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TOOLBOX TALKS
Topic: Slips Trips and Falls
A Dozen Ways to Reduce Your Risk of Slips, Trips and Falls
Every year, tens of thousands of workers get injured due to slips, trips and falls. These injuries account for a significant portion of time-loss injuries and have a serious effect on the lives of those injured.
Example
A worker was walking on an inclined dock ramp when he slipped and fell, catching his foot between the edge of the ramp and another structure. He broke his lower leg.
A millwright was troubleshooting a malfunction when he suddenly slipped. As he slipped, his hand contacted a running-side planer head, amputating his fingers.
A truck driver slipped and fell while exiting the cab of his truck, bumping his head on the truck step. He returned to work and, two hours later, collapsed at the job site due to head trauma.
What's the Cause?
Most falls happen on the same level and result from slips and trips. Slips occur when there is not enough traction between your footwear and the surface you're walking on. Slippery floors, loose mats or inconsistent walking surfaces are just a few causes of slips.
Trips occur when your foot hits an object, causing you to lose your balance and fall. This can happen when there is clutter on the floor or poor lighting.
How to Protect Yourself
Here are a dozen ways you can reduce your risk of slipping, tripping and falling:
1. Practice good housekeeping and ensure all spills are reported and cleaned up immediately.
2. Post warning signs for wet floor areas.
3. Take your time when walking on wet floors and pay attention to where you're going.
4. Remove obstacles and clutter from walkways and exits.
5. Tape down or cover any temporary cables or cords that cross walkways.
6. Securely affix rugs and carpets.
7. Report to maintenance any flooring that is in poor condition.
8. Ensure all walkways are well lit and report lights that are burned out or faulty switches.
9. Close cabinet drawers.
10. Select footwear with anti-slip properties that are suitable for your job.
11. Use a flashlight when entering a dark area.
12. If you're carrying objects, ensure the load you're carrying does not obstruct your view of the path ahead.
TOOLBOX TALKS
Conclusion
Slips, trips and falls occur far too often and seriously injure many workers every year. Protect yourself with a bit of caution, good housekeeping practices and proper footwear.
*****
Quiz:
1. Most falls happen on the same level and are caused by slips or trips.
True or False
2. Reporting faulty switches or worn flooring is someone else's job.
True or False
3. Open cabinet drawers are not a safety concern because they are large and obvious enough to be seen by anyone.
True or False
4. Temporary cords that cross walkways should be taped down or covered.
True or False
5. Workplace injuries as a result of slips, trips and falls are rare.
True or False
Answers:
1 True, 2 False, 3 False, 4 True, 5 False | <urn:uuid:8c54f64f-1a2a-49c2-992c-ba2fdbd70979> | CC-MAIN-2024-51 | https://f.hubspotusercontent10.net/hubfs/6526167/Knowledge%20Base%20Documents/Toolbox%20Topics/Slips%20Trips%20and%20Falls.pdf | 2024-12-11T08:47:56+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00865.warc.gz | 226,566,390 | 644 | eng_Latn | eng_Latn | 0.997309 | eng_Latn | 0.999158 | [
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BibleWise
What I Learned from Elisha!
Answer the question and then give an example that supports your response. Give as many examples as possible.
Q. How did Elisha meet Elijah?
A.
Q. What did Elisha ask Elijah?
A.
Q. What did Elisha do after Elijah went up to heaven? A.
Q. How do you know Elisha obeyed God?
A.
Q. Who did Elisha help?
A.
Q. What did Elisha teach you?
A.
Copyright © 2011, BibleWise. All Rights Reserved. | <urn:uuid:eb48207f-890c-4f7a-9fcc-44dafed78e04> | CC-MAIN-2024-51 | https://www.biblewise.com/kids/images/fun/what_learned_elisha.pdf | 2024-12-11T09:07:43+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00865.warc.gz | 626,917,367 | 126 | eng_Latn | eng_Latn | 0.771545 | eng_Latn | 0.771545 | [
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1
2
3
4
5
HOUSE RESOLUTION NO.338
Reps. Cavanagh, Bezotte, Breen, Brixie, Clemente, Garza, Glanville, Haadsma, Hope, Cynthia Johnson, Kuppa, Manoogian, Marino, Morse, Rogers, Sneller, Sowerby and Stone offered the following resolution:
A resolution to declare September 15-October 15, 2022, as Hispanic Heritage Month in the state of Michigan.
Whereas, There has been a long and important presence of Hispanic and Latino Americans in North America and the United States of America; and
Whereas, The month of September 15 to October 15 represents 6 the anniversary of independence for Chile, Costa Rica, El Salvador, 7 Guatemala, Honduras, Mexico, and Nicaragua; and 8
9
10
Whereas, Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15 by celebrating the
histories, cultures, and contributions of American citizens whose 1 ancestors came from Spain, Mexico, the Caribbean, and Central and 2 South America; and 3
4
5
6
7
8
Whereas, Each year, the United States recognizes the economic, cultural, and social contributions that Spanish-speaking peoples have brought to our nation, including the gifts of law, religion, agriculture, art, music, education, technology, architecture, cuisine, theater, and exploration; and
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Whereas, Time and again throughout our nation's history, Hispanic-Americans have faithfully defended the principles of freedom and a representative government; and
Whereas, Hispanic Heritage Week was approved by President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period from September 15 to October 15, and enacted into law on August 17, 1988, as Public Law 100-402; and
Whereas, This state is fortunate to count among its population a large concentration of citizens of Spanish and Latin American descent, including those who have lived in this state for generations and those who are new to this state, who contribute to our economy and society through their commitment to professions, commerce, family, and the arts; and
Whereas, During the month from September 15 to October 15, this state's Hispanic American community celebrates Hispanic Heritage Month through a series of special programs featuring Hispanic history, food, dance, and art; and
Whereas, National Hispanic Heritage Month is the period of time in the United States when people recognize the contributions of Hispanic and Latino Americans to the United States and celebrate these people's varied heritage, background, and culture; now,
3
therefore, be it 1
Resolved by the House of Representatives, That the members of 2
this legislative body declare September 15-October 15, 2022, as 3
Hispanic Heritage Month in the state of Michigan. We recognize and 4
celebrate the contributions, service, and cultures of American 5
citizens whose ancestors came from Spain, Mexico, the Caribbean, 6
and Central and South America. 7 | <urn:uuid:190e3e22-2278-4d35-bf02-3732b5f04b4c> | CC-MAIN-2024-51 | http://legislature.mi.gov/documents/2021-2022/resolutionadopted/House/pdf/2022-HAR-0338.pdf | 2024-12-11T10:06:08+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00866.warc.gz | 18,942,433 | 693 | eng_Latn | eng_Latn | 0.951327 | eng_Latn | 0.981923 | [
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Tracking Your Mood & Recognizing Patterns
Grades 4-7 Physical and Health Education
Purpose of the Lesson
The purpose of this lesson is to teach students the connection between what they do and their daily mood, as well as their mental health. In this lesson, students will track their mood and their daily activities for a month, and then come up with strategies they can use to boost their mood on hard days. This will promote the development of self-awareness and emotional literacy. It will also help students develop coping strategies for when they are going through a hard time.
Curriculum Competencies:
Physical and Health Education
◊ Describe and assess strategies for promoting mental well-being (Grade 4)
◊ Describe and assess strategies for promoting mental well-being, for self and others (Grade 5-7)
◊ Describe factors that positively influence mental well-being and self-identity (Grade 4)
◊ Explore and describe how personal identities adapt and change in different settings and situations (Grade 5/6)
First Peoples Principles of Learning:
◊ Learning involves patience and time.
◊ Learning involves recognizing the consequences of one's actions.
Video
Mood Matters: How Food, Movement & Sleep Can Have an Impact on You
Guiding Questions:
◊ What are some different moods that you experience?
◊ Why is your mood important?
◊ Why is food, movement and sleep important for your mood and mental health?
◊ What can you do to improve your mood?
Step-by-Step Lesson Plan
Preparation: Print off Mood Tracker Worksheet, Activity Tracker and Mood Booster Plan.
1. Start by showing the above video to students and using the above guiding questions to start a discussion about mood. Pause the video and use the Guiding Questions to spark discussion.
2. Explain to students that they can keep track of their mood. Keeping track will improve their self-awareness of their emotions. They will learn the link between their activities and daily choices, and their mood/mental health.
3. Hand out the Mood Tracker worksheet to students. You can find this in the Downloadable Resource section of the Student Mental Health Toolkit HERE.
4. Over the next month, get students to track their mood once a day at school in the afternoon. In addition to this, get students to keep an activity diary. Each day when they track their mood, get them to also write down what they ate the day before, what they did, and how much water they drank. An example of the format for this can be found below. Students can write in a journal or notebook.
5. At the end of the month, get students to look at the days where they had a low mood. Get them to answer these questions:
* What were you doing on the day you had a low mood?
* What did you eat on the day you had a low mood?
* Did you drink water on that day?
* What could you do to improve your mood on low mood days?
6. Finally, get them to make a "Mood Booster Plan." Get them to write out, on the worksheet below, 10 things they can do to boost their mood on bad days. If they would like, get students to decorate their Mood Booster Plan and hang it on their wall in their room or on their mirror for a good reminder!
Date:
What did I do?
What did I eat?
How much water did I drink?
Date:
What did I do?
What did I eat?
How much water did I drink?
Date:
What did I do?
What did I eat?
How much water did I drink?
Date:
What did I do?
What did I eat?
How much water did I drink?
Activity Journal | <urn:uuid:af781ac7-d380-453a-a47f-2a469757872f> | CC-MAIN-2024-51 | https://studentmentalhealthtoolkit.com/wp-content/uploads/2020/10/Tracking-Your-Mood-Lesson-Plan-4-7-SMHT.docx.pdf | 2024-12-11T09:17:38+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00866.warc.gz | 500,254,391 | 760 | eng_Latn | eng_Latn | 0.951758 | eng_Latn | 0.998336 | [
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Setting Boundaries – Tips for students by students
Having a hard time saying no to a friend? Don't want to pick up that extra work shift?.... Setting boundaries can be tricky! Here are some tips to consider when establishing personal boundaries and limits.
Tips for setting personal boundaries:
- Don't be afraid to say no (to friends, to work, to extra commitments) if you're too tired, busy or not in the mood!
- Do push yourself to ask for help, and lean on others when you need it
- Decide what you want. Weigh out the pros & cons, explore the best case/worst case scenarios
- Focus on what you value most (do your actions align with your personal values?)
- Take care of yourself before taking care of others, or other commitments. We need to recharge our battery.
- Boundaries towards others need to be clear. When they are articulated, they should be non-threatening!
- Boundaries are extremely personal. Don't feel like you have to justify, rationalize or apologize yours to anyone!
- Don't give yourself the guilt trip! Stick to your decision and remind yourself of the big picture
- Develop a support system once boundaries are set. They can keep you accountable & support you through the process
- Talk about your feelings when expressing your boundaries. It can be easier to relate to feelings, than experiences we may not understand.
Peer Support Centre|2-707 SUB|(780) 492-4357|M-F 9-8pm | <urn:uuid:262e12c9-3770-467c-acb6-fbe26a337238> | CC-MAIN-2024-51 | https://www2.su.ualberta.ca/media/uploads/858/SettingBoundaries.pdf | 2024-12-11T09:41:29+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00864.warc.gz | 993,561,386 | 307 | eng_Latn | eng_Latn | 0.997893 | eng_Latn | 0.997893 | [
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NATIONAL UNIVERSITY OF LESOTHO
DEPARTMENT OF ANIMAL SCIENCE
SECOND SEMESTER EXAMINATION 2022/2023
ANS 4507: INFECTIOUS AND NON-INFECTIOUS LIVESTOCK DISEASES
JUNE 2023 MARKS 100 TIME: 3 HOURS
INSTRUCTIONS
- Answer ALL questions
- Answer each question on a SEPARATE page
- You can start with ANY question, and make sure you number your answers correctly
___________________________________________________________________________
Question 1
Question 2
Complete the disease card for Lumpy Skin Disease below. (20 Marks)
Question 3
A farmer asked for your advice concerning the fertility of his/ her herd. You examined the bull and found nothing much wrong. You also examined the cows on the farm and found that some were pregnant. You suspected that one of the cows has an infected uterus. The farmer told you that several cows had late-term abortions. (20 Marks)
a. List the different diseases that might cause the condition affecting these cattle. (8)
b. What would confirm your suspicion? (3)
c. What samples must be taken to confirm the diagnosis? (4)
d. While taking samples, what measures should be taken to ensure that the disease does not spread? (2)
e. Describe the methods that can be applied to control the disease. (3)
Question 4
a. With the aid of a diagram, describe the life cycle of a liver fluke in ruminant animals. (15)
b. Indicate the signs and symptoms that would be found in animals affected by liver fluke. (5)
Question 5
a. Describe the cause, the spread and clinical signs of sheep scab as found in Lesotho (10)
b. Describe measures to be used to control sheep scab and explain its economic
importance (10) | <urn:uuid:581f372e-bed5-4427-b754-b4441bf64603> | CC-MAIN-2024-51 | https://library.nul.ls/wp-content/uploads/filr/3173/ANS4507-05-2023.pdf | 2024-12-11T09:39:12+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00866.warc.gz | 324,086,527 | 393 | eng_Latn | eng_Latn | 0.988318 | eng_Latn | 0.99704 | [
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Grade 6 Social Studies
ENGLISH Program
Discipline Overview
Social studies is the study of people and places, past and present, near and far, in relation to each other and to the natural world. In Manitoba, social studies focuses on the disciplines of history and geography, and embeds the interrelated concepts found within the humanities and social sciences.
Social studies has processes that allow learners to engage effectively with the curriculum and to continuously develop their global competencies and enduring understandings. Learners acquire interdependent knowledge and understanding, skills, and values to become active democratic and responsible citizens who adhere to the principles of Truth and Reconciliation, sustainable development, and human rights.
The enduring understandings of social studies focus on the following topics:
* Identity, Culture, and Community
* The Land: Places and People
* Historical Connections
* Global Interdependence
* Power and Authority
* Economics and Resources
Course Overview
Canada: A Country of Change (1867 to Present)
Grade 6 learners learn about Canadian history from Confederation to the present. This includes the expansion of Canada, immigration, industrialization, the environment, and the changing relationships between the government and First Nations, Métis, and Inuit Peoples. Learners examine world events including the Depression and Canadian involvement in the two world wars. They explore Canadian identity and the growth of Canada as a culturally diverse, bilingual, and democratic society. They study questions related to the responsibilities and rights of citizenship in Canada and the contemporary world.
Global Competencies in Social Studies
Critical Thinking
Critical thinking in social studies is essential to making ethical decisions and to being reflective and active global citizens. It involves the processes of inquiry and historical and geographical thinking, and the use of evidence, criteria, and reasoning that allows for informed decision-making and the creation of solutions necessary for a sustainable and ethical future.
* Learners will critically, strategically, efficiently, and effectively select and use sources in their research and inquiry, to ensure a depth and breadth of understanding, to draw conclusions, and to make informed decisions.
* Learners will make reasoned judgments about the world by evaluating sources for reliability and relevance, and by analyzing for bias, which could include prejudice, racism, and stereotyping.
* Learners will connect ideas, patterns, and relationships, using criteria and reasoning to understand historical thinking concepts.
* Learners will consider multiple perspectives and contexts to understand the diversity of the human experience.
* Learners will interpret information and ideas and recognize that interpretations may change with new information.
* Learners will evaluate personal assumptions and bias based on new information and ideas.
* Learners will ask relevant and clarifying questions to broaden and deepen knowledge and understanding.
* Learners will distinguish fact from opinion and interpretation to arrive at reasoned judgments.
* Learners will weigh criteria, based on observation, experience, and/or evidence, to make informed judgments and ethical decisions about the future of the world.
Creativity
Creativity in social studies enables learners to make observations and decisions, to solve problems, and to devise innovative strategies. This involves making connections among concepts and applying a variety of tools. Creative thinking emphasizes flexibility, divergent thinking, the generation of ideas, and the exploration of diverse choices to enhance understanding and consider sustainable and ethical solutions.
* Learners will demonstrate initiative and ingenuity, explore opportunities, be open to new ideas and possibilities, and take risks to consider different choices that could shape the future.
* Learners will demonstrate curiosity about choices made by people within a given context and explore new ideas/possibilities by asking relevant questions about those choices.
* Learners will use strategies and ways of thinking including historical/ geographical thinking, perspective taking, and ethical decision-making to generate innovative ideas and concepts, solve problems, and/or make a difference to consider new opportunities for the future.
* Learners will build on the ideas and understandings of others.
* Learners will create plans and adjust them as they gain understanding of new information and/or changing contexts.
* Learners will test, refine, and adapt ideas in innovative and unique ways, and persevere through ambiguity and obstacles.
* Learners will reflect, seek, and use feedback from others to consider sustainable and ethical solutions and to enhance understanding.
Citizenship
Citizenship in social studies prepares learners to be informed and engaged global citizens. As they reflect upon diverse perspectives, narratives, and stories, they develop historical/geographical knowledge and conceptual understanding of the principles of Truth and Reconciliation, sustainability, and human rights, which provide a foundation for their role as engaged and responsible citizens—locally, nationally, and globally.
* Learners will understand and reflect on their own perspective in regard to complex issues in a rapidly changing world.
* Learners will recognize bias, including racism, prejudice, stereotyping, and discrimination, and they will support the principles of Truth and Reconciliation, sustainability, and human rights.
* Learners will explore the interconnectedness of self, others, and the natural world.
* Learners will explore how the contributions of the past shape our present concepts of citizenship and democracy.
* Learners will use conceptual understanding and historical/geographical thinking to analyze information and to make informed decisions.
* Learners will explore diverse ideas, experiences, and world views to evaluate personal assumptions and bias and to make informed decisions that reflect the principles of Truth and Reconciliation, sustainability, and human rights.
* Learners will empathize with others and reflect on perspectives that do not fit their own to understand the diversity of the human experience.
* Learners will engage with others in responsible, respectful, and inclusive ways, in person and in digital contexts, to constructively shape dialogue and build relationships.
* Learners will evaluate factors and realize their own potential to propose solutions for the well-being of self, others, and the natural world.
* Learners will work with others to develop strategies to find equitable solutions that support equity, diversity, and inclusion, and that uphold human rights.
* Learners will make ethical choices to promote healthy and sustainable outcomes for the natural world.
Connection to Self
Connection to self in social studies is the learners' personal connection with historical and geographical thinking and knowing, and making connections with others and the natural world. Learners explore their dynamic relationships with people and the land, past and present, near and far, which develops knowledge and understanding of human interdependence and impact upon societies and natural environments, and of their role as responsible citizens for a sustainable and ethical future.
* Learners will recognize personal interests, strengths, challenges, and gifts to support their learning, their well-being, and their well-becoming.
* Learners will appreciate the factors that shape their identity, including the interrelationship of land and people within the cultural and historical context of their community, to gain an understanding of themselves.
* Learners will value and respect the interdependence of and personal connections to people and place, including the natural environment, to develop empathy and belonging.
* Learners will understand and use strategies to support self-regulation and wellbeing as citizens in a complex and ever-changing world.
* Learners will reflect on their biases, decisions, effort, and experiences, and on others' feedback.
* Learners will set goals to strengthen their learning and well-being as engaged citizens.
* Learners will have hope and demonstrate empathy as they plan for the future for themselves and as part of the natural world near and far.
* Learners will demonstrate an ability to persevere and adapt to new experiences and perspectives, environmental and global realities, and world events.
* Learners will recognize and embrace their role in lifelong learning, and take responsibility for personal growth, well-being, and well-becoming as global citizens.
Collaboration
Collaboration in social studies includes appreciating the diversity of perspectives, beliefs, and values, which is part of living in a democratic society and being part of the natural world. Collaboration includes learning with and from others and working together with a shared commitment to common purposes including Truth and Reconciliation. Collaboration builds relationships to enable learners to make informed decisions and accomplish common goals. Furthermore, productive discussion and debate concerning ethical questions serve to motivate learners, making learning more meaningful, and provide the opportunity for learners to contribute to their communities.
* Learners will seek to understand and clarify diverse perspectives, voices, and ideas.
* Learners will build on each other's ideas through productive, meaningful, and respectful interactions.
* Learners will value and put trust in others' contributions to deepen thinking about topics.
* Learners will practise active listening and ask ethical questions while considering diverse perspectives.
* Learners will work through differences and show a willingness to compromise or change perspective where appropriate to make informed and respectful decisions.
* Learners will co-construct with others by negotiating to build an ethical understanding and work together to solve problems for the well-being of people and as part of the natural world.
* Learners will use their gifts and commit to establishing and carrying out their responsibilities for a collective purpose and/or a common goal for the wellbeing of people and as part of the natural world.
Communication
Communication in social studies enables learners to interpret received information, and to share information and express ideas clearly and purposefully using a variety of media. This includes the development of oral, visual, print, and media literacy, and the use of information and communication technologies for the exchange of information and ideas. Learners constructively exchange information and ideas to build knowledge and to strengthen relationships for a sustainable and ethical future for themselves and the natural world.
* Learners will consider audience, purpose, context, modes, and forms to share ideas and present information thoughtfully and effectively.
* Learners will use clear and concise language to express ideas and voice perspectives that are inclusive and respectful of others, avoiding generalizations and pejoratives, while understanding how their words and actions impact others.
* Learners consider context cues (e.g., text features, non-verbal communication, tone of voice, appropriate digital images, icons) to enhance understanding when receiving messages.
* Learners will seek to understand others' perspectives to clarify and broaden thinking and negotiate constructively through active listening and questioning.
* Learners recognize how diverse contexts (linguistic, cultural, generational, experiential) can influence understanding.
* Learners will engage in productive, meaningful, and respectful discussions to build relationships and deepen understandings in a variety of ways including in digital contexts.
* Learners will relate events and stories in a way that makes sense to self and others.
* Learners will negotiate constructively with others to build consensus within a community of learners.
Enduring Understandings
Identity, Culture, and Community
Learners will explore the concepts of identity, culture, and community as they relate to individuals, societies, and nations. Many factors influence identity and life in communities, including geography and history, culture, language, economic factors, and shared beliefs and values, and these factors are subject to time and place. By studying various cultures, including one's own, learners develop a better understanding of diverse points of view and become sensitive to the fact that a community is strengthened by the interaction and interdependence among individuals through cultural diversity and pluralism.
The Land: Places and People
The exploration of people's dynamic interrelationships with places and environments creates an understanding of human dependence and impact upon the natural environment. Learners consider how connections to the land influence their identities and define their roles and responsibilities as civil stewards of the land—locally, nationally, and globally.
Historical Connections
Learners will explore how people, events, and ideas from the past shape the present and influence the future. In addition, stories and traditions allow learners to deepen their historical understanding of the influence of the past on the present. Through the exploration of one's own history, and history near and far, learners can draw on the past to understand the present and live with the future in mind, thereby providing a foundation for active democratic citizenship.
Global Interdependence
Learners will explore the interdependence of people, communities, societies, nations, and environments. This exploration will enhance the learners' global consciousness and help them develop empathy with respect to human rights and the human condition. Consideration of global connections enables them to expand their knowledge of the world in which they live and to engage in global citizenship.
Power and Authority
Learners will explore the diverse processes and structures of power and authority through time, and their impact on people, relationships, communities, and nations, along with issues of fairness and equity. Power and authority affect all human relations, in everyday life and in official situations. Rules and laws, both formal and traditional, exist to protect people and to meet their needs for living together in a just and peaceful manner. Through an exploration of power and authority and its influence on human relationships, learners develop a sense of personal empowerment as active democratic citizens.
Economics and Resources
Learners build an understanding of the impact, the sharing, and the interdependence of resources and wealth in relation to individuals, communities, and nations, both past and present. They examine economic factors that affect decision-making, the use and distribution of resources, and the development of technologies, and they consider social and environmental implications.
Learning Outcomes
Learning Outcome Code
The first letter refers to the learning outcome type:
– Values
K – Knowledge
V
S
– Skills
The second letter, where it appears, refers to the Enduring Understandings (and one Global Competency):
L – The Land: Places and People
G – Global Interdependence
E – Economics and Resources
I – Identity, Culture, and Community
H
– Historical Connections
P – Power and Authority
C – Citizenship (Global Competency)
Distinctive Learning Outcomes are indicated, at the end of the specific learning outcome code, by the following letters:
– Francophone
A – Indigenous
F
Cluster 1: Building a Nation (1867 to 1914)
Knowledge Learning Outcomes
6-KH-027
Identify individuals and events connected with Manitoba's entry into
Rights, and provisional government.
Confederation. Include Louis Riel, Red River Resistance, Métis Bill of
6-KH-027F Identify the roles of Father Noël-Joseph Ritchot and Archbishop Alexandre-Antonin Taché in Manitoba's entry into Confederation.
6-KH-028 Identify causes, events, individuals, and consequences of the 1885 Resistance.
6-KH-029 Describe the role of the North West Mounted Police.
6-KH-030 Relate stories about the gold rushes, and describe the impact of the gold rushes on individuals and communities (e.g., Fraser River, Cariboo, Klondike).
6-KH-031 Identify events and issues related to the construction of the Canadian Pacific Railway (e.g., workers and working conditions, Chinese labourers, construction difficulties, mapping Canada).
6-KH-032 Identify contributions of Indigenous leaders from 1867 to 1914 (e.g., Gabriel Dumont, Mistahimaskwa [Big Bear], Pitikwahanapiwiyin [Poundmaker], Isapomuxika [Crowfoot]).
6-KH-033 Identify factors leading to the entry into Confederation of Manitoba, Northwest Territories, British Columbia, Prince Edward Island, Yukon, Saskatchewan, Alberta, Newfoundland and Labrador, and Nunavut, and specify the year of entry.
6-KH-034 Identify the prime ministers of Canada from 1867 to 1914, and give examples of their achievements.
6-KE-055 Explain the importance of agriculture in the development of Canada from 1867 to 1914.
Values Learning Outcomes
Cluster 2: An Emerging Nation (1914 to 1945)
Knowledge Learning Outcomes
6-KC-003
Recognize Remembrance Day as a commemoration of Canadian participation in world conflicts.
6-KI-012 Identify contributions of First Nations, Métis, and Inuit Peoples to Canada's war efforts.
6-KL-024 Give examples of the influence of the natural environment on daily life for various groups during the Depression.
6-KH-035 Describe the causes, main events, and results of the 1919 Winnipeg General Strike.
6-KH-036 Identify the prime ministers of Canada from 1914 to 1945, and give examples of their achievements.
6-KH-037 Describe changing roles for women in Canada from 1914 to 1945.
6-KG-039 Identify major causes and events of the First World War.
6-KG-040 Describe Canada's involvement in the First World War, and identify its impact on Canadian individuals and communities. Include internment of ethnocultural groups.
6-KG-041 Identify major causes and events of the Second World War.
6-KG-042 Describe Canada's involvement in the Second World War, and identify its impact on Canadian individuals and communities. Include internment of ethnocultural groups and the Holocaust.
6-KP-046 Describe the struggle for and identify individuals involved in women's suffrage in Manitoba and Canada. Include the Famous Five (Emily Murphy, Henrietta Muir Edwards, Louise McKinney, Nellie McClung, and Irene Parlby).
6-KE-056 Relate stories of the Depression and describe its impact on Canada (e.g., changes in agricultural practices, development of the social safety net, new political parties).
6-KE-057 Give examples of the impact of technological development on life in Canada from 1914 to 1945 (e.g., electricity, telecommunication, transportation, medicine, industrialization).
Values Learning Outcomes
6-VI-006 Value the contributions of various groups to the development of Canada (e.g., suffragettes, trade unions).
6-VH-013 Appreciate the struggles of past generations in achieving the rights that people in Canada enjoy today.
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the world wars.
Grade 6 Social Studies
10 |
Cluster 3: Shaping Contemporary Canada (1945 to Present)
Knowledge Learning Outcomes
Values Learning Outcomes
6-VI-007
Value the cultural and linguistic diversity of the Canadian community.
6-VI-007A Value their First Nation, Métis, or Inuit language, heritage, and culture.
6-VI-007F Value the French language and their francophone heritage and culture.
6-VI-008
Demonstrate respect for people of all cultures.
Grade 6 Social Studies
11 |
Cluster 4: Canada Today: Democracy, Diversity, and the Influence of the Past
Knowledge Learning Outcomes
Grade 6 Social Studies
12 |
Values Learning Outcomes
6-VC-002 Be willing to support the ideals of democracy and contribute to local democratic processes (e.g., school or community projects, student councils).
6-VC-002A
Be willing to participate in democratic processes to protect and affirm their First Nations, Métis, or Inuit identities.
6-VC-003
6-VC-004
6-VI-009
6-VL-011
6-VL-011A
6-VG-015
6-VP-016
6-VP-017
Appreciate the struggles and achievements of past generations in shaping Canada.
Appreciate the benefits of living in Canada (e.g., freedoms, education, health, safety).
Appreciate the arts as important expressions of culture and identity.
Value the natural environment.
Respect the spiritual dimension of nature.
Appreciate Canada's interdependence with other regions of the world.
Respect authority when it is consistent with democratic ideals.
Be willing to support solutions to address inequities.
Grade 6 Skills
Grade 6 Social Studies
13 |
6-S-104 Negotiate constructively with others to build consensus and solve problems.
6-S-105 Recognize bias and discrimination, and propose solutions.
6-S-106 Treat places and objects of historical significance with respect (e.g., burial grounds, memorials, artifacts).
Skills for Managing Information and Ideas
6-S-200 Select information from a variety of oral, visual, material, print, or electronic sources (e.g., maps, atlases, art, songs, artifacts, narratives, legends, biographies, historical fiction).
6-S-201 Organize and record information in a variety of formats (e.g., maps, charts, outlines, concept maps), and reference sources appropriately .
6-S-202 Distinguish between primary and secondary information sources for research.
6-S-203 Select and use appropriate tools and technologies to accomplish tasks.
6-S-204 Create timelines and other visual organizers to sequence and represent historical figures, relationships, or chronological events.
6-S-205 Construct maps that include a title, legend, compass rose, scale, and latitude and longitude.
6-S-206 Select and interpret various types of maps for specific purposes.
6-S-207 Use latitude and longitude to locate and describe places on maps and globes.
6-S-207A Use Traditional Knowledge to read the land.
6-S-208 Orient themselves by observing the landscape, using Traditional Knowledge, or using a compass or other tools and technologies.
Skills for Critical and Creative Thinking
6-S-300 Plan topics, goals, and methods for historical inquiry and research.
6-S-301 Evaluate the advantages and disadvantages of solutions to a problem.
6-S-302 Draw conclusions based on research and evidence.
6-S-303 Evaluate personal assumptions based on new information and ideas.
6-S-304 Distinguish fact from opinion and interpretation.
6-S-305 Observe and analyze material and visual evidence for research (e.g., artifacts, photographs, works of art).
6-S-306 Assess the validity of information sources (e.g., purpose, context, authenticity, origin, objectivity, evidence, reliability).
6-S-307 Compare differing accounts of historical events.
6-S-308 Compare diverse perspectives in a variety of information sources.
6-S-309 Interpret information and ideas in a variety of media (e.g., art, music, historical fiction, drama, primary sources).
Grade 6 Social Studies
14 |
6-S-310
Recognize that interpretations of history are subject to change as new information is uncovered or acknowledged.
6-S-405
Articulate their beliefs and perspectives on issues.
Curriculum Implementation Resources
Curriculum implementation resources are frequently added. Please refer to https://www.edu.gov. mb.ca/k12/framework/english/socstud/resources/grade_6.html.
Grade 6 Social Studies
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Grades 4-7 Understanding Learning Disabilities Stigma
Health Education & Visual Art
Purpose of the Lesson:
Learning disabilities are not visible disabilities, but just because we can't see them, it doesn't mean they aren't there and don't impact students immensely. For students who don't have a learning disability, it can be hard to understand what they actually are and this lack of understanding can lead to stigmatization. This lesson is intended to inform students about what learning disabilities are and how we can reframe our understandings of DIS-ability to become DIVERSE-ability. Through a visual art activity, students will apply this reframing concept by transforming one object into another. The closure of this lesson highlights the importance of understanding the things that make us different.
Curriculum Competencies:
Health Education
Describe and assess strategies for responding to discrimination, stereotyping, and bullying (Grade 4/5/6/7)
Describe and apply strategies that promote a safe and caring environment (Grade 4/5)
Explore strategies for promoting the health and well-being of the school and community (Grade 6/7)
Describe and assess strategies for promoting mental well-being (Grade 4)
Describe and assess strategies for promoting mental well-being, for self and others (Grade 5/6/7)
Describe factors that positively influence mental well-being and self-identity (Grade 4)
Explore and describe how personal identities adapt and change in different settings and situations (Grade 5/6)
Explore the impact of transition and change on identities (Grade 7)
Visual Arts
Explore identity, place, culture, and belonging through arts experiences (Grade 4/5/6/7)
Reflect on creative processes and make connections to other experiences (Grade 4)
Reflect on creative processes as an individual and as a group, and make connections to other experiences (Grade 5/6)
Visual Arts
Examine relationships between the arts and the wider world (Grade 5/6)
Interpret and communicate ideas using symbolism to express meaning through the arts (Grade 4/5/6/7)
Express, feelings, ideas, and experiences in creative ways (Grade 4/5/6/7)
Describe and respond to works of art and explore artists' intent (Grade 4/5/6)
Reflect on works of art and creative processes to understand artists' intentions (Grade 7)
Take creative risks to express feelings, ideas, and experiences (Grade 7)
Describe, interpret and respond to works of art (Grade 7)
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
Is Dyslexia a Learning Disability or a Learning Ability?- Gabi Renola
Guiding Questions:
Did you learn anything new about dyslexia through watching this video?
What does the word "disability" mean to you?
What do you think of when you hear the word "dyslexia"?
Step-by-Step Lesson Plan
Preparation: Queue up video/set up projector
1.Start off by discussing what learning disabilities are with your class. Ask your students what learning disabilities they're aware of and what they know about each one. Ensure that all of your students feel safe in this conversation, especially if you have students in your class who have a diagnosed learning disability. Remind your students about the importance of language when they're discussing these things.
2. Have the students watch the video "Is Dyslexia a Learning Disability or a Learning Ability?" This can be found HERE.
3. Pause the video and use the Guiding Questions to spark discussion. Continue writing things down on the board so your students have a reference point during the conversation. On one half of the board, write down the things they thought about dyslexia and learning disabilities in general before they watched the video. On the other half, write down what they have come to understand about dyslexia/learning disabilities through watching the video.
4. Discuss with your students how stigma around learning disabilities can occur. Explain to them that, when we don't understand something, it can be a lot easier to judge it. Learning about different people's lived experiences can help us overcome the stigma we might hold about certain people or groups. You can ask your students if they feel differently now about learning disabilities than they did before they watched the video/had this conversation.
5. Explore the concept of "reframing" with your students. Ask if they have heard this word before/if they know what it means. Discuss the definition with your students as being "changing our perspective on something to a more positive understanding on that thing". Ask them how the concept of "reframing" can be applied to our understandings of learning disabilities. Use our downloadable resource (can be found HERE) about changing our understanding of DISability to be DIVERSE-ability. Explain to your students that reframing our language in this way is a powerful tool to overcoming stigma around learning disabilities.
Step-by-Step Lesson Plan
6. Explain the curriculum connections to your students. Show them some examples of this artist's portrayals of one object becoming another one.
Here are links to two websites showing the work of artists who create pieces similar to the ones the students will be creating:
https://www.boredpanda.com/this-artist-transforms-everyday-objects-into-art/? utm_source=google&utm_medium=organic&utm_campaign=organic
(Artist: Tatiana Khlopkova)
https://www.boredpanda.com/everyday-object-art-faces-victor-nunes/? utm_source=google&utm_medium=organic&utm_campaign=organic
(Artist: Victor Nunes)
7. Explain to your students that they will be creating a piece of art in this way that symbolizes the concept of reframing. They can pick whatever object two objects they like and can turn one of them into the other, or show one of them morphing into the other. They can use whatever visual arts mediums are available to them/you in the classroom. This can also be done through photoshop/other online photo editing platforms.
Accommodation/modification:
Students who are visually impaired may choose to verbally explain to you how they would represent the concept of reframing - you can write down what they explain to you
Follow-up Activity: Invite the students to share their art pieces with partners, in small groups, or with the class. Suggest that students pose engaging questions to their peers about their art pieces.
Step-by-Step Lesson Plan
Some questions to pose could include:
How do you feel your image represents reframing?
Do you think this activity changed your perspective on the way we see things?
How did this activity change your understanding of learning disabilities?
Lesson Closure: Facilitate a whole-class discussion about the activity. Allow the students to reflect on their experience in creating these art pieces. Discuss with your students how stigma around learning disabilities and mental health can intersect and how understanding this can positively impact the mental well-being of individuals with learning disabilities. Invite your students to share their responses to some of the questions they discussed with their peers. | <urn:uuid:6d2bbcc5-dff1-4db0-87bd-d9cebe1837a4> | CC-MAIN-2024-51 | https://studentmentalhealthtoolkit.com/wp-content/uploads/2021/03/FINAL-Understanding-Learning-Disabilities-Stigma-Lesson-Plan-BW-3.pdf | 2024-12-11T09:52:13+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00865.warc.gz | 507,804,963 | 1,480 | eng_Latn | eng_Latn | 0.994167 | eng_Latn | 0.996002 | [
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Expressive Art and Design
We will make movements to music, sing familiar songs and create sounds by banging, shaking etc
We will use a choice of media to create marks and drawings such as paint, crayons, chalk etc,
* We will follow preschool routines and learn new ones. We understand why it is important to have rules and how they keep us safe.
Personal, Social and Emotional
We will continue to talk about our feelings and understand how others might be feeling.
Our Wonderful World
Physical
We will continue to move in a range of ways and use play equipment to pull themselves up and climb.
We will begin to use three fingers when holding mark making tools-paintbrushes, pens, pencils etc.
Knowledge and Understanding of the World
We will discover and learn about 'Our World', countries, cultures, festivals and celebrations. We will begin to make observations and ask questions about where we live and the world around us.
We will have opportunities to visit and experience the environment outside of our setting, going on trips and seeing the local area. By visiting different places we will show an interest in a variety of occupations.
St Peter's Preschool Spring Term 2024
Communication and Language
We will enjoy listening to longer stories and can remember much of what happens.
We will continue to build on knowledge of rhymes and play rhyming games.
We will talk about our world.
English
We will share new and familiar stories and join in with rhymes and poems.
We will talk about characters, events and settings. We will use small world and role play, including puppets to retell stories.
Maths
We will continue to explore numbers using songs and rhymes to develop understanding of number.
We will play games and recognise numbers and shapes in the environment.
We will begin to use and understand language related to time. | <urn:uuid:54bc2ecf-cb8d-4266-901a-2abf8c041007> | CC-MAIN-2024-51 | https://stpeterscofeprimaryschoolcoggeshall.org.uk/storage/612/Preschool-medium-term-Spring-23-24.pdf | 2024-12-11T09:38:54+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066078432.16/warc/CC-MAIN-20241211082128-20241211112128-00864.warc.gz | 523,668,092 | 374 | eng_Latn | eng_Latn | 0.998743 | eng_Latn | 0.998743 | [
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Name __________________________________________ Date ___________________
This is an upper case letter B. Can you write the letter B?
This is a lower case letter b. Can you write the letter b?
Butterfly starts with the letter B. Can you write butterfly? | <urn:uuid:54d09e48-8d2d-4e3d-9240-b326babd60cc> | CC-MAIN-2018-05 | http://cubbiescurriculum.com/sampleprekworksheet.pdf | 2018-01-21T16:14:12Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00467.warc.gz | 78,536,787 | 54 | eng_Latn | eng_Latn | 0.996365 | eng_Latn | 0.996365 | [
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HON 251/COM 429: OXBRIDGE LECTURE SERIES WHAT SHOULD THE LAW DO?
For this course's capstone project, students have a choice between two projects.
The first option is to devise a system of law for a hypothetical new society, Berryland, one that wishes to cull from the best thinking of the generations to create the greatest system of law on earth, or at least a darned good one. This project will involve investigation and contemplation, and it will ask students to reason through how to constitute itself, basing that "constitution" on philosophical, moral and legal thought, precedent and practice.
You have no formal restrictions, and no formal length requirements. Strongly recommended, however, are close readings of the U.S. Constitution (http://www.archives.gov/exhibits/charters/constitution.html) and of France's Declaration of the Rights of Man (http://avalon.law.yale.edu/18th_century/rightsof.asp). Both are the products of revolution, but each takes a very different route to constituting a government. Your final document could look much like these examples at least in terms of structure or form.
I also ask for an explanatory section walking me through the key decisions you made, and how you made them. In other words, declaring rights means making really tough choices. What were those choices? What are you seeking with the choices you made, and what, therefore, are you sacrificing? For example, an ambiguous constitution allows for interpretation and keeps judges busy, but it also is less reliable as a statement of the authors' wishes. A more specific constitution is more reliable, but less flexible. This is just one example.
The second option is to propose a law or series of laws to address the global problem of human trafficking. This law can be one nation's, or it can be
international law. Regardless, you will need to think through several issues, including how to pay for enforcement of the law and, if you deem it relevant, how to educate the public on the issue to increase its chances of being funded.
As Roddy Llewellyn shared with us, to fight human trafficking requires a long-term effort – years, in fact. This is quite expensive, and it doesn't win too many people votes.
Your final document should include a statement of the problem, for which you will need to do some research. The "Caged in America" does a nice job of backgrounding the issue of capital punishment in this country, to mention one example of how you might do this. This final document should include the laws you propose, as well as a section detailing how it will be enforced – who or what agency will be charged with carrying out the law. This project involves criminal law, so that's where your research should focus.
Some help: Here is a step-by-step process
1. Define the goal We want to stop the practice human trafficking, including its subsidiary activities of pimping, prostitution and slave labor. (This is just an example.)
2. Research existing law For example, the Council of Europe Convention on Action Against Trafficking in Human Beings and its Explanatory Report (Warsaw, 16.V.2005): http://www.coe.int/t/dghl/monitoring/trafficking/docs/convntn/cets197_en.asp
and
The United Kingdom's Asylum and Immigration (Treatment of Claimants, etc.) Act 2004: http://www.legislation.gov.uk/ukpga/2004/19/contents
3. Write the law's title, which begins with the words "An Act To" and continues with a brief summary of the law's contents. Consider your title carefully.
4. Write the law's preamble, which consists of the "Whereas" clauses at the beginning of the law that establish the rationale or context for the law. A law can have more than one, but don't get carried away.
5. Write the body of the law, which is divided into sections, each of which is numbered. A section may have more than one paragraph. A section may have sub-sections, and a sub-section may also have more than one paragraph. An example:
Section 1. The captain of any Berry football team who engages in an unsanctioned competition with one or more other football teams shall be guilty of the crime of "Breaking Martha's heart".
Section 2. The police chief of Berry may arrest the captains of said football teams and incarcerate them in the catacombs of Ford campus.
Section 3. Upon conviction in a competent Court of law, the judge shall sentence the football team captain to one of the following punishments as the Court shall deem appropriate:
(a) For the first offense, a Class C misdemeanor.
(b) For the second and subsequent offenses, a Class B misdemeanor
(c) In the alternative, to pick up ALL deer droppings on Main campus.
6. Stipulate the effective date, or when the law will take effect.
For both options, I ask that you create a Word document in 12-point type, using 1-inch margins, and double-line spaced throughout.
And just so everyone relaxes a bit, I am stipulating here that the priority in these projects is on how we think about the course's defining questions: What should the law do, and how should the law do it? The priority, therefore, is not on how law-sounding our final products are, or on getting our "whereas"es and "wherefore"s right, but in how we think about really big questions, like how to constitute ourselves as a nation on the one hand and how to address a large, even growing global problem that wrenches our hearts and eludes our laws – human trafficking.
Of course, the quality of our writing counts a lot, too. So revise, edit and revise some more. It's finished when it's due. Did someone say "due"? These final products will be due the last day of class. | <urn:uuid:a8e683b1-004e-4a88-855f-2f604c9c4f7f> | CC-MAIN-2018-05 | http://www.cubanxgiants.com/berry/law/final_project_instrux.pdf | 2018-01-21T16:07:34Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00467.warc.gz | 426,554,320 | 1,233 | eng_Latn | eng_Latn | 0.999081 | eng_Latn | 0.999147 | [
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GUJARAT TECHNOLOGICAL UNIVERSITY DIPLOMA ENGINEERING (INTERDISCIPLINARY)
Semester - I
SUBJECT CODE : 310030 (w.e.f. 4th August,2011)
SUBJECT NAME : ENGINEERING MECHANICS
RATIONALE :
Engineering Mechanics is a branch of Applied Science where laws of physics are applied to solve engineering problems. Broadly speaking Engineering Mechanics can be classified in two categories-Static and Dynamics.
In this course, an attempt has been made to apply different laws of science to solve Static and Kinematic problems. An attempt is also made to strengthen the knowledge of students, so as to make the path for applied technologyl subjects smoother and logical.
3. OBJECTIVES:
1. Explain the term: vector and scalar, giving examples of each.
2. Explain different system of Units.
3. Explain various system of forces and transmissibility and superposition of forces.
4. Develop the concept of Resultant and equilibrant using parallelogram of forces
5. Develop the concept of composition and Resolution of force.
6. Explain graphical methods, Lami's theorem.
7. Develop the concept of Moment and Couple
8. Explain statically determinate beams and reactions.
9. Distinguish between Centroid and Centre of Gravity.
10. Develop the concept of moment of area.
11. Develop the concept & phenomenon of friction & various terms related to it.
12. Develop the concept of rectilinear motion & V-T diagram.
13. Explain the principles related to motion of projectile & engineering problems related to trajectory of projectile.
14. Explain the concepts & principles related to Curvilinear motion.
15. Explain importance of centripetal & centrifugal force,superelevation, wheel reactions, skidding, overturning of vehicle moving on a level path.
16. Explain the concept of Work, Power & Energy.
17. Explain the method of computing work, power of typical engines, K.E. and P.E.
18. Explain & develop the concept of working of various simple machines & different terms related to it.
19. Explain law of machines & develop the concept of reversibility of machines, reversible & non-reversible machines.
6.
- State formula to find centroid of plane sections
- Problems
4.2 Centre of Gravity (C.G)
- Axis of symmetry
- C.G. standard solids
- State formula to find C.G. of solid sections
- Problems
5. FRICTION
5.1 Friction, law of friction, coefficient of friction, angle of friction, angle of repose
- Types of friction
5.2 Application of Lami's theorem and theory of resolution of forces
- Problems on Friction for a block resting on horizontal plane & inclined plane.
RECTILINEAR MOTION :
6.1 Kinetics, Kinematics.
- Velocity, Average Velocity, Uniform Velocity, Speed, Displacement,
Acceleration, Retardation.
- v = u + at, v 2 = u 2 + 2as, s = ut + 1/2 at 2
6.2 Draw V-T diagram.
- Problems, motion under gravity.
7. MOTION OF PROJECTILES :
7.1 Trajectory range, maximum range, angle of projection, time of flight, Maximum height different equations of projectile.
7.2 Engineering problems.
4
4
2
LABORATORY EXPERIENCES
Sr. No. Name of Experiments
1. Law of parallelogram of forces.
2. Law of Triangle of forces ( Lamy's theorem, Unknown weight)
3. Law of polygon of forces.
4. Law of parallel Forces. (Reactions of Beam-couple)
5. Centroid of given laminar
6. Law of machine of given machine. Simple screw jack. (Analytically, graphically)
7.
Verify velocity ratio for different simple machine. (1) Wheel - Axle (2) Simple
purchase crab.
(3) Simple screw jack.
8. Determine M.A., efficiency, Ef, F, for double purchase crab.
9. Draw and study of graph for wheel and different axle.
(a) W - P (b) W - n (c) W - Pf (d) W - F.
10.
Draw V - T diagrams for different combinations of (a) Velocities
(b) Uniform accelerations as well as (c) Uniform retardations
11. Demonstration of Non - concurrent Non parallel forces. (Funicular diagram.)
REFERENCES :
1. Applied Mechanics - by R.S.Khurmi.
2. Applied Mechanics
- by Dadhe, Jamdar & Walavalkar.
3. Engineering Mechanics For Diploma Students
- by S.B.Junarkar.
4. Applied Mechanics
- by I.B.Prasad.
5. Applied Mechanics
- by Ramamrutham. | <urn:uuid:a76c6a25-8b7a-42b1-94ed-30e0f39864e3> | CC-MAIN-2018-05 | http://www.gtu.ac.in/syllabus/DipEngg/DipFirstSem/EM_DIP_SEM-I_wef_01082011.pdf | 2018-01-21T16:49:42Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00467.warc.gz | 456,090,536 | 1,002 | eng_Latn | eng_Latn | 0.83525 | eng_Latn | 0.931316 | [
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Spatial distribution and accumulation of nickel in serpentinite soil horizons
Erik Olstad
School of Natural Sciences
Uni ersit of California Merced
Outline
* Background Information
* The Big Question
* Current Research
* Methods
* Results
* Future Research
Background Information
* Name is self explanatory: very "snakelike", green, narrow bands
* Rock has oily feel, very brittle, flaky
* Significant levels of nickel and chromium
* Soil and vegetation very distinct
* Serpentinite occurs in bands along the western Sierra Nevada mountains of California
Figure 1: Location of the Red Hills (RHMA) and Bagby sites on the geological map of the Sierra
Nevada foothills. Thick black lines are faults.
Background Information Cont.
* Galicia, Spain
– Serpentinite Regions
* More weathered
* Agriculture
* Annual crop burning
– Nickel showing up in mother's milk
– Possible carcinogen
http://www.bsactravelclub.co.uk/reports/pics/spain/spainmap.jpg
The Big Question
What is the nickel accumulation and distribution in the RHMA and Bagby sites?
*Nickel accumulation in soil is linked to potential bioavailability.
Field Work
* Conducted at two sites, RHMA and Bagby
* Field tests were conducted to collect samples of rock, soil, water and vegetation
* Soil was collected at multiple depths when possible, to examine nickel distribution at different depths
* Rocks were collected to test nickel content
* Water was collected from nearby stream to test the nickel content
* Vegetation was collected to examine if the plants were absorbing the nickel from the soil
Figure 2: Streptanthus polygaloides photographed on 3/15/07 (left) and 5/30/07 (right) on a rocky area of the Bagby site. March individual is 90 cm tall, and late May individual is 13 cm tall.
– Collected endemic species and known nickel hyperaccumulator,
Methods
* All samples were size-sieved.
* All samples were digested
– Aqua regia
* 3:1 HCl to HNO 3
– Microwave
* Digested samples were run on ICP-MS to analyze total metal concentration
http://www.udg.edu/ServeisTecnicsdeRecerca/Tecniquesiserveis/AnalisiQuimica/ICPMS/tabid/3042/Default.aspx
Soil Results
* RHMA had elevated nickel content in soil, compared to nonserpentine sample.
* Nickel content higher in the low-lying areas with more soil development
* Not much variability in nickel content between depths
– Preliminary data
* Most species of plants collected did not show an accumulation of nickel
* Lupinus spectabilis, not known for nickel hyperaccumulation, showed elevated nickel content
* Known hyperaccumulator, Streptanthus polygaloides, showed significant nickel accumulation
Plant Results
Figure 4: Trace element concentrations in root and shoot parts of three plant species from the Bagby Site (Site B), as well as two other nearby
outcrops along Highway 49 (sites A and C).
Future Research
* Characterize and compare changes in plant community, soil properties, bioavailable elements, and element uptake by plants during the spring (February-June) change from wet to dry conditions (a) between RHMA and Bagby sites, and (b) between rocky sites and those with soil development within each site.
* Investigate the response of the plant community during a spring flowering season to changes in water availability and addition of black carbon using field experimental plots.
Acknowledgments
* Dr. Peggy O'Day
* Dr. Benoit Dayrat
* Kearney Foundation of Soil Science
* O'Day Lab Graduate Students
– Nelson Rivera
– Virginia Illera
– Rob Root
– Sunkyung Choi
– Dorie Beals | <urn:uuid:e3d96f97-1ed3-4f8f-9dd5-9cd0b695a5bd> | CC-MAIN-2018-05 | http://kearney.ucdavis.edu/Undergrad_Fellowship_Reports/Olstad_Serpentine_Presentation.pdf | 2018-01-21T16:41:37Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00467.warc.gz | 197,222,610 | 819 | eng_Latn | eng_Latn | 0.851419 | eng_Latn | 0.984157 | [
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Millbrook Primary School
Pupil Discipline and Behaviour Policy
Date policy reviewed: December 2017
Policy review period: 2 Years
Date of next review: December 2019
Organisation of the behaviour and discipline policy
This policy includes the following aspects
Day to day expectations of behaviour
School procedures for dealing with behaviour incidents
Rewards and sanctions
Multi-agency support for Pupils
Behaviour beyond the school gates and school day
Searching and Confiscation
The use of reasonable force
Pastoral Care for School Staff
Aims of the policy
- To create a welcoming and safe learning environment in which everyone can be successful.
- Develop a consistent approach across the school which all children know and understand.
- Create an atmosphere where social, moral, spiritual and cultural values are learnt and developed.
School values
- Everyone has a right to feel safe at school. The staff and governors at Millbrook are committed to ensuring that every child is protected from harm.
- Everyone is of equal value and will be valued equally regardless of whether or not they have a disability, whatever their ethnicity, culture, religious affiliation, national origin or national status, whatever their gender and gender identity and whatever their sexual identity.
- It is everyone's responsibility to help make our school a happy place where everyone can be successful.
- We expect that the behaviour of children will enable teachers to teach, and each other to learn.
- Everyone is responsible for his/her own behaviour.
- Our expectations are for good behaviour.
- Good behaviour will be celebrated and rewarded.
- The education of the majority of children will be protected from disruption by a minority of unacceptable behaviour.
- Unacceptable behaviour will be met with consequences.
- Parents will be informed about the expectations of the school and about the consequences if their child behaves inappropriately.
- We have rules in our school because they provide a code about working and being together.
Rules
Our main rules are:
1. We listen and follow instructions from members of staff
2. We work hard and don't waste our time
3. We don't hurt anyone with words or actions
4. We speak politely to all the children and adults
5. We use Hands-Off play
6. We walk sensibly about the school
7. We look after our school and everything in it – we don't waste or damage things
These rules are condensed into The Golden Rules which are displayed prominently around school. Staff working with younger children wear lanyards with visual representations of the rules which can be used as cues in discussions about behaviour.
We also have a visual representation of Hands-Off Play that is discussed regularly with children and reinforced in assemblies.
For older children, the Stop, Think, Act procedure is used to help them manage disagreements and is referenced in all situations requiring adult intervention. Again this procedure is regularly reinforced during assemblies and PSHE sessions.
Promoting Good Behaviour
Good behaviour is helped when everyone remembers to do what is expected of them:
- Staff praise children when they see good behaviour.
- Staff focus on the positive behaviour they see.
-
Staff tell children clearly what is expected of them.
- Children remember what is expected of them.
- School and classroom rules are consistent, fair, and kept.
- Rules are regularly reviewed with staff and children together.
- Coaching strategies are used to support pupils; the strategies help pupils to change patterns of behaviour and beliefs.
- Responsibilities, expectations, and activities are matched to the individual Child's age, needs and development.
- Staff regularly inform children's parents of good behaviour or achievement
- When children have worked hard on a task and produced excellent work this is displayed as an example.
- In P.S.H.E. and R.E. lessons children are taught the reasons why good behaviour is essential in our society and how bad behaviour can spoil the lives of others and restrict their own life opportunities.
- In assemblies children are encouraged to think about and empathise with others and learn the importance of respecting the rights of others.
- The school council regularly discuss behaviour issues an views are sought and shared from all pupils through the Safety Squad and School Council.
Rewards
We believe that good behaviour should be consistently rewarded:
- Staff will praise a child immediately for their good behaviour and say why they are pleased with the child.
- Staff will regularly inform each other and the child's parents of small
praiseworthy actions.
- Staff may give small privileges to children who behave consistently well, and to children otherwise who have made a special effort to do so.
- Children can be recognised in Achievement Assembly
- Classes nominate a child each week to receive a special award
- When appropriate, staff will reward a whole group for their co-operative support of individuals or each other, for good behaviour or achievement.
- Exemplary behaviour or achievement will be commended by staff and will be rewarded via the class reward scheme (Class Dojo)
- Staff may phone the child's parents to express how pleased they are with his/her behaviour.
- Staff can send a postcard of praise home detailing their child's success
Millbrook Primary School - A school based graduated response to behaviour issues
support or increased frequency of
the SENCO and inclusion manager about their should make
Outside the classroom
Breaktimes:
When a pupil does not follow the school rules an adult will:
- remind the pupil of the rule which is being broken
- tell the pupil what the consequence will be if they do not change their behaviour
- Generally a warning will be given first.
- Consequence of continuing not to follow school rules at break will be to miss the next breaktime or undertake some "helping hands" activities such as litter picking or tidying up. .
If the above does not change the pupil's behaviour the adult will report the matter to SLT. A log will be created on CPOMs for repeated offences or when a pattern is suspected.
Exceptions:
Swearing: if a pupil uses offensive language the adult will tell the pupil that is it unacceptable and a detention will be given in without further warnings.
Physical violence: if a pupil uses physical violence the adult will tell the pupil that it is unacceptable and the matter will be reported to a DSL or SLT who will create a log on CPOMS.
Equal Opportunities
Equal opportunities is about ensuring that every member of the school community is regarded as being of equal worth and importance, irrespective of culture, race, gender, gender orientation, sexual orientation, learning abilities, sensory or physical impairment, social class or lifestyle; it is about recognising differences, meeting individual needs and taking positive action, so that everyone has equal access to the educational opportunities offered by the school; it is also about regularly monitoring that each child has the opportunity to achieve.
The power to discipline beyond the school gate
Disciplining beyond the school gate covers the school's response to all non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school. The governing body must be satisfied that the measures proposed by the head teacher are lawful. (see appendix 1)
Searching and confiscation
The Headteacher, Deputy Headteacher and other senior members of staff have a statutory power to search pupils or their possessions, without consent, where they suspect the pupil has certain prohibited items. The items that can be searched for under this power are knives or weapons, alcohol, illegal drugs and stolen items. School staff can seize any banned or prohibited item found as a result of a search or is considered to be harmful or detrimental to school discipline. (see appendix 2)
Physical Intervention
The use of physical intervention is rare and is, wherever possible avoided. There may be occasions where the use of physical restraint is appropriate; for example if a child is hurting him/her self and/or others or making a threat to injure using a weapon. Any intervention used will always be minimal and in proportion to the circumstances of the incident. All physical intervention will be undertaken by staff trained in MAPA techniques, except where there is immediate danger of harm, when all staff have the right to use reasonable force.
Pastoral care for school staff
If an employee is accused of misconduct and pending an investigation, the governing body will instruct the Headteacher to draw on the advice in the 'Dealing with Allegations of Abuse against Teachers and Other Staff' guidance when setting out the pastoral support school staff can expect to receive if they are accused of misusing their powers.
Resources available in school
- Behaviour strategy sheets personalised for individual children
- Raffle tickets
- Stickers
- Postcards
Outside Agency Support
- CAMHS
- Behaviour Support Service
- Support from Local Authority
- The Linden Centre Pupil Referral Unit
- Hadley Castle Early Help and Support (01952 387183)
- Family Connect (01952 385385)
Further reading and guidance
Millbrook Anti-Bullying Policy (2017)
Safeguarding and Child Protection Policy (2017)
Governors' written statement of behaviour principles (2017)
Principles governing the management of behaviour at Millbrook Primary School (2015)
Managing allegations against school staff (2016)
Millbrook Single Equalities Scheme (2017)
Creating a culture: how school leaders can optimise behaviour (DfE 2017)
Behaviour and Discipline in schools (DfE 2016)
Appendix 1
The power to discipline beyond the school gate
Disciplining beyond the school gate covers the school's response to all non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school. The governing body must be satisfied that the measures proposed by the head teacher are lawful.
Any bad behaviour when the child is:
- taking part in any school-organised or school-related activity or
- travelling to or from school or
- wearing school uniform or
- in some other way identifiable as a pupil at the school.
Or, misbehaviour at any time, whether or not the conditions above apply, that:
- could have repercussions for the orderly running of the school or
- poses a threat to another pupil or member of the public or
- could adversely affect the reputation of the school.
As a result of any of these behaviours, the Headteacher will collect witness statements from both adults and children who have witnessed the event. The parents of the child involved will be contacted and invited into school to discuss the matter. Sanctions for the bad behaviour will follow those issued by the school for bad behaviour during the school day. Parental support will be sought for sanctions which they are able to administered outside the school day.
Following any incident, the Headteacher will consider whether it is appropriate to notify the police or Community Support Officers of the actions taken against a pupil. If the behaviour is criminal or poses a serious threat to a member of the public, the police will always be informed. If there is any concern that the behaviour may be linked to the child suffering, or being likely to suffer, significant harm, Safeguarding procedures would be followed.
Appendix 2
Searching and confiscation
The Headteacher, Deputy Headteacher and two senior members of staff have a statutory power to search pupils or their possessions, without consent, where they suspect the pupil has certain prohibited items. The items that can be searched for under this power are knives or weapons, alcohol, illegal drugs and stolen items. School staff can seize any banned or prohibited item found as a result of a search or is considered to be harmful or detrimental to school discipline.
Searching with consent
Schools' common law powers to search:
School staff can search pupils with their consent for any item which is banned by the school rules.
1. The school does not need to have formal written consent from the pupil for this sort of search – it is enough for the teacher to ask the pupil to turn out his or her pockets or if the teacher can look in the pupil's bag and for the pupil to agree.
2. Items which are banned in school include, mobile phones, electronic games or devices, any item which could be used as a weapon, matches, any form of drugs (including medicines, which have not been prescribed and a medical from completed), knives, firearms, sprays, alcohol or stolen items.
3. If a member of staff suspects a pupil has a banned item in his/her possession, they can instruct the pupil to turn out his or her pockets or bag and if the pupil refuses, the teacher can apply an appropriate punishment as set out in the school's behaviour policy.
4. A pupil refusing to co-operate with such a search raises the same kind of issues as where a pupil refuses to stay in a detention or refuses to stop any other unacceptable behaviour when instructed by a member of staff – in such circumstances, schools can apply an appropriate disciplinary penalty.
Searching without consent
What the law says:
What can be searched for?
1. Knives or weapons, alcohol, illegal drugs and stolen items (referred to in the legislation as 'prohibited items').
Can I search?
2. Yes, if you are the Headteacher, Deputy headteacher or a senior member of staff. But:
a.
you must be the same sex as the pupil being searched; and b.
there must be a witness (also a staff member) and, if at all possible, they should be the same gender as the pupil being searched
When can I search?
3. If you have reasonable grounds for suspecting that a pupil is in possession of a prohibited item.
Authorising members of staff
The Headteacher, Deputy Headteacher and two Senior members of Staff are authorised to use these powers.
1. Teachers can only request a senior member of staff to undertake a search without consent if they have reasonable grounds for suspecting that a pupil may have in his or her possession a prohibited item. The teacher must decide in each particular case what constitutes reasonable grounds for suspicion. For example, they may have heard other pupils talking about the item or they might notice a pupil behaving in a way that causes them to be suspicious.
2. The powers allow school staff to search regardless of whether the pupil is found after the search to have that item. This includes circumstances where staff suspect a pupil of having items such as illegal drugs or stolen property which are later found not to be illegal or stolen.
Location of a search
1. Searches without consent can only be carried out on the school premises or, if elsewhere, where the member of staff has lawful control or charge of the pupil.
2. The powers only apply in England.
During the search
Extent of the search – clothes, possessions and trays
What the law says:
The person conducting the search may not require the pupil to remove any clothing other than outer clothing. 'Outer clothing' means clothing that is not worn next to the skin or immediately over a garment that is being worn as underwear but 'outer clothing' includes hats; shoes; boots; gloves and scarves. 'Possessions' means any goods over which the pupil has or appears to have control – this includes trays and bags. A pupil's possessions can only be searched in the presence of the pupil and another member of staff. The power to search without consent enables a personal search, involving removal of outer clothing and searching of pockets.
Trays
Under common law powers, schools are able to search trays for any item provided the pupil agrees. Pupils will have a tray on condition that they consent to have it searched for any item whether or not the pupil is present.
If a pupil does not consent to a search then it is possible to conduct a search without consent but only for the "prohibited items" listed above.
Use of force
Reasonable force may be used by the person conducting the search (see appendix 3).
After the search
The power to seize and confiscate items – general
What the law allows:
Schools' general power to discipline, as set out in Section 91 of the Education and Inspections Act 2006, enables a member of staff to confiscate, retain or dispose of a pupil's property as a disciplinary penalty, where reasonable to do so.
1. The member of staff can use their discretion to confiscate, retain and/or destroy any item found as a result of a 'with consent' search so long as it is reasonable in the circumstances. Where any article is thought to be a weapon it must be passed to the police.
2. Staff have a defence to any complaint or other action brought against them. The law protects members of staff from liability in any proceedings brought against them for any loss of, or damage to, any item they have confiscated, provided they acted lawfully.
Items found as a result of a 'without consent' search What the law says:
- A person carrying out a search can seize anything they have reasonable grounds for suspecting is a prohibited item (that is a weapon/knife; alcohol; illegal drugs or stolen items) or is evidence in relation to an offence.
- Where a person conducting a search finds alcohol, they must retain it for return to the parent.
- Where they find controlled drugs, these must be delivered to the police as soon as possible.
- Where they find other substances which are not believed to be controlled drugs these can be confiscated where a teacher believes them to be harmful or detrimental to good order and discipline.
- Where they find stolen items, these must be delivered to the police or returned to the owner, providing it is safe to do so.
- Any weapons or items which are evidence of an offence must be passed to the police as soon as possible.
- It is school policy to always deliver stolen items or controlled drugs to the police. If the owners of the items are known and do not pose a threat to the pupil, these will be returned to the owner.
Telling parents and dealing with complaints
Schools are not required to inform parents before a search takes place or to seek their consent to search their child.
1. There is no legal requirement to make or keep a record of a search, however as good practice the sheet below will be completed whenever a search and/or confiscation has taken place.
2. The school will always inform the individual pupil's parents or guardians where alcohol, illegal drugs or potentially harmful substances are found along with any other banned items which might be found.
3. Complaints about screening or searching will be dealt with through the normal school complaints procedure.
Appendix 3
The use of reasonable force
What is reasonable force?
(i) The term 'reasonable force' covers the broad range of actions used by most teachers at some point in their career that involve a degree of physical contact with pupils.
(ii) Force is usually used either to control or restrain. This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury.
(iii) 'Reasonable in the circumstances' means using no more force than is needed.
(iv) As mentioned above, schools generally use force to control pupils and to restrain them. Control means either passive physical contact, such as standing between pupils or blocking a pupil's path, or active physical contact such as leading a pupil by the arm out of a classroom.
(v) Restraint means to hold back physically or to bring a pupil under control. It is typically used in more extreme circumstances, for example when two pupils are fighting and refuse to separate without physical intervention.
(vi) School staff should always try to avoid acting in a way that might cause injury, but in extreme cases it may not always be possible to avoid injuring the pupil.
2 Who can use reasonable force?
(i) All members of school staff have a legal power to use reasonable force
(ii) This power applies to any member of staff at the school. It can also apply to people whom the head teacher has temporarily put in charge of pupils such as unpaid volunteers or parents accompanying students on a school organised visit.
3 When can reasonable force be used?
(i) Reasonable force can be used to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder.
(ii) In a school, force is used for two main purposes – to control pupils or to restrain them.
(iii) The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual circumstances.
(iv) The following list is not exhaustive but provides some examples of situations where reasonable force can and cannot be used.
Schools can use reasonable force to:
- remove disruptive children from the classroom where they have refused to follow an instruction to do so;
- prevent a pupil behaving in a way that disrupts a school event or a school trip or visit;
- prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;
- prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground; and restrain a pupil at risk of harming themselves through physical outbursts.
Schools cannot:
use force as a punishment – it is always unlawful to use force as a punishment.
Using force
A panel of experts identified that certain restraint techniques presented an unacceptable risk when used on children and young people. The techniques in question are:
- the 'seated double embrace' which involves two members of staff forcing a person into a sitting position and leaning them forward, while a third monitors breathing;
- the 'double basket-hold' which involves holding a person's arms across their chest; and
- the 'nose distraction technique' which involves a sharp upward jab under the nose.
Staff training
Training is provided for inclusion staff so that they are able to support staff across the school. A senior member of staff will always support other staff across the school.
Telling parents when force has been used on their child
All incidents of reasonable force are recorded in order to support the child and staff involved. (see sheet below)
What happens if a pupil complains when force is used on them?
- All complaints about the use of force should be thoroughly, speedily and appropriately investigated.
- Where a member of staff has acted within the law – that is, they have used reasonable force in order to prevent injury, damage to property or disorder – this will provide a defence to any criminal prosecution or other civil or public law action.
- When a complaint is made the onus is on the person making the complaint to prove that his/her allegations are true – it is not for the member of staff to show that he/she has acted reasonably.
- Suspension must not be an automatic response when a member of staff has been accused of using excessive force. Schools should refer to the "Dealing with Allegations of Abuse against Teachers and Other Staff" guidance where an allegation of using excessive force is made against a teacher. This guidance
.
makes clear that a person must not be suspended automatically, or without careful thought.
- Schools must consider carefully whether the circumstances of the case warrant a person being suspended until the allegation is resolved or whether alternative arrangements are more appropriate.
- If a decision is taken to suspend a teacher, the school should ensure that the teacher has access to a named contact who can provide support.
- Governing bodies should always consider whether a teacher has acted within the law when reaching a decision on whether or not to take disciplinary action against the teacher.
- As employers, schools and local authorities have a duty of care towards their employees. It is important that schools provide appropriate pastoral care to any member of staff who is subject to a formal allegation following a use of force incident.
What about other physical contact with pupils?
- It is not illegal to touch a pupil. There are occasions when physical contact,
other than reasonable force, with a pupil is proper and necessary.
- Examples of where touching a pupil might be proper or necessary:
a. Holding the hand of the child at the front/back of the line when going to assembly or when walking together around the school;
b. When comforting a distressed pupil;
c. When a pupil is being congratulated or praised;
d. To demonstrate how to use a musical instrument;
e. To demonstrate exercises or techniques during PE lessons or sports coaching;
f. To give first aid.
Name of child: (Male/Female) Class:
Search and confiscation Record
Reason for the search
Names of staff carrying out the search and those staff acting as witness include title
1. 2.
Items found
Other agencies involved – please list with name and title
Parents contacted
Date:
Time:
Sanctions/Next steps
Meeting with parent and child following the incident
Any further intervention or agency involvement required
Signed: Date:
Designation:
Reasonable Force Record (Including MAPA)
Name of child: (Male/Female) Class:
Reason for the use of reasonable force
Names of staff using reasonable force
1.
2.
Other agencies involved – please list with name and title
Parents contacted
Date:
Time:
Sanctions/Next steps
Meeting with parent and child following the incident
Any further intervention or agency involvement required
Signed: Date:
Designation:
Behaviour Target Record
Name of child: (Male/Female) Class:
Reason for the behaviour meeting/discussion
Names/title of staff leading the meeting
1.
2.
Agreements made by child to modify their behaviour
-
Parents contacted (Yes/No)
Date:
Signed ……………………………………… (Child)
Signed ……………………………………… (Adult)
Follow up meeting
Date ………………………………..
Attending:
Outcome/improvements in behaviour
Any further intervention or agency involvement required
Signed: Date:
Designation:
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MEND in Schools: Week 2
This week we learnt all about the different types of food and drinks we need to have everyday to have a balanced and healthy diet. The Eatwell Guide shows us what the five different food groups are and in what proportions we need to eat them:
Eat at least five portions of different fruits and vegetables everyday.
Drink 6-8 glasses of fluid every day
Tip: Water and milk are the best choices
Tip: Try to eat a rainbow of colours
Have foods that are high in sugar, salt or fat less often and in small amounts
Tip: Try swapping crisps for plain popcorn and biscuits for crackers
Eat some beans, pulses, fish, eggs, meat and other proteins.
Have some dairy or dairy alternatives
Tip: Try to include fish twice a week, one of which is oily
This week's challenges are…
Physical Activity Challenge
Try to zoom walk for at least 20 minutes.
Rue's Top-tip: Walk to school or even the shopping centre!
Nutrition Challenge
Aim to drink 6-8 glasses of water everyday.
Clark's Top-tip: Always keep a water bottle with you!
We look forward to hearing how you get on!
Tip: Choose lower fat and lower sugar options!
Base meals on potatoes, bread, rice, pasta or other starchy carbohydrates
Tip: Choose wholegrain where possible!
Choose unsaturated oils and spreads and use in small amounts
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Soil degradation at Paso Alto caused by cattle ranching
Evan Barrientos, Natural Resources Student, Cornell University Jefferson Mecham, Coordinador, Proyecto Quinde-Paso Alto
Jefferson Mecham
Soil degradation caused by cattle ranching.
In José Cueva's article in the last Rainforest Review one of the achievements he wrote about was the development of agroforestry systems.
However, of these acheivments, the development of agroforestry systems is the most tenuous because of the complexities of creating sustainable economic alternatives. There is a deep-rooted cultural model based on deforestation and monoculture; we cannot expect to consolidate a radical alternative in only a few years. In order to plan for the future, we needed to evaluate the agroforestry project to date. University students Evan Barrientos and Isabel Rodriguez-Vega conducted an evaluation of the Paso Alto and Quinde agroforestry projects based on personal interviews while living in the communities. The following text is adapted from Evan's preliminary findings 1 .
Limitations
While coffee has the potential to produce enough profit to meet the financial needs of a typical family here on 2-3 hectares of land (12% of the land needed for cattle farming), only
10
Rainforest Review one person surveyed in Paso Alto and Quinde mentioned coffee as a main source of income. The shade coffee plots were intended to support families by producing coffee as a cash crop, whilst working as a farming system on which a variety of staple crops and timber could be grown. Unfortunately, very few people harvest products other than plantain and only two producers have a significant number of timber trees growing with their coffee. Shade coffee is also supposed to support more biodiversity than conventional agriculture, but only four out of fifteen coffee plots in one community have a closed tree canopy while the rest are almost exclusively shaded by plantains.
The shortcomings of the shade grown coffee project were caused by a number of factors. The project provided the Colombian caturra variety of coffee, which produces greater harvests but is susceptible to disease. It relies on chemical fertilisers and pesticides in this climate. Since AACRI's organic standards prohibit the use of chemicals, the coffee became diseased, greatly lowering initial yields and discouraging farmers. Farmers did not understand how to grow coffee productively. Their cash crop, sugarcane, which is embedded in local culture, does not require fertilisers and is not suceptible to disease. As a result, only two coffee producers in the three communities make and apply organic fertilisers, though this is critical to success. In addition, farmers do not seem to understand the biodiverse design nor believe it feasible. Nearly all decided to grow coffee because it sounded profitable, not because it represented an alternative form of agriculture.
However, the greatest limiting factor in agroforestry, or any alternative agriculture here, is the lack of motivation to change. People do not perceive major problems with their current form of agriculture. No one talked of its ecological effects and they're relatively content with their economic status. Although very poor, they are not starving. They work hard to feed themselves and pay for school expenses, but when asked about problems or improvements they would like, mostly they would like a nicer road and less dependence on intermediaries. Perhaps for communities that received electricity, plumbing, and a dirt road for the first time seven years ago, their satisfaction is understandable. However, our concern is with the side effects of their livelihoods.
Successes
Despite the limitations, there have been encouraging results for the shade-grown coffee project. It must be recognised that this initiative is in its infancy: the agroforestry project was introduced 7 years ago. Coffee takes three years to start producing, so there have only been three seasons to sell coffee.
1
http://evanbarrientos.wordpress.com/2013
One of the first challenges the project faced was encouraging people to plant a new cash crop. Since the coffee and shade trees were provided free by AACRI, nearly everyone planted, although with little sense of commitment. However, once planted, the next step was getting farmers to take care of the plants. This was one of the main weaknesses of the project, but some farmers stuck it out. Take Jorge Dávila: his coffee did not start producing for five years. While many farmers gave up after two, he kept waiting, even though over half his coffee became diseased and died. Finally, his coffee started producing at an exceptional level. With a loan from AACRI, he hopes to plant more coffee because the work is less physically demanding than that of sugarcane.
Anival Dávila is the only person in Paso Alto and Quinde whose principal dedication is coffee. He started with 300 plants; now he has 1300 and would like to plant 4000 more. The main reason he prefers coffee to cattle is because cattle requires a lot of land. Dedicating himself to coffee, he can make as much money without buying more land.
Possibly the greatest challenge is helping people realise that shade coffee is not just another cash crop like sugarcane; it represents a different form of agriculture, one that produces a diversity of crops on less land while preserving the soil and without using expensive and damaging chemicals. Whether AACRI explain this concept when they were introducing coffee is unclear, but no one interviewed talked of this as a reason for, or benefit of, planting coffee; except Marcos Sánchez and Gerardo Ayala.
Marcos Sánchez lives in Santa Rosa, a tiny community in Quinde. Here, seven households planted coffee seven years ago, and all but Marcos have abandoned it. Marcos's isolated coffee plot was the most impressive we saw, not because of its size but because of
Jefferson Mecham
its design. Marcos' plantation is the only one that incorporates a significant mix of trees, fruits and coffee. His reason for planting coffee was not just to make more money, but to diversify his income. He told us that growing a variety of crops is his way of being. He has planted trees in every available space because of their importance to the soil and for their aesthetic value. He has edible crops, a fish pond, and a half-hectare of sugarcane for home consumption. His farm is not a vast monoculture; it is a diverse farm for feeding the family while producing income. His coffee is growing well and he is content.
Gerardo Ayala has brought coffee to where it has never been before: cattle pasture. He has mixed coffee, plantains, trees and cattle. No taught him to do it, he simply wanted to experiment. With cattle pasture being the principal driver of deforestation here, learning how to make it more sustainable would be highly significant. And how has this unorthodox combination turned out? "It's growing well… I have everything in one place," Gerardo says.
Recommendations
The main factors limiting the success of agroforestry are culturally embedded. However, these success stories show how to overcome limitations so that an alternative form of agriculture may prosper in the communities of Paso Alto and Quinde.
Based on our observations, we hypothesise that those with lots of land and making money from cattle and sugarcane will be less likely to dedicate themselves to alternative agriculture. Those who are poor and/or do not have enough land and money for cattle or sugarcane to be profitable have an interest in trying something different. To these people, coffee and agroforestry is appealing because more can be done on less land.
It is important that farmers are educated about the negative impacts of sugarcane and cattle on the land and on biodiversity. People here need to value the cloud forest for more than wood and water; to learn to appreciate its beauty, uniqueness and wildlife. Realistically, this can probably only be achieved by starting with children, which means that working to stop deforestation is a long-term project.
But what about the short term? How do we inspire farmers to modify their embedded forms of agriculture? We believe that viable demonstration polyculture farms near the communities may be the only way to prove to people that alternative ways of farming are possible and preferable. Finally, given the dominance of cattle ranching in the area, the prospect of silvopasture must be investigated. This form of agroforestry may be more attractive than coffee, since residents are already familiar with cattle ranching and are beginning to value trees in their pastures. Given that the majority of remaining cloud forest is at an elevation where where only cattle ranching threatens it, silvopasture would be a wise activity to pursue in the future.
Rainforest Review
11 | <urn:uuid:c6a9c9ed-db9b-4ddb-ab58-d99763237ccd> | CC-MAIN-2018-05 | http://www.rainforestconcern.org/files/Paso%20Alto%202014.pdf | 2018-01-21T16:14:06Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00470.warc.gz | 537,323,255 | 1,769 | eng_Latn | eng_Latn | 0.998799 | eng_Latn | 0.999002 | [
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HALITE
Halite (rock salt) is one of the most common and widespread evaporite minerals and occurs chiefly in marine deposits. Michigan was the leading saltproducing state in the United States for many years. The thick salt beds were deposited during the Silurian and Devonian periods. The Silurian salt beds are by far the larger, underlying most of the Southern Peninsula. These beds are known as the Salina Group, and measure nearly 900 meters in thickness, over 600 of which is rock salt. The rock salt occurs in six major beds interlayered with dolomite, shale, and anhydrite (or gypsum). The two deepest beds are each over 150 meters in maximum thickness. It has been estimated that the Salina Group in Michigan contains about 25,000 cubic kilometers of rock salt (Briggs, 1960).
The younger Lucas Formation, of Devonian age (Detroit River Group), is restricted to the northern part of the Southern Peninsula. The total thickness of Lucas salt is over 120 meters in a maximum of eight beds, the thickest of which may exceed 30 meters (Briggs, 1960). Salt also is obtained from natural and artificial brines. Natural super-saline brines fill pores in the permeable Parma, Marshall, Berea, and Dundee formations. Economically, the most significant are the Marshall brines. In the 1880s, over one hundred natural brine evaporation plants were in existence. By 1975, only about a dozen operations were left. Of these, the largest was at Midland, where natural and artificial brines from several sources produced bromine, calcium chloride, and other chemical products as well as salt.
Because of the widespread occurrence of halite in Michigan, most of which is subsurface, only a few unusual or representative localities are listed. Southern and Northern Peninsulas.
Alpena County: Alpena: Considerable salt thickness encountered in drilling (Smith, 1915a).
Bay County: Bay City: Formerly produced salt in large amounts by evaporation of natural brines pumped from the upper Marshall Sandstone from about 300 meters.
Houghton County: Quincy copper mine, 85th level: Occurs as a post-mine mineral in stalactites, stalagmites, encrustations, 2.5 cm cubes, and fine threads. Slabs up to 30 cm square and 5 cm thick were found as well as crystals in pools. Most crystals are cubic, some cubo-octahedral, and some contain microscopic inclusions of copper (T. M. Bee, personal communication, 2000). Chemical analyses show this halite is essentially pure (Spiroff, 1937a, b).
Isabella County: Mount Pleasant: Halite, bromine, and calcium chloride were produced from natural brines from the Marshall Sandstone.
Manistee County: 1. Manistee. 2. Filer City. 3. East Lake: Halite formerly produced by evaporation of artificial brines (Smith, 1915a). One salt bed with a thickness of 6 to 9 meters underlies Manistee.
Mason County: Ludington: Formerly from artificial brines (Smith, 1915a). Four salt beds, from 1.5 to 6 meters thick, have been penetrated.
Midland County: Midland: Halite and bromine formerly produced from natural brines from the Marshall Sandstone.
Newaygo County: Sun Oil Company Number 4 Glen Bradley well, section 11, T12N, R13W, at 4,900 feet: Hopper structure in halite revealed by orientation of brine inclusions in negative crystals (Dellwig, 1953, 1955). The cores show two types of halite occurrence: 1) Even-bedded salt with halite layers 3 to 8 cm thick alternating with tissuethin laminae of anhydrite and dolomite. Individual halite grains are less than 1 cm across. 2) Coarse, irregularly bedded halite with grains averaging several centimeters across. Accessory species are pyrite, carnallite, gypsum, quartz, and polyhalite (Dellwig, 1955).
Presque Isle County: 1. Onaway: A test well for oil penetrated more than 243 meters of rock salt over an interval of 365 meters. The lowest bed was 68 meters thick. 2. Grand Lake: Over 90 meters of salt penetrated without reaching the bottom of the Salina Group (1, 2, Smith, 1915a).
Saginaw County: Saginaw: Formerly, abundant natural brines from Upper Marshall Sandstone from a depth of about 180 meters were evaporated. Calcium chloride also was obtained.
St. Clair County: 1. Port Huron. 2. St. Clair. 3. Marine City: Salt has been produced by evaporation of artificial brines obtained by forcing water through injection wells to rock salt beds of the Salina Group and returning the saturated solutions to the surface (Smith, 1915a). 4. Approximately 6.5 kilometers north of Anchor Bay, sections 22 and 27, T4N, R15E: Rock salt with associated dolomite, anhydrite, and gypsum in a core penetrating the Salina Group on the flanks of the Peters reef (Sharma, 1966).
Wayne County: Detroit Salt Company (former International Salt Company) mine at Detroit: The first attempt to sink a shaft for mining salt in the Detroit area was begun in 1902 in a swamp bordering the Detroit River, south of the Ecorse River. It was unsuccessful. The shaft collapsed at 24 meters. In 1904, the Oakwood shaft was begun. The mine began producing salt in 1910, and this has been Michigan's only salt mine. The section at this locality contains an aggregate thickness of more than 136 meters of rock salt with mining operations at 317 meters in a 7.5 meter bed which lies near the top of a much thicker salt bed (Landes, 1960a, b). The thickbedded salt characteristically occurs in light colored bands, 5 to 20 centimeters thick, separated by thin darker seams (varve structure). The dark bands consist either of a single layer of white or gray anhydrite or of several paper-thin anhydrite layers, separated by intervening, narrow, variablethickness salt bands. The anhydrite lamellae may be so closely spaced that 4 or 5 appear within a vertical centimeter. The thicker salt layers between the dark bands also commonly contain these same thin lamellae which are not distinguishable megascopically because they lack the dark color (Kaufman and Slawson, 1950). At least nine layers of salt in a 5 meter section show ripple marks (Kaufman and Slawson, 1950). Another distinctive and common feature is agglomerations of recrystallized salt which are the source of large cubical halite specimens prized as souvenirs and for mineral collections. Single crystals half a meter or more across are known (Slawson, 1937). The agglomerations, which transect the bedding, range in size from barely observable blebs to masses extending from floor to roof and laterally for a considerable distance (Landes, 1960a, b). Some agglomerations are characterized by collapse features at their tops and concentrations of insoluble impurities toward their bottoms (Landes, 1960a, b). Accessory minerals of the salt beds are quartz, anhydrite, pyrite, carbonaceous material, celestite, dolomite, and hematite (Briggs, 1960). Fine specimens of post-mining halite crystals are also found in pools in older areas of the mine.
International Salt Company stopped production at its Detroit mine on January 14, 1983, and, in early 1985, sold it to Crystal Mines, Inc. After the shutdown, tourist visits to the mine were offered from January through March, 1983, when 21,000 visitors viewed the mine. Two years later, plans were in place to convert the mine to a toxic waste disposal dump, and public tours ceased on April 26, 1986. At that time, it was estimated that about 45 million metric tons of salt were produced from the mine over a period of 73 years.
After a decade of dormancy, the Detroit Salt Company was formed in 1997, and within nine months of rehabilitation, the historic Detroit salt mine was once again producing rock salt. The current production is used primarily for ice control and various chemical applications. Presently, the Detroit Salt mine is the last commercially producing underground mine in Michigan (E. Z. Manos, personal communication, 2000).
FROM: Robinson, G.W., 2004 Mineralogy of Michigan by E.W. Heinrich updated and revised: published by A.E. Seaman Mineral Museum, Houghton, MI, 252p. | <urn:uuid:4ef41462-6bce-4d6e-89dc-66d2aa7d716d> | CC-MAIN-2018-05 | http://museum.mtu.edu/pdfs/HALITE.pdf | 2018-01-21T16:29:33Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00469.warc.gz | 238,944,544 | 1,959 | eng_Latn | eng_Latn | 0.993719 | eng_Latn | 0.993155 | [
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Teaching Strategies for Students with Brain Injuries
TBI Challenge!
(Vol. 4, No. 2, 2000)
By Marilyn Lash
Introduction
Children with traumatic brain injuries (TBIs) often have a variety of long-term physical, cognitive and psychosocial difficulties. Teachers, therapists and parents frequently ask how they can help these students succeed in the classroom. Because each child is unique, there is no one teaching program that applies to all students with brain injuries. By adapting instruction or modifying the environment, however, the student can have greater opportunities for success in the classroom and community.
The effects of brain injury often are confused with learning disabilities. Before the creation of a special category of traumatic brain injury under the Individuals with Disabilities Education Act (IDEA), many of these students were misidentified as having learning disabilities. This confusion is understandable because they have many common characteristics. Both groups of students can have difficulty with sustaining attention, memory, controlling impulses, organizational skills, integrating skills, generalization, abstract reasoning and social judgment. Many of the teaching methods and compensatory strategies that teachers use with students with learning disabilities also can be used for students with brain injuries. For example, the student with organizational difficulties can benefit from verbal cues and written checklists.
There are, however, critical differences between these two conditions. The onset of a brain injury is sudden, often the result of a car crash, fall or blow to the head. Brain injury can occur at any age and interrupts the development of the child's brain. Because of this, there may be marked "before and after" changes in this student's physical, academic and social skills. Beyond the immediate changes, some consequences may not appear for months or years after the injury, as the brain matures and schoolwork becomes more complex.
By contrast, a learning disability often is diagnosed early in the child's development and schooling. Although the cause of learning disabilities is not understood fully, it is thought to be a birth-related or congenital disorder, usually accompanied with occurrences throughout the family history. With learning disabilities, there is not the dramatic before and after comparison observed in students with brain injuries. Also, students with learning disabilities usually show consistent overall patterns of difficulties in school, and trouble with math or reading may impair overall learning. By contrast, students with brain injuries often show marked discrepancies in their abilities—doing well in some areas and poorly in other areas. This discrepancy makes their progress more uneven and unpredictable.
The ability to learn new information often is compromised in the student with a brain injury, while previously stored information remains intact and easier to recall. This often is confusing to teachers as test scores may indicate higher abilities than indicated by classroom performance for this student. The student with a brain injury may rely on previous learning strategies, even though they are no longer effective. By contrast, students with learning disabilities can learn new information more readily and recognize how it relates to previously learned information.
Strategies for the classroom
This article gives examples of teaching strategies that can be used to help students with brain injuries in the classroom. Many of these strategies already are in the repertoire of most teachers' practices and being used successfully with other students. They can be used to support the student with a brain injury who has difficulty with attention and concentration, memory, organization and following directions.
Attention/Concentration
Many students with brain injuries find it hard to pay attention or concentrate, especially over an extended period of time. They may not remember the question that was asked or all the parts of the homework assignment. A task may not be finished, because the student is distracted easily or moves onto something else. Strategies for improving attention and concentration can include:
* Reduce distractions in the student's work area (i.e., remove extra pencils, books)
* Divide work into smaller sections (i.e., have the student complete one section at a time; suggest times and expectations for completion)
* Ask the student to summarize information orally that has just been presented
* Establish a nonverbal cueing system (e.g., eye contact, touch) to remind the student to pay attention
* Use cue words to alert the student to pay attention (e.g., "listen," "look," "name")
Memory
This is the ability to mentally record and store information and recall it when needed. Yet shortterm memory often is affected by a brain injury. Strategies for teachers to help improve students' memory skills include:
* Frequently repeat information and summarize it
* Have the student carry an assignment sheet to each class and check that it is correctly filled out
* Teach the student to use devices such as post-it notes, calendars and assignment books as self-reminders
* Teach the student to categorize or chunk information to aid retention
* Demonstrate techniques such as mental rehearsal and use of special words or examples as reminders
* Link new information to the student's relevant prior knowledge
* Provide experiential presentations of instructional materials
Organization
The ability to arrange information, materials and activities in an orderly way is essential to learning. Otherwise, the student may seem hopelessly lost and unable to sort things out. When organizational abilities are affected by brain injury, teachers can help by providing the student with:
* Additional time for review
* Written checklists of steps for complex tasks with instructions for checking off each completed step in an assignment or task
* Written schedule of daily routines and reinforcements for referring to schedule
* An assigned person to review the schedule at the start of the school day and organize materials for each class
* Written cues for organizing an activity (i.e., first you do this, next you do this)
* Outline based on class lectures
* Practice sequencing material
* Color-coded materials for each class (i.e., book, notebook, supplies)
* Help planning a class activity, party or after school event to practice organizing an activity
Following Directions
Formally defined as the ability to execute a series of steps to accomplish a task or assignment, following directions is critical for completing class assignments and homework. Teachers can help the student who has difficulty in this area by:
* Providing oral and written instructions
*
* Asking the student to repeat instructions back to the teacher or a peer
*
Underlining or highlighting significant parts of directions or written assignments
Rewriting complex directions into simple steps
* Giving directions, asking student to perform the task, checking for accuracy and then providing immediate feedback
* Slowing down the pace of instruction
Conclusion
All of the areas referenced above are related closely. Attention, concentration, memory, organization and following directions depend on complex brain functions that are interrelated. Each brain injury affects each student differently. These strategies can be used readily and easily at home and in the classroom, although it usually takes some trial and error to figure out which strategies are most effective, and time is needed for the student to learn how to use these strategies. But the success that can result as the student succeeds in school is well worth the effort.
This article includes information from a tip card titled, Teaching Strategies for Students with Brain Injuries, that was written by Janet Tyler, Jean Blosser and Roberta DePompei. Marilyn Lash, MSW, chairs BIA's Special Interest Group on Children and Adolescents with Brain Injury. | <urn:uuid:0fbc926b-2231-43b1-88e4-de5fff357f56> | CC-MAIN-2018-05 | http://www.biaoregon.org/docetc/Resources/children/teaching.strategies.for.students.with.brain.injuries.pdf | 2018-01-21T16:27:48Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00474.warc.gz | 401,564,885 | 1,470 | eng_Latn | eng_Latn | 0.996174 | eng_Latn | 0.997709 | [
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How Families Can Help Children Get Ready to Read
Parent Information & Resource Center 416 Black Avenue, Lexington, S.C. 29072
Get your child involved when you read actively
To make the most out of reading with your child, try to engage him as you read and talk about the stories. He will get more out of the story if he is actively involved, rather than just listening and looking.
Here are some ways to encourage your child's participation:
* Ask about what he sees or notices on the page. "What animal is this? What is it doing in this picture?"
* Expand his response by rephrasing it and asking for more information.
"The duck is peeking out of the pond. Why do you think it's doing that?"
* Rephrase the question to see what he has learned. "What was the duck looking for when he was in the pond?"
Source: G.J. Whitehurst, "Dialogic Reading: An Effective Way to Read to Preschoolers," Reading Rockets, niswc.com/reading_aloud_actively.
"The world is full of magical places, and the library has always been one of them for me."
—Julie Andrews
Provide activities to make your child think
* Give her puzzles to solve. Break out the jigsaw puzzles and get busy! Once she masters puzzles with just a few pieces, try some that are more complicated.
Enrich your child's library visits
The public library is a great source of read ing opportunities. To make sure your child is reaping the benefits of the library:
* Sign him up for a library card and check out books regularly.
* Ask the librarian to suggest books.
* Explore the library's other offerings, such as DVDs and audiobooks.
* Attend story time and other events held at the library.
Source: L. Newton, "Benefits of Trips to the Library," families.com, niswc.com/library_trip_benefits.
Create a cozy spot for your child to read
Help your child desig nate a special reading spot. Whether it's her own special chair or a blanket on the floor, set aside a place for her to look at books. If she likes it, it may even encourage her to read more!
There's always time for language fun
These activities help your child:
It doesn't take a long time to help your child build language skills. From having conversations and reading stories to singing songs and playing rhyming games, languagerich activities will put him on the road to reading.
* Play with patterns. Use coins or other small objects to make a pattern (like nickel, quarter, dime, nickel, quarter, dime). See if your child can continue it correctly.
* Broaden his vocabulary and knowledge of words.
* Sharpen his memory and listening skills.
* Expose him to different sounds in words.
Source: D. Davis, "Easy Ways for Families to Help Children Learn," Northwest Regional Educational Laboratory, niswc.com/learning_literacy_activities.
Copyright © 2017, The Parent Institute®, a division of PaperClip Media, Inc., www.parent-institute.com
The more critically your child is able to think, the better the reader she is likely to become. Try these activities to boost her thinking skills:
* Tell riddles. What has two hands but no feet? A clock! What gets wetter as it dries? A towel. See if your child can figure out these and other brain teasers.
®
Spend time playing rhyming games with your child
Rhymes are a terrific tool for boosting your child's language learning. Carve out some "rhyme time" each day and play:
* Change the Name. Rattle off the names of everyone in your family, and then challenge your child to invent rhymes for each one. See who can come up with the silliest one!
* What Do I See? Think of an object in the room and give your child rhyming clues about it. If you want him to guess the word table, you might say "I see a nable ... a wable ... ." If you can, use some real words as well as nonsense words.
* Roses Are Red. Use the classic verse as a jumping-off point for creating new rhymes. "Roses are red, violets are blue … ." Now what?
,
Source: L.K. Rath, Ed.D. and L. Kennedy, The Between the Lions Book for Parents HarperCollins.
Make reading fun to inspire a love of reading
When story time is exciting, your child will look forward to sharing this special time with you. To make reading together enticing:
* Make it entertaining. Story time shouldn't be a chore—it should be a delight! Be playful when reading with your child.
* Put your child in charge. Let her choose which books to read—even if she always picks the same ones. You may cringe at the thought of reading a particular tale over and over, but it is beneficial for your child to hear repeated stories.
* Mix up your location. Who says story time has to happen inside? Grab a blanket and share books in the backyard or park!
Q: My child doesn't always feel like reading stories. What other reading-related activities can we do?
stuffed toys. And when your child is in the mood to read, settle in together with a story!
A: There's no limit to the reading-related fun you can have. Listen to audiobooks. Act out favorite stories with finger puppets. Make bookmarks. Host a "book character" tea party using your child's.
Do you have a question about reading? Email email@example.com
Choose advanced books for read alouds with your child
* Expose her to new vocabulary words. • Introduce her to complex and different concepts.
When selecting books to read to your child, don't be afraid to look beyond her reading level. When you read aloud from books that are above her reading level, you:
* Encourage her to explore other higherlevel books.
Books to delight your early reader
* Big Friends by Linda Sarah and Benji Davies (Henry Holt and Company). Birt and Etho take two big cardboard boxes out each day and pretend they are pirates, astronauts and more. One day, a boy named Shu comes up the hill with his own giant cardboard box.
* A Place to Read by Leigh Hodgkinson (Bloomsbury USA Childrens). A young reader is in search of the ideal reading spot. He looks all over to find the perfect location.
* How to Dress a Dragon by Thelma Lynne Godin (Scholastic Press). Take note of these helpful hints in case you need to dress a dragon—for example, dragons prefer shorts to pants and capes to shirts.
Building Readers®
How Families Can Help Children Get Ready to Read
Publisher: L. Andrew McLaughlin. Publisher Emeritus: John H. Wherry, Ed.D. Editor: Stacey Marin.
Copyright © 2017, The Parent Institute® (a division of PaperClip Media, Inc.) P.0. Box 7474, Fairfax Station, VA 22039-7474 1-800-756-5525, ISSN: 1531-4898 www.parent-institute.com 1533-3299
Copyright © 2017, The Parent Institute®, a division of PaperClip Media, Inc., www.parent-institute.com
X02237746 | <urn:uuid:323e2d13-bcbe-499e-b38c-d3d62a04b4b0> | CC-MAIN-2018-05 | http://blog.lexington1.net/wp-content/uploads/sites/46/2017/10/Building_Readers_November_2017_English.pdf | 2018-01-21T16:07:37Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00472.warc.gz | 48,215,968 | 1,557 | eng_Latn | eng_Latn | 0.998639 | eng_Latn | 0.998647 | [
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Pioneering the Internet in the Nineties – An Innovative Project Involving UK and Australian Schools
Angela Lecomber
To cite this version:
Angela Lecomber. Pioneering the Internet in the Nineties – An Innovative Project Involving UK and Australian Schools. Arthur Tatnall; Bill Davey. Reflections on the History of Computers in Education : Early Use of Computers and Teaching about Computing in Schools, AICT-424, Springer, pp.384-393, 2014, IFIP Advances in Information and Communication Technology (SURVEY), 978-3-642-55118-5. <10.1007/978-3-642-55119-2 27>. <hal-01272335>
HAL Id: hal-01272335
https://hal.inria.fr/hal-01272335
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Pioneering the Internet in the Nineties – an Innovative Project Involving UK and Australian schools
Angela Lecomber Victoria University and See Differently email@example.com
Abstract: The author discusses the challenges and shifts of pedagogy in incorporating an innovative Project to link UK and Australian schools between 1996 and 1998. Despite the UK government's National Grid for Learning policy in 1997, only four schools (out of the total of 125 schools) in Sunderland, UK had a computer connected to the Internet. Schools still functioned as classrooms of the Industrial age.
Key Words:
Science teaching, laboratory, Sunderland, Internet
1. Background
In the nineties, I was a Secondary School Science teacher in a Girls Catholic School in Sunderland, in the North-East of England. This was a career change for me having previously been a COBOL programmer and systems analyst in a London Bank. Consequently I had a personal interest in the use of computers.
My experience was typical for teachers in the early nineties in Sunderland. There was no such thing as an ICT teacher nor was there a subject called ICT. Subjects were taught strictly within the discipline with little if any cross-over with other subjects. For example, year 7 students covered Water and Energy in Science but the overlap into the separate subject of Geography was frowned upon.
There was one computer per science laboratory and this was used by the Head of Science to write reports and for the laboratory technician to record orders on supplies. It was only very occasionally used for students. If at all, it was used for the very brightest who had finished all the assigned work to access a CD-ROM disc which had some material on the subject being studied. In essence, the CD-ROM was a glorified Encyclopaedia with photos. Invariably a crowd would gather around the computer. There was no local area network (LAN) and computers were not connected to the Internet.
1.1 Little Incentive to Explore the Use of the Computer in the Classroom
Disappointingly, there was little incentive to alter curriculum planning and delivery to explore the use of computers to assist with delivering subjects. Although teachers were allowed the freedom of how material was delivered (exercises, homework and class activities that would suit the interest and aptitude of pupils), we had to cover the
curriculum. There was nothing in the biology and chemistry curriculums that had any reference to the use of computers (or technology). It was puzzling to me that there was software (such as data logging tools, assorted CD-ROMs and floppy disks) in the laboratory cupboard, most still unopened in their packaging.
When I attempted to explore this, I was often reminded by the Head of Biology that it was a waste of time to bother with the computer or experiment with software. The Head of Science was a little ambivalent and did not mind if I dabbled with the software. My superiors considered computers to take time away from the valuable task of teaching. In any event, I would get no support from the laboratory technician.
Assignments were handwritten and desk-top publishing with word processing programs was not available to students to use.
2. Sunderland – Backwater or Typical of Cities in the UK?
According to the Science Advisor who oversaw science throughout Sunderland from nursery to high school at the time, "the development of computer usage was behind that I had known in Leeds, probably because Leeds University, the Leeds Local Education Authority and the Yorkshire Region had been at the forefront of many developments in the UK."(Valerie Wood-Robinson, Jan 2014).
2.1 Personal Reflections of a Science Advisor
Valerie Wood-Robinson was Sunderland's Science Advisor from late 1993 to early 1997. She oversaw my teaching in Science and had previously been involved in seminal initiatives to use computers in education in the UK. Although 'seminal', many of the seeds fell on stony ground and others took a very long time to germinate, as the following observations indicate
In the early 1980s, Valerie was asked to join a working group of teachers at Leeds University to devise or adapt school experiments to make use of a data logging tool called VELA (Versatile Laboratory Aid). VELA was a stand-alone data logger or could be connected to a BBC Microcomputer or other suitable computer to allow the downloading of data for analysis. She was on the group as a biology specialist to design sensing and data capture uses in biological experiments. In 1986 VELA was dispatched to four thousand teachers across the UK. However, there was a suspicion that the uptake by teachers was low. This was confirmed later when as Sunderland science advisor, and subsequently as an Inspector in other parts of England, she found VELAs in cupboards still in their packaging, never used.
In 1984, Valerie was invited, as Head of Science of one of the biggest schools in Leeds, to be the Leeds representative on a Regional Project involving eight Local Authorities in Yorkshire and supported by the large-scale national Microelectronics Project (MEP). Each representative was given a kit of about twenty different pieces of software for their school and after being shown how to use this was expected to cascade professional development (known as INSET sessions) to staff out of school hours.
This Project started well until it was scuppered by a Teachers' Unions "work-torule" which forbade its members doing any in-service training or curriculum development at lunch times or after school. Responding to this directive, the teachers in schools in the Project refused to cooperate with the training and reporting. It is not known to what extent other Projects within the national MEP initiative suffered the same fate. Valerie has recently contacted the co-ordinator of the Project who recalled that it was also hampered by difficult relations between the MEP "people in London" and the organisers in Yorkshire. The coordinator wrote a report to MEP but it was never published. Consequently, in most of the Regional Project schools, the software was stored away in cupboards un-used.
Her first recollection of training in using computers in teaching were sessions provided, in the early eighties, by the ASE (Association for Science Education) in conjunction with Leeds Education Authority Teachers' Centre. Teachers attended in their own time after school or at weekends, so only enthusiasts would be there. Training was also provided by LEAs (Local Education Authorities) in school time but usually only the Head of Science would be allowed to attend, and only if the Head teacher thought the topic was worthwhile and many did not. Courses were also run by some Universities. Again, a limited number of teachers would attend, and schools often thought it was just for Physics teachers.
Valerie relates being on a Project supported by a UK government national initiative TVEI (Technical and Vocational Education Initiative announced in 1982) focussed on the use of technology, with an emphasis on computers across the curriculum. There were cultural barriers as many secondary school teachers were entrenched in their subject allegiances and were reluctant to concede any territory to cross curricular interventions. Despite the intentions of TVEI to implement technology across the curriculum, this was derailed by heads of departments who viewed those with funding as empire builders.
She relates how in writing newsletters on behalf of the St William's Foundation Technology Education Project, she had only the simplest computer facilities provided to her even though the Project was funded from the TVEI. She used a minimal word processing programme and literally cut-and-pasted (scissors and glue), then photocopied. She appealed to teacher readers to ask if any who had desk-top publishing facilities would guest-edit issues of the newsletter, but none were forthcoming.
The cultural hurdles encountered by these Projects in which Valerie was involved elsewhere provide a context for the Sunderland Project described in the case study in this chapter.
3. 1991 and ICT
In 1991, the first World Wide Web page was created in the world and in that same year Margaret Thatcher had just stepped down as Prime Minister. Sunderland had the highest unemployment rate in the United Kingdom.
I was eager to exploit the potential for the Internet in revolutionising the way subjects were taught and to provide interest in finding new ways to use Information and Communications Technology (ICT) in the classroom. ICT refers to technological tools such as CD-ROM technology, interactive video technology and the Internet.
4. 1996 - UK Government Urged to Make 'an Act of Faith'
In 1996, the Stevenson Report 'ICT in UK Schools' produced by the independent ICT in School Commission for the UK Government justified why funding of ICT for education was necessary. The report stated that the claims made about the value of ICT for student learning outcomes were laudable and although these were not entirely proven, "… it is important that Government makes this act of faith and that we use technology rather than study it over the next decade" (Stevenson, 1996). The report suggested a framework for both primary and secondary schools: The Role of Government, Teacher Training, Software, External Networks, Hardware and Funding.
The report pointed to the commitment that the Australian Government was making by the year 2001: targeting a ratio of one computer for every 7.5 students and ICT used for all eight key learning areas at all year levels from pre-school to year 12 and for students of special needs.
5. Sunderland – Teleport of the World
Also in 1996, the local Sunderland council launched its City's Telematics Strategy. The strategy was to develop the City of Sunderland as a Teleport, the only one outside of London in the United Kingdom. A teleport is a port of electronic information that would link the community together: business, education providers, health authorities among sectors of the community.
With the potential for funding from the Sunderland Telematics Strategy, I responded with a compelling Business case. I proposed an innovative Project to pioneer the use of the Internet in schools with a view to engendering environmental citizenship. I had based this on suggestions made by Vockell and Brown (1992) that the computer was a technological tool that was able to support the education of schoolchildren to become citizens who are able to participate in social, civic and political processes and in some meaningful way further the values and beliefs that characterise active and involved citizens in a democratic society.
The Business case was approved with 36,000 Pounds provided from the Telematics Strategy and Local Agenda 21 Environmental Action Plan. Furthermore the University of Sunderland offered me the opportunity to undertake a PhD study on the use of Internet in Schools with a focus on environmental citizenship.
There were ninety-seven state primary and seventeen state secondary schools in Sunderland but only four of them had a computer connected to the Internet. Consequently these four schools were selected to be part of the pilot. These were Hillview Junior, Springwell Dene, St Robert of Newminster Catholic and Washington School. A fifth school, Southmoor was selected based on their commitment to get
computer connectivity by the end of 1997. The University of Sunderland offered me the support of a part time technician to work with five schools consisting of 40 teachers.
It was disappointing that my own school (St Anthony's Catholic Girls school) were reluctant to be involved. There was no commitment to get connected to the Internet. There did not want to change tried and tested formulas for achieving academic results which at the time were the best in Sunderland. Perhaps and more likely the reason was the lack of confidence that the teachers had in their skills with ICT. Nevertheless I was compelled to resign from teaching to manage this innovative Project.
In 1997, Sunderland was heralded the 'Teleport of the World'. Tony Blair became Prime Minister that year and spearheaded the UK Government's Consultation Paper 'Connecting the Learning Society'. This paper explained the Government's proposals for securing the benefits of advanced network technologies for education and lifelong learning.
By the publication of this Consultation Paper, there were 32,000 state and independent schools with over 450,000 teachers and over 9 million pupils in the United Kingdom. Of these 6,000 had connected to the Internet and some 4,000 had installed local area networks of varying extents. The Times Newspaper reported that UK schools had the biggest 'take-up' rate in Europe on the Internet (17 Nov 1997).
Pilots were being pioneered and assessed throughout the country and my Project known as 'ICT for Environmental Citizenship' was one of them.
6. The Project
The promotional literature for the Project described the objective as:
'To use computers in schools to communicate with each other, across the country and the rest of the world, to learn more about the environment and the ways in which they can work with one another to preserve it.'
I was keen to find partner schools in another part of the English speaking world. This would promote novelty for the schoolchildren and promote cross-country partnerships in exploring the new Internet capability. The Association of Science Education provided funding to link schools in Australia with the existing group of five selected schools. Australia was a focus because it was English speaking and had similarities in the Year 7 and 8 Environmental Curriculum. Australia's distance from the UK would be of interest in exploring collaborative learning across the globe.
I piloted a twinned collaborative curriculum between Hillview Junior School, Sunderland, UK and Greensborough Primary School, Melbourne, Australia. Both schools had a committed Head Teacher, a network of ten computers with a ratio of one computer to three schoolchildren available at one site or classroom and at least one Internet address specific to the Project. They both had a supportive co-ordinating teacher, technical support, a commitment to the Project throughout the year and an interdisciplinary approach to the Project.
In fact Greensborough Primary was more equipped than Hillview Junior with sixteen networked computers in their computer labs, largely through raising their own funding and getting parents to install the necessary wiring.
7. The Journey
7.1 Internet - a Galaxy of Trashcans
The Project targeted Year 7 and Year 8 students and had a ten stage plan. The first three stages of the Project involved engaging the head teachers and environmental subject specialists of the schools to ensure that they were fully on board and that they were interested in exploring a new way of incorporating the Internet into the environmental curriculum. At the time, there was a great deal of scepticism of the authenticity of material on websites and validity for education since anyone could create material. One head-teacher described the Internet as 'a galaxy of trashcans'. This was the very narrow view of its capability other than the capacity for electronic mail. One of my challenges was to find sites that were authentic, accurate and attractive for teachers and students to use.
Environmental subject specialists were not entirely convinced of the Internet's value and would have preferred the same allocated time to taking their pupils to look at the local pond-life, for example. Other teachers who were supportive were interested in the ICT technology but not interested in using it for environmental curriculum. They were the school's first appointed ICT teachers who invariably had a technical bias.
The website for the Project (http://cei/sunderland.ac.uk/schools) was developed largely using 'HotDog' one of very few HTML editors on the market at the time. It was easy to use and the teachers and students learned to use this too.
This central website would provide ideas for teachers about what they could do with the Internet within the curriculum and provide sample ways in which schoolchildren could use it. I had to also provide them with accredited websites and to network with others. The website was to be a co-ordinating platform and 'window' to an observer of the Project. The idea was to get each participant teacher to create a web page reflecting their work around a particular part of the curriculum.
7.2 Overcoming Blandness and Waiting Periods
The cost of using on-line services (not the fixed subscription fee) had not been established. High speed transmission was not available which affected waiting periods for a webpage to download. ISDN2 lines were used. However if a total page size of a home page was up to 30k, then it would take 30 seconds to download.
The challenge to be overcome was the perception that children had of websites. In 1996, the World Wide Web pages did not have the sophistication and interactivity as they do today. Web pages were uninteresting and bland. They were not designed to be read or used by children. The pages were unappealing and were not designed for
children with an accessible, lively and informal format to encourage them to send emails and to discuss their work. Web pages did not offer the differentiation for the different audiences and interests as they do today. The design of websites was at its infancy and good design principles were not used to make presentation of material appealing to young people.
7.3 Technologically Barren
By January 1997, the schools in the Project had a dedicated computer room with access to the Internet. However it was disruptive if children were allowed out of the classroom to use the computer room. This could have been solved with extra telephone lines made available and connected to classrooms with extensions. However, schools were 'technologically barren' with any extra telephone lines going into the head teacher's or senior member of staff's office.
Most teachers in the five schools had to share electronic mail. There was no individual electronic mail. In two schools, there was only one address for the whole school. Problems existed on the Project because only one email address was used by all teachers and pupils. Hence in these cases, the co-ordinator of the Project would divert incoming messages to virtual files belonging to each of the participating teachers and their classrooms.
Teachers on the Project had to be taught the necessity of emptying their mailbox regularly, organising access to the electronic mail messages as soon as they came in. The importance of replying to messages within two days was a useful recommendation raised by the ICT teacher of one of the schools. Otherwise the momentum and the interest in the exchange is lost and subsequently the value in the collaborative partnership. For example, webpages were created about a particular environmental interest like reduction in the use of energy. Then this was shared by sending electronic mail in a purposeful way. Receiving feedback through electronic mail was valuable as it encouraged students to recall their work in a way different from the usual context. However if electronic mail took more than two days to get a response, then often interest waned in the collaboration.
7.4 Politics of the Computer Room
A curious problem was that of the 'blocker'. This was the teacher with ICT skills who would deliberately make access to the computer room difficult for other teachers e.g. keys were not available, passwords not made known, changes to software not explained. There was an underlying political agenda in a number of schools where those who were seen to be in charge of the new technology were not prepared to share knowledge readily and openly with their non-ICT literate colleagues. Typical complaints from non-ICT teachers would be "Cannot understand why the IT department have locked up the computer room. I am very keen on using computers and want pupils to have easy access. It is very frustrating as computers are rarely available to teachers, let alone pupils".
7.5 Pedagogy
With the fourth stage of the Project, I was challenged into fitting the use of the Internet into existing schemes of work used by the teachers. Even when the Internet was used in the pilot schools, the use of the Internet was 'tacked on' at the end of a unit of work rather than linking it within the schemes of work and what the teachers were already doing. The way in which the computer was used with schoolchildren was simply the mastery of basic skills of using the Internet. Pedagogy was still teacher-centred and not student-centred.
Regrettably, there was little shift in pedagogy in those early days with the introduction of the Internet into the classroom. The computer was seen as a supplement to teacher-controlled activities rather than intrinsically part of it. Even though I had produced new material in order to refine and expand instructional strategies knowing that students would be on their own with the computer, technology had not yet influenced teaching styles.
There was the need to shift perceptions: from being 'fount of knowledge' to being a facilitator of student learning.
7.6 Taking the Terror out of ICT
The fifth stage of the Project was to 'take the terror out of ICT' i.e. the challenge of developing the expertise and confidence of teachers in the use of the Internet.
With regard to the production of webpages, down-to-earth, user-friendly advice was provided including template webpages to assist and show how teachers could produce these offline. Classes were provided and support was available.
Teachers were shown how to bookmark sites before a lesson so as to direct pupils to a site quickly and allow them to navigate their way to the necessary pages. In addition, teachers were instructed on the mechanisms to avoid unsuitable websites. They were concerned about what personal information they could allow pupils to divulge over the Internet without putting themselves or others in 'danger'. Concerns about reports of children being abducted over the Internet had pre-occupied them. They sought guidelines and standards from the local education authority as to the standards of use of the World Wide Web and the Internet as a learning medium for schoolchildren.
Another consideration was that of online resources that were largely inaccessible to schoolchildren because of their reading ability. Teachers where guided to create simpler versions of the online resources and store these offline for access by their pupils as these were simpler to read.
Individual classes were encouraged to produce webpages and teachers were provided with ecological packages on disk and CD-ROM as springboards for new ideas and approaches. Teachers were also encouraged to develop their own material.
7.7 Findings
Although forty teachers undertook the personal training on the use of the Internet, few actually succeeded in accommodating the Project in their schemes of work. Most devoted only three lessons to the Project citing reasons such as lack of time and need to cover more pressing curriculum commitments. According to Valerie-Wood Robinson (2014), as an adviser she met resistance to using computers in schools on the justification that there was so much curriculum material and administrative procedures to cover, that there was no time for this innovation.
In fact, many teachers were reluctant to accept the changes required, mainly due to fear of the unknown, and the fact that they (teachers) were less competent with computers than their pupils who were beginning to develop computer skills by playing games on home computers. This latter problem was not prevalent in Primary schools, and, although terrified of the new technology, most primary teachers were willing to give it a try in a whole school enterprise.
Towards the end of the Project in September 1998, some teachers were moving towards a more individualised model where the teacher assumed the role of facilitator and students made their own enquiries and engaged in collaborative activities. These teachers were invariably the experienced teachers in their field e.g. head of departments in geography, science and ICT. Perhaps heads of departments have more time to devote to innovative Projects. Perhaps they have nothing to prove in terms of their knowledge and more open to a shift in pedagogical approach: from 'founts of knowledge' to facilitators of learning. Whatever the reason, it was significant that those who were very familiar with the knowledge content of their specialisms were noticeably embracing ICT.
It was difficult enough to get teachers to use ICT, let alone for non-ICT subjects like environmental citizenship. The Project required a shift in teaching methods and styles to a student-centred approach. There was a lack of support for how to do this. Furthermore, teachers up until 1998, were not formally taught pedagogy (Times Education Supplement, 12th June 1998).
This Project made the following recommendations for both primary and secondary schools:
- The need for regular support of teachers in the use of ICT in the classroom
- Professional development of teachers in the use of ICT and student-centred pedagogy
- More work with Heads of Departments to ascertain where ICT fits into schemes of work
- The need to convince and support Head teachers and Heads of ICT to involve ICT in non-ICT subjects like environmental education.
8. Conclusion
Despite the rhetoric and objective of the UK Government in preparing schools for the twenty first century, in practice, they were still functioning as classrooms of the Industrial age. There were technological limitations and the lack of affordability in
terms of connectivity to the Internet. However, probably the key factor in its lack of adoption in schools was the fear of using computers due to the lack of skills. Issues of shared ownership of computers and its place in the curriculum may have been underlying factors. In any event, there would need to be a shift in pedagogical approach from teachers as 'founts of knowledge' to 'teachers as facilitators of learning'. Nevertheless, computing in schools took off not because of educational initiatives but because teachers, as well as pupils, developed their skills in home computing.
It was indeed a time of great promise for citizenship and hope for young people who felt that something different was happening in education to make the world a better place.
Acknowledgements
The author gratefully acknowledges the rich contribution of Valerie Wood-Robinson, Science Advisor (Inspector) for the City of Sunderland during the period 1993 to 1997.
The author also wishes to thank the opportunities afforded by those who supported this cutting-edge Internet Project. In particular the University of Sunderland (Dr Tony Alabaster), Sunderland Telematics Strategy, Local Agenda 21, the Association for Science Education and the teachers involved in the pilot schools both in the UK and Australia.
References
DfEE (1997) Connecting the Learning Society. National Grid for Learning. Government's Consultation Paper.
Stevenson, D. (1996) Information and Communication Technology in UK Schools. Report by the Independent ICT in School Commission 1996/97.
Vockell, E and Brown, W (1992) The Computer in the Social Studies Curriculum. California: McGraw-Hill.
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Deepsky Beaut Deepsky Beauties ies ies: November November 2009 2009 2009
All objects in this article can be observed underneath a dark sky with telescopes with a maximum of 8 inch (20 cm). Most objects can already be observed with smaller scopes or binoculars
Wintertime has started and announces the start of a new observing season. The nights will last longer and starts earlier, so we have more time for observing the nightly sky. This month we will highlight some nice objects in the constellations Andromeda, Triangulum and Perseus.
Than we aim our scopes at the cluster NGC 752, the golf ball of the Golf Putter. The irregular shaped open star cluster stands out nicely from its background. Apart from a few stars, the cluster exists namely out of sixty faint stars. Within NGC 752 there are a lot of double stars and condensations of stars. NNE of the cluster the double star Struve 14 is located. The cluster is best observed with binoculars. You can capture the three objects (Struve 14, STAR 14 and NGC 752) in one field of view.
Let's start with a nice optical double star in Andromeda: Struve 14. This is a wide pair southwest of the open cluster NGC 752. Both stars have a beautiful golden colour. The main star is located at a distance of 360 light years from earth, its companion at 1.200 light years.
We continue with a special asterism, named The Golf Putter, or STAR 14. The Golf Putter looks a bit like Kemble's Cascade. You'll see a long line of stars with a cluster on its end. The wreath ends with a bow. The open cluster NGC 752 forms the golf ball. Because this is a relatively large asterism, its best observed with binoculars or telescopes with a large field of view.
Draw a line between the stars α in Triangulum and Almach (γ) in Andromeda. At about 1/3 e distance of this line (counted from Almach) you'll find NGC 752, the golf ball.
The last gem in Andromeda that we will discuss this month is the beautiful Blue Snowball, NGC 7662. Small telescopes reveal a star with a fuzzy glow around it. A 15cm telescope with a magnification of about 100x will show a round nebula with a bluish glow. Can't see the blue colour? Than try a UHC- or OIII-filter. You'll see a bright blue nebula.
Let's continue with the constellation Perseus. Here we find a nice double star that reminds a lot of observers of a fainter Albireo: Struve 307 (Eta Persei). The main star has a magnitude of 3.8 while its companion has a magnitude of 8.5 so it has a nice contrast. But not only in brightness, also the colour of the stars are different. The system exists of an orange coloured star and a blue one. The pair can already be split in small telescopes.
We'll move on with the reflection nebula NGC 1333. This nebula is located at a distance of 1.000 light years from earth, on the edge of a molecular cloud where new stars are born.
Through the middle sized telescopes there is a star of magnitude 10 visible with an oval shaped nebula around it. The brightest part of the nebula is south west of the star. North and South of the nebula we find the irregular shaped dark nebulae Barnard 1 & 2. All three nebulae are best seen with telescopes with an opening of 15cm or larger.
Another nice nebula is NGC 1579, nicknamed The Northern Trifid. This bright nebula is best observed through the some larger telescopes. East of a magnitude 7 star we'll see the irregular shaped nebula with a bright core. This nebula looks like the more famous Trifid Nebula (M20).
We continue our tour through Perseus with the well known open cluster Melotte 20 (Collinder 39), also known as The Alpha Persei Group. This large open cluster is already visible with the naked eye, but is best observed with binoculars or through the smaller telescopes with a large field of view. Through 10x50 binoculars there are about 40 stars visible in the shape of a large 'S'. The cluster contains the stars Alpha, Delta, Epsilon, Psi, 29, 30, 34 and 48 Persei. Definitely a 'must see' in the autumn sky!
NGC 1513 is a faint, but rich open cluster. Through the smaller telescopes there are a dozen stars visible. The stars in this cluster are sticking close to each other and with a little fantasy, you'll glimpse the number 9 (or 6 of course). Through the larger telescopes there are more loose stars visible, but the cluster remains relatively faint. Nevertheless it is a nice object to look for!
We move on to another open star cluster: NGC 1545. This object is also relatively faint. Through small telescopes there is an obvious triangle visible. Around this triangle there are lots of faint stars that sparkle nicely. At higher magnifications there are much more faint stars visible.
Stephen O' Meara calls this cluster in his book 'Hidden Treasures' also the Running
Man Cluster. I couldn't spot the figure. Can you?
The last object in Perseus this month that we're going to observe is the emission nebula NGC 1491. Underneath a good, dark sky, this nebula is already visible through the small telescopes as a fuzzy area. Just east of the nebula we find an 11 th magnitude star. Through larger telescopes you'll see that the nebula is irregular shaped and has the shape of a fan. With an OIII- or UHC-filter the nebula is much better visible and looks triangular.
We'll move on to the constellation Triangulum. In first sight, this constellation maybe looks uninteresting if it comes to deep sky, but think again.
Let's aim our telescopes to the beautiful, narrow double star Struve 227 (Iota Trianguli). Through the small scopes we see at first a golden star. With higher magnifications the star can be split into two components of which the primary is a magnitude 5.3 star and its companion is of magnitude 6.7. The last called star has a lovely blue/green colour.
Another nice deep sky target in Triangulum is the galaxy NGC 672. From dark observing sites we see with a middle sized telescope a grayish, oval cloud with a bright, large, oval shaped core. The edges of the galaxy appear diffuse.
Only 8' southwest of NGC 672, we find the fainter galaxy IC 1727. This galaxy has also an elongated shape. The SWS side points in the direction of its brighter neighbour NGC 672. Both galaxies can be seen in one field of view.
We'll, that's it for this month. I hope you'll enjoy this Deepsky Beauties and have fun observing these deep sky treasures!
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Shrinkhla Ek Shodhparak Vaicharik Patrika
Impact of Counselling on Child's Attention Deficit Hyperactive Disorder
Abstract
At present time there are many children suffering from ADHD, they are facing problems at home, out of home and their parents also facing problems in society, specially at school by their children's complaints. Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder affecting 11 percent of school-age children. For this study we have taken of one case of ADHD child who have completed Counselling Sessions for diagnosis. In present study, we have been using Psychological Report and Interview data sheets as tools. Results shows ADHD child is facing many problems at school and also his environment. He is facing many problems like attention, writing and mathematical problems. He has also showed anxiety and frustration, because he is facing behavioural problems with learning disabilities like Dyslexia, Dyscalculia and Attention Deficit Disorder. Behaviour Modification was very effective to reduce attention and behavioural problems. It was found that hyper active behaviour of child reducing continuesly session by session of counselling.
Keywords: Counselling, Learning disabilities (LD), Attention Deficit, Hyperactivity Disorder (ADHD)
Introduction
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. A child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those things. A learning disability, or learning disorder, is not a problem with intelligence. Learning disorders are caused by a difference in the brain that affects how information is received, processed, or communicated.
ADHD is a neurobiological disorder that makes it difficult for people to control their behavior and/or pay attention. It is usually diagnosed in childhood and often lasts into adulthood. Everybody can have difficulty sitting still, paying attention or controlling impulsive behavior once in a while. For some people, however, the problems are so pervasive and persistent that they interfere with every aspect of their life: home, academic, social and work.
Attention-deficit/hyperactivity disorder (ADHD) is a neuro developmental disorder affecting 11 percent of school-age children (Visser, et al., 2014.) Symptoms continue into adulthood in more than threequarters of cases (Brown, 2013). ADHD is characterized by developmentally inappropriate levels of inattention, impulsivity and hyperactivity. More than 75 percent of children with ADHD continue to experience significant symptoms in adulthood. In early adulthood, ADHD may be associated with depression, mood or conduct disorders and substance abuse.
Symptoms of ADHD
The primary symptoms of ADHD are focusing difficulties, hyperactivity (excessive activity), and impulsivity (acting before considering the consequences). The behavior must be excessive, appear before age 7, and seriously handicap at least two areas in a person's life (home and school, for example).
Counselling is a process where clients are helped in dealing with their personal and interpersonal conflicts by a third party therapist. Counselling is the service offered to the individual who is under going a problem and needs professional help to overcome it. The problem keeps him disturbed high strung and under tension and unless solved his development is hampered or stunted.
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There are some counselling types which plays big role to reduce Learning Disabilities,
Rehabilitation Counselling
Rehabilitation counselling is focused on helping people who have disabilities achieve their personal, career, and independent living goals through a counseling process
Mental health counselling
Mental health counselling is what people typically think of when they hear the word counselling, but counselors' actual job duties may go well beyond what people imagine. Clinical counselors do indeed talk people through problems. In many cases, though, they diagnose as well as treat mental illness.
Effective techniques of Counselling
Behavior modification
Behaviour modification is a treatment approach, based on the principles of operant conditioning that replaces undesirable behaviors with more desirable ones through positive or negative reinforcement. There are many Techniques of Behaviour modification - Positive reinforcement, Negative reinforcement, Punishment, Flooding, Systematic desensitization, Aversion therapy, Extinction.
Review of Literature
De Crescenzo F, Cortese S, Adamo N, Janiri L (2017) conduct a study on Pharmacological and non-pharmacological treatment of adults with ADHD: a meta-review. Results shows that The effects of pharmacological treatment for individuals with cooccurring ADHD and substance use disorder are still uncertain. The evidence for the efficacy and effectiveness of non-pharmacological treatments of ADHD in adults, as well as the combination of pharmacological and non-pharmacological strategies, is only preliminary.
Cortese S, Moreira-Maia CR, St FD, Morcillo-Penalver C, Roade LA, Faraone SV (2016) conduct a study on Association between ADHD and obesity: a systematic review and meta-analysis. Results shows that the significant association between ADHD and obesity remained when limited to studies 1) reporting odds ratios adjusted for possible confounding factors; 2) diagnosing ADHD by direct interview; and 3) using directly measured height and weight. Gender, study setting, study country, and study quality did not moderate the association between obesity and ADHD. ADHD was also significantly associated with overweight. Individuals medicated for ADHD were not at higher risk of obesity.
Cortese S, Castellanos FX (2014) conduct a study on The relationship between ADHD and obesity: implications for therapy. Reviewed studies suggest that ADHD impedes the successful treatment of obesity in individuals with comorbid ADHD and obesity. Preliminary evidence also suggests that ADHD treatment might significantly increase the effectiveness of weight management strategies. We discuss the limitations of the reviewed studies and provide suggestions for future research in the field.
Barnes and Nagarkar (1989) investigated the effect of Yoga education and scholastic achievement.
Children in treatment group were found to carry out their duties, being more attentive and remain relaxed. The results show significant difference on test scores of SAT and NVTI during pre and post training period and clearly demonstrating the efficacy of Yoga training.
Objective of the Study
The problem of present investigation is to the impact of counselling on child's Attention Deficit Hyperactive Disorder.
Concept and Hypothesis
Positive reinforcement is a technique of Behaviour modification and Behaviour modification is a part of Counselling so Hypothesis of present study is "positive impact of Counselling on child's Attention Deficit Hyperactive Disorder."
Research Design
Given that data I collected in my research was qualitative, including the interview with the parents of Attention Deficit Hyperactive Disorder's child, Counsellor and some of the record information that involved Counsellor comments and descriptive recommendation and statements in the assessment reports (Psychological Report), qualitative research approach to understanding this data is applied.
For this study one case of ADHD child who have completed Counselling Sessions for diagnosis. In present study, Psychological Report and Interview data sheets has been used as tools.
Psychological Report
Sarvjeet was refered for an assessment of his reading/writing/spelling achievement and learning, behavioral needs. He is facing problem with his attention span. He is a known case of ADHD. He is not attending tutoring. The testing was required as a means to ascertain his present cognitive needs and academic function. He takes time in paper pencil work and also distractible his confidence level is below.
School Involvement
Both parents expressed great anxiety over S's problems.
Test Administered
1. SIS Sound test level 1
2. Lindmood Auditory Conceptualisation Test
3.
ADHD Checklist
Behavioral Observation
During the test minimum interruptions were experienced. He was cooperative during testing session. At last he showed fatigue. The child indicated that he felt problem with his concepts. His confidence level and communicative skills were limited.
Result & Interpretation
SIS Pre Test Level 1
Problem in connected lowercase letters.Self correction is absent in spelling checking.
Woodcock Reading Mastery
Word Identification deficit
Lindmood Auditory Conceptualisation Test
The test measures a persons ability to listen a person's sequence of sound. Keeping one pattern in
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mind and compare it with new one. His level on it was below average as he needs constant supervision.
Question
Result on his suggest that S" is not performing at predicted levels. His basic difficulties revolving around organization, sorting out remembering and integrating. He has Attention Deficit Disorder Predominantly mixed with mild to moderate learning difficulties.
Recommendation
As he has delayed processing he should be allowed a writer. He needs to be taught study skills and compensatory strategies to aid his learning process.
Behaviour therapist should be provided, Motivational counselling and special learning strategies should be applied.
Case History
Name - C2
Age - 5 years
Gender - Male
Father's Name -CF
2
Mother's Name - CM2
Religion - Bangali
Class - Play Group
School - Mother Teresa Mission High School, Kanpur Locality - Kanpur Nagar (U.P.)
Counsellor Observation about the Client
He was hyper in first meeting. He was responding very aggressive when I asked. Now he is better form last some months and gives response comfortably.
Parents and Teachers Perception regarding the Case
He is very hyper active. He is not responding properly like other Children.
Parents Interview
Question
When you have come to know that your child has been suffering from learning disability?
Answer
In play group, when he was 4 years old.
Question
First time who suggested you for Counselling?
Answer
Some relatives and after some days his teacher reported me.
Question
Does any of siblings have similar behaviour difficulties?
Answer
No
Question
How would you rate your child's activity level as an infant/Toddler?
Answer
Very active
Question
There any complications during the pregnancy or delivery and you take any type of medication during pregnancy?
Answer
Yes
Was your child's early development (walking, talking, toileting, feeding etc.)?
Answer
Normal
Question
Does your child have a history of sleeping disorder?
Answer
Yes
Question
Has your child had any significant medical problems while growing up?
Answer
No
Question
How much time you have taken time before going to Counselling?
Answer
With in a week.
Question
What was the first experience of meeting with Counsellor?
Answer
First experience was very good.
Question
What are the benefits of Counselling?
Answer
Now he is much calm after counselling.
Counsellor Interview
Question
What type of Learning Disorder was found in your client?
Answer
Attention
(ADHD).
Question
What was the base while diagnosing your client?
Answer
Tests and ADHD checklists were base while diagnosing my client.
Question
Which techniques you have applied for diagnosis?
Answer
Behaviour Modification and Contengency Management.
Question
Have you had any changes in your applied techniques? Answer
No.
Question
What are the improvement in your client by counselling?
Answer
Now he is better in hyperactive behaviour and treat normally with their parents and teachers.
Question
What was your experience with your client?
Deficit
Hyperactive
Disorder
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Answer
Suggestions
He was very angry boy but looking very cute and innocent, he becames angry very soon and speak loudly. When he becames calm speak politely.
Findings & Results
Child's mother and father expressed great anxiety after marriage. At the time of pregnancy, mother has been taken medication for pain etc. Because of medication, Child was very active. He was responding aggressively, when I asked something else. Child had also a history of sleeping disorder. He takes time in paper pencil work because don't focused at a work. He has Attention Deficit Hyperactive Disorder predominantly mixed with moderate learning disability.Contengency Management and Positive Reinforcement being effective on ADHD child. After many counselling sessions, he is better in his behaviour treat normally with their parents and teachers.
It was found that case study of ADHD child which has been made by authorised Clinical Psychologist, shows ADHD child is facing many problems at school and also his environment. He is facing many problems like attention, writing and mathematical. He has also showed anxiety and frustration, because he is facing behavioural problems with learning disabilities like Dyslexia, Dyscalculia and Attention Deficit Disorder. Behaviour Modification was very effective to reduce attention and behavioural problems. It was found that hyper active behaviour of child reducing continuesly session by session of counselling. Now he is better in writing, learning and also in attention.
Conclusion
All above findings show that techniques of behaviour modification are very effective in the cases of Attention Deficit Hyperactive Disorder and learning disabilities. In some cases people go for Medication so we can see that is acute cases of ADHD, medicine is helpful but there is no doubt about the role of counselling. Whenever we find any related case, we may start with formal assessment because that helps to clients. IEP according to student needs, we must use lesson plans according to one's individual needs. Meditation is also useful to reduceing hyperactivity according to Barnes and Nagarkar (1989).
Praise the child when he or she does well. Make homework a priority and read more about how to help the child be a success at homework. Pay attention to the child's mental health. Be open to counselling, which can help the child deal with frustration, feel better about him or himself, and learn more about social skills.
Note
The Psychological Report has been taken from Dr. Aradhana Gupta (Clinical Psychologist), Dyslexia therapist.
References
1. Barkley, R.A. (ed.) (2015.) Attention Deficit Hyperactivity Disorders: A Handbook for Diagnosis and Treatment (4th edition.) New York: Guilford Press.95
2. Barnes, B.L. & Nagarkar, S. (1989), Yoga education and scholastic achievement, Indian Journal of Clinical Psychology, Vol. 16(2), pp-(9698).
3. Cortese S, Castellanos FX (2014). The relationship between ADHD and obesity: implications for therapy. Expert Review of Neurotherapeutics. Vol.14, pp- 9-473.
4. Cortese S, Moreira-Maia CR, St FD, MorcilloPenalver C, Roade LA, Faraone SV (2016). Association between ADHD and obesity: a systematic review and meta-analysis. American Journal of Psychiatry. Vol.173, pp- 34-43.
5. De Crescenzo F, Cortese S, Adamo N, Janiri L (2017). Pharmacological and nonpharmacological treatment of adults with ADHD: a meta-review. Evidence based mental Health. Vol.20(1), pp- 4-11.
6. Faraone SV, Asherson P, Banaschewski T, Biederman J, Buitelaar JK, Ramos-Quiroga JA, et al. (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers 1, A.15020.
7. Storebo OJ, Rasmussen PD, Simonsen E (2016). Association between in-secure attachment and ADHD: environmental mediating factors. Journal of Attention Disorders. Vol.20, pp- 96-187.
8. Thapar, Anita; Cooper, Miriam; et al. (January 2013). Practitioner Review: What have we learnt about the causes of ADHD?, Journal of Child Psychology and Psychiatry, Vol.54(1), pp-(3-16). | <urn:uuid:6ca0a4bc-647a-447f-9827-a9977d802fb0> | CC-MAIN-2018-05 | http://socialresearchfoundation.com/upoadreserchpapers/3/189/1801060649141st%20ashish%20shukla.pdf | 2018-01-21T16:06:45Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00476.warc.gz | 314,250,185 | 3,376 | eng_Latn | eng_Latn | 0.995062 | eng_Latn | 0.995749 | [
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These Facts about the Moon are brought to you by Schelling Corporation, Makers of
The LunaTime™
What is the Moon's Daily Cycle?
Right in your room you can see the hand of the LUNATIME, representing the Moon, rotating once in 24 hours and 50 ½ minutes. This is the time it takes the Moon to return to the same position over the same place on Earth each day. Actually, the Earth is rotating on its axis under the Moon once every 24 hours, but since the Moon, at the same time is rotating around the Earth in the same direction, once every 29 days, the Moon ends up at the same place each day about 50 minutes later.
Why Do We Sometimes See the Moon During the Day?
By using the LUNATIME, you will be able to understand exactly where the Moon is at any time! Actually the Moon shines in our sky everyday – we just don't notice it sometimes! Right in your room you will be able to watch the hand of the LUNATIME (representing the Moon) moving at its rate of 24 hours and 50 ½ minutes per day. You will be able to understand that the Moon, just like the Sun, "moves across our sky" every day; and that on many days the Moon is up in our sky at the same time the sun is! No longer will it be a surprise to see the Moon during the day, and you'll always know its phase.
Does the Moon Rise and Set Everyday?
With the back of the LUNATIME towards the south, its hand will clearly demonstrate that just like the Sunun, the Moon rises each day in the east, travels through the sky to its own upper transit, and sets in the west. On many days you will be able to confirm this by actual observation of the Moon itself. By observing the LUNATIME, you will be able to determine how long it takes the Moon to return to the same place each day, i.e. from one Moon rise to the next.
Just What is the New Moon – And All the Rest?
The LUNATIME is guaranteed to help you understand the phases of the Moon because it is the relationship of the Moon compared to the position of the Sun that determines the phase of the Moon. Too often we just don't know where the Moon is and that is just what the LUNATIME tells us! Let's start at the beginning- new Moon. When you see the hand of the LUNATIME pointing straight up, meaning it is at its upper transit, AND your wall clock says its 12 noon, that day will be NEW MOON because the Sun and Moon are in the same position in the sky. At new Moon, none of the Sun's light can shine on the side of the Moon facing us, and therefore you won't be able to see the Moon-but the LUNATIME will tell you it is there. 24 hours later, the next day, you will notice that at 12 noon, the Moon will still be an hour before its upper transit because the Sun is "moving" about an hour a day faster than the Moon. Each day, the Sun will get further ahead of the Moon, 'til about 6+days (90 degrees) later, they will be at right angles to each other and the Sun will illuminate ¼ of the Moon's total surface-it's the Moon's FIRST QUARTER! In another 6+ days, the Sun will have traveled another 90 degrees faster, and will then be 180 degrees ahead. The full face of the Moon (50% of its total surface) will then be illuminated by the Sun- It's FULL MOON- the SECOND QUARTER! In another 6+ days of more speedy travel the Sun will be 270 degrees ahead of the Moon and will be illuminating another ¼ of the Moon., and it will be THIRD QUARTER! In another 6+ more days the Moon and the Sun will be together again in the sky, and we're back to the beginning- NEW MOON! It will be fun to note that on the day of full Moon, as marked on the setting tables the lower lunar transit is always at about noon time, which is the Sun's Upper transit. This means that the Moon is opposite the Sun so it must be full Moon!
Does the Moon Really Control the Tides? Of Course!!!
Because the Moon's daily cycle is 24 hours and 50 ½ minutes, so is the tide's. As unbelievable as it may sound, the gravity exerted by the Moon, that little ball in the sky, exerts enough pull on the countless billions of tons of ocean water to control their ebb and flow everyday. (It is a little known fact that every spot on the Earth also bulges by a few inches when the Moon goes by.) It is generally and mistakenly thought that the Moon pulls the tides "up" when it goes overhead but not so! The gravitational pull of the Moon pulling straight up as it passes overhead, is one nine millionth of the gravitational pull of the Earth pulling down! Rather, when the Moon is above the horizon, it is the, sideways pull of the Moon at a 45 degree angle pulling the sea water across the ocean's bottom, that causes the currents that cause the tides. You can use the LUNATIME as a tide clock because at each location, high and low tide will always occur at the same "lunar time."
What is the LUNATIME?
The LUNATIME is a clock whose hand rotates clockwise once every 24 hours and 50 ½ minutes, and therefore keeps accurate track of the Moon and tells you exactly where it is at all times. The Moon comes alive with the LUNATIME. It is geared to the Moon's unusual cycle of 24 hours and 50 ½ minutes per day. This unique timepiece brings alive the exciting and unfamiliar facts about our closest celestial neighbor – the Moon. Just as the Sun passes overhead everyday, traveling from east to west in about the same arc, so does the Moon pass overhead everyday, traveling from east to west in about the same arc. But instead of the Moon doing it in 24 hours like the Sun, the Moon does it in 24 hours and 50 1/2 minutes. It is because the moon passes overhead each day at a different solar time that we never know where to look for it. A good exercise is for you to face south, put the LUNATIME in front of you and observe the hand circling the Earth. It would start at lower transit, 000/2500, straight down, rise to your left, the east, passing overhead through its upper transit, setting to your right, the west, and continuing down again to the lower lunar transit, 0000/25000- all in 24 hours and 50 ½ minutes. For simplicity, although the hand is rotating at a precise rate of 24 hours and 50.472 minutes per day, the Moon's average cycle, we mark 25 hours on the face of the LUNATIME.
In order to keep our explanation of a very complicated phenomenon as simple and as clear as possible, we have taken some liberties. An example is that the time zones on the face of the LUNATIME are one hour wide, and so our setting tables will be precise only to the middle of the time zone. Another example is that because of the Moon's elliptical orbit and its monthly trip north and south, the Moon's actual travels are not quite as precise as our LUNATIME. Be secure, that the LUNATIME is geared to the PRECISE AVERAGE of the Moon's cycle, and the liberties we have taken, in no way affect the credence or the usefulness of our product.
©Copyright Louis Schelling TideClocks.com Schelling Corporation 1976 | <urn:uuid:f2113d84-e624-401e-8c3b-71558d36133e> | CC-MAIN-2018-05 | http://tideclocks.com/LunaTime.pdf | 2018-01-21T16:52:29Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00477.warc.gz | 344,757,539 | 1,674 | eng_Latn | eng_Latn | 0.998801 | eng_Latn | 0.998809 | [
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Animal Shelter Project
Cause:
Animal rescue shelters rely on donations to keep their organizations running smoothly. To defray the shelter's food costs and enliven animals' spirits, bake and deliver dog treats to local shelters. (This would be an excellent project to get kids involved.)
Step 1:
Select the animal shelter to receive your homemade dog biscuits.
Step 2:
Select your dog biscuit recipe. Options exist on the Internet or in cookbooks. We recommend the recipe below!
Doggie Delectable Cheddar Cheese & Garlic Biscuit Recipe
1 cup flour
1 cup grated cheddar cheese
1 tablespoon garlic powder (not garlic salt)
1 tablespoon soft butter or margarine
½ cup milk
Yields 2 ½ dozen using a 3" x 1" cutter (consider doubling the recipe if you're using larger cookie cutters)
Mix flour and cheese together. Add garlic powder and softened butter. Slowly add milk until you form stiff dough. You may not need all of the milk. Knead on floured board for a few minutes. Roll out to ½-inch thickness. Cut into shapes and place on ungreased cookies sheet.
Bake at 350 degrees for 15 minutes. Let cool completely before packaging. Refrigerate to keep fresh.
Step 3:
Mixing and Baking the Biscuits (if kids aren't involved in your project, you may eliminate many of the following steps)
* Before the event, place measured ingredients in separate bowls and take out all utensils and equipment.
PL021; Rev. 1-2017
Step 3:
cont.
* Assemble kids to discuss the need for animal shelters and the community service activity. Have kids share their personal experiences and thoughts.
* Time to bake! Have each kid add an ingredient to the bowl and take a turn mixing. (Double the recipe for larger groups.)
* Give each kid a batch of dough to roll out on a floured work surface.
* Give each kid a cookie cutter, or have each pick one out of a bag to avoid demands for the same one! (Dog or holiday-themed cutters are fun, but you can use a drinking glass for a cookie cutter if you don't want to purchase special ones.) Use smaller cookie cutters for more biscuits. Have kids cut out their cookies and place them on the baking sheets.
* Thinner biscuits bake more quickly, so check on them while they're in the oven.
* Have kids wash and dry their hands and clean off their work area.
* While biscuits are baking, set out a snack. Give each child a brown paper bag to decorate. Explain that the biscuits will be delivered in these bags. Kids can jazz up the bags with drawings or positive messages using markers, crayons, cut-out floppy ears, or any other supplies.
* Consider making or purchasing gift tags and attaching them to the dog biscuit bags.
Step 4: Take photos from beginning to end.
Step 5: Post Event Contact the shelter to schedule drop-off. Invite interested kids to go with you.
Step 6: Don't forget to report your project on your chapter online report. Volunteer hours should include travel time to the animal shelter, time purchasing the supplies, and making the dog treats and bags.
Note: Other community service projects you can do in conjunction with the above are:
* Organizing a supply drive to collect things from an animal shelter's wish list.
* Host a group craft-making project to make blankets or toys for animals.
* Walk or play with the animals when you drop off your doggie treats.
* Schedule a tour of the animal shelter facility at the time you drop off your doggie treats. | <urn:uuid:bb51fe82-7903-4652-a2cd-c81213dc1fe9> | CC-MAIN-2018-05 | https://www.royalneighbors.org/docs/default-source/project-library/animal-shelter-program.pdf?sfvrsn=2 | 2018-01-21T16:07:37Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00475.warc.gz | 994,391,871 | 756 | eng_Latn | eng_Latn | 0.99832 | eng_Latn | 0.998836 | [
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10
Photo: Johnson Research & Development Co., Inc.
LONNIE JOHNSON AEROSPACE ENGINEER AND INVENTOR
(1949- )
You may not have heard of aerospace engineer Lonnie Johnson, but chances are you've seen his most famous invention. In addition to working on big space projects, he created the popular Super Soaker!
Born in Marietta, Georgia, Johnson has been inventing since he was very young. At 18, he won an award for building a remote-controlled robot. After earning his master's degree in nuclear engineering at Tuskegee University, he joined the Air Force and twice won the Air Force Commendation medal.
Eventually he went to work at NASA, where he invented the Johnson Tube. This is a refrigeration system that makes it obsolete to use CFCs (chloro-fluoro-carbons) to cool things down. CFCs are chemicals that many scientists believe deplete the ozone layer of the atmosphere around the Earth.
Though he is now very wealthy—the Super Soaker has generated more than $200 million in sales— Johnson continues to work. He has more than 40 patents, with 20 more pending.
GRANVILLE T. WOODS RAILROAD INNOVATOR AND MORE (1856-1910)
Granville T. Woods was a mechanical and electrical genius whose work made railroads safer in America. He patented the Synchronous Multiplex Railway Telegraph, a system that allowed communication between moving trains and train stations, thus avoiding accidents.
Thomas Edison sued Woods, saying that he had invented the system first. Yet the world-famous Edison lost to the virtually unknown African American at a time when Woods often had to ask friends to check out books for him because people of color were excluded from many libraries. After losing the case, Edison tried to hire the mostly self-educated Woods. Woods said no and started his own successful company.
During his life, the inventor held more than 60 patents for a wide range of projects. He improved air brakes and overhead conducting lines for railroads, and even invented an electronic incubator that could take care of 50,000 eggs at once.
Many people copied Elijah McCoy's most famous invention. But smart buyers insisted on "the real McCoy" instead of cheap imitations. We use that expression today to mean something that is genuine.
ELIJAH MCCOY A 'GENUINE' INVENTOR (1843/44-1929)
Working out of his own machine shops in Michigan, McCoy patented more than 50 inventions in his career, including a portable ironing board, rubber shoe heels, a lawn sprinkler and tire treads.
He is best known, however, for an automatic oil cup that allowed trains to oil moving parts without stopping.
The son of runaway slaves, McCoy was born in 1843 or 1844 in Ontario, Canada. He grew up taking machines apart and putting them back together.
He studied mechanical engineering in Scotland, but the only job he could find in the United States was as a fireman/oilman on the Michigan Central Railroad. It was there that he developed the automatic oil cup.
Photo Courtesy: Ohio Historical Society
Science and Leadership
Many inventions came about when someone found a way to put science to an everyday use; or someone found a way to put science to a new use. Search the ads in today's newspaper for new products that are available this year. Pick five that interest you. For each write down what kind of science might have been used to develop the product, and why.
Photo: Jan-Michael Stump
EARL LUCAS DESIGNER OF FUTURE CARS (1970- )
He works 10- to 12-hour days, but never looks at the clock. That's one big reason Earl Lucas designs cars.
"You get paid for sketching," said the Southfield, Michigan, resident, who started drawing at 3 years old. "They actually pay you for coming up with the future."
Always fascinated by cars, the Texas-born designer attended the arts program at Booker T. Washington High School with an eye toward "doing something artistic."
As a Ford Motor Company design manager, Lucas works with three or four car designers on the exterior "shape, look and style" of a vehicle. Another team designs the interior.
During the two-year design process, 10 to 20 ideas are narrowed down to one that works.
"There are always manufacturing and packaging restraints," explained Lucas, one of only 25 to 30 black car designers worldwide, according to Black Enterprise magazine. "But I've been very blessed. So far most of my projects have hit the road."
GARRETT A. MORGAN GAS MASKS AND TRAFFIC SIGNALS (1877-1963)
Garrett Morgan certainly helped make this a safer world. Born in Paris, Kentucky, he went to work as a very young man. His job as a sewing-machine repairman led him to experiment with gadgets and materials in many fields.
Safety was a special interest for Morgan. The safety helmet and gas mask he invented were used by firemen in many cities in the early 1900s. In 1914, he was awarded a gold medal for the invention at the Second International Exposition of Safety and Sanitation in New York.
Two years later, he used the mask himself to rescue men trapped by a gas explosion in a tunnel being constructed under Lake Erie in Ohio. Following the disaster, which claimed 21 lives, the City of Cleveland honored him with a gold medal for his heroic efforts.
In 1923, Morgan received a patent for another new concept—a traffic signal that systematically raised and lowered "Stop" and "Go" signs to bring order out of chaos and improve traffic safety. His device was the forerunner of the traffic light signals in use today.
Interested in the 3-D process of creating jewelry from metal, he was recruited by the College for Creative Studies in Detroit. After two years, he switched from a crafts major to industrial design with a concentration in transportation design.
In college he helped design a van for elderly riders. That led to a job designing auto seats, door panels and headliners for an auto supplier.
That very practical work led to a "fantasy job" in Texas designing interiors for several planes owned by the wealthy sultan of Brunei. "Talk about decadence," Lucas recalled. "We used gold, platinum, all types of precious jewels."
Always intrigued by cars, Lucas encourages teens to go into the industry he believes "defines the world."
"Cars are really cool products," he said.
Science and Leadership
The safety helmet and gas mask invented by Morgan in the early 1900s broke ground for those used by firemen today.
1. Inventions often come about when people see a need to help make a task easier. Search today's newspaper for a photo of someone performing a task or working at something. Brainstorm an idea for a new invention that could make the task easier for the person in the picture. Give your invention a name and draw an ad to promote it to possible customers.
2. Sometimes inventions are created that appeal to specific groups more than others. Think about the needs of African Americans or other minorities in your community. What invention might be important or popular among African Americans in the near future? | <urn:uuid:e880f2b0-d597-4271-b85b-5468e92d4727> | CC-MAIN-2018-05 | http://www.hollisterkids.com/uploads/download/Guest_spread_Trailblazers_of_Science_and_Technology.pdf | 2018-01-21T16:23:29Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00475.warc.gz | 452,924,766 | 1,500 | eng_Latn | eng_Latn | 0.999338 | eng_Latn | 0.999342 | [
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Table for use in solving problems:
Problem covered in videos (3)-(4)
Tritium has a mass of 3.016049u. Consider that it decays into hydrogen and two neutrons. The mass of hydrogen is 1.007825u and the mass of a neutron is 1.008665u. H 3 1
(a) Find the binding energy of tritium in eVs. H 3 1
(b) It requires only 13.6eV to remove an electron from tritium. How does this value compare to the energy required to separate the nucleons of tritium. Explain. | <urn:uuid:40aa24dd-a8e8-4325-a1b9-2fe368c2bf31> | CC-MAIN-2018-05 | http://www.freelance-teacher.com/may10sun_1_problems.pdf | 2018-01-21T16:10:32Z | crawl-data/CC-MAIN-2018-05/segments/1516084890795.64/warc/CC-MAIN-20180121155718-20180121175718-00477.warc.gz | 453,234,896 | 134 | eng_Latn | eng_Latn | 0.986749 | eng_Latn | 0.986749 | [
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Energy Village Wendlinghausen nationwide project for renewable energies.
This project is part of a cooperation of the public works council. Through the decentralized extraction and use of energy, plus the heat recovery, important sustainable climate protection goals are realised.
The 760 KW renewable biogas plant is built with 120 citizens, who invested in a fund set up for this specific biogas project. Investors are able to let their money "work" in an environmentally proactive way.
In addition to the Wendlinghausen Estate, forty houses, a lumber mill, various business facilities and an additional 20 newly built single-family homes are completely supplied by the decentralized heating network.
"Am Schlosspark", an area directly adjoining the castle and the famous park, 20 single-family "smart" energy homes will be built. These are designed for young families and built according to the most modern techniques in resource saving.
Solar panels are found on the rooftops of the Wendlinghausen Estate, on newly built carports and on an open-air plot (about 5 hectares). These solar collectors produce 3,5 MW electricity every year and avoid CO2 emissions.
Nearly 60.000 visitors come to the Castle and Estate Wendllinghausen each year. These visitors participate in several exciting events. Through information booths, tours and events, these visitors are informed about the entire project. Music-, artand literature- events will continue to raise public awareness concerning the importance of environmental protection.
At the organic farm Wendlinghausen ( 350 hectares farmland and 100 hectares forest) every potential to save resources will be applied and analyzed. After the collection data provides information, it will be compared to conventional and organic farming.
The historically preserved Weser Renaissance Castle Wendlinghausen (1613-1616) is part of an research project focusing on energy efficiency and monitoring the loss of heat. Results will be later analyzed according to the results insulation measures will be implemented.
Through private investors this climate sensitive "Energy Village Wendlinghausen", has been realized with an total investment of approximately € 20,- Mio. Here local sustainable climate goals are reached in a very innovative, environmentally - friendly way. | <urn:uuid:a7d471a4-fbbc-4479-a8f3-90588b315316> | CC-MAIN-2019-09 | http://schloss-wendlinghausen.de/content/pdf/energiedorf/Engergy%20Village_ENG_07%202010.pdf | 2019-02-16T12:27:48Z | crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00176.warc.gz | 234,811,025 | 439 | eng_Latn | eng_Latn | 0.997292 | eng_Latn | 0.997292 | [
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India launched an unmanned orbiting to Mars in November 2013. Once the project got the approval of the government, it was readied in the shortest possible time and launched. So far it has been successful. If it succeeds in reaching Mars in September 2014, it will be the first Asian country to have been successful in the very first attempt itself. The flight has attracted worldwide interest, judging from the number of international correspondents who were present at Sriharikota for the launch. Called the Mars Orbiting Mission, or just MOM affectionately, it is equipped with five payloads, and their role is to study the Martian atmosphere and look for the elusive methane. There is also a Mars colour camera. The Indian Mars journey has been a topic of discussion at every level of Indian society, particularly among the younger generation. People would be interested in knowing after the mission was launched.
Todos os papas (Portuguese Edition), When Songs Have Meaning, Principles of Medical Biochemistry, 4e, Animorphs Box Set #08: Books 29-32, Even God Rested, Heroes Of The Faith: Role Models for the Christian Warfare, The Emotions and the Will (1859) (Thoemmes Press - Classics in Psychology) (Vol 3), The Ultimate Guide to Healing: Physical, Mental and Spiritual Healing,
Maven and MOM Orbiters Close In on Their Moments of Truth at Mars Jul 31, 2014 Indian Martian Odyssey has 0 reviews: Published July 31st 2014 by Partridge Publishing India, 90 pages, Kindle Edition. Indias 1st Mars Mission Celebrates One Year at Red Planet Europes ExoMars orbiter has begun its journey to the Red Planet on Monday with its launch from the India PSLV successfully launches MOM en route to Mars. India puts first interplanetary probe in orbit at Mars - Spaceflight Now Oct 19, 2016 video shows the spacecrafts projected journey to the surface of the planet. ExoMars, Poised to Reach Red Planet and Gather Clues OCT. the Mars Odyssey and the Mars Atmosphere and Volatile Evolution Mission, or Maven. An Indian probe, the Mars Orbiter Mission, has also orbited the planet Mars Odyssey Archives » Sep 24, 2014 Indias Mars Orbiter Mission (MOM) probe was captured by the Red ending a 10-month space journey that began with the spacecrafts launch on Nov. the Red Planet are NASAs Mars Odyssey and Mars Reconnaissance Noctis Labyrinthus Landslides NASA NASAs Jet Propulsion Laboratory manages the 2001 Mars Odyssey mission for NASAs . journey to Mars that will include sending humans to the Red Planet. .. For safety, NASA also monitors positions of ESAs and Indias orbiters, which India PSLV successfully launches MOM en route to Mars Nov 5, 2013 India launched its first interplanetary spacecraft Tuesday, with a sending the Mars Orbiter Mission on its journey to the red planet. Three orbiters are currently in operation around Mars NASAs Mars Odyssey and Mars Happy Easter From Mars NASA Sep 24, 2015 Indias 1st Mars Mission Celebrates One Year at Red Planet NASAs Mars Odyssey and Mars Reconnaissance Orbiter are also eyeing the Illustrated Book on Mars Orbiter - ISRO Indian Martian Odyssey: A Journey to the Red Planet - Scribd Sep 24, 2014 As it happened: Mangalyaans Mars odyssey @MarsOrbiter joins the missions studying the Red Planet. 2013 when PSLV-C25 lifted off from Sriharikota with the spacecraft in its nosecone, MOM has had a perfect journey. PHOTOS: Mangalyaan and other successful Mars missions - Rediff Buy Indian Martian Odyssey: A Journey to the Red Planet on ? FREE SHIPPING on qualified orders. Mars Odyssey Editorial Reviews. About the Author. HE IS A VETERAN SPACE JOURNALIST AND HAS Indian Martian Odyssey: A Journey to the Red Planet - Kindle edition by Srinivas Laxman. Download it once and read it on your Kindle device, PC, Indian Martian Odyssey: A Journey to the Red Planet: Srinivas Jul 20, 2008 This could be the Indian summer of Mars exploration. chips of ice on the barren surface of the Red Planets north pole. •Mars Odyssey (2001), a $300 million orbiter that scans Mars for signs of past water and volcanic
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activity. a Space: A Journey to Our Future exhibit in June (sponsored by NASA, Journey to the Red Planet: A Mars Missions Timeline - Sometimes referred to by the nickname Mangalyaan, the Mars Orbiter Mission is Indias first Mars Odyssey is capturing images of the Martian surface at resolutions will be used to launch the mission, which will arrive to Mars after a nine-month journey. . Mars Observer was designed to study the Red Planet from orbit. A Mosaic From Mars Odyssey NASA Mar 8, 2016 With the impending launch of NASAs Mars Science Laboratory, heres a Journey to the Red Planet: A Mars Missions Timeline . Mars Odyssey: U.S., launched March 7, 2001. Mars Orbiter Mission: India, launched Nov. NASAs Mars Odyssey spacecraft close to 60000th orbit of red planet Apr 7, 2016 Mars Odyssey is the longest-serving spacecraft to visit Mars. For more than a decade, Mars Odyssey has been circling the Red Planet. Indian Martian Odyssey: A Journey to the Red Planet - This image from NASAs Mars Odyssey spacecraft shows the checkerboard region of journey to Mars that will include sending humans to the Red Planet. .. For safety, NASA also monitors positions of ESAs and Indias orbiters, which both Missions to Mars The Planetary Society foreign satellites than Indian ones. This journey of a rocket and a satellite Mars and survive in an orbit around the red planet. Thus, the main goal of MOM is Isros Mars mission successful, India makes history - Times of India Indian space odyssey: After Mars mission feat, Isro looks beyond three billion mile and decade-long journey through the solar system while making its closest approach to Pluto, One of the first images of the red planet sent by Mars Orbiter. Indian space odyssey: After Mars mission feat, Isro looks beyond Aug 25, 2014 Indias maiden foray to Mars is now just one month out from the Red Planet on September 24, 2014 after its 10 month interplanetary journey. Imagination takes a flight to Mars - Indian Martian Odyssey : A Journey to the Red Planet - Buy Indian Martian Odyssey : A Journey to the Red Planet by Laxman only for Rs. 591 at . Indian Martian Odyssey: A Journey to the Red Planet - Google Books Result NASAs Mars Odyssey spacecraft close to 60,000th orbit of red planet By: Press Trust of India Updated: June 24, 2015 8:19 am a foundation for the first humans to Mars in the 2030s through NASAs Journey to Mars initiative," Green said. Indian Martian Odyssey: A Journey to the Red Planet by Srinivas NASAs Mars Atmosphere and Volatile Evolution (MAVEN) and Indias Mars Orbiter the Red Planet, Mars Reconnaissance Orbiter (MRO) and Mars Odyssey, with telescopes to model Siding Springs journey through the inner solar system, Indian Martian Odyssey: A Journey to the Red Planet, Srinivas NASAs Jet Propulsion Laboratory manages the 2001 Mars Odyssey mission for NASAs . journey to Mars that will include sending humans to the Red Planet. .. NASAs Mars Atmosphere and Volatile Evolution (MAVEN) and Indias Mars Indian Martian Odyssey : A Journey to the Red Planet - Buy Indian Sep 24, 2014 Indias Polar Satellite Launch Vehicle, carrying the Mars orbiter, lifts off from of the red planets atmosphere following a 710 million-kilometre journey . NASAs Mars Odyssey spacecraft passes above Mars south pole in this Indias First Mars Probe Makes Historic Red Planet Arrival - Sep 23, 2014 Indias first interplanetary mission went into orbit around Mars late Tuesday, The Mars Orbiter Mission -- known as MOM -- closed in on Mars after a journey of 414 million On the orbits closest approach to the red planet, the MOM Mars -- Odyssey, the Mars Reconnaissance Orbiter, and the MAVEN
[PDF] Todos os papas (Portuguese Edition)
[PDF] Principles of Medical Biochemistry, 4e
[PDF] When Songs Have Meaning
[PDF] Animorphs Box Set #08: Books 29-32
[PDF] Heroes Of The Faith: Role Models for the Christian Warfare
[PDF] Even God Rested
[PDF] The Emotions and the Will (1859) (Thoemmes Press - Classics in Psychology) (Vol 3)
[PDF] The Ultimate Guide to Healing: Physical, Mental and Spiritual Healing
Page 2 | <urn:uuid:6343f4a4-f7d8-402c-b2d8-3689cd2bde2b> | CC-MAIN-2019-09 | http://avantgardeabogados.com/indian-martian-odyssey-a-journey-to-the.pdf | 2019-02-16T11:52:45Z | crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00176.warc.gz | 20,803,079 | 1,903 | eng_Latn | eng_Latn | 0.987367 | eng_Latn | 0.988744 | [
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A Whole New World: Books about Families Making New Lives in New Places
Whoever You Are by Mem Fox and Leslie Staub, shares the message that no matter where people are, or what they look like, their hearts, smiles, laughter, tears and pain are just like yours. Simple but colorful artwork of people from all over the world is framed in gold on each page. Children will enjoy finding things that are familiar and different in the illustrations. Can you find how many pages have clouds, the sun, houses or birds? For ages 3–12.
I'm New Here by Anne Sibley O'Brien, is an excellent picture book to help young children grasp how immigrants feel to be the "new kid" at school. The colorful illustrations pop against the white pages and show great emotion. They will prompt parents and children to discuss difficult feelings. The large text might be good for children who are learning to read sentences. For ages 4-9.
A boy and his father go fishing in the very early morning before the sun comes up. The simple fishing story tells a tale of a former life and the life in the present where hard work and family togetherness are the most important parts of daily living. A Different Pond by Bao Phi and Thi Bui will enchant and inform families about the life that many refugees lead. Notes at the back of the book explain the author's and illustrator's journeys.
Mom is fed-up with her rambunctious kids but somehow she silently supports their active play as they build a bike out of junk and proceed to ride it up and down, all around and even through the house. Patchwork Bike by Maxine Beneba Clarke and Van Thanh Rudd is a vivacious celebration of childhood play. The illustrations are made with paint on a cardboard box and the texture and motion they create is the perfect complement to the sparse but active text. Take a look at the end papers to see how a stroke of paint can show vibrant motion. This is a fun read for kids ages 3–7.
Meet Yasmin! by Saadia Faruqi and Hatem Aly, is an innovative pick for readers age 5 -8. It is chock-full of colorful illustrations that support the simple but intriguing text. This early chapter book tells the tale of spunky, creative Yasmin and her family as they move through everyday situations. The familiar settings will help young readers decipher new or difficult words as they read. The back matter of the book contains a page of discussion questions, a glossary of Urdu words, information on Pakistan, crafts to explore and a recipe for a yummy drink.
First Generation by Sandra Neil Wallace and Rich Wallace is a fabulous nonfiction choice for parents and kids looking for interesting bedtime tales. The one-page biographies of immigrants and refugees who have contributed to American society in the 20th and 21st Century will intrigue readers ages 9 14. There is a helpful selected bibliography in the back of the book that would be a perfect jumpstart to a biography report needed for school.
Refugees and Migrants, by Ceri Roberts and Hanane Kai, is the perfect nonfiction book to share with children about who refugees or migrants are, why they have to move, how they travel, where they are going and who the people are that help them. Exploring the illustrations together will help ignite conversations about what you just read. A list of other books and websites for more information is found at the back of the book. It also contains a Glossary and Index. For ages 5–10.
Fourteen year-old Ahmed is hiding in the basement. No one in the house above knows he is there. His family is dead. He has no one to stay with and nowhere to go. He is stuck, in Belgium, in this basement, all alone. Then Max, the boy upstairs, discovers him. Will he tell the police? Will Ahmed be sent back to Syria? What happens next is a fast-paced adventure about compassion, hope and doing the right thing. Nowhere Boy by Katherine Marsh is great for suspense lovers age 10 to 16. | <urn:uuid:da0440cc-3023-4d5f-b1dd-0fbdfceb4aa6> | CC-MAIN-2019-09 | https://ppld.org/sites/default/files/whatsnew/Whole%20New%20World%20Booklist.pdf | 2019-02-16T12:12:05Z | crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00175.warc.gz | 653,612,128 | 839 | eng_Latn | eng_Latn | 0.998664 | eng_Latn | 0.998757 | [
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Snuffles Hedgehog Rescue
Four Oaks
Tel: Claire Hunt on 07889770958
Snuffles Hedgehog Rescue - Alternatives to slug pellets Fact sheet 2 – Nematodes
What are they?
Nematodes are the most abundant creatures living in soil. A handful of soil will contain thousands of these microscopic worms, many of them acting as parasites on insects, plants or animals. Gardeners that are concerned about using toxic products because of the impact on wildlife will often use nematodes to control garden pests.
How do they work?
If you apply nematodes to the pest - either in the soil or on the plant - the nematode ejects bacteria inside the pest's body. These bacteria multiply and cause blood poisoning, leading to death. The host tissue is then fed on by the nematodes, and as they feed they multiply, and immediately start searching for a new host.
This is a biological, none chemical form of slug management and does not involve highly toxic poisons. It also has the advantage of being reasonably specific to the target pest, so that other wildlife are not affected. You need to choose the right nematode for the issue you are tackling. Nemaslug is a commonly used product that specifically targets slugs. Nematodes aren't the cheapest option of slug management but using them will reduce the number of painful deaths of hedgehogs, birds and other wildlife as a result of eating slugs killed by conventional slug pellets and slug management techniques. Nematodes come with detailed instructions, which need to be precisely followed.
How to use nematodes
It is important to choose the correct nematode for the right type of pest. They also need to be used in the right conditions. Thus is usually when the soil is above 5C (and will remain so) and when pests are active. Nematodes are also light sensitive, so use them early morning or dusk, when light levels are low.
Nematodes usually arrive in a sachet suspended in a paste. It is best to use them straight away, however you can store them in the fridge for up to a few weeks (do not freeze). Mix the paste with a small amount of water to make a slurry, before adding the rest of the water. Stir the solution once again before applying. If you use a watering can, use a coarse rose, to make sure that the nematodes don't get stuck in the holes.
Keep the soil moist and warm for at least a few weeks, to make sure that the nematodes remain active. You may have to make repeat applications - especially when treating slugs.
How Long Does It Take To See Results?
Results can be seen usually within 3 to7 days, with maximum effect occurring over 2 to 4 weeks. Nematodes tend to disintegrate the pests from the inside out, so you will not see so many dead bodies as you would with conventional chemical products.
How Often Should Nematodes Be Applied?
Nematodes are recommended for use whenever slugs are present and reapplication at intervals is recommended as per instructions.
Benefits of using nematodes
[x] Totally organic and environmentally friendly.
[x] Completely harmless to children, pets, birds, and wildlife.
[x] Perfectly safe to use around food crops.
[x] The slug retreats underground before it dies, so you aren't left with an abundance of dead slugs on the surface.
[x] Dead slugs eaten by other creatures are non-toxic.
[x] Impossible to over-apply.
[x] Works well in wet weather; exactly the conditions where slugs are most active and destructive, and exactly the conditions that render poison pellets less effective.
[x] Compatible with most garden chemicals – including fertilisers – although it's best to apply them at different times.
[x] You're not introducing foreign entities into your garden; simply 'topping up' the good microbes that are already there.
[x] You get the same benefits that commercial growers have been enjoying for over twenty years.
Where can I get Nematodes?
Nematodes generally have to be bought from a supplier online www.nematodesdirect.co.uk One source in the West Midlands is at Ryton Organic Gardens in Coventry www.gardenorganic.org.uk/nematodes
Garden Organic, Ryton Gardens, Wolston Lane, Coventry, Warwickshire CV8 3LG Tel: 02476 303517 | <urn:uuid:6b9a07e6-12a2-4b46-89e8-49eb8c4716c7> | CC-MAIN-2019-09 | http://snuffles-rescue.com/wp-content/uploads/2017/04/Nematode-fact-sheet.pdf | 2019-02-16T12:17:53Z | crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00174.warc.gz | 235,426,628 | 906 | eng_Latn | eng_Latn | 0.997938 | eng_Latn | 0.998203 | [
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General Awareness
1. How many ways can a batsman lose his wickets?
(a) 5 (b) 10 (c) 15 (d) 20
2. Corundum is a mineral of:
(a) Calcium (b) Gold (c) Iron (d) Aluminium
3. The state which is the largest producer of tea in India:
(a) Tamil Nadu (b) Assam (c) Kerala (d) Karnataka
4. Which of the following is issued by the President when the Parliament is not in session?
(a) Ordinances (b) Rules (c) Statutes (d) Proclamation
5. The strength of the council of minister is fixed by the:
(a) Governor (b) Chief Minister (c) Parliament (d) Constitution
6. Neutron was discovered by:
(a) J.J. Thompson (b) Rutherford (c) Bohr (d) Chadwick
7. Which of the following principle is made use of in the working of an atom bomb?
(a) Thermionic emission (b) Nuclear fusion (c) Nuclear fission (d) Transmutation
8. 'Palaeontology' is the study of:
(a) Fossils (b) Bones (c) Animals (d) Birds
9. Amylase acts upon:
(a) Lipids (b) Oils (c) Starch (d) Glucose
10. The active cell division in a plant is found in the:
(a) tips of roots and shoots (b) pith cells (c) cells cortex (d) internodal region
11. Which among the following is the antisterility vitamin?
(a) B (b) C (c) D (d) E
12. In which year the Indian National Congress was formed?
(a) 1811 (b) 1858 (c) 1885 (d) 1895
13. The leader of Cochin who fought with Velu Thampi Dalwa aganist the British:
(a) Kunhali Maracker (b) Paliath Achan (c)Pazhassi Raja (d) Chirakkal Raja
14. Who was the author of the book â€Å"Sathyartha Prakashâ€ÂJ?
(a) Swami Dayananda Saraswathi (b) Rajaram Mohan Roy (c) Swami Vivekananda (d) Ramakrishna Paramahamsa
15. The first Viceroy of British India:
(a) Lord Cornwallis (b) Lord Ripon (c) Lord Canning (d) Lord Dalhousie
16. Who was the first king presided the court of Kanauj?
(a) Samudra Gupta (b) Chandragupta (c) Harsha (d) Kanishka
17. Which is the mid layer of the earth?
(a) Sial (b) Sima (c) Core (d) Mantle
18. The Himalayan Mountain is made up of:
(a) Intrusive rocks (b) Extrusive rocks (c) Sedimentary rocks (d) Metamorphic rocks
19. The most prominent distributory of Ganga river:
(a) Yamuna (b) Ram Ganga (c) Gomati (d) Hoogly
20. The leader who is known as 'The Grand old man of India':
(a) Sardar Vallabhai Patel (b) Dadabai Naoroji (c) Balgangadhar Tilak (d) Bipin Chandrapal
21. The southern most part of India:
(a) Sri Lanka (b) Pak Strait (c) Maladive (d) Nicobar group of Island
22. The head quarters of the Theosophical Society in India:
(a) Nagercoil (b) Adayar (c) Madura (d) Trichy
23. Which is not a port on the west coast of India?
(a) Paradeep (b) Marmagoa (c) Mangalore (d) Kandla
24. In which year the University of Travancore was established?
(a) 1935 (b) 1937 (c)1939 (d) 1941
25. The state which is the leading producer of mica:
(a) Jharkhand (b) Orissa (c) Rajasthan (d) Madhya Pradesh
26. Which of the following diseases are sexually transmitted?
(a) AIDS (b) Gonorrhea (c) Syphilis (d) All of these
27. On 27th May 2006 a strong earthquake was close to:
(a) Mount Kilimanjaro (b) Mount Merapi (c) Vesuvius (d) Barren Island
28. The year in which the postal stamp was introduced first:
(a) 1840 (b) 1845 (c) 1850 (d) 1855
29. Which type of lens is used in the case of â€Å"Astigmatismâ€ÂJ to get the correct vision?
(a) Converging lens (b) Diverging lens (c) Cylindrical lens (d) Bi-focal lens
30. What is the total number of constellation identified till now by human beings?
(a) 48 (b) 58 (c) 78 (d) 88
31. The highest railway bridge is built across the river:
(a) Jhelum (b) Chenab (c) Beas (d) Ravi
32. Which of the following is a controversial film for display?
(a) The great Escape (b) Hamlet (c) Davinchi code (d) Casino Royale
33. What is the chemical formula of bleaching powder?
(a) NaHCO3 (b) Ca3(PO4)2 (c) Na2CO3â€â€J10H2O (d) CaOCI2
34. Barkhans are land forms of:
(a) wind erosion (b) wind deposition (c) glacial deposition (d) coastal erosion
35. 'Plam pudding' model of atom is prepared by:
(a) Albert Einstein (b) Rutherford (c) Alexander Fleming (d) Niels Bohr
36. An example for non-renewable source of energy:
(a) solar energy (b) petroleum (c) biomass (d) water power
37. In which country the G-8 summit of 2005, held?
(a) Canada (b) Iceland (c) Scotland (d) Greenland
38. In South India, Jainism was spread by:
(a) Kharavela (b) Upali (c) Rudradaman I (d) Bhadrabahu
39. The people of which country have longest life span:
(a) China (b) Japan (c) England (d) America
40. Which is not a source of Carbohydrates?
(a) Fish (b) Butter (c) Cheese (d) Potato
41. Who translated Bhagavat Gita into Persian language?
(a) Abdul Fazal (b) Dara (c) Dadu (d) Balban
42. The second highest mountain peak in the world:
(a) Kanchenjunga (b) Nangaparbad (c) Nanda devi (d) Godwin Austin
43. The author of the book 'Gandhi Life and Thought':
(a) V.D Savarkar (b) J.B Kripalani (c) Jawaharlal Nehru (d) R.K Laxman
44. The creature in which the external fertilization takes place:
(a) bird (b) dog (c) cat (d) frog
45. Which country won the gold in Men's Hockey in Bangkok Asian Games, 1998?
(a) India (b) South Korea (c) Pakistan (d) Japan
46. The Pallivasal Hydro electric system was commissioned during the reign of:
(a) Marthanda Varma (b) Dharma Raja (c) Srimulam Thirunal (d) Sri Chitira Tirunal Balarama Varma
47. Name the author of the novel 'The Ambassadors':
(a) Joyce Cary (b) E.M Foster (c) Henry James (d) Hadley Chase
48. Which element is not present in fats?
(a) Nitrogen (b) Sulphur (c) Carbon (d) Hydrogen
49. Which is know as the father of American Football?
(a) Bob Cousy (b) Water Camp (c) James Corbett (d) Charles W Brown
50. The most densely populated country in the world:
(a) India (b) China (c) Japan (d) Pakistan
51. Be careful when you ride on a bike, ……..?
(a) won't you (b) did you (c) didn't you (d) aren't you
52. The passive voice of â€Å"He made his wife do the workâ€ÂJ:
(a) His wife was making to do the work (b) His wife was made to do the work
(c) His wife was done the work (d) His wife was made doing the work
53. The feminine gender of horse is:
(a) Cow (b) Lass (c) Hind (d) Marc
54. Find out the wrongly spelt word:
(a) Zealous (b) Committee (c) Souvenior (d) Allotted
55. That house …….. to peter:
(a) belongs (b) is belonging to (c) is belonged to (d) was belonged to
56. He is ….. going near an elephant.
(a) afraid (b) afraid of (c) feared (d) fearing
57. The older we grow:
(a) the wiser we became (b) wiser we become (c) the wisest we become (d) we grow wiser
58. The teacher asked Ravi:
(a) whether he saw the exhibition (b) whether he had seen the exhibition
(c) whether had seen the exhibition (d) whether he will see the exhibition
59. We shall wait here:
(a) until you return (b) until you will return (c) until you returned (d) until you had returned
60. Neither of the two speakers ……. eloquent
(a) were (b) had (c) was (d) being
61. It has been raining ……. last night
(a) For (b) at (c) since (d) till
62. The price of petrol is higher than
(a) diesel (b) the diesel (c) of diesel (d) that of diesel
63. No sooner had she heard the sad news ……… she burst in to tears.
(a) when (b) before (c) than (d) then
64. They discussed …… the border issue at the summit.
(a) about (b) of (c) against (d) none
65. I would resign if I …….. you
(a) am (b) was (c) were (d) had
66. Dessert means:
(a) sand covered large area if barren land (b) sweet savory confection (c) abandon (d) detailed study
67. The opposite of the word 'Sympathy'
(a) Apathy (b) Pride (c) Angry (d) Pity
68. The dacoits …… to the police after much resistance
(a) gave up (b) turned down (c) gave in (d) passed away
69. The president A.P.J Abdul Kalam …….. the nation to stand united in the fight against terrorism (a) called on (b) called at (c) called off (d) called upon
70. Never look a gift horse
(a) in the mouth (b) in the park (c) in the zoo (d) in the stable
71. Carpenter is related to furniture, in the same way Goldsmith is related to:
(a) Ornaments (b) Necklace (c) Chain (d) Bangles
72. Find the related word Thunder : Rain :: ….. : Night
(a) Day (b) Dark (c) Dusk (d) Evening
73. Find the pair which is differently related in comparison with the others:
(a) Labourer : Industry (b) Teacher : Classroom (c) Driver : Vehicle (d) Doctor : Patient
74. From the group of letters one is different from others.Find it out
(a) DgP (b) MsP (c) DiG (d) AsP
75. Which one does not follow the pattern
(a) 5/2 (b) 10/3 (c) 17/4 (d) 24/5
76. Insert the missing number: 5, 11, 21, 43, ….
(a) 85 (b) 86 (c) 87 (d) 88
77. Insert the missing letters …, ywu, qom, ige
(a) jhg (b) rpq (c) wus (d) mlj
78. If VENU is coded as E2122N then NEAT is codes as
(a) E2014A (b) E1420A (c) A1420E (d) A2014E
79. Showing a lady in the park, kumar said â€Å"She is the daughter of my grand father's only sonâ€ÂJ. How is Kumar related to the lady?
(a) Father (b) Daughter (c) Brother (d) Aunt
80. Mini tore out several successive pages from a book.Number of the first page she tore out is 385. It is known that the number of the last page which she tore out is with the same digits in some other order.How many pages did she remove from the book?
(a) 154 (b) 253 (c) 469 (d) 451
81. If September 14 is Friday, how many Saturdays and Sundays will that month have?
(a) 4, 4 (b) 5, 4 (c) 4, 5 (d) 5, 5
82. Calendar is to date as Atlas is to:
(a) Jewellery (b) Map (c) Earth (d) Globe
83. A man walks 30 meters towards South. Then turning to his right he walks 30 meters. Then turn to his left and walks 20 meters. Again takes a turn to his left and walks 30 meters. How far is he from his initial position?
(a) 20 meters (b) 50 meters (c) 60 meters (d) 80 meters
84. Fill in the blank as per the sequence: PLANETARIUM, LANERAUIM, ANEUAMI, ……..
(a) NEMAI (b) NEAIM (c) NEUMI (d) NEMIA
85. In a group of six person F is richer than E but not as rich as A. B is richer than C and D but not as rich as A. E is richer than D. E and C are equally rich. Who is the poorest among them?
(a) Data inadequate (b) C (c) E (d) D
86. A metal block having sides 10 cm, 15 cm, 30 cm has cut into equal cubes. If the block is exhausted completely what will be the least possible number of cubes?
(a) 12 (b) 24 (c) 30 (d) 36
87. If aX – bY = cZ then X : Y: Z is:
```
(a) be :ca : ab (b) ab : bc : ca (c) a : b : c (d) b : c : a
```
88. Two poles of heights 10 m and 15m stand on a plane ground. If the distance between their feet is 12m the
distance between their top is:
(a) 5m (b) 12m (c) 12.5m (d) 13m
89. If |3x-10|>5 then:
(a) x≤5, x≥5/3 (b) x≥5, x≤5/3 (c) x≤-5, x≥5/3 (d) x≤-5, x≥-5/3
90. Find the empty set:
(a) {x:x=x} (b) {x:x≠x} (c) {x:x=x2} (d) {x:x≠x3}
91. If 3x-y –27 and 3x+y = 243 then x is:
(a) 0 (b) 2 (c) 4 (d) 6
92. If f(x)-5×2-3x+2 and g(x) = 2×2-2x-2 then f(2)-g(-2) is:
(a) 2 (b) 4 (c) 6 (d) 18
93. The least number which is to be added to make 7399 a perfect square is
(a) 170 (b) 151 (c)27 (d) 0
94. Number of terms common to the two arithmetic progressions 5, 10, 15, … 315 and 4, 8, 12 … 604 is:
(a) 13 (b) 14 (c) 15 (d) 16
95. Mean weight of m boys is 43 kg. If the teacher who weighs 63kg is included the mean becomes 45 kg.What is the value of m?
(a) 6 (b) 7 (c) 8 (d) 9
96. Cardiologist : Heart : Dermatologist :
(a) Dream (b) Diabetes (c) Skin (d) Infertility
97. Book is to read as Piano is to:
(a) Music (b) Play (c) Sing (d) Song
99. If smell means taste, taste means hear, hear means see and see means smell then what is cars used for?
(a) smell (b) hear (c) taste (d) see
100. If PΔQ means P is smaller than Q and MÑN means M is greater than N then what does AÑBΔC means:
(a) A is greater than B and C (b) B is greater than A and less than C (c) B is greater than A and C (d) B is less than A and C
Answers: | <urn:uuid:81f1c820-abce-45d5-9919-7aba76e37515> | CC-MAIN-2019-09 | https://sarkarirecruitment.com/wp-content/uploads/2018/08/General-Awareness.pdf | 2019-02-16T12:14:16Z | crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00177.warc.gz | 684,240,020 | 3,999 | eng_Latn | eng_Latn | 0.682292 | eng_Latn | 0.748094 | [
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Suggestions for Writing About Music
James William Sobaskie, Ph.D. Mississippi State University
Before you begin writing...
1. Start as soon as you get the assignment!
2. Choose music you really care about, or find something to care about in the music you've been assigned.
3. Immerse yourself in the music by listening to it, reading its score, listening while reading the score, and by playing the musical lines before attempting to write about it.
4. Reflect on the music by asking: "What do I remember most about what I heard?"
5. Identify passages that attract your interest, and re-listen to them often.
6. If you own the music, or have made a legal photocopy for yourself, annotate the score with observations and identifications of interesting elements.
7. Develop your own opinions about the music, describe your own discoveries about the music, devise explanations for your discoveries, and draw conclusions you feel are significant: DO NOT PLAGIARIZE ANYTHING!
8. Assemble your assertions, arguments, and supporting evidence in a logical order.
9. Identify musical excerpts that can serve as evidence and illustrate your beliefs.
10. Form a particular point of view, develop a brief and clear thesis statement that conveys it, outline a concise hierarchical argument that will persuade your readers to agree with you, and organize convincing evidence that will support your conclusions.
When you start writing...
1. Get to the point!
2. Begin by expressing your observations, opinions, discoveries, explanations and conclusions in simple, clear, and assured declarative statements… and SAVE YOUR WORK FREQUENTLY!
3. Include references to specific measure numbers, specific musical elements, and specific musical effects.
4. Develop paragraphs around your declarative statements and prepare musical examples for the most telling passages and features using Finale.
5. Consciously aim to write short, punchy, active-voice sentences, instead of long, rambling, run-on sentences or passive-voice sentences, seeking to write more short paragraphs instead of fewer, longer spans.
6. CITE EVERYTHING YOU BORROW OR QUOTE IN YOUR FOOTNOTES!
7. Communicate the structure of your argument within your text by using appropriate "signaling" words, like "First," "For instance," "Finally," etc.
8. Don't try to discuss everything, provide a label for everything, or feel you need to describe the ordinary; instead, illuminate innovation, explain essential features, and help your reader understand what is most important or intriguing about the music.
9. Don't write from beginning to end and in deep detail; instead, consider sketching your conclusion before surveying your evidence, and work on the various parts of your argument in whatever order seems most productive and convenient.
10. If you get bogged down, work on another section that seems easier to write; if you get completely stuck, set your work aside to rest for an interval so you can return to it later… AND MAKE A SEPARATE BACKUP!
When you begin editing...
1. Revise: eliminate everything unessential to your arguments, fill in any gaps, AND SAVE FREQUENTLY!
2. Proofread: look for obvious mistakes like incomplete sentences, subject/verb disagreement, illogical tense use, inappropriate adjectives, incorrect punctuation, etc.
3. Spell-check: use the word-processor's own editing tool to help you!
4. Revise: look for long sentences that can be split into shorter ones.
5. Proofread: make sure you have fully and correctly documented ALL of the external sources you used to prepare your work, and have footnoted any quotes or ideas you gained from other writers: DO NOT FAIL TO DOCUMENT YOUR SOURCES!
6. Spell-check: use the spell-checker after every revision and proofreading.
7. REST: let your work "set" so you can return to it with fresh eyes… and make a backup: DO NOT TRY TO WRITE THE NIGHT BEFORE IT IS DUE!
8. Revise: assure that there are smooth transitions between sections, that you've chosen the best words express your ideas, and that you have avoided words that will distract.
9. Proofread: look for lapses in writing style.
10. Spell-check: use the spell-checker once more before printing.
When you're ready to submit your work...
1. Ask someone else to proofread your work FOR GRAMMATICAL ISSUES ONLY!
2. Make sure your work corresponds to ALL of the criteria required in your assignment.
3. Print out a clean hard copy and check its appearance and quality.
4. Make sure your musical examples appear in the appropriate places.
5. Make sure your name is on the front page and that your work is titled as directed.
6. Make sure you've got all of the pages.
7. Make sure each page is numbered.
8. Make sure you've got at least two (2) electronic copies of your work, including a main copy on your computer and a separate backup saved on a flash drive or within a "backup file" you've e-mailed to yourself for safekeeping in a "backup folder" within your e-mail account: DO NOT FAIL TO MAKE AND UPDATE BACKUPS AS YOU PREPARE ANY PROFESSIONAL-QUALITY DOCUMENTS!
9. Consider making a hard copy for yourself.
10. Submit your work on time—WITHOUT FAIL! | <urn:uuid:f4a52b72-a0b5-45a8-a174-acf2ddc96960> | CC-MAIN-2019-09 | https://www.music.msstate.edu/files/Suggestions-for-Writing-About-Music.pdf | 2019-02-16T11:49:38Z | crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00178.warc.gz | 906,790,000 | 1,102 | eng_Latn | eng_Latn | 0.998264 | eng_Latn | 0.998364 | [
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Lost koala on Gold Coast building site 'not an oddity': wildlife group
http://www.brisbanetimes.com.au/queensland/lost-koala-on-gold-coast-building-site-not-an-oddity-wildlife-group-20151014-gk9gkw.html October 15, 2015 Kim Stephens
Ash is photographed on a Gold Coast development site. Photo: Wildlife Australia Inc
An animal rescue group has posted pictures of a disoriented koala wandering a desolate Gold Coast development site, saying the iconic Australian mammal represents countless native fauna left homeless by land clearing.
Wildcare Australia president Karen Scott said volunteers rescued the young koala from the site on Monday, after she was found wandering amid a cleared parcel of land in Pimpama that, until six weeks ago, was covered by bushland.
The koala, named Ash by her rescuers, was reported by builders working on the site.
"I think a lot of people see cleared areas and they realise in the back of their mind it was once habitat for wildlife but until you see a photo like that, you don't realise that a koala, which is supposed to be an iconic Australian species, has no home left," Ms Scott said.
"And its not just koalas, every species that lived there, possums, gliders, carpet pythons, all of those animals have either been killed or lost their homes."
Ms Scott said while wildlife conservation plans instituted by the Gold Coast City Council were largely effective prior to the arrival of bulldozers, they did not account for habitual species such as koalas, which were often left disoriented by the loss of their homes upon their return weeks later.
"When you look at a photo like that, you can see that while birds can fly away, a lot of smaller, slower moving animals, like frogs and echidnas, are not going to move away," she said.
"Koalas are habitual, they know where their favourite trees are, so when she gets there, there's nothing left.
"We're getting them in because they are hit by cars and attacked by dogs, a number of koalas are found wandering frantically across highways and into suburban backyards."
A spokeswoman for Gold Coast City Council said the Pimpama area had been identified as a major regional activity centre in the South East Queensland Regional Plan 2009-2031.
The young koala was rescued by wildlife carers. Photo: Wildlife Australia Inc
She said the council had adopted the Koala Conservation Plan for East Coomera in July 2014 and a number of measures to protect native fauna had to be undertaken by developers as part of their agreed development application requirements.
"Conditions of approval require a vegetation management plan, fauna management plan and a pre-clearing fauna assessment," she said.
"A spotter catcher and koala spotter are required to be on site during the vegetation clearing process.
"Works are to cease for a radius of at least 25 metres to 30 metres if a koala is located within a tree.
"Clearing of remnant vegetation is restricted to a maximum two hectares per day."
Ms Scott said the young homeless koala found at the site was far from alone.
"It's not an oddity, this is just happening everywhere," she said.
Disoriented koala Ash was found wandering a Gold Coast development site. Photo: Wildlife Australia Inc
"On development sites, once it's cleared, there's nothing for the animals to go back to.
"Where there are large amounts of land being cleared, a lot of animals are being displaced and found in areas that they typically wouldn't be found."
Ash was taken to Currumbin Wildlife Hospital for treatment. | <urn:uuid:4c000171-7e00-4d33-8141-06edb1c6ec49> | CC-MAIN-2019-09 | http://ajwcef.org/wordpress/wp-content/uploads/2016/05/Togy94-Lost-koala-on-Gold-Coast-building-site.pdf | 2019-02-16T11:07:35Z | crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00178.warc.gz | 8,638,738 | 760 | eng_Latn | eng_Latn | 0.999256 | eng_Latn | 0.999268 | [
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35: Creating a home page 1
In this lesson you will start creating your Home page. You will base it on the content page you completed in the previous lesson.
- Do a 'save as' of your content page. Save it in the root directory (not the 'pages' directory) as home.htm, replacing the existing file of that name.
HTML changes
<head> section
Make the following changes to the <head> section:
- Change the page title and the content description.
- Change the file path to the stylesheet. The Home page is adjacent to the stylesheet in the root directory – on the same level – so there is no need to go 'up' a level. You should therefore delete ../ from the file path.
<body> section
Make the following changes in the <body> section:
- In the <body> tag, change the value of the ID attribute from treecontentpage to treehomepage.
- Delete the link tags from the header text. Be careful to remove just the link tags, opening and closing, without affecting the header text paragraph between them.
- Delete the 'Home' link – the opening and closing link tags as well as the single-word paragraph between.
- In the <h1> element, insert an ID attribute with a value of treehomepagetitle. The <h1> element will now have both a class and an ID attribute. (Remember that IDs have a higher specificity than classes.)
- In the <article> will be styled differently, so change treecontentarticle to treehomearticle.
- Delete '../' from the file path for the hoop_pine_200.jpg image. Do the same for the image it links to, hoop_pine_440.jpg.
- Change the footer text to My wonderful world of trees.
© 2018 Brian Conolly
Bootiebike introduction to web design
Lesson 35
HTML
```
<!DOCTYPE html> <html lang="en"> <head> <title>Home</title> <link rel="stylesheet" href="mystylesheet.css"> <meta charset="UTF-8"> <meta name="description" content="The awesome power of trees"> <meta name="keywords" content="html, css"> <meta name="author" content="My Name"> <meta name="viewport" content="width=device-width,initial-scale=1.0"> </head> <body id="treehomepage"> <header class="treeheader"> <p>My wonderful world of trees</p> </header>; <h1 class="treepagetitle" id="treehomepagetitle">The splendours of Hoop Pine </h1> <article class="treehomearticle"> <h2 class="majorheading">What we all need to know about Hoop Pine </h2> <h3 class="minorheading">Habitat </h3> <p class="treebodytext"> Araucaria cunninghamii is a species of Araucaria known as <i>Hoop Pine</i>. Other less commonly used names include colonial pine, Queensland pine, Dorrigo pine, Moreton Bay pine and Richmond River pine. The scientific name honours the botanist and explorer Allan Cunningham,<a href="../images/hoop_pine_440.jpg"><img src="../images/hoop_pine_200.jpg" class="treeimageright" alt="pic of hoop pine"></a> who collected the first specimens in the 1820s. </p> <h3 class="minorheading">Habitat </h3> <p class="treebodytext"> Araucaria cunninghamii is a species of Araucaria known as <i>Hoop Pine</i>. Other less commonly used names include colonial pine, Queensland pine, Dorrigo pine, Moreton Bay pine and Richmond River pine. The scientific name honours the botanist and explorer Allan Cunningham, who collected the first specimens in the 1820s. </p> <h3 class="minorheading">Habitat </h3> <p class="treebodytext"> Araucaria cunninghamii is a species of Araucaria known as <i>Hoop Pine</i>. Other less commonly used names include colonial pine, Queensland pine, Dorrigo pine, Moreton Bay pine and Richmond River pine. The scientific name honours the botanist and explorer Allan Cunningham, who collected the first specimens in the 1820s. </p> </article> <footer class="treefooter"> <p> My wonderful world of trees </p> </footer> </body> </html>
```
Bootiebike introduction to web design
CSS styling
Here is an explanation of the styling you will be applying to the home page.
The ID of <treehomepage> specifies a different background colour for the home page ("lemonchiffon").
```
#treehomepage { background-color: lemonchiffon; }
```
The ID of <treehomepagetitle> specifies a larger top margin for the title text (<h1>). Being an ID, it overrides the class styling already applied to that element (Lesson 18).
```
#treehomepagetitle { margin-top: 3em; }
```
The <article> treehomearticle has a width of only 50% (compared to 60% for the <article> on the content page), and it has been shifted to the right; this will leave a wide empty space on the left for the navigation list (next lesson).
Imagine starting with a total page width of 100%; take away the width of the article (50%) and the width of the right margin (20%), and you are left with 30% for the left margin.
```
.treehomearticle { float: right; width: 50%;
```
```
(article shifts to right) margin-right: 20%; (width of article) }
```
Entering the CSS
Copy the rulesets for #treehomepage, #treehomepagetitle and #treehomearticle and paste them into your CSS as shown.
© 2018 Brian Conolly
Bootiebike introduction to web design
Lesson 35
CSS
```
html {
```
```
color: black; font-family: sans-serif, sans; font-weight: normal; font-variant: normal; font-style: normal; text-align: justify; } * { margin: 0 0 0 0; padding: 0 0 0 0; } img { max-width:100%; border: none; outline:none; } #treecontentpage { background-color: lightcyan; } .treepagetitle { text-align: center; font-size: 290%; font-weight: 700; line-height: 5em; } .majorheading { text-align: left; font-size: 160%; font-weight: 700; margin-bottom: 0.8em; } .minorheading { text-align: left; font-size: 115%; font-weight: 500; margin-bottom: 1%; } .treebodytext { margin-right: 6%; margin-bottom: 4%; } #treehomelink { margin-top: 2vh; margin-left: 5vw; font-size: 110%; font-weight: 600; }
```
© 2018 Brian Conolly
```
.treecontentarticle width: 60%; margin-right: auto; margin-left: auto; } .treeheader { background-color: gray; height: 10vh; width: 100%; } .treeheader p { font-size: 200%; font-weight: 600; text-align: left; color: white; line-height: 10vh; margin-left:5vw; } .treeheader a { text-decoration: none; } .treefooter { position: fixed; bottom: 0; width: 100%; height: 4em; background-color: firebrick; } .treefooter p { text-align: center; line-height: 4em; color: white; } .treeimageright { float: right; margin: 2% 0 2% 2%; }
```
© 2018 Brian Conolly
Lesson 35
```
#treehomepage { background-color: lemonchiffon; } #treehomepagetitle { margin-top: 3em; } .treehomearticle { float: right; margin-right: 20%; width: 50%; }
```
View the home page
Refresh the browser. Note the background colour, and how the page title set a bit lower. The block of main text is relatively narrow and offset to the right.
Bootiebike introduction to web design | <urn:uuid:89131a5c-20df-44a2-b725-d28f509e6ba0> | CC-MAIN-2019-09 | https://www.bootiebike.com/web/pdfs/35.pdf | 2019-02-16T11:33:24Z | crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00179.warc.gz | 765,504,821 | 1,805 | eng_Latn | eng_Latn | 0.71406 | eng_Latn | 0.949584 | [
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This activity is designed to get you used to using Geogebra and to introduce some key ideas about straight lines and their equations.
You will be trying to find the relationship between the gradients of some straight lines.
You will be expected to write a brief conclusion about what you have found and explain why this is the case.
Go to www.geogebra.org and click the
Now click the link.
This will open Geogebra in your web browser.
Before you start the activity, you will need to make the drawing grid visible.
Select it from the View dropdown menu:
You are now ready to start the activity.
Draw the line 3 x y .
Do his by typing the equation into the input box (at the bottom of the screen) like this:
You should know that the gradient of this line is 1 but, just to show you how to use some of the features of Geogebra, you can measure it like this:
Hover the cursor over the small arrow at the bottom of the angle icon and a set of measurement options will appear like this:
Click on the option marked slope and then click on the line. It should then tell you that the gradient is 1.
Now type the equation 1 x y into the input bar. Measure its gradient.
You are now going to measure the angle between the two lines. The measurement utility is currently set to slope so you will need to set it back to angle measurement like this:
Now click on both lines (one at a time) and the angle will be measured automatically.
You can now work through the activity.
Fill in the answer sheet.
1. Draw the graph of 3 2 x y .
Find (by experimenting if need be) a line that is perpendicular (at 90 o ) to this.
Do the same for the following lines. Each time, try to do the same for each of the following lines.
Use the angle measuring tool to check that you have the correct perpendicular line.
2. 2 3 1 x y
3. 1 5 x y
4. 1 4 1 x y
5. 4 3 4 x y
Hint: Fractions can be entered as e.g. (3/8) for ⅜. It may help to use these rather than decimals.
Note down anything that occurs to you about each line and its perpendicular.
You should by now have some idea of what you are trying to discover about straight lines and their gradients.
Write a brief conclusion stating what you have discovered.
Explain why this works.
How would you find a line perpendicular to 7 3 5 x y ?
Quick check: Are these lines perpendicular?
Look at each pair of straight line equations.
Decide which are pairs of perpendicular lines and use Geogebra to find out if you are correct.
1. 5 2 x y and 2 2 1 x y
2. 2 3 1 x y and 5 3 x y
3. x y 5 and 3 5 1 x y
1
4. 3 5 y x and 2 5 x y
5. 2 3 2 y x and 3 2 x y
6 | <urn:uuid:5daa3320-9230-40b6-831b-bd1df9f6e92b> | CC-MAIN-2019-09 | http://studyfm.org.uk/Engaging%20students/Straight%20line%20eureka.pdf | 2019-02-16T11:39:07Z | crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00181.warc.gz | 265,548,236 | 786 | eng_Latn | eng_Latn | 0.99628 | eng_Latn | 0.998384 | [
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MOPS Family Meal Group Activity
THIS TABLE ACTIVITY WILL START AT THE END OF ONE MEETING AND RESUME AT THE NEXT MEETING.
At the end of a meeting, each table in your group should be assigned one of the following countries along with the corresponding web address:
Bangladesh
http://www.compassion.com/about/where/bangladesh.htm
Bolivia
http://www.compassion.com/about/where/bolivia.htm
Brazil
http://www.compassion.com/about/where/brazil.htm
Burkina Faso
http://www.compassion.com/about/where/burkinafaso.htm
Colombia
http://www.compassion.com/about/where/colombia.htm
Dominican Republic http://www.compassion.com/about/where/dominicanrepublic.htm
Ecuador
http://www.compassion.com/about/where/ecuador.htm
El Salvador
http://www.compassion.com/about/where/elsalvador.htm
Ethiopia
http://www.compassion.com/about/where/ethiopia.htm
Ghana
http://www.compassion.com/about/where/ghana.htm
Guatemala
http://www.compassion.com/about/where/guatemala.htm
Haiti
http://www.compassion.com/about/where/haiti.htm
Honduras
http://www.compassion.com/about/where/honduras.htm
Indonesia
http://www.compassion.com/about/where/indonesia.htm
Kenya
http://www.compassion.com/about/where/kenya.htm
Mexico
http://www.compassion.com/about/where/mexico.htm
Nicaragua
http://www.compassion.com/about/where/nicaragua.htm
Peru
http://www.compassion.com/about/where/peru.htm
Philippines
http://www.compassion.com/about/where/philippines.htm
Rwanda
http://www.compassion.com/about/where/rwanda.htm
Sri Lanka
http://www.compassion.com/about/where/sri-lanka-facts.htm
Tanzania
http://www.compassion.com/about/where/tanzania.htm
Thailand
http://www.compassion.com/about/where/thailand.htm
Togo
http://www.compassion.com/about/where/togo.htm
Uganda
http://www.compassion.com/about/where/uganda.htm
Ask each table to research their country on the listed website and appoint someone to prepare or purchase a typical meal from that country. The "Typical Meal" tab can be found in gray on the right-hand side, and there is other great information about each Compassion country, too. Prepare a poster that names your country and any facts you'd like to share about it. The links have plenty of resources for you to pull from.
MOPS Family Meal Group Activity (continued)
At your next meeting, set up the sample meals to be tasted at each table, and read the following to the group:
Hi, MOPS moms. Thank you for learning about one of the countries where Compassion International serves. When it's the time of day that everyone in your house is hungry for dinner, the following might be true for you or the other moms in this room:
1. I'm a planner. This meal has been planned and prepped, and all I have to do is put the finishing touches on it. I even made cookies for dessert.
3. I'm too tired to cook. I'm going to call that pizza place and have dinner delivered. And those good breadsticks, too.
2. I'm not a planner. I scour my pantry and refrigerator to see what I can come up with. Of course, there's plenty to work with.
4. I'm frugal. I've saved leftovers from the last three meals, and we will get it all out and finish it up. I can supplement with a quick green salad if I need to.
5. My husband is a rock star and there are burgers on the grill. I do love that grass-fed beef we've been getting at the farmer's market.
For most moms in the developing world, dinner usually looks more like this:
1. I'm a single mom. I work hard selling used clothes and shoes every single day to make money for food and make it stretch as far as possible. Sometimes we get to eat a meal every day, but many times we don't. I have my oldest child work instead of attending school to help me earn money.
3. My children and I live with my mom. She has a little bit of money, so we get to eat a meal of rice and beans almost every day. We start the preparation in the morning, and it takes many hours to cook in our outdoor kitchen. Our only knife has no handle, and we cook over a coal fire on the ground.
2. I'm a married mom. My husband doesn't have a regular job, and I don't either. We don't have anything to eat today. We will see if we can find some scraps at the dump to feed our children. They can't go to school because we can't afford to send them. I worry that their lives will always be difficult.
4. My husband died from AIDS. I have some ground corn left today and can make it into a small morning meal with some boiling water and seasonings. I wish I had a small piece of meat to split among my sons, but not today. At least I have some cooking oil left.
5. My siblings and I are orphans and live with our grandmother. We have one chicken to butcher. This is our last one. It is no longer laying eggs, so we will cook it and eat it on Sunday and give thanks to God for a meal with meat in it.
Take turns walking around to the other tables and sampling their meal.
DISCUSS:
1. What does meal preparation and planning look like in your family?
3. What other resources make it easier for you to put a meal on the table?
2. What tools do you have available to you that moms in other countries might not?
4. What does God have to say about the poor?
5. What can be done for moms like this?
PRESENT COMPASSION TO YOUR GROUP.
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Food Safety Policy
Food Safety Policy
Aims
This policy provides schools with a framework that ensures food preparation and food consumption within school premises meets the highest standards and maintains the highest level of hygiene.
Scope
This policy covers the supply of meals to the school, the storage of food at the school, teaching activities involving food, and the standard of hygiene expected in any area where food is found.
This policy was written with reference to the Food Safety Act 1990, the Food Safety (General Food Hygiene) Regulations 1995, the Food Safety (Temperature Control) Regulations 1995, School Meals Agreement 1968 and the Health and Safety at Work Act 1974. Further information regarding Food Safety can be found at https://www.food.gov.uk
Roles and responsibilities
Food prepared by catering companies for consumption within school premises
Whilst the provision of food in this way gives primary responsibility to the catering company, it is the school's responsibility to ensure all aspects of any catering arrangements which are provided by the school, such as storage facilities, surfaces, cutlery, crockery, washing up facilities etc, reach high levels of hygiene and do not pose a risk in any way.
Packed lunches for pupils and food brought into school by staff
The preparation of packed lunches provided by parents for their own children and food brought in by staff is not covered by the Food Safety Act 1990. The school has a duty however, to make such arrangements for the storage and consumption of such meals as to not pose health risks.
Because the preparation of packed lunches often takes place sometime before they are consumed, staff should take care when storing packed lunch boxes. They should not be stored in areas that are close to direct sources of heat as these are the ideal environments for the formation of food poisoning germs.
The school will allow parents to use insulated cool boxes or similar items that will assist in keeping the food as cool as possible.
Wherever packed lunches are eaten, it should be remembered that the school, in addition to their legal duties to staff, has a duty under section 3 of the Health and Safety Act to ensure that pupils and any non-employed persons are not exposed to risks to their health and safety. Therefore, the school will ensure that there is adequate supervision at these times and those tables and chairs used are clean. Pupils should be reminded to wash their hands before eating and after visiting the toilet. Pupils, staff and other visitors should not be seated on any floors inside the school to eat food as this poses an unacceptable hygiene risk.
Children should be encouraged not drop food waste on the floor as this could cause a slip hazard. Food waste should be cleared from the floor as quickly as is practicable. After food breaks, the areas used for consumption, i.e. the school hall or staff room should be cleared of all litter and any food waste disposed of in the appropriate place.
Fridge management
Staff should not keep food in plastic shopping bags in the fridge as it is difficult to keep track of food dates or left-over food going bad. Hot foods should be cooled before they are placed in the fridge. Left-over food should be kept in containers or wrapped with cling film. Out of date food should be thrown away at the end of each week. Spills should be wiped immediately, and the fridge cleaned at the end of each term.
Teaching activities involving food
There are a number of safety considerations which apply to any practical teaching environment (risk assessment, equipment, teaching materials, supervision, room size etc). If any class is looking to prepare food of any description as part of a teaching experience, there are a range of specific safety hazards in addition to those connected with food safety and hygiene. Staff would have to look at all these areas within their risk assessment process (electrical equipment to be used, trailing wires, fire precautions, use of knives, allergies and intolerances etc). Ideally, any person leading teaching activities involving food preparation should possess a food hygiene qualification such as the CIEH level 2, in order to provide basic guidance to others and to ensure standards are met.
The appendix attached to this policy gives a checklist of safety measures which should have been considered. Teachers should take particular care before embarking on any activity involving food and take advice if unsure of any aspect of their activity.
School visits and field trips
Whilst food prepared and sold on a commercial basis could reasonably be assumed to comply with laws in terms of food safety, it would nevertheless be advisable to consider this aspect when completing any risk assessments around such trips. Care should be exercised in checking that catering provisions can cope with any numbers attending and in particular any food allergies or special dietary requirements.
Parent, staff and student events
When preparing high-risk foods, especially raw meat products (e.g. hot dogs, burgers, roasted meats), the school will satisfy themselves that the following areas have been considered and risk assessed as a minimum standard:
- Foods are cooked as per instructions.
- There will be no cross contamination of raw and uncooked foods.
- All food should be clearly labelled as to their ingredients and method of preparation to enable allergy suffers and others with special dietary requirements to understand any risks involved.
- A disclaimer is provided to ensure that allergy sufferers understand any risks contained in these food products.
However, best practice guidance states that ideally at least one member of the team involved in production should hold a food hygiene qualification such as CIEH Level 2, if possible.
Relationships to other policies
This policy should be read in conjunction with:
- Health and Safety Policy
- Administering medicines and supporting pupils with Medical Conditions
- Generic Risk Assessment Record
Appendix: Food safety checklist
Food preparation areas and food safety
- Any stored food should be kept within 'best before' and certainly within 'use by' dates.
- Frozen food should not be refrozen after thawing and should be used as soon as possible after removal from the freezer.
- Frozen food should be thawed in a refrigerator wherever possible.
- Cross-contamination between raw and ready-to-eat foods during preparation should be prevented: e.g. by using antibacterial food-grade disinfectant, and separate areas/equipment for raw/prepared foods.
- Visual checks or ideally a probe thermometer used to ensure that foods are thoroughly cooked (centre temperature to be 75ºC or above).
Equipment safety The legal maximum temperature for fridges is 8ºC. A probe thermometer or a fridge thermometer should be used to carry out checks
- Refrigerators should be well maintained, clean and regularly checked to ensure they remain below 5ºC
- Freezers should be properly maintained in accordance with manufacturers' instructions, correctly packed, and kept at minus 18ºC or below
- All electrical and gas appliances, including cables, plugs and sockets should be well-maintained and in safe condition. Operating instructions for appliances should be displayed and understood.
- Gas appliances should be well maintained by qualified personnel, and staff should be aware of the location of the gas shut-off valve or gas main valve, so it can be turned off in the event of an emergency, and only be turned back on by a trained member of staff. Appliance gas control taps should be turned off when not in use.
- Portable appliances should be packed away and stored when not in use.
- All equipment should conform to the appropriate standard.
Hygiene rules
- Clean protective clothing should be worn, jewellery and watches removed, and long hair tied back.
- Hands should be thoroughly washed using warm running water and a mild antibacterial liquid soap.
- Hand washing facilities and disposable or cabinet-type towels should be provided in food preparation areas.
- Sinks for food preparation should be separate from those for hand-washing and washing up.
-
Keep the lid on the dustbin and wash hands after putting waste food into it.
- No one should handle food and drink if they are suffering from infectious skin lesions, diarrhoea, vomiting, coughs or sneezes.
- Broken skin should be covered with waterproof dressings and plastic gloves worn if appropriate.
Floors, surfaces, windows etc
- The working area should be uncluttered and free from obstacles to safe movement.
- Hobs etc should not be positioned near windows in case of accidents.
- Working surfaces should be impermeable, in good condition and clean.
- Ventilation should be adequate.
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College of Liberal Arts and Sciences Department of Mathematics presents a
Colloquium for Secondary School Teachers of Mathematics
15 sessions Spring and Fall of 2019 Thursdays, 4:30 p.m. - 6:45 p.m.
Dates and content are on the next pages
Hofstra University Roosevelt Hall, South Campus
For information about the Mathematics Program at Hofstra University, please contact:
David Wayne, PhD Director of the Computer Assisted Mathematics Collaborative Learning Environment & Adjunct Associate Professor
Room 103B Roosevelt Hall Hofstra University, Hempstead, NY 11549 firstname.lastname@example.org • 516-463-7421
RATIONALE
Over the past decade, the secondary school curriculum has been influenced by the Common Core State Standards Initiative whose proponents "recognized the value of consistent, real-world learning goals and launched this effort to ensure all students, regardless of where they live, are graduating high school prepared for college, career, and life."
From the beginning of its inclusion into the New York State mathematics curriculum, teachers, administrators and districts have been working to grasp the essential ideas and have wrestled with their own mathematical background and understandings in order to develop effective pedagogical strategies that meet New York State and the Common Core standards.
This colloquium will reacquaint teachers with some ideas that they may not have seen since their undergraduate education and, now, have become essential to meet the goal of preparing students for college, career, and life through the math curriculum. Teachers will emerge with a better understanding of how the material they are teaching in grades 7 through 12 impact students when they take college level math courses in all areas and how they might develop pedagogical strategies that make these connections.
DATES AND SESSION TOPICS FOR THE SPRING
All the sessions below are on Thursdays
1. March 7th
The Essential Algebra for Calculus
2. March 14th
Calculus Concepts Already in the Secondary School Curriculum
3. March 28th
Geometry as a Vehicle for Logical Thinking
4. April 4th
Counting and Using Combinatorics to Solve Problems
5. April 11th Tables, Arrays, Spreadsheets and Matrices
6. April 25th
Probability, Statistics and Inferential Decision Making
7. May 2nd
Mathematics for the Enjoyment of the High and Low Achiever
Dates for Sessions 8 – 15 to be given in the fall semester will be available at a later date. Their content is listed below.
SESSION CONTENT
The colloquium will consist of 15 two-hour sessions with Part One in the spring and Part Two in the fall. Each session will include the following activities with approximate times:
o Discussion of how the previous week's information has been considered or used (10 minutes)
o Introduction of a new topic and a discussion of places where this topic is seen in the 7 – 12 curriculum (20 minutes)
o Content/ Problem Solving with a member of the Hofstra University Math Department (50 minutes)
o Participant reactions to content and discussion on how this plays a role in what they teach (15 minutes)
o Summary of the session's activity (5 minutes)
The College Level Topics below are examples of what may be included. These may change depending upon the needs and interests of participants.
1. The Essential Algebra for Calculus
To what extent is the algebra taught in grades 7 – 12 necessary and sufficient for calculus? What kinds of problems are encountered in calculus that require specific algebraic processes? What would college level instructors want students to have mastered so that calculus is more readily understood?
College Level Topics: Derivative tests on functions; Simplifying terms in a series; Integration where polynomial division can be used.
2. Calculus Concepts Already in the Secondary School Curriculum
Basic calculus concepts such as limits, continuity, rates of change and numerical approximates appear throughout the secondary math curriculum, but not explicitly stated as such. Where are they? How do these concepts play an essential role in understanding precalculus and calculus concepts at the college level? In what ways should the teaching of these topics be enhanced or lessened? College Level Topics: Determining asymptotes versus removable discontinuities; Definition of the derivative; Riemann sums.
3. Geometry as a Vehicle for Logical Thinking
Aside from the geometry that is essential for a student of mathematics to know, it plays a role as a means to teach deductive reasoning in a postulation system. "Proof" is essential to seeing the relationships between mathematical ideas. In what ways can this be instilled in students? What kinds of logical systems exist and how do they related to the "Statement-Reason" approach seen in a high school course in geometry?
College Level Topics: Truth Tables; Laws of Logic; Multivariable Truth Tables; Fuzzy Logic.
4. Geometry beyond the High School Curriculum
Euclidean Geometry is a foundational area of study in mathematics. How else might geometry be introduced other than with a postulational system? What kinds of geometries exist? How do they relate to EG and diverge from it due to the basic postulates of the systems? Of what benefit is there to introduce these ideas to high school students? College Level Topics: Non-Euclidean Geometries; Geometric principles through vectors.
5. Trigonometry: Applications and Identities and its role in Calculus
Right Triangle trigonometry and the circular function approach are covered in a standard secondary curriculum. What are some major applications of trigonometry that are often not seen in the curriculum? What roles does trigonometry play in college level math and engineering courses? How have calculators diminished the role of tables and have lessened the retention of essential concepts? College Level Topics: Trigonometric solutions to differential equations; Fourier Series for periodic functions.
6. Counting and Using Combinatorics to Solve Problems
College Level Topics: Basic ideas of combinatorics and applications; Binomial Theorem and Pascal's Triangle.
Grouping, sorting, classifying and counting distinct and non-distinct arrangements is a skill necessary for life. In what ways to we see this in the secondary curriculum? What are the essential ideas and formulas for students to know? How does this relate to college level course not necessarily in the hard sciences?
7. Tables, Arrays, Spreadsheets and Matrices
College Level Topics: Matrix Algebra; Solving Systems of Equations with Matrices; Linear Programming Models and the Simplex Method.
Creating Tables of Values is often a first step when exploring a new type of function in the secondary math curriculum. What can be learned by the use of a spreadsheet when exploring a bale of values? What do we gain by organizing data into arrays? How are matrices important in solving of application based problems?
8. Probability, Statistics, Regression and Inferential Decision Making I
Where do Probability and Statistics appear in the secondary curriculum and to what degree? What are the underlying concepts, relationships and goals of these areas of study? What are the advantages of understanding regression in its many forms? How do we interpret and use measures of central tendency? What do we mean by statistical validity and how is it determined? College Level Topics: Probability beyond ratios and as an integral; Tests of significance; Best Fit and Least Error.
9. Probability, Statistics, Regression and Inferential Decision Making II
10. Arithmetic, Algebra and Number Theory
College Level Topics: Primes and their foundational place in arithmetic; Group and Field Properties; Elementary theorems of primes and divisibility; Base b arithmetic.
How can arithmetic and algebra be viewed in an advanced way? How are simple arithmetic concepts more involved and more interesting than what appears on the surface?
11. Patterns, Sequences, and Series
College Level Topics: Sequences of Polygonal Numbers; Finite Differences to Develop a Formula for a Sequence; Taylor's Theorem and the notion of convergence.
Recognition of patterns is an essential tool in leading students to observations of mathematical truths. How can patterns be observed and formalized? What are some interesting sequences and series that give rise to or make use of important mathematical ideas and skills?
12. Exponential and Logarithm Functions Beyond the High School Curriculum
College Level Topics: Properties of inverse functions; Continuous Growth or Decay; Logistic Growth; The many facets of the number e; Logarithmic axes.
Exponential Functions are now taught early in the secondary curriculum. What are the benefits of this early introduction? How are exponential and logarithms related (as inverses) and how is this important for more advanced study? What are some applications of these functions not necessarily seen in the secondary math curriculum? How have calculators diminished the role of tables and have lessened the retention of essential concepts of logarithms?
13. Problem Solving Strategies Beyond the Formal Approach
College Level Topics: Problems from a variety of sources that don't necessarily require a particular advanced result or skill, but does require a good amount of exploration and consideration.
Often, learning how to solve problems is based on the skill or concept being currently taught. Teaching strategies to solve problems is seldom taught. What are some typical approaches used to understand and explore a problem and eventually arrive at a solution? (i.e. – Work backwards; Consider a simpler problem; Try and modify; etc.)
14. Mathematics for the Enjoyment of the Low Achiever
College Level Topics: A variety of problems that have easy to explain mathematical solutions involving arithmetic, counting, pattern recognition, and other areas where such problems can be found.
How can educators instill an affection for mathematics in students who struggle in class and find math confusing? What kinds of problems can pique their interest and are within their grasp to solve?
15. Mathematics for the Enjoyment of the High Achiever
College Level Topics: A variety of problems that have mathematical solutions that while simple on the surface lead to more stimulating similar problems and into advanced areas of mathematics.
The high achieving math student is always eager for a math problem to solve? How do we move the student forward in his/her pursuit of learning new and interesting mathematical ideas?
REGISTRATION FEE
The colloquium will meet in two parts – 7 sessions in the spring of 2019 and 7 sessions in the fall of 2019. You can, if you wish, register for only one at this time.
COST: $300 for each set of 7 sessions $500 for both sets of sessions
For the spring, sessions will meet on Mondays from 4:30 pm to 6:45 pm with dinner included. Hofstra University will certify 15 hours of CTL time for attending all 7 sessions in one semester.
REGISTRATION FORM
Please respond by Monday, February 25, 2019 • Make checks payable to Hofstra University.
Mail registration form and fee to:
Office of Professional Development Services, School of Education
Room 233 Hagedorn Hall, 119 Hofstra University, Hempstead, NY 11549-1190
Phone: 516-463-5750
Email: email@example.com
Visa/MasterCard are accepted. To pay by credit card, please visit hofstra.edu/edworkshopreg.
CONFERENCE FEES: (includes conference and dinner)
$300 for each set of 7 sessions
$500 for both sets of sessions
Name
Address
Phone (day)
(evening)
(cell)
Affiliation
Email
Some workshops have limited space; early registration is highly recommended
Spring 2019 .........................7 sessions
Fall 2019 ..............................8 sessions
Spring/Fall 2019 ................ 15 sessions
Check the box that applies
__
__
___
__
__
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Natural World
Object Name (museum object number)
Skull of an ichthyosaur (REDMG:1964.701.1)
'Mushroom' sponge (REDMG:1998.171.1)
Fossil shark teeth (REDMG:1964.318.1=19)
Mammoth jaw (REDMG:1963.166.4)
Description
This is part of the fossilised skull of a dolphinlike marine reptile that lived in the early Jurassic period, about 200 million years ago. The lower jaws, teeth and other small bones are also preserved in the block, which probably came from the Dorset coast.
This strange fossil may look like a mushroom, but it's actually a sponge! It was preserved in flint from the chalk seas – over 65 million years ago. Flints formed from a silica gel which oozed into cavities in the sea floor, including those left by decaying animals.
Teeth of Lamna, a mackerel shark related to the modern porbeagle and mako, from the base of the Reading Beds at Wheeler's Pit, a clay pit in Coley. They are over 60 million years old. The Reading Formation was the source of much of the clay for local brickmakers.
Lower jaw of a young mammoth, with milk molar teeth present, found in gravel deposits at Grovelands Pit. Hundreds of mammal bones and early stone age tools were found at the workings near Elm Park. This fossil was heavily restored in 1907-1908.
Where to see it
Green
Space
Green Space
Green Space
Green Space
Natural World
Object Name (museum object number)
Leaf fossil (REDMG:1964.226.2)
White-clawed crayfish (REDMG:1998.114.4)
Stag beetles (male) (REDMG:1998.186.1=5)
Scarlet tiger moths (REDMG:1998.200.198/199)
Description
This complete fossil leaf, from the Reading Leaf Bed at Waterloo Pit, Reading, is about 60 million years old. The Reading Formation is a mix of sand and silty clay deposits, showing that it was laid down in a braided river estuary. Leaves like this were preserved in the mud.
The native white-clawed crayfish is threatened by a fungal disease introduced along with the escaped American signal crayfish. It can still be found in a few ponds around Reading.
Stag beetles are quite common in parts of Reading, although nationally rare. Only the males have the 'antlers' which they use to fight over females. They spend most of their life as larvae, developing for three to five years in dead wood.
These beautiful day-flying insects can be seen around May and June in Reading gardens as well as along the banks of the Kennet - the red colour is brighter on live specimens. The hairy, black and yellow caterpillars feed mainly on comfrey.
Where to see it
Green Space
Green Space
Green Space
Green Space
Natural World
Object Name (museum object number)
Bittern
(REDMG:1926.58.4)
Buzzards (REDMG:1957.308.1=2)
Pike (REDMG:1995.144.44)
Roe deer (doe) (REDMG:1995.144.36)
Description
These secretive brown herons came close to extinction in Britain and are still very rare. Locally they are making a slow comeback – each year a few spend the winter in reedbeds at the edges of former gravel pits around Reading.
This case was set up by local taxidermist G.A. Topp, whose premises were then at 19 London Street. The birds' wings are raised at a dramatic but unnatural angle to fit into the case. Buzzard numbers are increasing locally and they can be seen around the outskirts of Reading.
This pike is part of a representative collection of Berkshire fishes made by Mr G.H. Baxter. It was caught in the River Kennet in 1905 and weighed 18lb when it was landed.
The Museum has a representative collection of Berkshire deer, from the dog-like Muntjac to the magnificent Red. Most of the deer seen in Reading are muntjac, but the more graceful roe deer will also come into gardens, where their love of roses makes them unpopular!
Where to see it
Green
Space
Box Room
Green Space
Green Space
Recent History
Object Name (museum object number)
St Giles Church chandelier (REDMG:1947.219.1)
Bird coffin (REDMG:1950.71.1)
Steam engine model (REDMG:1998.34.1)
Nameplate of Locomotive No 5084, Reading Abbey (REDMG:1963.116.1)
Description
Globe of a 17th century chandelier, probably from St Giles Church, Reading, inscribed 'THE GIFT OF ALICE CLARKE WIFE OF WILLIAM CLARK MIDWIFE DWELLING IN THE PARISH OF SAINT GIELS IN REDDINGE ANo 1640' A chandelier like this was still in use at the Abbey Church, Sherborne, Dorset in 1896.
Lead coffin for a dead bird, found buried below the cellar floor of a shop in Minster Street. It is inscribed 'T.Challis's Bird. Died Dec 27, 1796, AE. 13 Y.' The bird is likely to have been a linnet or goldfinch, popular cagebirds of the period.
This model is of an unnamed Gooch broad gauge steam engine of the Great Western Railway. In 1892 GWR converted to narrow gauge in line with the rest of the railway network. The model maker, Edward Allen, was from Reading and was a tool maker by profession.
This steam-powered locomotive ran on the Great Western Railway. The first Reading Abbey, number 4064, was a Star class locomotive built at Swindon in 1922. In 1937 it was rebuilt as a more powerful Castle class, numbered 5084, which ran until 1958 having completed over a million miles.
Where to see it
Reading: People & Place Gallery
Reading: People & Place Gallery
Reading: People & Place Gallery
Reading: People & Place Gallery
Recent History
Object Name (museum object number)
Huntley & Palmers 'F.A. Cup' biscuit tin (REDMG:1992.2.239)
Jacobs 'Coronation Coach' biscuit tin (REDMG:1992.2.1226)
Huntley & Palmers Assorted Cocktail Biscuits tin (REDMG:1992.2.440)
Huntley & Palmers 'Kate Greenaway' biscuit tin (REDMG:1992.2.933)
Description
This aluminium copy of the Football Association trophy was made during Reading Football Club's good 1926-1927 F.A. Cup run, in anticipation of their victory at Wembley. Sadly the tin was never put into production as Reading lost 3-0 to Cardiff City in the semi-final on 26 March 1927.
This tin was probably produced for the coronation of King Edward VIII in January 1936, but after his abdication it could be re-used for the coronation of King George VI the following year, as it did not include a name or portrait. The roof of the coach forms the lid.
This small tin dates from about 1955. Cocktail biscuits remained popular into the 1970s, when Huntley & Palmers Public Relations office guidance stated they 'are ideal … either on their own [or] flavoured with cheese, tomato, curry and herbs or with a savoury dip'.
This 1980 tin, featuring a Kate Greenaway illustration of a tea party in a summer garden, had to be withdrawn after complaints in the press - rude images hidden in the shrubbery by a mischievous freelance designer, Mick Hill, had been noticed by a vigilant grocer!
Where to see it
Huntley & Palmers Gallery
Huntley & Palmers Gallery
Huntley & Palmers Gallery
Huntley & Palmers Gallery
Recent History
Object Name (museum object number)
Suttons lawnmower (REDMG:1997.17.1)
Suttons Seeds model (REDMG:1998.1.82)
Palace Theatre chair (REDMG:1986.36.1)
Jackson's clock (REDMG:1996.230.1)
Description
Suttons, The Royal Seed Establishment, sold gardening implements as well as seeds. Although this lawnmower is branded Sutton and Sons, it was probably made by a manufacturer such as Ransomes of Ipswich. In 1905 Suttons advertised a lawnmower like this as suitable for a 'lady or boy' gardener.
This model shows Suttons, The Royal Seed Establishment, as it appeared in the 1930s. Their premises behind the Market Place covered nearly 6 acres and included offices, stores, order rooms and loading floors. From here, seeds were dispatched all round the world.
This upholstered end-of-row seat with inlaid wood is a demonstration model for the early twentieth century refurbishment of the Palace Theatre in Cheapside, which opened in 1907 for variety performances and closed in 1961.
This large public clock was positioned over the main entrance to Jackson's Department Store at 3 King's Road between 1960 and 1996. Edward Jackson established his shop in 1875. As it expanded, the corner of the High Street and King's Road became known as Jacksons Corner.
Where to see it
Reading: People & Place Gallery
Reading: People & Place Gallery
Reading: People & Place Gallery
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LUNCH & LEARN – SAVE ENERGY & WATER AT HOME NOTES
Water Use – Let's Break it Down
A big take home message is that for most of us, more than half of our total water use is for outdoor purposes. Here is an infographic that shows that the typical person uses 120 gallons of water per day, with about 55 gallons being used indoors and 65 gallons being used outdoors.
How to Read Your Water Bill
If you want to know how your daily water use compares to this average, you can take your water bill (which is in K or 1,000 gallons) and divide it by the number of people and days in the month.
Also, keep in mind that your water bill is showing you your water usage in the preceding month. So, your September water bill is showing your water usage in August.
In the example shown. You take 11,000 gallons divided by the number of people in the household divided by the days in the month, to get the average daily water use of 122 gallons per person.
How to Find Your Water Meter
* Look for a rectangular lid
* The water meter is located near the street
* Open by a small hole on one side
* Look for critters in or around the meter box
How to Read Your Water Meter
* If the small triangle is moving, water is moving through the meter. It could be a leak or some other water use that you're not aware of. So, if you're checking your water meter for leaks, make sure that you're not using water indoors or outdoors.
Kitchen
* Run full loads of dishes in the dishwasher rather than washing dishes by hand. An ENERGY STAR rated dishwasher uses 3 gallons of water per load vs. hand-washing, which can use 27 gallons of water.
* Purchase an ENERGY STAR model to save water and energy.
* Run your garbage disposal sparingly and try composting fruits and vegetable peelings.
* Check the faucet, dishwasher, and ice-maker for leaks.
* Don't pour fats, oils, and grease down the drain. They can cause sewer blockages.
Laundry Room
* Run full loads of laundry.
* When shopping for a new washing machine, purchase an ENERGY STAR and WaterSense model to save energy and water. Top-load high-efficiency machines use 12 to17 gallons vs. a standard top-load washer that uses 30 to 45 gallons per load.
* Wash clothes in cold water as much as possible to save energy from not having to heat the water.
Bathroom – Faucets & Showerheads
* When shopping for a new showerhead, purchase a WaterSense model to save energy and water. The standard max. flow rate for shower heads is 2.5 gallons per minute.
Bathroom – Toilets
o Remove the tank lid and any in-tank toilet cleaners.
* Here are the steps on how to check your toilet for leaks:
o Drop a couple of drops of food coloring in the toilet tank.
o Wait 15-minutes, do not use the toilet. If the dye color appears in the bowl, you have a leak.
* If you have a leak, check:
o Lift chain: it should not be catching.
o Overflow tube: water should be lower than a half-inch from the top of the tube.
o Flapper: ensure it is seating properly. Also check for corrosion and clean this area. It is recommended that flappers be replaced every 3 to 5 years because of warping and leaking.
Water Filters
* The most cost effective and efficient means of filtration are carbon filters installed at the faucet, refrigerator, or pitcher. Filters must be changed frequently.
* Reverse osmosis systems can use 2-9 gallons of water for ever one gallon of purified water produced. That's a lot of water down the drain.
Pool/Spa
* Use a pool cover to reduce evaporation. A pool can lose its entire volume of water in a year due to evaporation.
Here are some tips to keep the splash in your pool:
* No not overfill
* Properly maintain chemicals
* Check fill valves
* Use filter backwash water for Bermuda grass and other salt-tolerant plants like oleander
* Use pool companies that can make repairs without draining the pool
* Monitor backwash
Landscape
1. Good Landscape Planning and Design – create a plan that includes water and energy efficiency components, like shade trees.
Let's briefly review the 7 Principles of Xeriscape. Xeric is the Greek word for dry!
2. Low-Water-Use Plants – choose desert-hardy species. Remember the importance of putting the right plant in the right place so that it doesn't become a maintenance issue or need to be removed.
4. Efficient Irrigation – this is so important. You can have xeriscape, but still overwater due to inefficient irrigation.
3. Appropriate Turf Areas – xeriscape isn't anti-grass. It's about making the best use of grass and eliminating any problematic or non-functional grass.
5. Soil Improvements – this is my favorite. Leave the leaves! I allow leaf litter to collect in my tree basins to decompose to build up the soil ecology. Healthier soil makes for healthier plants.
7. Appropriate Maintenance – put down the shearers. I mean it. The more you prune, the more you are stressing plants, reducing flowering, and increasing their water demand.
6. Use of Mulches – this can be organic, like wood chips, or inorganic, like decomposed granite. Mulch helps retain soil moisture.
Grass to Xeriscape Rebate
Glendale was one of the first cities in Arizona and the US to start offering a grass to xeriscape rebate. Up to $750 for single-family residential customers and up to $3,000/per fiscal year for non-residential customers (e.g. HOAs and businesses).
Landscape – Watering
* Know what types of plants and how much water they need. For this, just remember 1-23 rule. Type of soil
* Learn how to use your irrigation timer. There are all sorts of YouTube videos on how to program your specific irrigation timer.
* Match output to needs
* Adjust irrigation schedule seasonally and check system and do regular maintenance.
Tree Watering
It's super critical to give trees deep, but infrequent watering so that they establish a strong root system. There are tree watering stakes that you can purchase or you can even make your own by drilling holes in a section of PVC pipe. You install the stake in the ground, around the tree, and put water in the stake or PVC pipe.
A/C Condensate
Good for watering grass and trees.
Rainwater Harvesting
A one-inch rainfall over 1,000 sq. ft. roof can yield 500 gallons of water.
Resources
623.930.3596
City of Glendale Water Services Department Conservation and Sustainable Living Division www.glendaleaz.com/waterconservation
Water – Use It Wisely www.wateruseitwisely.com
Landscape Plants for the Arizona Desert https://www.amwua.org/plants
Xeriscape Design https://www.amwua.org/landscaping-with-style
Landscape Watering by the numbers https://wateruseitwisely.com/wp-content/uploads/2013/07/Landscape-Watering-Guide.pdf
Smart Home Water Guide https://www.smarthomewaterguide.org/
EPA WaterSense https://www.epa.gov/watersense
EPA ENERGY STAR
https://www.energystar.gov/ | <urn:uuid:1aad3dba-8e32-4940-834c-4dd0abc415f5> | CC-MAIN-2021-04 | https://www.glendaleaz.com/UserFiles/Servers/Server_15209001/File/Departments/Water%20Services/Water%20Conservation/Water%20Efficiency%20Presentation%20Handout%20for%20Attendees.pdf | 2021-01-26T19:14:11+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704803308.89/warc/CC-MAIN-20210126170854-20210126200854-00565.warc.gz | 788,974,754 | 1,569 | eng_Latn | eng_Latn | 0.884967 | eng_Latn | 0.997061 | [
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Crisis Management (Student A)
1. What kind of crisis situations can a company face?
2. Do you think you have the qualities needed to deal with a crisis?
3. What steps can a business take when in financial trouble?
4. Why do big companies sometimes fail?
5. Do you ever worry that your company will fail one day?
6. Do you predict your country will experience an economic crisis in the near future?
Crisis Management (Student B)
1. What sort of person is good in a crisis?
2. Has your company ever experienced a crisis?
3. What can a business do when its sales are very low?
4. Have there been any big businesses in your country which have failed recently?
5. If the senior managers in your company suddenly resigned, would there be a crisis?
6. Should the government rescue banks which fail? Why or why not? | <urn:uuid:194ac8be-b6f6-4575-a924-d9e3aac42c57> | CC-MAIN-2021-04 | http://esldiscussiontopics.com/pdfs/crisisManagement10.pdf | 2021-01-26T18:47:21+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704803308.89/warc/CC-MAIN-20210126170854-20210126200854-00564.warc.gz | 39,702,201 | 182 | eng_Latn | eng_Latn | 0.999731 | eng_Latn | 0.999731 | [
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Sample Jigsaw Reading Activity
This activity can be used at any proficiency level as a cooperative learning activity during reading comprehension instruction. This sample has been designed for a class of nine English language learners.
Step 1: Select a grade appropriate text that has the same number of paragraphs as members of each group. For nine students, you can have three groups of three students—and select a text that is three paragraphs long.
Step 2: Prepare a graphic organizer, such as a chart, that includes all three paragraphs and would be appropriate for the content. For example, the following chart could be used for main idea and details:
Step 3: Make three copies of the selected reading. Label the first paragraph A, the second paragraph B, and the third paragraph C. Then cut the text so each complete text has three pieces. There should be nine separate paragraph strips total.
Step 4: Put the students into groups, and distribute copies of the graphic organizer and the reading strips.
Step 5: Group students with the same letter text together so they can preview and read the text together. That is, put students with paragraph A together, students paragraph B together, and students with paragraph C together.
THE
©2010
M
ASTER
T
®
EACHER
For this class of nine students, your groups will look like this:
Step 6: As a class, remind students of pre-reading strategies. Have them look for text features, text structures, and use other pre-reading strategies to access background knowledge and prepare them to read the text. You may want to ask the following questions:
How is the reading organized?
What does the organization tell you about the reading's purpose?
What do you already know about this reading's topic?
Step 7: Have students read the text together in their groups. You may want to provide them with questions to guide their reading, such as:
What is the main idea of the paragraph?
What details can you find to support the idea?
Step 8: Have students fill in the main idea and details in the column of their chart that corresponds to their paragraph (i.e., students with paragraph A fill in column A, etc.).
Groups should come to a consensus as to the main idea and details of their paragraph. Make sure you allow enough wait time to allow groups who do not agree on their answer to come to an agreement. (Remember that conflict resolution is an important part of cooperative learning.)
Step 9: Next, regroup the class into three new groups so that each new group has a student who has read each paragraph. So, Group 1 should have an A, B, and a C, and so forth.
THE
©2010
M
ASTER
T
®
EACHER
Your new groupings will look like this:
Group 1 Group 2 Group 3
Step 10: Have students elicit information from each other and share the main idea and details from each of the paragraphs. Depending on the proficiency level and academic experience of your students, it may be necessary to remind (and in some cases reteach) students how to ask for and receive information in English.
Step 11: Have students fill out the table as each group member shares the main ideas and details of their paragraph.
Step 12: Once groups have completed their tables, come back together as a class to recap and share information.
Step 13: You can also have the class complete extension activities as well, such as:
Group writing to continue the text.
Independent internet searches to research the topic.
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COURSE TITLE: GRADE 1 PARISH RELIGIOUS EDUCATION
Student Outcome
Describe that at Baptism, we became followers of Jesus Christ: Christians.
Describe Jesus as a boy who lived with his family in Nazareth and grew in
strength and wisdom.
State that Jesus taught the people by using stories.
Articulate that Jesus prayed and taught his friends how to pray.
State that Jesus had power to heal others and raise people from the dead.
"State that Jesus had many friends who followed him."
Describe Jesus' Resurrection from the dead and appearances to his friends.
Goal 5 Liturgy: Understand that the Liturgical Year unfolds the whole mystery of Christ and is expressed in the liturgical rites of the Church.
"Identify the church as a sacred place where we meet God and show God
our respect and love."
"Explain that when we enter the church we bless ourselves with holy water
as a sign of our baptism."
Recognize the altar as the central object in a church. Recognize other
sacred objects.
"Identify the priest as the one who leads the assembly in the celebration of
Mass."
Describe the Mass.
State that the Mass has two main parts: Liturgy of the Word and Liturgy of
the Eucharist.
"State that Sunday is a special day when we gather at church to thank and
worship God as Creator and Father of all."
State that the Church celebrates the life of Jesus Christ throughout
liturgical cycle.
Identify Pentecost as the Birth of the Church.
Goal 6 Christian Prayer and Spirituality: Understand and express the different forms of prayer consciously recognizing the work of the Holy Spirit.
Relate that prayer is turning the heart to God.
State that we pray alone and with others.
Relate that we thank God for our blessings.
Recite traditional Catholic prayers.
Exhibit community prayer.
Goal 7 Catholic Church: Understand and appreciate the mystery of the Church, the Body of Christ, the community of believers, as expressed in the Church's origin, history, mission of evangelization, hierarchical structure, marks, charisms, members and communion of saints.
State that as members of God's family we gather at church to praise, thank and worship God. Church is God's special family.
State that we learn about God through the Church.
Identify the Sacrament of Baptism as the way in which we share in God's own life and become members of the Church.
State that the Church has many holy people, some of whom are called saints.
State the name of the local parish.
Goal 8 Parish Life: Understand and participate in the life of the Church as lived in the parish community such as, cultural aspects, worship, sacramental life, service, stewardship and missionary efforts.
Describe the parish as a place where we come together to pray, celebrate and help others.
Identify the leaders of the universal and local Church.
Goal 9 Vocation: Understand and undertake discipleship in Christ responding in faith by participating in the mission of the Church through living a specific call in life.
Show understanding that God calls us as his own to love and to be loved.
State that we respond to God's love by serving others.
Goal 10 Ecumenism and Dialogue: Understand and participate in the call of the Church to be a sign of unity in the world through knowledge of and collaboration with Christian churches, Jews, Muslims and all faith traditions.
State that God loves and cares for all people.
State that there are neighbors who know about God in different ways. | <urn:uuid:0a7d1b52-091a-4141-b831-c8a5291e8044> | CC-MAIN-2021-04 | https://d2y1pz2y630308.cloudfront.net/16495/documents/2019/12/9.3%20Religious%20Education%20CurriculumFirst%20Grade.pdf | 2021-01-26T19:05:20+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704803308.89/warc/CC-MAIN-20210126170854-20210126200854-00568.warc.gz | 289,555,116 | 734 | eng_Latn | eng_Latn | 0.749004 | eng_Latn | 0.99485 | [
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Raising Attainment in East Lothian
Numeracy and Mathematics Strategy 2014-2018
:
VISION
To support the Government's vision for Scotland's society and economy and ensure our learners have the mathematical and numeracy skills to function responsibly in everyday life and equip them for lifelong learning.
AIMS:
Numeracy and Mathematics Strategy aims to set the context for raising attainment and improving Numeracy and Mathematics outcomes for all learners through:
* Developing a positive attitude to Numeracy and Mathematics across our whole learning community, fostering high aspirations and an ethos of achievement.
* Ensuring all our learners have access to meaningful learning experiences which enable them to progress their skills in Numeracy and Mathematics.
* Ensuring all our learners are secure in conceptual development of Numeracy and Mathematics skills through a shared understanding of numerical development, for example Stages of Early Arithmetical Learning (SEAL).
* Enabling all our learners to demonstrate confidence in analysing information, solving problems and making informed choices using their skills in Numeracy and Mathematics.
* Supporting all our learners to demonstrate understanding of their progress in Numeracy and Mathematics.
* Providing all our learners with appropriate feedback on how to improve their Numeracy and Mathematics skills, and ensure they are able to set personal targets at all stages of their learning.
* Building staff capacity to develop appropriate skills, knowledge and understanding of Numeracy and Mathematics across all sectors.
* Encouraging active involvement of parents and carers to support learners within Numeracy and Mathematics.
* Ensuring continuity and progression in Numeracy and Mathematics learning through effective transition at each stage.
Numeracy and Mathematics Overview
There are five significant aspects of learning in Numeracy and Mathematics:
* Use knowledge and understanding of the number system, patterns and relationships
* Use knowledge and understanding of measurement and its application
* Use knowledge and understanding of shape and space
* Research and evaluate data to assess risks and make informed choices
* Apply numeracy and mathematical skills.
Numeracy
The confidence and competence in using number which will allow individuals to solve problems, analyse information and make informed decisions based on calculations. (Numeracy Principles and Practice paper)
Numeracy Across Learning is the responsibility of all. Numeracy is a skill for learning, life and work. Being numerate involves developing an ability and confidence in using numbers that allows us to function responsibly and contribute effectively to society. Good numeracy skills are necessary for successful learning and are essential for life beyond school.
Mathematics
Mathematics equips us with many skills required for life, learning and work. Understanding the part mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and the richness it brings. (Mathematics Principles and Practice paper)
Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.
Mathematics organisers: The mathematics experiences and outcomes are structured within three main organizers, each of which contains a number of subdivisions:
Approaches to raising attainment in Numeracy and Mathematics
This strategy has been organised according to the approaches to raising attainment document published by the Scottish Government and Education Scotland in association with ADES:
* Increasing ambition, aspiration and expectations
* Delivering excellent learning and teaching
* Understanding progress
* Developing effective leadership
* Engaging family and the wider community
Increasing ambition, aspiration and expectations in Numeracy and Mathematics
In East Lothian, improving attitudes towards Numeracy and Mathematics is central to improving attainment. Much has been written about negative attitudes learners often have towards Numeracy and Mathematics and the impact that can have well into adulthood. Being "no good at maths" is often accepted without thought and can carry little stigma.
To improve attitudes towards Numeracy and Mathematics our learners should value the skills and see the relevance of these skills for life. Our learners should believe that abilities in Numeracy and Mathematics can be developed through effort and that they are not fixed. They should be able to see mistakes as opportunities to learn and to see challenge as a good thing.
Teachers should set high aspirations for Numeracy and Mathematics and communicate these aspirations with learners, parents/carers and each other.
Delivering excellent learning and teaching in Numeracy and Mathematics
In East Lothian, effective learning and teaching is at the heart of raising achievement and attainment in Numeracy and Mathematics. From the early stages onwards, all our learners should experience success in Numeracy and Mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They should enjoy exploring and applying concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning should encourage our learners to reason logically and creatively through discussion of numerical and mathematical ideas and concepts.
Through their use of effective questioning and discussion, teachers should use misconceptions and wrong answers as opportunities to improve and deepen learners' understanding of numerical and mathematical concepts. A range of learning and teaching approaches to challenge and stimulate our learners should be used to promote enjoyment of Numeracy and Mathematics.
Problem solving should be central to all our learning and teaching. We should regularly encourage all our learners to explore different options: 'what would happen if...?' is the fundamental question for teachers and learners to ask as numerical and mathematical thinking develops.
Understanding progress in Numeracy and Mathematics
Research shows that there are significant differences in children's numerical and mathematical knowledge when they begin school. These differences increase as they progress through school. There is a clear tendency for low attainers in the early years to continue to be low attainers. In order to ensure all our learners make appropriate progress in Numeracy and Mathematics, East Lothian has developed an action
research based approach to professional development to ensure staff have an in depth understanding of how learners acquire numerical and mathematical skills and concepts. This should ensure that staff are able to assess learners' progress with confidence and plan appropriate next steps.
Formative assessment should underpin the learning and teaching of Numeracy and Mathematics to facilitate a rich and meaningful dialogue about progress in learning between staff and learners. Robust tracking and monitoring should be in place to support all our learners' progress and achievement across Broad General Education and into the Senior Phase. Numeracy and Mathematics should be moderated regularly at departmental, school and cluster level in order to share standards and continue to raise expectations. A wide range of evidence should be collected and used when making judgments about learners' progress and there should be evidence of breadth, challenge and application. Dialogue about progress in learning should underpin assessment and moderation activities, particularly at key points of transition. Learners should lead this dialogue about their own learning.
Effective leadership in Numeracy and Mathematics
Effective leadership at all levels is crucial to improving attainment in Numeracy and Mathematics in East Lothian. We should work on the premise that it is everyone's responsibility to raise attainment and that we are all accountable for the progress of each and every learner. Our senior managers in schools should work collaboratively to raise attainment for all at school, cluster and authority level. Many of the methodologies and pedagogical approaches developed in East Lothian have been, and continue to be, led by practitioners. Creating professional learning networks of practitioners should underpin our approach to sustainable improvement in Numeracy and Mathematics through our Numeracy and Mathematics academies, co-operative learning and moderation activities.
We need to ensure that all our learners take a lead in their learning through collaborative learning and teaching approaches, universal support and through school, cluster and authority leadership opportunities.
Engaging family and community in Numeracy and Mathematics
The premise that it is everyone's responsibility to raise attainment in Numeracy and Mathematics should include parents and the wider community. To ensure all our learners get the best start in life and are wellsupported in their learning we should develop positive relationships with families to share the positive message about Numeracy and Mathematics, to raise expectations and to build capacity in families to support all our learners.
The local community and local employers should work collaboratively with schools to ensure all our learners see the relevance of Numeracy and Mathematics as a life skill. Schools should develop opportunities to highlight Numeracy and Mathematics through events and programmes involving employers and the local community e.g. World of Work week, Employers Fayres, Financial Education, Fair Trade, and Together We Count.
Additional reading:
http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculum/respons ibilityofall/numeracy/principlesandpractice/index.asp http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/mathematics/princip lesandpractice/index.asp
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Don't become a blizzard casualty
27 January 2015
Doctor shares tips for staying warm, avoiding falls.
(HealthDay)—The blizzard conditions and frigid cold blanketing the U.S. Northeast pose numerous health threats, a doctor warns.
If you must be outdoors, staying warm is critical, said Dr. Robert Glatter, an emergency physician at Lenox Hill Hospital in New York City.
"In the cold weather, it's important to keep your head, face and nose covered, but most importantly dress in layers to prevent heat loss," Glatter said.
He recommends wearing sturdy insulated boots with thick wool socks while shoveling snow. Also, pay special attention to the head and scalp, as well as the nose, neck and ears, "which are often exposed to the cold air, and thus at risk for heat loss in cold temperatures," Glatter said in a hospital news release.
Shoveling in cold weather can greatly boost your risk of heart attack, especially if you have chronic health problems such as high blood pressure or diabetes, or a history of heart disease and stroke, Glatter warned.
"It's quite important to take frequent breaks while shoveling, but also to keep yourself well hydrated both before and after shoveling. If you develop chest pain, difficulty breathing, dizziness, arm or back pain while shoveling, stop and call 911," he said.
Glatter said he also recommends using a smaller snow shovel or consider using a snow blower if you have to remove snow. Lifting heavy snow can "potentially raise your blood pressure sharply as you lift," he said.
"It's safer to lift smaller amounts more frequently—or if you can't lift it, just push the snow," he added.
Shoveling also carries a risk of back injuries, so be sure to lift the shovel with your legs, he advised.
"Falls and slips when walking outdoors may also account for back pain that develops as well. People should wear sturdy, insulated boots and walk slowly, looking carefully at both feet and the pavement in front of them to avoid any potential patches of ice mixed in with the snow," Glatter said.
His other cold-weather advice?
Don't drink caffeine or alcohol immediately before or after shoveling, because they can cause dehydration. But drink plenty of water before and after shoveling.
Hypothermia, another threat, occurs when your body loses heat faster than you can produce it. This can happen within 15 to 20 minutes if you're outside in below-freezing temperatures without proper clothing, Glatter said. Symptoms include dizziness, confusion and shivering. Hypothermia can lead to heart failure or death, especially in people with heart disease, diabetes and high blood pressure.
If you suspect that someone has hypothermia, call 911, get the person inside and replace cold, wet clothing with warm blankets, Glatter said.
More information: The U.S. Centers for Disease Control and Prevention offers more winter health and safety tips.
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This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Beehive Lesson 2: Honey
Students learn how bees make and use honey, then they practice observational skills by exploring honey's wide range of colors and tastes.
Guiding Ideas
This project was developed with the American Beekeeping Federation's Kids and Bees program. Explore a new Minecraft world, created by Lifeboat, and use new lessons to introduce students to bees' dynamic and fascinating roles in their own hives and in broader ecosystems. Honey is Lesson 2 of 5 for the Beehive.
Learning Objectives
⬡ NGSS Crosscutting Concepts: Patterns, Cause and Effect
⬡ NGSS Science and Engineering Practices: Planning and Carrying Out Investigations
⬡ NGSS Disciplinary Core Ideas: LS2.A: Interdependent Relationships in Ecosystems; PS1.A: Structure and Properties of Matter
⬡ Understand the differences between nectar, honey, and pollen
⬡ Make systematic observations about different kinds of honey
Performance Expectations
This lesson will enable students to:
⬡ Describe how and why bees make honey
⬡ Collect data about and compare characteristics of different kinds of honey
Skills
Collaboration, Communication, Project Based Learning
Total time needed
55-75 minutes
Materials needed for classroom activities
Paper cups, enough to provide three samples and one cup of sticks to each group of 4
Three distinctive honeys (light, medium, and dark color), preferably local students
Small trash bags, enough to provide one to each group of 4 students
Three tasting sticks for each student
One printed copy of the Honey Tasting Worksheet for each student
Honey Flavor and Aroma Chart - projection or one printed copy for each group of 4 students
Honey Color Chart - projection or one printed color copy for each group of 4 students
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Introductory questions
⬡ Raise your hand if you've eaten honey before.
⬡ Have you ever wondered how bees make honey? Take a guess about how they do it. Invite a few students to share their guess with the whole class.
⬡ What words would you use to describe honey? Do you think all honey looks or tastes the same? Why or why not?
Student Activities
Turn students' attention to the delicious mystery of honey by leading a discussion using the introductory questions above. Let students know that during this lesson, they'll learn the answers to these questions. As a class, watch "Honey: How It's Made."
Introduction (whole class) 10 minutes
Minecraft Beehive (explore as individuals) 20-30 minutes
Students will meet a scientist in a lab outside of the beehive. The scientist will instruct the students to gather a bee costume, a camera, and a quill and paper from the chest. Students will transport to the hive and meet the NPC Bee Girl outside the hive and receive a welcome and introduction to the beehive.
Once students arrive in the hive, bee guide Aaliyah will ask students to help her make honey and will walk students through the bees' process gathering nectar, storing it in cells in the hive, and heating and fanning it with their wings to reduce moisture.
While in the honey section, students will also talk to bees Molly and Nia to learn about how honey flavor and color varies in different geographical regions and based on the plants bees are visiting. Ask students to take notes on which varieties of honey are produced in your state.
Please note that other bee NPCs exist in the Beehive; students will interact with them in other lessons. Also note that many of the NPCs have videos to share, so make sure students have headphones. If the students are having difficulty finding the sections of the hive, they can just ask the queen to send them to where they need to go!
In-Class Exercise and Discussion (whole class and small groups) 25-35 minutes Now that the students understand how honey is made and that there are many varieties of honey in the US, bring the lesson close to home with a honey tasting party!
In advance, purchase three varieties of honey: a light, a medium, and a dark. Local honeys will make the lesson more personal for the students, but you might not be able to find three distinct local honeys, so just use whatever you can find! Try natural grocers or farmers' markets if you can't find three honey varieties at your regular grocery store.
The morning of this lesson, distribute the honeys into small paper cups. For each group of up to four students, pour a few tablespoons of each type of honey into its own cup. Set the prepared cups aside; they do not need to be refrigerated but they should be covered (covered loosely with a sheet of paper is fine). Also prepare a cup of tasting sticks for each group, with enough sticks for each student in the group to have three.
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Put students in groups of up to 4. Hand out a Honey Tasting Data Collection Sheet to each student, and let them know that they will be responsible for recording data as they are tastetesting. BEFORE handing out the honey, briefly describe the five kinds of data students will be collecting, and how they will determine that information:
- Color: Either project or hand out a color copy to each group of the "Honey Color Chart" on page 5 of the FlowHive booklet. Students will try to match the color of each of the three honeys to colors on the chart.
- Taste - intensity and description: When tasting each honey, students should take a single tasting stick from the cup on their table, continue holding the same end (so that the end that goes into the honey stays clean), dip into the honey cup and scoop up a small amount, and then let the honey sit on their tongue for a moment before making notes. Explain to students that they must only use each tasting stick once -- double-dipping isn't allowed! After tasting their sample, students should immediately place their used tasting stick into the trash receptacle so it doesn't get accidentally re-used. As with smell observations, students will be noting both intensity and description, guided by the "Honey Flavor and Aroma Chart". Encourage students to go beyond "sweet" and use descriptive words from the chart to differentiate between the honeys.
- Smell - intensity and description: Students will pass each cup around their group so that everyone gets the opportunity to waft each of the three honeys. Explain that intensity is how much of a smell you smell (is it only a little bit smelly vs. is it very smelly), and description is the words you would use to characterize the smell for someone who hasn't smelled it before. Project or hand out a copy to each group of the "Honey Flavor and Aroma Chart" on page 4 of the FlowHive booklet.
After giving these instructions, hand out a cup of tasting sticks and a trash receptacle (small bag or bin) to each table, along with either the first honey samples or all of the honey samples. Depending on your class, either walk the entire group through collecting data on each honey type ("We'll start with the lightest honey. [Hand out lightest honey cups to each group.] Pass it around and have each group member take notes about what they see and smell. Now get a fresh tasting stick, dip ONCE into the lightest honey, taste it, and write down your notes. Throw away your used stick. Now we'll move on to the medium honey…"), OR let the class know how much time they have to complete data collection, pass out all of the honey cups, and then circulate throughout the room to keep students on track.
After students have completed their sight, smell, and taste observations for all three honeys, gather the group together for a concluding discussion. Ask students if they made any surprising observations about their honeys. Ask students to raise their hands to indicate preference for light, medium, or dark honey: is there a consensus among the class? Invite a few students to defend why they chose their preferred honey. Do students have the same reasons for liking their preferred honey, or different reasons?
After the discussion, ask students to help with clean-up by placing all of the used tasting cups and sticks into the trash bags.
To deepen the discussion with older students, summarize, read individually, or read aloud information about your specific Beekeeping Region in the Beekeeping Regions in the US document. Invite students to compare their region with another region's beekeeping
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To give students an opportunity to practice planning an investigation, after describing the kinds of data to be collected, ask them to create their own data sheets instead of handing out the Honey Tasting Worksheet.
External Resources
Minecraft Beehive File - Download Beehive and open with Minecraft: Education Edition. You'll find this resource in your Templates, under Create New.
Honey Color and Flavor - This resource from the National Honey Board lists and describes many of the most common honey flavors.
National Honey Board's Honey Locator - This interactive map from the National Honey Board helps you find and explore apiaries all over the country.
Beekeeping Regions in the US - Pulled from the "Beekeeping in the United States Agricultural Handbook", this resource compares beekeeping practices and outcomes in seven geographical regions across the US; this is a dense resource and is suitable for upper middle and high school readers.
FlowHive's Honey Flavor, Aroma, and Color Charts - This guidebook describes the honey tasting process, providing reference resources for new and experienced tasters alike.
Honey: How It's Made - This 3-minute animated video explains how honey is made.
Honey Tasting Data Collection Sheet - Use this data collection sheet during a honey tasting exercise.
Vocabulary
Cell - the hexagonal compartment made of beeswax used to store honey, pollen, and nectar and to raise the brood
Comb - a mass of cells, usually formed in two layers with the cells fusing at the bases
Honey - a dense and sugary enzyme-rich liquid compound made by bees from the nectar of flowers
Honey crop - a storage organ in honey bees' abdomen used for carrying nectar, honey, or water
Nectar - a sugary liquid secreted by plants to attract pollinators
Pollen - the vessel housing a plant's male gamete
Proboscis - the tongue of a bee that acts as a straw
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Further Study
Kids and Bees Handbook
UC Davis Honey Tasting Flavor and Aroma Wheel
National Honey Board
American Honey Tasting Society
How to Taste (and Fall in Love With) Raw Honey
Honey Connoisseur: Selecting, Tasting, and Pairing Honey, With a Guide to More Than 30 Varietals
Taste of Honey: The Definitive Guide to Tasting and Cooking with 40 Varietals
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Year 4
2020/21
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Christian Value
RE Focus
Key P4C Texts
PHSCE
British Values
Focus
Class Reader(s)
English Text(s)
The meaning of Pentecost to
English Focus
Narrative with clear
Persuasion – advert or leaflet
Narrative
Explanation
Narrative
sequential structure (Myth)
-
Apostrophes for plural
-
Inverted commas and
-
Features of an
-
Techniques for adding
-
Paragraphs to organise possession (regular and
other punctuation for explanation text
mood and tension
Maths Focus
Science Focus
Creating pictures with words (Poetic devices )– similes and metaphors
Art Focus
DT Focus
Music Focus
PE Focus
and associate metals with being good conductors.
LCC Focus
Anglo Saxons and Vikings – Friends or Enemies?
What's the matter with Rang-tan?
What are the secrets of the Pyramids?
- Understand that there were advanced civilisations on Earth more than 3000 years ago
- To move confidently and safely in different ways, along different path ways. Changing from a stationery position, to moving forwards, backwards, left, right and diagonally.
Computing Focus
MFL Focus
Curriculum
Enhancement
Home Learning Opportunities
- To select and maintain a running pace for different distances.
- Share ideas and give positive criticism / advice to self and others.
- Developing a range of skills to participate in tennis, rounders and cricket type games.
- Choose and use a range of simple tactics in isolation and in a game context.
- Identify the different roles and positions in the above sports.
Talk about the sports they savoir"
-
Use dribbling skills to maintain possession.
- To follow a map in familiar context.
- Understand where the space is and move into space while controlling the object.
- To use clues to follow a route.
- Respond imaginatively to stimuli elated to character, music and story. | <urn:uuid:d72484ea-5c48-4194-91c6-f753fe5e4fec> | CC-MAIN-2021-04 | https://www.eastmortonceprimary.co.uk/wp-content/uploads/2020/11/LTP-Y4-2020-2021.docx.pdf | 2021-01-26T17:38:22+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704803308.89/warc/CC-MAIN-20210126170854-20210126200854-00570.warc.gz | 756,867,666 | 439 | eng_Latn | eng_Latn | 0.880321 | eng_Latn | 0.991568 | [
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PROS ACTIVITIES: CONSIDER A TECHNICAL PROFESSION
PEER REVIEW
1. Get into groups of four. On a piece of paper, write down a technical profession that you think would fit each of the other three members of your group based on their personalities and what you know about them.
2. Take turns sharing which jobs you imagined for each other, and explain why you thought they'd like these paths.
3. Now rank the paths that your classmates imagined for you.
INDUSTRIES OF INTEREST
1. Study Arkansas' booming industries on pages 106-107, and choose the industry that appeals to you the most for a career. In a few words, explain your choice.
2. Next, find that industry section in Arkansas Next PROS. Read about the young pros in that field. Think about their training, pay and responsibilities.
3. Now, pretend you want their job. Use the magazine to outline a plan of how you'll get trained (and where), what company you want to hire you, and a five-year plan to grow in the field. Read and discuss your answers in small groups or as a class.
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GENE MUTATIONS
CODONS
1. Find the sentence corresponding to this DNA sequence. TACATTTCCCGTCTGGCTCACTGAGGACTAATTCGTAAAAAC GGG GCCGCAACA
2. A mutation has occurred where G has been changed to A such that the sequence reads TACATTTCCCGTCTGGCTCACTGAGAACTAATTCGTAAAAACGGGGCCGCAACA Find the corresponding sentence.
3. Another mutation has arisen so that the DNA sequence now reads TACATTTCCCGTCTGTCTCACTGAGGACTAATTCGTAAAAAC GGG GCCGCAACA Find the corresponding sentence.
4. Another mutation has arisen when an extra thymine is added so that the DNA sequence now reads
TACATTTCCCGTCTGGCTCACTGAGGACTTAATTCGTAAAAACGGGGCCGCAACA Find the corresponding sentence.
5. An adenine has now been removed so that the DNA sequence now reads TACATTTCCCGTCTGGCTCCTGAGGACTAATTCGTAAAAACGGGGCC GCAACA Find the corresponding sentence.
6. What is the effect of substituting one nucleotide for another?
7. Explain the difference between 1 and 2.
8. What is the effect of inserting or deleting a nucleotide?
9. What is another way this effect can be observed?
10. Which type of mutation do you think is the least serious? | <urn:uuid:99aaeff5-8528-4f4f-9a6f-5cdae67a22d2> | CC-MAIN-2021-04 | https://www.loreescience.ca/uploads/2/4/1/7/24170983/gene_mutations_handout.pdf | 2021-01-26T18:20:54+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704803308.89/warc/CC-MAIN-20210126170854-20210126200854-00573.warc.gz | 860,098,467 | 316 | eng_Latn | eng_Latn | 0.965112 | eng_Latn | 0.988435 | [
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Name _______________________________
Place an x by each sentence that supports the main idea.
Main idea: Chickens are popular pets for many reasons.
1. _____ Chickens are small and don't take up a lot of space.
2. _____ Chickens are easy to take care of.
3. _____ Dogs are a lot more work than chickens.
4. _____ Chickens are good for the yard and garden because they provide valuable manure, and they eat harmful bugs.
5. _____ Chickens can get scaly mites on their legs.
6. _____ Chickens lay eggs for their owners.
7. _____ There are many heritage breeds of chickens for sale.
Main idea: There are many different breeds of chickens.
1. _____ Heritage breeds are chicken breeds that have been around many years and breed true-to-type.
2. _____ Bantams are small chickens.
3. _____ Fresh, organically raised chicken eggs are delicious.
4. _____ Guinea hens are not chickens.
5. _____ Some chickens are raised to be meat birds while others are raised to be egg layers.
6. _____ There are many good dual-purpose breeds such as Buff Orpingtons, Australorp, and Jersey Giants.
7. _____ Leghorns are probably the best known breed of chickens.
CCSS.RI.5.2 |©
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QUANTITATIVE ADJECTIVES
SOME / ANY
Complete the following sentences.
JULIA HAS ……………. NEW BAGS.
ARE THERE ……………. EGGS IN THE FRIDGE?
THERE ARE ……………. DOGS IN THE PARK.
I WANT TO BUY ……………. PIZZAS FOR DINNER.
DO YOU HAVE ……………. INTERESTING BOOKS?
THEY NEED ……………. HELP.
IS THERE ……………. MILK IN THE FRIDGE?
WE HAVE ……………. NEWS FOR YOU.
DO YOU HAVE ……………. QUESTIONS?
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ALA Best Book for Young Adults ∙ School Library Journal Best Book ∙ Publishers Weekly Best Book ∙ IRA/CBC Children's Choice ∙ NCTE Notable Children's Book in the Language Arts A Vietnamese girl plants six lima beans in a Cleveland vacant lot. Looking down on the immigrant-filled neighborhood, a Page 1/21
Romanian woman watches suspiciously. A school janitor gets involved, then a Guatemalan family. Then muscle-bound Curtis, trying to win back Lateesha. Pregnant Maricela. Amir from India. A sense of community sprouts and spreads. Newbery-winning author Paul Fleischman uses thirteen speakers to bring to life a community garden's founding and first year. The book's short length, diverse cast, and suitability for adults as well as children have led it to be used in countless one-book reads in schools and in cities across the country. Seedfolks has been drawn upon to teach tolerance, read in ESL classes, promoted by urban gardeners, and performed in schools and on stages from South Africa to Broadway. The book's many tributaries—from the author's immigrant grandfather to his adoption of two brothers from Mexico—are detailed in his forthcoming memoir, No Map, Great Trip: A Young Writer's Road to Page One. "The size of this slim volume belies the profound message of hope it contains." —Christian Science Monitor And don't miss Joyful Noise: Poems for Two Voices, the Newbery Medal-winning poetry collection!
FRANKENSTEIN (The Original 1818 Edition)
A Pig Parade Is a Terrible Idea
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501 Writing Prompts!" --
Make Writing Exciting, Grades 3 - 4
This series of books is designed to help upper elementary teachers teach a rigourous yearlong writing curriculum.
We Should All be Feminists
Journalist Walls grew up with parents whose ideals and stubborn nonconformity were their curse and their salvation. Rex and Rose Mary and their four children lived like nomads, moving among Southwest desert towns, camping in the mountains. Rex was a charismatic, brilliant man who, when sober, captured his children's imagination, teaching them how to embrace life fearlessly. Rose Mary painted and wrote and couldn't stand the responsibility of providing for her family. When the money ran out, the Walls retreated to the dismal West Virginia mining town Rex had tried to escape. As the dysfunction escalated, the children had to fend for themselves, supporting one another as they found the resources and will to leave home. Yet Walls describes her parents with deep affection in this tale of unconditional love in a family that, despite its profound flaws, gave her the fiery determination to carve out a successful life. -- From publisher description.
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Talk Like TED
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This volume collects GREEN LANTERN from the early 1970s, featuring classic team-ups written by Dennis O'Neil with art by Neal Adams! In these stories, Green Lantern Hal Jordan continued his usual cosmicspanning adventures, as he used his amazing Power Ring to police Sector 2814 against universethreatening menaces. Meanwhile, on Earth, Oliver Queen, the archer known as Green Arrow, was confronting menaces of a different kind: racism, poverty, drugs, and other social ills! Collects GREEN LANTERN #76-87 and 89, and stories from THE FLASH #217-219 and 226.
Lessons That Change Writers
Frankenstein; or, The Modern Prometheus is a novel written by Mary Shelley about a creature produced by an unorthodox scientific experiment. Shelley started writing the story when she was nineteen, and the novel was published when she was twenty-one. The first edition was published anonymously in London in 1818. Shelley's name appears on the second edition, published in France in 1823. The original 1818 'Uncensored' Edition of Frankenstein as first published anonymously in 1818. This original version is much more true to the spirit of the author's original
intentions than the heavily revised 1831 edition, edited by Shelley, in part, because of pressure to make the story more conservative. Many scholars prefer the 1818 text to the more common 1831 edition. Mary Wollstonecraft Shelley (1797–1851) was an English novelist, short story writer, dramatist, essayist, biographer, and travel writer, best known for her Gothic novel Frankenstein: or, The Modern Prometheus.
Dear Martin
Write on! Write with special-education students in grades 3–4 using Make Writing Exciting! This 160-page book uses step-by-step creative ways to teach and evaluate students' writing skills. It introduces genres of writing in an order that makes sense—with one skill building upon another—or lessons can be incorporated into an existing curriculum. The book also includes a section on how to help struggling writers and students with special needs learn various writing skills. The book supports NCTE standards.
Rule Of The Bone
On a day when everything goes wrong for him, Alexander is consoled by the thought that other people have bad days too.
501 Writing Prompts
Offers an updated definition of feminism for the Page 7/21
twenty-first century, one rooted in inclusion and awareness.
Military Spending
"And with Writing to Persuade you'll introduce students to real-world genres such as letters, editorials, and advertisements. Caine even gives teachers advice and specific lessons on persuasive writing for standardized tests. Better yet, she saves you hours of prep time by including examples of highquality persuasive writing from students as well as real-life examples culled from national sources that are ready to hand out during your lessons."--BOOK JACKET.
Practical Ideas for Teaching Writing as a Process
The beloved bestseller from Newbery Medalist and National Book Award winner Louis Sachar (Holes), with a brand-new cover! "Give me a dollar or I'll spit on you." That's Bradley Chalkers for you. He's the oldest kid in the fifth grade. He tells enormous lies. He picks fights with girls, and the teachers say he has serious behavior problems. No one likes him—except Carla, the new school counselor. She thinks Bradley is sensitive and generous, and she even enjoys his farfetched stories. Carla knows that Bradley could change, if only he weren't afraid to try. But when you feel like the most hated kid in the whole school, believing in yourself can be the hardest thing in the world. . . .
Teaching Literacy in Fifth Grade
The Silver Star
"Powerful, wrenching." –JOHN GREEN, #1 New York Times bestselling author of Turtles All the Way Down "Raw and gripping." –JASON REYNOLDS, New York Times bestselling coauthor of All American Boys "A must-read!" –ANGIE THOMAS, #1 New York Times bestselling author of The Hate U Give Raw, captivating, and undeniably real, Nic Stone joins industry giants Jason Reynolds and Walter Dean Myers as she boldly tackles American race relations in this stunning New York Times bestselling debut, a William C. Morris Award Finalist. Justyce McAllister is a good kid, an honor student, and always there to help a friend—but none of that matters to the police officer who just put him in handcuffs. Despite leaving his rough neighborhood behind, he can't escape the scorn of his former peers or the ridicule of his new classmates. Justyce looks to the teachings of Dr. Martin Luther King Jr. for answers. But do they hold up anymore? He starts a journal to Dr. King to find out. Then comes the day Justyce goes driving with his best friend, Manny, windows rolled down, music turned up—way up, sparking the fury of a white off-duty cop beside them. Words fly. Shots are fired. Justyce and Manny are caught in the crosshairs. In the media fallout, it's Justyce who is under attack. "Vivid and powerful." -Booklist, Starred Review "A visceral portrait of a young man reckoning with the ugly, persistent violence of social injustice." -Publishers
Weekly
I Wanna New Room
For students, fifth grade is a time of increasing independence and responsibility. Yet fifth-graders vary widely in their reading and writing abilities--and they are still young enough to require considerable teacher support. Depicting an exemplary teacher in action, this indispensable book presents innovative, practical strategies for creating an organized, motivating, and literacy-rich fifth-grade classroom. The authors show how to assess student needs and implement standards-based instruction that targets comprehension, vocabulary, writing, genre study, and other crucial areas. Grounded in current best practices, the book includes helpful planning tips, illustrations, and reproducibles.
The Literary Essay
If you could have any animal's front teeth, whose would you choose? WHAT IF YOU HAD ANIMAL TEETH? takes children on a fun, informative, and imaginative journey as they explore what it would be like if their own front teeth were replaced by those of a different animal. Featuring a dozen animals (beaver, great white shark, narwhal, elephant, rattlesnake, naked mole rat, hippopotamus, crocodile, and more), this book explores how different teeth are especially adapted for an animal's survival. At the end of the book, children will discover why their own teeth are just right for them. And they'll also get a friendly
reminder to take good care of their teeth, because they're the only teeth they'll ever have. Each spread features a photograph of the animal using its specialized teeth on the left and a humorous illustrated image of a child using that animal's teeth on the right.
Perspectives on Argument
Alex just has to convince his mom to let him have an iguana, so he puts his arguments in writing. He promises that she won't have to feed it or clean its cage or even see it if she doesn't want to. Of course Mom imagines life with a six-foot-long iguana eating them out of house and home. Alex's reassurances: It takes fifteen years for an iguana to get that big. I'll be married by then and probably living in my own house. and his mom's replies: How are you going to get a girl to marry you when you own a giant reptile? will have kids in hysterics as the negotiations go back and forth through notes. And the lively, imaginative illustrations show their polar opposite dreams of life with an iguana.
Should There Be Zoos
Being a great teacher is more than lesson plans and seating charts. In this revised and expanded new edition of the classic bestseller, you learn what it takes to be the very best educator you can be, starting from day one in your new classroom! Filled with real-world life lessons from experienced teachers as well as practical tips and techniques, you'll gain
the skill and confidence you need to create a successful learning environment for you and your students, including how to: Organize a classroom Create engaging lesson plans Set ground rules and use proper behavior management Deal with prejudice, controversy, and violence Work with colleagues and navigate the chain of command Incorporate mandatory test preparation within the curriculum Implement the latest educational theories In this book, veteran teacher Melissa Kelly provides you with the confidence you'll need to step into class and teach right from the start.
Seedfolks
Razzle Dazzle Writing
What If You Had Animal Teeth?
Examines the opposing viewpoints of a fourth-grade class on whether zoos are helpful or harmful to animals, written in persuasive language and designed to help readers come to their own conclusions.
The Complete Works of William Shakespeare
Contains a collection of specific classroom strategies & suggestions for teaching writing to elementary school students according to an eight-stage process. Specific techniques for teaching each stage of the
writing process & descriptions of proven approaches for using these techniques are also included. "A wonderful resource, a labor of love from a large & talented group of educators." Had its beginnings in the California Writing Project at the Univ. of California, Irvine. Best Seller! Illustrated.
Writing to Persuade: How to Bring People Over to Your Side
Chappie is a punked-out teenager rejected by his mother and abusive stepfather. Out of school and in trouble with the police, he drifts through crash pads, doper squats, and malls until he finally settles in an abandoned school bus with Rose, a seven-year-old child, and I-Man, an exiled Rastafarian who will dramatically change his life. Together they begin an amazing journey
Writing to Persuade
In Lessons That Change Writers, Nancie has narrowed and deepened her conversation with teachers, to focus on the minilesson as a vehicle for helping students improve their writing. She shares over a hundred of these writing lessons which are described by her students as "the best of the best." The lessons fall into the following four categories that provide the structure for this book: Lessons about Topics: ways to develop ideas for pieces of writing that will matter to writers and to their readers Lessons about Principles of Writing: ways to think and write deliberately to create literature Lessons about Genre: in which we
observe and name the ways that good free verse poems, formatted poetry, essays, short stories, memoirs, thank-you letters, profiles, parodies, and book reviews work and Lessons about Conventions: what readers' eyes and minds have been trained to expect, and how marks and forms function to give writing more voice and power and to make reading predictable and easy.
I Wanna Iguana
In this guide to presenting, the author counsels how to calm a thumping heart and reveals techniques on preparation, delivery, and visual aids as he offers stories and advice. And he does more than simply ease dread, he inspires with historical accounts and incisive observations on the power and purpose of speaking well. From advice on the pitch and pace of your speaking voice to admonishments against squirrel paw hands and data crammed PowerPoint slides, the author's pointers will give you the focus and confidence to stand up straight, lean forward, and tell your story well.
Alexander and the Terrible, Horrible, No Good, Very Bad Day
"Good writing is more than we say; it is how we say it. This book shows how to master fifty key target skills that will improve their writing and raise heir assessment scores."--Editor.
Practical Ideas
The Everything New Teacher Book
When President Eisenhower identified the "militaryindustrial complex" as a powerful component of political and economic life in the United States, he also warned against feeding it too much power. That balance continues to be a hot debate. Where will readers stand on using military spending to fuel economic growth or limiting that spending to leave room for social programs? Should we be bolstering geopolitical power with military strength or limiting military spending in order to combat wasteful budgets? From drones to the F-35 Joint Strike Fighter to cyberoperations, this reporting reveals the extent of military spending and the complex political problems associated with controlling it. Beyond the text, features to further challenge readers include media literacy terms and questions.
Writing
A Lesson Plan for Teachers (New and Old!)
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. For courses in English. Learn the skill of rational argument. Perspectives on Argument teaches you strategies for critical thinking, critical reading, research, and writing that will help you participate in Page 15/21
all types of argument. The 9th Edition extends beyond reading, visual and multimodal argument into the timely topic of online argument. Students will encounter argument at home, school and on the job. This book arms you with the tools you need to identify controversial topics, form opinions and reactions to text and pictures, and write persuasive papers that express their viewpoints. The book also follows the premise that not all arguments involve right and wrong. Students will learn skills like finding common ground, consensus, withholding opinions, negotiating, and even changing beliefs when they can no longer make a case for them. Perspectives on Argument, 9th Edition is also available via Revel™, an interactive learning environment that enables students to read, practice, and study in one continuous experience. Learn more.
The Essentials of Persuasive Public Speaking
All Sophie wants for her birthday is a pet giraffe, but as she tries to convince different members of her rather complicated family to support her cause, each tells her she is using too many words until she finally hits on the perfect one. Includes glossary.
A New Look at the Interactive Writing Classroom
A hilarious companion to I Wanna Iguana. Ever since their baby sister came along, Alex has been forced to share a room with his little brother, Ethan, and it's a
nightmare. Ethan always breaks stuff, snores like a walrus, and sticks crayons up his nose. No hardworking, well-behaved, practically grown-up boy like Alex should have to put up with that! Writing letters to his mom convinced her to let him get his pet iguana, so Alex puts pencil to paper again, this time determined to get his own room. Though all of his powers of persuasion can't get his dad to expand the house, he does come through with a fun alternative to give Alex some space of his own.
One Word from Sophia
Could anything possibly be more fun than a pig parade!? You wouldn't think so. But you'd be wrong. A pig parade is a terrible idea. Pigs hate to march, refuse to wear the uniforms, don't care about floats, and insist on playing country music ballads. Those are just some of the reasons. And trust me, this hysterical book has plenty more!
Writer's Solution
A stunning, heartbreaking novel about an intrepid girl who challenges the injustice of the adult world - a triumph of imagination and storytelling. It is 1970. 'Bean' Holladay is twelve and her sister Liz fifteen when their artistic mother Charlotte, a woman who 'flees every place she's ever lived at the first sign of trouble', takes off to 'find herself'. She leaves the girls enough money for food to last a month or two. But when Bean gets home from school one day and sees a police car outside the house, she and Liz board a
bus from California to Virginia, where their widowed Uncle Tinsley lives in the decaying antebellum mansion that has been in the family for generations. An impetuous optimist, Bean discovers who her father was and learns many stories about why their mother left Virginia in the first place. Money is tight, so Liz and Bean start babysitting and doing office work for Jerry Madox, foreman of the mill in town, a big man who bullies workers, tenants and his wife. Bean adores her whip-smart older sister, inventor of word games, reader of Edgar Allan Poe, non-conformist. But when school starts in the autumn, it is Bean who easily adjusts and makes friends, and Liz who becomes increasingly withdrawn. And then something happens between Liz and Maddox 'Tragic and comic at the same time an outrageous story, one that will break your heart' Sunday Independent 'There isn't a shred of self-pity in this deeply compassionate book' Marie Claire ***Half Broke Horses (S&S, 2009) 'Has immense power and readibility What it does with aplomb is to track the birth of a nation: the conjuring of modern America from a scorched, dusty wasteland' The Times
My Brother Dan's Delicious
From the former New York Times Op-Ed page editor, a definitive and entertaining resource for writers of every stripe on the neglected art of persuasion. From the former New York Times Op-Ed page editor, a definitive and entertaining resource for writers of every stripe on the neglected art of persuasion. In the tradition of The Elements of Style comes Trish Hall's
essential new work on writing well—a sparkling instructional guide to persuading (almost) anyone, on (nearly) anything. As the person in charge of the OpEd page for the New York Times, Hall spent years immersed in argument, passion, and trendsetting ideas—but also in tangled sentences, migraineinducing jargon, and dull-as-dishwater writing. Drawing on her vast experience editing everyone from Nobel Prize winners and global strongmen (Putin) to first-time pundits (Angelina Jolie), Hall presents the ultimate guide to writing persuasively for students, job applicants, and rookie authors looking to get published. She sets out the core principles for connecting with readers—laid out in illuminating chapters such as "Cultivate Empathy," "Abandon Jargon," and "Prune Ruthlessly." Combining boisterous anecdotes with practical advice (relayed in "tracked changes" bubbles), Hall offers an infinitely accessible primer on the art of effectively communicating above the digital noise of the twentyfirst century.
Green Lantern/Green Arrow
"Writing allows each of us to live with that special wide-awakeness that comes from knowing that our lives and our ideas are worth writing about." -Lucy Calkins Teaching Writing is Lucy Calkins at her best-a distillation of the work that's placed Lucy and her colleagues at the forefront of the teaching of writing for over thirty years. This book promises to inspire teachers to teach with renewed passion and power and to invigorate the entire school day. This is a book
for readers who want an introduction to the writing workshop, and for those who've lived and breathed this work for decades. Although Lucy addresses the familiar topics-the writing process, conferring, kinds of writing, and writing assessment- she helps us see those topics with new eyes. She clears away the debris to show us the teeny details, and she shows us the majesty and meaning, too, in these simple yet powerful teaching acts. Download a sample chapter for more information.
Copyright : rsvp.ph
Read Book Fun Persuasive Paper Topics
ROMANCE ACTION & ADVENTURE MYSTERY & THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION | <urn:uuid:00ab8bd1-f646-4a57-b94d-f9f78528e663> | CC-MAIN-2021-04 | http://rsvp.ph/cgi/viewcontent.php?article=fun.persuasive.paper.topics&context=libpubs | 2021-01-26T18:32:48+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704803308.89/warc/CC-MAIN-20210126170854-20210126200854-00574.warc.gz | 88,369,595 | 5,489 | eng_Latn | eng_Latn | 0.961015 | eng_Latn | 0.99868 | [
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MATERIALS
FOR STUDENT: (one per student unless otherwise noted)
* FloraCraft® Make It: Fun® Foam Blocks, cut from large Foam Block (see "FOR TEACHER") to 9" x 12" x 2" (approx.)
* Seven toothpicks
* Glue stick
* Paper plate
* Scratch paper (under flags when gluing)
* Ziploc bag (to hold flags)
FOR TEACHER:
Map with Flags
* FloraCraft® Make It: Fun® Foam Block, 15/16" x 11 15/16" x 17 15/16" (approx. 12" x 18" x 1" thick) (can get two approx. 9" x 12" x 2" per block)
* FloraCraft® Design It:® Wire Cutter
* Paper cutter
* Computer with Internet connection and printer
* Copy paper
* Glue gun (for teacher only)
* Masking tape
* Permanent black felt tip marker
* Pencil
* Ruler
TEACHER PREPARATION
Note: Read through all the instructions first and check out the TIPS! Have a glue gun plugged in and ready to use (ideally set on low temperature) but out of student reach. This can give you immediate adhesion when in a hurry to help students. Be sure glue has cooled before returning projects to students (takes a minute or so.) It is also recommended that you make one project first, before preparing the materials for any others, since knowing how the parts fit, might affect how you prepare.
[1] To cut the horizontal foam block in half, use a ruler and pencil to measure and make marks as ruler guides 9" from one short side. (Pencil will show on the foam if you go over the mark a couple of times. However, it's not necessary to draw the entire line – just measure and mark in a couple of places as a guide for placing the ruler.) Then, on a cutting mat or stack of newspapers, use a serrated knife against the edge of the ruler to cut the foam block with several passes of the knife.
Tear a 3" length of masking tape and put it on the bottom side of each foam base for students to print their names.
[2] On the Internet, search for physical (topographic) maps of the states that the students chose. Print them to fit on 8 ½" x 11" copy paper.
Also type the names of the features in columns (to get as many sets of words on a sheet as possible) while still leaving enough space at the beginning of each word (to be folded back to make the flags.) Words can include: River, Mountains, Lake, Highway, Interstate, City, and State Line. (The photo sample used Arial, bold, 14 point.)
Test with one page, first, then make enough for all students.
[3] Use the paper cutter to trim each of the columns of words close on the right.
[4] Then fold the paper on the left side of the word column. Horizontally turn the paper and cut through both layers to cut apart each word flag. Leave flags folded, ready for students to glue flags with toothpicks sandwiched between.
[5] Glue sticks can wrinkle copy paper, but wrinkles in the printed areas are less noticeable than in the white areas. So, on the back of each student's printed state, draw a light dashed line that roughly follows the shape of the printed area on the front. This will give students a guideline for applying their glue sticks.
Also, prepare seven toothpicks per student by using wire cutter to snip points off of one end on each one.
[6] Use a permanent marker to write students' names on the plastic bags. Add to each bag one set of seven folded flags and the seven toothpicks. Just before students arrive, set the bag, scratch paper, their printed map and a glue stick on a paper plate at each student's place.
SOCIAL STUDIES GRADE LEVEL KINDERGARTEN – FIRST
COMPLETION TIME
* 30 minutes
OBJECTIVES
* To recognize the basic features on a map
Students learn:
* That the United States has different physical features throughout the country
* To think about how the land influences how people live
STANDARDS
* Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface
* Uses spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments
LESSON INTRODUCTION
* Discuss basic map information in the United States, including the physical features (mountains, rivers and lakes) as well as the constructions people have built (roads, highways, interstate roads). If possible show a large-scale map and point out those features. Discuss how the land influences people's homes, clothes, food and work. Then ask each student to select a state in the U.S. for which they can create a map with flags identifying the features.
makeitfuncrafts.com
FloraCraft-SS-2004
INSTRUCTIONS
[1] Show students your map with flags. Spend some time discussing the features and showing them how the flags go down into the foam, without being pushed all the way through the foam block. Explain that you've printed each of their requested states and have the flags ready for the toothpicks.
Have students write their names on their foam blocks.
[2] Demonstrate and have students apply glue stick (only) along the dashed line on the back of their map. Turn over the map and set it onto the foam block, aligning and pressing it into place.
You or an assistant may want to go around to check the maps. If necessary, unplug the glue gun and put one dot of hot glue into each of the four corners to secure. (Be careful not to glue in the center areas where students will be inserting their flags.)
[3] Demonstrate and have students work on their scratch paper to open one flag at a time and apply glue stick. Then, set a toothpick (with the blunt-cut top, up) onto the inside fold of the flag. Close the flag around the toothpick. Remind students to check to be sure that the toothpick point is at the bottom. Have students repeat with all of the flags.
[4] Demonstrate and have students find one example of each of the features listed on the flags, and press a flag into that area, going through the map, into the foam.
[5] You might allow the students to exchange boards to look at other states and discuss how people live in those states. Then have them return them. After they've finished, ask them to remove their flags and put them into their bags.
THOUGHT QUESTIONS
* Does the state you chose have a lot of lakes?
* What might that mean to the people living there?
* Does the state you chose have a lot of mountains?
* What might that mean to the those people?
* Are there a lot of cities in that state?
* Are there a lot of roads?
* Can you tell where the farms might be located compared to the cities?
* Can you think of jobs that people might have because of where they live?
* How about the types of food people eat? Do you have thoughts on that?
* Is there anything else you wonder, when you look at the state you chose?
MODIFICATIONS
To simplify project:
* Have the maps already attached to the foam blocks.
* Reduce the number of flags to the most important features you want to discuss.
To expand project:
* Have students research other features for which they can make flags: Island, Desert, Prairie, etc. Discuss how the physical regions affect people's lives.
* Use larger foam blocks and piece together printouts of the United States. Make flags to show national features, including other country borders, oceans, etc.
* Use a local map and find features in the students' own city / town, discussing what effect the land has on their lifestyle.
For multiple ages:
• Younger and older students can work side-by-side with older students preparing the foam block / map and the younger making the flags.
* Older students can do Internet research for additional information how lifestyles and careers are influenced by the physical features of different regions.
ADDITIONAL IDEAS
* Print a world map and use flags to show well-known physical areas.
* Use a large foam ball for a world. Print the continents and cut them out to fit on the world foam ball. (For those more massive continents that won't easily wrap around the ball, cut along the country lines to ease them in. This won't be as accurate but it can still prompt discussion and allow for the flags to be made for the various areas.
* Create learning centers / stations for students to use each other's states and flags.
makeitfuncrafts.com
TIPS
* Keep the knife blade perpendicular to the table so that the foam edges are straight. Score lightly first and then press more firmly to cut deeper with several passes of the knife.
* If any cut edges of the foam are irregular, just rub another edge of foam against it, over a wastebasket, to sand them down.
* Before printing the maps, be sure that they have the physical features of the flags that you're making. If not, change one or the other.
* Keep each group of folded flags separate (to avoid going on a word-hunt!)
* Have extra folded flags for students who want to mark more than one of each physical feature. Also, there may be students who don't have some of the physical features (mountains) and they can set that flag off to the side or give it to another student who can use another.
* When snipping toothpick ends, work inside a paper bag to capture flying pieces. | <urn:uuid:9cfd376d-a908-4276-a3f3-40835104e631> | CC-MAIN-2023-06 | https://learning.makeitfuncrafts.com/wp-content/uploads/2016/01/MapWithFlags.pdf | 2023-02-08T16:44:43+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00431.warc.gz | 370,972,298 | 2,125 | eng_Latn | eng_Latn | 0.998091 | eng_Latn | 0.998443 | [
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For Immediate Release
Dentists and the Rotary Club Team Up to Teach Oral Health at Toronto Area Schools
Brush-a-mania helps mark Oral Health Month in April
TORONTO, ON, FRIDAY, MARCH 31, 2023 – Dentists and Rotarians are teaching kids to take care of their oral health for a lifetime by giving them a big brush off! The successful Brush-a-mania oral health program, where kids can brush their teeth and win great prizes, has been brought to Toronto area schools this year.
"We're excited to bring the Brush-a-mania program to Toronto," said Dr. Raffy Chouljian, Brush-a-mania Chair. "It is very important that children learn about oral healthcare while they are young because it's such an important component of their overall health."
Brush-a-mania is an annual program designed to promote oral health and awareness among young children. Its purpose is to educate and motivate children, and to bring together dentists, Rotarians, teachers and parents to create a celebration around proper oral health care. The goal for 2023 is to have 100,000 students in over 200 schools participate throughout Canada.
Now in its twenty-third consecutive year, Brush-a-mania is a not-for-profit program designed for children from Junior Kindergarten to Grade 6 to promote good oral health. This creative, in-school awareness program created by the Toronto area Rotary Clubs has proven highly successful in Toronto, and is now being extended across the country.
This year, the organizers have teamed up with local component societies of the Ontario Dental Association to make Brush-a-mania part of the Oral Health Month activities in communities across the province.
THE BRUSH OFF
Each participating school will hold an assembly at the end of March or early April, where a dentist and a Rotarian will come into the school and provide the children with an interactive, entertaining presentation in proper dental care. Each assembly will conclude with a Brush-off, where all participants brush their teeth simultaneously for two minutes.
THE PROGRAM
The students track their brushes for the entire month of April in the classroom and at home online. Each student receives a Colgate toothbrush and toothpaste, a Brush-amania instruction pamphlet, as well as, a Brush-a-mania sticker. When the students complete the online program, they will be able to print out a Brush-a-mania certificate of achievement. His or her name may be entered into a draw to win a Nintendo Switch or one of fifty Android tablets.
The online contest is open to any elementary student in Canada. Simply register at www.brushamania.ca.
ORAL HEALTH MONTH
Oral Health Month takes place every April. The Canada-wide Brush-a-mania program in elementary schools, promotes the importance of oral health to overall health. Oral Health Month events also allow members of the public to benefit from dentists' medical training and expertise by asking any questions they might have about their oral health.
ABOUT THE ROTARY CLUB
Rotary is an organization of business and professional leaders united worldwide, who provide humanitarian service, encourage high ethical standards in all vocations, and help build goodwill and peace in the world. There are more than 1.4 million Rotarians in 46,000 Rotary clubs in over 200 countries and geographical areas. The Scarborough Rotary Passport Club was the original partner for Brush-a-mania.
- 30 -
For more information please contact:
Jennifer Boyd Scarborough Rotary Passport Club firstname.lastname@example.org www.brushamania.ca | <urn:uuid:05e5f39f-13d7-4dfd-ba9b-bd722fd06a3e> | CC-MAIN-2023-06 | https://brushamania.ca/wp-content/uploads/sites/2/2023/01/Press-Release-1.pdf | 2023-02-08T17:32:38+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00430.warc.gz | 169,561,670 | 717 | eng_Latn | eng_Latn | 0.99817 | eng_Latn | 0.998397 | [
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Occupational Therapy (OT): Occupational therapy provides treatment, support and care for people of all ages to develop, recover, maintain the daily living and work skills due to a physical, mental or cognitive disorder.
Physical Therapy (PT): Physical therapy helps people of all ages who may have medical conditions, illnesses or injuries that limit their regular ability to move and function.
Speech-Language Therapy (SL): Speech and language therapy provides treatment, support and care for children and adults who may have difficulties with communication, or with eating, drinking and swallowing.
Local Pediatric Therapy Groups:
* Children's Mercy Speech and Hearing Clinic
https://www.childrensmercy.org/Clinics_and_Services/Clinics_and_Departments/Hearing _and_Speech/
* Lee-Ann Britain Infant Development Center
https://www.shawneemission.org/lee-ann-britain-infant-development-center
* PlayABILITIES:
http://www.playabilities.org/
* Heartland Social Learning Center
http://www.heartlandsociallearning.com/programs-and-services.html
Resources for parents and teachers:
Speech and Language:
* What's the Pic Articulation App: This app uses voice activation to motivate players to say their target words.
https://itunes.apple.com/us/app/whats-the-pic-articulation/id1147894984?mt=8
* Word Vault App: Assists with articulation, language and social skills.
https://itunes.apple.com/us/app/word-vault-essential/id947222381?mt=8
* Speech and Language Kids: Resources and ideas for Speech-Language Pathologists, teachers and parents. Includes both general information as well as free tools to assist with therapy and/or for home practice.
https://www.speechandlanguagekids.com/
Occupational Therapy:
* American Occupational Therapy Association:
https://www.aota.org/About-Occupational-Therapy/Professionals/CY/Articles/School-con sumer.aspx
* Therapy Street For Kids: This website is your shortcut to finding therapeutic activities to enhance your child's school occupational therapy program.
http://therapystreetforkids.com/index.html
* Growing Hands-On Kids: Great website with ideas for therapists, parents, and teachers especially for the younger child.
https://www.growinghandsonkids.com/new-start-here
* Dexteria App: This app provides practice for varied fine motor skill development and remediation.
https://itunes.apple.com/us/app/dexteria-fine-motor-skill-development/id420464455?mt=8
Physical Therapy:
* My Child Without Limits: MyChildWithoutLimits.org is an authoritative early intervention resource for families of young children ages 0-5 with developmental delays or disabilities, and professionals looking for a single, trusted, aggregate source of information that relates to their needs and interests.
http://www.mychildwithoutlimits.org/plan/common-treatments-and-therapies/physical-the rapy/physical-therapy-methods-and-benefits/
* Your Therapy Source: Online resource for special education, pediatric occupational therapy and pediatric physical therapy. Many free and inexpensive therapy supplies and "practice" resources for home use.
https://www.yourtherapysource.com/
Resources Available in Our Center:
* Boardmaker
* Phonological Awareness Cards
* Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LIPS)
* Adaptive grips for pencils and pens
* Weighted attachments for pens/pencils
* Sensory Materials
* Therapro - Better Board
* Alphabet toss
* Scooters
* Adaptive Writing Center
* Photo Conversation Cards
* Picture Exchange Communication System Materials
* Oral Motor Kits
Strategies for Teaching:
* Occupational Therapy: Sensory strategies for occupational therapy in schools. https://www.theottoolbox.com/2017/08/sensory-strategies-for-school-based-ot.htm l
* Physical Therapy: Strategies for teaching physical therapy in the classroom.
https://pediatricapta.org/includes/fact-sheets/pdfs/16%20School-based%20Teams %20and%20ASD%201216%20rev.pdf
* Speech Language Skills: Strategies for improving speech in the classroom.
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Teaching about a Growing World with a Good Book
and a Geographic Perspective
Elizabeth R. Hinde
Despite wars, natural disasters, fears of epidemics and pandemics, and other catastrophic events that are vividly featured in media outlets, the world's population continues to rise. In fact, the world recently passed another demographic milestone: a human population of 7 billion people. The number of people on Earth has tripled since around 1930, and by 2045 it is estimated that there will be 9 billion people inhabiting the planet. Cities have grown at an especially rapid pace. As Robert Kunzig, senior environmental editor of National Geographic, noted in a recent article, there are 21 cities throughout the world that have a population of at least 10 million people. 1
Factors that have improved living conditions worldwide have also contributed to the rapid growth of the world's population, including effective healthcare (both preventive and treatment), the green revolution (combination of high yield seeds, irrigation, pesticides, and fertilizers that produce an abundance of grains), better access to clean water, each other and the environment must be brought into greater scrutiny if we are going to continue to thrive on this planet. In a 2004 article, Clark University Professor Emerita Susan Hanson refers to "the geographic advantage," which describes the unique capacity of geography to confer an understanding and perspective of the world that other disciplines do
and improved waste water disposal technologies and policies. Although the population explosion has multiple implications, this article focuses on what it means for elementary teachers, and it provides ideas for addressing the topic of population (in terms of both its growth and characteristics) in the curriculum.
Needed: A Geographic Perspective
While the increase in the world's population might be cause for concern, it is also a call to action. How people consume resources, dispose of products, and generally interact with not. 2 Geography is the only discipline devoted to providing an understanding of the relationships among people and the environment. Geography also focuses on scales, spatial variability, and other spatial analyses, but the geographic advantage that is pertinent to this article concerns human interactions with the environment.
Teaching students to see the world from a geographic perspective, that is, thinking like a geographer, is a necessary step in understanding the world's demographics, and is a feature of good social studies curricula. Geographic thinking is also a prerequisite for resolving some of the issues associated with increased population, as well as recognizing opportunities and benefits that a large population offers. Despite the importance of a geographic perspective, a problem (that has now been well-documented) is that the teaching of social studies in general and geography in particular is not afforded much time in the elementary school curriculum.
Sad Irony
While all educators and concerned citizens agree that there is a need to increase awareness of issues surrounding human conditions as well as the need for a geographic perspective in a heavily populated world, the sad irony is that many elementary teachers are unable to teach geography. Time for geography instruc-
January / February 2012
31
tion has been cut, while the importance of students coming to understand geographic concepts and engage in spatial thinking and world-mindedness (two aspects of geographic education) has increased. In addition, many teachers are unprepared to teach geography given the emphasis on reading/language arts skills in professional development opportunities and teacher education programs.
Headlines about "global climate change" and the "global market" along with popular books such as The World is Flat by Thomas L. Friedman and Why Geography Matters by Harm de Blij point out growing interest in matters of global import. 3 People of all ages are taking note of the impact of such issues as world economic markets, global climate change, energy needs and possibilities, and world politics. Good teachers recognize the importance of these issues, but still have to scramble to find time to squeeze such vital matters into a curriculum that focuses on reading and writing skills. The good news, though, is that help is available.
Help for Geography Teaching
There are a number of ways that teachers have found to keep geography content in the elementary curriculum. Curriculum integration is one method that is often touted as a way to increase time for social studies teaching in general. Curriculum integration is defined as
A curriculum approach that purposefully draws together knowledge, perspectives, and methods of inquiry from more than one discipline to develop a more powerful understanding of a central idea, issue, person, or event. 4
There are a number of models for integrating the curriculum that include correlating material from one subject to another, the thematic model where the curriculum surrounds a particular theme, the fusion model where subject matter is merged to form a new field of thought, and others. 5 Whatever the method of integration that teachers use, it is important to keep in mind that the main goal of curriculum integration is to help create people who will be able to incorporate knowledge of the disciplines into their own thinking process. That is, the purpose of curriculum integration is to create integrated thinkers. An integrated thinker is a person who is able to access knowledge of the disciplines to help them confront issues and problems in society and the world.
Healthy integration leads to students who can think according to the disciplines (i.e., geography, history, economics, political science, etc.). Teachers who are successful at creating students who can think geographically or historically, for instance, use reading and writing as vehicles for creating integrated thinkers. The goal is that these students will eventually become productive citizens who will always be able to think geographically, for instance, and therefore be aware of matters of global import, such as population.
32
Social Studies and the Young Learner
Scaled for Understanding
Understanding that the world's population is expanding is one important aspect of geography education to which elementary students can be introduced. A more important aspect, though, is learning about who makes up the world's population. Helping students understand the cultures and locations of the world's people is a key step in attaining a geographic perspective and addressing issues while recognizing possibilities.
An example of a book that vividly describes the population of the world while entertaining readers is David Smith's If the World Were a Village: A Book About the World's People. 6 This delightful book has helped countless teachers advance the goals of social studies throughout this country and even the world. In fact, the book can now be found in at least 19 countries and has been translated into 17 languages. Through this book, teachers have been able to apply concepts in math, reading, and language arts, while providing students with a geographic perspective.
Smith, a former seventh grade teacher, came up with the idea for the book after a student asked him how many people he would be able to talk to in the world if he spoke French instead of Spanish. (He was trying to decide which foreign language class he should take.) As a result, Smith and his students started to think about global demographic statistics and characteristics. Using simple calculations, Smith estimated general demographic characteristics of our world if its total population was scaled to 100 people. So, in this imaginary village, one villager represents approximately 67 million (67,000,000) people from the real world.
Beautifully illustrated by Shelagh Armstrong, the book describes a global village where 61 of the villagers are Asian; 14 are African; 11 European; 8 South American, Central American, or Caribbean; 5 are from Canada and the United States; and 1 is from Oceania. There are more than 6,000 languages spoken in this village of 100 people, but most people speak just eight of the languages: 21 speak a dialect of Chinese (mostly Mandarin), 9 speak English, 9 speak Hindi, 7 speak Spanish, 4 speak Arabic, 4 speak Bengali, 3 speak Portuguese, and 3 speak Russian.
The village is also described according to other statistics. For instance, there are pages that describe religion (33 are Christian, for instance), literacy (17 cannot read or write), age (37 are under the age of 19), wealth (10 earn less than one dollar a day), schooling and literacy (of the 72 people over age 15, 13 cannot read at all), and much more.
The lesson plan ideas for this book are many. One teacher in North Dakota, created a similar "village" that showed students what North Dakota would be like if it only had 100 people. 7 Students learned about the ages of the North Dakota population, types of and number of animals, which languages are spoken, and even such things as number of children living with grandparents. Using data from Census.gov and other information readily available on the Internet, creative teachers are able to describe their own community and better understand the characteristics of people around them, using methods similar to those applied in If the World Were a Village.
Conclusion
In this time of global population expansion, coming to understand the populations of the world and the interactions between humans and the environment is increasingly vital. The relationship between people and the environment is an aspect that is unique to the field of geography, making it a "geographic advantage." 8 The sad irony is that during this critical time, when human impacts upon the environment threaten to engender large-scale crises, geography is being left out of the curriculum.
Curriculum integration is often suggested as a way to insert social studies perspectives into the curriculum. Integration is only effective, though, if teachers strive to create students who are able to access disciplinary knowledge when facing issues and opportunities at local and global levels. That is, the goal of integration should be to create integrated thinkers, not just to insert social studies facts here and there into other disciplines. For that reason alone, social studies deserves its own place in the curriculum.
Notes
1. Robert Kunzig, "Population 7 Billion," National Geographic 219, no. 1 (January 2011): 42-63.
2. Susan Hanson, "Who Are 'We'? An Important Question for Geography's Future," Annals of the Association of American Geographers 94, no. 4 (2004): 715-722.
3. Thomas L. Friedman, The World is Flat: A Brief History of the Twenty-First Century (New York: Farrar, Straus, and Giroux, 2005); Harm de Blij, Why Geography Matters: Three Challenges Facing America (New York: Oxford University Press, 2005).
4. Walter C. Parker, Social Studies in Elementary Education (Columbus, OH: Pearson Merrill, Prentice-Hall, 2006): 252-253.
5. Elizabeth Hinde, "Fractured Social Studies or Integrated Thinkers: The End Results of Curriculum Integration," Social Studies Research and Practice 4 (2009).
6. David J. Smith, If the World Were a Village: A Book About the World's People, 2nd ed. (Toronto: Kids Can Press, 2002).
7. Elizabeth Hinde, "Reading Our World: If the World Were a Village," The Geography Teacher 6, no. 1 (2009): 17-22.
8. Hanson, 720.
If the World Were a Village is a book that adeptly integrates social studies disciplines—like geography and civics—with math, science, visual arts, reading, and language arts. Now it's up to teachers to use this book in truly integrative ways in their classrooms.
Elizabeth Hinde is an Associate Professor and Director of the Division of Teacher Preparation at Arizona State University's Mary Lou Fulton Teachers College. She is research director of the Arizona Geographic Alliance's GeoLiteracy and GeoLiteracy for English Language Learners programs. Liz, who taught elementary school for 20 years in Mesa, Arizona, is pastpresident of the Arizona Council for the Social Studies and was a member of the curriculum development team of the Sandra Day O'Connor Our Courts: 21st Century Civics project, now iCivics.org.
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January / February 2012
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Suggested Answers for Jack's Timeline
1939
Jack lives carefree life with father, mother sister, and brother in Poland 12 miles from the German border
Collects stamps
Family goes on outings
After-school activities include movies, soccer, biking, wrestling, and swimming
Jack watches Hitler newsreels.
Jack is tutored for his bar mitzvah.
Jack thinks of himself more as Polish than Jewish.
June
– Jack's Hebrew teacher disappears.
August – Jack's family (except father) goes to live in countryside with grandfather who paints signs for a living.
Jack experiences antisemitism.
September 1 - Germans invade Jack's village.
Prominent citizens in village are arrested
Family receives postcard from father who is in Stutthof Concentration Camp.
November – Jack is forced to wear yellow Star of David on his clothing.
Jack is not allowed to attend school.
Grandfather is forced to change signs from Polish to German.
Neighbors shun Jack's family.
They are worried about food shortage and lack of money.
Jack is separated from sister who goes to live in nearby village on other side of wall tht
Germans have put up.
Germans impose curfew in Jack's village.
Jews can be shot on sight
Jews cannot use library or attend public events.
A "J" is stamped on ID cards.
Jews are forbidden to travel.
Jews must tip hats to Nazis and step off sidewalk.
Jack loses his fun-loving attitude.
1940
January – Jack works six days a week removing heavy snow from road.
Mother uses money to rent apartment.
Jack digs cisterns, builds roads, hauls bricks, and crushes rocks.
April – Jack turns 13.
1941
Nazis block off streets, round up healthy Jewish workers, and send them deep into German forced-labor camps.
Jack is assigned to help a Catholic electrician rewire a Nazi's home. The electrician gives Jack an official letter with Nazi stamp so he can work every day.
June – One section of Jack's village is turned into restricted living area for Jews.
Jack's family is assigned one room in a small house.
1942
June 14, 1942 – Jews in Jack's village are rounded up. Jack shows his Nazi letter and is sent to the "right" – He is separated from the rest of his family.
Jack goes to Blechhammer Concentration Camp in Germany.
His body hair is shaved; he is disinfected of lice, given a uniform with number 16013, wooden shoes, and sleeps in barracks with bunks with straw.
Jack sees smokestacks.
Jack works in forest cutting down trees for road.
Jack tries to stay well and clean and avoid beatings.
He wears a colored triangle.
Jack does not believe stories he hears of death camps.
Jack learns how to "play the game" – how to stay alive
1943
February - Jack is moved to a worse camp.
Jack catches typhus.
Jack thinks of his family and dreams of how it will be after the war.
He gets used to seeing death.
Spring, 1943 – Jack moves two more times to other camps.
One is Gross-Rosen, which has a sign "Arbreit Macht Frei".
Many prisoners lose their lives in granite quarry.
Jack finds extra food.
Jack works in chemical plant.
Jack has diarrhea and Kapo helps him until he gets better.
Fall, 1943 – Jack is transferred to another camp in Germany.
Jack meets Moniek and they become great friends.
Jack questions God.
Jack steals butter.
1944
April – Jack turns 17.
There are rumors that American troops are gaining ground in the war.
May – Jack's camp becomes crowded when Hitler orders all Jews in Hungary to be deported to camps.
Jack grows weaker.
Jack and Moniek are briefly in a camp without a crematorium. Jack and Moniek have to dispose of bodies in a common grave.
1945
Winter 1944/45 – Jack is starving.
Many in camp die of typhus.
Prisoners eat horsemeat.
Jack and Moniek are cooks and are able to get extra food.
Rumors circulate that Russian troops are getting closer.
March – camp is evacuated.
Jack and Moniek go to Doernhau Camp.
Doernhau is very crowded.
Moniek is beaten up by inmates.
Spring – Jack and others don't wait for Russians to arrive. They liberate themselves by walking out the front gate.
May 7, 1945 – Jack walks to another camp and tells the prisoners there that they are free – the war is over.
Jack sees Germans fleeing from a small town. He gets bread from a bakery.
Jack goes into a house decorated with beautiful flowers in pots. He takes food from the cellar, bathes, clothes himself, and feasts.
The Russians arrive and tell Jack to stay where he is.
Jack sleeps on a feather bed.
Jack walks and hitches rides to Frankfurt in the American Zone because he hears they have more food.
He finds a displaced persons camp.
Moniek is reunited with brothers.
Jack moves into a private home and trades food rations for his room and laundry services.
Jack finds a cousin.
Jack makes his way to Munich and has emotional reunion with uncle.
Jack learns his father is dead.
Jack continues to search for family members.
He finds his Aunt Hinda.
Jack searches for his family in Poland.
Jack makes three trips in the next year and returns each time to the American sector of Germany.
Jack finds hostile strangers in his family's old apartment in Gdynia.
Townspeople and the Nazis had looted their belongings.
The Polish government has taken over his father's fish cannery.
In grandfather's town, strangers also occupied the house.
Jack learns that his grandfather was one of 2,000 elderly Jews who had been marched to a ravine outside town and shot, their bodies dumped into a common grave.
He learns that his sister died in a gas chamber.
Jack learns that his mother and brother Jakob were sent to Auschwitz where they died in a gas chamber the first day.
Out of 80 members of Jack's family, only 5 survive the Holocaust.
1946
June – Jack and six hundred other survivors board a U. S. military troop ship to cross the Atlantic.
A Jewish resettlement official suggests that Jack go to Kansas City.
Jack arrives in Kansas City and begins working for a clothing-distribution wholesaler, sweeping floors and moving boxes.
1952
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PPAT ® Assessment
Library of Examples – Elementary Education
Task 1, Step 1, Textbox 1.1.3: Norms, Protocols, and Agreements
Below are two examples of written responses to Textbox 1.1.3 as excerpted from the portfolios of two different candidates. The candidate responses were not corrected or changed from what was submitted. One response was scored at the Met/Exceeded Standards Level and the other response was scored at the Does Not Meet/Partially Met Standards Level. This information is being provided for illustrative purposes only. These excerpts are not templates for you to use to guarantee a successful score. Rather, they are examples that you can use for comparison purposes to see the kinds of evidence that you may need to add to your own work.
The work you submit as part of your response to each task must be yours and yours alone. Your written commentaries, the student work and other artifacts you submit, and your video recordings must all feature teaching that you did and work that you supervised.
Guiding Prompt for Task 1, Textbox 1.1.3
a. Describe one example of a classroom norm, protocol, or agreement. Explain how the norm, protocol, or agreement facilitates instruction, enhances student learning, and/or impacts the learning environment.
b. Describe one example of a technology norm, protocol, or agreement. Explain how the norm, protocol, or agreement facilitates instruction, enhances student learning, and/or impacts the learning environment.
c. Identify and describe one norm, protocol, or agreement that you and your students could create together. Explain how the norm, protocol, or agreement would facilitate instruction, enhance student learning, and/or impact the learning environment.
Example 1: Met/Exceeded Standards Level
a. Interactive Read Alouds:
Interactive Read Alouds (IRAs) are read everyday. Each day students are held to high expectations for this instructional time. The idea of the Fountas and Pinell curriculum for the IRAS is to instill a joy for reading within the students. The expectations during this time help students anticipate consistency within the classroom. Without these rules, the focus of instructional time may be more about management than the book itself. Thus, defeating the purpose of the IRAs. Having high expectations allows the student to engage in this time so that they truly enjoy reading. The expectations are as follows: Actively listen, EEKK (Elbow, Elbow, Knee, Knee) sitting, Give and take, During turn and talk students should lean in and talk, No hitch-hiking, Make predictions, Make test to self
connections, Participate in the learning, and respect others. All of these expectations enhance the learning because the less time that is spent on behavioral issues, the more time the students can truly find a love for reading.
b. The Laptop Constitution:
The laptop constitution is a written document that the class created so that the students behave in a manner that allows students to be responsible for their laptop. The constitution lists articles or rules that all of the students came up with together. The collaboration and conversation led students to an understanding of their responsibilities while having their own personal laptop. Each student signed the constitution. The constitution articles are as follows: I will not disrespect my laptop, I will hold my laptop with both of my hands, I will charge my laptop while it is at home, I will follow directions and only do what I am asked to do on my laptop, I will use my earphones if the sound is on on my laptop. The idea of a constitution enhances student learning in the subject of social studies. The students communicate as if they are a part of a community and work together for the betterment of the community. The constitution is an active document so students have the opportunity to communicate amongst themselves. The Constitution can be structured and changed with amendments. The laptop constitution impacts the learning environment because students are working together, learning social sciences, and actively following laptop expectations.
c. The Golden Rule Agreement
In order for the bloom's taxonomy to be upheld within the classroom, students must understand that they are safe within the classroom environment. The model of bloom's taxonomy shows the hierarchy of goods; this models the objectives within the classroom to form good relationships. One way to create meaningful relationships is by forming a safe environment and bond with students and amongst the students. An agreement should be formed between the teacher and students so that everyone understands expectations and can grow in meaning relationships. One agreement that the class should have is an agreement called, "Treat others as you want to be treated." The agreement is at the beginning of the school year, students should have a meaningful conversation about the importance of being kind and respectful of one another. This tactic facilitates good communication and instruction between students and their teacher because all students learn differently, have different home lives, and have different talents and struggles. The more honest the teacher is about the differences within the classroom the better the atmosphere is conducive to learning. When students treat each other as they want to be treated, they recognize that they can be themselves thus begin participating and learning.
Refer to the Task 1 Rubric for Textbox 1.1.3 and ask yourself:
In the candidate's response, where is there evidence of the following?
* Where does the candidate explain how the classroom norm, protocol, or agreement facilitates instruction, enhances student learning, and/or impacts the learning environment?
* Where does the candidate explain how the technology norm, protocol, or agreement facilitates instruction, enhances student learning, and/or impacts the learning environment?
* Does the candidate identify and describe one norm, protocol, or agreement that could be created together with students?
* Where does the candidate explain how this norm, protocol, or agreement would facilitate instruction, enhance student learning, and/or impact the learning?
Example 2: Did Not Meet/Partially Met Standards Level
a. One of our classroom procedures is our morning procedure. At 8:00am the students begin walking into class. From 8:00am until 8:20am (when announcements start), the students are to work silently on their morning work. Morning work could include a math problem, writing prompt, or doing catch-up work. During this time, if the students have to go to the restroom or fill up their water bottles, they do it at this time on their own. Whenever the bell rings and announcements start on the TV at 8:20, the students are to stop what they are doing and pay attention to the announcements. They are to rise for the pledges, and listen to the entire program for school news. This procedure helps mornings flow smoother. It makes it much easier especially when the students do not have to ask to fill their water bottles up or go to the bathroom. When they know their procedure and follow it, the day flows much better.
b. Whenever we use our class set of laptops, we have procedures from the second we open the storage cart door. The students are called up one by one to grab their computers. The students are to walk silently to the cart, grab the Laptop from the teacher with two hands, and then walk back to their desk. The students will then log into their account, and then the teacher will instruct them what the next steps are. The students' procedures with laptops include no water bottles on their desks, no drinking water at their desk, and no writing on or vandalizing the laptops. The students also use headphones and stylus' at times, so they have procedures and rules for when those are being used as well. Although it may sound like a lot of "do nots," these are common rules that these children will have to abide by for the rest of their schooling, if not the rest of their lives, so it helps to know these norms now.
c. One classroom norm the students and I could create together could be the procedures for when we have lunch inside the classroom (every other week due to COVID-19). The teacher could have the students brainstorm rules for eating in the classroom. Since the students want to enjoy a show, movie, or music during their lunch, that could be a good incentive for them to behave properly under their own rules.
Refer to the Task 1 Rubric for Textbox 1.1.3 and ask yourself:
In the candidate's response, where is there evidence of the following?
* Where does the candidate explain how the classroom norm, protocol, or agreement facilitates instruction, enhances student learning, and/or impacts the learning environment?
* Where does the candidate explain how the technology norm, protocol, or agreement facilitates instruction, enhances student learning, and/or impacts the learning environment?
* Does the candidate identify and describe one norm, protocol, or agreement that could be created together with students?
* Where does the candidate explain how this created norm, protocol, or agreement would facilitate instruction, enhance student learning, and/or impact the learning?
Suggestions for Using These Examples
After writing your own rough draft response to the guiding prompts, ask the question, "Which parts of these examples are closest to what I have written?" Then read the 4 levels of the matching rubric (labeled with the textbox number) and decide which best matches your response. Use this information as you revise your own written commentary.
Lastly, using your work and/or these examples as reference, consider what you believe would be an appropriate artifact for this textbox.
Copyright © 2020 by Educational Testing Service. All rights reserved.
ETS, the ETS logo and PPAT are registered trademarks of Educational Testing Service (ETS) in the United States and other countries. | <urn:uuid:a07583c0-30b2-444f-ba5c-ed574c5090a2> | CC-MAIN-2023-06 | https://origin-www.ets.org/s/ppa/pdf/ppat-loe-113-elementary-ed.pdf | 2023-02-08T17:41:53+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00431.warc.gz | 455,915,677 | 1,954 | eng_Latn | eng_Latn | 0.997772 | eng_Latn | 0.998743 | [
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DLC RESOURCES, INC.
TREATING OLEANDER BLIGHT
What is Oleander Blight?
Oleanders are evergreen shrubs capable of living in the harsh desert environment. They're known for their ability to produce vibrant, brightly colored flowers in the summer months. However, they can fall victim to bacterial blight (also known as leaf scorch). The disease often presents as black or brown spots on the leaves. The bacteria is most often spread by rain and high moisture environments. Spray treatments are generally uneffective in removing the disease.
Managing the Disease
There is no known cure for Oleander blight. Pruning out the part of the plant showing symptoms may improve the physical appearance of the Oleander tree or shrub but will not save the plant.
The bacterial disease is limited to the xylem and can be spread from plant to plant by xylem-feeding insects such as the glassy-winged sharpshooter. Because of the year-round abundance of the glassy-winged sharpshooter, insecticides available on the market are not effective in stopping the spread of the disease. The best management is early removal of plants infected with the Oleander blight bacteria to reduce the chance of it spreading.
A healthy Oleander
Controlling Oleander Blight
—Prune branches showing symptoms of Oleander blight with pruning shears. These shears should be cleaned with a diluted bleach solution between cuts to prevent further spread.
—Water plants directly into the soil beneath the plant. Avoid watering the foliage, as wet leaves and flowers can cause blight to thrive.
—Fertilize conservatively. Over-fertilizing creates an environment conducive to blight.
—Remove Oleanders with canker growths on the trunk or that have damage over the majority of the plant. These shrubs are unlikely to recover and could spread the bacteria to other plants.
Oleander exhibiting signs of leaf scorch
© DLC Resources, Inc. | dlcresources.com | <urn:uuid:6fcf61ba-6e24-4a86-b54a-18658fdf21c7> | CC-MAIN-2023-06 | https://dlcresources.com/wp-content/uploads/2022/09/Oleander-Blight-NEW.pdf | 2023-02-08T16:13:19+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00434.warc.gz | 219,609,822 | 406 | eng_Latn | eng_Latn | 0.99863 | eng_Latn | 0.99863 | [
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04
Communicating
Respectfully Online
Some people act differently online as compared to real life. They feel braver and bully others on social media. They can say mean and hurtful things that they wouldn't say to someone's face.
Respecting others in the digital world is often more difficult than in the real world because all the visual information that usually helps us is not there.
* We're not making eye contact, hearing their tone of voice, seeing their faces or judging their moods.
* We can't see their body language or if they are crying, laughing, smiling, throwing their hands in the air, looking interested or even bored.
Because what we say can be easily misunderstood, we have to work harder and be more careful when communicating with people online.
With acceptance comes understanding… and growth
It's important to respect and accept differences - not everybody is the same; they come from different places, have different beliefs and speak different languages. If you take care to build positive and productive connections, this helps to create an online community that listens, understands and creates together.
How do I communicate with respect?
1. Keep in mind that behind every screen is a human being just like you and me. Everyone is important, so treat them as you would like to be treated yourself.
2. Remember to place yourself in other people's shoes and accept their differences by being kind and sensitive to people's feelings, backgrounds and perspectives.
3. Be open and try not to jump to conclusions: ask yourself if you have all the information before responding in a particular way.
I Am Digital
Reflect
"I think before I share"
"I take control through safe and secure online practices" | <urn:uuid:5ddde3bf-2b12-48bc-aa3a-62dc9dcc532f> | CC-MAIN-2023-06 | https://wethinkdigital.fb.com/pc/en-us/wp-content/uploads/sites/41/2022/11/4-Communicating-Respectfully-Online.pdf | 2023-02-08T16:46:02+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00433.warc.gz | 625,468,536 | 343 | eng_Latn | eng_Latn | 0.997368 | eng_Latn | 0.997368 | [
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ESTONIA
Farm's performance, restructuring & modernisation
Location
Tsirgumäe, Valga county
Programming period
2014 – 2020
Priority
P2 – Competitiveness
Measure
M16 - Cooperation
Funding (EUR)
Total budget 387 295
EAFRD 287 088
National/Regional 61 318
Private 38 889
Project duration
2015 – 2018
Project promoter
KOIVAKONNU Ltd
Contact
email@example.com
Website
https://farmforfuture.com/en/
TARK LAUT - Smart cattle housing
EAFRD-funded projects
A cooperative venture to develop a new generation energy efficient, thermoregulated, shed for cattle housing.
Summary
In cattle breeding, the farmer usually keeps weaned young animals for more than one winter. In Estonia, due to the climatic conditions during the winter period, a significant part of the young calves feed is used to regulate their body temperature. This results in lower growth, whilst the animals release the same amount of greenhouse gases they would during normal growth.
A collaboration was set up between an organic cattle farm, a university and agricultural experts to look for possible solutions. During the project, various energy and resource efficient architectural and engineering options were combined with high-tech green technology and mechatronic systems, to find the best structural and technical solution. This included various analyses, simulations, computational models and tests.
Results
The outcome of this project was the concept 'TARK LAUT' which is a design for raising cattle in an optimal microclimate.
Thanks to the new design more kilos of beef are produced for each kilogram of methane produced by a bovine animal.
TARK LAUT has optimised the design and outside coating for the building, to capture plenty of daylight in wintertime and catche up to 80% of sunlight in the summer (850 W/m2).
In the winter, the 500 m2 building keeps the animals warm, fed, hydrated and lit, while only using 700 kw/h of net energy (around EUR 70 per month). In the summer, the building dries 100 tonnes of hay within 48 hours by using 200 kw/h of net energy (around EUR 20 for 24 hours).
1
Context
In cattle breeding, the farmer usually keeps weaned young animals for more than one winter. In Estonia, due to the climatic conditions during the winter period, a significant part of the animal's feed is used to regulate its body temperature, causing sub-optimal growth. At the same time, the animals' digestive activity releases the same amount of greenhouse gases as they would during normal growth.
Aside from low temperatures, the second major problem with the typical cold barns (including walk-in barns) is the lack of direct sunlight. Sunlight is needed for the animals to produce vitamin D. Without sunlight animals often develop dermatological and metabolic disorders, aggravated by the rapid wetting of bedding and humid environment caused by condensation and inefficient air circulation.
Traditional cattle breeding barns have a structural design that do not take the welfare of the animals or caretakers into account. During the summer months, barns are underutilised when the animals are grazing outside.
Objectives
The objective of the project was to improve the winter housing conditions for beef cattle (especially weaned young animals) with an innovative design concept for cattle housing. The new concept would help to increase the economic performance, competitiveness and profitability of beef cattle farmers. This would happen through the increased mass gained by the animals in the winter, thereby making beef cattle farming more environmentally effective through increased productivity.
Activities
In the course of the project, the Koivakonnu organic cattle farm cooperated with the Intelligent Materials and Systems (IMS) Lab of the Institute of Technology of University of Tartu, and created an innovative energyefficient thermo-regulated design concept for cattle housing, operating using renewable energy (TARK LAUT Smart Livestock Housing).
The main problems to be solved were how to ensure the following for the animals, during the winter period in a sustainable and economically viable way:
a. optimum temperature, so that the animals will use as little of the energy from their feed to regulate their body temperature;
b. as much sunlight as possible to prevent animals from developing skin diseases and metabolic disorders;
TARK LAUT - Smart cattle housing
c. efficient air circulation to prevent condensation, which can spread of pathogens; and
d. good working conditions for the farm workers, by increasing the convenience of changing the bedding, handling and feeding the animals.
During the project, various energy and resource efficient architectural and engineering options were combined with high-tech green technology and mechatronic systems to find the best structural-technical solution. This included various analyses, simulations, computational models, and tests. Different specialists and researchers from various universities in Estonia were consulted and reviewed the proposed solution.
Main results
TARK LAUT makes beef cattle farming more environmentally effective through increased productivity. More kilos of beef are produced for each kilogram of methane produced by a bovine animal. The airtight building is integrated with cost-efficient future smart ventilation solutions that would lower the greenhouse gas levels released from the building.
TARK LAUT optimised the shape and outer coating of the building, that enhances the well-being of the animals, by allowing them plenty of daylight in the wintertime and catches up to 80% of sunlight in the summer (that is 850 W/m2). This allows the farmer to earn additional income, since he can use the building for growing high value byproducts, or for producing dry hay.
The energy efficient building makes full use of solar energy. In the winter, the 500 m2 building keeps the animals warm, fed, hydrated, and lit, while only using 700 kw/h of net energy (around EUR 70 per month). In the summer, the building dries 100 tonnes of hay within 48 hours by using 200 kw/h of net energy (around EUR 20 for 24 hours). By optimising the production processes one can autonomously produce all the electricity and heat energy needed for the building.
The air in the building is always fresh. The smart ventilation system comes with a heat recovery unit and guarantees an optimal microclimate for the animals throughout winter. In the summer, the ventilation system breathes in more than 100 000 m3/h of air even in the dull Estonian climate conditions, while using almost only passive energy.
The farmer can raise the temperature above 60 C in the thermo-regulated building. This enables the manure to be handled in a novel way and to sterilise the building after emptying it. The combination of high temperature and UV-light effectively kills the dangerous pathogens in the building.
2 | <urn:uuid:33045918-9276-470a-823b-7eebb636f559> | CC-MAIN-2023-06 | https://enrd.ec.europa.eu/sites/default/files/project/attachments/gp_ee_thermoregulated_barn_553_web.pdf | 2023-02-08T18:37:14+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00432.warc.gz | 254,584,883 | 1,402 | eng_Latn | eng_Latn | 0.994138 | eng_Latn | 0.996153 | [
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4–7
CURIOSITY QUEST
? Which parts of your brain help you react?
? Find an x-ray. What part of the body is it?
? What muscles do you use at this exhibit?
? What other animals and plants may be part of this organism's community?
? Take a look inside. Can you find and draw a motor, spring, or gear used to make it move?
?
Find T. rex: the mechanical dinosaur.
Locate a KEVA block structure in the wall display.
Estimate the number of blocks used to build one, then find the answer on the side of the box.
PUZZLES & ILLUSIONS
Choose a puzzle.
What is it called?
Imagine you are one creative exhibit builders.
?
of Science World's
What would your exhibit do?
Draw a sketch of it here:
How long did it take you to solve it?
We saw the
stage show
Our favourite part was... | <urn:uuid:a82f3b0a-2583-4630-ab2c-cc40dc0b900d> | CC-MAIN-2023-06 | https://www.scienceworld.ca/wp-content/uploads/20210922_1996_Curiosity-Quests_4-7.pdf | 2023-02-08T16:38:19+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00432.warc.gz | 1,004,930,578 | 195 | eng_Latn | eng_Latn | 0.999618 | eng_Latn | 0.999655 | [
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QUOTIENT STRUCTURES AND MIDPOINTS
This chapter and the next are little more than short but important footnotes. Namely, that both midpoints and composite charts are examples of quotient structures. In the case of midpoints, every pair of points in the zodiac is identified with the point that is midway between the two in terms of angular distance from 0° Aries. However, every pair of points actually has two midpoints with one midpoint usually being closer to the two points and the other midpoint being 180° away. In that case, we pick the midpoint that is closest to our two points. In another circumstance, though, our two points will be exactly 180° apart in which case they are exactly 90° away from each midpoint. In this case, we'll pick the point with the smaller angle 𝜃 as measured on a scale such that 0° ≤𝜃< 360°. This procedure creates a quotient structure in which each pair of points in the zodiac is identified with a particular midpoint, but now we might say that we go one step further and follow this with a 2 nd harmonic. In other words, after identifying our initial midpoint, we next create a second quotient structure in which each point is identified with its opposite 180° away. And that is how we create the space of midpoints from a typical zodiac. Below is a copy of my natal chart with all the planetary midpoints highlighted, and in this wheel it is the angular distance between planets that is divided out and replaced by the "average" position of the two heavenly bodies. Yet another way in which quotient structures appear within astrological theory. | <urn:uuid:b7dc437b-065c-4c3b-9a97-95128d2e5fd2> | CC-MAIN-2023-06 | http://www.docbenton.com/quotientstructuresandmidpoints.pdf | 2023-02-08T16:49:23+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00439.warc.gz | 68,315,411 | 341 | eng_Latn | eng_Latn | 0.999473 | eng_Latn | 0.999473 | [
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MATERIALS
FOR STUDENT: (one per student unless otherwise noted)
* FloraCraft® Make It: Fun® Foam Ball, 3" diameter
* Two 15mm diameter wiggle eyes
* Two 3/4" diameter purple buttons
* Five 6" length chenille stems: red, blue, yellow, green and orange (can get two "curlicues" per 12" stem)
* Five colored plasticcoated paper clips, same colors as chenille stems
* Pencil
* Paper plate
* Small ziploc bag
Monster Teeth
FOR TEACHER:
* FloraCraft® Design It:® Wire Cutter
* Rubber band, medium size
* Serrated knife
* Hot melt glue gun (for teacher only) or thick white tacky glue
* Position inside/outside, top/ bottom
TEACHER PREPARATION
MATH GRADE LEVEL EARLY CHILDHOOD – PRE K
OBJECTIVES
Students learn:
* Counting 1 – 10
* Grouping to count, in preparation for adding
* Listening and following step by step instructions
* Use of fine motor skills and afterwards, play
STANDARDS
* Identify greater than, less than, or equal to the number of objects in another group by using math and counting strategies
LESSON INTRODUCTION
Note: Read through all instructions first and check out the TIPS! The intention is for the monster's teeth to be removable, for counting and grouping of the top teeth and the bottom teeth. The mouth is cut out and the eyes should be glued into the ball in advance. Recommend that you make one monster first before preparing the others, since knowing how the parts fit, might affect how you prepare the rest of them. Also, suggest that you show your finished project sample only when you want to explain someting, or students tend to work ahead by seeing and copying.
[1] Wrap the rubber band around the foam ball, dividing it in half. Insert the point of the pencil to mark the top and bottom of the ball.
[2] Use a serrated knife to cut a line along the rubber band guide, going from the top mark to the bottom one.
from each other. Remove the buttons and apply glue into the grooves in the foam, allowing a little extra on the surface. Then, press the buttons into the grooves, pushing the excess glue to the back of the buttons, to help support them.
[3] Then, shift the rubber band over 2" and adjust it so that it goes over the top and the bottom marks. Similarly, cut along the rubber band guide to remove the wedge of foam. When turned, this becomes the monster's mouth. Remove the rubber band.
To keep the head from rolling, hold the ball on the table and look straight at the mouth. Tip the ball slightly forward so that the bottom of the mouth angles down a little. Then, determine where the bottom of the head would be. Use a serrated knife to trim a 1 ½" diameter slice off the bottom.
[4] Hot glue two wiggle eyes centered onto the buttons. Then press each button into the foam about 1/8" deep, located 1/2" away from the open mouth and 1/2" apart
[5] Use the wire cutter to cut the chenille stems into five 6" lengths per students (different colors).
Optional: Fold under about 1/4" on each chenille stem end and tightly pinch to prevent wire from scratching students.
[6] Sort paper clips, one of each of five colors per student. Bend open each paper clip to create two loops. Use the wire cutter to make two snips to remove the middle section, leaving two loops, with the ends being of even lengths.
[7] Use permanent marker to write students' names on plastic bags. Add to each bag: Foam ball with eyes, five chenille stem pieces and one large and one small paper clip loop in each color (total ten). Just before students arrive, set bag on paper plate at each student's place.
* Explain that students have been learning their numbers and that now they can start combining them. For example, the monster has paper clip teeth that the students can put into the top and the bottom of its mouth. Then, they can see how many there are all together.
* Explain that they should follow along, one step at a time and that each student will be making a monster, but all doing it together.
makeitfuncrafts.com
FloraCraft-MA-1006
* Counting and cardinality – compare numbers
* Permanent black marker
* Pencil
* Ruler
* Paper Bag
INSTRUCTIONS
[1] Ask students to keep all parts of the monster in their bags, reminding them that you'll all be making this at the same time and that you'll let them know when to take out each part.
[2] Ask them to remove the white foam, asking what shape it is (ball) and how many are there (one). Continue asking and answering as follows: What is glued onto the foam ball? (eyes) How many are there? (two)
[3] Ask them: When you look in your bag, do you see some long fuzzy colored chenille stems?
Instruct students to take one (specify color) out of the bag and wrap it around their pencils to make a curlicue. Then continue with each of the other four colors, one at a time.
How many are there? (five) What colors are they? (red, blue, yellow, green and orange)
[4] Demonstrate and have students choose one curlicue to push into the top of the head, going in about 1/2".
Then have them insert two more side-by-side the center one. (If necessary continue to go through it step-by-step for each curlicue, or see if students can repeat the process on their own.)
[5] Ask students: What is left in the bag? (paperclip loops) Show them how a paper clip is usually used. Then ask: What do you think they are on our monsters? (teeth). Demonstrate and have students gently push ends of teeth into the top and bottom of their monster mouths, reminding them that they don't go into students' mouths.
If time, show students how to group the teeth, such as two on the top and three on the bottom. Also discuss the total number of teeth in the monster's mouth. Remind them to keep the teeth on their plates or in their bags.
[6] Depending on time, students can play with monsters, adding and removing teeth. When finished, have them put the monster and the teeth into their bags. Collect the plates.
MODIFICATIONS
To simplify project:
* Have chenille stems already started around the pencils and students can continue to curl them.
* Work in small groups and assemble one monster among several students.
To expand project:
* Twist together extra chenille stems to make multi-colored curlicues.
* Make more complex monsters, with multiple or larger buttons and eyes glued to curlicues and/or by adding arms, legs and antennae etc.
For multiple ages:
* Younger and older students can work side-by-side with the older students being encouraged to design their own style monster using additional materials.
* Have older students design monsters for younger students to make.
ADDITIONAL IDEAS
* Encourage students to think of animals with teeth that they could make, giving them more foam balls, chenille stems, pom poms, cardstock paper, etc.
* To display, hang them from their curlicues around the room (after marking in some way to identify owner).
* Use monsters to play a color matching game with the teeth and curlicues.
makeitfuncrafts.com
TIPS
* Supervise students so that no parts go into mouths.
* Have extras of all parts, especially paper clips, and chenille stems.
* When snipping paper clips in half, work inside a paper bag to capture flying pieces.
* If a student's monster tends to tip backwards, bend curlicues forward. If it still tips, tilt the ball forward and press base flatter in that position or cut another slice off the bottom of the ball, positioned more toward the front.
* Over time, if the "mouth" becomes worn from teeth being inserted, remove the curlicues and eyes. Slit a wedge out of a new foam ball, glue eyes and insert curlicues to be ready for more use.
* When it's time to put away, have students count with you each of the ten teeth as they put them into their bags. | <urn:uuid:7b14f75f-1d22-476f-8069-e72722b74275> | CC-MAIN-2023-06 | https://learning.makeitfuncrafts.com/wp-content/uploads/2016/01/MonsterTeeth.pdf | 2023-02-08T16:44:01+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00440.warc.gz | 385,813,858 | 1,877 | eng_Latn | eng_Latn | 0.998014 | eng_Latn | 0.998325 | [
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Preventing Food Allergies in Infants: Early Introduction to Allergenic Solids
Key Takeaways
1
Know who is at risk. According to the Canadian Pediatric Society, infants at increased risk for developing food allergies are those with a personal history of atopy and/or a first-degree relative with atopy (e.g., atopic dermatitis, food allergy, asthma and allergic rhinoconjunctivitis).
Introduction of common food allergens at about 6 (but not before 4) months of age is safe and the best form of prevention. On-site support may be available to patients at offices with access to epinephrine. 2
Eczema and rashes at site of contact are not indications for stopping the early introduction of foods. 3
Regular exposure (e.g., at least 2–3 times per week) is recommended to promote tolerance. 4
5
Prioritize introducing foods that are already part of the family's diet. | <urn:uuid:1437a598-22bf-4270-ae1e-929e528db266> | CC-MAIN-2023-06 | https://ubccpd.ca/media/1343/download | 2023-02-08T17:35:22+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00439.warc.gz | 612,329,336 | 201 | eng_Latn | eng_Latn | 0.996497 | eng_Latn | 0.996497 | [
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Really Feely: Baby Animals
With touch and feel patches and tactile, sparkly areas to
explore, this Biblethemed baby board book encourages early learning, and is just right for sharing with your little one. Inside, you meet engaging Page 2/74
animals from the Bible, including a woolly lamb, a smooth, rubbery whale, and a soft dove. The friendly animals will help bring the Bible to life and act as an ideal Page 3/74
introduction to the Bible and religion for babies. The delightful animals are cute, full of character, and appealing, and every page of the book has Page 4/74
texture or an eyecatching shiny area to expand your baby's senses. Filled with learning opportunities, this book has a simple design that's easy for Page 5/74
very young children to follow. The are clear images help baby's identification skills. The text is short and fun; great for reading aloud and encouraging Page 6/74
little ones to talk, building their language. All the animals are also labeled, promoting picture-and-word association, which aids early reading. Part of
Page 7/74
DK's popular Baby Touch and Feel series, this exciting Bible animals book, with its super sparkly jacket, makes an ideal baby birthday, Easter, Christmas or Page 8/74
christening gift. Simple text and illustrations of animals introduces color by showing red foxes, blue whales, and green crocodiles.
Page 9/74
With texture patches, bumpy patterns, and tactile glitter, babies and toddlers will find this touch-and-feel wild animals book really fun and really feely! Meet Page 10/74
the stripy tiger cub, the elephant calf with big flappy ears, the scaly chameleon, and other favourite wild animals. Gentle text builds knowledge, and Page 11/74
invites you to explore as you find out the name of each wild animal and learn about its features. From the amazing, 3-D, raisedpicture effect cover, to Page 12/74
Read Book Really Feely: Baby Animals the incredibly tactile insides, Really Wild Animals is beautifully made and sure to delight preschoolers. Scholastic Early Learners: Interactive Page 13/74
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Read Book Really Feely: Baby Animals baby animals. With photo-real images throughout and a different touch-andfeel texture on every spread, this book will entertain babies time and time again Baby Dinosaur 1 2 3 Counting
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This delightful book is especially designed for Page 71/74
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Follow the Trail Wild Animals A Lift-the-Flap Book of Colors Baby Einstein: Violet's House Baby's Very First Noisy Page 73/74
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This is an open access article under the
Creative Commons Attribution 4.0
International License
EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS' INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION
Yinsheng Liu, Wei He, Li Zhao
Introduction
Many international organizations focus on science education and emphasize the importance of scientific literacy, for example: Next Generation Science Standards (NGSS), Program for International Student Assessment (PISA), and Trends in International Mathematics and Science Study (TIMSS). Improving students' scientific literacy and science achievement have been important goals of science education worldwide (Grabau et al., 2022). The results of PISA have revealed differences in science literacy among students from different countries, which has further increased research related to teaching methods and teaching strategies in science education (OECD, 2016; OECD, 2019). The standards of science education around the world emphasize the importance of engaging students in learning science through making inquiries (e.g., NGSS Lead States, 2013). This learning approach is called inquiry learning (Wen et al., 2020). Inquiry-based learning has received much attention due to its advantages of guiding students to extract valid conclusions from hands-on experiments, to share solutions, and to build knowledge through practice and peer collaboration (Lederman & Lederman, 2019).
Previous studies have constructed many inquiry-based learning models for science education, such as the Prediction-Observation-Quiz-Explanation (POQE) model (Hong et al., 2019b), the Question-Observation-Doing-Explanation (QODE) model (Yang et al., 2021), and the Orientation-Decision-DoDiscuss-Reflect (OD3R) model (Anwar et al., 2018). A learning model is not a prescribed or uniform linear process. The effectiveness and specific phases of the inquiry model may vary depending on the subject content and learning environment (Pedaste et al., 2015).
Additionally, when conducting comparative studies, subject differences and the specific arrangement of tasks can have a significant impact on interest measurement data (Rotgans & Schmidt, 2014). Comparing previous studies, it was found that many inquiry models tended to add a new instructional
Abstract. Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used the Discuss-Do model whereas Group 2 (n = 38) used the DoDiscuss model. Interest measurements and the Light Reflection Test were administered to the two groups prior to and following the experiment to investigate the effects of the two kinds of inquiry model on students' individual and situational interest, and concept achievement through learning the unit of Light Reflection in a science course. Results showed a significant difference in situational interest and concept achievement between the two groups. However, there was no significant difference in the individual interest of the two groups. Findings suggested that the adoption of the Do-Discuss model is more conducive to learners' development of situational interest and concept achievement, which has implications for exploring task order adjustments for inquiry-based learning, as well as in education for science instructors.
Keywords: concept achievement, individual interest, inquiry learning, science education, situational interest, task order
Yinsheng Liu Nanjing Normal University, China Wei He South China Normal University, China Li Zhao Nanjing Normal University, China
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phase or adapt some instructional phases. In science teaching, the roles of the doing task and discussion phases have been repeatedly emphasized (Hwang et al., 2018; Yang et al., 2021), and many inquiry learning models include these two phases, but the impact of the order of the two has not been explored in much depth. Therefore, for this study we designed the D-DO (Discuss-Do) and DO-D (Do-Discuss) models geared toward the same instructional content, with the models adjusting only the doing task and discussion phases to explore the effect of task order on students' learning effect.
It is worth noting that interest plays a positive role in science education. Interest is usually divided into individual interest, which is a relatively stable preference developed over a long period of study of a subject or topic, and situational interest, which is a relatively short-term response developed in response to a high level of stimulation experienced in an educational or life environment (Rotgans & Schmidt, 2017). Failure to examine individual and situational interests separately when exploring interest may result in misjudgment of students' interest development (Rodríguez-Aflecht et al., 2018). Therefore, this study analyzed the two types of interest separately.
Similarly, science concept achievement is also one of the important evaluation indicators to measure the effectiveness of science learning (Özdem, 2010). Zhao et al. (2021) found that when applying POE inquiry-based learning, learners achieved better concept achievement. However, if the task order is changed, it is worth exploring whether the students' concept achievement can be promoted. Therefore, this study aimed to explore the structure of the inquiry model in greater depth and to explore differences in the individual and situational interests and concept achievement of fifth graders based on the different inquiry models.
Literature Review
Task Order in Inquiry Learning
Inquiry learning was defined by Ketpichainarong et al. (2010) as the pedagogical strategies which take scientific inquiry and use general processes as the methodology of teaching and learning; it emphasizes students' question proposal, exploration, and problem solving. There are many inquiry-based learning models with different processes. For example, The Predict-Observe-Explain (POE) inquiry model has been shown to increase students' interest and willingness to continue studying science (Hong et al., 2014; Pegg, 2006). The Prediction-ObservationQuiz-Explanation (POQE) inquiry model (Hong et al., 2019b) was adopted to facilitate learners' conceptual knowledge acquisition. Comparing the above models, it was found that some tasks are presented in multiple models, but the order of the tasks may differ. In science teaching, inquiry-based learning sessions are constantly being adapted to different teaching contexts, and different inquiry-based learning models affect students' understanding of scientific concepts and interest differently (Bumbacher et al., 2018; Zhao et al, 2021). Therefore, attention should be paid to changes in students' concept achievement and interests when adjusting the order of tasks.
In exploring specific educational sessions, previous researchers have explained the significance of the phase of doing tasks while constructing models. Yang et al. (2021) developed the model of Question-Observation-DoingExplanation (QODE), which highlights the importance of doing tasks during the process of inquiry learning. The discussion of learning-by-doing has also attracted the attention of researchers. The importance of the discussion of learning was emphasized by Favero et al. (2007) who found that in the discussion condition, students performed and rated the activity higher than those in the individual problem-solving condition. Other studies on the discussion phase have shown that discussion can be more effective in terms of encouraging and facilitating students' active performance during their learning (Hwang et al., 2018). Both the doing tasks and discussion phases have profound educational significance, and it is necessary to explore the appropriate order of the two to achieve better inquiry-based learning effects.
In exploring meaningful biochemistry learning, Anwar et al. (2018) proposed the inquiry model of OrientationDecision-Do-Discuss-Reflect (OD3R) and found that it could improve practical skills and develop students' scientific attitudes. However, Anwar et al. (2018) did not examine students' interests and conceptual achievements. Based on the OD3R inquiry model, this study designed two inquiry models with different steps: the Orientation-DecisionDiscuss-Do-Reflect (D-DO) inquiry model and the Orientation-Decision-Do-Discuss-Reflect (DO-D) inquiry model to explore the effect of task order in inquiry learning on fifth-grade students' interests and concept achievement in science education.
ISSN 1648–3898
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EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS' INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION
(pp. 849-861)
Individual Interest (II) in Science Education
Durik and Harackiewicz (2007) proposed that individual interest (II) is characterized by persistence, disposition, and positive responses to certain categories of stimuli in different contexts. They argued that when students develop II in a subject, they will invest more time and effort in related domains to enrich their knowledge structure in following studies. That is, one key characteristic of II is that the individual spontaneously stimulates participation in the activity and maintains a high level of excitement. Previous research has shown that II plays an important role in science education. Hidi (1990) noted that II has an impact on knowledge construction and cognitive ability; moreover, interest in learning content directly determines students' attention levels and academic performance. In exploring II in science teaching practices, Taskinen et al. (2013) concluded that II in science teaching can be promoted in schools, for example, by providing a wide range of science activities and by teachers actively adopting richer teaching methods.
Cultivating students' II in scientific knowledge is one of the important goals of science educators (Renninger & Hidi, 2015). However, the existing problem is that students' II varies significantly and often does not correspond exactly to the subjects they need to study at the school level, especially in subjects such as science. Hidi and Harackiewicz (2000) reported that an important reason for cultivating students' interest in science was that their interest declines as they grow older. Previous studies have suggested that it is necessary for instructors to explore students' II in order to effectively enhance science education. Therefore, this study aimed to explore students' II in science education.
Situational Interest (SI) in Science Education
Situational interest (SI) was defined as the relatively brief interest that certain content elicits in a given situation (Hidi, 1990). For example, science activities in a planetarium or laboratory can generate a fleeting interest in science, even for those who are usually not interested in science. Many activities in the science subject area have been found to generate students' SI. For example, Nieswandt (2007) studied chemistry learning among ninth graders and found that hands-on activities, experimental demonstrations, and chemical phenomena in everyday life can elicit SI. Azevedo (2017) concluded that SI in STEM-based practices is important for maintaining the continuity of activities.
The educational significance of SI for students must also be emphasized. The main goal of science education is to increase students' interest in science subjects based on their understanding of scientific concepts. SI has a close relationship with learning according to previous studies. For example, Jung et al. (2019) proposed that SI was positively associated with learning in an outdoor education program. Similarly, sustained SI is thought to positively influence students' attitudes and individual interest in science (Hong et al., 2019a; Palmer, 2004). Rotgans and Schmidt (2017) also agree that students' SI is extremely important pedagogically because it is easily aroused and can be controlled to some extent by instructors. Thus, it makes sense to explore better guidance to promote students' SI.
Concept Achievement in Science Education
Research on students' conceptual achievement in science education has been quite active. The educational implications of concept achievement are a common theme that runs through this area of research (Kang et al, 2004; Voska & Heikkinen, 2000; Zhao et al., 2021). Concept achievement in science education can be enhanced with the help of emerging technologies or laboratory activities. For example, Falloon (2019) effectively enhanced students' concept achievement in physics through simulated experiments with circuit components; Uriel et al. (2020) used virtual and augmented reality technologies to improve students' understanding of basic science concepts. Many researchers have combined different forms of instruction to attempt to enhance learners' conceptual development in science. For example, Zhao et al. (2021) explored the influence of the POE inquiry-based model on students' concept achievement in a science course, this study results showed that POE could promote their concept achievement. If the task order is changed, it is valuable to explore whether their concept achievement could be promoted as well. One of the aims of this study was to further explore the effects of different task orders on students' concept achievement by adapting the specific instructional phases. Therefore, this study designed the D-DO and DO-D models to explore the effects of different task orders on concept achievement.
EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS' INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION
(pp. 849-861)
Research Questions
Previous studies have provided new ways to explore students' interest and concept achievement; that is, under the condition that other tasks remain unchanged, the two phases of doing tasks and discussing were analyzed in different orders. The D-DO and DO-D models were conducted in different groups. Therefore, this study focused on the effects of task order in inquiry-based learning on fifth-grade students' interest and concept achievement for the topic of light reflection. The following research question was proposed.
Can the effects of the D-DO model and the DO-D model on students' 1) individual interest, 2) situational interest, or 3) concept achievement be identified, and what are the differences in the effects of the two models?
Research Methodology
General Background
To explore the effect of the different orders of DO and DISCUSS in inquiry learning on students' individual and situational interests and on their concept achievement, this study used a quasi-experimental design with pre-test and post-test for two groups of fifth-grade students from a primary school in Nanjing, China, in Fall 2020. Before the experiment, the two groups were tested using the Individual Interest Questionnaire (IIQ) (see Appendix 1), the Situational Interest Questionnaire (SIQ) (see Appendix 2), and the Light Reflection Test (LRT) (see Appendix 3). An experiment was conducted in the science laboratory and the learning context was the light reflection concept. After the experiment, the same instruments were administered as before the experiment.
Participants
There were 79 fifth-grade students (42 boys and 37 girls) in two groups participating in the study. Their average age was approximately 11 years old. There was no significant difference in the prior knowledge (p = .840 > .05), individual interest (p = .695 > .05), or situational interest (p = .898 > .05) of the two groups. Group 1 (G1, n = 41) participated in the D-DO model whereas Group 2 (G2, n = 38) participated in the DO-D model. The same science teacher taught both groups, and the two groups were provided with identical Light Refraction content. The science teacher had 15 years of experience teaching science. The students and teacher were informed of the study prior to the experiment. The results of the anonymous test were used only for research and improvement of teaching, not for commercial use, and the students had the freedom to quit at any time. In addition, the study was approved by the Ethics Committee of Nanjing Normal University (No. NNU 202207001).
Procedure
This study was implemented with fifth-grade students at a primary school in Fall 2020. Communicating with the teachers in the early stage, it was found that they adopted the exploratory way of discussing before doing work and presenting work in the content. This teaching process is similar to the D-DO inquiry-based learning in this study. Thus, G1 participated in D-DO inquiry-based learning, whereas G2 students performed experimental activities using the DO-D inquiry-based learning.
Firstly, both groups took a pre-test. The Light Reflection Test, Situational Interest Questionnaire, and Individual Interest Questionnaire were administered to understand their interest, and to identify their light conceptions knowledge, respectively. During the instruction, G1 participated in D-DO inquiry learning. Correspondingly, G2 participated in DO-D inquiry learning. Finally, both groups took a post-test. The same instruments were administered to all of the students in order to understand the effects of the task order on the students' Light Reflection concept achievement and two kinds of interest.
Design of the D-DO model and the DO-D model for Light Reflection
Both the D-DO and DO-D models in this study are based on the inquiry model. They consisted of five similar basic phases, except that the task order of discussing and doing was reversed (see Figure 1). In both models, the main task of the DO phase was for the students to make a periscope or kaleidoscope through the previous design.
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EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS' INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION
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In this phase, students needed to link theory and practice and develop skills such as hands-on practice and problem solving. In the DISCUSS phase, students discussed the principles of light reflection and related concepts. This phase emphasizes teacher feedback and student discussion, which helps to broaden students' ideas and produce better reflections (Anwar et al., 2018).
Instrument
The questionnaire items were adopted from a previous study (Hong et al., 2019a). The researchers professionally translated the original items into Chinese. All items were scored on a 5-point Likert scale, where 1 stands for "not true at all" and 5 stands for "very true for me". The reliability of the constructs was subsequently tested.
Individual Interest Questionnaire (IIQ)
This study adopted the Individual Interest Questionnaire (IIQ) (Rotgans, 2015) to measure changes in students' II. This questionnaire has been used to measure the II of students at different ages from primary school to high school. It is common to adapt the IIQ to measure II in different subjects (Duchatelet et al., 2018; Roure et al., 2021). Rotgans' example items (e.g., I am very interested in chemistry) measure the students' individual interest in "biochemistry". If the measure is an interest in another subject or discipline, such as "physiology", "biochemistry" needs to be replaced with "physiology" in these items (Rotgans, 2015). In this study, "biochemistry" was replaced with "science". The IIQ has seven items, for example: I am very interested in Science. The Cronbach's alpha coefficient for IIQ was .805, which indicates that IIQ has sufficient reliability.
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Situational Interest Questionnaire (SIQ)
The Situational Interest Questionnaire (SIQ) (Rotgans & Schmidt, 2011) was adjusted to measure students' SI. This questionnaire was first proposed to explore changes in SI in classroom learning, focusing on concentration and affective dimensions for judgment. The follow-up study applied the questionnaire to examine the impact of learning environment elements and learning opportunities (Alexander et al., 2012; Swarat et al., 2012). This study explored the effect of task order on students' SI, so it was adapted in conjunction with the learning theme. The instrument includes six items, for example: I want to know more about today's topic. The coefficient Cronbach's alpha of the SIQ was .885, which demonstrated that the SIQ measure is adequate.
The Light Reflection Test (LRT)
Light reflection is a basic but important concept in physics education (Kroothkaew & Srisawasdi, 2013). Light and its properties are an interesting topic that has a strong appeal to students early in their studies (Varela et al., 2014). In science education in Chinese primary schools, the unit of Light Reflection is taught in the fifth grade. It is important for their future study (e.g., Light Refraction) that students acquire the concept of Light Reflection properly in this grade.
The Light Reflection Test (LRT) was to measure the students' concept achievement of Light Reflection before and after the treatment. It consists of five multiple-choice questions and five true-or-false questions. One point is recorded for each question. The same questions were used in the pre- and post-test, but in a different order. A team of two science teachers analyzed the test items in relation to the instructional objectives and confirmed that the content of the LRT instrument and the construct validity of the measure were appropriate for the participating students. Answer cards were scored by two independent raters for each student's LRT. Participants were awarded 1 point for each accurate concept. The inter-rater agreement was 0.87. When there were discrepancies, they were resolved through discussion.
Data Analysis
The pre-test and post-test interest and concept achievement data were processed in SPSS. Basic descriptive statistics of the numerical variables were determined. An independent sample t test was utilized to compute the difference in the pre-test and post-test of the interest and concept achievement, while the paired sample t test was used to analyze the difference in the change of interest between the pre-test and post-test in the two groups. In addition, the significance level of the independent sample t test and paired sample t test in this study was set at p = 0.05.
Research Results
Individual Interest in the Unit of Light Reflection
In Table 1, the paired-samples t test was used to analyze the differences in individual interest between the two groups in the pre- and post-test, and it was found that neither G1 (t = -1.522, p = .136) nor G2 (t = -1.131, p = .265) showed significant changes in individual interest in the pre- and post-test. Additionally, Table 2 shows the independent sample t-test results of students' individual interest in the light reflection unit. In both models of inquiry learning, no significant differences were found between the pre-test results of G1 and G2 (t = -.394, p = .695, Cohen's d = .089), and the results of the post-test showed no significant differences between G1 and G2 either (t = -.086, p = .931, Cohen's d = .012).
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Table 1 Paired-Samples t-test results for the Pre-test and Post-test of Individual Interest
Note:
G1: DO-D model, G2: D-DO model
Table 2 Independent Sample t-test results of Individual Interest
Note: G1: DO-D model, G2: D-DO model
Situational Interest in the Unit of Light Reflection
In Table 3, paired-samples t tests were used to analyze the differences in the situational interest of the two groups in the pre-test and post-test, and it was found that the post-test results for situational interest in G1 (t = -3.518, p < .001) and G2 (t = -6.963, p < .0001) were significantly different from the pre-test. The independent sample t-test results of the students' situational interest of the unit of light reflection are shown in Table 4. No significant difference (t = -.128, p = .898, Cohen's d = -.049) was found between G1 and G2 in the pre-test. However, the results of the post-test showed a significant difference (t = -2.785, p = .007 < .05, Cohen's d = -.620) between G1 and G2. The post-test scores of G2 (M = 4.73, SD = .379) were higher than those of G1 (M = 4.38, SD = .702). G2 had more success in terms of promoting situational interest compared to G1.
Table 3 Paired-Samples t-test results for the pre-test and post-test of Situational Interest
Note:
G1: DO-D model, G2: D-DO model
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Table 4 Independent Sample t-test results of Situational Interest
Note:
G1: DO-D model, G2: D-DO model
Analysis of the Concept Achievement of the Unit of Light Reflection
Table 5 shows the students' concept achievement of the unit of light reflection. No significant difference (t = .414, p = .140, Cohen's d = .094) was found between G1 and G2 in the pre-test. The results of the post-test showed a significant difference (t = -2.559, p = .013 < .01, Cohen's d = .565) between G1 and G2. Both G1 (M = 8.32, SD = 1.404) and G2 (M = 8.97, SD = .822) significantly increased students' concept achievement. G2 had more success in terms of promoting concept achievement compared to G1.
Table 5 Independent Sample t-test results of Concept Achievement
Note:
G1: DO-D model, G2: D-DO model.
Discussion
Students' Individual Interest
In this study, there was no significant difference between the pre-test and post-test of individual interest in either G1 or G2. There was also no significant change in individual interest in either group after the adoption of the different inquiry models. The findings support earlier studies which found that II develops slowly with the passage of learning activities, and it is only after individuals continuously participate in a certain activity in a specific environment that significant changes will occur (Chen & Darst, 2002). It is difficult to observe significant changes in individual interest as a result of short-term learning. The motivational role of individual interest in learning is unquestionable, but it tends to be relatively stable and difficult to change. In addition, due to differences in individual knowledge and values, there is a huge difference in individual interest, and an in-depth study of individual interest requires the long-term practice of the DO-D model.
Students' Situational Interest
Based on the results of the paired samples t-test, this study found that the post-test results were significantly different from those of the pre-test, indicating that both inquiry models awakened students' situational interest. However, according to the results of the independent sample t test, learners in G1 and G2 had similar situational interest before, but their SI was significantly different after the different inquiry model interventions, with G2 able to experience better situational interest than G1. Situational interest is considered to be a transient interest that
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is elicited in many conditions through stimuli such as cultural differences, interesting experiments, or puzzling phenomena, and is therefore more likely to be evoked and to play an active role under the control of the teacher (Hauer et al., 2008). In this study, the DO-D model examines changes in situational interest by adjusting the order of tasks. When the DO-D model was used to support clear explanations of science concepts, lessons provided powerful stimulating experiences and students' situational interest was significantly improved. The task order was adjusted in a way that made sense in terms of exploring students' situational interest.
Additionally, the results of differentiation between individual and situational interest in the DO-D model also illustrate that individual and situational interest grow asynchronously, and both may have unique motivational functions as separate motivational entities at specific stages of learning (Alexander et al., 1995). However, the fourstage model of interest development proposed by Rotgans and Schmidt (2017) states that repeated arousal of situational interest promotes the growth of individual interest. It shows that it is possible to establish a connection between the two types of interest. The results of the study suggest that the DO-D model can influence situational interest; therefore, the DO-D model can be adopted to explore the effect of repeated evocation of situational interest on individual interest.
Students' Concept Achievement
Some studies have shown the usefulness of inquiry-based learning for supporting students' interests, conceptual development, and self-perception in science learning (Raes & Schellens, 2012; Suduc et al., 2015). Exploring the effects on students' concept achievement by adjusting the task order was verified, with data from the study indicating that participants in the DO-D model had more significant conceptual achievement gains than those in the D-DO model. Although no studies have explored the effects of task order on students' concept achievement, the results of this study can be explained by some previous studies. Students' concept achievement is significantly increased when the teaching sessions are properly sequenced (Bybee et al., 2006).
According to Bybee et al. (2006), inquiry is a fundamental component of primary science education that helps students assess their responses, allows them to communicate clearly, and supports their answers with evidence. In terms of the specific components involved, in the DO-D model, the doing task phase is ahead of the discussion phase. Building scientific knowledge based on hands-on practice emphasizes the bridging role of hands-on work in inquiry learning, whereas the D-DO model emphasizes effective discussion prior to the hands-on component. Students have enough time to organize hands-on practice during the discussion phase. Both models effectively build students' scientific concepts about the refraction of light, but the task order of the DO-D model is clearly more appropriate for teaching the content of this unit. The appropriate order of tasks should be used for different content to promote students' concept achievement, which needs to be concluded by a great deal of practice over time.
Conclusions and Implications
In science education, a large number of inquiry learning models have been proposed and proven to be effective for developing student interest and subject knowledge. Previous research has focused on creating and summarizing new inquiry learning models, but few studies have focused on the impact of subtle adjustments to task order within the models. In order to accommodate different learning content, the task order in inquiry learning should be appropriately adapted to promote students' learning interest and their concept achievement. It is important to note that subtle task order adjustments are controllable in teachers' instruction. Therefore, this study adjusted the order of DO and DISCUSS, two common and important educational sessions of inquiry-based learning, and designed the D-DO and DO-D models to explore the effects of adjusting task order on students' individual and situational interests, and concept achievement. Research results show that there was a significant difference in situational interest and concept achievement between the two models, with participants using the DO-D model showing a more significant increase than those using the D-DO model. In addition, there were no significant differences in individual interest between the two models.
Theoretically, the overall results of this study suggest that when students practice the DO-D learning model, they can effectively increase their situational interest and promote the development of their concept achievement in science. Thus, the findings point to a mechanism whereby it is feasible to influence students' interest and concept achievement by adjusting the task order. This provides theoretical support for task-order adjustments and teacher instructional dynamics in inquiry learning, and expands the forms in which inquiry-based learning can be
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conducted. From a practical point of view, to increase primary school students' interest and concept achievement in science learning, we propose to implement the DO-D learning model. At the same time, rationalizing the task order not only facilitates innovative educational processes, but can also be adapted to the needs of other different subjects. This model and other task order models deserve to be tried and tested in more schools and subjects.
Improving students' learning in science education is the theoretical and practical pursuit of global science education in the 21st century. The conclusion of this study can provide some implications for science instructors from all over the world for improving students' learning in science education. Instructors can adjust the task order to help enhance students' interest and concept achievement. The study of the DO-D model showed that the adjustment of the task order was effective in terms of enhancing students' situational interest and concept achievement. Therefore, it is recommended that teachers use the DO-D model in science courses to enhance students' interest and conceptual learning. In addition, there are still many possibilities for exploring task order. In science teaching, teachers often teach multiple classes. During the instructional design phase, teachers can differentiate teaching for different classes by adjusting the task order and making long-term observations of students' individual and situational interests to conclude a more appropriate inquiry model.
Limitations and Future Studies
A shortcoming of this study is that the time of the two groups' learning was relatively short, and the learning content was limited to one learning unit. Therefore, the applicability of the DO-D model to other content or more participants is uncertain. Further studies with participants from different contexts and for longer periods of time are necessary to explore the development of interest. In addition, this study significantly enhanced students' situational interest through the DO-D model, but there was no clear analysis of how the task order affected the "triggering" and "sustaining" phases. Thus, the specific stages of situational interest should be further investigated.
Acknowledgements
This research was supported by a grant from the Philosophy and Social Science Foundation of Jiangsu Province (CN), (No.19JYB017).
Declaration of Interest
The authors declare no competing interest.
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Appendix
Appendix 1: Individual interest questionnaire (IIQ).
1. I am very interested in Science.
2. Outside of school I read a lot about Science.
3. I always look forward to my Science lessons, because I enjoy them a lot.
4. I have been interested in Science since I was young.
5. I watch a lot of Science-related TV programs (e.g., Discovery channel).
6. Later in my life I want to pursue a career in Science or a Science-related discipline.
7. When I am reading something about Science, or watching something about Science on TV, I am fully focused and forget everything around me.
Appendix 2: Situational interest questionnaire (SIQ)
1. I want to know more about today's topic.
2. I will enjoy working on today's topic.
3. I think today's topic is interesting.
4. I expect to master today's topic well.
5. I am fully focused on today's topic; I am not distracted by other things.
6. Presently I feel bored.
Appendix 3: The items of the light reflection test
Choice questions
1. When light hits the mirror or the curtain wall, the light will return; this phenomenon is called ( ).
A. the straight lines of light B. the reflection of light C. the refraction of light
2. Almost everything reflects light, and ( ) the surface, the better.
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A. the flatter B. the rougher C. the smoother
3. ( ) is the best reflector.
A. a plane mirror B. a convex lens C. a concave lens
4. The image in the mirror is ( ) to the actual object.
A. upside-down B. heterochiral C. similar
5. The smaller the angle between the two mirrors, ( ) the image.
A. The bigger B. the smaller C. the same as
True or false
1. Only mirrors can reflect light.
2. The fact that a mirror can display an image of an object shows that light does not travel in a straight line.
3. Light can be reflected.
4. A convex lens is needed to make a periscope.
5. The image in the convex mirror is upright and of the same size as the real thing.
Received: June 09, 2022
Revised: August 04, 2022
Accepted: October 01, 2022
Cite as: Liu, Y., He, W., & Zhao, L. (2022). Effects of inquiry learning with different task orders on fifth graders' individual and situational interest and concept achievement in science education. Journal of Baltic Science Education, 21(5), 849-861. https://doi.org/10.33225/jbse/22.21.849 | <urn:uuid:34e766fe-6cd1-4f35-b1d1-94b8099f1853> | CC-MAIN-2023-06 | https://oaji.net/articles/2022/987-1667237111.pdf | 2023-02-08T17:50:48+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00440.warc.gz | 460,322,062 | 11,891 | eng_Latn | eng_Latn | 0.933046 | eng_Latn | 0.992105 | [
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Illustrative Mathematics
4.OA Identifying Multiples
Alignment 1: 4.OA.B
Not yet tagged
Below is a multiplication table for single digit numbers:
Use a different copy of the multiplication table for each of the questions below:
a. Color all boxes with multiples of 2 in the multiplication table. What pattern do you see in the colored boxes?
b. Color all boxes with multiples of 3 in the table. How does the pattern of multiples of 3 compare to the pattern of multiples of 2?
c. Color all boxes with multiples of 4 in the table. How is this different from the patterns in (a) and (b)? Why?
Commentary
The goal of this task is to work on finding multiples of some whole numbers. After shading in the multiples of 2, 3, and 4 on the table, students will see a key difference. For the multiples of 2, every second column and every second row is shaded. Similarly for the multiples of 3 every third column and every third row is shaded. For the multiples of 4, every fourth column and every fourth row is shaded. But, unlike for multiples of 2 and 3, there are also several isolated boxes that are multiples of 4.
The reason for this is that 2 and 3 are prime, but 4 is composite. A composite number can be written as a product of two smaller whole numbers, but a prime number cannot. In terms of the pictures, consider the isolated box in the table of multiples of 4. This isolated box occurs because 2 is a factor of 6, and it combines with the other two to make a multiple of 4: 2 × 6 = 12
So it is possible to create a multiple of 4 without multiplying 4 by another number. With primes like 2 and 3, this is not possible.
In the fourth grade, the emphasis here should be on seeing that there is a visual difference in patterns and that this difference is related to whether and how numbers factor. This task could be used to introduce the notion of a prime number, or if students are already familiar with primes and composites, this is a good task to reinforce these ideas.
Solution: 1
a. The even numbers are shaded blue in the table below while the odd numbers in the table are left white:
Every other row (the even numbered rows) is filled with even numbers and similarly every other column (the even numbered columns) is filled with even numbers. The reason for this pattern is that a product is even when at least one of its factors, or , is even. a × b a b b. The multiples of three are shaded blue in the table below while the other numbers in the table are left white:
Every third row is filled with multiples of three and similarly every third column is filled with multiples of three. The reason for this pattern is that a product is divisible by three when at least one of or is divisible by three. a × b a b
c. The multiples of four are shaded blue in the table below while the other numbers in the table are left white:
There is a clear difference between the pattern of multiples of and those of and seen above in parts (a) and (b). As in parts (a) and (b), every fourth column and every fourth row is shaded as these are multiples of . There are, however, additional isolated shaded boxes. One of these is . The reason why these isolated boxes occur for multiples of while they did not occur for multiples of or is that can be written as a product of smaller positive whole numbers ( ). So for example in the box , each factor of is divisble by and so the product is divisible by (even though neither factor of is divisible by ). Since and are prime numbers they cannot be written as a product of smaller whole numbers and so these isolated shaded boxes do not occur for multiples of and . 4 2 3 4 2 × 2 = 4 4 2 3 4 2 × 2 6 × 6 6 2 6 × 6 4 6 4 2 3 2 3
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Visual Impairment
Brief Description:
Visual impairment is a term experts use to describe any kind of vision loss, whether it's someone who cannot see at all or someone who has partial vision loss. Many people have some type of visual problem at some point in their lives. But when one or more parts of the eye or brain that are needed to process images become diseased or damaged, severe or total loss of vision can occur. In these cases, vision can't be fully restored with medical treatment, surgery, or corrective lenses like glasses or contacts.
How It Feels:
What's It Like to Be Blind https://www.youtube.com/watch?v=XvO7eVcMzzs
Helpful Links:
* Children's Center for the Visually Impaired (CCVI):The Children's Center for the Visually Impaired provides services for children (ages birth-kdg) with visual impairments, including those with multiple disabilities.
https://ccvi.org/
* Kansas Talking Book Service: Provides books and magazines in braille and recorded format and playback equipment to any Kansas resident unable to use standard print because of a visual or physical impairment.
https://kslib.info/talking
* Kansas Technical Assistance System Network (TASN): TASN provides technical assistance to support school districts' systematic implementation of evidence-based practices.
https://ksdetasn.org/
* American Foundation for the Blind (AFB): AFB's programs and services help improve the lives of people affected by vision loss.
https://www.afb.org/
* National Library Service for the Blind and Physically Handicapped: National Library Service (NLS) is a free braille and talking book library service for people with temporary or permanent low vision, blindness, or a physical disability that prevents them from reading or holding the printed page.
https://www.loc.gov/nls/
Available in Our Center:
Braille Labeler
Ferrell, Kay Alicyn: Reach Out and Teach: Helping Your Child Who is Visually Impaired Learn and Grow
Holbrook, M. Cay: Children with Visual Impairments: A Parent's Guide (Special Needs Collection)
Teaching Strategies:
* These sites provide strategies to teach someone with a visual impairment.
https://ferris.edu/htmls/colleges/university/disability/faculty-staff/classroom-issues /vision/vision-strategy.htm https://www.tsbvi.edu/professional-prep-and-mentoring-items/29-classroom-strat egies-for-regular-education-teachers-who-have-students-with-visual-impairments
* This site is a book of classroom teaching strategies to teach someone with a visual impairment.
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Listening 1. Choose the correct answer:
1. You´ll hear an English woman called Britta talking to an interviewer about her life in Berlin, the capital of Germany. How long has Britta lived in Berlin?
a) 4 years
b) 6 years
c) 20 years
2. What does Britta say about living in Berlin?
a) She can´t sleep at night because of the traffic noise
b) She misses the museums and theatres in Bonn
c) She likes living in a big, busy city.
3. The area of Berlin where Britta lives is
a) A rather expensive place to live
b) A good place to eat out
c) A long way from the city centre.
Listening 2. Escribe la información que falta:
Trip to Staunton Theatre
-
Meet at 6.00 at the: _____________________ at the school
- The name of the play is: __________________
- Get a copy of the play from the: _____________________
- Each theatre ticket will cost: £_______________
- After the theatre – have: ____________________ and coffee
- On the return journey, the coach will stop at the: __________________ and then the school.
Ejercicios de repaso:
Pag. 70 ex. 1 y 4
Pag. 71 ex. 2 y 3
4. How does Britta usually travel around in Berlin?
a) She walks
b) She uses her bicycle
c) She uses the tram or bus
5. Britta says that her nephew, Philippe, likes going
a) To the park with her
b) To the shops with his parents
c) To a gallery with her
6. Britta has lots of friends who
a) Live near her
b) Work with her
c) Are still in England | <urn:uuid:9c3ddbee-354d-44fd-b28c-872b6b43870f> | CC-MAIN-2023-06 | https://www.uprende.com/_files/ugd/d7f647_1fd629e5d7f74140b40a4e51561f4164.pdf | 2023-02-08T17:18:53+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00439.warc.gz | 1,084,808,482 | 382 | eng_Latn | eng_Latn | 0.999463 | eng_Latn | 0.999463 | [
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Planning Your River Trip
* Always wear a life jacket. Personal Flotation Devices (PFDs/life jackets) are required to be worn while on rivers inside of Mammoth Cave National Park at all times. It is important that your PFD is properly fitted, and US Coast Guard approved.
* Let someone know your plan. You should always leave a float plan with family/friends and inform them of your departure and return. Do not forget to inform them when you return so an unnecessary search is not started.
* Leave alcohol at home. Alcohol is prohibited on the rivers inside Mammoth Cave National Park.
* Know the water level and weather forecast. River use is prohibited when river levels are at or exceed 20 feet on the park's water level gauges. To find out whether conditions on the Green River are suitable to launch your canoe or kayak, visit the USGS website,
https://waterdata.usgs.gov/ky/nwis/uv/?site_no=03309000&PARAmeter_cd=00065,00060.
* River hazards exist, please be alert for fallen trees, submerged trees and rocks, drifting debris and swift current.
*
Beware of all motorized vessels.
* The river is a dynamic system which changes constantly. Expect the unexpected; conditions can change quickly. Watch for these changes and take immediate action to reach safety.
* Do not exceed your skill level. If you are new to canoeing/kayaking, stay close to your launch area and paddle with an experienced acquaintance. Be capable of re-entering your watercraft.
* NOTE: should an emergency arise, help is NOT a phone call away. Cell phone service is limited inside Mammoth Cave National Park. Even if you are able to get a 911 call out, help can still be at least 45-90 minutes or longer away. For Non-Emergency Law Enforcement Assistance dial: (270) 597-2729.
Safety Considerations Around Green River Ferry
One large auto ferry operates on the Green River at River Mile 197. This vessel lacks clear visibility and the ability to stop quickly. It can easily swamp a canoe. In a mishap, the risk of being pulled under this vessel by the current exists. This launching and retrieving site can be quite congested. Extreme caution should be used when approaching the ferry.
* When you encounter this vessel, stay back at the safest distance possible.
* Make sure that the ferry operator has made eye contact with you prior to your getting close to the ferry.
Visitors planning to paddle the Nolin River downstream of the dam can call 270-286-4511, Monday through Friday, 6:30 am – 3:00pm to find out current water releases. They can also access water releases (notated in cubic feet per second) at the following website: https://www.lrl-wc.usace.army.mil/reports/lkreport.html.
They can also check the Nolin River gage located at the Nolin Tailwater boat ramp (listed as KyRock) at: https://waterdata.usgs.gov/ky/nwis/uv?site_no=03311000.
Remember: safe use of rivers and any designated trails, at any time, is your responsibility! Water trail maps are for informational and interpretive purposes only and are not meant for navigational purposes, nor do they take into account level of skills or ability required to navigate rivers. The partners of the Hart County's Blueway on the Green assume no responsibility or liability for any injury or loss resulting directly or indirectly from the use of water trails, maps or other printed or web-based materials. Learn more about water safety. | <urn:uuid:5a272e51-f6c5-47d5-aa34-f35f6faa46ea> | CC-MAIN-2023-06 | https://kygetaway.com/wp-content/uploads/2021/01/Trip-LCC2.pdf | 2023-02-08T16:26:55+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00437.warc.gz | 372,722,035 | 748 | eng_Latn | eng_Latn | 0.997885 | eng_Latn | 0.997885 | [
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Sprouts – Broccoli, Red Clover, Alfalfa, Kale, Fenugreek
Herbs – Parsley, Dill, Mint, Basil, Cilantro, Chives
Celery
Cabbage
Broccoli
Cauliflower
Brussels Sprout
Asparagus
Lettuce – Red Leaf, Green Leaf, Romaine, Watercress
Swiss Chard
Kale
Avocado
Cucumber
Tomato
Bell Pepper
Okra
Radish
Kohlrabi
Onion
Leek
Garlic
Ginger
Turmeric
Lemon
Lime
Grass – Wheat, Kamut, Couch
Wild Greens – Dandelion, Chickweed, Lambsquarter
Sea Vegetables – Wild Giant Kelp, Wild Wakame, Wild Kombu, Nori, Dulse
Unfiltered Sea Salt, Real Salt, Himalayan Pink Salt
Spices – Cinnamon, Thyme, Cumin, Rosemary, Clove, Paprika, etc.
Stevia Leaf
My Extra Favorites:________________
_________________________________ _________________________________
Green Bean
Peas
Rhubarb
Beet – Red, Golden
Carrot
Rutabaga
Turnip
Blueberry
Raspberry
Cranberry
Blackberry
Granny Smith Apple
Grapefruit
Fresh Coconut – Milk, Cream
Young Thai Coconut – Meat, Water
Chia Seed
Hemp Heart
Flax Seed
Sesame Seed
Pumpkin Seed
Sunflower Seed
Cold Pressed Oils – Coconut, Olive, Avocado, Flax, Hemp
My Extra Favorites:____________ _____________________________ _____________________________
White Navy Bean
Chickpea
Black Bean
Lentil
Buckwheat
Quinoa
Millet
Brown Basmati Rice
Wild Rice
Steel Cut Oats
Butternut Squash
Pumpkin
Spaghetti Squash
Sweet Potato
Seeded Watermelon
Apple – Gala, Fuji
Pear
Peach
Plum
Apricot
Nectarine
Orange
Guava
Strawberry
Fresh Fig
Pomegranate
Concord Grape
Carob – Powder
Almond
Macadamia Nut
Brazil Nut
Hazelnut
Pecan
Cashew
My Extra Favorites:__________ ___________________________
written by:
Jessie L. S. Van Neste
1
www.curingvison.com
Grass-fed Beef
Pastured Chicken
Free-range Egg
Raw Unfiltered Apple Cider Vinegar
Organic Coffee
Raw Cacao
Maca Root Powder
Fresh or Dried Stevia Leaf
Ashwagandha Root Powder
Amla Berry Powder
Banana
Cantaloupe
Mango
Pineapple
Dates
Raisins
Local Raw Honey
Coconut Sugar
Pasta – Spelt, Brown Rice, Quinoa
Boxed Cereal – Rice, Millet, Kamut, Bean, Quinoa
Butter
Goat Cheese
My Extra Favorites:_______________ _______________________________ _______________________________
Wild Fish – Salmon, Sardine
Lamb
Cow Cheese
My Extra Favorites:__________ ___________________________ ___________________________
Herbs for Herbal Teas:
Burdock Root
Chamomile
Chicory Root Coffee
Dandelion Root – Tea, Coffee
Fennel
Ginger
Horseradish
Mint
Raw Fermented Foods
Chlorella
Spirulina
Milk Thistle Seed
My Extra Favorites:________________ _________________________________ _________________________________
Essential Oils:
Frankincense
Geranium
Lavender
Lemon
Lemongrass
Melaleuca
Oregano
Vetiver
Red Clover
Turmeric
Yarrow
My Extra Favorites:_________
__________________________ __________________________ __________________________ __________________________ __________________________
written by:
Jessie L. S. Van Neste
2
www.curingvison.com
The foods listed on the Curing Vision Alkaline Diet Food Chart have been chosen based upon three main principles:
1. These foods, inspired by the dietary suggestions of the Alkaline Diet, were used by myself to reverse unwanted symptoms and improve my own health to feel physically, mentally, and spiritually balanced.
2. The foods on this chart are chosen for their convenience and frequent availability when shopping.
3. These foods are chosen based upon their ability to remain fresh during transport from farm to table.
This list is not exclusive, there are many other alkaline and acid forming foods that could be included. You may notice one of your favorites not on the list, space has been provided to write it in as "My Extra Favorites."
When deciding which foods to eat, it is important to include the group of raw fermented foods from the Superfoods Exceptions section. These foods contain bacteria that will increase your gut microbiome helping to heal your digestive system and improve it's efficiency.
If you are just beginning, perfection is not necessary. Choose vegetables and fruits that are most appealing to you so that you will enjoy each meal. Don't just eat a food you won't like for the sake of health. We have many food options to choose from. While adding in more vegetables and fruits gradually decrease the amounts of meat, sugar, dairy, and grains that you are eating.
As you become comfortable with eating more vegetables and fruit, work toward changing the daily ratio to be 80% foods from sections purple, blue, and green, and 20% foods from sections yellow or orange. Consider always including raw fermented foods in your diet to maintain a healthy gut microbiome.
If you like jumping in feet first to radically change your diet with a cleansing affect, without a transition phase, choose foods only from Stage 1 for a two-week period coupled with raw fermented foods. By week three, begin adding in foods from Stage 2 along-side Stage 1 foods for an additional two weeks. A healing crisis phase may arise when quickly changing your diet from cooked and packaged foods, to consist of only raw foods. If your body begins healing more rapidly than you feel comfortable, slow down by adding back foods eaten previous to the changes made.
Depending upon your initial health status you may consider eating only Stage 1 and Stage 2 foods for up to three months; intermittently testing Stage 3 and beyond foods for adverse reactions. Keep in mind that sometimes adverse reactions are a healing response. However, true negative responses can occur – intuition serves best in deciding the cause of the reaction.
What do you do if a food is listed as alkaline forming on one chart and acid forming on another? There are several foods that are without doubt alkaline forming for each of us, then there are foods that are still in debate. Use the elimination process to determine if you would like to keep a food that you are unsure of. Omit it from your diet for up to two weeks or longer, then add it back into your diet and observe closely how your body it. Use the results of your personal test to determine if you would like to keep it or move past this food.
The Essential Oils & Herbs for Herbal Teas section are cleansing support suggestions while eating healing foods. Essential oils and herbs are an important aspect to balanced health because they support your body's own cleansing ability. Please educate yourself of their uses and possible contradictions before adding them to your own healing regiment. Each of these essential oils and herbs are generally regarded as safe, but it is always good to be extra certain if you are currently taking prescribed medications, or pregnant/nursing.
The suggestions provided in the Curing Vision Alkaline Diet Food Chart are based upon my own personal experience of having used alkaline diet principles to improve and maintain optimum health. The foods on this chart are currently the majority of my diet, with exception to a few that I rarely eat now but did in the beginning stages of my transition. Other foods not listed are because of seasonal availability and my environment. Avoid stress by not excluding yourself from joining in festive dinners and parties, just make better choices and enjoy the moments in life.
Always consult your physician before beginning any diet program. This information is intended for educational purposes and not to diagnose, treat, cure, or prevent any medical condition or to replace your healthcare professional. Consult with your healthcare professional to design an appropriate diet prescription. If you experience any pain or difficulty with diet changes, stop and consult your healthcare provider.
written by:
Jessie L. S. Van Neste
3
www.curingvison.com
1. J. Bland; The Disease Delusion: Conquering the Causes of Chronic Illness for a Healthier, Longer, and Happier Life; Harper Wave; New York, NY; 2014.
2. R. Chutkan, The Microbiome Solution: A Radical New Way to Heal your Body From the Inside Out; Avery, an imprint of Penguin Random House; New York, NY; 2015.
3. S. Cohen; Drug Muggers: Which Medications Are Robbing your Body of Essential Nutrients--and Natural Ways to Restore Them; Rodale; Emmaus, PA; 2011.
4. N. Corrett and V. Edgson, Eating the Alkaline Way: Recipes for a Well-Balanced Honestly Healthy Lifestyle; Sterling; New York, NY; 2013.
5. D. Côté and M. Gallant; Raw Essence: 180 Delicious Recipes for Raw Living; Robert Rose Inc.; Toronto, ON; 2011.
6. W. G. Crook; The Yeast Connection and Women's Health, Updated Edition; Professional Books; Jackson, TN; 2005.
7. W. G. Crook; The Yeast Connection a Medical Breakthrough: If You Feel Sick All Over, This Book Could Change Your Life; Random House, NY; 1986.
8. C. Dean; The Magnesium Miracle; Ballantine Books; New York, NY; 2014.
9. D. De Angelis; The Secret of Perfect Vision: How You Can Prevent or Reverse Nearsightedness; North Atlantic Books; Berkeley, CA; 2008.
10. S. Domenig; The Alkaline Cure: Lose Weight, Gain Energy and Feel Young; Harlequin Enterprises Ltd.; Don Mills, ON; 2014.
11. R. Frances; Never Be Sick Again: Health Is A Choice, Learn How to Choose It : One Disease, Two Causes, Six Pathways; Health Communications; Deerfield Beach, FL; 2002.
12. R. Frances; Never Fear Cancer Again: How to Prevent and Reverse Cancer; Heath Communications; Deerfield Beach, FL; 2011.
13. L. L. Hay; You Can Heal Your Life; Hay House; Santa Monica, CA; 2004.
14. P. Holford; Patrick Holford's New Optimum Nutrition for the Mind; Basic Health Publications; Laguna Beach, CA; 2009.
15. M. Hyman; The UltraMind Solution: Fix your Broken Brain by Healing your Body First; Scribner; New York, NY; 2008.
16. D. Kharrazian; Why Do I Still Have Thyroid Symptoms? When My Lab Tests Are Normal A Revolutionary Breakthrough in Understanding Hashimoto's Disease and Hypothyroidism; Elephant Press; Carlsbad, CA; 2010.
17. Z. Kroner; Vitamins and Minerals; Greenwood; Santa Barbara, CA; 2011.
18. A. Moorjani; Dying To Be Me: My Journey from Cancer, to Near Death, to True Healing; Hay House; 2014.
19. A. Myers; Autoimmune Solution: Prevent and Reverse the Full Spectrum of Inflammatory Symptoms and Diseases; HarperCollins; New York, NY; 2015.
20. M. Schneider; Vision for Life: Ten Steps to Natural Eyesight Improvement; North Atlantic Books; Berkeley, CA; 2012.
21. M. Sircus; Transdermal Magnesium Therapy: A New Modality for the Maintenance of Health; Phaelos Books; Chandler, AZ; 2007.
22. C. Vasey; The Acid-Alkaline Diet for Optimum Health: Restore Your Health by Creating pH Balance in Your Diet, Revised Second Edition; Healing Arts Press; Rochester, VT; 1999.
23. C. Vasey; Optimal Detox: How to Cleanse your Body of Colloidal and Crystalline Toxins; Healing Arts Press; Rochester, VT; 2013.
24. B. Watson; The Detox Strategy: Vibrant Health in 5 Easy Steps; Free Press; New York, NY; 2008.
25. R.O. Young and S.R. Young; The pH Miracle: Balance Your Diet, Reclaim Your Health; Grand Central Life & Style; New York, NY; 2010.
26. R.O. Young and S.R. Young; The pH Miracle for Diabetes: The Revolutionary Diet Plan for Type 1 and Type 2 Diabetes; Warner Books; New York, NY; 2004.
27. R.O. Young and S.R. Young; The pH Miracle for Weight Loss Balance your Body Chemistry, Achieve your Ideal Weight; Time Warner Book Group/Hachette Book Group; New York, NY; 2005.
28. R.O. Young and S.R. Young; Sick and Tired?: Reclaim Your Inner Terrain; Woodland Pub.; Pleasant Grove, UT; 2001.
written by:
Jessie L. S. Van Neste
4
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Copyright : www.treca.org
Leonardo Ediz Illustrata
Leon the pig follows the advice of the other barnyard animals in trying to get the attention of Albertine the chicken, with whom he has fallen in love. As is well known, Leonardo defines painting as the "daughter of nature". His observation of nature, his fascination with every living thing that surrounded him was the main source of his drawings. His entire life was dedicated to investigating and trying to understand the laws of nature. Nature is observed, studied and depicted in all its forms. In fact, Leonardo constantly aims at reproducing every element of nature: animals, flowers, fruits, birds and also, a female smile, the throbbing of the hearth or - following a series of examples - the intricate plait of Renaissance hairdos. All these elements have in common the uninterrupted flow of the secret of life. Leonardo smiled, and he explained that a person s life is just a moment in infinity. During that moment, no one can do and know all that they would like. LeonardoLeonardo Da Vinci Experience. Art and Machines. Ediz. IllustrataLeonardo & NatureCB Edizioni Copyright: f751aab932e386808d6763d41f7ea0c4
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Stock water impacted by bushfire ash and debris
After a fire has passed through your area or property you may find burnt material, ash and soil from paddocks in water sources used by your livestock. Once in the water these materials promote the growth of bacteria and algae. These organisms then rapidly multiply, using up the oxygen in the water and causing the water source to become poor in quality.
WATER QUALITY FOR LIVESTOCK
Water of poor quality in dams (or other water sources) is unpalatable to livestock. Symptoms of a poor-quality water source may include dark water, a bad smell and black scum around the dam's edge. Thick scum around the water's edge may also prevent animals accessing the water. Animal carcasses in dams will increase the risk of botulism and should be remove immediately.
Aeration, clarification and/or chlorination will resolve most water quality issues resulting from burnt material entering dams.
* Aerating water from a stagnant dam is the first step in improving water quality for livestock. Aeration can be done by pumping to a tank and reticulating it to a trough. If aerated water is returned directly to the dam, the organisms growing on the organic matter will quickly remove all the air again.
* Clarification, the removal of suspended solids and solid particles, can be achieved by adding a flocculent (such as aluminium sulfate or ultrafine gypsum) which causes suspended particles to form into bigger particles and settle out, thereby clarifying the water. Whilst a flocculent can be added to a dam or a tank, much less flocculant is needed when treating water in a tank as there will be less suspended material to treat. Clarifying water will also reduce the amount of chlorine needed to treat the water. Filtering water on its way to a tank will also remove suspended matter, providing clarification.
* Chlorination will destroy remaining bacteria and ensure water is safe for stock to drink again.
AFTER A BUSHFIRE
* Provide troughs where possible instead of relying on creeks and dams – they are easier to monitor and clean. Reducing the distance stock need to travel to water can improve their ability to cope in these difficult conditions (make sure that troughs are of a height that all classes of livestock can access)
* Monitor water temperature – stock will not drink hot water
* Monitor turbidity – stock will not want to drink dirty water
* Remember to watch water sources and dams for the carcasses of dead animals – prompt removal of carrion decreases the risk of botulism
Pumping water into a tank, treating that water and then reticulating it to troughs is ideal as this provides the aeration component and water in tanks won't be impacted when the next rain event brings more ash and debris from the fireground into the dam (requiring you to start the process again).
When pumping to troughs, dams and pumping equipment should be monitored regularly to ensure the dam has sufficient water and equipment is in good working order. Livestock will not drink dirty water. Troughs should be cleaned regularly and be of a height suitable to the stock using them. Check temperatures within the troughs on hot days as livestock will avoid hot water.
If ash and other soil material enters a dam it will eventually settle by itself and can be removed with an excavator. However, it is best to intercept this material upslope of your dam or within the surrounding catchment if possible.
While bushfire debris remains in the environment, fencing on the windward side of the dam using closely woven material (such as hessian or silt mesh) can trap wind-blown material before it reaches the water. Sediment traps can also be used to filter out ash and debris in upstream creeks and gullies that flow into a dam when it rains. These can be made using small rock mounds or wooden pickets lined with a permeable fabric, coir logs or hay bales on their upstream face that allow the water to filter through before entering the dam.
Tips on how to prevent organic pollution entering your dam can be found here: http://agriculture.vic.gov.au/aboutus/media-releases/prevent-organic-pollution-in-farm-dams
There are a number of other ways to improve water quality for livestock at your property:
* Provide troughs, instead of relying on creeks and dams. Reducing the distance stock need to travel to water can also improve their ability to cope in these difficult conditions.
* Fence off dams and restrict or exclude livestock from accessing them, and pump water instead. This protects dam walls, avoids silting up of dam inlets and overflows, and stops livestock from churning up, and muddying their drinking water.
* Restrict access to creeks, which protects the watercourse and the stream banks.
* Ensure paddocks have good groundcover at all times. Groundcover acts as a filter and disperses the water as it approaches creeks and dams or enters the groundwater supply.
* Consider planting shelterbelts to help disperse and absorb excess water.
While thinking about water quality, also give some thought to the amount of water you have available for livestock. The table below provides a guide to how much water is needed per day (note that the consumption level is at the upper end on hot days).
Table 1: Water requirements – litres/animal/day
*When calculating, allow for evaporation, consumption by native and feral animals, and other farm water requirements. There is a higher water requirement if grazing vegetation such as saltbush (not included in this table).
Water quality
Water supplied to stock should be low in salt, organic matter, suspended clay and free of other toxic substances such as blue-green algae, heavy metals and chemical residues.
If there is any question regarding its suitability, a sample should be collected from the water source and sent to an appropriate water testing laboratory for analysis.
Resources
More information on organic pollution of farm dams can be accessed at: http://agriculture.vic.gov.au/agriculture/farmmanagement/managing-dams/organic-pollution-in-farmdams.
If you are concerned about stock water quality, you may need to have your water tested:
http://agriculture.vic.gov.au/agriculture/farmmanagement/soil-and-water/water/farm-water-solutions/howmuch-water-does-my-farm-need/water-quality-testingcontacts
Maintaining farm water quality and protecting surface catchment once the fire has passed:
http://agriculture.vic.gov.au/agriculture/emergencies/recover y/farm-and-land-recovery-after-bushfire
If your stock water looks or smells unusual, you should investigate alternative water sources or agistment. For measures of acceptable water quality see:
http://agriculture.vic.gov.au/agriculture/farmmanagement/managing-dams/water-quality-for-farm-watersupplies
If you have limited water access and need assistance developing a water budget (i.e. how much water do my stock need?):
http://agriculture.vic.gov.au/agriculture/emergencies/recovery /livestock-after-an-emergency
If you have stock in a containment area in the aftermath of the fire, please see the following important information about water supply: http://agriculture.vic.gov.au/agriculture/farmmanagement/managing-dams/water-supply-for-stockcontainment-areas
More information
For more information on agriculture recovery, please contact Agriculture Victoria on 136 186 or visit: agriculture.vic.gov.au/agriculture/emergencies/recovery.
Acknowledgement
Content courtesy NSW DPI.
Agriculture Victoria wishes to acknowledge that information from the NSW DPI note, Stock water impacted by bushfire ash and debris, has been used in this document.
https://www.lls.nsw.gov.au/__data/assets/pdf_file/0011/1195 283/Fact-sheet-Bushfire-ash.pdf
Accessibility
If you would like to receive this publication in an accessible format, please telephone our Customer Service Centre on 136 186, email email@example.com or via the National Relay Service on 133 677, www.relayservice.com.au.
This document is also available on the internet at www.agriculture.vic.gov.au/bushfires
Disclaimer
This publication may be of assistance to you, but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication. | <urn:uuid:9971ed14-715c-4b75-827e-53a59c1561b6> | CC-MAIN-2021-43 | https://agriculture.vic.gov.au/__data/assets/pdf_file/0003/567111/Stock-water-impacted-by-bushfire-ash-and-debris.pdf | 2021-10-19T08:09:29+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00057.warc.gz | 176,573,627 | 1,771 | eng_Latn | eng_Latn | 0.992602 | eng_Latn | 0.996796 | [
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Amazon Rainforest Video | Land Cover Change Visualization|Deforestation in the News
CLEAN STEM Flash
A Timely Climate and Energy E-Learning Series to Use and Share
Topic: A World Without Trees
Trees are important in maintaining the Earth's natural climate cycles through transpiration. What happens when they start to disappear?
CLEAN Resource Feature
Video: Regulating Greenhouse Gases
This video highlights the work of climate scientists in the Amazon who are exploring the effects of deforestation.
Video length: 5:25 min.
Audience: Middle School, High School
Take a look at the CLEAN collection of resources pertaining to forests.
This video from PBS explores how deforestation in the Amazon rainforest is affecting levels of greenhouse gases in the atmosphere. The video is accompanied by a lesson https://mailchi.mp/96111c2f2383/deforestation
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Visualization: Deforestation in the Amazon
This NASA animated visualization gives students a look at how land cover has changed between 1975 and 2009 using satellite imagery.
Audience: Middle School, High School
Browse more activities related to deforestation.
This animation zooms into Rondonia, Brazil. It starts with a Landsat image taken in 1975 and dissolves into a second image of the same region taken in 2009. The animation can be part of a unit on ecosystems and climate change.
Climate & Energy in the News
What role do trees play in the water cycle? This article from Yale Environment 360 explores the toll deforestation is taking on rainforest ecosystems and how that contributes to Earth's climate as a whole.
https://mailchi.mp/96111c2f2383/deforestation plan, teacher's guide,
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Let's Talk!
Tips for Talking About Personal Safety & Sexual Abuse with Kids Ages 6–8
Get Comfy and Start the Conversation
As your child gets older and spends more time away from you, it's important that they know personal safety rules to help keep them from harm. These tips can help you teach them—in a warm, comfortable way—how to recognize if a situation is safe or not, how to say no, and what to do if someone breaks a safety rule.
What You Can Say
"No one should ever touch your private body parts except to keep you healthy."
"You should not touch or be made to touch or look at another person's private body parts."
"Bathing suits cover the parts of the body that are meant to be private, which means they are not for others to see or touch."
"Even if someone seems nice, it's not okay for them to ask you to keep a secret about touching."
"Pay attention to different feelings in your body, like butterflies in your tummy. That might mean a situation is not okay."
"I'm glad to see you speaking up for yourself using a strong, respectful voice."
Review personal safety rules
Just as you caution your child to look both ways before crossing a street, remind them:
"Never keep secrets about touching."
"The only safe secrets are those that eventually can be shared, like birthday surprises."
"Always ask first before accepting a gift or a ride from another adult."
Connect in everyday moments 1
Whether driving to school, reading together, or playing a game, you can start general conversations about safety that can get more specific. Finding opportunities to talk about personal safety can lead to covering important concepts like recognizing different kinds of touches. You might explain that safe touches make you feel well-cared for and loved, like a hug from a parent, while unsafe touches make you feel uncomfortable.
Create a family safety plan 2
Help your child identify safe adults they can call if they ever need help, and make sure they have all the right contact information. Talk through your daily schedule and agree upon expectations. For example, if your child walks or takes the bus to and from school, you may want to work out a buddy system so they can walk with a friend.
Practice safety skills 3
Try role-playing or asking "What if" questions to give your child a chance to practice skills such as how to refuse unwanted touch. You might ask: "What would you do or say if a bigger kid wanted to see or touch your private body parts?" Your child could practice using assertive phrases like: "Stop. I don't like that."
Let them know it's never their fault 4
It's very common for kids to be afraid to talk about abuse because, in many cases, they know their offender, 1 and they've been told to keep it a secret. When you teach them that it's never okay to keep secrets about touching and it's never their fault if someone touches them inappropriately, they're more likely to tell.
1. Snyder, H. N. (2000). Sexual assault of young children as reported to law enforcement: Victim, incident and offender characteristics (NCJ 182990). Washington, DC: US Department of Justice, Office of Justice Programs. http://bjs.ojp.usdoj.gov/content/pub/pdf/saycrle.pdf
IF YOU SUSPECT ABUSE OR NEED HELP
Childhelp 800-4-A-Child
National Sexual Violence Resource Center 877-739-3895
National Human Trafficking Hotline 888-373-7888 or text HELP to 233733.
Rape, Abuse & Incest National Network 800-656-HOPE
6–8 | <urn:uuid:c186e0f6-451c-4ee5-b76b-3c702fbec7be> | CC-MAIN-2021-43 | https://www.catalystkids.org/wp-content/uploads/2021/04/6-8-sexual-abuse-prevention-conversation-guide.pdf | 2021-10-19T09:13:29+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00057.warc.gz | 829,055,386 | 757 | eng_Latn | eng_Latn | 0.998873 | eng_Latn | 0.998873 | [
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Name:___________________________________________ Date:___________________
Immigration Facts and Statistics Teacher Key
Directions: Using what you already know about immigration, answer each question below by making your best guess. Be prepared to share and discuss your answers and ideas with classmates.
1. There are currently _11-12__ million illegal immigrants living in the United States.
2. The two main reasons employers hire illegal immigrants for jobs that require unskilled workers are:
A. U.S. workers won't take the jobs
B. Illegal immigrants will work more cheaply
3. The number of illegal immigrants that enter the U.S. each year is about __1.1___ million.
4. The majority of illegal immigrants come from which country? ___
Mexico_____
5. The reason most illegal immigrants come to the U.S. is:
Jobs and a search for a better life meaning in terms of economic and educational resources as well as freedom. America is view as "the land of opportunity" by many throughout the world.
6. The average American wage exceeds the average Mexican wage by __10__ times.
7. The five states with the highest number of illegal immigrants are:
A. California
B. Texas
C. New York
D. Illinois
E. Florida
8. The industries that most commonly hire illegal immigrants are:
A. agricultural
B. construction
C. restaurants/hotels/resorts
D. domestic services (nannies, housekeepers)
9. __20__ percent of people in America under the age of 65 speak a language other than English in their homes.
10. __10_ percent of all births in the U.S. are to illegal immigrants.
www.pbs.org/newshour/extra
1 | <urn:uuid:ce2853c8-8c2a-46ad-8da6-04c5851102b2> | CC-MAIN-2023-06 | http://afhsmorris.weebly.com/uploads/1/2/5/3/12535614/immigration_facts_key.pdf | 2023-02-08T17:15:29+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00443.warc.gz | 1,058,184 | 356 | eng_Latn | eng_Latn | 0.997407 | eng_Latn | 0.997407 | [
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2019 Ag-Vestigator Bookmark Questions
1. What is the Minnesota state soil? Lester
2. Bean roots can grow up to___________ feet? 3-4 feet
3. What gasoline is produced by corn? Ethanol
4. When water vapors cool and condense to become droplets, it forms? Clouds
5. How many pounds of corn can a combine harvest in an hour? 200,000 pounds
6. Mcintosh apples harvest date are what? Sept. 20 - 30
7. What is the greasy feeling on the sheep's wool called? Lanolin
8.Dairy cows eat about how many pounds of feed per day? 90 pounds
9. What are the 3 types of ways honeybees communicate? Round Dance, Waggle Dance and pheromones
10. The three mineral components of soil are? Sand, Silt and Clay
11. Healthy soil is key to feeding how many people by 2050? 9 billion
12. What is the Minnesota state grain? Wild Rice
2018 Ag-Vestigator Bookmark Questions
1. Who is the mother of all the bees in our hive? Queen
2. What is the gasoline produced from corn called? Ethanol
3. Minnesota State grain is? Wild Rice
4. What year was the first tractor built to use the name John Deere?
5. What country kept hens first? China
6. The University of Minnesota created the Honeycrisp Apple? T or F. True
7. What is the greasy feeling on sheep wool called? Lanolin
8. The cow with black and white spots is called a Jersey? T or F. False Holstein
9. The food portions for children and adults are the same size? T or F. False
10. The carrot is a bush vegetable? T or F. False
11. The three mineral components of soil are? Sand, Silt, Clay
12. What is our state soil named? Lester
13. Name the types of erosion? Wind, Gully, Sheet and Rill | <urn:uuid:8efd717e-03a3-4524-9593-e25ee45b7857> | CC-MAIN-2023-06 | https://assets.mnstatefair.org/pdf/20-VF-at-home/20-LFH-ag-vestigator-answers.pdf | 2023-02-08T17:53:25+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00442.warc.gz | 125,873,179 | 436 | eng_Latn | eng_Latn | 0.996804 | eng_Latn | 0.996614 | [
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Writing makes you SMARTER!
1. Choose a topic
2. Draw
3. Tell your story to a friend
4. Write
5. Name your story
6. Read to a teacher
7. File
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Microsoft Word for Resumes Cheat Sheet
I-Beam Cursor- This cursor always appears when it is near text. Before you begin typing anything, you must make sure you click where you want to begin typing text with this cursor; you will then see the insertion point indicator blinking; this is where your words will appear.
The Ribbon: Text Formatting Commands
Formatting—
Bullets: Select the lines you wish to have bulleted, and then click the bullet icon (in the home menu)
Font: Home tab, Font Group. Utilize different styles (underline, bold, italics, CAPS) to call attention to different sections of your resume.
Alignment: Justification icons, Home tab, paragraph group. Use to center your personal information.
Useful Keys for Formatting–
Selecting Text in Microsoft Word
Organization: Margins
Left Margin-- arrange your most significant information along this margin
Right Margin – complements the left: place the job location and/or dates along a right margin, balancing the relevant employer's name and your position title on the left margin.
2 | <urn:uuid:f5e4e833-1a43-48df-aa09-074367948ca4> | CC-MAIN-2021-43 | http://jobmap.queenslibrary.org/sites/default/files/tip/Microsoft%20Word%20for%20Resumes%20Cheat%20Sheet.pdf | 2021-10-19T09:58:08+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00058.warc.gz | 40,421,546 | 218 | eng_Latn | eng_Latn | 0.966393 | eng_Latn | 0.984339 | [
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Teach YOUR CHILDREN:
5 Money Lessons Every Child Should Learn
Teach Your Children: 5 Money Lessons Every Child Should Learn
In 1970, Graham Nash wrote the song "Teach Your Children". His struggles with his own father inspired him to produce a song that evoked so much real emotion for almost everyone who heard it. Graham Nash (from the liner notes of their 1991 boxed set): "The idea is that you write something so personal that every single person on the planet can relate to it. Once it's there on vinyl it unfolds, outwards, so that it applies to almost any situation."
had become the picture perfect definition of the hypocritical, reckless spendthrift I had built a career lecturing others on how to avoid becoming.
Parents have the ability to be the greatest teachers on earth, helping their kids see the realities of life through their own experiences. The only thing that stands in the way is a little thing called truth.
Sometimes bad financial habits are born out of necessity. In 2005, I found myself in a do-or-die financial firestorm. Until 2005, I was living like royalty. I drove very nice cars, wore $2,000 suits, ate in all the best restaurants, traveled first class, and soon found myself in that place I lectured others to avoid at all costs. Despite my substantial income, my credit cards were maxed, my checking account was overdrawn by $210, and I wasn't getting paid for 2 more weeks. I had zero purchasing power; not even $25 for the copay at my son's pediatrician. I had completely mismanaged my finances and
I had no choice but to raid my retirement accounts just to put food on the table. It was the low point in my financial life. I woke up every day embarrassed at my failures, living in con stant fear that I would lose my job, lose our home, and lose our friends. I hated myself. I often thought about how much better off my family would be if they could somehow collect the $4 million in life insurance I had. But I eventually real ized that this was bottom, and that I could make the difficult choices to right our financial ship. I sat down and faced the truth that I had made some serious money mistakes, and I began to forgive myself. I got the professional help I needed to make better choices, and stay accountable to some very challenging financial goals.
By 2011, after six years of excruciating discipline, I was in a much different financial position than I was in six long years earlier. I had eliminated all of our debt (except my prima ry mortgage), regained control of my credit, and had accu mulated enough savings that I could retire from corporate America. And I did.
After retiring in 2011, I chose to make it my purpose in life to teach others how to own their financial mistakes, fix them, and pass those invaluable lessons learned onto their children.
Financial "Home-Schooling"
Whether your bills are paid in full at the end of every month, or you stretched a little too far to buy a vacation home and a fancy car, or you have to do some hocus pocus to make ends meet, there's a good chance you have some less-than-perfect money habits. These habits can have a profound effect on your children, just as mine did. Despite what you may be thinking, your not-so-perfect money habits can serve an in credible purpose and ultimately be one of the greatest gifts you ever give your children.
Most young adults are entering the grown up world with out basic knowledge of how to balance a monthly budget or save for their future. Many are assuming massive debt in the form of car loans and student loans and doing so without a clear vision of how to begin repayment of these debts one day. They are not being taught the basic principles of simple versus compound interest, and how debt can cost them sig nificantly over their lifetime. Public schools and universities have done a better job in increasing exposure to financial ed ucation; however, these efforts alone are largely unsuccessful and must be supported by good financial "home-schooling". The theories and opinions learned in a personal finance class cannot compare to the knowledge gained by witnessing and learning from the practical choices, mistakes, and real-life money decisions kids can see at home with their parents.
The potential for parents as teachers
From a very young age, children pay close attention to how money is treated in their home. Many parents are missing the opportunity to use the observa tions as teaching opportunities. Moms and dads I meet tells me they prefer to keep quiet when there are struggles or disagreements about money, especial ly with things such as debt, paying for college, monthly budgeting and family income. They keep quiet to protect their kids from their mistakes. However, this can't be further from the truth. My personal experience, and my expe rience working with families and multi-generational wealth for the past 20 years, has taught me that parents who make significant money mistakes and involve their kids in the lessons learned from these mistakes can see a much greater impact on their kids making smarter choices as they enter adulthood.
Children know when their parents lack perfection. Lecturing them on how to make perfect choices about money will only drive them to more compulsive, destructive money decisions. The fear I initially see from parents in speaking the truth is that their child will be their little copy-cat, making the same mis takes they do. My experience has been quite the opposite. I have found that our kids and the kids of my clients are making much wiser choices with their money because of our honesty about our own mistakes, and the lessons we learned from those mistakes.
I recommend parents take a good honest look in the mirror; write down your money mistakes, past and present. Share these with your kids. It's an exer cise with dual benefits. First, it forces you to become honest with yourself about where you may have mismanaged your finances. Awareness is the first step toward choosing a new path. Second, it allows you to become vulnera ble and authentic in your relationship with your child, deepening his respect for you, and showing that a true leader owns his mistakes and works hard at fixing them. That's a priceless life lesson that seems to be missing quite a bit in the "school of parenting".
Here are a few habits to begin teaching your children as you become aware of your lack of financial perfection and strive to become a better teacher for your kids.
4
1. Own your mistakes and
devote yourself to fixing them
First things first; forgive yourself for not being perfect with money. If the best time to become a great financial steward of your money was 20 years ago, then the next best time is right now. Become aware of your mistakes, own them by writing them down, and be willing to learn how to fix your mistakes. If you don't know the best habits for using credit cards, or how to make a household budget, seek professional help and learn with your child.
2. Create a family spending plan
Most families I meet make a good living and have substantial income, yet at the end of the month they often tell us they don't know where all the money went. Spending everything you make, or even worse, spending more than your make is a certain path toward insurmountable debt and poor lessons for the kids. Consider setting a weekly family budget meeting. Sunday nights after family dinner is a great time for the whole family to sit down and review the family bills and the upcoming family expenses for the next week. This way the kids can see exactly what it costs on a weekly basis to manage the household finances. "Dad, why can't I buy a new iPhone 6s for $800?" If this is a question that has been asked in your family, this little exercise in weekly family budget planning can provide the very quick and understandable answer that puts the kibosh on that question, once and for all.
Be willing to admit when you make mistakes with your weekly budgeting and overspend on non-necessary items. Be open in discussing what you could do better as a family.
4
3. Save; no matter what
Not everyone believes he can afford to save. I teach clients that the first person to get paid every pay period is you. 10-15% of your take home pay should go into savings before any bills get paid, even if this is as little as $10 per paycheck. It is critical to teach your kids the importance of investing in themselves and paying themselves before they pay anyone else. Ideally, your savings should include an emergency cash fund as well as a fund for your retirement, like a 401k or an IRA.
4. Clean up your credit
Most everyone I know has debt; mortgage debt, car debt, student debt, credit card debt. Debt has become part of the fiber of America. In fact, House Republicans are proposing a $3.8 trillion dollar budget to Congress which will keep our country spending more than we make for the next decade. You as a parent must step up and show your children how important it is to properly manage and protect their credit. Even if you struggle to pay your outstanding debt, paying something is better than ignoring it. If you are at a point where you have gotten a little over your skis with debt, involve your children in a discussion about how you got to this point and about handling your responsibil ities going forward. Then call those you owe and make manageable payment arrangements with a timetable of when your debt will be paid off. It's an incredible lesson to teach your kids that some times we just have to deal with cleaning up financial mistakes, no matter how hard it is.
5. Agree to disagree
Disagreements about money can be some of the most damaging dynamics in a family environment. I meet families all the time who have different priorities when it comes to money. In 2013, Fidelity conducted a study about couples being on the same page about money. Their study concluded that 8 out of 10 couples believed they were in synch with money, when in fact they had very different priorities and beliefs when it came to money and how it should be used.
It's no wonder why so many families battle over money issues, but it doesn't have to be that way. We encourage families to sit and have discussions about differing views on money. Where do we agree about money? Where do we struggle to agree? Can we truly listen to one another's beliefs and work to support one another despite our differences?
This is not an easy exercise and families who have a hard time tackling this should seek professional help. This is some of the most important work we do in our private practice at Gebhardt Group, Inc. (our private practice affiliate of 401k Masters, LLC). We work with families to help them establish agreements about money, especially in the areas where there is much disagreement. Family fights about money that are not resolved are some of the most harmful interactions that can happen, especially in the presence of the kids.
I've shared my mistakes with my children and their financial habits are better off because of them. My oldest son is saving his money to buy his first car in a little over a year, and he's already contemplating the best ways to save for and pay for his college education. My younger son saves his money for Calvin and Hobbes books, but nonetheless, he's learned the import ant lesson in valuing money and what it can buy you if you treat it with respect.
"You, who are on the road, must have a code that you can live by. And so become yourself, because the past is just a good bye. Teach your children well. Their father's hell did slowly go by. And feed them on your dreams. The one they pick's, the one you'll know by.
Don't you ever ask them why? If they told you, you would cry. So just look at them and sigh. And know they love you.
And you of tender years can't know the fears that your elders grew by. And so please help them with your youth. They seek the truth before they can die. Teach your parents well. Their children's hell will slowly go by. And feed them on your dreams. The one they pick's, the one you'll know by.
Don't you ever ask them why? If they told you, you would cry. So just look at them and sigh. And know they love you."
For more information on how you can plan for a retirement on purpose, contact:
Matthew Grishman Principal, Wealth Advisor Gebhardt Group, Inc. 3470 Mt. Diablo Boulevard, Suite A210 Lafayette, CA 94549 email@example.com
Toll-free 877.283.9150
Matthew Grishman is the Co-Founder & Chief Marketing Officer of 401k Masters, LLC. He is also a Principal & Wealth Advisor at Gebhardt Group, Inc. Matthew has 19 years of experience guiding families, entrepreneurs, and athletes through the complexities of financial planning and living their life's true purpose.
Important Disclosures: CA Insurance License #0D99998. Matthew Grishman is an Investment Advisor Representative of Gebhardt Group, Inc., a Registered Invest ment Advisor, and 401k Masters, LLC, a Registered Investment Advisor, as governed by the Securities and Exchange Commission. Gebhardt Group, Inc. and 401k Masters, LLC are affiliated companies.
The opinions in this piece are for informational purposes only and are not intended to provide specific advice or investment recommendations. To determine which investment(s) may be appropriate for you, consult a financial advisor prior to investing. Market performance is historical and there is no guarantee of future returns.
© Copyright 2015, 401k Masters, LLC. All rights reserved. Reproduction or reprinting of copyright materials is strictly prohibited without express written permission from 401k Masters, LLC.
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650 Laurelwood Drive Waterloo, Ontario N2V 2V1
Tel: (519) 880–9979
Fax: (519) 880–9718
Web: jam.wrdsb.ca
Twitter: @SJAMHighlanders
COURSE CALENDAR SUPPLEMENT
Sir John A. Macdonald Secondary School is a full-service school offering programs for students who are university, college or workplace-bound. With a student population of approximately 1,650 students. we offer a wide range of curricular and extra-curricular programs to meet the diverse needs of our students.
GENERAL GRADE 9 PROGRAM INFORMATION
* Students in grade 9 will take a full-time program of 8 courses (5 compulsory, 3 electives).
* Please ensure you choose courses at the appropriate level for grade 9 (consider recommendations from grade 8 teachers).
*
Making course level changes after the start of a semester is typically not possible because of timetable/course restrictions. Make sure you review specific course expectations to ensure you are appropriately placed.
* Plan and select your elective courses carefully. Switching elective courses can be extremely difficult once our timetable is established each year.
*
SJAM's guidance staff will assist with pathways planning/course selections throughout high school.
NOTE—this brochure contains information for incoming grade 9 students only. The WRDSB Common Course Calendar, outlining all courses offered in grades 9 – 12, is available online at http://jam.wrdsb.ca/guidance/
course-selections.
ADVANCED PLACEMENT PROGRAM @ SJAM
The Advanced Placement (AP) program offers students the opportunity to pursue university-level studies while still in high school. Based on their performance on rigorous AP examinations, students can earn credits for many universities and colleges in Canada and the USA. Enrolling in Pre-AP courses prepares students for success in senior Advanced Placement courses, while extending the current curriculum and enriching specific learning outcomes.
SJAM offers Pre-AP courses in Mathematics and Science. We also offer Enriched French for students coming from French Immersion programs (starting in Grade 9).
Although Pre-AP extends the curriculum, evaluation is based on the regular academic Ontario curriculum.
NEW FOR 2021-2022
Based on recommendations from the review of our AP program during the 2019/2020 school year and Ministry of Education directives regarding math de-streaming in Grade 9 for September 2021, changes to SJAM's pre-AP/AP program are as follows:
* MATH – commences in Grade 10 (apply in grade 9 year)
* SCIENCE – will commence in Grade 11 for Physics and Chemistry (apply in Grade 10)
This revised plan will allow teachers, as subject specialists, to better support students' applications and opportunities for success.
FAST FORWARD PROGRAM
Sir John A. Macdonald Secondary School is one of the Waterloo Region District School Board's designated sites for Fast Forward magnet programs.
This program is for students who may be working towards an Ontario Secondary School Diploma but who are likely intending to go directly to the workplace upon completion of high school.
Most students in this program will be working significantly below grade level and will have been identified (IPRC/IEP) as candidates for this program in elementary school. Refer to the Fast Forward program supplement for more information.
COMPULSORY COURSES
CANADIAN GEOGRAPHY:
CGC 1DI—Issues in Canadian Geography (Academic Level)
ENGLISH (contd.): ENG 1LB—English (Essential Level)
* Examine the interrelationships within and between Canada's natural and human systems and how these systems interconnect with those in other parts of the world.
* Apply the concepts of geographic thinking and inquiry to investigate various geographic issues while developing possible approaches for making Canada a more sustainable place to live.
* Explore environmental, economic, and social geographic issues relating to topics such as international trade, immigration, mega-projects, urban sprawl, climate change, aboriginal relations, and resource depletion.
CGC 1PI—Issues in Canadian Geography (Applied Level)
* Course focuses on current geographic issues that affect Canadians.
* Develop awareness about issues that affect our lives and the interconnections we have with other parts of the world.
* Draw upon personal and everyday experiences as you explore a range of issues, such as international relationships, urbanization, immigration and interactions with the natural environment.
* Apply the concepts of geographic thinking and the geographic inquiry process to investigate choices related to sustainable living in Canada.
ENGLISH:
ENG 1DI—English (Academic Level)
* This course is designed to develop oral communication, reading, writing, and media literacy skills.
* Digital literacy/online portfolio are integral parts of the course.
* Students will analyze literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms.
* Intended to prepare students for the grade 10 academic English course, which leads to university or college preparation courses in grades 11 & 12.
ENG 1PI—English (Applied Level)
* This course is designed to develop key oral communication reading, writing, and media literacy skills.
* Intended to prepare students for the grade 10 applied English course, which leads to college or workplace preparation
* Students will read, interpret, and create a variety of informational, literary and graphic texts with a more hands on approach.
* This course provides foundational literacy and communication skills to prepare students for success in their daily lives, in the workplace and in the Grade 10 essential level course.
* In all strands, the focus is on developing foundational literacy skills and in using language clearly and accurately in a variety of authentic contexts.
* The course develops a variety of important skills, including listening, talking, reading, viewing and writing.
FRENCH:
FSF 1DI—Core French (Academic Level)
* This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives.
* They will also enhance their understanding and appreciation of diverse Frenchspeaking communities.
* Develop skills in listening, speaking, reading and writing.
FSF 1DX—Core French (Academic—Enriched)
* Intended for students coming from a French immersion or bilingual background.
* Develop skills in listening, speaking, reading, and writing, as well their ability to communicate in French with confidence, by using language learning strategies introduced in the elementary French Immersion program.
* Course provides opportunities for students to speak and interact in French independently in a variety of real-life and personally relevant contexts.
* Enhance knowledge of the French language through the study of literature and culture. They will also increase their understanding and appreciation of diverse French-speaking communities.
FSF 1PI—Core French (Applied Level)
* This course provides opportunities for students to communicate and interact in French in structured situations, with a focus on everyday topics, and to apply their knowledge of French in everyday situations.
* They will also enhance their understanding and appreciation of diverse Frenchspeaking communities.
* Develop listening, speaking, reading, and writing skills.
MATHEMATICS: GRADE 9 DESTREAMING FALL 2021
* In the summer of 2020, the Ministry of Education announced a new Grade 9 math course which will be the compulsory Grade 9 math course in all Ontario schools effective September 2021.
* Pre-AP and other "enhanced" math courses are no longer offered as these do not support the equitable spirit of destreaming.
* As details become available, we will share with our community, including the implications for our school designated programs and magnet programs. This new curriculum will be a continuation of the grade 8 curriculum.
NEW FOR 2021-2022
MTH1W1—Mathematics
* This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy.
* Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.
* Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant realworld situations.
* Prerequisite: None
MAT 1LB—Mathematics (Essential Level)
* This course emphasizes further development of mathematical knowledge and skills to prepare students for success in their everyday lives.
* Focus on developing key mathematical concepts and skills by solving authentic, everyday problems.
* Organized in three strands: money sense, measurement, and proportional reasoning.
* Students develop their math literacy and problem solving through relevant and practical math activities.
* Recommended for students achieving below level 1 in Grade 8 math.
SCIENCE:
SNC 1DI—Science (Academic Level)
* This course will enable students to improve their scientific inquiry skills and apply scientific knowledge to technological, societal, and environmental issues.
* The focus is on theories and investigations related to atomic structure, ecosystems, static and current electricity, and the nature of the universe.
SNC 1PI—Science (Applied Level)
* This course will enable students to develop practical skills in scientific investigation and apply scientific information to everyday life.
* Students will conduct investigations related to the nature of matter, ecosystems, static and current electricity, and astronomy and space exploration.
SNC 1LB—Science (Essential Level)
* This course will enable students to improve their communication and mathematical skills while investigating topics in science.
* The focus will be on investigations into the science in everyday life, the nature of common substances, body systems, and electric circuits.
ELECTIVE COURSES
ARTS:
ADA 1OI—Drama (Open Level)
* Connect with classmates in a fun, artistic and welcoming environment.
* Explore dramatic techniques (tableau, creative movement, comedy, improvisation), learn about the history of the stage, train on state of the art lighting and sound theatre equipment.
* Gain the confidence to shine in front of audiences.
* Work with professional actors and enjoy live theatre.
* Develop acting and public speaking skills: trust, self-confidence, teamwork, creativity, expressiveness, self-reflection.
AMI 1OI—Instrumental Music (Open Level, experienced)
* Ideal for students who are experienced players on woodwind, brass or percussion instruments that you will play in class.
* Learn to read and write standard music notation and complete listening and composition activities.
* Develop your instrumental performance skills; you will play your instrument every day.
* Play as a class and in small groups, you will be encouraged to perform in the Junior Band.
* Preparatory Course: Grade 7 or 8 Instrumental Music/Band
AMI 1OX—Instrumental Music (Open Level, no experience required)
* Ideal for students with no experience on a woodwind, brass or percussion instrument. Starting as a beginner, you will learn to play an instrument.
* Learn to read and write standard music notation while completing listening and composition activities.
* Develop your instrumental performance skills; you will play your instrument every day.
* Play as a class and in small groups, you will be encouraged to perform in the Grade 9 Band.
AMV 1OI—Vocal Music (Open Level)
* This course is for you if you like to sing, whether you have experience or not.
* Learn to read and write standard music notation while completing listening and composition activities.
* Develop your vocal performance skills; you will sing every day.
* Sing as a class and in small groups, you will be encouraged to perform in the Highlander Chorus.
ATC 1OI—Dance (Open Level)
* Take a break from desks and chairs and just dance! Explore your creativity and passion for movement in the grade 9 Dance course. All levels of experience welcome.
* Improve your technique and create innovative choreography.
* Develop a variety of dance styles (Ballet, Jazz, Lyrical, Hip Hop, Contemporary, etc) through movement exploration, professional guest instruction, and improvisation in our state of the art facility.
* Experience live dance performances from top professionals
AVI 1OI—Visual Art (Open Level)
* This course offers an overview of visual arts as a foundation for further study.
* Develop a variety of artistic skills, including sketching, painting, sculpture and multimedia.
* Become familiar with the elements and principles of design and the expressive qualities of various materials through working with a range of processes, techniques and styles.
* Learn and use methods of analysis and criticism while studying the characteristics of particular historical art periods and a selection of Canadian art and art of other cultures.
ELECTIVE COURSES
BUSINESS STUDIES:
BBI 1OI—Introduction to Business (Open Level)
HEALTH & PHYSICAL EDUCATION:
* This foundation course introduces students to the many facets of business, including finance, marketing, accounting, entrepreneurship, investing in the stock market and international business.
* Students will develop leadership skills and self confidence as they gain insight into all the specialized areas Business Studies has to offer at the senior level.
* Emphasis is placed on fun and interactive learning with hands on activities.
BTT 1OI—Information and Communication Technology for Business (Open Level)
* This computer software application course focuses on learning G-Suite (Google drive, Docs, Sheets and more), web page design and Office 365 apps.
* Learn to manage and use your Chromebook effectively.
* Skills learned in BTT can be applied to many other subject areas, leading to greater student success.
FAMILY STUDIES:
HFN1OI—Food and Nutrition (Open Level)
* This course provides students with opportunities to develop food-preparation skills and learn how to make simple meals and snacks, like pizza, cookies and muffins, soup and salads, from scratch.
* Using Canada's Food Guide, students will learn to make nutritious food choices.
* Students will learn how to work safely in the kitchen, and also how to prevent contamination and food borne illness.
* Students will investigate the factors that influence food choices, including beliefs, attitudes, current trends, traditional eating patterns, food-marketing strategies and individual needs.
SCHOOL SUPPORT SERVICES & RESOURCES
Sir John A. Macdonald Secondary School offers students support and resources outside of the classroom through our student services team. This includes:
* Guidance Counsellors
* Special Education Resource Teachers (SERTs)
* Student Success
* Social Worker
* Child Youth Workers
* Library
Student Activities
* School Nurse
PPL 1OX (Females), PPL 1OY (Males) Healthy Active Living (Open Level)
* This course emphasizes students' daily participation in a variety of enjoyable physical activities that promote life long healthy active living.
* Students will investigate issues related to healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs and will participate in activities designed to develop goal setting, communication and social skills.
* Students will learn movement techniques, ways to improve personal fitness and physical competence and safety/injuryprevention strategies.
* Students will also receive CPR and AED training.
TECHNOLOGICAL STUDIES:
TIJ 1OI—Exploring Technologies (Open Level)
* Course prepares students for the exciting technological world, with an emphasis on hands-on activities and theory.
* Highlight of the course is servicing a real car and designing, constructing and testing a 600mm long working model Sailboat.
* Students construct projects such as a mini rocket, electrical circuits, draw a floor plan of a house, and do home renovation projects which includes carpentry and electrical work.
* Students learn how to complete technical projects and protect the environment at the same time.
* All technical courses at SJAM will reinforce skills and knowledge in Mathematics, Science, English literacy and Computer Technology.
TEJ 1OI—Exploring Computer/ Engineering Technologies (Open Level)
* This course prepares students for the exciting world of Engineering.
* Students will develop solutions for problems using Physics, Math and Computer Modeling Techniques.
* Students complete a series of projects, which may include an ancient trebuchet, complex electrical circuits, AutoCad and SolidEdge drawings, PowerPoint presentations, Desktop Publications, Spreadsheets, and/or PhotoShop Digital Art.
* Using these skills, students design, build and test projects, such as an Engineering Vehicle Challenge and a cricket circuit board.
* Students compare the physical outcome of each design with theoretical values, just like working engineers do.
COMPULSORY COURSES
Canadian & World Studies (Geography)
* CGC 1DI (Academic)
* CGC 1PI (Applied)
* CGC1PB (Essential/Fast Forward)
English
* ENG 1DI (Academic)
* ENG 1PI (Applied)
* ENG 1LB (Essential/Fast Forward)
French
* FSF 1DI (Academic)
* FSF 1DX (Enriched—for students coming from French immersion)
* FSF 1PI (Applied)
Mathematics
* MPM 1DI (Academic)
* MFM 1PI (Applied)
* MAT 1LB (Essential/Fast Forward)
Science
* SNC 1DI (Academic)
* SNC 1PI (Applied)
* SNC 1LB (Essential/Fast Forward)
ELECTIVE COURSES (choose 3)
* ADA 1OI—Dramatic Arts
* AMI 1OI—Instrumental Music (Experienced)
* AMI 1OX—Instrumental Music (No Experience)
* AMV 1OI—Vocal Music
* ATC 1OI—Dance
* AVI 1OI—Visual Art
* BBI 1OI—Introduction to Business
* BTT 1OI—Information & Communication Technology for Business
* HFN 1OI—Food and Nutrition
* PPL 1OX—Healthy Active Living (Female**)
* PPL 1OY—Healthy Active Living (Male)**
* TIJ 1OI—Exploring Technologies
* TEJ 1OI—Exploring Computer/ Engineering Technologies
** Highly recommended for all grade 9 students. | <urn:uuid:b1bf2c1b-8eeb-4a48-9d8b-39fb5696386d> | CC-MAIN-2021-43 | https://jam.wrdsb.ca/files/2021/01/Gr-9-Course-Calendar-2021-2022-1.pdf | 2021-10-19T07:57:52+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00058.warc.gz | 454,647,001 | 3,766 | eng_Latn | eng_Latn | 0.990234 | eng_Latn | 0.992257 | [
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Appropriate Antibiotic Usage
How to Prevent Antibiotic Resistance
What are antibiotics?
Antibiotics,
also known as antimicrobial drugs, are drugs that fight infections caused by bacteria.
What is the appropriate way of using antibiotics?
For antibiotics to work effectively, one should take the right drug at:
– Right dose
– Right time
– Right duration
How do antibiotics work?
Antibiotics perform either of two actions:
1. Kill bacteria
2. Stop the bacteria from multiplying
What is antibiotic resistance?
Antibiotic resistance is the ability of bacteria or other microbes to resist the effects of an antibiotic.
Antibiotic resistance occurs when bacteria change in some way that reduces or eliminates the effectiveness of drugs, chemicals, or other agents designed to cure or prevent infections.
The bacteria survive and continue to multiply causing more harm.
Flu
Why are bacteria becoming resistant?
Every time a person takes antibiotics, sensitive bacteria are killed, but resistant germs may be left to grow and multiply. Repeated and improper uses of antibiotics are primary causes of the increase in drug-resistance bacteria.
Using antibiotics to treat viral infections, using antibiotics too often, and not using antibiotics as prescribed are all contributing to the problem of antibiotic resistance.
Viral infections that SHOULD NOT be treated with antibiotics include: | <urn:uuid:ba11783f-ca03-48d9-8dd1-813ab55a36a6> | CC-MAIN-2021-43 | https://gskpro.com/content/dam/global/hcpportal/en_IE/Images/Augmentin/Appropriate-Antibiotic-Usage-Download.pdf | 2021-10-19T09:20:32+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00061.warc.gz | 378,177,222 | 266 | eng_Latn | eng_Latn | 0.998282 | eng_Latn | 0.998282 | [
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Family Gardening
By Val Chadwick Bagley
President Spencer W. Kimball (1895–1985) encouraged families to plant gardens. Look at the picture of this family working in the garden. See if you can find all 26 letters of the alphabet hidden there. | <urn:uuid:eb964675-a29a-4084-b5fb-e2fe21f73f0f> | CC-MAIN-2021-43 | https://media.ldscdn.org/pdf/magazines/friend-june-2010/2010-06-18-family-gardening-eng.pdf | 2021-10-19T09:12:34+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00060.warc.gz | 511,157,025 | 59 | eng_Latn | eng_Latn | 0.998806 | eng_Latn | 0.998806 | [
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Mass Movement, Inc. Workshop Descriptions
Social Studies:
African-American Culture: African Dance to Hip Hop:
Students are taught an African harvest dance with includes gestures representing actions of preparing soil, planting seeds and gathering crops. This dance is used to explore an ethnic group's use of movement to teach their young of their occupation, affirm their identity, connect to their music and to use movement as a cultural activity. We then look at Hip Hop and its connection to popular music and culture. Students are led through guided exercises to explore how movement can be used to dramatize language and explore emotional states. They will create their own dances that use movements that stylize actions from our everyday lives, create conversations, tell stories and express our individuality. We teach skills that improve students' physical well-being but will also foster creativity in a positive learning environment. This residency aims to build positive self-image and tolerance for individuality outside the norm, as well as, physical activity to develop motor skills, strength and flexibility.
International Folks Dances from All Continents:
Cultural dances from Europe, early America, and/or Latin America Students are introduced to the music and dance styles from different cultures with emphasis upon coordination, direction, cooperation and musicality. We have instructors who specialize in dances from different parts of the globe. Example of one dance: Seven Jumps from Denmark. Danced in a circle, the chorus is a skipping step while the seven figures begin with balancing on one leg, and each figure adds another task that gets lower to the floor. The dance teaches sequencing and works on basic locomotor skills involving coordination, balance, and flexibility while involving the students in a fun and challenging group activity. Introductory games and activities will give students an opportunity to creatively explore basic components of dance and develop movement skills.
Science and Mathematics:
Dances of the Solar System:
In one example, the topography and weather on Mars is used as inspiration to create a vocabulary of movements that includes measurement, making shapes, exploring speed, resistance and responding to gravity. Students are introduced to these elements through guided exercises that involve learning concepts, problem-solving and flexible thinking. A dance sequence is built which may involve working in smaller groups before assembling into a final dance piece. The physical activity develops motor skills, strength and flexibility. This residency can work toward a culminating event. | <urn:uuid:692b0720-0424-45e2-a4f9-57fd99afbd11> | CC-MAIN-2021-43 | https://yamass.org/view/download.php/programs/dance/educational-materials/mass-movement-workshops | 2021-10-19T09:09:14+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00062.warc.gz | 1,301,624,242 | 473 | eng_Latn | eng_Latn | 0.998403 | eng_Latn | 0.998403 | [
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Dr. T. Balla Ágnes, PhD
Working with texts in the English lessons
Task 1
This teaching material has been made at the University of Szeged, and supported by the European Union.
Project identity number: EFOP-3.4.3-16-2016-00014
Task 1
Below is an excerpt from a text in an advanced coursebook. At this point, please DO NOT open the link yet. First decide which word, A or B would complete the text best. Then try to identify what kind of knowledge you had recourse to in order to choose the correct answer.
What makes us human?
4. Language Many species communicate with vocal sounds. But language is a special form of (1)__________________. Full language, with rules for combining sounds into words, and words into (2)__________________, probably originated at some point about 50,000 years (3)__________________. But we will probably never know precisely when and where language originated. Fossils, DNA evidence, comparisons with other animals, and studies how languages change over time all (4)__________________ clues, but spoken language itself leaves (5)__________________ traces. It most likely evolved from a simple form of communication. Chimpanzees use both gestures and vocal calls to communicate status and other complex (6)__________________ information. It is possible that our ancestors also expressed themselves first with gestures or simple words, then developed rules for linking them into sentences.
(Headway Advanced, 4th edition, p. 9.)
1. A communication
B communicate
Kind of knowledge employed:
2. A phonemes B sentences
Kind of knowledge employed:
3. A later B ago
Kind of knowledge employed:
4. A provide B provides
Kind of knowledge employed:
5. A few B many
Kind of knowledge employed:
6. A biological B social
Kind of knowledge employed:
https://elt.oup.com/catalogue/items/global/adult_courses/new_headway/advanced/?cc=global&selLang uage=en&mode=hub
1. Communication / communicate – Linguistic knowledge (grammar): from the position in the sentence and the presence of the preposition, we know that a noun is required here
2. phonemes / sentences – topic knowledge: we know that sounds are combined into words and words, in turn into bigger groups of words – which might be phrases or sentences. But definitely not phonemes as those are units at a lower level, the sound level.
3. Later / ago – Linguistic knowledge (discourse): there was no point in time mentioned in the text before this phrase – therefore "later" would make no sense, there is no comparison.
4. Provide / provides – Linguistic knowledge (grammar): from the enumeration and the word "all" we know that a plural verb is required here.
5. Few / many – Linguistic knowledge (discourse): in this context "many" would make no sense after the conjunction "but", which implies a contrast with all the clues listed before.
Might also be general knowledge and topic knowledge: many of us know or at least can guess that spoken language is very difficult to trace back – recording speech by any means is a fairly modern invention.
6. biological / social - Topic knowledge combined with linguistic knowledge (discourse): "other" refers back to status, and that is a social concept
And with all of them, of course: the knowledge of the meaning of the words in the text. | <urn:uuid:38b0e83f-c228-4c0b-ac45-4a68c3b05738> | CC-MAIN-2021-43 | http://eta.bibl.u-szeged.hu/4906/2/Working_with_texts_in_the_English_lessons_Task_1.pdf | 2021-10-19T09:11:05+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00063.warc.gz | 24,394,167 | 735 | eng_Latn | eng_Latn | 0.978312 | eng_Latn | 0.998168 | [
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An active-learning lesson that targets student understanding of population growth in ecology – Supporting File 6.
Supporting File 6. Student Worksheet.
TPSQ1. List factors that could affect the barnacle population size.
CQ1. Use this space to calculate the density and abundance for the two study sites of barnacles.
Abundance
Density
Study site 1
Study site 2
TPSQ2. Draw what you would expect the growth of the population of barnacles to look like over the 30-day experiment. (On day 25, the barnacle population reached ~78 barnacles per cm 2 ).
TPSQ3. Plot the data from the actual experiment of barnacle population growth over time.
– Supporting File 6.
CQ5. If r=2 per day per individual and K= 80 barnacles per cm 2 , how does increasing the population size (N) affect the population growth rate (dN/dt) in the logistic model?
In your own words, summarize how increasing the population size (N) affects the population growth rate (dN/dt):
TPSQ4. Use the spaces provided to describe the following populations.
1. Identify if density or abundance is shown.
2. Describe what is happening to the population (increasing, decreasing, etc.).
3. Identify if the growth curve most closely resembles linear, exponential, logistic, or other.
1.
2.
1.
2.
3.
1.
2.
1.
2.
3. | <urn:uuid:3e43615d-c117-4d95-9fbe-a2dca2b8f2fe> | CC-MAIN-2021-43 | https://qubeshub.org/publications/2587/serve/1/10062?el=3&download=1 | 2021-10-19T09:01:36+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00064.warc.gz | 604,267,653 | 308 | eng_Latn | eng_Latn | 0.985403 | eng_Latn | 0.9857 | [
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Past Issues
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Extreme Heat | Urban Heat Effect | Summer Weather and COVID-19 | Virtual Events
CLEAN STEM Flash
A Timely Climate and Energy E-Learning Series to Use and Share
May 27th, 2020
Topic: Summer Heat and Rising Temperatures
As the school year ends and summer rapidly approaches the temperatures are rising. Learn about the effect heat has on humans and cities.
CLEAN Resource Feature
Video: Climate Wisconsin: Extreme Heat
This short video addresses the effects of heat waves on human populations, with African American residents of Milwaukee, Wisconsin, as the visual subjects. The narrative is done by a young spoken word artist.
Video length: 2:46
Audience: Middle School, High School, College Lower, General Public
Browse CLEAN for more videos on Extreme Heat.
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conditions. This video uses music, spoken word,
photos, and videos to engage the audience. The accompanying essay provides necessary background information.
CLEAN Resource Feature Learning Activity: Feeling The Heat
This activity has students explore the microclimate in cities where the heat island effect is known to occur. Students learn about the urban heat island effect by investigating which areas of their schoolyard have higher temperatures - trees, grass, asphalt, and other materials.
Audience: Middle School, High School
Take a look at some more CLEAN resources focused on the Heat Island Effect.
Students explore their schoolyard in order to assess what areas have higher temperatures - trees, grass, asphalt, and other materials. Based on their results, they hypothesize how concentrations of surfaces that absorb heat might affect the temperature in cities and contribute to the urban heat island effect. Then they analyze data about the history of Los Angeles heat waves and look for patterns in the Los Angeles climate data.
In the News: Summer Weather Could Help Fight Coronavirus Spread but Won't Halt the Pandemic https://mailchi.mp/de929981a91b/summer2020
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With summer temperatures rising, the hope for reduction in coronavirus (SARS-
CoV-2) cases is prevalent. This news article discusses the recent research that
Past Issues
Translate suggests the summer months may inhibit the spread of the virus. It also reiterates that it will likely not cause the virus to entirely disappear.
Virtual Conference and Webinar
On June 2nd we will host a new webinar with Karin Kirk focused on Climate Change Consequences. To register, click here. For more information about our webinar series or to watch recordings of other webinars, clickhere! The consequences of climate change are all around us, unfortunately. How can we teach these topics without overwhelming our students or causing anxiety? In this webinar, climate communicator Karin Kirk will share strategies for building connections between cause and effect, showcasing solutions, and using local approaches to make science relevant and inspiring. All the teaching tools highlighted in this webinar are appropriate for online teaching.
From July 22-24th there will be a virtual conference, the Stay-In-stitute for Climate Change Education. This three-day experience will take you beyond your computer screen, and into your backyard and neighborhood to do authentic scientific and social data collection, move your body, and make observations of the world around you. Join a network of teachers from across the country dedicated to teaching climate change as an interdisciplinary issue! For more information and to register click here!
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4/4 | <urn:uuid:6fab2a2d-97ec-471a-8c11-506fcb1ff327> | CC-MAIN-2021-43 | https://cires.colorado.edu/outreach/sites/default/files/2021-10/CLEAN%20Summer%20Edition.pdf | 2021-10-19T08:51:09+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00065.warc.gz | 271,040,463 | 981 | eng_Latn | eng_Latn | 0.989131 | eng_Latn | 0.994106 | [
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Responsibilities as a Motorist
Bicyclists, pedestrians and motorists all have certain responsibilities when operating vehicles within or crossing the public right-of-way. This brochure offers important safety tips for motorists to help avoid conflicts with bicyclists and pedestrians, and make roadway, intersections, crosswalks and other facilities safer for all users.
General Motorist Safety Tips:
Always observe posted speed limits. Driving at proper speeds allows motorists to notice and slow down for pedestrians and bicyclists. •
Obey traffic signs and signals. Following the basic rules of the road can help reduce the number of accidents among motor vehicles and also contribute to a safer environment for bicyclists and pedestrians. •
Tips for Motorists to Promote Bicyclist Safety
Wait for oncoming cyclists before turning left. Drivers should be aware of cyclists operating within the roadway and yield to oncoming traffic when attempting a left turn.
Source: Bryan Goebel of Streetsblog San Francisco
Avoid "dooring." After parallel parking, look for bicyclists riding along the side of your car or approaching quickly before opening the door.
Source: NCTCOG
Always allow three feet when passing a cyclist. Bicyclists have a right to the road. (see § 551.103. OPERATION ON ROADWAY, Texas Transportation Code.)
Source: League of American Bicyclists
Allowing a minimum of three feet when passing a cyclist permits motorists and bicyclists to maneuver safely.
Tips for Motorists to Promote Pedestrian Safety
Yield to pedestrians crossing the right-of-way. Stop or yield to pedestrians at crosswalks, whether marked or unmarked. Watch for pedestrians at all times by scanning the road and sides of the road ahead for pedestrians. •
Never block or park in a crosswalk. Blocking or parking in a marked crosswalk is illegal. Preventing pedestrians from using designated crosswalks can create unsafe circumstances for pedestrians trying to cross traffic. •
Slow down when approaching a crosswalk or intersection. Marked crosswalks are part of the pedestrian realm. Anticipate pedestrians in these locations and be prepared to stop or yield to them. •
Right turn on red. When turning right on red, be sure to notice and yield to pedestrians who may be entering the crosswalk as the light turns green for them. •
NCTCOG established the Bicycle and Pedestrian Program in 1992 to address the various activities related to implementing bicycle and pedestrian facilities as an alternative mode of regional transportation.
Bicycle and Pedestrian Education and Safety outreach is intended to promote safe, reliable and cost-effective mobility options for residents throughout North Texas.
Between 2003 and 2010, the number of bicycle and pedestrian crashes in the NCTCOG 16-county region decreased by 8 percent according to NCTCOG SAFETY DATA.
North Central Texas Council of Governments
P.O. Box 5888, Arlington, TX 76005 817-695-9240
nctcog.org/bikeped facebook.com/nctcogTRANS twitter.com/nctcogTRANS youtube.com/nctcogTRANS | <urn:uuid:0a0e3bf5-2d80-4c06-b926-2b579ecf66e1> | CC-MAIN-2021-43 | https://kentico-admin.nctcog.org/nctcg/media/Transportation/DocsMaps/Plan/Bike/Motorist_Safety.pdf | 2021-10-19T10:00:01+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00065.warc.gz | 457,831,787 | 654 | eng_Latn | eng_Latn | 0.981385 | eng_Latn | 0.995109 | [
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SPORTSMANSHIP
PROJECT
Teens/Adults
Teens & Adults
AGES 7 & UP
The Powerful Word of the month is sportsmanship. Sportsmanship means; "showing respect for the rules, the participants and the spirit of the competition." Imagine you are standing in front of a team of young athletes. Before the competition, you plan to go over 3 main rules that underscore the spirit of competition. What rules would you make sure to discuss? Why is each rule you mention so important?
#1:
#2:
#3:
FIRST & LAST NAME:
TIP GOAL:
PARENT SIGNATURE: | <urn:uuid:6f9f9384-c2fd-4457-b694-873c7deab77d> | CC-MAIN-2021-43 | https://www.pallensmartialarts.com/uploads/1/2/9/0/129016060/1021_mm_sportsmanship_teensadults.pdf | 2021-10-19T07:45:41+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00065.warc.gz | 1,111,065,761 | 131 | eng_Latn | eng_Latn | 0.991283 | eng_Latn | 0.991283 | [
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LOEX Quarterly
A quarterly publication of the LOEX Clearinghouse for Library Instruction
Published spring, summer, fall, and winter
Editor: Theresa Valko
Copy Editor: Sarah Fabian
LOEX Clearinghouse 104 Halle Library Eastern Michigan University Ypsilanti, MI 48197-2207
734-487-0020 x2152 734-487-1289 fax email@example.com
Please consider submitting your instruction research, reviews, and reports. Articles are accepted continually.
Volume 31
Number 3
Fall 2004
ISSN: 1547-0172
Featured Web Site: 21st Century Information Fluency Project Portal
Reviewed by Rihkei Harris Virtual Reference Librarian Eastern Michigan University
When Theresa asked me to write the website review for this issue of LOEX Quarterly, my first thought was, "Wow, sure!" This was swiftly followed by a sense of impending doom when I realized I had no idea where to start looking for a website to review. I turned to my dear friend Google, and was soon poring over information literacy blogs. Eventually, I stumbled across the 21 st Century Information Fluency Project, located at http://21cif.imsa.edu. I was drawn in by the vibrant shapes and colors, and was impressed enough by the content to realize that I'd found the site I was going to review. Ranging from topics such as the FAQ "What is the Internet?" all the way to lesson plans about Arthur Miller's The Crucible, this site has a great deal of breadth and content just waiting to be mined by LOEX Quarterly readers.
The 21 st Century Information Fluency Project Portal is run out of the Illinois Mathematics and Science Academy (IMSA) in Aurora, Illinois. The project is funded by a 2004-2005 grant from the U.S. Department of Education. IMSA is working with 100 schools across the state to form the 21 st Century Information Fluency Project, which consists of "a variety of learning materials, learning tools, and learning experiences designed to enable them to help students enhance their 21 st century information skills and improve their learning." These tools and experiences have been created with the National Educational Technology Standards, the American Association of School Libraries Information Power Standards, and the Illinois Learning Standards in mind.
The site includes tools that will appeal to people of all ages. It includes an evaluation wizard, which walks users through the evaluation of a website step by step. It also has a citation wizard, which helps students create citations in the most commonly used writing styles (MLA, APA, Chicago, etc). The search engine wizard includes a spellchecker and thesaurus, with links explaining why it's
important to have your search terms spelled correctly, and how a thesaurus can help you find a more appropriate search term for your query. However, the wizards aren't the only things that make this site noteworthy – it also includes FAQs, safety and searching tips, and lesson plans.
lege students – though much of the information available on the site would be useful to them (for example, the citation wizard). I'd also like to see the material that is for librarians and educators more clearly separated from the information that is available for students.
Like any site, though, 21cif has its flaws. Although the site does have lesson plans divided by age group, I'd like to see a better distinction on the front page of what material is appropriate for what age. While the site says that it offers information literacy strategies up to grade 16, I did not see any information specifically geared toward col-
All in all, this site contains many useful tools and lessons that individuals can work through at their own pace. Nice job, Illinois, and keep up the good work! | <urn:uuid:5a72356d-0c4b-41a5-ba57-c55eeb297db7> | CC-MAIN-2021-43 | https://commons.emich.edu/cgi/viewcontent.cgi?article=1007&context=loexquarterly | 2021-10-19T08:33:31+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585246.50/warc/CC-MAIN-20211019074128-20211019104128-00065.warc.gz | 279,292,362 | 780 | eng_Latn | eng_Latn | 0.998028 | eng_Latn | 0.998203 | [
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What Is Cold And Comes In Cans?
Find the surface area of each figure. Cross out the box containing each correct answer. When you finish, write the letters from the remaining boxes in the spaces at the bottom of the page.
in. | <urn:uuid:99e5c2b3-5e75-4db9-a00a-dc4b886cedf3> | CC-MAIN-2019-18 | https://mrjoneshelpdesk.files.wordpress.com/2016/01/pizzazz-geometry-65.pdf | 2019-04-26T07:48:31Z | crawl-data/CC-MAIN-2019-18/segments/1555578762045.99/warc/CC-MAIN-20190426073513-20190426095513-00555.warc.gz | 482,415,457 | 50 | eng_Latn | eng_Latn | 0.999472 | eng_Latn | 0.999472 | [
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Identify Priorities
Make a Plan
Act
Check
Assess Formatively
Set Data-Aligned Targets and Responding to Identified Priorities through Effective Instruction and Assessment
How do you assess formatively? Make the directions clear. Give students the opportunity to check their work.
Guide students—make it clear what they need to improve. Give students the opportunity to improve their work.
Identify Priorities
Make a Plan
Organize
Act
Check
ASSESS FORMATIVELY
Example of a format to assess responsively
Polk Bros. Foundation Center for Urban Education http://teacher.depaul.edu Resources prepared for principals participating in OPPD Leadership Forums. | <urn:uuid:02cc2fb3-64ab-4aea-aaf9-0dc51d965379> | CC-MAIN-2019-18 | http://teacher.depaul.edu/Documents/Assess%20Formatively.pdf | 2019-04-26T07:57:09Z | crawl-data/CC-MAIN-2019-18/segments/1555578762045.99/warc/CC-MAIN-20190426073513-20190426095513-00555.warc.gz | 168,355,481 | 138 | eng_Latn | eng_Latn | 0.919246 | eng_Latn | 0.970911 | [
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Introduction
On August 3, 1492, Columbus set sail from Spain to find an all-water route to Asia. On October 12, more than two months later, Columbus landed on an island in the Bahamas that he called San Salvador; the natives called it Guanahani.
For nearly five months, Columbus explored the Caribbean, particularly the islands of Juana (Cuba) and Hispaniola (San Domingo), before returning to Spain. He left thirty-nine men to build a settlement called La Navidad in present-day Haiti. He also kidnapped several Native Americans (between ten and twenty-five) to take back to Spain—only eight survived. Columbus brought back small amounts of gold as well as native birds and plants to show the richness of the continent he believed to be Asia.
When Columbus arrived back in Spain on March 15, 1493, he immediately wrote a letter announcing his discoveries to King Ferdinand and Queen Isabella, who had helped finance his trip. The letter was written in Spanish and sent to Rome, where it was printed in Latin by Stephan Plannck. Plannck mistakenly left Queen Isabella's name out of the pamphlet's introduction but quickly realized his error and reprinted the pamphlet a few days later. The copy shown here is the second, corrected edition of the pamphlet.
The Latin printing of this letter announced the existence of the American continent throughout Europe. "I discovered many islands inhabited by numerous people. I took possession of all of them for our most fortunate King by making public proclamation and unfurling his standard, no one making any resistance," Columbus wrote.
In addition to announcing his momentous discovery, Columbus's letter also provides observations of the native people's culture and lack of weapons, noting that "they are destitute of arms, which are entirely unknown to them, and for which they are not adapted; not on account of any bodily deformity, for they are well made, but because they are timid and full of terror." Writing that the natives are "fearful and timid . . . guileless and honest," Columbus declares that the land could easily be conquered by Spain, and the natives "might become Christians and inclined to love our King and Queen and Princes and all the people of Spain."
Questions for Discussion
Read the document introduction and transcript in order to answer these questions.
1. Columbus described the Natives he first encountered as "timid and full of fear." Why did he then capture some Natives and bring them aboard his ships?
2. Imagine the thoughts of the Europeans as they first saw land in the "New World." What do you think would have been their most immediate impression? Explain your answer.
3. Which of the items Columbus described would have been of most interest to King Ferdinand and Queen Isabella? Why?
4. Why did Columbus describe the islands and their inhabitants in great detail?
5. It is said that this voyage opened the period of the "Columbian Exchange." Why do you think that term has been attached to this period of time?
Christopher Columbus' letter to Ferdinand and Isabella, 1493. (The Gilder Lehrman Collection, GLC01427)
Transcript
Christopher Columbus' letter to Ferdinand and Isabella, 1493. (The Gilder Lehrman Collection, GLC01427)
Letter from Christopher Colom [Columbus]: to whom our age owes much; on the recently discovered Islands of India beyond the Ganges. In the search for which he had been sent out eight months earlier under the auspices and at the expense of the most invincible Ferdinand and Helisabet [Isabella], rulers of Spain: addressed to the magnificent Lord Gabriel Sanchis [Sanchez] treasurer of these most serene highnesses; which the noble and learned man Leander de Cosco translated from the Spanish into Latin on the third day before the calends of May [i.e., 29 April] 1493, in the first year of the pontificate of Alexander VI."
AS I know that it will afford you pleasure that I have brought my undertaking to a successful result, I have determined to write you this letter to inform you of everything that has been done and discovered in this voyage of mine.
On the thirty-third day after leaving Cadiz I came into the Indian Sea, where I discovered many islands inhabited by numerous people. I took possession of all of them for our most fortunate King by making public proclamation and unfurling his standard, no one making any resistance. To the first of them I have given the name of our blessed Saviour, whose aid I have reached this and all the rest; but the Indians call it Guanahani. To each of the others also I gave a new name, ordering one to be called Sancta Maria de Concepcion, another Fernandina, another Isabella, another Juana; and so with all the rest. As soon as we reached the island which I have just said was called Juana, I sailed along its coast some considerable distance towards the West, and found it to be so large, without any apparent end, that I believed it was not an island, but a continent, a province of Cathay. But I saw neither towns nor cities lying on the seaboard, only some villages and country farms, with whose inhabitants I could not get speech, because they fled as soon as they beheld us. I continued on, supposing I should come upon some city, or country-houses. At last, finding that no discoveries rewarded our further progress, and that this course was leading us towards the North, which I was desirous of avoiding, as it was now winter in these regions, and it had always been my intention to proceed Southwards, and the winds also were favorable to such desires, I concluded not to attempt any other adventures; so, turning back, I came again to a certain harbor, which I had remarked. From there I sent two of our men into the country to learn whether there was any king or cities in that land. They journeyed for three days, and found innumerable people and habitations, but small and having no fixed government; on which account they returned. Meanwhile I had learned from some Indians, whom I had seized at this place, that this country was really an island. Consequently I continued along towards the East, as much as 322 miles, always hugging the shore. Where was the very extremity of the island, from there I saw another island to the Eastwards, distant 54 miles from this Juana, which I named Hispana; and proceeded to it, and directed my course for 564 miles East by North as it were, just as I had done at Juana.
The island called Juana, as well as the others in its neighborhood, is exceedingly fertile. It has numerous harbors on all sides, very safe and wide, above comparison with any I have ever seen. Through it flow many very broad and health-giving rivers; and there are in it numerous very lofty mountains. All these island are very beautiful, and of quite different shapes; easy to be traversed, and full of the greatest variety of trees reaching to the stars. I think these never lose their leaves, and I saw them looking as green and lovely as they are wont to be in the month of May in Spain. Some of them were in leaf, and some in fruit; each flourishing in the condition its nature required. The nightingale was singing and various other little birds, when I was rambling among them in the month of November. There are also in the island called Juana seven or eight kinds of palms, which as readily surpass ours in height and beauty as do all the other trees, herbs, and fruits. There are also wonderful pinewoods, fields, and extensive meadows; birds of various kinds, and honey; and all the different metals, except iron.
In the island, which I have said before was called Hispana, there are very lofty and beautiful mountains, great farms, groves and fields, most fertile both for cultivation and for pasturage, and well adapted for constructing buildings. The convenience of the harbors in this island, and the excellence of the rivers, in volume and salubrity, surpass human belief, unless on should see them. In it the trees, pasture-lands and fruits different much from those of Juana. Besides, this Hispana abounds in various kinds of species, gold and metals. The inhabitants of both sexes of this and of all the other island I have seen, or of which I have any knowledge, always go as naked as they came into the world, except that some of the women cover their private parts with leaves or branches, or a veil of cotton, which they prepare themselves for this purpose. They are all, as I said before, unprovided with any sort of iron, and they are destitute of arms, which are entirely unknown to them, and for which they are not adapted; not on account of any bodily deformity, for they are well made, but because they are timid and full of terror. They carry, however, canes dried in the sun in place of weapons, upon whose roots they fix a wooded shaft, dried and sharpened to a point. But they never dare to make use of these; for it has often happened, when I have sent two or three of my men to some of their villages to speak with the inhabitants, that a crowd of Indians has sallied forth; but when they saw our men approaching, they speedily took to flight, parents abandoning children, and children their parents. This happened not because any loss or injury had been inflicted upon any of them. On the contrary I gave whatever I had, cloth and many other things, to whomsoever I approached, or with whom I could get speech, without any return being made to me; but they are by nature fearful and timid. But when they see that they are safe, and all fear is banished, they are very guileless and honest, and very liberal of all they have. No one refuses the asker anything that he possesses; on the contrary they themselves invite us to ask for it. They manifest the greatest affection towards all of us, exchanging valuable things for trifles, content with the very least thing or nothing at all. But I forbade giving them a very trifling thing and of no value, such as bits of plates, dishes, or glass; also nails and straps; although it seemed to them, if they could get such, that they had acquired the most beautiful jewels in the world. For it chanced that a sailor received for a single
strap as much weight of gold as three sold solidi; and so others for other things of less price, especially for new blancas, and for some gold coins, for which they gave whatever they seller asked; for instance, an ounce and a half or two ounces of gold, or thirty or forty pounds of cotton, with which they were already familiar. So too for pieces of hoops, jugs, jars, and pots they bartered cotton and gold like beasts. This I forbade, because it was plainly unjust; and I gave them many beautiful and pleasing things, which I had brought with me, for no return whatever, in order to win their affection, and that they might become Christians and inclined to love our King and Queen and Princes and all the people of Spain; and that they might be eager to search for and gather and give to us what they abound in and we greatly need.
They do not practice idolatry; on the contrary, they believe that all strength, all power, in short all blessings, are from Heaven, and I have come down from there with these ships and sailors; and in this spirit was I received everywhere, after they had got over their fear. They are neither lazy nor awkward; but, on the contrary, are of an excellent and acute understanding. Those who have sailed these seas give excellent accounts of everything; but they have never seen men wearing clothes, or ships like ours.
As soon as I had some into this sea, I took by force some Indians from the first island, in order that they might learn from us, and at the same time tell us what they knew about affairs in these regions. This succeeded admirably; for in a short time we understood them and they us both by gesture and signs and words; and they were of great service to us. They are coming now with me, and have always believed that I have come from Heaven, notwithstanding the long time they have been, and still remain, with us. They were the first who told this wherever we went, one calling to another, with a loud voice, Come, Come, you will see Men from Heaven. Whereupon both women and men, children and adults, young and old, laying aside the fear they had felt a little before, flocked eagerly to see us, a great crowd thronging about our steps, some bringing food, and others drink, with greatest love and incredible good will.
In each island are many boats made of solid wood; though narrow, yet in length and shape similar to our two-bankers, but swifter in motion, and managed by oars only. Some of them are large, some small, and some of medium size; but most are larger than a two-banker rowed by 18 oars. With these they sail to all the islands, which are innumerable; engaging in traffic and commerce with each other. I saw some of these biremes, or boats, which carried 70 or 80 rowers. In all these islands there is no difference in the appearance of the inhabitants, and none in their customs and language, so that all understand one another. This is a circumstance most favorable for what I believe our most serene King especially desires, that is, their conversion to the holy faith of Christ; for which, indeed, so far as I could understand, they are very ready and prone.
I have told already how I sailed in a straight course along the island of Juana from West to East 322 miles. From this voyage and the extent of my journeyings I can say that this Juana is larger than England and Scotland together. For beyond the aforesaid 322 miles, in that portion which
looks towards the West, there are two more provinces, which I did not visit. One of them the Indians Calls Anan, and its inhabitants are born with tails. These provinces extend 180 miles, as I learned from the Indians, whom I am bringing with me, and who are well acquainted with all these islands.
The distance around Hispana is greater than all Spain from Colonia to Fontarabia; as is readily proved, because its fourth side, which I myself traversed in a straight course from West to East, stretches 540 miles. This island is to be coveted, and not to be despised when acquired. As I have already taken possession of all the others, as I have said, for our most invincible King, and the role over them is entirely committed to the said King, so in this one I have taken special possession of a certain large town, in a most convenient spot, well suited for all profit and commerce, to which I have given the name of the Nativity of our Lord; and there I ordered a fort of be built forthwith, which ought to be finished now. In it I left as many men as seemed necessary, with all kinds of arms, and provisions sufficient for more than a year; also a caravel and men to build others, skilled not only in trade but in others. I secured for them the good will and remarkable friendship of the King of the island; for these people are very affectionate and kind; so much so that the aforesaid King took a pride in my being called his brother. Although they should change their minds, and wish to harm those who have remained in the fort, they cannot; because they are without arms, go naked and are too timid; so that, in truth, those who hold the aforesaid fort can lay waste the whole of that island, without any danger to themselves, provided they do not violate the rules and instructions I have given them.
In all these islands, as I understand, every man is satisfied with only one wife, except the princes or kings, who are permitted to have 20. The women appear to work more than the men; but I could not well understand whether they have private property, or not; for I saw that what every one had was shared with the others, especially meals, provisions and such things. I found among them no monsters, as very many expected; but men of great deference and kind; not are they black like Ethiopians; but they have long, straight hair. They do not dwell where the rays of Sun have most power, although the Sun's heat is very great there, as this region is twenty-six degrees distant from the equinoctial line. From the summits of the mountains there comes great cold, but the Indians mitigate it by being inured to the weather, and by the help of very hot food, which they consume frequently and in immoderate quantities.
I saw no monsters, neither did I hear accounts of any such except in an island called Charis, the second as one crosses over from Spain to India, which is inhabited by a certain race regarded by their neighbors as very ferocious. They eat human flesh, and make use of several kinds of boats by which they cross over to all the Indian islands, and plunder and carry off whatever they can. But they differ in no respect from the others except in wearing their hair long after the fashion of women. They make use of bows and arrows made of reeds, having pointed shafts fastened to the thicker portion, as we have before described. For this reason they are considered to be ferocious, and the other Indians consequently are terribly afraid of them; but I consider them of no more
account than the others. They have intercourse with certain women who dwell alone upon the island of Mateurin, the first as one crosses from Spain to India. These women follow none of the usual occupations of their sex; but they use bows and arrows like those of their husbands, which I have described, and protect themselves with plates of copper, which is found in the greatest abundance among them.
I was informed that there is another island larger than the aforesaid Hispana, whose inhabitants have no hair; and that there is a greater abundance of gold in it than in any of the others. Some of the inhabitants of these islands and of the others I have seen I am bringing over with me to bear testimony to what I have reported. Finally, to sum up in a few words the chief results and advantages of our departure and speedy return, I make this promise to our most invincible Sovereigns, that, if I am supported by some little assistance from them, I will give them as much gold as they have need of, and in addition spices, cotton and mastic, which is found only in Chios, and as much aloes-wood, and as many heathen slaves as their majesties may choose to demand; besides these, rhubarb and other kinds of drugs, which I think the men I left in the fort before alluded to, have already discovered, or will do so; as I have delayed nowhere longer than the winds compelled me, except while I was providing for the construction of a fort in the city of Nativity, and for making all things safe.
Although these matters are very wonderful and unheard of, they would have been much more so, if ships to a reasonable amount had been furnished me. But what has been accomplished is great and wonderful, and not at all proportionate to my deserts, but to the sacred Christian faith, and to the piety and religion of our Sovereigns. For what is the mind of man could not compass the spirit of God has granted to mortals. For God is wont and listen to his servants who love his precepts, even in impossibilities, as has happened to me in the present instance, who have accomplished what human strength has hitherto never attained. For if any one has written or told anything about these islands, all have done so either obscurely or by guesswork, so that if has almost seemed to be fabulous.
Therefore let King and Queen and Princes, and their most fortunate realms, and all other Christian provinces, let us all return thanks to our Lord and Saviour Jesus Christ, who has bestowed so great a victory and reward upon us; let there be processions and solemn sacrifices prepared; let the churches be decked with festal boughs; let Christ rejoice upon Earth as he rejoices in Heaven, as he foresees that so many souls of so many people heretofore lost are to be saved; and let us be glad not only for the exaltation of our faith, but also for the increase of temporal prosperity, in which not only Spain but all Christendom is about to share.
As these things have been accomplished so have they been briefly narrated. Farewell.
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Focus Get It Clear Think More Think It Through Get It Together Get It Across
Personal Time Line
Person:_____________________________
CCSSR1: 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.
List events that took place that affected that person.
Date Event
Which event is most important to this person?
Why?
What did that person say about that event?
Paraphrase that person's words.
If you don't have that person's words, then write what you think that person might have said about the event. | <urn:uuid:85121f6e-af2e-41e2-ab67-acf2f04fef8c> | CC-MAIN-2019-18 | http://teacher.depaul.edu/resources/Personal%20Timeline.pdf | 2019-04-26T07:47:42Z | crawl-data/CC-MAIN-2019-18/segments/1555578762045.99/warc/CC-MAIN-20190426073513-20190426095513-00557.warc.gz | 164,263,206 | 136 | eng_Latn | eng_Latn | 0.999414 | eng_Latn | 0.999414 | [
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The Nominee
7 th Grade Historical Fiction
Center for Urban Education ©2007
I was in Chicago when the country took a giant step. I saw history in the making.
I was at the Wigwam, that's what they called it. It is the Sauganash Hotel. There at the corner of Lake Street and Wacker Drive the Republicans met and fought. Most of them wanted William Seward. His manager Thurwood Weed said, "Who is this man Lincoln? A nobody from nowhere."
It looked like Seward had it locked up.
I met Thurwood Weed, who was there to get the votes for Seward. I have rarely met a man who was so devious. He would promise one thing to one person. Then another promise to a different person. And none of them would he keep. He lied all day long.
"I'm going to offer Lincoln the Vice Presidency," Weed told me. Of course he has the Illinois votes. But who else would vote for him. He is not really ready to be president. Look at my man. Seward is a leader. He is smart. He knows how to make decisions. He will not let other people tell him what to do."
I thought that Weed was a good name for him. He was not a decent man. He was buying votes. He was going to make sure his man got the nomination. He did not care about being honest.
I saw Lincoln's team leader, David Davis, at the convention. I asked him what he would do to make sure Lincoln got the nomination. He just smiled. Later I learned he had gotten more of their supporters into the hall by giving them extra tickets. They printed those tickets themselves. "Abe would not have liked this at all," said Davis, but we were not bribing people like Weed. And the Lincoln team gave them whistles. When Lincoln was nominated, there was so much noise that everyone thought this is our man.
Later after he was elected, Lincoln did something surprising. He made Seward his Secretary of State. I always thought this man is different. He knows how to get elected. He knows how to work with others. He knows how to lead our country.
I'm not sure what is next for our country. It is 1862 and we are at war. I don't think that Seward would have been able to lead us through this war. I believe Abraham Lincoln can.
Identify and infer stated and implied character traits – Historical fiction
Questions developed by Center for Urban Education for use by Chicago Public Schools 2008-2009.
Choose the best answer for each question
1. What is a literally stated character trait of Thurwood Weed?
a. lies
b. devious
c. smart
d. decent
2. What is a character trait you infer about Thurwood Weed?
a. dishonest
b. courageous
c. clever
d. careful
3. What is a character trait you infer about David Davis?
a. clever
b. careful
c. different
d. decent
4. What is a character trait you infer about Lincoln based on the story?
a. honest
b. open-minded
c. cautious
d. popular
5. Write your own answer to this question. What trait do you think Lincoln's choice of Seward as secretary of state shows about him?
_______________________________________________________________________ _______________________________________________________________________
Why do you think so?
_______________________________________________________________________ _______________________________________________________________________
TEACHER NOTES: Develop Students' Skills: Exercise Thinking
These questions have not been validated, so decisions about student's achievement should not be made based on their responses. They are intended to exercise skills. Recommended activities include: students work in pairs to choose the best response; give students the questions without the responses so they generate their own answers; students make up additional questions; students make up questions like these for another passage.
Answers: You can remove this answer key and then give it to students and ask them to figure out the basis for the correct response.
Question 5 is open-ended. Here is a suggested response.
Lincoln was fair; Lincoln was brave. He appointed his competitor to get him to help him. | <urn:uuid:a3f3ce10-9232-46ee-842d-87566a573486> | CC-MAIN-2019-18 | http://teacher.depaul.edu/Skill-Focused-Readings/documents/Grade7CharacterTraits-HistoricalfictionTheNomineereadingwithmultiplechoiceandshortresponse.pdf | 2019-04-26T08:16:17Z | crawl-data/CC-MAIN-2019-18/segments/1555578762045.99/warc/CC-MAIN-20190426073513-20190426095513-00558.warc.gz | 181,343,891 | 891 | eng_Latn | eng_Latn | 0.99972 | eng_Latn | 0.9999 | [
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1. Using the graph of the function
f x shown below, answer the following questions.
(a) Find the value of each of the following:
f -7 ( ) =
4 f
f 0 ( ) =
f 9 ( ) =
(b) For how many values of x does f x 5? Identify the x-values.
( ) =
(c) What is the y-intercept of this relation?
(d) Explain why the graph above represents a function.
2. Consider the function f x ( ) = 3(2 - x) - 2. Fill out the function table below for the inputs given and graph the function on the axes provided. y
*3. The following graph represents the cost of a phone plan after a certain number of text messages used in a month. Analyze the graph to answer the following questions.
(a) How much would you have to pay if you used:
500 text messages ____________
1800 text messages ____________
(b) Interpret f 1400 ( ) = 60
(c) What might have caused the graph to begin increasing at 800 text messages?
Number of Text messages sent (in hundreds)
---------------------------------------------------------------------------------------------------------------------------------------------------
*R1. Kelly and Jamie are signing up for new cellphone plans that only charge for the number of minutes and everything else is included in a monthly fee. Their plans are as follows:
Kelly's plan: $0.20 per minute used talking and a $23 monthly fee. Jamie's Plan: $0.15 per minute used talking and a $17.50 monthly fee.
(a) Figure out after how many minutes the two plans will charge the same amount?
(b) Which plan is the better plan? Why?
*R2. Simplify: 2 2 1 x
R3. Solve for x: 2 2 8ax -7a =19a -5ax
R4. Which value of x is in the solution set of the inequality, -4x + 2 > 10?
(a) -2
(b) 3 (c) 2
(d) -4
__________________________________________________________________________________________________
(b) 3 values. -10, 1, 2
(c) 3
(d) Every x has only one y
2.
3. (a) 500 text messages = $30 1800 text messages = $80
(b) 1400 text messages cost $60
(c) A flat fee up to 800 text messages then an additional cost per text.
R1.
a. m = -110, They will never be the same.
You can't have negative minutes.
b. Jamie's plan is always cheaper
R2.
2
4
4
1
x
x
R3.
x
R4. (d)
2
a | <urn:uuid:064a6c55-18cc-49cf-ae45-3e2d3e31e058> | CC-MAIN-2019-18 | https://msgustafson-islandtrees.weebly.com/uploads/1/1/1/1/111100481/hw_27_-_graphs_of_functions.pdf | 2019-04-26T07:44:22Z | crawl-data/CC-MAIN-2019-18/segments/1555578762045.99/warc/CC-MAIN-20190426073513-20190426095513-00557.warc.gz | 491,173,686 | 616 | eng_Latn | eng_Latn | 0.989222 | eng_Latn | 0.995047 | [
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What Child Care Providers Should Know About…
Head Lice (Pediculosis)
What Are They?
Head lice are tiny insects that live primarily on the head and scalp. They should not be confused with body lice, which may be found in clothing and bedding as well as on the body, or crab lice, which infest the pubic area. Head lice are found only on humans and should not be confused with fl eas, which may be found on dogs, cats and other pets.
They hatch from small eggs, called nits (appearing as tiny white or dark ovals), which are fi rmly attached to the individual hairs near the scalp and cannot be easily moved up or down the hair (as could specks of dandruff.) Nits may be found throughout the hair but are most often located at the back of the scalp, behind the ears, and on the top of the head. The eggs hatch in about 10 days, with new lice reaching adulthood in about two weeks. The female louse is about the size of a sesame seed, can live for 20 to 30 days, and can lay about six eggs a day. The lice, generally found on top of the head, live by biting and sucking blood from the scalp. Lice can survive up for more than 24 hours between feedings and can do so off the body.
What Are the Symptoms?
The major symptom of head lice is itching caused by the bite of the louse. Persistent scratching of the head and back of the neck should be viewed with suspicion. Occasionally, red bite marks and scratch marks can be seen on the scalp and neck. In cases of severe infestation, a secondary bacterial infection can occur causing oozing or crusting. Swollen neck glands can also result.
Diagnosis is usually made by fi nding nits, which are tiny, pearl gray and oval-shaped specks attached to the hair near the scalp. Use a magnifying glass and natural light when you search for them on the hair at the back of the neck, behind the ears and on the top of the head. Live lice move quickly and are hard to see.
Most children with head lice will be treated with a medicated shampoo, rinse or lotion developed specifi cally for head lice. These treatments are insecticides and may be toxic if not used as recommended. Do not treat unless there is a clear diagnosis of head lice.
Effective treatment includes removal of all nits and environmental cleaning.
Who Gets Them and How?
Head lice are not a sign of unclean people or homes. They can occur regardless of age, gender, race or socioeconomic status. Anyone who has close contact with an infested person or shares personal items can become infested. Lice are spread only by crawling from person to person (head-to-head contact) or onto shared personal items such as combs, brushes, head coverings, clothing, bedding, towels, etc.
When Should People with this Illness Be Excluded?
Children should not be excluded or sent home early from childcare or school because of head lice. Parents of affected children should be notifi ed and informed that their child must be properly treated before returning to school the next day. Other close contacts should be checked to determine if there are other cases. If your facility is having a problem with head lice, you should conduct morning "head checks" before the children socialize together. After proper application of an appropriate treatment, re-infestation of children from an untreated infested contact is more common than treatment failure.
"No-nit" policies requiring that children be free of nits before they return to child care or school have not been effective in controlling head lice transmission and are not recommended. Regardless of the policy, to ensure successful treatment the children need to be checked for new nits for ten days after therapy.
How Can I Limit the Spread?
To prevent the spread of head lice when a case occurs in the child care setting:
* Caregivers and parents should learn to recognize nits and regularly check children's hair when there is a known case of head lice in the facility. Because almost all facilities will have outbreaks of head lice periodically, and because the anxiety produced by head lice is far greater than their threat to health, this is a prime area for preventive, anticipatory, parent information.
California Childcare Health Program
*
UCSF School of Nursing
*
www.ucsfchildcarehealth.org
09/10
* A well-organized and prompt response to the fi rst few cases can prevent a widespread problem.
* On the same day, screen all children in the classroom or group and any siblings in other classrooms for adult lice or nits. Notify parents of children found to have head lice or nits. Simultaneous treatment of all infested children is necessary to prevent spread back to previously treated children.
* Educate parents regarding the importance of following through with lice detection and management recommendations at home, and notifying the facility if head lice have been found.
* Although head lice are not able to survive off humans for more than 24-48 hours, many persons recommend washing clothes (including hats and scarves) and bedding in very hot water, and vacuuming carpets and upholstered furniture in rooms used by person infested with these insects. Combs and hair brushes may be soaked in hot (65º C) water for at least one hour. Flea bombs and other environmental insecticides are not effective against head lice.
For additional information see the following CCHP health and safety material available at www.ucsfchild carehealth.org/html/pandr/pandrmain.htm:
* Head Lice: New Treatment Recommendations (Fact Sheets for Families)
* Head Lice: Background and Treatment (Health and Safety Notes)
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English for the Unexpected: Car Accidents
We have sub zero temperatures and slippery roads here in Germany, and this week I had my first ever German car accident.
I was driving up an on ramp to the Autobahn when my car slid and I braked to a stop. The car behind me also slid and rear-ended my car. Since neither of us was going very fast, it wasn't a bad accident. The bumper on my car was cracked—in the cold, the plastic broke easily—and the other driver's license plate fell off. The most important thing was that nobody was hurt, I was just shaken up and worried that my German wasn't good enough for the situation.
When I got out of the car and walked back to the driver who had hit me—it was a taxi, and he was transporting handicapped children, so I felt very bad—we called the police together. On the phone, the police dispatcher didn't seem to understand my accent, and so the taxi driver had to tell them where we were.
In the end, the whole thing was painless, though my day was ruined. In the end, aside from a thirty Euro fine for stopping unnecessarily, all that I lost was time.
Do you think you could have handled a similar situation in English? Can you describe your last car accident—one one you heard about from friends or family—in English? What happened? Who caused the accident? Were there any injuries?
Vocabulary
Sub zero: When temperatures are below zero (0) degrees, we say that they're sub-zero. Of course, if you know Fahrenheit, you'll know that sub zero is colder in Fahrenheit than it is in Celsius!
Slippery: Slippery describes things that don't offer very much friction, or 'grip.' When I was a boy and my mother polished the floors in our house, I liked to put on socks, get a running start, and slide across the floors. I still like to do that, if I get a chance! You could slide very far, because the floor was very slippery when it was freshly-polished. Oil is slippery. So are some floors, when they are wet. There are even "Slippery when wet" signs in America when floors are being cleaned.
Accident: I think everyone in the world has done something without planning to. When I'm not careful, I break things by dropping or bumping them. I never want to break them, it just happens when I'm not being careful. It happens on accident. An accident is something that you do without planning it. Many things—good and bad—can be accidents. But when we talk about a
car accident, we mean that the car hit something we didn't want to hit. In my case, another car hit me.
Slide / Slid: A car has wheels and, normally, it moves by turning the wheels. We say it rolls. But, when a car sits on its wheels and moves without turning the wheels—if you are braking and the car is still moving—we say it slides. When the roads are slippery, cars slide more. In my accident, I slid (that's the past tense of slide) but the real problem was that someone else slid into my car.
Brake: When you want your car to go faster, you press the gas pedal. But when you want the car to go slower, you press the brake. (On most cars, the brake is on the left or in the middle of the pedals.) The brake is the name of the thing that makes your car go more slowly. To brake is the verb we use to describe using the brake to slow down. When you press the brake pedal all the way to the floor, we say you make a "panic stop."
Rear-End: The "rear end" of your car is the back side of the car, where the trunk probably is. But we use the word 'rear end' as a verb to describe a very common kind of accident: one car hitting another from behind. In my accident, I was rear ended by another car: another car hit mine from behind.
License plate: When someone witnesses an accident one of the first things they do is to write down the number on the front of the back or the car. The number is on a piece of metal—or plastic—and each car has a different number. The metal plate with the number on it is the license plate. You can find license plates everywhere in the world.
Shaken up: Have you ever recieved bad news? After the bad news, did you have a hard time concentrating? Thinking clearly? Sometimes, we have the same feeling after we've had a big surprise: it takes us a few minutes to calm back down. When we've had a shock and can't calm back down, we say we're shaken up. I was shaken up for several minutes after the accident, because I was very surprised to be hit from behind and didn't know what to do. I was also shaken up for several weeks after my grandmother died, because I couldn't imagine living without her.
Dispatcher: If you call the police, does a police officer answer the phone in his car? No, someone in an office answers and asks you questions. If you need a police officer, they can contact an officer in a car over the radio. The name for the people who operate the radio and tell the police where to go is the dispatcher. After my accident, I called the emergency number in Germany and told them what happened. They connected me with the police dispatcher who sent a police car to our accident. | <urn:uuid:9d0d543b-52fc-40e1-a15f-b6f85d2b461a> | CC-MAIN-2019-18 | https://www.really-learn-english.com/support-files/really-learn-english-car-accidents.pdf | 2019-04-26T08:01:54Z | crawl-data/CC-MAIN-2019-18/segments/1555578762045.99/warc/CC-MAIN-20190426073513-20190426095513-00557.warc.gz | 793,916,393 | 1,173 | eng_Latn | eng_Latn | 0.998935 | eng_Latn | 0.998922 | [
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Designing Lesson Sequences to Increase Student Engagement in Science Practices
Through this Knowles Academy course, science teachers will work in small collaborative groups as they learn to increase student engagement in science practices. Teachers will learn how to sequence lessons and revise their current curriculum to provide opportunities for students to build disciplinary knowledge that is the target of instruction.
This sustained professional development is for teachers who seek to shift their science instruction from a place where students are just learning about scientific facts to one where students are making sense of phenomena to build and reason with ideas that provide explanations for how the natural world works. Teachers will investigate phenomena using scientific practices to construct, evaluate, and revise ideas; reason together and persist through challenging tasks; and go public with their ideas in ways that mirror the important aspects of how science is actually practiced. Teachers will build dynamic frameworks to evaluate current curricular materials and redesign lesson sequences that provide increased opportunities for students to build, revise and communicate scientific ideas that are the target of instruction. Drawing from these inquiry experiences, teachers will analyze classroom data to develop indicators of student engagement in the science practices as described in the Next Generation Science Standards. This course will help science teachers to redefine what it means to do science in their classroom.
Date: August 13–15, 2019; Fall 2019*
Time: 8:30 a.m.–4:00 p.m.
Location: Moorestown, NJ
Price: $50 ($800 value)
Course Objectives:
* Engage in an inquiry experience as a learner to develop and articulate an understanding of the practices scientists use and how engagement in scientific practices supports the development of scientific knowledge
* Identify indicators of student engagement in the practices of science and consider how these scientific practices influence students' opportunities to build the core ideas of science that are the target of instruction
* Analyze data from classroom observation video and classroom vignettes to reflect on opportunities for students to engage in the NGSS science practices
* Develop a framework to evaluate current curricular materials and to design future lesson sequences that provide increased opportunities for students to engage in the practices of science
* Redefine what it means to do science in your classroom
* Apply frameworks to analyze data from lessons, including other participants' lessons and their own, to reflect on students' opportunities to engage in the practices of science
"My students are engaging in the practices of science when they are actively building or applying scientific knowledge. In all cases, there is some concrete "artifact"—like a model, dataset or question—with which they are interacting. And in all cases, they are doing more cognitive work than me during the lesson."
Brittany Franckowiak, Biology Teacher Wilde Lake High School Columbia, Maryland
For Teachers, By Teachers
The Knowles Academy offers professional development services that are designed and facilitated by experienced teachers.
01 Teachers supporting teachers: Teachers learn best from other teachers. All professional development that we provide includes experienced teachers as instructors and coaches.
02 Professional community development: Teaching can be isolating. All of our professional development services are designed to build teacher community so that participants can continue to support each other's learning and professional growth long after the professional development experience ends.
03 Long-term support for sustainable change: Effective teacher professional development must be sustained and tied to classroom practice. All Knowles Academy programs include long term support from coaches, opportunities for teachers to ground their learning in current practice, and engage with other Knowles Academy participants over an extended period.
04 Professional expertise and leadership: Designing and implementing effective professional development requires a diverse range of expertise and experience. All of our professional development services draw and build on the expertise developed within the Knowles community over the last 17 years.
Designing Lesson Sequences to Increase Student Engagement in Science Practices
Agenda:
Teachers will receive ongoing coaching that is initiated by a three-day, in-person workshop, and concluded by a one-day, in-person workshop.
Day 1: Scientific Practices: Engaging in Scientific Inquiry
* Explore and articulate your current understanding of what it means to be a doer of your discipline— how scientists develop scientific knowledge
* Investigate a sequence of phenomena comprising multiple science disciplines
* Explore the Phenomena-Question-Model framework to identify and define the science practices you used to build explanatory knowledge of phenomena
* Design summary tables to document your process of making sense of scientific phenomena
Day 2: Scientific Practices: Building Frameworks for Designing Lesson Sequences
* Revisit what it means to be a doer of science in your discipline
* Analyze case studies of student engagement in scientific practices
* Explore multiple frameworks as a guide to develop indicators of student engagement in scientific practices
Day 3: Scientific Practices in Lesson Sequences: Supporting Our Students' Opportunities
* Review and evaluate curricular materials from your context
* Design lesson sequences using your framework
* Develop a data plan for future analysis of opportunities for students to engage in the practices of science
Between Workshops
* Teach lesson sequence planned on Day 3
Day 4: Analysis of Lesson Sequences
* Analyze data and reflect on the lesson sequence with other participants
* Reflect on how students engaged in the science practices in your own classroom
* Develop a framework for assessing student engagement in science practices
* Dates are subject to change; course is subject to cancellation if minimum enrollment is not met
The Knowles Teacher Initiative supports the efforts of high school mathematics and science teachers to improve education in their classrooms and beyond. We are committed to supporting a national network of mathematics and science teachers in developing as leaders and collaborators, facilitating exploration and innovation and ultimately improving mathematics and science education in the U.S. Visit www.knowlesteachers.org to learn more. | <urn:uuid:ac6b4aff-8714-4cf6-96af-1ab27c6ce743> | CC-MAIN-2019-18 | https://knowlesteachers.org/wp-content/uploads/2019/03/Science-Practices-FY20-Academy-Flyer-1-1.pdf | 2019-04-26T07:40:49Z | crawl-data/CC-MAIN-2019-18/segments/1555578762045.99/warc/CC-MAIN-20190426073513-20190426095513-00558.warc.gz | 477,440,578 | 1,157 | eng_Latn | eng_Latn | 0.995352 | eng_Latn | 0.995563 | [
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