. Lease - Definition - Kinds of lease - Lease how made- Rights and liabilities of lessor and lessee - Termination of lease.
9. Gift - Definition - How made and effected - Revocable gifts - Onerous gifts - Universal donee.
10. Easement - Definition - Characteristics - Kinds - Incidents - Creation, termination and suspension - Distinction with other similar concepts - Licence.
Statutory Materials:
1. Transfer of Property Act, 1882. 2. Indian Easement Act, 1882
Books Recommended:
1. Mulla - Transfer of Property
2. B. P. Mitra - Transfer of Property
3. Krishna Menon - Transfer of Property
4. Shaw - Lectures on Property Law
5. Tiwari - Transfer of Property
6. H. S. Gour - Transfer of Property Act
7. Goyel - Law of Easements and Licence.
8. Sanjeeva Row - Easement Act.
Five Years LL. B:
Third Year - Fifth Semester
PAPER – V
Three Year LL.B:
Second Year – Third Semester
PAPER-III
HUMAN RIGHTS AND INTERNATIONAL LAW
1. Nature and content of human rights - Universal Declaration of Human Rights International Convention on Civil and Political Rights - International Convention on Social, Economic and Cultural Rights - Optional protocol.
2. Later developments in International Human Rights Law - Right to Development and other third generation rights.
3. International law - Sources and schools - Positivists and Naturalist - Subjects of international law - States, individuals and international institutions.
4. State – Sovereignty, independence and equality of states - Modes of acquiring territorial sovereignty - State territory - Land, water. Air and space.
5. Individuals - Nationality - Modes of acquiring and losing nationality - Importance of nationality in international law.
6. Institutions - United Nations - Organs - Functions and powers of each organ.
Statutory Materials:
1. Universal Declaration of Human Rights, 1945
2. International Covenant on Civil and Political Rights.
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MEDIA RELEASE
16 April 2015
Painted planters brighten up council chambers
Six terracotta planters painted by local Indigenous artists are a proud new addition to the council chambers.
In a special ceremony at the Barkly Regional Council chambers President Barb Shaw welcomed the six Tartukula artists and thanked them for their beautiful designs.
"I wanted to include imagery, such as the painted terracotta planters, so the chambers could reflect the diversity in the community and its people, and not only government," she said.
"Tennant Creek is very much a multi-cultural town with a high percentage of Aboriginal people living and working here. In managing our business council shows acceptance of all cultures in the Barkly region and practices, and this includes how we physically portray the organisation."
President Shaw approached the artists, who work for Barkly Regional Arts (BRA), late last year about painting the pots.
"I invited the ladies over to the council chambers for morning tea and to get a feel for the place, and from the beautiful work produced it shows they were truly inspired," she said. "The pots have really brightened the place up."
One of the artists Mary Napangardi/Napanangka James, a Warlpiri woman, said her painting represented the colours of the desert in the Barkly region, while Susannah Nelson and Gladys Anderson focused on bush tucker.
Lindy Brodie painted scenes of her grandfather and grandmother cooking damper, collecting wood and drinking tea on country with Warumungu woman Rosemary Plummer depicting scenes from Tennant Creek and Ruth Dawson painting Karlu Karlu (Devil's Marbles).
Barkly Arts Artistic Director Kathy Burns said the project enabled the artists to experiment with a different medium.
"It's given the ladies thoughts and ideas which they can continue working on and hopefully this might inspire other organisations in town to start putting Indigenous art in their establishments," she said.
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Overview
: Group decision-making models
Individuals, adolescent through adult. Having a group of at least 12-15 helps.
Participants will understand multiple models for decision making. They will understand that the process for making the decision is just as important as the decision itself. Each model will include the group in different ways, and will emphasize different parts of the process.
Participants will get the chance to consider different decision making processes and try one. Participants will come away with an understanding of how and when each can be most applicable.
: Review the handout, perform as many of the exercises as you can, and assess your own comfort directing a group through new decision making processes. Consider how you tend to make decisions. Also consider your leadership style. How will your inclinations interact with the models?
: This exercise is best when included as part of a broader training on teamwork, group development, interpersonal growth, etc.
: Pen and paper, paper charts around the room, markers (different colors) or stickers (different colors), and attached handout.
Deciding Together
Procedure
INTRODUCTIONS (3 MIN)
Facilitators introduce selves, participants introduce self to neighbor.
OPENING (5 MIN) (SET THE STAGE, INTRODUCE THE TOPIC)
We make quick decisions every day: what to eat for breakfast, what you're wearing today, etc, but those are all individual decisions. Making a group decision can be a much more complicated process.
Sometimes groups fall into a decision-making model, rather than choosing one. Often groups default to a majority rule process because it's what's most familiar, not because it's what will work best. In choosing a process, it can be helpful to make explicit that decision-making models have cultural contexts, and processes based in majority rule reflect the norms of the current dominant culture. Groups engaged in work with ethnically and racially diverse people can consider the cultural makeup of their group and the decision-making style most comfortable to this group. For example, if members of Native communities bring a cultural practice of talking circles to group process, a consensus decision-making model may be a particularly congruent decision-making model.
This workshop provides a few different options for group decision making. There are models that suit a variety of situations, including ones that allow for discussion and group conversation, ones that emphasize efficiency, and so on. Using a scenario, we will try out a few different decision-making approaches, beyond majority rule, to explore the pros and cons of each and increase the tools in your toolbox.
INTRODUCE THE SCENARIO & MODELS (10 MIN)
Scenario 1:
(Facilitator note: You can choose another issue area relevant to your group.)
You are one of five committed members of a student group organized to support firstgeneration Latinx college students on your campus. In past years, this has been a powerful student organization. Key leaders have graduated in recent years, however, and many of your potential members seem more interested in programming hosted by another student group focused on Latinx students overall. As you begin a new semester, your first event – a potluck – had very low turnout. This has been an ongoing trend. You've gathered together with the other core members to discuss what to do. You've generated 3 possible options: 1) merging with the other Latinx student group, 2) going all-in for one year to increase involvement in your group, 3) accepting that you're a small group right now and waiting it out until new leadership and interest surfaces in the future.
Here are three possible ways to make this decision:
Traditional Consensus
Invite each person to share their thoughts on the issue/decision
Propose one option that seems most agreeable to all
Discuss whether everyone agrees
Those who disagree raise their concerns
They can request modifications to the proposal, choose to stand aside (abstain), or block the decision from going forward
With modifications, the group discusses the proposal again.
The decision can be finalized when everyone either supports or stands aside. It cannot proceed if someone blocks.
Fist to Five
Fist – do not like
1 finger – mostly don't like or not participating in the vote.
2 fingers – don't like it that much, but will go along with the group
3 fingers – in between
4 fingers – Fine.
5 fingers – All for it.
100 Votes (10 MIN)
Each person has 100 votes, and can distribute their votes however they wish. They can give all of their votes to one, or none. They can split their vote 60-40 or 26-74.
- Many end up giving their votes to the sole option that they believe is the best option
- Each person should have a distinct method of marking their votes (to simplify the counting process). This could be different colors of stickers or markers, or different shapes.
Tally the votes. Note the number of people who voted and how many collective votes were counted. Allow time for visual processing of the information.
Ask for the group's feedback on what they're looking at.
Based on the feedback, create an action plan.
SMALL GROUP DISCUSSION (5 MIN)
In groups of 2 -4, assign each group to discuss this scenario and make a case for one assigned decision-making mode, including costs and benefits of your model.
LARGE GROUP DISCUSSION (15 MIN)
Share out to the full group: What is the case for your model, and what are the costs and benefits of your model?
ROLE PLAY: FIST TO FIVE FOR SCENARIO (20 MIN)
Facilitator of this workshop will facilitate the role play decision process.
Invite open discussion on the scenario options.
Propose one option that seems most agreeable to all.
Have everyone show , using fist-to-five, their level of support.
If low support, propose another option. If high support, those who disagree raise their concerns.
With modifications, the group does show of hands, using fist-to-five, to display level of support.
They can request modifications to the proposal, choose to stand aside (1 finger), or block the decision from going forward (fist).
The decision can be finalized when everyone either supports or stands aside. It cannot proceed if someone blocks (fist).
Run the scenario for 20 minutes. Even if group has not reached consensus, stop and debrief.
DEBRIEF (5 MIN)
Write down your impressions of this exercise.
Is this inclusive enough? Explain.
What are the positives? What are the negatives?
Does this method accurately represent the group decision?
How do you see yourself using this method?
Are there ways that this method could be improved?
DECIDING WHO DECIDES (15 MIN)
Not all situations require input from everyone in the group. Group processes takes time, and forward progress can be slowed if every decision is make collectively. Before deciding on a group decision making model, you may need to determine whether a group decision is actually required, or if an individual can make the decision. Here is one situation where the group isn't yet sure how involved everyone needs to be:
Scenario 2:
One possible approach:
The Vroom-Yetten Decision Maker is a framework by which everyone includes their input on who should be involved in making the decision. This is most useful when groups want to delegate leadership but also keep others involved.
Categories
- A1 – The leader makes a decision by themselves
- A2 – Casual input group, but leader still makes the decision
- C1 – The leader formally requests input. This could be one-on-one meetings, by email etc. The leader does make the decision independently.
- C2 – The leader holds all-group meetings to gain input; they discuss as a group, collectively, individual makes the decision
- G2 – The leader holds a group to discuss the issue and the group makes the decision.
In order to make the decision, the group can use any of the consensus tools we already explored.
SMALL GROUP DISCUSSIONS (5 MIN)
In groups of 2 -4, discuss this scenario and make a recommendation for which category of decisionmaking you would recommend for this scenario. Include costs and benefits of your model.
LARGE GROUP DISCUSSIONS (5 MIN)
Share out to the full group: What is your recommendation and what are the costs and benefits of your model?
A new semester has just started. You are college students and your professor has just told you she would like your help in creating the syllabus. She explains that this is a capstone class, and she wants you to have ownership and stake in this class. She explains that you as students can have as much or as little ownership in crafting the syllabus as you collectively decide. She then proposes this model to make the decision.
What are other types of situations where you'd want to delegate decision-making?
CLOSING (5 MIN)
Going around circle, ask each participant to share one word reflecting how they are feeling now. Ask participants to please complete the evaluation for this workshop.
"Deciding Together" was developed by Minnesota Campus Compact staff from a variety of publically available workshops. Content includes: Vroom
#.WBNy9k0rKM8); 100 Votes from a blog post by Ava Butler. (http://www.avasbutler.com/ten-techniques-to-make-decisions-5-one-hundred-votes/
-Yetten from a blog post by Ava Butler (http://www.avasbutler.com/ten-techniques-to-make-decisions-1-vroom-yetten-decision-making-model/
#.WBNy500rKM8); and Fist to Five was adapted from NASCO's Fist to Five Activity (https://www.nasco.coop/sites/default/files/srl/Fist%20to%
We welcome your suggestions for improving this guide further for future trainings. We also welcome you to use it and adapt it for your own train-
20Five%20as%20Voting.pdf); Framing Ideas adapted from Susan Gust—firstname.lastname@example.org ings, subject to the restrictions below.
* You may reproduce and distribute the work to others for free, but you may not sell the work to others
RESTRICTIONS OF USE
* You may not remove the legends from the work that provide attribution as to source
* Include a copy of these restrictions with copies of the work that you distribute. If you have any questions about these terms, please contact email@example.com or Minnesota Campus Compact, 2211 Riverside Ave S. #48, Minneapolis, MN 55454.
* You may modify the work, provided that the attribution legends remain on the work
Handout: Deciding How to Decide
Scenario 1:
(Facilitator note: You can choose another issue relevant to your group.)
You are one of five committed members of a student group organized to support first-generation Latinx college students on your campus. In past years, this has been a powerful student organization. Key leaders have graduated in recent years, however, and many of your potential members seem more interested in programming hosted by another student group focused on Latinx students overall. As you begin a new semester, your first event – a potluck – had very low turnout. This has been an ongoing trend. You've gathered together with the other core members to discuss what to do. You've generated 3 possible options: 1) Merging with the other Latinx student group, 2) Going all-in for one year to increase involvement in your group, 3) Accepting that you're a small group right now and waiting it out until new leadership and interest surfaces in the future.
Scenario 2:
A new semester has just started. You are college students and your professor has just told you she would like your help in creating the syllabus. She explains that this is a capstone class, and she wants you to have ownership and stake in this class. She explains that you as students can have as much or as little ownership in crafting the syllabus as you collectively decide. She then proposes this model to make the decision.
Traditional Consensus
- Invite each person to share their thoughts
- Propose one option that seems most agreeable to all
- Discuss whether everyone agrees
- Those who disagree raise their concerns
- They can request modifications to the proposal, choose to stand aside (abstain), or block the decision from going forward
- With modifications, the group discusses the proposal again.
- The decision can be finalized when everyone either supports or stands aside. It cannot proceed if someone blocks.
Fist to Five
- Select one person to tell a second story (in the same vein.)
- Fist – do not like
- 1 finger – mostly don't like or not participating in the vote.
- 2 fingers – don't like it that much, but will go along with the group
- 3 fingers – in between
- 4 fingers – Fine.
- 5 fingers – All for it.
100 Votes
- Each person has 100 votes, and can distribute their votes however they wish. They can give all of their votes to one, or none. They can split their vote 60-40 or 26-74.
- Many end up giving their votes to the sole option that they believe is the best option
- Each person should have a distinct method of marking their votes (to simplify the counting process). This could be different colors of stickers or markers, or different shapes.
- Tally the votes. Note the amount of people who voted, and how many collective votes were counted. Allow time for visual processing of the information.
- Ask for the group's feedback on what they're looking at.
- What surprises you about these results?
- What did you expect?
- Are you as a group ready to move on from some of the options?
- Based on the feedback, create an action plan.
Vroom—Yetten Decision Maker
The Vroom-Yetten Decision Maker is a framework by which everyone includes their input on who should be involved in making the decision. This is most useful when groups want to delegate leadership but also keep others involved.
Categories
- A1 – The leader makes a decision by themselves
- A2 – Casual input by employees or group input, but leader still makes the decision
- C1 – The leader formally requests input. This could be one-on-one meetings, by email etc. The leader does make the decision independently.
- C2 – The leader holds all-group meetings to gain input; they discuss as a group, collectively, individual makes the decision
- G2 – The leader holds a group to discuss the issue and the group makes the decision.
Survey for "Deciding Together" Workshop
Thank you for taking time to attend this Civic Agency workshop. We are very interested in receiving your feedback. (Alternatively, you may also complete this survey online at http://augsburg.az1.qualtrics.com/SE/?SID=SV_06aoPbGJyJ7I7oF If you have participants complete evaluations on paper, please scan them and send them to firstname.lastname@example.org.
Your information
Primary Role: Student, Faculty, Staff, Administrator, Community Organization Staff, AmeriCorps/VISTA Institution (College, University, Organization):
Date:
Is there anything you would like to tell us about your experience with the workshop?
2016 Minnesota Campus Compact
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The Civil War Sesquicentennial
Beginning in 2011, the United States will celebrate the 150th Anniversary of the American Civil War. Celebrations will be held throughout the country to commemorate events associated with the conflict. We encourage you to learn what is happening in your community.
For the latest information, please see Civil War Sesquicentennial Network on Facebook.
Teachers may be interested in Teaching the Civil War during the 150 th Anniversary which will be held on March 19 and 20, 2011 at Gettysburg College. This event is sponsored by the Civil War Preservation Trust and the Civil War Institute at Gettysburg College.
For other Sesquicentennial events, please check Civil War 2011, The American Civil War, ... 150 Years Later and Civil War 150 by the Washington Post.
With the 150th Anniversary of the Civil War upon us, we decided to compile a list of 150 places you should see over the next five years. Please contact us if we have missed your sesquicentennial event.
1861 - Visit in 2011
1. Experience the American Civil War through eyewitnesses at The National Civil War Museum in Harrisburg, PA. The museum incorporates collections of artifacts, manuscripts, documents, photographs, and other printed matter that exceed 24,000 items.
2. The Smithsonian Institution in Washington, DC houses an extraordinary array of Civil War artifacts in nearly a dozen of its museums and archives. They range in interest from personal effects such as Abraham Lincoln's black beaver top hat to examples of uniforms and weapons.
3. Learn about Union President Abraham Lincoln by visiting these sites around Springfield, IL.
[x] Abraham Lincoln Presidential Library and Museum
[x] Lincoln-Herndon Law Office
[x] Lincoln Tomb State Historic Site
4. Learn about Abraham Lincoln's parents at the Lincoln Homestead State Park in Kentucky.
5. Visit The Jefferson Davis Home and Presidential Library near Biloxi, MS to learn about the President of the Confederacy.
6. The history of "Bleeding Kansas" is explained at the Kansas Historical Society in Topeka, KS.
7. See how the future Civil War leaders were trained at the United States Military Academy at West Point, NY.
8. Learn how Col. Robert E. Lee captured John Brown and stopped the insurrection at Harpers Ferry National Historical Park in Harpers Ferry, WV.
9. See where the war began at Fort Sumter National Monument in Charleston, SC harbor.
[x] Battle Summary: Fort Sumter, SC I - April 12-14, 1861 A
[x] Also visit Fort Moultrie and the Citadel Archives and Museum
[x] 150th Programs will be held at Fort Sumter and Fort Moultrie
[x] See "Flashpoint of War" on pages 30-31 of the April 2011 edition of Civil War Times for more places to visit in Charleston, SC.
10. Six Civil War Trails interpretive markers trace the evolution of the April 19, 1861, Baltimore "riot" that erupted when Union soldiers destined for Washington DC made their way from the President Street Station to the Camden Railroad Station. The Trail follows the fate of the 6th Massachusetts Regiment as the soldiers battled angry secessionists for two hours through downtown Baltimore. This was the first bloodshed of the war following the surrender at Fort Sumter. Signs are located along President, Pratt and Howard streets in the city's Inner Harbor area. For more information about the riot and the walking tour, visit the President Street Station Civil War Museum (see below) and the Baltimore Visitor Center located on the waterfront near Light Street.
11. Discover Texas' role in the Civil War at the Texas Civil War Museum in Fort Worth, TX
12. Union regiments under General George B. McClellan attacked and defeated Confederate troops defending a strategic mountain pass on the Staunton-Parkersburg Pike. This Union victory, west of the town of Beverly, gave the Federal forces control over much of Appalachian northwestern Virginia, and allowed these counties to form the government that eventually lead to the creation of West Virginia. The Rich Mountain Battlefield is about 5 miles west of Beverly. Pick up information about the battle and a Civil war walking tour of Beverly at the Beverly Heritage Center.
[x] Battle summary: Rich Mountain, WV - July 11, 1861 B
[x] Reenactment: Rich Mountain Reenactment - July 8-10, 2011
13. On July 21st two armies of a divided nation clashed for the first time on the fields overlooking Bull Run. Ten hours of heavy fighting removed any ideas that the war's outcome would be decided quickly. Experience the First Battle of Manassas at Manassas National Battlefield Park in Manassas, VA.
[x] Battle Summary: Manassas (First Bull Run), VA I - July 21, 1861 A
[x] Reenactment: Battle of 1st Manassas/Bull Run
14. Visit the Wilson's Creek National Battlefield near Springfield, MO to see the site of the first major Civil War battle fought west of the Mississippi River, and the scene of the death of Nathaniel Lyon, the first Union general killed in combat.
[x] Battle Summary: Wilson's Creek, MO - August 10, 1861 A
[x] Reenactment: Battle of Wilson's Creek
15. Confederate General Evans stopped a badly coordinated attempt by Union forces under General Stone to cross the Potomac at Harrison's Island and capture Leesburg. More than 700 Union troops were captured and Col. Edward D. Baker (a U.S. Senator) was killed. Visit the Ball's Bluff Battlefield and National Cemetery which is located off of Rte. 15 just south of Rte. 7 on Battlefield Parkway in Virginia.
[x] Battle Summary: Ball's Bluff, VA - October 21, 1861 B
16. Explore The Museum of the Confederacy in Richmond, VA three floors of galleries containing the world's most comprehensive collection of artifacts, manuscripts, and photographs from the Confederate States of America.
17. The Missouri Civil War Museum will be opening on April 12, 2011 at the Jefferson Barracks south of St. Louis, MO. The museum explains the role that Missouri played in the Civil War.
[x] Be sure to visit the Jefferson Barracks where many future Civil War generals were posted before and after the Mexican-American War.
18. Understand the role that African American soldiers and sailors played in the Civil War at the African American Civil War Memorial Freedom Foundation and Museum in Washington, DC.
19. The Civil War Soldiers Museum in Pensacola, FL tells the role that Pensacola played in the Civil War.
[x] Also visit Fort Barrancas and Fort Pickens
20. Arlington House was the home of Robert E. Lee and his family for 30 years and is now preserved as a memorial to General Lee. Visit the Arlington House near in the Arlington National Cemetery in Washington, DC.
21. Nine days after the start of the Civil War, Clara Barton tended to wounded Massachusetts soldiers quartered in the U.S. Senate chamber in Washington. Then after the First Battle of Bull Run, July 21, Barton established the main agency to obtain and distribute supplies to wounded soldiers. Learn more about this remarkable woman at the Clara Barton National Historic Site in Glen Echo, MD.
22. Frederick Douglass escaped from slavery to spend his life fighting for justice and equality for all people. His tireless struggle, transformative words, and inclusive vision of humanity continue to inspire and sustain people today. Visit Cedar Hall, the Frederick Douglas National Historic Site, in Washington, DC to learn more.
23. Visit the Civil War Museum in Kenosha WI to learn about the Midwest's role in the Civil War. The main interactive exhibit, "The Fiery Trail," features personal stores of the area's soldiers and civilians using artifacts and dioramas.
24. The Battle of Belmont was fought on November 7, 1861, in Mississippi County, Missouri. It was the first combat test for Brig. Gen. Ulysses S. Grant. Grant's troops in this battle were the "nucleus" of the Union's notable Army of the Tennessee. The Columbus-Belmont State Park near Columbus KY features a 2.5-mile walking trail along the bluffs and the Confederate-built fortifications there. Pieces of artillery and the anchor chain once obstructing the river are on display as well.
[x] Battle Summary: The Battle of Belmont - Wikipedia
25. Five galleries in the Mississippi River Museum on Mud Island in Memphis, TN are devoted to the Civil War. Highlight is a simulated battle between a gunboat and a river battery (very near where a real one happened). A reproduction of the front of a Union gunboat, uniforms, artillery pieces and many other items related to the war on the Mississippi are on display. The role of the Cumberland and Tennessee Rivers also is examined.
1862 - Visit in 2012
26. The Lloyd Tilghman House and Civil War Museum in Paducah KY was the pre-war home of Confederate Gen. Lloyd Tilghman and occupied by Union troops in 1861. The museum highlights the war in Western Kentucky.
27. See where General U. S. Grant earned his nickname of "Unconditional Surrender" Grant. The Union capture of Fort Donelson is described at Fort Donelson National Battlefield near Dover, TN.
[x] Battle Summary: Fort Donelson, TN - February 11-16, 1862 A
28. Visit Pea Ridge National Military Park on route 62 in Arkansas where Union forces won Missouri for the Union.
[x] Battle Summary: Pea Ridge, AR - March 7-8, 1862 A
[x] Reenactment: Battle of Pea Ridge
29. The naval engagement between the USS Monitor and CSS Virginia is described at The Mariners' Museum at Hampton Roads, VA.
[x] Battle Summary: Hampton Roads, VA - March 8-9, 1862 B
30. Visit the Kernstown Battlefield where Col. Nathan Kimball, stopped General "Stonewall" Jackson at Kernstown and then counterattacked turning Jackson's left flank and forcing him to retreat.
[x] Battle Summary: Kernstown I, VA - March 23, 1862 B
31. Pecos National Historic Park is the site of the Battle of Glorieta Pass where Union forces stopped Confederate incursions into the Southwest.
[x] Battle Summary: Glorieta Pass, NM - March 26-28, 1862 A
32. Visit Fort Macon State Park where Union forces under Burnside demonstrated the inadequacy of masonry forts against large-bore, rifled artillery.
[x] Battle Summary: Fort Macon, NC - March 23-April 26, 1862 C
33. General Grant rallies Union troops to victory on the second day of the Battle of Shiloh. Relive the Civil War's bloodiest battle at Shiloh National Military Park.
[x] Battle Summary: Shiloh, TN - April 6-7, 1862 A
[x] Also visit The Cherry Mansion in Savannah, TN
34. Union rifled artillery breached the southeast scarp of Fort Pulaski and illustrated the vulnerability of masonry forts. Learn more about the fort by visiting Fort Pulaski National Monument in Savannah, GA.
[x] Battle Summary: Fort Pulaski, GA - April 10-11, 1862 B
35. Take a drive from New Orleans 70 miles south of New Orleans on Louisiana SH-23 to Fort Jackson where Union Flag Officer David G. Farragut's fleet passed to force the surrender of New Orleans.
[x] Battle Summary: Forts Jackson & St. Philip, LA - April 16-28, 1862 A
36. Relive the great train chase and see The General at The Southern Museum of Civil War and Locomotive History.
[x] Reenactment: The Great Train Raid - May 27-29, 2011
[x] Description: The Great Train Chase
37. Learn about New Orleans before and after Union occupation at Confederate Memorial Hall
[x] Battle Summary: New Orleans, LA - April 25–May 1, 1862 B
[x] Also visit Fort Pike State Park
38. General Halleck's Union forces take Corinth in June when General Beauregard abandons the city. That fall, Rosecrans' forces repulse attacks from Van Dorn's Confederates. The battles of Corinth are described at the Corinth Interpretive Center.
[x] Battle Summary: Corinth, MS I - April 29-June 10, 1862 B
[x] Battle Summary: Corinth, MS II - October 3-4, 1862 A
39. Union forces under General John C. Frémont were defeated by Confederate troops under General Richard S. Ewell in the Shenandoah Valley. Visit the site of the Battle of Cross Keys in Cross Keys, VA.
[x] Battle Summary: Cross Keys, VA - June 8, 1862 B
40. The Battle of Port Republic was the final engagement in General "Stonewall" Jackson's Shenandoah Valley Campaign. Jackson drove out the Union and gained control of the valley.
[x]
Battle Summary:
Port Republic, VA
- June 9, 1862 B
41. Confederate forces repel a Union frontal assault against Fort Lamar at Secessionville.
[x] Battle Summary: Secessionville, SC - June 16, 1862 B
42. General A. P. Hill defeats General Fitz John Porter at Beaver Dam Creek, the second battle of the Seven Days' campaign, which is part of the Richmond National Battlefield.
[x] Battle Summary: Beaver Dam Creek, VA - June 26, 1862 B
43. General Lee defeats General Porter at Gaines' Mill, the third battle of the Seven Days' campaign, which is part of the Richmond National Battlefield.
[x] Battle Summary: Gaines' Mill, VA - June 27, 1862 A
44. Longstreet's and Hill's attacks rout McCall's division at Glendale, the fifth battle of the Seven Days' campaign, which is part of the Richmond National Battlefield.
[x] Battle Summary: Glendale, VA - June 30, 1862 B
45. Lee's forces suffer more than 5,300 casualties in assaults on the Union position on Malvern Hill, the sixth battle of the Seven Days' campaign, which is part of the Richmond National Battlefield.
[x] Battle Summary: Malvern Hill, VA - July 1, 1862 A.
46. Explore the Civil War era submarine recovered from Lake Pontchartrain displayed at the Louisiana State Museum in Baton Rouge, LA and visit the Historic Magnolia Cemetery which was the site of heavy fighting during the Battle of Baton Rouge.
[x] Battle Summary: Baton Rouge, LA - August 5, 1862 B
[x] Also visit The Old Arsenal Museum and the Pentagon Barracks
47. A Confederate counterattack led by A.P. Hill repulsed Nathaniel Banks' Federals and won the day at Cedar Mountain, VA. See the points of interest on the Cedar Mountain Battlefield.
[x] Battle Summary: Cedar Mountain, VA - August 9, 1862 B
48. Generals Lee, Jackson and Longstreet defeat General John Pope at Second Manassas. Longstreet's wing of 28,000 men counterattacked in the largest, simultaneous mass assault of the war. Tour the battlefield at Manassas National Battlefield Park in Manassas, VA.
[x] Battle Summary: Manassas (Second Bull Run), VA II - August 28-30, 1862 A
49. Visit the site of the Battle of Richmond where Generals Patrick Cleburne and Kirby Smith defeated two Union brigades and captured 4,000 men.
[x] Battle Summary: Richmond, KY - August 29-30, 1862 B
[x] Reenactment: Battle of Richmond
50. Walk the battlefields above Harpers Ferry, WV where General "Stonewall" Jackson's artillery forced the Union to surrender over 12,000 troops.
[x] Battle Summary: Harpers Ferry, WV - September 12-15, 1862 B
51. McClellan's forces drive Lee's troops from South Mountain passes. Visit the South Mountain State Battlefield to learn more.
[x] Battle Summary: South Mountain, MD - September 14, 1862 B
52. At the Battle of Munfordville, General Braxton Bragg convinced Col. John T. Wilder, commander of the Union garrison at Munfordville, KY, to surrender his forces.
[x] Battle Summary: Munfordville, KY - September 14-17, 1862 B
[x] Reenactment: Hart County Civil War Days
53. The Bloody Battle at Antietam at the Antietam National Battlefield.
[x] Battle Summary: Antietam, MD - September 16-18, 1862 A
54. Walk the 7-miles of trails in the Perryville Battlefield State Historic Site where General Don Carlos Buell forced General Braxton Bragg's Army of the Mississippi to withdrew into East Tennessee and give the Union control of Kentucky.
[x] Battle Summary: Perryville, KY - October 8, 1862 A
[x] Reenactment: Battle of Perryville, KY
55. Northeast of Nashville, TN is the site of the Battle of Hartsville. There is a driving tour of the battlefield and graves of the Confederate dead.
[x] Battle Summary: Hartsville, TN - December 7, 1862 C
56. Although the battle ended in a stalemate, General Hindman retreated to Van Buren, AK and the Union established control of northwest Arkansas. Visit Prairie Grove Battlefield State Park to learn more about the engagement and to walk one of America's most intact Civil War battlefields.
[x] Battle Summary: Prairie Grove, AR - December 7, 1862 B
57. General Lee inflicts 13,000 casualties on General Burnside's Army of the Potomac at the Battle of Fredericksburg. Visit Marye's Heights, Lee Drive, and The Slaughter Pen Farm at the Fredericksburg and Spotsylvania County Battlefields Memorial.
[x] Battle Summary: Fredericksburg, VA - December 11-15, 1862 A
58. Bedford Forest's have to "Charge 'em both ways" when a Union force attacks their rear at the Battle of Parker's Crossroads. Learn more about this brilliant cavalry officer at The Parker's Crossroads Battlefield at Parker's Crossroads, TN.
[x] Battle Summary: Parker's Cross Roads, TN - December 31, 1862 C
59. Tour the Stones River National Battlefield where Confederate forces under General Braxton Bragg drove General William S. Rosecrans' Union Army of the Cumberland across McFadden's Ford. Union artillery forced the Confederate to retire and eventually retreat.
[x] Battle Summary: Stones River, TN - December 31, 1862-January 2, 1863 A
[x] Living History Programs: Stones River National Battlefield
[x] Reenactment: To Be Determined
60. Maj. Gen. John B. Magruder recaptures Galveston for the Confederacy.
[x] Battle Summary: Galveston, TX II - January 1, 1863 B
[x] Reenactment: The Battle of Galveston
61. Lee wins his greatest victory but losses Jackson at the Battle of Chancellorsville which is described at the Fredericksburg and Spotsylvania County Battlefields Memorial.
[x] Battle Summary: Chancellorsville, VA - April 27-May 4, 1863 A
62. Thomas Jonathan "Stonewall" Jackson died in an outbuilding on the Chandler plantation in the rural community of Guinea Station. Today, the Jackson Shrine is part of Fredericksburg & Spotsylvania National Military Park. The Stonewall Jackson Shrine is open 9-5 on Saturdays, Sundays, and Mondays only through the end of April. It will be open daily from May 1 through October 27 The grounds are open daily from dawn to dusk.
63. General U.S. Grant captures Vicksburg which is described at the Vicksburg National Military Park in Vicksburg, MS.
[x] Battle Summary: Vicksburg, MS - May 18-July 4, 1863 A
[x] Battle Summary: Port Gibson, MS - May 1, 1863 B
[x] Battle Summary: Raymond, MS - May 12, 1863 B
[x] Battle Summary: Champion Hill, MS - May 16, 1863 A
[x]
Driving Tour of Vicksburg Campaign
[x] Also visit Battle of Port Gibson and Grand Gulf Military Park
64. See the Union ironclad USS Cairo at the U.S.S. Cairo Gunboat and Museum at the Vicksburg National Military Park in Vicksburg, MS.
65. National Civil War Naval Museum at Port Columbus, GA is a 40,000-square-foot facility that features two original American Civil War military vessels, uniforms, equipment and weapons used by the Union and Confederate navies. It is the only museum in the nation that tells the story of the two navies during the Civil War.
66. After the fall of Vicksburg, the Confederate garrison of Port Hudson surrendered, opening the Mississippi River to Union navigation from its source to New Orleans. The battle is described at the Port Hudson State Historic Site.
[x] Battle Summary: Port Hudson, LA - May 21-July 9, 1863 A
67. The Battle of Brandy Station was the largest cavalry battle of the war and the opening engagement of the Gettysburg Campaign.
[x] Battle Summary: Brandy Station, VA - June 9, 1863 B
[x] Also visit: The Graffiti House
68. General Richard Ewell's drove General Robert Milroy's troops from entrenchments at Winchester, cleared the Valley of Union troops, and opened the door for Lee's second invasion of the North.
[x] Battle Summary: Winchester II, VA - June 13-15, 1863 B
69. Walk the Union and Confederate lines at Gettysburg National Military Park where, on July 1-3, 1863, Meade's Union forces repulsed Lee's invasion .
[x] Battle Summary: Gettysburg, PA - July 1-3, 1863 A
[x] Also visit American Civil War Museum
70. The Joshua Lawrence Chamberlain Museum in Brunswick ME is home to one of the most famous Civil War soldiers and one of the heroes of the Battle of Gettysburg.
71. Union forces at Helena, AR withstood a Confederate attack on July 4, 1863. The bloody battle resulted in more than 1,600 Southern casualties. Combined with the fall of Confederate Vicksburg the same day, the Union defense of Helena meant Federal control of the Mississippi. Civil War exhibits at the Delta Cultural Center describe the battle.
[x] Also see: Civil War Tour
[x] Battle Summary: Helena, AR - July 4, 1863 B
72. The five-acre Corydon Battlefield Park in
Corydon, IN commemorates the site of a July 9, 1863, battle that saw about 400 members of the local home guard try to oppose Confederate John Hunt Morgan's 2,400-man force. It was no contest. After a brief fight, most of the Indiana defenders were captured and Morgan moved on. Corydon was the only organized resistance opposing Morgan in Indiana.
73. General James Blunt's troops including African American and Native American soldiers defeat General Daniel Cooper's 1st Brigade of Native American troops at Honey Springs, OK and seize control of Indian Territory, north of the Arkansas River.
[x] Battle Summary: Honey Springs, OK - July 17, 1863 B
[x] Reenactment: Battle of Honey Springs
74. H. L. Hunley, nearly 40 feet long, was built at Mobile, Alabama, and launched in July 1863. She was then shipped by rail on August 12, 1863 to Charleston, SC. Hunley (then called Fish Boat) sank on August 29, 1863, during a training exercise, killing five members of her crew. She sank again on October 15, 1863, killing all eight of her second crew, including H. L. Hunley himself, who was aboard at the time, even though he was not enlisted in the Confederate armed forces. Both times the Hunley was raised and returned to service. On February 17, 1864, Hunley attacked and sank the 1240-short ton (1124 metric tons) screw sloop USS Housatonic on Union blockade duty in Charleston's outer harbor. Soon after, Hunley sank for unknown reasons, killing all eight of her third crew. This time, the innovative ship was lost. The public is invited to view the Hunley (weekends only, 10 am–5 pm Saturday, noon–5 pm Sunday) as it undergoes conservation. Visitors to The Warren Lasch Conservation Center see exhibits and films describing the history of the submarine and its recovery. Objects recovered from the wreck include the $20 gold piece carried by Lt. George Dixon, commander of the Hunley. A large shopping area features Hunley-related clothing and other items.
75. The Sabine Pass Battleground was the site where the 44-man Confederates garrison at Fort Griffin forced a Union flotilla to withdraw.
[x] Battle Summary: Sabine Pass, TX II - September 8, 1863 B
76. General Braxton Bragg and General James Longstreet defeat the Union army of the Cumberland at Chickamauga, but the stand by General George H. Thomas forces on Horseshoe Ridge and Snodgrass Hill earns him the title of "The Rock of Chickamauga." Tour this battlefield which is part of the Chickamauga and Chattanooga National Military Park.
[x] Battle Summary: Chickamauga, GA - September 18-20, 1863 A
77. Union soldiers maul General A. P. Hill's Confederates. The defeat angered General Lee, who ordered him to bury his dead and say no more about it.
[x] Battle Summary: Bristoe Station, VA - October 14, 1863 B
78. Use the National Park Service Guide to locate the sites along the Battle of Rappahannock Station where a Union attack at dusk overran the Confederate bridgehead at Rappahannock Station and captured more than 1,600 men of Early's Division.
[x] Rappahannock Station, VA II - November 7, 1863 B
79. After General Grant received command of the Western armies, he reinforced Chattanooga and replaced General Rosecrans with General Thomas. After General William T. Sherman's troops arrived Union forces captured Orchard Knob and Lookout Mountain. On November 25, Union soldiers assaulted and carried the Confederate position on Missionary Ridge. The Federals held Chattanooga, the "Gateway to the Lower South." Tour this battlefield which is part of the Chickamauga and Chattanooga National Military Park.
[x] Battle Summary: Chattanooga, TN - November 23-25, 1863 A
80. After a series of back and forth moves between the Rapidan and Rappahannock Rivers in September and October, 1863, the Army of Northern Virginia and the Army of the Potomac engaged in the Mine Run Campaign. follow the Mine Run Campaign with the guide from Georgia's Blue and Gray Trail.
[x] Battle Summary: Mine Run, VA - November 27-December 2, 1863 B
1864 - Visit in 2014
81. On February 20th, Seymour's 5,500 Union troops were defeated by Finegan's 5,000 entrenched Confederates near Olustee. Visit the scene of the battle at Olustee Battlefield State Park in Olustee, FL.
[x] Battle Summary: Olustee, FL - February 20, 1864 B
[x] Reenactment: Battle of Olustee
82. Confederate cavalry, commanded by General Nathan Forrest, defeated 7,000 cavalry under the command of William Smith at Okolona. At the Battle of Okolona State Park a series of interpretive markers describe the running battle fought to take the railroad center at Meridian.
[x] Battle Summary: Okolona, MS - February 22, 1864 B
83. The Union 3rd Division captured the outmanned Confederate garrison. Fort DeRussy is located about 4 miles north of Marksville, LA.
[x] Battle Summary: Fort De Russy, LA - March 14, 1864 B
84. Mansfield was the decisive battle of the Red River Campaign, influencing the Union army to retreat back toward Alexandria. Tour the battlefield at Mansfield State Historic Site.
[x] Battle Summary: Mansfield, LA - April 8, 1864 A
85. Pleasant Hill was the last major battle of the Louisiana phase of the Red River Campaign. Although Banks won the battle, he retreated, wishing to get his army out of west Louisiana before any greater calamity occurred. Attend the reenactment of the Battle of Pleasant Hill.
[x] Battle Summary: Pleasant Hill, LA - April 9, 1864 B
[x] Reenactment: Battle of Pleasant Hill
86. US Colored troops were massacred at Battle of Fort Pillow. The "Fort Pillow Massacre" became a Union rallying cry. Learn more about this battle at the Fort Pillow State Historic Park near Henning, TN.
[x] Battle Summary: Fort Pillow, TN - April 12, 1864 B
87. The Wilderness was the opening battle of Grant's sustained offensive against the Confederate Army of Northern Virginia, known as the Overland Campaign. The battle was a tactical draw, but Grant did not retreat. The costs were high on both sides with 18,400 Union and 11,400 Confederate casualties. Learn more about the battle and the Overland Campaign at the Fredericksburg and Spotsylvania County Battlefields Memorial.
[x] Battle Summary: Wilderness, VA - May 5-7, 1864 A
88. After the Wilderness battle, Lee's forces stopped Grant's left flank advance on Richmond at Spotsylvania Court House on May 8th. The two-week battle was a series of engagements along the Spotsylvania front. The fighting was some of the most ferocious combat of the Civil War. On May 21st, Grant disengaged and continued his advance on Richmond. Learn more about the battle and the Overland Campaign at the Fredericksburg and Spotsylvania County Battlefields Memorial.
[x] Battle Summary: Spotsylvania Court House, VA - May 8-21, 1864 A
[x] Reenactment: Battle of Spotsylvania, VA
89. Learn how cadets from VMI helped Breckinridge's troops defeat Sigel's Union forces at New Market Battlefield State Historic Park.
[x] Battle Summary: New Market, VA - May 15, 1864 B
90. Tour the Virginia Military Institute and visit The VMI Museum in Lexington, VA.
[x] Also visit the Stonewall Jackson House
91. After the Union defeat at New Hope Church, Sherman ordered General O. O. Howard to attack General Joseph E. Johnston' s right flank which Sherman thought was exposed. The Confederates repulsed the attack inflicting 1,600 Union casualties. Tour one or all of the three trails at Pickett's Mill Battlefield Historic Site.
[x] Battle Summary: Pickett's Mill, GA - May 27, 1864 C
92. Grant's Union troops suffer 13,000 casualties in an ill-advised Union attack at the Battle of Cold Harbor. The battlefield is part of the Richmond National Battlefield.
[x] Battle Summary: Cold Harbor, VA - June 3-12, 1864 A
93. The Confederate victory at Brice's Cross Roads was a significant victory for General Nathan Bedford Forrest, but its long term effect on the war proved costly for the Confederates. Visit Brice's Crossroads National Historic Site to learn more about this battle.
[x] Battle Summary: Brice's Crossroads, MS - June 10, 1864 B
[x] Reenactment: Brice's Crossroads
94. The Confederate victory at Trevilian prevented Sheridan from reaching Charlottesville and cooperating with Hunter's army in the Valley. This was one of the bloodiest cavalry battles of the war. There is a driving tour of the battlefield and an excellent museum operated by the Trevilian Station Battlefield Foundation.
[x] Battle Summary: Trevilian Station, VA - June 11-12, 1864 B
95. The Army of the Potomac fails to press its advantage at Petersburg, VA. Beauregard gathered forces to defend the city, and Lee rushed reinforcements. Union attacks are defeated and Grant is forced to lay siege to the city. Visit Petersburg National Battlefield to learn more about this battle.
[x] Battle Summary: Petersburg, VA II - June 15-18, 1864 A
96. General Joseph E. Johnston withdrew his army to a position on Kennesaw Mountain. The Confederate line the Western & Atlantic Railroad which supplied Atlanta. Sherman was sure that Johnston had stretched his line too thin and launched a frontal attack. Johnston's Confederates inflicted high casualties and forced Sherman to alter his plan of attack on Atlanta. Visit Kennesaw Mountain National Battlefield Park to learn more about this battle.
[x] Battle Summary: Kennesaw Mountain, GA - June 27-July 1, 1864 B
97. Wallace's Union forces lose the battle but delay Confederates at the "Battle that Saved Washington." Tour the Monocacy National Battlefield to learn more.
[x] Battle Summary: Monocacy, MD - July 9, 1864 B
98. The Boston African-American National Historic Site in Boston, MA highlights the collection of the largest group of pre-Civil War black owned structures in the U.S. on the north face of Beacon Hill. Buildings in this group were visited by abolitionists including Frederick Douglas and Wendell Phillips and sheltered escaped slaves. Tours begin at the Robert Gould Shaw Memorial on the Boston Common. Shaw commanded the famous Massachusetts 54th Regiment made famous in the movie "Glory."
[x] Battle Summary: Fort Wagner, Morris Island, SC - July 18-September 7, 1863 B
99. Learn about the Battle for Atlanta at the Atlanta Cyclorama & Civil War Museum and Atlanta History Center which is home of the fabulous DuBose Civil War collection. 'Turning Point: The American Civil War' The museum has over 1,500 Union and Confederate artifacts, including cannons, uniforms, and flags, visitors experience the Civil War through the eyes of soldiers and civilians.
[x] Battle Summary: Atlanta, GA - July 22, 1864 B
[x] Reenactment: Battle of Atlanta, GA
[x] Reenactment: Battle of Resaca, GA
100. General Early defeated General Crook's Union forces at Kernstown which caused Grant to return the VI and XIX Corps to the Shenandoah Valley and appoint Sheridan as commander. Learn more about the valley at Kernstown Battlefield Association museum.
[x] Battle Summary: Kernstown, VA II - July 24, 1864 B
101. Walk around The Crater created in the Confederate defenses at Petersburg when the Federals exploded a mine beneath Elliott's salient.
[x] Battle Summary: Crater, VA - July 30, 1864 A
102. Explore historic Fort Gaines on Dauphin Island, AL which was captured by Union forces during the Battle of Mobile Bay.
[x] Battle Summary: Mobile Bay, AL - August 2-23, 1864 A
103. Take the ferry across Mobile Bay to see Fort Morgan and learn about the Battle of Mobile Bay.
[x] Battle Summary: Mobile Bay, AL - August 2-23, 1864 A
104. Walk through the Western & Atlantic Railroad Tunnel that Sherman's soldiers seized during the Atlanta Campaign.
[x] Reenactment: Battle of Tunnel Hill
105. Visit Reams Station where Heth's Confederates attacked and overran Hancock's II Corps
[x] Battle Summary: Ream's Station, VA II - August 25, 1864 B
106. At the Battle of Opequon or Third Winchester, Confederate forces under Jubal Early met a Union force twice their number. The battle lasted for several hours and produced heavy casualties. Finally, Crook's Corps and the cavalry turned the Confederate left flank forcing Early to retreat. This battlefield is one of many that was preserved by the Civil War Preservation Trust. Tour the Third Winchester battlefield near Winchester, VA.
[x] Battle Summary: Opequon, VA - September 19, 1864 A
107. After Early's defeat at Third Winchester, Crook's Corps moved along North Mountain to outflank Early. The Confederates offered little resistance and their defense collapsed. Early retreated to Rockfish Gap near Waynesboro, opening the Valley to a Union "scorched earth" invasion. Take a self-guided tour of Fisher's Hill Civil War Site.
[x] Fisher's Hill, VA - September 21-22, 1864 B
108. High casualties and delays caused Price's troops to fail to capture Fort Davidson and abandon their goal of capturing St. Louis.
[x] Fort Davidson, MO - September 27, 1864 B
109. On the night of September 28-29, 1864, Maj. Gen. Benjamin Butler's Army of the James crossed James River to attack Richmond's defenses north of the river. The Union forces attacked at dawn and were successful at New Market Heights and Fort Harrison. However, the Confederate forces rallied and contained the breakthrough. Lee reinforced his lines north of the James and on September 30th, Lee launched an unsuccessful counterattack. The Federals entrenched and the Confederates built a line of works that cut off the captured forts. Learn more about the battle by visiting the Petersburg National Battlefield.
[x] Battle Summary: Chaffin's Farm/New Market Heights, VA - September 29-30, 1864 B
110. Sherman sent John M. Corse's brigade to Allatoona just before Samuel G. French's Confederate division arrived. Corse refused to surrender and French attacked. The Union outer line survived the initial attack, but fell back and regrouped in an earthen "Star" fort of Allatoona Pass. The Confederates began to run out of ammunition, and reports of arriving Union reinforcements influenced them to move off and rejoin Hood's force. Tour the battlefield and learn more about The Battle of Allatoona Pass.
[x] Battle Summary: Allatoona, GA - October 5, 1864 B
111. At dawn, October 19, 1864, the Confederate Army of the Valley under Lt. Gen. Jubal A. Early surprised the Federal army at Cedar Creek and routed the VIII and XIX Army Corps. Commander Philip Sheridan arrived from Winchester to rally his troops, and, in the afternoon, launched a crushing counterattack, which recovered the battlefield. Sheridan's victory at Cedar Creek broke the back of the Confederate army in the Shenandoah Valley. Tour the Cedar Creek Battlefield.
[x] Battle Summary: Cedar Creek, VA - October 19, 1864 A
[x] Reenactment: Cedar Creek Battlefield
112. Winfield Scott Hancock led divisions from three Union corps (II, V, and IX) and Gregg's cavalry division west to operate against the Boydton Plank Road and South Side Railroad. The initial Union advance on October 27th gained the Boydton Plank Road. But that afternoon, a counterattack near Burgess' Mill spearheaded by Henry Heth's division and Wade Hampton's cavalry isolated the II Corps and forced a retreat. The Confederates retained control of the Boydton Plank Road for the rest of the winter. Learn about the battle at Burgess Mill.
[x] Battle Summary: Boydton Plank Road, VA - October 27-28, 1864 B
113. On October 28, 1864, Price's Confederate force stopped to rest about two miles south of Newtonia, MO. James G. Blunt's Union troops surprised the Confederates and began to drive them. Joe Shelby's division rode to the front, dismounted, and engaged the Yankees while the other Rebel troops retreated towards Indian Territory. The Union troops forced the Confederates to retreat but failed to destroy or capture them. Learn about the battles at Newtonia, MO by touring the Ritchey Mansion.
[x] Battle Summary: Newtonia, MO II - October 28, 1864 B
114. Tour the Griswoldville Battlefield where Georgia militiamen, many of whom were old men and boys, charged repeatedly into heavy fire. The Battle of Griswoldville was the only infantry battle opposing General William T. Sherman's March to the Sea from Atlanta to Savannah.
[x] Battle Summary: Griswoldville, GA - November 22, 1864 B
115. Spring Hill was the prelude to the Battle of Franklin. General Hood's Army of Tennessee marched toward Spring Hill to get intercept Schofield's Union army. Hood's infantry crossed the Duck River and converged on Spring Hill. However, Schofield had reinforced the troops holding the crossroads at Spring Hill and the Federals repulsed a Confederate infantry attack. During the night, the rest of Schofield's command passed from Columbia through Spring Hill to Franklin. Learn more about this battle at The Rippavilla Plantation. Rippavilla is located near Nashville just south of Historic Spring Hill on Hwy. 31.
[x] Battle Summary: Spring Hill, TN - November 29, 1864 B
116. Scattered Indian raids in the Colorado Territory had caused much ill-will between the white settlers and the Native Americans. Under a vague amnesty, Chief Black Kettle with many Cheyenne and a few Arapahos, established a winter camp about 40 miles from Fort Lyon. On November 29th, Colonel John Chivington's troops attacked the camp, killing and mutilating about 200 of the Indians, two-thirds of whom were women and children. Learn more about at Sand Creek Massacre site.
[x] Battle Summary: Sand Creek, CO - November 29-30, 1864 B
117. More Confederates were killed in the 5-hour Battle of Franklin than in the 2-day Battle of Shiloh, the 3-day Battle of Stones River, and the Seven Days Campaign in Virginia. Fourteen Confederate generals (six killed or mortally wounded, seven wounded, and one captured) and 55 regimental commanders were casualties.
[x] Battle Summary: Franklin, TN - November 30, 1864 A
[x] Also visit The Carnton Plantation
118. As Sherman's troops were badly in need of supplies as they approached Savannah. Sherman determined that if he could take Fort McAllister and General William B. Hazen was selected for the task. On the afternoon of December 13th, Union forces entered the fort and captured it. The capture allowed Sherman to prepare for the siege and capture of Savannah. Visit Fort McAllister State Historic Park to learn more about this battle.
[x] Battle Summary: Fort McAllister II, GA - December 13, 1864 B
119. After a preliminary bombardment directed by Rear Adm. David D. Porter, Union forces landed and captured General Robert Hoke's garrison at Fort Fisher. The victory closed Wilmington, the South's last open seaport on the Atlantic coast. Learn about the battle and see the earthen fort at the Fort Fisher State Historic Site.
[x] Battle Summary: Fort Fisher, NC II - January 13-15, 1865 A
120. Confederate forces stop the Union advance but Pegram is killed at the Battle of Hatcher's Run. Learn about the battle of Hatcher's Run at the Petersburg National Battlefield.
[x] Battle Summary: Hatcher's Run, VA - February 5-7, 1865 B
121. On March 19, 1865, General Henry Slocum troops encountered Joseph E. Johnston's entrenched Confederates at Bentonville, NC. The Union line withstood the Confederate offensive until nightfall. During the night, Johnston contracted his line into a "V" to protect his flanks with Mill Creek to his rear. On the 21st, General Joseph Mower's forces attacked Johnston's rear. Confederate counterattacks stopped Mower's advance. During the night, Johnston retreated across the bridge at Bentonville. Sherman pursued Johnston toward Raleigh. Tour the Bentonville Battlefield.
[x] Battle Summary: Bentonville, NC - March 19-21, 1865 A
122. Visit Bennett Place in Durham, NC to see where Confederate General Joseph E. Johnston and Union General William T. Sherman signed surrender papers for Southern armies in the Carolinas, Georgia, and Florida in the largest troop surrender of the American Civil War.
123. Lee amassed nearly half of his army in a last-gasp offensive to break through Grant's Petersburg defenses and threaten his supply depot at City Point. General John B. Gordon's pre-dawn assault overpowered the garrisons of Fort Stedman and Batteries X, XI, and XII. However, Union crossfire and counterattacks contained the breakthrough and captured more than 1,900 of the attackers. Learn more about the battle of Fort Stedman at Petersburg National Battlefield.
[x] Battle Summary: Fort Stedman, VA - March 25, 1865 A
124. On March 31st General Warren directed his corps against the Confederate entrenchments along White Oak Road, hoping to cut Lee's communications with Pickett at Five Forks. The Union advance was stalled by a counterattack directed by Bushrod Johnson, but Warren's position stabilized and his soldiers closed on the road by day's end. Learn more about the battle of White Oak Road at Petersburg National Battlefield.
[x] Battle Summary: White Oak Road, VA - March 31, 1865 B
125. On March 29th, the Union Cavalry Corps and the II and V Corps under General Philip Sheridan began a flank march to turn Lee's Petersburg defenses. On March 31, Fitzhugh Lee's cavalry and Pickett's infantry division met the Union vanguard north and northwest of Dinwiddie Court House and drove it back, temporarily stalling Sheridan's movement. With Union infantry approaching from the east, Pickett withdrew before daybreak to entrench at Five Forks. Lee ordered Pickett to hold this intersection at all hazard. Learn about the battles fought in Dinwiddie County and see the battle markers at Battle of Dinwiddie Court House.
[x] Battle Summary: Dinwiddie Court House, VA - March 31, 1865 C
126. On April 1st, while Sheridan's cavalry pinned the Confederate force in position, the V Corps under General G. K. Warren attacked and overwhelmed the Confederate left flank and took many prisoners. Sheridan personally directed the attack, which extended Lee's Petersburg lines to the breaking point. Loss of Five Forks threatened Lee's last supply line, the South Side Railroad. The next morning, Lee informed Jefferson Davis that Petersburg and Richmond must be evacuated. Visit the Five Forks battlefield to learn more about this battle.
[x] Battle Summary: Five Forks, VA - April 1, 1865 A
127. After the Confederate defeat at Five Forks on April 1st, Grant ordered a general assault against the Petersburg lines on April 2nd. A heroic defense of Fort Gregg by a handful of Confederates prevented the Federals from entering the city that night. After dark, Lee ordered the evacuation of Petersburg and Richmond. Grant captured Petersburg, which led to the fall of Richmond. Pamplin Historical Park is Located on the site of the battle. The Park's 422 acres include four award-winning museums, four antebellum homes, living history venues, and shopping facilities. The park is also home to the National Museum of the Civil War Soldier. The Park also has three miles of interpreted trails winding through some of America's best-preserved Civil War fortifications.
[x] Battle Summary: Petersburg, VA III - April 2, 1865 A
128. General St. John R. Liddell, with about 4,000 men, held out against the much larger Union force until it was reinforced to concentrate 16,000 men for the attack on April 9th. The numerically superior Union troops breached the Confederate earthworks and forced garrison to surrender. Visit Historic Blakeley State Park to view the remains of earthen work fort.
[x] Battle Summary: Fort Blakely, AL - April 2-9, 1865 A
129. On April 6th at Sayler's Creek, nearly one fourth of the retreating Confederate army was cut off by Sheridan's Cavalry and elements of the II and VI Corps. Most surrendered, including Confederate generals Ewell, Barton, Simms, Kershaw, Custis Lee, Dubose, Hunton, and Corse. Visit Sailor's Creek State Park to learn more about this battle that prompted Lee to ask, "My God, has the army dissolved?"
[x] Battle Summary: Sayler's Creek, VA - April 6, 1865 B
130. On April 6th, the Confederate cavalry tried to secure the Appomattox River bridges. On April 7th, elements of the Union II Corps came up against Longstreet's rear guard attempting to fire the High Bridge and wagon bridge. Union forces were able to save the wagon bridge over which the II Corps crossed in pursuit of Lee's army. Capture of this bridge enabled Union forces to catch up with the Confederates at Farmville. Learn more about this battle at the High Bridge Battlefield Museum.
[x] Battle Summary: High Bridge, VA - April 6-7, 1865 C
131. Walk the grounds of Appomattox Court House Historical Park where Lee surrendered to Grant.
[x] Battle Summary: Appomattox Court House, VA - April 9, 1865 A
132. Visit Fort Tyler where on April 16, 1865, Union Troops attacked the earthen works in West Point, GA. Many soldiers lost their lives that day, unaware that Lee had surrendered to Grant 7 days prior.
133. Visit Ford's Theater and the Petersen Boarding House in Washington, DC and learn about the Lincoln assassination.
[x] Also visit the Lincoln Memorial and The Lincoln Cottage where Lincoln's family spent the summer.
134. Take a driving tour of the John Wilkes Booth: Escape of an Assassin & War on Chesapeake Bay Follow his escape path from Washington to escape sites in Maryland and Virginia.
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135. Camp Sumter, commonly called Andersonville, was one of the largest military prisons established by the Confederacy during the Civil War. In existence for 14 months, over 45,000 Union soldiers were confined at the prison. Of these, almost 13,000 died from disease, poor sanitation, malnutrition, overcrowding, and exposure to the elements. Visit Andersonville National Historic Site.
[x] Also visit the National Prisoner of War Museum and Andersonville National Cemetery.
136. Fort Delaware on Pea Patch Island in the Delaware River is a ½-mile ferry ride from the visitor center on the Delaware City waterfront to the fort. At the outbreak of the Civil War, the fort was armed with heavy guns and an artillery garrison was put on a wartime footing. The first Confederate prisoners arrived in July 1861. Three years later the prison population topped 10,000 men confined in a series of wooden barracks under the guns of the fort. The prison also confined various political prisoners and Union deserters. Inadequate rations and clothing, heat and unsanitary conditions combined to cause the death of more than 2,400 prisoners of the estimated 30,000 housed at Fort Delaware during the war. A visitor center at the fort features artifacts, a short film and a 3-D map. Officer quarters, casemates and other areas of the fort have been furnished and restored to their Civil War appearance.
137. General Grant's Tomb or General Grant National Memorial overlooks the Hudson River from the Morningside Heights section of Manhattan. The memorial is the largest tomb in North America. Grant's Tomb is also a memorial to his life and accomplishments.
138. The National Museum of Civil War Medicine is the premier center for the preservation and research of the legacy of Civil War medical innovation. The National Museum of Civil War Medicine includes three sites, the main museum in Frederick, MD, the Pry House Field Hospital Museum at Antietam National Battlefield, Sharpsburg, MD, and soon to open, Clara Barton's Missing Soldiers Office, at 437 7th Street, Washington DC.
139. The Old Court House Civil War Museum is a historic building with graffiti from both Northern and Southern soldiers which also houses a nationally recognized collection of over 3,000 Civil War artifacts. Situated on the Loudoun Street Walking Mall in Old Town Winchester, VA, this Georgian style court house was used as a hospital, barracks and prison by both sides during the War.
140. The Civil War and Underground Railroad Museum of Philadelphia, which will be reopening in 2011, boasts the largest single assemblage of Civil War related material outside government institutions.
141. Visit The Casemate Museum in Fort Monroe, VA to see where Confederate ex-President Jefferson Davis was imprisoned after the war.
142. The Confederate Reunion Grounds State Historic Site on the edge of the Navasota River, commemorates a place where Confederate Civil War veterans and families reunited from 1889– 1946.
143. Although Beauvoir, the Jefferson Davis Home and Presidential Library in Biloxi, MS is undergoing repairs it is a site worth visiting to learn more about the Confederacy's President.
144. The Arlington House (The Robert E. Lee Memorial) was the home of Robert E. Lee and his family for 30 years and is uniquely associated with the Washington and Custis families. George Washington Parke Custis built the house to be his home and a memorial to George Washington, his step-grandfather. It is now preserved as a memorial to General Lee, who gained the respect of Americans in both the North and the South.
145. Visit the Lee Chapel and Museum at Washington and Lee University in Lexington, VA. Lee died on October 12, 1870, and was buried beneath the Chapel. In 1883 an addition was made to the building which houses the memorial sculpture of the recumbent Lee by Edward Valentine and includes a family crypt in the lower level where the general's remains were moved. His wife, mother, father ("Light-Horse Harry" Lee), all of his children and other relatives are now buried in the crypt as well. The remains of his beloved horse, Traveller, are interred in a plot outside the museum entrance.
146. The Drum Barracks Civil War Museum in Los Angeles, CA is housed in the last remaining wooden building of Drum Barracks, named after Adjutant General Richard Coulter Drum, head of the Department of the Pacific. This facility served as the Union Army headquarters in the Southwest (Southern California and the Arizona Territory) from 1861 - 1871.
147. Nestled amid row homes on a small street in Northeast Philadelphia, the Grand Army of the Republic Civil War Museum and Library has often been referred to in newspaper articles as "one of the hidden treasures of Philadelphia." The museum, which occupies a three story brick building built by Dr. John Ruan in 1796, is home to a unique and historic collection of Civil War and Grand Army of the Republic artifacts, books, and memorabilia.
148. The CSS Neuse was one of 22 ironclads commissioned by the Confederate navy. Having a wide, flat bottom, the vessel resembled a river barge. When completed, the twin-screw steamer was plated with iron armor and measured 158 feet long and 34 feet wide. Delays in construction, low water, and lack of ground support prevented the gunboat from entering combat below Kinston. When Union troops occupied Kinston in March 1865, the Neuse was burned by its crew, resulting in a large explosion in her port bow, which sank the vessel. The existing hull remnant is on display at the C.S.S. Neuse State Historical Site in Kinston, NC.
149. Both the South Carolina Confederate Relic Room & Military Museum and South Carolina State Museum in Columbia offer Civil War material. The Relic Room exhibits are modern and excellent with emphasis on local and state Civil War history. Great flag collection and well-selected artifacts. State Museum highlights include a scale model of the H.L. Hunley submarine and one of the few copies of the original Ordnance of Secession. Also on display are artifacts from the famous 1856 Brooks/Sumner caning episode on the US Senate floor that inflamed sectional feelings on both sides.
150. The Civil War Museum of the Western Theater is the fourth-largest Civil War Museum in the United States. In 1999 we added the only museum dedicated to the women of the Civil War, featuring exhibits of period clothing, paintings, and personal artifacts. It is located in the Historic Wright Talbott House, adjacent to the Civil War Museum. Unlike the other museums, this one focuses mainly on the War of the Western States. The story of the western theater is told plainly in geographical and chronological segments. Visitors move through a series of exhibits featuring myriad artifacts from both the Union and the Confederacy. Examples of some of the artifacts the museum showcases include the flag of the 2nd Kentucky Cavalry, the presentation sword of Confederate Brigadier General Lloyd Tilghman, and a silver flask presented to Confederate General John C. Breckinridge a few days after he joined the Confederate Army.
Resources
[x] Touring Guide
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The Three Schools
(Swanbourne CE, Mursley CE and Drayton Parslow Village Schools)
Assessment Without Levels Parents Information Leaflet
Assessment Without Levels
From September 2015, the Government has made significant changes in the way that children in schools are to be assessed. This is to tie in with the New National Curriculum that was introduced in 2014.
The aim of this guide is to give you some information about the changes implemented and what that means for children at The Three Schools.
Significant changes in the 2014 Curriculum
Please see additional handouts
Assessing Without Levels
We have implemented a system called 'Target Tracker' system, which is used in over 1 in 5 primary sector schools in England. 'Target Tracker' has been developed to ensure that the useful elements of the outgoing levels system are retained, ensuring data from school to pupil level is presented and recorded with clarity and consistency.
Tracking Attainment and Progress with Steps
To track pupil attainment we have utilised a system of steps. This performs the function of communicating progression and attainment in a simple format that may be aggregated to produce reports of overall and average progress. This is based on a carefully considered logical approach to assessment and follows on from the assessment system we have in Early Years Foundation Stage (EYFS).
The terminology has been selected for consistency and clarity but also to avoid any suggested judgement when describing the attainment of pupils working below the expected band for their year group.
Each year band has been broken down into six steps:
- Beginning (B)
- Beginning + (B+)
- Working Within (W)
- Working Within + (W+)
- Secure (S)
-
Secure + (S+)
The four broader sections may be thought of in these terms:
- Beginning – Pupil learning is chiefly focussed on the criteria for the band. There may be minimal elements of the previous band still to gain complete confidence in
- Working Within – Pupil learning is fully focussed on the criteria for the band. This is a teacher best fit decision but could be informed by statement assessments achieving approximately 70%.
- Secure – Confidence in all of the criteria for the band. There may be pupil learning still focussed on gaining thorough confidence in some minimal elements but the broad expectations for the band have been me
- Secure + - Effectively represents the consolidation of the band and, while pupils will still need to pass through it in the following year, it allows settings to identify pupils who, while still operating at age related expectations, have attained a more thorough and wide ranging grasp of the content and concepts. Secure + demonstrates the foundation from which a pupil may proceed onto the criteria in the following band.
Expectations
The table below shows the expectations for pupils in each term in each year group
The New Curriculum allows schools to have the flexibility to introduce content earlier or later than set out in the programme of study. It is important for children to have opportunities to apply their understanding in a range of challenging real life contexts, and to demonstrate their mastery of a particular skill at a deep and thorough level before moving on.
We would expect children who are secure (S) in the band of statements they are working on to have these experiences, and therefore be working at the secure + (S+) step before being assessed against the following year band statements.
So how will the process in school work?
At the start of each year, the vast majority of children will be assessed as Beginning against the End of year statements. Using their professional knowledge and judgement as well as tracking from the previous year, teachers will know what the children can already do. Targets will be set by the Senior Leadership Team as to where that child should be at the end of the year. So, for example, children in Year 3 could be given a forecast of 3B, 3W OR 3S. In some cases, children will have a forecast from a higher or lower year group.
Setting Targets for Progress
To achieve thorough coverage of the band, children should reach the secure (S) step by the end of the appropriate year. To move from secure (S) in one year band to the next is 6 steps over 6 half terms. Therefore this equates to 1 step or 1 point of progress each half term.
Below is an example of how targets might be set for a child with a year one entry level assessment as working just below band 1 at the end of the EYFS requirements (40-60S+), in order for them to reach the secondary ready standard, 6 secure (6S) at the end of Year 6.
All pupil targets will be reviewed half termly by the Senior Leadership Team and class teacher, to ensure it is appropriate and may be changed where necessary.
Pupils working below band 1 and pupils with Special Educational Needs
Year 1 pupils who are working below the beginning of the Year 1 band could still be assessed using the EYFS band steps, particularly in the autumn and spring terms. For pupils with Special Educational Needs, who are working below the Year 1 band, will be tracked using P-Scales so progression through into Year band 1 can be tracked. Progress for these pupils will be tracked using our one point scale
What happens in Year 2 and Year 6?
National curriculum tests
As a result of the new National curriculum in 2014, the Standards and Testing Agency (STA) has changed the tests and how they are assessing the new curriculum. Pupils will take the new tests for the first time in May 2016 in both Key Stage 1 and Key Stage 2.
From 2016, scaled scores will be used to report national curriculum test outcomes.
Scaled scores
Scaled scores are used all over the world. They help test results to be reported consistently from one year to the next. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score on two different tests will have demonstrated the same attainment.
A scaled score of 100 will always represent the 'National standard'. However, due to the small differences in difficulty between tests, the 'raw score' (the total number of correct responses) that equates to 100 might be different each assessment year.
The standards underpinning the scale will be maintained as long as there is no large-scale change to what the tests cover. Once the 'National standard' has been set in summer 2016, the standard in subsequent years will be maintained.
Interpreting scaled scores
A pupil's scaled score will be based on their raw score. The raw score is the total number of marks a pupil receives in a test, based on the number of questions they answered correctly. The pupil's raw score will be translated into a scaled score using a conversion table. A pupil who achieves the 'National standard' will have demonstrated sufficient knowledge in the areas assessed by the tests. This will mean that they are well placed to succeed in the next phase of their education.
If a pupil achieves the 'National standard' this doesn't imply that the pupil has mastered all of the knowledge and skills indicated in the test performance descriptor.
Reporting end of Key Stage results
Following end of Keys Stage 1 and 2 assessment tests, the following information will be reported to parents;
For Reading, Writing and Mathematics, parents will be informed if their child is:
- Working towards the expected standard
- Working at the expected standard
- Working at greater depth within the expected standard
For Science, parents will be informed if their child is:
- Working at the expected standard
For a child to be assessed as 'Working at the expected standard' they will need to have achieved and have evidence of being able to work consistently at all the Key Performance Indicators within the subject. The assessment and reporting arrangements for pupils at the end of Key Stage 2 are slightly different. At the end of Year 6 information will be reported to parents for Reading, Writing and Mathematics.
In Reading, Mathematics and Science parents will be informed if their child is:
- Working at the expected standard
For a child to be assessed as 'Working at the expected standard' they will need to have achieved and have evidence of being able to work consistently at all the Key Performance Indicators within each subject.
In Writing parents will be informed if their child is:
- Working towards the expected standard
- Working at the expected standard
- Working at greater depth within the expected standard
New Key Terminology
- KPI - Key Performance Indicators; these are the statements taken from the national curriculum that identify what a child should be able to do within the curriculum taught.
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Trucking the Gospel Leader's Guide
Four missions experiences on a storying ministry to truck drivers
Location: country of Burkina Faso (West Africa)
Focus verse: Mark 16:20 "And they went out and preached everywhere, the Lord working with them."
Overall message: Christian workers are using a method called Bible storying to share the Gospel. Storying is used in places where many people don't read and where stories are an important part of the people's culture. Kids can learn to witness through storying, too! This method of witnessing is being used by truck drivers who drive through West Africa. Christians have started Bible storying groups and have trained truck drivers to share these stories along their routes.
Before you begin: This resource is a collection of experiences to plug your kids into global missions. We hope you will take the ideas included here and expand your children's view of missions and their role in God's kingdom.
This leader's guide includes plans for four, short missions experiences that can be added to your existing programs or events:
Cultural experience
* Each of these missions experiences is designed to last 10 to 15 minutes.
Prayer experience
Giving experience
* Customize these resources to fit your needs.
Serving experience
* [Note: If you are using the DVD-ROM, all videos and handouts are included. Please follow the directions on the cover to access all files.]
Here is a simple glossary that may be useful to you as you communicate these ideas to children:
Mission(s)–A job God gives a person He has chosen to tell another group of people the Good News about Jesus. The person God sends is called a missionary.
People group—A group of people who share the same language and way of life.
Missionary—A Christian chosen by God who obeys His command to go and tell another group of people the Good News about Jesus. (Preschool version) A Christian chosen by God who obeys and goes to tell another group of people about Jesus.
IMB (International Mission Board)—A group created by Southern Baptist churches in one sacred effort to share Jesus with people around the world who wouldn't otherwise have the opportunity to know and follow Him.
Unless otherwise noted, all Scripture referenced is from the Holman Christian Standard Bible®, Copyright © 2009 by Holman Bible Publishers. All rights reserved. Used by permission.
* Use these as an addition to a weekly meeting or combine for a longer missions focus.
Trucking the Gospel Cultural Experience
Prepare
* Download and print the West Africa map, the Paralyzed man Bible story, the Trucking the Gospel focus verse and the Truck stop signs.
* From the DVD-ROM or kidsonmission.org, prepare to show the Keep on truckin video and play the Paralyzed man Bible story.
* Make at least three copies of the stop signs. If possible, prepare a path around the church with "stops" where children will hear a story. If this is not feasible, tape the truck stop signs around your room.
* Note: You will use the Paralyzed man Bible story for each missions experience in this package.
Introduction
Christians in West Africa teach these stories and train others to tell them. It's a great way to spread the Gospel. Learn a story, and then teach it to someone else! As they tell a story to a trucker, they also teach him to tell that story to someone else at a truck stop. As the trucker travels, he may meet other Christians who teach him another Bible story.
Welcome the kids to a time of learning about West Africa and a way of witnessing called Bible storying. Explain that Christian workers tell stories from the Bible in a way that points to Jesus and leads people to ask questions about faith and the truth of Scripture. Storying is a great way to share the Gospel in places where many people don't read and where stories are an important part of the people's culture.
Where is West Africa?
* Ask a child to point to the country of Burkina Faso on the map.
* Show the West Africa map. Point out the many countries on the truck routes.
* Say that this is one country where missionaries are teaching the stories about Jesus.
* Explain that you will learn more about this country in the next weeks.
Keep on truckin'!
* Say that you are all going to listen to a Bible story, like the truckers do. Then you will travel on a short truck route to practice the story.
* Show the Keep on truckin video.
* Play the Paralyzed man audio story. Tell the kids to listen closely to the way the story is told. It comes from Luke 5 in the Bible.
* Now line up and travel to the first truck stop. Bring a paper copy of the Paralyzed man Bible story with you.
Trucking the Gospel
continued on next page
Trucking the Gospel Cultural Experience
Continued from previous page
* At the first stop, ask the kids what they remember from the story. Use your copy to help them get the story straight. Retell it to them if needed.
* At the third stop, ask for volunteers to tell the story to you. Let the kids work together to tell the story correctly.
* At the second stop, tell them the story again. Pause, where suggested, and ask the kids to tell you what happens next.
* When you return to your room, explain that you will practice this story each week so they will learn it and be able to tell it to others.
* Ask for a volunteer to read the Trucking the Gospel focus verse as you close. Explain that the disciples were faithful to tell others the story about Jesus.
Pray
Thank God for Christians in Burkina Faso and other places in West Africa who are sharing the Gospel through stories.
Trucking the Gospel Prayer Experience
Prepare
* Have a copy of the Paralyzed man Bible story available, or plan to play the audio story again.
* From the DVD-ROM or kidsonmission.org, download and print the West Africa prayer requests and the Truck picture. Provide at least one copy of the truck for each child. Cut the prayer requests into strips and put them into a bag.
Recap
Christians in Burkina Faso and other countries of West Africa are sharing the Gospel with truck drivers by telling Bible stories and teaching them to tell others. Storying is a great way to share the truth of Scripture with people. All they have to do is listen and learn and then tell it to someone else.
Practice the story
* Explain that storying is not about fancy videos or pictures. It's about learning exactly what the Scripture says.
* As kids gather, read them the Paralyzed man Bible story again. Encourage them to listen carefully.
* Allow them a few minutes to repeat the story back to you. Gently correct them if they include something that is not in the story.
Prayer time
* Pause after each one to pray for that request.
* Ask for five volunteers to choose a prayer request from the bag and read it aloud.
* If possible, you might want to use the truck path with stop signs you used in the cultural experience. Walk the path, stop at the signs and ask the volunteers to read the requests.
* Give them a few minutes to color it and write a prayer request on it so that they will remember to pray this week.
* After you have prayed for each request, give each child a truck picture.
* Make sure they take the trucks home as a reminder.
* Encourage them to invite their families to pray with them that the Gospel will spread through West Africa.
Trucking the Gospel Giving Experience
Prepare.
* Download the print the Burkina Faso photos
* From the DVD-ROM or kidsonmission.org, prepare to show the Thanks from Anna video.
* If possible, find or borrow a toy truck to use to collect a missions offering for the next few weeks.
Recap
Christians in Burkina Faso and other countries of West Africa are sharing the Gospel with truck drivers by telling Bible stories and teaching them to tell others. Storying is a great way to share the truth of Scripture with people. All they have to do is listen and learn and then tell it to someone else.
More about Burkina Faso
* Ask for other volunteers to read the captions aloud.
* Ask for volunteers to hold up the Burkina Faso photos.
* What do your kids think it would be like to live in Burkina Faso?
* Ask them why a Christian might choose to live in Burkina Faso or other places in West Africa. (Answers will vary, but make sure that kids understand that as Christians we should be willing to go wherever God asks us to go.)
Meet Anna Farmer*
* She is thanking churches that give to the Lottie Moon Christmas Offering®. This is an offering collected in many Southern Baptist churches to support international workers.
* Tell them they are going to watch a video and meet a woman who has chosen to live in West Africa.
* Play the Thanks from Anna video.
* Explain that Anna also trains West African truck drivers to share stories with people they meet along their trucking routes.
* After the video, emphasize that people willing to give to missions provided the truck that Anna uses to visit villages and share stories from God's Word with the villagers.
* Encourage kids to bring in a missions offering next week. Show them the truck where they can put their offering.
* name changed
* If appropriate in your church, have your children walk around to others in the church with trucks and ask for an offering for missions. Tell them to explain that they have been learning about people who tell truckers about Jesus in West Africa.
continued on next page
Trucking the Gospel Giving Experience
Continued from previous page
Time to practice
* Ask them to practice telling the story.
* Remind the kids that they have been learning the Paralyzed man Bible story.
* Again, remind them to use only what they have heard, as the story comes from Scripture.
* You might need to read this to them again.
Pray
Thank God that we can be a part of His work by giving to support Christian workers.
Trucking the Gospel Serving Experience
Prepare
* Download and print the Trucking the Gospel focus verse, if you haven't already, and the Thomas' song translation.
* From the DVD-ROM or kidsonmission.org, prepare to show the Thomas sings video.
* Provide rubber bands and small pieces of cardboard (like a cereal box) for younger children to make an instrument. (You might also use margarine tubs, books, or tissue boxes to make a simple instrument).
Recap
Christians in Burkina Faso and other countries of West Africa are sharing the Gospel with truck drivers by telling Bible stories and teaching them to tell others. Storying is a great way to share the truth of Scripture with people. All they have to do is listen and learn and then tell it to someone else.
Thomas sings.
* Show the Thomas sings video.
* Explain that Thomas has been hearing Bible stories for more than a year and has decided to follow Jesus.
* After the video, ask for someone to read the translation of Thomas' song
* He makes African instruments like you see in the video and has composed this song about his faith.
* Singing is a good way to share about Jesus!
* Songs are also being written to go with Bible stories, so that truckers can listen to them as they travel along their truck routes.
* Ask if anyone knows a song about a Bible story or a Bible verse.
Sing along
* Play the video again, letting kids play along with their instruments.
* Younger children may enjoy making a simple instrument by putting rubber bands around a cereal box, margarine tub or even a book.
Ready to tell the story
* In small groups or with a partner, let them practice telling the story to each other.
* One last time, tell the Paralyzed man Bible story aloud to the children.
* Read the Trucking the Gospel focus verse together.
* Explain that with God's help, they will be able to tell others this and other stories about Jesus. Trucking the Gospel
Trucking the Gospel Serving Experience
Continued from previous page
* Remind them that they are an important part of God's kingdom and His mission.
Pray
Thank God for kids who are willing to be on mission for Him.
Trucking the Gospel Going Further
More ideas using this theme
* Download and print the Trucking the Gospel parent letter. Give to parents so they can continue talking about this theme as a family.
* Ask your pastor about having a special collection in a Sunday morning worship service. A volunteer child can explain to the congregation what they have learned about storying and workers in West Africa. Other children can use toy trucks to collect this special offering.
* For more on IMB's work with orality strategies around the world, visit oralitystrategies.org.
* Don't forget to visit kidsonmission.org for more activities and KOM experiences you might have missed. Also, like us on Facebook and see how other churches are using KOM.
* Download and print the Tell the Story newsletter. This includes activities on all three missions packages in this release. Use it as an introduction to the 12 Tell the Story experiences or as a review. Make enough copies for each child to have one to take home. | <urn:uuid:d62146c0-baf2-49c2-bc09-c8b4ca39884e> | CC-MAIN-2017-17 | http://mediaassets.imb.org/files/208/20810/Parent_Letter.pdf?medianame=Trucking+the+Gospel+Leader%27s+Guide.pdf&mediatype=attachment | 2017-04-29T17:27:01Z | crawl-data/CC-MAIN-2017-17/segments/1492917123549.87/warc/CC-MAIN-20170423031203-00021-ip-10-145-167-34.ec2.internal.warc.gz | 239,741,732 | 2,740 | eng_Latn | eng_Latn | 0.993416 | eng_Latn | 0.994458 | [
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Lesson 2
Objective: Solve multiplicative comparison word problems by applying the area and perimeter formulas.
Suggested Lesson Structure
Fluency Practice (12 minutes)
[x] Multiply a Number by Itself 4.MD.3 (2 minutes)
Multiply a Number by Itself (2 minutes)
Materials: (S) Personal white board
Note: Multiplying a number by itself helps students quickly compute the areas of squares.
Repeat the process from Lesson 1, using more choral response.
Rename the Unit (4 minutes)
Materials: (S) Personal white board
Note: Renaming units helps prepare students for Topic B.
T: (Project 7 tens = .) Fill in the blank to make a true number sentence using standard form.
S: 7 tens = 70.
Repeat the process for 9 tens, 10 tens, 11 tens, and 12 tens.
T: (Project 17 tens = .) Fill in the blank to make a true number sentence using standard form.
S: (Show 17 tens = 170.)
Repeat with the following possible sequence: 17 hundreds, 17 thousands, 13 tens, 13 hundreds, and 13 thousands.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G4-M3-TE-1.3.0-06.2015
Find the Area and Perimeter (6 minutes)
Materials: (S) Personal white board
Note: This fluency activity reviews Lesson 1.
T: (Project a rectangle with a length of 4 cm and a width of 3 cm.) On your personal white boards, write a multiplication sentence to find the area.
S: (Write 4 cm × 3 cm = 12 square cm.)
T: Use the formula for perimeter to solve.
S: (Write 2 × (4 cm + 3 cm) = 14 cm.)
Repeat the process for a rectangle with dimensions of 6 cm × 4 cm.
T: (Project a square with a length of 2 m.) This is a square. Say the length of each side.
S: 2 meters.
T: On your boards, write a multiplication sentence to find the area.
S: (Write 2 m × 2 m = 4 square m.)
T: Write the perimeter.
S: 2 × (2 m + 2 m) = 8 m.
Repeat the process for squares with lengths of 3 cm and 9 cm.
T: (Project a rectangle with an area of 12 square cm, length of 2 cm, and x for the width.) On your boards, write a division sentence to find the width.
S: (Write 12 square cm ÷ 2 cm = 6 cm.)
Repeat the process for 12 square cm ÷ 4 cm, 18 square cm ÷ 3 cm, and 25 square cm ÷ 5 cm.
Application Problem (6 minutes)
Tommy's dad is teaching him how to make tables out of tiles. Tommy makes a small table that is 3 feet wide and 4 feet long. How many square-foot tiles does he need to cover the top of the table? How many feet of decorative border material will his dad need to cover the edges of the table?
Extension: Tommy's dad is making a table 6 feet wide and 8 feet long. When both tables are placed together, what will their combined area be?
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G4-M3-TE-1.3.0-06.2015
Note: This Application Problem builds from 3.MD.5, 3.MD.6, and 3.MD.8 and bridges back to the Concept Development of Lesson 1, during which students investigated and used the formulas for the area and perimeter of rectangles.
Concept Development (32 minutes)
Materials: (T) Chart of formulas for perimeter and area from Lesson 1 (S) Personal white board, square-inch tiles
Problem 1: A rectangle is 1 inch wide. It is 3 times as long as it is wide. Use square tiles to find its length.
T: Place 3 square-inch tiles on your personal white board. Talk to your partner about what the width and length of this rectangle are.
S: (Discuss.)
T: I heard Alyssa say that the width is 1 inch and the length is 3 inches. Now, make it 2 times as long. (Add 3 more square tiles.) It's now 6 inches long. Three times as long (add 3 more tiles) would be 9 inches. Using the original length of 3 inches, tell your partner how to determine the current length that is three times as many.
S: I multiply the original length times 3. Three times as long as 3 inches is the same as 3 times 3 inches.
Repeat using tiles to find a rectangle that is 3 inches wide and 3 times as long as it is wide.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G4-M3-TE-1.3.0-06.2015
Problem 2: A rectangle is 2 meters wide. It is 3 times as long as it is wide. Draw to find its length.
T: The rectangle is 2 meters wide. (Draw a vertical line and label it as 2 meters.)
T: It is 3 times as long as it is wide. That means the length can be thought of as three segments, or short lines, each 2 meters long. (Draw the horizontal lines to create a square 2 meters by 2 meters.)
T: Here is the same length, 2 times as long, 3 times as long. (Extend the rectangle as shown.) What is the length when there are 3 segments, each 2 meters long?
S: 6 meters.
T: With your partner, draw this rectangle and label the length and width. What is the length? What is the width?
S: The length is 6 meters, and the width is 2 meters.
T: What is the perimeter? Use the chart of formulas for perimeters from Lesson 1 for reference.
NOTES ON MULTIPLE MEANS OF ACTION AND EXPRESSION:
S: Doubling the sum of 6 meters and 2 meters gives us 16 meters.
T: What is the area?
S: 6 meters times 2 meters is 12 square meters.
Repeat with a rectangle that is 3 meters long and 4 times as wide as it is long.
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This file derived from G4-M3-TE-1.3.0-06.2015
Ease the task of drawing by offering students the choice of tracing the concrete tiles. Alternatively, reduce the small motor demands by providing a template, grid paper, or computer software for drawing.
Problem 3: Solve a multiplicative comparison word problem using the area and perimeter formulas.
Christine painted a mural with an area of 18 square meters and a length of 6 meters. What is the width of her mural? Her next mural will be the same length as the first but 4 times as wide. What is the perimeter of her next mural?
Display the first two statements of the problem.
T: With your partner, determine the width of the first mural.
S: The area is 18 square meters. 18 square meters divided by 6 meters is 3 meters. The width is 3 meters.
T: True. (Display the last two statements of the problem.) Using those dimensions, draw and label Christine's next mural. Begin with the side length you know, 6 meters. How many copies of Christine's first mural will we see in her next mural? Draw them.
S: Four copies. (Draw.)
T: Tell me a multiplication sentence to find how wide her next mural will be.
S: 3 meters times 4 equals 12 meters.
T: Finish labeling the diagram.
T: Find the perimeter of Christine's next mural. For help, use the chart of formulas for perimeter that we created during Lesson 1.
S: 12 meters plus 6 meters is 18 meters. 18 meters doubled is 36 meters. The perimeter is 36 meters.
Problem 4: Observe the relationship of area and perimeter while solving a multiplicative comparison word problem using the area and perimeter formulas.
Sherrie's rectangular garden is 8 square meters. The longer side of the garden is 4 meters. Nancy's garden is twice as long and twice as wide as Sherrie's rectangular garden.
Display the first two statements.
T: With your partner, draw and label a diagram of Sherrie's garden.
S: (Draw and label Sherrie's garden.)
T: What is the width of Sherrie's garden?
S: Two meters because 8 square meters divided by 4 meters is 2 meters.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G4-M3-TE-1.3.0-06.2015
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NOTES ON MULTIPLE MEANS OF ENGAGEMENT:
English language learners may benefit from frequent checks for understanding as the word problem is read aloud. Explain how the term square meters denotes the garden's area. Instead of twice, say two times. Use gestures and illustrations to clarify the meaning. In addition, after students discover the relationship between area and perimeter, challenge them to explore further. Ask, "If you draw another rectangle with a different length, will a similar doubling of the perimeter and quadrupling of the area result?"
T: (Display the next statement.) Help me draw Nancy's garden. Twice as long as 4 meters is how many meters?
S: 8 meters.
T: Twice as wide as 2 meters is how many meters?
S: 4 meters.
T: Draw Nancy's garden and find the perimeters of both gardens.
S: (Draw and solve to find the perimeters.)
T: Tell your partner the relationship between the two perimeters.
S: Sherrie's garden has a perimeter of 12 meters. Nancy's garden has a perimeter of 24 meters. The length doubled, and the width doubled, so the perimeter doubled! 12 meters times 2 is 24 meters.
T: If Sherrie's neighbor had a garden 3 times as long and 3 times as wide as her garden, what would be the relationship of the perimeter between those gardens?
S: The perimeter would triple!
T: Solve for the area of Nancy's garden and the neighbor's garden. What do you notice about the relationship among the perimeters and areas of the three gardens?
S: Nancy's garden has an area of 32 square meters. The neighbor's garden has an area of 72 square meters. The length and width of Nancy's garden is double that of Sherrie's garden, but the area did not double. The length is doubled and the width is doubled. 2 times 2 is 4, so the area will be 4 times as large. Right, the area quadrupled! I can put the area of Sherrie's garden inside Nancy's garden 4 times. The length and width of the neighbor's garden tripled, and 3 times 3 is 9. The area of the neighbor's garden is 9 times that of Sherrie's.
Create a table to show the relationship among the areas and perimeters of the three gardens.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G4-M3-TE-1.3.0-06.2015
Problem Set (10 minutes)
Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some problems do not specify a method for solving. Students should solve these problems using the RDW approach used for Application Problems.
Student Debrief (10 minutes)
Lesson Objective: Solve multiplicative comparison word problems by applying the area and perimeter formulas.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.
Any combination of the questions below may be used to lead the discussion.
[x] Discuss the relationship between the area of an original rectangle and the area of a different rectangle whose width is 3 times as long as it was to start with.
[x] Discuss the relationship between the perimeters of the sandboxes in Problem 4.
[x] For Problem 4(e), why isn't the area twice as much if the length and width are twice as much?
[x] What conclusion can you make about the areas of two rectangles when the widths are the same but the length of one is twice as much as the length of the other?
[x] What conclusion can you make about the areas of two rectangles when the length and width of one rectangle are each twice as much as the length and width of the other rectangle?
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This file derived from G4-M3-TE-1.3.0-06.2015
[x] What significant math vocabulary did we use today to communicate precisely?
[x] How did the Application Problem connect to today's lesson?
Exit Ticket (3 minutes)
After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with assessing students' understanding of the concepts that were presented in today's lesson and planning more effectively for future lessons. The questions may be read aloud to the students.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G4-M3-TE-1.3.0-06.2015
Name
Date
1. A rectangular porch is 4 feet wide. It is 3 times as long as it is wide.
a. Label the diagram with the dimensions of the porch.
b. Find the perimeter of the porch.
2. A narrow rectangular banner is 5 inches wide. It is 6 times as long as it is wide.
a. Draw a diagram of the banner, and label its dimensions.
b. Find the perimeter and area of the banner.
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This file derived from G4-M3-TE-1.3.0-06.2015
40
3. The area of a rectangle is 42 square centimeters. Its length is 7 centimeters.
a. What is the width of the rectangle?
b. Charlie wants to draw a second rectangle that is the same length but is 3 times as wide. Draw and label Charlie's second rectangle.
c. What is the perimeter of Charlie's second rectangle?
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This file derived from G4-M3-TE-1.3.0-06.2015
4. The area of Betsy's rectangular sandbox is 20 square feet. The longer side measures 5 feet. The sandbox at the park is twice as long and twice as wide as Betsy's.
a. Draw and label a diagram of Betsy's sandbox. What is its perimeter?
b. Draw and label a diagram of the sandbox at the park. What is its perimeter?
c. What is the relationship between the two perimeters?
d. Find the area of the park's sandbox using the formula A = l × w.
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This file derived from G4-M3-TE-1.3.0-06.2015
42
e. The sandbox at the park has an area that is how many times that of Betsy's sandbox?
f. Compare how the perimeter changed with how the area changed between the two sandboxes. Explain what you notice using words, pictures, or numbers.
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This file derived from G4-M3-TE-1.3.0-06.2015
43
Name
Date
1. A table is 2 feet wide. It is 6 times as long as it is wide.
a. Label the diagram with the dimensions of the table.
b. Find the perimeter of the table.
2. A blanket is 4 feet wide. It is 3 times as long as it is wide.
a. Draw a diagram of the blanket, and label its dimensions.
b. Find the perimeter and area of the blanket.
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This file derived from G4-M3-TE-1.3.0-06.2015
44
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
1. A rectangular pool is 7 feet wide. It is 3 times as long as it is wide.
a. Label the diagram with the dimensions of the pool.
b. Find the perimeter of the pool.
2. A poster is 3 inches long. It is 4 times as wide as it is long.
a. Draw a diagram of the poster, and label its dimensions.
b. Find the perimeter and area of the poster.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G4-M3-TE-1.3.0-06.2015
3. The area of a rectangle is 36 square centimeters, and its length is 9 centimeters.
a. What is the width of the rectangle?
b. Elsa wants to draw a second rectangle that is the same length but is 3 times as wide. Draw and label Elsa's second rectangle.
c. What is the perimeter of Elsa's second rectangle?
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G4-M3-TE-1.3.0-06.2015
4. The area of Nathan's bedroom rug is 15 square feet. The longer side measures 5 feet. His living room rug is twice as long and twice as wide as the bedroom rug.
a. Draw and label a diagram of Nathan's bedroom rug. What is its perimeter?
b. Draw and label a diagram of Nathan's living room rug. What is its perimeter?
c. What is the relationship between the two perimeters?
d. Find the area of the living room rug using the formula A = l × w.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G4-M3-TE-1.3.0-06.2015
e. The living room rug has an area that is how many times that of the bedroom rug?
f. Compare how the perimeter changed with how the area changed between the two rugs. Explain what you notice using words, pictures, or numbers.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
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A PLEA TO RESTORE READING AS A SPOKEN ACTIVITY
By Raymond E. Laurita
(Reprinted from The NEW YORK TIMES, September 28, 1986)
Anyone seeking to better understand why so many of our brightest young people are turned off by reading and turn instead to the immediate and more basic sensory gratification offered by rock videos and inane films about college food fights, need only attend a church service where both young and old take turns at reading. It is rare indeed to find anyone under 40 who can deliver the words clearly and accurately.
What one hears from the mouths of these young representatives of our educational system are the resonating and disastrous effects of changes instituted a mere generation or two ago.
At some point in time, the adults responsible for educational policy decided that because mature reading eventually became an unspoken and unvoiced activity, the most efficient method for teaching the young about our magnificent English language was to put the horse before the cart and literally force them, almost from the outset, to "read silently." No one knows just how speech sounds are suppressed during reading to the point where the activity appears to eventually become unvoiced and unspoken. What is known, however, is that reading was taught and learned for several millennia as a spoken and voiced activity. It is only in the recent past that younger and younger children began to be taught about the wonders of our language as though they were deaf.
What this teacher also knows is that when my own career began about 30 years ago, children in rural, and even in some urban schools in which I taught, were still being taught almost exclusively through oral reading procedures. Such instruction resulted in the development of independence and fluency in both reading and writing, far earlier and with far greater success than presently occurs as this unproven and totally unscientific idea of enforced silence continues to contribute to the production of ever-growing numbers of illiterates.
These opinions come from one who has been intimately involved with this ever-growing population of symbolic illiterates for more than three decades, both in and out of the public schools. Most of my days and nights over that period have been spent trying to understand the causes of the utter devastation confronting me each day as children and adults from all levels of society sat before me unable to read, write or understand their own spoken language after it was placed on paper.
I have watched as the problem has finally been recognized as an impending national disaster, a recognition triggered by the growing presence of more and more children of the middle and upper classes counted among its victims. A society that prides itself on getting things done through the successive application of complex new technologies simply cannot survive with a population of citizens unable to perform any but the most menial and unskilled forms of labor — in short, those forms that are available to symbolic illiterates.
What has occurred over that period on the human level is mirrored in the materials used to instruct the young. Introducing small children to the wonders of language has regressed from using procedures that allowed them to hear the sounds and cadences of their own spoken language through the use of poetry written by poets, stories and fairy tales written by writers, and even the Bible - all of them read aloud to children by the adults around them - to an adultcentered attempt to have them learn about that same language by first developing isolated
"recognition skills" and then practicing these isolated fragments of language by silently reading the stories appearing in their innocuous primers - books lacking any literary merit. In one of these "exciting" storybooks that I particularly remember, two absolutely unreal children are pictured standing behind Father as he mysteriously cuts a hole in the fence separating two suburban backyards. The "suspense" heightens until the children realize that Father has been making, you guessed it, a gate, so the kids (always referred to as the "children"), won't have to go all the way to the end to retrieve the toys that have errantly found their way next door.
Now I ask you, does this sound like the stuff of life that real people are exposed to each day, especially when the characters utter such inanities as, "Oh, look! Oh, look! Father has made a gate!" It doesn't even sound like English when it is pronounced aloud - imagine what it sounds like when it must be read silently.
The teacher-writers who were enlisted to revise and rewrite the classics according to the artificially designated "grade level" of the readers who would use them, somehow managed the seemingly impossible result of making even Robinson Crusoe sound like an illiterate nerd. The following excerpt comes directly from Defoe's classic after transcription for poor reading youngsters:
"He said again that he did not want to kill all the men, just the two men who had started the trouble, but those two we must surely kill because if they were to get away and come back to the ship, they would come back with guns and every man on her and we would lost."
The use of such drivel to stimulate interest in reading has failed totally in accomplishing the desired miracle of teaching children to associate the print squiggles appearing on the page with the noise squiggles entering the ear, so they can be reunited and recognized at some level of meaning.
Through the use of unproved theories involving such ideas as "basic word lists," "grade-level readers" and more recently, through the establishment of supposedly sure-fire sequences of "behavioral objectives," we were all lulled into an acceptance that some level of scientific validity underlay all this educational gobbidygook. The use of clever advertising techniques created the illusion that the developers of reading programs were not "guessing" about the language process.
All of us were presented with a kind of intellectual fait accompli, one that proclaimed that children who first learned the "core" or "basic" vocabulary found in the endless series of primers associated with various publishers' reading programs, would be freed from the drudgery of having to learn the "how" of unlocking words, through the use of time-tested and proven procedures.
Because of their lack of independent decoding skill, children taught this way were denied access to anything but their sacred primers and prevented from using the oral feedback they had found so useful during the earlier development of speech by learning from the sounds being emitted from their own and others' mouths.
The truth is that no one, and I mean no one, knows how any individual learns to read. And yet, it is an activity that is disarmingly simple for those individuals lucky enough to develop fluency by utilizing the brain's unconscious capacity to make speech-print interconnections during the first days and weeks of instruction, or even before at the knee of a parent who gently reads to them and explains the words appearing in "Winnie the Pooh," or "Curious George" or even the Bible.
Making a connection between teen-age pregnancy, welfare mothers and cultural deprivation might be easy here, if it were not for the fact that the population of poor and nonreading children now extends to the schools filled with the children of the affluent.
What is the solution? Simple. Stop trying to teach children about words before providing them with a reason for wanting to look at them and know about the wonders they contain. First things need to be put first and children must be cajoled, encouraged, led, dragged into making the connection uniting those abstractions on the page before them and their own interior voice, the one that any parent who watches can recognize as those same children talk with imaginary friends or their teddy bears.
We adults can no longer hear the answers coming from these friendly and familiar voices of infancy, but they can. The mystery of reading occurs precisely in the same way and once the connection is made, those friendly voices forever more come from the words appearing on the pages of books.
The curse of silent reading forced upon the child too soon remains throughout a. lifetime for those who are not helped to learn how to "hear" word sounds at the interior level of word process. Restoring the magical capacity to instantaneously associate external meanings with the drab letters contained in a book becomes more difficult with each passing day, week, month, that this distinctly human capacity lies dormant. Let's stop denying the joy to so many children that comes with this associative leap. The sooner we learn that the ability to perform this indescribably unique act is not the inevitable end result of teaching per se, but rather an unconscious result of an overpowering need on the part of the learner to extend the power of speech to the external representation of that speech, the sooner we will bring sanity back to instruction.
Print, which is really only an initial ability to project the spoken word to a more permanent medium, should be heard first. Only after the transfer is made and practiced joyfully for a long time should the child be required to internalize his own voice so it can be heard "silently," as his eyes scan the letters that make up the words of his books. Words on a page, divorced from their oral associates, are just that - words.
Note by Internet Publisher, Donald Potter May 28, 2004
Mr. Laurita's brief but important article was scanned, and published on the Education Page of the www.donpotter.net web site on May 28, 2004, with permission from the author. I am sad to report that Mr. Laurita closed his web site and ceased selling his materials Online in June 2006. Nevertheless, I am continuing to keep his essays available on my web site. I am also working to publish as many of Mr. Lurita's valuable books and instruction materials as possible in order to help educators to become aware of the valuable of the Orthographic Structualist viewpoint for improving reading and language instruction.
This article has become more valuable to me over the years since I first read it. I often ask my tutoring students if their teachers are aware that they have trouble reading. Practically all of them tell me that their teachers don't know how they read because they never are called to read in class. This is a great puzzle to me, but it must be true because the teachers themselves often seem unaware that the students even have a problem. Many poor readers with good attention span and determination can manage a passing grade on silent comprehension test in spite of the fact that their oral reading is less than desirable. Truth be told even their comprehension suffers, although carefully designed tests which favor guessing mask the fact. I have even had a very popular fourth grade teacher tell me that many of her worst readers were her best students because they could pass the silent comprehension tests. This was in reponse to my attempt to help the teacher underestand that a student was reading by guessing from a context base of memorized sightwords. The girl would confuse words like, fog-frog, squeal-squirrel, lion-loin, launch-lunch, etc. The teacher actually thought this was normal! Ray's essay bears careful consideration.
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Uranium (Nuclear)
Uranium is a mineral found in rocks in the ground. Uranium is nonrenewable. We can't make more. There is plenty of uranium in many parts of the world. We split uranium atoms to release energy.
Atoms
Everything is made of atoms. Stars, trees, horses, air— all are made of atoms. Atoms are tiny, tiny particles.
Every atom is made of even smaller particles. In the center of an atom is the nucleus. It has protons and neutrons in it. Moving around the nucleus are electrons.
PROTON
NEUTRON
NUCLEUS
ELECTRON
The number of protons tells us what kind of atom it is. So far, more than 100 different atoms have been found. You haven't heard of some of them. There are some you do know. Hydrogen is a gas—every atom of hydrogen has one proton. Oxygen has eight, tin has 50, and uranium has 92.
Nuclear Energy
There is energy stored in the nucleus of an atom. It is called nuclear energy. It holds the atom together. To use this energy, we have to set it free. There are two ways to free the energy in atoms.
The first way is to combine atoms to make a new atom. This is called fusion. The energy from the sun comes from fusion. Inside the sun, small hydrogen atoms combine to make larger helium atoms. Helium atoms don't need as much energy to hold them together. The extra energy is released as light and heat.
Fission
Another way to free the energy in atoms is to split them apart. We can split one atom into two smaller atoms. This is called fission. The two smaller atoms don't need all the
The splitting of the nucleus of an atom into nuclei of lighter atoms, accompanied by the release of energy.
Neutron
Neutron
Neutron
Uranium
235
Lighter
Element
Lighter
Element
+ Energy
Atom Splits
energy that held the larger atom together. The extra energy is released as heat and
26
radiation.
Elementary Energy Infobook
We Use Nuclear Energy Every Day
Nuclear power plants use fission to make electricity. Atoms of uranium are split into two smaller atoms. The extra energy is released as heat. This heat is used to make electricity.
Nuclear power is clean since no fuel is burned to pollute the air. And uranium is a cheap fuel. Right now, about 19 percent of our electricity comes from splitting atoms of uranium in nuclear power plants.
Radiation Can Be Dangerous
During fission, heat isn't the only energy that is released. Rays of energy, like x-rays, are also given off. These rays of energy, called radiation, can be dangerous in large amounts. Radiation is everywhere. It comes from the sun and older TV sets, and even some rocks. When we break a bone or have cancer, radiation is used to help heal us. Small amounts of radiation from older TVs and x-ray machines are not dangerous.
Large amounts of radiation can kill our cells and poison our food and water. Power plants are very careful to keep radiation from escaping. The power plants in the United States are required to follow rules to keep their employees and their communities safe.
Used Nuclear Fuel is a Challenge
The fuel from nuclear power plants produces radiation for a long time. After the fuel is used, it still is radioactive—it gives off radiation. It can't be put into a landfill. It must be carefully stored.
Some people don't think we should use nuclear energy. They think the radiation is too dangerous.
Other people think nuclear energy is a clean, safe way to make electricity.
Image courtesy of U.S. Nuclear Regulatory Commission Pacific Gas and Electric's Diablo Canyon Nuclear Power Plant in California.
©2016 The NEED Project 8408 Kao Circle, Manassas, VA 20110 1.800.875.5029 www.NEED.org
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7th Grade Supply List
Earbuds
3 packages of wideruled, loose leaf paper
Red pen
Pencils (minimum of 12 for the year)
1.5" binder
½ " binder
1 packet of dividers for binder prefer ones that have folders in dividers pencil pouch to go in binder
Fine point dry erase markers (minimum of 3 for the year)
Post It Notes 3x3
2 boxes of Kleenex
Calculator (basic 4function or optional scientific calculator)
Swim trunks for boys, onepiece swimsuit for girls
8th Grade Supply List
Earbuds
3 packages of wideruled, loose leaf paper
Black or blue pens
Red pen
Pencils (minimum of 12 for the year)
1.5" binder
½ " binder
1 packet of dividers for binder prefer ones that have folders in dividers
Pencil pouch to go in binder
Highlighter
Fine point dry erase markers (minimum of 3 for the year)
2 boxes of Kleenex
Scientific calculator
2 packs of 3x5 index cards
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Bank of Japan
Financial Education in Japan: Challenges Presented by the Aging Population and Declining Birthrate
Special Address at the ADBI-Japan-OECD High-Level Global Symposium in Tokyo
Kikuo Iwata
Deputy Governor of the Bank of Japan
Introduction
Good morning, ladies and gentlemen. I am Kikuo Iwata from the Bank of Japan. I am most pleased to have all of you here in Tokyo, to discuss financial education. I believe that sharing the insight and knowledge gained by some countries will benefit participants from other ones. I would like to thank the organizers and all involved.
The Bank of Japan serves as the secretariat of the Central Council for Financial Services Information, which promotes financial education in Japan. As a member of the council, I feel that financial education has become increasingly important worldwide, particularly after the recent global financial crisis. I also think that country-specific factors and historical background have had considerable influence.
Today, I would like to talk about financial literacy in Japan, including the current situation, challenges, and issues in promoting financial education. The country has been undergoing demographic changes, particularly of the aging population and declining birthrate. Indeed, it is aging more rapidly than most countries. I hope that our experience with addressing these financial literacy matters will offer you some insight.
I. Need for Financial Literacy Arising from Demographic Changes
An aging population and declining birthrate represent the greatest social and economic issues in Japan. The average life expectancy is 80 years for men and 86 years for women, and the population's longevity is one of the highest in the world. Over the past six decades, life expectancy has increased by more than 20 years for both men and women. While we should welcome the increase, maintaining one's living standard over a longer retirement period has become a crucial issue. In addition, with the declining birthrate, the proportion of people aged 65 years and older is expected to rise to nearly 30 percent by 2020. Considering the large burden borne by the working-age generations, the role of public pensions will become smaller.
In other words, each individual's efforts to achieve financial independence in their retirement period have become more important. Encouraging elderly people to work longer is one important factor, but so is improving financial literacy. Starting lifetime planning while still young and reserving assets for retirement will help.
II. Changes in Financial Behavior and Challenges Presented by the Aging Population and Declining Birthrate
The need for improved financial literacy is gradually taking hold in Japan. In the council's survey, we ask about the "purpose of holding financial assets." The reply chosen most often had long been "preparation for illness and unexpected emergency." But in 2013, this changed for the first time in its 60-year history to "funds for life during my retirement period." This is symbolic for Japan, which has a well-developed public pension system.
The financial behavior of Japanese people has changed accordingly. Households' financial assets 1 have increased by around 20 percent over the last decade; that is, the period before and after the global financial crisis. Notably, the amount held by people aged 60 years and older has reached 25 million yen per household. This is almost the same level as the "target amount of funds you regard as necessary" in the survey. Financial assets are being accumulated to ensure a stable living standard over an individual's retirement period.
However, there are worrisome signs that financial literacy associated with lifetime planning has been undermined.
As I mentioned earlier, households' financial assets have been growing. However, at the same time, the number of households that do not have such assets has been increasing recently. This trend has been observed in a wide range of income groups, including the high-income group. The backgrounds to this are varied, and problems related to financial literacy represent one of the factors. One example is a weaker awareness of the importance of lifetime planning.
1 The financial assets here are financial instruments, including bank deposits and postal savings, that are held for investment or reserved for future use. Funds held for business purposes and daily use are excluded.
There are various concerns regarding children as well. In this affluent society that is undergoing demographic changes and rapid progress in technology, children could lose their sense of the value of money. For example, we have the so-called "six pocket problem." This refers to a phenomenon in which a child is indulged with money given by the parents and grandparents of both the father and mother. Another is the "invisible money problem"; that is, a situation in which a child does not feel that they actually paid a price for something, given the increasing use of electronic money. In both cases, children have fewer opportunities to realize, through the first-hand experience of using physical money, that there are limits to the money we can spend.
We must keep up with these developments, as lifestyles and values have become diverse and everyday life is more dependent on and convenient with technology. However, we still need to understand that there are limits to the goods we can own and the money we can spend, so as to make sure that we make appropriate choices on daily consumption, financial transactions, and lifetime planning. We need to be aware of significant financial literacy factors -- namely, the scarcity of money and resources as well as lifetime planning. Creating such awareness through financial education is challenging, but we cannot avoid this task.
Another issue that warrants attention is the rapid increase in financial fraud targeted at elderly people. I feel very sorry for the victims of such crimes. At the same time, the increase in financial fraud suggests that we need to strengthen the financial literacy of elderly people. The victims of financial fraud might have been caught off-guard. If they had had a little more financial literacy, they might not have been deceived. On the basis of our survey, we deem that elderly people generally have more confidence in their own financial literacy compared to other age groups. But in fact, they tend to have insufficient literacy. We should close the gap between high confidence and low literacy.
We need to check and control daily payments, manage portfolios in line with lifetime plans, and always confirm the points to check when concluding a contract. Enhancing financial literacy in this way will be effective in guarding against financial fraud and, at the same time, for developing efficient asset formation.
III. Initiatives Taken in Japan
In 2013, Japan's Financial Services Agency compiled a report that showed the future direction of financial education, drawing on the experience of the global financial crisis. It proposed to emphasize literacy for financial behavior and focus on the basics of financial literacy to make it easier to learn. Based on this report, our council has been working to set standards and specify the contents of financial education by age group, and has formulated the Financial Literacy Map. 2
The council also provides easy-to-understand teaching materials, pamphlets, and DVDs in cooperation with financial industry groups and other relevant organizations. In particular, we have pamphlets for middle-aged and elderly people, who must consider how to maintain their living standard over their retirement period as an immediate, practical issue. In cooperation with relevant organizations, the council also gives lectures to university students that place emphasis on fostering decision-making ability. Through these activities, it has been promoting more effective financial education for working-age generations to prepare them for later years.
In fiscal 2005, our council launched a campaign that aims to improve financial education at schools. It has developed the contents of such financial education by age group. The council also provides various teaching materials, including practical teaching cases for school children.
Indeed, to promote financial education activities more effectively, it is important to provide necessary information to people who are not interested in lifetime planning. It is also necessary to devise ways of encouraging them to take appropriate actions so as to maintain lifetime financial independence. These are difficult tasks, but it is vital to make people understand, through easy-to-understand and accessible means, that financial literacy reduces risks in their future lives. It is also essential to communicate to the public in a more effective manner by using behavioral economics insights.
2 Available only in Japanese.
Conclusion
The Bank of Japan will continue to promote financial education through the activities of the council. We will maintain close cooperation with the Financial Services Agency and
relevant organizations. Through our efforts, we hope that Japanese people can continue to live stable, affluent lives despite the aging population and declining birthrate.
I would like to conclude my speech by expressing our commitment to stronger cooperation with those of you who have gathered here today from the OECD and various countries
around the world.
Thank you for your kind attention.
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CONGRATULATIONS ON YOUR NEW KITTEN!
New Pet Owner's Guide for Kitten
If you are a new pet owner, there are many questions you may have. Hopefully this guide will help. If you have any additional questions, please don't hesitate to ask.
New Kitten Wellness Examination
Our veterinarians at Eagle Animal Hospital would like to develop a specific and appropriate vaccination protocol for your new kitten. With many vaccinations available our staff will be able to tailor a protocol to keep your pet healthy without over-vaccinating your new family member.
Core Vaccinations
1. Panleukopenia (Given between the ages of 6-16 weeks in intervals of 3 weeks. Kittens should be given a 1 year booster, then every 1 to 3 years.)
2. Herpesvirus-1/Calicivirus (Given between the ages of 6-16 weeks in intervals of 3 weeks. Kittens should be given a 1 year booster, then every 1 to 3 years.)
3. Rabies (One dose administered as early as 3 months of age. Kittens should be given a 1 year booster, then every 1 to 3 years. )
Optional Vaccinations
1. Leukemia virus (FeLV)
2. Immunodeficiency virus (FIV)
3. Chlamydophilosis
4. Bordetellosis
5. Feline Infectious Peritonitis (FIP)
6. Giardia
Intestinal parasites
Intestinal parasites are common in kittens. Most kittens acquire roundworms from their mother when they are born. The Center for Disease Control recommends 2-4 fecal examinations during the first year, accompanied by appropriate de-worming. People can contract roundworm infections though direct contact with infected feces. This can happen through contaminated soil, sand, and plant life.
Parasite Control
(Heartworm Preventative & Flea/Tick Control)
Heartworm disease is a very serious condition that can cause lung damage and heart failure. We have known for many years that dogs are very susceptible to heartworm infections, but recently we have also realized that cats can be affected as well. While they are not the normal host for the parasite, and therefore not at the same risk as a dog, they can develop clinical signs and even die suddenly from the disease.
CONGRATULATIONS ON YOUR NEW KITTEN!
Heartworm disease is transmitted by mosquitoes. The immature worms develop into adults whilst traveling in the bloodstream to the heart and lungs. Signs of disease can range from nothing to coughing and difficulty breathing.
Because infection can be very difficult to diagnose and treatment is only aimed at calming the clinical signs, prevention is key. Fortunately, heartworm preventatives are readily available and inexpensive in both oral and topical forms. They should be given each month, at the same time every month, year-round.
Not only do they prevent against heartworm disease, most heartworm preventatives also protect against major intestinal parasites. Therefore, you can think of it as an extremely safe and effective comprehensive deworming every month.
Flea and tick control is extremely important in the Midwest. Monthly administration is recommended. These products are extremely safe and can prevent significant dermatologic diseases.
Eagle Animal Hospital recommends the following products:
- Revolution® (prevents heartworms, intestinal parasites, fleas, and ear mites)
- Advantage® (prevents fleas)
- Frontline® Plus (prevents fleas and ticks)
- Interceptor® (prevents heartworms and intestinal parasites)
Training
Socialization begins as early as 3 weeks and continues through to about 9 weeks of age. This is the term used to define the time that the kitten will learn appropriate behaviors and about its physical environment. This is much sooner than a dog, so it is important to start acclimating them to nail trims, tooth brushing, grooming, and handling at an early age.
Typically, housetraining a kitten requires minimal effort. Initially, the kitten should be confined to a small area with an appropriate sized litterbox and only one type of loose substrate available. Kittens, like dogs, will need to eliminate after they eat, sleep, and play. At those times, place the kitten in its litterbox and praise him/her for elimination. A kitten does not need to be confined continuously, but should be supervised to prevent accidents and frequently brought back to the appropriate elimination location.
It is important to maintain good litterbox hygiene. Ideally, the litter box should be scooped daily and changed weekly. It is recommended that there be one litter box for each cat plus one more, strategically located in areas of the house that the cat frequently visits.
Spaying/Neutering
We recommend that all cats be spayed or neutered at around 5-6 months of age.
Spaying a female cat prior to her first heat cycle decreases her risk of developing breast cancer by over 90%. It also eliminates the possibility that she will have an unwanted litter of kittens or a uterine infection. It is not true that a female cat will be a better pet if you let her have a litter.
CONGRATULATIONS ON YOUR NEW KITTEN!
Neutering a male cat can help to decrease some of the less desirable behaviors (marking, wandering, +/- aggression). Intact males are also at an increased risk for some other health concerns, including testicular tumors.
Declawing
Clawing and scratching are normal behaviors for a cat and they will find a place to do this activity. For them, it is a way to mark their territory and leave a "message".
If you do not want to declaw your cat there are many products available to try and prevent unwanted scratching behavior. The best situation is to provide appropriate places for them to scratch. This means scratching posts located in prominent locations in the house. Alternatively, there are temporary claw covers available to protect your drapes and furniture.
However, you may ultimately decide that your kitten needs to be declawed. This procedure is best done when they are young, the earliest being 5 months of age. For male cats, this can be done at the same time as the neuter, but for female cats, it is recommended that it be done 4 weeks apart from the spay. We do not advocate removing all four sets of claws unless there are special circumstances.
Microchipping
A microchip is a small implant just under the skin between the shoulders. It contains a unique identification number that can be recognized by a special scanner available at every animal clinic and shelter. This number is placed in a registry maintained by the manufacturer of the chip and is linked to your name and address.
It is a great way to feel secure that your pet can be identified if they accidentally escape your care and are found without identification tags. This procedure can be done at any visit but is most frequently done at the time of their spay/neuter surgery. | <urn:uuid:ca0f1f77-e2be-451d-9204-e358dc97408f> | CC-MAIN-2017-17 | http://eagleanimalhospital.com/pdf/New_Pet_Kitten.pdf | 2017-04-29T17:41:42Z | crawl-data/CC-MAIN-2017-17/segments/1492917123549.87/warc/CC-MAIN-20170423031203-00027-ip-10-145-167-34.ec2.internal.warc.gz | 113,686,501 | 1,460 | eng_Latn | eng_Latn | 0.998295 | eng_Latn | 0.998597 | [
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Easy Read Guide to Coming Out of Lockdown
The lockdown rules changed on 19 th July 2021
Boris said all restriction will end.
It may take a while for Covid to go away and sometimes it is hard to know what to do.
This easy read guide will give you ideas on how to come out of lockdown and feel OK.
Masks
The rules have changed. You do not have to wear a mask when you are out. You may feel safer wearing a mask if you want to.
Some places you will still need to wear a mask are:
* In Supermarkets
* Transport for London
* Health services like doctors and hospitals.
If you can not wear masks because of your disability you can get an exempt card, this will show people that you do not have to wear a mask.
You can get an exempt cards from Transport for London or The Government Website.
Some big supermarket have a flower lanyard to wear around your neck.
You can get them from Customer Service for free
The Flower Lanyard website. You will need to pay for them.
Social Distancing
You do not need to follow social distancing rules, but you may not want to get too close to people even if they are your friends and family.
* What you can do:
* Meet people outside.
* You do not have to say "Yes" to every invitation.
* Take things slowly
* Tell people if you feel worried meeting up or going out
* Go for a socially distance walk
* Take 1 day at a time
* Tell your family and friend not to get too close if you are uncomfortable.
* If you feel uncomfortable too close to strangers try to move away.
Transport
You may feel scared or worried if you have not been on transport during the lockdown. If you are worried when you are travelling on transport talk to people that work there.
* What you can do to feel safe:
* Travel at a less busy time – think about the times you travel.
* Sit by the driver
* Wear a mask
* Use hand sanatiser when you get off the transport
* Wash your hands when you get home
* Do not sit too close to people
* Some people may feel better standing up
* If you do not feel comfortable with someone sitting next to you sit on the outside seat
Going Out
Some places you can book before you go. Make sure you know the booking rules before going out.
* You can usually book by phone or online.
* Go out in a less busy times
* Make sure you have hand sanitise with you
* Bring extra masks with you
* You may feel safer paying by bank card
* If you cough or sneeze when you are out, use a tissue then throw it away in the bin and use hand sanitiser after
* Be aware of your surrounding when you go out
* Work, School or College
* Work
* Follow your work rules. Ask your boss what they are.
* If you find it hard to follow the rules, tell your boss
* Schools / colleges
* Tell the SENCO, Teacher or Learning Support you feel uncomfortable with the new rules or do not understand them.
*
Getting around and feeling safe
Health Services
Doctor's surgery
Your GP can see you face 2 face if you want them to.
* If you find it hard to talk over the phone, tell your doctor you want to see them face 2 face
* Make sure you take your Black Book. This has information about your health.
* The doctor will ask if you are ok to examine you or if you need someone with you for support.
* Hospital
* If you go into hospital, you can fill in a hospital passport to let the doctors and nurse know how you liked to be supported.
Hate Crime:
* If someone is calling you names or saying something to you that makes you feel bad for not knowing the rules, this could be hate crime.
* Abusing someone because they have a learning disability is Hate Crime.
* Hate crime is not right it is never your fault.
* You can tell:
* Transport for London
* Tell you manager or boss
* Tell support staff
* Police
* Tell a shop keeper
* Find a Safe places
* Tell a friend or family member
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Staying in the Loop
Providing community-wide recognition and organizational-based technical assistance and education to businesses, schools, governmental agencies, and non-profit organizations that demonstrate leadership in waste reduction and recycling.
Spring 2006
Waste Knot Partner Spotlight: Cartridge World Ann Arbor
Inside this issue:
Contact the Washtenaw County Solid Waste Program at: (734) 222-6874 Or visit us online at: http://recycle.ewashtenaw.org
Getting the most from your laser cartridges
When your laser cartridge is empty, store it in its original plastic bag and cardboard box. If you don't have the packaging, place it in a plastic bag in a dark area.
Some parts in these cartridges are light sensitive and can be damaged when exposed to light.
Have the cartridge refilled as soon as possible.
Do not attempt to open the cartridge.
Keep the packaging from new and rebuilt cartridges for future transport.
This spring, the Washtenaw County Waste Knot Program would like to highlight new partner—Cartridge World Ann Arbor—for excellence in waste reduction and recycling. In fact, Cartridge World's core business is recycling. As the largest retailer of printer cartridge refilling services in the world, this company drastically extends the life of both ink and laser cartridges and keeps them out of the waste stream.
of a new cartridge. In North America alone, over 350 million cartridges per year are discarded in our landfills. That number is increasing by 12% annually and for a product that takes up to 450 years to decompose, not only are you saving money by refilling your cartridge, you are also taking a huge step in protecting the environment.
After spending some time at our local Cartridge World, located at 893 Eisenhower in Ann Arbor, franchise owner, Eric Dergis was able to show us that, not only does Cartridge World provide a convenient and cost-effective service to the community, it also succeeds in educating residents and businesses on the environmental benefits of refilling rather than throwing their empty cartridges away.
Refilling cartridges will save you money and conserves resources. Cartridge World Ann Arbor refills laser and ink cartridges for printers, copiers and fax machines for up to 50% less than the cost
To produce one new laser cartridge, close to one gallon of oil is needed. Most laser cartridges are used by businesses, where Cartridge World receives many of its customers. Eric Dergis has made it easy and convenient for local organizations to remanufacture and refill their laser cartridges – up to 12 times! – by allowing them to send their empty cartridges by mail. He then reuses packaging materials and boxes to send refurbished cartridges back to the customer.
Cartridge World Ann Arbor goes above and beyond international company standards in waste reduction by minimizing the amount of packaging used for refilled cartridges. Dergis also uses the same sheet of paper 4 times or more to test his outgoing products. For cartridges that are no longer usable, Cartridge World sends them back to the suppliers, where they are taken apart and recycled.
Cartridge World Ann Arbor supports local churches and schools by helping them set up cartridge collection fundraisers, where a certain amount of money per cartridge collected is donated back to the church or school. Cartridge World is then able to refill or recycle these cartridges, diverting them from the landfill. They also collect unwanted cell phones for Safehouse.
Many thanks to Cartridge World Ann Arbor for providing a valuable service to the community. We welcome you to the Waste Knot Program!
What to do with damaged, obsolete, or unrepairable CDs…
Try repairing obvious scratches with a mild abrasive such as toothpaste. Work only on the non-label side, applying toothpaste in strokes, moving radially out from the center.
If you don't like your CDs, trade them at a music store or donate them to charity.
To recycle your CDs, take them to the Washtenaw County Regional Drop-off Station at 2950 E. Ellsworth Rd. They charge $1/dozen CDs. Contact them at 734-971-7400.
2006 Waste Knot Awards Ceremony
Over 100 Waste Knot Partners attended the 9th annual Waste Knot Awards Ceremony, held on Thursday, April 20th at Weber's Inn in Ann Arbor. Weber's, a model Waste Knot Partner, provided a stylish venue and excellent food—all were comfortable and happy to be there.
Keynote speaker Scott Leopold of Leopold Bros Brewery spoke about the financial success of his business, achieved through a highly revered sustainable brewing and distilling process. Debra Power of Power Marketing gave a demonstration of the new Green Info Guide (see below). And finally, partners new and old were recognized for their waste reduction and recycling practices. All types of organizations—from manufacturing to retail to nonprofit —were represented, proving the diverse and dynamic nature of the program. Thanks for coming!
Green Info Guide provides a valuable resource to the community.
In honor of Earth Day, the Washtenaw County Department of Planning and Environment, together with the Washtenaw County Consortium for Solid Waste Management (WCCSWM), released the Green Info Guide: A Toolbox for Environmental Best Practices in Washtenaw County. This informational CD is available to all residents, business owners and government agencies of Washtenaw County interested in responsibly reducing, reusing and recycling. Debra Power of Power Marketing presented the Green Info Guide (GIG) at the Waste Knot Awards Ceremony on April 20 th . Since that time, she and the Waste Knot Program staff have been handdelivering and mailing copies of the GIG to partners. The Green Info Guide includes information on:
Recycling in your Municipality:
Find detailed information on the solid waste, recycling and yard waste services offered throughout the county. Also look to the Recycling Guide at http:// recycle.ewashtenaw.org for this resource.
Solid Waste and Recycling Management: Find creative ways to reduce the amount of trash you send to the landfill each week, as well as detailed information on how landfills work, the dangers of burning trash in your backyard, and how to prevent illegal dumping in your community.
the spread of the Emerald Ash Borer – the insect that is decimating the Ash tree populations in Michigan.
School and Educational Resources: Search this category for local resources to help further your knowledge of recycling and the environment, as well as information on environmental education curriculum, starting a recycling program in your school, and planning a green event.
Businesses and Waste Reduc- tion: There are a number of programs in Washtenaw County and statewide that publicly recognize businesses for using best management practices in waste reduction, recycling, pollution prevention, and energy efficiency. Search this category for information on how to become a Community Partner for Clean Streams, and a Clean Corporate Citizen.
Yard Waste and Lawn Care: Find out where to buy compost in Washtenaw County, how to compost your own yard and food waste, how to care for your lawn and garden with the safety of your family and the environment in mind, and what you can do to stop
Household Hazardous Waste:
Many of the products we use in our home and garden contain flammable, poisonous, toxic and corrosive materials that may adversely affect your health and the health of the environment when used and disposed of improperly. Educate yourself about the choices and responsibilities associated with purchasing, handling, and disposing of toxic substances.
Energy Efficiency: Find simple, as well as more adventurous, techniques to make your home or workplace more energy efficient. Sometimes it is the simplest and most inexpensive changes that conserve the most natural resources and save you the most money.
We hope that you find this resource valuable to you and your staff as you continue to reduce, reuse, and
recycle. If you have any questions or need more copies of the GIG, please call our office at (734) 222-6874.
How to Argue in Support of Recycling
by Eva Kurkinova
Well-designed and well-run recycling programs are financially and environmentally superior to other disposal alternatives. In the 1980s arguments for recycling focused on its ability to reduce the amount of trash going to landfills and incinerators. In the 1990s, Americans became more interested in recycling as an environmental issue. Now, in the 21st century investing in recycling will pay off by improving your local economy and the global environment.
Recycling is an engine for economic growth
The U.S. recycling and reuse industry consist of 56,000 companies that employ more than 1.1 million people with a gross income of over $236 billion. The recycling sector includes paper and steel producers, composting, plastic and rubber product manufacturers, computer de-manufacturers and electronics
Batteries Plus
recyclers. For every 1 job in the waste industry, 4 jobs in the recycling industry exist. It is because each stage in the recycling process adds value and creates economic activity.
Recycling is more cost-effective than ever
New technologies are improving the efficiency of collection and processing. This development enables cities to maximize their recycling programs to better serve businesses and residents.
Markets for recyclable materials have created a big demand
Everyday recyclable commodities (paper, plastic, steel) are bought and sold in enormous amounts in the international marketplace. The market for recycled materials has never been greater and it is expected to continue to grow.
the U.S. in 2004
* In recent years, revenue gained from exporting all recyclable commodities from the U.S. grew to $8.4 billion.
Recycling raises money for local communities.
It is much easier to make the economic case for recycling now than in the past. The average price of recovered paper continues to increase. Communities making long-term commitments for recycling infrastructure can be rewarded with revenues from the sale of recyclables.
Recycling saves energy and resources
* Almost 14 million tons of recovered paper were exported from
Manufacturing with recyclable materials produces significant energy savings over manufacturing with virgin materials. Using a product once and then throwing it away does not make economic or environmental sense.
Please Welcome New Partners for 2006!
The Waste Knot Program is pleased to welcome 21 new partners to the program in 2006. Congratulations to:
The Ann Arbor Hands-On Museum: www.aahom.org
Batteries Plus: www.batteriesplus.com
Bessenberg Bindery: www.bessenberg.com
Cartridge World Ann Arbor: (734) 213-1739
Cartridges for Kids: www.cartridgesforkids.com
Clean Water Action: www.cleanwateraction.org/mi
Conscientious Cruiser: www.annarboralive.com/thecruiser
Dynamic Edge, Inc: www.dynedge.com
Food Gatherers: www.foodgatherers.org
Freedom Township: www.twp-freedom.org
Growing Hope: www.growinghope.net
InPrint, Inc: www.inprintonline.com
Iris Waste Diversion Specialists, LLC
Legal Services of South Central Michigan: http://lsscm.org
Leslie Science Center: www.a2gov.org/CommunityServices/Parks/
LeslieScience/leslie_main.html
Linda Diane Feldt: www.holisticwisdom.org
Michigan Peaceworks: www.michiganpeaceworks.org
Nature and Nurture, LLC: www.natureandnurture.org
Oliver Financial Planning: www.oliverfinancialplanning.com
Simply Organized Life: www.simplyorganizedlife.com
Washtenaw County Conservation District: www.washtenawcd.org
The Waste Knot Program thanks these new partners for their commitment to recycling and reducing waste. Keep up the good work!
All Washtenaw County residents are invited to attend the
Washtenaw County Regional Clean-up Day , being held on June 3, 2006 at Lincoln High School, 7425 Willis Road in Augusta Township. Please visit http://recycle.ewashten aw.org or call our 24hour hotline at 734222-3950 for more information.
Businesses and out-of-county residents are restricted from attending.
Waste Knot Program Updates:
Keep us updated on your waste reduction and recycling practices—we want to know what you are doing!
The more you reduce, reuse, and recycle, the more $$$ you save.
Let co-workers know that they are a part of the Waste Knot Program—post this newsletter and flyer insert in places where everyone can read them.
Would you like to be featured in a future issue of Staying in the Loop? Let us know!
Congratulations to all Waste Knot Partners
Auto Maintenance/Repair Partners C&T Collision, Inc. City Body, Inc. Roberts Paint & Body, Inc. Thorton's All Star Auto Salvage Business Office Partners Ann Arbor Architects Collaborative Ann Arbor Area Board of Realtors Barr Engineering Co. Black & Veatch Bowen & Barber, L.L.C. Carol L Hoffer, CLU Cimulus, Inc. Cybernet Systems Corp. David W. Osler Associates, Inc. Dominant Systems Corp. Domino's Farm Corporation Dynamic Edge, Inc. Edward Jones Investments Forefront Corporation Harris & Baseview Hobbs & Black Associates, Inc. John D. Erdevig, Attorney at Law Law Office of Helen Conklin Vick Manchester & Associates, Attorneys at Law Materialise Mitchell and Mouat Architects, Inc. Palmer Insurance Power Marketing Quinn Evans | Architects Current Magazine/SGI Publications Smith Group JJR Swisher Commercial Trillium Real Estate West Pole, Inc. Chamber Partners
Ann Arbor Chamber of Commerce Ypsilanti Area Chamber of Commerce Construction/Demolition Partners Calvert's Rolloff Containers, Inc. Cardea Construction Co. Heart and Soul Services Homeowner Services of America, Inc. Nature and Nurture, LLC TDF II Hauling and Plowing
Government Partners
Ann Arbor District Library
Chelsea District Library
City of Ann Arbor, City Hall
City of Ann Arbor, Farmers Market
City of Ann Arbor, Leslie Science Center
City of Chelsea
City of Saline
Federal Correctional Institution, Milan
Freedom Township
Great Lakes Science Center
Pittsfield Charter Township
Saline District Library
Village of Dexter
Washtenaw County Conservation District
Ypsilanti Community Utilities Authority
Manufacturing Partners
Automotive Components Holdings, LLC—
Saline Plant
Automotive Components Holdings, LLC—
Spring St. Plant
Chelsea Milling Company
Data Optics, Inc.
Elastizell Corporation of America
Essen Instruments, Inc.
Ford Motor Company—Rawsonville Plant Goetzcraft Printers, Inc. Horiba Instruments JAC Products, Inc. Kaiser Optical Systems, Inc. Malloy Inc. McNaughton & Gunn, Inc. Mikan Corporation NSK Corporation Nustep, Inc. SoloHill Engineering Thompson-Shore, Inc.
Non-Profit Partners
American Cancer Society
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Bureau
Ann Arbor Hands-On Museum
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Colonial Square Cooperative
Ecology Center
First Unitarian Universalist Church
Food Gatherers
Frontline Church
Growing Hope
High/Scope Educational Research Foun- dation
Legal Services of South Central Michigan
Michigan Peaceworks
National Kidney Foundation of Michi- gan
NEW Center – Nonprofit Enterprise at
Work
NSF International
Performance Network
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The Conscientious Cruiser
The Scrap Box
The Women's Center of America
Research and Development Partners
Pfizer Global Research and Develop- ment
Subaru Research and Development, Inc.
Restaurant Partners
Arbor Brewing Company
Dominick's
Leopold Bros. of Ann Arbor
Northside Grill
Seva Restaurant
Sweetwaters Café
Zingerman's Delicatessen
Retail/Wholesale Partners Arrow Awards Batteries Plus Cartridge World Ann Arbor Dixboro General Store Dragons Lair Futons Eckland Imaging & Design G.E. Wacker, Inc. Generations King's Keyboard House Maggie's Organics/Clean Clothes, Inc. Materials Unlimited Miles of Golf People's Food Cooperative & Café Verde ReCellular Inc. Saline Picture Frame Company Shaman Drum Bookshop Signs by Tomorrow The Chelsea Collection
Toner Supply ISO9001 Certified
UPS Store
Ypsilanti Food Cooperative
School Partners
Ann Arbor Learning Community
Forsythe Middle School
Lincoln Consolidated High School
Rudolf Steiner School
St. Francis of Assisi Catholic Parish &
School
University of Michigan
Washtenaw Community College
Service Partners
1-800-Got-Junk?
Ann Arbor News
Ann Arbor Transportation Authority
Arbor Psychological Consultants, P.C.
Arbor Springs Water Company, Inc.
Assay Designs, Inc.
Babel Latina, Inc. Editorial Group
Barbara Boyk, Ph.D
Bessenberg Bindery
Cartridges for Kids
Coach's Catastrophe Cleaning Services
David Meyer Photography
Design My Wedding
DTE Energy
Electronics Service Center, Inc.
Harrington's Standard Printing
InPrint, Inc.
Johnson Hill Land Ethics Studio
Kleanthous Family Foot Clinic
Liebherr Gear Technology
Linda Diane Feldt
Lodi Farms, LTD
Marsha Traxler, RN, RPP
Master Tech Appliance Service, Inc.
Organizational Designs, Inc.
Palmer Studio
Parcel Plus
Print-Tech
RJ Frank, Home Inspections
Secure ECO Shred
SelectRide, Inc.
Simply Organized Life
Sustainable Systems, Inc. & Sustainable
Spaces
TeL Systems/Thalner Electronic Labo- ratories, Inc.
Unibar Maintenance Services, Inc.
Weber's Inn
Other Partners
Georgetown Country Club
Iris Waste Diversion Specialists, LLC
Klave's Marina, Inc.
St. Joseph Mercy Hospital
University of Michigan Hospitals and
Health Centers
Village Cooperative Homes, Inc.
Certificates of Merit
A.F. Smith Electric, Inc. Chelsea Animal Hospital City of Milan Dexter Area Chamber of Commerce Ecumenical Center and International Residence St. Louis Center | <urn:uuid:c1dd0bb8-aba7-4369-b4dc-01a964f477a0> | CC-MAIN-2021-49 | https://www.washtenaw.org/ArchiveCenter/ViewFile/Item/297 | 2021-12-03T03:38:43+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00190.warc.gz | 1,112,468,909 | 3,725 | eng_Latn | eng_Latn | 0.895223 | eng_Latn | 0.98414 | [
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ROUND 5
TOSS-UP
1) PHYSICAL SCIENCE Multiple Choice Which of the following lists contains only metals?
W) Magnesium, phosphorus, lead
Y) Magnesium, manganese, lead
X) Phosphorus, argon, lead
Z) Magnesium, helium, manganese
ANSWER: Y) MAGNESIUM, MANGANESE, LEAD
BONUS
1) PHYSICAL SCIENCE Short Answer The speed of sound in air on a given day is 340 meters per second. You are standing 85 meters from a barn when you give a short, loud, yelp. How long in seconds does it take you to hear your own echo?
ANSWER: 0.5 (ACCEPT: ONE-HALF)
TOSS-UP
2) MATH Short Answer Express the following product in scientific notation: (4 × 10 8 )(8 × 10 −3 [4 times 10 to the 8 th times 8 times 10 to the negative 3].
ANSWER:
3.2 × 10 6
BONUS
2) MATH Short Answer Identify all of the following four statements that are always true: 1) if three points are coplanar, they are collinear; 2) if two points are collinear, they are coplanar; 3) three points determine a plane; 4) if two lines are cut by a transversal, the alternate interior angles are equal.
ANSWER: 2 (ACCEPT: IF TWO POINTS ARE COLLINEAR, THEY ARE COPLANAR)
)
3) EARTH AND SPACE Multiple Choice Why do hurricanes NOT occur at the equator?
W) The water is too warm
Y) The Coriolis effect is too weak
X) There is not enough land mass
Z) The days are too long
ANSWER: Y) THE CORIOLIS EFFECT IS TOO WEAK
BONUS
3) EARTH AND SPACE Short Answer What kind of rock is found in the dark craters of the Moon?
ANSWER: BASALT
TOSS-UP
4) GENERAL SCIENCE Multiple Choice What is the primary source of all weather on Earth?
W) Clouds
Y) Geographic features
X) The Sun
Z) Human actions
ANSWER: X) THE SUN
BONUS
4) GENERAL SCIENCE Multiple Choice The Earth has many types of mountains. Which of the following is the best example of a folded mountain?
W) Mountains formed when a part of the Earth's crust is broken into large blocks, which are shifted by crust movement
Y) Mountains formed when molten rock rises through the crust and pushes up the rock layers above it
X) Mountains formed when tectonic movements squeeze rock layers together like an accordion
Z) Mountains formed when molten rock erupted onto the Earth's surface
ANSWER: X) MOUNTAINS FORMED WHEN TECTONIC MOVEMENTS SQUEEZE ROCK LAYERS TOGETHER LIKE AN ACCORDION
5) ENERGY Multiple Choice E-85, also known as "flex-fuel," gets its name from which of the following?
W) It is 85% more efficient than gasoline
Y) It is a mixture of 85% ethanol and 15% gasoline
X) It is a mixture of 85% gasoline and 15% ethanol
Z) It has an equivalent octane rating of 85
ANSWER: Y) IT IS A MIXTURE OF 85% ETHANOL AND 15% GASOLINE
BONUS
5) ENERGY Short Answer The most common type of fuel cell reacts what two gases to produce electricity?
ANSWER: HYDROGEN AND OXYGEN
TOSS-UP
6) LIFE SCIENCE Multiple Choice The crop plants kohlrabi, kale, cabbage, Brussels sprouts, broccoli, and cauliflower are all human cultivars of the wild mustard plant. Which of the following best describes the process by which these modern plants came into existence?
W) Adaptation to new environments
Y) Founder effect
X) Genetic drift
Z) Artificial selection
ANSWER: Z) ARTIFICIAL SELECTION
BONUS
6) LIFE SCIENCE Multiple Choice Which of the following is NOT an example of an angiosperm [AN-jee-uh-spurm]?
W) Daffodils
Y) American elm
X) Mistletoe
Z) Douglas fir
ANSWER: Z) DOUGLAS FIR
7) PHYSICAL SCIENCE Multiple Choice Which of the following is a transition metal?
W) Calcium
Y) Iron
X) Potassium
Z) Hydrogen
ANSWER: Y) IRON
BONUS
7) PHYSICAL SCIENCE Short Answer Inductance is measured in terms of what SI unit?
ANSWER: HENRY
TOSS-UP
8) MATH Short Answer Solve the following equation for x over the real numbers: x -2 = 81. ANSWER: 𝑥= ±1/9
BONUS
8) MATH Short Answer Find the following sum of fractions: 3/5 + 5/3 + 2/6.
ANSWER: 13/5 (ACCEPT: 2 3/5, 2.6)
9) EARTH AND SPACE Multiple Choice The weather phenomenon that consists of weakened tradewinds that allow surface water from the western Pacific to move eastward, causing a sinking thermocline, is known as El Niño. This process leads to which of the following along coastal South America?
W) Colder sea surface temperatures and more precipitation
Y) Warmer sea surface temperatures and more precipitation
X) Colder sea surface temperatures and less precipitation
Z) Warmer sea surface temperatures and less precipitation
ANSWER: Y) WARMER SEA SURFACE TEMPERATURES AND MORE PRECIPITATION
BONUS
9) EARTH AND SPACE Multiple Choice Which of the following sites is famous for its diversity of Pleistocene [PLY-stuh-seen] fossils?
W) Florissant Formation
Y) La Brea Tar Pits
X) Green River Formation
Z) Columbia River flood basalts
ANSWER: Y) LA BREA TAR PITS
TOSS-UP
10) GENERAL SCIENCE Multiple Choice In archery, which of the following represents good accuracy but bad precision?
W) The arrows all hit the bulls-eye
Y) The arrows all hit far from the bulls-eye, but are close to each other
X) The arrows are all near the bulls-eye, but are far from each other
Z) The arrows all hit far from the bulls-eye and are far from each other
ANSWER: X) THE ARROWS ARE ALL NEAR THE BULLS-EYE, BUT ARE FAR FROM EACH OTHER
BONUS
10) GENERAL SCIENCE Multiple Choice Which of the following best explains why oil and water will quickly separate when mixed?
W) Oil is polar, while water is nonpolar
Y) Water is less dense than oil
X) Oil is nonpolar, while water is polar
Z) Water is more dense than oil
ANSWER: X) OIL IS NONPOLAR, WHILE WATER IS POLAR
11) LIFE SCIENCE Multiple Choice The cancer that is frequently associated with asbestos exposure is which of the following?
W) Melanoma
Y) Mesothelioma
X) Myeloma [my-uh-LOH-muh]
Z) Multiple sclerosis
ANSWER: Y) MESOTHELIOMA
BONUS
11) LIFE SCIENCE Short Answer In pea plants, tall is dominant over short. Suppose you cross a tall pea plant with a short pea plant. The first generations of offspring or the F1 generation are all tall. You then cross two of these F1 generation pea plants to create a new generation of offspring, the F2 generation. What fraction of the F2 generation pea plants will be tall?
ANSWER: 3/4
TOSS-UP
12) PHYSICAL SCIENCE Multiple Choice On Earth, Billy weighs 980 newtons. On Planet X, the acceleration due to gravity near the surface is half that of Earth. How much does Billy weigh in newtons on Planet X?
W) 98
Y) 980
X) 490
Z) 1960
ANSWER: X) 490
BONUS
12) PHYSICAL SCIENCE Short Answer What is the term for a change in momentum over a discrete period of time?
ANSWER: IMPULSE
13) GENERAL SCIENCE Short Answer Which of the four commonly observable states of matter is most common in the universe?
ANSWER: PLASMA
BONUS
13) GENERAL SCIENCE Multiple Choice The Hawaiian islands were formed by volcanism due to what?
W) Convergent plates
Y) Transform plates
X) Divergent plates
Z) A hot spot
ANSWER: Z) A HOT SPOT
TOSS-UP
14) MATH Short Answer If a line segment on a number line has endpoints of -24 and 8, what is its midpoint?
ANSWER: -8
BONUS
14) MATH Short Answer A wire in the shape of a rectangle with length of 20 inches and width of 10 inches is reshaped into an equilateral triangle. How long is each side of the triangle, in inches?
ANSWER: 20
15) EARTH AND SPACE Short Answer Name the extinction event during which the non-avian dinosaurs died out.
ANSWER: CRETACEOUS-TERTIARY (ACCEPT: CRETACEOUS-PALEOGENE, K-T, K-PG; BOUNDARY and EXTINCTION are optional)
BONUS
15) EARTH AND SPACE Multiple Choice Which of the following does NOT affect the porosity of a material?
W) Grain sorting
Y) Cementation of grains
X) Connection between pores
Z) Grain shape
ANSWER: X) CONNECTION BETWEEN PORES
TOSS-UP
16) ENERGY Short Answer What state leads the U.S. in crude oil production and accounts for about one quarter of total U.S. production?
ANSWER: TEXAS
BONUS
16) ENERGY Short Answer The hydrogen gas in synthetic gas can be utilized as an alternative fuel for what energy system?
ANSWER: FUEL CELLS (DO NOT ACCEPT: ELECTROLYSIS)
17) GENERAL SCIENCE Short Answer In the third century, a Greek mathematician discovered that the buoyant force on an object in a fluid equals the weight of the fluid displaced. What is this concept called?
ANSWER: ARCHIMEDES' PRINCIPLE
BONUS
17) GENERAL SCIENCE Multiple Choice If Huntington's disease is determined by a dominant allele and is always fatal, then which of the following explains its continued inheritance?
W) Huntington's disease only shows up in a fraction of the individuals who carry the allele
Y) Huntington's disease shows up later in life, typically after the individual has reproduced
X) There is heterozygote advantage for the alleles that cause the disease in tropical regions
Z) Huntington's disease has a cure that allows individuals who have it to not show any symptoms and reproduce
ANSWER: Y) HUNTINGTON'S DISEASE SHOWS UP LATER IN LIFE, TYPICALLY AFTER THE INDIVIDUAL HAS REPRODUCED
TOSS-UP
18) LIFE SCIENCE Short Answer Which level of protein structure would include the formation of an alpha helix?
ANSWER: SECONDARY
BONUS
18) LIFE SCIENCE Multiple Choice Which of the following is an example of anaerobic respiration?
W) Yeast performing fermentation to release ethyl alcohol and carbon dioxide
Y) A mouse cell using one molecule of glucose to produce 36 ATPs
X) A rose using carbon dioxide to produce glucose in the Calvin cycle
Z) A plant performing photosynthesis to produce energy for storage
ANSWER: W) YEAST PERFORMING FERMENTATION TO RELEASE ETHYL ALCOHOL AND CARBON DIOXIDE
19) PHYSICAL SCIENCE Multiple Choice An object is placed 10 centimeters from a double convex lens with a focal length of 20 centimeters. Which of the following types of image will be produced?
W) Real and inverted
Y) Virtual and inverted
X) Real and upright
Z) Virtual and upright
ANSWER: Z) VIRTUAL AND UPRIGHT
BONUS
19) PHYSICAL SCIENCE Multiple Choice What law describes the relationship between voltage, current, and impedance in an electric circuit?
W) Ohm's
Y) Lenz's
X) Coulomb's
Z) Faraday's
ANSWER: W) OHM'S
TOSS-UP
20) MATH Multiple Choice If a and b are two rational numbers such that a < b, then which of the following is true about (a+b)/2?
W) It is less than both a and b
Y) It is greater than both a and b
X) It is between a and b
Z) Its size relative to a and b can't be determined from the given information
ANSWER: X) IT IS BETWEEN A AND B
BONUS
20) MATH Short Answer If the sale price of an item is $60 after a 25% discount, what was the original price, in dollars?
ANSWER: $80
21) LIFE SCIENCE Short Answer Synechococcus [sy-nuh-koh-KOH-kuhs] is a member of the so-called blue green algae, which are not eukaryotic [yoo-KAR-ee-oh-tik] algae at all. What is the phylum [FY-luhm] name for this group of bacteria?
ANSWER: CYANOBACTERIA
BONUS
21) LIFE SCIENCE Multiple Choice Yenla is studying how a moth population changes over time. Her first sample indicates that 7500 are spotted and 2500 are striped. Ten years later, she samples the same area and finds that 3000 of the moths are spotted and 7000 are striped. What evolutionary process is occurring?
W) Directional selection
Y) Sexual selection
X) Disruptive selection
Z) Stabilizing selection
ANSWER: W) DIRECTIONAL SELECTION
TOSS-UP
22) EARTH AND SPACE Short Answer Black carbon particles are common in Earth's atmosphere. These particles are the result of incomplete combustion, a chemical reaction involving organic matter and what else?
ANSWER: OXYGEN
BONUS
22) EARTH AND SPACE Multiple Choice Which of the following is NOT one of the eight most common elements in the Earth's crust?
W) Oxygen
Y) Carbon
X) Sodium
Z) Calcium
ANSWER: Y) CARBON
23) GENERAL SCIENCE Multiple Choice Which of the following is the best example of a suspension mixture?
W) A bowl of mixed fruit
Y) Latex paint
X) An oil and vinegar salad dressing
Z) An ethanol and water mixture
ANSWER: X) AN OIL AND VINEGAR SALAD DRESSING
BONUS
23) GENERAL SCIENCE Multiple Choice A volcano erupts, and the lava dries extremely rapidly so that there is essentially no crystal growth. Which of the following rocks may be formed?
W) Obsidian
Y) Granite
X) Basalt
Z) Rhyolite [RY-uh-lyt]
ANSWER: W) OBSIDIAN
TOSS-UP
24) ENERGY Multiple Choice What is the primary element in today's commercially available solar cells?
W) Silicon
Y) Selenium
X) Gold
Z) Germanium
ANSWER: W) SILICON
BONUS
24) ENERGY Multiple Choice The efficiency of a solar water heater collector depends directly on solar irradiance and which of the following?
W) Collector temperature and ambient temperature
Y) Efficiency of the heat exchanger and temperature of the water
X) Collector temperature and efficiency of the heat exchanger
Z) Tilt angle of the collector and collector temperature
ANSWER: W) COLLECTOR TEMPERATURE AND AMBIENT TEMPERATURE
25) LIFE SCIENCE Multiple Choice In which of the following types of interspecific interaction is there no negative effect on either species involved?
W) Competition
Y) Herbivory
X) Commensalism
Z) Predation
ANSWER: X) COMMENSALISM
BONUS
25) LIFE SCIENCE Short Answer A cross between a male donkey (2n = 62) and female horse (2n = 64) results in a mule that is generally infertile. What is the diploid chromosome number for a mule?
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King Fahd University of Petroleum and Minerals Department of Mathematics and Statistics Sciences Math 425 - Graph Theory
Duration: 8:00 – 11:00 AM
Final Exam
Dr. M. Z. Abu-Sbeih
Wednesday May 24, 2017
Student No.: ___________. Name: ________________________________________
Show all your work. No credits for answers without justification. Write neatly and eligibly. You may lose points for messy work.
Make sure that you have 9 pages with 7 questions.
(A) [8 marks] Define each of the following
(a) A 1-tough graph:
(b) The line graph of a plane graph G of order n and size m:
(c) Perfect Matching:
(d) Edge cover:
(B) [8 marks] State each of the following; define the terminology you use in the theorems:
a) The Matrix-Tree Theorem.
b) Kutatowski's Theorem for planar graphs.
c) Menger's Theorem.
d) Orthogonality relation between matrices of graphs.
(A) [8 marks] Use Havel-Hakimi Theorem to determine whether the sequence is graphical or not. If yes draw the corresponding graph. (7,4,3,3,2,2,2,1)
(B) [6 marks] If exists, find a maximum matching and a minimum vertex cover in the following graph.
(A) [6 marks] Determine the connectivity and the edge-connectivity of the graph from the picture.
(B) [12 marks] For the graphs G1 and G2 from the picture, prove non-planarity or provide a planar embedding.
(A) [6 marks]: Determine whether the given graph is Hamiltonian. If it is, find a Hamiltonian cycle. If it is not, prove it is not.
(B) [12 marks] Consider the network with source s and sink (terminal) t, and with the given capacity. Find a maximum flow. Justify your answer.
(A) [12 marks] Let G be a graph of order 𝑛> 4 such that 𝑑(𝑣) ≥ 𝑛−1 2 for all vertices v of G .
Prove that:
(a) G is connected.
(b) G contains a cycle.
(c) 𝑑𝑖𝑎𝑚(𝐺) ≤2.
(d) G contains a Hamiltonian path.
(B) [10 marks] Answer each of the following. Sketch The graph if possible.
(a) The crossing number of 𝐾 1,2,3 is equal to: ____
(b) A maximal outer planar graph of order n must have size: __
(c) Find all connected graphs G where 𝐺≅𝐿(𝐺)
.
(d) Find a connected plane graph G which is isomorphic to its dual 𝐺 ∗
(e) IfP
n
is a path of order𝑛 (𝑛≥2) , then𝐴𝑢𝑡 𝑃
𝑛
=______
(A) [10 marks] In a village there are three schools with n students in each of them. Every student from any of the schools is on speaking terms with at least 𝑛+ 1 students from the other two schools. Show that we can find three students, no two from the same school, who are on speaking terms with each other.
(B) [10 marks] Consider the digraph G with the spanning tree 𝑇= {𝑒1, 𝑒3, 𝑒4}.
(a) Find The fundamental cutset matrix 𝑄𝑓 with respect to T
(b) Find The fundamental circuit matrix 𝐵𝑓 with respect to T
(c) Arrange the columns of both 𝑄𝑓 and 𝐵𝑓 in the same edge order and calculate 𝐵𝑓 𝑄 𝑓 𝑡 .
Problem 7 [32 marks] For each of the following statements decide if it is true or false. Give a succinct explanation.
1. Every 3-regular graph has a perfect matching.
2. There exists a 6-connected planar graph.
3. Every connected graph of order n and size 𝑛−1 is a tree.
4. The complete graph 𝐾2𝑛+1 can be factored into Hamiltonian paths.
5. If a graph G has exactly two vertices u and v of odd degree, then G has a 𝑢−𝑣 path.
6. If v is a cut vertex of a connected graph G, then v is a cut vertex of the complement 𝐺
7. Any cutest and any cycle of a graph have an even number of edges in common.
8. Every tournament contains a Hamiltonian path.
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y
ROUND 14
TOSS-UP
1) MATH Multiple Choice The graph of which of the following equations has a negative slope:
W) y = 2x – 4
Y) y = – 4
X) y = – 2x + 4
Z) x = – 2
ANSWER: X)
= – 2
x
+ 4
BONUS
1) MATH Short Answer Simplify the following completely:
ANSWER: –10x 2 z
TOSS-UP
2) GENERAL SCIENCE Multiple Choice Which of the following is NOT true:
W) all fires burn with a yellow flame
Y) a general rule for solubility is that 'like dissolves like'
X) snowflakes and raindrops often contain bacteria
Z) a super-cooled liquid is a liquid at a temperature below its normal freezing point
ANSWER: W) ALL FIRES BURN WITH A YELLOW FLAME
BONUS
2) GENERAL SCIENCE Multiple Choice Which of the following BEST describes the range of sizes of most animal cells:
W) 0.2 to 2.0 micrometers
Y) 5.0 to 20.0 micrometers
X) 2.0 to 4.0 micrometers
Z) 12.0 to 40.0 micrometers
ANSWER: Y) 5.0 TO 20.0 MICROMETERS
−
20
x
2
x
4
6
y
y
2
2
z
z
2
3
3) LIFE SCIENCE Multiple Choice Which of the following is most advantageous to plants that depend on insects for pollination:
W) absence of rhizomes
Y) small green flowers
X) sticky pollen
Z) numerous stomata
ANSWER: X) STICKY POLLEN
BONUS
3) LIFE SCIENCE
Short Answer
Name all of the following biological molecules that are considered polymers: glucose; cellulose; DNA; RNA
ANSWER: CELLULOSE; DNA; RNA (ACCEPT: ALL BUT GLUCOSE)
TOSS-UP
4) PHYSICAL SCIENCE Multiple Choice Which of the following materials in pure form would register the LOWEST amount of ohms for a given electric current at 20ºC if all other variables are constant:
W) silver
Y) tin
X) gold
Z) lead
ANSWER: W) SILVER
BONUS
4) PHYSICAL SCIENCE Multiple Choice Which of the following optical devices produces a real image:
W) plane mirror
Y) concave lens
X) convex mirror
Z) convex lens
ANSWER: Z) CONVEX LENS
5) EARTH SCIENCE Multiple Choice A semidiurnal tidal pattern is more typical of which of the following locations:
W) the East Coast of the U.S.
Y) the Gulf of Mexico
X) the West Coast of the U.S.
Z) the North Pole
ANSWER: W) THE EAST COAST OF THE U.S.
BONUS
5) EARTH SCIENCE Multiple Choice Which of the following is the most notable product of the hydrolysis of feldspar:
W) chalk
Y) clay minerals
X) sandstone
Z) halite
ANSWER: Y) CLAY MINERALS
TOSS-UP
6) MATH Multiple Choice Which of the following is closest in value to 51 :
W) 5.1
Y) 6.8
X) 5.5
Z) 7.1
ANSWER: Z) 7.1
BONUS
6) MATH Short Answer Find the next 3 terms of the arithmetic sequence whose first 3 terms are: 23, 15, 7
ANSWER: –1, –9, –17
7) GENERAL SCIENCE Multiple Choice Which of the following is one of the most likely causes of algal blooms in waterways along the Chesapeake Bay:
W) fertilizers
Y) nitrogen-fixing bacteria
X) natural pesticides
Z) plastics pollution
ANSWER: W) FERTILIZERS
BONUS
7) GENERAL SCIENCE Short Answer Giving your answer as winter, spring, summer, or fall, in what season will "dead zones" be most prevalent in the Chesapeake Bay?
ANSWER: SUMMER
TOSS-UP
8) LIFE SCIENCE Multiple Choice Pampas, steppes, and savannas are all different types of:
W) deserts
Y) tropical shrublands
X) tropical forests
Z) grasslands
ANSWER: Z) GRASSLANDS
BONUS
8) LIFE SCIENCE Multiple Choice Which of the following biomes takes up more square area of the world than any other biome:
W) rainforest
Y) taiga
X) savanna
Z) tundra
ANSWER: Y) TAIGA
9) PHYSICAL SCIENCE Multiple Choice Hydrogen bonding is NOT important in the physical and chemical properties of:
W) liquid water
X) water ice
Y) DNA
Z) methane gas
ANSWER: Z) METHANE GAS
BONUS
9) PHYSICAL SCIENCE Short Answer Arrange the following 3 diatomic molecules in order of INCREASING number of bonds between atoms: oxygen; fluorine; nitrogen
ANSWER: FLUORINE; OXYGEN; NITROGEN
TOSS-UP
10) EARTH SCIENCE Multiple Choice Which of the following is NOT a key step in the rock cycle:
W) cementation
X) melting
Y) cooling
Z) evaporation
ANSWER: Z) EVAPORATION
BONUS
10) EARTH SCIENCE Multiple Choice Most of Earth's deserts in the northern hemisphere are located near which of the following latitudes:
W) 0º
X) 30º
Y) 70º
Z) 90º
ANSWER: X) 30º
11) MATH Short Answer Express the following radical in simplified form for all positive values of x and y: ) 36 ( 6 4 y x
ANSWER: 6x 2 y 3
BONUS
11) MATH Short Answer Find the product of 2 5x times x 5 , giving your answer in its simplest radical form for all positive values of x:
ANSWER: x x 5
TOSS-UP
12) GENERAL SCIENCE Multiple Choice Which of the following is typically used to sterilize laboratory glassware:
W) hot plate
Y) autoclave
X) freeze dryer
Z) fume hood
ANSWER: Y) AUTOCLAVE
BONUS
12) GENERAL SCIENCE Multiple Choice Which of the following is NOT true of the Big Dipper:
W) it is a well known constellation that can be seen from mid-northern latitudes
Y) it is sometimes called the Plough
X) it appears on the opposite side of the North Star from Cassiopeia
Z) assuming clear skies, it can be seen throughout the night every night of the year from midnorthern latitudes
ANSWER: W) IT IS A WELL KNOWN CONSTELLATION THAT CAN BE SEEN FROM MID-NORTHERN LATITUDES
13) LIFE SCIENCE Multiple Choice Which of the following is the most likely highest power for an objective lens on a typical student compound light microscope:
W) 25-times
Y) 500-times
X) 100-times
Z) 1500-times
ANSWER: X) 100-TIMES
BONUS
13) LIFE SCIENCE Short Answer Order the following 4 parts of the human intestine from the FIRST to receive food from the stomach to the LAST: colon; duodenum; ileum; jejunum
ANSWER: DUODENUM; JEJUNUM; ILEUM; COLON
TOSS-UP
14) PHYSICAL SCIENCE Multiple Choice Which of the following is NOT true of pH:
W) the terms basic or alkaline describe a solution with pH greater than 7
Y) strong acids dissociate almost completely in water
X) the highest value on the pH scale is 14
Z) a pH meter operates by measuring small differences in the density of different fluids
ANSWER: Z) A PH METER OPERATES BY MEASURING SMALL DIFFERENCES IN THE DENSITY OF DIFFERENT FLUIDS
BONUS
14) PHYSICAL SCIENCE Multiple Choice A decrease of 1 unit on the pH scale represents which of the following:
W) a 10-fold increase in the hydrogen ion concentration
Y) a 100-fold increase in the hydrogen ion concentration
X) a 10-fold decrease in the hydrogen ion concentration
Z) a 100-fold decrease in the hydrogen ion concentration
ANSWER: W) A 10-FOLD INCREASE IN THE HYDROGEN ION CONCENTRATION
15) EARTH SCIENCE Multiple Choice Earth's atmosphere contains several different layers that are most often defined according to:
W) pressure
Y) wind velocity
X) moisture
Z) temperature
ANSWER: Z) TEMPERATURE
BONUS
15) EARTH SCIENCE Short Answer Name all of the following 3 choices that influence wind direction on Earth: Coriolis effect; centripetal force; pressure gradients
ANSWER: ALL
TOSS-UP
16) MATH Multiple Choice Which of the following is closest in value to 79 2 :
W) 6084
Y) 6399
X) 6241
Z) 6400
ANSWER: X) 6241
BONUS
16) MATH Short Answer Solve the following equation for x: 9x 2 + 12x = –4
ANSWER: –
2
3
17) GENERAL SCIENCE Short Answer In 2005, into what celestial object did the Deep Impact probe crash into?
ANSWER: COMET (ACCEPT: COMET TEMPLE)
BONUS
17) GENERAL SCIENCE Multiple Choice Which of the following terms is used most often by astronomers for the total energy emitted per unit time from a star:
W) apparent magnitude
Y) luminosity
X) watts
Z) stellar unit
ANSWER: Y) LUMINOSITY
TOSS-UP
18) LIFE SCIENCE Multiple Choice The presence of which of the following is the most important characteristic that allows xylem to function in plants:
W) plastids and chloroplasts
Y) large fluid-filled vacuoles
X) strong thick walls
Z) nuclei and endoplasmic reticulum
ANSWER: X) STRONG THICK WALLS
(Solution: xylem cells are dead therefore, W and Z are not possible and Y is unlikely)
BONUS
18) LIFE SCIENCE Short Answer Name all of the following 4 structures that are composed mostly of keratin: bird's beak; snake teeth; human fingernail; mammalian fur
ANSWER: BIRD'S BEAK; HUMAN FINGERNAIL; MAMMALIAN FUR
(ACCEPT: ALL BUT SNAKE TEETH)
19) PHYSICAL SCIENCE Multiple Choice Francium has the lowest electronegativity of the elements. This would indicate that francium is in what corner of the periodic chart:
W) upper left
Y) upper right
X) lower left
Z) lower right
ANSWER: X) LOWER LEFT
BONUS
19) PHYSICAL SCIENCE Multiple Choice Which of the following compounds is LEAST soluble in water and is frequently used as a radiocontrast agent in imaging of the GI tract:
W) sodium chloride
Y) barium sulfate
X) potassium chloride
Z) sodium hydroxide
ANSWER: Y) BARIUM SULFATE
TOSS-UP
20) EARTH SCIENCE Short Answer At any one time, there are always how many major tidal bulges on Earth?
ANSWER: 2
BONUS
20) EARTH SCIENCE Short Answer Which 2 of the following 4 choices are primarily responsible for the creation of two major tidal bulges on the Earth: gravity; wind; inertia; sunlight
ANSWER: GRAVITY; INERTIA
21) MATH Short Answer Your English teacher asks that you learn 2 new words every day. If you started with 12 new words, how many total new words will you learn after 30 days?
ANSWER: 72
(Solution: w = 12 + 2d = 12 + 2(30) = 72 words)
BONUS
21) MATH Short Answer Arrange the following 4 choices in INCREASING order:
;
5.0
2
3
π
5.0
; 0.5;
5 (read as: the cube root of 5)
TOSS-UP
22) GENERAL SCIENCE Short Answer What uranium isotope is most common on Earth?
ANSWER: URANIUM-238 (ACCEPT: 238)
BONUS
22) GENERAL SCIENCE Short Answer What is the common name for the plant from which the prized spice saffron is derived?
ANSWER: CROCUS
23) LIFE SCIENCE Short Answer What natural plant hormone is most directly involved in controlling phototropism?
ANSWER: AUXIN (ACCEPT: INDOLE ACETIC ACID or IAA)
BONUS
23) LIFE SCIENCE Short Answer Name all of the following 3 types of molecules that are generally soluble in water: simple sugars; mRNA; lipids
ANSWER: SIMPLE SUGARS; mRNA
TOSS-UP
24) PHYSICAL SCIENCE Short Answer Knowing that carbon is in group 4 and period 2 on the Periodic Table, give the electron configuration of the carbon atom:
2
ANSWER: 1s
2s
2
2p
2
(ACCEPT: [He]2s
2
2p
2
)
BONUS
24) PHYSICAL SCIENCE Short Answer Arrange the following 4 materials in DECREASING order of thermal conductivity: granite; rubber; gold; lead
ANSWER: GOLD; LEAD; GRANITE; RUBBER
25) EARTH SCIENCE Short Answer What is the MOST common name for the last stellar stage in the life of our Sun?
ANSWER: WHITE DWARF (ACCEPT: BLACK DWARF)
BONUS
25) EARTH SCIENCE Short Answer The decay rate of the radioactive isotope potassium-40 into stable argon-40 can be used to radiometrically date rocks. If it takes 1.28 billion years for half the potassium-40 to decay into argon-40, a rock that contains a 50/50 ratio of the two is how many billion years old, to the second decimal place?
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Safer, Alternative Ways to Participate in Halloween
Many traditional Halloween activities can be high-risk for spreading viruses. There are several safer, alternative ways to participate in Halloween. If you may have COVID-19 or you may have been exposed to someone with COVID-19, you should not participate in in-person Halloween festivities and should not give out candy to trick-or-treaters.
The Centers for Disease Control and Prevention (CDC) says traditional outdoor trick or treating or trunk and treating where treats are handed to children are lower risk this year, but limiting crowds is a good idea.
Lower Risk Activities
These lower risk activities can be safe alternatives:
* Carve or decorate pumpkins outside, at a safe distance, with neighbors or friends
* Carve or decorate pumpkins with members of your household and displaying them
* Decorate your house, apartment, or living space
where children are given lists of things to look
* Create a Halloween-themed scavenger hunt
for while they walk outdoors from house to house admiring Halloween decorations at a
* Have a virtual Halloween costume contest
distance
* Have a Halloween movie night with people you live with
* Have a scavenger-hunt, trick-or-treat search with your household members in or around your home rather than going house to house
Moderate Risk Activities
* Participate in one-way trick-or-treating where individually wrapped goodie bags are lined up for families to grab and go while continuing to social distance (such as at the end of a driveway or at the edge of a yard)
m Do not leave the candy by the road as many candy ingredients are toxic to animals.
m If you are preparing goodie bags, wash your hands with soap and water for at least 20 second before and after preparing the bags.
* Have a small group, outdoor, open-air costume parade
* Participate in traditional trick-or-treating where treats are handed to children who go door to door
* Attend an outdoor costume party where protective masks are used and people can spread out
* Have a trunk or treat where treats are handed out from trunks of cars lined up in parking lots
* If screaming will likely occur, greater distancing is advised. The greater the distance, the lower the risk of spreading a respiratory virus.
* Go to an open-air, one-way, walk-through haunted forest where appropriate mask use is enforced and people can remain more than six feet apart
* Visit pumpkin patches or orchards where people use hand sanitizer before touching pumpkins or picking apples, where wearing masks is encouraged or enforced, and where people are able to maintain social distancing
* If screaming will likely occur, greater distancing is advised.
* Have an outdoor Halloween movie night with local family friends with people spaced at least 6 feet apart
* Lower your risk by following CDC's recommendations on hosting gatherings or cookouts.
High Risk Activities
Avoid higher risk activities to help prevent the spread of the virus that causes COVID-19:
* Attend crowded costume parties that are held indoors
* Go on hayrides or tractor rides with people who are not in your household
* Go to an indoor haunted house where people may be crowded together and screaming
* Use alcohol or drugs, which can cloud judgment and increase risky behaviors
* Travel to a fall festival with large crowds
Keep in mind that children ages 11 and under are not eligible to be vaccinated and that only a percentage of 12- to 18 year-olds have been vaccinated against COVID-19. If you may have COVID-19 or you may have been exposed to someone with COVID-19, you should not participate in in-person Halloween festivities and should not give out candy to trick or treaters.
What If You Are Vaccinated?
If you're fully vaccinated, almost all interactions are quite low risk for you. But you might still want to know about others' vaccination status to help think through how to make activities as low risk as possible for everyone, especially considering the highly contagious Delta variant. It is not a violation of HIPAA to ask someone about their vaccination status. The Health Insurance Portability and Accountability Act (HIPAA) restricts doctors and in surance companies from disclosing information about their patients.
Precautions such as masks, distancing and use of outdoor spaces are especially needed if you interact regularly with high-risk individuals or people who haven't been vaccinated yet, such as children under 12 years old.
You can get practice and gain comfort in asking about vaccination status by asking friends about their vaccination status before interacting closely with them. If you learn that a close friend or family member isn't vaccinated, consider asking why and see if you can help address their concerns. (See How Can I Talk to My Friends and Family About Vaccines)
Outside Is Always Safer
COVID-19 transmits less effectively outside due to increased air flow. Spreading out, rath er than all congregating in one area, lowers the risk, especially if you are socializing with unvaccinated people.
Remember Pedestrian Safety
If you choose to go out at night, remember:
* Always walk on sidewalks or paths. Be sure to cross the street using traffic signals and crosswalks.
* Be seen! Carry glow sticks or flashlights and wear light colored clothing.
* Watch for cars turning or backing up.
A costume mask (such as for Halloween) is not a substitute for a cloth mask. A costume mask should not be used unless it is made of two or more layers of breathable fabric that covers the mouth and nose and doesn't leave gaps around the face.
* Do not wear a costume mask over a protective cloth mask. It can be dangerous if the costume mask can make it hard to breathe. Instead, consider using a Halloween-themed cloth mask.
Sources:
* https://covid19.ncdhhs.gov/media/3492/download?attachment
* https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/holidays.html#halloween
*
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Grade- VII
ENGLISH
I. Answer the questions with a suggestion. Use could
2 We could have fish.
3 You could give her a book.
4 You could phone her now.
5 We could go (and see him) on Friday.
6 We could hang it in the kitchen.
3 Put in can or could. Sometimes either word is possible.
2 could
3 can / could
4 could
5 could
6 can
7 can / could
8 could
III. Complete the sentences. Use could or could have + a suitable verb.
2 could have gone
3 could apply
4 could have gone
5 could come
BASIC WORKSHEET KEY- 6
IV. Read this information about Ken:
2 Ken couldn't have gone out (for a meal) on Friday evening (because he had to work).
3 Ken could have played tennis on Monday afternoon.
4. He couldn't have lent Jack £50 (because he was short of money). or He couldn't have lent him £50...
5 He could have come to Jane's party. or He could have gone to...
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BASIC WORKSHEET-2
Grade- VIII
Name of the Student: ______________________Grade/Sec: _______________ Branch ______________
1. Name the following
a. Residue left after the destructive distillation of coal tar
b. The process which is used for the manufacture of petrol from the petroleum gas
c. Oldest variety of coal
d. chemical used as moth repellent
2. Explain how CO2 is able to control fires
3. Write any three differences between metals and nonmetals on the basis of following characters
a. Appearance
b. Conduction of heat
c. Malleability
d. Ductility
4. State the nature of oxides of nonmetals
5. Sneha and neha are friends Sneha belongs to rich family and believes in throwing things after use While Neha does not like wastage and reuses things
a. How reusing things avoids wastage
b. List any two examples where you can reuse things
c. What change you can make in your habits to become more eco friendly
PHYSICS
BIOLOGY
I.
1. how much blood is in the human body __________
2. name the Corona virus that kills human______________
3. in which part of the body digestion of protein starts ___________
4. _________________ is an instrument used to measure blood pressure
5. _____________________is also known as vitamin A
6. the number of chromosomes is in the human gene is _____________
7. _______________is P H value of human blood
8. the digestive enzyme pepsin is most active in the______________
9. in which blood vessel carries blood from all parts of the body to the heart___________
10._______________is the liquid in human body which dissolves all materials
II.
1. The bones that make up your spine are called what?
2. Outside layer of skin on the human body is called the?
3. What do you know about red blood cells?
4. Is immunity plays important role in human body why?
5. What is the master gland of the body?
III. How to use biotechnology to kill coronavirus inside human body? Is technology useful? Does human body develop resistance are antibodies against covid-19?
IV.
1. Raju is having doubt how heart works in human body can you explain functioning of heart
2. How are forests useful to man?
3. They are blue bins and green bins in Park. What is the importance of these two bins?
V.
1. Write importance of arteries and veins
2.
How can you test for presence of starch
3. How can you identify different parts of a flower and write about the important parts of flower | <urn:uuid:4cc4c789-278d-4ba2-94d3-62f528b3eb4e> | CC-MAIN-2021-49 | http://bhashyam.in/WorkSheets/CBSE/21-Apr-2020/10_Grade_8_Science_%20WorkSheet_21_Apr.pdf | 2021-12-03T03:07:15+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00194.warc.gz | 6,871,242 | 562 | eng_Latn | eng_Latn | 0.997954 | eng_Latn | 0.998794 | [
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ROUND 16
TOSS-UP
1) LIFE SCIENCE Multiple Choice Which of the following is the most common term biologists use to indicate that an enzyme has lost its normal 3-dimensional shape:
W) virulent
Y) denatured
X) catalyzed
Z) degenerated
ANSWER: Y) DENATURED
BONUS
1) LIFE SCIENCE Short Answer By words or numbers, name all of the following 3 physical or chemical changes that will typically denature a protein:
1) large changes in pH; 2) rapid cooling to 4ºC; 3) heating to over 45ºC
ANSWER: 1 AND 3
TOSS-UP
2) PHYSICAL SCIENCE Multiple Choice Which of the following is the BEST description of the thermodynamic term entropy:
W) a measure of the disorder of a system
Y) all energy is conserved
X) the amount of heat in a system
Z) heat moving from a warm system and generating work
ANSWER: W) A MEASURE OF THE DISORDER OF A SYSTEM
BONUS
2) PHYSICAL SCIENCE Multiple Choice Which of the following is an example of the Doppler effect:
W) the higher a sound pitch the slower it travels through a dense medium
Y) sound is louder the closer it is to an observer
X) light emitted from a galaxy that is moving away from Earth is shifted to the red wavelengths
Z) light intensity falls off with the cube of the distance from an observer
ANSWER: X) LIGHT EMITTED FROM A GALAXY THAT IS MOVING AWAY FROM EARTH IS SHIFTED TO THE RED WAVELENGTHS
3) EARTH SCIENCE Multiple Choice Which of the following did Alfred Wegener study to come up with the theory of continental drift:
W) remnant magnetism in rock
Y) altimetry data
X) the shape of landmasses and the distribution of fossils
Z) sea floor topography
ANSWER: X) THE SHAPE OF LANDMASSES AND THE DISTRIBUTION OF FOSSILS
BONUS
3) EARTH SCIENCE Multiple Choice The interpretation of which of the following gave strong and convincing support to the concept of sea-floor spreading:
W) subsurface crystallography studies
Y) fossil studies of benthic organisms
X) color comparisons of basaltic rock
Z) magnetic surveys of the seafloor
ANSWER: Z) MAGNETIC SURVEYS OF THE SEAFLOOR
TOSS-UP
4) MATH Short Answer In how many different ways can 4 people line up for a photograph?
ANSWER: 24
(Solution: 4 × 3 × 2 × 1 = 24)
BONUS
4) MATH Short Answer If the price of carpeting is $20.00 per square yard, how much will it cost to cover a 30-foot by 30-foot square area?
ANSWER: $2,000.00
(Solution: A = 900 ft 2 ; (900 ft 2 )(1 yd 2 /9 ft 2 )($20/ yd 2 ) = $2000)
5) GENERAL SCIENCE Multiple Choice For people viewing the night sky from mid-northern latitudes, which of the following constellations would never set below the horizon during the night:
W) Centaurus
Y) Pegasus
X) Orion
Z) Ursa Major
ANSWER: Z) URSA MAJOR
BONUS
5) GENERAL SCIENCE Short Answer Name all of the following 4 choices that are characteristic of coke used in blast furnaces: porous; shiny; grey; soft
ANSWER: POROUS; GREY
TOSS-UP
6) LIFE SCIENCE Short Answer Into what organelle does the nuclear membrane get absorbed at the start of prophase?
ANSWER: ENDOPLASMIC RETICULUM (ACCEPT: ER)
BONUS
6) LIFE SCIENCE Multiple Choice Which of the following is the best explanation as to why germs that infect a certain family of animals will often NOT be able to infect a different family of animals:
W) different metabolic pathways exist in different animals
Y) the immune systems of different animals prevents infection of unusual diseases
X) germs gain entry into cells by binding to receptors which are often specific to certain groups of organisms
Z) germs reproduce only when genes in a cell allow them
ANSWER: X) GERMS GAIN ENTRY INTO CELLS BY BINDING TO RECEPTORS WHICH ARE OFTEN SPECIFIC TO CERTAIN GROUPS OF ORGANISMS
7) PHYSICAL SCIENCE Multiple Choice Which of the following BEST describes what atomic particle was the last to be discovered and why:
W) the electron because it has very small mass
Y) the proton because it does not have any angular momentum
X) the proton because it resides in the nucleus
Z) the neutron because it has no charge
ANSWER: Z) THE NEUTRON BECAUSE IT HAS NO CHARGE
BONUS
7) PHYSICAL SCIENCE Short Answer Assuming that sodium and chlorine have atomic masses of 23 and 35, respectively, what is the molarity of a 5-liter aqueous solution containing 292 grams of sodium chloride?
ANSWER: 1
(Solution: 292g/5L = 58g/L = 1M)
TOSS-UP
8) EARTH SCIENCE Multiple Choice Which of the following is NOT a key step in the nitrogen cycle:
W) nitrification
Y) ammonification
X) assimilation
Z) evaporation
ANSWER: Z) EVAPORATION
BONUS
8) EARTH SCIENCE Multiple Choice When lengthy and lasting jet contrails predominate in the sky, which of the following is the most likely forecast:
W) showers within 24 hours
Y) violent thunderstorms within 24 hours
X) fair weather with increasing cirrus or cirrostratus clouds
Z) overcast with slow clearing
ANSWER: X) FAIR WEATHER WITH INCREASING CIRRUS OR CIRROSTRATUS CLOUDS
9) MATH Multiple Choice Which of the following expressions is NOT a monomial:
W) 3
x
y
2
X) x 2 1
Y) x
Z)
x
ANSWER: Y) x
BONUS
9) MATH Short Answer Find the following product, giving your answer in simplified form: (9xy 2 + 4)(5xy 2 – 3)
ANSWER: 45
x
2
y
4
– 7
xy
2
– 12
TOSS-UP
10) GENERAL SCIENCE Multiple Choice Which of the following is the best basic guide for recognizing a theory as scientific:
W) it must have a hypothesis that will be proven true
Y) it must be new and able to be proved true in all instances
X) it must be subject to some sort of testing or experimentation
Z) the subject with which it deals must be able to be directly observed
ANSWER: X) IT MUST BE SUBJECT TO SOME SORT OF TESTING OR EXPERIMENTATION
BONUS
10) GENERAL SCIENCE Multiple Choice Which of the following is NOT true regarding B-vitamins:
W) they are fat soluble
Y) niacin is a B-vitamin
X) there are more than 5 different B-vitamins
Z) vitamin B-12 is found in meat, milk and eggs
ANSWER: W) THEY ARE FAT SOLUBLE
11) LIFE SCIENCE Short Answer What human blood type has antibodies to only group A antigens?
ANSWER: TYPE B (ACCEPT: B)
BONUS
11) LIFE SCIENCE Multiple Choice Which of the following is NOT true of genes:
W) they are a passed from generation to generation through chromosomes
Y) genes often lead to the production of a protein
X) they can come in dominant or recessive forms
Z) most of the DNA sequences in chromosomes are genes
ANSWER: Z) MOST OF THE DNA SEQUENCES IN CHROMOSOMES ARE GENES
TOSS-UP
12) PHYSICAL SCIENCE Multiple Choice A botanist observes pollen grains suspended in water jittering about in a random fashion. Another scientist observes similar random motion of coal dust on the surface of another liquid. These are commonly considered an examples of:
W) speculative motion
Y) Brownian motion
X) Bose condensation
Z) osmosis
ANSWER: Y) BROWNIAN MOTION
BONUS
12) PHYSICAL SCIENCE Multiple Choice With which of the following is Brownian motion most directly related:
W) thermal energy
Y) Dalton's law
X) conservation of mass
Z) chemical ionic bonds
ANSWER: W) THERMAL ENERGY
13) EARTH SCIENCE Multiple Choice The darker portion of the Moon that faces the Earth in a crescent phase often appears somewhat lighted with a faint grayish glow. Which of the following BEST describes why this happens:
W) sunlight reflected off the Earth's surface onto the Moon
Y) an optical illusion
X) afterglow of the Moon's lighted surface
Z) sunlight reflected off interplanetary dust
ANSWER: W) SUNLIGHT REFLECTED OFF THE EARTH'S SURFACE ONTO THE MOON
BONUS
13) EARTH SCIENCE Multiple Choice Which of the following best describes what occurs to the solar wind as it approaches close to the planet Earth:
W) it is absorbed by the troposphere and significantly heats the upper atmosphere
Y) it is largely deflected by the Earth's magnetosphere
X) it forms cosmic rays that create the Van Allen belts
Z) it causes a shock wave to form, creating what is called a termination shock in the Earth's ionosphere
ANSWER: Y) IT IS LARGELY DEFLECTED BY THE EARTH'S MAGNETOSPHERE
TOSS-UP
14) MATH Short Answer A bag contains 100 crayons of which 20 are red, 55 are purple, and 25 are yellow. Expressed as a percent, what is the probability of randomly getting one crayon from the bag and having it be yellow?
ANSWER: 25
BONUS
14) MATH Short Answer Assuming log 2 = 0.3 and log 3 = 0.5, find log 6:
ANSWER: 0.8
(Solution: log 2 + log 3 = 0.8)
15) GENERAL SCIENCE Multiple Choice Which of the following is the earliest stage in the birth of a star:
W) globular cluster
Y) Blue Giant
X) planetary nebula
Z) nebula
ANSWER: Z) NEBULA
BONUS
15) GENERAL SCIENCE Short Answer Name all of the following 3 energy resources that are typically considered renewable: tidal power; geothermal energy; coal
ANSWER: TIDAL POWER; GEOTHERMAL ENERGY
TOSS-UP
16) LIFE SCIENCE Multiple Choice Which of the following is a set of reactions that do NOT require light and where carbon dioxide is used to make 3 carbon sugar phosphate molecules that are later used to make 6 carbon sugars:
W) photosystem-two
Y) citric acid cycle
X) Calvin cycle
Z) electron transport
ANSWER: X) CALVIN CYCLE
BONUS
16) LIFE SCIENCE Multiple Choice Which of the following instruments did Louis Pasteur use in dispelling the theory of spontaneous generation:
W) swan necked flasks with boiled and unboiled broth
Y) flasks of amino acids and other organic molecules exposed to electric charges
X) open and closed jars with rotting meat
Z) bacterial cultures inside sterile tubes
ANSWER: W) SWAN NECKED FLASKS WITH BOILED AND UNBOILED BROTH
17) PHYSICAL SCIENCE Multiple Choice Which of the following is TRUE of a gas contained in a tall, sealed cylindrical container at 1 atmosphere of pressure and 25ºC:
W) the gas exerts the same pressure on all the walls of the container
Y) the gas exerts a higher pressure on the bottom of the container
X) the gas exerts a higher pressure on the top of the container
Z) the gas exerts a higher pressure on the sides of the container
ANSWER: W) THE GAS EXERTS THE SAME PRESSURE ON ALL THE WALLS OF THE CONTAINER
BONUS
17) PHYSICAL SCIENCE Short Answer Which 2 of the following 4 choices represent standard conditions when working with gases: 1 atmosphere; 273 kelvin; 25ºC; 760 atmospheres
ANSWER: 1 ATMOSPHERE; 25ºC
TOSS-UP
18) EARTH SCIENCE Multiple Choice The prevailing westerlies converge and are caused to rise at which of the following latitudes:
W) 0º
Y) 60º
X) 30º
Z) 90º
ANSWER: Y) 60º
BONUS
18) EARTH SCIENCE Multiple Choice The horse latitudes are zones primarily characterized by:
W) fierce polar winds
Y) rising air masses
X) very light winds
Z) strong tropical downbursts
ANSWER: X) VERY LIGHT WINDS
19) MATH Short Answer What is the most common name for the branch of mathematics developed by Mandelbrot that generates geometrically self-similar patterns?
ANSWER: FRACTALS
BONUS
19) MATH Multiple Choice Which of the following is the most economical purchase for a given brand of olive oil:
W) 3 liters at $30.00
Y) 6,000 milliliters at $30.00
X) 4 quarts at $30.00
Z) 1 gallon at $30.00
ANSWER: Y) 6,000 MILLILITERS AT $30.00
TOSS-UP
20) GENERAL SCIENCE Multiple Choice Which of the following is a crystalline material found in arctic regions and within relatively shallow marine sediments that is sometimes called "burning ice" and may one day be used as a vast energy source:
W) methane gas hydrate
Y) sublimated helium
X) liquid hydrogen
Z) coal gas
ANSWER: W) METHANE GAS HYDRATE
BONUS
20) GENERAL SCIENCE Short Answer Name all of the following 4 choices that are common resources for biodiesel fuel: palm oil; switch grass; sunflower seeds; soybeans
ANSWER: PALM OIL; SUNFLOWER; SOYBEANS (ACCEPT: ALL BUT SWITCH GRASS)
21) LIFE SCIENCE Short Answer What substance is most directly formed when oxygen accepts electrons at the end of the electron transport system of oxidative phosphorylation?
ANSWER: WATER
BONUS
21) LIFE SCIENCE Short Answer Name all of the following 3 metabolic processes in vertebrate cells that release carbon dioxide as a byproduct: glycolysis; citric acid cycle; oxidative phosphorylation
ANSWER: CITRIC ACID CYCLE
TOSS-UP
22) PHYSICAL SCIENCE Short Answer What basic force of the universe most directly functions to keep the nucleus of an atom together?
ANSWER: STRONG FORCE
BONUS
22) PHYSICAL SCIENCE Short Answer Maryjane sees a fireworks display and 3 seconds later hears its explosion. Rounded to the nearest 100 meters, how far away from Maryjane were the fireworks?
ANSWER: 1,000
(Solution: 330/second × 3 = 990 or 1,000 m)
23) EARTH SCIENCE Short Answer On the geological time scale, the Pleistocene Epoch is followed by what epoch?
ANSWER: HOLOCENE (ACCEPT: RECENT)
BONUS
23) EARTH SCIENCE Short Answer Which of Kepler's laws most directly leads us to have terms such as apogee, aphelion, and perigee?
ANSWER: 1
ST
LAW
TOSS-UP
24) MATH Short Answer What is the degree of the following monomial: 12x 2 y 3 z 4
ANSWER: 9
(Solution: 2 + 3 + 4 = 9)
BONUS
24) MATH Short Answer If the sum of the INTERIOR angles of a regular polygon is 540º, how many sides does it have?
ANSWER: 5
(Solution: 180º(n – 2) = 540º, n = 5 sides)
25) GENERAL SCIENCE Short Answer What is the most common term for the principal, rule or effect, that explains what is referred to by astronomers as blue shift?
ANSWER: DOPPLER EFFECT
BONUS
25) GENERAL SCIENCE Short Answer From the EARLIEST to the LATEST, what are the 4 strokes or stages in a typical 4-stroke internal combustion engine?
ANSWER: INTAKE; COMPRESSION; POWER; EXHAUST | <urn:uuid:c3ed56d1-9fe1-4a21-9d64-89ab070ad9aa> | CC-MAIN-2021-49 | https://science.osti.gov/-/media/wdts/nsb/pdf/MS-Sample-Questions/Sample-Set-1/m_round16.pdf | 2021-12-03T03:42:23+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00192.warc.gz | 594,002,157 | 3,736 | eng_Latn | eng_Latn | 0.947858 | eng_Latn | 0.967646 | [
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Department of Mathematical Sciences
Instructor: M. Z. Abu-Sbeih
Serial #: ____ St. Number: _____________
Name: ______________________________
Test No. II Date: 21-4-2013.
Math - 132.6
Note: Show all your work. No credits for answers not supported by work.
Problem 1:
(25 points) Consider the function
3
( )
3
y
f x
x
x
a. Find the critical numbers.
b. Find intervals where the function is increasing and those where it is decreasing.
c. Find the local maximum and minimum of the function.
d. Discuss the concavity of the function and find the infection points.
e. Sketch the graph of the function. Clearly indicate the critical numbers, extrema and inflection points.
Problem 2: (10 points) Find all vertical and horizontal asymptotes of 1 x y x
.
Problem 3: (10 points) The demand equation for a certain product is 80 ; 0 80 4 q p q , where q is the number of units and p is the price per unit. At what value of q will there be a maximum revenue r? What is this maximum revenue?
Problem 4: (10 points) Suppose that the profit (in reyal) of producing q units of a certain prodict is 2 300 3 400. p q q Using differentials, find the approximate change in profit if the level of production changes from 90 q to 91 q .
Problem 5: (10 points) Find the area enclosed by the graphs of 2 2 y x and y x
.
Problem 6: (35 points) Evaluate the integrals: | <urn:uuid:84fea459-ca26-49e7-917b-bd71ddebece1> | CC-MAIN-2021-49 | https://mathfiles.kfupm.edu.sa/data/files/mathonly/coursefilesdata/122/MATH132_122_01_E2.pdf | 2021-12-03T03:20:36+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00194.warc.gz | 465,321,096 | 410 | eng_Latn | eng_Latn | 0.98473 | eng_Latn | 0.98473 | [
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SHELTERBELT TIPS
Properly planned Shelterbelts can reduce wind, control blowing snow, and protect livestock, buildings and gardens. As well they can beautify the farmyard.
MAPPING OUT THE PROPERTY
Map out the farm using a simple scale to follow, such as 1"=100ft.
Mark existing trees, buildings, power lines, gardens etc.
Draw in the prevailing wind
Make note of any areas the snow accumulates
*TIP! Keep all trees at least 100ft from main buildings and driveways to eliminate problems with snow build up.
*TIP! Avoid any openings or access roads in shelterbelts that allow prevailing winds to blow into yard. Field access is ideally located in East or South corners to allow summer airflow and not winter prevailing winds.
PLANNING ROWS
Decide on the number of rows required to protect your property
Up to 5 rows of trees on the North and West side to protect against prevailing prairie winds
Two or three rows along the East and South side
Outside Row – should be a dense shrub (e.g. Caragana, Cotoneaster, Lilac) to trap snow
Spacing between shrubs 1-3ft
Second Row – Should be fast growing (e.g. Willow, Maple, Poplar)
Spacing between trees 5-8ft
Third Row – Should be long-lived (e.g. Green Ash, Maple, Oak)
Spacing between trees 8ft
Fourth and Fifth Rows – Should be tall dense and long-lived (e.g. Spruce, Pine)
Spacing between trees 10-12'ft
SPACING GUIDLINE FOR ROWS
*TIP! Plant only as many trees as you can care for at a time. More trees are killed by weeds and grass than by any other causes.
Aubin Nurseries Ltd. 1-204-745-6703 Carman, Manitoba | <urn:uuid:6bd675f1-d0b7-485c-b9e5-c78a68d68ffe> | CC-MAIN-2021-49 | https://greenvalleygardencentre.com/wp-content/uploads/2021/01/Shelterbelt-Tips.pdf | 2021-12-03T03:31:41+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00194.warc.gz | 373,632,953 | 409 | eng_Latn | eng_Latn | 0.994952 | eng_Latn | 0.994952 | [
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ROUND 17
TOSS-UP
1) PHYSICAL SCIENCE Multiple Choice J. J. Thomson primarily used what instrument to discover electrons:
W) cathode ray tube
Y) interferometer
X) torsion balance
Z) mass spectrometer
ANSWER: W) CATHODE RAY TUBE
BONUS
1) PHYSICAL SCIENCE Multiple Choice In the early 20 th century, physicists were unknowingly fissioning uranium by which of the following methods:
W) bombardment with neutrons
Y) exposing uranium to high temperatures
X) combining heavy isotopes of plutonium
Z) exposing heavy elements to immense pressure using explosive devices in heavy-walled containment vessels
ANSWER: W) BOMBARDMENT WITH NEUTRONS
TOSS-UP
2) EARTH SCIENCE Multiple Choice It is the fate of all lakes and ponds on Earth to eventually become dry lands, bogs, marshes, or fens, through a process called:
W) fossilization
Y) mineralization
X) eutrophication
Z) oligotrophy
ANSWER: X) EUTROPHICATION
BONUS
2) EARTH SCIENCE Short Answer Which one of the following 4 terms does not belong with the others: zone of accumulation; zone of wastage; snow line; frontal wedging
ANSWER: FRONTAL WEDGING
(Solution: frontal wedging is a meteorological term, others are glacial terms)
3) MATH Multiple Choice The formula, SA = s 2 + 2sl, where s is one side of the base and l is the slant height, is used to calculate the surface area of which of the following:
W) right circular cone
Y) rectangular solid
X) right pentagonal prism
Z) right square pyramid
ANSWER: Z) RIGHT SQUARE PYRAMID
BONUS
3) MATH Short Answer Giving your answer rounded to the 1 st decimal place, find the 9 th term in the geometric sequence with first three terms: 0.1, 0.2, 0.4…
ANSWER: 25.6
TOSS-UP
4) GENERAL SCIENCE Multiple Choice Which of the following was determined in 2007 to be the cause of hundreds of pet deaths because of pet food contamination:
W) aspartame
Y) melamine
X) stevia
Z) carrageenan
ANSWER: Y) MELAMINE
BONUS
4) GENERAL SCIENCE Multiple Choice Melamine is sometimes illegally added to food products in order to increase the apparent content of:
W) protein
Y) enzymes
X) carbohydrate
Z) B vitamins
ANSWER: W) PROTEIN
5) LIFE SCIENCE Multiple Choice Which of the following techniques was used by Meselson and Stahl to separate samples of DNA that contained different amounts of DNA labeled with a heavy isotope and a light isotope of nitrogen in their experiments on DNA replication:
W) reverse osmosis
Y) centrifugation
X) dialysis
Z) liquid chromatography
ANSWER: Y) CENTRIFUGATION
BONUS
5) LIFE SCIENCE Short Answer Name all of the following 4 proteins that are soluble in water: collagen; hemoglobin; insulin; DNA polymerase
ANSWER: HEMOGLOBIN; INSULIN; DNA POLYMERASE
(ACCEPT: ALL BUT COLLAGEN)
(Solution: structural proteins are generally insoluble. Globular proteins, which include enzymes, are soluble…any protein with an "ase" suffix is typically an enzyme)
TOSS-UP
6) PHYSICAL SCIENCE Short Answer What is the maximum number of covalent bonds between any 2 carbon atoms?
ANSWER: 3
BONUS
6) PHYSICAL SCIENCE Short Answer The density of an organic solvent is 600 grams per milliliter. What is the mass, in kilograms, of the solvent if it fills a container that measures 3 centimeters by 4 centimeters by 10 centimeters?
ANSWER: 72
(Solution: (600 g/cm 3 )(3 cm × 4 cm × 10 cm)(1 Kg/1000 g) = 72 Kg)
7) EARTH SCIENCE Multiple Choice Which of the following is a semi-permanent high pressure system that sits over the Atlantic Ocean during summer:
W) South Atlantic High
Y) North American High
X) Floridian High
Z) Bermuda High
ANSWER: Z) BERMUDA HIGH
BONUS
7) EARTH SCIENCE Multiple Choice Which of the following BEST describes the air circulation pattern above the Bermuda or Azores high in the northern hemisphere in August:
W) air spiraling into the center in a clockwise direction
Y) air spiraling into the center in a counter-clockwise direction
X) air spiraling out from the center in a clockwise direction
Z) air spiraling out from the center in a counter-clockwise direction
ANSWER: X) AIR SPIRALING OUT FROM THE CENTER IN A CLOCKWISE DIRECTION
TOSS-UP
8) MATH Short Answer What is the second term in the binomial expansion of (a+ b) 5 ?
ANSWER: 5
a
4
b
BONUS
8) MATH Short Answer Provide the prime factors over the integers for the following expression: 16x 2 – 25y 4
ANSWER: (4x – 5y 2 )(4x + 5y 2 )
9) GENERAL SCIENCE Short Answer Giving your answer as A, B, C, or D, what is a fat-soluble vitamin that is a central component for healthy vision and is important in the transduction of light to the retina, sometimes referred to as "night-vision"?
ANSWER: A
BONUS
9) GENERAL SCIENCE Multiple Choice The glycemic index is an index that is used to directly predict the rate at which ingested food in the human diet will increase which of the following levels in the blood:
W) sugar
Y) oxygen
X) lipid
Z) carbon dioxide
ANSWER: W) SUGAR
TOSS-UP
10) LIFE SCIENCE Multiple Choice In which of the following stages in the life of an average dividing cell would it spend most of its time:
W) mitosis
Y) cytokinesis
X) interphase
Z) karyokinesis
ANSWER: X) INTERPHASE
BONUS
10) LIFE SCIENCE Multiple Choice Which of the following BEST describes the chemical makeup of a human chromosome:
W) 100% DNA
Y) about 50% DNA and 50% protein
X) about 99% DNA and 1% protein
Z) about 1% DNA and 99% protein
ANSWER: Y) ABOUT 50% DNA AND 50% PROTEIN
11) PHYSICAL SCIENCE Multiple Choice Which of the following is most accurate regarding the force of gravity:
W) it is caused by the weight of an object
Y) it theoretically acts over unlimited distances
X) it is cannot travel through a vacuum
Z) it is caused by the strong nuclear force within atoms
ANSWER: Y) IT THEORETICALLY ACTS OVER UNLIMITED DISTANCES
BONUS
11) PHYSICAL SCIENCE Multiple Choice Which of the following BEST explains whether a U.S. quarter will accelerate down an inclined plane faster than a silver ring of the same diameter, assuming both roll without slipping:
W) the ring accelerates faster because it has less inertia
Y) the quarter will accelerate faster because it has more mass
X) the ring will accelerate slower because all its mass in the outer rim
Z) the quarter will accelerate at the same rate as the ring since both have the same diameter
ANSWER: X) THE RING WILL ACCELERATE SLOWER BECAUSE ALL ITS MASS IN THE OUTER RIM
TOSS-UP
12) GENERAL SCIENCE Short Answer Rounded to the nearest whole number, how many degrees is the Moon inclined with respect to the orbit of the Earth about the Sun?
ANSWER: 5
BONUS
12) GENERAL SCIENCE Multiple Choice In the Hertzsprung-Russell diagram, where would Blue Giants be found:
W) upper left
Y) lower left
X) upper right
Z) lower right
ANSWER: W) UPPER LEFT
13) EARTH SCIENCE Multiple Choice Which of the following are the first clearly identifiable fossils from the Precambrian Era which can still be found living along beaches of Shark Bay in western Australia:
W) echinoderms
Y) sharks
X) trilobites
Z) stromatolites
ANSWER: Z) STROMATOLITES
BONUS
13) EARTH SCIENCE Multiple Choice The law of superposition is used by geologists to predict which of the following properties of a rock:
W) its relative age
Y) its radiometric age
X) its absolute age
Z) its chemical composition
ANSWER: W) ITS RELATIVE AGE
TOSS-UP
14) MATH Multiple Choice The graph of which of the following equations passes through quadrants one and two:
W) x – 2 = 0
Y) x = 5y
X) y = x 2
Z) y + 3 = 0
ANSWER: X) y = x 2
BONUS
14) MATH Short Answer Paul is getting dressed for graduation. He has 2 choices of pants, 3 choices of shirts, and 4 choices of shoes. How many different wardrobes consisting of pants, shirts and shoes are possible?
ANSWER: 24
15) LIFE SCIENCE Multiple Choice Which of the following will most likely occur for a bacteria that is an obligate or strict anaerobe (read as: an-AYE-robe) when grown in a test tube of nutrient agar that remains undisturbed :
W) all the bacteria immediately die
Y) the bacteria only grow at the top of the test tube
X) the bacteria only grow against the walls of the test tube
Z) the bacteria only grow at the bottom of the test tube
ANSWER: Z) THE BACTERIA ONLY GROW AT THE BOTTOM OF THE TEST TUBE
BONUS
15) LIFE SCIENCE Multiple Choice Which of the following molecules primarily functions to carry electrons from one place to another inside a cell:
W) NAD+
Y) UTP
X) ATP
Z) pyruvic acid
ANSWER: W) NAD+
TOSS-UP
16) PHYSICAL SCIENCE Multiple Choice Which of the following is a strong acid since it ionizes almost completely in water:
W) NaCl
Y) H2CO3
X) LiOH
Z) H2SO4
ANSWER: Z) H
2SO4
BONUS
16) PHYSICAL SCIENCE Short Answer By words or numbers, name all of the following 3 choices that obey an inverse square law:
2) the size of an object and its density
1) gravitational force and distance
3) the intensity of a light source and the distance between the source and detector
ANSWER: 1 AND 3
17) GENERAL SCIENCE Short Answer What astronomical unit for distance is derived from the parallax of one second of arc?
ANSWER: PARSEC
BONUS
17) GENERAL SCIENCE Multiple Choice How many light-seconds are in a light-year:
W) 300,000
Y) 1,314,000
X) 360,000
Z) 31,557,600
ANSWER: Z) 31,557,600
TOSS-UP
18) EARTH SCIENCE Multiple Choice The greenhouse effect is produced primarily by the re-emission of which of the following by the atmosphere:
W) visible light
Y) infrared radiation
X) UV light
Z) sensible heat
ANSWER: Y) INFRARED RADIATION
BONUS
18) EARTH SCIENCE Multiple Choice Which of the following is a human-made gas that, if released into the atmosphere, can directly act to destroy ozone in the stratosphere:
W) chlorofluorocarbon
Y) methane
X) carbon dioxide
Z) hydrogen cyanide
ANSWER: W) CHLOROFLUOROCARBON
19) MATH Multiple Choice Which of the following is the best example of a graph of ordered pairs that directly shows how much one variable is directly affected by another:
W) box-and-whiskers plot
Y) histogram
X) scatter plot
Z) pie chart
ANSWER: X) SCATTER PLOT
BONUS
19) MATH Short Answer A balanced coin is flipped 4 times. What is the probability, as a fraction in lowest terms, of obtaining the exact order of tail, tail, head, head?
ANSWER:
16
1
TOSS-UP
20) LIFE SCIENCE Short Answer From what embryonic germ layer are skeletal bones primarily derived?
ANSWER: MESODERM
BONUS
20) LIFE SCIENCE Short Answer Progressing from the outside to the inside, what are the 3 basic embryonic germ layers in vertebrates?
ANSWER: ECTODERM; MESODERM; ENDODERM
21) PHYSICAL SCIENCE Short Answer Leona swims directly across a river at 4 kilometers per hour and the river has a current of 5 kilometers per hour. To the nearest whole number, what is Leona's total velocity, in kilometers per hour?
ANSWER: 6
BONUS
21) PHYSICAL SCIENCE Short Answer Which 2 of the following 4 atomic properties primarily account for the magnetic behavior of an iron magnet: electron spin; neutron number; atomic charge; electron orbit
ANSWER: ELECTRON SPIN; ELECTRON ORBIT
TOSS-UP
22) EARTH SCIENCE Short Answer Giving your answer as north, south, east, or west, surface winds normally blow FROM what direction at 70º to 80º north latitude?
ANSWER: EAST
(Solution: polar easterlies)
BONUS
22) EARTH SCIENCE Short Answer Arrange the following 4 choices in order of INCREASING specific gravity: quartz; hematite; gypsum; silver
ANSWER: GYPSUM; QUARTZ; HEMATITE; SILVER
23) GENERAL SCIENCE Short Answer What stellar cataclysm resulted in the formation of the Crab nebula?
ANSWER: SUPERNOVA
BONUS
23) GENERAL SCIENCE Short Answer Name all of the following 4 elements that are produced in supernova and NOT by stars with masses similar to the Sun: helium; carbon; oxygen; copper
ANSWER: COPPER
TOSS-UP
24) MATH Short Answer In a right triangle, the ratio of the length of the side opposite an angle to the length of the hypotenuse describes what trigonometric function?
ANSWER: SINE
BONUS
24) MATH Short Answer If the volume of a sphere is 36π centimeters, find its radius, in centimeters:
ANSWER: 3
(Solution: V = 4/3πr 3 ; 36π = (4/3)πr 3 , r = 3 cm)
25) LIFE SCIENCE Short Answer Name all of the following 4 elements that are found in DNA and NOT proteins: sulfur; nitrogen; oxygen; phosphorus
ANSWER: PHOSPHORUS
BONUS
25) LIFE SCIENCE Short Answer What radioactive isotope did Hershey and Chase use to label the capsid protein of bacteriophage in the pivotal experiment supporting the theory that genetic information was carried in the DNA?
ANSWER: SULFUR 35 (ACCEPT: S-35) | <urn:uuid:4370fe85-0198-47ee-9870-737a7aad23c2> | CC-MAIN-2021-49 | https://science.osti.gov/-/media/wdts/nsb/pdf/MS-Sample-Questions/Sample-Set-1/m_round17.pdf | 2021-12-03T04:27:23+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00193.warc.gz | 571,201,167 | 3,455 | eng_Latn | eng_Latn | 0.946578 | eng_Latn | 0.96104 | [
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Squaring a number can be done easily using a x 2 key. Cubing a number or raising it to any power can be achieved by using ^ key followed by number 3.
Ø Squaring: input the number and then x 2 =, 4 2 is found by inputting: 4 x 2 =
You screen will look like: 4
2
16
- Cubing or raising a number to the third power: input the number and then ^3 =, 4 3 is found by inputting: 4 ^3 =
You screen will look like: 4^3
64
- Raising a number to a power greater than 3: input the number and then ^ (the power desired) =, (-3) 4 is found by inputting: ( (-)3 ) ^ 4 =
You screen will look like: (-3)^4
81
Note: if you did not put the -3 in parentheses, the orders of operation raises the 3 to the fourth power and then makes it negative, hence the answer will be -81.
Be careful that you always put negative numbers in parentheses when raising them to powers.
- You can also take values to fractional exponents: 8 2/3 can be found by inputting: 8 ^ (2 ÷3) =
You screen will look like: 8 ^ (2 / 3)
4
Taking a root can be done easily using √ option, which is achieved by pressing 2nd x 2 . Any other root (n-root), can be calculated by pressing (the root desired) 2nd ^.
is found by inputting: 2ndx
2
36 =
- Square root: √ the number =,
You screen will look like: √(36
6
- Cube root:
∛
the number =,
is found by inputting: 3 2nd ^ 64 =
You screen will look like: 3 x √64
4
- Taking a root higher than a cube root: (the root desired) 2nd ^ (the value) =,
is found by inputting: 4 2nd ^ 1296 =
You screen will look like: 4 x √1296
6
Since the root symbol works like a grouping symbol, there is no need to use parentheses for negative values.
is found by inputting: 5 2nd ^ (-)32 =
You screen will look like: 5x √-32
-2
Remember that you can't take an even root of a negative number.
If you do you will get an error message. | <urn:uuid:d94db7b4-cc3e-4042-bc04-55c9b6b67eeb> | CC-MAIN-2021-49 | https://sdmesa.edu/academics/schools-departments/mathematics/helpdocs/exponents%20and%20roots_IT.pdf | 2021-12-03T04:18:52+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00195.warc.gz | 556,055,119 | 561 | eng_Latn | eng_Latn | 0.99716 | eng_Latn | 0.997482 | [
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Name:________________________
Create a line plot and then fill in the part-to-whole ratios in the chart below.
Line Plots
1. _________________________ Lettuce
2. _________________________ Lettuce
3. _________________________ Lettuce
I Liked It
It's Ok
I Tried It
I Liked It
It's Ok
I Tried It
I Liked It
It's Ok
I Tried It
Part-to-Whole Ratio Chart
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Serial No.:______ Student Name:_______________________ Student Number: ______
Instructor: M. Z. Abu-Sbeih Math 101- Q1 Date: 1-11-2008
Problem 1: (3 points) If it exists, find the limit. Use the symbols or ∞ −∞ as appropriate.
$$1 lim ln( 1) ln( 1) x x x + → − − − $$
Problem 2: (3 points) If 3 2 ( ) f x x x x = − + show that there is a number c such that ( ) 15 f c = . ( What is the name of the Theorem you used here?)
Problem 3: (2 points) Where is the function continuous?
$$(a) ln 3 x x y x − = −$$
$$(b) ln(1 cos ) y x = +$$
Problem 4: (4 points) Use the δ ∈− definition of the limit to show that 2 2 0 lim x x + → − = .
Problem 5: (3 points) Find all values of A and B which will make the function continuous
$$1 ( ) 1 x B if x f x A if x Ax B if x − < = = − > $$
Serial No.:______ Student Name:_______________________ Student Number: ______
Instructor: M. Z. Abu-Sbeih Math 101- Q1 Date: 1-11-2008
Problem 1: (3 points) If it exists, find the limit. Use the symbols or ∞ −∞ as appropriate.
$$1 lim ln( 1) ln( 1) x x x + → − − − $$
Problem 2: (3 points) If 3 2 ( ) f x x x x = − + show that there is a number c such that ( ) 12 f c = .
( What is the name of the Theorem you used here?)
Problem 3: (2 points) Where is the function continuous?
$$(a) ln 5 x x y x + = −$$
$$(b) ln(1 sin ) y x = +$$
Problem 4: (4 points) Use the δ ∈− definition of the limit to show that 1 1 0 lim x x + → −=
.
Problem 5: (3 points) Find all values of A and B which will make the function continuous
$$1 ( ) 1 x A if x f x B if x Ax B if x + < = = + > $$ | <urn:uuid:c1283cd5-c29e-45a3-b163-7329130b5cd7> | CC-MAIN-2021-49 | https://mathfiles.kfupm.edu.sa/data/files/mathonly/coursefilesdata/081/MATH101_081_15_Q2.pdf | 2021-12-03T03:56:50+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00197.warc.gz | 464,296,813 | 607 | eng_Latn | eng_Latn | 0.80686 | eng_Latn | 0.801556 | [
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Grade- VIII
1. Rajya sabha
2.
- He/ she must be a citizen of India.
- He /she must be at least 35 years old.
- He/she must not be holding any office of profit at any level of government.
3. Union list state list
4.
Defense
Police
Currency
Trade
Foreign Affairs
Agriculture
Communication
Irrigation
5. Legislative assembly
Legislative council
Lower house of the state Members directly elected by the people.
6.
upper house of the state Elected by the graduates, teachers and local government represents.
- Healthy
- Weekly markets
- Personal shops
- Shopping malls
7. True
8. Universal adult franchise means all citizens who have are 18 years and above irrespective of their caste, colour, religion are free its vote.
9. Democratic country
10. Member of legislative council
BASIC WORKSHEET KEY- 11
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Teacher's Name
: Tammiann Trudel
Date and Timeframe for the Lesson: Two Weeks (1 Read/ 1Write)
Title of the Lesson: Life as A Northern Slave
LESSON PLAN
LESSON GOAL/AWARENESS/BIG IDEA: (What are you trying to help students to do, know or understand?)
- Students will understand that slavery is not just a "southern" thing
- Students will be able to identify and relate to what slavery in the North was like (focus on slaves themselves but open to town community and slave owners too) as well as the reasons for it being in existence and continuing for so long
- All students should independently or in partnership be able to work through the leveled text to identify new information that supports the question: What was life like for slaves in the North?
- Students should be able to take factual notes from the historical fiction reading and use them to support a strong understanding of life in the 1700's for slaves, and then use this knowledge to create a small fictional journal that shows understanding of the reading with historical facts, insight and/or daily life events included.
LESSON OBJECTIVE(S):
- Students will be able to take turns listening and sharing their thoughts.
- Students will be able to recap what thoughts were shared in group setting
Academic
- Students will understand that historical fictions are not real stories, but some events in them and time periods are real.
- Students should be able to locate and use historical events and actions to take notes
- Students should independently notice where in the text key concepts of life for the enslaved differ from those who were free
- Most students should independently be able to use text images to deepen understanding of events within the story
- Most students should be able to take and talk to notes that pertain to the topic
- Most students should be able to organize notes to use later in their writing
- Most students should be able to write a story or journal that supports understanding of life as a northern slave
COMMON CORE STATE LEARNING STANDARD FOR THIS OBJECTIVE:
Key Ideas and Details:
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-LITERACY.RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.1.C
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically CCSS.ELA-LITERACY.W.5.3
).
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3.A
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-LITERACY.W.5.3.C
Use a variety of transitional words, phrases, and clauses to manage the sequence of events. CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and phrases and sensory details to convey experiences and events precisely. CCSS.ELA-LITERACY.W.5.3.E
Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
INTENDED AUDIENCE and Time:
Reading
- Whole group Read Aloud (5-10 min) daily.
- Partner Work - Post-It Parts (5 min) daily after Modeling has become unneeded
- Shared Whole Group Modeled Think Aloud with Group Practice (3-4) first few days
- Partner Check-in (3-min) pick one or two partner groups to share out
- Independent Work - (10 min.) Each child now writes in their own notebooks
- Whole Group- Closing Chat Check-in (2-3 min.) Add big ideas or important notes to living anchor chart
Writing
- Students will take clear notes that support learning and ideas
- Students will organize and use notebooks that are legible and able to help recall and reuse information found in text at later date
- Students will work independently or with a buddy to create the unit's writing project that will focus on basic writing expectations of draft, revise, edit, and publish.
- Students will have time to look over samples of work (on a different topic from the text Children of the Longhouse, by Joseph Bruchac)
- Teacher and students will work in conferences and mini groups based on students' needs.
MATERIALS: (List everything you need)
Anchor Chart (What we look for when reading historical fiction)
Books- A Free Women on God's Earth, by Jana Laiz & Anna-Elizabeth Barnes, or Amos Fortune FREE MAN, by Elizabeth Yates, or Mumbet's Declaration of Independence (Below M readers), by Gretchen Woelfle
Projector (if used during read aloud)
Post-its
Jumbo Post-its for modeling
Modified Post-its (with lines or sentence starter supports)
Pencils
Notebooks
Loose leaf notebook
Computer
NEW VOCABULARY: (List what students need to be told, since it is arbitrary
and cannot be "discovered")
Chapters- 1-3- teacher picks
Chapters 4 onward- students should be assessing and picking for themselves
OUTLINE OF THE LESSON
1. Teacher will read aloud one to two chapters from the book and will model using anchor chart (what good readers look for when reading historical fiction) how to think about the text and how to take notes. This will include rethinking text with different focuses such as main characters' feelings and jobs, setting that helps build understanding and events happening around the main character, but may not be about them. Teacher may model rereading/ close reading with particular lenses view in mind.
2. Next, teacher will model note taking on the above thoughts and organizing them into a notebook for later review and study. Teacher may choose to help students color code information or number code it for later access.
3. Teacher will continue to do gradual release of work to students with support form buddy work, TA's and conferencing as needed.
4. Upon completion of text, students will work to create a historical fiction story or journal log written in first person that displays the understanding and learned history of the daily life of slaves in the North.
MODIFICATIONS NEEDED: (How will you provide for individual differences in your class/group for this lesson?)
- Color coding will be used to help organization
- Modified work setting will be used as needed
- Different sized Post-its will be used to support fine motor skill needs
- Pre-labeled Post-its will be available
- Text will be recorded and placed on Google classroom for review as students need
- Support with note taking will be used based on students' needs
- Text will be available for student who need to make notes on text itself
- Teacher/TA will re-read as needed any part of text as needed
AUTHENTIC ASSESSMENT PROCEDURE/DOCUMENTATION OF STUDENT LEARNING: (What authentic task will provide evidence that the students understood the objective/s of the lesson and met the challenges in ways that moved them towards mastery? What documentation of student learning exists?)
- Teacher will listen and look for dialog and notes within whole group, buddy work and teacher conferences that connected to big ideas and events related to slavery.
- Students' Post-its and notebooks will be evaluated
- Students final writing project | <urn:uuid:f9915abf-c07a-4a3c-84ef-afc35ed40ac3> | CC-MAIN-2020-16 | https://afram-workshop.deerfield-ma.org/wp-content/uploads/2019/09/Life-as-a-Northern-Slave.pdf | 2020-04-03T20:07:31+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518622.65/warc/CC-MAIN-20200403190006-20200403220006-00051.warc.gz | 328,331,730 | 2,014 | eng_Latn | eng_Latn | 0.994819 | eng_Latn | 0.99629 | [
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Parent Information About the New Alberta Social Studies Curriculum
Active and Responsible Citizens
Social Studies provides opportunities to enable students to become engaged, active, informed and responsible citizens. Global citizenship is part of national identity, in which students come to see themselves as members of a world community.
How might I support my child/youth in active and responsible citizenship?
Elements of participatory citizenship:
* Honour and value the traditions, concepts and symbols that are an expression of Canadian identity.
* Develop a sense of belonging to their communities, Canada and the world.
* Be aware of multiple identities, such as regional, cultural, ethnic, religious, class, gender.
* Know the political, legal and social systems of our country.
* Understand and believe in basic rights and duties of citizenship.
* Recognize and responsibly address injustices as they occur in their schools, communities, Canada and the world.
* Engage in problem solving and conflict resolution.
Students can become engaged and actively involved in their communities by:
* Asking questions.
* Making connections with their local community.
* writing letters and articles.
* Sharing ideas and understandings.
* Working with others to design the future.
* Recognizing the viewpoints and positions of others.
* Creating new ways to solve problems.
The Alberta Social Studies curriculum is built around core principles of citizenship and identity in the 21 st Century. In classrooms throughout Alberta, students will critically examine and analyze important issues and concepts while they consider aboriginal, francophone and multiple perspectives from both the present and the past. This newsletter article is produced by the Edmonton Regional Learning Consortium in cooperation with the Alberta Regional Professional Development Consortia as a result of a grant from Alberta Education to support implementation of Social Studies.
* Take your child/teenager with you when you vote. Talk with him/her about the candidates, the political parties and their positions on key issues.
* Encourage your child/youth participate in community-building activities, such as cleaning up parks and assisting with school activities.
* Discuss citizenship with your child/teen and find examples of what good citizens have done for their communities.
* Write letters to the editor, politicians and others to voice viewpoints on issues.
"The first thing we need to do is learn as much as possible about the issues that concern us as youth. Young people are in a unique position to change the world. All we have to do is believe that we can make a difference, and we will " (Craig Kielburger, Take Action! A Guide to Active Citizenship, 2002) | <urn:uuid:bd4e1f71-cd3a-4323-be90-77e0fd49fd03> | CC-MAIN-2021-49 | https://arpdcresources.ca/resources/ssparentnewsletters/responsible_citizens_newsletter.pdf | 2021-12-03T03:20:36+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00197.warc.gz | 199,420,436 | 510 | eng_Latn | eng_Latn | 0.997468 | eng_Latn | 0.997468 | [
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PC-4 Review. Show work. Mark Extraneous Solutions When Present.
Name: _________________________________________ Period: __________
1. Solve for x.
2. Solve for x.
5
"#$
= 625
("
𝑙𝑜𝑔,𝑥+ 𝑙𝑜𝑔,(𝑥−2) = 𝑙𝑜𝑔,(𝑥+ 4)
3. Solve for x. 𝑙𝑜𝑔3(𝑥+ 4) + 𝑙𝑜𝑔3(𝑥+ 3) = 1
11. Zanaya deposits $15,500 into an account with a 3.7% interest rate compounded quarterly. When will she have $20,000? Solve algebraically.
12. Salt (NaCl) decomposes in water into sodium (𝑁𝑎 # ) and chloride (𝐶𝑙 9 ) ions according to the law of uninhibited decay. If the initial amount of salt is 25 kilograms and, after 10 hours, 15 kilograms of salt is left, how much salt is left after 1 day?
15. What rate of interest compounded 1 time per year is required to double an investment in 6 years?
16. A 50-mg sample of a radioactive substance decays to 34 mg after 30 days. How long will it take for there to be 2mg remaining?
4. Solve for x.
log(2𝑥+ 1) = 1 + log(𝑥−2)
5. Solve for x.
4
9("#:;
= 12
"9;
6. Find the domain of the function. 𝑓(𝑥) = 𝑙𝑜𝑔((𝑥+ 7)
7. Find the domain of the function. 𝑔(𝑥) = log (7𝑥−3)
8. Find the domain of the function.
𝑦= 5"
9. Which of the two rates would yield the larger amount in 3 years with an initial deposit of $1,000? Support your answer.
3.25% compounded monthly, or 3.20% compounded continuously?
10. How long would it take to double an investment given an annual interest rate of 4.13% compounded quarterly?
13. After the release of radioactive material into the atmosphere from a nuclear power plant at Chernobyl (Ukraine) in 1996, the hay in Austria was contaminated by iodine-131 (half-life 8 years). If it is all right to feed the hay to cows when 10% of the iodine-131 remains, how long do the farmers need to wait to use this hay?
14. The half-life of radium is 1690 years. If 10 grams are present now, how long until 3.5 grams remain?
17. Fill in the table below, then answer the questions using the table.
𝑥 -5
-3
0
1
7
𝑓(𝑥) 10 2
-5
7
-3
𝑔(𝑥) 1
12 -3
-2
8
𝑓
9:
(𝑥)
18. Let 𝑛(𝑥) = ("9D E"#; Algebraically determine 𝑛 9: (𝑥) .
19. Verify the inverse of 𝑛(𝑥) = ("9D E"#; by showing that 𝑛(𝑛 9: (𝑥)) = 𝑥 . Showing work is a major portion of this problem. | <urn:uuid:c42a83b1-602d-4f1f-a01a-4463b867408f> | CC-MAIN-2020-16 | https://mathisart11235.files.wordpress.com/2019/11/pc4-review.pdf | 2020-04-03T20:01:48+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518622.65/warc/CC-MAIN-20200403190006-20200403220006-00051.warc.gz | 561,445,795 | 805 | eng_Latn | eng_Latn | 0.776852 | eng_Latn | 0.990266 | [
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Grade- VII
ENGLISH
I. Identify the parts of speech of the underlined words
1. Noun
2. Verb
3. Verb
4. Noun
5. Adjective
6. Adjective
7. Adverb
8. Adjective
9. Preposition
10. Pronoun
11. Preposition
12. Noun
13. Adverb
14. Verb
15.
Verb
16. Verb
17. Adjective
18. Noun
19. Verb
20. Adjective
II. Pick out the prepositions from the following
1. At
2. At
3. Before
4. In
5. To
III. Pick out the verbs from the following
6. Do
7. Lives
8. rained
9. stole
10. swears
BASIC WORKSHEET KEY- 1
IV. Underline the adjectives from the following
1. Heavy
2. Wonderful
3. Small
4. blind
5. few
V. Circle the adverbs from the following
1. Early
2. Quickly
3. Never
4. Quit
5. Upstairs | <urn:uuid:054d6853-592e-4c9f-b16a-1f113e8507ff> | CC-MAIN-2021-49 | http://bhashyam.in/WorkSheets/CBSE/20-Apr-2020/9_Grade_7_English_%20WorkSheet_20_Apr_Key.pdf | 2021-12-03T03:16:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00197.warc.gz | 7,775,015 | 248 | eng_Latn | eng_Latn | 0.942244 | eng_Latn | 0.936308 | [
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KENTUCKY SHIITAKE PRODUCTION WORKBOOK
Spawn Selection
Shiitake mushrooms are like any other plant crop— they must be started from "seed." For mushrooms, this process begins when the mushroom's spores (normally located in the cap on the underside between the gills) are mixed with nutrients and a cellulose source, usually hardwood sawdust. This mixing starts the growth process and results in a material called spawn. Generally speaking, most shiitake mushrooms are produced with one of two kinds of spawn—dowel or sawdust. At least one other type, pressed sawdust thimbles, is available from some suppliers.
Types
Sawdust spawn is a bag of sawdust with a small amount of grain added (Figure 1). The mushroom spores are added to this mixture and incubated so that they begin to grow and produce the shiitake mycelium, which is the actual organism—the mushrooms are merely its fruit. After incubation, the whole bag of sawdust is active spawn, and small pieces of it will begin mushroom growth in the logs you inoculate. Sawdust spawn can be inoculated into the drill holes by hand or with an inoculation tool. If you inoculate directly by hand, wear surgical rubber gloves to eliminate contamination of the spawn from your hands as well as to protect your hands from lots of exposure to the spawn. There are at least two types of a specially designed inoculation tool that can be used with sawdust spawn (Figures 2a and 2b). These tools have a single spring-load mechanism, which you use to release the sawdust into the drill holes with your thumb or palm. If you intend to inoculate many logs, you will probably find the palm model easier to use.
Figure 1.
Dowel spawn is exactly what it sounds like—small pieces of wooden dowel that have been inoculated with shiitake spores and have begun to grow the shiitake mycelium (Figure 3). The dowels are made of hardwood and are easy to use. Just hammer them into the drill holes with a standard hammer.
People who do a lot of shiitake production on logs often prefer the sawdust spawn to dowel spawn, for several reasons:
* A standard unit of sawdust spawn usually will inoculate more logs than will a standard unit of dowel spawn.
* Sawdust spawn is cheaper to use per log inoculated.
* The surface area of sawdust spawn, because it is made up of small particles, is greater than that of a dowel; therefore, the spawn's contact with the raw surface of the drilled hole is also greater.
* Using sawdust spawn seems to result in a faster and more complete spawn run, probably in part because of a greater active surface area than dowel spawn.
The most recent type of shiitake spawn available is the pressed sawdust thimble (Figure 4). This type of spawn comes in a 14-inch-by-18-inch plastic sheet holding approximately 540 thimbles. Each thimble has a lower part of pressed sawdust, topped by a cap of Styrofoam. Since the thimble is pressed sawdust, it has the surface area advantage similar to sawdust spawn. Pressed sawdust thimbles are also easy to handle and are designed to be time-saving; the attached plug seals the inoculation site, eliminating the need for wax and therefore eliminating the time needed for the waxing step of the inoculation process. However, sheets of pressed sawdust thimble have these disadvantages:
* They are more expensive than the units of other types of spawn.
* They are more awkward to store.
* They dry out quickly when not stored properly.
* They need to be used as soon as they arrive.
To date, there is probably not enough experience with this type of spawn to determine whether it is truly worth the extra cost. For a small shiitake operation—such as one solely for personal use—the convenience of this type may justify the cost.
When ordering spawn from a shiitake supplier, plan for a minimum of 30 to 40 drill holes per log, depending on log diameter, and calculate how much spawn you will need to inoculate all your logs. The suppliers listed under resources in Cooperative Extension publication Shiitake Production on Logs: Step by Step in Pictures (FOR-77) are user-friendly and will help you figure out what quantity you need. It is advisable to use spawn from a reliable source, and the companies listed in that publication are
well-established businesses. Also, those suppliers will provide you with varieties of spawn that have come from the original Japanese strains and have been kept pure and viable by expert mushroom laboratories. It is possible to save spores from your own mushrooms and to try to make your own spawn, but if you do that, you will not know exactly what the genetic makeup or the productivity of the resulting mushrooms will be. Your own attempts may or may not be as successful as those you could obtain using commercially available spawn. It is recommended that you rely on the experts for your spawn, at least in the beginning years of your shiitake mushroom production.
Varieties
Mushroom supply catalogs describe several varieties of spawn. If you are just starting your operation, you may want to experiment with:
* More than one variety.
* The same variety from different suppliers (e.g., widerange strain: Mushroompeople 510; Field & Forest Products West Wind).
* More than one variety and what sounds like the same variety from different suppliers.
All-weather (wide-range) strains will fruit when temperature and humidity conditions are favorable. These strains take from 6 to 12 months for the spawn run to complete. Early spring inoculation (February/March) may result in some mushroom production the same fall; midfall inoculation (October/November) may not produce mushrooms until the following fall or the next spring (18 months). After completion of a 12-month incubation period and the beginning of forced production, you can expect logs to continue to fruit for three or four years. How long they produce depends on the size of the log, type of spawn, climate, management, etc.
Warm-weather strains will continue to produce when the weather is warmer than the ideal temperature for shiitake production (higher than the mid- to high 70s F). These strains take about the same time for complete incubation as the all-weather strains and will also produce for three or four years after production begins with the same conditions as those listed above.
Cold-weather strains take considerably longer to incubate, from 16 to 20 months. These strains require at least one cold period before they are ready to be soaked and put into production. Once the spawn run is com- plete and the logs begin to fruit, the logs can be expected to produce mushrooms for four or more years. Optimal temperatures for production are 45° to 60°F.
Generally speaking, the all-weather, or wide-range, strains are the reliable workhorses among shiitake spawn varieties. However, if you are considering year-round production, it may be wise to include 10 percent or more of your logs in warm-season and 10 percent in cold-season varieties. Make certain you label your logs when inoculating them so that you know which strain of spawn was used and what year the logs were started. Use aluminum tags or labels made from aluminum cans so they will last as long as the logs.
Labels should include abbreviations for:
* Month and year inoculated (such as 2/02 for February 2002).
* Type and variety of spawn used (such as S-MP510 for sawdust spawn— Mushroompeople 510, D-FFWW for dowel spawn—Field & Forest Products West Wind).
* Species of wood (such as WO for white oak, RM for red maple, SG for sweetgum).
If you keep batches of logs together throughout the production cycle and the lifetime of the logs, you can label the batches by colored flags or tags to represent production information instead of labeling each log individually.
It is also important to keep good records on how much production you are getting from different species of wood and different varieties of spawn. Record both total number of pounds per log per flush as well as number of mushrooms per log per flush.
During the growing season from mid- to late April until mid- to late October, it should be possible to force logs that have been inoculated with wide-range strains at least three times (on a 9-week production cycle for each log). Warm-season strains and cold-season strains may only respond well to two flushes in their respective seasons.
Cold-weather strains should be productive until the very coldest months and perhaps earlier in the spring than the wide-range types. Warm-weather strains should be more successfully productive in midsummer than perhaps the wide-range strains will be.
A mixture of the strains should optimize your shiitake production throughout the productive months of the year. Reliable production will improve your options for reliable marketing of your mushrooms.
Grilled Shiitake
1 pound shiitake mushroom caps Marinade
To make the marinade, combine:
1 cup water (you can replace half the water with chicken stock if desired)
3 cloves of garlic, sliced
2 teaspoons sesame oil
1/2 cup other vegetable oil
1
/
2
teaspoon salt
1
2
1/2 cup soy sauce
/
cup red wine vinegar
1/4 cup oyster sauce
1 tablespoon brown sugar
1. Soak caps for 30 minutes in marinade, turning frequently.
2. Grill or broil caps about 3 minutes on each side, or until the cap rims become a crispy brown.
3. Serve immediately, alone or over any grilled meats or vegetables. Grilled shiitake also makes an excellent companion to marinated grilled tofu on skewers.
—from the Field & Forest Products Inc. catalog
Mention or display of a trademark, proprietary product, or firm in text or figures does not constitute an endorsement and does not imply approval to the exclusion of other suitable products or firms.
Copyright © 2002 for materials developed by the University of Kentucky Cooperative Extension Service. This publication may be reproduced in portions or its entirety for educational or nonprofit purposes only. Permitted users shall give credit to the author(s) and include this copyright notice. Publications are also available on the World Wide Web at www.ca.uky.edu.
Issued 7-2002, 2000 copies. | <urn:uuid:b34dba7c-f0fa-4cb1-8f03-3dffc61bf172> | CC-MAIN-2021-49 | http://forestry.ca.uky.edu/sites/forestry.ca.uky.edu/files/for80.pdf | 2021-12-03T04:28:14+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362589.37/warc/CC-MAIN-20211203030522-20211203060522-00197.warc.gz | 29,087,289 | 2,199 | eng_Latn | eng_Latn | 0.997956 | eng_Latn | 0.99906 | [
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March 16 th to the 20 th
Good Morning Moon Shadow Elves! Here are some assignments for this week!
Up and coming calendar dates…
Monday: Start this week's Project!
Tuesday: Happy St. Patrick's Day! (Optional meet up at Carkeek Park, hosted by Dylan's family. I hope to see you there!)
Thursday: First Day of Spring!!!! Give me an update on your project. Go outside and notice signs of spring.
Friday: Post your project on your portfolio (we are all learning about this but you have your own portfolio on the Bloomz site. You can post pictures, videos, etc. It would be great if you could read your folktale out loud and have someone record you. But…simply writing a few sentences and saying what you did could work too).
*This weeks big project! And the envelope please…okay, there isn't an envelope, but pretend there is!
~Folktales From Around the World~
1, Read: This week you will read at least 10 folktales from around the world! There are so many you are probably not going to want to stop reading!
2. Write: Next you will write your own folktale explaining how something came to be or a folktale that teaches a lesson.
3. Illustrate: Create pictures to go along with your folktale. This can look like drawings, sketches, comics, author's choice!
Books
- If you have folktales at home, terrific! You can read those.
- Go to https://www.worldoftales.com/African_folktales/Nigerian_folktale_1.html, This site offers tales from different countries. You will learn about the area it comes from and then get to read many tales from that culture. Think about what you can learn about a culture from these folktales. What resources do they have? How can you learn about their way of life through these tales?
- Do you have a family member who can share their favorite folktale? Ask them.
- Epic Website: If you choose to go to epic, please try some of these books out…
The Fox & the Grapes, Piece by Piece, Way Too Many Latkes
Imani's Moon, The Ant and the Grasshopper, The Fox and the Crow
The Lion and the Mouse, Coyote Rides the Sun, The Story of Jumping Mouse
Anansi and the Moss Covered Rock, Anansi Goes Fishing,
The Brothers and the Star Fruit Tree, The Pied Piper of Hamelin
Animal Fact/Animal Fable, Tales of Cats, Mooncakes
First Fire: A Cherokee Tale, The Sun and the Wind, Chukfi Rabbit's Big, Bad Bellyache, Momotaro, The Frog King, Medio Pollito (Half Chick)
The Tiger, The Braham and the Jackal
Writing Assignment
After you've read at least 6 different folktales, you are ready to start thinking about writing your own folktale. In class, we talked about things that folktales have in common. Here are some of the things we thought of…
***You can always take breaks and read more folktales!!!
1. Read Planning My Folktale. (see attached)
2. Editing and Revising Checklist. (see attached)
Math:
Please work on math at least 30 minutes each day. Currently we need to memorize our math facts.
Choose one of the following…
1. Quiz yourself using your math flash cards.
2. Get a deck of cards. Play with a partner. Flip over 2 cards, multiply your cards together. Let your partner do the same. Whomever has the largest x, keeps all 4. Keep playing. (You can also use this to review -, +).
3. And of course, play some Prodigy or do some Zearn. Make sure and take breaks from the computer at least every 20 minutes. Walk around, drink some water, go or look outside.
Extra:
Do you love stories? Listen to these Celtic Folk & Fairy tales while you draw pictures, use clay, etc. https://www.youtube.com/watch?v=cn_gAsaGeVk | <urn:uuid:cf961c01-2775-4517-abcb-ceb747e8149a> | CC-MAIN-2020-16 | https://educationvoters.org/wp-content/uploads/2020/03/March-16th-to-the-20th.pdf | 2020-04-03T20:06:55+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518622.65/warc/CC-MAIN-20200403190006-20200403220006-00052.warc.gz | 471,745,477 | 904 | eng_Latn | eng_Latn | 0.998612 | eng_Latn | 0.998559 | [
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Materials Needed: a large, open space
Preparation: none
1. Choose one child to be the "lion" and another child to be the "goat." Lead the other children to form a circle and hold hands. Guide the Goat to stand inside the circle and the Lion to stand outside.
2. The object of the game is for the Lion to tag the Goat. The Lion may reach between players to touch the Goat, or she may try to break through the circle. If the Lion breaks through the circle, the Goat may go outside the circle. The players in the circle help the Goat escape by letting him pass freely, but they try to keep the Lion from breaking through the circle by moving their arms up and down. If the Lion tags the Goat, the Goat becomes the new Lion, and the Lion chooses another player to be the Goat. | <urn:uuid:3de61b0f-2129-42cd-81e5-c934366d8739> | CC-MAIN-2020-16 | https://caravanfriends.org/wp-content/uploads/2011/02/Lion-and-Goat-group-game.pdf | 2020-04-03T19:20:19+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518622.65/warc/CC-MAIN-20200403190006-20200403220006-00056.warc.gz | 385,584,956 | 175 | eng_Latn | eng_Latn | 0.994804 | eng_Latn | 0.994804 | [
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Reasoning
Topic: Standard Form 1
1. Write the following numbers in standard index form
a) 324,000,000
b) 0.000 000 003
2. Write the following as ordinary numbers
a) 2.34 x 10 4
b) 5.56 x 10 -6
c) 1.376 x 10 8
Look at the following numbers. Tick the ones which are in standard form? If the number given is not in standard form, explain why and change into standard form if possible.
2.34 x 10 4
0.39 x 10 5
31.4 x 10 8
9.41 x 10 3.5
1 x 10 11
10 x 10 4
9.75 x 10 -4
-2.34 x 10 4
3.14 x 10 4
A number written in standard form is 8.54 x 10 5 . This number could be written in a variety of different ways (not in standard form).
One example is 8540 x 10 2
Find 5 different representations of this number.
www.accessmaths.co.uk
R
A
G
c) 1240
Reasoning
Topic: Standard Form 1
1. Write the following numbers in standard index form
a) 324,000,000
b) 0.000 000 003
2. Write the following as ordinary numbers
a) 2.34 x 10 4
b) 5.56 x 10 -6
c) 1.376 x 10 8
Look at the following numbers. Tick the ones which are in standard form? If the number given is not in standard form, explain why and change into standard form if possible.
2.34 x 10 4
0.39 x 10 5
31.4 x 10 8
9.41 x 10 3.5
1 x 10 11
10 x 10 4
9.75 x 10 -4
-2.34 x 10 4
3.14 x 10 4
A number written in standard form is 8.54 x 10 5 . This number could be written in a variety of different ways (not in standard form).
One example is 8540 x 10 2
Find 5 different representations of this number.
www.accessmaths.co.uk
R
A
G
c) 1240 | <urn:uuid:818d7969-a28e-46a8-b905-36efe46a78d9> | CC-MAIN-2020-16 | https://www.accessmaths.co.uk/uploads/4/4/2/3/44232537/far_-_number_1_-_standard_form_1.pdf | 2020-04-03T21:41:32+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518622.65/warc/CC-MAIN-20200403190006-20200403220006-00054.warc.gz | 789,779,874 | 549 | eng_Latn | eng_Latn | 0.964018 | eng_Latn | 0.962337 | [
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March 2020
Digital Life Newsletter For Parents
Dear Parents and Guardians,
This issue deals with keeping calm and getting credible news about COVID-19. I hope you find this helpful.
Olga Garey
WHS School Library Media Specialist
Given the uncertainty we're all experiencing due to the coronavirus outbreak, it's not easy to "keep calm and carry on," . Students are worried as they try to make sense of the quickly changing situation.
To help reduce your children's anxiety and your own about the COVID-19 pandemic, here are some ideas and resources focused on news literacy, media balance, and healthy communication.
Talk about it.
Avoiding conversations about the coronavirus will only increase students' anxiety. It's important for kids of all ages to talk through what they're hearing and get developmentally appropriate information from a trusted adult. Helpful resources to try:
* Explaining the News to Our Kids
* How to Talk to Kids About Difficult Subjects
Focus on the facts.
For lots of students, their anxiety about the coronavirus is the result of incomplete or incorrect information. Talk through the facts about the coronavirus in an age-appropriate way. For older students, share the CDC website for the most up-to-date information on the outbreak. Helpful resources to try:
* Most Reliable and Credible Sources for Students
* News Literacy Resources for Classrooms
Build critical-thinking and news literacy skills.
Social media can be a hotbed of rumors and misinformation -- even more so when people are acting and reacting from a place of fear. Guide students to credible news sources and encourage them to fact-check what they see on social media or hear from their friends about the coronavirus.
* Reading News Online (Upper Elementary)
* Finding Credible News (Upper Elementary)
* This Just In! (High School)
Model and encourage media balance.
With this quickly evolving situation, we may be compelled to keep up with the latest headlines. But given the upheaval the coronavirus is creating across the world, this constant stream of updates might make us feel uncertain, anxious, or even afraid. It's important for you and your children to reflect on how your media use makes you feel, and adjust your habits if needed. The following links might be helpful.
* Finding My Media Balance (Upper Elementary)
* Social Media and How You Feel (High School)
Stay active and have some fun.
When we're feeling worried or stressed, a little distraction goes a long way. Incorporating some physical activity into the day can be a fun way to lighten the mood and your children's minds off the outbreak. From how-to dance videos to yoga for kids, you can find easy-to-implement activities to get your children's bodies moving and their minds calm. Helpful resources to try:
* Movement Apps, Games, and Websites
* Best Health and Fitness Apps for Kids
De-stressing.
If parents and caregivers are stressed, kids are going to pick up on it. Here is a helpful resource to de-stress the whole family.
* Help Your Family De-Stress During Coronavirus Uncertainty
All of the information in this newsletter was taken from the following article:
https://www.commonsense.org/education/articles/reduce-student-anxiety-and-your-ownduring-uncertain-times?j=7702172&sfmc_sub=170497839&l=2048712_HTML&u=14345 7638&mid=6409703&jb=120&utm_source=edu_nl_20200317&utm_medium=email | <urn:uuid:b6bea4ea-ffa7-4927-8799-6b8bf4c38895> | CC-MAIN-2020-16 | https://www.wboe.org/cms/lib/NJ01912975/Centricity/Domain/4/March%202020%20Digital%20Life%20for%20Parents.pdf | 2020-04-03T20:56:23+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518622.65/warc/CC-MAIN-20200403190006-20200403220006-00057.warc.gz | 1,201,345,540 | 711 | eng_Latn | eng_Latn | 0.995119 | eng_Latn | 0.995389 | [
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National Certificate:
Management: Stores and
* 13916: Identify and keep the records that a team manager is responsible for keeping
Module 4 – Team Management
Warehousing
SAQA ID:83946 (120 CREDITS) FULL
Purpose and Rationale
As a qualification that covers management, it provides a framework for learners to develop competencies that will enable them to become competent junior managers. Management is an essential, key function of a business. The National Certificate in Management: Level 3 is designed to meet the needs of learners who require junior management skills in all sectors of the economy.
Junior management positions in organizations include, but are not limited to team leaders, supervisors, first line managers and section heads. The position or term, "junior manager" is used to describe the first level of management in an organisation at which an employee has other employees reporting to him/her.
Learning assumed to be in place
It is assumed that learners are competent in Communication and Mathematical Literacy at NQF level 2
Modules / Clusters Covered
Module 1 – Communication
* 8968: Accommodate audience and context needs in oral communication
* 8969: Interpret and use information from texts
* 8973: Use language and communication in occupational learning programmes
* 8970: Write texts for a range of communicative contexts
* 12469: Read and respond to a range of text types
* 12470: Write for a variety of different purposes
Module 2 – Numeracy
* 9010: Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations
* 9013: Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts
* 9012: Investigate life and work related problems using data and probabilities
* 7456: Use mathematics to investigate and monitor the financial aspects of personal, business and national issues
Module 3 – Business Sector
* 14667: Describe and apply the management functions of an organization
* 14665: Interpret current affairs related to a specific business sector
* 13919: Investigate and explain the structure of a selected workplace or organization
* 13917: Indicate the role of a team leader ensuring that a team meets an organisation`s standards
* 13911: Induct a new member into a team
* 13947: Motivate a team
Module 5 – Work Environment
* 13915: Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace
* 13914: Conduct a formal meeting
* 13912: Apply knowledge of self and team in order to develop a plan to enhance team performance
Module 6 – Stores and Warehousing
* 377384: Describe the use of stores and warehousing in operations
* 377385: Explain the role of materials handling in the warehouse
* 8600: Care for Customers
Module 7 – Purchasing ad Stocktaking
* 377362: Discuss the role of stocktaking in ensuring inventory accuracy
* 378013: Describe the functions of the purchasing cycle
Module 8 – Additional Optional Module/s Computers
* 7567: Produce and use spreadsheets for business
* 7575: Produce presentation documents for business
* 7570: Produce word processing documents for business
Module 9– Additional Optional Module/s Security Supervision
* 11502: Effecting a lawful citizen's arrest
* 11496: Ensure asset protection through access and egress control
* 11497: Protection of premises and assets under all conditions
* 11500: Receive, report and react to customer complaints within a security environment
* 11499: Safe and secure escorting of valuables, people and suspects
* 13918: Manage time and the work process in a business
environment
Practical Competence through Skills Development | <urn:uuid:643450d9-33fa-4b26-9ef8-35ffb013373a> | CC-MAIN-2020-16 | https://docs.wixstatic.com/ugd/1d048c_06519b22ca9e4f0182ee255c03b39bc4.pdf | 2020-04-03T21:31:00+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518622.65/warc/CC-MAIN-20200403190006-20200403220006-00058.warc.gz | 441,603,339 | 833 | eng_Latn | eng_Latn | 0.976172 | eng_Latn | 0.976172 | [
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CHAPTER
3
Making sense of addition and subtraction algorithms
Case 12
The pink way Lynn Grade 2, May
Case 13
Subtraction and invented algorithms Lynn Grade 2, April (one year later)
Case 14
Partitioning subtraction problems Nadine Grade 4, February
O ver the last several years, Lynn, a second-grade teacher, has been thinking hard about the issues explored in chapters 1 and 2. As she tries to sort out what her second graders need to learn and as she reviews what she has done in different years, she poses big curricular questions for herself. What do second graders need to learn about adding, subtracting, and place value? What kinds of mathematical tasks will help them learn these things? And what is the role of the standard algorithms conventionally taught in the United States?
In the first of her two cases, Lynn reviews what she has done in her first two years of teaching second grade and shares her current thoughts. In the second case, written one year later, she has different ideas.
In case 14, Nadine relates one lesson with her fourth graders in which she, too, is addressing issues of subtraction, place value, and the U.S. standard algorithm.
Before taking on Lynn's curricular questions for yourself, first examine the thinking of the students in the cases. As you read, take notes on these questions:
* How do the two groups of students in case 12 experiment with different addition algorithms?
* In case 13, consider second-grader Fiona's work: Where does she get stuck and how does she sort herself out?
* In case 14, in what ways are Hallie's and Janet's subtraction procedures the same and how are they different?
After reading the chapter, reread this introduction.
case 12
The pink way
Lynn
GRADE 2, MAY
As the end of my second year of teaching second grade approaches, I find myself consumed again with questions about what the children are thinking when they add and subtract with regrouping. These questions seem broad and deep, and range from the level of the individual child—"What is he thinking?"—to the level of math education in the United States—"What is the role of traditional algorithms when the focus of teaching is on student understanding?"
Last year I used trading games (chip trading and rods trading) to get at the issues I thought were involved in regrouping. I taught the children how to play the games (roll the dice, take tens rods and ones rods to correspond to your roll, and represent your accumulating total with rods), making sure they knew to trade in 10 ones for a ten rod and 10 tens for a hundred rod. Later I gave them word problems that involved regrouping, thinking they would apply their new knowledge to solve them. I was dismayed to discover that very few, if any, children made the connection between trading ones rods for tens rods and adding two-digit numbers when the ones column totaled more than ten. Some of them did learn the algorithm—I think because they were able to remember the steps and wanted to do as they were told.
I am not convinced that any of them really understood how quantities combine. Some of the children did not learn the procedure, despite an obvious desire to do well and please their teacher. Some children, when faced with a problem that involved regrouping, just stopped. Some added on, counting by ones. Some ignored the dilemma of having, for example, 15 in the ones column, and came up with solutions that did not make sense.
This November I taught the rods trading game again. I did not dare not to. I was determined to find an effective way to help the children connect the game to the addition it is meant to represent.
It did not work. Every way I thought of to make the connection clear was so confusing to the children that they could not even understand how to "do" the paper, much less say, "Oh! This adding is just like trading rods!" or "Oh! This rods trading is the same thing as adding!" It was frustrating for me and bewildering for the children.
A significant difference this year was that I included lots of word problems along with rods trading throughout the whole year. I did not try to get the children to use the algorithm to solve the problems and I did not try to push the connection to trading rods. Instead I asked children how they solved the word problems—because they all did—and recorded their procedures on audiotape and on posters.
5
10
15
20
25
30
Trading rods had no discernible impact on how the children thought about addition and subtraction problems. Some children, who could answer questions about how many tens, how many ones, location of the tens and ones, and so on, would still count by ones when solving two-digit addition problems. Those children who apparently had a deeper understanding of place value still added the way they always had—tens first and then the ones. They would occasionally use the words trade in to describe how they dealt with having more than 10 ones. Some children could not answer questions about where the tens and ones were or did not understand what counting by tens really meant.
For a while we left trading games and regrouping as topics and worked on other things for the next several months, including geometry and many, many word problems.
Then it was May and I felt the need to somehow revisit the algorithm. My thinking went smething like this: Third grade approacheth [sic]. It is not up to me to say that we will all abandon the conventional algorithm. The children will be expected to know it. If I don't teach it to them, someone else will, perhaps wondering why I didn't do my job, which means now they have to, and now the kids are way behind and they'll test poorly the next year in fourth grade.
At some point I would like to have a discussion with my colleagues about the algorithm and the ways kids solve problems. I fantasize that we will all agree that children should be encouraged to think flexibly and solve problems in ways that make sense to them and in ways they can explain without saying, "and then you do this because my teacher said to."
Meanwhile, I am still facing the end-of-year dilemma over the algorithm, so last week I prepared to approach addition with regrouping again. I made a poster showing five different methods of adding 38 + 25, each method written in a different color. The first four were methods that second graders had articulated when explaining their thinking in November; three of these (the green, blue, and red ways) involved adding the tens first. The purple way showed counting on from 38 by ones. And, last, the poster showed the traditional algorithm in pink.
35
40
45
50
55
I met with a group of ten children who could solve regrouping problems pretty easily. I gave them the following word problem, asking them to pay attention to how they solved it and to please write something that would explain their thinking:
Ms. Kosaka and Ms. Rivest were watching kids playing outside. They counted 38 children in and around the climbing structure. They saw 25 kids playing freeze tag on the field. How many children did they see?
The children got right to work and solved the problem quickly. They were eager to explain their thinking, anticipating what I usually ask them to do. They seemed slightly miffed that, no, I did not want to hear their ideas right off; I wanted to show them something first. However, when I told them that I had listened to a tape of second graders explaining their thinking earlier in the year in order to make a poster of different ways kids solve problems, they felt sufficiently represented to listen. When I showed them the poster, they excitedly said, "I did it that way!" or "I solved it the green way!" This was actually a change from earlier in the year when each child seemed invested in having his or her way be a little bit different from everyone else's.
We looked at the methods shown on the poster, trying to understand what was happening in each. Out of the ten children, eight solved the problem by adding the tens first, so we started with those three methods. Then we turned to the pink way, the traditional algorithm. One child, Wayne, had solved the problem using this algorithm. He did not know that algorithm in November. When parents help children with homework, they often teach them the algorithm; so I assume that's how Wayne had learned it. Zack, who usually used that algorithm, did not this time. Another child, Eric, said that his grandmother had tried to show him the pink way. So we looked at the pink way and tried to make sense of it.
Wayne described how he used it. He said he started with the ones, adding 8 and 5 to get 13. Since you can't write 13 in the ones, you write the 3 there, and put the l over the tens. Then you add the tens, which is 60, so the total is 63. When I asked him why you couldn't write 13 in the ones, he said because "fifty-thirteen" doesn't make sense. Jamal added that 513 looks like five hundred thirteen. I asked, "What is this 1?" indicating the "carried" digit. Jamal said it was the ten from 13.
The other children in the group seemed to be following the discussion and were making comments. There was consensus in the group that this method was a weird way. Adam said, "That's way harder. Why would anyone do it that way?" The group agreed, and there were murmurs of "I'm just not going to learn it" and "Me either."
This was a painful decision point for me. I had gone into the lesson with fairly clear goals. I wanted the children in this group to think flexibly and solve these problems several different ways, one of which should be the conventional algorithm. I wanted them to know the algorithm for third grade and beyond, although I did not want to place more value on it than on the other methods. But the very fact that I was thinking they should solve problems lots of different ways, one of which had to be "the pink way," automatically placed much more value on this new, weird method, one that did not come from the students. I now realized I had conflicting goals
60
65
70
75
80
85
90
95
45
between validating all the different methods of adding and wanting to be sure that everyone learned the algorithm.
I ended up saying something like it was wonderful how they had ways of thinking that made sense to them and that they were able to stretch their brains to understand how someone else was thinking. I added that I did want them to stretch their brains further and try to figure out this new method, partly because some adults and teachers would expect them to know it. Their response was interesting. They wondered why some teachers thought this was the "best" way, a translation they made, of course, despite my delicate phrasing. They decided that it was because this way is harder and, therefore, "more math-y." Now that they were older and smarter, went their reasoning, they should do things a harder way. I often tell them that I give them hard work because it stretches them, and they are able to do it; when work is just hard enough, they do their best learning.
Anyway, next I gave the children another word problem and told them I wanted them to solve it using at least two different methods. They attacked it with gusto. Most of them tried the pink way as one method. Many of the children used all the methods shown on the poster. What amazed me was that they could all make some sense of the pink way.
I am not saying that the whole group now knows and understands that algorithm, but during this math period, they were all able to use it to add 49 + 39. They talked to each other and helped each other. Some children wrote the numbers side by side instead of in vertical columns and got confused. Others wrote the numbers vertically, but left out the line that separates the addends from the sum. Yet they all found a way into the procedure and how it works.
I remember despairing last year because the children had been pretty consistently perplexed by what I wanted of them during trading games and this adding process. They had been hardworking and conscientious children in general, but most of them did not understand how this algorithm relates to addition or place value or trading.
I think a very important difference this year was that by the time these ten children were exposed to the traditional algorithm, they had successfully constructed their own understanding of addition with regrouping. They were comfortable thinking of numbers in terms of tens and ones; this had meaning for them. Therefore, their task was different. Now I was asking them to reconcile a new method with what they already knew. Last year, on the other hand, I had been wanting the class to construct an understanding of tens and ones, how numbers are made up, and how numbers combine, all at once—using one particular method that made no sense to them.
And what about the other twelve children in my class this year? I have many children whose grasp of tens and ones and of place value is less developed than it is for the ten children I met with initially. Given the same word problem, several of the remaining kids started at 38 and counted on 25 by ones. Two made Unifix cube collections of 38 and 25 and counted the whole thing by ones. A couple of them successfully added the tens and added the ones but were frozen when faced with 13 ones. All these children can identify the tens place in a two-digit number. They can say how many tens and how many ones there are. They understand counting by tens at some level. But they do not use this knowledge when adding two-digit numbers.
100
105
110
115
120
125
130
Heather was laboriously counting on by ones to solve a word problem that involved 49 + 39. Someone near her suggested that she "use tens and ones." Heather said, "Oh, yeah!" and added the tens. Then she added the ones. Then she combined them. She did not seem confident or comfortable, but she did it. I wonder, though, what she was thinking. Her initial impulse—to count on—made sense to her because that was what the problem suggested to her. She would probably have been sure that what she was doing represented the story in the problem and that her result was the right answer. It seemed as if her friend's suggestion triggered her memory of a procedure, but I am not at all convinced that she was sure the "tens and ones" procedure matched counting on or the story problem in any way.
Many of my children are still working on constructing a system of tens and ones. Until they do, the traditional algorithm will not make sense to them.
Every time we work on it, I think my appreciation for the complexities of subtraction increases.
140
145
case 13
Subtraction and invented algorithms
Lynn
GRADE 2, APRIL (ONE YEAR LATER)
My students have been solving word problems involving two-digit addition and subtraction both with and without regrouping. They have been working on explaining and recording their processes for solving the problems. Our work with addition has been interesting and satisfying and, as I find every year, subtraction proves to be more problematic than addition for seven- and eight-year-olds.
One word problem involved pigeons in the park: First there were 39 of them, and then a dog came along and 17 flew away; how many pigeons remained? Children solved this problem in an even wider variety of ways than I anticipated. As they worked and described their thinking, and as they tried to understand one another's thinking, the issue of how to keep track of what was going on kept arising.
Many children counted back from 39 to solve the problem. When they did so, several of them had to pause along the way. Isabel counted on her fingers and at first she didn't know when to stop. She seemed to lose sight that the 17 she was counting back represented the departed birds, and therefore wasn't sure when she got to the remaining birds. She was, however, able to start over with a little more clarity and figure out how to use her strategy successfully.
Some children counted up from 17 to 39. At least one child, Sabrina, then pronounced the answer to be 39 rather than 22. At least part of her confusion could result from not being able to hold in mind all at once both the original problem and the meaning of her numbers and procedures. When children count up to combine two numbers, the last number they say is the answer; that's probably why Sabrina thought 39 was the answer.
Children who used more complex strategies also seemed to have trouble keeping in mind both the meaning of the numbers and the problem context. They also had trouble keeping track of numbers they had taken apart for their calculations. Fiona worked on a variation of the word problem that involved regrouping (of 37 pigeons, 19 flew away). She dropped the 7 from the 37 for the time being. She then subtracted 10 from 30. Then she subtracted 9 more. She puzzled for a while about what to do with the 7 now that she had to put it back somewhere. Should she subtract it or add it? I asked her one question, "Did those 7 pigeons leave or stay?" She said they stayed, and added the 7.
37 – 19
30 – 10 = 20
20 – 9 = 11
11 + 7 = 18
150
155
160
165
170
175
It was interesting to me that Fiona needed only that one question to clear up her confusion and I think, for the most part, she subtracts this way and keeps it straight. While Fiona goes through the steps in her algorithm, she is able to keep track of when to add and when to subtract. The 7 gets subtracted (from 37) and then added again (to 11 in the last step). Fiona has decomposed the 19 into 10 + 9, and now the 9 is subtracted because she needs to subtract all of the 19. The 7 is part of what is being subtracted from. The 9 is part of what is being subtracted. It is a complicated process, and it is amazing to me that a second grader can make sense of it for herself. Last year I had a student who struggled with this very issue for weeks and never figured it out.
Paul also took numbers apart to subtract. To solve 39 – 17, he took the 17 apart in three steps as follows:
Paul kept track of the 17 while breaking it into familiar chunks. Many children wondered where he got the 10, 4, and 3. How did he know what to subtract? How did he know when he was done?
Interestingly, Paul himself had questions for Nathan about how Nathan knew which numbers to put together for his answer. Here is Nathan's process for 39 – 17:
Nathan nearly always adds, even for a straightforward separating situation like birds flying away. After Nathan explained how he solved this problem, Paul said, "But how does he know what numbers to add up at the end?"
210
I thought a little bit about the conventional algorithm. A few children use it sometimes, ever since I gave word problems for homework. Clearly, a family member had shown it to them. If a child memorizes the procedure, there is no real "keeping track." They must learn the steps, but they do not need to keep track of what the 3 in 37 means or how much of the 19 they have subtracted so far. If they get confused or forget a step or go out of order, children using this procedure tend not to go back to make sense of the numbers or the problem or to try to keep track of what is going on. I am not sure if this is unique to this algorithm or if it happens because they have learned a procedure with no meaning in it.
215
185
190
195
Finally, an almost unrelated observation: This year for the first time I have never seen a single child "subtract up" in the ones column if the bottom number is greater than the top one. In other years, I have always had many children do this:
220
I am not sure what to make of this, but I hope it is because this year the children carry more of the meaning of the problem with them now that they are allowed to construct their own ways of solving it.
case 14
Partitioning subtraction problems
Nadine
GRADE 4, FEBRUARY
Today I worked with a group of eleven students who are still sorting out the complexities of subtraction. I posed the following problem:
387
– 149
There are different ways to solve this problem, but all of them start with taking the problem apart in some way. Why do we take the problem apart?
Well, it would be really hard to just do 387 minus 149 in one step. I don't think anyone could do that. So you have to find smaller problems to make it easier.
How would you take this problem apart to make it easier to solve?
I'd just work with each column separately.
So what would your parts be?
300, 80, 7 and 100, 40, 9.
I know when Janet solves the problem, she doesn't write the parts out separately, but I'm going to do that to help us see what's happening with this strategy. [I wrote the following on the board.]
Teacher:
Nathan:
Teacher:
Janet:
Teacher:
Janet:
Teacher:
Teacher: Who has a different way of pulling the problem apart?
Stephen:
I'd keep the 387 together and only pull apart the 149. I'd do that just like Janet did—100, 40, 9.
Naomi:
I'd do 380, 7 and 140, 9.
Juanita:
I'd do 380, 7 and 100, 49.
235
240
245
250
I wonder how Naomi and Juanita will deal with their 7 and 9 or 7 and 49, but decide to let the students decide which way of partitioning they want to examine first. At this point, we have written down the following:
Janet
Stephen
Naomi
Juanita
387
100
40
380
7
100
49
Teacher:
Which way of breaking the problem apart will help you solve it? Which way would make it easiest for you?
Albert:
I'd use Stephen's way.
I recorded as Albert presented his steps:
At the last step Albert paused as he thought through the answer to 247 – 9.
Teacher:
Can someone else talk us through Stephen's way? I noticed that Albert's last step was the hardest. Is there a way to make it easier?
9
260
265
270
275
280
285
As Mary explained her strategy, I took the opportunity to record it in a different format as follows:
Nathan:
Instead of subtracting 9, I'd subtract 10 and do 247 – 10 = 237. Then I'd have to add 1.
Teacher:
I know you already know the right answer, so it's easy to see that you have to add 1, but I wonder if you can explain it another way. Why do you have to add 1 at the end?
Nathan:
Well, you can't just put 1 on the 9 and leave it like that. You have to do something with it at the end. This is subtraction so you have to add it at the end. If this was addition, you'd subtract it at the end.
Teacher: Can anyone else explain why Nathan has to add 1 at the end?
Nathan: He took away too much, so he has to put 1 back.
Teacher:
Does anyone want to explain how taking the problem apart in a different way will make the problem easier to solve?
Hallie:
I'd do it Janet's way.
295
300
305
310
315
As Hallie explained her strategy, I recorded it as follows:
We talked briefly about where her –2 came from.
Teacher:
Hallie said she was going to do it Janet's way, but I see Janet shaking her head. Hallie's way certainly works, but it's not the way Janet had in mind.
Janet:
I start with the ones. You can't take 9 from 7.
We paused to note that Hallie just did take 9 from 7, but Janet didn't want to get into negative numbers. She began her explanation again.
Janet:
You can't take 9 from 7 without getting negatives, so I need to take 1 from the 8. No, I need to take 10 from the 80 and make it a 70. Then I give the 10 to the 7 and make it 17. Now I can subtract the 9.
I noted to myself that seeing the numbers written out in expanded notation, Janet corrected herself as she began to say that she took 1 from the 8. She knows she actually took 10 from 80.
Other students nodded their heads as they watched what Janet did. I know most of these students don't use the U.S. standard algorithm successfully, but many of them try it. I saw this as an opportunity to build more foundation for understanding it and to raise questions about Janet's method. I gave a new problem:
503
– 247
Students described how to break it apart using Janet's way, written as follows:
Hallie:
You can't do 3 minus 7 if you're doing it Janet's way. So you need to get 10 more to put with the 3. There aren't any tens numbers. So you have to start by making the 500 a 400.
Teacher:
What will you do with the 100 Hallie took out of the 500?
There were lots of confused looks. I let the students think and then asked again. Responses included those below:
You could make it 100 ones.
You could make it 50.
You could make it 60.
330
335
340
345
350
355
360
In response to the latter suggestions, I asked, "And just throw away the rest? Is that equal to Hallie's 100?" Then I pushed students to tell me how to get what we need to subtract the 7.
Naomi: You could put 90 and then give the other 10 to the 3 and make it 13.
With Naomi's suggestion, we finish the problem:
Now the session was over. Stephen asked, "Why did we use only two of the ways on the chart instead of all four?"
I answered, "Because we're out of time. Maybe we can return to these next time."
I liked working with this group separately. I sense that with the slower pacing and focused work, many of them were figuring things out for themselves as we went along. In spite of my use of wait time in whole-class discussions, things can still move too quickly, and too many ideas get introduced for some of these students to keep up. They are also more willing to offer their own ideas in this group.
380
In this session we never did explore Naomi's and Juanita's ideas for how to break apart the problem. Maybe we will return to them as Stephen wants us to. Trying out ideas that don't work easily or don't work easily for a variety of problems is important in helping students evaluate strategies. 385 387
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A11-16 and B11-16 Phase 3 Red Book Band
Introduction
These series of books follow on from the A Series 5-10 and B Series 5-10.
They form part of the Red Book Band.
The letters of the alphabet are reinforced in simple words.
The 'ee' and 'oo' letter combinations are reinforced throughout both series in the words 'see' and 'look' only.
The books in the B Series 11-16 provide extra practice for reading CVC words. The series was revised in the spring of 2012. The books 'My Clock' and 'Ring-a-ding' were added to give children extra practice in reading words with the 'ck' and the 'ng' combinations.
The books in the A Series 11-16 introduce some high-frequency words. These include 'we, are, you, said, little'.
Other words introduced are 'play, away, down, for'. They contain vowel digraphs, but the digraphs are only used in those specific words.
Aims
- to revise and reinforce the letters of the alphabet in simple words.
- to introduce the rest of the high-frequency words listed for Phonic Phase 2 in Letters and Sounds, i.e. 'go, to, get, got, sat, it, an, mum, back'.
- to introduce some of the high-frequency words for Phonic Phase 3. These are 'play, away, down, for, you, are, said, have, we, this'. The digraphs 'ay, ow, or' are used in the specific words 'play, away, down, for' and no other words.
- to introduce the letter 'q' in the word 'quack'.
New consonant blends introduced in these series are 'pl' in 'play, 'fl' in 'flat', 'cr' in 'cross', 'cl' in 'clang', 'st' in 'stuck', 'str' in 'string' in an initial position, and 'lp' in 'help', 'nk' in 'pink', 'xt' in 'next' in a final position in a word.
New words are highlighted in bold type.
Vocabulary in each book
A11
Hop … hop … hop (past tense)
Phase 2 a on in cat big log sat hop mud off fell
Phase 4 frog went
Tricky
the to no oh
Other Jelly Lotty play
This book uses the word 'to' in the phrase 'went to play'. It reinforces the exclamation 'oh no'. The words 'play' and 'went' are used for the first time.
B11
Ten Pegs
Phase 2
can on of in a is at and cat ten bag fat mud fell hops sits pegs socks
Phase 3 see looks
Phase 4 jumps frog
Tricky
I the no oh
This book has no new phonics. It reinforces the reading of simple CVC words and the 'ck' letter combination.
A12
The Big Hat
Phase 2 a on initat can big has hat mat fun sad andgets
Phase 3 with see looks
Phase 4 jumps
Tricky
the no oh
Other Jelly Bean play
This book introduces the word 'it' part way through a sentence and at the beginning of a sentence (as 'It'). This is the first time that children meet the capital letter 'I' other than as the word 'I'. This is also the first book to use all three words 'is, in, it'.
B12
The Egg
Phase 2 a in on gets and has off an hen hut sits egg duck
Phase 3 box
Phase 4 nest
Tricky
the no oh little
This book introduces the word 'an' and the commonly used word 'little'.
A13 The Big Pink Box
Phase 2 a it is at up of can big get has not got top bottom
Phase 3 box bang see
Phase 4 flat pink jumps
Tricky
the to no oh
Other Jelly Bean Wellington
This book uses the 'ng' combination for the first time in the word 'bang'.
B13 The Fox
Phase 2 hen a can and get in his hut den leg back duck pulls
runs cannot
Phase 3 seefox
Phase 4 stuck
Tricky
the to into little
Other Jelly Bean
This book reinforces the 'ck' combination in the words 'duck, back, stuck'.
A14
Up and Down
This book introduces the phrases 'go up' and 'go down'. (All the 'common exception' words to be taught in Phase 2 of Letters and Sounds have now been used.)
B14
The Box
Phase 2 a of in is and get on man off hutlidhen red duck puts
Phase 3 vanbox fox see looks will with
Phase 4 jump next
Tricky
the no oh go to
Other Jelly Bean opens
This book reinforces many simple CVC words. The letter 'o' in the word 'opens' is pronounced in the same way as in 'go, oh, no'.
A15
Go Away (mixed tenses)
Phase 2 a in is it big cat not his hut bin and hen's
Phase 3 box Kevin's
Phase 4 cross
Tricky
the go you are my said
Other Bean's happy away kennel
This book introduces some of the more difficult high-frequency words, i.e.
'you, are, said, away'. They are used repeatedly in the same phrases throughout the book.
The consonant sound of /y/ - 'y' is used for the first time at the beginning of the word 'You'. It also has a capital letter.
The letter 'g' is also used as a small letter 'g' and as a capital letter 'G'.
B15
My Clock
This book introduces the word 'have'. Since children have not yet met any split digraphs, they should not be confused into pronouncing 'have' with a 'long a' sound. There is no way to explain the spelling of the word 'listen'. Children have to learn it as a specific spelling.
This book introduces the letter combination 'qu' at the beginning of the word 'quack'. (also 'Quack').
The consonant sound /y/ is reinforced at the beginning of a word in 'yes'.
The book also uses the word 'for' consistently in the phrase 'look for'
.
The pronoun '
we'
is also introduced.
B16
Ring-a-ding
Although this book has 15 new words, they almost all end in 'ng'.
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Work out:
Work out:
Work out:
Work out:
Work out:
Work out:
Work out:
Work out:
Work out:
8.1954 to 3 significant
Put in ascending order:
0.67 , 2/3 , 65% , 0.675
An item has 1/5 off in a sale, the sale price is £48.
Work out the original cost
The original cost when an item is £240 in a 20% | <urn:uuid:aafcee9e-4195-4828-98ad-e4b5e7a5ffe5> | CC-MAIN-2020-16 | https://www.accessmaths.co.uk/uploads/4/4/2/3/44232537/number_progressive_overload_-_90_questions.pdf | 2020-04-03T21:17:10+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518622.65/warc/CC-MAIN-20200403190006-20200403220006-00060.warc.gz | 793,956,520 | 99 | eng_Latn | eng_Latn | 0.978266 | eng_Latn | 0.978266 | [
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5 Questions to ask the students
* What did you enjoy most about the competition
* How did your Model Water Tower perform?
* Did you like building your Model Water Tower? If so Why?
* What did you learn the most about the competition?
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Managing Trees and Shrubs in the Landscape
Bill Fountain Department of Horticulture University of Kentucky
All plants are not created equal. The specific type of plant material selected for the landscape has the ability to make or break a quality design. Consult several references and talk with local gardeners and/or plant professionals before making a final decision on plants to be purchased. Free plants are often the most expensive choice in the long run if they are undesirable for the location. Facts about plants that should be known before purchase are: longevity; susceptibility to diseases and insects; ultimate size; hardiness; and cultural problems, such as litter and storm damage.
It is also undesirable to plant too many of the same species in a region. If a disease or insect were to become a problem, it could result in the destruction of most, if not all, of that type of plant. A good example of this is the American elm. Many of these stately, old trees were killed by a disease called Dutch elm disease in the mid-1900s. In the early 1900s another disease called chestnut blight killed almost all of the American chestnuts in North America. In many parts of the Appalachian Mountains, the American chestnut made up 40 percent of the forest.
Woody ornamental trees and shrubs purchased for a landscape come in one of four forms. These are balled and burlapped (often referred to as B&B), container grown, bare root and packaged. Each of these methods has distinct advantages and disadvantages and no one method is best for all plants.
Balled and Burlapped (B&B)
Most trees and shrubs can be purchased B&B. Some plants, such as evergreens (rhododendron, azalea, conifers, etc.), do not survive well unless they are transplanted this way or as container grown material. B&B plants are grown in a field and dug with a ball of soil around the roots. This ball of soil is wrapped with burlap and held in place with twine, nails (called pinning nails) or wire baskets. Burlap has been traditionally made of jute though synthetic fibers are now sometimes used. When planting, it is not necessary to remove pinning nails and jute burlap. Materials made of plastic or treated burlap must be removed.
Treated burlap has been saturated with chemicals to prevent it from rotting in the retail nursery before it is sold. Treated burlap is usually a bright green, orange, or blue color instead of the dull tan of natural burlap. Plastic or synthetic burlap (as well as that which has been treated) keeps roots from growing out into the planting hole. Plastic twine will girdle the trunk and must also be removed. These materials do not break down when buried. Remove all synthetic materials before planting. If you are in doubt, touch a burning match to the material. Plastic melts and jute smolders. If you are still in doubt, remove it.
Wire baskets are also used to hold the burlap and soil ball together. Baskets smaller than 24 inches in diameter should be removed. Larger wire baskets should have as much of the wire near the surface removed as possible once the soil ball is in the planting hole. If wire baskets are left on the root ball, root damage can result as the roots will increase in diameter through the years and the wires will start to constrict root growth which in turn effects plant growth and health.
Plants moved B&B generally experience the least amount of transplant shock of any of the four methods. Soil balls are very heavy, bulky and expensive to ship long distances so are often locally grown. This means they are already acclimated to the climate. This turns into a disadvantage when large soil balls become a problem for homeowners who wish to install their own landscape.
B&B plants must be handled properly during planting. In some areas of the country, winter is an excellent time for planting most types of trees and shrubs. The root system of a plant is less hardy than the above ground system of stems and leaves. As a result, it is important that the soil ball be protected from freezing. It is possible for roots to be killed while the top remains undamaged. When spring growth begins, there is no way for the plant to take up water and nutrients necessary for the continuation of growth. As a result, the entire plant dies.
When planting B&B material, it is important to get the aid of another person if the soil ball is heavy. Never pick up any plant by its trunk. This can result in damage to the root system. The thin roots are not capable of supporting the great weight of the soil ball. Roots can also be damaged severely if the soil ball is dropped or cracks. Heavy soil balls should be placed on a sling of canvas or burlap and moved by two people. While it is not necessary for untreated burlap to be removed, it is a good idea to loosen it from the top of the soil ball and lay it back so that water will be able to penetrate into the soil ball. The remainder of the burlap decays rapidly in the moist soil.
Bare Root
Deciduous fruit and shade trees, flowering shrubs, roses, brambles, strawberries and some annuals are commonly sold bare root. They are generally field grown and gently lifted out of the soil in late fall or early winter. Since plants are shipped without soil, they are 40-70 percent cheaper than the same plant shipped with a soil ball. Setting plants out bare root in fall or winter gives time for roots to regenerate before spring growth begins. The disadvantage of this method of transplanting is that roots exposed to the air dry out very rapidly. Plants must be kept in a cool humid area until planted.
Plant bare root plants within a day after they arrive. If this is not possible, protect roots with moist straw or paper towels and cover with plastic. Store plants in a cool area above 32°F. Roots must be fresh and plump, not dead, dry or withered. Soaking roots for an hour or two in water before planting will help roots that are alive (but dried down) absorb enough water to cause them to swell up again. A sharp pair of clippers should be used to remove damaged roots before planting. Some plants may also require corrective pruning of the top though it is unnecessary to ever "balance" the top with the roots.
The planting hole should be large enough so roots are not cramped or bent. Spread all roots out in the planting hole. There must be soil around each root just as there was before digging. It will be necessary to stake most bare root trees and large shrubs to prevent wind damage. Never plant a tree or shrub deep to help it stand up.
Dormant plants need less water than those in active growth. If the soil is kept too wet, new roots will fail to form and kill existing roots. Bare root plants are often slower to leaf out in the spring than plants moved with soil.
Packaged
Plants are sometimes dug as if they were going to be sold bare root. Roots are then put into a plastic bag and packed with rotted sawdust or other light weight material. Selling plants this way has the advantage over bare root material that roots are less likely to dry out. However, these plants still need to be watered occasionally and protected from heat and cold. Watering can be difficult since the plastic bags are generally tied tightly at the base of the trunk.
All plastic, packing material and ties must be removed at the time of planting to prevent future problems. This necessitates care at planting to prevent drying out of the roots. Roots must also be carefully spread out in the planting hole as if this was a bare root plant. Packaged plant materials are more common with mass marketing outlets than retail nurseries. Be wary of plants stored on asphalt parking lots. It does not take long for the heat to kill the roots.
Container Grown
Plants grown in containers are popular for many reasons. They are lighter in weight than B&B material and can be shipped for longer distances. They are also cheaper because there is no labor in digging plants from the field. Since the root system is not damaged by a digging operation, plant species that do not regenerate roots efficiently often reestablish better as a container grown specimen than plants moved B&B or dug bare root. This is especially true of plants with tap roots. Container grown plants are available in all seasons for planting whenever installation is desired.
It is important that the plant not be pot bound. Pot bound means that roots are circling the inside of the container. Although it may be impossible to look at the root system, you can still tell if a plant has been in the container too long because the top is unusually large for the size of the container, growth is stunted, or dead twigs are present. Roots curling around inside the container often continue to go around in a circle even after planting. This results in loss of vigor as roots run out of soil or begin girdling the trunk choking the flow of nutrients.
Soil used in containers must drain well and be more porous than soil found in the garden. This light, loose medium also favors quick, uniform root development. Roots grow through the path of least resistance. Roots in a light, loose medium are often slow to become reestablished in the new location because of heavier soil they are now in. It is beneficial to unwind long roots and lay them out in the fill soil. A sharp pointed stick can be used to loosen roots or they can be cut at three of four points with a sharp knife.
There are several types of containers that are used for the production of plants. Plastic is the most common and has fewer problems than other systems. Fiber pots are sometimes used. While they are sometimes advertised as being suitable for planting, it is best to remove them before planting. If the rim of the pot is left above the soil surface it wicks water out of the soil ball and prevents moisture from moving into the soil ball from the surrounding soil. Metal containers are cheap but rust, and they must be cut with a can cutter. This leaves sharp edges that can cut hands.
Planting Trees and Shrubs in the Landscape
Planting holes should never be dug when the soil is saturated with water. Side walls of a hole dug in a clay soil become glazed just like a ceramic pot. This smooth side wall prevents roots from going out of the planting hole. Eventually the plant becomes pot bound and declines.
The planting hole should be two to three times the diameter of the soil ball or spread of the roots in the case of bare root plants. The poorer the soil and the more difficult it is to dig the hole, the wider the planting hole should be. The depth of the planting hole should be equal to the height of the soil ball. Measure the depth of the hole carefully against the height of the soil ball. It is easier to double check the measurement than to lift a heavy plant out of the hole so that it can be dug deeper or filled.
The most important rule is that the root system should be the same depth as it was previously growing in the nursery. If the newly transplanted tree or shrub is too deep, feeder roots die because of lack of oxygen and the trunk begins to decay. If it is planted too high, the upper part of the root system will dry out and roots die. Decay also occurs when graft unions are buried. Decay organisms that attack the graft union or trunk result in a plant that is stunted, begins to decline and eventually dies.
Some soils do not drain well. If you suspect that the soil you are hoping to use to plant into has this characteristic, you can test prior to planting by filling the hole with water. If it takes more than a day for the hole to drain you will need to select another location or drain the excess water from the bottom of the hole. This is more easily done on slopes than flat areas. In low areas, you will have to resort to using a raised mound called a berm.
Now that you have determined that the planting site will drain properly and the plant has been carefully placed into the hole, you are ready to fill the hole. This soil is called backfill. The only thing that should go back into the planting hole is the soil that came out of it. Rock and other foreign material should be removed but you should not add peat moss, sand, bark, compost or other material to the soil. This is especially true for heavy clay soils. The only exception is when the entire area where the root system will ultimately grow can be modified. The best example is raised beds for rhododendrons and azaleas. Amended soil in the planting hole can hold water like a sponge in a bucket making it too wet for roots.
Roots grow through the path of least resistance. We dig a large planting hole, so that there will be lots of loose soil for new roots to grow in. Amending the backfill can lead to a situation that is like growing a plant in a large container. Eventually the plant becomes pot bound and runs out of water and nutrients.
As soil is put into the planting hole, it should be firmed but never compacted. Firming removes air pockets and prevents settling. Compaction makes the soil so hard that roots will have difficulty growing through the compacted layers. After the hole has been filled about half way, it should be filled with water. This is especially important for large planting holes. After the water has soaked in, fill the remainder of the hole taking care to not compact the wet soil and thoroughly water again. This is easier if a small dike of soil is built around the planting hole so water stands long enough to soak into the soil.
Ericaceous plants (rhododendron, azalea, blueberry, pieris) should be planted in a soil amended with 50 percent sphagnum peat moss. This soil should be mounded up at least 18-inches above the natural grade of the soil and should be wide enough to handle the root system for the life of the plant. Using berms prevent soil from becoming waterlogged and allows oxygen to penetrate these soils. Insufficient oxygen in the soil increases fungal diseases attack roots of plants, and is prevalent in compacted and/or high clay soils.
Mulch
Mulching plants in the landscape can be very advantageous for the plant. After all, most trees and shrubs evolved in woodland areas where a carpet of leaves and small branches provide a year round layer of organic matter on top of the soil. This layer of organic matter decays recycling nutrients for reuse by plants. Over time mulch, regardless of whether it is natural or added by gardeners, improves the quality of the soil. Mulch also conserves moisture and moderates temperature, keeping the soil cooler in the summer and warmer in the winter. Mulching helps control weeds and protects trees from string trimmers and mowing equipment.
With all of these wonderful virtues, it seems that if some mulch is good, more would be even better. Unfortunately this practice is not only wasteful of time and materials but is very detrimental to plant health.
While mulch helps conserve soil moisture, too much mulch can prevent carbon dioxide from escaping from the soil and oxygen from moving into the soil. High levels of carbon dioxide is toxic to roots and oxygen in the soil is essential for roots to take up water and nutrients. When mulch excludes oxygen from the soil, roots die and the plant begins to die. It doesn't take too much excess mulch to damage roots. Generally anything over four inches will have detrimental effects.
When mulch is too deep, the roots grow up into it. Removal of excess mulch then results in removal of feeder roots. Mulch layers also dry out in summer resulting in roots that are growing in an area that is too dry. Once dry, mulch becomes hydrophobic meaning that it sheds water making it very difficult to rewet. Like planting something too deep, mulch piled up on the trunk also causes decay. Mulch against the trunk is also a great shelter for insects, mice and other small mammals that will feed on the trunk.
Staking
Trees should be staked only when there is a real danger that they will blow over. If the plant was dug with a soil ball sized according to the American Standard for Nursery Stock, there should be little danger that it will blow over except in very windy sites. Very large plant material is often staked to keep it straight as it settles. Staking has also been shown to reduce vandalism.
The reasons not to stake trees are stronger than the reasons for staking. Trunk diameter of unstaked plants increases faster than tightly staked trees.
Staked trees also grow taller more quickly than unstaked trees. This means that a tree that has been tightly staked may be more likely to blow over a year later than one allowed to sway in the wind.
If staking is deemed necessary, it is best to use three stakes rather than one (crossing the trunk) or two vertical stakes. Stakes must be driven far enough into the ground to prevent them from
being pulled out. They should also be outside the planting hole where the soil is firm. Stakes may be short or long but in either case the securing lines should be attached approximately 1/2 of the way up the trunk. Metal wires are sometimes used to guy the tree but must never go around the trunk. A piece of rubber hose is sometimes used around the wire with the thought that it protects trees from being girdled. Unfortunately the rubber hose does almost as much damage as a piece of wire. Using a piece of cloth or broad nylon strap around the trunk is much better protection for the trunk.
Leave enough slack for the tree to sway gently in the wind. The purpose of staking is to protect the tree from blowing over in high winds. Never leave staking on trees for more than one year. Check the supporting straps frequently, especially in early spring. Excessively tight ties can girdle the trunk as it increases in diameter.
Pruning
Most plants show increased vigor and benefit aesthetically from pruning at some point in their life. Pruning is done to improve the form of the plant. Examples of this include removal of lower limbs so that attractive bark can be admired or to create a tree form from a large multistemmed shrub. Pruning is also necessary to improve the health of the tree and improve safety to people and property. This includes removal of diseased, dead and dying branches. The third major reason is for correction of problems. This includes shaping of hedges, removal of crossing branches, branches with narrow crotches, those that grow toward the center of the tree, multiple leaders and suckers, or those growing towards water sprouts. Pruning is a method of rejuvenating plants. Removal of old wood in flowering shrubs will cause the plant to produce young, vigorous shoots with an abundance of flowers.
On small stems, pruning cuts should be made back to a live bud when shearing and shaping shrubs (i.e. boxwood, juniper, holly and yew). Other plants like privet have the ability to produce an abundance of adventitious buds on older branches. Privets can be pruned as far back as is necessary to control their height. Doing this to a juniper will result in a dead plant.
Sometimes large branches must be removed. Removing the offending branch as soon as possible results in a smaller wound than if it is done later and it will seal over more quickly. Plants do not heal when they are injured. Healing is the repairing and replacing of damaged tissues, something only animals can do. Plants seal or close over wounds and develop chemical and/or physical barriers to wood rotting organisms (bacteria, fungi, etc.).
When a branch is removed, it should be cut at the point where it comes out of a larger branch or a smaller branch comes out of it. The smaller branch should be at least a third the diameter of the one being removed.
At the base of every branch is a collar (Fig.13) that has the ability to develop a chemical zone to inhibit the spread of decay in the trunk. If a long stub is left, this chemical barrier will not develop. If the pruning cut is made flush with the trunk this special layer of cells is removed. In either case, wood rotting organisms will be able to progress into the trunk causing heart rot. Sapwood (outer few annual rings) and heartwood (inner part of an older tree) are not dead, useless tissue. It is very important for structural support, conducting water and nutrients from roots and storage of carbohydrates (sugars and starches). Stored carbohydrates are the energy source for buds in early spring until young leaves develop enough to begin making sugars (also a carbohydrate) for continuation of growth.
Occasionally large branches need to be removed. If the branch is out of reach or near utility lines, its removal is a job for a professional arborist. If the branch is over 3-inches in diameter it can be safely removed using the three cut method (Fig. 13). The first cut is made from the lower side of the branch, 6 to 8-inches away from the collar. This cut is made only a third of the way through the branch. The second cut is made from the upper surface of the branch all the way through the branch several inches further out from the first cut. As the branch falls, bark peels back only to the first cut. Now that the weight of the branch has been removed, the third cut can be made without danger of damaging the trunk. The type of pruning equipment used is important.
Clippers come in two types, scissors and anvil. The scissors type has two blades that pass to make the cut. The anvil type has a single blade coming down onto a flat surface to make the cut. The latter type tends to crush stems on the bottom as the cut is made. Damaged tissues are a prime site for entry of disease organisms. The scissors type of pruner is generally preferred on woody plants. The anvil type is satisfactory in floral work where crushing the stem aids the uptake of water. Using clippers that are too small for the job can also result in damage to the branch. Pruning saws do a better job on large branches. A pruning saw differs from a carpenter's saw. While the teeth of a pruning saw cuts as it is pulled, a carpenter's saw cuts as it is pushed. This makes it easier to make cuts at or above shoulder level.
Pruning paints should never be used. We paint our houses to keep the wood from rotting. Common sense tells us that paint will also help prevent decay in trees. Pruning paints (also called wound dressing) not only does not prevent decay, they actually increase the rate of decay in living trees. A heavy asphalt wound dressing is even worse because it inhibits formation of wound wood (callus roll) that seals over the wound. A light coating of shellac may be used for cosmetic purposes but does nothing for the tree.
Protecting the Plant
Lawn Equipment - The greatest single cause of damage to young trees in the landscape comes from lawn equipment. Mowers and string trimmers damage bark on trunks they contact. Sometimes the only evidence of damage is lack of vigor. Wounding reduces the flow of sugars from leaves to roots and is an excellent site for entry of insects and microorganisms. The best way to protect the plant from lawn equipment is to control weeds at the base with herbicides (being careful not to get them on any part of the tree) or a layer of mulch. Herbicides that contact tree trunks can also cause serious damage. Some herbicides are absorbed by tree roots and translocated to the remainder of the plant. Use caution when using any herbicide near trees and shrubs.
Sun Scald - Sun scald is a physiological disorder generally found on young, recently transplanted, thin barked trees in the landscape growing in colder regions of the country. It is closely associated with water deficiencies in the trunk. On cold, sunny days
the sun warms the trunk well above freezing. Cell dormancy is broken. When the sun goes behind a cloud or below the horizon the trunk temperature drops rapidly resulting in freezing and death of cells just below the bark. Damage does not show up until late spring or early summer when the bark begins cracking and peeling off. As time passes, the wood begins to decay where bark is missing.
Sunscald occurs most often on the southwest side of the tree. Reflected light or heat can result in damage to other parts of the trunk. Sun scald does not occur on mature trees because their thicker bark protects them against sudden changes in temperature. It is not found on young trees in a forest because of shading provided by the larger trees.
Sun scald is thought to result from crushing and severing of roots which prevents the uptake of water. This is especially serious when plants are dug with small soil balls. It can also occur when heavy items (foot traffic, equipment, building materials, etc.) crush the young feeder roots. The solution is to protect roots from damage. Wrapping the trunk with plastic screen or commercially available wrapping materials may help by shading the trunk. Paper type wraps should be put on from the bottom up to the first branches. Overlap each previous layer so that water is shed. Tree wraps should be put on in late fall and removed in early spring. Failure to remove tree wraps before summer can result in damage from girdling, boring insects and wood rotting organisms.
Frost Crack - Frost crack is another problem associated with winter though it can occur in areas that never freeze. Because of this, radial shake is a better term for this disorder. Radial shakes result from water stress within the trunk. Cracks begin at the point of a wound and become large, deep cracks. These cracks move mainly in an upward manner. They may be inactive for several years only to open up as a result of temperature differences or drought. The only solution is to prevent wounding.
Animals - Rabbits, mice and deer can be a problem in winter months when other food sources are limited. Hardware cloth around the trunk helps protect it. It must be at least 18-inches above the snow level to provide protection from rabbits. Scraping mulch back for 6 to 8-inches from trunks makes the site less favorable for mice. Moderate to good control of mice can be obtained by poison baits if they are kept dry. Hot pepper sprays to the plant and small bars of perfumed soaps have had limited success as repellants. Deer fencing (at least eight feet tall) and
reducing the deer population have been the only really effective measure when this animal becomes a pest.
Fertilization
Woody ornamentals growing in fertile soils show little response to applications of phosphorus and potassium. Only a soil test will indicate if a soil is deficient in one of these elements. Most woody plants in the landscape respond only to nitrogen.
Fertilizer should be applied to woody landscape plants in fall after leaf drop. Roots grow any time the soil is at or above freezing. This continues until the soil warms up to about 55°F in the spring. At that point, growth begins on the shoots. As warming continues shoots grow more rapidly than roots. Fall fertilization with nitrogen encourages development of a good root system followed by good shoot growth the following spring. Fertilization in spring promotes growth of shoots without root growth. If there is more shoot growth than roots are able to support, leaf desiccation will occur during dry periods. Late summer applications of nitrogen delay hardening of the plant for winter, resulting in injury or death.
Mycorrhizae
Most woody plants have a symbiotic relationship with certain fungi called mycorrhizae. Symbiosis is when two different organisms live together better than either could separately. We normally think of fungi as causing plants to become sick or decay. In this case certain types of fungi are actually beneficial to plants. They are found everywhere that plants are and some plants can't live at all without them. These fungi and plants have had this mutually beneficial relationship for many millions of years.
Mycorrhizae live on or in root tips and grow out into the soil. They are much more efficient than plant roots at exploring soil and absorbing water and nutrients that are then passed along to the plant. In return, they get carbohydrates (sugars) from the plant that they would not otherwise be able to make for themselves.
Since mycorrhizae are beneficial to plants, we want to do everything possible to encourage them in landscapes. Excessive amounts of nitrogen fertilizer will kill them as will de-icing salt, fungicides and many other chemicals. They will not grow in alkaline soils or soils low in oxygen, especially those that are compacted. Moisture is important but saturated soils kills them. These unique fungi like soils with organic matter.
Over time organic mulches decay and enter the soil making an area more favorable for the growth of these essential fungi. In brief, all of the soil conditions that we have recognized that promote good plant growth are also good for the growth of mycorrhizae. Loose, moist, friable soils that are slightly acid, have some organic matter and are well drained produce the healthiest plants and mycorrhizae. Landscape plants could use a helping hand on poorer sites like disturbed soils found in new subdivisions. Unfortunately assistance is not going to come from mycorrhizae because they are not going to be able to live under these conditions either.
The growth and development of plants is not clear cut and straight forward. One action often effects several other things that are going on in the environment. As we are all on the planet earth as guests of the plant kingdom, it is important that we learn as much as we can about how everything works together as a unit. The more we understand, the fewer mistakes we are likely to make. | <urn:uuid:e0277ebf-1b72-4987-81f9-b21633c4bd3e> | CC-MAIN-2020-16 | http://claycountysd.org/userfiles/files/Extension%20Office/Senior%20Horticulture%20Skill-a-thon%20Managing%20Trees%20and%20Shrubs%20in%20the%20Landscape.pdf | 2020-04-03T20:05:29+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370518622.65/warc/CC-MAIN-20200403190006-20200403220006-00060.warc.gz | 41,859,405 | 6,171 | eng_Latn | eng_Latn | 0.999255 | eng_Latn | 0.99935 | [
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TOPIC: EXCRETION
1. Uric acid is nitrogenous waste in-------------- while urea is nitrogenous waste in:
(1) mammals and molluscs, Birds and lizards
(2) Birds and lizards , cartilaginous fishes and mammals
(3) frog, earthworms. cartilaginous fishes
(4) Insects and bony fishes, Birds and lizards
2. Which of the following is not the part of Nephron?
(1) PCT
(2) DCT
(3) Collecting duct
3. Podocyte are present in
(1) Afferent arteriole
(3) Peritubular network
(4) Bowmans's capsule
(2) Efferent arteriole
(4) Bowman's cup
4. Match the following
The correct pairing sequence is:
(1) A-5, B-1,C-2,D-4,E-3
(2) A-5,B-1,C-2,D-3,E-4
(3) A-1,B-5,C-3,D-4,E-2
(4) A-2,B-1,C-3,D-5,E-4
5. Occurrence of excess urea in blood due to kidney failure is
(1) urochrome
(2) uremia
(3) uricotilisim
(4) ureotilisim
6. The hormone that promotes the reabsorption water from the glomerular filtrate is
(1) Oxytocin
(2) vasopressin
(3) relaxin
(4) Calcitonin
7. Concentration of urine depends upon which part of nephron
(1) bowman's capsule
(2) length of Henle's loop
(3) PCT.
(4) Glomerulus
8. What is the correct sequence of steps involved in urine formation?
(1) ultrafiltration →selective reabsorption →tubular secretion
(2) Tubular secretion →ultra filtration →ultra fileration
(3) Selective reabsorption→ultra filtration →tubular reabsorption
(4) None of above is the correct
9. Glomerulus & Bowman's capsule collectively termed as
(1) Malpighian body
(2) Renal corpuscle
(3) Duct & Billi
1 |
Page
(4) Both (1) & (2)
10. Average amount of blood which is filtered by kidneys is equal to
(1) 110-1200 ml
(2) 1500 – 2000 ml
(3) 1600 – 1700 ml
11. Choose the correct sequence related to the nephron
(1) Afferent arteriole → Glomerulus→efferent arteriole
2 |P a g e
(2) Glomerulus→Afferent arteriole→efferent arteriole
(3) Efferent arteriole → Afferent arteriole→ Glomerulus
(4) Afferent arteriole→ Efferent arteriole→ Glomerulus
12. Human kidneys are situated between
(1) Last thoracic & 3 rd lumbar vertebra
(2) Ist thoracic & 3 rd lumbar vertebrae
(3) 2 nd thoracic & Ist lumbar vertebra
(4) None of above
13. The amount of filtrate formed by the kidneys per minute is called as:
(1) GFR
(2) GFP
(3) Colloidal pressure (4) Both 1 & 2
14. Select the correct order of osmolality changes in filtrate w.r.t plasma in: -
Bowmans's capsule →PCT →Descending
loop of Henle → Ascending loop of Henle →DCT → End of collecting duct
(1) Isotonic → Isotonic → Hypotonic → Hypertonic → Hypotonic → Hypotonic
(2) Isotonic → Isotonic →Hypertonic → Hypertonic → Hypotonic → Hypertonic
(3) Isotonic → Hypertonic → Isotonic → Hypertonic → Hypotonic → Hypertonic
(4) Hypotonic → Isotonic →Hypertonic →Isotonic →Hypotonic → Hypertonic
15. During process of heahomdailysis, blood is taken from ____ and pumped back to the body through ____
98,299)
(1) Artery, vein
(2) Vein, artery
(3) Vein, Vein
(4) Artery, artery
16. Hyperosmotic medullary interstition is due to presence of
Pg 293,294,295,296,297)
(1) NaCl, Urea, uric acid
(2) NaCl and urea
(3) Only NaCl
(4) Only urea
17. How many of the following chordates have flame cells as excretory organs?
Planaria, Ascaris, Amphioxus, Tapeworm, Nereis, Scoliodon
(1) One
(2) Two
(3) Three
(4) Four
18. Which one of the following is correct for a normal human
(1) pH of urine is around 8
(2) On an average, 25-30 mg of urea is excreted via urine
(3) Presence of ketone bodies in urine is an indicator of diabetes mellitus
(4) Relaxation of smooth muscles of bladder and simultaneous contraction of urethral sphincter causes release of urine
19. How much urea is excreted per day by a normal adult
(1) 0gm
(2) 25-30 gm
(3) 50 g m
(4) 1-2 gm
20. Human kidney can produce urine
(1) Three times more concentrated than initial filtrate
(2) Four times more concentrated than initial filtrate
(3) Five times more concentrated than initial filtrate
(4) Six times more concentrated than initial filtrate
(4) None of these | <urn:uuid:67f7aa59-2cdb-40fe-9b28-904e3a8ebb56> | CC-MAIN-2024-33 | https://1rsrs.rationaltabs.com/CMS/9549D3A7-5AB9-4817-A85C-801F6E154776/downloads/bwwbil74l5jilt7q.pdf | 2024-08-05T00:57:21+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00100.warc.gz | 62,659,136 | 1,352 | eng_Latn | eng_Latn | 0.779943 | eng_Latn | 0.822415 | [
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ELA Adoption Top Three Curriculum Choice Public Viewing Schedule:
Sweet Home Jr.High ELA 7-8
1. Amplify Education:
Amplify is a curriculum and assessment company launched in July 2012. Amplify Curriculum was built on the foundation of Wireless Generation, the educational company News Corp bought in 2010.
2. Saavas Learning Company- myPerspectives:
myPerspectives is a powerful English language arts curriculum for Grades 6–12 that values the perspective of the learner, collectively and individually, and provides next-gen learning experiences that promote higher achievement and develop the competencies needed for college and career readiness. Interactive learning blends print and technology in a student-centered, teacher-inspired classroom. This dynamic Savvas program creates an interactive, engaging, and relevant learning environment through readings, meaningful activities, and purposeful performance tasks. myPerspectives encourages social collaboration as well as student ownership of learning through goal setting, choice, and reflection.
3. Study Sync:
StudySync is a complete ELA curriculum designed to meet the rigorous academic needs of today's classroom. In print or online, StudySync is designed to engage every student, because every student deserves the same opportunity and access in the classroom, regardless of his or her native language, learning level or physical, social and emotional ability.
SHHS 9-12
1. Inquiry By Design:
Each Inquiry By Design course of study is made up of six units featuring detailed, flexible lesson plans aimed at building critical, standards-aligned literacy skills. Each unit is built around challenging, grade-appropriate texts and spiraling cycles of work marked by reading, writing, and collaborative small-group and wholeclass discussion. All grades of Inquiry By Design's high school courses of study feature
- Independent reading initiatives focused on selecting books, setting goals, and tracking progress.
- Compelling texts used to springboard rich conversation and meaningful writing in argument, informational, and narrative genres.
- Substantial, scaffolded research-based writing projects where students try out the methods, style, and structure of some of the smartest and most engaging contemporary writers.
- Flexible, inquiry-based instructional resources for writing that allow teachers to address students' demonstrated needs.
2. Houghton Mifflin Harcourt-Into Literature:
HMH Into Literature curriculum builds confidence, standards mastery, and college and career readiness for every learner in the classroom.
3. Carnegie Learning-Mirrors and Windows :
Mirrors & Windows expands your students' world of learning beyond the walls of your classroom. It's the only program that offers a true hardcover anthology with rich, canonical and contemporary texts featuring a diverse selection of literature. In Mirrors & Windows, students will read texts that mirror their experiences and provide windows into the lives of others, opening doors into the diverse world around them.
Viewing Location: Sweet Home School District Office Boardroom
Tuesday, Oct. 11th 11:00am - 12:00pm
Wednesday, Oct. 12th 1:00 - 3:00pm
Tuesday, Oct. 18th 11:00am - 12:00pm
Wednesday, Oct. 19th 1:00 - 3:00pm
Friday, Oct. 21st 1:00 - 3:00pm
Wednesday, Oct. 26th 5:00 - 6:00pm | <urn:uuid:69f8e294-566d-4f12-9e4c-2aeeb60124a3> | CC-MAIN-2024-33 | https://sweethome.k12.or.us/media/2022/10/ELA-Adoption-Top-Three-Curriculum-Choice-Public-Viewing-Schedule.pdf | 2024-08-05T01:09:21+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00101.warc.gz | 432,654,045 | 686 | eng_Latn | eng_Latn | 0.994871 | eng_Latn | 0.996713 | [
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Midterm Practice Quiz
Number 1-21 down one side of a sheet of loose leaf. Choose one answer to each question. Answer these as quickly as you can; maximum time is 20 minutes.
1. Which reaction will occur spontaneously?
A. MgBr2(AQ) + Fe(S) →
B. CoCl2(AQ) + Al(S) →
C. NaCl(AQ) + Ti(S) →
2. What are the symbols and charges on the permanganate ion and the hydroxide ion?
A. Pm -1 and HO
-1
B. Mn +2 and OH +1
C. MnO4 -1 and OH +1
D. MnO4 -1 and OH
3. What substance boils at 70 ° C at 30 kPa?
A. propanone B. ethanol C. water
4. What is the vapor pressure of ethanol at 90 ° C?
A. 40 kPa B. 90 kPa C. 101.3 kPa
D. 150 kPa
5. Which 2 elements have properties similar to beryllium?
A. Li + Mg B. Ba + H C. Ca + Sr
D. B + Li
6. Which of these isotope pairs have 7 neutrons?
A. N-14 and O-16 B. C-12 and C-13 C. Al-13 and B-13
D. C-13 and N-14
7. Which metal will not react with HCl(AQ) ? A. Ag B. Ti C. Sn
D. Zn
8. Which ion has 10 total electrons? A. Ne
*
B. Sc +3
C. F
-1
D. Sn +4
+2
9. Which ion has 27 total electrons? A. Cu
B. Co +2
C. Co
+3
D. Zn +3
10. Which element makes ionic compounds with halogens? A. Fe B. Si C. C D. S
11. What substance has the lowest freezing point? A. Cu B. Si C. Na D. Li
12. What is the molar mass of chiolite, which has a strange formula of Al3F14Na5 ?
-3
14. Which species has equal number of electrons as argon? A. I -1 B. Na +1 C. Al +3 D. P
-1
D. ethanoic acid
15. Which isotope listed are the average weighted atomic masses based upon?
A. H-1 B. He-4 C. C-12
D. Au-197
16. Which element listed has the highest density? A. Pd B. Pb C. Sn
D. Ag
17. How much energy must be removed to make 3.00 grams of water change temperature
from 275 Kelvin down to 274 Kelvin?
A. 4.18 Calories B. 12.54 Joules C. 12.54 Calories
D. 12.54 calories
18. Which ionic compound dissolves best in water?
A. AgCl B. CaSO4
C. Mg3(PO4)
2
D. (NH4)2S
19. Which of these is the only correct tabulation of protons, neutrons & electrons for platinum?
A. 78p + 78e – 195n °
B. 195p + 195e – 117n °
C. 78p + 78e – 78n °
D. 78p + 78e – 117n °
20. Which choice has the atoms in mass order (small to large)?
A. Cl, Ar, K B. Na, Mg, Al C. Co, Ni, Cu
D. Fe, Co, Ni
21. Which element in the compound chiolite (from # 12) is matched to its correct % composition by mass in this compound?
A. Al - 81.0% B. F - 63.6 % C. Na - 23.0%
D. F - 57.6%
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1.5 Promoting Positive Behaviour
EYFS: 3.2, 3.52, 3.53
By positively promoting good behaviour, valuing co-operation and a caring attitude we hope to ensure that children will develop as responsible members of society. It is Giant Leap childcare's responsibility to maintain the safety of all children and adults within their care and as a result reserve the right to exclude any child whose negative behaviour may pose a risk after following the relevant procedures as outlined below.
Statement
Giant Leap Childcare believes that children flourish best when they know how they are expected to behave. Children gain respect through interaction with caring adults who show them respect and value their individual personalities. Positive, caring and polite behaviour will be encouraged and praised at all times in an environment where children learn to respect themselves, other people and their surroundings.
Children need to have set boundaries of behaviour for their own safety and the safety of their peers. Within nursery we aim to set these boundaries in a way which helps the child to develop a sense of the significance of their own behaviour, both on their own environment and those around them. Restrictions on the child's natural desire to explore and develop their own ideas and concepts are kept to a minimum.
We aim to:
- Recognise the individuality of all our children and that some behaviours are normal in young children e.g. biting
- Encourage self-discipline, consideration for each other, our surroundings and property
- Encourage children to participate in a wide range of group activities to enable them to develop their social skills
- Ensure that all staff act as positive role models for children
- Work in partnership with parents by communicating openly
- Praise children and acknowledge their positive actions and attitudes, therefore ensuring that children see that we value and respect them
- Encourage all staff working with children to accept their responsibility for implementing the goals in this policy and are consistent
- Promote non-violence and encourage children to deal with conflict peacefully
- Provide a key person system enabling staff to build a strong and positive relationship with children and their families
- Have a named person who has overall responsibility for issues concerning behaviour- Behaviour Management Officer.
Rosie Graham is our responsible person for managing behaviour, who will advise other staff on behaviour issues. This nominated person, along with each Nursery Manager, will keep up-to-date with legislation and research and support changes to policies and procedures in the nursery; access relevant sources of expertise where required and act as a central information source for all involved; attend regular external training events, and ensure all staff attend relevant in-house or external training for behaviour management. A record will be kept of staff attendance at this training.
We recognise that codes for interacting with other people vary between cultures. Staff are required to be aware of this and respect those used by members of the nursery.
Nursery rules are concerned with safety and care and respect for each other. Children who behave inappropriately by physically abusing another child or adult e.g. biting, or through verbal bullying, will be required to talk through these actions and apologise where appropriate. The child who has been upset will be comforted and the adult will confirm that the other child's behaviour is not acceptable. It is important to acknowledge when a child is feeling angry or upset and that it is the behaviour we are rejecting, not the child.
When children behave in unacceptable ways:
- Physical punishment such as smacking or shaking will be neither used nor threatened, however it may be necessary to use restraining action in an emergency to prevent personal injury and protect the safety of other children and staff . This will only take place by staff who have been appropriately trained to do so
- Children will not be singled out or humiliated in any way. Staff within the nursery will re-direct the children towards alternative activities. Discussions with children will take place respecting their level of understanding and maturity
- Staff will not raise their voices in a threatening way (and will not raise their voices other than to keep children safe
- In any case of misbehaviour, it will always be made clear to the child or children in question, that it is the behaviour and not the child that is unwelcome
- How a particular type of behaviour is handled will depend on the child's age, level of development and the circumstances surrounding the behaviour. It may involve the child being asked to talk and think about what he/she has done. It may also include the child apologising for their actions and sitting out with a staff member.
- Parents will be informed if their child's behaviour is unkind to others verbally or on an incident form. Parents will also be informed if their child has been upset. In all cases inappropriate behaviour will be dealt with in nursery at the time. Parents may be asked to meet with staff to discuss their child's behaviour, so that if there are any difficulties we can work together to ensure consistency between their
home and the nursery. In some cases we may request additional advice and support from other professionals and outside agencies.
- Confidential records will be kept on any negative behaviour that has taken place. Parents will be informed and asked to read and sign any entries concerning their child (incident forms).
- If a child requires help to develop positive behaviour, every effort will be made to provide for their needs.
- Through partnership with parents and formal observations, staff will make every effort to identify any behavioural concerns and the causes of that behaviour. From these observations and discussions an individual behaviour modification plan will be implemented.
- In the event where a child's behaviour involves aggressive actions towards other children and staff, for example hitting, kicking etc. the nominated persons should complete risk assessments identifying any potential triggers or warning signs ensuring other children and staff safety at all times. In these instances it may be that the child is removed from that area until they have calmed down and/or restraining techniques are used by trained staff.
- Children will be distracted from the negative situation and supported in a different activity or environment, if necessary for their own well-being and that of others in the group.
- Food (snack and mealtimes) will never be used as a punishment for children.
Biting
Biting is a common behaviour that some young children go through. This is part of some children's development and can be triggered when they do not yet have the words to communicate their anger, frustration or need. At Giant Leap Childcare we follow our positive behaviour policy to promote positive behaviour at all times. Strategies to prevent biting include; sensory activities, biting rings, adequate resources and a stimulating exciting environment. However in the event of a child being bitten the following procedure will be followed:
The child who has been bitten will be comforted and checked for any visual injury. First aid will be administrated where necessary. An accident form will be completed and the parents may be informed via telephone if deemed appropriate. The bitten area will be continued to be observed for signs of infection. For confidentiality purposes and possible conflict the name of the child who has bitten will not be disclosed to the parents.
The child who has caused the bite will be told in terms that they understand that biting (the behaviour and not the child) is unkind, and be shown that it makes staff and the child who has been bitten sad. The child will be asked to say sorry if developmentally appropriate or show they are sorry, e.g. through hugging. An incident form will be completed and shared with the parents at the end of the child's session.
If a child continues to bite, observations will be carried out to try to distinguish a cause, e.g. tiredness or frustration. Meetings will be held with the child's parents to develop strategies to prevent the biting behaviour. Parents will be reassured that it is part of a child's development and not made to feel that it is their fault. Where a child may repeatedly bite and/or if they have a particular special educational need or disability that lends itself to increased biting, e.g. in some cases of autism where a child doesn't have the communication skills, the setting will carry out a risk assessment and may recommend immunisation with hepatitis B vaccine for all staff and children.
In the event of a bite breaking the skin and to reduce the risk of infection from bacteria, prompt treatment may be needed for both the 'biter' and the 'bitten'. If a child or member of staff sustains a bite wound where the skin has been severely broken they may require urgent medical attention after initial first aid has been carried out.
Behaviour plans
In partnership with parents, Giant Leap Childcare will aim to use any strategies that follow professional practice advised by parents in order to support children who may be showing negative behaviour. A behaviour plan will be completed with the child's parents/ carers, a Giant Leap Behaviour Management Officer and the child's keyworker. All plans will be reviewed every 6 weeks or when required. Regular meetings and updates will be held between the child's parents/carers and the child's keyworker.
Anti-bullying
Children need their own time and space. It is not always appropriate to expect a child to share and it is important to acknowledge children's feelings and to help them understand how others might be feeling. Bullying takes many forms. It can be physical, verbal or emotional, but it is always a repeated behaviour that makes other people feel uncomfortable or threatened.
Children must be encouraged to recognise that bullying, fighting, hurting and discriminatory comments are not acceptable behaviour. We want children to recognise that certain actions are right and that others are wrong.
Any form of bullying is unacceptable and will be dealt with immediately. At our nursery, staff follow the procedure below to enable them to deal with behaviours that challenge:
- Staff are encouraged to ensure that all children feel safe, happy and secure;
- Staff are encouraged to recognise that active physical aggression in the early years is part of the child's development and that it should be channelled in a positive way;
- Children need to be helped to understand that using aggression to get things is inappropriate and they will be encouraged to resolve problems in other ways;
- Our staff are encouraged to adopt a policy of intervention when they think a child is being bullied, however mild or harmless it may seem;
- Staff are ready to initiate games and activities with children, when they feel play has become aggressive, both indoors or out;
- Any instance of bullying will be discussed fully with the parents of all involved, to look for a consistent resolution to the behaviour;
- If any parent has a concern about their child, a member of staff will be available to discuss those concerns. It is only through co-operation that we can ensure our children feel confident and secure in their environment, both at home and in the nursery;
- All concerns will be treated in the strictest confidence.
Staff training
Staff are informed on how to handle negative behaviour positively during induction and through regular training from Giant Leap's Behaviour Management Officer's. All staff are informed of any changes in behaviour strategies for individual children in their care. | <urn:uuid:dbc1666b-cc30-4854-8c78-d7c42912646a> | CC-MAIN-2024-33 | https://www.giantleapchildcare.co.uk/wp-content/uploads/2020/05/1.5.Promoting-Positive-Behaviour.pdf | 2024-08-05T00:08:01+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00099.warc.gz | 609,889,865 | 2,391 | eng_Latn | eng_Latn | 0.998082 | eng_Latn | 0.998912 | [
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My NASA Data - Mini Lesson/Activity
Sea Level Rise By Decade: Student Activity
Student Directions
For over 20 years, satellite instruments have measured the sea surface height of our ever-changing oceans. This line plot and video show the patterns of rising and falling ocean levels across the globe from the 1990's to the 2010's.
Part A: Observe Patterns in a Line Plot
1. In the graph below, what is the unit of measure for sea surface height?
3. What years do you see the biggest range (the difference between high and low values) of sea surface height?
2. What is the general trend for sea surface height over the 20 years?
Average Sea Level in centimeters from 1994-2015
Global
Part B: Observing Data Values in an Animation
1. Watch the video below once to observe the general patterns you saw on the line plot.
Video: Rising seas, by decade
Video
Rising seas, by decade | https://www.youtube.com/watch?v=4eXNWV3cXj8 | Source: NASA Climate Change
Powered by TCPDF (www.tcpdf.org)
1. Analyze the color bar below. What do the blue areas represent, in general? White areas? Yellow to red areas?
(dm) is equal to 0.1 meter.
Note: 1 decimeter
2. Re-watch the animation, paying attention to the years that you identified as having the greatest range of sea surface height in Part A. Where on the map do you observe those changes?
3. Imagine that you are a journalist writing for a newspaper, covering a story about sealevel change. Write your own headline that describes the patterns you noticed in the line plot and the animation.
Teachers, these mini lessons/student activities are perfect "warm up" tasks that can be used as a hook, bell ringer, exit slip, etc. They take less than a class period to complete. Learn more on the "My NASA Data What are Mini Lessons?" page.
Teachers who are interested in receiving the answer key, please complete the Teacher Key Request and Verification Form. We verify that requestors are teachers prior to sending access to the answer keys as we've had many students try to pass as teachers to gain access.
My NASA Data Visualization Tool
Earth System Data Explorer | <urn:uuid:19d3976c-78e3-4437-82bf-a54b3d01023c> | CC-MAIN-2024-33 | https://mynasadata.larc.nasa.gov/print/pdf/node/122 | 2024-08-05T00:05:03+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00100.warc.gz | 336,674,654 | 481 | eng_Latn | eng_Latn | 0.987309 | eng_Latn | 0.995855 | [
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THIS OR THAT? THIS OR THAT?
Fill in the blanks.
- What is -------- ?
+ This is a --------.
- What is that?
+ -------- is a --------.
- What is this?
+ -------- is a --------.
- What is -------- ?
+ That is a --------.
- What is -------- ?
+ -------- is a --------.
- What is -------- ?
+ This is a --------. | <urn:uuid:6b4b1305-c913-4fff-a877-2d6837eac46c> | CC-MAIN-2024-33 | https://www.academysimple.com/wp-content/uploads/2023/12/This-or-That.pdf | 2024-08-04T23:42:40+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00102.warc.gz | 519,967,435 | 97 | eng_Latn | eng_Latn | 0.980971 | eng_Latn | 0.980971 | [
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Healthy for Good
TM
American Heart Association
®
HOW TO MANAGE WEIGHT
KEEP TRACK
Understanding how many calories you take in and your activity level can help you identify changes you want to make. To lose weight, you need to burn more calories than you eat.
TIPS FOR SUCCESS
REDUCE CALORIES IN:
Keeping track of what and how much you're eating can help you know whether you're eating out of habit, stress or boredom instead of real hunger.
INCREASE CALORIES OUT:
An activity tracker can help you gauge how much physical activity you get.
LEARN YOUR BMI
Body Mass Index (BMI) is a numerical value of your weight in relation to your height. It can help you know whether you're at a healthy weight or need to lose weight. Optimal BMI is less than 25 but less than 18.5 is considered underweight. You can calculate your BMI online or see your health care professional.
© 2022 American Heart Association, Inc., a 501(c)(3) not-for-profit. All rights reserved. Unauthorized use prohibited. Citations available upon request. 12/23 WF416597
CONTROL PORTIONS
Learn about portion sizes and how much you might really be eating.
Sit less, move more and add intensity to burn more calories and improve your overall health.
EAT SMART
Eat a healthy diet of vegetables, fruits, whole grains, beans, legumes, nuts, plant-based proteins, lean animal proteins like fish and seafood.
Limit sugary foods and drinks, red or processed meats, salty foods, refined carbohydrates and highly processed foods.
GET HELP
If you aren't able to lose weight successfully on your own, talk with your health care professional. | <urn:uuid:08b3149c-cafe-4ee7-b660-e4acfc09f458> | CC-MAIN-2024-33 | https://resources.finalsite.net/images/v1708535101/troupk12gaus/hjdkzymf93xbisxsditx/HeartHealthTip5WEIGHT-Infograph.pdf | 2024-08-04T23:39:32+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00107.warc.gz | 394,590,336 | 352 | eng_Latn | eng_Latn | 0.993922 | eng_Latn | 0.993922 | [
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My NASA Data - STEM Career Connections
SCIENCE: Soil Scientist
Education
Soil scientists require a bachelor's degree in science disciplines such as botany, biology, agriculture, geology, forestry, environmental science or agronomy. Those who wish to become a soil scientist that works as a consultant in the environmental, commercial, horticulture, and/or agriculture sectors need a master's degree in the aforementioned fields. To work in research or a university position, a Ph.D. in one of the previously listed fields is required.
Powered by TCPDF (www.tcpdf.org)
Related Fields
Landscaper Link
Beekeeper Link
Conservation Planner Link
Water Conservationist Link
Wetlands Designer Link
Work Description
Soil scientists study the physical and chemical properties of soil. A soil scientist reviews the distribution, origin, and history of soil and plants, as well as identifying, interpreting, mapping and/or managing soils. This field is commonly applied for agricultural purposes. Fieldwork is frequently required.
Why is this job Important?
Soil scientists are important for a number of reasons:
find ways to increase soil productivity
preserve soil quality
conserve soil's properties
prevent erosion
monitor pollution
NASA Connections
Job Title NASA Examples:
Soil Fertility Expert
Soil Surveyor
Soil Mapper
NASA Career Links:
NASA Careers
NASA Student Volunteer Program
NASA Internships & Fellowships Pathways | <urn:uuid:cfeb9bf7-91b6-4c6e-9038-292566649b99> | CC-MAIN-2024-33 | https://mynasadata.larc.nasa.gov/print/pdf/node/125 | 2024-08-04T23:34:40+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00103.warc.gz | 349,345,343 | 288 | eng_Latn | eng_Latn | 0.95918 | eng_Latn | 0.955855 | [
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About 100 THINGS to REMEMBER to to get a Better Grade on the Regents Exam
1. Protons are positively charged (+). Neutrons have no charge.
2. The number of electrons = the number of protons = the atomic number.
3. Electrons are small and are negatively charged (-).
4. Protons & neutrons are in an atom's nucleus.
5. Electrons are found in "clouds" or orbitals, flying around an atom's nucleus.
6. The mass number is equal to an atom's number of protons & neutrons added together.
7. The atomic number is equal to the number of protons in the nucleus of an atom- which is the same number of electrons.
8. The number of neutrons = mass number minus the atomic number.
9. Isotopes are chemically identical atoms with different numbers of neutrons.
10. Cations are positive (+) ions and form when a neutral atom loses electrons. Cations are smaller than their neutral atoms because they lose all of their valence electrons: whole orbitals
11. Anions are negative ions and form when a neutral atom gains electrons. Anions are larger than their neutral atoms because they end up with full valence orbitals, which contain lots of negative electrons that push on each other and stretch the valence orbital slightly bigger.
12. Dalton's model of the atom was a solid sphere of matter that was uniform throughout, a billiard ball. All property differences between atoms were due to different masses of the atoms (this is not accepted today)
12b. JJ Thompson discovered the electron and developed the "plum-pudding" model of the atom. He "planted" these electron particles in the positive atomic mass.
14. Ernest Rutherford's gold foil experiment showed that an atom is mostly empty space with a small dense, and + charged nucleus. Electrons fly around this nucleus. He shot alpha particles from radioactive Po at gold.
15. The Bohr Model of the atom placed electrons in "planet-like" orbits around the nucleus of an atom. It mathematically "proved" electrons existed in specific energy levels or orbits. Electrons could jump to higher orbits, temporarily, if they gained specific amounts of energy (quanta), and would release this energy as visible light when the electrons return from excited state to ground state.
16. The current, wave-mechanical model of the atom has electrons flying in clouds" (or orbitals) around the nucleus. The electrons are now thought to follow statistical rules, but locating a specific electron is trickier than ever.
17. USE THE REFERENCE TABLES when ever you can. Don't guess at formulas.
18. "STP" means "Standard Temperature and Pressure." (273 Kelvin or 0°C & 1 atm or 101.3 kPa) which is on reference table "A"
19. Electrons emit energy as light when they jump from higher energy levels back down to lower. (ground state) energy levels. Bright line spectra are produced.
20. Elements are pure substances composed of only one kind of atom. Compounds are pure substances composed of two or more different kinds of atoms bonded together (ionic or covalent). Elements and compounds are homogeneous. Mixtures are NOT pure substances. Mixtures can be homogeneous or heterogeneous.
21. Binary compounds are substances made up of only two kinds of atoms. (examples: H2O, HCl, CO)
22. Diatomic molecules are elements that form two atom molecules in their naturally occurring pure form at STP. Remember HONClBrIF twins. When bonding to other atoms any number of these atoms can bond ex: HCl, or SO3.
23. Practice significant figures, handout on Arbuiso.com
24. Solutions are the best examples of homogeneous mixtures. They can be aqueous, gases, or even solids. (air, salt water, steel)
25. Heterogeneous mixtures have discernable components and are not uniform throughout. (Chocolate-chip cookies, vegetable soup, soil, muddy water)
26. A solute is the substance being dissolved, while the solvent is the substance that dissolves the solute. (Water is the solvent in saltwater, salt is the solute.)
27. Isotopes are written in a number of ways: C-14 is also Carbon-14, and is also like this:
(non-radioactive carbon 12 and radioactive carbon-14 both have 6 protons.)
Some isotopes are stable because the ratio of neutrons:protons in the nucleus is within the band of stability. When the neutron:proton ratio is outside this band of stability, the isotopes are unstable AKA: radioactive. They change their nuclear ratios by releasing particles and energy called radioactivity.
28. The distribution of electrons in an atom is its electron configuration.
29. Electron configurations are written in the bottom of an element's box on the periodic table.
30. These configurations show the ground state for the electrons, they are in their lowest energy levels.
31. When they gain some energy (heat or electricity) the electrons move to higher orbitals. Example, sodium at a ground state of 2-8-1 might become 2-7-2. There are not MORE electrons, but they are in a higher than normal orbital
32. Polyatomic ions (Table E) are groups of atoms with an overall charge. Ex: NO3 -1 , NH4 + , SO4 -2 , etc.
33. Coefficients are written in front of the formulas of reactants and products in chemical equations. They give us the ratios of reactants and products in a balanced chemical equation.
34. Chemical formulas are written so that the charges of cations and anions neutralize one another. Ionic compounds are neutral (all compounds are).
35. When naming binary ionic compounds, write the name of the positive ion (cation) first, followed by the name of the negative ion (anion) with the name ending in "-ide." KCl is potassium chloride while MgS is magnesium sulfide.
36. When naming compounds containing polyatomic ions, keep the name of the polyatomic ion the same as it is written in Table E. Ex: NH4Cl is ammonium chloride, and, NH4NO3 is ammonium nitrate.
37. Physical changes do not form new substances. They merely change the appearance of the original material. example: the melting of ice or the condensing of steam into liquid water
37a. Phase changes to know are melting/freezing, condensing/vaporizing, and sublimation/deposition
38. Chemical changes result in the formation of new substances. (synthesis or combination of H2 gas and O2 to produce water)
39. Reactants are on the left side of the reaction arrow and products are on the right.
40. Endothermic reactions absorb heat. The energy is written on the left (reactant) side of the reaction arrow in a forward reaction.
41. Exothermic reactions release energy and the energy is written as a product in the reaction. Energy is most often heat.
42. Only coefficients can be changed when balancing chemical equations!
43. Synthesis reactions occur when two or more reactants combine to form a single product.
Example: 2H
2(g)
+ O
2(g)
---> 2H
2
O
(g)
44. Decomposition reactions occur when a single reactant forms two or more products. Example: CaCO3(s) ---> CaO(s) + CO2(g)
45. Single replacement reactions occur when one atom replaces an ion in an aqueous solution. Example: Mg(s) + 2HCl(aq) ---> MgCl2(s) + H2(g)
46. Double replacement reactions occur when two aqueous solutions react to form 2 new ionic compounds which may or many not be aqueous (check table F).
47. Combustion, hydrocarbons combining with oxygen, the products are always CO2 + 2H2 Example: CH4 + 2O2 ---> CO2 + 2H2O
O
47b. And acid base neutralization reactions always have an acid plus base making a salt & water. This is a "fancy" sort of double replacement reaction that neutralizes the acid and base. Sometimes, when a carbonate is acting as a base, there is a third product, carbon dioxide.
47c. The mass of the reactants in a chemical equation is always = to the mass of the products. "Law of Conservation of Mass." Matter cannot be created or destroyed in any chemical reaction (or during a physical change ie: phase change.)
48. The gram formula mass of a substance is the sum of the atomic masses of all of the atoms in it. H2SO4
```
Example: AgNO3(AQ) + KCl(AQ) ---> AgCl(S) + KNO3(AQ)
```
```
a solid must form or a double replacement reaction did not occur
```
2 x H = 2 x 1 g/mole = 2 g/mole;
1 x S = 1 x 32 g/mole = 32 g/mole;
4 x O = 4 x 16 g/mole = 64 g/mole;
sum = 98 g/mole
49. Know how to calculate the percentage composition of a compound.
50. 6.02 x 10 23 is called Avogadro's number and is the number of particles in 1 mole of a substance.
51. The particles in a solid are rigidly held together. They hold their shape.
52. Solids have a definite shape and volume.
53. Liquids have closely-spaced particles that easily slide past one another.
54. Liquids have no definite shape, but have a definite volume.
55. Gases have widely-spaced particles that are in random motion.
56. Gases are easily compressed and have no definite shape or volume.
57. Be able to read and interpret heating and cooling curves as pictured below.
58. Substances that sublime turn from a solid directly into a gas. (examples: CO2(S) & I2(S)) The reverse is called deposition.
59. Kelvin = °C + 273
61. The heat absorbed or released when 1 gram of a substance changes between the solid and liquid phases is the substance's Hf or heat of fusion. (334 J/g for water)
62. The heat absorbed or released when 1 gram of a substance changes between the liquid and gaseous phases is the substance's Hv or heat of vaporization. (2260 J/g for water)
63. As the pressure on a gas increases, the volume decreases. This is inversely proportional.
64. As the pressure on a gas increases, temperature increases. This is directly proportional.
65. As the temperature of a gas increases, volume increases. This is directly proportional.
66. Always use Kelvin for temperature when using the combined gas law. This law is on back page of the reference tables. Zero degrees, or negative degrees will wreck the math, so we use the absolute scale, when zero really means zero, and does not exist in reality.
67. Real gas particles have volume & are attracted to each other, and don't always behave ideally.
68. Real gases behave more like ideal gases at low pressures & high temps. They are least likely to clump into a liquid with these conditions.
68b. When comparing, the gas with the smallest particles would act most ideal
69. Distillation separates mixtures that have different boiling points. Fractional distillation is used to separate crude oil into various hydrocarbons.
70. Mixtures are not chemically combined, so physical means will separate the components from each other. Filtration separates mixtures of solids & liquids.
71. Chromatography can also be used to separate mixtures of liquids, or also mixtures of gases. Always use differences in physical properties to separate mixtures from each other.
72. The Periodic Law states that the properties of elements repeat themselves PERIODICALLY in the groups, which means similar properties show up in the vertical groups.
73. Periods are horizontal rows on the Periodic Table.
74. Groups are vertical columns on the Periodic Table.
75. Metals are found left of the "staircase" on the Periodic Table, nonmetals are to the right of it, and metalloids border this staircase line. Al & Po are exceptions to the metalloid line, they are pure metals. Hydrogen is a non metal, located on the "wrong side" of the stairs too.
```
60. Use this formula to calculate heat absorbed/released by substances. q = mCΔT q = heat absorbed or released (in Joules) m = mass of substance in grams C = specific heat capacity of substance (J/g·°C) … for water it's 4.18 J/g·°C ΔT = temperature change in °C
```
76. Memorize this chart.
77. Noble gases (Group 18) are almost all inert (make no compounds) because their valence orbital of electrons is completely filled.
78. First Ionization energy increases as you go up and to the right on the Periodic Table.
79. Atomic radii decrease left to right across a period due to increasing nuclear charge with the same number of orbitals. Nuclear charge is always +, and always the atomic number. Ex: the net nuclear charge of mercury is +80.
80. Atomic radii increase as you go down a group (more orbitals in each period).
81. Electro-negativity is a measure of an element's attraction for electrons.
82. Electro-negativity increases as you go to the right on the Periodic Table (F has the highest 4.0)
83. The elements in Group 1 are the alkali metals.
84. The elements in Group 2 are the alkaline earth metals.
85. The elements in Group 17 are the halogens.
86. The elements in Group 18 are the noble gases.
86b. ALL of the inner transitional metals are in GROUP 3 only, periods 6+7. Look at the periodic table hanging in the class for a better view of this.
87. Use Table S to compare and look up the properties of specific elements.
88. Energy is released when a chemical bond forms. The more energy that is released, the more stable the bond is. When bonds form, energy is released. (exothermic)
89. When bonds are broken it uses energy (endothermic).
90. Draw one dot for each valence electron when drawing an element's or ion's Lewis diagram.
91. Lewis dot diagrams for IONS require BRACKETS [ X] +2 with charges outside the brackets.
91b. There are NO unknown elements. If a question says an unknown element with 5 total electrons needs to be drawn, only one element in the universe has 5 total electrons, look it up on the periodic table and draw it correctly (three dots, not five. Boron has a 2-3 electron configuration)
92. Metallic bonds can be imagined as a crystalline lattice of cations surrounded by a "sea" of mobile valence electrons. These loose electrons give metals all of their metallic characteristics (ability to conduct electricity, malleable, ductility).
93. Atoms are most stable when they have 8 valence electrons (an octet) and tend to form ions to obtain such a configuration of electrons.
94. Covalent bonds form when two atoms share a pair of electrons. One pair of electrons being shared is a single covalent bond.
95. Ionic bonds form when cations and anions are attracted to each other because of the transfer of electrons from cations to anions. Opposite charges attract.
96. Non-polar covalent bonds form when two atoms of the same element bond together.
97. Polar covalent bonds form when the electro-negativity difference between two bonding atoms is more than zero.
98. Ionic bonds form when a metal cation bonds to a non-metal anion (or polyatomic ions).
99. Substances containing mostly covalent bonds are called molecular substances.
99b. Covalent bonds can be single pair sharing, double pair sharing, or even triple pair sharing. NO QUADRUPLE BONDS, the atoms literally can't bend that way. Ionic bonds do not share any electrons, the electrons are transferred, so they can never be single, double, or triple.
100. Substances containing ionic bonds are called ionic compounds.
101. NH4Cl is an exceptional ionic compound. It might be one of the only ones you will see without a metal cation. Ammonium cations are ionic even though they are made up of only non-metals.
102. K3PO4 is a compound that is ionic, but also has covalent bonds holding the phosphate together. It has BOTH ionic and covalent bonds.
103. When electrons return from the excited state to the ground state they emit the energy they gained to jump up in the first place. This energy is given off as visible light called spectra.
104. Every atom and every molecule and every formula unit gives off a unique spectra, and these spectra can be used to compare unknown substances against known spectra to determine what substances are present. | <urn:uuid:53bd2556-129f-4c76-a6f8-dc41b7bba234> | CC-MAIN-2024-33 | https://arbuiso.com/thehandouts/100thingsabouttheregents.pdf | 2024-08-05T01:04:12+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00103.warc.gz | 83,637,294 | 3,669 | eng_Latn | eng_Latn | 0.933079 | eng_Latn | 0.99466 | [
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Stanwick Curriculum 2023-2024
What does the curriculum look like at Stanwick Primary?
Stanwick Primary Academy
What does the curriculum look like at Stanwick Primary?
Stanwick Vision
Our vision is to provide an education that develops the whole child, achieving the curriculum expectations, whilst providing a wide range of experiences and opportunities for our pupils, that allows them to thrive and prepares them for life beyond the primary years. This is supported using outdoor learning and opportunities that sit outside of the expectations of the curriculum.
We set up an environment in which our children can achieve their potential within a curriculum that has been designed to inspire them, whilst encouraging a level of respect and care for the rest of the community. This encompasses clear teaching of our school values, where there is a high expectation that all children uphold these and demonstrate them at all times.
Nene Education Trust Drivers – Work.World.Wellness.
'Ensure that young people in the Nene Education Trust are prepared for life beyond school and all that this increasingly complex world will throw at them. We are determined that our young people are mentally and physically happy and healthy, employable and have a positive view of the world and their role in it.'
As part of the Nene Education Trust, our curriculum is designed to expose our pupils to teaching and learning under the three strands of Work. World. Wellness. The curriculum, as well as the extra-curricular offer, in which Stanwick Primary delivers, continuously links back to developing our pupils' understanding within one of these three strands to achieve the vision of our school.
Within our curriculum and beyond, we will set the foundations that provide the first experiences of the world of work and what work entails. The pupils will be delivered teaching of a range of subjects, topics and lessons to give them a wide range of knowledge and skills to make their own decisions of the world of work.
Through the teaching, pupils are provided with the knowledge of the world and experiences that aid them to understand a range of cultures, locations and differences between their lives and the wider world. They are provided with knowledge of the world through a range of teaching in lessons, whole school events and fundraising involvement to begin understanding where we fit in to the world and gain understanding of the lives of others.
Pupils are regularly provided with opportunities to value their wellbeing and understand their own feelings, to give them the foundations to dealing with the wider world and tricky situations. Regular opportunities are planned, where pupils are given opportunities to develop the tools needed to respond appropriately to situations and deal with life situations, as well as dealing with personal growth.
Stanwick Primary Curriculum
Our curriculum offer below aims to achieve the above vision for all pupils by the time they leave their primary years.
At Stanwick Primary we:
* Provide an inclusive education for ALL pupils within the school, providing challenge and support that is appropriate for each child. At times, this may look different to the learning taking place for much of the class but is tailored and suitable for the learning of the individual.
* Provide a curriculum that teaches pupils skills and knowledge and is built upon in each year group to ensure small steps are taken to secure knowledge of the primary curriculum by the end of year 6.
* Consider prior learning of pupils, whilst also acknowledging their future learning that will take place to ensure content delivers challenging and inspiring contact, that provides a range of opportunity and experiences throughout the primary years.
* Deliver lessons that use high-quality structures and resources that promote a love of learning and interest within the topics taught.
The teaching of our subjects across the curriculum
The subjects within our school are taught discreetly across the curriculum in order to provide pupils with the full knowledge of each topic and builds on the learning from previous topics or year group learning. Subjects are blocked throughout the year for each year group in order to meeting the expectations of the National Curriculum, whilst providing learning opportunities that immerse the pupils in each of the topics through the use of small steps that have been carefully sequenced to support pupil retention of knowledge.
Reading
At Stanwick Primary we strive to engage our children in high quality literature that inspires and challenges them. We are committed to the delivery of excellence in the teaching of reading. We aim to ensure that every child can read with fluency as well as developing a love of reading that will stay with our children all their lives. We offer our children a wide range of fiction and nonfiction texts to deepen their understanding of a range of themes and the world around them. Our key threads of diversity (world), wellness, curriculum (topic) and classic texts and authors run through our entire literature spine and allow our children to develop a critical reading mind and a love of a range of literature.
The teaching of reading begins when the children join in our EYFS year, where they will be taught phonics using the Little Wandle Letters and Sounds scheme. Phonics is taught daily in EYFS and Year 1, with phonics sessions reducing to three lessons per week. Structured daily reading sessions for the whole class begin in year 2 and continue through to year 6 following clear reading skill structures as outlined in our further reading guidance.
Alongside the teaching of phonics and reading skills, pupils will also be engaging in daily reading for pleasure sessions, where teachers of each year group have carefully selected literature to ensure pupils are exposed to range of texts during their time at Stanwick Primary.
Writing
The teaching of writing is linked around the topics that each class is working on during that specific term. A unit of lessons begin with a 'Cold Write' for pupils to show their current understanding of a text type and its features before the teaching of that unit begins. Following the initial lesson, teachers will gain feedback from the written work produced to plan to the needs of their class, where lessons are prepared to teach the structure, grammar expectations, layout and written skills needed to apply to the text. The learning is then tailored further to the needs of the pupils in the class, where resources are used to support and challenge pupils within their learning.
Within each lesson, there is a clear structure followed, where all pupils are exposed to activities linked to handwriting practice, grammar development and vocabulary. This will then lead into the teaching of skills for the text type that the pupils are learning about and is presented in many different forms.
A unit of teaching will be completed with a 'Gold Write', where the pupils are provided with an opportunity to present all their learning from the unit in their final written piece. This is the piece of writing that is formally assessed and recorded as evidence of pupil understanding at this time.
A range of resources such as dictionaries, thesaurus', word/sound mats, working walls and exemplar material is used to support pupil understanding throughout these lessons. Pupils are encouraged to independently access these where necessary as they progress through the school in order to create independent and creative writers by the time they leave Stanwick Primary.
Maths
Maths is taught in units, where each year builds on the prior learning from the previous year group and before.
The teaching of maths begins in EYFS, where the NCETM programme 'Mastering Number' is delivered to pupils and the learning is reinforced throughout the environment to consolidate and enhance the teaching of maths throughout the day.
In years 1 and 2, pupils are delivered the NCETM programme Mastering Number each morning to support the securing of number knowledge and this works alongside the maths curriculum taught in line with the rest of the school.
In years 1 to 6, teachers use the White Rose Maths teaching sequence to support the teaching of maths. Pupils will receive a pre-assessment at the beginning of each unit and a post-assessment following the completion of a unit. From the pre-assessment, teachers will plan and deliver lessons to suit the needs of the pupils to teach the gaps in pupils learning, whilst also challenging and supporting in the most appropriate way.
Teachers follow a specific structure for the teaching of maths, where pupils will be exposed to a review of previous learning, be introduced to a focus question to initiate the new teaching, engage with some practice questions, small step teaching of the concept taught and completed with an opportunity for the answering of questions independently.
The teaching of maths is further supported by dedicated times table teaching each day for years 2 – 6, as well as 'Flashback Four' sessions completed four times a week in the mornings to consolidate previous learning for each year group.
Wider Curriculum
The curriculum at Stanwick Primary delivers a knowledge-rich curriculum that is broad and balanced to meet the expectation of the National Curriculum Programmes of Study for each year group. The expectations of the National Curriculum are broken down within our curriculum in order to provide small step teaching to the pupils across the school to enable them to gain the knowledge and skills needed to make progress through the primary curriculum and be prepared to access their learning when moving onto secondary school and beyond. Each subject has clear documentation that outlines the knowledge and skills taught at each of these steps to support this to be achieved and provide pupils with a challenging and ambitious curriculum.
The wider curriculum subjects at Stanwick Primary are taught through topics in each year group and change termly. Pupils from years 1 to 6 have three overarching topics taught each academic year, with smaller projects taught within this to ensure secure knowledge across the whole curriculum is gained by the time pupils leave their primary years. The reading and writing teaching, as mentioned above, are linked with these topics taught, to contribute to the securing of knowledge and skills outlined in each individual subject's plans.
Wider curriculum subjects, except for RE, music, PE and computing, are taught in 'chunks' throughout the school year, dependent on the main foci of each topic for the year groups. There are three lessons each week across years 1 to 6 allocated to this part of the wider curriculum, where pupils are fully immersed in the teaching of each subject's content to allow for secure knowledge and skills to be gained through small step teaching of the content. Pupils will be exposed to the whole curriculum for each year group by the end of the academic year, using a range of different experiences and opportunities to inspire and engage the pupils in each of the topics.
The Cornerstones Curriculum is used to support the development of progression of skills and knowledge of pupils across the whole school and provide support to achieving the desired curriculum outcomes at our school.
PSHE, RE, PE, music and computing are taught weekly to the pupils to continue to advance their skills and knowledge in these areas of the curriculum. The teaching of these subjects allows for the pupils to make secure progress in their knowledge and skills needed, and taught in small steps, in line with the expectations of the rest of the curriculum.
PSHE/RSE
Personal, Social, Health Education plays a significant role within the school life at Stanwick Primary, where pupil development within these areas, to understand themselves, those around them and how to manage feelings and emotions is an integral part of a school day. The school ethos and values underpin the work completed within this area, with the development of pupil teams such as the School Council, Anit-Bullying Team and the Values ambassadors that focus on areas of recognition and improvement in their designated roles, to continue to raise the focus and importance of their foci.
At Stanwick Primary, pupils are also exposed to a discretely taught, weekly lesson of PSHE that is supported using the Jigsaw Scheme. Each term, pupils will focus on a different unit, providing opportunities for discussion and independent reflections that build on prior learning within each of the units:
-Celebrating Differences
- Dreams and Goals
- Healthy Me
-Changing Me
- Relationships
RSE forms one of the units focussed on within the school year under the PSHE umbrella, where pupils are taught the age-appropriate knowledge relating to their bodies and supports their understanding of puberty throughout the primary years and beyond.
Pupils' discussions and reflections are recorded in floor books for PSHE.
Religious Education
At Stanwick Primary, Religious Education is used to support the teaching of the world around us, where pupils are encouraged to ask questions, develop positive interest in the differences and similarities between them and others as well as promoting positive relationships and discussion of views, regardless of race, religion, or gender.
The teaching of RE is supported by the Cornerstones Curriculum resources and has been carefully planned to ensure pupils are exposed to a range of knowledge, through small steps, to allow for exposure to a depth of teaching relating to a range of faiths and religious teachings.
Music
Pupils at Stanwick Primary are exposed to a range of different musical opportunities both within lessons and outside of lessons. Pupils engage with a music assembly weekly, where they are exposed to a wide range of musical genres, including 'music of the week'. The exposure continues outside of the weekly assembly, where the pupils will discuss and understand the music chosen for the week, where they are encouraged to discuss differences and similarities between different genres and song choices. During assemblies, pupils will also take part in singing in a variety of different ways, including in rounds, understanding soft/loud and slow/fast.
Weekly music lessons are supported by Charanga, where the pupils focus on a question per unit and a 'Musical Spotlight'. Each of the units presented will focus on skills and knowledge linked to each of the different unit themes, where previous skills and knowledge gained is acknowledged as a unit begins and then built upon as the next unit progresses. Pupils are exposed to their new teaching for the unit, followed by an opportunity for consolidation and presentation of learnt skills.
There is an expectation that a performance is recorded to support the pupils to make successful reflections on their skill and knowledge development throughout each of the units, as well as have the opportunity to develop their pride within final pieces that are produced.
Physical Education
The teaching of Physical Education curriculum has been designed to ensure pupils are exposed to a wide range of sports throughout their time at Stanwick Primary, whilst also developing the fundamental skills that underpin a whole range of sports to meet the expectations of the National Curriculum for PE, creating competent sports people by the end of their primary education.
Pupils will spend their EYFS year developing their coordination, problem solving, speed, agility, and speed skills in order to manage their bodies and develop their basic physical skills. These skills are then developed on as the pupils move into key stage one, where they are presented with teaching to develop their fundamental movement skills, competence and accuracy to progress onto competitive sports. This consists of developing movement skills to catch, throw, run and jump with increasing accuracy.
As the pupils move into key stage two, they continue to be taught the ability to apply the skills learnt and broaden the range of skills they use within competitive sports. Pupils will learn to use these skills in a variety of different ways and develop an awareness and understanding of how to improve performance within a range of different competitive sports.
Computing
EYFS
The teaching of the EYFS curriculum is delivered to the pupils through focussed learning, as well as through the continuous provision that is provided to the pupils within the classroom environment to support them in making progress in the 17 Early Learning Goals by the end of the academic year. Through a range of carpet inputs, adult focussed activities, targeted group work and the environment, pupils are immersed in carefully planned learning opportunities and experiences that challenge and support pupils' thinking and encourage independence and exploration throughout their first year of their primary school years.
The progression from EYFS into KS1 has been clearly identified within the EYFS and subject leader documentation where suitable, to ensure pupils knowledge and skills developed through the EYFS year at Stanwick Primary is built upon as pupils move onto the next stage of their education.
How do we support all our children to succeed?
At Stanwick Primary, our focus is on supporting all pupils succeed in their education during their time in the school. It is acknowledged that for some pupils, support through funding or specialised support or provision is needed to ensure barriers are reduced or removed to enable this success to occur.
Early identification of pupils that may need this support is key and ensuring that strong transitions for pupils joining Stanwick Primary are put into place to ensure pupils are adequately supported as they begin in the school. Pupils joining at the beginning of their education journey in our EYFS class will begin with staff meetings are previous education settings before the child joins the school, as well as interactions with the parents through home visits. Any barriers identified at this point will then encourage the involvement of the Pupil Premium Lead or the SENDCo for the school, where appropriate, to ensure the best placed support is put into place.
Parents or carers of any child that joins mid-way in their school journey is liaised with before the start date to gain an understanding of any barriers that may be found for their child in the same way as a child starting at the beginning of their education journey. Previous settings are consulted with before the pupil begins in the school and any current provision in place will continue to ensure transition is seamless.
When joining the school, parents are informed about Free School Meals and Pupil Premium Funding that may support the journey of their child through school. A clear statement of intent for how Pupil Premium money is spent across the school is identified and outlines the support provided to pupils to work towards reducing the barriers in the way of learning.
Disadvantaged Pupils
As set out by the DfE (2015), seven main building blocks of success for disadvantaged pupils have been identified, and these outline the foci of Stanwick Primary when considering the most successful implementation of support for disadvantaged pupils to succeed. The individual support for these pupils is identified specifically in the Pupil Premium Statement 2023-2024 for Stanwick Primary and how funding is used to ensure progress is made in line with expectation or above for all pupils.
Within Stanwick Primary, the support for identified pupils has a different look dependent on the pupil and the subject across the curriculum. In some areas, this may take the form of academic support within the classroom, extra-tuition outside of the classroom, mental health and wellbeing support, or pastoral support for attendance/lateness. Whilst high quality teaching is a high feature on the expectations for progress of pupils from disadvantaged backgrounds, it is acknowledged that other support may need to be identified to support pupils successfully to ensure the needs of each pupil is met appropriately. This is not restricted to pupils making progress in line with their peers, but also in setting high expectations for all pupils to achieve their potential, regardless of their starting points.
SEND Pupils
The early identification of any special educational needs that pupils may have is imperative to avoid losing opportunities to support pupils in the most successful ways. The SEND Policy for the school outlines the support that is in place for the pupils to ensure there is a successful identification of any SEN and how this is then supported for the individual to succeed within their learning.
Staff within the school use clear steps to ensure the most appropriate support has been put into place for pupils from the initial sharing of any concern they may have for a pupil's learning. The graduated response within the SEND Policy outlines a clear path of support for pupils that is followed, alongside the APDR process to ensure the most appropriate support is in place for each pupil.
Whilst a process is in place, teachers will continue to use the most appropriate levels of support to support the pupils in their class to succeed. This may be in the form of supportive resources, adult support, or a change in timetable.
Where an Education Health Care Plan, or any other advice from professionals is identified, Stanwick Primary will act on the advice or expectations to ensure pupils are supported in the most appropriate ways to succeed within their primary education journey. These actions are regularly reviewed with parents and any relevant external agencies to ensure communication is strong and time is not lost in ensuring reviews and adaptations are made where appropriate.
*All subjects and key areas have supporting documentation, lesson structures or policies to support the implementation of the curriculum for the pupils of Stanwick Primary* | <urn:uuid:92b5025b-807f-455a-b89a-3e43942f3718> | CC-MAIN-2024-33 | https://stanwick.northants.sch.uk/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=141&id=1693&Itemid=1000000000000 | 2024-08-05T00:41:58+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00105.warc.gz | 441,309,342 | 4,077 | eng_Latn | eng_Latn | 0.998023 | eng_Latn | 0.998781 | [
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SPEAK OUT AGAINST ABUSE !
A GUIDE ON HOW TO CONNECT WITH THE UNITED NATIONS SPECIAL RAPPORTEU R ON THE SALE, SEXUAL EXPLOITATI ON AND SEXUAL ABUSE OF CHILDREN
What is the United Nations (UN)?
The United Nations (or the "UN") is an international organisation created in 1945. It is made up of almos t al l th e countrie s i n th e world , whic h work s to protect and promote development, peace, secur ity and human rights around the world.
What is a United Nations Special Rapporteur?
"Rapporteur" simply means "a person who reports".
The United Nations Special Rapporteurs are independent experts. They report on human right s issues around the world. They focus either on o ne human rights theme or on a specific country.
For example, there is a Special Rapporteur on the rights of persons with disabilities, a Specia l Rapporteur on the right to education, and a Speci al Rapporte ur on t he situati on of hum an righ ts in Cambodia.
Let's learn about the United Nations Special Rapporteur on the sale, sexual exploitation and sexual abuse of children !
The first Special Rapporteur was appointed in 1990.
The Special Rapporteur helps to bring better protection to children who experience sexual abuse , exploitation and violence around the world.
The Special Rapporteur has a very special job and is the only one that focuses only on children below th e age of 18.
For example, the Special Rapporteur finds out about :
Children who are sexually abused or exploited, either online or physically:
This may include when a child is used or abused for sexual purposes, whether or not the child agrees. I t may also include inappropriate pictures or videos of childr en post ed onlin e, adul ts or you ng peo ple touching children in sexual ways, or making chil dren look at inappropriate pictures or videos.
Selling or trafficking children, either for sexual or non-sexual reasons:
This may include forcing children to work at a young age, adults illegally adopting children, selling o r forcing children to be married, or selling children to use their organs.
Adults should NEVER have sexual activities with children. It is against the law to touch children in a sexual way or, for example, ask children to provi de pictures of themselves naked, undress in front o f a webcam or have sex with other peo
It is important for you to know that if this happens to you IT IS NOT YOUR FAULT.
You always have the right to say no and seek help of the police or a person you can trust so that it can stop We encourage you to talk about these issues with someone you trust, who can help you get help if yo u need i
IF YOU KNOW ABOUT A CHILD WHO MIGHT BE IN TROUBLE, OR SPOT AN ADULT BEHAVING IN AN INAPPROPRIATE WAY, YOU SHOULD TALK TO AN ADULT YOU TRUST.
The Special Rapporteur's goal is to make sure that every country in the world, including yours, protects the rights of children, and that no child experiences sexual abuse or exploitation.
So they gather information, write reports and talk to Governments, children and civil society (like non-profit organizations or volunteer groups) to help end all forms of sexual abuse and exploitation against children through recommendations to ensure concrete prevention and response actions.
Everyone has a responsibility to make sure that children are safe and protected.
HERE ARE SOME EXAMPLES OF THE REPORTS THAT THE SPECIAL RAPPORTEUR HAS WRITTEN:
PROTECTION OF CHILDREN FROM SEXUAL ABUSE AND EXPLOITATION IN THE ENTERTAINMEN T INDUSTRY
MAKING SURE CHILDREN ARE PROTECTED IN THE CONTEXT OF VOLUNTOURISM
REPARATION FOR CHILD VICTIMS AND SURVIVORS OF SALE AND SEXUAL EXPLOITATION
The Special Rapporteur does a lot more than just writing reports, for example :
They visit countries to see what the country is doing to protect children.
They send letters to Governments about about laws or issues of sexual abuse and exploitation affecting children across the world.
They work to make sure people know about these issues by speaking at conferences and events.
They talk to journalists and do interviews.
They can submit expert opinions at national, regional and international courts in cases relating to the sale, sexual exploitation and sexual abus e of children.
THIS IS WHERE YOU COME IN !
It is really important that children, like you, participate and share with the Special Rapporteur what is going on in your country an d what you think is important.
All children, adolescents and teenagers have the right to freely express their views on any issue or decision that affects them o r their peers.
The Special Rapporteur welcomes children to tell the mandate about whether children's rights are respected in their countries , or give their opinion on how adults can make the world a bett er place for children and adolescents pertaining to the sale, sex ual abuse and exploitation of children.
HERE ARE SOME WAYS YOU CAN HELP THE SPECIAL RAPPORTEUR TO GET THE BEST POSSIBLE INFORMATION ABOUT THE SALE AND SEXUAL EXPLOITATION OF CHILDREN IN YOUR COUNTRY:
1 - Write a letter to the Special Rapporteur about concerns, allegations of human rights violations or law(s) in your country that does not protect children from abuse and/or exploitation. The Special Rapporteur can send communications to all Governments.
2 - If the Special Rapporteur is planning to visit your country, find out if you can share information or he or she can meet with you and/or a grou p o f youn g people . Yo u ca n se e whic h countrie s th e Speci al Rapporteur is going to be visiting on this webpage.2 - If t
he S pecia l Ra pporteur is plannin g t o visit you r country, fin d o ut if you can share information or he or she can meet with you an d/or a group of young people. You can see which countries the Special Rapporteur is going to be visiting on this webpage..
4 - Decide with that adult if you would like to share your personal story or message with the Special Rapporteur and any recommendations on the mandate's activities.
The Special Rapporteur prioritizes safety and confidentiality in order to protect children and their representatives from any risk of reprisal. We will not share any information you send to us with anyone else, nor your personal or contact details.
When contacting us please tell us about your first name, age, gender and country. Please do not include your last name in any communications; your first name is all we need. This helps us to protect your right to privacy.
THE SPECIAL RAPPORTEUR CANNOT GIVE DIRECT HELP TO CHILDREN WHO HAVE BEEN ABUSED. THEIR JOB IS TO MAKE SURE YOUR GOVERNMENT PROTECTS YOU AND YOUR RIGHTS.
IF YOU OR SOMEONE YOU KNOW HAS FACED THE TYPES OF ABUSES OR EXPLOITATION TALKED ABOUT ABOVE, WE STRONGLY ENCOURAGE YOU TALK TO AN ADULT YOU TRUST OR YOUR LOCAL CHILDREN'S ORGANIZATION. YOU DO NOT NEED TO FACE IT ALONE. TALKING TO SOMEONE CAN MAKE IT EASIER TO DECIDE WHAT TO DO AND DEAL WITH ITS IMPACT. THERE MAY BE A CHILD HELPLINE IN YOUR COUNTRY THAT CAN OFFER INFORMATION, ADVICE AND SUPPORT. YOU CAN FIND THE LIST OF CHILD HELPLINES AROUND THE WORLD HERE: WWW.CHILDHELPLINEINTERNATIONAL.ORG/HELPLINES/.
IF YOU'RE READY TO SEND INFORMATION OR QUESTIONS TO THE SPECIAL RAPPORTEUR, THERE ARE A FEW WAYS YOU CAN DO THAT, EITHER :
1 - WRITE A LETTER TO THIS ADDRESS:
SPECIAL RAPPORTEUR ON THE SALE, SEXUAL EXPLOITATION AND SEXUAL ABUSE OF CHILDREN OHCHR-UNOG UNITED NATIONS AT GENEVA 8-14 AVENUE DE LA PAIX 1211 GENEVE 10, SWITZERLAND
2- OR WRITE AN EMAIL TO THIS ADDRESS: email@example.com
YOU CAN WRITE YOUR EMAIL OR LETTER IN ENGLISH, SPANISH OR FRENCH.
IF YOU NEED HELP WRITING YOUR LETTER, CONTACT AN ADULT YOU TRUST OR YOUR LOCAL CHILDREN'S ORGANIZATION.
TO GIVE YOU SOME IDEAS, YOU CAN START TO LOOK FOR INFORMATION ABOUT THINGS LIKE :
→ WHAT IS THE CONVENTION ON THE RIGHTS OF THE CHILD AND ITS OPTIONAL PROTOCOL ON THE SALE OF CHILDREN, CHIL D PROSTITUTION AND CHILD PORNOGRAPHY?
→ DOES YOUR COUNTRY HAVE A CHILD HELPLINE THROUGH WHICH CHILDREN WHO HAVE EXPERIENCED ABUSE CAN CALL AND ASK FO H HELP?
→ DOES YOUR GOVERNMENT HAVE A CHILDREN'S OMBUDSPERSON OR CHILD RIGHTS COMMISSIONER? (LOOK THEM UP IF YOU DON' T KNOW WHAT THEY MEAN!)
→ DOES YOUR GOVERNMENT PROVIDE MEDICAL OR PSYCHOLOGICAL HELP FOR CHILDREN WHEN THEY HAVE BEEN ABUSED O R EXPLOITED?
→ DOES YOUR COUNTRY PUNISH ADULTS WHO HAVE ABUSED CHILDREN?
A BOOKLET BY THE UNITED NATIONS SPECIAL RAPPORTEUR ON THE SALE, SEXUAL EXPLOITATION AND SEXUAL ABUSE OF CHILDREN | <urn:uuid:9ea958aa-fae2-430e-904a-d22941d493bd> | CC-MAIN-2024-33 | https://www.ohchr.org/sites/default/files/documents/issues/children/sr/Revised-Child-friendly-Booklet-EN.pdf | 2024-08-04T23:08:12+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00103.warc.gz | 752,462,595 | 1,995 | eng_Latn | eng_Latn | 0.82397 | eng_Latn | 0.989638 | [
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Aquatic Herbicides
Prevention is the first defense in exotic species control. However, once an exotic plant has colonized a lake, a rapid response should be taken to control its spread. One such response is the use of aquatic herbicides.
In Michigan, a permit is required from the Michigan Department of Environment, Great Lakes, and Energy (EGLE) to apply herbicides to lakes. The permit lists the herbicides that are approved for use, respective dose rates, use restrictions, and indicates specific areas of the lake where treatments are allowed. EGLE aquatic herbicide permitting information can be found at https://www.michigan.gov/egle/ about/organization/water-resources/aquatic-nuisance-control.
Prior to being applied to Michigan's inland lakes, herbicides must be registered and approved by the Environmental Protection Agency (EPA). There are currently over 300 herbicides registered with the EPA. Of those, only about a dozen are approved for use in the aquatic environment. In addition to Michigan's permitting system, there are federal regulations that require herbicide applicators to acquire a pesticide general permit and to prepare and submit a pesticide discharge management plan. Herbicide applicators must also obtain a pesticide applicator certification through the Michigan Department of Agriculture and Rural Development (MDARD) prior to applying aquatic herbicides.
There are two basic types of herbicides: systemics and contacts. Systemic herbicides are taken up by the plant and translocate to the root system which helps to provide season-long control. With systemic herbicides, it may take several weeks for the impacts to the treated plants to become apparent. Contact herbicides only affect the portion of the plant that comes into contact with the herbicide. Plants usually die back within a week of treatment, but some plants like Eurasian milfoil may grow back later in the season since the roots remain intact and viable.
Unlike systemic herbicides that are selective, contact herbicides can impact a broad spectrum of plant species, but timing and rate of application can be used to minimize non-target impacts. Deciding which herbicide to use in a particular situation will depend on the plant(s) being targeted, potential impacts to non-target species, cost, use restrictions, and other factors. In general, herbicide treatments should target nuisance exotic species such as Eurasian milfoil and have minimal impacts on most native plant species.
If applied properly, herbicides have no direct impacts on fish. In general, lakes with a variety and moderate density of plants often support healthy fisheries. Targeting invasive exotic plants with herbicides aids in the preservation of valuable, native plants that provide habitat and cover for fish.
The best approach or combination of approaches to control aquatic plants in a particular lake depends on local conditions and the expectations of lake residents. Once an exotic plant has been introduced in a lake, a complete eradication is unlikely and a sustained effort is often required to ensure control. Ask your lake management consultant about the best way to manage the aquatic plants in your lake.
Herbicide application
For more information regarding Michigan's inland lakes, please visit michiganlakeinfo.com | <urn:uuid:6cbe3973-dc25-4d7e-b224-034209bd81c5> | CC-MAIN-2024-33 | https://img1.wsimg.com/blobby/go/c8a340bb-c63f-45bd-b6e7-650e73b37607/downloads/Aquatic%20Herbicides.pdf?ver=1715868568927 | 2024-08-04T23:36:39+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00108.warc.gz | 247,553,170 | 629 | eng_Latn | eng_Latn | 0.993937 | eng_Latn | 0.993937 | [
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QUALITY AND QUANTITY OF WATER FOR AGRICULTURE
Peter Cullen (Deceased)
CRC for Freshwater Ecology, University of Canberra, Australia
Keywords: Eutrophication, irrigation, salination, freshwater, fisheries, watershed management, wetlands, remnant vegetation, dryland salinity, nutrients, algal bloom, nitrate, hydrology
Contents
1. Introduction
UNESCO – EOLSS SAMPLE CHAPTERS 2. The World's Freshwater Resource 3. Utilization of the Freshwater Resource 3.1. Agricultural Uses 3.2. Ecosystem Services 4. Inefficiency and its Consequences 4.1. Salinity 4.1.1. Dryland Salinity 4.1.2. Salinity in Irrigated Areas 4.2. Nutrients and Agricultural Chemicals 5. Overextraction of Water and its Consequences 6. Climate Change and Water Availability 7. Allocation of Water for the Environment 8. Evolving Management Frameworks 8.1. The Issue of Allocation 8.2. Whole System Management Glossary Bibliography Biographical Sketch Summary The situation regarding the world's water supplies is serious. The world's water supplies are scarce and getting scarcer as a consequence of population growth and increasing degradation due to mismanagement. The UN has estimated that two thirds of humanity will face water shortages by the year 2025. Most (97.5%) of the world's water is salty and cannot be used for human consumption or agriculture. The remaining 2.5% is freshwater, and there is 35 million km 3 of it.
Freshwater is a critical resource for many purposes, it has no substitutes for most of its uses, and it is costly to store and transport in the volumes required for agriculture. It has been estimated that it takes a ton of water to produce 1.9 kg of biomass. On this basis, humans are now thought to be using about 26% of the total terrestrial evapotranspiration. It is estimated that 54% of the runoff that is geographically and temporally accessible is being appropriated for human use.
About 70% of the water extracted from rivers and lakes is used for irrigation, and about
half of this is lost through seepage and evaporation. Excessive extraction for irrigation has led to damage to the ecosystem services provided by aquatic systems for society. Worldwide, one ha in five ha of irrigated land is showing signs of salt buildup in the soil. Salinity is spreading at the rate of about 2 million ha/yr in irrigated areas. These problems are affecting many of the world's irrigation areas.
Considerable effort is now under way to improve the efficiency in the use of water and to restore areas that have been damaged through salinity and other contaminants. A challenge for many societies is the need to balance extraction of water for economic purposes with the need to maintain basic ecosystem services on which we all depend.
1. Introduction
Already there are considerable tensions about water and who should use it for what purposes in various parts of the world. People need water for drinking, food preparation, and washing. People use water in a most inefficient way to transport wastes. People are also using water for irrigation to supply food and fiber to an ever-growing population. Water use grew at more than twice the rate of population increase during the twentieth century. On top of these pressures, there are demands to improve the quality of water available for domestic use, and to provide water to maintain biodiversity and ecosystem services for the globe.
UNESCO – EOLSS SAMPLE CHAPTERS Water is one of the factors that limit how many people can be supported on our planet, and where they can live. Already water shortages and pollution cause widespread public health problems, and limit economic and agricultural development, as well as damaging the ecological services provided by the environment. These pressures will worsen under the twin pressures of increasing demand due to population growth (see World Demography and Food Supply) and increasing degradation of the water resource. Allied to these drivers of changes are the effects brought about by the institutional arrangements we construct to mange water and by climate change and the variability of rainfall (see Agriculture and Global Change). The situation regarding the world's water supplies is serious. The World Resources Institute has estimated that freshwater for human use found in lakes, rivers, and wetlands make up only 0.008% of the Earth's water. Agriculture uses 65% to 70% of all water extracted from rivers, lakes, and aquifers for human uses. This compares with 20% to 25% used in industry and 10% used for domestic use. The extremely limited amounts of fresh water are unevenly distributed throughout the world, and yet in many industrial, agricultural, and domestic circumstances, they are used inefficiently and beset with serious problems of pollution, salinity, waterlogging of soils, flood control, and disease contamination. The UN has estimated that two thirds of humanity will face water shortages by the year 2025.
As the pressures on our limited global water resources increase, the actual amount of water is decreasing. In many areas, salination and other water quality problems are degrading the water that is available. Excessive extraction of water leads to the shrinking or destruction of downstream lakes and wetlands, and to the drying up of the downstream reaches of rivers. The Aral Sea is one well-documented example where the
area of the sea has decreased by 50% and the salinity has increased markedly. A major fishery has been lost and the land being irrigated has been severely degraded through waterlogging and salination. This is one case that has attracted global attention, but there are many other examples. The German Advisory Council on Global Change in its 1999 report described this situation, but coins the general term of the Aral Sea Syndrome to describe these consequences of large scale water development.
2. The World's Freshwater Resource
Most (97.5%) of the world's water is salty and cannot be used for human consumption or agriculture. The remaining 2.5% is freshwater, and there is about 35 million km 3 of it. However, 70% of this is frozen in ice caps, leaving only 0.3% in rivers and lakes which we can utilize. This water is of course not evenly distributed in space or time. Some areas have low rainfall and hence low runoff. For example, average rainfall in Iceland is 600 000 m 3 /yr, whereas in Kuwait it is 75 m 3 /yr. About three-quarters of total world annual rainfall falls on areas containing less than one third of the world's population.
UNESCO – EOLSS SAMPLE CHAPTERS Of the 119 000 km 3 of precipitation that falls on land, 72,000 km 3 is evaporated or transpired back into the atmosphere, with only 42 700 km 3 entering rivers and lakes. Table 1. The world's freshwater resources (from Shiklomanov, 1993) It is often these areas with low rainfall that have highly variable and unpredictable runoff, too. In tropical areas, much of the rain is seasonal and runs off too quickly for effective use. India receives 90% of its rainfall in the monsoon season from June to September.
Table 2. Runoff
A further complicating factor is that, although other natural resources such as land are normally controlled by local or national communities which are dependent on them, this is not always the case with water. More than 40% of the world's population live in internationally shared drainage basins and, because of its critical importance in agriculture, industry, power generation, fishing, navigation, and domestic use, water commonly has high political and strategic significance of international importance. For example, disputes over water feature prominently in tensions between India and Pakistan and between Israel and its neighbors.
Freshwater is a critical resource for many purposes, it has no substitutes for most of its uses, and it is costly to store and transport in the volumes required for agriculture. It has been estimated that it takes a ton of water to produce 1.9 kg of biomass. On this basis, humans are now thought to be using some 26% of the total terrestrial evapotranspiration. It is estimated that 54% of the runoff that is geographically and temporally accessible is being appropriated for human use.
UNESCO – EOLSS SAMPLE CHAPTERS Even within a single country, there can be significant tensions between upstream and downstream States about the sharing of water. The Murray-Darling system in Australia drains four States, and there have been ongoing tensions about the use of water in the Western US such as the Colorado River. A variety of institutional arrangements of varying effectiveness have been developed to address these cross-jurisdictional issues with regard to water sharing. 3. Utilization of the Freshwater Resource There are some 400 000 dams higher than 15 m that have been built to try and manage water for human use. It has been estimated that human beings need between 30 l and 200 l of water to provide for drinking, cooking, washing, and sanitation needs. Much of the water we store is used for agriculture. If we accept 50 l/person/day as a minimum standard use, 55 countries with total population of more than one billion people could not meet this standard as a national average. 3.3. Agricultural Uses
Table 3. Crop water requirements
Obviously different crops and regions have different demands, but the following estimates of liters of water needed to produce 1 kg of food give some indication. About one third of the world's food is produced using irrigation.
In the US, agriculture accounts for about 87% of the freshwater consumed after its withdrawal.
UNESCO – EOLSS SAMPLE CHAPTERS Agriculture gets its water directly from what enters the soil from rainfall, or what is transported to the plant root zone. This transported water may come from groundwater or from surface water. Surface water may be supplied by direct pumping from rivers, or by storing water in dams and transporting it to where it is needed. About 1.45 billion ha of land is used for agriculture, of which about 250 million ha is irrigated. Most of this irrigated land is in Asia (64%) with North America 9%, Europe 7%, and Africa 5%. Pakistan, with 80%, has the largest extent of irrigated land. In Europe, The Netherlands with 60% of its agriculture under irrigation has the highest dependence on irrigation. The area irrigated rose fivefold in 100 years, and water extraction increased even faster, by a factor of about six. There was a slowdown in the expansion of irrigated area in the last decade of the twentieth century as suitable land and water availability restricted future opportunities. Problems of water availability and water quality are likely to increase in the future. TO ACCESS ALL THE 16 PAGES OF THIS CHAPTER, Visit: http://www.eolss.net/Eolss-sampleAllChapter.aspx Bibliography
Carpenter S.R., Caraco N.F., Correll D.L., Howarth R.W., Sharpley A.N. and Smith V.H. (1998). Nonpoint Pollution of Surface Waters with Phosphorus and Nitrogen. Ecological Applications 8 (3) 559– 568.
Committee on Sustainability of Water Supply for the Middle East (1999). Water for the Future, 226 pp. The West Bank and Gaza Strip, Israel and Jordan. Washington: National Academy Press. [Describes the way science and technology can help to meet the needs for water and to reduce tensions and conflict over water.]
Costanza R., d'Arge R., de Groot R., Farber S., Grasso M., Hannon B., Limburg K., Naeem S., O'Neil R., Paruelo J., Raskin R., Sutton P. and van den Belt M. (1997). The Value of the World's Ecosystem
Services and Natural Capital. Nature 387, 253–260. [A significant attempt to identify and put monetary values on the ecosystem services on which humans depend.]
German Advisory Council on Global Change (1999). World in Transition: Ways Towards Sustainable Management of Freshwater Resources, 392 pp. Annual Report 1997. Berlin: Springer. [An outstanding and comprehensive review of water in the global context that identifies biophysical constraints as well as some of the emerging approaches to managing the resource.]
Ghassemi F., Jakeman A.J. and Nix H.A. (1995). Salinization of Land and Water Resources, 526 pp. Sydney: University of New South Wales Press. [An excellent review of salinization on all continents.]
Gleick P.H., ed. (1993). Water in Crisis. A Guide to the World's Fresh Water Resources. New York: Oxford University Press. [A series of important essays and reviews about various facets of water including extensive data on volumes at global and continental scales. Addresses a variety of water issues, including agriculture, water quality and health, water and ecosystems, water and energy, and economic development.]
UNESCO – EOLSS SAMPLE CHAPTERS Langford K.J., Forster C.L. and Malcolm D.M. (1999). Towards a Financially Sustainable Irrigation System. Lessons from the State of Victoria, Australia 1984–1994, 95 pp. World Bank Technical Paper Number 413. Washington: World Bank. [This describes major institutional and pricing reform of an irrigation industry which reduced operating costs by 62% and increased revenues to markedly reduce state subsidy to irrigated agriculture.] Postel Sandra (1999). Pillars of Sand. Can the Irrigation Miracle Last, 312 pp. New York: Norton and Co. [Traces the history of irrigation and the problems it has experienced with some proposals for better management of water through a more integrated and market based approach.] Postel S.L., Daily G.C. and Ehrlich P.R. (1996). Human Appropriation of Renewable Fresh Water. Science 271, 785–788. [An attempt to identify the global water that is suitable and accessible for human use, which indicates that humans are presently using about 54% of available water] Smith D.I. (1998). Water in Australia. Resources and Management, 384 pp. Oxford: Oxford University Press. [An up to overview issues for Australian water resources and their management, especially addressing issues of variability]. Biographical Sketch Peter Cullen died in 2008. He was Chief Executive of the Cooperative Research Centre for Freshwater Ecology, and a Professor at the University of Canberra in Australia. He studied agricultural science at the University of Melbourne and had worked in a variety of fields within natural resource management. He had been a member of the Australian Prime Ministers Science, Engineering and Innovation Council and the Community Advisory Council, of the Murray-Darling Ministerial Council. He was a member of the Lake Eyre Catchment Management Coordinating Group. Professor Cullen was a Fellow of Australian Academy of Technological Sciences and Engineering, a Director of Landcare Australia Limited, and Past President of FASTS, the Federation of Australian Scientific and Technological Societies. | <urn:uuid:5efad2ef-2160-417c-8b49-b6151b654f62> | CC-MAIN-2024-33 | http://www.eolss.net/Sample-Chapters/c10/E5-01A-04-04.pdf | 2024-08-04T23:30:53+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00112.warc.gz | 34,719,008 | 3,135 | eng_Latn | eng_Latn | 0.986742 | eng_Latn | 0.994179 | [
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Chimonanthus praecox – Wintersweet
Chimonanthus praecox is a multi-stemmed shrub with a fountain-like shape that grows to 2.5 to 3m in height and a similar width. It is native to the mountains and gorges of northern China.
The flowers are pendent, yellow, and cup-shaped with almost translucent waxy petals and have reddish brown or even purple centres. Flowers are borne on bare willowy stems in winter and are exceptionally fragrant - just a few cut stems can fill a room with fragrance. Wintersweet well deserves its reputation as one of the world's best scented plants, the aroma is like Jonquil and Violets, but when the fragrance is inhaled close to for any length of time the smell seems to disappear.
Flowers are followed in the spring by long thinnish green leaves. Fruit appears in late Spring which are five to eight shiny brown fruits held within an urn-shaped receptacle and persist through until the following Winter.
Very frost hardy (to about -25°C), Wintersweet grows well throughout southern or eastern Australia. It likes any well drained, preferably loamy soil in a sunny sheltered position. Badly drained or compacted soils may cause blotching or yellowing of the leaves. It will succeed in most soils, but it seems most at home in chalky ones.
Propagation
Pre-soak seed in tepid water for two hours, keep warm and moist for 3 days then stratify l for 5 - 8 weeks and sow in a good quality well-draining potting mix.
Germination is usually good, though it is often slow and erratic, and takes place in 2 months or more at 13°C.
When they are large enough to handle, prick the seedlings out into individual pots and grow them on in a sheltered position for at least their first Winter.
Plant them out into their permanent positions in late Spring or early Summer, after the last expected frosts. | <urn:uuid:7eb38d83-fdda-4fa3-a753-caaf58521455> | CC-MAIN-2024-33 | https://www.livinggreenandfeelingseedy.com/_files/ugd/36df30_817957f1eece4550825962d17d4eeb9e.pdf?index=true | 2024-08-04T23:57:34+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00107.warc.gz | 676,729,717 | 418 | eng_Latn | eng_Latn | 0.997923 | eng_Latn | 0.997923 | [
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Is My Baby Trying to Talk to Me?
Posted on January 22, 2015 by Teresa Newmark, MA CCC-SLP
My husband and I had to have a serious discussion recently because he insisted that our twelve month old is not saying "book". I was appalled at his underestimation of her abilities! When she sees a book, she says "buh", when she wants a book, she says "buh". She uses "buh" consistently and in various contexts to mean "book".
But I guess I can see why he is confused. Madeleine has been saying "buh" since she was probably four months old. In fact she said it so much, we began calling her "Baby Buh-Buh". And at that point, I was certainly not stubbornly insisting that she was saying "book".
Something changed, and I will tell you what it was.
The difference between babbling and talking hinges on intent and meaning. To better understand, you first need to know the definition of a word. A word is a meaningful unit of language, and children who use words are using them intentionally with the purpose of communicating. And as you can probably infer, a word is a word even if it is mispronounced. A child who says "wabbit" for "rabbit" has the word "rabbit" in their vocabulary. It is a speech problem, not a language problem. (Also, it is essential to understand that "errors" in pronunciation are sometimes age appropriate. I do not expect a twelve month old to say final consonants in words or to be able to make the sound /k/).
I am frequently asked if babies are trying to communicate happiness when they smile, or are they trying to wave "hi" when they move their arms, or are they trying to say a word when they babble. The answer is that they are probably not trying to communicate at first, but after a while smiling, waving, and vocalizing become intentional.
And, importantly, their communication development hinges on how you react to them. Perhaps you are bouncing your infant and he smiles because it feels good. He is not necessarily trying to communicate his happiness to you, but because you are an adult and understand that a smile means happiness, you continue to bounce him. Your baby will start to learn that his smile lets you know that he likes something. Likewise, your child may be going through the "banging" phase, and one time he waves his arm up and down with the intention of banging on something, but in context it looks like he is saying "hi". If you treat it like "hi" by waving back to him and saying "hi", it will become "hi". And finally, if you have a Baby Buh-Buh like mine, and she keeps saying "buh" when she is grabbing a book, if you say, "Yes, it is a book!" she will begin to understand that her vocalizations can be meaningful.
Parents help their children develop meaning by encouraging their progression through three developmental phases, academically referred to as the perlocutionary, illocutionary and locutionary periods:
Perlocutionary (0-8 months): Caregivers attribute intent to a child's actions.
Illocutionary (8-12 months): Children intentionally request, refuse and comment through gestures and vocalizations.
Locutionary (12-18 months): Children intentionally communicate using words.
So, for those of you who have skeptical significant others like mine, significant others who do not give their babies adequate credit for their impressive forays into the land of the speaking, please explain to them the definition of a word and how meaning develops. You can even throw in some of the fancy vocabulary for good measure. And remember, treat your baby's vocalizations as if they are meaningful and your baby will begin to understand the power of speech.
____
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Blessed Marianne Cope (1838-1918) Sisters of the Third Franciscan Order of Syracuse, New York
by Sr. Elizabeth Ann, SJW
I am not afraid of any disease; hence it would be my greatest delight even to minister to the abandoned "lepers".
— Letter of Blessed Marianne Cope
Two thousand miles off the coast of California lay the Hawaiian Islands. The first Europeans to reach the Hawaiian Islands arrived in 1778, with Captain James Cook and found about 250,000 inhabitants. Unfortunately, as often happened when the "Old World" met the "New World", the people of the "New World" suffered the most. The native populations had no resistance to the diseases Europeans were so familiar with; smallpox, influenza, cholera, tuberculosis and leprosy.
The many diseases to which the Hawaiians were exposed reduced the population of the islands from 250,000 in 1778,
to about 60,000 within the span of one hundred years. Leprosy (now called Hansen's disease), was the most terrifying of the diseases encountered by the Hawaiians. The leprosy bacteria destroy the inside as well as the outside of the body, leaving its victims with open sores and rotting flesh as bone and cartilage gradually disintegrate. By the 1870's, the government was confronted with a leprosy epidemic. Desperate to stop the spread of the disease, the government ordered anyone with leprosy, regardless of age or gender, to be taken to Molokai, the fifth largest of the islands. Spouses were separated and children torn from their parents.
The peninsula on Molokai was a natural prison, "On three sides the peninsula is surrounded by the harsh and unforgiving Pacific Ocean. To the south stand sheer, towering cliffs, making the rest of the island inaccessible." 1 The government had promised to care for the leprosy patients, but there was little of anything on the island. The lepers, knowing there was no hope for a cure, became a law unto themselves. On Molokai, it became "survival of the fittest". The weak, especially women and children, were easily abused and exploited. Days were spent drinking and gambling and the seriously ill were left to care for themselves.
Into this mess, came a Belgian priest and an American nun, each of whom would spend their lives with and for the lepers. Blessed Damien de Veuster is well known as the priest who contracted Hansen's disease after many years of caring for patients on Molokai. Not as well known is the life and work of Blessed Marianne Cope, who spent many years carrying on the work of Blessed Damien and whose cause for canonization has been introduced in Rome.
Barbara Cope was born on January 23, 1838, in Heppenheim, Germany. In search of a better life, her family immigrated to Utica, New York, in 1840, where Barbara's father was able to support his family as a laborer. In time, the Cope family grew to include seven brothers and sisters. The children grew up surrounded by other hard-working immigrant families. After eighth grade, Barbara's education was considered complete, and she went to work in a factory to help support her family. For the next nine years, Barbara worked twelve hours a day in the factory and helped care for her ailing father and younger siblings.
Finally, in 1862, after years of patient waiting and praying, Barbara was able to enter the new order of the Sisters of St. Francis of Syracuse. 2 In 1863, the young woman took her religious vows of poverty, chastity, and obedience, received the name Sister Marianne, and began teaching. Although young to the religious life, Sister Marianne's natural intelligence and administrative abilities were recognized and appreciated by the new order which made full use of their new Sister's gifts. Over the next several years, Sister Marianne was given a wide variety of duties; as well as teaching, she was assigned to be the superior of a convent and was elected a member of the council that governed the community.
In 1869, the community opened the only hospital in Syracuse, St. Joseph's, and shortly after opening, Sister Marianne was put in charge. For the next eight years, Sister Marianne paid off much of the debt of the hospital, saw to its expansion, and took on the added responsibility of directress of novices. St. Joseph's Hospital was unique, not only for its high quality medical care, but also for its treatment of any person in need, regardless of religious belief, nationality or color. 3
Sister Marianne had been taken from the schoolroom to the hospital, and both experiences were to serve her well in the next phase of her life. In 1877, she was elected Provincial Superior of her community. Now she was responsible for the entire community's well-being. Not only for the spiritual welfare of her sixty-two Sisters, but for the schools and hospitals that they operated. Mother Marianne oversaw the continued growth of the community and was re-elected to a second term as Superior in 1881. 4 It was during her second term that Mother Marianne received a letter that would lead her across the continent to the group of islands in the Pacific Ocean, known as the Kingdom of Hawaii.
In 1883, Father Leonor Fouesnel, a missionary in Hawaii, wrote to several religious communities in the United States asking for Sisters to come to Hawaii to help "procure the salvation of souls and to promote the glory of God." 5 Expressing interest in the priest's letter, Mother Marianne invited him to visit the community and tell the Sisters of his work. Up until this time, Father Leonor had not mentioned the lepers who needed care. The other religious communities he had approached had refused to help when they heard that the sick needing care were afflicted with leprosy. However, these were true daughters of St. Francis (he who had actually kissed a leper). After telling the community about the situation in Hawaii, thirty-five sisters volunteered to go on the mission. After receiving such an enthusiastic response, Father Leonor returned to Hawaii to prepare for the Sisters' arrival, and Mother Marianne began to decide who would go on this mission. A letter written by Mother Marianne to Father Leonor during this time reveals her feelings:
"...I am hungry for the work and I wish with all my heart to be one of the chosen Ones, whose privilege it will be to sacrifice themselves for the salvation of the souls of the poor Islanders...Waking and sleeping, I am on the Islands. Do not laugh at me, for being so wholly absorbed in that one wish, one thought, to be a worker in that large field." 6
Of the thirty-five volunteers, six were chosen to accompany Mother Marianne, who planned to oversee the establishment of the new mission and then return to Syracuse. After attending Mass on October 22, 1883, the missionary band set out. They traveled six days and five nights by train to reach San Francisco. Next, they boarded a ship that would take them the 2,200 miles to Hawaii. After seven days, the group arrived in Honolulu. Their first assignment was the Branch Hospital where those suspected of having leprosy were taken to be examined. If they passed the medical exam they were allowed to return home. If they were declared lepers, they were taken to a remote peninsula on the island of Molokai. The sisters were appalled at what they saw at the hospital; "filth, swarms of flies, the stench of open, untreated sores." 7 After settling in their own quarters, the Franciscans "declared war on filth, armed with buckets and brooms." 8 Not only was the hospital cleaned, the patients were cared for with gentleness and respect.
As Mother Marianne continued to lead her sisters in their work, she also had to deal with government officials who often seemed to cause more hindrance than help. With tact and determination, she was able to overcome the obstacles put in her way. In time, the leading authorities in Hawaii concluded that she had to remain on the Islands or the mission would fail.
Eventually, the Sisters in Syracuse elected a new Superior, and Mother Marianne remained in Hawaii. The few weeks she had planned to stay would stretch out to thirty-five years. Meanwhile, the Sisters' desire to go to Molokai only increased. They encountered strong opposition from people who thought it a "crime to allow those Sisters to live in that filthy place." 9 In true Franciscan spirit Mother Marianne's response was that they were "not only willing, but anxious to go and care for the poor outcasts." 10
On November 13, 1888, Mother Marianne, accompanied by two of her Sisters, set out for Molokai, arriving early the following morning. The main focus of Mother Marianne's work was the well-being of the women and girls at the Molokai colony who were often taken advantage of. Now, the female leprosy patients were able to live in cottages near the Sisters who cared for them. The Sisters went to work, tending the sick and maimed and planting trees to make the area beautiful. Mother Marianne often made dresses for the girls, insisting that they have the latest fashions. In the midst of this busy life, Mother still spent many hours in prayer.
Beauty and love bloomed on Molokai as Mother Marianne and her Sisters cared for Christ in His suffering children. The girls were educated, there was music and sports. On Molokai, "Life was to be lived, even in the face of death. And when death came, it was the gateway to eternal life." 11 And so the years passed, and the island continued to develop under Mother's guiding hand. In spite of her continued cheerfulness and peacefulness, Mother Marianne also knew grief. Some of the sisters who came to work on Molokai with her were unable to cope with the situation and had to leave. There were criticisms from government officials and even fellow religious. In the face of all this, Mother continued her work and was able to write,
"'Take up thy cross and follow me' — not on path of roses. No, no not on an easy road, but one that is full of thorns and rocks. We follow the call of Jesus to come to Him as His Spouse, and since we are numbered among His chosen ones, it behooves us to take up our cross and follow Him." 12
The last summer of her life was 1918. Worn out from her years of hard labor, Mother died on August 9, of a combination of kidney disease and heart failure. She left a legacy of schools, orphanages and hospitals on four islands. Mother
Marianne was beatified on May 14, 2005.
I am indebted to Sister Mary Laurence Hanley, O.S.F., for her comments and suggestions while writing this article. Sister is the promoter for the cause of Blessed Marianne Cope in the United States. For more information on Blessed Marianne Cope please contact:
Cause of Mother Marianne 1024 Court St. Syracuse, NY 13208.
FOOTNOTES:
1: Tim Drake, National Catholic Register, (June 25-July1, 2000).
2: Source of details of early life: "Mother Marianne of Molokai, Missionary to the 'Lepers'", Sr. Mary Laurence Hanley, Sisters of Saint Francis, Syracuse, NY, 1977, 1-6.
3: Source of details regarding St. Joseph's Hospital, Syracuse, NY: Report of the Historical Commission on the Cause of Mother Marianne Cope, 1983, 72.
4: Hanley and Bushnell, Pilgrimage and Exile, 2nd ed., Sr. Laurence Hanley and O.A. Bushnell, University of Hawaii Press, Honolulu, Oahu, 1992, 39.
5: Hanley and Bushnell, 42.
6: Hanley and Bushnell, 72.
7: Mary Cabrini Durkin, OSU, Mother Marianne of Molokai, Valiant Woman of Hawaii, Editions du Signe, 1999, 19.
8: Hanley and Bushnell, 139; Durkin, 19.
9: Hanley and Bushnell, 273.
10: Hanley and Bushnell, 257.
11: Durkin, 30.
12: Hanley and Bushnell, 390. | <urn:uuid:f99d0adb-81c6-4d87-8ee5-6b341d5d9795> | CC-MAIN-2024-33 | https://www.chcweb.com/wp-content/uploads/2023/06/Blessed-Marianne-Cope.pdf | 2024-08-05T01:05:14+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00111.warc.gz | 555,979,885 | 2,691 | eng_Latn | eng_Latn | 0.998248 | eng_Latn | 0.998826 | [
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A Manifesto for Edible Education
Because the way we eat can change the world, we need edible education in schools. Food is at the heart of every one of our contemporary problems. The quality of our food is in decline. Out of any five French people, at least one will say they have trouble eating a healthy diet. It is urgent that we act.
We dream of a world that offers everyone the right to eat well and the right to an education that teaches us what good food is.
We dream of schools where children grow vegetable gardens, observing the cycle of the seasons and of life; where they learn how to cook and how to eat together, sharing with their classmates, teachers, and families; where their cafeterias are connected to a network of local farmers who are taking care of the land, teaching conservation, transforming cooks and caterers into caretakers, and making every meal a celebration. We dream of teachers who are trained to integrate food into every essential academic subject.
In this land of culinary excellence we don't have to start from scratch. The national education system has already recognized that it has a strategic role to play and advocates the integration of food education into school curriculums. The National Food Council recommends "strengthening food education by culinary practice, training in taste, and/or pedagogical gardens."
The nonprofit organization L'école comestible hopes to contribute to these objectives — in students' classrooms, in their extracurricular activities, and throughout their daily lives.
By making the connection between food and all of life, children learn a deeper understanding, not only of what they eat and where it comes from, but also the richness of biodiversity and the strength and fragility of nature.
By creating school gardens, rooftop gardens, roadside and curbside gardens — even mobile kitchen gardens! — we are contributing to the greening of all our environments. By developing solidarity with families and sharing recipes and kitchen garden know-how, we are helping strengthen social ties and encouraging adults to be involved in their children's lives. By learning to eat better, we put enchantment back into the meal experience, both at school and at home, and we help mend the social divide.
And when children are gardening and cooking, they also play, they calculate, they read, they study chemical reactions, observe geography, understand history, touch, smell, listen, and forge their critical minds — all their senses are awakened and all their school subjects are tied together.
Like many other movements and initiatives, L'école comestible is playing a part in this period of irreversible social transition. Along with our godparents Alice Waters, Olivier Roellinger, Michel Guérard, and Françoise Nyssen, we invite everyone, starting with the youngest among us, to join the Delicious Revolution. | <urn:uuid:e1a603a2-e696-4c25-a345-75f6c046a424> | CC-MAIN-2024-33 | https://www.ecolecomestible.org/_files/ugd/0bfbe6_aae4067718b2413093150539dbef478c.pdf | 2024-08-04T23:43:06+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00115.warc.gz | 594,338,830 | 569 | eng_Latn | eng_Latn | 0.998544 | eng_Latn | 0.998544 | [
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Oak Heights Elementary Title 1 Compact
Parent
Teacher
* I will provide a place for my child to read and study.
* I will make sure my child has good attendance.
* I will help my child learn responsibility.
* Return books to library on time and homework assignments to the teachers.
* I will encourage my child to Be Safe, Responsible, Respectful and Kind.
* I will provide a safe and caring learning environment.
* I will provide a variety of educational activities to meet individual learning needs.
about student progress. ● I will provide information
Signature_____________________________________
SIgnature_________________________________________
Student
* I will make sure that I have good attendance and be on time everyday.
* I will be safe and respectful by following school and class rules.
* I will be responsible for returning my books and assignments.
* I will try to do my best.
* I will be kind.
___________________________________ | <urn:uuid:b0e75249-b70d-49f6-a567-d22fa2e7a4ca> | CC-MAIN-2024-33 | https://sweethome.k12.or.us/media/2023/03/Oak-Heights-Elementary-Title-1-Compact.pdf | 2024-08-04T23:49:16+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00116.warc.gz | 441,084,806 | 184 | eng_Latn | eng_Latn | 0.999783 | eng_Latn | 0.999783 | [
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Maria D'Aguanno Cheryl Cowdy CCY 4998 M 11 April 2022
A Connection from Emergent Literacy Practices from the 1900s through the 1930s to Today's Ontario Kindergarten Curriculum
Through the use of resources from the 1900s-1930s, today's kindergarten curriculum resources and scholarly papers, this paper aims to discover how the early 1900s emergent literacy program of Ontario helped to shape today's kindergarten literacy program. I will be organizing my paper in the following four chapters; Introduction: An Examination of Emergent Literacy in the Kindergarten of 1900-1930, What the Experts of 1990s and Forward Claim Makes a Strong Literacy Program, A Comparison of the Early 1900s Emergent Readers to the Experts' Recommendation, A Look at Today's Kindergarten Reading and Writing Program, in Comparison to the Past and to What the Experts Claim. For my background information, I will begin by examining all the primary sources I have collected. These include: Cusack, A. and M. Pennell, The Happy Children Readers, The Copp Clark Company Limited, Maple Leaf Primer for Canadian Little Folks, London: F.L. Ballin The Kindergarten System Explained, The Ministry of Education. The Ontario Kindergarten Program Queens Printer for Ontario, T.Eaton Company Limited The Ontario Readers Primer, Nelson Education Limited I Like to Play, Mom and Dad. I must examine them closely and learn what emergent literacy looked like for children in the 1900s. I will think about the content of the reading passages, the color, the interest, and the progression of reading levels. Then, I will examine the secondary resources that are mentioned in my secondary sources in order to learn about what the experts of the late nineteen hundreds claim makes a strong emergent literacy program for children learning how to read. Once I have
discovered what the experts claim makes a good literacy program, I will compare it to the past early primer texts. Finally, I will synthesize the information that I have gathered about the early 1900s in comparison to the experts' claims and then compare it to today's Ontario kindergarten literacy curriculum. I hope to discover that there is a progressive connection from the early 1900s early readers to today's literacy program and how the past readers have helped shape today's reading and writing program. | <urn:uuid:333c1fa6-3cb5-4b94-a21f-9c7ee503382c> | CC-MAIN-2024-33 | https://www.yorku.ca/laps/huma/wp-content/uploads/sites/201/2022/12/DAguanno-Maria.pdf | 2024-08-05T00:42:14+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00112.warc.gz | 849,990,065 | 492 | eng_Latn | eng_Latn | 0.996065 | eng_Latn | 0.996227 | [
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Year Group: 3
Wider Curriculum Learning
Term: Spring 1
Science
How are rocks and soils made?
We are learning about the different types of rocks and soils and their properties.
Art
How can I use art to reflect a mood?
We are learning about how colours can express moods and using these to express moods about environments.
Extreme Earth How is the Earth made?
Computers
How can we code movement?
We are learning to code different movements using the programme Scratch
PSHE
How can we overcome obstacles to achieve my goals and dreams?
We are learning methods to overcome things that get in the way of achieving.
PE – Dance
How can I put movements together to form a dance?
Music
What makes a rhythm?
We are learning to make rhythms using notes of different lengths.
RE
Could Jesus heal people?
Were these miracles or is there another explanation?
We are learning about the miracles of Jesus
French
How can I talk about what I can do in French?
We are learning verbs in French.
Geography
How is the Earth made?
We are learning about the structure of the Earth and how this forms mountains, volcanoes and causes earthquakes.
Key text;
Other subjects studied this term | <urn:uuid:1833e15d-c539-4ed8-9b13-17e4907f7ac2> | CC-MAIN-2024-33 | https://huntingdonacademy.co.uk/wp-content/uploads/2023/01/year-3-Spring-1-coversheet.pdf | 2024-08-05T00:16:01+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00114.warc.gz | 252,714,610 | 255 | eng_Latn | eng_Latn | 0.998725 | eng_Latn | 0.998725 | [
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5 Ks1 Reading Sats Paper Smile Please
Reading Comprehension for Key Stage 1
Wonderscape
Read Write Inc.: Phonics Handbook
International Perspectives On Educational Reform And Policy Implementation
A Flea in the Ear
Raider's Peril
KS1 English
Mastery in Reading Comprehension
Which One Doesn't Belong?
KS1 Success English Revision Guide
Teaching and Learning in the Primary School
KS1 English Reading Study & Practice Book (for the New Curriculum)
The Comprehension Book
My Big Brother JJ
Linguistics and Language Behavior Abstracts
KS1 Maths and English SATs Practice Test Papers, Ages 6-7
KS1 Maths - Reasoning
Literacy Activity Book
Pathways to Thinking Schools
New KS2 English SAT Buster 10-Minute Tests: Reading (for the 2016 SATS & Beyond)
Knowledge, Values and Educational Policy
Practice for the Phonics Screening Check
The EAL Teaching Book
There's an Octopus Under My Bed!
Bella Goes to Sea
Katje, the Windmill Cat
The Writing Revolution
KS2 English: Grammar, Punctuation and Spelling Study Book
The Illustrated London News
Ks2 Complete Sats Practice Papers
Science
Monster and Frog at Sea
KS1 Success Maths Workbook
Secondary English and Literacy
Maths Test - Year 2
Science, Age 5-7
The Times Index
Beowulf
Wipe Clean Times Tables 5 6
Viking Longship
5 Ks1 Reading Sats Paper Smile Please
Downloaded from blog.gmercyu.edu by guest
JAMARI DEANNA
Reading Comprehension for Key Stage 1 SAGE Why you need a writing revolution in your classroom and how to lead it The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, The Writing Revolution can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities The Writing Revolution is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content. Wonderscape
Coordination Group Publication Indexes the Times, Sunday times and magazine, Times literary supplement, Times educational supplement, Times educational supplement Scotland, and the Times higher education supplement. Read Write Inc.: Phonics Handbook Letts and Lonsdale warrior fought three evils so powerful they threatened whole kingdoms. Standing head and shoulders above his comrades, Beowulf singlehandedly saved the land of the Danes from a merciless ogre named Grendel and from his seahag mother. But it is his third terrible battle, with the death-dragon of the deep, in which he truly meets his match. Lovers of heroes, monsters, and the drama of battle will find this retelling as enthralling as it is tragic. Now in a handy black-andwhite digest edition perfect for classroom use.
International Perspectives On Educational Reform And Policy Implementation
"Will fire imaginations and elicit the heart-pumping, wide-eyed response that has kept this tale alive and vigorous through the ages." — Bulletin of the Center for Children's Books (starred review) Long ago a Scandinavian
Bloomsbury Publishing PICTURE STORYBOOKS. Mum has to work through the half-termholidays, so big brother JJ babysits his littlesister Tasmine for the week. The siblingshave fun together doing different things eachday. Sometimes Jasmine is an embarrassmentbut JJ never forgets his responsibilities. Onthe last day they decide to paint a mural onthe garden shed. But Jasmine has an accidentand paint spills everywhere. Just then Mumarrives and is
2
5 Ks1 Reading Sats Paper Smile Please
2024-04-10
horrified by the mess . . . Until she notices the mural. Ages 5+.
A Flea in the Ear Learning Matters KS2 Complete SATs Practice Papers - Science, Maths and English Raider's Peril Red Fox KS2 English: Grammar, Punctuation and Spelling Study Book KS1 English Routledge This fun book is a perfect way to help young children begin to learn about times tables alongside a group of friendly woodland animal characters. The book concentrates on the 2 x, 5 x and 10 x tables, which is how times tables are usually introduced by UK schools. The durable, wipe-clean pages allow children to practise this key skill again and again
Mastery in Reading Comprehension
Schofield & Sims Limited Level: KS1 Subject: Maths Boost children's testtaking confidence by using the realistic SATsstyle questions included in this Key Stage 1 Maths SATs Question Book by Collins. Specifically designed to get children ready for the Maths Reasoning SAT (Paper 2), this book covers all the content and skills that children will be tested on. Regular progress tests are included throughout to check understanding every step of the way. Answers and marking schemes are also provided to ensure children are prepared for success ahead of their SATs. For extra SATs practice, try our KS1 Arithmetic (Paper 1) SATs Question Book (9780008253158). Which One Doesn't Belong? Letts and Lonsdale Molly loves to play. Play at horse riding. Play at making a dinosaur. So when her mother says Molly, tidy up, she never has time to finish the job. But soon Molly realises that while she is not tidying up something is. She is determined to find out who or what it is.
KS1 Success English Revision Guide OUP Oxford
Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to
3
take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for? What knowledge should schools teach? How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability? What influence does educational policy have on improving schools? What influence does research have on our understanding of education and schooling? To encourage reflection, many of the chapters also include questions for debate and a guide to further reading. Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today. Teaching and Learning in the Primary School Candlewick Press (MA) This key sourcebook highlights important current topics and debates in primary education and provides practical insights into
meeting the challenges of primary teaching.
KS1 English Reading Study & Practice Book (for the New Curriculum) Letts and
Lonsdale
Give students the essential thinking skills they need to thrive. Exclusively contentfocused teaching may improve test scores, but it leaves students without the cognitive skills for success in an informationoverloaded world where deep thinking, collaborative problem solving, and emotional intelligence is essential. In this book, David Hyerle presents case studies of schools and educators who have applied these powerful models, in some case system-wide, to remedy this situation, including: Visual learning tools including Hyerle's renowned Thinking Maps A language for students to improve their intellectualemotional behaviors as they learn A system for developing students' abilities to ask questions in the context of a developing Community of Inquiry
The Comprehension
Book
Letts & Londsale
Prepare with confidence for the end of year SATs
tests with Scholastic
National Curriculum Tests.
Scholastic's practice tests are fully in line with the Year 2 and Year 6 SATs Tests Each book contains two complete practice tests and a guidance and mark scheme. These practice tests have a similar look to the real test, to help familiarise children with both the content and format of these tests. The guidance and mark scheme provides advice for parents and carers on how to use the tests and how to support children in preparing for them. [Content previously published as separate test papers in packsof the same name] My Big Brother JJ National Geographic Books Happy in her new home with William the fisherman, Bella the goose learns to fly. One day she decides to follow William in his boat and flies far out to sea. Then William gets shipwrecked and has to depend on Bella to save him. Are her wings strong enough to carry her back to the mainland for help. . . . ? Linguistics and Language Behavior Abstracts Letts and Lonsdale This Literacy Activity Book covers a term's work and contains ten units of word, sentence and text level activities to enable you to plan lessons quickly and
effectively. Selfassessment units help each child to check their progress and a list of high frequency words at the back help pupils to consolidate their learning. KS1 Maths and English SATs Practice Test Papers, Ages 6-7 Charlesbridge Publishing The authors present a rigorous and informed view of ideas and approaches that is at the same time professionally and practically focused. KS1 Maths - Reasoning Twinkl Complete coverage of the KS1 Science curriculum is provided in this accessible revision guide. Your child can prepare for in-school assessments and test with confidence. The engaging characters motivate children to test their knowledge and improve their understanding of the topics covered in school. Literacy Activity Book John Wiley & Sons Complete coverage of the KS1 Science curriculum is provided in this accessible revision guide. Your child can prepare for in-school assessments and test with confidence. The engaging characters motivate children to test their knowledge and improve their understanding of the topics covered in school.
4
5 Ks1 Reading Sats Paper Smile Please
2024-04-10
Pathways to Thinking Schools Collins These worksheets draw on material from a variety of genres including fiction, non-fiction, poetry, journalism, advertising and public information. The varied topics and material are ideal for reinforcing understanding across the curriculum.
New KS2 English SAT Buster 10-Minute Tests: Reading (for the 2016 SATS & Beyond) Corwin Press
Related with 5 Ks1 Reading Sats Paper Smile Please:
* Gestalt Language Processing Goals : click here
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A collection of illustrated drawings and notes that provide information about Viking life including shipbuilding, farming, warrior training and battles, the role of women, and Viking funerals. | <urn:uuid:88790342-722a-4307-9a9a-78e48d686ae1> | CC-MAIN-2024-51 | https://blog.gmercyu.edu/locs?idshelves=G89d308&ResearchGate=5+Ks1+Reading+Sats+Paper+Smile+Please.pdf | 2024-12-11T09:59:49+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00852.warc.gz | 116,181,028 | 2,403 | eng_Latn | eng_Latn | 0.951587 | eng_Latn | 0.996543 | [
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Landscape Maintenance Activities
If landscaping work activities are not performed properly, they can pollute Lake Mead, our primary source of drinking water. In the Las Vegas Valley, rainwater that falls onto streets, driveways, lawns, etc., is channeled into the storm drain and flows untreated to Lake Mead. As this water flows across the Valley, it picks up discarded clippings, trash, sediment, fertilizers, pesticides, pet waste, and other contaminants. This pollution degrades the water quality and impairs the health of wildlife, plants and their habitats.
Landscaping can impact the environment.
You can help maintain the quality of our water by following simple Best Management Practices (BMP's).
Landscape Materials
Landscape sand, rock and other materials should be placed within the site being landscaped. This will prevent it from discharging anywhere off site in the event of rain or high winds. If landscape materials are placed in the street, best management practices need to be implemented to prevent materials from discharging off-site. Materials placed in the street should not be in the street for more than 24 hours, and the street should be swept after the material is removed. If rain is expected in the forecast, proper best management practices should be put in place to prevent stormwater runoff from carrying landscape materials into the storm drain.
Wattles can effectively prevent discharging of landscape material.
Fertilizers, Herbicides & Pesticides
Apply fertilizers and pesticide at minimum application rates and follow manufacturer's recommendations for safe use and disposal. Use these guidelines to help prevent stormwater pollution:
- Spot treat when possible instead of spraying entire areas.
- Avoid applying these chemicals to sidewalks where they may be washed into storm drains
- Do not apply before expected storm events.
Fertilizers should be applied only to target spot.
- Clean and remove any fertilizer / pesticides that land on streets or sidewalks
Equipment Maintenance and Fueling
Regularly inspect vehicles and equipment for leaks. Repairs should be done as soon as possible. Fuel equipment needs to be located away from gutters and spill kits must be ready on site in case spills do occur.
Phone: 702-668-8674
Email: firstname.lastname@example.org
Visit our website: ClarkCountyNV.gov/water-quality | <urn:uuid:5d6bd403-912d-4af7-a90c-8b0d6d5e646e> | CC-MAIN-2024-33 | https://webfiles.clarkcountynv.gov/Water%20Quality/Residential/Landscape%20Maintenance%20Activities%20Best%20Management%20Practices%20Flyer%20(English).pdf | 2024-08-05T01:10:31+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00115.warc.gz | 497,628,561 | 470 | eng_Latn | eng_Latn | 0.994714 | eng_Latn | 0.994714 | [
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Download Ebook Assessment Of Basic Chemistry Concepts Answer Sheet Read Pdf Free
Connecting Math Concepts: Answer key Connecting Math Concepts Level D Additional Answer Key Connecting Math Concepts Level F Additional Answer Key Connecting Math Concepts - Level F - Additional Answer Key Concepts in Science Answer key Concepts for Today Concept and Statement. Answer Key Connecting Math Concepts: Answer key Essentials for Algebra, Concepts and Skills Connecting Maths Concepts 2003 Edition - Grade 2-3 Level C Additional Answer Key Concepts and Challenges in Science Teacher's Guide with Answer Key Concepts in Algebra Biology McDougal Littell Economics Concepts and Choices Connecting Maths Concepts 2003 Edition - Grade 1-2 Level B Additional Answer Key Connecting Maths Concepts 2003 Edition - Grade K-1 Additional Answer Key Concepts in chemistry Algebra: Themes, Tools, Concepts -- Teachers' Edition The Algebra Teacher's Guide to Reteaching Essential Concepts and Skills Vocabulary Ladder for Self-Concept Reading for Concepts Calculus A Framework for K-12 Science Education Cause and Effect/Concepts and Comments: Answer Key and Video Transcripts Team Topologies Concepts & Comments McGrawHill Education 500 Business Environment and Concepts Questions for the CPA Exam Crosscutting Concepts Concepts of Biology Basic Economic Concepts and the Role of Individual Choice in the Free Market 720 Concept Building Questions of Organic Chemistry Linking Reading Assessment to Instruction Bihar
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Xam Success - NCERT Accountancy Class 11 - According to NEP 2020 Mar 27 2021 1. Introduction to Accounting, 2. Basic Accounting Terms or Terminology, 3. Theory Base of Accounting : Accounting Principles Fundamental Assumptions or Concepts, 4. Accounting Standards and IFRS, 5. Double Entry System, 6. Process and Bases of Accounting, 7. Origin of Transactions : Source Documents and Vouchers, 8. Accounting Equation, 9. Rules of Debit and Credit, 10. Recording of Business Transactions : Books of Original Entry-Journal, 10A. Accounting for Goods and Services Tax (GST), 11. Ledger, 12. Special Purpose (Subsidiary) Books (I) : Cash Book, 13. Special Purpose (Subsidiary) Books (II), 14. Bank Reconciliation Statement, 15. Trial Balance and Errors, 16. Depreciation, 17. Provisions and Reserves, 18. Accounting for Bills of Exchange, 19. Rectification of Errors, 20. Capital and Revenue Expenditures and Receipts, 21. Financial Statements/Final Accounts (Without Adjustment), 22. Final Accounts (With Adjustment), 23. Accounts from Incomplete Records or Single Entry System, Unit : Computer in Accounting 24. Introduction to Computer and Accounting Information System (AIS), 25. Applications of Computer in Accounting, 26. Accounting and Database System I Project Work II Appendix : Dictionary of Accounting
Connecting Maths Concepts 2003 Edition - Grade 1-2 Level B Additional Answer Key Mar 20 2023 Contains 12 mastery tests, 2 cumulative Connecting Maths Concepts 2003 Edition - Grade 2-3 Level C
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720 Concept Building Questions of Organic Chemistry Nov 03 2021 The guiding principle in writing this book was to create a set of Test papers for students- A test paper that presents the material in a way that they learn to solve all the questions of Organic Chemistry in conceptual and sequential way. In Test paper we mixed all our teaching experience of 15 years along with theoretical and experimental knowledge to generate a series of test paper for all students to reason their way to a solution rather than memorize a multitude of facts, hoping they don't run out of memory. This Test paper covers 24 papers with all type of questions which can give you a clear cut picture of subject that you must know before examination. Each paper includes 10 Single Correct Question (SCQ), 7 Multiple Correct Question (MCQ), 5 Assertion & Reason (A/R), 2 Match the Column (MTC), 2 Comprehension (2 × 2 Questions) & 2 Integer i.e. 30 Questions in each paper. Student can judge their preparation level by practicing in one hour. These 24 papers are divided into 2 sets of 12 paper each. In each set, first of papers cover the whole organic chemistry into small segments. Next 3 paper intermix two to three papers of the first eight paper and the last paper covers whole organic chemistry. By doing this, we want to revise your organic chemistry in 3 tiers so that not a single doubt should left out. Organic chemistry is very easy and conceptual subject and need proper understanding of the basics and strategy to solve the questions in correct manner. This Test paper will prepare your right mindset for learning Organic Chemistry. This mindset is essentially the one that focuses you on a small number of straight forward, fundamental concepts and helps you to apply them in different ways to solve the variety of problems you face in organic chemistry. In this book balance has to be achieved between the number of questions and the quality of the questions, especially because it is relatively easy to frame a very large number of
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Answer key Jan 30 2024
Concepts in chemistry Jan 18 2023
Basic Economic Concepts and the Role of Individual Choice in the Free Market Dec 05 2021 If your child is struggling with social science, then this book is for you; the short book covers the topic and also contains 10 discussion questions, 10 activities, and 20 quiz style questions. This subject comes from the book "Fifth Grade Social Science (For Homeschool or Extra Practice)"; it more thoroughly covers more fifth grade topics to help your child get a better understanding of fifth grade social science. If you purchased that book, or plan to purchase that book, do not purchase this, as the activities are the same.
The Algebra Teacher's Guide to Reteaching Essential Concepts and Skills Nov 15 2022 Easy to apply lessons for reteaching difficult algebra concepts Many students have trouble grasping algebra. In this book, bestselling authors Judith, Gary, and Erin Muschla offer help for math teachers who must instruct their students (even those who are struggling) about the complexities of algebra. In simple terms, the authors outline 150 classroomtested lessons, focused on those concepts often most difficult to understand, in terms that are designed to help all students unravel the mysteries of algebra. Also included are reproducible worksheets that will assist teachers in reviewing and reinforcing algebra concepts and key skills. Filled with classroom-ready algebra lessons designed for students at all levels The 150 minilessons can be tailored to a whole class, small groups, or individual students who are having trouble This practical, handson resource will help ensure that students really get the algebra
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McGraw-Hill Education 500 Business Environment and Concepts Questions for the CPA Exam Mar 08 2022 500 Ways to Achieve Your Highest Score We want you to succeed on the business environment and concepts portion of the CPA Exam. That's why we've selected these 500 questions to help you study more effectively, use your preparation time wisely, and get your best score. These questions are similar to the ones you'll find on the CPA Exam so you will know what to expect on test day. Each question includes a concise, easy-to-follow explanation in the answer key for your full understanding of the concepts. Whether you have been studying all year or are doing a last-minute review, McGraw-Hill Education: 500 Business Environment and Concepts Questions for the CPA Exam will help you achieve the high score you desire. Sharpen your subject knowledge, strengthen your thinking skills, and build your test-taking confidence with: 500 CPA Exam -- style questions Full explanations for each question in the answer key A format parallel to that of the CPA Exam
Bihar Board Accountancy Class 11 Based on NCERT
Guidelines Sep 01 2021 1. Introduction to Accounting, 2. Basic Accountng Terms or Terminology, 3. Theory base of Accounting : Accountinfg Principles - Fundamental Assumptions or Concepts, 4. Accounting Standards and IFRS, 5. Double Entry System, 6. Process and Bases of Accounting, 7. Origin of Transactions : Sources Documents and Vouchers, 8. Accounting Equation, 9. Rules of Debit and Cerdit, 10. Recording of Business Transactions : Books of Original Entry - Journal, 10 A. Accounting For Goods and Services Tax (GST), 11. Ledger, 12. Special Purpose (Subsidiary) Books (I): Cash Book, 13. Special Purpose (Subsidiary) Books (II), 14. Bank Reconciliation Statement, 15. Trial Balance and Errors, 16. Rectification of Errors, 17. Depreciation, 18. Provisions and Reserves, 19. Accounting For Bills of Exchange, 20. Capitals and Revenue Expenditures and Receipts, 21. Finanacial Statements/Final Accounts (Without
Adjustment), 22. Financial Statement/Final Accounts (With Adjustment), 23. Accounts From Incomplete Records or Single Entry System, Computer In Accounting 24. Introduction to Computer and Accounting Information Systems (AIS), 25. Applications of Computer in Accounting, 26. Accounting and Database System Project Work Appendix : Dictionary of Accounting Objective Accountancy Booklet (With OMR Sheet) Latest Model Paper (BSEB) With OMR Sheet Examination Paper Connecting Math Concepts: Answer key Jul 04 2024 Concept and Statement. Answer Key Nov 27 2023 Calculus Aug 13 2022 Gilbert Strang's clear, direct style and detailed, intensive explanations make this textbook ideal as both a course companion and for self-study. Single variable and multivariable calculus are covered in depth. Key examples of the application of calculus to areas such as physics, engineering and economics are included in order to enhance students' understanding. New to the third edition is a chapter on the 'Highlights of calculus', which accompanies the popular video lectures by the author on MIT's OpenCourseWare. These can be accessed from math.mit.edu/~gs.
Connecting Math Concepts: Answer key Oct 27 2023 Connecting Math Concepts Level D Additional Answer Key Jun 03 2024 Answer Key is a handy reference for checking independentwork.
Vocabulary Ladder for Self-Concept Oct 15 2022 Provide opportunities for students to explore and expand vocabularies, increase reading comprehension, and improve writing composition. Assist your students in understanding word relationships and nuances in word meanings related to selfconcept.
Concepts and Challenges in Science Teacher's Guide with Answer Key Jul 24 2023
Connecting Math Concepts Level F Additional Answer Key May 02 2024 Answer Key is a handy reference for checking
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Teacher's Manual and Answer Key, Concepts in Physics May 29 2021
Essentials for Algebra, Concepts and Skills Sep 25 2023 Linking Reading Assessment to Instruction Oct 03 2021
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Data Warehousing and Mining: Concepts, Methodologies, Tools, and Applications Jun 30 2021 In recent years, the science of managing and analyzing large datasets has emerged as a critical area of research. In the race to answer vital questions and make knowledgeable decisions, impressive amounts of data are now being generated at a rapid pace, increasing the opportunities and challenges associated with the ability to effectively analyze this data.
Connecting Maths Concepts 2003 Edition - Grade K-1 Additional Answer Key Feb 16 2023 Contains 12 mastery tests, 2 cumulative
Concepts in Science Feb 29 2024
Process Concepts and Values in the Social and Personal Adjustments of Adolescents Feb 24 2021
Concepts & Comments Apr 08 2022 Through wonderful readings and carefully designed activities, this best-selling series helps students develop reading skills and systematically increase their active vocabulary. Learners develop useful and relevant vocabulary while exploring and expanding critical thinking skills. McDougal Littell Economics Concepts and Choices Apr 20 2023 Crosscutting Concepts Feb 04 2022 "If you've been trying to figure out how crosscutting concepts (CCCs) fit into threedimensional learning, this in-depth resource will show you their usefulness across the sciences. Crosscutting Concepts: Strengthening Science and Engineering Learning is designed to help teachers at all grade levels (1) promote students' sensemaking and problem-solving abilities by integrating CCCs with science and engineering practices and disciplinary core
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Concepts of Biology Jan 06 2022 Concepts of Biology is designed for the single-semester introduction to biology course for non-science majors, which for many students is their only college-level science course. As such, this course represents an important opportunity for students to develop the necessary knowledge, tools, and skills to make informed decisions as they continue with their lives. Rather than being mired down with facts and vocabulary, the typical non-science major student needs
information presented in a way that is easy to read and understand. Even more importantly, the content should be meaningful. Students do much better when they understand why biology is relevant to their everyday lives. For these reasons, Concepts of Biology is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand.We also strive to show the interconnectedness of topics within this extremely broad discipline. In order to meet the needs of today's instructors and students, we maintain the overall organization and coverage found in most syllabi for this course. A strength of Concepts of Biology is that instructors can customize the book, adapting it to the approach that works best in their classroom. Concepts of Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand--and apply--key concepts.
Team Topologies May 10 2022 Effective software teams are essential for any organization to deliver value continuously and sustainably. But how do you build the best team organization for your specific goals, culture, and needs? Team Topologies is a practical, step-by-step, adaptive model for organizational design and team interaction based on four fundamental team types and three team interaction patterns. It is a model that treats teams as the fundamental means of delivery, where team structures and communication pathways are able to evolve with technological and organizational maturity. In Team Topologies, IT consultants Matthew Skelton and Manuel Pais share secrets of successful team patterns and interactions to help readers choose and evolve the right team patterns for their organization, making sure to keep the software healthy and optimize value streams. Team Topologies is a major step forward in organizational design for software, presenting a well-defined way for teams to interact and interrelate that helps make the resulting software architecture clearer and more sustainable, turning inter-team problems into
valuable signals for the self-steering organization. Biology May 22 2023
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The Condominium Concept Aug 01 2021 The purpose of The Condominium Concept is to provide a practical guide for officers and board members of residential condominiums. It is not designed as a legal treatise for lawyers. The manual will, however, refer frequently to provisions of the law helping its user understand the requirements that the law imposes on the operation of condominiums in Florida. Those familiar with prior editions of The Condominium Concept will find new references to the law presented in the footnotes of this edition, and the references include key decisions from Florida courts. Condominiums are "creatures of statute." The Florida Condominium Act governs their creation and their ongoing activities. The Act also addresses the rights of unit owners and the responsibilities of those who govern the condominium on their behalf. This edition of the Concept includes the changes to the Florida Statutes through the 2023 legislative session. There are forms and sample documents to help association officials comply with the procedural requirements regulating their duties. There is a shorthand guide to the rules of parliamentary procedure and forms to assist in conducting association meetings. Finally, there are frequent references to sections and paragraphs of the Florida Statutes (F.S.) and the Florida Administrative Code (F.A.C.) to give foundation to the commentary and to direct the reader to other source material if there is need for more information
Jharkhand Board Accountancy Class 11 Apr 28 2021 1.
Introduction to Accounting, 2. Basic Accounting Terms or Terminology, 3. Theory Base of Accounting : Accounting Principles Fundamental Assumptions or Concepts, 4. Accounting Standards and IFRS, 5. Double Entry System, 6. Process and Bases of Accounting 7. Origin of Transactions : Source Documents and Vouchers, 8. Accounting Equation, 9. Rules of
Debit and Credit, 10. Recording of Business Transactions : Books of Original Entry—Journal, 11. Ledger, 12. Special Purpose (Subsidiary) Books (I) : Cash Book, 13. Special Purpose (Subsidiary) Books (II), 14. Bank Reconciliation Statement, 15. Trial Balance and Errors, 16. Depreciation, 17. Provisions and Reserves, 18. Accounting for Bills of Exchange, 19. Rectification of Errors, 20. Capital and Revenue Expenditures and Receipts, 21. Financial Statements/Final Accounts (Without Adjustment), 22. Final Accounts (With Adjustment), 23. Accounts from Incomplete Records or Single Entry System. UNIT : Computer in Accounting 1. Introduction to Computer and Accounting Information System (AIS), 2. Applications of Computer in Accounting, 3. Accounting and Database System : Project Work Appendix : Dictionary of Accounting
Algebra: Themes, Tools, Concepts -- Teachers' Edition Dec 17 2022
Connecting Math Concepts - Level F - Additional Answer Key Apr 01 2024
Reading for Concepts Sep 13 2022
Cause and Effect/Concepts and Comments: Answer Key and Video Transcripts Jun 10 2022 Provides answer key and video transcripts.
A Framework for K-12 Science Education Jul 12 2022 Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for
students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. | <urn:uuid:75f0b1a9-c5c4-42d2-aa1e-ae89d59090c8> | CC-MAIN-2024-33 | https://offsite.creighton.edu/~O1J8O6/animation?download&FileName=Assessment+Of+Basic+Chemistry+Concepts+Answer+Sheet&e=W6B9S3 | 2024-08-05T01:02:25+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00114.warc.gz | 360,296,053 | 4,580 | eng_Latn | eng_Latn | 0.942099 | eng_Latn | 0.990649 | [
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Addition for Lesson 25 Notes, Summer 2016
In the system of equations below, find the value of b such that the system will have…
(a) 1 solution
(b) 2 solutions
(c) no solution
Interpret each graphically.
Quadratic Formula for 𝐴𝑥 2 + 𝐵𝑥+ 𝐶= 0 is 2 4 2 B B AC x A . The part of this formula under the square root sign is called the discriminant.
Find the value of b in the system of equations below, such that the system has….
(a) 1 solution
(b) 2 solutions
(c) no solution
Interpret each graphically.
Using substitution of the value of y from second equation for y in the first equation…
Solve using the quadratic formula:
I am using capital letters above, so there is no confusion with the variable in the original problem. b
(a) If there is only 1 solution, the discriminant must be equal to zero.
There will be only 1 solution if the system has b = ±√𝟖 . In other words, the system would be….
This would occur if the line was tangent to the circle.
(b) If there are 2 solutions, the discriminant would be greater than zero (positive).
.
There will be 2 solutions if the system has a b value in the second equation between −√𝟖 and √𝟖 This would occur if the line intersects the circle at two points.
c) If there is no solution, the discriminant would be less than zero (negative).
B
2
4
0
AC
(2 )
2
b
4
2
b
4
2
b
4
2
4(2)(
b
2
8(
b
8
2
b
4(
b
b
2
2
32
8)
4)
32
4)
0
0
0
0 Divide both sides by
4, switch ineqality symbol.
b
2
8
0
2 8 The zeros are 8. Use the zeros to make a 'sign cha b rt'.
There will be no solution if the system has a b value in the second equation that is less than −√𝟖 or greater than √𝟖.
This would occur if the line and the circle do not intersect.
0 | <urn:uuid:5032329a-fdb7-4f0c-b4c1-30b3fd30d2db> | CC-MAIN-2024-51 | https://www.math.purdue.edu/academic/files/courses/2016summer/MA15800/Lesson25Notesaddition.pdf | 2024-12-11T09:17:53+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00856.warc.gz | 816,503,333 | 590 | eng_Latn | eng_Latn | 0.974461 | eng_Latn | 0.978569 | [
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Ascent Classical Academy of Douglas County
3rd Grade Summer Required Reading
My Big Friendly Giant by Roald Dahl
ISBN 978-0141322629
1. Who are the important characters?
2. What is the story's setting? In what place and time period does the story occur?
3. What are the major events of the story, and in what order do they occur? | <urn:uuid:ae50546f-3ad9-4d32-b07b-73fb77cd5d92> | CC-MAIN-2024-51 | https://dc.ascentcolorado.org/wp-content/uploads/sites/4/2024/06/ACADC_Summer3.docx-1.pdf | 2024-12-11T09:05:02+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00855.warc.gz | 169,809,776 | 80 | eng_Latn | eng_Latn | 0.994752 | eng_Latn | 0.994752 | [
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333
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2.75
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6th Grade Summer Required Reading
The Lion, The Witch, and the Wardrobe by C.S. Lewis
ISBN 978-0064471046
Book Report Specifications
Paragraph One: Identify the name of the book, the author, how many pages are in the book, and whether or not you've read this book before. Use this as your topic sentence. Include information about the setting (where it takes place) and the main characters in this paragraph.
Paragraph Two: Identify the major plot points in order of how they happened in the book. Example: Susan left her home in search of her missing horse. She encountered many frightening adventures during her journey. The first frightening experience was when she got stuck in an abandoned building in the middle of nowhere. Her second experience made her wonder if she was cut out for this sort of thing.
Remember, you are telling a story and your reader needs to be able to follow your story. Everything in this paragraph should be a part of the rising action that leads you to the climax of the story.
Paragraph Three: In this paragraph, you will focus on the climax (and in order to know this you must identify the conflict that is needing to be solved).
Paragraph Four: After the climax, what events form the denouement (dA-nu-ma): French word meaning "the final part of a play, movie, or narrative in which the strands of the plot are drawn together and matters are explained or resolved". What parts of the story need to be wrapped up before the ending. How does the story conclude?
Paragraph Five: In paragraph five, you should also tell me what you liked most about the book. Was it the way the author told the story, the drama and intrigue, the emphasis on action and adventure, or did the book just make you want to dream your afternoon away, imagining yourself on a similar magical adventure? Final Thoughts: Conclude with any final thoughts or reflections on the book's impact on you as a reader. Share any personal connections or experiences that the book evoked. Did it remind you of something in your own life or another story you've read? Discuss the emotional effect the book had on you. Did it make you laugh, cry, or think deeply about certain issues?
Remember to: Title your book report from the final line in your report. Use your IEW skills to do this.
Identify in a separate space on your report any new words you encountered. Are they words you can use regularly now because you paused to look them up? Growing your vocabulary is an important part of growing your brain, and we all know how important growing your brain is to your academic development.
Finally, remember that this report must be submitted in neat cursive or it must be typed. I will not accept any hand-printed book reports, neither will I accept any book reports I cannot read. You're all fully capable of using neat cursive or typing your papers. Show me how beautifully you can write and how beautifully you can present reports of what you have read. Book reports may be turned in early. I can't wait to read each one of them! | <urn:uuid:d2d0ec85-42da-41cf-93d9-3211bafa08b5> | CC-MAIN-2024-51 | https://dc.ascentcolorado.org/wp-content/uploads/sites/4/2024/06/ACADC_Summer6.docx-3.pdf | 2024-12-11T10:39:29+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00854.warc.gz | 174,783,614 | 634 | eng_Latn | eng_Latn | 0.99886 | eng_Latn | 0.999 | [
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Child Find and How to Refer – Age 3-21
What is Child Find?
Child Find is a mandate under the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973 that require school districts to identify and evaluate children who may need special education and related services. All children with disabilities who live in the State, no matter how severe their perceived level of disability is, who need special education and related services, are to be identified, located, and evaluated. This includes children with disabilities who are homeless, or are wards of the State, and children with disabilities who go to public or private schools. This also includes all children who are suspected of having a disability, including children who receive passing grades and are "advancing from grade to grade."
How to Refer your Child Ages 3-21
Each county in Maryland has a contact for families of children ages 3-5 and school aged children. There may be one phone number to refer children ages 3-5 and another number for school aged children. It's best to search on the internet for "Child Find" and the name of your county and follow the directions on your county's website. Make sure you are on the real county website with ".org" at the end of the web address or link. For school aged children, you may be told to call or contact the principal of your child's school. They will ask you what your concerns are, and you may say what you notice and observe to be any "red flags". The referral should be made in writing, either by letter or email. Any person can make a referral to Child Find including parents, doctors, teachers, or a social service provider.
What happens after I contact the school?
After referring your child, you will be contacted by an Individualized Education Program (IEP) Facilitator, an Individual Family Service Plan (IFSP) Facilitator, or other school staff member from your child's local school to schedule a screening meeting. In a screening meeting, the team will review all information about your child including any information you give them from doctors, childcare providers, or teachers. When possible, bring your child to the meeting to do the activities. When evaluations are done, the team (including you) will meet to talk about the results of evaluations and decide your
child's eligibility for special education and related services. If your child is determined to be eligible, the team will create an IFSP or IEP best for your child.
A child does not automatically qualify for special education services just because they have a disability. The legal standard is whether the child, because of the disability, needs special education and related services in order to make meaningful educational progress. Education includes academic, nonacademic, and extracurricular aspects of school. When looking at educational performance, the child's social skills as well as their academic skills must be considered.
Children who have may have a disability and need accommodations or services, but who the school has determined do not need special education and related services may be eligible for a Section 504 Plan. Learn more about a Section 504 plan here.
SPED 6.2022
Age 3-21 MD Public Schools "Maryland Child Find"
* Allegany County 301-759-2402
* Anne Arundel County 410-766-6662
* Baltimore City 443-984-1011
* Baltimore County 443-809-3017
* Calvert County 443-550-8381
* Caroline County 410-479-3246
* Carroll County 410-876-4437
* Cecil County 410-996-5450
* Charles County 301-934-3884
* Dorchester County 410-228-4747 ext. 1023
* Frederick County 301-644-5276 or 5296
* Garrett County 301-334-7658
* Harford County 410-638-4386
* Howard County 410-313-7046
* Kent County 410-778-7164
* Montgomery County 301-947-6080
* Prince George's County 301-925-6600 (Ages 3-5) 301-618-8300 (Ages 6 & up)
* Queen Anne's County 410-758-2403 ext. 131
* Somerset County 410-623-2037
* St. Mary's County 301-475-5511 ext. 32223
* Talbot County 410-822-0330 ext. 150
* Washington County 301-766-8509
* Wicomico County 410-677-5250
* Worcester County 410-632-5033
* Maryland School for the Blind 410-444-5000
* Maryland School for the Deaf 410-480-4545
Sources: A Family Guide to Early Intervention Services in Maryland and Federal Child Find Mandate
Additional Resources
* Special Education Rights: A Handbook for Maryland Families and Professionals – 13th Edition (2020): A 58-page handbook designed as a guide for helping families navigate the special education system and IEP process. Includes sample forms and letters.
* Los Derechos a la Educación Especial (2020)
* Disability Rights Maryland and Parent's Place of Maryland Collaborative Guide to Special Education for Maryland Parents and Families (2021)
* Guía colaborativa para Educación especial para Padres y familias de Maryland (2021)
Parents' Place of Maryland • 802 Cromwell Park Drive • Suite H • Glen Burnie MD 21061
Phone 410-768-9100 • Fax 410-768-0830 • ppmd.org/contact • www.ppmd.org | <urn:uuid:25a375a0-ff40-42d6-8f73-5146b0624866> | CC-MAIN-2024-51 | https://www.ppmd.org/wp-content/uploads/2022/06/Child-Find-3-21-6.2022.pdf | 2024-12-11T08:46:06+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00855.warc.gz | 867,998,670 | 1,193 | eng_Latn | eng_Latn | 0.630426 | eng_Latn | 0.990226 | [
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Assertive Communication for Conflict Resolution
Arts Education & Physical and Health Education
Grades 4-7
Purpose of the Lesson
Assertive communication is the healthiest type of communication. You are able to explain what you need and what you want, while considering the feelings and needs of others. In this lesson, students will learn what assertive communication is and how to make it easier through an educational video. They will then complete a worksheet where they compare assertive, passive and aggressive communication. They will then complete a creative project where they will solidify their knowledge of assertive communication, be creative, and learn to work effectively in a group.
Curriculum Competencies:
Arts Education
◊ Express, feelings, ideas, and experiences in creative ways (Grade 4)
◊ Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play (Grade 4 & up)
◊ Express, feelings, ideas, and experiences through the arts (Grade 5 & up_
Physical and Health Education
◊ Use elements of drama: character, time, place, plot, tension, mood and focus (Grade 4 & up)
◊ Describe and assess strategies for promoting mental well-being (Grade 4 & up)
◊ Describe and assess strategies for promoting mental well-being (Grade 4 & up)
◊ Describe and assess strategies for promoting mental well-being, for self and others (Grade 4 & up)
◊ Analyze and describe the connections between eating, physical activity, and mental well-being (Grade 4 & up)
First Peoples Principles of Learning:
◊ Learning involves patience and time.
◊ Learning requires exploration of one's identity.
Videos
Video 1: Communicate Assertively
Guiding Questions
◊ What is assertive communication?
◊ What are the 3 types of communication?
◊ What is passive communication?
◊ What is aggressive communication?
Video 2: Assertive Communication
Guiding Questions:
◊ What is the difference between being assertive and being aggressive?
◊ What are some examples of when we would need to use assertive communication?
◊ What possible benefits do you see of assertive communication?
◊ What does the video say about what makes learning to use assertive communication easier?
Step-by-Step Lesson Plan
Preparation: Print off the Assertive Communication Worksheet.
1. Watch Video 1 "Communicating Assertively". Find in HERE. Pause the video and use the Guiding Questions to spark discussion.
2. Watch Video 2 "Assertive Communication." Find in HERE. Pause the video and use the Guiding Questions to spark discussion.
3. Use the worksheet below to go over the difference between assertive, aggressive, and passive communication. Before having students fill out the sections with examples, go over some possible scenarios where they could use assertive communication. Talk about how assertive communication can help in conflict situations.
Possible scenarios:
* Your teacher is giving you too much work and you feel like you can't keep up.
* Your friend never responds the way you want them to when you are feeling sad.
* Your sibling isn't giving you personal space and spies on you and your friends.
* Your parent(s) or caregiver doesn't give you any privacy when you are hanging out with your friend.
* A friend asks you to do their homework for them, and this makes you uncomfortable.
4. Follow-up Activity: This activity follows the curriculum of Arts Education. Students will be put into groups of 2. They will write and perform a short theatre skit about assertive communication. They will pick 2 conflict situations and act out scenarios that represent how the scenarios would play out using aggressive, passive, or assertive communication. give them freedom to be creative.
Assertive Communication Worksheet
Use this worksheet to learn the difference between passive, aggressive, and assertive communication. Complete the descriptions of the types of communication and give examples by drawing a situation.
Passive Communication
What is it?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Draw an example of a situation where a character is using passive communication. Use speech bubbles like it is a comic.
Aggressive Communication
What is it?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Draw an example of a situation where a character is using passive communication. Use speech bubbles like it is a comic.
Assertive Communication
What is it?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
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Classpad Help Series sponsored by Casio Education Australia
520 Spreadsheets: Create a pie-chart
This example uses the spreadsheet application to create a pie-chart to illustrate the varying number of Classpad downloads by type from the web site www.classpad.org
From the Main Menu tap Spreadsheet.
In spreadsheet tap File, New.
To remind ourselves of each category, we will enter the first letter of Addins, Basic, Documentation and eActivities into column A.
Tap into cell A1 and use the abc tab on the keyboard to enter A and then tap EXE.
Enter the other letters in a similar way.
Tap into cell B1 and use the mth tab of the keyboard to enter the numbers of downloads: 56, 54, 19 and 98.
Tap onto cell B1 and immediately drag the stylus down to cell B4, highlighting the data we wish to graph.
Tap Graph, Pie
Tap onto each sector in turn to see the corresponding frequency and percentage displayed at the bottom of the screen.
Tap and drag the marker on the pie-chart. Note how the number in the corresponding cell on the spreadsheet changes.
Tap into a cell in the spreadsheet and change the number. Note how the pie-chart instantly changes.
Tap close in the top right hand corner of the screen. | <urn:uuid:938efe41-25c0-4f93-b7d7-95c2e4fe248b> | CC-MAIN-2024-51 | https://classpad.com.au/cp/pdf/CP520_Pie_Chart.pdf | 2024-12-11T09:53:11+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00854.warc.gz | 152,151,396 | 263 | eng_Latn | eng_Latn | 0.99338 | eng_Latn | 0.993807 | [
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Worksheet 6
Name:
Week 6: 2024-10-01
Math 294: Fall 2024
Instructor: Theo Sandstrom
Let's keep diving into sets! We'll start out with some practice on the notion of a "power set", and then we'll get into some of the basic set-theoretic foundations for mathematics. This stuffis pretty weird! As always, work together, and ask lots of questions, both of each other, and of me!
"It matters little who first arrives at an idea, rather what is significant is how far that idea can go." —Sophie Germain
Sophie Germain (1776–1831) was a French mathematician, renowned for her pioneering contributions to elasticity theory. She developed a deep passion for mathematics by studying the works of Archimedes through Euler, which she encountered in her parents' library. To access more mathematical texts, she even taught herself foreign languages, including Latin and Greek.
Despite her enthusiasm, Germain faced opposition from her parents, who were deeply upset by her unconventional interests. At the time, it was far from acceptable for a woman to pursue such studies. As Lynn Osen notes in her book Women in Mathematics:
"Her family firmly and stubbornly opposed her decision, but her determination was only strengthened by the vehemence of their opposition... They denied her light and heat for her bedroom and confiscated her clothing after she retired at night in order to force her to sleep... but after her parents were in bed, she would wrap herself in quilts, take out a store of hidden candles, and work at her books all night. After finding her asleep at her desk in the morning, the ink frozen in the ink horn and her slate covered with calculations, her parents finally [allowed] Sophie to study and use her genius as she wished... and Sophie, still without a tutor, spent the years of the Reign of Terror studying differential calculus."
In 1804, under the pseudonym Monsieur Le Blanc, Germain wrote to Carl Friedrich Gauss, one of the most brilliant mathematicians of his time—and perhaps of all time. In her letter, she proposed a new approach to Fermat's Last Theorem, a significant and unsolved problem in number theory. Gauss, known for his pride and aloofness, was unexpectedly impressed by "Le Blanc's" work. When an acquaintance of Germain revealed her true identity to Gauss, she wrote to him to express both her gratitude and an apology for the deception. In his response, Gauss wrote:
"But how to describe to you my admiration and astonishment at seeing my esteemed correspondent Monsieur Le Blanc metamorphose himself into this illustrious personage who gives such a brilliant example of what I would find it difficult to believe. A taste for the abstract sciences in general and above all the mysteries of numbers is excessively rare: one is not astonished at it: the enchanting charms of this sublime science reveal only to those who have the courage to go deeply into it. But when a person of the sex which, according to our customs and prejudices, must encounter infinitely more difficulties than men to familiarize herself with these thorny researches, succeeds nevertheless in surmounting these obstacles and penetrating the most obscure parts of them, then without doubt she must have the noblest courage, quite extraordinary talents and superior genius. Indeed nothing could prove to me in so flattering and less equivocal manner that the attractions of this science, which has enriched my life with so many joys, are not chimerical, than the predilection with which you have honored it."
Given a set X, the power set of X, denoted by PpXq is the set containing all subsets of X: that is, PpXq " tA | A Ď Xu.
Problem 1. Find the power sets of each of the following sets:
(a) t1, 2u
(b) ta, b, cu
(c) t ∅ u
Problem 2. Supposing that t1u P PpXq, is it necessarily the case that 1 P X? That t1u P X?
Problem 3. Prove that, for any sets X and Y , PpXq Y PpY q Ď PpX Y Y q. When can this containment be replaced with the equality PpXq Y PpY q " PpX Y Y q?
Problem 4. Is it true that for all sets X and Y , PpXq X PpY q " PpX X Y q? Justify your answer with proof.
Problem 5. Suppose that X is a finite set containing exactly n elements. How many elements does PpXq have? Justify your answer with proof.
The remaining problems are focused on outlining the basic definition of the natural numbers in terms of set-theoretic foundations. The idea is that you are given a very limited set of tools—say, the empty set, unions/intersections, and the ability to use brackets to write down sets—and these are the only mathematical objects at your disposal. How can you build a theory of numbers and arithmetic from scratch?
Problem 6. How many elements does ∅ have?
Problem 7. For any set X define the successor of X, which we denote by X ` , to be X ` " X Y tXu. How many elements does ∅ ` have? What about ∅ `` ?
Denote by X ` n the result of applying the p´q ` operation n times. How many elements does ∅ ` n have?
Problem 8. Let X be a set, whose elements are all sets. We call X transitive if, for every A P X, it is also true that A Ď X. (This is very strange!) Prove that if X is transitive, then X ` is transitive.
Problem 9. Let ω denote the set t ∅ , ∅ ` , ∅ `` , . . . , ∅ ` n , . . . u. Prove that ω is transitive. | <urn:uuid:9d2beb32-ebcd-4570-999a-36d27dcdae67> | CC-MAIN-2024-51 | http://theosandstrom.com/courses/f24math294/math294-2024-10-01.pdf | 2024-12-11T10:34:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00861.warc.gz | 30,581,553 | 1,310 | eng_Latn | eng_Latn | 0.984605 | eng_Latn | 0.998967 | [
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Activity Initiative
Similar Needs, Different Means
Stephen M. Ryan, Sanyo Gakuen University email@example.com
1. Overview and Objectives
Activity Overview
In this activity, students look at pictures of houses and their contents from around the world, in order to identify similarities in human needs (such as shelter, comfort, food, drink) and differences in the ways by which these needs are fulfilled.
Learning Objectives
Activity Initiative
2. Activity Context
This is part of a course about how to get along with people from different background for students who mainly think that people holding different passports from themselves are irredeemably different from them in every possible way. It is a large class and students expect to do little more than listen to the teacher throughout the lesson.
Students
3. Activity Materials & Prep
Activity Duration
Materials
Set-Up Instructions
1. Prepare copies of many of the pictures from the book showing diverse family homes and their belongings.
Estimated Set Up Time (min.): 5
Activity Initiative
4. Activity Description
5. Additional Information
Tips during the activity:
Don't use the pictures from China. They have dated the most of all the pictures in the book.
Post-activity suggestions:
This activity can segue nicely into a consideration of why, if all humans have the same basic needs, there is such diversity in the way in which these needs are fulfilled. | <urn:uuid:86ed9dd4-9b77-4453-a027-e94a895b61f8> | CC-MAIN-2024-51 | https://icle.jalt.org/pluginfile.php/123/mod_data/content/544/Ryan%2C%20S.%20-%20Similar%20Needs%20%28ICLE%20AI%20%2312%29.pdf | 2024-12-11T09:20:10+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00860.warc.gz | 265,155,645 | 289 | eng_Latn | eng_Latn | 0.993155 | eng_Latn | 0.995819 | [
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STEM LESSON PLAN
Main discipline:
Other discipline:
Social skills:
Science
Engineering
Student will design an environment as an example of sound insulation application.
Objective:
Objective:
Student will make a design for meeting a need or solution to a problem by using his/her knowledge.
Teamwork, planning and problem solving skills
Other discipline:
Technology
Objective:
Student will make a measurement by using his/her smartphone as a sensor.
Authentic Problem of A Knowledge Society:
It has been asked to make a design of a theater hall from the Company you worked for. Your team will be responsible for the sound insulation of the hall.
Constraints:
The cost of the prototype room should not be more than 20$ as a budget.
The prototype room should not export more than 10% of the sound.
1- Fact Finding:
Firstly, you should begin your lesson by bringing up a relevant current topic or asking related questions to arouse an interest for the work. After that, you should lead students to research about the topic. You can also provide some resources for them . Academic articles, textbooks, popular science websites and videos can be a great source of knowledge.
2- Ideation:
At this stage, you should offer them an environment to come up with different solution ideas. If it is necessary, you can lead them by asking related questions. At this stage, you can teach them the sound insulation topic as a lesson.
3- Product Development:
Now it is time to prepare a prototype. You should give your students enough time to prepare tehir prototype product as a group by paying attention to constraints. They can finish their work as an extracurricular study. Each group should have one product.
4- Refinement:
At this stage, students should test their prototype products. They can use their smartphones as a sensor and measure the desibel level of the sound. It is suggested that, testing stage should be perform together in the classroom. There can be multiple products for the solution to our problem.
5- Disseminate & Reflect:
At the end of the work, students should display their prototype products. School should organize a STEM Fair or a Science Fair to give students an opportunity to share and reflect their works.
EVALUATION:
Evaluation Rubric:
Producing expected prototype
Paying attention to constraints
Making a measurement by using a sensor
Finding different and creative solution
Participating the group work
Reflecting the prototype effectively | <urn:uuid:d74c54e6-9d08-44ea-9c53-aaea68c7be7e> | CC-MAIN-2024-51 | https://wizkidsclub.com/wp-content/uploads/2023/11/STEM-LESSON-PLAN.pdf | 2024-12-11T10:58:11+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00859.warc.gz | 554,289,077 | 496 | eng_Latn | eng_Latn | 0.996615 | eng_Latn | 0.997204 | [
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My name is Golda F. (Hammell) Fabian. I enlisted in the United States Marine Corps Womens Reserve in March of 1944 and was honorably discharged on November 28, 1945. I held the rank of PFC at time of discharge and was working in the Post Office Directory Service at Miramar, California, redirecting mail to the thousands of Marine airmen in the U.S. and South Pacific.
As a WW II Woman Marine, I strongly support Senate Bill 832 that would designate the second Sunday of every August as Spirit of '45 Day. To me, this was the most memorable day of my life, as it meant that after a year and a half of serving my country I could finally get on with my life. This, I am sure, is what most of the people in the services felt, as we basically had put our lives on hold to help win the war. As my job in the post office entailed sending letters back to next of kin marked KIA, or forwarding the mail on to hospitals that treated the wounded, I was fully aware of the sacrifices made by both our service people and their families. Most memorable and heart wrenching to me was the attack on the aircraft carrier Franklin that killed and wounded 1200 of our Marines. Because the Japanese did not know they had not sunk it, it was imperative that no one knew it was headed back for repairs. We were instructed to hold all mail going to that ship until it arrived safely in port. The bags of mail being returned to families with the KIA stamp mounted daily and it hurts my heart to think of it even now.
The people of this modern generation do not realize how fully everyone was involved in the war, from school children saving their pennies to buy war bond stamps (to be exchanged for bonds when they had filled a booklet), to housewives saving their kitchen used cooking fats to take to the local meat markets to be used for the manufacture of ammunition. The rationing of fuel, food and shoes made it especially hard on the civilian population. (In spite of the sugar rationing, housewives would manage to make cookies and cakes to take to the USO's or troop trains loaded with service men and women, while their children were put on short "cookie rations.")
I have had the honor of being on the Honor Flight to Washington, D.C. which was one of the most rewarding experiences I have had as a veteran. It was amazing to see the people who turned out to honor the WW II veterans, and I think setting up a day to permanently remind the nation of the sacrifices, determination, and can-do attitude that makes this nation the greatest would be the ultimate token of appreciation.
I strongly urge that Senate Bill 832 be passed.
Semper Fidelis, Golda F. Fabian 11125 SW 119th Ave. Tigard, OR 97223-3203
A momentous day in history, December 7, 1941, changed the lives of many people including myself. On March 2, 1944, in Seattle, Washington, I enlisted in the United States Marine Corps and left for boot camp on April 28 th , 1944. Boot camp was at Camp Lejeune, N.C where I was in Co. E, Plat 4, 32 nd Bn, USMCWR. Prior to enlistment I was a lead girl in the payroll department at Boeing Aircraft Co. I felt I wasn't doing enough to help the war effort in my job and since I had a brother in the Army, I wanted to help get the war over before he got killed or wounded. Realistically, I think I was also bored with my job. I have always loved uniforms (my first real crush was on a Boy Scout!), and since I have always been competitive, if I was going in the service I wanted to go into the one that had the highest requirements and was the most difficult to get into. The Marine Corps seemed to fit that bill. My mother, being an adventurous soul like myself, thought it was a great idea, but my father refused to give his consent, which I needed because I was only 20 at the time. I blackmailed him by threatening to never speak to him again if he didn't sign, so he reluctantly gave his permission. My brother also was against my going in the service but said, "I don't like the idea of your going in the service, but as long as you are determined, I am glad it is the Marine Corps you are joining." Incidentally, he was a lst Lt. in the Field Artillery, was in the Battle of the Bulge and came home unscathed. Thank God.
Prior to going in the Marine Corps, I had served as a USO Junior hostess and also belonged to a group of Boeing Aircraft Company employees who banded together to give variety shows at war centers in the Seattle area. I played guitar and sang. When I joined the Corp I donated my guitar to the Navy Hospital.
Our boot camp training was not nearly as rigorous as that of the women Marines today, but for someone who was never very athletic and had been working at a desk job for two years, it was pretty formidable. The first week I thought I was going to die and the second week I was hoping I would. Our boot camp was filled with classes on military protocol, military history, history of the Marine Corps, close order drill and physical endurance training. The gas chamber drill was the worst experience and all of us remember that one vividly. Throughout it all, it was emphasized that we would be Lady Marines and would do nothing to disgrace the uniform of a United States Marine. After boot camp I was given the assignment from Hell–two weeks of mess duty! I was washing trays from first mess in the morning until last mess in the evening, then the whole mess hall had to be cleaned up for the next day. The weather at Camp Lejeune that time of year is anything but balmy. Where I was working, over large stationery sinks, the temperature sometimes got up well over one hundred degrees. If we managed to finish the dishes before the next mess, we would be given a break and we would lie down on the cement floor for a brief nap, as that was the coolest place in the whole building There was no air conditioning or fans in those days in the buildings. We had to walk a mile from our barracks to the chow hall and back again, late in the evening, when we were dead tired from working all day. I lost ten pounds in that two weeks.
After my two week stint on mess duty, I was assigned to US Marine Corps Base in San Diego, Calif. where I went to Sound Motion Picture Technician's School at US NAVTRACEN on the Navy base which was adjacent to the Marine Corps Base. There were ten of us WRs, two WAVES and one SPAR training with one male Marine and twenty-four sailors. There we learned to operate the 35 MM projectors used in theatres, 16 MM projectors used for training film, set up sound systems and repair and maintain all of the equipment. When we had completed the course, the officer in charge told us that we all were competent enough to work in any theatre in the U.S. except, he added, "You women would never be hired because it is considered a man's job." We were constantly being told by our superiors that in order to be accepted by the men we had to be twice as good as they were in our jobs, so we studied very hard and most of us exceeded the men in our grades. Toward the end of the war, one of the generals, who had been the most outspoken against having women in the service, was reputed to have said, "Send me one woman to work and I can let two men go fight."
I graduated from SMPTS on September 15 and was placed on standby while waiting for further orders. Since the Marine Corps is not an organization that lets its members sit around idle, we were given various chores such as scrubbing out garbage cans, cleaning the area, moving linens from the downstairs linen closet to the upstairs and the next day reversing the procedure, and various other chores. My orders eventually arrived and I was assigned to the United States Marine Corps Air Depot at Miramar, CA. There were three of us from the school sent there and upon our arrival we found that the SMPT duties were already filled so I was assigned to the directory service in the base post office which is where I worked until I was discharged on Nov. 23, 1945.
At that time the base at Miramar was not an airfield like it is now. It was the processing point for all Marine Corps Air personnel going to the South Pacific and coming back to the states for reassignment. Consequently, there was a constant flow of mail going both ways, which had to be re-addressed to reach the recipient. Since the mail was the life blood and morale booster of the men overseas, it was very important that they get their mail as rapidly as possible. I started in the post office re-addressing mail but was soon promoted to "Change Sheets." There were five or six of us girls on that duty and we received all of the company rosters (called "change sheets" because they reflected all of the changes within the company, ie: killed, missing in action, wounded and sent to a hospital or home, transferred to other duty stations, punishments, etc.) Very interesting but heartbreaking as in the case of the bombing of the carrier "Franklin", when we lost 1200 Marines on that one ship. The "killed in action" bags mounted up but we weren't allowed to send the mail back until the Franklin made it back into port, as they didn't want the Japanese to know that they had not sunk it. Every day we had to face a growing pile of "killed in action" mail when we came to work. Even now, it hurts my heart to talk of it.
Our job was to take the change sheets and make the changes on the IBM card the girls had in their files. All of this was done manually in those days so around the holidays, when we were flooded with returned mail and packages, we sometimes worked 15 hour days and sometimes 7 days a week…and no overtime pay! There were two squadrons of women Marines at Miramar, AWRS-4 and AWRS-5, and we alternated on having the duty on weekends. If you had the duty that meant you couldn't leave the base and had to work half days on Saturday. There were about 500 women Marines stationed there at the height of the war.
Since Miramar was a staging area for all Marine Air personnel going overseas and coming home, we had a lot of revues to stand when the men came back and farewell dances when there was a new group going over. I loved to march and would often stand in for one of the girls if she had a date and could get a liberty pass.
San Diego was sixteen miles from Miramar and the base ran a "cattle wagon" to transport Marines to and from there. This was a semi trailer with seats along the sides, which made for a rather rough ride when the driver was in a hurry to get there. Most of us preferred to hitch a ride at a shelter outside the gate, which was termed a waiting station. It had painted in large letters on the side "Give 'em a lift" and many people did. In San Diego we went to movies, danced to name bands at Pacific Square, a large dance hall, and frequented the many bars. The town seemed to be populated mainly by Marines, sailors and soldiers with the civilians just there to take care of their needs such as food and entertainment. If we had an overnight pass, we would usually go to an all night movie to spend the night as the USO was not equipped for women to stay there. When on the base, in our leisure hours we attended the base theatre or went to the "slop shop" where they served beer and sodas and there was juke box music to dance to. As I mentioned before, we had frequent base dances and sometimes they would run a bus to take us to dances at Camp Pendleton and Camp Elliott. Since I liked to dance, I was frequently on those buses. At one of the trips to Camp Pendleton I met John Basilone, Medal of Honor recipient, who was on his was back to the Pacific where he was killed at Iwo Jima.
When I was stationed in San Diego I tried out for and made the drill team. We practiced many hours on the parade grounds, always in the evening when all of the rest of the activities were over. At one time we performed at the Balboa Stadium when the East-West units of the Redskins played their annual Shrine benefit game. The San Diego newspaper said, "Between halves the MCB band will play and a crack 40-unit WR drill team under the direction of Lt. Emily Schultz will perform." What never made the news was that we did not perform to the satisfaction of Lt. Schultz and when the game was over we got in the bus, went directly to the parade grounds and marched until dark. No chow, no break. From then on we were perfect.
At Miramar they formed a women's pistol team with the idea that the other bases would also form teams and we would have competition. Since we had to be on the range at 4 a.m. on Sunday morning and the male Marines, who were our instructors were, not very happy about having to coach women Marines, that idea did not get very far. I was disappointed as I was a pretty good shot and was looking forward to being in competition.
In July, 1945, while swimming at the base pool, I dived from the 3 meter board, hit the water wrong, and broke my right arm. I was in sick bay from then until after the war ended. Even in sick bay, I was not allowed to sit around and feel sorry for myself. I had "the head" duty which meant I had to keep the rest rooms for the women's area clean. I told the Navy nurse I had a broken right arm and her reply was, "You've got a good left arm so you are in charge of the head." When I wasn't polishing mirrors and cleaning toilets they gave me capsules to fill with a medical powder and bandages to roll. When I ran out of work, I did a lot of reading. When the war was finally over, one of the nurses brought in a bottle of liquor and two other girls, who were patients also, and myself got gloriously drunk.
When I got out of sick bay, I had some leave time coming so I went to Georgia to visit a 1 st Division Marine I had met when I was stationed at the Marine Corps Base in San Diego and whom I had kept up a correspondence with. A week after I got there we got married. The following week I reported back to Miramar and put in for a discharge. I received my honorable discharge on November 23, 1945 and, after a brief visit home to Oregon and Washington, I returned to my husband in Georgia.
I was promoted to the rank of PFC on September 13, 1945 and my pay at the time of my discharge was $54 a month. I was given $143.02 travel allowance to return home and a mustering out pay of $100.00. I enjoyed my tour of duty in the Marines. It was one of the best times of my life and the pride I felt in wearing the Marine Corps uniform is indescribable.
Semper Fidelis!
Golda (Hammell) Fabian | <urn:uuid:2f7fc967-c2f7-4f4f-98e5-120f9ba409b4> | CC-MAIN-2024-51 | https://olis.oregonlegislature.gov/liz/2013R1/Downloads/CommitteeMeetingDocument/22454 | 2024-12-11T10:31:06+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00858.warc.gz | 401,022,000 | 3,337 | eng_Latn | eng_Latn | 0.99959 | eng_Latn | 0.99966 | [
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GIRDLING, A MEANS TO INCREASE AVOCADO FRUIT PRODUCTION
R. L Ticho
Fruit Crops, Ministry of Agriculture, Israel.
The avocado, an erratic producer
Ever since the avocado became a commercial crop in California (since World War I) growers were aware of its poor bearing habits. It is not an alternate bearer in the accepted sense (such as some apple varieties producing alternating heavy and light crops), since a heavy crop may be followed by 2-3 poor crops. Just to show its capability, a bumper crop may be produced once in a dozen years. This situation is particularly worrisome with the Fuerte avocado (both in California and in Israel).
Some of those who studied the behavior of the avocado in its natural habitat in Central America noticed that some avocado seedlings never bloom. A seedling avocado tree, 12 years old growing in a home garden in Westwood, California started flowering and fruiting only after a scaffold branch was ringed in 1934! The remainder of the tree continued with its juvenile habit.
Early ringing trials of avocado trees made no lasting imprint
This subject was studied in the thirties at UCLA. However, the first publication on avocado ringing was by Coit (1920). Hodgson and Cameron (1935) found that ringing Fuerte trees in November and December gave positive results, while ringing in January to March did not increase the yield. Coit (1920) indicated that ringing was advantageous even prior to November. France (1931) declared at a symposium that ringing of avocados gave indifferent results.
Except for a few stalwarts, commercial ringing of avocado trees in California was discontinued. In the thirties the recommended width of the strip of bark to be removed was 1/4 and its physiological influence was very much dependent upon the rate of healing, which was very quick. There were many genetically non-productive Fuerte trees; they are less responsive to ringing or may not respond at all. The persons in charge of this project at UCLA were busy teaching and there were not enough graduate students at that time to follow up these findings. The present upsurge of interest in California is based on the very-positive results obtained in Israel.
Some background information
Before continuing with the subject it may be advisable to recall some principles. The leaves are the main seat of carbohydrate synthesis, which in turn serve as raw material for a long list of compounds found in the plant cell and in the cell wall. Carbohydrates move in form of sugars either to the terminals (growing points), or to the roots. Their path are the sieve tubes in the phloem (bark). The temperature has a bearing on the movement of elaborated materials, 20 to 30 degrees Centigrade being the optimum. The influence of temperature is many fold: it influences the production of carbohydrates and the mobility of the sap. It moves more by day than at night (especially in herbaceous plants). The sap in the bark is sometimes under pressure and we may notice the sap oozing out upon ringing. Other very important materials, such as hormones; amino-acids etc. move in the bark in the same direction. Minerals—provided that they enter the sap stream in the bark—move also in the same direction. However, in general, bark ringing does not affect significantly the supply of these elements.
A bio-chemical study of avocado tree ringing
The only fairly comprehensive analytical study of avocado bark ringing was done in 1935/36 (M.S. thesis of the author at UCLA), a summary of which was published in the yearbook of 1936. This study was directed by Profs. Hodgson, Cameron and Biale and should substantiate some of their former findings. Obviously, hormones were not included because their study was at that time in its infancy.
Three-year-old Mexican seedlings were ringed on the trunk in October and again in February. Starting from October 1935 till May 1936 a ringed and unringed tree were uprooted every 3 weeks and divided into 13 fractions (small roots, medium roots, trunk below the girdle, trunk above the girdle, leaves, etc.). Each fraction was analyzed for sugar, hemicellulose, cellulose, starch and total nitrogen.
The author ran into difficulties when called upon to report his findings. The ringing changed materially the carbohydrate content, which —in turn—forms most of the dry matter. If carbohydrates are reported as % dry weight, we relate them essentially to themselves — and confuse the issue. By relating them to the fresh weight, we introduce new sources of uncertainty.
Avocado tree ringing in Israel—a resounding success
In the early sixties the Fruit Crops Department in the Ministry of Agriculture (Professional and Extension Services) got a number of growers in several avocado districts interested in the subject.
After a number of years of very satisfactory field trials in growers' plots and at the Agricultural School at Kfar Hayarok, we got our research people (The Volcani Institute for Agricultural Research) interested and both agencies (research and extension) are now cooperating in this many-sided project. There were many doubters until now, but most of us are at present convinced that ringing is the most promising single cultural practice for increasing avocado production. The 1970/71 avocado crop in Israel is estimated at 15,000,000 lbs.; about 2,500,000 Ibs. can be traced to the effect of ringing. Ringing tends not only to increase the yield, but increases also the % of exportable fruit, by decreasing fruit size. There is also a slight delay in the time of ripening.
Some of the findings:
In 1966, 1200 Fuerte avocado trees were ringed on scaffold limbs at the Agric. School Kfar Hayarok (Cohen, Roisman 1968). The trees were girdled at 3 dates. The yield was estimated. The following data are taken from the a/m publication; they illustrate some of the results:
The results obtained in 1967 and 1968 indicated the same trend. Even ringing the same branch in 2 successive years gave in the 2nd year positive, although less startling, results. If the young fruits (within 4-6 weeks after setting) were protected from hot, dry easterly winds by sprinkling (see publ. by Ticho 1970) — the generally positive results of girdling would be even more pronounced.
A joint publication (Extension and Research), which came out in 1970 is devoted to ringing trials (farmers plots) mainly in Western Galilee. It stresses — among other things — the beneficial effect of ringing on the % exportable fruit.
The average weight of the fruit on the ringed branches was 277 grams; of the unringed ones: 338 grams (22% difference).
These are just a few examples illustrating the effect of ringing. There were, of course, cases (about 20% of the total) when ringing did not influence the yield.
What are then the objectives of ringing?
Avocado trees are ringed in fall and early in winter in order to increase fruit bud differentiation, hasten flowering and increasing fruit set. This is the standard practice in Israel. Ringing (a narrow girdle of only 1/5 to 1/6") at the beginning of April may increase the rate of growth of the young fruit and may improve its chances of survival. Another, incidental benefit of ringing at any time after the fruit has set — is the increase in fruit size (of value only for varieties which run in small sizes).
Caution
Weak trees or those with light green foliage should not be ringed; nor should trees suffering for any reason, such as those affected by sun-blotch virus. The additional weakening due to ringing may cause the decline of the ringed limb. There is no point in ringing young non-bearing trees.
Details of the ringing operation in fall
a) Timing of operation
Fuerte: from the middle of October to the beginning of November
Nabal: end of December
Ettinger: at the beginning of January
Benik: at the beginning of January
Anaheim: at the beginning of January
b) Width of girdle
3/4 to 1" on scaffold branches at least 3" in diameter. The healing is faster in fall due to the higher temperatures than in winter. Therefore, the girdle should be somewhat narrower in midwinter.
c) What proportion of the tree should be girdled?
2/3 of the top (i.e. one third of the top is girdled in 2 consecutive years).
d) Tying and Propping
Girdled limbs, which have set a heavy crop should be tied or propped; they are otherwise in danger of breaking at the girdle.
General remarks:
Girdling causes a temporary loss of the deep green color of avocado leaves in the girdled branch and may bring about premature shedding of leaves in spring. If the girdle heals in a normal manner this temporary setback may be overcome by mid-summer (July). Therefore, one should not be unduly concerned, if the trees look rather "tired" in spring after having set a heavy crop. On the contrary, if bearing avocado trees have dark green foliage and grow lushly, there is something basically wrong with the balance between growth and reproduction.
The prolific variety Hass is usually not in need of girdling, although it responds very positively to it, so much so that the girdled branch having more fruits than leaves — may decline. With this variety the girdle should — in any case — not be wider than 1/4".
Girdling increases not only the yield of normal fruits, but also of cukes. These cukes (seedless avocados) set in addition to the crop of seeded fruit and not instead.
Dwarfing stocks — a form of permanent girdle
With all due respect for the achievements obtained by girdling avocado trees, we should not forget that there is a simpler and more lasting type of girdle: by using a dwarfing stock the union of which with the scion may be considered to act as a girdle. There are, of course, thousands of cogent examples in horticulture. We have good grounds to believe that some of the West-Indian stocks produce a slightly smaller canopy and may, possibly, have some beneficial effect on fruiting. Bergh and Whitseíl described in 1962 a dwarfing type (a seedling with "spur-type" growth at Riverside.
I have the impression that the dwarf variety Wurtz may possibly serve as a starting point (may be as an interstock). I suspect that this variety may not be a "pure" Persea americana, but may — according to some of the seed characteristics be a hybrid with P. schiedeana?
REFERENCES
Coit, J. E., Effect of girdling trees on the fruiting of avocado. Ann. Rep. Calif. Avocado Assoc. (1920/21).
France, J. G., Pruning, thinning, girdling (a symposium). Calif. Avocado Assoc. Yearbook (1931).
Hodgson, R. W., Cameron, S.H., Studies on the bearing behavior of the Fuerte avocado variety. Calif. Avocado Assoc. Yearbook (1935).
Ticho, R. J., The effect of ringing on the carbohydrate and nitrogen content of Mexican avocado seedlings. Calif. Avocado Assoc. Yearbook (1936).
Berg, B. O. Whitseíl, A dwarfing rootstock for avocados? Calif. Avocado Soc. Yearbook (1962).
Cohen, A., Roisman, S., Avocado tree ringing increases fruitfulness at the Kfar Hayarok Agrie. School, progress report published by the Extension Service, Raanana (in Hebrew) (1968/69).
Lahav, E., Gefen, B., Samt, D., Girdling as a means of increasing the yield of avocado trees. Publ. 132, The Volcani Inst. Agric. Res. (Hebrew with English summary). (1970).
Ticho, R. J., Plant Protection against Heat Damage, (with emphasis on the protection of fruit shortly after setting), Hassadeh (in Hebrew) (1970). | <urn:uuid:43d88552-23dd-4eda-9dad-aade950aa88b> | CC-MAIN-2024-51 | http://www.avocadosource.com/CAS_Yearbooks/CAS_54_1970/CAS_1970-71_PG_090-095.pdf | 2024-12-11T09:35:02+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00859.warc.gz | 35,009,727 | 2,587 | eng_Latn | eng_Latn | 0.969144 | eng_Latn | 0.996714 | [
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FACING CALLS TO ACTION & HISTORICAL HEROES
Grades 8-12 Facing Calls to Action & Historical Heroes English Language & Social Studies
Purpose of the Lesson:
Historical figures who have made positive change in the world have faced calls to action. This lesson provides students with the opportunity to explore calls to action through the lens of historical figures who have made progress in our world. Through the metaphor of The Hero's Journey, students are invited to write the story arch of a call to action taken up by a historical hero. They can choose a historical figure who has made an impact on them, research their story and write a creative writing piece about their response to a call to action that follows the arch of the hero's journey.
Curriculum Competencies:
English Language Arts
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts (Grade 8/9/10/11/12)
Recognize how language constructs personal, social, and cultural identity (Grade 8/9/10/11/12)
Construct meaningful personal connections between self, text, and world (Grade 8/9/10/11/12)
Respond to text in personal, creative, and critical ways (Grade 8/9)
Transform ideas and information to create original texts (Grade 8/9/10)
Access information for diverse purposes and from a variety of sources to inform writing (Grade 10/11/12)
Social Studies
Determine which causes most influenced particular decisions, actions, or events, and assess their short-and long-term consequences (Grade 8)
Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (Grade 9)
Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (Grade 9/10/11/12)
FACING CALLS TO ACTION & HISTORICAL HEROES
First Peoples Principles of Learning:
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
Learning involves recognizing the consequences of one's actions.
Video
What Makes A Hero? - Matthew Winkler
Guiding Questions:
How do heroes respond to calls to action, according to the hero's journey?
What calls to action have you faced in your life?
How do the ways we respond to calls to action impact the world?
FACING CALLS TO ACTION & HISTORICAL HEROES
Step-by-Step Lesson Plan
Preparation: Queue up video/set up projector
1.Begin the lesson by watching the video "What Makes A Hero?." This can be found HERE. This video explains the literary trope of the Hero's Journey and explains how this journey plays out in fiction while also connecting it to our lives.
2. Pause the video and use the Guiding Questions to spark discussion.
3. Write down some of the students' responses on the board to the questions as you go along. Create the visual aid of a mind-map - one for heroes in literature/movies/TV shows, and one for heroes throughout history. The students can also add to the mind map by including who helped the hero along their journey and what tools they used to overcome the obstacles they faced along the way. Also take this time to display this graphic of the arch of the Hero's Journey so they can refer back to it for the activity.
4. Use this opportunity to connect the metaphor of a Hero's Journey to activism. See where you can make connections between the heroes they highlighted in real life and fiction on the mind-maps. Discuss with your students how the Hero's Journey can align with historical events and people who have responded to calls to action. Have your students brainstorm some examples of historical figures/activists that they know about and feel inspired by.
5. Explain the curriculum connections to your students. Invite your students to select a historical figure they feel inspired by to write their creative writing piece about. They should do quite a bit of research on the person they've selected so they can use this information to inform their writing. Explain to them that they should use the arch of the Hero's Journey as a general structure for their piece, but that the form can be as creative as they want, this can be in any format they choose: a short comic book, a poem, a short story, a song, etc.
Accommodation/modification:
- Students who require technological assistance can use a computer and type their stories.
- Students who struggle with writing can dictate their story to the educator who can act as a scribe for them.
- Students whose first language isn't English can write the story in their native language first and then have it translated to English with the help of the teacher.
FACING CALLS TO ACTION & HISTORICAL HEROES
Step-by-Step Lesson Plan
6. Follow-up Activity: Invite the students to read their stories to each other in pairs or small groups. Pose these guiding questions for them to spark a dialogue with their small groups or partners about each other's stories.
Invite students who wish to share their story with the class to do so.
7. Lesson Closure: Facilitate a whole-class discussion about the activity. Allow the students to reflect on their experience writing these stories. You can also use this opportunity to connect these calls to action to mental health by discussing how standing up for ourselves and others shows bravery and strength and how these calls to action empower us to advocate for ourselves and one another. Discuss the concept of being an ally and how allyship affords us the opportunity to raise up the voices of those who are being silenced. | <urn:uuid:e572cd14-50b2-4a70-803c-4f0007fa117a> | CC-MAIN-2024-51 | https://studentmentalhealthtoolkit.com/wp-content/uploads/2021/03/Facing-Calls-to-Action-Historical-Heroes-Lesson-Plan-BW.pdf | 2024-12-11T10:23:38+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00859.warc.gz | 495,690,806 | 1,162 | eng_Latn | eng_Latn | 0.997091 | eng_Latn | 0.9983 | [
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Autumn Term
History - Ancient Greece
During the autumn term, we will explore the Ancient Greece timeline, look at trade and learn all about Alexander the Great. We will also explore the lifestyle of the ancient Greeks, including what it was like for children. You will also research what games were like and compare them to modern day games. I am sure you are going to love learning all about the Ancient Greeks!
Art/DT – Ancient Greece
Your art and DT will be linked to our Ancient Greece topic this term. In DT, you will focus on cooking and nutrition. You will be making your very own Greek pitta breads using your knowledge of healthy eating from our science topic. In art, you will be exploring Greek patterns and designing your own Greek pots. You will create them out of clay and paint them to reflect the ancient Greek pottery that you will have researched.
Geography – Europe
In our geography unit you will identify countries and bodies of water in Europe. You will be locating these on a map. We will work together to locate mountain ranges and rivers in Europe. You will learn the names and locations of some of the major capital cities and find facts about them. You will also investigate the climate in different countries in Europe.
Science – Animals including Humans
This term we will recap knowledge of carnivores, herbivores and omnivores before learning all about how to stay fit and healthy. You will become fitness instructors and guide your clients to improve their eating habits and inform them of the best forms of exercise for their needs. Using the enquiry approach symbols below, you will research how much sugar is in certain foods using data provided. You will learn about the food groups and report back to your clients on your findings. The enquiry skills will be used throughout all of your science lessons. Your next topic is forces and magnets where you will develop your skills to understand which materials are magnetic. You will participate in a range of investigations which all start with a BIG question.
Can you identify the different types of enquiry by their symbol?
PE
You will participate in gymnastics every Monday afternoon during the first half term. Our topic is called 'Balancing Act'. You will recap a range of gymnastics vocabulary and demonstrate what you already know before teaming up with a partner to create matching and mirroring sequences. You will adapt and build on your balances each week and incorporate a six sequence movement. Our second PE session will be on a Friday and we will be practising our skills in Arc Rounders. You will have the opportunity to practise your throwing and catching skills to start off with before building up to playing a class game. Remember, PE kit must be worn to school every
Monday and Friday. The appropriate kit is plain navy joggers, plain white T-shirts, plain navy hoody/sweater and trainers. It is likely that PE will be held outside and therefore please ensure that you are wearing the appropriate kit! Jewellery should not be worn on PE days – this is for your own safety.
Computing
Every half term we will start computing lessons with online safety. Your first topic is 'Self Image and Identity'. You will focus on how to keep yourself and others safe online by looking at online profiles and discussing the positives and negatives that go with them. Following this, your Purple Mash unit will be learning what spreadsheets are and how to create them.
RE
Your first RE topic is 'What do we know about the Bible and why is it important to Christians?'; you will explore how the Bible came to be written and what the 'big picture' of this book is. Your second topic this term is 'Why do Christians call Jesus the Light of the world?' during which you will explore how and why Jesus is associated with light at Christmas.
Spanish
You will focus on Spanish phonics during the first half term. You will also explore the countries of the Spanish-speaking world including locating these on a map and reading about their famous landmarks. The whole school will be celebrating the National Day of Spain by exploring Spanish culture and lifestyles. At the end of the half-term you will complete activities relating to a famous Mexican tradition which always proves to be a fun lesson! During the second half term, you will learn vocabulary relating to animals including more complex grammar such as the use of the indefinite article and you will also study Spanish Christmas customs.
PSHE
Your topic is 'Me and my relationships' during the first half term. We will start by discussing rules in school and in varies places we visit. During the second half term, you will learn about valuing differences.
Music
During the first half term, Mrs Coulls will be delivering recorder lessons to you. You will start by learning how to hold the recorder correctly then you will learn how to play A and B notes to create short rhythms. In the second half term Miss Forth will be teaching music and the theme is 'Enjoying Improvisation'. You will look at which stories tell us music about the past.
English
Our novel for this term is 'Who Let the Gods Out?' by Maz Evans. This book is all about a young boy named Elliot, who meets the zodiac council. He goes on an adventure with Virgo (an immortal star) to find prisoner forty-two. What he doesn't realise is that prisoner forty-two is an evil daemon of death called Thanatos! You will explore persuasive writing, character description and story writing while developing your grammar and spelling skills along the way! Are you ready for an epic novel linked to the Greeks?! I can't wait to read your stories!
Maths
Our focus for this term is going to be all about number. We will spend the first few weeks learning about place value – representing 3 and 4 digit numbers. You will learn how to partition numbers and understand the value in each column, including the thousands, hundreds, tens and ones columns. You will also learn how to write numbers in their written form before comparing numbers on a number line.
You will also be developing your mental strategies for adding, subtracting, multiplying and dividing before practicing the standard written methods for all four operations.
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