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Air Pollution Causes Effects And Solutions Essay
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Air Pollution Causes Effects And
While those effects emerge from long-term exposure, air pollution can also cause short-term problems such as sneezing and coughing, eye irritation, headaches, and dizziness.
Air Pollution Causes, Effects, and Solutions
What are the Long-term and Short-term Effects of Air Pollution? Long-term effects of air pollution include different types of health problems such as: bronchitis ; Lung cancer; Heart disease; Kidney failure; Damage to liver; Here are some of the short-term health problems associated with air pollution: Irritation in eyes; Severe cough
Air Pollution: Causes, Effects and Solution
The effects of air pollution are alarming. They are known to create several respiratory and heart conditions like asthma, chronic bronchitis, emphysema, heart attacks and strokes along with cancer, among other threats to the body. Several million are known to have died due to the direct or indirect effects of Air pollution. 2. Child Health Problems
Causes, Effects and Impressive Solutions to Air Pollution ...
Effects of Air Pollution. The hazardous effects of air pollution on the environment include: Diseases. Air pollution has resulted in several respiratory disorders and heart diseases among humans. The cases of lung cancer have increased in the last few decades. Children living near polluted areas are more prone to pneumonia and asthma.
Air Pollution - Definition, Causes, Effects And Control
Effects of Air Pollution. Air pollution causes irritation in the throat, nose, lungs and eyes. It causes breathing problems and aggravates existing health conditions such as emphysema and asthma. Contaminated air reduces the body's defenses and decreases the body's capacity to fight other infections in the respiratory system.
Causes and Effects of Air Pollution | Go Green Academy
Human Respiratory and Heart Concerns. Air pollution is known to cause irritation in the eyes, lungs, nose, and throat. It creates respiratory problems and exacerbates existing conditions such as asthma and emphysema. When continually exposed to air pollution, humans become at higher risk for cardiovascular disease.
Air Pollution Causes, Effects & Solutions: The Definitive ...
And in an especially destructive feedback loop, air pollution not only contributes to climate change but is also exacerbated by it. "Air pollution in the form of carbon dioxide and methane raises...
Air Pollution Facts, Causes and the Effects of Pollutants ...
In fact, air pollution is caused by such changes in the physical and chemical nature of air, which harm not only humans but also natural and cultural wealth. Air pollution is not a new process but many natural causes like eruption of volcano, mixing of soil particles in the air by strong winds or wildfire have been happening since ancient times.
Air Pollution Causes, Effects and Prevention | Know World Now
Pollution can be classified into two sections, visible air pollution and invisible air pollution. Here are the causes and effects on pollution. Burning of fossil fuels like coal, petroleum and other factory combustibles is one major cause of air pollution, also vehicles like cars, trains and airplanes cause a big amount of air pollution.
Cause and Effect of Air Pollution: [Essay Example], 562 ...
Causes diseases – The effects of Air pollution are very harmful for health. It causes different kinds of respiratory diseases like heart attack, Cancer, bronchitis, etc. Every year millions of people of all over the world die due to direct or indirect effects of air pollution.
Causes And Effects Of Air Pollution - Assignment Point
Vehicles crowding roadways, power plants pumping smoke and chemicals from consumer products have many people thinking about air pollution and how it affects the planet. Air pollution is a complicated problem with many causes and effects and few solutions 4. Reducing air pollution and its effects will require the cooperation of people everywhere 4.
The Causes, Effects & Solutions for Air Pollution ...
Pollution of the air from certain metals, pesticides and fungicides causes serious ailments. Lead pollution causes anaemia, brain damage, convulsions and death. Certain metals cause problems in the kidneys, liver, circulatory system and nervous system. Fungicide pollution can cause nerve damage and death.
Air Pollution: Sources, Effects, Prevention, and Control ...
Pollution is the contamination of the environment by introduction of contaminants that can cause damage to environment and harm or discomfort to humans or other living species.
Causes, Effects and Solutions to Environmental Pollution ...
Some of the harmful effects brought on by excessive air pollution are as follows: Respiratory Problems Breathing in polluted air can cause a variety of respiratory problems.
Air Pollution: Cause, Effect and Solution | Earth and Human
There are many health risks associated with air pollution, such as: ⦁Respiratory problems, like dry cough, wheezing, sinusitis, sore throat, breathlessness etc. ⦁Threat to lung functioning, reduced lung capacity, lung cancer. ⦁Head aches, eye irritation.
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Air Pollution in Delhi | Causes, Effects, Stats, Pollution ...
Air pollution is more widespread in its effects than other forms of pollution for people who have to breathe the air. Air pollution creates cancroid not only for the animates but also for the in-animates. World wonder Taj Mahal at Agra is a burning example of stone cancer. But the immediate effect of air pollution can be seen on human beings.
Speech on Air Pollution: Causes, Effects and Measures!
Air pollution in the form of carbon dioxide and methane increases the earth's temperature. Another type of air pollution is exacerbated by the increase in the heat. When the weather is hot and there is more UV radiation, smog is formed Climate change also increases the production of air pollution from allergens, including mold, and pollen.
Air Pollution: Causes, Effects, And Prevention 2020 - E ...
Air Pollution Causes. Air pollution is a destruction of air quality. This quality damage is caused by various sources, both biological and non-biological sources. Air pollution can be sourced from a wide range of, among others: Motor vehicle fumes, Factory fumes, Industrial wastes, Household waste and others.
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ENTRANCE EXAM SYLLABUS
Grade 7
English:
Reading Comprehension (Prose/Poetry)
Identify Genre/ Characterization/Sequence of Events
Decode Vocabulary/ Prefixes & Suffixes
Analyze Theme/Analyze Plot and Setting/Define Author's Purpose
Main Idea and Detail/Fact and Opinion/Compare and Contrast/ Draw Conclusion/Make Inferences
Figures of Speech/Rhyme Scheme
Language Conventions
Parts of Speech (noun, pronoun, verb, adjective, adverb, conjunction, preposition, and interjection)
Kinds of Sentences (function/structure)
Subject-Verb Agreement/Verb Tenses
Punctuation (capitalization, comma, question mark, exclamation mark, apostrophe, and quotation)
Writing
Letter Writing
Informative paragraph
Narrative Writing
Persuasive Writing
Math:
Ratios and Proportional Relationships
- Show understanding of ratio concepts and use ratio reasoning to solve problems.
The Number System
- Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
- Multiply and divide multi-digit numbers and find common factors and multiples.
- Apply and extend previous understandings of numbers to the system of rational numbers.
Expressions and Equations
- Apply and extend previous understandings of arithmetic to algebraic expressions.
- Reason about and solve one-variable equations and inequalities.
- Represent and analyze quantitative relationships between dependent and independent variables.
Geometry
- Solve real-world and mathematical problems involving area, surface area, and volume.
Statistics and Probability
- Develop understanding of statistical variability.
- Summarize and describe distributions.
:اللغة العربية
- تحليل نص شعري
ا
- كتابة بيتين شعريين لقصيدة من اختيارك مرّت معك سابق
ً
- قواعد لغوية: اسم المفعول- تطابق العدد و المعدود– المصدر– جزم الفعل المضارع– األسماء الخمسة- اإلعراب
- كتابة موضوع تعبير | <urn:uuid:3fa57032-6c2c-4618-aecb-986bb5bd5694> | CC-MAIN-2022-21 | https://www.eliteintschool.com/_files/ugd/ab340d_b5144535ec974dbeb11956d079456c9f.pdf | 2022-05-21T23:01:59+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00519.warc.gz | 842,564,286 | 428 | eng_Latn | eng_Latn | 0.690316 | eng_Latn | 0.723503 | [
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Learning and Writing
Plot and Ideas
The storyline is incomplete, offering opinions ("I use to think that writing essays in ELA was just because my teacher wanted to keep us busy") instead of establishing the elements of a plot in the exposition. The ideas do not fulfill the purpose of the task.
Organization and Sequencing
The narrative does not contain a sequence of events that establishes a beginning, middle, and end. Transitions and other narrative techniques to signal shifts in time or setting add little understanding ("Now I know better"). A resolution that offers closure is absent ("So there is a reason for us to learn about something, even if we think we don't need it and or if it doesn't make sense").
Development and Elaboration
The essay does not have an established, clear setting ("in ELA"). A narrator is introduced, but is not adequately developed, making the writing feel more like an informative essay than a true narrative. No dialogue is incorporated and very little description is used to elaborate upon the characters ("Someday I may write to graduate or get in school or get money").
Language and Style
Descriptive words, sensory language, and figurative language are not used in the narrative ("things," "something," and "it"). The writing is not engaging and does not build a clear voice for the narrator. Point of view is established as first person, but the language is general and does not provide useful description.
Using Exemplars in Your Lessons
Exemplar essays are tools to take abstract descriptions and make them more concrete for students. One way to use them is to print the clean copies of the essays and allow students to use the rubric to make notes or even find examples of important elements of an essay - thesis statements, introductions, evidence, conclusions, transitions, etc. Teachers can also use exemplars to illustrate what each score point within a trait 'looks like' in an authentic student essay. For additional ideas, please see "25 Ways to Use Exemplar Essays" by visiting the Curriculum Resources page in Help.
Exemplar Essay
Just Because
Learning and Writing
There are many things to learn for very important reasons and there are also times where you learn things for no reason at all. Just because isn't a good reason but sometimes it's the only reason you get. Writing essays was something like this for me. I use to think that writing essays in ELA was just because my teacher wanted to keep us busy. Now I know better but I still don't like writing essays. Someday I may write to graduate or get in school or get money. So there is a reason for us to learn about something, even if we think we don't need it and or if it doesn't make sense.
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Class: Five
Subject: Social Studies
Equal Treatment
Long ago in the district of Saptari, there lived a man called Ram Prabesh. He had a big plot of land. His house was also not small. He had hired some men to work for him. He would think of himself as a rich man. He was proud of his money and power. Although he owned much wealth, he was very selfish. He never would help the needy people in the village. Not only that, he carried an old thought. He never sent his daughters to school of afraid. They would lose their character. He'd also discriminate people in terms of caste. He'd neglect the old and the poor of his village.
No people in the village liked Ram Prabesh's manners. So, whenever in troubles, no people in the village would come out to help him. In the same village, there lived another man called Bhola. He was very kind and helpful. He was always ready to help the people in difficulties. Although he was poor, he was ready to help others and would be happy in doing so. He did not believe superiority or inferiority just in terms of caste.
He treated his son and daughter equally. Both are sent to school. People of different castes lived in his neighbourhood but he treated all of them equally. All were so inspired as to send their children to school. Bhola used to say "Son and daughter are equal". Everyone in the village liked Bhola very much Ram Prabesh would not like him. He would always speak ill of Bhola.
One day, all of a sudden, Bhola's house caught fire. Everything in the house burnt to ashes but all the people from the village came to help him. They arranged a place for him to stay and helped him by giving clothes, utensils and food. Bhola was happy to find his neighbours helping him so kindly.
Next year, Ram Prabesh's house and fields were swept without atrue by the flood of Saptakoshi River. No one came to help him. Because of his bad manners, he did not receive any help from his neighbours. Thereafter, Ram Prabesh realized his wrong and decided to be kind to everyone and treat them equally.
Exercises
1. Answer the following questions:
b. What behaviour of Ram Prabesh was not liked by the locals?
a. Why was Ram Prabesh proud of himself?
c. What did Bhola believe in?
2. What kind of people live in your locality? Are they like Ram Prabesh or like Bhola? Who do you want to be like? Why?
Riviera International Academy
Assignment-2077
(Baisakh 26, 2077, Friday)
Subject: Science
1. Write down five characteristics of phylumarthropoda.
3. Draw a picture of snail, starfish and earthworm in your notebook.
2. Write five examples of phylumarthropoda.
http://www.riviera.edu.np/downloads/Grade_5_Book_My_Science_Health_and_Physical_Educa tion.pdf
Reference: Lesson 1
Subject: English
The End. | <urn:uuid:3ae49340-ba8d-49ff-84db-cd26136e386a> | CC-MAIN-2022-21 | http://www.riviera.edu.np/downloads/Assignment%20for%20Baisakh%2026%20-%20Grade%205.pdf | 2022-05-21T21:45:55+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00521.warc.gz | 109,145,332 | 654 | eng_Latn | eng_Latn | 0.937956 | eng_Latn | 0.999571 | [
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VIDEO ASSESSMENT FORM
Last Name, First Name: ____________________________________________ Date: ________________
Use a scale of 1 to 5, with 5 being best possible, 3 being average, and 1 being insufficient, rank the following qualities of the video. Add up all the numbers (from each ranking) in the final space.
- Engaging: Was the video engaging? Did it entertain you and spark your interest? We you interested in the content of the video?
- Information Quality:Did the video contain high quality information? Was the information factual?
- Educational:Did you learn something from the video?
- Credits:Did the students provide references for the sources of material in their video? Did they include their names?
Last Names of Videographers: ____________________________________________________________
Production Team Name: _______________________________________________ Video Number: ____
Engaging: ____ Information Quality: ____ Educational: ____ Credits: ____ Total of all scores: ____
Comments on how they could improve their video:
VIDEO ASSESSMENT FORM
Last Name, First Name: ____________________________________________ Date: ________________
Use a scale of 1 to 5, with 5 being best possible, 3 being average, and 1 being insufficient, rank the following qualities of the video. Add up all the numbers (from each ranking) in the final space.
- Engaging: Was the video engaging? Did it entertain you and spark your interest? We you interested in the content of the video?
- Information Quality:Did the video contain high quality information? Was the information factual?
- Educational:Did you learn something from the video?
- Credits:Did the students provide references for the sources of material in their video? Did they include their names?
Last Names of Videographers: ____________________________________________________________
Production Team Name: _______________________________________________ Video Number: ____
Engaging: ____ Information Quality: ____ Educational: ____ Credits: ____ Total of all scores: ____
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60894 Page 1 of 2 (3 Hours) [Total Marks: 100] N. B.: (1) All questions are compulsory. (2) Make suitable assumptions wherever necessary and state the assumptions made. (3) Answers to the same question must be written together. (4) Numbers to the right indicate marks. (5) Draw neat labeled diagrams wherever necessary. (6) Use of Non-programmable calculators is allowed. 1. Attempt any two of the following: 10 a. Write a note on TCP/IP protocol suite. b. What is NAT? How can NAT help in address depletion? c. What is the purpose of RIP? d. Explain the concept of Silly Window Syndrome Problem. 2. Attempt any three of the following: 15 a. List the layers in OSI model. Explain any two of them in detail. b. Write a short note on IPv4. c. Explain the four levels of addresses are used in the TCP/IP protocols. d. An address in a block is given as 184.108.40.206. Find the number of addresses in the block, the first address, and the last address. e. List and explain the fields of IP datagram used for fragmentation. f. Explain the Classfull Addressing in the IPv4. 3. Attempt any three of the following: 15 a. Write a short note on ARP. b. Write a short note on Proxy ARP. c. Explain the source quench and time exceeded in ICMP error reporting messages. d. Write a short note on Distance Vector Routing. e. Explain the different types of Links used in OSPF. f. Explain the data transfer phase in Mobile IP. 4. Attempt any three of the following: 15 a. Explain UDP Packet Format b. What are the types of TCP timers? Explain the purpose of each one. c. Describe the Three Way handshake used for Connection Establishment in TCP. d. Explain the Congestion Control in TCP. e. Explain SCTP association establishment. f. Explain the features of Stream Control Transmission Protocol. Paper / Subject Code: 70902 / Internet Technologies. F3C3F0A594661FB3BCA1D07537A95522
60894 Page 2 of 2 5. Attempt any three of the following: 15 a Explain the operation of Dynamic Host Configuration Protocol (DHCP). b Write a short note on transition states of Dynamic Host Configuration Protocol (DHCP). c Explain the Fully Qualified Domain Name (FQDN) and Partially Qualified Domain Name (PQDN) in Domain Name System. d What are the types of TFTP messages? What is the purpose of each one? e Explain different types of Connections in FTP? f Explain various modes of Operations in TELNET? 6. Attempt any three of the following: 15 a. Explain the architecture of World Wide Web (WWW)? b. Write a note on cookies used with HTTP. c. Write a note on Multipurpose Internet Mail Extensions (MIME). d. Write a short note on Post Office Protocol version 3 (POP3) and Internet Mail Access Protocol, version 4 (IMAP4). e. Explain the command in Simple Mail Transfer Protocol (SMTP) f. Explain the role of MIB. 7. Attempt any three of the following: 15 a. Write a TCP program to find whether number sent by client is even or odd. b. Explain ServerSocket class with its methods and properties. c. Explain the concept of socket with example. d. Explain in detail constructors used to create DatagramPacket. e. Write a UDP socket program to find the factorial of given number. f. Write a TCP Programming in java to return the reverse of the number sent by client. _______________________ Paper / Subject Code: 70902 / Internet Technologies. F3C3F0A594661FB3BCA1D07537A95522 | <urn:uuid:ae474d7c-c029-4725-b4c3-25852889d00d> | CC-MAIN-2022-21 | https://old.mu.ac.in/wp-content/uploads/2019/07/Internet-Technologies.-00060894.pdf | 2022-05-21T22:40:18+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00521.warc.gz | 509,468,063 | 814 | eng_Latn | eng_Latn | 0.968028 | eng_Latn | 0.974313 | [
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1-800-222-1222
First Aid for Poisoning
Swallowed Poison:
* Gently wipe out mouth and give a small amount of water.
* Do not make the person vomit.
* Call the poison center.
Poison on the Skin:
* Remove contaminated clothing and jewelry.
* Rinse skin with lukewarm water for 10 minutes.
* Call the poison center.
Poison in the Eye:
* Flush the eye with lukewarm water from cup, faucet, or shower for 15 minutes.
* Do not force the eyelid open.
* Call the poison center.
Inhaled Poison:
* Get the person to fresh air.
* Open doors and windows.
* Call the poison center.
Stay Connected
www.mdpoison.com
Revised 07/2021
What you need to know about Insect Repellents
It is important to follow some simple rules to keep you and your family safe while using insect repellents. Always read and follow the directions on the label.
DEET-containing Products
* DEET is one of the most common ingredients in insect repellents.
* Products for use on the skin have 4-100% DEET.
* Children over the age of two months can use a product with 10-30% DEET.
* Never use DEET on children under the age of two months.
* The DEET percentage relates to the amount of time it is most effective. For example, DEET 10% protects for two hours, while DEET 30% protects for five hours. Choose a repellent that will protect you for the amount of time you will be outdoors.
* DEET-containing products should be washed off when you come inside.
* Severe skin rashes, nausea, vomiting, and seizures may occur if label directions are not followed.
* Products that combine DEET with a sunscreen are not recommended for use. Sunscreen must be reapplied during the day, but DEET should not be reapplied since it will not wash away in water.
DEET Alternatives
* Picaridin provides long lasting protection from insect bites and there are no age restrictions.
* Products containing oil of lemon eucalyptus and IR3535 are available.
* Permethrin-containing products should never be used on the skin. Only use on clothing and gear, such as boots, pants, socks, and tents.
Safety Tips
* Do not apply to skin that has cuts, wounds, or is irritated.
* Do not apply to the hands of young children or around their mouth or eyes.
* Do not spray directly on the face; spray onto the hands first, then rub onto the face.
* Do not allow young children to apply insect repellents to themselves.
* Do not apply to skin under clothing; applying on top of clothing is safe.
* Do not use more than directed on the label.
* Do not spray in an enclosed area or near food.
Contact the Maryland Poison Center at 1-800-222-1222 right away if any insect repellent is ingested or gets in the eyes. | <urn:uuid:559284b6-6be9-4d59-bd10-6a92b3a3e402> | CC-MAIN-2022-21 | https://mdpoison.com/media/SOP/mdpoisoncom/education/pdf/Insect%20Repellents%20Info%20Sheet.pdf | 2022-05-21T22:40:23+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00522.warc.gz | 439,738,956 | 631 | eng_Latn | eng_Latn | 0.99856 | eng_Latn | 0.99856 | [
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ART ACTIVITY NINE: CREATE A SKETCH BOOK DIARY
LINK TO ENGLISH ACTIVITY SEVEN
Learning objectives:
* To research a given subject;
* To discover the lives and experiences of a soldier in WW1;
* To use a variety of media to convey ideas in visual form.
Resources
* A note-book or sketch pad which can be put together from scraps of paper
* Charcoal
* Pencil/pen
* Up to 4 colours (pencil, paint, ink, felt-pen)
* Memorabilia pack
Introduction
1. Can you find examples of diaries, illustrations and sketches done by soldiers during WW1? Have a look at some things in the Memorabilia pack.
2. Find out what experiences they chose to write and illustrate. Who were these for? Were they to record a memory, document events or were they a means of "entertainment" e.g: cartoons or were they a creative/artistic response?
MAIN TASKS
Option 1
1. Using written material and information you will have gathered in English and History, choose up to 10 events and create your own narrative of events, experiences and images through drawing, using a sketch book. You can make this as wide ranging as you like, using different materials or limit yourself to one simple and direct means of expression e.g.: charcoal drawings with written text. You could introduce a limited colour palette.
2. Think about what colours you would use and why e.g: red can represent blood, poppies or both, yellow can be used to convey warmth, the sun breaking through smoke or illustrate mustard gas…
Option 2
1. Using the Diary you wrote in ENGLISH ACTIVITY 7, choose some diary entries you want to illustrate. Use the above suggestions for how to do this.
2. What do the sketches add to your written entries? | <urn:uuid:233b1239-e607-4371-933c-b50d71751160> | CC-MAIN-2022-21 | http://www.hmdt.org.uk/hmdtmusic/trenchbrothersteaching/wp-content/uploads/sites/6/2014/08/Art-9.-Sketch-Book-Diary.pdf | 2022-05-21T21:47:26+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00524.warc.gz | 83,764,506 | 381 | eng_Latn | eng_Latn | 0.997114 | eng_Latn | 0.997114 | [
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Treasures Time For Kids Fcat Edition
To clear the tyrannical Rattlesnake from the main road of her southwestern village, Desert Woman enlists the help of Coyote, Raven, Eagle, and Heron to form an agile and fastfooted new animal that can outwit their nemesis.
Based on Wardle and Downs' research, the first edition of Writing about Writing marked a milestone in the field of composition. By showing students how to draw on what they know in order to contribute to ongoing conversations about writing and literacy, it helped them transfer their writing-related skills from first-year composition to other courses and contexts. Now used by tens of thousands of students, Writing about Writing presents accessible writing studies research by authors such as Mike Rose, Deborah Brandt, John Swales, and Nancy Sommers, together with popular texts by authors such as Malcolm X and Anne Lamott, and texts from student writers. Throughout the book, friendly explanations and scaffolded activities and questions help students connect to readings and develop knowledge about writing that they can use at work, in their everyday lives, and in college. The new edition builds on this success and refines the approach to make it even more teachable. The second edition includes more help for understanding the
rhetorical situation and an exciting new chapter on multimodal composing. The print text is now integrated with e-Pages for Writing about Writing, designed to take advantage of what the Web can do. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, the Bedford/St. Martin's blog for teachers of writing).
Find out about the birds that make their homes in the heart of the city and how they have adjusted to such a harsh urban environment.
Simple text and illustrations explore the life of Canadian inventor Elijah Mccoy, the son of slaves. Includes explanation of the saying, "The real McCoy."
The Golden Touch
Roadrunner's Dance
Children's Books in Print
Treasures, A Reading/Language Arts Program,
Grade 3, Book 2 Student Edition
Becoming a Secondary School Science Teacher Varmints
This translation of The Iliad equals Fitzgerald's earlier Odyssey in power and imagination. It recreates the original action as conceived by Homer, using fresh and flexible blank verse that is both lyrical and dramatic.
Engaging Student Books Reinforce Phonics and Word Instruction.
In Decoding A, the skills are divided into four principal areas: Word-Attack Skills, Workbook Exercises, support activities, and Checkouts and Mastery Tests.
What's Worth Learning? addresses the central question of general education. For learners facing a complex, unpredictable, and dangerous future, it asks and answers the question: What knowledge is absolutely essential for every learner? In simple, jargon-free language, the book explains why the "core curriculum" in nearuniversal use in America's classrooms was poor when it was adopted in 1893 and why it grows more dysfunctional with each passing year. It then shows how, without changes in staffing, budgets, or bureaucratic boundaries, knowledge can be organized to both radically improve learner intellectual performance and significantly decrease the cost of a general education. Recognizing the difficulty of translating a new idea into classroom instruction, an appendix offers a comprehensive, classroom-tested course of study suitable for adolescents and older students.
Writing about Writing
Reading Wonders Benchmark Asse Ssment Grade 3
Desiring God
The Iliad Mice and Beans Enrichment Blackline Masters - Corrective
Reading
Text and illustrations relate the growth of a small seed that survives the winter cold to become a beautiful spring flower. On board pages.
Offers twenty-four essays about African American men and women who worked in the Texas cattle industry from the slave days of the mid-19th century through the early 20th century. When her older brother refuses to let her tag along with him, Jamaica goes off by herself and allows a younger child to play with her.
In this rhythmic cumulative tale, Rosa Maria spends the week getting ready for her granddaughter's birthday party and trying to avoid attracting mice--unaware that the mice in her walls are preparing for a party of their own.
A College Reader
The Acropolis
Spelling Practice
Corrective Reading Decoding Level A, Workbook
Urban Roosts: Where Birds Nest in the City
Reading Wonders Reading/Writing Workshop Grade 4
The Acropolis in Athens has captured the imaginations of readers, writers and travellers for centuries and every year draws crowds from all over the world. One of the world's most famous heritage sites, it has long been a national monument of Greece and a potent symbol of western civilization. But the Acropolis is typically viewed in the context of 5thcentury-BC Athenian society, while the multiple local and international meanings and identities that the site shapes today are overlooked. This book looks at the meaning of the Acropolis in contemporary Greece. How are global ideas adopted and adapted by local cultures? How do Greeks deal with the national and international features of their ancient classical heritage? How do the global cultural constructions surrounding the Acropolis become part of local practices which project Greek cultural difference?The author examines this historic site as a powerful agent for negotiations of power on an international level. Drawing from a wide range of sources as well as original fieldwork, this handsomely illustrated book will make compelling reading for anyone interested in heritage issues, archaeology, anthropology material culture studies, and tourism.
Your students will engage in their first guided practice with fresh reading selections every week! Students can directly interact with text in this fun take-home book by underlining, circling, and highlighting text to support answers with text evidence.
The "Miami Herald" columnist shares his best comic work, covering everything from sports and tourism to corruption in local politics, the Elian Gonzalez affair, and the 2000 presidential election recount. Few pieces of artwork distill the passion for Star Wars as do posters. From Tom Jung's iconic one-sheet for Episode IV to Roger Kastel's Gone with the Wind-inspired painting for Episode V and beyond, Star Wars has enjoyed nearly four decades of poster art from some of the most renowned artists working in movies. The fifth book in the George Lucas-curated Star Wars Art series, Posters collects the best artwork from all six Star Wars films, the Star Wars: The Clone Wars animated television series, and limited-edition prints. This collection unites all of the action, artistry, and drama of a galaxy far, far away into one lavishly produced tome. Go Math!
Global Fame, Local Claim The Teaching for Understanding Guide Meditations of a Christian Hedonist Jamaica Tag-along
All Aboard!
Insightful and heart-warming, this classic book is written for those who seek to know God better. It unfolds life-impacting, biblical truths and has been called a "soul-stirring celebration of the pleasures of knowing God."
Onomatopoeia And Alliterative Text Along With Colorful, Close-Up Photos Of Many Different Pets Brings This Book To Life.
Discusses reading activities that have been tested through practice and research, and includes information on establishing an ideal literacy learning environment at home.
A lively look at the evolution of modern-day English spelling traces the history of the English language from ancient Celtic runes to the present day and reveals why so many English words appear to be spelled in an irrational, chaotic, and illogical way. Original. 25,000 first printing.
Geospatial Technologies and Geography Education in a Changing World
The African Film Industry
Decoding Strategies. Decoding B2
Getting Ready for the 4th Grade Assessment Tests Black Cowboys Of Texas
Part of curriculum set for use in remedial teaching of reading.
I Am Learning to Read
This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an
international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combination of tools and special techniques to make research, teaching, and learning more effective.
King, Midas's fondest wish, to have everything he touches turn to gold, backfires.
Provides students with their first guided practice, with fresh reading selections every week. Students can underline, circle, and highlight text to support answers with text evidence.
Grade 1
Geospatial Practices and Lessons Learned
Pet Tricks
Paradise Screwed
Trends, challenges and opportunities for growth
What's Worth Learning?
If you care about the education of a child, you Page 8/15
Download Ebook Treasures Time For Kids Fcat Edition need this book. Comprehensive and easy to
use, it will inform, empower, and encourage you. Just as William J. Bennett's The Book of Virtues has helped millions of Americans teach young people about character, The Educated Child delivers what you need to take control. With coauthors Chester E. Finn, Jr., and John T. E. Cribb, Jr., former Secretary of Education Bennett provides the indispensable guide. Championing a clear "back-to-basics" curriculum that will resonate with parents and teachers tired of fads and jargon, The Educated Child supplies an educational road map from earliest childhood to the threshold of high school. It gives parents hundreds of practical suggestions for helping each child succeed while showing what to look for in a good school and what to watch out for in a weak one. The Educated Child places you squarely at the center of your young one's academic career and takes a no-nonsense view of your responsibilities. It empowers you as mothers and fathers, enabling you to reclaim what has been appropriated by "experts" and the education establishment. It out-lines questions you will want to ask, then explains the answers -- or non-answers -- you will be given. No longer will you feel powerless before the education "system." The
Download Ebook Treasures Time For Kids Fcat Edition tools and advice in this guide put the power
where it belongs -- in the hands of those who know and love their children best. Using excerpts from E. D. Hirsch's Core Knowledge Sequence, The Educated Child sets forth a state-of-the art curriculum from kindergarten through eighth grade that you can use to monitor what is and isn't being taught in your school. It outlines how you can help teachers ensure that your child masters the most important skills and knowledge. It takes on today's education controversies from phonics to school choice, from outcomes-based education to teaching values, from the education of gifted children to the needs of the disabled. Because much of a youngster's education takes place outside the school, The Educated Child also distills the essential information you need to prepare children for kindergarten and explains to the parents of older students how to deal with such challenges as television, drugs, and sex. If you seek high standards and solid, time-tested content for the child you care so much about, if you want the unvarnished truth about what parents and schools must do, The Educated Child is the one book you need on your shelf. Corrective Reading, Decoding B2 Enrichment Blackline Masters Corrective
Reading Decoding is a research-proven solution for students who struggle with frequent word identification errors, add and omit words, confuse high-frequency words, or read at a laboriously slow rate. Benefits: Students learn the skills and concepts necessary to progress from reading significantly below grade level to reading at or above a seventh grade level. Tightly sequenced lessons provide the structure and practice at risk students need to master highpriority skills. Stories written for the program provide a gradual progression in skill development that discourages guessing and overcomes the error patterns typically observed with problem readers. Daily fluency practice with immediate feedback helps students read fluently, accurately, and with expression. Comprehension activities include short-response and open-ended questions to ensure understanding.
GO Math! combines fresh teaching approaches with never before seen components that offer everything needed to address the rigors of new standards and assessments. The new Standards Practice Book, packaged with the Student Edition, helps students achieve fluency, speed, and confidence with grade-level concepts. GO
Math! is the first K-6 math program written to align with the Common Core. With GO Math! you will hit the ground running and have everything you need to teach the Common Core State Standards. GO Math! combines fresh teaching approaches with everything needed to address the rigors of the Common Core Standards. Using a unique write-in student text at every grade, students represent, solve, and explain -- all in one place. - Publisher.
Decoding A. The skills are dividedinto four principal areas: Word-Attack Skills, WorkbookExercises, support activities and Checkouts and MasteryTests.
Reading Wonders, Grade 3, Your Turn Practice Book
My Black Is Beautiful Enrichment Blackline Masters Elijah McCoy's Steam Engine Decoding Strategies The Educated Child
Princess Belle is the Princess of Haiti. It is time for the annual All Nations Princesses Tea Party to be held in Haiti. Princess Belle does not want to attend the tea party because she believes she is not pretty enough to go. She compares her dark skin and kinky hair to all the other princesses all over the world. The King discovers her sadness and makes her
realize just how beautiful her dark skin and kinky hair really is. The King's acknowledgment of her beauty allows her to want to go to the tea party. To her surprise, all the other princesses were filled with joy when they saw her at the tea party. She was absolutely so beautiful to them all. They loved everything about Princess Belle. They all laughed together and enjoyed the annual tea party that was held in Haiti. From "one of the nation's foremost Chicano literary artists" comes a coming-of-age classic and the bestselling Chicano novel of all time that follows a young boy as he questions his faith and beliefs -- now one of PBS's "100 Great American Reads" (Denver Post). Antonio Marez is six years old when Ultima comes to stay with his family in New Mexico. She is a curandera, one who cures with herbs and magic. Under her wise wing, Tony will probe the family ties that bind and rend him, and he will discover himself in the magical secrets of the pagan past--a mythic legacy as palpable as the Catholicism of Latin America. And at each life turn there is Ultima, who delivered Tony into the world... and will nurture the birth of his soul. Companion guide to: Teaching for understanding / Martha Stone Wiske, editor. 1998.
Getting Ready for the 4th Grade Assessment Test: Help Improve Your Child's Math and English Skills – Many parents are expressing a demand for books that will help their Page 13/15
children succeed and excel on the fourth grade assessment tests in math and English –especially in areas where children have limited access to computers. This book will help students practice basic math concepts, i.e., number sense and applications as well as more difficult math, such as patterns, functions, and algebra. English skills will include practice in reading comprehension, writing, and vocabulary. Rubrics are included for self-evaluation.
The Surprising Origins and Astonishing Secrets of English Spelling
Bless Me, Ultima
A Parents Guide From Preschool Through Eighth Grade
Wonders, Your Turn Practice Book, Grade 3 Improve Your Child's Math and English Skills Spellbound
When tall buildings and loud noise drown out the sounds of bees in the grass and birds in the sky, one soul cares enough to start over again and help nature thrive.
Concise and focused, the Wonders Reading/Writing Workshop is a powerful instructional tool that provides students with systematic support for the close reading of complex text. Introduce the week's concept with video, photograph, interactive graphic organizers, and more Teach through mini lessons that reinforce comprehension strategies and skills, genre, and vocabulary Model elements of close reading with shared, shorttext reads of high interest and grade-level rigor Page 14/15
Copyright : freenight.nowplayingutah.com
Download Ebook Treasures Time For Kids Fcat Edition
Help children gain the fundamental skills punctuation. Each grade-level appropriate book
necessary to achieve success with vocabulary, capitalization, grammar, spelling, and provides activities for a solid foundation. Selected Columns of Carl Hiaasen The Tiny Seed Ladders to Literacy Star Wars Art: Posters A Kindergarten Activity Book | <urn:uuid:24acc976-37c5-4ca4-a18a-874ceecec7af> | CC-MAIN-2022-21 | https://freenight.nowplayingutah.com/precon/fast-data/uploaded.php?q=treasures-time-for-kids-fcat-edition-pdf&barcode=253fd87995a94a1d87268b74138c9903 | 2022-05-21T22:28:49+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00521.warc.gz | 332,235,437 | 3,548 | eng_Latn | eng_Latn | 0.995906 | eng_Latn | 0.998057 | [
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April
Principal's Report
9 Class Color Day
PTO, 6:00 p.m.
10 PreK/K Registration, 4:00-6:00
Twin Day
City Council Budget Workshop, 5:15 p.m.
11 Wacky Socks Day
School Committee, 7:00 p.m.
12 School Play, Barnyard Ruckus 6:00 p.m.
13 Gear Day
25 School Committee, 7:00 p.m.
Library Theme: Poetry Mirror Mirror By Marilyn Singer
The first week of April has been a very busy week at the Vine Street School. Our third grade students participated in the annual State Assessments. They took tests in reading, math, writing, and English. I am beyond proud of how hard these soon-to-be fourth graders worked to show what they know and are able to do. They modeled our core values of responsibility and ambition. Kudos to each and every one of them.
are ready to share a performance with our school family. The play is called Barnyard Ruckus. Over the past few weeks students have been diligently getting ready for the big show. They have worked hard, and if rehearsals are any indication, we are all in for a treat next Thursday. We hope you are able to attend to support our young performers.
I am so excited about the play next week! As many of you remember, we made it a priority to renovate the gymnasium in 2016. The beautiful new floor and curtains inspired us to put on a full production play last year. Mrs. Timms and Mrs. Douglas did an amazing job directing students in a production of Beauty is a Beast which was performed to a packed house. This year, second and third grade students, again under Mrs. Timms's and Mrs. Douglas's direction,
This is the time of the year when citizens have the opportunity to learn more about the school budget. The City Council will discuss the school budget at a workshop on April 10 th . You can also watch the local access channel to hear a presentation of the budget from the School Committee's April 4 th meeting. Please be informed about the budget and plan to vote at the public referendum in June.
Enjoy April vacation—I hope we have warm weather!
Grumbles From the Forest By Jane Yolen
Academic Excellence for All
To receive this newsletter electronically, sign up on our website at www.bangorschools.net
Kindness Week
In the book Wonder, the teacher gives students a precept each month to ponder and ……………………apply. One month he writes on the board, "When given the choice between being right and being kind, choose kind." Given all that is going on in our world today, it is important to remember that being kind costs nothing and can have long lasting effects. The Bangor School Department sets aside the week before April vacation as Kindness Week. While kindness should be part of all of our daily lives, during this week staff will model, teach and discuss how small acts of kindness can make someone's day. There is a document attached to this newsletter giving parents ideas about how they can raise a compassionate child.
Next week will also be an opportunity for students to participate in theme days. The themes for each day: Monday: Wear Your Class Colors! (PreK-orange or white, K-Red or white, 1-Blue or white, 2-Green or black, 3-Purple or black)
Tuesday: Twin Day-Work with a friend to dress alike
Wednesday: Wacky Sock Day
Thursday: Celebrate Kindness Day
: Gear Day-wear gear from your favorite college or branch of the military
Friday
Passport to Reading-April Challenges
Mrs. Curtis-A book about Spring Mrs. Morris-A book about kindness Mr. Whitney-A book about an animal showing kindness Mrs. Gilpin-A fairy tale Mrs. Silk-A Nonfiction Book Vine Street Staff-A book about Spain
What We Will Learn This Month
PreK: Nature All Around Us
K-Reading: Knowing About Patterns and Structures. Anchor Texts: Plant Patterns, Swirl by Swirl: Spirals in Nature. Informational Writing and How to Books. Math-Identify and Describe Shapes.
1-Reading: Observing the Messages of the Natural World. Anchor Texts: Our World in Space: Planets, The Sun. Constructed Response Writing. Math-Time; Identifying Shapes and Their Attributes.
2-Reading: Pioneering New Ideas and New Worlds. Anchor Texts: Pioneers to the West, Going West, Writing Poetry. Math-Working with Length.
3-Reading: Becoming an Active Citizen. Anchor Texts: Brave Girl, Back of the Bus, Below Deck: A Titanic Story, Constructed Response Writing. Math-Solve Time, Capacity and Math Problems.
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ANTITYPES OF JEWISH FEASTS
| | | Feast Day | Event |
|---|---|---|---|
| Fulfilled Around Time of Jesus' Death Spring Feasts | First Month of Year Nisan or Abib (Mar-Apr.) | Passover— Pesach Abib 14 (Nisan is Babaylonian, Abib is in the Torah. Lev. 23:5 | Death of Jesus |
| | | Feast of Unleavened Bread— (Required) Hag HaMatzah Abib 15- Abib 21 First & last day were holy convocations. Lev. 23:6; Ex. 12:18,19 | Christ rested in tomb on Sabbath, first day of feast |
| | | Wave Sheaf— Yom Habikkurim Abib 16 Second day of Feast of Unleavened Bread Lev. 23:7-11 | Christ's resurrection and also the wave sheaf, those raised with Him, that He presented to the Father. |
| | Sivan May to June | Pentecost— (Required) Shavuot The Feast of Harvest or the Feast of Weeks. Fifty days after Passover. Seven full weeks from 2nd day of Passover. Celebrates grain harvest. Sivan 5 Lev. 23:15- 17 | Outpouring of Holy Spirit—gospel harvest |
| Time of the End Fall Feasts | Tishri (Sept-Oct.) | Feast of Trumpets—Rosh Hashanah. 10 days before Day of Atonement. Jewish New Year. Tishri 1 Lev. 23:24-25; Num 29:1 | Announcement of approach of day of judgment |
| | | Day of Atonement—Yom Kippur Confession of Sins. Tishri 10 Closes with Jubilee every 50th year. Lev. 16:29-33; 23:27; Lev. 25:8-13 | Investigative judgment |
| | | Feast of Tabernacles or Ingathering—Sukkoth (Required) Time of rejoicing. Commemorative of wilderness wandering + ingathering of fruits. Tishri 15-23 Lev. 23:35,39, 40; Deut. 16:12 | The great day of final ingathering |
| | | Jubilee-Land should rest. Return to original owners. Announced on Day of Atonement. Every 50th Year Lev. 25:10, 23-28 | The Second Coming |
Note: 1. In 31A.D. ALL ceremonial Sabbaths fell on seventh-day Sabbaths.
2. Hebrew months were 29 or 30 days each. Their years consisted of 12 lunar months or of 354 1/4 days.
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Native Pollinator Gardens for Sunny, Moist to Wet Areas - Deciding what to plant in your garden is as easy as matching what plants would grow there if we had done nothing to the property. What plants would occur on your site if non native species had not taken over or if the soil had not been disturbed. You can generally do some research for your particular county if you want to be very pure. Now a days it may be more beneficial to decide what pollinators you want to attract and what you want your garden to look like then decide on your plant list. Below is a list of plants that will work in most sunny gardens with moist to wet soils. These are plants that would naturally grow together. Using these plants means you are not just making a garden but a habitat that will benefit many animals.
Botanical Name
Common Name Benefits
Thalictrum polygamum
Tall Meadow Rue
Bees and Butterflies
Thelypteris palustris
Eastern Marsh Fern Cover Plant
Trollus laxus
Globe Flower
Bees
Verbena hastata
Blue Vervain
Many Insects
Verbesina alternifolia
Wingstem Bees
Vernonia noveboracensis
New York Ironweed Bees and Butterflies
Zizia aptera
Heartleaf Golden Alexanders Black Swallowtail Butterfly Host
Zizia aurea
Golden Alexanders
Black Swallowtail Butterfly Host Plant
How do I choose which plants to use? Get a plant list together of the plants that will work on your site. Then choose which plants you want by choosing what colors you want, how high you want the plantings to be and what butterflies hummingbirds or other animals you want to attract.
How do I know where to place the plants? Decide how quickly you want the plants to fill in. If you are budget-conscious you can plant 2 1/2 to 3 feet apart. Remember though in the natural landscape there are no blank spaces and you will have to weed more than if you plant closely. If you want a garden that will fill in fast a foot apart will work. Remember some plants grow quicker or grow much wider and you will need to take that into account. Start by placing the structural plants, tall plants or and the plants that will persist in your garden throughout the seasons. Then fill in with plants that will provide the color and flowers spring through fall so that something is always in flower for the pollinators. The fill in the holes with groundcovers that will grow in and around other plants to keep the weeds down and knit the garden together.
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Sage Garden Project: By the Numbers
2020-2021
"The Sage Garden & Cooking program was the most fun the teachers and students had since COVID-19. Lessons were engaging and educational. Families [are] now including fresh fruits and vegetables in their regular diet that they hadn't included before. They want it to continue."
"A third grader was working compost into one of the raised beds. She had a big smile on her face and she said, "I am massaging the compost into the soil. I've got to spread all this love around." I mentioned this to her teacher and she was surprised. Apparently, this child never speaks in class and came to her class still needing to learn the alphabet."
"The garden has made me want to garden and grow things. It makes me want to eat healthy. It makes me want to explore and learn new stuff about the garden. It makes me happy and makes me want to go outside. I love that we get to try different foods and look at the worms and make flower art!"
"Teachers love combining hands-on NGSS Standards-based lessons and the value placed on positive health and well-being. They feel from this point, all other standards naturally fall into place, and classroom dynamics are strengthened."
30
Average Weeks
10+
Sage Garden programming lasted at each school in
2021-2022
42%
Grow at Home Kits sent home during the year
8,500+
Sage Instructors said our curriculum increased their students' curiosity about the natural world
1
Average Number of Garden or Cooking Lessons each student received during the year
5,500+
Cooking Kits sent home during the year
78%
Sage Instructors said our curriculum increased their confidence in teaching a virtual grow/cook program by a lot or a great deal
Brand New Garden & Cooking Curriculum: Wild Wisdom
3
64
Year Research Project Investigating outcomes associated with participation in grow-cook programs begun
Total programs supported | <urn:uuid:437b6c6a-40ae-4f03-a13b-854948bcdbb0> | CC-MAIN-2022-21 | https://sagegardenproject.org/wp-content/uploads/2022/01/SGP-Impact-Report-2021-22-v1.pdf | 2022-05-21T21:18:48+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00530.warc.gz | 552,182,018 | 400 | eng_Latn | eng_Latn | 0.999573 | eng_Latn | 0.999573 | [
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Using your sketch from yesterday, and your ambitious adjectives, have a go at writing a paragraph to show where Edward is. Take a look at Zoë's model, feel free to magpie phrases but remember not to copy.
Zoë's Model
Edward plunged deeper and deeper into the never-ending water; he had no idea what he was about to see. Edward sunk into the desolate, dark water and was surrounded by slimy, charcoal green coral. The echoing ship haunted him in the distance as it moved further and further away from him into the darkness. The grey waters were lonely. Although the water was infinite, Edward felt as though it was narrowing in on him, the eerie atmosphere scared him as he felt more alone than ever before.
Adjective Ideas
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Second Annual Hartford Public Schools S.T.E.M. Expo
Judge Number:
Traditional Science Fair: 6-12 Judging Rubric*
| Project Number | Grade | Science Project Title | SCORING 10=Excellent 8=Very Good 6=Good 4=Fair 2=Needs Improvement | | | | |
|---|---|---|---|---|---|---|---|
| | | | Scientific Thought | Creativity/ Inquiry | Visual Display | Student Oral Presentation | Total |
Judging should be based on the following categories, weighted equally.
Scientific Thought: Are the purpose and hypothesis of the project clearly stated? Are the dependent and independent variables correctly identified (cause and effect)? Is the experiment well designed (independent/dependent variables; changes one variable at a time, constant variables control group/fair test)? Is data gathered and organized (as demonstrated in a lab notebook, a table and/or graph)? Is the conclusion supported by data, directly related to hypothesis and discuss validity? Does discussion show implications for future study?
Creativity/Inquiry: Is this a creative, unique experiment that promotes inquiry? Were materials used creatively? Are measurement and data in table and graph format, with appropriate mathematical analysis?
Display and Component: Are all parts of the experiment complete (e.g., problem, hypothesis, materials, data, analysis, and conclusion)? Does the project show good workmanship, orderliness, neatness, good visuals (drawings, photos)? Does the experiment show evidence of outside research? Is the experiment procedure clear and understandable?
Student Oral Presentation: Does student understand science of project, can provide logical solutions to "what if" questions related to project; appropriate level of difficulty? Can student explain why it is a valid experiment; explain conclusions in relationship to independent and dependent variables? Is the oral presentation in a logical order? Can student explain research behind the project, originality of idea and experiment? Can student explain importance, connections to real life situations, and implications for society? | <urn:uuid:c5c7daab-4b96-4616-b067-d7cd3dad1b4c> | CC-MAIN-2022-21 | https://sinainc.org/wp-content/uploads/2014/03/Traditional_612.pdf | 2022-05-21T21:39:15+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00530.warc.gz | 580,725,404 | 429 | eng_Latn | eng_Latn | 0.990837 | eng_Latn | 0.990837 | [
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Writing sentences
Grade 1 Grammar Worksheet
Make a sentence using the words below.
A sentence begins with a capital letter.
the I summer lake the spend at swimming
Draw a picture that illustrates the sentence.
Reading & Math for K-5
©www.k5learning.com
Writing sentences
Grade 1 Grammar Worksheet
Answers
the I summer lake the spend at swimming
I spend the summer swimming at the lake.
©www.k5learning.com | <urn:uuid:c74c42aa-878a-432c-90df-6578b820d112> | CC-MAIN-2022-21 | https://www.k5learning.com/worksheets/grammar/grade-1-sentences-a.pdf | 2022-05-21T22:04:17+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00529.warc.gz | 980,041,184 | 92 | eng_Latn | eng_Latn | 0.992325 | eng_Latn | 0.992727 | [
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Reflective Activity
Drawing Icebreaker (Drawing with Sticks)
Activity Description
This is the opening activity (after syllabus, etc) on the first day of classes in Drawing 1. Students are sent outside to find a stick or tree branch of 24 inches in length (close to their arm's length) or longer, and bring it back to the studio (they don't yet know what it will be used for). They are then paired up with another student (the same student they had previously been paired with for introductions at the beginning of class). The instructions are to use their chosen stick, held at arm's length, 18x24 inch paper and a cup of liquid black ink (provided) to draw a portrait of their partner in 7 minutes. The partners then switch places, so each student both creates and models for a portrait. The portraits are then displayed in the art building.
Preparation, Handouts, Resources
There are no handouts, but I frame the activity in several ways. When I tell them what they will be doing with the sticks, they are surprised, nervous, and excited. I talk about how I am asking them to do something absurd and nearly impossible. They don't know what kind of marks their stick will make, because they've never used it before. They can't erase, because they are using permanent ink. The ink will drip down their vertical paper, and because they are also instructed to hold the stick at full length, standing far back from the easel, their ability to control what it does will be minimal at best (those students who have brought 4-foot-long branches have to practically perform acrobatics to get the ink onto the paper). Some sticks are thin and fragile, some have leaves or twigs attached, some are multi-pronged. The combination of these factors "levels the playing field," as everyone will be facing significant challenges regardless of prior experience in portrait drawing.
During the drawing process, I walk them through the identifying of basic shapes within the face, as a way of beginning to see relationships of shape and size the way an artist does. I normalize any potential discomfort they may be feeling, by addressing it openly. After the 7 minutes are up, they write their partner's name on the drawing (also using the stick) and then reveal it to their partner and to the class.
As a conclusion, we look at the drawings and talk about the spontaneity and uniqueness of mark-making that resulted from each individual's process. We reflect on the slippery notions of failure and success that are brought out by this activity. We speculate on how the process would have been different (more stressful, unpleasant) and the results less enjoyable (and actually less accurate portraits) had they been asked to draw a portrait with pencil. We discuss how the portraits are actually much more accurate than expected, due to the specific way of looking, and the mental "looseness," that is fostered by the process.
Learning Goals
* Dismantling fear of failure. Nobody can "succeed" at this activity in any traditional manner, so failure is normalized and becomes something interesting and exciting.
* Experimentation. An incredible amount of problem-solving happens in those 7 minutes, with no prior preparation or experience.
* Visual markmaking. In drawing, marks are the fundamental visual vocabulary. Students make marks during this activity that they never would have made if given their own choice of materials or processes. This opens up a fairly sophisticated discussion of visual elements of line and composition.
* Community-building. Students laugh over the shared absurdity. They talk to their partners and bond with each other. They learn what it's like to draw another person, and what it's like to sit for a portrait -- both of which are
intimate experiences.
* Studio equipment/materials introduction. Students learn quickly how to set up easels and drawing boards, where the sink is, where the paper towels are, and what is expected in terms of studio clean-up at the end.
Challenges/Obstacles
It does require enough familiarity with the process to project confidence about it. Students pick up on any tentativeness or uncertainty from the person leading them, which makes them less invested. It definitely requires a lot of enthusiasm and energy from the person leading it. It also requires good timing: moving them through the activity quickly so they don't over-think it, but also making sure every student completes at least the basics of a head and face so as to negate any possible feelings of shame from not "finishing" it.
Recommendations
It's a chance to talk and work directly and openly with fear, failure, and risk. It's a fantastic way to introduce students to new materials and processes that they might be nervous about. It gives them a taste of working quickly and confidently, in spite of their hesitation. It is a low-stakes immersion in the type of experimentation and bravery that is required in studio art classes, and it helps to boost their confidence and enthusiasm.
Additional
This is easily adaptable to other courses (in Figure Drawing, for example, students do the same activity but as life-sized, full-body portraits on huge sheets of butcher paper. In Mixed Media, they make sculptures using things they find in the trash that day.). The combination of extreme simplification of materials, shortness of time, and working in pairs or teams could be easily translated to course material in other disciplines, including those outside the fine arts.
Tool Contributor
Megan Vossler, Drawing Faculty, Art and Art History Department | <urn:uuid:b3e8359b-670d-4fa9-8c5e-49c5fd209837> | CC-MAIN-2022-21 | https://www.macalester.edu/cec/wp-content/uploads/sites/78/2019/12/Drawing-Icebreaker.pdf | 2022-05-21T21:39:24+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00530.warc.gz | 995,082,732 | 1,128 | eng_Latn | eng_Latn | 0.999005 | eng_Latn | 0.999122 | [
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HANDOUT 10
CPRT Data Record: Structured
Student:
Date:
To use this data record, take data on each individual trial in which you present an opportunity to respond to your student. Enter goals to be addressed with CPRT in the spaces provided, and define maintenance and acquisition skills for each goal. In each trial column, indicate whether you targeted a maintenance or acquisition skill, the child's response, and the support level used (if any; you may also just make a mark in the support box if you are not gathering support-type information). At the end of the session, calculate the total number or percent of acquisition trials in which the child responded correctly and independently (number of acquisition trials correct and independent/total number of acquisition trials), depending on what is being measured. Enter this information at the top of each box. Use the Comments section to indicate any important information about that particular goal, such as difficulty with maintenance skills or helpful materials. Use the General Notes section to indicate overall impressions from the session, including student affect, motivation level, and inappropriate behaviors.
Because you will be using CPRT in the context of play and other semistructured activities, intensive trial-by-trial data collection can inhibit the natural flow of interaction between you and your student. To resolve this issue, try completing three to four trials, then allowing the child extended access to the activity materials while you record the data.
Response:
Support Level:
+: Correct response
Attempt toward correct response
Att:
–: Incorrect response
NR: No response
Teacher:
Acquisition Skill:
Maintenance Skill:
Trial
1 2
Target
Response
Prompt
Comments:
Teacher:
Acquisition Skill:
Maintenance Skill:
| Trial | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Target | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A |
| Response | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR |
| Prompt | | | | | | | | | | | | | | | | | | | |
Comments:
(cont.)
From Classroom Pivotal Response Teaching for Children with Autism by Aubyn C. Stahmer, Jessica Suhrheinrich, Sarah Reed, Laura Schreibman, and Cynthia Bolduc. Copyright 2011 by The Guilford Press. Permission to photocopy this handout is granted to purchasers of this book for personal use only (see copyright page for details). From Classroom Pivotal Response Teaching for Children with Autism by Aubyn C. Stahmer, Jessica Suhrheinrich, Sarah Reed, Laura Schreibman, and Cynthia Bolduc. Copyright 2011 by The Guilford Press. Permission to print this handout is granted to purchasers of this book for personal use only (see copyright page for details).
166
M
A
+
Att
–
NR
M
A
+
Att
–
NR
F: Full or P: Partial
Support Type:
Ph: Physical, V: Verbal, Vs: Visual, G: Gestural
Acquisition Trials Correct (% or #):
10
M
A
+
Att
–
NR
11
M
A
+
Att
–
NR
12
M
A
+
Att
–
13 14 15 16 17 18
M
A
+
Att
–
M
A
+
Att
–
M
A
+
Att
–
M
A
+
Att
–
M
A
+
Att
–
M
A
+
Att
–
NR NR NR NR NR NR NR
Acquisition Trials Correct (% or #):
Goal:
3
M
A
+
Att
–
4
M
A
+
Att
–
NR NR
Goal:
5
M
A
+
Att
–
NR
6
M
A
+
Att
–
NR
7
M
A
+
Att
–
NR
8
M
A
+
Att
–
NR
9
M
A
+
Att
–
NR
19
M
A
+
Att
–
NR
20
M
A
+
Att
–
NR
CPRT Data Record: Structured (page 2 of 2)
Comments:
Teacher:
Goal:
Acquisition Trials Correct (% or #):
Acquisition Skill:
Maintenance Skill:
| Trial | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Target | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A | M A |
| Response | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR | + Att – NR |
Comments:
Comments:
General Notes:
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Student Exploration Free Fall Laboratory Teachers Guide
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Physics: Lab #3 Free Fall Help - Part 1FreeFall Gizmo Part C Life Hack: Reveal Blurred Answers [Math, Physics, Science, English] DEMO Video Laboratory Experiment 3- Free Fall video #1: Free Fall - Definition, Cases, Sign Conventions and Equations Free Fall lab explanation Free Fall Lab Excel Tutorial scatterplot for free fall lab tutorial Virtual Lab of Physics - Free Fall Overview of PVC Freefall Lab Directions Lab 2 Free Fall.MPG Free fall - Acceleration due to gravity on earth. How see blurred answers on coursehero Kepler's Law Gizmo Part B Galileo's Famous Gravity Experiment ¦ Brian Cox ¦ BBC Two Misconceptions About Falling Objects How to Get Answers for Any Homework or Test How to unblur texts on coursehero, Chegg and any other website!!! ¦ Coursehero hack International Space Station Tour on Earth (1g) - Smarter Every Day 141 FREE FALL (Physics Animation) Gravity \u0026 Free Fall ¦ Forces \u0026 Motion ¦ Physics ¦ FuseSchool MyMathLab Pearson Glitch 2019 (All Answers, Quick and simple trick) FreeFall and Air Resistance Departing Space Station Commander Provides Tour of Orbital Laboratory Mars Exploration: Curiosity and Beyond - with Anita Sengupta Air Track Experiment - Using Gizmos Virtual Lab Intro to Psychology: Crash Course Psychology #1 Why Should You Care About Quantum Computers? by A. Douglas Stone Endurance ¦ Scott Kelly ¦ Talks at Google 2020 Nobel Lectures in Physics Student Exploration Free Fall Laboratory View free fall lab.docx from PHYS 100 at West Chester University. Name: Maegan Quinn Date: 11/10/2020 Student Exploration: Free-Fall Laboratory Vocabulary: acceleration, air resistance, free fall, free fall lab.docx - Name Maegan Quinn Date Student ...
Student Exploration: Free-Fall Laboratory Directions: Follow the instructions to go through the simulation. Respond to the questions and prompts in the orange boxes. Vocabulary: acceleration, air resistance, free fall, instantaneous velocity, terminal velocity, velocity, vacuum Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. Suppose you dropped a feather and a hammer at the ...
- FreeFallSE.pdf - Name Date Student Exploration Free-Fall ...
The Free-Fall Laboratory Gizmo™ allows you to measure the motion of an object in free fall. On the CONTROLS pane check that the Shuttlecock is selected, the Initial height is 3 meters, and the...
Student Exploration- Free-Fall Laboratory (ANSWER KEY) by ... Gizmo Warm-up The Free-Fall Laboratory Gizmo™ allows you to measure the motion of an object in free fall. On the CONTROLS pane check that the Shuttlecock is selected, the Initial height is 3 meters, and the Atmosphere is Air. Click Play () to release the shuttlecock. How long does it take to fall to the bottom?
Student Exploration- Free-Fall Laboratory (ANSWER KEY ...
2019 Name: _____ Date: _____ Student Exploration: Free-Fall Laboratory Vocabulary: acceleration, air resistance, free fall, instantaneous velocity, terminal velocity, velocity, vacuum Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. Suppose you dropped a feather and a hammer at the same time
FreeFall Gizmo.docx - Name Date Student Exploration Free ...
Gizmo Warm-up The Free-Fall Laboratory Gizmo™ allows you to measure the motion of an object in free fall. On the CONTROLS pane check that the Shuttlecock selected, the Initial height is 3 meters, and the Atmosphere is 1. Click Play() to release the shuttlecock. How long does it take to fall to the bottom? is Air. 0.90 s 2.
Free Fall Gizmo.docx - Name Date Student Exploration Free ...
Student Exploration Free Fall Laboratory Vocabulary acceleration air resistance free fall instantaneous velocity terminal velocity velocity vacuum Prior Knowledge Questions Do these BEFORE using the Gizmo 1 Suppose you dropped a feather and a hammer at the same time Which object would hit the ground first 2 .
Student Exploration Free Fall Laboratory - PDF Free Download
Free-Fall Laboratory Investigate the motion of an object as it falls to the ground. A variety of objects can be compared, and their motion can be observed in a vacuum, in normal air, and in denser air. The position, velocity, and acceleration are measured over time, and the forces on the object can be displayed.
Free-Fall Laboratory Gizmo : Lesson Info : ExploreLearning
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Free Fall Tower Answers - TruyenYY
Page 1/2
Copyright : cavs.ohio.com
Gizmo Warm-up The Free-Fall Laboratory Gizmo allows you to measure the motion of an object in free fall. On the DESCRIPTION tab, check that the Shuttlecock is selected, the Initial height is 3 meters, and the Atmosphere is Air. 1. Click Play () to release the shuttlecock.
Free fall gizmo worksheet.docx - Name Haven Scott pd.3 ...
The Free-Fall Laboratory Gizmo™ allows you to measure the motion of an object in . free fall. On the CONTROLS pane check that the . Shuttlecock. is selected, the . Initial height . is . 3 meters, and the . Atmosphere . is . Air. Click . Play to release the shuttlecock. How long does it take to fall to the bottom? _____ Select the GRAPH tab. The box labeled . h (m)
Free-Fall Laboratory - Taylor County Schools
Gizmo Warm-up The Free-Fall Laboratory Gizmo allows you to measure the motion of an object in free fall. On the DESCRIPTION tab, check that the Shuttlecock is selected, the Initial height is 3 meters, and the Atmosphere is Air. 1. Click Play () to release the shuttlecock.
Gizmo FreeFall Student.docx - Name Samir Patel Date ...
Investigate the motion of an object as it falls to the ground. A variety of objects can be compared, and their motion can be observed in a vacuum, in normal air, and in denser air. The position, velocity, and acceleration are measured over time, and the forces on the object can be displayed. Using the manual settings, the mass, radius, height, and initial velocity of the object can be adjusted ...
Free-Fall Laboratory Gizmo : ExploreLearning
Gizmo Warm-up The Free-Fall Laboratory Gizmo allows you to measure the motion of an object in free fall. On the DESCRIPTION tab, check that the Shuttlecock is selected, the Initial height is 3 meters, and the Atmosphere is Air. 1. Click Play () to release the shuttlecock.
GIZMO Free Fall Lab.docx - Name Date Student Exploration ...
The Free-Fall Laboratory Gizmo™ allows you to measure the motion of an object in free fall. On the CONTROLS pane check that the Shuttlecockis selected, the Initial height is 3 meters, and the Atmosphere is Air. 1. Click Play() to release the shuttlecock.
Student Exploration: Free-Fall Laboratory
Free Fall Tower Recreate Galileo's famous experiment by dropping objects off the Tower of Pisa. You can drop ping pong balls, golf balls, soccer balls or watermelons. Objects can be dropped in air or no air, with or without a parachute.
Free Fall Tower Gizmo : Lesson Info : ExploreLearning
Student Exploration: Free-Fall Laboratory The Free-Fall Laboratory Gizmo™ allows you to measure the motion of an object in free fall. On the CONTROLS pane check that the Shuttlecockis selected, the Initial height is 3 meters, and the Atmosphere is Air. 1. Click Play() to release the shuttlecock.
Copyright code : 450dd4cee876cc214f9ac01d39515f81
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Creep into the deepend
Creep into the deepend
www.whaletimes.org
From
: DEEPEND Science Team
To: DEEPEND Virtual Team Leaders
Subject: How we identify animals with sound
Hi Virtual Science Team,
In my last Seamail, I talked about how we use sound to count animals. You might have wondered how we identify fish from squid, or different kinds of crustaceans. I thought I'd share how we take other measurements we make on the boat that help us figure out how many fish there are when the sound bounces back from the deep.
The acoustic system records the echoes that reflect off of fish (and other animals) in the water. But we need to know how to convert the echoes we measure to the number of fish. We can predict (using a lot of math) how much sound energy a fish will reflect. We need to know some information about the fish to put into our mathematical model. The really important things we need to know are: 1) How big is the fish? and 2) What is its density?
If you like math, you might know that: Density is the ratio of mass to volume. If you're not into math at that level yet, let me explain. Say you had two objects that were the same size like a basketball and a balloon. Which is heavier, a basketball or a balloon? Yes, the basketball is heavier or more dense. The balloon would be lighter or less dense. We measure the density of the animals to help us read the echoes.
In order to get this information, we take fish that have been collected in the net and we measure their height, their width, and their length -- like when you go to the doctor. The fish we collect are too small to put them on a scale to get their weight (and scales are hard to use on a moving boat), so in order to figure out their density, we put them in a jar of seawater. The animals are slightly denser (heavier) than the ocean; if they were the same density as the ocean, they'd be invisible to our acoustic system. So then we add a denser liquid until the fish are neutrally buoyant (floating in the middle of the jar), then we know the fish's density is the same as the mix of our two liquids.
With that information, we can take our acoustic measurements and estimate how many fish there are in the scattering layers!
Until next time,
Joe
Dr. Joeseph Warren Team Acoustics and Deep-Sea Explorer firstname.lastname@example.org Creep into the DEEPEND Mission
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Choose Safe Places
A NH APPLETREE Program For Early Care and Education
What is Choose Safe Places?
Choose Safe Places for Early Care and Education is a program focused on promoting practices and policies to protect children from harmful chemicals where they spend time learning and growing.
Why is it important?
The program works to protect children from naturally occurring contaminants like arsenic, uranium and radon, as well as manufactured contaminants such as lead, pesticides and other chemicals that can be found in air, water, soil and dust.
How can we work together?
Our goal is to help professionals, families and communities in early care and education, childcare licensing, community planning, public health and environmental protection work together to create safe practices to make sure children are learning and growing in the safest places possible. We will:
Listen to your concerns about environmental exposures.
Support environmental testing and treatment for contaminants.
Provide training on safe practices to avoid chemical hazards.
We welcome your feedback!
If you are interested in providing feedback, or participating on our advisory team, call or email: Laurie Rardin, Environmental Health Coordinator, NH Department of Health and Human Services at 603-271-0357 or email@example.com.
Learn more:
Visit the Choose Safe Places website and the Children's Environmental Health Network website.
About us:
The NH Department of Health and Human Services, in collaboration with the NH Department of Environmental Services, is implementing the APPLETREE Program with funding from the Centers for Disease Control. The APPLETREE Program is the Agency for Toxic Substances and Disease Registry (ATSDR) Partnership to Promote Local Efforts to Reduce Environmental Exposures. | <urn:uuid:65e16265-08f1-479a-b028-b6e974c0c132> | CC-MAIN-2022-21 | https://www.nh.gov/epht/documents/csp_flier_2021.pdf | 2022-05-21T21:18:10+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00528.warc.gz | 1,066,353,055 | 336 | eng_Latn | eng_Latn | 0.987558 | eng_Latn | 0.987558 | [
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Chickens in your backyard
Many people purchase chickens as pets and to have a few hens. It is important to understand the management of hens.
Check your local council laws.
Safeguard against and understand diseases such as Avian Influenza, Salmonella Enteritidis and Infectious bronchitis which can affect both humans and poultry.
Poultry housing hygiene is critical. Nesting, roosting areas and enclosures should be sanitised regularly.
Check when you purchase chickens, which vaccinations the birds have had to safeguard against diseases.
Re-using old egg cartons is a disease risk –
Understand biosecurity protocols. You should not visit places with other birds if you have your own hens. This could cause the movement of diseases between flocks.
o You can contact any carboard/egg carton packaging company usually found in a capital city.
o Or some commercial egg farmers are happy to on-sell you a few new blank egg cartons from their supply stock.
o There is also a risk of legal breaches using corporate branded packaging without permission.
Information is available from a range of sources.
QLD Government - https://www.business.qld.gov.au/industries/farms-fishingforestry/agriculture/livestock/poultry/poultry-farming-queensland/eggproduction/producing-safe-eggs
NSW Government https://www.dpi.nsw.gov.au/animals-and-livestock/poultry-andbirds/poultry-planning-and-keeping
o New South Wales is under a control order for Salmonella Enteritidis (SE)
From the 30 June 2020, a control order was put in place in NSW to minimise and manage the biosecurity risk of Salmonella Enteritidis (SE). It is important for egg producers are aware of this order, covering issues such as the restrictions on movement of machinery. The order is in place for 2 years from the date of introduction.
https://www.dpi.nsw.gov.au/__data/assets/pdf_file/0019/1149400/BiosecuritySalmonella-Enteritidis-Control-Order-30-June-2020.pdf
Victorian Government - https://agriculture.vic.gov.au/biosecurity/animaldiseases/poultry-diseases/keeping-backyard-poultry
WA Government - https://dpird.wa.gov.au
PIRSA - https://www.pir.sa.gov.au/biosecurity/food_safety/eggs
TAS Government - https://dpipwe.tas.gov.au/biosecurity-tasmania/animalbiosecurity/animal-health/poultry-and-pigeons/biosecurity-poultry-and-pet-birds
ACT Government – https://www.actsmart.act.gov.au/__data/assets/pdf_file/0010/1066906/ActsmartChickens-WEB.pdf
NT Government - https://nt.gov.au/industry/agriculture/livestock/keeping-poultry-andpigeons
Australian Eggs website – www.australianeggs.org.au
Egg Farmers of Australia - www.eggfarmersaustralia.org
Egg Farmers of Australia is the advocacy representative body for the egg industry.
Australian Eggs Ltd is the research and marketing representative body for the egg industry.
Do you wish to sell your eggs? – You will require Accreditation
Check on the accreditation you will need to sell eggs from your farm/farm gate or at the local markets.
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Riviera International Academy
Revision Assignment-2078 Day 2 (Jestha16, 2078, Sunday)
Class: Five
Subject: English
Subject - Social Studies
1. List any six safety rules that should be followed in the school playground.
2. List any 10 polite words.
Subject – Science
]
1. Write some examples of vertebrates.
2. What are the two functions of backbone?
3. Write the name of classes of vertebrates.
Subject – Mathematics
1. Rewrite the numbers in National system.
a. 87209
b. 100452
c. 6901259
2. Rewrite the number in International system.
a. 12830
b. 752529
c. 635180
laifo M g kfnL
!= ltd|f] kl/jf/df ePsf ;b:ox?sf] gfd / jxfFx?sf] sfdsf] af/]df Ps cg'R5]b n]v .
The End. | <urn:uuid:b33a792b-ee91-4723-bf8a-718b5b3af9e4> | CC-MAIN-2022-21 | http://www.riviera.edu.np/downloads/Revision%20Assignment%20for%20Jestha%2016%20-%20Class%205.pdf | 2022-05-21T23:10:38+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00531.warc.gz | 115,407,469 | 215 | eng_Latn | eng_Latn | 0.873383 | eng_Latn | 0.859144 | [
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How Big Is a Barrel?
A barrel is a unit of volume or weight that is different depending on who uses the term and what it contains... For example:
1 barrel (bbl) of petroleum or related products = 42 gallons
1 barrel of Portland cement = 376 pounds
1 barrel of flour = 196 pounds
1 barrel of pork or fish = 200 pounds
1 barrel of (U.S.) dry measure = 3.29122 bushels or 4.2104 cubic feet
A barrel may be called a "drum," but a drum usually holds 55 gallons.
A barrel big enough to carry a man over Niagara Falls.
What Is Energy?
Energy Units Basics
Physical units reflect measures of distances, areas, volumes, heights, weights, mass, force, and energy. Different types of energy are measured by different physical units:
Barrels or gallons for petroleum
Cubic feet for natural gas
Tons for coal
Kilowatthours for electricity
To compare different fuels, we need to convert the measurements to the same units.
Units for Comparing Energy
Some popular units for comparing energy include British Thermal Units (Btu), barrels of oil equivalent, metric tons of oil equivalent, metric tons of coal equivalent, and terajoules.
In the United States, the Btu, a measure of heat energy, is the most commonly used unit for comparing fuels. Because energy used in different countries comes from different places, the Btu content of fuels varies slightly from country to country.
The Btu content of each fuel provided below and used in the energy calculator reflects the average energy content for fuels consumed in the United States.
Btu Content of Common Energy Units
1 barrel (42 gallons) of crude oil = 5,800,000 Btu
1 gallon of gasoline = 124,238 Btu (based on U.S. consumption, 2011)
1 gallon of diesel fuel = 138,690 Btu
1 gallon of heating oil = 138,690 Btu
1 barrel of residual fuel oil = 6,287,000 Btu
1 cubic foot of natural gas = 1,023 Btu (based on U.S. consumption, 2011)
1 gallon of propane = 91,333 Btu
1 short ton of coal = 19,858,000 Btu (based on U.S. consumption, 2011)
1 kilowatthour of electricity = 3,412 Btu
Examples of Converting Different Energy Sources to Btu
Example 1:
You have a natural gas furnace in your home that used 81,300 cubic feet of natural gas for heating last winter. Your neighbor has an oil furnace that used 584 gallons of heating oil last winter. To determine which home used more energy for heating, you can convert the natural gas and heating oil consumption figures into Btu, as follows:
Natural Gas: 81,300 cubic feet (your house) x 1,023 Btu per cubic foot = 83,169,900 Btu
Heating Oil: 584 gallons (neighbor's house) x 138,690 Btu per gallon = 80,994,496 Btu
Answer: You used more energy to heat your house!
Example 2:
You work for an electric power company. Your company's power generators can run on one of two fuels: natural gas or residual fuel oil. Your job is to switch fuels when the cost of the fuel you are currently using becomes more expensive than the other fuel. This will keep costs down for you and your electricity customers. Your company's generators are currently using residual fuel oil, but fuel oil prices have been going up much faster than natural gas prices. Based on the fuel costs below, you need to decide if it is time to switch to natural gas:
Natural Gas: $7.30 per thousand cubic feet ÷ 1.023 million Btu per thousand cubic feet = $7.12 per million Btu Residual fuel oil: $57.75 per barrel ÷ 6.287 million Btu per barrel = $9.19 per million Btu
Answer: When you convert the fuels into the same units, you see that residual fuel oil now costs more than natural gas. You decide to switch to natural gas to save money. | <urn:uuid:b57251c1-90ab-42a3-9fb0-59919fe106c9> | CC-MAIN-2022-21 | https://zooidaho.org/documents/alternative-energy/Basics%20to%20Energy%20Units-%20EIA.pdf | 2022-05-21T21:05:59+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00531.warc.gz | 1,298,504,918 | 887 | eng_Latn | eng_Latn | 0.981715 | eng_Latn | 0.9902 | [
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What is Genital Herpes?
Genital herpes is a common sexually transmitted disease (STD). There are two types of herpes simplex viruses that can cause genital herpes- herpes simplex virus type 1 (HSV-1) or herpes simplex virus type 2 (HSV-2).
HSV-1 is typically an infection of the mouth and facial area which can cause cold sores. Oral infections of HSV-1 can also sometimes cause genital infection when passed to the genitals during oral sex.
HSV-2 is the cause of most cases of genital herpes.
How do people get Genital Herpes?
Genital herpes is transmitted through direct skin-to-skin contact during vaginal, anal, and oral sex. Transmission can happen even if genitals only touch infected skin, and no penetration occurs. Oral herpes is most often contracted through kissing someone with a cold sore.
Herpes can be transmitted even with no symptoms present.
How common is Genital Herpes?
16% (approximately one in six people) of the U.S. population between the ages of 14 and 49 years are estimated to have genital HSV-2. Genital HSV-1 infection is increasingly common.
A majority of adults in the U.S. have oral herpes (cold sores), which is almost always caused by HSV-1.
What are the symptoms?
Most people with genital herpes aren't aware they have the infection, as symptoms can be mild or mistaken for another condition.
A first or primary outbreak of herpes can be pronounced and painful. Symptoms can develop within a
few weeks after contracting genital HSV and might include:
One or more small, fluid-filled blisters or sores around the genitals, anus, thighs, and buttocks. Sometimes the sores develop inside the vagina. The sores usually scab like a cut and heal in two to four weeks, and more blisters can occur during this time. Painful urination is common during a first outbreak.
During a primary outbreak of genital herpes, a person can also have flu-like symptoms that include headaches, fevers, and swollen glands, especially near the groin.
Testing/Diagnosis
Healthcare providers sometimes diagnose herpes by looking at the sores. Since symptoms of herpes can vary widely from person to person, some cases are difficult to diagnose this way.
A viral culture (taking a swab from a herpes sore or blister) is another way to diagnose herpes. A major advantage of this test is the reliability of a positive result, which can also be typed to determine if HSV-1 or HSV-2 is present.
Type-specific blood tests for herpes can also be done, and are the test of choice when no symptoms are present. These tests can accurately determine if a person has antibodies (substances in the bloodstream the body produces in response to herpes) to HSV-1 or HSV-2.
What is the treatment for Genital Herpes?
There is no cure for herpes, but medications can treat symptoms and control outbreaks. There are antiviral medications approved to treat genital herpes. They are approved for treatment during an outbreak, as well as to reduce or eliminate outbreaks. Daily, or suppressive therapy, may reduce the risk of transmitting genital HSV to a partner.
Not everyone with herpes requires treatment.
What are the complications of Genital Herpes?
In healthy adults, herpes seldom leads to complications. Recurrent outbreaks are common, and sometimes these are painful. In someone with a weakened immune system, herpes outbreak can be frequent and severe.
HSV occasionally infects the eyes. If untreated, this can cause damage and, potentially, loss of vision. Ocular herpes most often happens when an oral HSV-1 infection becomes active and travels a nerve pathway to an eye. Typically, only one eye is affected.
While very uncommon, pregnant women can pass herpes to their babies. This is more likely to happen when a woman contracts herpes while pregnant, so it's especially important for pregnant women to be cautious. If a pregnant woman or her partner has genital herpes, she and her healthcare provider should talk about ways to protect her and the baby. Most women with genital herpes deliver vaginally and have healthy babies. If a woman shows signs of a genital herpes outbreak at delivery, she will most likely have a caesarean section.
Genital herpes makes a person more likely to contract HIV, if exposed. This is primarily due to the open sores and blisters HSV causes. Also, HIV may be more infectious and likely to be transmitted in someone who has both HIV and HSV.
Reduce your risk
There are several things that can lower the risk of herpes:
Avoid sex during outbreaks, or if the infected partner is experiencing symptoms in the genital area such as itching or tingling.
Use condoms or other latex barrier (such as a dental dam) for each sex act (oral, anal, and vaginal). A barrier should be put on before any sexual contact takes place.
Have sex with only one partner (who only has sex with you)
Talk with your healthcare provider to see what STD tests might be recommended for you.
If you have been diagnosed with HSV, your health care provider may advise you to take a prescription HSV medication every day to reduce your risk of outbreaks.
Talk to your partner
When one partner has genital herpes, it may be a good idea for the other partner to be tested, too. Keep in mind that symptoms of genital herpes are often overlooked, and most people with genital herpes are not aware that they have the infection.
Herpes can be managed in a relationship, but communication and education are important. See the resources section on page one for more information on all aspects of HSV, including relationships.
Sources
Centers for Disease Control and Prevention:
Genital Herpes Fact Sheet
Genital Herpes – The Facts
National Institute of Allergy and Infectious Diseases
Understanding Genital Herpes
American Social Health Association
Coping in a Relationship
All material contained in this fact sheet is free of copyright restrictions, and may be copied, reproduced, or duplicated without permission of the Office of Population Affairs in the Department of Health and Human Services. Citation of the source is appreciated. This fact sheet was reviewed by: U.S. Centers for
Disease Control and Prevention
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Salem Fire, June 25, 1914
Fact sheet
Area of city
5,100 acres
Population of city 48,000 (1905, 37,627; 1910, 43,697; 1915, 37,200)
Buildings in city 5,826
Assessed valuation $37, 250,000
Burned
253 acres
1,376 buildings
1 ½ miles long by ½ mile wide
Loss: $15,000,000
Insurance paid: $11,744,000
Homeless: 18,000-almost 20,000
Jobless: about 10,000
Casualties
Three dead
Two missing
Others died from excitement or strain in being moved More than 60 injured
First alarm
1:37 p.m.
General alarm
1:41 p.m.
Dynamited
Five houses on North Pine Street Two houses on Essex Street Hawthorne Building at 203-211 Washington Street bet. New Derby and Dodge First three houses on Roslyn Street
Spectators
1,000,000 on June 25
Aid
Firefighters from 21 cities and towns Hingham firefighters soaked rugs and clothing in salt water, and lay them on roofs and sides of houses 1,700 militia, until July 7 at 8:00 p.m. Semi-martial law Order to shoot all looters on sight
Length
15 hours Pickering’s coal pile and Ropes’s hay still burning, July 13
Relief
Fund established by Salem Evening News early Friday, June 26
Tent cities
Bertram Field, June 26, 200 tents, 3 cots in each Bertram Field, June 27, 950 people Forest River Park, June 26, 100 tents Camp Sherry, near the Willows, 150 refugees Forest River Park, June 28, 1,200 refugees Forest River Park, June 29, 400+ tents, 1,500+ people July 10, Camp Sherry closed, two families left at Bertram Camp Forest River Park, July 24, 418 still in camp
Proposals
Three-deckers prohibited in Lafayette Street No stores or shops on Lafayette Street from Harbor Street up Park bounded by Harbor, Lafayette, and Washington Streets No wooden structures of any sort to be built within burned district, July 16; later reconsidered
Recovery
By February 23, 1915 building permits had been issued for 353 buildings in the burned district, valued at $2,446,695 Dwellings nearly all one- and two-family detached houses proof construction
Manufacturing and retail structures have some of the best fire- New building code adopted Many streets widened and straightened 300 shade trees set out Fall 1914, 500 more ready for Spring1915
Chelsea
492 acres
April 12, 1908
2,822 buildings 1 ½ miles long by ½ mile wide Taxable loss: $12,450,000 Eighteen dead More than 300 injured | <urn:uuid:00c95f0f-3cc2-4dbc-acfe-7fbf3a058098> | CC-MAIN-2016-22 | http://salem.org/uploads/documents/Salem_Fire_Fact_Shhet.pdf | 2016-06-01T05:20:13Z | crawl-data/CC-MAIN-2016-22/segments/1464054915149.6/warc/CC-MAIN-20160524015515-00169-ip-10-185-217-139.ec2.internal.warc.gz | 250,391,334 | 644 | eng_Latn | eng_Latn | 0.990734 | eng_Latn | 0.991194 | [
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Stress-Busting Strategies
Here's how to cut down on stress and take control of your life.
Relax
Know when to step back and take a break. Deep breathing, stretching, taking a warm bath, and listening to music can all relax your body and relieve stress.
Talk it Out
Work through your emotions in a productive way by speaking with someone you trust or writing in a journal.
Hang in There
Be kind to yourself during times of stress. Recognize when you are doing your best and take comfort in knowing that you won't feel this way forever.
Make a Plan
Reduce unnecessary stress by being organized and avoiding procrastination. Stay on top of your schedule with a planner, and try breaking large tasks into smaller, more approachable steps.
Bike Ride
Journaling
Baking
Redirect
Put nervous energy to good use by engaging in physical activity or working on a creative project.
Know When to Say No
When considering a new activity, determine whether you have time and energy to commit. It's always okay to draw healthy boundaries and say no.
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Published by Hardie Grant Egmont,
September 2014
SYNOPSIS (PLOT)
Sarah Jane Albany (Alba) lives in Eden Valley, a small town in rural Australia, where she works at her mum's bakery and draws comic art in every spare moment she has. Alba and her small band of friends are reaching the end of high school and contemplating their next moves in life. Alba's best friend, (Domenic) Grady, is planning to move to the city to study, but Alba finds herself wishing nothing had to change. Although Alba is brash, confident, and happy in her small pond, she is not sure how she will cope in the inevitable big sea of the adult world.
Meanwhile, a YouTube video predicting that Eden Valley will be the only place to survive an oncoming apocalypse results in the unexpected influx of a wide variety of newcomers – surfers, Buddhists, nudists, hipsters, and eccentrics of all sorts. Among them is local boy Daniel Gordon, now the star of a D-grade soap opera. Alba finds herself wondering when her childhood friend grew so hot – and became so full of himself.
As the predicted End of Days draws closer, Alba feels increasingly unsettled. She's fighting with Grady, her friends keep asking her about her future and she's haunted by memories she's tried to push aside, as well as ones she doesn't want to let go of. If this is their last summer together, how will the friends spend it?
Metaphorical storm clouds are gathering, the shadows are darkening and Alba finds herself wanting to sort things out with Grady – and Daniel – and her past – even if she feels like she hasn't put all the pieces together yet. She continues to draw her favourite character, 'Cinnamon Girl', even if she isn't completely clear on the plot that her story will have yet. Regardless, it's going to be kick-arse: she just has to trust her gut.
Published by Hardie Grant Egmont,
September 2014
THEMES
Despite the whimsical premise, this book has very strong themes to which teenagers, and many adults, can relate. The first relates to growth and change – in many ways this is a 'coming-of-age' novel, as the characters move out of childhood and towards adulthood. In doing so, they have to make choices about their values and goals, and their sense of identity becomes clearer. Alba's always felt sure of herself – even when she was going through different 'phases' – but now she's not so sure. What if she has no idea at all where she wants to end up? Her friends, especially Grady, have always assumed she will have a career in comic art, but what if they're wrong?
Place is also central to The Incredible Adventures of Cinnamon Girl – the characters may soon trade in the relative security of a familiar small town for the unknown of a large city. They wonder how this will change them.
Finally, in terms of relationships, the themes of first love, friendship and grief are central. Although they've known each other as young children, suddenly some of the group are hooking up and trying to work out what it means to be 'a couple'. But Alba's not in any rush to rock the boat with anyone. Beneath the surface, she is also processing grief about her father, who is an important figure (in absence) in her life. In each of these threads there is fear – of changing, of confronting, of experiencing strong emotions.
WRITING STYLE
Melissa Keil's writing is very engaging. She uses a lot of references from popular culture – in this case from comic books, particularly – and the characters speak in contemporary Australian vernacular.
The Incredible Adventures of Cinnamon Girl is written in the first person. We see everything through the eyes of Alba, the narrator. She is self-aware, sometimes commenting on her 'poor' storytelling ability. Alba does not always understand the reactions of people around her – and so, as readers, we get a sense that there are things the other characters know or can see that she doesn't.
As a first-person narrative, the reader is carried along in Alba's story, privy to her emotions as she navigates the changes in her life, which makes for a powerful journey.
Published by Hardie Grant Egmont, September 2014
AUTHOR MOTIVATION
Melissa Keil says that this story first took shape back in 2012, the year of the Mayan-calendar end-of-the-world anxiety. The idea of the possible coming apocalypse was floating close to the surface of public consciousness, and various places around the world were embracing the idea. Melissa did not pay much attention to these reports, until she stumbled on a small newspaper article about a tiny town at the foot of a mountain in France, which was apparently predicted to be the only place on the planet that would survive the coming apocalypse. This town, with a population of just under 200 people, was expecting an influx of thousands, and was preparing to deal with a raft of new-age groups, UFO-watchers and assorted cults descending upon them. Though the article was a little tongue-in-cheek, activity around this town seemed to be extremely serious. Melissa thought the idea of these circumstances happening in Australia was somewhat amusing; she guessed Australians would embrace the predicted End of Days with decidedly more frivolity. And she began to think of this idea as the background for the journey of a young character, on the cusp of adulthood, who was struggling to work out what the next chapter in her story would hold.
While working on her first novel, Life in Outer Space, Melissa had spent some time writing on a friend's rural property, and the seeds for The Incredible Adventures of Cinnamon Girl were sown there – the idea of a group of teens, isolated from the world, who suddenly have the world unceremoniously thrust upon them.
AUTHOR BACKGROUND
Melissa Keil was born and raised in Melbourne, Australia, and has been a giant book nerd for as long as she can remember. She has at various times been a high school teacher, Middle Eastern tour guide and IT help desk person, and now works as a children's author and editor. When she is not writing, she spends most of her spare time reading, buying comic books and watching YouTube. She is the author the picture book Rabbit's Year, and the young adult novel Life in Outer Space, the first book commissioned by The Ampersand Project, Hardie Grant Egmont's initiative for emerging YA writers. Life in Outer Space was the recipient of the 2014 Ena Noel award, and was shortlisted for the 2014 CBCA Book of the Year Award (Older Readers).
www.melissakeil.com
Published by Hardie Grant Egmont, September 2014
STUDY NOTES
1. Writing activity: Identity and coming-of-age
Characters: Daniel Gordon, Eddie Palmer, Caroline Gresham, Tia Holbrook, Peter Nguyen
Alba is not the only character to be facing changes in her life. Choose one of the following characters, and write half a page about the choices they are making about their future (in terms of where they live, their relationships and their goals and aspirations). Are these what they (or other people) always thought they would do? How do the characters view their futures? What does Alba think about their choices? Find quotes from the text to support your points.
2. Class discussions: First love
a.) Why do you think Alba doesn't think of Grady as a potential boyfriend? What reasons does she give? How does she think of him? How does she treat him?
Alba says 'Ever since the beginning of time, it's always been Grady and me.' (p.31) Think about Alba's relationship with Grady. As a class, discuss the following questions.
b.) Alba says 'in truth, I'm just sucky at piecing together the right details' (p.2). Although we see everything through Alba's eyes, the novel gives us some clues about Grady's feelings for Alba. Can you give examples of these?
d.) Have you ever had a friendship that you think could turn into more than a friendship? How do you think you might feel about this if you were in that position?
c.) Why do you think Alba is taken by surprise in the final stages of the novel? What leads her to put the pieces together?
3. Small-group discussions
Break into small groups and pick one of the following topics to discuss.
a) End of Days
People begin arriving in Eden because someone on YouTube has predicted that it will be the only place to survive the apocalypse. What comment do you think this makes about social media? What do the characters think about social media such as Twitter? What impact does the idea of the End of Days have on the main characters? In what ways does it affect their experience of this 'final summer' together?
Published by Hardie Grant Egmont, September 2014
b) Body image and identity
Daniel gives Alba a weight-loss book. Why is this unexpected? What does Alba learn about Daniel when he does this? How does she react? How does Grady react? What do you think Alba learns from this experience?
c) Grief
How does Alba react to motorcycles? Before she goes to see Eddie, did you guess why this might be? Why do you think she asks to ride with him? Why is Eddie a 'safe' person for Alba to do this with? The ride didn't result in a 'lightening-bolt moment', as Alba says, but it is still a turning point in the novel for her. Why and how is this the case?
d) Identity
What clues do we get about Alba's identity? Think about the clothes she wears, the things she enjoys reading and watching, and what she says about her friends, family and relationships. Alba is a confident young woman – why do you think, then, she feels some hesitance about her future? How does this change as the novel progresses? What realisations do you think she comes to?
4. Bonus activity: Intertextual references
Alba and her friends love popular culture, especially comics. Do some research and find out more about some of these references. Which characters enjoy them? What might this tell us about them?
Artists/comic book artists: Faith Erin Hicks, Fiona Staples, Frida Kahlo, Frank Miller, Ramona Fradon, Nicola Scott, Marjane Satrapi, Marjorie Liu, Gail Simone, Kelly Sue DeConnick, Sara Pichelli, Chynna Clugston
Comics: Archie Comics, Best American Comics, Hinges, Wonder Woman, Persepolis, Ms. Marvel, Batman: Year One, Captain Marvel, She Hulk, Image, Vertigo, Dark Hor | <urn:uuid:04d9052b-fdef-4cb6-8632-bbc51ff77932> | CC-MAIN-2024-22 | https://cdn.hardiegrant.com/-/media/corporate/hgegmont/teachers%20notes%20pdfs/ya/the%20incredible%20adventures%20of%20cinnamon%20girl.ashx | 2024-05-25T12:24:04+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058822.89/warc/CC-MAIN-20240525100447-20240525130447-00036.warc.gz | 128,719,095 | 2,269 | eng_Latn | eng_Latn | 0.998371 | eng_Latn | 0.998907 | [
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International Journal of Science and Research (IJSR)
ISSN: 2319-7064
SJIF (2019): 7.583
Mind Relaxing Strategies for Virtual Learning A Place Where Students Can Achieve
Muthulakshmi .A
Abstract: Stress is a natural part of every young persons life. Stress is anything that cause physical and/or mental wear and tear on the body and mind. Each students will respond to and resolve stress differently, the impact of ongoing and unresolved stress can lead to feelings of anxiety, depression, irritability, poor concentration, fatigue, sleep disturbance and poor coping skills. The altered classroom activities are designed to teach students a variety of practical and fun stress reduction techniques. These activities may be used to address a stressful situation in the movement such as during a lockdown when introducing the mind relaxing strategies for virtual learning of stress management to students. It is useful to review the following general behaviors and techniques that will help students manage stress and students brainstorm other ideas and strategies that work for them.
Keywords: Stress management, Virtual learning, Mind relaxing strategies
1. Introduction
3) Make a Study Plan
The past few months have seen increasing numbers of schools and universities across the world announce that they are moving to online only learning. Hundred of thousand of teachers are busy working to move their face to face lessons online. Designing online courses takes significant time and effort .Online courses have given teachers across the globe a unique opportunity to learn outside of formal educational settings and in less supervised environments. The independent nature of this form of learning heightens the need for learners to have the tools to both initiate and manage their own learning. Moreover, as individuals engage with content, instructors, and fellow students exclusively online, an explicit focus on techniques meant to deepen the learning experience becomes increasingly important. All learners in both in person and online courses are in need of effective skill and strategies to become aware of and self regulate their thoughts, emotions, and behaviors. Online teaching requires a lot of patience not only does it take time for teacher to learn new platform and apps, but the students must also adjust to being online.
2. Tips for Achieve Online Classes Success
1) Set a Major Goal
When u set goals that are personally important, you are personally important, you are more likely to manage your time in a way to accomplish them. For online study to be a successful experience. You need to be passionate about your chosen course of study. This passion will drive you to be disciplined and to persevere when deadlines are looming.
2) Treat Study Like a Job
Always remember, study is your work. Consciously choose to show up, absorb wonderful content available to you, schedule in assessments, lecture, tasks, and really set and keep those boundaries. Have a success mindset. Implement firm boundaries. Keep a schedule like your depends on it. I plan to treat my online classes like a job. Setting daily goals and making checklists can help me succeed in each course and project, allowing me to prove that I can work efficiently and independently. Accomplishing small goals each day and creating a portfolio will help motivate me to keep working.
- Make a study plan at the beginning of each term I take the time to plan readings and work on assignments. Although I regularly adjust the plan if necessary, it keeps me on track.
- Set out a clear and achievable study plan and stick to it to it 95% of the time, allowing yourself some room and respite for the unexpected.
- Be organized and set a certain amount of hours per day or week into your schedule for studying.
- Write out a weekly schedule with dates and times. Make sure to set aside enough time to focus only on class with no distractions.
4) Manage Time Carefully
Estimate how much time you will need for study. Time management. Make a schedule that you can quickly check to see what you need to accomplish and when those tasks need to be complete. Set aside time for yourself and for your studies. During your dedicated study time, try to discomfort form distractions like social media, your phone, or television so that you are able to focus on what you really need to get one. And when u finishes the assignment ahead of schedule like the rock star you are? Look ahead and get a jump on future work. Trust me, you'll thank yourself later.
5) Find a Quiet Space
Pick a time throughout the day when either everyone is away from home, Pick a corner of the house where you can relax and study.
6) Eliminate Distractions
Turn off mobile phones and TV. Some background music can help you to relax, but it's important that it's not too loud to become distraction. Cut of all electronics or put them on silent. A distraction free environment slows your thinking down and helps you feel more at ease because you are no longer concentrating about everyone else. It overcomes the problem of not being able to concentrate when you try to study.
7) Limit Social Media
One way that I stay focused on my studies is by logging off of all my social media accounts. There are enough distractions around me in the real world. I don't need to add more in the virtual world. It's easy to lose track of time scrolling through your friend's vacation photos. Since the computer screen is an online students classroom, it may be difficult to resist the temptation to
Volume 9 Issue 12, December 2020
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
DOI: 10.21275/SR201218112255
Paper ID: SR201218112255
1128
International Journal of Science and Research (IJSR)
ISSN: 2319-7064
SJIF (2019): 7.583
see how many likes my latest post received, but by logging off and not having my social media pages up, I am able to focus more on what I am reading or on the assignment I am working on.
8) Use Online Resources
wasting your time. I usually come up with my best ideas during a mountain. Don't overdo it. Remember to spend time with friends and family. It is good to have some balance. It's good for your overall happiness, sanity and for the preservation of relationship.
The tips for succeeding at online study is to make sure you learn how to navigate around your classroom tabs/This is where you will find your teacher info and fellow classmates for if you have questions. Learn your college website so you know how to access your library, upcoming classes, website info, technical support and more. Also make sure you know how to contact your college, teachers, when you have a question or concern. Take time to click on each tab on the college website to see what they all do and mean before you get started.
9) Break Down Task
Create a timetable which breaks your study schedule up to 1 hour study blocks with 15 minute breaks in between. This style of studying will seem less daunting and allow for you to keep on top of your work. By studying in small blocks, your brain is also better able to consolidate and understand the information- thus facilitating an enriched learning experience, as opposed to rote learning, where you essentially forget all the information after or even during the assessment. Each study session should have a specific goal.
10) Be Mentally Engaged
Go back and either watch the video or read the chapter again. If you do not understand it, do not just keep going and hope it makes sense. Going back and doing it again and again always makes it stick. A good strategy for success is to turn off all distractions. Turn off the TV, radio and phone and focus on the work. This will help you to better concentrate on the task at hand and without the distractions that social media can provide.
11) Take Notes
Write down important points. Just like in a traditional classroom setting, taking notes may make it easier to remember the important pieces of information you will need to retain.
12) Brouse Intelligently
You have the entire world at your fingertips. You can research entire events from history in color, or have a renowned mathematician take your hand and work you through a problem, or a scientist explain to you how exactly your solar system works. Use your time and resources wisely.
13) Make Study Enjoyable
Playing happy music keeps me alert and in a good mood. Keeping good vibes going while the study, make the studying go by faster, and much more enjoyable.
14) Take Break
Maintain regular breaks to avoid strain (and make sure your study space is set up correctly) A quick break and walk outside can really revitalize you to continue studies. And don't force it. Do the work when you are in the right frame of mind (on line studies are more flexible so you can do this).
15) Stay Healthy
Stay healthy, a healthy mind in a healthy body. Our brain can only work to its fullest if our body is well. Have regular breaks that involve exercise and fresh air and eat food. Preparing a healthy meal or going for a run is not
Volume 9 Issue 12, December 2020
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
DOI: 10.21275/SR201218112255
16) Connect with Others
Stay proactive in your class as well as with your classmates. Ask questions and participate as much as you can. As a student, you are able to draw information and gain more knowledge and different perspectives than you may in a face-to-face classroom setting.
17) Join A Study Team
Build relationship with fellow students. I have made some wonderful friendships that are based on a mutual passion for the nursing profession and providing support and encouragement for each other through the highs and lows that can come with study. One of the best ways to be successful is to group together with some students. . We all struggled in the same ways, with the same assignment and readings and, once we discovered this, were able to assist each other. Everyone is fighting for the same goal.
18) Ask Questuions
Don't be afraid to ask for help. If you don't understand, just ask, the professors are there to help. Failure to ask may cost you a good grade on an assignment.
19) Beat Deadlines
Finishing work early means you have more time to ask questions or make improvements. The flexibility of online study should allow you to review and critique your work before turning it in.
20) Reward Yourself
If you get good marks you have to remember that you do have a life. Go to the movies with your friends. Reward yourself, then I can take myself out for a nice greasy burger. It always seems to be easier to motivate ourselves when we know there's something waiting for us at the finish line.
References
[1] Chris Mumford, Hey teach! M.A. science Education. WWW.Wgu.education, stress management strategies for online classes every students. 19 April 2020
[2] Good colleges, by writing team, a unicurve publication, study tips for relaxation strategies for online classes success, 24 July 2019
[3] Concordia University Health services, stress management: A practical guide retrieved from http:www.health Concordia.ca/pdf/health info stress.pdf on 02 April 2018
[4] Walden university, Education for good stress management tips for successful online learning, www.hl commission.org on 24 June 2019
Paper ID: SR201218112255
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Grade 1 Understanding Structures and Mechanisms – Materials, Objects, and Everyday Structures
PLASTIC VS. METAL
Experiment 1
Which spoon was heavier?
Experiment 2
Which spoon could be bent easily?
Experiment 3
Did the butter on the metal spoon melt faster than the butter on the plastic spoon?
| Property | Plastic |
|---|---|
| Weight (heavy/light) | |
| Bendable (yes/no) | |
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Term 4 – Module 4
skill
Radio Plays - To be able to create a realistic interview which would be suitable for a radio broadcast.
warm up
With a partner, create your own promo (radio ad) for a brand-new radio play set on Mars. You need to include:
- The title of the play.
- A brief synopsis of the play.
- Day\Date\Time that it is to be broadcast.
- Reveal a cliff hanger to engage listeners to tune in.
speech
1. Breathing
Let's shake off the day and clear our minds. Stand up tall, shoulders back, legs shoulder-width apart. Take a deep breath in, on the exhale let out a loud "AH" sound. REPEAT X 3.
2. Projection
To overcome the common problem of FADING TONE, deliver the line below. Pay special attention to the pitch, quality and strength of your voice, ensuring it's the same throughout.
It's large, large as a bear and it glistens like wet leather.
3. Expression
It's important that our speech has expression, especially when we're performing. Say the lines using the expressions listed:
The eyes are black and gleam like a serpent. (Incredulous, terrified)
© Futureworld Drama PL1
radio play
The Radio Play that Spooked the World? Or, the first Fake News?
The War of the Worlds.
Interesting facts:
1) This infamous radio play, based on the novel by H.G. Wells, had many terrified listeners convinced that an actual alien invasion of Earth was taking place.
2) It was broadcast on Halloween eve, 1938, when people were unsettled due to the unfolding events in Europe which led to WW2.
3) Due to the realistic presentation, many people believed that it was "breaking news" as the broadcast seemingly shifted from a New York hotel to the "scene" where the aliens had supposedly landed.
4) For many years, it was widely believed that thousands of people were led to think that the events were real. However, recently, it has been revealed that the numbers were greatly exaggerated.
5) Several films and TV series have been made over the years depicting this storyline.
- The facts about who was fooled: https://www.youtube.com/watch?v=USpPphVGFSU
- The original broadcast will give you an idea of how realistic it was and why some people were fooled into believing that an invasion was happening. Especially, if they missed the introduction which explained that it was entertainment. https://www.youtube.com/watch?v=OzC3Fg_rRJM
- Various versions of the War of the Worlds: https://theconversation.com/guide-tothe-classics-the-war-of-the-worlds-128453
Vox populi is a Latin phrase which literally means "voice of the people."
In journalism, vox pop, or man on the street, refers to short interviews with members of the public.
- Using the following excerpt from The War of the Worlds, create your own vox pop style interview at the scene of the "landing" at a farm in Grover's Mill, a rural area outside of New York City.
- Characters need to be based on people who could have been there at the site. E.g. farmers, wives, farm workers, children, travellers, police officers.
- You can use as much of this material as you like, and of course, sound effects to make it more realistic.
© Futureworld Drama PL2
War of the Worlds Exert:
PHILLIPS: Just a minute! Something's happening! Ladies and gentlemen, this is terrific! This end of the thing is beginning to flake off! The top is beginning to rotate like a screw! The thing must be hollow!
VOICES: She's movin'! Look, the darn thing's unscrewing! Keep back, there! Keep back, I tell you! Maybe there's men in it trying to escape! It's red hot, they'll burn to a cinder! Keep back there. Keep those idiots back!
(SUDDENLY THE CLANKING SOUND OF A HUGE PIECE OF FALLING METAL)
VOICES: She's off! The top's loose! Look out there! Stand back!
PHILLIPS: Ladies and gentlemen, this is the most terrifying thing I have ever witnessed . . . Wait a minute! Someone's crawling out of the hollow top. Someone or . . . something. I can see peering out of that black hole two luminous discs . . are they eyes? It might be a face. It might be . . .
(SHOUT OF AWE FROM THE CROWD)
PHILLIPS: Good heavens, something's wriggling out of the shadow like a gray snake. Now it's another one, and another. They look like tentacles to me. There, I can see the thing's body. It's large, large as a bear and it glistens like wet leather. But that face, it . . . Ladies and gentlemen, it's indescribable. I can hardly force myself to keep looking at it. The eyes are black and gleam like a serpent. The mouth is V-shaped with saliva dripping from its rimless lips that seem to quiver and pulsate. The monster or whatever it is can hardly move. It seems weighed down by . . . possibly gravity or something. The thing's rising up. The crowd falls back now. They've seen plenty. This is the most extraordinary experience. I can't find words . . . I'll pull this microphone with me as I talk. I'll have to stop the description until I can take a new position. Hold on, will you please, I'll be right back in a minute.
theatre game
Line Attack
Go around the class asking and answering the question "Where were you when War of the Worlds was broadcast?". Answers should be fast and short, the quicker you can pass the question on the better. Example:
Teacher: Where were you when War of the Worlds was broadcast, Rhys?
Rhys: Hanging out the washing. Where were you when War of the Worlds was broadcast, George?
George: Polishing my rock collection. Where were you when War of the Worlds was broadcast XXXX?
extension activity (optional):
Create a final announcement for Phillips to broadcast from Grover's Mill just before communication is lost.
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Using a Map Grid
A grid helps you find places on a map. Use the grid to answer the questions.
1. In which square is the hospital?
2. What is in square C4?
3. What street runs through squares A2, B2, C2, and D2?
4. Can you shop in D1?
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Chenab River rises in the upper Himalayas in the Lahaul and Spiti district of Himachal Pradesh state. The river is formed by the confluence of two rivers, Chandra and Bhaga, at Tandi, 8 km southwest of Keylong, in the Lahaul and Spiti distric. Perched between two hill slopes, at a height similar to an 85storey tower, the Chenab bridge, which India claims is the world's highest railway bridge, will have trains plying on it by January February 2024. Railway Minister Ashwini Vaishnaw made the announcement during a site visit to monitor the progress of the construction on Sunday. The bridge is at a height of 359 m, making it taller than the Eiffel Tower in Paris, which stands at 330 m. Traversing a length of 1.3 km, once operational, the Chenab bridge will pave the way for trains to run seamlessly along the Udhampur Srinagar Baramulla Rail Link (USBRL) project, and prove to be a crucial link between Kashmir and rest of India. The plan is to run Vande Bharat trains along the stretch and also Vande Metro trains between Jammu and Srinagar, which will reduce the travelling time between the two towns to 3.5 hours," Mr.Vaishnaw said. Currently, the travel time by road on the 248km
Jammu Srinagar National Highway is about seven hours. While the construction of the bridge was completed in August 2022, a broad gauge railway track was laid along the bridge later in the year. Mr. Vaishnaw conducted a trolley inspection across the bridge and supervised the construction work on tunnels. About 28,000 tonnes of steel has been used to construct the arch bridge. he Chenab Rail Bridge is a steel and concrete arch bridge between Bakkal and Kauri and just 42 km from main Reasi town in the Reasi district of Jammu and Kashmir.
Q 1. In which state Chenab bridge is made
A. himachal Pradesh
B. Jammu and Kashmir
C. Punjab
D. Uttrkahand
Q 2. Why Author said this bridge is different from other
A. because it is too long
B. Because its Arch is made from steel concrete
C. Because vande baharat train runs on this track
D. None of them
Q 3. Which two district canal bridge connect
A. Resai and kauri
B. Bakkal and Kauri
C. Lahaul and Spiti
D. Lahaul and kauri
Q 4. Height of Bridge
A. 1.3Km
B. 359m
C. 42km
D. 330m
Q 5. 'Pave the way ' means
A. Construction
B. Clear the way
C. in shorter time
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First Foods and Climate Change
Indigenous populations in North America face significant threats from climate change. One area of great concern is how first foods will be impacted by climate change. Because of the vital role that first foods play in the physical, mental and spiritual health of native communities, impacts from climate change on first foods may negatively affect tribal culture and livelihood. This profile explores the challenges that indigenous peoples face in maintaining their historically important relationships with first foods in the context of climate change. The profile also outlines the impacts that climate change may have on many first foods, describes challenges facing indigenous peoples in continuing their relationship with first foods, and explore ways in which they have adapted or responded to these challenges.
First Foods
Indigenous peoples throughout North America have historically depended on a wide variety of species for food. These traditional foods are widely referred to as first foods in native communities. First foods have provided sustenance and promoted health in native communities for countless generations. First foods formed the backbone of many indigenous societies by virtue of their religious, cultural, economic and medicinal importance, in addition to their role in feeding native peoples. First foods nourished indigenous societies in every aspect, helping to create vibrant, healthy native communities (CINE 2011).
The relationship between indigenous peoples and first foods is reciprocal. First foods serve the people by providing cultural and physical health, and the indigenous communities reciprocate by maintaining the health of first foods. In this way, both people and food provide and are provided for. Climate change presents a new challenge in this relationship, potentially compromising the ability of first foods to nourish the people, and the ability of native peoples to protect their foods.
Many indigenous peoples continue to depend on first foods for subsistence. Inupiaq people of northern Alaska rely on marine life, such as seals and fish, as well as polar bears, for much of their diet (ITEP 2010). First foods are not only important food items for native communities, they are also a staples of native culture, spirituality, medicine and overall well being. The Swinomish Climate Change Adaptation Plan (2010) describes the traditional relationship with salmon and shellfish as being vital to the health of their tribal community.
First foods are also a central aspect of the traditions of the peoples of the Confederated Tribes of the Umatilla Indian Reservation (CTUIR). In 2006, the CTUIR Department of Natural Resources (DNR) implemented the First Foods Program, aimed at protecting first foods. This plan, based off of the traditional first foods ceremonies of the CTUIR, provides an indigenous framework for restoring culturally important foods; each branch of the program covers one of the first foods important to the people. In addition to protecting important species, the program seeks to give tribal members better access to these first foods. Prior to harvesting first foods, tribal members hold ceremonies as a way to help people remember the promise that each food made to take care of the people and to reinforce the relationship between the people and their first foods. In turn, this reminds the people to reciprocate, and care for the food (Jones et al. 2008).
Impacts of Climate Change on First Foods
Climate change is likely to affect first foods in various ways. Changes in weather systems and increased instances of natural disasters pose a direct threat to the gathering of first foods. Climate change is also likely to amplify the effects of other, indirect threats to first foods, such as loss of access to gathering places and hunting grounds, and pollution of the environment. The damming and course alteration of the Nisqually River, in western Washington, and its tributaries have significantly depleted salmon populations. As the impacts of climate change warm these waters, additional stress will be put on fish populations, further depleting them (Kaufman 2011). In concert with other threats, such as pollution and damming, climate change, poses a formidable set of challenges for salmon populations (Kaufman 2011). Traditional relationships with the land and first foods depend on constancy and stability (Swinomish 2010). The uncertain nature of climate change threatens the food security of indigenous peoples by making access to first foods less predictable (Guyot et al. 2006).
Changes in Climate
Native species are carefully attuned to particular climates and ecosystems. Changes in climate have the potential to affect these delicate balances, throwing ecosystems, and first foods, into disarray. For the Deh Gah Got'ie and White River First Nations peoples of western Canada, summer storms have made fishing an increasingly dangerous activity (Guyot et al. 2006). Furthermore, less predictable rains and dry spells have had an impact on berry and other plant harvests (Guyot et al. 2006). Predictability is a necessity for those sustaining themselves on first foods. As weather systems become less reliable and predictable, the ability of indigenous peoples to sustain themselves with first foods may be compromised.
However, it is not just the unpredictability of some weather systems that makes climate change such a threat to first foods. Predictable, steady changes also have the potential to impact first foods. For example, Inupiaq people of northern Alaska use food cellars dug into the permafrost to store easily spoiled meat and fish. However, with the gradual warming of temperatures, the permafrost is thawing, making the food cellars less reliable for keeping the food fresh and edible (Brubaker et al. 2009).
Rising Sea Levels
Inupiaq Food Cellar. Source: Brubaker et al. 2009
Rising sea levels along the Pacific
Northwest coast pose another threat for first foods. Traditional shellfish gathering places have been carefully maintained over many generations to create an environment rich in shellfish and easily accessible to coastal peoples. As sea levels continue to rise, access to these areas is being lost (Swinomish 2010). In addition to the loss of traditional fishing sites, rising sea levels are threatening estuaries along the coast. Estuaries are incredibly productive ecosystems that provide valuable habitat for many first foods plant and animal species, most notably salmon. The shifting state of estuaries has the potential to radically diminish important first foods populations (Swinomish 2010). Damaged estuaries could mean a loss of gathering grounds for indigenous peoples up and down the Pacific Northwest coast, as well as a massive loss of a critically important ecosystem type. These areas represent not only access to productive fishing, but also the knowledge accumulated over time about how local populations of fish behave in
particular places. Loss of these fishing places constitutes a loss of interaction between indigenous peoples and specific species populations.
Impacts of Climate Change on Marine and Freshwater Ecosystems
Warming waters also pose a threat to first foods, and some plant first foods are also unable to migrate or adapt well to changes in their ecosystems. In the Great Lakes region, wild rice is struggling to adapt to the warmer, shorter winters that climate change is inducing. Warming winters and changes in water level are crippling wild rice's ability to grow and thrive in its traditional range. Without a freezing cold winter, plants do not have the opportunity to gestate as they normally would (Minnesota, 2008). Wild rice is considered to be a pillar of cultural health for the Anishnaabeg people, and any decline in wild rice negatively affects the tribe's well being (Minnesota 2008).
Some effects of climate change directly harm ecosystems, reducing their capacity to provide first foods. For example, warming temperatures in Alaska have begun to melt glaciers. In addition to raising the temperature of rivers and streams, thereby harming fish populations, these melting glaciers are releasing harmful compounds into the local ecosystem. Many Persistent Organic Pollutants (POPs), used in pesticides and herbicides in the 1950s and 60s, were deposited from the atmosphere onto glaciers. Trace amounts of POPs have leaked from the glaciers into the food chain in the past. However, increased glacial melting may lead to increased exposure to POPs. This possibility has led to concerns that first foods in contaminated areas may no longer be safe to eat (Verbrugge 2010).
In some cases, changes in climate seem to be favoring some species over others. Members of the White River community have attributed an influx in beaver populations to changes in the climate. These beavers have had an impact on the local water system, in turn affecting fish and other species (Guyot et al. 2006). Additionally, the same changes that have increased the number of beavers have had a negative effect on many bird populations upon which the people depend. These impacts are negatively affecting biodiversity. Without stable, healthy and diverse populations of first foods to rely on, people are worried about how they will continue to practice traditional ways. The White River people have also attributed changes in species and ecosystem function to pollution (Guyot et al. 2006).
Shellfish are facing additional pressure due to climate change induced acidification of oceans. Shellfish populations are sensitive to changes in ocean pH levels. Moreover, many shellfish populations have already been stressed by ocean pollution. In such a stressed state, populations might not be able to adjust to the challenge of more acidic water (Swinomish 2010).
Effects of Climate Change on Culturally Important Species
As a response to climate change, many first foods species are experiencing changes in habitat. Indigenous gathering rights are already limited by treaties or other agreements, and may be even further limited by the changes in the composition and distribution of culturally important species.
As some first foods species are migrating out of historical sites, other species are "moving in." The introduction of invasive species to an ecosystem can have detrimental consequences. In the Pacific Northwest, warming temperatures are projected to expand the range of fungi and pests such as bark beetles, posing serious threats to first foods plant species. As temperatures continue to rise, these pests will represent yet another challenge for first foods species to face as they attempt to adapt (Swinomish 2010).
Another example of changes in species composition is berries, which require a specific season to grow well. The erratic weather systems induced by ongoing climate change can result in less prolific berry yields. While this doesn't necessarily reflect an actual change in species distribution, a change in the harvest timeframe can affect indigenous traditions. Non-productive berry patches, or erratically productive ones, cannot be relied upon. Consistency and predictability are important to first foods, and climate change potentially threatens both of these with respect to berries (CIER 2007).
Some species may not be able to migrate or may simply change distribution in the face of climate change. Salmon populations in individual rivers and streams throughout the Puget Sound, for example, are expected to decline considerably as water temperatures warm (Kaufman 2011, CPR 2011). This has significant implications for indigenous peoples who have traditionally relied on salmon. Many other species are being threatened as their habitat decreases and they are unable to adjust or migrate. Winter sea ice landmass has been heavily affected by climate change, and the loss of this habitat is hurting Pacific walrus populations (Verbrugge 2010). Marine mammals such as walrus form a critical part of native Alaskan diet (Verbrugge 2010), and a decrease in their populations is a direct threat to Alaskan first foods.
Changes in Gathering Sites
Cultural factors are also important in regards to access to first foods. Negotiations with government agencies or private landowners for access to first foods play an important role in ensuring tribal access to these resources. Indigenous peoples may lose access to first foods because of a changing distribution of culturally important species as a result of climate change. Athabascan peoples in central Alaska are experiencing changes in moose habitat. Moose form an important staple food for these people, and the disappearance of moose has put stress on peoples' traditional diets. In addition to observed changes in where moose are living, hunters have noticed that the moose seem to be less healthy. Just as the hunters are having trouble adapting to the changes in climate, so are the moose (ITEP 2011).
A major emphasis of the Coast Salish Gathering, an organization of tribal leaders in the Northwest, is on maintaining rights to gather and care for first foods (Swinomish 2010). The gathering has examined first foods that will be affected by climate change in the Salish Sea (a region comprised of the Puget Sound, Juan de Fuca Straight and Georgia Basin), as well as how Salish people can work together to adapt the projected changes (Coast Salish 2011).
Retaining Traditional Knowledge
One great concern for native peoples continuing to harvest and eat first foods is how to keep their knowledge about these foods vibrant in the face of environmental change. Traditional Ecological Knowledge (TEK) is highly specific. Indigenous methods of first foods harvest and relationships with first foods species have been slowly forged over a long time span. Rapid changes threaten the integrity of this knowledge by making it less applicable. TEK has always been based on dynamic, changing relationships with the surrounding environment. However, climate change poses a significant challenge by altering the environment too quickly for people
to adjust their knowledge. Without time to adjust, indigenous knowledge could lose some applicability to an environment rapidly affected by climate change (Duerden 2004).
Revitalizing First Foods
There are some tribes using TEK to preserve access to first foods in the face of climate change. The people of the Tesuque Pueblo of New Mexico have traditionally cultivated plants and are reviving their indigenous agricultural techniques in an effort to reintegrate first foods into their daily lives (Kahneratokwas). By re-
establishing traditional cultivation practices, Tesuque people are ensuring that their first foods will be taken care of in the future. Moreover, the farm is educating young people about traditional foods and ways of life, a vital component in maintaining a healthy relationship between first foods and indigenous peoples. The Mvskoke Food Sovereignty Initiative (MFSI), based out of Okmulgee Oklahoma, is pursuing a similar goal. Also traditional farmers, the Mvskoke are working to revitalize the cultivation of their first foods as a way of preserving cultural heritage and promoting the peoples' health.
Source: Mvskoke Food Sovereignty Initiative
Many indigenous peoples are recognizing the threats posed to first foods by climate change, and are confronting these challenges in a variety of ways. The potential loss of first foods has spurred many native communities to revitalize their already struggling relationship with first foods. Conversely, native communities with a strong, ongoing relationship with the first foods are taking this challenge as an opportunity to assert the importance of first foods for their communities and the health of the land. First foods continue to nourish indigenous peoples, as they have always done. Even as they are jeopardized by climate change, first foods are inspiring cultural, physical, and ecological health in native communities.
Resources
Brubaker M., Bell J. and Rolin, A. 2009. Climate Change Effects on Traditional Inupiaq Food Cellars. Center for Climate and Health Alaska Native Tribal Health Consortium. CCH Bulletin No. 1. June 26, 2009. www4.nau.edu/tribalclimatechange/tribes/docs/tribes_InupiaqFoodCellars.pdf
Center for Indigenous Environmental Resources (CIER). 2007. Climate Change Impacts on Abundance of Traditional Foods and Medicine—Effects on a First Nation and Their Capacity to Adapt.
www.cier.ca/WorkArea/showcontent.aspx?id=1296
Center For Progressive Reform (CPR). 2011. Climate Change and the Puget Sound: Building the Legal Framework for Adaptation.
www.progressivereform.org/articles/Puget_Sound_Adaptation_1108.pdf
Coast Salish Gathering. 2011. Impacts of Climate Change on Our Tribal Lifeways in the Salish Sea Ecosystem. www.coastsalishgathering.com/02workgroups/climate/FinalCSGClimateChangeSummitAgenda.pdf
Duerden, F. 2004. Translating Climate Change Impacts at the Community Level. Arctic Institute of North America. http://arctic.synergiesprairies.ca/arctic/index.php/arctic/article/view/496/526
Guyot, M. , Dickson, C., Paci, C., Furgal, C. and Chan HM. A Study of Two Northern Peoples [Canada] and Local Effects of Climate Change on Traditional Food Security. International Journal of Circumpolar Health. 2006. www.ijch.fi/show_abstract.php?abstract_id=113.
Indian Country Today Media Network. 2011. True Wild Rice Probably Isn't What You Think It Is—It's Better. http://indiancountrytodaymedianetwork.com/2011/11/01/true-wild-rice-probably-isnt-what-you-think-itis%E2%80%94its-better-59729. Date accessed: December 12, 2011.
Institute for Tribal Environmental Professionals (ITEP). 2010. Inupiaq Tribal Profile.
www4.nau.edu/tribalclimatechange/tribes/ak_inupiaq.asp. Date Accessed: December 9, 2011.
Institute for Tribal Environmental Professionals (ITEP). 2011. Athabascan Tribal Profile. www4.nau.edu/tribalclimatechange/tribes/ak_athabascan.asp. Date Accessed: December 9, 2011.
Jones, K., Poole, G., Eric J. Quaempts, Scott O'Daniel, and Beechie, T. 2008. Umatilla River Vision. www.ykfp.org/par10/html/CTUIR%20DNR%20Umatilla%20River%20Vision%20100108.pdf
Kahneratokwas. Tesuque Farms Reviving Agricultural Traditions. Green Fire Times.
http://greenfiretimes.com/2010/08/tesuque-farms-reviving-agricul tura
l
-trad iti
ons
/#m ore
-471. Date Accessed
December 9, 2011.
Kaufman, L. 2011. Seeing Trends, Coalition Works to Help a River Adapt. The New York Times. www.nytimes.com/2011/07/21/science/earth/21river.html?_r=2. July 20, 2011.
Mvskoke Food Sovereignty Initiative (MFSI).
www.mvskokefood.org/about-mfsi.html
Minnesota Department of Natural Resources. 2008. Natural Wild Rice in Minnesota. http://files.dnr.state.mn.us/fish_wildlife/wildlife/shallowlakes/natural-wild-rice-in-minnesota.pdf
Swinomish Adaption Action Plan. 2010.
www.swinomish.org/climate_change/Docs/SITC_CC_AdaptationActio
nPl an
_complete.pdf
Verbrugge, L. Traditional Foods in Alaska: Potential Threats from Contaminants and Climate Change. State of Alaska Division of Public Health. www.climatechange.alaska.gov/docs/afe10/3_Verbrugge.pdf.
Tribal Climate Change Profile Project:
The University of Oregon and the USDA Forest Service Pacific Northwest Research Station are developing tribal climate change project profiles as a pathway to increasing knowledge among tribal and non-tribal organizations interested in learning about climate change mitigation and adaptation efforts. Each profile is intended to illustrate innovative approaches to addressing climate change challenges and will describe the successes and lessons learned associated with planning and implementation. For more information about the initiative, visit: http://tribalclimate.uoregon.edu/.
Carson Viles, an undergraduate student research assistant with the Pacific Northwest Tribal Climate Change Project, is the author of this profile. Carson is an enrolled member of the Confederated Tribes of Siletz Indians. He is in the Robert D. Clark Honors College at the University of Oregon and is pursuing a degree in Environmental Studies. | <urn:uuid:bf9a0795-f3e0-4fa3-995a-93769030b6a3> | CC-MAIN-2024-22 | http://www7.nau.edu/itep/main/tcc/docs/tribes/tribes_FirstFoodsCC.pdf | 2024-05-25T11:16:19+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058822.89/warc/CC-MAIN-20240525100447-20240525130447-00051.warc.gz | 57,522,983 | 4,164 | eng_Latn | eng_Latn | 0.966565 | eng_Latn | 0.989841 | [
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Career Pathways Group Discussion Guide
Career Pathways Discussion Guide Using the Our State of Generosity Profiles
Name____________________________ Profile Name_____________________________
Read the Our State of Generosity Leader Profile and answer the following questions:
What is the first job/career listed for the individual or couple?
What career pathway does that job fall into? (Use the Career Pathway Poster)
What are some skills and attributes and education needed for that job?
What is the final job/career listed for the individual or couple?
What career pathway does that job fall into?
What are some skills and attributes and education needed for that job?
What were some factors that led this person along the career path that he or she followed? Did this person appear to be following his or her passion? Explain.
Do you think that this person's Career Pathway is typical of the way people's careers develop? Explain. (Give examples from the career pathways of people you know.)
When you visualize your own future, do you see yourself having the same career for a long period of time or changing careers? Explain.
Part Two:
After the whole class discussion answer the following questions:
What were the most important points made during the classroom discussion? Explain.
Was there anything that you really disagreed with during the classroom discussion? Explain.
What career pathway interests you? | <urn:uuid:7ab60a9f-8cd7-4076-b538-e9fe5230727a> | CC-MAIN-2020-40 | https://www.learningtogive.org/system/tdf/handouts/Career_Pathways_Group_Discussion_Guide.pdf?file=1&type=node&id=10952&force=0 | 2020-09-20T15:09:48+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00461.warc.gz | 933,308,458 | 273 | eng_Latn | eng_Latn | 0.996391 | eng_Latn | 0.999288 | [
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Bramfield Stepping Stones Pre School COVID 19 Infection Protection and Control Polic
y
There are important actions that children and their parents and those who work with them can take during the coronavirus outbreak, to help prevent the spread of the virus.
In all childcare settings, preventing the spread of coronavirus involves dealing with direct transmission (for instance, when in close contact with those sneezing and coughing) and indirect transmission (via touching contaminated surfaces). A range of approaches and actions should be employed to do this. These can be seen as a hierarchy of controls that, when implemented, creates an inherently safer system, where the risk of transmission of infection is substantially reduced. These include:
* Minimising contact and mixing by altering, as much as possible, the environment e.g. smaller groups, minimising items within the setting. Supervisors will attempt to ensure that children are in the same small groups at all times each day, and different groups are not mixed during the day, or on subsequent days
* Staff (other than those who live together), will be asked to maintain the 2m social distance rule to avoid adult to adult transmission.
* Staff will be maintaining social distancing with parents.
* If your child has coronavirus symptoms, or there is someone in their household who does, they should not attend the setting under any circumstances. All children attending the setting, and members of their household, will have access to a test if they display symptoms of coronavirus and we would advise families to get tested in this scenario.
* All staff who have coronavirus symptoms, or who have someone in their household who does, will not attend the setting in any circumstances. Staff understand that if they develop coronavirus symptoms, they are entitled to a test, and are encouraged to organise one in this scenario following government guidance on getting tested.
* Staff will be asked to wash their hands before leaving home for the pre-school and on arrival at pre-school and will continue to wash them regularly throughout the day.
* On arrival at Pre-school, staff will ask parents/carers daily if their child and everyone in the household is well and to confirm that their child or anyone in the household is not showing any signs of coronavirus, (high temperature >37.8, new persistent cough, loss/change in smell/taste).
* Staff will follow the daily cleaning schedule and conduct a thorough clean of the setting at the end of the day.
* The COVID-19: cleaning of non-healthcare settings guidance will be followed.
* Sufficient handwashing facilities are available. Where a sink is not nearby, hand sanitiser will be provided.
* Staff will clean surfaces that children are touching, such as toys, books, desks, chairs, doors, sinks, toilets, light switches, more regularly than normal – see daily cleaning schedule.
* Bins for tissues will be emptied throughout the day
* Staff will be asked to adopt a 'bare below the elbow' rule, including no jewellery, watches, long sleeves and in addition for fingernails to be kept short to facilitate the most effective hand hygiene.
* All staff and children will be required to:
1. frequently wash their hands with soap and water for 20 seconds and dry thoroughly, using paper towel
2. clean their hands on arrival at the setting, before and after eating, and after sneezing or coughing
3. avoid touching their mouth, eyes and nose
4. use a tissue or elbow to cough or sneeze and use bins for tissue waste ('catch it, bin it, kill it')
* Staff members will ensure that help is available for children and young people who have trouble cleaning their hands independently
* Staff members will consider how to encourage young children to learn and practise these habits through games, songs, and repetition
* The main pre-school room will be well ventilated using natural ventilation
* Staff and children will be requested to launder their clothes daily after attending preschool and attend pre-school in freshly laundered clothes. | <urn:uuid:28ec873b-f6d3-4570-a616-88bb18fc1acf> | CC-MAIN-2020-40 | https://bramfieldpreschool.files.wordpress.com/2020/06/covid-19-infection-protection-and-control-policy.pdf | 2020-09-20T13:28:38+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00462.warc.gz | 309,019,548 | 801 | eng_Latn | eng_Latn | 0.996793 | eng_Latn | 0.998978 | [
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THE HEALTH CONSEQUENCES of UNDERNOURISHMENT
Many students can get caught in a cycle of undereating. Maybe you are having trouble making the food dollar stretch or finding yourself so busy with school and work that you aren't making food a priority. This can lead to undernourishment and health consequences.
What is undernourishment?
Contrary to popular belief, you don't have to be starving to be undernourished. Undernourishment is a state in which an individual has an insufficient quantity or quality of nourishment to sustain proper health and growth.
Inadequate food can lead to too few calories to maintain your weight and inadequate vitamins and minerals for your body to sustain vital functions.
Undernourishment can affect your mental and physical well-being.
HEALTH RISKS
SYMPTOMS
* Our food intake influences brain chemistry, thus influencing our mood and sleeping patterns and causing irritability.
* Fatigue
* Weight loss
Symptoms can include:
* Difficulty maintaining focus • Frequent illness
* Long term risks can include a weakened immune system, urinary infections, osteoporosis, and reduced muscle mass and strength.
* Delayed healing of small wounds/cuts
* Changes in mood (depression, irritability, lethargy)
* Initially, it may impair your ability to function normally and as a result, you may experience difficulty with even small tasks.
* Irregular menstruation in women
TIPS FOR HEALTHY EATING AND CAMPUS RESOURCES
Try meal planning and preparation on the weekends.
Plan your meals for the week ahead, make a shopping list and go shopping. Cook or prepare several meals at a time such as a large batch of soup (and freeze some in single portions) or pasta dishes. Plan your produce purchases to only buy what you know you can eat. Make your own convenient snacks by buying in bulk to make individual packets of nuts or trail mix.
Get into the habit of packing your lunch and snacks the night before.
Bring a tuna or peanut butter sandwich each day, along with a banana or carrots – making sure you have enough food to get through the day without needing buy something.
For individualized nutrition advice, make an appointment with our campus registered dietitian online at eTang (etang.berkeley.edu) or by calling the Tang Appointment Line at (510) 642-2000.
Know your resources.
* If you qualify for work-study, you may be eligible for the CalFresh Clinics (food stamps):
* Financial Aid & Scholarships Office Food Assistance Program: financialaid.berkeley.edu/food-assistance-program
pantry.berkeley.edu/upcoming-events/calfresh-clinic
* Check out this snazzy 7-Day Menu for less than $5 a Day: bit.ly/UCBerkeley_7DayMenu
* For immediate, emergency food support you can visit the UC Berkeley Food Pantry for groceries that can last for 8-10 days. Check the location and hours at: pantry.berkeley.edu
* This beautiful cookbook is available FREE online! Good and Cheap: Eat Well on $4/Day | <urn:uuid:46211920-507b-4186-a80d-010f402e7f3b> | CC-MAIN-2020-40 | https://uhs.berkeley.edu/sites/default/files/unnourishment.pdf | 2020-09-20T13:40:34+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00462.warc.gz | 684,281,571 | 645 | eng_Latn | eng_Latn | 0.997304 | eng_Latn | 0.997304 | [
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The Franklin Five
APRIL
Practice Law 4: To Reach Any Significant Goal, You Must Leave Your Comfort Zone
People have a natural tendency to gravitate to places where they feel comfortable, safe, and secure. When you set growth goals you must forsake these old comfortable patterns. Most goals are in direct conflict with the status quo. But remember, if you were happy with the status quo, you wouldn’t be stretching for more. How can you push yourself out of your comfort zone and closer to reaching your goals this month?
Begin Spring Cleaning However you prefer to clean in the spring, this is the time to roll up your sleeves and dig in. Plan each step in your planner so you aren’t overwhelmed – from cleaning ceilings, to kitchen cupboards, right down to the tiny nooks and crannies.
Spend Time in Nature The weather should be warming up, making this a great time to go on a walk, plan a picnic, or visit the park. However you decide, the most important thing
is to get out and soak up nature.
Schedule Appointments We all have appointments that are important but we procrastinate making. Go
see your doctor or dentist, take your pet to the vet, or get the oil changed in your car. Even if you have to schedule these on a day far in the future, get a date set and in your planner.
Get The Garden Ready
In many regions this is a great time to plant bulbs and seeds. It may still be cool, but the flowers will grow as soon as warmer weather arrives. Look back at your plan from last month and plant accordingly. Take note of any changes so you can keep track of your garden throughout the year.
MY FOCUS FOR THIS MONTH
1 April Fool’s Day
3 National Walking Day
7 World Health Day
9 (Eid) al Fitr Begins
10 National Siblings Day
11 National Pet Day
14 National Gardening Day
15 Patriots’ Day
18 Tax Day
22 Passover Begins
22 Earth Day
24 Administrative Professionals Day
1-7 National Public Health Week 7-13 National Library Week
Financial Literacy Month
National Poetry Month
Stress Awareness Month
KEY DATES
WEEKLY OBSERVANCES
MONTHLY OBSERVANCES | <urn:uuid:97d893cf-fb63-450a-aea8-677979869bad> | CC-MAIN-2024-22 | https://blog.franklinplanner.com/wp-content/uploads/sites/2/2024/02/Franklin-Five-Checklists-2024-Compact_04_April.pdf | 2024-05-25T10:12:00+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058822.89/warc/CC-MAIN-20240525100447-20240525130447-00053.warc.gz | 110,868,345 | 482 | eng_Latn | eng_Latn | 0.996731 | eng_Latn | 0.996731 | [
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FRAGMENT TIP 3
Know the punctuation rules for fixing fragments.
PUNCTUATION RULE 1.
Maria has no patience for the spilled soda or explosion of potato chips when Frank leaps off the sofa to scream at the umpire on the television.
Tom ate the slice of pizza even though everyone had seen Bernard sneeze all over it.
PUNCTUATION RULE 2.
Whenever Francisco applies styling products, his hair acquires a crunchy shell.
Since everyone was socializing in the living room , our dog Barney stole the roasted chicken off the kitchen counter.
PUNCTUATION RULE 3.
William collapsed on the sofa, dreading the moment when he would have to open his credit card statement.
Violet dropped her phone, startled by the news that her nemesis was returning to town.
PUNCTUATION RULE 4.
Celebrating the perfect score on her essay, Cristina skipped down the hall.
Knocked to the ground by the puppy's exuberant leaping , Jason greeted Goliath, his Great Dane.
PUNCTUATION RULE 5.
Nick wants to visit Paris to bungee jump off the Eiffel Tower.
Soon we are desperate to find Squeeze, our seven-foot python who escaped his cage.
PUNCTUATION RULE 6.
To eat his bacon cheeseburger in peace, Leonard locked himself in the laundry room where Penelope, his poodle, could not wet him with drool.
To see if her writing had improved , Leslie peeked at the grade on the last page of her essay.
PUNCTUATION RULE 7.
Emily screams at the sight of many things , such as mice, spiders, and lima beans.
Sam loves all flavors of ice cream, especially chocolate-broccoli.
PUNCTUATION RULE 8*
.
Grandmother Essie took a deep breath and blew out all ninety-seven candles on her birthday cake.
Christopher vowed to eat more vegetables but could not stomach the thought of a chocolate-broccoli muffin.
*If the coordinating conjunction (and, but, or, etc.) beginning the lonely verb phrase connects more than two verbs, you will need to use a comma. See Comma Tip 4 for details.
PUNCTUATION RULE 9
When you connect an appositive (a noun phrase) to a main clause, use a comma (or commas for an interrupter) to separate the appositive from the rest of the sentence.
.
.
CLAUSE.
Yvonne flirted with Joseph the cutest server at the food court
, .
A powerful swimmer, Stephen jumped into the pool to save Cassandra's calculus book before it sank.
Freddie pounded her computer, a bargain bought at a garage sale, and lamented the loss of another document. | <urn:uuid:9c04d07b-bdcd-48b6-8cf5-36636e117634> | CC-MAIN-2024-22 | https://chompchomp.com/handouts/fragtip03.pdf | 2024-05-25T10:48:46+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058822.89/warc/CC-MAIN-20240525100447-20240525130447-00053.warc.gz | 142,267,477 | 574 | eng_Latn | eng_Latn | 0.99868 | eng_Latn | 0.998734 | [
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Year 5 Literacy Homework
We are reading books by Michael Foreman this half term. Research and answer as many of the following questions you can. Can you find any other fascinating facts?
You can present your research on a piece of paper or you can also use a computer. Present your work neatly. It may go on our display!
- Where did Michael Foreman grow up?
- What inspires Michael Foreman when he visits St Ives?
- Whereabouts has Michael Foreman travelled in the world? And why did he visit those places?
- What was sold in his mother's shop that inspired Michael Foreman as a boy?
- Were any of Michael Foreman's books based on his own experiences?
- Does Michael Foreman prefer writing or drawing?
- What subjects does Michael Foreman enjoy drawing?
- What particular type of person is attracted to St Ives? Why are they attracted to the area?
This homework is also available on the class website to help you with the hyperlinks (Website links).
www.ncjps.org.uk
Websites for Michael Foreman and St Ives, Cornwall
The websites below may help you with your research: | <urn:uuid:1c853416-9d08-4c2f-9a3a-aea2e6d70e3d> | CC-MAIN-2020-40 | https://www.ncjps.org.uk/attachments/download.asp?file=189&type=pdf | 2020-09-20T15:00:55+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00462.warc.gz | 982,437,827 | 235 | eng_Latn | eng_Latn | 0.998735 | eng_Latn | 0.999486 | [
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STAT 400
UIUC
Population:
Random Sample:
Examples for 5.6
mean µ, standard deviation σ.
If the sampling is done without replacement from a finite population of size N, then SD(ΣX) = 1 N n n σ − − ⋅ ⋅ .
The sample mean,
If the sampling is done without replacement from a finite population of size N, then SD( X ) = 1 N n n σ − − ⋅ .
X = µ + chance error.
LAW OF LARGE NUMBERS ( LAW OF AVERAGES ):
As the sample size, n, increases, the sample mean, X , "tends to gets closer and closer" to the population mean µ.
As the number of trials, n, increases, the sample proportion of "successes", n X "tends to gets closer and closer" to the probability of "success" p.
,
CENTRAL LIMIT THEOREM:
If the sample size, n, is large, the sampling distribution of the sample total is approximately normal with mean n ⋅ µ and standard deviation σ n ⋅ .
If the population itself is normally distributed, the sampling distribution of the sample total is normal for any sample size n.
If the sample size, n, is large, the sampling distribution of the sample mean,
X , is approximately normal with mean µ and standard deviation n σ .
If the population itself is normally distributed, the sampling distribution of the sample mean, X , is normal for any sample size n.
1. A student commission wants to know the mean amount of money spent by college students for textbooks in one semester. Suppose the population mean is $450 and the population standard deviation is $40. A random sample of 625 students is taken.
a) What is the probability that the sample mean will be less than $452?
b) What is the probability that the sample mean will be within $2 of $450? That is, what is the probability that the sample mean will be between $448 and $452?
c) What is the probability that the sample mean will be within $10 of $450? That is, what is the probability that the sample mean will be between $440 and $460?
2. The amount of sulfur in the daily emissions from a power plant has a normal distribution with mean of 134 pounds and a standard deviation of 22 pounds. For a random sample of 5 days, find the probability that the total amount of sulfur emissions will exceed 700 pounds.
3. An economist wishes to estimate the average family income in a certain population. The population standard deviation is known to be $4,500 , and the economist uses a random sample of 225 families. What is the probability that the sample mean will fall within $600 of the population mean?
4. Forty-eight measurements are recorded to several decimal places. Each of these 48 numbers is rounded off to the nearest integer. The sum of the original 48 numbers is approximated by the sum of these integers. If we assume that the errors made by rounding off are i.i.d. and have uniform distribution over the interval ( ) 2 1 , 2 1 − , compute approximately the probability that the sum of the integers is within 2 units of the true sum. | <urn:uuid:23148d47-270c-4243-8f2a-e415420ffa97> | CC-MAIN-2020-40 | https://daviddalpiaz.github.io/stat400sp18/notes/pdf/400Ex5_6.pdf | 2020-09-20T13:00:12+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00462.warc.gz | 349,668,241 | 701 | eng_Latn | eng_Latn | 0.987702 | eng_Latn | 0.996426 | [
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The Order of the White Moon Goddess Gallery Presents
A Goddess Among Us: Blanche Kozloski (Paternal Grandmother) Level III - Final Project – Aurora Silverspiritus Amadahy
Blanche Kozloski nee Harriott was born September 30, 1926. Her parents were Harvey and Mary Harriott and she was the 13 th of 16 children. Blanche passed away December 14, 2010 at the Meadow Lake Hospital.
Blanche grew up on a farm south of Beaver River, SK and later moved to Dorintosh, SK where she helped out in her parents store (Dorintosh General
Store). In 1945 she married William (Wardy) Sundquist and had 2 children: Dean and Dianna which she raised on a farm north of Dorintosh, SK. Being the strong independent woman, she was, she divorced William Sundquist, when his alcoholism overtook everything in his life and later moved to Meadow Lake, SK where she worked at the Meadow Lake Hospital. She married Nick Kozloski in 1972. She touched many people with her warm, sincere smile and caring soul.
My Grandmother got a divorce when divorces were taboo. She was a Single Mother and raised her 2 children on a working farm. She loved to sing, write, sew, quilt, cook, bake, fish, garden and pick berries. She was strong and independent and at 6 feet tall, walked with a stately grace. It is through my Grandmother, that I can trace my roots back to the Mayflower and it also through my Grandmother that I am able to claim my Metis Status.
The following is an excerpt that my Grandmother wrote:
Harvey And Mary Harriott By Daughter, Blanche Kosloski (as in Meadow Lake and Dorintosh History Books) Published 1981
Harvey Henry was born Jan 7, 1881 in Viola, Illinois, USA. He lived with his parents, Jesse and Evva Harriott. He married Jennie Merrick in 1904. Born of this marriage were nine children, Walter, Edward, Minnie, Jack, Lucille, Louise, Roberta, Beth, and Jesse. Walter died at birth, and Louise died at the age of nineteen. Harvey's wife Jennie died soon after the birth of Jesse in June of 1917.
In May of 1919 he married Mary Swain. Seven children were born of this marriage; Doreen, Jim, Evva, Blanche, Velma, Marcella and Raymond (called Fritz).
Shortly after Harvey's first marriage, he came to Canada to look for work or land, then returned for his family and immigrated to Canada near Alemeda in southern Saskatchewan. He rented land here for two years and endured very hard times, moving on to Success, Sask., and taking a homestead, where the family lived until 1919.
Harvey's dream was to be a rancher. He had twenty two head of horses and quite a few cattle. So once again he pulled up stakes and headed north, travelling by covered wagon and chasing the cattle and horses, landing in the Meadow Lake, Sask. area in October. He found a house for his family at the backwater on the spot where Dr. Letkeman's house now stands.
The following spring, Dad moved to the Jack Murray farm. Here some of the children were able to attend school, although it was a five mile walk, through all sorts of weather.
Times were very hard and, to add to it, there was a constant battle with bed bugs and head lice. Mom would just get them all cleaned out and someone would bring them back again.
Dad finally got some land to start ranching in 1925, along the north side of the Beaver River, east of Barnes Crossing. We spent one year there and then moved to Burk's ranch, where he worked while building up his own ranch. Two years later he moved back to his own place. When a school was opened at Beaver Dale, Dad took a homestead south of the river to enable the school agers to attend school.
All these years were lean and hard. Though grass grew in abundance and the wild berries were plentiful, it was a long way to market and prices were unbelievably low. Three and four year old steers would bring only five or ten dollars after the grueling work of getting them there. In later years, Dad went into sheep, which was very hard work, only to be repaid by the great losses from coyotes, wolves and great blue herons. We spent hours and hours herding them and bringing them home at night, but still the loss was great. One winter Dad killed nine timber wolves, which meant something special for each of us.
Mom (Mary) was a wonderful seamstress and could make lovely clothes from things from whatever was at hand. She was never idle, sewing, knitting or midwifing. Dad trapped and hunted, and several winters he went north, fishing to make extra money. He was a good shot and when he went out for a deer, he never came home empty-handed. We ate quite a lot of fish, rabbit, and venison.
We were unable to attend church regularly as it was so far to go, but often in summer when we went, we would pack a picnic lunch.
Although our parents must have had a lot of worries and been tired out most of the time, we kids were always well fed and happy. Sometimes on cold winter evenings we would pop our own home-grown popping corn and have a sing-song. We all learned to work at an early age, but had lots of recreation too. We learned to swim in the Beaver River. We had a winter crossing and a summer crossing on the river, from ranch to homestead; it was very familiar to all of us. Our youngest brother (Fritz) once drove a team and wagon across at the age of 6.
Our recreation was mostly family affairs, dance parties and picnics. Homemade ice cream was a great favorite and Mom and Dad played host to innumerable ice cream feeds on sunny Sunday afternoons during summer. Our door was always open to the weary traveler or neighbor alike, so we never lacked for company.
Farming, haying, etc. were all done with horses. When haying time rolled around, part of the family packed up and camped right at the meadows, taking along a milk cow. In wet weather there were berries to be picked and canned, and a trip home for more garden vegetables and supplies. Camping on a riverbank gives you quick access to an evening bath and relaxation.
At some time Dad had found a dentist's kit and with these forceps our teeth were extracted when necessary. People came from all around to ask for his help in ridding them of a toothache, we little ones would cover their heads in pillows in case they hollered, (Often times they did.) but went home very grateful to be finished with that pain. Dad had a little caboose on the front of a bobsleigh and put a heater in it, thus we were transported to the doctor or hospital, it took all day, but was cozy.
Dad sold the ranch in 1944 and bought the store, which is now Dorintosh General. Due to his failing health he sold the store in 1948 and retired to the ranch which his son then owned. From there he drove the school bus for a few years, until he had to give that up because of his legs. He bought a quarter of land and kept a few cattle, pigs and chickens. Mom and Dad were alone now, we kids were all on our own.
A few year later, they moved into the Pioneer Lodge in Meadow Lake, where they spent their remaining years. Dad's legs gave out on him and he had to be in a wheelchair. But he was a great reader and enjoyed games and company. He died in June of 1963. Mom was still very active in lodge clubs and helping her neighbors or children. She died in March of 1969. They are laid to rest in Woodlawn Cemetery, Meadow Lake, Sask.
Tho this may seem like a hard time story, it really is not… there are many, many happy memories between these lines.
Natural Remedies
While working on this project, I was reminded of the power of natural remedies that my Grandmother used to aid me and others with when ill/hurt. Below are 2 natural remedies, that I remember my Grandmother using.
Bread & Milk Poultice To Draw Out an Infection/Prevent An Infection
-Place a small pot of milk on the stove and heat. The milk needs to be warm but not so hot that it will burn skin when placed directly onto it.
-Place a piece of bread or you can put chunks of bread into a bowl and pour the milk over it.
-Let the bread soften, mix the bread and milk until it reaches a paste consistency.
-Place on the wound, if need cover with a wool sock. (Nowadays, many people will use gauze, etc.; however my Grandmother either used a wool sock or a cotton towel.)
As a little girl, around 4yrs. of age, my Grandmother came to visit. I was out playing, it was a small community and children were allowed everywhere at that time, with no concern. Somehow while out playing I stepped on a nail, more like it went into the side of my foot (L.) just under the ankle bone and stuck there (still have the scar to this day). How I did this, I don't know other than to say, kids will be kids. I went home and the first thing my Grandma did was remove the rusty nail and then proceeded to get some bread and milk. She stuck this on my foot and told me I had to sit there until the bread dried out.
The hardest part of this remedy was having to sit still, for the bread to dry out. But looking back this accomplished 2 things. It allowed the bleeding to stop and kept me off my foot which reduced the swelling and pain as well. I didn't have an infection and the wound healed and the poultice removed the extra rust out of my foot.
Mustard Plaster
This was a catch all remedy for my Grandmother but it is commonly used for aches/pains and for chest coughs/congestions. My Grandmother never measured anything so I don't have measurements for the ratios but the more mustard you use the hotter the plaster will be.
-Mix flour and mustard powder (this can be either mustard powder (store) or from freshly ground seeds).
-Add warm water and mix until its pasty.
-Spread the plaster on a clean cotton towel and fold in half.
-Place the towel infused with the plaster onto the chest, or area that requires aid.
-Remove the plaster when skin starts to turn red. (Check frequently as the plaster can burn skin if left too long.)
As a child, I can remember my Grandmother making this remedy many times, as did my Mom when we had colds. The one thing I always remember is that you need to take care working with the mustard as it is a "hot" plant. Wash your hands frequently and clean all areas well and don't touch your face or eyes.
Yule/Christmas Tradition
When visiting Grandma at Yule/Christmas our holiday tradition was to make Reindeer buns. We would usually make these on the 21 st or 22 nd and if we ran out by Christmas day, Grandma would whip up another batch of dough. (Most of the recipes my Grandma used were by touch, feel or taste so putting a recipe book together based on her cooking was quite an undertaking that my Aunt did out of love for us all.
Bun Dough
Soak 2 packages of yeast in 1 cup of water 2 tsp sugar for about 10 minutes.
2 tsps salt
1 cup oil
2 cups hot water
4 beaten eggs
9 cups of flour
½ cup sugar
Mix sugar, salt, oil water and eggs. Make sure ingredients are not hot – then add yeast. Stir well and add flour. (The more you knead, the better the buns.) Let rise and punch down twice.
After the dough is ready, take and shape into Reindeer.
Bake at 350 o for 15-20 minutes.
You may add raisins, during the first step to make raison dough. You can make other Yule/Christmas shapes as well. Our tradition was Reindeer.
You may wish to add this chant to set a wonderful Yule intention:
Reindeer fly to the North & South Reindeer fly to the East & West Made with loving hands of time Yule will bring all home to nest. (ASA – Original)
Grandma Nick
As you may have noticed in the picture above, the Cookbook is called Gramma Nick's Cookbook. To all of us Grandchildren, she was always known as Gramma Nick. We couldn't say Kozloski as children and Grandpa's name was Nick, so they became known as Gramma and Grandpa Nick for the rest of their lives and ours.
One of my first memories that gets recalled instantly when I think of my Grandmother is of her and I walking down a snow covered street at night in the middle of Winter. I was still a small child (about 5yrs) and she had come to visit and we were on our way home from the library. My Grandmother was wearing her Brown fur coat and I remember looking up at her and seeing a bear walking beside me. I looked again and there was my Grandmother. That moment, introduced me to the fact that there can be more than what the eye sees and when I asked Grandma why she was bear, she told me there was nothing to worry about and that bears were our friends, but to always treat them with respect.
May Goddess hold you in peace Grandma.
Resources
http://livingawareness.com/the-medicine-of-our-ancestors/ http://www.rootsweb.ancestry.com/~cansacem/woodlawn.html
Meadow Lake History Book
(© 2018. All original material in this site is under copyright protection and is the intellectual property of the author.)
Return to Goddess Gallery | <urn:uuid:2abeaf0c-d0ae-46d3-81bc-e3480edfe954> | CC-MAIN-2024-22 | https://orderwhitemoon.org/goddess/Level_III_Final_Project.ASA.pdf | 2024-05-25T10:48:30+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058822.89/warc/CC-MAIN-20240525100447-20240525130447-00053.warc.gz | 387,030,131 | 3,002 | eng_Latn | eng_Latn | 0.99422 | eng_Latn | 0.999202 | [
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12. Outside Home Is the person able to get out of the home and into the community?
No
| | Is the person able negotiate porch, stairs, walkways? | | | Is the person able to get into and navigate |
|---|---|---|---|---|
| | | | | essential places like grocery store, doctor’s |
| | | | | office, bank? |
| | | Physical | - Transportation - Parking fees - Route barriers - Cognitive barriers (anxiety, memory) - Mobility limitations - Poor endurance - Decreased vision | - Transportation |
| | | - Limited mobility | | - Parking fees |
| | | - Requires walker / wheelchair (or bariatric | | - Route barriers |
| | | wheelchair) | | - Cognitive barriers (anxiety, memory) |
| | | - Low vision | | - Mobility limitations |
| | | - Cognitive limitations | | - Poor endurance |
| | | Environmental | | - Decreased vision |
| | | - Weather barriers | | |
| | | - Clutter / obstacles | | |
| | | - Poor lighting | | |
| | | - Unsafe conditions of environment (rickety) | | |
| | | - No curb cuts | | |
| Intervention? | | Contractor, PT, OT, Orientation & Mobility | | Driving services, OT, PT, O & M |
| Solutions and | | - Orientation and mobility training | - Meals on Wheels - Driving services (Uber, taxi, Marta Mobility (paratransit), public transportation, friend or family) - Move / relocate - Assistance with navigation - Use of apps to order items ahead of time - Use mobilized cart or scooter in store - Go during off peak time to stores / banking / MD to conserve energy, decrease cognitive stimulation, decrease traffic - Day time only secondary to vision - Consistent time for appointments and errands - Calendars - Apps for memory or anxiety - Alternative ways to transport groceries | - Meals on Wheels |
| Strategies | | - New equipment, i.e. lightweight wheelchair | | - Driving services (Uber, taxi, Marta Mobility |
| | | - Life Line / safety alerts | | (paratransit), public transportation, friend or |
| | | - Notify fire / police of safety / physical needs | | family) |
| | | in weather or community needs | | - Move / relocate |
| | | - Move / relocate | | - Assistance with navigation |
| | | - Identify alternate routes, pathways, | | - Use of apps to order items ahead of time |
| | | elevators | | - Use mobilized cart or scooter in store |
| | | Reorganize / eliminate clutter | | - Go during off peak time to stores / banking |
| | | - Install lighting | | / MD to conserve energy, decrease cognitive |
| | | - “Safety tape” | | stimulation, decrease traffic |
| | | - Traction tape | | - Day time only secondary to vision |
| | | - Rock salt | | - Consistent time for appointments and |
| | | - Fix / repair faulty steps, doors | | errands |
| | | - Automatic door opener | | - Calendars |
| | | - Ramp | | - Apps for memory or anxiety |
| | | - Lift | | - Alternative ways to transport groceries |
| | | - Handrail | | | | <urn:uuid:1a36eebc-d620-46d6-8c4b-c216a7ee8c47> | CC-MAIN-2020-40 | https://www.gatfl.gatech.edu/tflwiki/images/5/53/12._Outside_Home_with_some_data.pdf | 2020-09-20T13:16:52+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00461.warc.gz | 864,356,242 | 812 | eng_Latn | eng_Latn | 0.999859 | eng_Latn | 0.999859 | [
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Chemistry 110 Spring 2012 Dr. Abrash
Solids in Cigarette Smoke
Pre-lab lecture
What is the purpose of this lab?
It's claimed frequently that cigarette smoke contains many harmful substances. It's also claimed that cigarette smoke is harmful not only to smokers but to those who are present when they are smoking. This experiment is designed to measure how much of some of these harmful materials are present both in inhaled smoke and in second hand smoke.
How will we do this?
We'll set up an apparatus that will draw smoke through filter paper. It will be a dual apparatus, that with one part "smokes" the cigarette, drawing the smoke through one piece of paper, and with the other part, captures the smoke that come off of the tip of the cigarette, the so called second hand smoke, and draws that through another piece of filter paper.
What does the filter paper capture?
The lab write up says that the filter paper traps the solid particles in the smoke. Part of what I want you to do in this experiment is to try to evaluate whether this is what's going on in the experiment.
Does the filter paper capture everything it's supposed to?
Make observations during the experiment and tell me what you think.
Does the filter paper only capture what it's supposed to?
Make observations during the experiment and tell me what you think.
Why do we care about solid particles? I thought that tar and nicotine were the main dangers in cigarette smoke.
Tar and nicotine are only the beginning. There's lots of evidence that small particulate materials cause significant damage to lung tissue. In addition, some recent studies show that a significant percentage of the nicotine is carried on small solid particles.
Another hazardous material that we can't measure in this experiment is carbon monoxide, a gas which permanently removes the ability of a blood cell to transport oxygen. The body of a smoker compensates for this by producing more red blood cells. The evidence for this is in a simple test called a hematocrit, which is higher for smokers than anyone except runners who run at high altitudes. Although the production of extra blood cells compensates for the lost oxygen carrying capacity, the extra high density of red blood cells creates health problems in its own right.
How can we tell how much material is captured?
We weigh the filter paper before we use it to trap the solids, and again afterwards.
Doesn't the amount of the cigarette that burns affect how much material we capture?
Yes. For this reason we'll try to burn the same amount of cigarette each time, and will weigh each cigarette before and after "smoking".
Then we'll compare the amount of trapped material to the amount of cigarette burned by taking their ratio.
How do we make sure that we burn the same amount of cigarette each time.
You're going to draw a circle around the cigarette 2 ½ cm from the unlit end. You'll stop burning the cigarette when it reaches this circle. (Note that this is a change from the procedure in the handout.)
Won't drawing the circle change the weight of the cigarette?
Absolutely. For this reason, you'll draw the circles on your cigarettes before you weigh them.
Does the speed that the cigarette burns matter?
Yes, it matters a lot. It has a big effect on the ratio of solids in second hand smoke to smokers smoke.
So what do we do about it?
You make sure that each cigarette takes about the same amount of time to burn, within the range of three minutes to five minutes.
After the experiment is over, how do we prove that our cigarettes took this long to burn?
From your notebook record. You note down the time when your cigarette began burning, and the time at which you extinguished it.
What are the calculations we need to do?
First, calculated the mass of the cigarette consumed.
Mass of cigarette consumed = mass of cigarette and watch glass – mass of burned cigarette and watch glass
Then calculate the mass of solids left on filter papers
Mass of solids = mass of filter paper after smoking – mass of filter paper before smoking
Now calculate the mass of solids per gram of cigarette in units of milligrams mg of solids / g of cigarette consumed = (mass of solids on filter paper/mass of cigarette consumed) x 1000
Next we'll calculate the relative amount of second hand smoke to smokers smoke, by calculating the percentage of the smoke that is second hand – NOTE – this calculation is not correct in your lab manual.
% second-hand smoke = (mass of second-hand smoke/(mass of solids in smoker's smoke + mass of solids in second-hand smoke) x 100
Finally, calculate the average of the mass of solids per gram of cigarette and for the relative amount of second hand smoke to smokers smoke. Remember to do this separately for the filtered and unfiltered cigarettes.
average = (value 1 + value 2)/2
Won't it be hard to see significant patterns with only two runs?
Yes, so you'll pool your results at the end of the experiment. Write down your averages for mass of solids per gram of cigarette and for percentage of the smoke that is second hand. Make sure that you copy down all of this information into your notebooks.
Are there any hints you can give on how to make the procedure work best?
Funny you should ask. I have one or two.
1. To make sure that you use about the same amount of cigarette each time, draw a circle around the cigarette about 2.5 cm from the end you're not going to light. Burn the cigarette to this circle each time.
2. When using the filter cigarettes, make sure that you light the end without the filter.
3. When weighing the cigarettes and filter papers, make sure that the filter papers are labeled and the cigarette circled BEFORE weighing.
4. Use the same balance for all of your measurements.
5. We will be using house vacuum as the source of our vacuum and not water aspirators.
6. When you assemble your apparatus:
a. make a cone of the filter paper before you put it in the filtration flask.
b. to light the cigarette, open the vacuum valve very slightly. Light the match and hold it over the cigarette, then very slowly increase the vacuum until the cigarette lights. Then lower the upper funnel until it's as far down as it will go without touching the burning cigarette. Slowly increase the vacuum while watching the burning cigarette until it is just high enough that the "second-hand smoke" does not escape from the upper funnel.
7. When the burn is done DO NOT TURN OFF THE vacuum yet. Instead remove the stopper from the smoker's smoke flask, and replace it with a solid (cork or rubber) stopper. Then collect for one more minute.
8. Remove the cigarette with a tweezer from the lower funnel, and tap the ash off into a beaker. Then put out the cigarette onto the watch glass you used to weigh it.
9. Before you dispose of the cigarettes and matches make sure that they are completely extinguished by wetting them.
What do I turn in for the lab report?
1. All the information requested in the data sheets on pages 29 and 30.
2. The answers to the questions on page 28.
3. A table showing the pooled results from the class.
4. For question 1 and 2 on page 28, answer it based on the data that the class pooled (i.e., everyone's data not just yours).
5. In addition to the questions above, please answer the following question:
a. Did this experiment measure what it claims to measure?
b. What evidence do you have to support your answer in question a? In answering these questions, remember that the experiment can either measure more than it claims, less than it claims, or both! Consider your observations carefully.
Notebook records
Be careful to include the prelab, a good procedure, careful records of your observations (very important in this experiment), and complete records of your data. Use the proper correction methods, initial each page, and have your notebook record witnessed.
Honor Stuff!
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Practice Problems #11
The following are a number of practice problems that may be helpful for completing the homework, and will likely be very useful for studying for exams.
1 – 2. A store sells "16-ounce" boxes of Captain Crisp cereal. A random sample of 9 boxes was taken and weighed. The results were the following (in ounces):
15.5 16.2 16.1 15.8 15.6 16.0 15.8 15.9 16.2
Assume the weight of cereal in a box is normally distributed.
Recall:
x = 15.9,
s = 0.25.
1. a) The company that makes Captain Crisp cereal claims that the average weight of its box is at least 16 ounces. Use a 0.05 level of significance to test the company's claim.
b) What is the p-value of the test in part (a)? ( You may give a range. )
c) Use a computer to find the p-value of the test in part (a).
2. d) Some customers believe that the variance of the weight of boxes with Captain Crisp cereal is more than 0.05. Use α = 0.10 to test the customers' claim.
e) What is the p-value of the test in part (d)? ( You may give a range. )
f) Use a computer to find the p-value of the test in part (d).
```
"Hint": EXCEL =TDIST( t , degrees of freedom , 1 ) gives area to the right of t. =TDIST( t , degrees of freedom , 2 ) gives 2 × ( area to the right of t ). OR R > pt( t , degrees of freedom ) gives area to the left of t.
```
"Hint":
EXCEL =CHIDIST( x ,
degrees of freedom gives area to the
right x
OR
R
)
of.
> pchisq(
x
degrees of freedom gives area to the
of.
,
left x
)
3. Suppose that the amount of cereal dispensed into a box is normally distributed. If the mean amount dispensed in a box is "too small," then the proportion of "underfilled" boxes (boxes with less than 16 ounces of cereal in them) is too large. However, if the mean is "too large," then the company loses money "overfilling" the boxes. The CEO of the company that makes Captain Crisp cereal, Mr. Statman, is concerned that the machines that dispense cereal into boxes do not have the proper ("optimal") setting for the mean amount dispensed. A random sample of 196 boxes was obtained, the sample mean amount of cereal in these 196 boxes was 16.07 ounces, the sample standard deviation was 0.21 ounces.
a) Construct a 95% confidence interval for the current mean amount of cereal dispensed into a box.
b) Mr. Statman wants to test whether the mean amount dispensed is 16.1 ounces (which he considers to be the "optimal" value for the mean) or not. Perform the appropriate test using a 10% level of significance.
c) Find the p-value of the test in (b).
4. After numerous complaints about the weight of the cereal in a box being less than 16 ounces, the company that makes Captain Crisp cereal decided to check whether those complaints were valid. A random sample of 400 boxes was obtained, 94 of those 400 had less than 16 ounces of cereal in them.
a) Construct a 95% confidence interval for the overall proportion of boxes of Captain Crisp cereal that have less than 16 ounces of cereal.
b) The CEO of the company that makes Captain Crisp cereal wants to believe that the overall proportion of boxes of Captain Crisp cereal that have less than16 ounces of cereal is at most 20%. Let p be the overall proportion of boxes of Captain Crisp that have less than 16 ounces of cereal. Perform the appropriate test using a 10% level of significance.
c) Find the p-value of the test in (b).
d) Using the p-value from part (c), state your decision ( Reject H 0 or Do Not Reject H 0 ) at α = 0.05 ?
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
5. Researchers are worried that there is excess chlorine in the drinking water supply. They collected 25 independent samples of drinking water and the amount of chlorine in each was measured. The average amount of chlorine in the water samples was 4.2 mg per liter with sample standard deviation of 0.6 mg per liter. The FDA recommends a mean of at most 4.0 mg per liter of water. The researchers want to know if this limit is exceeded in the water supply. Assume the chlorine content measurements are approximately normally distributed.
a) State the null and alternative hypothesis for this test in terms of the relevant parameter.
b) Use α = 0.05 to perform the appropriate test. Report the value of the test statistic, the critical value(s), and state your decision.
c) Using the t distribution table only, what is the p-value of the test in part (b) ? ( You may give a range. )
6. According to Mendelian genetics, a recessive trait will appear in 25% of the population. In order to test whether a particular recessive trait is consistent with the Mendelian model for a specific hybrid plant, the botanist produces a (random) sample of 75 offspring and counts the number of plants with this recessive trait. Indeed, she believes that this recessive trait will appear more frequently in these plants.
a) State the null and alternative hypothesis for this test in terms of the relevant parameter.
b) The botanist observes 27 offspring which exhibited the recessive trait of interest. Calculate the p-value for the appropriate test. What should the botanist conclude at an α = 0.05 significant level?
c) Use a computer to find the exact probability of observing 27 or more offspring which exhibited the recessive trait of interest in a sample of 75 if we assume the null hypothesis in part (a) is true.
7 – 8. In the past, the average guest check at a local restaurant was $17.85. After the menu has been redesigned, a random sample of 20 guest checks was taken, the sample mean was $19.35 with the sample standard deviation of $3.88. Assume that the guest check amounts are approximately normally distributed.
7. a) Construct a 95% confidence interval for the new overall average guest check.
b) Is there enough evidence that the average guest check has changed? Find the p-value of the appropriate test.
8. c) Construct a 95% confidence interval for the overall standard deviation of guest check amounts.
d) Is there enough evidence that the overall standard deviation of guest checks is different than $3.00 at a 5% level of significance? That is, test H 0 : σ = 3 vs. H 1 : σ ≠ 3. Report the value of the test statistic, the critical value(s), and state your decision.
9 – 10. In a random sample of 120 male customers at Burger Queen, 84 ordered fries with their burgers.
9. a) Construct a 95% confidence interval for the overall proportion of male customers who order fries with their burgers.
b) Find the p-value of the test H 0 : p = 0.77 vs. H 1 : p ≠ 0.77, where p is the proportions of male customers who order fries with their burgers.
10. Suppose also that in a random sample of 80 female customers, 48 ordered fries with their burgers.
c) Construct a 95% confidence interval for the difference between proportions of male and female customers who order fries with their burgers.
d) Find the p-value of the test H 0 : p M = p F vs. H 1 : p M > p F
```
"Hint": EXCEL =BINOM.DIST( x , n , p , 1 ) gives probability of less than or equal to x. OR R > pbinom( x , n , p ) gives probability of less than or equal to x.
```
. | <urn:uuid:cf933518-3404-41cc-9173-47f0370960b4> | CC-MAIN-2020-40 | https://daviddalpiaz.github.io/stat400sp18/homework/practice/pp11-assign.pdf | 2020-09-20T14:54:37+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00465.warc.gz | 336,571,200 | 1,840 | eng_Latn | eng_Latn | 0.977393 | eng_Latn | 0.991634 | [
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Poor Uncle Dave Goes to a Tea Party
Created using the Crossword Maker on TheTeachersCorner.net
Across
3. The name (and colour) of Uncle Dave's football team.
5. Number of goals scored by The Blues.
7. What Uncle Dave pinches from Lady Teds.
10. Person who Uncle Dave calls a 'Jammy Dodger'.
11. The half of football Uncle Dave gets to watch.
13. Bunnikins is a small fluffy __________.
14. Emma and Sophie become lucky _________.
Down
1. Place where football matches are played.
2. Place where the tea party is held.
3. Floral __________ strung up as decorations.
4. Type of leaf in Bunnikins' sandwiches.
6. The type of ball Uncle Dave kicks whilst watching the match.
8. Sophie's initial view of football.
9. The opposition team in the Cup Final.
12. The snack Uncle Dave brings with him for the match.
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Common Core State Standards Resources for Parents Recursos para los Padres de los Normas Académicas Estatales Básicas y Comunes
Printable Guides to the Standards:
http://www.cgcs.org/Domain/36 - Council of Great City Schools Parent Roadmaps (English)
http://www.cgcs.org/Page/244 - Council of Great City Schools Parent Roadmaps (Spanish
)
http://www.cde.ca.gov/re/cc/ccssinfoflyers.asp - Common Core flyers from California Department of Education (English)
http://www.pta.org/4446.htm - Parents' Guide to Student Success (English; Click on the twopage or Four-page booklet links to print in Spanish)
http://commoncore-espanol.com/common-core-state-standards-spanish - Common Core State Math Standards in English and Spanish, side-by side (English and Spanish)
http://ccsesa.org/special-projects/common-core-standards-communication-tools/ - Click on Parent Handbook, available in many languages. (Spanish and other languages)
Web-based resources:
www.learnzillion.com – Create an account and access Common Core lessons online. (English)
www.khanacademy.com – Watch lessons on a variety of topics, including those aligned to the Common Core (Spanish and other languages)
http://www.smarterbalanced.org/parents-students/ - Information about the Smarter Balanced Assessments (English)
http://www.smarterbalanced.org/parents-students/como-ayudar-a-todos-los-estudiantes-a-quetengan-exito/ - Información sobre los exámenes de Smarter Balanced (Spanish only)
http://www.corestandards.org/what-parents-should-know/ - From the official website of the Common Core, a guide to the entire website
https://www.youcubed.org/category/mooc/ - Videos, articles, and games from the Stanford University Graduate School of Education on mathematics learning and promoting a Growth Mindset (English only, Spanish coming soon)
http://www.shmoop.com/common-core-standards/math.html - Standards with examples and related tools (English only, with advertisements) | <urn:uuid:b5ebf64e-56f7-49ae-8291-840b180fed85> | CC-MAIN-2020-40 | https://achieve.lausd.net/cms/lib/CA01000043/Centricity/domain/633/parent_workshops/Useful%20Common%20Core%20State%20Standards%20Resources%20for%20Parents.pdf | 2020-09-20T13:48:12+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00465.warc.gz | 242,081,955 | 471 | eng_Latn | eng_Latn | 0.835261 | eng_Latn | 0.835261 | [
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Literacy at Great Sankey High School
Introduction
Great Sankey High School seeks to ensure that all students have the opportunity to develop the highest levels of literacy across the curriculum. Literate young people will have access to a far wider range of opportunities on leaving school and high levels of literacy help provide the foundations for students to become life-long learners and socially responsible members of society.
We seek to develop our students' so that they learn to read and write for pleasure and that these become life-long habits. It is our belief that all children should engage with reading and writing and that this is a whole school responsibility. In addition to reading and writing, we also believe that literacy helps develop effective speaking and listening skills and enables students to use language in order to become independent learners, thinkers and communicators and enhances their future employment prospects.
The impact of our work can be seen most obviously in our strong English results.
How literacy is promoted
There are a number of different ways in which literacy is promoted throughout the school. These include:
* Literacy training forms part of our CPD with form tutors being supported to deliver the literacy passports in PSHE
* All students are tracked annually for reading and spelling ages in year 7. The information is also shared with all staff to enable appropriate differentiation as well as supporting progress across the whole curriculum.
* The English faculty hold regular meetings with primary Y6 teachers to bridge the gap between Year 6 and Year 7 and to ensure moderation of marks across both settings.
* The LRC is well used at social times and supports the curriculum.
* The LRC holds events throughout the year including visiting authors
* Year 7 homework expectations include 'reading for pleasure', where parents monitor independent reading at home
* Reading for pleasure is promoted by all staff in a variety of ways, including:; book signs on classroom doors.
* All students in years 7-9 complete a literacy passport
* All year 7 take part in Accelerated reader in their English classes | <urn:uuid:6d691ae8-3468-4d10-94a6-ad9309ceeeab> | CC-MAIN-2020-40 | http://www.wroughtironart.org/wp-content/uploads/2017/09/Literacy-at-Great-Sankey-High-School.pdf | 2020-09-20T13:20:14+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00463.warc.gz | 250,264,265 | 405 | eng_Latn | eng_Latn | 0.999228 | eng_Latn | 0.999173 | [
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Konnect - Talk it Over Guide - Worship
Week 4: TRUE WORSHIP
Say the point and Bible verse together.
Point: I'll Worship God with all my heart.
John 4:23 NIRV
"…True worshipers will worship the Father in Spirit and in truth…"
1. Who worships God in Spirit and in truth?
Choose a few review questions.
1. What does it mean to worship God? Showing your love and respect for Him more than anything else
2. What are some ways people worship God?
3. What do you think it means to worship God in Spirit and in truth? Worship God honestly, with your whole heart, for who He is
4. Name some reasons God deserves our worship. He's powerful, loving, our Savior, our Creator, etc.
5. Two kids are dancing at church. One is dancing for God. The other is dancing to get others to look at them. Which kid do you think is worshiping? The kid who is dancing for God is worshiping
Choose an action step question:
1. Name some ways you'd like to worship God this week.
2. When you spend time with God, you'll want to worship Him even more! How can you spend time with Him? Read the Bible, pray, appreciate the world He made, write to Him in your journal, etc.
Pray together
1. Ask kids to share things they'd like to pray about.
2. Write down their prayer requests.
3. Pray together over the prayer requests.
Not sure what to pray? Pray this: God, we are thankful we can worship You anytime, anywhere, in everything we do. In Jesus' name, amen! | <urn:uuid:44a561a4-3881-43df-86df-66fece9f1b6e> | CC-MAIN-2020-40 | https://brevardcommunity.org/wp-content/uploads/2020/05/Konnect_5_31_TIOG.pdf | 2020-09-20T13:59:33+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00463.warc.gz | 319,704,770 | 352 | eng_Latn | eng_Latn | 0.99004 | eng_Latn | 0.99004 | [
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How can I prevent getting novel coronavirus?
Avoid close contact with people who are sick
Wash hands often with soap and water for at least 20 seconds or use hand sanitizer
Cover your mouth/nose with a tissue or sleeve when coughing or sneezing
QUESTIONS?
www.clark.wa.gov/public-health/novel-coronavirus | <urn:uuid:a7253caa-f5a5-4c6a-8230-13b4724fcd87> | CC-MAIN-2020-40 | https://clark.wa.gov/sites/default/files/dept/files/public-health/novel_coronavirus/CV_prevent.pdf | 2020-09-20T14:21:16+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00465.warc.gz | 316,119,249 | 73 | eng_Latn | eng_Latn | 0.997021 | eng_Latn | 0.997021 | [
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Which
Part of Speech
is missing?
Circle noun, verb or adjective to show the part of speech that is missing.
1. My friend likes to noun/verb/adjective on the grass.
2. The noun/verb/adjective dog was chasing the noun/verb/adjective around the yard.
3.
Two birds
noun/verb/adjective
down and
noun/verb/adjective
on a
noun/verb/adjective.
Circle noun, verb or adjective to show the part of speech that is missing.
Then, below your choice, write down two words that could fit in.
For example:
A
noun/verb/adjective
ball
noun/verb/adjective
along the
noun/verb/adjective.
______________ _______________ _______________ ______________ _______________ _______________
4. Lu jumped over the noun/verb/adjective fence and noun/verb/adjective inside the house.
______________ _______________ ______________ _______________
5. Max wanted to noun/verb/adjective to the noun/verb/adjective to look for noun/verb/adjective.
______________ _______________ _______________ ______________ _______________ _______________
6. Jo wanted to noun/verb/adjective after noun/verb/adjective all day.
______________ _______________ ______________ _______________
7.
noun/verb/adjective
slowly,
noun/verb/adjective
finally reached the
noun/verb/adjective.
______________ _______________ _______________ ______________ _______________ _______________
Write your own sentence, leaving a blank space where a verb or noun belong.
Challenge a partner to work out which part of speech is missing!
red large
bounced
road
rolled
path | <urn:uuid:53bbbca0-b5bc-42c1-842b-50cb5bdd7621> | CC-MAIN-2020-40 | https://easyteaching.net/wp-content/uploads/2019/05/missingpartofspeech.pdf | 2020-09-20T13:54:49+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00463.warc.gz | 389,495,277 | 371 | eng_Latn | eng_Latn | 0.993045 | eng_Latn | 0.993045 | [
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SCOTTISH NOBILITREE
(Narrative: Sue Schuit)
"A man doesn't plant a tree for himself. He plants it for posterity." — Alexander Smith
What a tree I am! Have you heard of me? Everyone has a favorite tree, everyone loves a tree, (what's not to love…) but me, well, I'm like that, but different. Different? A lot different. No native am I, but a rare, a beautiful Scottish Nobilitree. I am a Camperdownii Elm, do you know of me yet? I'm not surprised, for you have not seen my clan much – if at all. We spring from one heir, my father the one and only original Camperdown Elm.
Father, the Wych Elm cultivar, Ulmus glabra 'Camperdownii', known as the Camperdown Elm, was discovered about 1835–1840 as a young contorted elm (a sport growing in the forest) at Camperdown House, in Dundee, Scotland, by the Earl of Camperdown's head forester, David Taylor. When it matters, it's often the little things that people notice, and Mr. Taylor was captivated. My father was lifted and replanted within the gardens of Camperdown House where he remains to this day. Father grows on his own roots, is less than 10 feet tall, with a weeping habit and contorted branch structure. After a bit of a fuss, Mr. Taylor is said to have produced the first of what are recognized as Camperdown Elms by grafting a cutting to the trunk of a Wych Elm (U. glabra). The test was successful and the outcome is a revelation.
The result and the burden of explanation are mine, because, of course, you still don't know what to make of me. I understand, clearly, I am charming, elegant and regal. Unique, curious and somewhat of a wonder, add to it a bit of romance. Let me tell you more.
I am the nearest and dearest to my current stewards, Dr. Ann-Mari and Nicholas Baldukas. I share my grounds with many of worth, but I am their choice tree to love. Top of the heap, apple of their eye, the jewel in their crown.
MY GROUNDS, MY STEWARDS
"My grounds, my life, my roots, my stewards, and my domain." – John Burnside
But first…
Thomas Bones was a native of Pennsylvania, of Scotch-Irish descent. He was a farmer and carrier of dispatches when General Washington was at Valley Forge. He married there and died in New York when advanced in years.
Philip Frey was a soldier of the Revolution and later agent for John Jacob Astor in the fur business. His wife was Mary Louise St. Martin, a French lady, and daughter of a French exile, Count Jacques St. Martin.
Mr. Bones and Mr. Frey were the maternal and paternal grandfathers of Thomas Bones, father of Benjamin R. Bones. Thomas went to Kentucky in 1839 but, being an anti-slavery man, the agitation on that question caused him to remove from there to Wisconsin. Thomas and his wife, Katherine, came in the spring of 1842 and purchased 160 acres of land in Mt. Pleasant Township from Alston Felch and
Jacob Jackson. President Van Buren had signed the original deed to Felch and Jackson for the homestead in 1840. Thomas and Katherine had 6 children, 3 of whom are now living.
Benjamin Bones (born 1840), one of two surviving sons of Thomas and Katherine Bones attended the district schools and Racine High School and since coming of age has always followed farming. - 1906 Commemorative Biographical Record of Racine and Kenosha Counties, WI
RUMOR HAS IT
And here's where I come in. What's so good about me is what I am not. I am not native, I'm not common, I'm not essential, I'm not expected.
Camperdown Elms are most often seen in and around special places, honoring special events, memories or celebrations. It is on record that my clan can be found in parks, cemeteries, and university grounds.
Rumor has it I am no exception. It is believed that I was planted as a tribute to someone or something by my original steward, Benjamin Bones. In memory of what, in honor of whom? Perhaps Benjamin planted me in memory of a lost loved one or ones, possibly in celebration or tribute to the launching or conclusion of a big event? My beginning is thought to be 1865. Yes, there were momentous events occurring at that time, indeed. May 9, 1865, the official ending of the American Civil War; The Freedom War; The War Between the States; Mr. Lincoln's War; is a very big deal to be sure. Could it be that someone did not return could it be that someone did?
Imagine what you will, speculation and conjecture abound, but my mystery is still intact.
FAVORITE THINGS
There is pleasure in the pathless woods, there is rapture in the lonely shore, there is society where none intrudes, by the deep sea, and music in its roar; I love not man the less, but nature more. – George Byron
Benjamin Bones married, had two children and farmed my land in partnership with his brother. By 1885 he is the sole owner and his brother had become a WI state senator.
Benjamin appears to have had a love of nature and reading. He was an avid birder and for twenty-five years made annual reports to the federal government (many of which were published) as he was a recognized authority on the habits and nature of birds. He was reported to own the largest private library of any farmer in the county.
"B.R. Bones, who has been confined to his Mt. Pleasant home by illness, but now improving, submits the following to the Journal for publication, it being appropriate at the time because of the weather experienced. I enclose clipping from the Marshall, Mich. News, sent me some years since, when the author was about 80, Arbor Shoop, father of our Dr. Shoop, and a very lovable old man. The lines represent a sweet old age." – Racine Daily Journal, 9/28/1908
Benjamin had sold 80 acres of his farm in 1888 and in 1925 Mr. Bone's widow, Sarah, sold the remaining 50 acres along with the home to Frank Halter. Frank referred to the house as the Bones house and the property became a base for businesses, while the home was used for farm foremen to live in, eventually becoming a flat. Frank and his wife moved into the house in 1964; living there until Frank's death. Nicholas and Dr. Ann-Marie Baldukas purchased the home in 1982 from Frank's estate. – Preservation Racine's Tour of Historic Places, 2011
The Balduka's are my current stewards, they suit me well. I am their Tree to Love; no surprise to me.
CURIOUS CURIO
How a Poem Saved One of the World's Rarest and Most Majestic Trees by Maria Popova, as obtained at www.brainpickings.com
That a tree can save a writer's life is already miraculous enough, but that a writer can save a tree's life is nothing short of magical.
In 1867, Brooklyn's Prospect Park, once an American Revolution battlefield, opened its gates to a community hungry for a peaceful respite of wilderness amid the urban bustle. So intense was public enthusiasm that local residents began donating a variety of wildlife to fill the 585-acre green expanse, from ducks to deer. But the most unusual and enduring gift turned out to be a tree, donated by a man named A.G. Burgess and planted in 1872.
This was no ordinary tree. Ulmus glabra "Camperdownii," better-known as Camperdown Elm, is a species unlike regular trees in that it cannot reproduce from a seed. The rare elm carries its irregularity on the outside — its majestic, knobby branches grow almost parallel to the ground, "weeping" down. To ameliorate its reproductive helplessness, the Camperdown Elm requires outside help — a sort of assisted grafting, be it by accident of nature or intentional human hand. The result, to which every single Camperdown Elm in the world today can be traced, was an unusual-looking tree — a sort of giant bonsai with "weeping" branches. But this ugly duckling turned out to have a secret superpower — it was immune to the disease that killed all of its cousins, the Dutch Elms, across North America.
Unlike the world's oldest living trees which predate our civilization by millennia, the Camperdown Elm is a curious conduit between nature and humanity: both human-made and gloriously wild, with its barbaric-looking bark and defiant branches, it stands as a poignant metaphor for the interdependence of all beings — nowhere more so than in the story of the Brooklyn tree.
As excitement over the novelty of Prospect Park began dying down, the Camperdown Elm came to suffer years of neglect. Suddenly, it became more than a metaphor for impermanence mortality — its heavy branches were weeping into the precipice of death, the public deaf to its tears.
But then, in the 1960s, it was saved by a force even more miraculous than that by which its Scottish great-great-grandfather had been born — not by a botanist or a park commissioner or a policymaker, but by a poet fifteen years the tree's junior.
The poet was Marianne Moore (November 15, 1887–February 5, 1972), who had been elected president of New York's Greensward Foundation — an advocacy group for public parks — in 1965. This brilliant and eccentric woman, who never married and by all accounts never fell in love, found herself enamored with the old odd-looking tree. Under the auspices of the foundation, she created a citizen group called Friends of Prospect Park, aimed at protecting the Camperdown Elm and other endangered trees in the park.
In 1967, eighty at the time and with a Pulitzer Prize under her belt, Moore penned "The Camperdown Elm" — a beautiful ode to this unusual, dignified, yet surprisingly fragile life-form of which humans are the only bastions. The poem, animated by the same impulse undergirding Hermann Hesse's sublime meditation on what trees teach us about belonging was included in Moore's Complete Poems (public library).
THE CAMPERDOWN ELM
I think, in connection with this weeping elm, of "Kindred Spirits" at the edge of a rockledge overlooking a stream: Thanatopsis-invoking tree-loving Bryant conversing with Thomas Cole in Asher Durand's painting of them under the filigree of an elm overhead.
No doubt they had seen other trees — lindens, maples and sycamores, oaks and the Paris street-tree, the horse-chestnut; but imagine their rapture, had they come on the Camperdown elm's massiveness and "the intricate pattern of its branches," arching high, curving low, in its mist of fine twigs. The Bartlett tree-cavity specialist saw it and thrust his arm the whole length of the hollowness of its torso and there were six small cavities also.
Props are needed and tree-food. It is still leafing; still there. Mortal though. We must save it. It is our crowning curio.
Moore's poem mobilized the Friends of Prospect Park to envelop the Camperdown Elm in attentive and nurturing care, which ultimately saved it. The group went on to identify and salvage other vulnerable, neglected trees throughout the park. In her will, Moore established a fund to protect Brooklyn's beloved "crowning curio." She died exactly one hundred years after the Camperdown Elm was planted.
Today, halfway into its second century, the Camperdown Elm's majestic canopy is buoyed by the air of poetry and human grace.
"Our response to the world is essentially one of wonder, of confronting the mysterious with a sense, not of being small, or insignificant, but of being part of a rich and complex narrative. - From 'Strong Words', John Burnside
____________________________________________________________________________________
So what did you think? Did you enjoy the read? Did I pique your curiosity?
The history of me, my origins, my stewards, my clan, my kith and my kin?
I am certainly unique really quite impressive, defiantly mortal words are not expressive.
Neither pictures nor prose can aptly describe the style and panache I display with such pride.
So my advice to you is to come out to see The regal Scottish Nobilitree. My stewards, I'm certain, will agree, they're always quite eager to share my history.
They are happy to welcome you to my realm, for they know it's best to visit in person a Camperdownii Elm.
- Sue Schuit
Trees We Love, 2017 awardee Hoy Audubon Society Camperdownii Elm Approx. age 152 years 26" DBH, 25' Height, 40' Spread Proud stewards: Nicholas and Ann-Marie Baldukas | <urn:uuid:859142c7-14b9-4923-a3f6-1e81317e2a99> | CC-MAIN-2020-40 | https://hoyaudubon.org/Trees-We-Love/2017/Scottish_Nobilitree.pdf | 2020-09-20T14:10:50+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00465.warc.gz | 427,471,997 | 2,844 | eng_Latn | eng_Latn | 0.999044 | eng_Latn | 0.999289 | [
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Easter – A Living Truth
Bible Passage: Matthew 28:1-15
Bible Story: Jesus Rises
Resources (next two pages)
Lesson 6 Opening
Lesson 6 Handout
Craft: Easter Cross Wreath – uses toilet paper rolls
Craft: Easter Handprint Wreath – less supplies needed
Craft: Empty Tomb Paper Craft – this blog post also has a lot of other ideas, but the craft is the first one
Craft: Salt Dough Tomb
Lesson Introduction Idea
Ahead of time, put a piece of wood in one plastic egg, a stone in another, and leave a third egg empty. Show the eggs to the children.
Take the egg with the piece of wood and say, "Something in this egg reminds us that Jesus suffered to take away our sins." Let children shake the egg with wood. "What do you think it is?" Open the egg. "What does wood remind you of?" (The cross)
Let children shake the egg with the stone. "What is inside this one?" Open the egg. "What does the stone remind us of? Yes, after Jesus died, His friends put Jesus in a tomb and rolled a big stone over the opening."
Shake the last egg, which is silent. Open it to show children it is empty. "This egg is the best one of all. It reminds us that Jesus' grave was empty on Easter morning. Let's listen to our Bible story about the first Easter."
Scripture Snapshot
The women who witness Christ's burial are the first to witness His resurrection. With great joy, they run to tell His disciples that Christ is risen! He is risen indeed! Alleluia!
Talking Points
When springtime comes, many new flowers sprout from the ground after being dead through the winter. Compare these sprouting seeds to Jesus' resurrection.
On Good Friday, there was an earthquake (Matthew 27:51-52). On Easter morning, another earthquake happened (Matthew 28:2). What did each earthquake do?
Other Ideas
Share your favorite Easter hymns; look them up on YouTube, perhaps including "Concordia Publishing House" in your search. Here are a few of my favorites:
Song – I Know that My Redeemer Lives
Song – At the Lamb's High Feast We Sing
It's time to bring back: Thine the Amen, Thine the Praise(organ plays, lyrics on the screen)
Thine the Amen, Thine the Praise(sung by a children's choir)
The Skit Guys
The Easter Connection (2 min 9 sec) – That’s the same Jesus? A Very Special Easter (3 min 30 sec) - Kids answer questions about Easter Easter Videos page
Douglas Talks Playlists – click on the Easter Lessons for Kids playlist
LESSON 6 OPENING
A LIVING TRUTH: JESUS RISES
When we describe an event that happens very quickly, we may say that it happens in a second. We might also say that it happens in a moment. Perhaps we say in an instant. All of those are words that tell us that it will not take very long. Has anyone ever told you that something will happen in a blink of an eye? Allow children to answer. How long is that? Invite children to blink eyes and answer.
The blink of an eye is pretty fast. In fact, we do not even notice it unless we are intentionally concentrating on our eyes blinking. A flash is just as fast. Take a picture so camera flashes. Did you see how quickly the flash was here and gone? Take a couple of more pictures with flash. The apostle Paul talks about something happening "in a moment," like the flash of a camera, in 1 Corinthians 15:52. He uses these words to describe how fast things will change when Jesus returns. In that very short time the dead will be raised and the faithful glorified. Sin will be gone, and we will be made perfect in Christ.
In that moment, that flash of an eye, death will be no more. The change will be permanent for us and all the people of God. In today's Bible lesson we will learn about another instant in which all things changed. We will learn about that moment when a resurrection from the dead happened. Pay close attention to what changed in that moment. The moment included a little fear for some; we will learn why. We will also learn how that quickly changed.
Sometimes things can change very quickly in our lives. In a flash of the eye, things may be different than they were before. Those changes may involve things or events that are scary or sad. Those changes may be large or small. In some instances, those changes may even involve death. Even when those changes are scary or involve death, we do not need to be afraid. Death has been undone by Jesus.
Death will be replaced with victory in just the blink of an eye (invite children to blink eyes again), in just a flash (take another picture with flash). Jesus will change death to life. Sin will be no more. We will all be changed from death to life in Jesus. In fact, the change has already happened for us.
At the font in our Baptism, we were changed. In a flash, God changed us from death to life in Him. He buried us in the death of our sin and raised us forgiven in Christ Jesus. A splash of water connected to His Word poured over us, and He pronounced us changed from death to life in Christ.
Pray: Dear Jesus, thank You for changing us from death in sin to life in You by forgiving us all of our sins. Amen.
7
Enduring Faith™. © 2019 Concordia Publishing House. Scripture: ESV®. Permission granted to purchaser to reproduce this page for use in educational settings. 433152.
LESSON TEXT
Matthew 28:1–15
BIBLE TRUTH
Jesus rose from the dead.
FAITH FOCUS
The Second Article, Part 3
LAW & GOSPEL
Sin separated us from God, and we are filled with fear.
Jesus died for us and rose again, conquering sin and death and giving us the joy of eternal life.
BIBLE VERSE
The Lord has risen! Luke 24:34
VISUAL HELPS
Camera with a flash
Jesus Lives!
Directions: Design a banner that expresses the joy you have that "Christ is risen! He is risen indeed! Alleluia!"
Enduring Faith™. © 2019 Concordia Publishing House. Scripture: ESV®.
Permission granted to purchaser to reproduce this page for use in educational settings. 433112. | <urn:uuid:96af4aa1-c07b-4443-ba26-ca55f0396458> | CC-MAIN-2020-40 | https://www.faithbtown.org/wp-content/uploads/2020/04/April12_Easter_SSatHome.pdf | 2020-09-20T15:29:38+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00468.warc.gz | 832,600,902 | 1,377 | eng_Latn | eng_Latn | 0.994238 | eng_Latn | 0.997516 | [
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Francisco J. Cano, M.D.
Diplomate of the American Board of Allergy, and Immunology Pediatric and Adult Asthma, Allergy and Immunology
Soybean Allergy
Soybeans are a member of the legume family. Soy is among the main foods producing reactions worldwide, mostly, but not exclusively in infants.
General Guidelines:
1. Read all labels carefully.
2. Cross reactivity may occur with certain foods such as, peanuts, green peas, chick peas, lima beans, string beans, wheat flour, rye flour, and barley flour.
3. Vitamin E contains soybean oil.
4. Vegetable protein is often a term used for soy protein.
5. Vegetable oil is a generic term; it may be 100% soy oil or a blend of soy oil and other oils.
6. It is important to not eat meats or other foods containing lecithin, hydrolyzed vegetable protein (HVP), or textured vegetable protein (TVP)
7. Most infant formulas contain soy lecithin.
Avoid:
Tofu (soybean curd), soy flour, soy formulas, soy granules, soymilk, soy sauce, miso, tempeh, soy meal, soy protein, soy cheese, soy grits, soya, teriyaki, shoyu, tamari, natto, glycine max-lecithin, mono-diglyceride, mono-Sodium Glutamate (MSG), "natural flavoring".
Foods to watch for possible sources of Soy:
Baked goods, candies, cereals, cheese substitutes, coffee replacements, commercial fruit and vegetable products, desserts, meats (especially lunch meat, sausage, hamburger, etc), milk replacements, pasta, sauces, soups, and vegetable oil sprays.
Sources:
"Food Allergies and Adverse reactions," by Judy Perkins, 1990. www.foodallergy.org www.allergies.about.com
Rev 08/07
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Francisco J. Cano, M.D.
Diplomat of the American Board of Allergy, and Immunology Pediatric and Adult Asthma, Allergy and Immunology
Food Allergy Guidelines
A true food allergy happens when an individual's immune system overreacts to an ordinarily harmless food. This is caused by an allergic antibody call IgE (Immunoglobulin E), which is found in people with allergies.
Food intolerance is sometimes confused with food allergy. Food intolerance refers to an abnormal physical response to a food or food additive that is not an allergic reaction. It differs from an allergy in that it does not involve the immune system (for example: Lactose Intolerance).
Food allergens are the parts of foods that cause allergic reactions and are usually proteins. The most common food allergens, which are responsible for 90% of all allergic reactions, are the proteins in cow's milk, eggs, peanuts, wheat, soy, fish, shellfish, and tree nuts. In some food groups, especially tree nuts and seafood, an allergy to one member of a food family may result in the person being allergic to all the members of the same group. This is known as cross- reactivity. However, some people may be allergic to both peanuts and walnuts, which are from different food families; these allergies are called coincidental allergies, because they are not related.
Some children, as they grow older may tolerate foods that previously caused allergic reactions, with the exception of peanut and tree nut allergies. Periodic food allergy check-ups with appropriate food challenges should be carried out under the supervision of an allergist.
Symptoms of allergic reactions to foods:
The most common allergic skin reaction to a food is hives, hives are red, very itchy, swollen areas of the skin that may arise suddenly and leave quickly. Atopic dermatitis, or eczema, as kin condition characterized by itchy, scaly, red skin, can be triggered by food allergy.
Symptoms of Asthma, a chronic condition characterized by narrowed airways and difficulty in breathing, may be triggered by food allergy, especially in infants and children.
Gastrointestinal symptoms of food allergy include vomiting, diarrhea and abdominal cramping, and sometimes a red rash around the mouth, itching and swelling of the mouth and throat, nausea, abdominal pain, swelling of the stomach and gas.
Severe allergic reactions:
In severe cases, consuming a food to which one is allergic can cause a life-threatening reaction called anaphylaxis. Anaphylaxis is a systemic allergic reaction that can be severe and sometimes fatal. The first signs of anaphylaxis may be a feeling of warmth, flushing, tingling in the mouth or a red, itchy rash. Other symptoms may include feelings of light-headedness, shortness of breath, severe sneezing, anxiety, stomach or uterine cramps, and/or vomiting and diarrhea. In severe cases, patients may experience a drop in blood pressure that results in a loss of consciousness and shock. Without immediate treatment, anaphylaxis may cause death.
Francisco J. Cano, M.D.
Diplomat of the American Board of Allergy, and Immunology Pediatric and Adult Asthma, Allergy and Immunology
Symptoms of anaphylaxis are reversed by treatment with injectable epinephrine, antihistamines, and other emergency measures. It is essential that anyone with symptoms suggesting possible anaphylaxis get emergency treatment immediately.
Diagnosis:
An allergist is the most qualified professional to diagnose food allergy. Diagnosis requires a carefully organized and detailed assessment of the problem. A thorough medical history will be taken, followed by a physician examination. Information will be taken regarding the frequency, seasonality, severity, nature of the symptoms and the amount of time that elapses between eating a food and any reaction.
Allergy skin tests may be helpful to determine which foods, if any are triggering a patient's allergic symptoms. In skin testing, a small amount of liquid extract made from the food is placed on the back or arm. If the patient develops a wheal (a raised bump or small hive) this positive response indicates a possible allergy. If the patient does not develop a wheal, the test is negative. It is uncommon for someone with a negative skin test to have a Mediated-mediated food allergy.
Your allergist may also use blood tests, called RAST testing, to diagnose food allergies. In certain cases such as severe eczema all over the body, an allergy skin test cannot be done. Your doctor may recommend a food RAST blood test to obtain the same information that can be found with a skin test.
The doctor may suggest that the patient keep a food diary, a detailed record of listing food eaten, date, time, and any symptoms that occurred after eating the food. When an allergy to a single food is suspected the allergist may recommend elimination of the food for a time.
Treatment:
1. Avoid the offending food- The best way to treat food allergies is to avoid the specific foods that trigger the allergy.
2. As about ingredients- To avoid eating a "hidden" food allergen away from home, foodallergic individuals must always inquire about ingredients when eating at restaurants or others' homes.
3. Read food labels- It is important for food-allergic people to read food labels carefully and to become familiar with technical or scientific names for foods.
4. Be prepared for emergencies- Anaphylactic reactions caused by food allergies can be potentially life threatening. Individuals may need to carry and know how to use injectable epinephrine and an antihistamine to treat reactions due to accidental ingestion. Those with food allergies should also wear and identification bracelet that describes the allergy. If you have an anaphylactic reaction after eating a food, it is essential that you have someone take you to the emergency room, even if symptoms subside. For proper diagnosis and treatment, make sure to get follow-up care from an allergist.
Francisco J. Cano, M.D.
Diplomat of the American Board of Allergy, and Immunology Pediatric and Adult Asthma, Allergy and Immunology
Source: Food Allergy Network (FAAN)
www.foodallergy.org
The content of the handout is for informational purposes only. It is not intended to replace evaluation by a physician. If you have questions or medical concerns, please contact your allergist/immunologist.
Food Allergy Resource
American Academy of Allergy, Asthma and Immunology 611 East Wells Street Milwaukee, WI 53202
Phone: 414-272-6071 or 800-822-2762
http://www.aaaai.org
General allergy information, referrals to Allergists
American College of Allergy, Asthma and Immunology 85 West Algonquin Road, Suite 550 Arlington Heights, IL 60005
Phone: 847-427-1200 or 800-842-7777
http://www.acaai.org
General allergy information, referrals to Allergists
American School food Service Association 700 South Washington St., Suite 300
Alexandria, VA 22314
Phone: 703-739-3900 or 800-877-8822
http://www.asfsa.org
Guidance for managing food allergy in the school setting
Food Allergy Network 11781 Lee Jackson Highway, Suite 160 Fairfax, VA 22033-3309
Phone: 800-929-4040
http://www.foodallergy.org
Information for parents and consumers about food allergy, label reading, food preparation, management and education programs.
Francisco J. Cano, M.D.
Diplomat of the American Board of Allergy, and Immunology Pediatric and Adult Asthma, Allergy and Immunology
Grocery Manufacturers of America 2401 Pennsylvania Ave. N.W. Washington, D.C. 20037
Phone: 202-337-9400 http:www.gmabrands.com
Information about specific foods products and food allergens
International food Information Council Foundation 1100 Connecticut Ave. NW, Suite 430 Washington, D.C. 20036
Phone: 202-296-6540
http://www.ific.org
Scientific information about food and food ingredients, consumer and patient information about food allergy and asthma, information for food service personnel, referrals to scientific experts.
National Food Processors Association 1350 I Street, NW, Suite 300 Washington, D.C. 20005
Phone: 202-639-5900 http://www.nfpa-food.org
Scientific information about allergens and food processing.
National Restaurant Association
1200 17
th
St., NW
Washington, D.C. 20036-3097
Phone: 202-331-5900 http://www.restaurant.org
Guidance and training programs about food allergy for food service workers.
Rev. 08/07
Main Office: 59 West Main Street, Greenville, PA Phone: 888-588-7531 Fax: 724-588-5914 | <urn:uuid:c205157f-e743-4fae-aebe-28701efe1e1d> | CC-MAIN-2020-40 | https://canoasthmaallergy.com/wp-content/uploads/2017/08/Food-Allergy-Guidelines2.pdf | 2020-09-20T13:39:43+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00469.warc.gz | 321,414,042 | 1,872 | eng_Latn | eng_Latn | 0.860947 | eng_Latn | 0.99411 | [
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[Book] Promoting Young Childrens Emotional Health And Wellbeing
Promoting Young Childrens Emotional Health
Promoting children and young people's emotional health and ...
Promoting children and young people's emotional health and wellbeing 5 Rationale In an average class of 30 15-year-old pupils: three could have a mental disorder xiv ten are likely to have witnessed their parents separate xv one could have experienced the death of a parent vi seven are likely to have been bullied vi six may be self-harming xvi Promoting the emotional health of children and young people
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Promoting emotional wellbeing and positive mental health of children and young people Rationale and Context Examples of Emotional Health and Wellbeing support Confident to be Curious What works locally: case studies, Acknowledgement and references Rationale and Context Mental health, wellbeing and resilience are crucial to a host of social care and …
Promoting Young Children's Social and Emotional Health
Promoting Young Children's Social and Emotional Health Jeannie Ho and Suzanne Funk In a preschool classroom, some of the 3- and 4-year-old children smile, laugh, and giggle during free play; are curious about what happens next during story time; ask what and why questions while doing hands-on activities; and use words to express feelings and needs In the toy area, Tom …
Promoting emotional health, wellbeing and resilience
Promoting Children and young people's emotional health and wellbeing : A whole school/college approachi The aim of this toolkit is to enable Central Bedfordshire schools/colleges to adopt a holistic approach to promoting emotional wellbeing for its pupils/ students and staff, which aligns with our Children and Young People's Plan (2018-2021):
Emotional Health and Wellbeing for children and young people promoting this with the children and young people they work with The remaining sections of this toolkit suggest pathways, tools, resources and external agency resources and services available to support children's emotional health and wellbeing It is hoped that this toolkit will help staff to implement the principles and practice of underpinning policies such as Getting It Right for …
Promoting Children's Emotional and Behavioral Health in young children may take different developmental paths, some leading to problems later in childhood or adulthood and some not5 Yet, few children have access to resources and supports that help promote development of the social and emotional skills that every child needs throughout life, or prevent emotional and behavioral problems before they start Many … Health and Well-being - Early Years Matters
Children's health is an integral part of their emotional, mental, social, environmental and spiritual well-being and is supported by attention to these aspects emotional well-being Babies and children have emotional well-being when their needs are met and their feelings are accepted They enjoy relationships that are close, warm and supportive Making friends and … Promoting positive well-being for children
Promoting positive well-being for children | The Good Childhood Report 3 When talking about social issues the term 'well-being' is used to refer to the quality of people's lives, and covers both subjective and objective aspects Subjective well-being focuses on how people are feeling, whereas objective well-being focuses on the conditions which affect those feelings, such as health …
A public health approach to promoting young people's ...
A public health approach to promoting young people's resilience Promoting young people's resilience is an important part of a public health approach to securing good outcomes for this age group In this document we set out the key elements of a public health approach and provide a range of useful resources and case studies
Future in mind - Promoting, protecting and improving our ...
But, too often, children and young people's emotional wellbeing and mental health is not given the attention it needs Far too many families have experienced poor children's and adolescent mental health care This isn't endemic, and we have made great progress in the last few years, but it remains unacceptable that not every child or young person gets the help they need …
A Summary of Promoting children and young people's ...
A Summary of Promoting children and young people's emotional health and wellbeing A whole school and college approach This guidance has been prepared by Vanessa Nice, Head of Halton Behaviour Support Service It is intended as a summary of the joint Public Health England and DfE advice published in March 2015 The full document can be read here This is non … Promoting Emotional Resilience - Support & Advice committed to promoting children's mental health and emotional well-being 'Mental health is about maintaining a good level of personal and social functioning For children and young people, this means getting on with others, both peers and adults, participating in educative and other social activities and having positive self-esteem' 1 In West Sussex there is increased…
Wise Up - children and young people's mental health charity ideal environment for promoting good emotional wellbeing and identifying early behaviour changes and signs of mental distress The social and emotional skills, knowledge and behaviours that young people learn in the classroom can help them to build resilience and set the pattern for how they will manage their mental health throughout their lives
Early years: promoting health and wellbeing in under 5s ...
Poor social and emotional wellbeing in young children can lead to attachment problems, behaviour and developmental problems and, later in childhood, severe depression, anxiety, selfharm and other poor mental health outcomes If risks to a child's social and emotional wellbeing are identified during pregnancy
Cumbria County Council
Supporting Young Children's Emotional Well-being 5 Young brains develop rapidly and are affected by things that are positive or negative Relationships, security, understanding and rresponsiveness of parent/carer are essential to the healthy cognitive, physical, emotional and social development of the childThis early promoting children’s healthy social and emotional development
young children's communication skills and sense of personal respon- sibility for their own welfare and the welfare of the community The program holds a morning meeting for children and staff that promotes social and emotional growth The format is the same for every meeting: greeting, sharing, conducting a group activity, and concluding with news and announcements…
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Children's health is an integral part of their emotional, mental, social, environmental and spiritual well-being and is supported by attention to these aspects (14 Health and Well-being) A key person has special responsibilities for working with a small number of children, giving them the reassurance to feel safe and
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Guide for good use of distance education and learning
A word from the teaching team: why a charter for distance learning?
Within a classroom, teachers generally establish a few simple rules that help to create a favourable working climate, which will greatly facilitate the learning processes for pupils.
Based on the experience of April, May and June of this year, the teaching team has identified specific rules for the distance learning period ahead of us.
These rules aim to facilitate the relationship between teachers and their students, but also with parents who are given a very important role in the system.
We have identified, for both primary and secondary education, four areas in which we felt it was important to have precise and easy-to-follow rules. These areas are as follows:
* Communication (teachers/pupils/parents)
* The parts of the course that will run synchronously (via Zoom for example)
* The parts of the course that will be dedicated to activities carried out independently by the student
* Monitoring student participation and engagement
The teaching team is convinced that these rules will significantly improve the experience of distance learning for all. Each week, a time will be set aside for discussion with the teachers in primary school, and with the form teachers in secondary school. This time will be an opportunity to take stock of what is working well and what could be further improved.
Primary school
1) Communication
Toutemonannée
As was the case during the months of April to June, we will mainly use the Toutemonannée platform, which many parents and students already know. Toutemonannée is an easily accessible website at the following address: https://www.toutemonannee.com/
There is also an application that we recommend that parents install on their mobile phone, if they have not already done so.
As a reminder, Toutemonannée works with a "parent" access and a "student" access, the parent account being able to "control" the student account. Parents with several children in primary school can therefore have access to their different children's "To do" and "Correspondence" books more easily. The access codes for the parent account and the student account will be communicated to parents.
In general, it is preferable that students log in to Toutemonannée directly with their student account, and not through their parents' account. This will facilitate homework assignments and direct communication between students and their teacher. Please note, however, that children in Kindergarten and CP, who will be most in need of being accompanied in the various tasks by an adult at home, will not have student access. They will have to go through the parent account to access Toutemonannée.
Toutemonannée has several tools to help teachers, students and parents communicate. In order to simplify and harmonise practices, we propose that each tool is reserved for a very specific type of communication:
* The "to do" book (Cahier de texte): The teacher indicates the organisation of the day, as well as the lessons and activities to be carried out.
* The "Correspondence book" (Cahier de liaison): It will be used to communicate with parents, especially to transmit important information (to be signed).
* The messaging platform: This will be used for individual exchanges between families and teachers that do not require a signature, as well as for the handing in of work by students.
* Publications: These will be reserved for class life, i.e. to share pupils' work and achievements. Other information useful to the class will also be shared, the advantage of Publications being that they are the first information visible when logging on to Toutemonannée.
* The media library: This is where the pupil will be able to find all the resources used for the lessons (lessons, videos, links to websites, etc.).
Thanks to the improvements made by the Toutemonannée team, students and parents will be able to easily see if they have received a new message when the application is open. A small number will indicate the number of newly received messages on the notifications and messaging icons at the top right of your screen, as shown in the following picture:
In general, teachers will ensure that they follow some good practices that will facilitate the organisation of class time among families, in particular:
* Communicate sufficiently in advance the information related to the synchronous class calendar for the following week (connection codes, days and times...).
* Posting in advance the materials and activities to be carried out, as foreseen in the daily timetable.
* Keep a record of work completed and report overdue work at weekends.
* Provide an individual assessment of work received.
This new period of distance learning will help students to become familiar with computer tools and the digital world. Pupils will be able to improve their ability to communicate online by better understanding what a message is, what it consists of (a recipient, content, possibly attached files), and what are the few simple rules to be observed (greeting, being clear and concise, respecting the norms of politeness).
With the help of their parents, or on their own for those who are more independent, pupils will make sure that they return the work in a suitable format (for example by scanning a document, a pdf file, or a word document) using the means of communication indicated by the teacher. They should make sure that the content of the documents they send in is clearly legible.
Concerning the use of WhatsApp
Teachers may use WhatsApp to make it easier for them to receive audio or video files, or to communicate more quickly with parents. However, the use of WhatsApp will remain a personal choice for each teacher. Therefore, WhatsApp can only be used to support Toutemonanée. Its use will not be compulsory for students or for parents.
In all cases, the use of WhatsApp will be limited to working days and administrative hours (between 8am and 5pm), and to the transmission of simple information, without reviews or unhelpful judgements.
2) Parts of the course by videoconference
Zoom
Teachers will regularly use Zoom, the videoconferencing tool with which pupils have already become familiar between April and June.
Zoom meetings will be held mostly in small groups, which will allow for better participation from pupils. Teachers will offer two Zoom sessions per day, including language lessons. The teaching organisation (class group, small groups, support) will be defined by the teacher. The teacher will check that pupils who have been invited are present.
To connect to Zoom
Zoom meetings will be called by the teacher who will send a clickable link to join the videoconference. Pupils will also be able to join the videoconference using the specific Zoom code available to each teacher. Zoom saves the different codes used by pupils, so they will not have to enter this code each time, just select it from the list.
The password for the session will always be the same for each teacher.
Class+zoom for french teachers
Examples: CP A - password: CPAZOOM CM2 B - password: CM2BZOOM
Language teachers will communicate their password to students via the toutemonannée platform.
Some rules to better "Zoom" together
* It is important that students activate their webcam to appear on the screen. This will enable the teacher to interact with students more effectively.
* They will use their real first name to identify themselves and not any funny names.
* Students should avoid participating in the videoconference in their pyjamas, lying on their beds, or eating breakfast. Student engagement is part of learning.
* Students should try, as far as possible, to settle down in a quiet place that is conducive to work. They can be more attentive if they sit at a desk or table. A sofa should be avoided.
* Pupils should also be careful not to use the Zoom chat to chat with their classmates while the teacher is talking, or to have a smileys competition. For pupils with a mobile phone, it is best that this remains switched off and kept away so as not to risk becoming a distraction.
* Wearing headphones can help reduce noise in the room where the student is. It can also help the student to hear and understand the teacher better.
* Pupils will raise their fingers, as in class, to ask to speak.
* Punctuality is important in distance learning too. If pupils have technical problems connecting, it will be important to contact the teacher as soon as possible to explain the problem.
3) Autonomous activities
The different activities
The pedagogical team identified, among available digital work tools, those that best adapt to students so that they can continue to work independently.
The teachers will be particularly attentive to supporting pupils in the use of the proposed tools and to ritualising their use. Tutorials may be shared with the class and parents to facilitate the use of new tools.
Scans of textbooks or activity files can also be made available to students on Toutemonannée. Teachers should take care to avoid printing documents as much as possible. When necessary, they will make paper versions of working documents available to students who do not have a printer, and these will be collected from the school reception desk.
Finally, distance learning does not necessarily mean going digital. Teachers will therefore ensure that pen and paper are still used for certain activities.
Submitting tasks
The activities requested by the teachers should be returned, as much as possible, by the end of every day. Of course, for families who cannot follow a daily rhythm, a weekly return will be possible in agreement with the teacher. Daily reporting is nevertheless desirable as it will allow teachers to better follow the progress of their students.
Work will be submitted exclusively on Toutemonannée using the Messaging tool and sometimes possibly the Publications tool for work to be shared with the whole class.
4) Pupils' participation and commitment
Monitoring of students
The teaching team is well aware that distance learning is a very heavy constraint to manage for many families. Taking into account particular situations, teachers will regularly monitor student participation and commitment. This will make it possible, for example, to draw parents' attention to the difficulties encountered by a pupil. Attendance at videoconferences and the behaviour of the pupil during these will be taken into account, as will the regularity and care taken in the work given.
Class life
Times in the week will be set aside for a discussion between students and teachers to discuss the pace of work, the technical difficulties encountered, or simply to exchange and thus rediscover the interactions that are so particular to the group that each class represents.
Secondary
To help students better master the tools used for distance learning, a series of tutorials will be available for students on Moodle. The tutorials are grouped together in the course "ABC to distance learning" available on the Moodle home page, once the student has logged in.
The tutorials are available on the following link: http://www.lyceemaputo.org/moodle/course/view.php?id=96
Students will be informed of how to access Moodle by email.
1) Communication
Communication of the work to be done
The organisation of the working session and the homework to be done will be communicated to students on the Pronote textbook (Cahier de texte) only.
Communication between students and teachers
An email address has been created by the school for all students and teachers in secondary school. Communications can therefore be done by email, but also by Pronote or Moodle. However, even if messages are sent by the teacher via Pronote or Moodle, students will receive notifications of these messages by email. To simplify communication, the following rules will be applied:
* Individual communication (one teacher / one student): by email or Pronote
* Communication concerning the whole class (mainly the textbook (Cahier de texte)): Pronote
* Whole class communication on Moodle activities: Moodle
The school email address can be used from the following webmail: https://mail.ovh.net/
Communication between parents and teachers
Teachers and parents will be able to communicate by email or Pronote.
On a regular basis, the form teacher will organise a one-hour videoconference meeting to review the state of distance learning with parents and answer their questions.
2) Parts of the course by videoconference
To connect to Zoom
Invitations to videoconferences on Zoom are announced on the Pronote textbook. All the student has to do is click on the link sent with the invitation to join the videoconference.
If for any reason the link does not work, it is also possible to join the videoconference using the teacher's Zoom ID, which is also sent with the invitation to the Pronote meeting.
In all cases, a password will be required. It will invariably consist of the current date, followed by the name of the class. Days 1 to 9 will be preceded by a 0. For example: 286G1 or 08 5G2, etc. (please be careful to use capital letters).
For teachers using Moodle, the Zoom platform will be available directly via the teacher's lesson.
A tutorial on how to use Zoom is available on Moodle.
Some rules to better "Zoom" together
* All students will have to activate their webcam. This will be important for the teacher and students to be truly together during the videoconference.
* Punctuality is a virtue.
* Students will use their real first name to identify themselves.
* They will avoid appearing in their pyjamas, lying on their bed, or eating.
* Just as students do not have access to their mobile phones during class, they will turn off their phones during videoconferences, unless they are using the phone to participate in the videoconference, which is not recommended.
For synchronous courses using Pronote's "Discussion" tool
Teachers may be able to give lessons synchronously without using videoconferencing, but using Pronote's "Discussion" tool. In this case, a few rules must also be respected to avoid dozens of messages being posted, which makes the course more complicated to follow.
The rules to be followed are as follows:
* Pupils should be careful not to send messages before the course starts.
* The course is opened by the teacher. Pupils will only be able to post messages after a first message from the teacher.
* There is no need for students to say that they are present.
* There is no need for pupils to answer "yes sir" or "yes madam" every time the teacher gives an instruction.
* Students should avoid "bickering" or communicating with each other as they might do on WhatsApp (e.g., "ouaich", "tanice", "mdr/lol", etc.).
3) Autonomous activities
Activities on Moodle
For teachers who use Moodle, a series of activities will be offered directly on the platform (quizzes, forums, collaborative writing, writing individual texts, etc.). These activities will be done directly in Moodle. There will be no files to upload. Exceptionally, students who encounter technical problems will be able to send scans and deposit them in Moodle as well.
Activities via Pronote
Certain activities (MCQs) will be proposed directly on Pronote.
Finally, for teachers who do not use Moodle, submission of activities or assignments will be done via the Work Submission workspace (dépôt de copie) on Pronote.
A tutorial will also be available on Moodle.
Paper-based activities
Teachers should avoid giving activities that require printing out documents. However, in the event that some pupils have technical difficulties using a digital document and do not have a printer at home, the teacher will make a paper copy of the documents concerned available to pupils at the lycée reception desk. Pupils who are in this situation should request this beforehand.
4) Verification of student participation
Monitoring of students
Classes will mix synchronous parts (e.g. videoconferencing) and parts during which students will do independent activities. Students who have not logged in to the video conferences or activities on Moodle five minutes after the class starts will be marked as absent, or late if they join the video conference after the five-minute tolerance period.
In the event of a technical problem (computer failure or connection problem), students should notify the teacher by email. If the technical problems do not allow the student to send a message, the student will be marked absent and their parents will subsequently have to justify their absence.
The regularity and punctuality of the submission of work will also be monitored by the teachers and the school administration. A regular update will be communicated to parents.
Class life
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9 0 938
1 SUPERVISOR'S USE ONLY
Level 1 Physics, 2013
90938 Demonstrate understanding of aspects of wave behaviour
2.00 pm Monday 25 November 2013
Credits: Four
Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page.
You should attempt ALL the questions in this booklet.
Make sure that you have Resource Sheet L1–PHYSR.
In your answers use clear numerical working, words and / or diagrams as required.
Numerical answers should be given with an appropriate SI unit.
If you need more space for any answer, use the page(s) provided at the back of this booklet and clearly number the question.
Check that this booklet has pages 2 –11 in the correct order and that none of these pages is blank.
YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.
TOTAL
You are advised to spend 60 minutes answering the questions in this booklet.
QUESTION ONE: LIGHT AND PRISMS
When a ray of white light is shone into a prism, a spectrum of colours emerges on the other side of the prism. In the diagram below, the colour B is seen in the middle of the spectrum.
C
(a) Name the colours labelled A, B and C, in the diagram.
A =
B =
C =
(b) Explain what this effect shows about the nature of white light.
The direction of the incident white ray is now adjusted so that the green component of the white light emerges along the face AB of the prism, as shown in the diagram below. The green light makes an angle of 47° to the side of the glass inside the prism.
white light
A
B
C
green
47°
(c) (i) Calculate the critical angle for green light in the prism.
Angle
(ii) State and explain what will be seen if the angle of the green light with the face AB of the prism was slightly increased from 47°.
(d) Explain one similarity and one difference between orange light and blue light.
Physics 90938, 2013
ASSESSOR'S USE ONLY
QUESTION TWO: WATER WAVES
A radio-controlled toy boat is sailing in a lake. As it sails, waves are produced behind the boat. At one point of travel, the boat produces 10 waves in 5.0 seconds.
(a) (i) Define the term ‘period’.
(ii) Calculate the period of the waves produced.
Period
(b) A paddle from a canoe produces 9 waves in 15 s. Each wave travels 4.8 m in 12 s.
Calculate the wavelength of waves produced by the paddle.
Wavelength
Physics 90938, 2013
ASSESSOR'S USE ONLY
A gentle wind causes straight waves on the lake surface. The diagram shows waves approaching the edge of a wall. The depth of the water is the same on either side of the wall.
wall
(c) Describe and explain what happens to the waves when they pass the edge of the wall. You may draw waves on the diagram to aid your explanation.
(d) A short time later, a wind produces waves of higher frequency.
Explain how the pattern of waves would be different to those produced in (c) when the waves pass the edge of the wall.
QUESTION THREE: RADIO-CONTROLLED BOAT
A radio-controlled toy boat has a small siren that produces a sound. The siren can be turned on by sending radio waves from a remote control.
(a) State TWO differences between the radio waves and the sound waves.
(b) The siren produces a frequency of 800 Hz, and the wavelength of the sound waves in air is 41 cm.
Show that the speed of sound in air is 328 m s
–1.
Physics 90938, 2013
ASSESSOR'S USE ONLY
(c) The boat is 180 m from the remote control. A radio wave is sent to turn on the siren. A person is standing with the remote control.
180 m
Calculate the time from when the remote control sends the radio wave to when the person hears the sound.
Explain any assumptions you make.
The speed of sound in air is 328 m s –1 .
Time
(d) Explain how sound energy is transferred from the siren to the person holding the remote control, even though no air particles move from the siren to the person.
Physics 90938, 2013
ASSESSOR'S USE ONLY
QUESTION FOUR: REFLECTION IN A WINDOW
The diagram below shows a wave travelling to the right.
wave direction
(i) On the diagram above, label the amplitude and the wavelength of the wave.
(ii) Describe the motion of the particles in this wave.
Tom looks through a glass window and sees his own reflection in the glass.
(b) On the diagram below, draw TWO rays to show how Tom can see his right hand in the glass. Locate and label the image of his right hand.
(c) Explain whether Tom will be able to see his feet in the glass when he stands as shown in the diagram.
Question Four (d) continues on the following page.
(d) The diagram below shows a ray of light from outside the window reaching Tom after it has travelled through the glass.
light reaching Tom
glass
air
air
(i) Complete the diagram to show the path of the ray:
* when it travels through the glass, and
* when it is incident on the opposite side of the glass.
(ii) Name the effect that occurs when light passes into the glass, and give a reason why this occurs.
QUESTION
NUMBER
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Support Pack
While you listen
Elementary Podcast Support Pack – Series 2 episode 10
http://learnenglish.britishcouncil.org/elementary-podcasts/series-02-episode-10
Section 4
While you listen, read and answer the questions below. Remember that there may be more than one correct answer. See Answers at the end of this support pack.
Section 1
1. Listen to Tess, Ravi and Gordon. Tick all the phrases you think are true. There may be more than one right answer.
a) Gordon was the producer for the first series of the podcast
b) Gordon has made a TV programme about boats
c) Gordon has enjoyed his new job
d) Gordon is going to tell a joke later
Section 2
2. Listen to Gordon talking about whales. Tick all the phrases you think are true.
a) Gordon was hunting whales
b) It was the first time Gordon had ever seen a whale
c) Gordon likes whales because we don't know everything about them
d) There are about forty species of whale in the world
Section 3
3. Listen to the quiz. How many questions do Tess and Ravi get right? Tick the right score.
a) Tess 2 : Ravi 3
b) Tess 3: Ravi 2
c) Tess 4 : Ravi 1
d) Tess 5 : Ravi 0
4. Which of these superpowers do the people say they'd like to have? Tick all the things they talk about.
a) healing broken hearts
b) being invisible
c) flying
d) being very strong
e) climbing buildings like Spiderman
f) granting people's wishes
g) reading people's minds
Section 5
5. Listen to Carolina talking to Emily. Tick all the phrases you think are true. Remember there is more than one right answer.
a) Carolina phones Jamie
b) Carolina's address is 36A, Bowsden Hall
c) Carolina wants a taxi to get to the train station
d) Carolina waits for the taxi downstairs
6. Now listen to the conversation in the taxi. Tick all the phrases you think are true.
a) Carolina is late for her train
b) A friend phones Carolina in the taxi
c) Carolina leaves her bag in the taxi
d) Jamie phones Carolina
Section 6
7. Listen to the joke. Why does the man ask to speak to the cat on the phone? Tick the right answer.
a) because he likes the cat
b) because he wants to know where the cat is
c) because he wants the cat to tell him the way home
d) because he wants to make his wife angry
Section 1 – "It's great to see you again!" – meeting old friends Exercise 1
In this podcast, Tess and Ravi have a visitor in the studio – their old producer, Gordon. They haven't seen him for a long time. Look at the conversation and put the phrases into the right places. See Answers at the end of this support pack.
Ravi: Hello, Gordon.
Gordon: Hi Ravi, hi Tess.
Tess: Hi Gordon. It's lovely to see you again. 1. ______________________________
Gordon: 2. ______________________________ How are you both? OK?
Tess: Yeah, I'm fine, thanks.
Ravi: I'm good, thanks.
Ravi: So, 3. ______________________________ since we last saw you, Gordon?
Gordon: Well, after we did the last series of the podcast, I got a job working on a TV documentary programme about whales.
Tess: Brilliant. What were you doing?
Gordon: I was working on the sound for the programme – we filmed a lot of it on a boat. It was absolutely fantastic – but, listen, 4. ______________________________ sometime. Anyway, how are you two? 5. ______________________________ without me?
Tess: Well, 6. ______________________________, you know, but, yeah, we've had lots of interesting people on – it's been really good.
Gordon: Any jokes?
Ravi: Oh yes. Gordon used to tell a joke in every podcast. At first we didn't have a joke in this series but so many people said they really liked your jokes – it's difficult to believe it, I know – so we decided to have more jokes.
Gordon: Well, I've got a great one for you.
Tess: A joke and your whale stories – it's the Gordon show today. But that's OK –
7. ______________________________.
Gordon: 8. ______________________________
Ravi: OK. Well, I'm dying to hear about these whales so let's move on…
Section 1 – "It's great to see you again!" – meeting old friends Exercise 2
Here are three conversations between people who haven't seen each other for a long time. The three columns – Conversation A, Conversation B and Conversation C – have been mixed up. The conversations are in the right order, and have the same number of "turns": 12. Can you separate them and make three logical conversations?
With highlighter pens, colour the turns in three different colours. The first and the last turns have been done for you. Alternatively, you can cut the turns out with a pair of scissors and arrange them on a table. See Answers at the end of this pack.
Conversation A
Conversation B
Conversation C
A1
Hiya Stan!
A2 Blimey – hiya Colin
3 Yes, David. When was the last time…? January? That conference in Harrogate?
4 Manchester? Don't know. Seems like years ago. Anyway, how are *you*?
5 Great. I told you I got married – to Tom Mitchell – I don't think you knew him. And you? You were going out with Gary Lennox if I remember.
6 Oh I'm sorry to hear that. Nothing serious, I hope
7 No, no. Everything's fine. And what about you and your family. Are they all well?
8 Yes. Well, Catherine – she's my eldest, you may remember, she's gone off to University…
B1 Well hello there Jane!
B3 I don't believe it. Linda Jones!
3 It's been ages! How *are* you? I haven't seen you since… since…
4 Since school? Is it really that long? So, how are things with you?
5 Everything's fine – well, I did have a short stay in hospital but …
6 Yes, I was, wasn't I? What a terrible thought! No, we split up ages ago. I'm still living at home actually.
7 Yes, nothing changes there! And the family, all well? How's your newest one – Jo?
8 She's fine. She's still working at the supermarket. I'm afraid my dad died a few years ago so she's had a bit of a bad time.
C1 David? Is that you?
C2 Lynn! Good grief! How nice to see you. It must be years…
3 Linda Bower actually – I got married. I don't think we've met up since school, have we?
4 January? Really? It seems ages ago. Well, they say "Time flies…" How are things? How have you been?
5 Oh, I'm okay. Still breathing! What about you? Everything okay?
6 Yes, fine thanks. I'm still at Clarkson's, working away in Product Innovation. You? Still in Development?
7 With your parents? Very sensible! How are they? I always liked your mum.
8 Joan, actually. Yes, she's fine. Teething at the moment, so not much sleep! Look, Colin, I'm in a bit of a rush at the moment, but I'll give you a ring. Are you still living in the same place?
9 Yes. Wurzel Road. Yes, do give me a ring and we'll meet up for a couple of beers some time.
10 Hah, yes. 18 now, of course. Well, time flies, as I said. And then there's Janine, well, she's doing exams soon…
Conversation A
A11 Yes. Hear from you soon, I hope. Bye!
9 Oh, I'm sorry to hear that. Please give her my love if she remembers me.
9 University? I always think of her as a little girl!
10 Great, I'd love that. And sorry – must go. Best of love to Carla!
Conversation B
B11 OK. I'd like that – maybe next week? Tuesday?
A12 Yes – see you!
B12 Great. Looking forward to it.
10 Will do. She'd probably like to see you. Why don't you call round some time? We're usually in in the evenings.
Conversation C
C11 . …And your wife. How's Margaret?
C12 Maggie? Oh, well, she's…
Section 1 – "It's great to see you again!" – meeting old friends Exercise 3
Now you can practice this dialogue with a friend. Imagine you are meeting five years in the future, but that you haven't met since this week…
Section 2 – Would like to talk about …
In this section, you heard Gordon talking about his experiences when he was making a TV programme, and how much he enjoyed seeing whales for the first time. Can you remember when you saw a special animal for the first time? Where was it and how did you feel? Write a paragraph about what happened and about the animal.
If you want, you can add your paragraph to the "Your turn" comments on the website, or send your paragraph to firstname.lastname@example.org.
Here are some phrases that might help you:
It was the first time I'd ever…..
It was [absolutely/really] amazing/incredible/fantastic/unbelievable/superb
It made me laugh/cry/shout/smile/scream
I felt excited/frightened/happy/humble/sad
It was special because…
The main reason it was special is….
They are such special/amazing/funny/enormous/intelligent/beautiful/magnificent animals/creatures
The main thing I like about them is….
Another thing I like is…
Section 3 – Quiz – Exercise 1
The quiz today was about whales. Here are the questions that Gordon asked. Match them to the answers.
See Answers at the end of this support pack.
1. Which is the deepest ocean in the world?
2. What's the biggest species of whale?
3. How big is the blue whale?
4. How long do sperm whales live?
5. How much does a blue whale's heart weigh?
a) More than seventy years'
b) Six hundred kilos.
c) The blue whale.
d) The Pacific
e) Up to thirty five metres
Section 3 – Quiz – Exercise 2
General knowledge quizzes can be a good way to increase your vocabulary, and to practice making questions. Here are some questions using the 'How + adjective' construction. Match them with the answers below. See Answers at the end of this support pack.
1. How long is the river Nile?
2. How wide is the Atlantic Ocean?
3. How big is Dubai?
4. How tall is the London Eye?
5. How deep is the Dead Sea?
6. How fast is an elephant?
7. How rich is Bill Gates?
8. How heavy is biggest diamond ever found?
9. How hot is the Atacama desert?
10. How cold is the coldest place on Earth?
11. How old is the Sydney Opera House in Australia?
a. He is worth an estimated $53 billion.
b. It covers an area of 4114 km 2 .
c. It is 378m deep, the deepest salt lake in the world.
d. It is a giant 135-metre tall Ferris wheel.
e. It is the driest place on earth, but is actually quite a cold place, with average daily temperatures between 0°C and 25°C.
f. It was 3,106.75 carats (621.35 g).
g. It was officially opened in October 1973, which makes it 37 years old in 2010.
h. It's 3944km from the east coast of Canada to the west coast of France.
i. It's about 6670 km from start to finish.
j. The record goes to Vostok Station, Antarctica, where the temperature reached -89.4°C on 21 July 1983.
k. The top speed is about 40 kilometres per hour.
Section 3 – Quiz – Exercise 3
Now try writing some questions of your own. You can use 'How + adjective' or different question forms. Then try your questions on a friend. See if he or she can find the answers and explain them in English.
Section 4 – Your turn
In 'Your Turn' this time, the question was "Superman can fly. The Hulk is very strong. The Invisible Man is invisible. What superpower would you like to have?"
What about you? If you could have a superpower, what would it be? Are there any superpowers that you think would be a very bad idea to have?
We'd like you to write to us and tell us what you think. Add your paragraph to the "Your turn" comments on the website, or send your paragraph to email@example.com.
Here are some phrases and some vocabulary that might help you to express your ideas:
| superpower | some superpower | some superpower |
|---|---|---|
| structures | nouns | verbs |
Section 5 – Carolina – Exercise 1
Look at some parts of Carolina's conversations with the taxi company on the phone and with the taxi driver. Put the expressions in the right places. See Answers at the end of this support pack.
And keep the change
Since September
How long do you think it'll take?
I want to go to the station
I'd like to order a taxi please
Ten forty-five thank you
that's right
Oh I will
Yes please
1 [on the phone]
Carolina: Hello. Blueline taxis? ______________________________.
2 Carolina:
______________________________ – Newcastle train station.
3 [in the taxi]
Taxi driver: Right. To the station isn't it love?
Carolina: ______________________________.
4 Carolina
: ______________________________
Taxi driver: Not long at this time of day.
5 Taxi driver: What time's your train?
Carolina: ______________________________.
6 Taxi driver
: Off home for the holidays then?
Carolina: Yes, ______________________________.
7 Taxi driver: Been here in Newcastle long then?
Carolina: ______________________________.
8 Taxi driver
: Here we are then. Twenty past ten. Plenty of time.
Carolina: Yes, ______________________________.
9 Taxi driver: That'll be eight pounds ten please.
Carolina: Here you are. ______________________________.
10 Taxi driver: Thank you very much. Enjoy your holiday.
Carolina: ______________________________. Thank you very much. Bye.
Section 5 – Carolina – Exercise 2
Look again at parts of Carolina's conversations. Choose all the phrases that people can say – there is always more than one correct answer. See Answers at the end of this support pack.
[on the phone]
1. Carolina: Hello. Blueline taxis? _________________________.
a) Can I have a taxi please?
b) I am calling a taxi
c) I need a taxi please
d) I'd like to order a taxi please
2. Carolina: _________________________ – Newcastle train station.
a) Let's go to the station
b) I want to go to the station
c) I'm going to the station
d) It's to the station
3. [in the taxi] Taxi driver: Right. To the station isn't it love?
Carolina: _________________________.
a) Yes it is
b) Yes I go
c) Yes please
d) Yes, that's right
4. Carolina: _________________________
Taxi driver: Not long at this time of day.
a) How long is the station?
b) Will it take long?
c) How long will it take?
d) How long do you think it'll take?
5. Taxi driver: What time's your train?
Carolina: _________________________.
a) A quarter to eleven
b) Fifteen to eleven
c) Ten forty-five
d) Ten and three-quarters
6. Taxi driver: Off home for the holidays then?
Carolina: Yes, _________________________.
a) that's right
b) I am
c) I do
d) please
7. Taxi driver: Been here in Newcastle long then?
Carolina: _________________________.
a) No, not long
b) Since September
c) For a few months
d) From September
8. Taxi driver: Here we are then. Twenty past ten. Plenty of time.
Carolina: Yes, _________________________.
a) thanks a lot
b) I'm good
c) thank you
d) that's great
9. Taxi driver: That'll be eight pounds ten please.
Carolina: Here you are. _________________________.
a) The money is yours
b) I'll pay nine pounds
c) Keep the change
d) Stay with the rest
10. Taxi driver: Thank you very much. Enjoy your holiday.
Carolina: Oh_________________________. Thank you very much. Bye.
a) of course
b) I will
c) I can
d) I hope so
Section 5 – Carolina – Exercise 3
Now imagine that you need a taxi. You phone the taxi company and then you talk to the driver in the taxi. Complete the conversations.
[on the phone]
Phone operator: Good morning. Blueline taxis. Can I help you?
You: _____________________________________________
Phone operator: Where are you?
You: _____________________________________________
Phone operator: And where do you want to go?
You: _____________________________________________
Phone operator: It'll be there in ten minutes. Cab number 906.
You: ________________________________________
Phone operator: Can I have your mobile number in case there's a delay?
You: _____________________________________________
[in the taxi]
Taxi driver: So where is it to?
You: _____________________________________________
Taxi driver: Right then Off we go.
You: _____________________________________________ ?
Taxi driver: About half an hour. What time do you need to be there?
You: _____________________________________________
Taxi driver: No problem. So, are you going somewhere nice?
You: _____________________________________________
Taxi driver: have you been in Britain long?
You: _____________________________________________
[…]
Taxi driver: Right. Here we are then. Plenty of time.
You: _____________________________________________
Taxi driver: That's twelve pounds fifty please.
You: _____________________________________________
Taxi driver: Thanks you very much. Have a good time.
You: _____________________________________________
Now you can practice the dialogue with a friend.
Section 7 - The joke
Exercise 1
Read the sentences below, and put them in the right order to tell the joke. You can either cut them up and arrange them, or write the number in the space on the left. See Answers at the end of this support pack.
"Hello?" she says. "Is the cat there?" says the man. "Yes", she says.
"Right", thinks the man. The next day – his wife isn't there again – he takes the cat, puts it in the car and drives twenty miles. He throws the cat out of the car and drives away.
"Well can you put him on the phone, please? I need to ask him for directions"
And this manhatesthe cat so much that he makes a plan to get rid of the cat.
One day, when his wife isn't at home, he takes the cat, puts it in the car and drives ten miles away from home. He throws the cat out of the car and drives away.
The next day, he takes the cat, covers its eyes, puts it in the car and drives fifty miles. He goes over hills, through tunnels – he turns left, turns right, he makes it impossible for the cat to know where they are and he throws it out of the car and drives away.
This is a story about a man whose wife has a cat – and this man, he hates the cat. He can't stand it.
Two hours later, the man calls his wife.
When he gets home again, what do you think? - the cat is sitting on the doorstep again. Well, by now he's really annoyed about this.
When he gets home, who do you think is sitting on the doorstep waiting for him? The cat.
Elementary Podcast Support Pack – Series 2 episode 10
http://learnenglish.britishcouncil.org/elementary-podcasts/series-02-episode-10
Section 7 – Tom – Exercise 1
Tom talked about 'strong adjectives' in this podcast. There are lots of words in English that mean 'very good' or 'very bad'. Can you complete the words below? See Answers at the end of this support pack.
| | very good | | very bad |
|---|---|---|---|
| 1. f_ _ t_ _ _ ic 2. inc_ _ d_ _ le 3. _ ri_ _ iant 4. a _ a _ i_ g 5. g_ _ _ t 6. p _ rf _ _ t 7. _ on _ er_ _ l 8. s_ _ _ r 9. ma_ v _ _ _ _ us 10. _ we _ _ me 11. e _ x _ ll _ _ _ | | 12. d _ _ _ us _ _ ng 13. _ err _ _ _e 14. h _ _ r _ b _ _ 15. a _ _ _ l 16. dr _ _ df _ _ 17. r _ p _ _ si _ e 18. h a _ e _ ul | |
Section 7 – Tom – Exercise 2
Now match these strong adjectives to their meanings. See Answers at the end of this support pack.
| 1 | very nice |
|---|---|
| 2 | very cold |
| 3 | very angry |
| 4 | very funny |
| 5 | very small |
| 6 | very big |
| 7 | very clever |
| 8 | very tired |
| 9 | very afraid |
Section 7 – Tom – Exercise 3
Now choose which words can go with the adjective in each sentence. There may be 1 or 2 right answers for each question. See Answers at the end of this support pack.
1. Have you seen Jane's new hairstyle? It looks ______________ nice.
a) very
b) really
c) absolutely
2. Close the window! It's ______________ freezing in here!
a) very
b) quite
c) absolutely
3. My boss was ______________ furious with me yesterday.
a) really
b) absolutely
c) quite
4. The film was ______________ funny.
a) very
b) absolutely
c) quite
5. The restaurant's expensive but the portions are ______________ tiny.
a) really
b) quite
c) absolutely
6. She's very rich and her house is ______________ huge.
a) absolutely
b) quite
c) really
7. I've just had a/an ______________ clever idea!
a) very
b) really
c) absolutely
8. What a long day! I'm ______________ exhausted!
a) very
b) quite
c) absolutely
9. When I saw that lion walking towards me I was ______________ terrified!
a) very
b) really
c) quite
10. Sorry I'm late. The traffic was ______________ terrible.
a) quite
b) absolutely
c) really
11. I had some ______________ fantastic news today.
a) really
b) absolutely
c) very
12. That new CD is ______________ good – you should listen to it.
a) absolutely
b) very
c) really
Section 7 – Tom – Exercise 4
Tom talked about different ways of saying the numeral "0". Choose the right answer for each situation. Answers at the end of this support pack.
1. Tess won the quiz 5:0
a) five zero
b) five nil
c) five love
d) five oh
2. Tel: 213407998
a) zero
b) nil
c) love
d) oh
3. water freezes at 0 degrees centigrade
a) zero
b) nil
c) love
d) oh
4. The train leaves at 12.04
a) twelve zero four
b) twelve nil four
c) twelve love four
d) twelve oh four
5. The score was Barcelona 1: Manchester United 0
a) zero
b) nil
c) love
d) oh
6. Tennis news – Nadal won the first set 6:0
a) six : zero
b) six : nil
c) six : love
d) six: oh
7. My grandmother was born in 1905
a) nineteen zero five
b) nineteen nil five
c) nineteen love five
d) nineteen oh five
8. Let's count down – 5…. 4…. 3…. 2….1…. 0!
a) zero
b) nil
c) love
d) oh
9. James Bond was called 007
a) zero
b) nil
c) love
d) oh
Answers
While you listen – Answers
c
1. a,c,d; 2. b,c,d; 3. d; 4. a,b,c,f,g; 5. b,c,d; 6. b,d; 7.
Elementary Podcast Support Pack – Series 2 episode 10
http://learnenglish.britishcouncil.org/elementary-podcasts/series-02-episode-10
11. How old is the Sydney Opera House in Australia?
Section 1: "It's great to see you again!" – Exercise 1 – Answers
2. I'm very well, thank you, very well.
g) It was officially opened in October 1973, which makes it 37 years old in 2010.
1. How are you?
3. what have you been doing
5. Have you managed to survive
4. I'll tell you more about it
6. it's not the same Gordon
8. It's lovely to be here.
7. it's lovely to see you again
Section 1: "It's great to see you again!" – Exercise 2 – Answers – see below
Section 3 – Quiz – Exercise 1 – Answers
d) The Pacific
1. Which is the deepest ocean in the world?
2. What's the biggest species of whale?
3. How big is the blue whale?
c) The blue whale.
e) Up to thirty five metres
a) More than seventy years'
4. How long do sperm whales live?
5. How much does a blue whale's heart weigh?
b) Six hundred kilos.
Section 3 – Quiz – Exercise 2 – Answers
i) It's about 6670 km from start to finish
1. How long is the river Nile?
2. How wide is the Atlantic Ocean?
3. How big is Dubai?
h) It's 3944km from the east coast of Canada to the west coast of France.
b) It covers an area of 4114 km2
d) It is a giant 135-metre tall Ferris wheel
4. How tall is the London Eye?
5. How deep is the Dead Sea?
6. How fast is an elephant?
c) It is 378m deep, the deepest salt lake in the world.
k) The top speed is about 40 kilometres per hour
a) He is worth an estimated $53 billion.
7. How rich is Bill Gates?
8. How heavy is biggest diamond ever found?
9. How hot is the Atacama desert?
f) It was 3,106.75 carats (621.35 g)
e) It is the driest place on earth, but is actually quite a cold place, with average daily temperatures between 0°C and 25°C.
j) The record goes to Vostok Station, Antarctica, where the temperature reached -89.4°C on 21 July 1983.
10. How cold is the coldest place on Earth?
Section 5 – Carolina – Exercise 1 – Answers
2. I want to go to the station
1. I'd like to order a taxi please
3. Yes please
5. Ten forty-five
4. How long do you think it'll take?
6. that's right
8. thank you
7. Since September
9. And keep the change
10. Oh I will
Section 5 – Carolina – Exercise 2 – Answers
7. a,b,c; 8. a,c,d; 9. b,c; 10. a,b,d
1. a,c,d; 2. b,c,d; 3. a,c,d; 4. b,c,d; 5. a,c; 6. a,b;
Section 6 – The Joke – Answers
1. This is a story about a man whose wife has a cat
2. And this man hates the cat so much that he makes a plan to get rid of the cat.
– and this man, he hates the cat. He can't stand it.
3. One day, when his wife isn't at home, he takes the cat, puts it in the car and drives ten miles away from home. He throws the cat out of the car and drives away.
5. "Right", thinks the man. The next day – his wife isn't there again – he takes the cat, puts it in the car and drives twenty miles. He throws the cat out of the car and drives away.
4. When he gets home, who do you think is sitting on the doorstep waiting for him? The cat.
6. When he gets home again, what do you think?the cat is sitting on the doorstep again. Well, by now he's really annoyed about this.
8. Two hours later, the man calls his wife.
7. The next day, he takes the cat, covers its eyes, puts it in the car and drives fifty miles. He goes over hills, through tunnels – he turns left, turns right, he makes it impossible for the cat to know where they are and he throws it out of the car and drives away.
9. "Hello?" she says. "Is the cat there?" says the man. "Yes", she says.
10. "Well can you put him on the phone, please? I need to ask him for directions"
Section 7 – Tom – Exercise 1 – Answers
very good
fantastic; incredible; brilliant; amazing; great; perfect; wonderful; super; marvelous; awesome; excellent. very bad
disgusting; terrible; horrible; awful; dreadful; repulsive; hateful.
Section 7 – Tom – Exercise 3 – Answers
Section 7 – Tom – Exercise 2 – Answers
1. a,b; 2. c; 3. a,b; 4.a,c; 5. a,c; 6. a,c; 7. a,b; 8. c; 9.
1. very nice – beautiful; 2. very cold – freezing; 3. very angry – furious; 4. very funny – hilarious; 5. very small – tiny; 6. very big – huge; 7. very clever – brilliant; 8. very tired – exhausted; 9. very afraid – terrified.
b; 10. b,c; 11. a, b; 12. b,c
Section 7 – Tom – Exercise 4 – Answers
1. b; 2. d; 3. a; 4. d; 5. b; 6. c; 7. d; 8. a; 9. d (double oh actually!)
Section 1: "I've had a really awful day" – Exercise 2 – Answers
Conversation A
Conversation B
A1
Hiya Stan!
A2 Blimey – hiya Colin
C3 Yes, David. When was the last time…? January? That conference in Harrogate?
A4 Manchester? Don't know. Seems like years ago. Anyway, how are *you*?
B5 Great. I told you I got married – to Tom Mitchell – I don't think you knew him. And you? You were going out with Gary Lennox if I remember.
C6 Oh I'm sorry to hear that. Nothing serious, I hope
C7. No, no. Everything's fine. And what about you and your family. Are they all well?
C8 Yes. Well, Catherine – she's my eldest, you may remember, she's gone off to University…
A9 Yes. Wurzel Road. Yes, do
B1 Well hello there Jane!
B3 I don't believe it. Linda Jones!
A3 It's been ages! How *are* you? I haven't seen you since… since…
B4 Since school? Is it really that long? So, how are things with you?
C5 Everything's fine – well, I did have a short stay in hospital but …
B6 Yes, I was, wasn't I? What a terrible thought! No, we split up ages ago. I'm still living at home actually.
A7 Yes, nothing changes there! And the family, all well? How's your newest one – Jo?
B8 She's fine. She's still working at the supermarket. I'm afraid my dad died a few years ago so she's had a bit of a bad time.
B9 Oh, I'm sorry to hear that.
Conversation C
C1 David? Is that you?
C2 Lynn! Good grief! How nice to see you. It must be years…
B3 Linda Bower actually – I got married. I don't think we've met up since school, have we?
C4 January? Really? It seems ages ago. Well, they say "Time flies…" How are things? How have you been?
A5 Oh, I'm okay. Still breathing! What about you? Everything okay?
A6 Yes, fine thanks. I'm still at Clarkson's, working away in Product Innovation. You? Still in Development?
B7 With your parents? Very sensible! How are they? I always liked your mum.
A8 Joan, actually. Yes, she's fine. Teething at the moment, so not much sleep! Look, Colin, I'm in a bit of a rush at the moment, but I'll give you a ring. Are you still living in the same place?
C9 University? I always think of
http://learnenglish.britishcouncil.org/elementary-podcasts/series-02-episode-10
Elementary Podcast Support Pack – Series 2 episode 10
give me a ring and we'll meet up for a couple of beers some time.
C10 Hah, yes. 18 now, of course. Well, time flies, as I said. And then there's Janine, well, she's doing exams soon…
Conversation A
A11 Yes. Hear from you soon, I hope. Bye!
A12 Yes – see you!
Please give her my love if she remembers me.
her as a little girl!
A10 Great, I'd love that. And sorry – must go. Best of love to Carla!
Conversation B
B11 OK. I'd like that – maybe next week? Tuesday?
B12 Great. Looking forward to it.
B10 Will do. She'd probably like to see you. Why don't you call round some time? We're usually in in the evenings.
Conversation C
C11 . …And your wife. How's Margaret?
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Ordering Fractions, Decimals and Percents: Diffi cult
Students in the 7th grade received the following four cards.
They had to place them in order from greatest to least. Then they had to fi nd the sum of the numbers as a frac- tion, a decimal and a percent. What answers would you give?
Use words, symbols or diagrams to solve the problem. Also, explain in words the steps you took to solve the problem and why you took those steps.
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
10
4
15 3
.20 25%
Greatest
Least | <urn:uuid:c0750691-2754-4521-894a-19422864fffa> | CC-MAIN-2018-09 | http://countdown.luc.edu/InstructionActivity/NumberOperation/pdfs/N0040_Card_FDP_Difficult.pdf | 2018-02-20T09:51:30Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00427.warc.gz | 83,679,058 | 141 | eng_Latn | eng_Latn | 0.965405 | eng_Latn | 0.965405 | [
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Chemistry 110
Spring 2011
Dr. Abrash
Experiment 6: Chemical Bonds, Molecular Models, and Molecular Shapes
What is the purpose of this lab?
The purpose of this experiment is to understand some of the factors leading to the shapes and the bonding of some molecules that are either common in the atmosphere or are important in global warming.
Why are the shapes and bonding of molecules important?
Molecular shapes and the nature of the chemical bonds holding the atoms together taken together are called molecular structure. Structure is important because it determines how stable a molecule is (i.e. how easy it is for it to fall apart), how reactive it is (how easily it reacts with another molecule) and how it absorbs light (important in global warming.)
What is a chemical bond?
A chemical bond is the force that holds a pair of atoms together to make a molecule or ion. The force is usually generated by having one or more valence electrons shared by the two atoms which are held together. The strongest and stablest bonds come when one or more pairs of electrons are shared by the atoms being bonded.
How can we tell which electrons are shared by two atoms?
The shared electrons are the ones that are found between the two atoms.
What are valence electrons?
An atom's electrons are crudely arranged in shells. Each successive shell is a bit farther from the nucleus than the previous one. The outermost shell is called the valence shell. Valence electrons are electrons that are in the valence shell.
Why is the valence shell important?
The valence shell is important because the outermost electrons are the ones that are easiest for other atoms to reach, so they are the ones that are involved in bonding and in chemical reactions.
Do all bonds have the same strength?
Bonds have different strengths. The most important factor in determining the strength of a bond is the number of electron pairs shared by the bonding atoms. If there is a single pair of electrons between a pair of atoms, the bond is called a single bond, two pairs of electrons yield a double bond, and three pairs yield a triple bond. A triple bond is stronger than a double bond, which is stronger than a single bond. In the Chapman cycle, which you will learn about in lecture, absorption of UV light by ozone breaks the O-O single bond, not the stronger double bond.
Do all bonds have the same tendency to react?
No. Paradoxically, single bonds, which are the easiest to break, tend to be the least reactive, while multiple bonds tend to be the most reactive. One caution, though – you should not compare a single bond of one species with a multiple bond of another, because the atoms involved in a bond also affect its reactivity. I.e., saying that an O-O single bond is less reactive than a CC triple bond is not necessarily correct. The correct comparison would be between a C-C single bond and a CC triple bond.
How can we predict whether a bond in a specific molecule is a single bond, a double bond or a triple bond?
We create a diagram called a Lewis Dot Structure.
What is a Lewis Dot Structure?
A Lewis Dot Structure (Lewis structure for short) is a representation of the way that electrons are distributed around the atoms in a molecule. The atoms are represented by their chemical symbols, and the electrons by dots, most typically by pairs of dots. In a Lewis structure, there are two types of electrons, bonding electrons and electrons which are not involved in bonding and which are called unshared pairs or lone pairs.
A Lewis dot structure is extremely useful because it provides a convenient way to represent an important rule in chemistry called the octet rule.
What is the octet rule?
The octet rule says that to be stable, all atoms in a molecule must be surrounded by 8 electrons, either in lone pairs or bonds. Electrons in bonds are counted as part of the octet for both of the atoms in the bond.
Exceptions: Atoms in the first row (or period) of the periodic table need only two electrons instead of eight. In addition beginning with the third row many atoms can be surrounded by more than 8 electrons. This is called an expanded octet. However, this second exception is not necessary for any of the molecules in today's lab.
How do you construct a Lewis dot structure? (Slightly modified from page 116 of your text)
1) Determine the total number of outer electrons.
a) Determine the number of outer electrons for each atom in the molecule.
i) You do this by looking at the periodic table, and determining which column the atom is in. Each column in the periodic table is called a group. Atoms in the same group have the same number of outer electrons. For atoms in groups with labels ending in A (1A, 2A, 3A, etc), the number of outer electrons is equal to the column number.
Examples: Hydrogen is in group 1A and has 1 outer electron. Nitrogen is in group 5A and has 5 outer eletrons.
b) Add up the numbers of outer electrons for all atoms in the molecule.
2) Arrange the atoms around the central one (the unique one usually is the central atom, e.g. CH4).
3) Place one pair of electrons between the central atom and each of the atoms surrounding it. Use dots to represent the electrons. This is equivalent to creating single bonds between the central atom and the surrounding atoms. Subtract the electrons used in making these bonds from the total.
4) Distribute the remaining electrons around the OUTER atoms until each has a full octet. Remember that H, since it's in the first row, needs only two electrons, so the single bond fulfills its requirement for electrons.
5) Put any remaining electrons on the central atom
6) If the central atom does not have an octet, take a lone pair from one of the outer atoms, and place it between that atom and the central atom to make another bond. When two electron pairs are between two atoms it is called a double bond, and when three electron pairs are between two atoms it is called a triple bond.
Example
ONCl nitrosyl chloride
```
total outer electrons : 6 + 5 + 7 = 18 Use two electrons to make a bond between N and O Use two more to make a bond between N and Cl This leaves 14 electrons Add three pairs to O to complete the octet Add three pairs to Cl to complete the octet This leaves two electrons. Put them on the N. N doesn't have an octet. One of the atoms need to share a pair with N: which one??? If we make the double bond by sharing an extra pair between N and O N gets its octet, and O ends up with the same number of electrons it started with (6) So O is the proper choice for the double bond with N. . N O Cl • • • •• • • •• •• • •• •• N O Cl • • •• • • • • •• • • • • •• • •
```
Note that chemists will often draw a line to represent a pair of electrons.
Once You Know the Lewis Dot Structure How Can You Figure Out the Shape?
1) Make a model according to the directions in the lab manual
OR
2) Figure out the shape from the Lewis Dot Structure. The principle we use is that pairs of electrons, whether they are in bonds or in lone pairs (or rarely, all by themselves) repel each other. (Remember that like charges repel.) Therefore the stablest structure will be the one that yields the most distance between electron pairs. As a result, we use the following rules to figure out the structure
a. Create a Lewis structure
b. Count the number of bonds and lone pairs surrounding the central atom (for this purpose a double or triple bond counts as one bond.
c. assign the structure based on this number, which we'll call n
i. if n=1 or n=2, the shape of the molecule is linear
ii. if n=3, the shape of the molecule is either trigonal planar, (if you have three bonds) or bent (if you have two bonds and a lone pair)
iii. if n=4, the shape of the molecule is called tetrahedral, if there are four bonds; pyramidal if there are three bonds and a lone pair; and bent if there are two bonds and two lone pairs.
Here is a list of all possible shapes, how they are drawn, and their names.
Possible geometries:
What is the assignment for today's lab.
For the molecules listed in your lab manual do the following:
1) Determine the number of outer electrons
2) With the rules above, determine the Lewis structure
3) By building the molecules with model kits, or using the rules above, determine the shapes
4) Fill in the table in your manual. Where it asks you for the structural formula in the last column, draw the molecule, as above, and give the proper name for the shape of the molecule.
5) Answer questions 1-7 at the end of the lab. | <urn:uuid:9296dd05-e8bf-4bad-b183-b0edb2277e42> | CC-MAIN-2020-40 | https://facultystaff.richmond.edu/~sabrash/110Lab/Chem%20110%20Experiment%206%20-%20Prelab%20Lecture.pdf | 2020-09-20T14:58:27+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00471.warc.gz | 411,320,085 | 1,928 | eng_Latn | eng_Latn | 0.996627 | eng_Latn | 0.997645 | [
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School Food Policy developed from Food in School Toolkit with support from the Northumberland Healthy School Programme
QUEEN ELIZABETH HIGH SCHOOL AND HEXHAM MIDDLE SCHOOL
SCHOOL FOOD POLICY
We value all members of the school community and seek to promote the health and well-being of all members as part of being an enjoyable place to work and learn. We recognise that food and nutrition form an important aspect of our health and well-being and thus contribute to all being able to learn effectively. We recognise that food and drink play an important role in our different cultures and for all of our emotional and social well-being and are committed to communicating consistent messages across the school.
As students' spend on average a quarter of their waking lives in school, one big step to improving the nutrition of children is to offer healthy food and drink choices throughout the school day. The schools environment, attitudes of staff and pupils, as well as, what children learn in the classroom, have a major influence on their knowledge and understanding of health. If encouraged to enjoy healthy food and drink early on, it is much more likely that these positive behaviours will remain with a child throughout life.
The purpose of this policy is to inform all members of the school community and implement systems and structures to be consistent about the food and drink provision at our school. The food policy was initially formulated following consultation involving the school community, including students, school staff, governors, parents, community dietician and Healthy School Standards representative. The revised food policy is available to the entire school community via our website.
Everyone involved with the teaching/serving/cooking of food/drink in school during the day and our partners that share our school premises seek to adhere to this policy
Rationale
Our School Food policy will encourage, reflect and build upon the values outlined in the National Curriculum. It is based on the advice and guidance from the Food in Schools material and supported by the Northumberland Healthy School Programme.
At Hexham Middle School and Queen Elizabeth High school we recognise the important connection between a healthy diet and a pupil's ability to learn effectively and achieve high standards in school. It is widely known that a healthy balanced diet is vital for children's growth and development and for their long-term health and well-being. This is particularly important in teenage years therefore as a school community we have a responsibility to continually promote healthy eating.
Current research indicates that health issues related to diet are a major factor in ill health and mortality issues. Deprivation indices show that obesity is linked to a high index of Multiple Deprivation (IMD). Schools share the responsibility with parents and the wider community including health professionals e.g. nurses, GPs, dentists, to educate students in all aspects of food and nutrition so enabling them to make healthy, informed choices through increasing knowledge, challenging attitudes and practising skills.
Aims and Objectives
We aim to:
- Improve the health of pupils, staff and their families by helping to influence their eating habits through increasing their knowledge and awareness of food issues; including what constitutes a healthy diet, hygienic food preparation and storage methods.
- Help our pupils acquire the skills and knowledge to make healthy choices and set a good example by offering healthy food and drink, across the whole school day, as outlined in the National Healthy School Programme.
- Ensure that food provision throughout the day is in line with current guidelines from the School Food Trust and covers all aspects of provision including the nutritional school food standards.
- Integrate our aims into all aspects of school life, including food provision within the school, the curriculum and pastoral and social activities.
- Ensure that all aspects of food and nutrition in school promote the health and wellbeing of pupils, staff and visitors to the school.
- Provide age appropriate knowledge and skills in order to make healthy choices.
- Tackle childhood obesity by educating our pupils about the importance of a balanced diet and healthy lifestyle.
- Encourage a healthy lifestyle outside school.
- Increase pupils' knowledge of food production, manufacturing, distribution and marketing. As well as informing them of the impact on both their health and the environment.
- Work with the Catering Manager to encourage students to make healthier choices.
- Work with the catering manager, students and parents to develop a healthy focus to mealtimes including lunch, break and breakfast times.
- Reduce the intake of salty, fatty and sugary foods.
- Encourage experimentation with unfamiliar foods e.g. by having days focussing on foods from around the world/other cultures.
- Encourage the uptake of free school meals for those who are entitled.
- Ensure pupils are well nourished at school, and that every pupil has access to safe, tasty and nutritious food.
- Ensure that food provision in the school reflects the ethical and medical requirements of staff and pupils, e.g. religious, ethnic, vegetarian, medical and allergenic needs.
- School meals should provide an opportunity for the development of social skills through the dining experience and encourage more young people to take a school lunch.
- Ensure that the teachers with responsibility for food/catering have basic food hygiene training.
These Aims and Objectives will be addressed through the following curriculum areas:
- Art - observational drawing of food, healthy eating poster/lunchbox design.
- PSHE - cultural diversity, menu planning, nutrition.
- Design & Technology - healthy eating cookery workshops, designing tools, Food Technology and hygiene.
- Literacy - food diaries, writing instructions.
- Geography - what food grows where, transporting food, waste/recycling, sustainability
- History - past diets, discoveries.
- ICT - recording results of food / diet surveys.
- Maths - weights and measures, graphs.
- P.E. - links between healthy eating and exercise.
- Science - effects of heat on food, plant growth, nutrition.
Food served in School
Breakfast
Breakfast is the most important meal of the day. It is needed to kick-start the body after a long night's rest. Eating a breakfast high in fibre can help prevent hunger pangs mid-morning, which means there is less likelihood of pupils snacking on foods containing fat and sugar. By skipping breakfast, pupils may be missing out on essential vitamins and minerals. Research conducted by the Health Promotion Agency shows that almost one third of 12–17 year old girls do not eat breakfast on school days. The High School operates a breakfast service that provides nutritious food for pupils before the school day.
Morning Break
Morning break plays an important role in school. It contributes to short-term health benefits by providing access to healthy food at break times and should primarily reinforce the key whole school food message to ensuring that the morning break offers a range of healthy choices including sandwiches, freshly prepared bread products, fruit, yoghurt and healthy drinks
School Lunches
School meals should be nutritious, varied and appeal to students. For a significant proportion of students, school lunch may be the only freshly cooked meal of the day. School meals should help create an interest in food by offering pupils a range of new food experiences. A variety of healthy, tasty and nutritious food is freshly prepared on a daily basis by the school catering team and meets the National school food Standards. As a school we encourage students to have a school lunch and encourage free school meals students to use their daily entitlement to purchase a nutritious lunch. Healthy options are promoted at lunchtime and we encourage the consumption of fruit and vegetables as part of the 5 a day initiative as much as is possible e.g. through the provision of a salads and fruit deserts
Snacks
The school understands that snacks can be an important part of the diet of young people and can contribute positively towards a healthy, balanced diet.
The school discourages the consumption of snacks high in fat and sugar at morning break and lunch time.
The school recommends the consumption of the following foods and drinks at morning break and lunch time:
- Water
- Milk
- Fruit and Vegetables
- Bread based snacks- wholemeal breads spread thinly with low fat spread, bread sticks or toast
Vending Machines
Vending machines will provide a range of healthy snack foods that contribute positively to the pupils' health.
Use of Food as a Reward
We do not encourage the regular eating of sweets or other foods high in sugar or fat, especially as a reward for good behaviour or academic or other achievements. Other methods of positive reinforcement should be used in school.
Drinking Water
The National School Food Standards recommend that drinking water should be available to all students, every day, and free of charge. Water Research has shown the value to pupils of gaining regular access to fresh, chilled drinking water throughout the school day. Intake of water is linked to good health, better concentration and increased attainment. The school has a number of chilled water units available and Pupils are expected to fill water bottles during break and lunchtimes.
FOOD AND DRINK BROUGHT INTO SCHOOL
Packed Lunches
The school recognise that choice is a key element of healthy eating and the school's role is in educating students to make informed choices about healthy eating. Some students may choose to bring a packed lunch to school. Parents are responsible for the provision of packed lunches for their children. However, the school recommends that packed lunches should follow guidelines issued by the Children's Food Trust and refrain from including confectionery, crisps or fizzy drinks. Information is also available at parent evenings or on request from the School Catering Manager. Packed lunches prepared by the school caterers will adhere to the National school food Standards
SPECIAL DIETARY REQUIREMENTS
Food Allergy and Intolerance
Parents are expected to inform school about any food allergies or special dietary requirements that their child may have. Information relating to individual needs should be discussed with the parents prior to the child starting school. Individual care plans will be organised by Pastoral Leaders with support from pastoral admin and will be overseen by a member of the SLT. These plans will document symptoms and medical/ allergic reactions and actions to be taken in an emergency, including emergency contact details. School caterers will be made aware of any students with food allergies/food intolerance and requests for special diets will be submitted according to an agreed process.
Vegetarians and Vegans School caterers offer a vegetarian option at lunch every day. When necessary the school will also provide a vegan option.
Food Safety
Appropriate food safety precautions are taken when food is prepared or stored. These vary depending on the food on offer and include: ensuring that adequate storage and washing facilities are available; that food handlers undergo appropriate food safety and hygiene training; and that suitable equipment and protective clothing are available. Any food safety hazards are identified and controlled. Information is cascaded to everyone who is involved with food related activities in school. We have food safety information displayed in the appropriate areas. All staff involved in the preparation or handling of food are expected to complete their Food Hygiene Certificates. There is regular monitoring of the food facilities by the Environmental Health Officer.
Food Hygiene
Pupils are reminded about the importance of food hygiene and hand washing before eating or handling food. Whenever pupils' work with food in the classroom they are reminded to follow basic hygiene routines including; wearing a food preparation apron, using clean equipment, always washing hands before and after working with the food.
Monitoring and Evaluation:
The Catering Manager will seek and use feedback from students, parents and staff. For example, the Catering Manager will seek student/pupil views from the respective schools councils.
This policy will be kept up-to-date in relation to the current National School Food Standards.
Useful links
The school food plan: http://www.schoolfoodplan.com
The Children's Food Trust: www.childrensfoodtrust.org.uk
Child obesity and socioeconomic status: http://www.noo.org.uk/noo_about_obesity/child_obesity
NHS – Eat Well guide website: http://www.nhs.uk/Livewell/Goodfood/Pages/the-eatwell-guide.aspx
5 a day: http://www.nhs.uk/Livewell/5ADAY/Pages/Tips.aspx
Change for life: https://www.nhs.uk/change4life-beta/be-food-smart
Food Safety: http://www.nhs.uk/LiveWell/Homehygiene/Pages/Homehygienehub.aspx
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Discussion 08
1. Let X and Y have the joint probability density function
f X , Y ( x , y ) = C x y 2 ,
0 < x < y < 1,
zero otherwise.
a) What must the value of C be so that f X , Y ( x , y ) is a valid joint p.d.f.
?
b) Find the marginal probability density function of X, f X ( x ). Include its support.
c) Find the marginal probability density function of Y, f Y ( y ). Include its support.
d) Find P ( X + Y < 1 ).
e) Let a > 1. Find P ( Y < a X )
.
f) Are X and Y independent? If not, find Cov ( X, Y ).
2. Let S and T have the joint probability density function.
a) Find f S ( s ) and f T ( t )
b) Find E ( S ) and E ( T ).
c) Find the correlation coefficient r S T.
3. Let X and Y be random variables with
E( X) =
µ
X
= 25, SD( X) =
s
X
= 4,
.
a) Find E ( 2 X + 5 Y ) and SD ( 2 X + 5 Y )
b) Find E ( 4 Y – 5 X ) and SD ( 4 Y – 5 X ).
Corr ( X, Y =) r
= – 0.50.
4. One piece of PVC pipe is to be inserted inside another piece. The length of the first piece is normally distributed with mean value 25 in. and standard deviation 0.9 in. The length of the second piece is a normal random variable with mean and standard deviation 20 in. and 0.6 in., respectively. The amount of overlap is normally distributed with mean value 1 in. and standard deviation 0.2 in. Assuming that the lengths and amount of overlap are independent of one another, what is the probability that the total length after insertion is between 43.45 in. and 45.65 in.?
5. A gas station sells three grades of gasoline: regular unleaded, extra unleaded, and super unleaded. These are priced at $1.55, $1.70, and $1.85 per gallon *, respectively. Let X 1 , X 2 , and X 3 denote the amounts of these grades purchased (gallons) on a particular day. Suppose the X i's are independent with µ 1 = 1,000, µ 2 = 500, µ 3 = 300, s 1 = 100, s 2 = 80, and s 3 = 50. If the X i's are normally distributed, what is the probability that revenue exceeds …
a) $2,600?
b) $3,000?
6. Suppose that the actual weight of "10-pound" sacks of potatoes varies from sack to sack and that the actual weight may be considered a random variable having a normal distribution with the mean of 10.2 pounds and the standard deviation of 0.6 pounds. Similarly, the actual weight of "3-pound" bags of apples varies from bag to bag and that the actual weight may be considered a random variable having a normal distribution with the mean of 3.15 pounds and the standard deviation of 0.3 pounds. A boy-scout troop is planning a camping trip. If the boy-scouts buy 3 "10-pound" sacks of potatoes and 4 "3-pound" bags of apples selecting them at random, what is the probability that the total weight would exceed 42 pounds?
______________________________________________________________________________
* This problem was written long time ago.
7. Every month, the government of Neverland spends X million dollars purchasing guns and Y million dollars purchasing butter. Assume X and Y are independent, X has a Normal distribution with mean 265 and standard deviation 40 (in millions of dollars), and Y has a Normal distribution with mean 170 and standard deviation 30 (in millions of dollars).
a) Find the probability that the government of Neverland spends more on guns than on butter during a given month. That is, find P ( X > Y ).
b) Find the probability that the government of Neverland spends more on guns than twice the amount it spends on butter during a given month. That is, find P ( X > 2 Y ).
c) Find the probability that the government of Neverland exceeds the 500-million spending limit during a given month. That is, find P ( X + Y > 500 ).
8. The previous problem is not very realistic – X and Y should NOT be independent, but the correlation coefficient of X and Y should be negative. Assume X has a Normal distribution with mean 265 and standard deviation 40 (in millions of dollars), and Y has a Normal distribution with mean 170 and standard deviation 30 (in millions of dollars). Assume also that the correlation coefficient of X and Y is r = – 0.56. Assume that any linear combination of X and Y is normally distributed ( that would be the case if X and Y jointly have a Bivariate Normal distribution [ 4.5 4.4 ] ).
a) Find the probability that the government of Neverland spends more on guns than on butter during a given month. That is, find P ( X > Y ).
b) Find the probability that the government of Neverland exceeds the 500-million spending limit during a given month. That is, find P ( X + Y > 500 ).
"Hint": In each case, find the mean and the variance of the appropriate linear combination of X and Y first. | <urn:uuid:8389dfc2-5ec8-4965-93b2-8e34ed942b42> | CC-MAIN-2020-40 | https://daviddalpiaz.github.io/stat400sp18/discussion/disc08-assign.pdf | 2020-09-20T15:05:45+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198213.25/warc/CC-MAIN-20200920125718-20200920155718-00470.warc.gz | 364,010,847 | 1,242 | eng_Latn | eng_Latn | 0.820933 | eng_Latn | 0.996266 | [
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The Characters and Setting
Match the photos with the correct names:
…........................ …......................... …...................... …........................ ….......................
…........................ …......................... …...................... …........................ ….......................
…........................ …......................... …...................... …........................ ….......................
…........................ …......................... …...................... …........................ ….......................
Amanda Thripp
Miss Honey Bruce Bogtrotter
Zinnia Wormwood Miss Phelps
Miss Trunchbull Michael Wormwood
Harry Wormwood Lavender Hortensia
What are the first names of:
Miss Trunchbull: ….................................. Miss Honey: …..............................................
What are the names of the FBI agents? …............................. and …..........................
What do the FBI agents pretend to be? …......................................................................................
Whose nicknames are these?
Dipface: …....................
Bumblebee: …...................... King Magnus: …......................
Miss Trunchbull competed in the _____ Olympics. In what sports?
shotput __ wrestling __ hammer throw __ archery __ javelin __
What is the name of the school?
Where do Matilda's parents move at the end?
*Hawaii __
*Guam __
*Bermuda __
Matilda
(the film)
Matilda's childhood
Fill in the blanks:
At the age of 2 Matilda had already learnt what most people learn in their early ____, how to ______ _______ of herself. Then she developed a sense of _________. At the age of 4 she had read every magazine/newspaper in the house, so she went to the _____________ to read books.
The library was ___ blocks away. She went as soon as her mother went to bingo/work.Her father didn't want her to go to ____________. He wanted her to stay home to do the housework/sign for packages.
Books sent Matilda a comforting message. What was it?
''Y___ a__ n__ al___.''
Which of the following things does Matilda do?
Quotes
Who says the following:
'There's nothing you can get from a book that you can't get from Tv faster.'
______________________________
'All those authors who had set their books out into the world like ships onto the sea.'
______________________________
'I'm smart, you're dumb; I'm big, you're little; I'm right, you're wrong; and there's nothing you can do about it.'
______________________________ and ______________________________
'A girl does not get anywhere by acting intelligent.'
___________________________________
'Whoever painted the Trunchbull must have had a strong stomach.'
_______________________________
Put glue in her father's hat
Put sawdust in the engines of her father's cars
Replace her father's hair oil with peroxide
Make the door slam in her father's face
Put a newt in Miss Trunchbull's drinking water
Make the tv explode
Recuperate Miss Honey's doll | <urn:uuid:44ab19fa-6d71-480d-9b36-5baf06ffc8b8> | CC-MAIN-2018-09 | http://markaki-reading.wikispaces.com/file/view/Matilda+worksheet_film.pdf | 2018-02-20T09:28:40Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00428.warc.gz | 213,282,085 | 623 | eng_Latn | eng_Latn | 0.725176 | eng_Latn | 0.992403 | [
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Unit 1 Personal Space
Track 1.
Listen carefully to the following information and complete the note-taking activity.
Scene Two friends are talking about cultural differences.
W1 Hello, Samantha. How are you doing?
W2 Hi there, Ai. I'm fine I guess.
W1 You don't sound fine. What's wrong?
W2 Well, remember how I was telling you about that cute guy I met last week? His name is Yoshi.
W1 I remember. You met at the bookstore. I thought you said he was nice.
W2 Well, he is. But it's very strange. He always stands so far away from me when we talk. I don't know why. I shower every day. I don't think I smell bad! And he never looks me in the eye!
W1 Ha, ha! Well, in Japan, people do not usually stand very close together. And looking at someone for a long time can be seen as aggressive.
W2 You and I stand close all the time! You always look at me when we talk.
W1 Yes, but we are good friends. We are also both women. Men and women in Japan don't stand very close, and we rarely touch in public. Maybe he doesn't want to offend you.
W2 Well, if you say so. Maybe I just need to spend more time with him so he can become more comfortable with me.
W1 I think you should ask him to go get coffee with you. He isn't being rude. It's just our culture. He is probably being respectful of your space.
Unit 2 Japanese Restaurant Culture
Track 3.
Listen carefully to the following information and complete the note-taking activity.
Scene Two friends are discussing where they would like to eat.
W I am tired of studying. I'm also starving! Why don't we take a break and grab something to eat?
M That sounds like a great idea! Where would you like to go?
W I'm not really sure what I want. There are a lot of great choices around the university. They are really convenient and cheap!
M What about teishoku?
W No way! That's for old people and businessmen!
M What about tonkatsu? I know a great place that is close to the library!
W I don't want anything fried. Maybe something with noodles. . . .
M How about ramen or soba? You can just have noodles or get ramen with pork. You may even be able to get your soba cold! Even though it is fall, the weather has been quite warm lately.
W They both sound good. I still can't decide what I'm in the mood for!
M How about we go to an izakaya? That way, you can have a choice of many different types of food. Maybe we can even have a drink!
W That sounds like a great idea! Maybe we can have John and Laura meet us there. They are foodies who love to try new things! Let's go!
Unit 3 Collectivism
Track 5.
Listen carefully to the following information and complete the note-taking activity.
Scene A teacher is explaining about a Japanese saying
W.
Have any of you heard this saying before, "The nail that sticks up gets hammered down?” This is actually a saying from Japan. It means that a person
who "sticks up or out" will be "hammered down" to be more like others.
Something that is different than others needs to be changed to be like all others.
This change may hurt the one who is different, like being hit with a hammer.
When all things are the same, we see the group as having collective harmony.
But I have a question for you. Is Japanese society really like this? People who don’t know much about Japan might see this as true when they visit Japan. But
the more you learn about different parts of the country, the more you can see that all Japanese people are not the same! Maybe Japan does not have big
differences like some places in China or the United States, but there are differences.
And then there are also some "nails" in Japan that never get hammered down.
Take, for example, Miwa Mori. She designs buildings. She is also the president of her own company. That is very different in her line of work in Japan. In her own
words, Mori said, "If a nail is sticking out enough, if you are different enough, nobody can hammer it down.”
Unit 4 Natural vs. Artificial Ingredients in Snacks
Track 7.
Listen carefully to the following information and complete the note-taking activity.
Scene A reporter is interviewing a nutrition expert.
M I'm interviewing Dr. Smith today. Dr. Smith is an expert about diet and food. Doctor, how is the diet of the average Japanese person? Is it good or bad?
W Well, it used to be very good. People ate a lot of fresh fruit and vegetables. There were many farms in the countryside, so it was all local. People ate a lot of rice and a bit of meat with their fruits and vegetables.
M And now?
W Japanese diets have changed a lot in the last twenty years. Fast food is very popular. People want their food to be convenient and tasty. The biggest problem is with our children. Many children only eat unhealthy snacks. It's causing them to become fat, and they don't eat foods that are good for them.
M What is your solution to this problem?
W I tell people to try and eat whole foods. As a rule of thumb, I say the more unprocessed, the better. Snack foods are filled with lots of chemicals that give no nutrients. We must teach our children to make the right choices about food. You are what you eat.
Unit 5 Medical Masks Worn in Public
Track 9.
Listen carefully to the following information and complete the note-taking activity.
Scene A man is giving a report about the new outbreak of bird flu.
M
A new outbreak of bird flu is spreading through Asia. The Chinese government is trying to contain the disease, but people continue to get sick. Coughing, high
fever, and stomach pains are some of the signs. Officials are telling people to be careful.
Follow these rules to keep yourself and your family safe. Wash your hands with soap and water often. The things you touch may be covered with germs. People
touch their faces many times during the day. This is a common way to get sick.
If you are going to places with many people, wear a medical mask. Wearing a mask can stop airborne germs from entering your body and making you sick. It
also protects the other people around you from catching germs from you.
If you feel ill, go to the hospital and talk to a doctor. Better safe than sorry. Don't visit farms or places where chickens or other birds live. Bird flu comes from
these animals, and it could be dangerous to be near them. Older people and children should be extra careful. They aren’t as strong as healthy adults.
Keep watching for more news about this story.
Unit 6 Japanese Tea
Track 11.
Listen carefully to the following information and complete the note-taking activity.
Scene Two friends are discussing different kinds of green tea.
W How about some green tea?
M Do you think we have time to stop and get some?
W Sure. This store sells bottles of green tea. Come on. Let's go in.
M Green tea tastes better when it's fresh. Do you think any of these bottled teas are good?
W If you want fresh tea in a bottle, you should buy this one.
M I've never seen that tea before. It sure has a funny bottle.
W This is fresh spring water in the bottom. The top part has matcha powder in it.
M So how do you make the tea?
W Turn the top. Then the powder falls down into the water. Shake it up, and you have fresh green tea.
M That's great! Usually, I brew sencha at home even though I know matcha is healthier.
Matcha powder costs an arm and a leg. It's just too expensive to buy very often.
But now that I know I can get fresh matcha in a bottle at the store, I can drink it more often!
W Maybe not . . . . Look at the price.
M What? This bottled matcha costs five hundred yen! That's over three times more expensive than a soda!
W Don't worry. I'll buy it for you this time.
Unit 7 Youth Subcultures in Japan
Track 13.
Listen carefully to the following information and complete the note-taking activity.
Scene Two friends are visiting Harajuku and talking about the people they see.
M I am so happy to finally be in Japan! What are we doing today?
W I want to take you to a place where you will see something you probably don't expect. Here we are!
M Wow! People sure are dressed strangely here! Where are we?
W This is Harajuku. It's the best place to see the subcultures of Japan.
M What group is that over there?
W Those are gyaru girls. They love to wear western fashions. They also really like expensive bags.
M How come that girl is dressed like Nami from One Piece?
W Well, she is just into cosplay. They create their own outfits to look like manga and anime characters.
M What about those girls over there? They are so cute. I love their dresses!
W Those are Lolitas. They want to look like perfect dolls. There are many shops here that sell different clothes for the different groups.
M That man is taking pictures of them. Is that OK?
W Of course! He's just otaku. They are into different subjects, and he probably just loves fashion.
M Wow. Japan has a lot of different groups. I am really surprised!
Unit 8 Juku Culture
Track 15.
Listen carefully to the following information and complete the note-taking activity.
Scene Two friends are talking about cram schools.
W Hi, Satoshi! How's it going? Where is little Hiro?
M Hi, Kate. Hiro is studying right now.
W But it's vacation! He's only nine years old! Why is he studying?
M We placed him in a cram school. We want him to get into a good university. It is very competitive. He needs to start early so that he can be successful.
W But children need to play and spend time with their friends! He needs time to be silly. He is missing out on his childhood!
M I know. I am concerned about that. But we really should have put him in juku before elementary school.
W Doesn't he miss his free time?
M Oh no! He says he really likes his teacher! She is more fun than his teachers at school. Plus, some of his friends already go there. He is also making new friends.
W I don't know if I agree with you. I went to a short exam‐preparation course before I took my university exams. It was only four weeks long, and it was also a year before I graduated from high school. I understand our cultures are different, but . . . .
M Well, I attended a cram school for a couple years. In the end, though, my parents were upset that I didn't get into a better school. That is why I put Hiro into one so early. If he gets into a good university, he should be able to find a good job.
Unit 9 Studying Abroad
Track 17.
Listen carefully to the following information and complete the note-taking activity.
Scene A teacher is explaining about a study abroad program.
M
I'm glad to see that so many students came today to find out about our study abroad program. I hope that after you hear about our school’s study abroad
program, some of you will give it a shot.
First, let me explain something about our school's program. We have a sister school in Vancouver, Canada that exchanges students with us. In the spring
semester, our sister school in Canada will send ten students here to Japan. We also have the opportunity to send ten students over there. Last year, only seven
students applied, so we didn't have to turn anyone down. If more than ten students apply this year, we will randomly select ten of you to go.
The thing that most students worry about is the cost. The program is a little expensive. Each student must pay
￥400,000 for school fees and housing.
However, the government has agreed to support our program this year. They will award up to five students
￥
100,000 each to help pay for the program. I have applications for those awards here on my desk.
Oh, and I should also let you know that the spring semester in Vancouver begins in late January. So students going abroad will be flying over there around
January 15.
Unit 10 Smart Phone Etiquette in Public Places
Track 19.
Listen carefully to the following information and complete the note-taking activity.
Scene Two friends are talking about their morning.
M What's wrong? You look upset!
W Well, you know I have a forty‐five minute train commute to get to school, right?
M Yeah. You usually study during that time, don't you?
W Exactly! But there was this rude guy on his cell phone the entire trip! He talked so loudly, I couldn't even think! Even worse, he was speaking in English and making tons of grammar mistakes.
M There are so many cool features on your cell phone! Why didn't you listen to music on your headphones? Then you wouldn't have heard the guy talking.
W I forgot my headphones at home! And now I don't feel prepared for today's test! He should have known better! They make an announcement when the train leaves the station!
M Maybe he isn't Japanese, and he didn't understand.
W That's no excuse! Don't people from other cultures know that it's rude to talk loudly in a train?
M Not all cultures are collective cultures like Japan. People here think about how their behavior affects others. Not all cultures are like that. Maybe he doesn't know cell phone etiquette in Japan.
W Somebody should teach him. I came very close to giving him a piece of my mind.
M Why didn't you?
W I didn't want to upset the other people on the train by yelling at the guy.
Unit 11 Vending Machines
Track 21.
Listen carefully to the following information and complete the note-taking activity.
Scene A man is giving a company report.
M
As you all know, a large earthquake hit up north last week. I am happy to report that the new soft drink machines installed in that region worked great! Those
machines have some of our newest technology in them. This short report will explain some of the features of those new machines.
Ever since the huge tsunami that we had a few years ago, power has been a big concern for us. We have been working on machines that can keep soft drinks
cold even when the power is off. I'm happy to report that our new machines worked perfectly. There was a brief power loss after the earthquake, but that did
not interrupt our vending machine services at all.
Another feature of our new machines is the information screen. Usually these screens show product information or ads. But with our Internet connections to
these machines, we are able to switch all the screens to give emergency information. Even when the city’s power was out, the vending machine screens
were still showing emergency information and the latest news. The screens on our machines never went down.
We have received a lot of good reports related to our new machines. The earthquake really put them to the test for us. And I’m happy to report that our
machines have passed that test with flying colors.
Unit 12 Robotics Research
Track 23.
Listen carefully to the following information and complete the note-taking activity.
Scene Two friends are watching a TV show about robots.
W What are you watching?
M I'm watching a TV show on the history of robots. It's really interesting! Things like robots have been around for hundreds of years!
W No way! I thought robots have only been around for forty years or so!
M Well, the first Japanese robots were mechanical dolls that were made for a puppet theater in the 1600s. Mechanical robots like we think of today have only been around since the 1960s. We've made a lot of great leaps in robotics in the past few years. Robots are mainly used in factories. However, Japanese inventors also developed robots to assist in homes.
W Really? I thought robots only wanted to take over the Earth! In America, all of the movies are about robots becoming smarter than humans! They usually take our jobs or kill us!
M Oh, no! Inventors are coming up with ways for robots to help in hospitals, assist the elderly, be pets for children, act as teachers, and clean homes! Some people believe that robots could help with the smaller workforce in Japan as well. Robots may be able to help with the jobs that no one wants to do.
W Look! That robot on the TV looks so life‐like!
M Yes, scientists are working on humanoid robots that can change facial expressions and move around. They think that by 2020, robots could be working beside us!
Unit 13 Manga
Track 25.
Listen carefully to the following information and complete the note-taking activity.
Scene Two friends are discussing different kinds of manga.
M Why is your book bag so heavy?
W I have to go to the comic book store after class. All of the comics that I need to return are in there.
M How many comics did you rent? This bag weighs a ton.
W I try to limit myself to ten at a time. If I rent more than that at one time, then I can't get all of my homework done.
M You're just like my sister. She loves manga. Once she starts a series, she can't stop until she finishes the whole thing.
W But you can stop in the middle of a series with no problem?
M Yeah. I enjoy reading comics every now and then, but I don't get hooked on them like my sister. Well, let me take that back. There is one series that I have a hard time putting down.
W What's that?
M It's a series about a crazy pirate boy and his crew.
W You mean One Piece? That's what I've got in my bag!
M You're a fan of that series? I thought your bag was full of romance comics.
W Think again! I hardly ever read shojo manga. I like the shonen titles a lot better.
Unit 14 Karaoke
Track 27.
Listen carefully to the following information and complete the note-taking activity.
Scene Two friends are discussing their Friday night plans.
M1 John, I'm glad you came to Japan to visit me!
M2 I am too, Ryosuke! What should we do tonight?
M1 Well, some of my friends are going to sing karaoke. We could join them.
M2 Oh, no. I can't sing! And I certainly don't want to sing in front of a bar full of people!
M1 Actually, in Japan, most people rent a karaoke box for a few hours. It is a private room with only friends. You can even order drinks or snacks.
M2 I don't know. It's embarrassing. What if people walk out of the room?
M1 My friends are polite. They will encourage you. Even my extremely shy sister sings! We all just go and have a good time. There are loads of English songs, too. Everyone makes sure to let others have a chance to sing.
M2 But I still can't sing.
M1 Hey, there is a new place that lets you bring instruments. You can borrow my guitar. Then you can plug the guitar into the karaoke machine and play the guitar. They have the chords on the screen!
M2 That sounds great! I can do that! As long as I don't have to sing, it will be fun.
M1 Don't worry. I'll sing, and you can play. We'll be our own rock band!
Unit 15 Japanese Gardens
Track 29.
Listen carefully to the following information and complete the note-taking activity.
Scene A tour guide is explaining about a Japanese garden.
W
Thank you for visiting the Kenrokuen Garden today. Before we begin our tour of the garden, I would like to point out a few things. Did you know these were the
gardens of Kanazawa Castle? Parts of the garden symbolize many different things open space, age, water, large views, and solitude. There are many
important designs in the garden. You will also see that there are many water elements. The bridges and water are surrounded by beautiful trees and flowers.
This is meant to give one a feeling of serenity.
Notice how different this garden is from a Western garden. There is no one thing to look at. You must walk and reflect on everything.
Those who have visited other gardens in Japan will also notice how different
Kenrokuen is from gardens such as Ryoanji's famous rock garden. Maybe you have heard that to enjoy a rock garden, one should sit still in it. Actually, another
interesting point about Ryoanji is that even though there are fifteen rocks, you never see all of them! No one really knows what it means.
Let me also suggest another very interesting Japanese garden to see. That is
Kokedera. It is also called "the Moss Temple." It has the same elements as a traditional garden. It is just covered in 100 different kinds of moss. Like many
Japanese gardens, Kokedera has a teahouse in it. In a garden's teahouse, one should stop and reflect on the garden.
Now, please come this way as we begin the tour of Kenrokuen. | <urn:uuid:c6ad0b69-3bf9-4941-a207-0e348bc6530b> | CC-MAIN-2018-09 | http://seed-learning.co.jp/file/HTJ1-transcripts.pdf | 2018-02-20T09:52:02Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00430.warc.gz | 336,409,678 | 4,548 | eng_Latn | eng_Latn | 0.999459 | eng_Latn | 0.999617 | [
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Activity Ideas for Developing Persuasive Content
* Students brainstorm community/home/school issues. Use these topics to help introduce the idea of argument/counter argument/rebuttal.
* Students practice debates
* Students analyze televised debates
* Students do role-plays in which they adopt personas and play out the roles in a scene or conflict. Example: "student editor" and parent meet with "principal" and "school board member" to discuss the principal's censoring of the school newspaper.
* Students do panel discussions and adopt personas as "specialists" on the issue and field questions prepared by the audience (students)
* Students read, discuss, and analyze editorials
* Students read, discuss and analyze persuasive essays
* Students create advertisement posters to promote their idea
* For literature – based persuasive content – Students are given essay topic/thesis as they start to read the book. As they read, students focus on one issue from the book per week, and write two paragraphs – each thoroughly supporting one side of the issue. | <urn:uuid:15b98b15-f72c-413f-8e97-4e190edf329e> | CC-MAIN-2018-09 | http://oaklandwrites.org/documents/genres/ActivityDevelopPersuaCont.pdf | 2018-02-20T09:51:44Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00432.warc.gz | 255,868,646 | 209 | eng_Latn | eng_Latn | 0.997305 | eng_Latn | 0.997305 | [
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Highlights
* The results of the IPC (Integrated Food Security Phase Classification) exercise conducted in October 2017 show that the food security situation has improved overall, especially thanks to the good spring harvest. But despite this improvement, 1.32 million people remain in IPC Phase 3 "Crisis" and 3 million in IPC Phase 2 "Stress".
* WFP facilitated a two-week training for 30 high level officials from MAST (Ministry of Social Affairs). The training aimed to provide the leadership of MAST with the necessary tools and skills to manage Kore Lavi's safety net.
WFP Haiti
Country Brief
WFP Assistance
Assistance to the National School Feeding Programme DEV 200150 (2012 - 2017)
| Total Requirements (in USD) | Total Received (in USD) | 6 Months |
|---|---|---|
| | | Net Funding |
| | | Requirements |
| | | (in USD)* |
*December 2017 - May 2018
*December 2017 – May 2018
WFP Haiti's Development Project assists Haitian school children by providing a nutritious school meal and supports the Government's vision to establish a nationally-owned school meals program linked to local agriculture by 2030. The Development Project started in 2012 and its specific objectives are: i) help ensure that pre- and primary school children remain in school to improve their education and nutritional levels; and ii) enhance the capacities of the government to enable a sustainable expansion of its national school meals program.
WFP's school meals programme represents the country's largest food-based safety net. In coordination with the National School Meals Programme (PNCS), WFP aims to deliver daily hot meals to school children in 1,400 schools in nine of Haiti's ten departments with an emphasis on primary public schools in rural areas. School children receive hot meals based on a daily ration composed of cereals, pulses, fortified vegetable oil and iodized salt. The daily ration given during a school meal represents 40 percent of the recommended daily intake for school children.
In line with the Government's priority of supporting local economies and agriculture, WFP is linking school meals with local markets and increasing its local purchases every year. WFP also implements a home-grown school feeding pilot in Nippes Department. Relying on locally produced foods, the programme aims to improve the dietary diversity of school children. The model also helps strengthen farmers' organizations and cooperatives. For the 2017/2018 school year, 15,000 students receive nutritious and diversified seasonal menu including cereals, pulses, fresh vegetables and root tubers.
Caption: WFP staff wear orange t-shirts for the 16 Days of activism against gender-based violence campaign. Main Photo
The protracted relief and recovery operation (PRRO) supports the Government's efforts to respond to the needs of populations affected or at risk and to achieve Zero Hunger through the following activities:
* enhance, through general food assistance, the food consumption and dietary diversity of the most vulnerable and food insecure populations that are affected by natural disasters;
* support the Government's Emergency Preparedness and Response (EPR) capacity and its interventions to save lives;
* encourage resilience-building efforts by supporting communities to create assets and build their resistance to shocks via food assistance for assets;
* support the food security and resilience of the most food insecure population by developing and institutionalizing a targeting and response system for the national social safety net programme;
* address global acute malnutrition, and treat moderate acute malnutrition in children under five and in pregnant and lactating women;
* assist the permanent reduction in the prevalence of chronic malnutrition by a food-assisted approach focusing on the first 1,000 days.
In Numbers
4 million people are food insecure according to October 2017 IPC (Integrated Food Security Phase Classification)
349,000 children received a daily school meal
People Assisted
November 2017
Operational Updates
School Feeding
* In November, WFP distributed a hot meal to 349,000 children in 9 departments. Among them, 15,000 receive meals prepared with only local products, including fresh vegetables.
* For the 2017/2018 school year, WFP is implementing complementary activities to improve literacy. Since September 2017, WFP conducted trainings for 74 new teachers on the literacy curriculum.
Resilience
* WFP started two new Food Assistance for Assets projects in Bompardopolis (with 1,600 participants) and in Nippes (with 7,000 participants). The projects, aim to strengthen the resilience to climatic and economic shocks.
Nutrition
* WFP and UNICEF accompanied the First Lady of Haiti and a governmental delegation at the SUN (Scaling Up Nutrition) Movement Global Gathering in Ivory Coast between 7–9 November.
* WFP is distributing specialized nutritious food to 20,000 children in Nippes and Grande Anse in order to prevent chronic malnutrition and treat moderate acute malnutrition. WFP is working with three local partners to implement these activities: FONDEFH, REMODEL and HHF.
Social Protection
* As the handover of the management of the Kore Lavi programme to the Ministry of Social Affairs (MAST) has started, WFP facilitated a two-week training for 30 high-level officials from MAST. The trainings on project management, change, and team management are delivered by Canada's University of Public Administration and aim to provide the necessary tools and skills to MAST's leadership to manage Kore Lavi's safety net. Additional trainings for technical staff will be delivered during the complete transition period.
* WFP started new surveys in Grande Anse to expand SIMAST, the information system of the Ministry of Social Affairs. Its goal is to strengthen the Government's capacity to identify and target vulnerable households. The surveys targeting 90,000 households will be conducted in partnership with IOM.
Vulnerability Analysis and Mapping
* The results of the IPC exercise conducted in October 2017 showed that the departments most affected by food insecurity are North-East and Grand-Anse. Despite an overall improvement of the food security situation, especially thanks to the good spring harvest, 1.32 million people remain in IPC phase 3 "Crisis", which means they are severely food insecure. Additionally 3 million people are in IPC Phase 2 "Stress", which means they are food insecure.
WFP HaitiCountry Brief
November 2017
Country Background & Strategy
Haiti is the only low income country in the Americas and has one of the highest levels of food insecurity in the world; more than half of its total population is chronically undernourished. Poverty is profound and multi-dimensional, underlying drivers include frequent natural disasters and political crises. Haiti ranks 163 out of 188 countries on the 2016 Human Development Index.
On the 2017 Climate Risk Index, Haiti is third amongst the countries most affected by extreme weather events. In 2016, Haiti experienced its third consecutive year of drought and was hit by a category 4 hurricane, the worst registered in the past 10 years.
Agriculture provides 50 percent of jobs in the country and accounts for 25 percent of the GDP, but Haiti fails to produce enough food for its population's needs. About 80 percent of rice and 100 percent of wheat – staples that account for onethird of the calorie intake of the population – is sourced from international markets.
WFP has been working in Haiti since 1969. Its activities focus on long-term support to the Government to achieve sustainable safety nets, end chronic malnutrition and enhance government emergency preparedness and response capacity.
Population: 11 million
2016 Human Development Index: 163 out of 188
Food Imports: over 50% of national requirements
2014 Maplecroft Index: 6 th most vulnerable country to climate change
Donors
Canada, European Union, France, Germany, Private Donors, Switzerland, and USA.
Contact info: email@example.com
Country Director: Ronald Tran Ba Huy
Further information: www.wfp.org/countries/haiti | <urn:uuid:93123697-aa18-4b8d-97d6-6df13bb24010> | CC-MAIN-2018-09 | http://documents.wfp.org/stellent/groups/public/documents/ep/wfp273890.pdf | 2018-02-20T09:51:20Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00429.warc.gz | 99,292,180 | 1,698 | eng_Latn | eng_Latn | 0.996138 | eng_Latn | 0.996341 | [
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From that day on Tiny no longer had to play alone. Each day he and Lucky ran around the jungle. They climbed up and down trees. They ran in and out of caves. They became the best of friends.
One day while Lucky was at home under her rock, Tiny was playing in the jungle alone.
"I think I'll try to climb that tall tree over there," Tiny said. "That should be fun!"
Tiny started up the tree. Higher and higher he climbed. Finally he reached the top.
"I may be tiny on the ground," Tiny said, "but now I am the tallest creature in the jungle."
Then Tiny thought of something. He didn't know how to climb down from the tree! When he looked down, the ground was very far away. "Help!" screamed Tiny. "I'm stuck up here in the tree."
From under her rock Lucky heard Tiny's screams. She went as fast as she could to the tall tree.
"I'll save you," Lucky yelled to Tiny. "Here I come."
Lucky climbed to the top of the tree. She started to spin a small thread from the treetop to the ground.
Tiny slid down Lucky's thread, and soon he was safe on the ground. "You saved me," he said thankfully.
"It's good you're so small," said Lucky. "Not many jungle creatures could have slid down my thread."
"Yes," said Tiny. "Sometimes it is nice to be tiny!"
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Take The Test. Don't Let Test Anxiety Take You.
By Kristine Cangelosi, M.A.
Are you experiencing test anxiety? The experience of some level of nervousness or tension before an examination is common and expected by most students. Remember, a little nervousness before an examination may actually help you to be more alert and responsive. On the other hand, too much anxiety before a test can be a problem. Students who experience test anxiety report difficulties in attentiveness and distractibility as well as mental blocking. Despite hours of studying and knowing the material well, many experience "freezing" during an exam and feel unable to respond to questions.
The initial step is to differentiate between two types of test anxiety. Do you experience anxiety before a test as a result of a complete absence of test preparation? If you do, then your test anxiety is a common, rational reaction. On the other hand, if you are sufficiently prepared for the exam, and you still overreact or continue to be alarmed, then your reaction is not rational. Take the "Anxiety Quiz" to see where you stand. While it is common for anyone to experience either one of these types of anxieties, it is helpful to understand ways to overcome their consequences.
Quiz: Do you have Test Anxiety?
While taking an examination, do you experience...
* an inability to concentrate or are easily distracted
* persistent "butterflies" in your stomach
* an increase in heart rate or breathing
* confusion or panic
* sweaty palms, nausea or fainting
* mental blocks - despite hours of preparation, an inability to remember answers
* yawning or boredom
Prior to taking the examination, do you experience...
* loss of sleep
* loss of appetite
* irritability
* fear or dread
* feelings of hopelessness
Count the number of items that you have experienced during and prior to a test. While it is common for students to feel some anxiety when taking tests, if you checked two or more of these experiences, your test anxiety may actually be sabotaging your performance.
Test Preparation: The Basics
Preparation before a test is one of the best ways to minimize test anxiety. Poor study skills and inept learning can actually boost anxiety levels. Although it may sound obvious, regular class attendance and weekly preparation are two ways paramount to combating test anxiety. "Cramming" or trying to learn the entire semester in one evening is bound to create stress. Furthermore, research has shown that students learn best when they have brief but frequent study periods over a long period of time. It is much easier to study for one hour than for four hours at a time. During the semester, test yourself by integrating course material from the text, lectures and your notes. Also, use the resources that are available to you. Meet with your instructor during office hours or form a study group to review class readings or notes.
Changing Your Attitude
Irrational beliefs and irrational demands are usually the culprit for most test anxiety despite adequate preparation on the part of the student. Many students who experience test anxiety maintain irrational beliefs about the outcome of examinations such as overplaying the importance of them. In addition, some students place unrealistic demands on their academic performance and find it extremely difficult to accept a poor grade. Furthermore, others experience repetitive thoughts during an exam such as "I can't do this" or "I won't make it". These thoughts compete for attention while taking the exam and interfere with focusing on exam questions. Improving your attitude about the test taking experience may help you to appreciate studying and enhance your performance. Remember that the test is not a direct reflection of you. The following techniques adapted from David B. Ellis, Becoming a Master Student , are helpful in dealing with your thoughts and worries about the test.
1. When you find yourself dwelling and your thoughts are racing uncontrollably, mentally yell, "Stop!" This action will create a break in your racing thoughts in order to use other techniques also mentioned here.
2. When you are ruminating or preparing for the worst, replace thoughts of doom with daydreams. Fill your mind with thoughts that are pleasant to you.
3. Mentally visualize yourself succeeding on the exam. Many times we live up to the expectations we set for ourselves.
4. Keep yourself focused and concentrate on one point in the room where you are taking the test. By focusing intensely you are not permitting anxiety ridden thoughts to crowd your mind.
5. Think of yourself in a positive sense. Avoid talking to yourself negatively and give yourself encouragement during the test. Tell yourself things such as "I am handling this well" or better yet, "I am doing an excellent job on this test".
6. Be sure to remind yourself that the test is only one of many and there will be others. Try to consider the worst thing that could happen if you were to fail the test. You will find that the "catastrophe" that awaits you is probably more reasonable than you thought.
On Test Day
To ensure that you do your best on the day of the test, you should do something relaxing one hour before the test begins. If waiting for the test creates stress for you, distract yourself with another activity that is enjoyable to you such as reading a magazine. Also, arrive to the test location early. This allows you time to get settled, to prepare mentally and to relax. Try to select seating away from distractions such as doors and windows and don't talk to classmates who may generate anxiety or upset you. Before you begin, relax and breathe. Calm your physical sensations by focusing on your breathing.
Once you receive the test, take a few minutes to review the entire exam in detail. Ensure that you know how the test is set up in order to divide your time appropriately between problems. Ask your instructor if any part of the exam is unclear to you. Do not lose time trying to figure out ambiguous instructions on your own. In addition, wear a watch to the exam and check your time so that you will not need to rush through any part of the exam. Try to answer the easiest and shortest questions first and return to harder questions later. Remember to recheck your answers if you have additional time and ONLY if rechecking does not cause you to become anxious. Most important is to concentrate on the present rather than thinking about what could, should or would have been while taking the test.
If Anxiety Persists....
* Distract yourself by asking the instructor a question
* Get a drink of water or go to the restroom
* Have something to eat
* Try to maintain your positive attitude
* Get additional help if you need it. If you feel that you experience some of these characteristics of behaviors, you may want to consider contacting the Academic Support Center or Counseling and Psychological Services on campus. | <urn:uuid:cf4fe3cb-7fa7-48fd-ac1d-ebc3bc357810> | CC-MAIN-2018-09 | https://ess22012.files.wordpress.com/2012/10/testanx.pdf | 2018-02-20T09:23:59Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00433.warc.gz | 671,122,175 | 1,421 | eng_Latn | eng_Latn | 0.998413 | eng_Latn | 0.998622 | [
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Construction Materials: STEM Road Map for High School
Editor(s): Carla C. Johnson, Janet B. Walton & Erin Peters-Burton
Date Available: January 2018
ISBN:
978 1 76056 593 0
Code/SKU:
NST5938
RRP:
$35.95
Format/Page No.: A4, 128 pages
Year Level:
9–12, Teachers and
Administrators
Focus Area:
Activities and Exercises,
Classroom Practice and
Direct Instruction
Key Learning
Area:
Cross-Curricular,
Mathematics, Science,
Technologies
Summary
What if you could challenge your high school students to gain an understanding of the feats of engineering required to build high-rise buildings – and maybe even improve them? With this volume in the STEM Road Map Curriculum Series, you can!
Construction Materials outlines a journey that will steer your students toward authentic problemsolving while grounding them in integrated STEM disciplines. The series is designed to meet the growing need to infuse real-world learning into F–12 classrooms.
This book is an interdisciplinary module that uses project-and problem-based learning. It gives students an inside look at the complex technologies and science behind the buildings they may take for granted. They'll examine micro- and macro-properties of construction materials, particularly those of high-rise buildings, through a unit divided into three sections that explore the following:
1. How high-rises are constructed, their influence on society and how to communicate complex ideas clearly
2. The factors involved in the collapse of the World Trade Center's Twin Towers in New York, with a focus on how engineers use structural failures to learn more about the designed world
3. Construction innovations that will prompt your students to propose new ways to construct highrises
The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards and the Framework for 21st Century Learning. In-depth and flexible, Construction Materials can be used as a whole unit of in part to meet the needs of districts, schools and teachers who are charting a course toward an integrated STEM approach.
Other Resources
* Wind Energy: STEM Road Map for Primary School (NST5978)
* Transportation in the Future: STEM Road Map for Primary School (NST5961)
* Harnessing Solar Energy: STEM Road Map for Primary School (NST5954)
* Amusement Park of the Future: STEM Road Map for the Middle Years (NST5923)
Moorabbin VIC 3189
Tel: +61 3 8558 2444 Fax: +61 3 8558 2400 | <urn:uuid:f993f681-2111-43e6-907a-fb223bcc1c08> | CC-MAIN-2018-09 | http://files.hbe.com.au/infosheets/NST5938.pdf | 2018-02-20T09:45:46Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00434.warc.gz | 129,613,788 | 531 | eng_Latn | eng_Latn | 0.988726 | eng_Latn | 0.988726 | [
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Diary Dates
Talent Competition
19th January
School Disco
Friday 26th January
Mega mathsweek
29th January
INSET day
Friday 16th
February
HALF TERM
19th-23rd
February.
World Book Day
1st March
Parent Consultations
7th and 8th March
3:30—6:30pm
Holy Week— Mass of the last Supper led by year 5
28th March 9:10am
Easter
Holiday
30th-15th April
Hand in hand with Jesus Christ we live, love and learn together.
Welcome To 2018!
Firstly, we would like to wish you all a very happy and healthy 2018. Many thanks for all your Christmas cards, gifts and kind words at the end of our very busy autumn term. Throughout last term, the children were working hard and challenging themselves with the demands of the curriculum. They were confident whilst delivering their Year 5 Viking Assembly as well as their Advent celebration. The standard of both was extremely high and showed how enthusiastic they are towards their learning.
We have got a brand-new, exciting term to look forward to, crammed with opportunities for the children to learn and embark on great adventures and discoveries, as our over-arching theme for this term is…..
"Exploring the Unknown!"
In RE, we will focus on three topics this term: Mission, Memorial Sacrifice and Sacrifice. The children will explore the scriptures in depth and opportunities will be provided for collective and individual work on how to continue the work and mission of Jesus, understand that Lent is a time of giving in preparation and how the Eucharist keeps the memory of Jesus' sacrifice alive and present in a special way.
In English, we will be studying a range of texts linked to our space topic, we will focus on three books: Leon and the Place Between, The Magic Box and The Nowhere Emporium.. The children will use these books to inspire their writing to create their own characters and settings and write free-verse poems.
In Mathematics, we will be focusing on Roman numerals, negative numbers, sequences, reflections and translations, geometry and shape, volume and area. The children will learn all about Roman numerals how to order their place value and how to use them for calculations. We will be looking at sequences with numbers that run into negatives and finding the differences between positive and negative numbers. The children will be looking at two and three dimensional shapes and learning how to identify them by their properties. We will also be looking at how to work out the volume and area for these shapes. Children will be measuring your houses for new carpets in no time!
How you can help
Please read with your child every day, noting the book and page numbers in the appropriate daily slot, and sign it to ensure good communication between home and school. All children have the opportunity to quiz each morning and during guided reading after completing their accelerated reading book.
Homework will be given out on Mondays and collected the following Monday. Homework is usually linked to the current maths, English and RE topics and does help to progress/consolidate children's work in class.
If children are unable complete homework could you please send in a note or write in their reading record.
If your child's collection arrangements change please could you give your consent by writing a note.
Through Geography, the children will learn all about the Earth's surface. They will explore the theories of a flat or spherical earth and use the evidence to come to a conclusion. They will look at the different continents and how the axis of the earth affects the weather.
In Science, children will begin to look at the planets of our solar system. They will explore the planets movements in relation to the sun and learn how long each takes to complete its orbit. We will be looking at our moon and moons of other planets . We will be looking at night and day and the apparent movement of the sun across our sky.
In Computing, children will be learning to programme their own games. They will be creating landscapes and adding different characters and choosing how they interact with each other.
We will be studying the work of Peter Thorpe in art, as the children develop their creative skills of abstract art using various mediums such as ink, charcoal, paint and collage.
Mr Sims will lead our PE lessons teaching skills and tactics necessary to participate in invasion games. This half-term we can also look forward to our dance sessions with Miss Chambers. Can we remind you that all children will require an indoor PE kit consisting of shorts and t-shirts for these sessions. Rugby shirts and tracksuit bottoms are only worn during outdoor PE sessions. PE will continue to be on a Tuesday and Dance will be on Thursdays.
Year five will continue French with Madame Wilks, building up a vocabulary bank and essential conversation skills through singing and other interactive media. Pupils will have an opportunity to practice their pronunciation through speaking and listening activities. | <urn:uuid:57617f9a-349c-451d-9152-3eb0c467ec9b> | CC-MAIN-2018-09 | http://stedmundcampion.com/wp-content/uploads/2018/02/Yr-5-Spring-Newsletter.pdf | 2018-02-20T09:47:49Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00439.warc.gz | 333,390,829 | 1,017 | eng_Latn | eng_Latn | 0.998416 | eng_Latn | 0.998563 | [
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Unit 9 Packet Pacing Guide
Vocabulary
- There will be 1 quiz will be for this unit on all terms Tuesday 2/28.
- There are terms for this unit are broken up by the lesson they will appear in.
o Tentative schedule for this unit it as follows (subject to change)
[x] Lesson 9.1 Monday 2/20 through Thursday 2/23
[x] Lesson 9.2 Friday 2/24 through Wednesday 3/1
[x] Review Day Wednesday 3/1
[x] Test Thursday 3/2
[x] recommended pacing is to have the vocabulary for each section done before the lesson begins according to above schedule
Essential Questions-
1. What are the similarities and differences between the independence movements of Israel and India?
*This may be done as a NEAT Venn diagram, be sure to include how they share a common colonial ruler history and some of the history of why those nations were formed
-should be able to complete around 2/28
2. In what ways did religious differences create new nations?
*Be sure to explain what some of the religious differences are between Hindus and Muslims and how those differences led to the partition of India into India and Pakistan
-should be able to complete around 2/23
3. How did the emergence of new nations create or interrupt peace and prosperity for the people living in these areas(i.e. India and Israel)?
* Explain how the creation of Israel and India affected people living in those nations, include how Palestinians were affected by the creation of Israel. Also include how the partition of India forced people to relocate to either India or Pakistan depending on their religion. How do these changes affect peace and prosperity? Can there be prosperity without peace?
-should be able to complete around 3/1
Document Analysis
-This can be done after 9.1
-Make sure you do not write in any of your responses in this section that the document was created to inform students | <urn:uuid:47a95058-1c57-45fe-8f7f-e1825afd6d36> | CC-MAIN-2018-09 | http://shawlrms.weebly.com/uploads/5/0/6/1/50615235/unit_9_packet_pacing_guide.pdf | 2018-02-20T09:57:07Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00438.warc.gz | 312,012,109 | 414 | eng_Latn | eng_Latn | 0.997907 | eng_Latn | 0.997907 | [
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Press Release: Wednesday 24 th January 2018
Eat fish not pilot whales for a healthy life say campaigners
A new campaign has been launched in the Faroe Islands today by Grindahvalur, an Anglo-Faroese nonprofit organisation which aims to provide unbiased, up-to-date, scientifically-based information about pilot whales, toxic pollution and public health.
At the beginning of the year a billboard advertisement was erected in central Torshavn with a dramatic headline to highlight the threat posed by industrial poisons both to the whales and the people that consume whale products. It reads, 'Ávaring: Eitraður!' and warns 'Grind kann skaða heilsu tina !' It recommends people eat more fish, and not pilot whale, for a healthy life.
Now the Grindahvalur organisation has posted an information leaflet to every Faroese household which provides more information on the dangers posed by dangerous toxic pollutants that concentrate up the food-chain threatening the whales and the people eating whale products.
The Grindahvalur organisation produced a film of the same name introduced by Sir David Attenborough which premiered in Torshavn in 2016. It has since been screened on Faroese television three times. The film, which highlights the pollution threat to whales and people, has toured the Faroes and is available to view online at www.grindahvalur.org and through the public library service.
In the film BBC broadcaster David Attenborough suggests a possible alternative future for the Faroese and pilot whales saying:
"While hunting the pilot whale has helped the Faroese survive a harsh environment over countless generations, the very same poisons that threaten the whales now threaten the people eating them. But there is no need to end the Faroese' special relationship with the pilot whale, but simply redefine it: For these incredible animals can still provide for the Faroese through whale-watching, rather than as food, in a way that will help sustain both whales and the Faroese far into the future."
Dr Pal Weihe, Chief Physician at the Department of Occupational Medicine and Public health, has raised his concerns on this issue many times over the past 30 years. He believes that grind is now unsafe for public consumption and his views are supported by international scientific research. He says:
'What I'm hoping is that this sacrifice, to give up the traditional food, can actually be used as a message to the surrounding world; that we must be more careful with our oceans, because if humans can suffer from these pollutants then the sea mammals can suffer as well.'
Andy Ottaway an environmentalist who co-produced the film Grindahvalur said:
"The poisoning of the oceans and the whales is an ongoing tragedy that now poses a terrible threat to human health. This is not a debate about whaling, but about global pollution and a serious threat to public health. Our aim is simply to present scientifically-based facts so that the Faroese themselves can decide what is best for them and their children's future".
Runi Nielsen, a Faroese Food safety advisor and environmentalist who lives in Torshavn said:
"The future of the Faroese people depends on a healthy diet and sadly that no longer includes pilot whales. The scientific evidence and medical research clearly shows us the way. It makes no sense to kill more whales every year that we should not eat. For a healthy Faroese nation we must face facts and eat far more fish, not whales."
For further information please visit: www.grindahvalur.org
Contact: Runi Nielsen, (Faroes): firstname.lastname@example.org, Tel: + 298 591667
Andy Ottaway, UK): email@example.com, Tel: + 44 1273 515416 | <urn:uuid:ba43d3ad-510a-430e-b44f-8dcc0e548951> | CC-MAIN-2018-09 | http://grindahvalur.org/FINAL-Press-Release-English-Jan-23-2018.pdf | 2018-02-20T09:48:35Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00438.warc.gz | 137,469,402 | 775 | eng_Latn | eng_Latn | 0.997944 | eng_Latn | 0.997944 | [
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Companion for Chapter 14 Sustainable Development Goals
SUMMARY
- Sustainable development has been on the global agenda since 1972 with the first UN Conference on the Human Environment in Stockholm. Twenty years later, in 1992, the world met at the Rio Earth Summit and adopted the UN Framework Convention on Climate Change and the Convention on Biological Diversity, and also laid the groundwork for the UN Convention to Combat Desertification.
- When the world met for a third time, in 2012 at the Rio+20 Summit, leaders realized that all of the evidence showed that the diagnosis made back in 1972 was fundamentally correct and that the major environmental treaties had not succeeded.
- At the Rio+20 Summit, leaders agreed that the most urgent task was to pursue the advancement of MDGs and intensify the fight against extreme poverty. They also agreed that the world needed a similar approach for sustainable development and called for a set of goals, the Sustainable Development Goals (SDGs), to help pursue focused and coherent action on sustainable development.
- The Sustainable Development Solutions Network (SDSN) is a global network of sustainable development problem solving. In the follow‐up of the Rio+20 Summit, it was tasked with suggesting a concise set of goals that could be a framework of action. Here are the final 17 SDGs adopted by world leaders at the UN General Assembly in September 2015:
Goal 1 End poverty in all its forms everywhere
Goal 2 End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Goal 3 Ensure healthy lives and promote well‐being for all at all ages
Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Goal 5 Achieve gender equality and empower all women and girls
Goal 6 Ensure availability and sustainable management of water and sanitation for all
Goal 7 Ensure access to affordable, reliable, sustainable and modern energy for all
Goal 8 Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
Goal 9 Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
Goal 10 Reduce inequality within and among countries
Goal 11 Make cities and human settlements inclusive, safe, resilient and sustainable
Goal 12 Ensure sustainable consumption and production patterns
Goal 13 Take urgent action to combat climate change and its impacts*
Goal 14 Conserve and sustainably use the oceans, seas and marine resources for sustainable development
Goal 15 Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
Goal 16 Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
Goal 17 Strengthen the means of implementation and revitalize the global partnership for sustainable development
- Setting goals is crucially important and UN goals can make a difference. First, goals are critical for social mobilization: stating goals helps individuals, organizations, and governments all over the world to agree on the direction to pursue, therefore coordinating actions. Second, goals effectively allow peer pressure to come in when leaders are publicly and privately questioned on their progress and the steps they are taking to achieve MDGs. Third, goals mobilize epistemic communities, networks of expertise around specific challenges. Finally, goals mobilize stakeholder networks: community leaders, politicians, government ministries, the scientific communities, leading nongovernmental organizations, religious groups, etc..
- The biggest accomplishments of the MDGs have been in the area of public health. In areas such as sanitation, education or agriculture and hunger, progress is still lagging. MDGs have been effective in the area of public health because: 1) the goals in that areas were specific, quantifiable targets, and so the progress and outcomes could be measured and assessed; 2) the epistemic communities helped to map the pathways to achieve the targets making the MDGs more manageable and less remote; 3) specific funding mechanisms such as the Global Fund to Fight AIDS, Tuberculosis and Malaria (GFATM) were created.
- Stating a goal is merely the first step of implementing a plan of action. There must be good policy design, new financing and new institutions to help implement that goal. When the outcomes occur, they must be measured, and strategies must be rethought and adapted in a continuing loop of policy feedback.
- The sustainable development agenda is bigger and harder than the MDGs. The set of challenges is even more complex because natural time horizon for results is longer term and because the goals must be universal, requiring the buy‐in and action of all parts of the world, rich and poor.
- There are two specific tools that will be important for translating SDGs into reality. The first one is "backcasting": instead of forecasting the future, one sets a target for a certain date in the future and analyze how to get from the present to the target. The second is "technology road‐ mapping". Often used in sophisticated high‐technology industries, road‐mapping asks deep questions about the pathway from today to the future goal in order to identify the policy or technological barriers to overcome.
- Investing in people through education and healthcare, technologies, infrastructure, and natural capital is at the very heart of achieving the SDGs. As a result, progress will require effective financing. In some sense, everyone will pay: through markets when consumers buy goods, and through political institutions when citizens pay taxes. Both public and private approaches are needed.
- There are some cases, like mobile telephony, where the private sector approach has worked brilliantly. However the private sector does not solve many critical problems. First, when the challenge is fighting extreme poverty, public financing is essential to ensure the poor have access to education and health care, because markets are designed to target good customers only, and therefore ignore the poor. Second, public financing is also essential in areas where it is hard to recoup the returns on an investment such as basic research and development. Finally, public finance is also necessary to provide a social safety net against unemployment and other kinds of hardship not effectively insured in private markets.
- Another aspect of public finance is official development assistance (ODA). Despite harsh critics, the evidence is quite strong that aid can work and that it is vital in certain circumstances. The effectiveness of ODA and public finance in general requires a serious process of planning, backcasting, road‐mapping, monitoring, evaluation, and strategy updates. With this system in place, the incremental costs of meeting SDGs are probably in a global cost range of about 1–2 percentage points of world output per year including public financing, ODA, and public‐private partnerships.
- The three traditional dimensions of sustainable development (economic development, social inclusion, and environmental sustainability) require the underpinning of a fourth dimension: good governance. Good governance is about the rules of behavior in both the public sector and the private sector. The principles of good governance are accountability, transparency and participation. Governments and businesses need to be accountable for their actions. However accountability is possible only if citizens know those actions and behaviors. Hence transparency is necessary and institutions should resist secrecy, including the institutionalization of secrecy in the form of tax havens. Finally, the ability to participate through public discourse, public deliberations and hearings on regulations are extremely important. Businesses similarly need to engage in a multistakeholder approach.
- A fourth aspect of good governance is the polluter pays principle: whenever a company or individuals are imposing costs on others not reflected in market prices, they should bear that cost. This is called "internalizing the externality".
- Sustainable development is the greatest, most complicated challenge humanity has ever faced. These are science‐based issues with tremendous uncertainties and a multigenerational dimension. It goes to the core areas of our economic life and there are powerful vested interests that hinder clarity and progress on implementation.
- However we have identified specific opportunities within our grasp, things we know how to do where the costs are within reach. Despite the cynicism and the political obstacles, breakthroughs are possible. Ideas have been transformative throughout history and have sparked some of the greatest transformational movements such as the end of slavery or the struggle against European colonial rule. It has also been a half‐century since two great episodes in U.S. history where values changed history: the U.S. civil rights movement and President John F. Kennedy's quest to make peace with the Soviet Union.
- We will need to look beyond the skeptics and cynics. They have every reason to point out the difficulties. But we will need to look forward to what needs to be done and to find the pathways to achieve it.
REVIEW
Concepts and Definitions
Can you define or explain the significance of these concepts?
UN Conference on the Human Environment UN Conference on Environment and Development Rio+20 Summit Millennium Development Goals (MDGs) Sustainable Development Solution Network (SDSN) Sustainable Development Goals (SDGs)
Goal‐based development Epistemic Communities Backcasting Technology road‐mapping Good governance Poluter pays principle Corporate responsibility
Check your facts
1) When did the UN Generally Assembly adopt the MDGs?
2) Who is the author of the following quote: "By defining our goal more clearly, by making it seem more manageable and less remote, we can help all people to see it, to draw hope from it and to move irresistibly towards it"?
3) True/False: the MDGs achieved most progress in the area of education.
4) Approximately how many percentage points of the world output per year would the incremental costs of meeting SDGs represent?
5) Who is the author of the following quote: "The arc of the moral universe is long, but it bends towards justice"?
6) Who is the author of the following quote: "Archimedes, in explaining the principles of the lever was said to have declared to his friends: 'Give me a place where I can stand and I shall move the world'. My fellow inhabitants of this planet: Let us take our stand here in this Assembly of nations. And let us see if we, in our time, can move the world to a just and lasting peace."
Answers: 1) 2000; 2) President Kennedy in 1963; 3) False, they achieved most progress in the area of public health; 4) 1 or 2 percentage points; 5) Martin Luther King Jr.; 6) John F. Kennedy at the UN in 1963 after the Partial Nuclear Test Ban Treaty was signed
Review questions
What were the three historical global summits on sustainable development? When and where did they take place?
When and how were the SDGs created?
List the 17 SDGs proposed by SDSN.
Why is goal setting useful to tackle sustainable development challenges? Why have the MDGs achieved the most progress in the public health area? What is the role of epistemic communities in goal‐based development?
Why are stakeholder networks important to achieve SDGs?
What is the International Technology Roadmap for Semiconductors and what is its relevance to SDGs?
What is the role of the private sector in achieving SDGs?
What is the role of public finance in achieving SDGs?
What are the pillars of good governance?
How can governments and business be accountable for their actions?
What is meant by "internalizing the externality"?
Why is transparency a important principle of governance?
How is the doctrine "primum non‐nocere" relevant to governance?
Which authors were pessimistic in regards to overcoming challenges of sustainable development?
What are historical examples when ideas and values have sparked great transformations?
DISCUSS AND DEBATE
1) Using examples from the MDGs or SDGs, discuss the effectiveness of goal setting.
2) Discuss why the SDGs will be more challenging then the MDGs.
3) Discuss the role of both private and public financing in achieving sustainable development.
4) Discuss how the 4th dimension of sustainable development, good governance, interacts with the other three traditional dimensions (economic development, social inclusion and environmental sustainability).
5) Discuss to what extent historical antecedents can guide us to achieve sustainable development.
6) Discuss and debate why sustainable development is the greatest, most complicated challenge humanity has ever faced.
7) A friend of yours claims the following: ''Sustainable development is an oxymoron. Sustainability implies stability. Development implies change. The world has finite resources, and economies are growing. How could development and sustainability then not be contradictory?'' Using precise arguments and examples, explain to your friend why you disagree.
FURTHER READING
This book explains how to head off global warming and environmental destruction, stabilize the world's population, end extreme poverty and break the political barriers that hinder global cooperation on these issues.
Sachs, J. D. Common wealth, Penguin (2008)
This report discusses practical vision for development beyond 2015. Starting from the MDGs, it proposes some priority transformations for a post‐2015 agenda.
The Secretary General's High Level Panel of Eminent Persons on the Post, A New Global Partnership: Eradicate Poverty and Transform Economies Through Sustainable Development, ‐2015 Development Agenda http://www.post2015hlp.org/wp‐content/uploads/2013/05/UN‐Report.pdf
UN document calling for "Sustainable Development Goals".
United Nations General Assembly, 66th Session. Outcome document of the Rio+20 Conference. (2012). The Future We Want. 'Our Common Vision'.
UN report laying out the ten priority challenges of sustainable development.
Sustainable Development Solutions Network. 2013. An Action Agenda for Sustainable Development. New York: Sustainable Development Solutions Network.
This report contains 56 recommendations to put sustainable development into practice and to mainstream it into economic policy as quickly as possible.
Report of the Secretary General's Global Sustainability Panel. Resilient People, Resilient Planet: A Future Worth Choosing, Chapter 2: Progress Towards Sustainable Development pp. 15‐27 https://en.unesco.org/system/files/GSP_Report_web_final.pdf
This paper describes some of the best practices and available solutions to catalyze improved governance of natural resources, in particular extractive and land resources, and promote resource‐ driven growth and development.
Collier, P. (2013). Harnessing natural resources for sustainable development: challenges and solutions. Sustainable Development Solutions Network.
This essay makes the case for foreign aid.
Sachs, Jeffrey D. 2014. "The Case for Aid." Foreign Policy, January 21.
- Speeches from John F. Kennedy
Kennedy, John F. 1963a. "Address to the UN General Assembly." Speech to UN General Assembly, New York, September 20.
Kennedy, John F. 1963b. "Address Before the Irish Parliament." Speech to Irish Parliament, Dublin, June 28.
Kennedy, John F. 1963c. "A Strategy of Peace." Commencement address to American University, Washington, DC, June 10. | <urn:uuid:9f77c933-79f5-4e34-8382-5260ca460d6f> | CC-MAIN-2018-09 | http://d2xzbm87hekj13.cloudfront.net/wp-content/uploads/2016/03/13173937/Companion-for-Chapter-14-Sustainable-Development-Goals.pdf | 2018-02-20T09:22:10Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00442.warc.gz | 91,654,321 | 3,086 | eng_Latn | eng_Latn | 0.985744 | eng_Latn | 0.995739 | [
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WHAT IS CANOE SLALOM
What is Canoe Slalom?
It is an Olympic sport that is held on rivers or on artificial white water courses.
The aim of the athlete is to complete a designated course, passing through numbered gates, without penalties and in the shortest time possible.
What is designated course?
The course that the athletes must negotiate is 250-400 meters long.
What are the numbered gates?
The gates consist of one or two suspended poles painted with green and white rings for downstream gates and red and white rings for upstream gates.
The number of gates in a course can vary from 18 to 25
When gates are green and white, the athletes have to pass them in the direction of current (downstream).
When gates are red and white, athletes have to pass them in the opposite direction to that of the current (upstream).
What is meant by…
"Passing through numbered gates without penalties".
The athlete must pass through all the gates one by one in the order they are numbered, without touching them.
When an athlete touches a gate (with a boat, paddle or body) he/she receives a 2 seconds penalty is received (2 penalty points).
For the gates that the athlete fail or misses to pass, a 50 seconds penalty is received (50 penalty points).
The result is best time run plus penalty seconds.
What is a canoe slalom race?
Slalom competition consist of heats with 2 runs, the better score of the two runs will count. From the results of the heats those that finish in the top 20 boats will progress to the semi-final. From the results of this run those that finish in the top 10 boats will progress to the final. The winner is the athlete with the smallest results in the final.
Which are the canoe slalom boats?
* Single and double canoe (C1-C2) The athlete kneels in the boat and use a single blade
* Kayak individual (K1)
* The athlete is seated and use a double bladed.
What are the categories of canoe slalom?
The categories are:
* Men's single kayak - K1
* Men's single canoe - C1
* Men's double canoe - C2
* Women's single kayak - K1W
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Reading
Y4 English (All Year)
Y4 Art & Design
Y4 Computing
Writing
Grammar
-
Use specified screen coordinates to control movement
-
Number/Calculation
-
Y4 Science
Animals including humans
-
-
-
Set the appearance of objects and create sequences of change
Education
Secure decoding of unfamiliar
words
Read for a range of purposes
Retell some stories orally
Discuss words & phrases that
capture the imagination
Identify themes & conventions
Retrieve & record information
Make inferences & justify
predictions
Recognise a variety of forms of
poetry
Identify & summarise ideas
Correctly spell common
homophones
Increase regularity of handwriting
Plan writing based on familiar forms
Organise writing into paragraphs
Use simple organisational devices
Proof-read for spelling &
punctuation errors
Evaluate own and others’ writing
Read own writing aloud
Use perfect tense appropriately
Select pronouns and nouns for clarity
Use & punctuate direct
speech
Use commas after front
adverbials
Speaking & Listening
Articulate & justify opinions
Speak audibly in Standard English
Gain, maintain & monitor interest of
listeners
Create and combine shapes to create
recognisable forms (e.g. shapes made from
nets or solid materials).
• Include texture that conveys feelings,
expression or movement.
• Use clay and other mouldable materials.
• Add materials to provide interesting detail.
Create and edit sounds, control when they are heard, their
volume, duration and rests
Control the shades of pens
Specify conditions to trigger events
Use IF THEN conditions to control events or objects
Create conditions for actions
Create variables to store a value
Use the functions define, set, change, show and hide to control
the variables
Use the reporter operators to perform calculations
Y4 Design & Technology
Identify some of the great designers in all areas of study to
generate ideas
Improve upon existing designs, giving reasons for choice
Refine work and techniques as work progresses,
continually evaluating the product design
Use software to design and represent product designs
Y4 Geography
Locate Egypt on a world map, also looking at the continent (Africa)
Know all tables to 12 x 12
Secure place value to 1000
Use negative whole numbers
Round numbers to nearest 10,
100 or 1000
Use Roman numerals to 100 (C)
Column addition & subtraction up
to 4 digits
Multiply & divide mentally
Use standard short multiplication
Y4 Mathematics (All
Year)
Geometry & Measures Compare 2-d
shapes, including quadrilaterals &
triangles
Find area by counting squares
Calculate rectangle perimeters
Estimate & calculate measures
Identify acute, obtuse & right
angles
Identify symmetry
Use first quadrant coordinates
Introduce simple translations
Data
Use bar charts, pictograms & line graphs
Fractions & decimals
Recognise tenths & hundredths
Identify equivalent fractions
Add & subtract fractions with common
denominators
Recognise common equivalents
Round decimals to whole numbers
Solve money problems
Y4 Modern
Languages
listen attentively to spoken language and show understanding
by joining in and responding
explore the patterns and sounds of language through songs and rhymes
and link the spelling, sound and meaning of words
engage in conversations; ask and answer questions
speak in sentences, using familiar vocabulary, phrases and basic
language structures
develop accurate pronunciation and intonation
present ideas and information orally to a range of audiences
read carefully and show understanding of words, phrases and simple
writing- snacks, money, numbers to 100
appreciate stories, songs, poems and rhymes in the language
describe people, places, things and actions orally
Y4 Music
play and perform in solo and ensemble contexts, using their
voices and playing musical instruments with increasing accuracy,
fluency, control and expression
improvise and compose music for a range of purposes using
the inter-related dimensions of music
listen with attention to detail and recall sounds with
increasing aural memory
use and understand staff and other musical notations
appreciate and understand a wide range of high-quality live and
recorded music drawn from different traditions and from great
composers and musicians
Develop an understanding of the history of music.
Identify that animals, including humans, need the right
types and amounts of nutrition that they cannot make their
own food and they get nutrition from what they eat.
•
Construct and interpret a variety of food
chains, identifying producers, predators and prey.
•
Identify that humans and some animals
have skeletons and muscles for support,
protection and movement.
•
Describe the simple functions of the basic parts
of the digestive system in humans.
• Identify the different types of teeth in humans and their
simple functions.
Y4 History
The Ancient Egyptians
Place events, artefacts and historical figures on a time line
using dates.
•
Understand the concept of change over
time, representing this, along with evidence, on a
time line.
•
Use dates and terms to describe events.
Y4 Physical
Education
use running, jumping, throwing and catching in isolation and in
combination
play competitive games, modified where appropriate [for example,
badminton, basketball, cricket, football, hockey, netball, rounders and
tennis], and apply basic principles suitable for attacking and defending
develop flexibility, strength, technique, control and balance [for
example, through athletics and gymnastics]
perform dances using a range of movement patterns
take part in outdoor and adventurous activity challenges both
individually and within a team
Compare their performances with previous ones and demonstrate
improvement to achieve their personal best.
Y4 Religious
Creation and the story of Abraham
Jesus teaches us how to pray
Advent
Christmas
-
-
Use wider range of conjunctions | <urn:uuid:5eb47ee6-7657-46b9-a6d6-de21a09ab0f8> | CC-MAIN-2018-09 | http://stmariagoretti.org.uk/sites/default/files/blog/user142/images/aut%20Curriculum%20Jigsaw%20%283%29.pdf | 2018-02-20T09:20:21Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00440.warc.gz | 348,553,356 | 1,439 | eng_Latn | eng_Latn | 0.990211 | eng_Latn | 0.990211 | [
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LIST
HISTORY: The Seward Park neighborhood is made up of two sections. The first, the Bailey Peninsula, was at one time a fertile, seasonal hunting and fishing ground for the Duwamish people. Post European settlement, the peninsula was first purchased in 1863 and called Graham Peninsula and then traded hands multiple times until the City of Seattle finally bought it for $322,000 as a part of a city wide plan for parks and Boulevards. The "neck" to the peninsula was known to flood with the varying levels of Lake Washington, and in 1911 it was filled to create a grassy meadow that offered year round access.
The second section of Seward Park is its richly defined neighborhood. In 1907, German immigrant Caroline Kline Galland Rosenberg donated the bulk of her estate to establish a home for the aged. The Kline Galland Home opened in 1914 and has operated continuously since then. By 1997, Brighton Beach and Seward Park had become a center for the Jewish community in Seattle. It has three synagogues, Bikur Cholim-Machzikay Hadath, the Sephardic Bikur Holim Congregation, and Congregation Ezra Bessaroth.
METROPO
OUR FAVORITE SPOTS TO EAT, DRINK, AND BE MERRY
Blue Dog Pond Mioposto Heyday FareStart @ 2100 Cafe
| metropolistgroup.com | 2931 First Ave. S, Suite A, Seattle, WA 98134 | 206-623-5118
WHO LIVES HERE? Ninety percent of Seattle's Jewish community lives within a mile of the three synagogues, although around a quarter of the population is African American and another quarter is Asian. The ridge overlooking Lake Washington attracted builders who built impressive homes. Inland, away from views of the lake, Mount Rainier and the Cascades, the homes became more modest. The mixture of ethnicity and a variety real estate make Seward Park diverse, yet stable with relatively low turnover.
CULTURE. Today, Seward Park is divided. One side of the hill is densely residential, while the other, closer to Rainier Avenue and Martin Luther King Way, is full of business and industry. With Seattle's current growth, many new businesses and residential townhouses are being built in the area and the city's new light rail system is making the location much easier to get in and out of. Because of this, despite the quiet residential side, there is much to do including swimming, boat launches, playgrounds, as well as many cafes and cool restaurants (both new and old).
METROPOLIST| metropolistgroup.com | 2931 First Ave. S, Suite A, Seattle, WA 98134 | 206-623-5118 | <urn:uuid:a0fcb093-f08e-4517-ab8e-39271f8bc933> | CC-MAIN-2018-09 | https://metropolistgroup.com/wp-content/uploads/2018/02/seward_park.pdf | 2018-02-20T10:01:49Z | crawl-data/CC-MAIN-2018-09/segments/1518891812932.26/warc/CC-MAIN-20180220090216-20180220110216-00440.warc.gz | 733,787,773 | 585 | eng_Latn | eng_Latn | 0.996931 | eng_Latn | 0.997077 | [
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November 9
1802 Elijah P. Lovejoy was born in Albion, Maine. The publisher of the Observer became the target of threats after speaking out against slavery. He also condemned the mob that burned Francis McIntosh alive and the investigation that blamed the incident on abolitionists. He moved his paper to Alton, where mobs threw three presses into the river. Lovejoy was shot five times while defending another press from a drunken mob on November 7, 1837. The Lovejoy monument was dedicated 60 years later.
1809 St. Louis was incorporated as a town by the Court of Common Pleas of the Indiana Territory. The petition had been filed by 80 of the 101 taxable inhabitants on July 5, 1808. By 1809, the population was estimated at 1,000. When the Missouri Territory was organized in 1812, St. Louis was made the capitol.
1872 Virginia Minor of St. Louis sued the election board for not allowing her to register to vote. She claimed the 14th amendment gave all citizens the right to vote. The case went all the way to the United States Supreme Court, which ruled against her in 1875.
1881 The city parks commissioner unveiled plans to make Lindell Avenue "The Boulevard of the City." He called for trees to be planted along the entire length of the street, from Grad to Forest Park. He also wanted infrastructure put in place to encourage people to build fine homes there.
1894 In a ceremony at Philadelphia, Mrs. Grover Cleveland christened the St. Louis. The ship was described as the first transatlantic passenger steamship built in the United States. Mrs. Cleveland used a bottle of Cook's Imperial Champagne, made in St. Louis by the Imperial Wine Company.
1896 Former Missouri Governor Silas Woodson died at the age of 77. Woodson Road is named after him.
1896 Several high-ranking city officials, who had been given telephones, complained that they were more trouble than they were worth. The said they now spent most of their time running from one office to another in order to call people.
1909 Kay Thompson was born Catherine Fink in St. Louis. She wrote songs for films such as The Ziegfield Follies and The Harvey Girls and appeared in Funny Face with Audrey Hepburn and Fred Astaire. She is best remembered for her series of Eloise books, featuring a rambunctious six-year-old rich girl.
1918 Most of the city cheerfully accepted the virtual suspension of business. The Health Department ordered all non-essential businesses closed in an effort to halt the spread of the deadly influenza. Several saloon keepers were arrested for not closing up shop.
1920 The Missouri Theatre at Grand and Lucas opened. The $1 million theatre seated 4,000 people, and was said to be the fourth largest in the country. It featured lavish smoking rooms and even private phone booths.
1931 Whitey Herzog was born in New Athens, Illinois. He managed the Cardinals to three National League pennants and one World Championship in the 1980's. The Yankees signed Herzog straight out of high school and sent him to McAlester, Oklahoma. A sportscaster there gave him the nickname "Whitey" because of his light hair.
1935 Robert Gibson was born in Omaha, Nebraska. He overcame childhood health problems to become a star basketball player for Creighton and for the Harlem Globetrotters. The Cardinals signed him in 1957. Gibson would become the greatest pitcher in Redbird history. In 1968, he won the National League Cy Young and Most Valuable Player honors with an ERA of 1.12. The Major Leagues soon decided to lower the pitcher's mound to help out the hitters.
1967 After seven years of planning and construction, the Poplar Street Bridge opened with little fanfare. The barricades were removed at 12 noon. Traffic was very light on the first day, but officials said that would change once motorists became accustomed to the maze of on and off ramps. The bridge carried U.S. 66 from 1967 to 1977.
1968 St. Louis was shaken by a 5.5 earthquake. Damage was minimal, and only one person was seriously hurt. A guide told shaken tourists that the Arch "sways all the time" in order to avoid panic at the top. The quake was centered 120 miles southwest of St. Louis and was felt in 23 states.
1970 The newly incorporated city of Black Jack became the testing ground for the Nixon administration's efforts to place moderate income housing projects in the suburbs. The Department of Housing and Urban Development filed suit to overturn a zoning change that made it impossible to build a proposed inter-racial housing development.
1972 St. Louis inventor Victor Null was murdered. Null was perfecting a revolutionary pollution free rotary engine. Police were looking into a possible connection to James and Ronald Calvert. They were the beneficiaries of large insurance possibilities of two business associates, including Null, who had been murdered. A third associate had been shot and wounded.
1973 The Landmarks Association and the American Institute of Architects launched a drive to save the Wainright Building. The owners were threatening to tear down the nation's first skyscraper unless a buyer was found. The two groups said the Wainwright could be converted to a modern office building for three million dollars.
1976 Garry Unger of the Blues broke the NHL's "Iron Man" record, playing in his 631 st game in a row. His streak would reach 914 games, ending when he was a member of the
Atlanta Flames. Doug Jarvis broke his record in 1986. Unger also has another impressive streak to his name. He played in seven consecutive NHL All-Star Games.
1978 The McDonnell-Douglas AV Eight B "Harrier Two" made its first flight. The vertical take off and landing plane was adopted from a British design. The Harrier would become a favorite during the air shows at the V.P. Fair and Fair St. Louis for the next 25 years before being retired.
1980 The valves were opened to fill the brand-new reflecting pools on the grounds of the Arch. They promptly drained bone dry. It took a month to find out why. Someone had forgotten to seal four drains shut.
1991 Running back Marshall Faulk of San Diego State tied Emmitt Smith's freshman record by going over 1,000 yards in just his seventh college game. Faulk rushed for 174 yards in a 43-32 victory over Colorado State.
1998 A nationwide manhunt was launched for the man police believed was the "Southside Rapist." Jefferson County authorities said Dennis Rabbitt was responsible for two attacks. A few days later, St. Louis Police charged him with 11 rapes. He would eventually be sentenced to 16 life sentences for a decade-long string of rapes across the area.
2004 Missouri's John Ashcroft resigned as U.S. Attorney General.
2004 Pocahontas, Illinois native Gretchen Wilson took the Top New Artist honors at the Country Music Association Awards. Her song "Redneck Woman" was nominated for Song of the Year, but lost out to Tim McGraw's "Live Like You Were Dying." | <urn:uuid:7f92fd4d-d5aa-475f-9d5d-8ad1d6334965> | CC-MAIN-2017-39 | http://www.stlmedia.net/sonderman/november/11-09hist.pdf | 2017-09-25T07:53:40Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00658.warc.gz | 576,946,407 | 1,545 | eng_Latn | eng_Latn | 0.999215 | eng_Latn | 0.999251 | [
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Characteristics:
* Need rigid perches until wings harden
* Need sun before taking flight and avoid s cloudy days
* Eat small insects
* Compound eyes help to integrate sensory information in the environment
* Hemimetabolous—3 life stages egg, nymph, adult
* Does not go through larva and pupa stages; it goes through multiple molts during a nymph stage
Location:
* Warm tropical environments
* All continents except Antarctica
Mating:
* Males have claws to hold the female
* Females use ovipositors to help lay eggs on overhanging plants or sheltered surfaces underwater
* Produce fewer eggs because they live close to water sources
* They slow the egg production rate down so they can survive dry spells
* Once water refills the pond, the eggs will hatch
* Produces one generation each year, but it may take 1-2 years to complete the life cycle
* Once fertilized, females usually lay eggs by dipping their abdomen into water; the chosen habitat for the eggs is submerged aquatic vegetation
Nymph:
* Requires oxygen-rich water – their respiratory surfaces are exposed
* Highly sensitive to poor water quality; cannot acquire adequate oxygen
*Bodies of water with high plant densities in sunny areas are ideal
* Develop two different life cycles in order to decrease predation risks; Fast and slow life cycles
* Lasts a few weeks to almost five years, never leaving the water
* Goes through 10 – 15 molts and becomes darker with exoskeleton hardening
* The wings develop as buds on the thorax until they are functional
Special thanks to BioWeb, Gulf of Maine Research Institute, Earthlife, NC State University, and Katatrepsis for the use of text and some photos. Produced by the Florida Center for Environmental Studies at Riverwoods Field Lab.
Contact 863/462-0025 or http://www.ces.fau.edu/riverwoods
Damselfly (Zygoptera)
Mayfly
(Ephemeroptera)
Characteristics:
* Can live just a day or up to 1-2 months
* Omnivore
* 0.4-0.6" is the average length
* Antennae short and bristle-like
* Front legs long and often held out in front of body
* Compound eyes large, usually covering most of the head
* Wings: four membranous wings with many veins and cross veins front wings large, triangular hind wings smaller, fan-shaped
* Abdomen slender, bearing two (or sometimes three) long terminal filaments
* Predators: birds, rodents, reptiles
* Long narrow bodies and large wings, with a second set of smaller hind wings behind them
* Got its name from "ephemera" meaning short-lived, and "ptera" meaning wings
Location:
* Native to North America
* Only close to water due to pollution sensitivity
Mating:
* Lays eggs by dipping her abdomen into the water while in flight
* Female lays between 500 and 3,000 eggs
* Eggs can hatch immediately or wait up to 11 months
* When a Mayfly nymph first hatches it is less than 1mm long and generally missing the middle tail
Nymph:
* 3 tails, gills on their abdomen and only one claw on each leg
* Antennae short and bristle-like
* Four to nine pairs of leaf-like or fan-like gills along the sides of the abdomen
* Will go through approximately 50 molts
* Herbivores feeding mostly on algae
* Symbiotic relationship with Ephemera Danica, Symbiocloeon heardi, and the larva of the Chironomid Epoicocladius flavens
Special thanks to BioWeb, Gulf of Maine Research Institute, Earthlife, NC State University, and Katatrepsis for the use of text and some photos. Produced by the Florida Center for Environmental Studies at Riverwoods Field Lab.
Contact 863/462-0025 or http://www.ces.fau.edu/riverwoods | <urn:uuid:3006e58a-da60-4c4e-96f9-2bf330b0a723> | CC-MAIN-2017-39 | http://www.ces.fau.edu/education/resources/pdfs/damsel-and-mayfly.pdf | 2017-09-25T07:55:22Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00656.warc.gz | 410,455,559 | 852 | eng_Latn | eng_Latn | 0.994634 | eng_Latn | 0.994715 | [
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While two-year-old Shane Simpson played in a busy room filled with other toddlers and their parents, his father John broke away to talk with Patty Hernandez, facilitator of the twice-weekly "Play and Learn" group at the Clayton Early Learning campus in far northeast Denver.
In a small meeting room, the two pored over colorful bar graphs that gave John a snapshot of how and when he communicates with Shane throughout the day. The charts — produced after Shane wore a device that amounts to a "word pedometer" one day in April — showed a distinct lull in adult-child interaction during a two-hour period in the morning. Simpson knew there was room for improvement.
http://co.chalkbeat.org/2014/05/14/funding-new-ways-to-boost-third-grade-reading-but-only-if-they-show-results/#.U3S6alhdWic
7/14
"I think he was probably off playing and I was just cleaning the house because sometimes that's what happens when his brother goes to school," he said.
"I guess we don't really conversate that much during that time."
The meeting between Simpson and Hernandez, with its unusual combination of data-filled charts and workaday parenting talk, is part of a research project that will determine if the word pedometer — technically called a LENA Digital Language Processor — can impact language development in young children. The project is one of nine that are part of Mile High United Way's "Early Literacy Social Innovation Fund" initiative, or SIF for short.
One of the charts John Simpson received during his feedback session with Patty Hernandez.
The idea behind the five-year initiative is to test various early literacy strategies — ranging from the LENA device to one-on-one tutoring in elementary schools — and scale up the ones that work.
The ultimate goal is to move the needle on third-grade reading achievement. For the last decade, the percentage of Colorado third-graders who can read proficiently has stagnated at just over 70 percent.
What makes the SIF initiative different from the average grant program is its emphasis on rigorous program evaluation. That's part of the reason it's been called a "solutions laboratory" by some officials.While traditionally, non-profit organizations might measure success by the number of people served or hours of service provided, those involved in SIF must contract with third-party evaluators to study their effectiveness.
http://co.chalkbeat.org/2014/05/14/funding-new-ways-to-boost-third-grade-reading-but-only-if-they-show-results/#.U3S6alhdWic
8/14
"Evaluation is not easy." said Lindsay Morgan Tracy, senior director of investment resources for Mile High United Way. "It's expensive to prove your program."
SIF's funding mechanism is also unique, involving three layers of financing that combine public and private dollars. The first layer is a federal SIF grant totaling $9 million over five years. The second layer is United Way's matching grant, required of all 19 SIF "intermediaries" receiving federal funds. Finally, the non-profits running the nine projects are required to match the funding they receive from United Way.
Literacy times nine
While all nine projects under the SIF umbrella target Colorado children from birth to age eight, the details vary widely. Clayton Early Learning and Mile High Montessori operate the one in which John and Shane Simpson are participating. In addition to measuring the impact of the LENA device and analysis, the "Ready to Read" project will examine the effects of the "Cradling Literacy" curriculum being used at certain child care centers in Denver.
Another of the nine projects is the Colorado Statewide Parent Coalition's "PASO" program, which provides training to Spanish-speaking, home-based child care providers in Boulder County. A third one, run by the Jefferson Foundation, coordinates a summer school reading program for Jeffco students in kindergarten to third grade. Other projects offer experiential after-school literacy programs and home visiting programs.
Originally, when Mile High United Way selected projects in 2012, there were two additional organizations on the SIF roster: Save the Children and Centennial BOCES. Both dropped out because the evaluations demands were too much or didn't fit with the organization.
SIF SUB-GRANTEES
The following organizations are part of the Early Literacy SIF managed by Mile High United Way
Clayton Early Learning and Mile High Montessori
Colorado Parent and Child Foundation
Colorado Statewide Parent Coalition
Colorado Humanities
Denver Public Schools Foundation
Reading Partners
Jefferson Foundation
Those demands were clear at the recent play group in far northeast Denver when two researchers from the Butler Institute for Families at the University of Denver stopped by to videotape parents reading to their children, and distribute parent surveys and child development
Summit 54
The Bridge Project
questionnaires. The researchers, who visit Ready to Read sites about once a week, are also collecting data using the LENA devices as well as early childhood assessments such as http://co.chalkbeat.org/2014/05/14/funding-new-ways-to-boost-third-grade-reading-but-only-if-they-show-results/#.U3S6alhdWic
9/14
Teaching Strategies GOLD.
While children like Shane Simpson won't take state readings tests till well after the SIF initiative is over, project administrators believe their interventions will position the children for success when they do learn to read.
"We're actually looking for increases in oral language and vocabulary," said Shelly Anderson, project manager for Ready to Read.
For Anderson and others intimately involved in SIF projects, there's a sense of excitement about being part of something that could guide internal improvement and produce sustainable, big picture results.
Jessica Simmons, executive director of the SIF sub-grantee Reading Partners, said her program's twice-a-week tutoring program helps struggling readers grow far faster than they would otherwise.
"We have real results," she said. "I believe that the results are compelling enough that hopefully we can bring more people to the table."
A parent reads to children in a "Play and Learn" group in northeast Denver. The children all wear the LENA device every few months so their parents or caregivers can get feedback about their verbal interactions.
Reading Partners, which came to Colorado because it was selected as a SIF sub-grantee, has already expanded its reach in the state. This year, it serves 560 students in the Denver, Aurora and Sheridan districts, up from 360 the year before.
Results child by child
Back in the meeting room with Hernandez, John Simpson jotted down some ideas for upping his verbal interactions with Shane. He planned to include Shane in more of his daily chores— perhaps having his son throw the laundry in the washing machine or help sweep the floor. He also decided to carve out more father-son activity time.
"So what do I need to do to support you with your goal?" asked Hernandez.
Simpson joked, "You take over the chores." They both laughed.
A moment later, he became serious, asking if Hernandez could give him more ideas for toddler-friendly activities like the homemade Play-Do recipe she'd passed along previously. She readily agreed.
http://co.chalkbeat.org/2014/05/14/funding-new-ways-to-boost-third-grade-reading-but-only-if-they-show-results/#.U3S6alhdWic
10/14
The conversation may have ended with talk of children's crafts, but the implications for Shane Simpson and the other children in the play group are much bigger.
"We believe strongly…that third grade is sort of the end not the beginning, so let's start at the beginning" said Pamela Harris, president and CEO of Mile High Montessori. "By third grade it's too late for many of the children."
That's why the "Ready to Read" project as well as three other SIF projects include babies and toddlers just learning to talk. It's also why Hernandez talks passionately about the
Patty Hernandez talks with parent John Simpson during a LENA feedback session.
importance of parent-child exchanges, called "conversational turns" in LENA-speak, and hands out articles about the groundbreaking 30-million word gap study.
While John Simpson admitted to having some trepidation about whether the LENA device would allow researchers to eavesdrop on private conversations (It doesn't), he said the data has been interesting.
"I think I have increased my own talking because that's how you get them to talk."
The future of SIF
As with any complicated project, SIF entails inevitable conversations about logistical details, mid-stream adjustments and long-term plans. Among the open questions project leaders must address in the coming months is how to handle the switch to a new state reading test next year. That change, coinciding with the implementation of Common Core State Standards, will likely mean a dip in scores as teachers and students acclimate to the new material.
United Way officials say they will work with sub-grantees affected by the new tests on a case by case basis. They are also in the process of revising one of their original SIF initiative goals– to improve third-grade reading proficiency among children served by 25 percent. The new tests and the fact that a segment of the children served by the nine programs won't be in third grade by the time the project ends in 2017 necessitate that adjustment.
What's also unclear right now is how the projects deemed effective will be scaled up after the SIF funding period ends. United Way officials say such decisions will be left up to each individual non-profit.
http://co.chalkbeat.org/2014/05/14/funding-new-ways-to-boost-third-grade-reading-but-only-if-they-show-results/#.U3S6alhdWic
11/14 | <urn:uuid:3b4263a1-32da-4c86-a162-6244df6566ad> | CC-MAIN-2017-39 | http://k12accountability.org/resources/Early-Intervention/Looking_for_Initiatives_That_Work.pdf | 2017-09-25T07:57:54Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00656.warc.gz | 179,567,144 | 2,018 | eng_Latn | eng_Latn | 0.999026 | eng_Latn | 0.999135 | [
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HAMBLETON CE SCHOOL - Eagle Owls
TEACHER / PARENT LIAISON w/c 19/09/16
Learning Overview:
Literacy – Talk for Writing 'The first time I…'; Guided reading - Cosmo Mars Chapter 2
Maths – Place Value and Rounding (Numbers to 10 million (Y6) and 1 million (Y5))
Topic – An Introduction to Rainforests (World geography – maps and climate);
Rainmaker production – introduction and auditions
Art – Art appreciation (Henri Rousseau); colour palette and paint mixing
RE – Christianity – What matters most to Christians, to Humanists and to me?
PE – Tag rugby; gymnastics
Other – Class charter; | <urn:uuid:c0415df2-8f85-4d31-a509-9295ae64a01e> | CC-MAIN-2017-39 | http://hambleton.n-yorks.sch.uk/data/documents/tp-eagle-19-sept-16.pdf | 2017-09-25T08:04:37Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00656.warc.gz | 142,703,952 | 152 | eng_Latn | eng_Latn | 0.9025 | eng_Latn | 0.9025 | [
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| | PARENT OVERVIEW | |
|---|---|---|
| RELIGIOUS EDUCATION | | ENGLISH |
| | Explore narratives and persuasive texts. Character and plot development through a series of events in a narrative. Development of an argument to persuade the audience. Focus on 20 minutes uninterrupted free reading. Focus on 20 minutes uninterrupted free writing. Literacy groups (based on students’ needs from conferencing). Sharing of literature. Publishing of written work. | |
INTEGRATING FOCUS –
HOMEWORK
SCHOOL CONCEPTS
TERM EVENTS
-
-
10-15 minutes of mathematical
activities
Reading of books that the children
love.
SCHOOL FOCUS:
Come and See
Term 1- Friendship
Term 2- Love
Term 3- Authorship
Term 4- Loyalty
SCIENCE AND HASS
FEBRUARYWednesday 15
th
- School photos.
Thursday 16
th
– Opening School Mass (11-12).
Friday 17
th
- School Fete
Monday 20
th
- Parent formation evening (7pm).
Monday 20
th
- School Swimming Carnival.
Saturday/Sunday- 25
th, 26th
– Penance presentation Mass.
MARCHWednesday 1
st
- Ash Wednesday Liturgy
Thursday 23
rd
- Sacrament of Penance (7pm).
APRILFriday 7
th
- Cross Country Carnival.
Please keep up to date with further school events via the newsletter and/or on your smart phone with the school app.
THE ARTS
Visual Arts
- Warm and cool colours.
Performing Arts
-
-
Drama- The role of dramatic action, improvisation and
processes of drama.
Mexican Hat dance.
Health and Physical Education
Health
-
Bullying and other situations that make us feel unsafe.
Sport
-
Cooperative games/Fundamental moving skills (skipping, hopping,
balancing and running).
Cross Country Training.
Fitness.
Science – Hot Stuff
- Heat is a form of energy.
-
Conduction and convection are the transfer of energy between objects.
- Some materials conduct heat better than others.
HASS (Humanities and Social Sciences).
-
How o symbols, events, individuals and places in my community make it unique?
Technologies
- Showbie
- Book creator Popplet
- | <urn:uuid:39cd68b5-2844-447f-9965-7a2c8fba1c4f> | CC-MAIN-2017-39 | http://sjaps.act.edu.au/srcfiles/Yr-3-Term-1-Parent-Overview-Grade-31.pdf | 2017-09-25T08:00:31Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00655.warc.gz | 307,366,785 | 527 | eng_Latn | eng_Latn | 0.982936 | eng_Latn | 0.982936 | [
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CHAPTER 05
1. The amount of mass in a system is constant. True or False
A. True
B.False
2.The ____ is the control volume expression for the conservation of mass.
YOUR ANSWER: continuity equation
3.If density is known, the volume flowrate can be used to find the mass flowrate. True or False.
A.True
B. False
4.According to the sign convention, mass flowrate out of the control volume is negative and the mass flowrate in is positive. True or False
A.True
B.False
5.What is the sign convention when the mass of the contents of the control volume is decreasing?
A. +
B.-
C.mass cannot change
6.When the flow is steady the assumption can be made that the mass flow in is equal to the mass flow out. True or False
A.True
B.False
7.The velocity of the surface of a deforming control volume is ____ at all points.
YOUR ANSWER: not the same
8.Newton's second law deals with ____ momentum and forces.
A.system
B. control volume
1
C.control surface
9.A fixed coordinate system is non-inertial. True or False
A.True
B.False
10.When landing an aircraft, where does the major breaking force come from?
YOUR ANSWER: The engine
11.When the flow is uniformly distributed over a section of the control surface where flow occurs the integral operations are simplified. True or False
A.True
B.False
12.If the control surface is selected perpendicular to the flow, then the surface forces outside the control volume acting on the fluid inside will be due to:
A.velocity
B.gravity
C.pressure
13.The linear momentum equation for a moving control volume will involve the relative velocity. True or False.
A.True
B.False
14.Which of the following was an example of a turbomachine given in the book?
A.ceiling fan
B.car wheel
C.garden hose
15.For applications of the Moment-of-Momentum equation, the flows are considered to be three dimensional. True or False
A.True
B.False
16.The symbol for the total stored energy per unit mass for each particle in the system is
2
represented by the symbol ____.
A.e
B.h
C.s
17.The energy equation involves stored energy, heat transfer, and what else?
A.velocity
B. pressure
C.work
18.What represents all of the ways in which energy is exchanged between the control volume contents and surrounding because of temperature difference?
YOUR ANSWER: The heat transfer rate
19.Work is transferred by rotating shafts, normal stresses, and tangential stresses. True or False
A.True
B.False
20.If shaft work is involved then the local flow must be____.
A.steady
B.turbulent
C.unsteady
21.If the steady, incompressible flow being considered also involves negligible viscous effects, the ____ equation can be used.
YOUR ANSWER: Bernoulli
22.Units of ____ are used to quantify the amount of head involved.
A.length
B.mass
C.force
23.The second law of thermodynamics formalizes the notion of ____.
YOUR ANSWER: Loss
24.Entropy per unit mass is expressed by which symbol?
A.a
B.s
C.h
25.The relationship between entropy and heat transfer rate depends on the process involved. True or False
A.True
B.False
26.The Bernoulli equation can be derived from the energy equation. True or False.
A.True
B.False
4 | <urn:uuid:b5656daf-32cb-4542-bf93-ab37ca080b6a> | CC-MAIN-2017-39 | http://www.taiwan921.lib.ntu.edu.tw/mypdf/EXCHAP05ANS.pdf | 2017-09-25T07:51:54Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00655.warc.gz | 582,767,388 | 735 | eng_Latn | eng_Latn | 0.975434 | eng_Latn | 0.984007 | [
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Daily Agenda
Learning Targets:
I can solve an equation in the indicated domain.
I can factor a quadratic expression.
I can graph the transformation of a parent function.
Homework
Our greatest glory is not in never failing, but
in rising up every time we fail.
Ralph Waldo Emerson
Review Packet (Due Tuesday
Assessments
Pretest tomorrow
Find your seat
Pick up:
math book
textbook form
summer packet & answers
Nov 158:24 PM
How do I take notes in math?
* In binder
* Include section and title at top
* Date your notes
* Keep them in order
* Copy down definitions, diagrams,ALL examples (including original problem)
1
(2x+5)(x3)=0, solve if the domain is:
a) {reals}
b) {rationals}
c) {positive integers}
Solving Equations
Aug 242:39 PM
Domain and Range
domain: xvalues, input range: yvalues, output
Aug 242:11 PM
2 | <urn:uuid:75f35417-c1d9-44a1-965f-5aac341ff99e> | CC-MAIN-2017-39 | http://marynash.weebly.com/uploads/3/8/1/8/38186379/unit_0_notes.pdf | 2017-09-25T08:08:44Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00656.warc.gz | 213,425,426 | 336 | eng_Latn | eng_Latn | 0.605305 | eng_Latn | 0.987802 | [
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For immediate release
News media contact:
Office: 1 847 775 4675 Mobile: 1 847 533 7337
Email: firstname.lastname@example.org
Danny Spungen, for Spungen Foundation
Award-Winning Holocaust Exhibit Going To Shanghai and Nanjing, China
A one-of-a-kind, award-winning exhibit of 300 World War II artifacts, "Postal & Monetary Evidence of the Holocaust -- A Breakdown in Humanity," will be publicly displayed in Shanghai and Nanjing, China in May by an Illinois-based charitable foundation.
The nonprofit Florence and Laurence Spungen Family Foundation has been displaying and adding to the exhibit since it acquired a Holocaust postal collection intact from noted researcher, writer and collector, Ken Lawrence, who began assembling the material in 1978.
The exhibition in China will be part of educational activities about the 1937 Nanjing Massacre and the 70th anniversary of the establishment in 1943 of the Designated Area for Stateless Refugees in Shanghai's Hongkew District, also known as the "Hongkew Ghetto" or Shanghai "Jewish Ghetto." This will be the first time the exhibit's narrative text has been translated into Chinese Mandarin by students at the Glazer Institute of Jewish and Israel Studies at Nanjing University (http://a200981104.oinsite.cn).
The exhibit includes documents and mail from concentration camp inmates in Europe, prisoners of war, European ghetto residents and from their family in Europe into the Shanghai Ghetto.
The displays will be free and open to the public in the Museum of Modern Coins at Shanghai Finance University (www1.shfc.edu.cn), May 15 - 18, 2013, and in the Jingwen Student Center at Nanjing University (http://www.nju.edu.cn), May 20 - 23. Former residents of the Shanghai ghetto and survivors of the Nanjing Massacre will be among the speakers at the event.
"This exhibit of World War II era mail and documents related to the Nazi's attempted extermination of Jews and others are evidence of the torments, ravages and terror of war and genocide in Europe from 1933 to 1945. They also show that many prisoners never lost hope, and the human spirit survived," said Danny Spungen, a member of the board of the Spungen Family Foundation who has been working for over a year to arrange and get government permission for the upcoming exhibits in Shanghai and Nanjing.
"We have been acquiring more postal items from the era to preserve them and showcase them in educational displays around the world to educate people about the Holocaust and genocide."
The display includes post cards; letters; specially-designated postal stationary used exclusively by concentration camp inmates, Jewish ghetto residents and prisoners of war; and counterfeit Bank of England paper money created for the Nazi government by slave laborers during World War II.
"One of the most heartbreaking artifacts and historical evidence of Nazi desecration is a torn fragment of a hand-written Hebrew parchment from a Bible scroll taken from a Russian synagogue. A German soldier used the holy scripture to wrap a parcel he mailed from Russia to Austria in 1942," explained Spungen
Professor Xu Xin of the Jewish Study Center of Nanjing University emphasized the importance of observing the 70th anniversary of the Hongkew Ghetto:
"Between 1937 and 1940, approximately 20,000 Jewish refugees escaping the rise of the Nazis and World War II fled to Shanghai. These refugees were welcomed by their new Chinese neighbors even though conditions were very poor. On February 18, 1943, under pressure from Nazi Germany, the Japanese authorities created the Designated Area for Stateless Refugees in Shanghai known today as the Hongkew Ghetto," he explained.
"Jewish refugees were forced to move into this 2.8 square kilometer area which was already densely populated by the poorest of the Chinese. The hardships were tough but the kindness and support by the Chinese to their new Jewish refugee neighbors made the chances of survival much more possible. This is an important piece of history that should continue to be recognized," said Professor Xu.
Special 70th anniversary commemorative medals produced by the Shanghai Mint will be displayed for the first time and released to the public in conjunction with the exhibits in Shanghai and Nanjing.
For additional information about the exhibits, visit www.shfc.edu.cn and www.SpungenFoundation.org.
###
Separate Attachment in email/release and related captions below:
captions (for attached photos):
JPG titled 1939 postcard to Shanghai
This postcard dated October 2, 1939 was sent by a Jewish family in East Prussia to friends and family members who earlier fled to Shanghai. It is one of more than 300 items in the Florence and Laurence Spungen Family Foundation Collection of World War II era Holocaust-related mail that will be exhibited in China, May 15 18, 2013 in Shanghai and May 20 - 23 in Nanjing. (Photo credit: Florence and Laurence Spungen Family Foundation.)
JPG titled Holy Scripture Parcel Wrapper
A torn fragment of a hand-written Hebrew parchment from a Bible scroll (Tanakh), stolen from a Russian synagogue and used by a German soldier to wrap a parcel mailed from Russia to Austria in 1942. This is one of hundreds of items from the Florence and Laurence Spungen Family Foundation Collection of World War II era Holocaust-related mail that will be exhibited in China, May 15 - 18, 2013, in Shanghai and May 20 - 23 in Nanjing. (Photo credit: Florence and Laurence Spungen Family Foundation.) | <urn:uuid:2c80af26-d258-4f36-a614-a35ef6424256> | CC-MAIN-2017-39 | http://whynotcollectibles.com/uploaded_pictures/013_Shanghai%20exhibit_philatelic_pr1.pdf | 2017-09-25T08:07:46Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00656.warc.gz | 364,658,064 | 1,155 | eng_Latn | eng_Latn | 0.993941 | eng_Latn | 0.996062 | [
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1. Description
1.1 Name of society, language, and language family:
*Martu, Martu, Australian Language Family
1.2 ISO code (3 letter code from ethnologue.com):
*ISO 639-3: mpj
1.3 Location (latitude/longitude):
*23.427974,122.695547
1.4 Brief history:
1.5 Influence of missionaries/schools/governments/powerful neighbors:
*Europeans forced the Mardu to move westward. Between the years of 1949-1969, missionaries tried to convert children and teenage girls by moving them to dormitories and telling them to renounce their culture. (Tonkinson)
1.6 Ecology:
*The Martu live in the Western Desert of Australia. The area is very dry, with dry shrubbery. During the day it can become very hot and at night it cools down and becomes very cold. There is an absence of permanent rivers or freshwater lakes. (Tonkinson)
1.7 Population size, mean village size, home range size, density
* Due to the difficulty of finding food and water in the desert, the Martu are highly mobile and travel in small bands to maintain low population density. (Tonkinson)
2. Economy
2.1 Main carbohydrate staple(s):
* Bush Tomatoes, tubers (like yams and bush onions), blackberries, rock figs and bush palms are all important parts of the diet, depending on the time of year. (Tonkinson)
2.2 Main protein-lipid sources:
*Small reptiles are the most reliable source of meat but kangaroos and emus are both popular with hunters as well as many different types of mammals such as introduced species like rabbits, camels and foxes. (Tonkinson)
2.3 Weapons: Bow and arrow, blowguns?:
*Men hunt with spears, which are 8 to 10 feet in length and thrown with spearthrowers. (Tonkinson)
*For fighting they also use shields and boomerangs as well as clubs. (Tonkinson)
2.4 Food storage:
*Seeds that are periodically abundant are stored in the boles of trees. (Tonkinson)
2.5 Sexual division of production:
*Women hunt lizards and small game frequently and both sexes can engage in hunting and gathering activities. (Tonkinson)
*Men sometimes prepare large game and secret ritual feasts but much of the food preparation is done by women. (Tonkinson)
*Women's estimated contribution of food is 60%-80% (Tonkinson)
```
2.6 Land tenure: *Each family group has a certain area or estate that they are tied to religiously or ritually (Tonkinson) 2.7 Ceramics: *None 2.8 Specified (prescribed or proscribed) sharing patterns: *Kangaroos are always butchered into the same cuts of meat, each of which is designated as belonging to a particular kin. (Tonkinson) 2.9 Food taboos: *It is considered taboo to skin a kangaroo. (Tonkinson) 2.10 Canoes/watercraft? *None. 3. Anthropometry 3.1 Mean adult height (m and f): *Males ~66inches [Although some where were as tall as ~72 inches] *Females ~62 inches 3.2 Mean adult weight (m and f): *Not listed 4. Life History, mating, marriage 4.1 Age at menarche (f): *Probably around 11 or 12. (Tonkinson) 4.2 Age at first birth (m and f): *Unlisted 4.3 Completed family size (m and f): * Unlisted 4.4 Inter-birth-interval (f): *Unknown 4.5 Age first marriage (m and f): *Females marry around age 12. (Tonkinson) 4.6 Proportion of marriages ending in divorce: *Unknown 4.7 Percent marriages polygynous, percent males married polygynously: *Middle-age or older men typically are married polygynously with two or three wives. (Tonkinson) 4.8 Bride purchase (price), bride service, dowry?: *No
```
4.9 Inheritance patterns:
*Wealth and status are not acquired through inheritance. (Tonkinson)
4.10 Parent-offspring interactions and conflict:
*Not discussed
4.11 Homosexual activities, social attitudes towards homosexuals:
*Homosexuality appears absent but some relations do occur between young males. (Tonkinson)
4.12 Pattern of exogamy (endogamy):
*Marriage ideally occurs between individuals whose groups are genealogically and geographically distant. They are classed as cross-cousins and referred to as 'spouse'.
However, cross-cousins are sometimes classed as siblings and are therefore not marriageable. (Tonkinson)
*Sister exchange is quite rare. (Tonkinson)
4.13 What is the belief of the role of males in conception; is paternity partible? Are these "other fathers" recognized?
*A woman's husband is always the father of the child. (Tonkinson)
4.14 What is the belief of the mother's role in procreation exactly? (e.g., "receptacle in which fetus grows")
*Spirit children find their mothers (Tonkinson)
4.15 Is conception believed to be an incremental process (i.e., semen builds up over time)?
*No
4.16 Occurrence of sexual coercion, rape
*Not discussed in the literature.
4.17 Preferential category for spouse (e.g., cross cousin)
*People classed as cross-cousins, but generally not actually close relatives. (Tonkinson)
4.18 Do females enjoy sexual freedoms?
4.19 Evidence of giving gifts to extramarital partners or extramarital offspring
4.20 If mother dies, whose raises children?
4.21 Adult sex ratio: number of adult males divided by number of (reproductive) females
4.22 Evidence for couvades
4.23 Different distinctions for potential fathers (e.g., lesser/younger vs. major/older) *The physiology of reproduction is never discussed by the Martu; the father of a child is the husband of its mother. (Tonkinson)
4.24 Kin avoidance and respect?
*Mother-in-law avoidance (Tonkinson)
4.24 Joking relationships?
*Same sex relatives (Tonkinson)
4.25 Patterns of descent (e.g., bilateral, matrilineal) for certain rights, names or associations *Bilateral (Tonkinson)
4.26 Incest avoidance rules
*Marriage between people who are classed as siblings is discouraged. (Tonkinson)
4.27 Is there a formal marriage ceremony? *No. (Tonkinson)
4.28 In what way(s) does one get a name, change their name, and obtain another name? *Children are named a while after they are born by older family members. (Tonkinson)
4.29 Is marriage usually (or preferred to be) within community or outside community? (m/f difference?)
*Women marry men in other groups or lineages than themselves. (Tonkinson)
4.30 Are marriages arranged? Who arranges (e.g., parents, close kin)?
*Once young men are initiated they are eligible to claim their promised spouse. Later, men may arrange marriage of a girl with her parents. (Tonkinson)
4.31 Evidence for conflict of interest over who marries who:
Warfare/homicide
4.14 Percent adult (male) deaths due to warfare:
4.15 Outgroup vs ingroup cause of violent death:
4.16 Reported causes of in-group and out-group killing:
4.17 Number, diversity and relationship with neighboring societies (external relations):
4.18 Cannibalism?
*No
5. Socio-Political organization and interaction
5.1 Mean local residential (village) group size:
*6-30 people (Tonkinson)
5.2 Mobility pattern: (seasonality):
*The Martu move frequently, depending on availability of water and food. (Tonkinson)
5.3 Political system: (chiefs, clans etc, wealth or status classes):
*Bands that are generally made of one or more families in which the male heads are patrilineally related. May vary from 6-8 people to around 30. (Tonkinson)
5.4 Post marital residence:
*Patrilocal (Tonkinson)
5.5 Territoriality? (defined boundaries, active defense):
*The Martu identify boundary zones between groups but don't see territories as enclosed or bounded but instead as clusters and tracks that link them together in a regional web. (Tonkinson)
*Boundaries are somewhat vague in absence of major landforms/ water sources (Tonkinson)
5.6 Social interaction divisions ? (age and sex):
5.7 Special friendships/joking relationships:
*Relationships between male relatives of similar ages are very close and are often joking relationships. (Tonkinson)
5.8 Village and house organization:
*Camps are made by clearing an area and then burning the surrounding area to discourage unwanted animals. Food is stored on flat platforms to keep it away from the dogs. A slight depression is dug out for sleeping in. Family shelters are kept apart from each other for privacy. (Tonkinson)
5.9 Specialized village structures (mens' houses):
*Boys and young men sleep in bachelor shelters. (Tonkinson)
5.10 Sleep in hammocks or on ground or elsewhere?
*Ground. (Tonkinson)
5.11 Social organization, clans, moieties, lineages, etc:
*Loose bands that sometimes gather into larger groups
5.12 Trade:
*Trade takes place in 3 main contexts: Ritual activities during big meetings, gift exchange between friendly kin during small group meetings, and as part of obligations owed to certain close kin and affines. (Tonkinson)
5.13 Indications of social hierarchies?
*There are hierarchies based on age and a separate hierarchy that initiated men follow.
*In the men's hierarchy, there are cooks (first level) who are older men who prepare many ceremonial meals and act as advisors and direct ritual. Next are the active middle aged men who transmit messages between cooks and lower status people. The third level are "leg men" who assist the second level men. The lowest level are partially initiated men who are novices and must remain silent and do exactly as told. (Tonkinson)
6. Ritual/Ceremony/Religion (RCR)
6 Time allocation to RCR:
*Not a great deal of specific time is allocated to RCR but they can practice ritual wherever they want. (Tonkinson)
6.1 Specialization (shamans and medicine):
6.2 Stimulants:
*None mentioned. 6.3 Passage rituals (birth, death, puberty, seasonal): *Birth is not celebrated ritually. (Tonkinson) *There are two rituals related to death; the burial and the reburial. (Tonkinson) 6.4 Other rituals: *Male initiation (Tonkinson) 6.5 Myths (Creation): *The Dreaming or Dreamtime is seen as a period of creation, but to the Martu the ultimate origins of the creative beings aren't important and neither is the timing of the creation. (Tonkinson) 6.6 Cultural material (art, music, games): 6.7 Sex differences in RCR: *Men spend much more time going through initiation than women, though women do have their own rituals that they keep that the men don't know about. (Tonkinson) 6.8 Missionary effect: 6.9 RCR revival: *N/A 6.10 Death and afterlife beliefs: *The Martu do not believe in reincarnation but belief that the soul returns to where it was before the person was born. (Tonkinson) 6.11 Taboo of naming dead people? *Yes (Tonkinson) 6.12 Is there teknonymy? *Yes (Tonkinson) 6.13 Briefly describe religion (animism, ancestor worship, deism, magic, totems etc.) *Totemism. 7. Adornment 77.1 Body paint: *Yes. Red and white ochre paint are used. (Tonkinson) 7.2 Piercings: 7.3 Haircut: *When their hair grows long, men sometimes tie it back out of their faces with hair bands, which also serve as decoration. (Tonkinson) 7.4 Scarification:
*Older children and adults of both genders often have scars on their upper arms. Men also often have a prominent scar ridge (called cicatrices) across their chest. The scars are either self-inflicted or added by friends to enhance personal appearance. (Tonkinson)
7.5 Adornment (beads, feathers, lip plates, etc.):
*Women wear pubic tassels and men sometimes wear pubic pendants. Women also sometimes wear gum-tree nuts in their hair. (Tonkinson)
7.6 Ceremonial/Ritual adornment:
7.7 Sex differences in adornment:
7.8 Missionary effect:
7.9 Cultural revival in adornment:
8. Kinship systems
8.1 Sibling classification system:
8.2 Sororate, levirate:
8.3 Other notable kinship typology, especially cross-cousin (MBD/FZD) typology (Crow/Hawaiian/Omaha etc.):
9. Other interesting cultural features (list them):
Works Cited
Tonkinson, Robert. 1991. The Mardu Aborigines: Living the Dream in Australia's Desert (2 nd Ed.) Holt, Rinehart and Winston, Inc. | <urn:uuid:ddae46f0-6584-4251-addf-44cf067aef38> | CC-MAIN-2017-39 | http://dice.missouri.edu/docs/australia/Martu.pdf | 2017-09-25T08:07:40Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00664.warc.gz | 93,624,051 | 2,900 | eng_Latn | eng_Latn | 0.954287 | eng_Latn | 0.98932 | [
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POLICY FOCUS
Personalizing Learning through Education Savings Accounts
RECIPES FOR RATIONAL GOVERNMENT FROM THE INDEPENDENT WOMEN'S FORUM
By Vicki Alger, Ph.D., Senior Fellow, Independent Women's Forum
February 2014
WHAT YOU NEED TO KNOW
Volume 5, Number 2
IN THIS ISSUE
............
6
Parents are enjoying a growing number of policies and programs that give them more power to choose how their children are educated. Private school voucher and tax-credit scholarship programs, charter schools, public school choice, and tax credit and deduction programs are all helping give hundreds of thousands of parents across the country more and better educational options.
Education savings accounts (ESAs) are the latest parental choice innovation. ESAs let parents withdraw their children from public school and instead receive a portion of the funding that would have gone to that public school for their child in a designated savings account. Parents can then use those funds to pay for authorized education expenses, including private school tuition, tutoring, test preparation, and online courses. Any leftover funds remain in the child's designated ESA and can be used to pay for future education expenses, such as college.
Currently, ESA programs in Arizona and Florida are helping parents of students with unique needs personalize their children's educational experience, and early research shows that ESAs are working for students. In recent years, Arizona lawmakers have expanded the program to include students in or assigned to failing public schools, students from the foster care system, and students whose parents serve in the military. However, every child is unique, and therefore all states should explore moving toward an ESA system to allow for more personalizing learning for all students.
why you should care
We all benefit from having a more educated populace. Education savings accounts (ESAs) help us achieve that goal. Here are a few reasons to support ESAs:
* Encouraging a More Diverse Education Marketplace: By putting parents in charge of their children's educational dollars, ESAs support the kind of customization that's critical to each student's academic success. This encourages education entrepreneurs to seek innovative new ways to help children learn more.
* Personalizing Education: ESAs empower parents not only to choose the types of schools they think are best but also to tailor educational services to meet their children's unique needs and circumstances.
* Helping Those Most in Need: Students with disabilities and special educational needs often struggle in a traditional public school setting. Parents of special needs children need flexible, tailored educational settings and services from a variety of providers. ESAs empower parents to personalize their child's learning so they can reach their full potential.
* Discouraging Waste: With ESAs, parents have an incentive to use funds wisely. ESAs also reduce the burden on taxpayers, since typically parents receive less in their accounts than what would have been needed to support the traditional public school bureaucracy.
more information
School Choice Works
Fifteen years ago Nobel Prize-winning economist Milton Freidman noted that just because we finance education through government that does not mean government should be in charge of delivering education. "Education spending will be most effective," Friedman explained, "if it relies on parental choice and private initiative—the building blocks of success throughout our society."
Today, significant numbers of children with special needs and circumstances struggle academically, including students with disabilities, from military families, in the foster care system, and those assigned to failing public schools. As of the current school year, there are 20 private school parental choice scholarship programs in 14 states specifically for students with disabilities, including five programs that also make students from military families, from the foster care system, and/or students assigned to failing public schools eligible for scholarships. These programs are helping nearly 113,000 students.
Research consistently shows how parental choice benefits children and society generally. For example, a study of the country's largest scholarship program for special needs students, Florida's McKay Scholarship Program, shows that parental satisfaction rates with their children's chosen private schools are nearly three times
greater than with their previous public schools (93 percent compared to 33 percent). Participating private schools were also more responsive to children's unique needs: participating students had fewer behavioral problems, were victimized less, and enjoyed smaller class sizes. Additional research finds that public school performance improves in response to competition from private schools accepting McKay scholarship students, including evidence of improved academic performance among special needs students with mild disabilities.
Gold standard research also shows that disadvantaged students, including low-income and minority children, who use scholarships to attend the schools their parents think are best perform better in reading and math, have higher high school graduation rates, college attendance rates, and higher college graduation rates than their peers who did not use scholarships.
All this evidence suggests policymakers should seek more ways to give parents more control over their children's education.
New, Growing Options: Education Savings Accounts
Two states have recently enacted education scholarship account programs, or ESAs, for students with disabilities and special needs. ESAs in Arizona and Florida are being used by nearly 2,600 students combined and are helping empower parents to customize their children's education to degrees few Americans could otherwise afford. Not only are parents more satisfied, but students are also thriving academically and socially for less than what it costs in a public school setting.
Arizona became the first state to enact an ESA program in 2011, officially called Empowerment Scholarship Accounts. In 2014 Florida enacted its ESA, the Personal Learning Scholarship Account Program. Both programs serve students identified as having special educational needs. Since 2011 Arizona has expanded its program to include students in or assigned to failing public schools, students from the foster care system, as well as children of Active Duty members of the military stationed within the state. Proposed expansions introduced this year would make non-disabled students being raised by their grandparents, those who live on Indian reservations, and children on public school waiting lists eligible for Arizona ESAs. Gov. Rick Scott has also proposed $5 million in additional funding to expand Florida's ESA program.
ESAs are Easy to Use
ESAs in Arizona and Florida operate similarly. Arizona parents of eligible students who do not prefer a public school education for their child simply inform their state education agency. They sign a contract promising not to enroll their child in a public school during the upcoming year, and the state deposits 90 percent of what it would have spent into a designated ESA for that child instead. Florida parents of special education students apply
3
to one of the two non-profit scholarship funding organizations (SFOs) authorized to oversee the ESA program and inform their local public school that their child will be participating in the ESA program. The SFO then deposits an amount worth 90 percent of what the state would have spent into the child's ESA. Arizona parents receive an ESA debit card to make authorized educational purchases. The two Florida SFOs overseeing the ESA program have similar procedures for participating families. One SFO issues unique ID cards for parents to access their child's ESA account and submit preauthorized payments and expense claims. The other authorizes debit transfers for pre-approved purchases.
ESAs Promote Personalized Learning
Parents in Arizona and Florida can use their child's ESAs to pay for a variety of approved educational services and supplies, including private school tuition and fees, special therapies, tutoring, curricula, online courses, exam fees, and special aides. Early research on Arizona's ESA program found that parents are using funds to pay for tuition at a variety of private schools, including faith-based schools (Catholic, Protestant, and Jewish), singlesex schools, schools with dedicated curricula such as Montessori schools and Waldorf academies, and schools specializing in autism. More than one-third of parents (34 percent) also used their children's ESAs to customize learning options, including paying for private tutoring, therapy, specialized materials, and online courses.
The ability to choose not simply where but how their children are educated results in high parental satisfaction with ESAs. Fully 100 percent of participating Arizona parents reported being satisfied with the program, with 71 percent reporting they are "very satisfied." In contrast, just 43 percent of parents reported any level of satisfaction with their children's previous public schools.
ESAs are Fiscally Accountable
By design, ESA programs in Arizona and Florida are fiscally accountable. Participating parents are required to keep expense portfolios and submit regular expense reports to the agencies overseeing the programs. They are also required to abide by clearly defined parent responsibilities. Parents who do not comply forfeit their child's ESA. Arizona's program has a zero tolerance policy for misspending. ESA accounts are immediately frozen if there is any suspicion of misspending. If substantiated, parents must repay misspent funds, and they can be immediately removed from the program. In addition to the structural program accountability, research on Arizona's ESA program also shows they promote personal fiscal responsibility. Because any unused ESA funds can be rolled over from year to year for future education expenses, parents have a powerful incentive to find the best quality programs at the best prices.
ESAs Pass Constitutional Muster
Parental choice opponents in both Arizona and Florida filed unsuccessful lawsuits against
the ESA programs in their respective states. The Arizona School Boards Association and the Arizona Education Association, the state's largest teachers union, claimed that ESAs violate the Arizona Constitution's religious establishment clauses because, like voucher scholarships, ESAs direct public funds to private schools. The Arizona Court of Appeals unanimously upheld the program because, as Judge Jon W. Thompson wrote, "This program enhances the ability of parents of disabled children to choose how best to provide for their educations, whether in or out of private schools. No funds in the ESA are earmarked for private schools. Thus, we hold that the ESA does not violate the [Arizona Constitution]."
The Florida Education Association and others opposed the state's ESA program on procedural grounds, claiming its enabling legislation violated the state constitution's prohibition against including too many issues in a single bill. A Florida circuit court dismissed the teachers union's original case and its appeal for failing to show palpable damages.
Expanding ESAs
In Arizona and Florida, ESAs are limited to families with special needs or circumstances, and at least nine other states are considering enacting similar ESA programs for special needs students. But there is no good reason to limit ESAs to select student populations. Every student, regardless of his or her circumstances, should have the opportunity for personalized learning. Parents, with control of their children's education funding, can seek a variety of education service providers based on their children's unique needs. And, because education providers are not constrained to work within a rigid, bureaucratic public school system, more providers can enter the education marketplace and innovate in order to meet the needs of individual children. This increased competition for students creates powerful pressure on all providers to offer effective, high quality programs at reasonable prices. ESAs are likely to improve children's and families' experience with the educational system and lead to greater educational achievement. This policy approach is a win-win for students, families, and taxpayers—and every state should consider a universal ESA program.
What ESAs Mean to Families
"The ESA program has given us choice in our child's education and access to a private school aimed at children with autism. She has developed tremendously over the past school year."
"We are very satisfied with the level of freedom [the] ESA allows in getting our daughter the education she needs to enter into regular classes rather than having the school system keep her in special ed the rest of her life."
"I really love the ESA program. … It indirectly raises the expectations of school programs. It raises the level of care, raises the competition between schools—a giant benefit for the whole population. Bravo! Now the kids who were being bullied and neglected have a chance to get away and go to a place that is better."
"Liam…is reading on grade level, which is huge. … It's helping his speech…and his overall communication has improved. …This program is just such a game-changer for parents…because the therapies and the education that we want to provide… to make them…reach their maximum potential is very expensive."
5
what you can do
You can help improve educational freedom for all students and their families and fight needless, government micromanaging of parents' education choices for their children!
* Get Informed: Learn more about how educational freedom benefits women, men, and children of all ages! Visit:
n Independent Women's Forum
n The Friedman Foundation for Educational Choice
n The Heartland Institute
n The Institute for Justice
* Talk to Your Friends: Help your friends and family understand these important issues. Tell them about what's going on and encourage them to join you in getting involved.
* Become a Leader in the Community: Get a group together each month to talk about a political/policy issue (it will be fun!). Write a letter to the editor. Show up at local government meetings and make your opinions known. Go to rallies. Better yet, organize rallies! A few motivated people can change the world.
* Remain Engaged: Too many good citizens see election time as the only time they need to pay attention to politics. We need everyone to pay attention and hold elected officials accountable. Let your Representatives know your opinions. After all, they are supposed to work for you!
About the Independent Women's Forum
The Independent Women's Forum (IWF) is dedicated to building support for free markets, limited government, and individual responsibility.
our partners
IWF, a non-partisan, 501(c)(3) research and educational institution, seeks to combat the too-common presumption that women want and benefit from big government, and build awareness of the ways that women are better served by greater economic freedom. By aggressively seeking earned media, providing easy-to-read, timely publications and commentary, and reaching out to the public, we seek to cultivate support for these important principles and encourage women to join us in working to return the country to limited, Constitutional government.
We rely on the support of people like you! Please visit us on our website www.iwf.org to get more information and consider making a donation to IWF.
Contact us if you would like to become a partner!
connect with iwf! Follow us on: | <urn:uuid:f20ac2c5-6c6f-47e4-85e4-749a30e7c42c> | CC-MAIN-2019-47 | https://c1355372.ssl.cf0.rackcdn.com/6dfb3b59-739a-46ae-9f29-0edd50ca9b4f/PolicyFocus15_Feb_p2.pdf | 2019-11-21T16:50:40 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00388.warc.gz | 348,808,182 | 2,908 | eng_Latn | eng_Latn | 0.998352 | eng_Latn | 0.99872 | [
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GENERAL GUIDELINES FOR TEACHERS AND STAFF**
* Suicide is the second leading cause of death for adolescents in the United States. *
* In recent years, more young people have died from suicide than from cancer, heart disease, HIV/AIDS, congenital birth defects, and diabetes combined. *
* For every young person who dies by suicide, between 100-200 attempt suicide. *
* Males are four times as likely to die by suicide as females, although females attempt suicide three times as often as males. *
SUICIDE IS PREVENTABLE
Here is what you can do:
* Talk to your student about suicide. Asking direct questions will not put ideas into their heads, as many fear. Asking for help is the single greatest skill that will protect your student. Help your student identify and connect to caring adults to talk to when they need guidance and support.
* Know the risk factors and warning signs of suicide. Participate and frequently review the suicide prevention training information from your school district.
*M. Heron, D. L. Hoyert, S. L. Murphy, J. Xu, K. D. Kochanek, & B. Tejada-Vera. (2009, April). Deaths: Final Data for 2006. National Vital Statistics Reports, 57(14).
**Lieberman, R., Poland, S. & Cassel, R. (2008). Suicide intervention. In Thomas, A. & Grimes, J., Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
LA COUNTY RESOURCE 877.7.CRISIS or 877.727.4747 Suicide Prevention Center http://preventsuicide.lacoe.edu
NATIONAL RESOURCE 800.273.TALK (8255) National Suicide Prevention Lifeline
* Remain calm. Becoming too excited or distressed will communicate that you are not able to talk about suicide.
* Listen without judging. Allow for the discussion of experiences, thoughts, and feelings. Be prepared for expression of intense feelings. Try to understand the reasons for considering suicide without taking a position about whether such behavior is justified.
* Supervise constantly. Do not leave the individual alone until a caregiver (often a parent) or school crisis team member has been contacted and agrees to provide appropriate supervision.
* Ask if there is a plan for suicide. If it does not put you or the student in danger, attempt to remove the suicide means.
* Respond immediately. Escort the student to a member of your school's crisis team. If you are unsure of who is on your school crisis team, find the principal, assistant principal, school social worker, psychologist, counselor, or school nurse.
* Join the crisis team. You know your student the best. Provide essential background information that will help with assessing the student's risk for suicide. When a teacher says, "this behavior is not like this student", this is critical information indicating a sudden change in behavior.
YOUTH SUICIDE RISK FACTORS
*M. Heron, D. L. Hoyert, S. L. Murphy, J. Xu, K. D. Kochanek, & B. Tejada-Vera. (2009, April). Deaths: Final Data for 2006. National Vital Statistics Reports, 57(14).
**Lieberman, R., Poland, S. & Cassel, R. (2008). Suicide intervention. In Thomas, A. & Grimes, J., Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
LA COUNTY RESOURCE 877.7.CRISIS or 877.727.4747 Suicide Prevention Center http://preventsuicide.lacoe.edu
NATIONAL RESOURCE 800.273.TALK (8255) National Suicide Prevention Lifeline
While the path that leads to suicidal behavior is long and complex and there is no "profile" that predicts suicidal behavior with certainty, there are certain risk factors associated with increased suicide risk. In isolation, these factors are not signs of suicidal thinking. However, when present they signal the need to be vigilant for the warning signs of suicide. In addition, they are also appropriate targets for suicide prevention programs. Specifically, these risk factors include the following:
* History of depression, mental illness, or substance/alcohol abuse disorders
* Presence of a firearm or rope
* Isolation or lack of social support
* Situational crisis
* Family history of suicide or suicide in community
* Hopelessness
* Impulsivity
* Incarceration
Suicide Warning Signs
Warning signs are observable behaviors that may signal the presence of suicidal thinking. They might be considered cries for help or invitations to intervene. These warning signs signal the need to inquire directly about whether the
*M. Heron, D. L. Hoyert, S. L. Murphy, J. Xu, K. D. Kochanek, & B. Tejada-Vera. (2009, April). Deaths: Final Data for 2006. National Vital Statistics Reports, 57(14).
**Lieberman, R., Poland, S. & Cassel, R. (2008). Suicide intervention. In Thomas, A. & Grimes, J., Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
LA COUNTY RESOURCE 877.7.CRISIS or 877.727.4747 Suicide Prevention Center http://preventsuicide.lacoe.edu
NATIONAL RESOURCE 800.273.TALK (8255) National Suicide Prevention Lifeline
individual has thoughts of suicide. If such thinking is acknowledged, then suicide interventions will be required. Warning signs include the following:
* Suicide threats. It has been estimated that up to 80% of all suicide victims have given some clues regarding their intentions. Both direct ("I want to kill myself.") and indirect ("I wish I could fall asleep and never wake up.") threats need to be taken seriously. Consider social media posts that include direct or indirect threats.
* Suicide notes and plans. The presence of a suicide note is an especially significant sign of danger. The greater the planning revealed by the youth, the greater the risk of suicidal behavior.
* Prior suicidal behavior. Prior behavior is a powerful predictor of future behavior. Thus, anyone with a history of suicidal behavior should be carefully observed for future suicidal behavior.
* Making final arrangements. Making funeral arrangements, writing a will, and/or giving away prized possessions may be warning signs of impending suicidal behavior.
* Preoccupation with death. Excessive talking, drawing, reading, writing, or posting on social media about death may suggest suicidal thinking.
* Changes in behavior, appearance, thoughts, and/or feelings. Depression (especially when combined with hopelessness), sudden happiness (especially when preceded by significant depression), a move toward social isolation, giving away personal possessions, and reduced interest in
*M. Heron, D. L. Hoyert, S. L. Murphy, J. Xu, K. D. Kochanek, & B. Tejada-Vera. (2009, April). Deaths: Final Data for 2006. National Vital Statistics Reports, 57(14).
**Lieberman, R., Poland, S. & Cassel, R. (2008). Suicide intervention. In Thomas, A. & Grimes, J., Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
LA COUNTY RESOURCE 877.7.CRISIS or 877.727.4747 Suicide Prevention Center http://preventsuicide.lacoe.edu
NATIONAL RESOURCE 800.273.TALK (8255) National Suicide Prevention Lifeline
*M. Heron, D. L. Hoyert, S. L. Murphy, J. Xu, K. D. Kochanek, & B. Tejada-Vera. (2009, April). Deaths: Final Data for 2006. National Vital Statistics Reports, 57(14).
**Lieberman, R., Poland, S. & Cassel, R. (2008). Suicide intervention. In Thomas, A. & Grimes, J., Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
LA COUNTY RESOURCE 877.7.CRISIS or 877.727.4747 Suicide Prevention Center
http://preventsuicide.lacoe.edu
NATIONAL RESOURCE 800.273.TALK (8255) National Suicide Prevention Lifeline
previously important activities are among the changes considered to be suicide warning signs.
Copyright 2010 by Los Angeles Unified School District | <urn:uuid:b91193c2-892c-45a7-9cd6-ecf959fdd41c> | CC-MAIN-2017-39 | http://preventsuicide.lacoe.edu/assets/files/guidelines_general.pdf | 2017-09-25T08:06:49Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00666.warc.gz | 265,264,845 | 1,764 | eng_Latn | eng_Latn | 0.911536 | eng_Latn | 0.984276 | [
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THEME: Autumn Leaves
As the leaves turn from green to all shades of brown, orange and red this Programme highlights the beauty of the autumn landscape!
An introductory activity can be used as the Squirrels arrive at the meeting place – colouring or simple puzzles can keep children occupied until all the Drey arrives or use a 'joining-in' style game, such as 'The farmer wants a wife' or a circle format ball game.
Add snack time where necessary!
Leaves are falling
tune of 'Frére Jacques'
Leaves are falling, leaves are falling Down and down, down and down. Yellow, red and orange, yellow, red and orange On the ground, on the ground!
Five little leaves
tune of 'Five little ducks'
Five little leaves, red and brown
(hold up five fingers)
Started falling down and down (hold hands up high and wriggle fingers downwards)
The wind came blowing, what a sound (wave arms in the air from side to side)
Whooosh! Whooosh!
(make whooshing noise)
And one little leaf hit the ground! (clap hands)
Four little leaves, red and brown (hold up four fingers)
….and so on! | <urn:uuid:62c52ade-a4a1-4651-a4a4-01564df4a557> | CC-MAIN-2019-47 | https://www.scoutsni.org/wp-content/uploads/autmn_leaves.pdf | 2019-11-21T16:42:42 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00387.warc.gz | 953,747,598 | 252 | eng_Latn | eng_Latn | 0.995602 | eng_Latn | 0.996965 | [
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Fact Sheet
Reading Food Labels
Without reading and trying to interpret the small print, do you really know what you are getting when you buy your weekly groceries? A food label will tell you a lot of information if you know what you are looking for. Food labels let you know about the key ingredients in a food, for example how much strawberry is in strawberry jam or meat is in a meat pie. The label will give you information about major nutrients and for allergy sufferers, all major allergens have to be declared, however small the amount. Food labels are particularly important for people with health conditions which may have specific nutritional requirements such as coeliac disease, diabetes, hypertension and heart disease. Whilst it is preferable to eat fresh, whole foods where possible, there are times when we may need to use manufactured foods to supplement our diet. For a healthy diet, it is important to choose a wide variety of foods that assist in maintaining the correct balance of nutrients.
Ingredient list
All food labels will have an ingredient list. Look at this first to find out exactly what is in the product. Ingredients are listed in order by weight, with the highest ingredient listed first. If sugar, fat or salt is listed near the beginning of the ingredient list, it is likely the product contains a large quantity of these ingredients. Additives are listed by their general name followed by their chemical name in brackets and their code name. Codes can be obtained from Food Standards Australia New Zealand.
Nutrition panel
The nutrition panel provides information on nutrients and allows you to make comparisons between similar foods. Nutrition panels provide information on energy (in kilojoules), protein, total fat (which can be broken into saturated fat, trans fat, polyunsaturated fat and monounsaturated fat), total carbohydrate (broken into sugars and starch), sodium (salt), as well as any other nutrients for which a claim is made on the label (e.g. high in fibre or low in saturated fat). Information is given per 100g and per serve or portion. Be cautious when comparing products that provide information using serving size, as the manufacturer decides the serving sizes which can vary widely between brands.
Interpreting the label
When looking at labels don't just look at the kilojoules and fat content. Compare the fibre, sugar and sodium (salt) content as well. Below is a list that may help to give you an idea of small amounts versus large amounts of these nutrients in products.
Fat
Not all fats are bad; however we do need to keep the intake of some types of fat reasonably low. The trick is to avoid saturated fats and trans fats, and to make sure that the fats we do eat are polyunsaturated or monounsaturated fats that include the important omega 3 and omega 6 fats. These 'good' fats can be found in foods such as olive oil, avocado, fish, seafood and nuts such as peanuts, cashews, walnuts and almonds.
Handy Hints
- 1 teaspoon of fat is approximately 5g, so if a label says 25g fat that is equal to about 5 teaspoons per serve.
- If you are a moderately active woman, an intake of 50 g per day would be considered a moderate fat intake.
- Low fat products often labeled light, lite, or fat free, are often high in sugar. Fat can also be disguised on labels as animal fat, vegetable oil, coconut, copha, cream, diglycerides, monoglycerides, lard, mayonnaise, milk solids, palm oil, shortening or tallow.
The Jean Hailes Foundation for Women's Health
Education Unit
PO Box 1108, Clayton South,
Victoria, Australia 3169
173 Carinish Road, Clayton,
Victoria, Australia 3168
tel
(03) 9562 6771
toll-free
1800 151 441
fax (03) 9548 9120
email firstname.lastname@example.org
web www.jeanhailes.org.au
ACN 092 915 618
Sugar
Sugar on the nutrition panel comes under two headings: total carbohydrate and total sugars. Total carbohydrate includes the naturally occurring sugar or starch found in some ingredients such as in milk, flour, grains, fruit and vegetables, as well as any manufacturer added sugar or starch. Total sugars include both naturally occurring and added sugar. The total sugars tell you how much sugar is contained in the product but it also includes the natural sugars from foods such as fruit juice, dried fruit and milk. This is why some foods with dried fruit in them seem to have high sugar content. Manufacturers can add these in place of sugar to 'naturally' sweeten foods; however, natural or added sugars both have the same kilojoule value.
Handy Hints
- 5g sugar is equal to 1 teaspoon. Check your breakfast cereal and calculate how much sugar you or your children are having for breakfast each day. If the label indicates 25g of sugar per serve then that is equal to 5 teaspoons of sugar.
- Sugar can also feature on labels as malt, malt extract, maltose, maltodextrines, dextrose, glucose, glucose syrup, raw sugar, fruit juice or fructose.
Fibre
The average intake of fibre in Australian women is approximately 21g per day. We should aim for an intake of 30g per day. To increase your fibre intake, choose foods that are high in fibre; preferably wholegrain. This is particularly important for bread and breakfast cereal, as these can provide a large proportion of our fibre needs for the day.
Handy Hints
- In high fibre products, the ingredient list will contain words such as wholegrain, wheat or wholemeal flour, whole oats or bran.
- 'High fibre' means the food must contain at least 3g of fibre per serve.
Salt
Sodium is the component of salt which affects our health. People experiencing high blood pressure are often required to lower their salt intake. Many Australians eat twice (or more) the amount of salt that their body needs. The recommended dietary intake of salt is between 920 and 2300 milligrams per day (roughly equal to one teaspoon). We get salt naturally from food as well as from what we add to food, but the majority of our salt intake is from processed foods.
Handy Hints
- Be very careful with breakfast cereals which can be high in sodium. Try rolled oats or make your own muesli.
- Table salt, rock salt and sea salt are all equally high in sodium. Instead of salt or stock, use herbs and spices to add flavour to meals.
In summary
- 10g of sugar or more is a lot, 2g or less is a little
- 500mg of sodium (salt) or more is a lot, 100mg or less is a little
- 20g of fat or more is a lot, 3g or less is a little
- 10g of fibre or more is a lot, 2g or less is a little
Additives
Food additives are substances added to food by the manufacturer in relatively small amounts to prolong shelf life, improve texture, and improve the appearance of foods or the nutritional content. They can only be used if approved by Food Standards Australia New Zealand. It is mandatory by Australian law that the two additives of folate and iodine are added to all bread-making flour (except organic flour), to help protect the health of pregnant women, infants and children. The level added to food is small and shown to be safe. Pregnant women may still require a supplement of folate and iodine and should speak to their doctor or a dietitian for more information.
For the extended version of this fact sheet please visit.
http://www.jeanhailes.org.au/images/stories/Education/Documents/info/food_labels.pdf For More information on nutrition visit www.jeanhailes.org.au www.foodstandards.gov.au Food Standards Australia New Zealand (ANZFA)
This resource was developed with the support of the Australian Department of Health and Ageing
This fact sheet is designed to be informative and educational. It is not intended to provide specific medical advice or replace advice from your health practitioner.
Updated May 2010
health tips
Enjoy a wide variety of nutritious foods, by eating plenty of vegetables, legumes, fruit and wholegrain cereals. Include lean meat, fish, poultry and/or alternatives.
Try to include fish 3–5 times a week (this can include canned fish, such as salmon, sardines and tuna).
Take time out just for you.
Make pelvic floor exercises a life-long habit — even if you have no symptoms.
Be active on most, or all, days of the week: you don't have to do a 30 minute walk, 3x10 minutes is just as good!
3 serves of dairy each day for good bone health. | <urn:uuid:9dc1fbaf-16c3-4ec2-a302-ab14020d60fb> | CC-MAIN-2017-39 | http://nht.org.au/wp-content/uploads/2014/03/FoodLabels.pdf | 2017-09-25T07:52:37Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00666.warc.gz | 236,888,321 | 1,846 | eng_Latn | eng_Latn | 0.998094 | eng_Latn | 0.9982 | [
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Thought experiments in physics theories of the 20 th century: A tool for popularization and teaching in secondary education. 1
Athanasios Velentzas, Krystallia Halkia and Konstantine Skordoulis Faculty of Primary Education, University of Athens, Greece.
Introduction
The focus of this work is the thought experiments (TEs) -gedankenexperimente- in physics theories of the 20 th century and the role they can play in secondary education. TEs have played an important role in the development of science because they were used by leading scientists for the formulation of innovative theories; for establishing the contradictions in already existing theories; for the modification of the old theories according to new findings, or even for their replacement with a new paradigm. TEs are experiments which are designed and performed mentally by the scientists when investigating a new physics topic. They utilize the imagination in setting up a "thought scenery" which usually refers to familiar situations, though the conventions they require go beyond daily experiences (Mach 1896/1976, Sorensen1992, Kuhn 1977). Several philosophers of science, such as Popper (1959/1999) and Brown (1991), have commented on the role of TEs in the route of science and have proposed various classifications.
TEs could prove to be powerful tools for science teaching since they develop students' creative thinking and imagination, while helping them to formulate predictions and hypotheses, and reach reliable conclusions. Moreover, since TEs have a particular role in the history of science they familiarize students with the methodology of science (Gilbert and Reiner 2000). According to Reiner (1998), TEs in the classroom evolve "as a result of collaborative problem solving". In addition Matthews (1994) argues that TEs of the anticipatory type are very fruitful in science teaching, especially when students are first asked to anticipate the result of an experiment, and after performing the actual experiment, to find out if the result was in agreement with their predictions. This type of TEs can help students to express firstly their ideas and then to change them according to their findings (Helm at al. 1985).
In our days the approach to theories of science can be reached via a wide spectrum of sources in formal as well as in informal education (Wellington 1991). The sources of informal science education can be radio, television, newspapers, magazines, popular science, web pages and others. These informal science sources are easily accessible to students, to their teachers and to the public in general (Halkia 2003). Leading scientists (such as Einstein) have innovated TEs not only for the development of their theories, but also for their presentation and communication to the public. Popular books of science often use TEs to present physics theories of the 20 th century. As Stannard (2001) comments: "an early familiarity with these topics appears to be effective in attracting young people to take serious interest in physics in general". For this reason, it was considered that it would be of interest to investigate the presence of TEs in books popularizing science of the 20th century.
The present research is focused on the TEs (as they are presented in popular science books), which refer to the following topics:
- the uncertainty principle (quantum mechanics).
- the principle of equivalence (general theory of relativity).
1 The research has been funded by the University of Athens
- the consequences of the principle of the constancy of speed of light on the concepts of time and space (special theory of relativity).
Specifically, the present work attempts to investigate:
- The way scientists use TEs as a tool to popularize the above topics.
- The possibility of using the TEs (as they are presented in popular science books referring to the above topics) for teaching the relative physics concepts to secondary school students.
Mode of inquiry
The research was carried out in two phases:
Phase A: The detection, the selection and the study of books popularizing science.
By searching the lists of Greek publishing companies, 72 Greek translated of mostly English books, which popularize science, were detected. 26 books out of them refer to the theory of relativity (special or general) and/or to the quantum theory. Among them, 13 were selected for study, based on the following criteria:
(i) They are popular worldwide.
(ii) Their writers are famous scientists.
(iii) They deal with issues which are related to the ones included in the program of study.
For each book, the TEs referring to the topics of interest were noted and finally the most popular ones among them were selected.
Then three passages from the above books were selected, one for each TE, to be used as teaching material. The choice of the relevant passages was based on:
- their extent (not too short or too lengthy)
- the narrative techniques they used to attract the reader
- the use of instructive tools (e.g. analogies, metaphors etc) for the presentation of complex concepts.
- the terminology used (not too technical).
Phase B: The experimental implementation.
Three teams of students were chosen who had not been taught the topics presented by each one of the selected TEs. Each team was composed of mixed ability students according to their performance in physics courses. A different TE was addressed to each team:
A) The TE on the uncertainty principle selected from Gamow's (1990) book, was administered to a team of five, 17 year old students (12 th grade)
B) The TE on the principle of equivalence selected from Stannard's (1991) book, was administered to a team of five, 14 year old students (9 th grade).
C) The TE on the consequences of constancy of speed of light selected from Landau's
(1959) book, was administered to a team of five, 16 year old students (11 th grade).
Each TE was addressed to a different age group by the following criteria:
- The writer's aim to address a certain group age
- The background needed to understand the relevant text.
The students in each team were selected by their physics teachers according to their physics grades: outstanding - good - mediocre – weak.
Individual students in each team studied the selected passages referring to the specific TE, and then answered as a team to some questions aiming to assess their understanding on the physics concept related to the TE. To answer these questions, students had to argue on the matters emerging from the TE. The discussions were recorded and a qualitative research was carried out through a discourse analysis. The implementation lasted for two hours.
Results
Phase A
The study of the books led to the following results:
- TEs constitute the most common, almost unique tool used by the popularizers of scientific issues. Specifically TEs are used in 93% of the books referring to above mentioned topics of special and general relativity and of quantum mechanics.
- The TEs which are primarily used for the popularization of these three topics, are:
I) "the train of Einstein" for the consequences of the constancy of speed of light on the concept of space and time.
II) "the elevator of Einstein" for the principle of equivalence
III) "Heisenberg's microscope" for the uncertainty principle.
These TEs are presented, either as a variation or as simplified versions of the original TEs. For example, the elevator or the train, is usually represented as a spaceship which is equipped with mirrors, and instead of lightning, a flash.
The mathematical formalism, in Heisenberg's microscope, is omitted or simplified in comparison to the original TE (Heisenberg 1930/ 1949).
Phase B
The discourse analysis of students' dialogues and argumentation as well as the content analysis of the written tests, revealed the following main points:
- The engagement of students with the study of the specific TEs provoked their interest which proved to be much greater that their own teachers had anticipated. A strong argumentation developed between the students (in the team) when they were trying to answer the questions of the test. The discussion between students helped especially those students with low marks in physics, to understand the relevant concepts.
- The students seem to have reached a sufficient degree of comprehension of the relevant concepts after a careful reading of the passages referring to the TE. They all reacted equally well to the mental demands of the TE, despite their differences in school performances in physics courses. In most cases, mediocre students responded better than the outstanding ones, when answering a question.
- In answering the questions, students (in all teams) seem to have comprehended the meaning of the passages of the books, though the younger students (team B) used less accurate terminology than the older ones (team A) who were more precise.
- In the cases where the TEs were either far from their experiences (e.g. Heisenberg's microscope) or where they were supported by their experiences (e.g. Einstein's elevator), students could follow the relative syllogisms and adopt the deduction of the corresponding theories. However, in the case where the TE contradicted students' experiences, they found it difficult to follow the relevant syllogisms and accept the consequences these syllogisms lead to. For example, in the TE referring to the "train of Einstein", while students could explain sufficiently well the relativity of simultaneity, they could not explain the dilation of time. In the latter case, though they could not find a reasonable contradiction with the TE, they preferred to invent their own models or to "philosophize" in order to avoid accepting the TE's conclusion (that the two clocks, moving and motionless, work with different rhythms).
Conclusions and Implications
TEs constitute very powerful and (in certain cases) irreplaceable instructive tools for helping students to approach the principles of equivalence, of uncertainty as well as the consequences of the constancy of the speed of light.
The transformation made by famous scientists, of the historical TEs into forms accessible to the public, helped the popularization of difficult physics topics. The relevant popular science books contain reliable knowledge and utilize attractive communication techniques (e.g. the use of narrative style) to tell a science story. Thus, they can be used as an introduction to inform secondary school students about physics theories of the 20 th century, or even to provide them with the necessary background to approach complex physics concepts (at a basic level). These texts are very helpful, especially for those students who have a poor physics knowledge background and find difficult to study physics in the formalistic way as presented in their textbooks. These TEs can constitute a rich source for the design of educational material, which physics teachers can use in their everyday teaching.
The teamwork in science classrooms proved quite fruitful in handling questions which demand the comprehension of scientific texts. The overall result of teamwork is enhanced especially when the team is composed of students with mixed background knowledge in physics. It seems that the inter-student communication in teamwork, allows students with poor physics knowledge to feel free to participate in the discussion and the relevant argumentation, thus improving their knowledge in the science issue under discussion.
References
Brown J.(1991) The Laboratory of the Mind. Thought Experiments in the Natural Sciences (London: Routledge).
Gamow G. (1990), Mr Tompkins in paperback, (Cambridge University press)
Gilbert, J. Reiner, M. (2000). Thought experiments in science education: potential and current realization, International Journal of Science Education, 22(3), 265-283
Halkia K. (2003) Teachers' views and attitudes towards the communication code and the rhetoric used in press science articles, in (Psillos at. Al) Science Education Research in the Knowledge - Based Society (Dordrecht: Κluwer Academic Publishers)
Heisenberg W. (1930, translation by Eckart C., Hoyt F., 1949) The principles of the quantum theory, (New York: Dover)
Helm H, Gilbert J, Watts D.M (1985) Thought experiments and physics education-Part 2. Physics Education, 20, 211-17.
Kuhn, T. (1977). A function of thought experiments. In T. Kuhn: The Essential Tension Selected studies in scientific tradition and change, (Chicago University Press) 240-265.
Landau L., Rumer Y. (1959), What is relativity, (New York: Basic books)
Mach E (1896/1976) On thought experiment in E. Mach Knowledge and Error (translation 1926 by Cormack T. and Foulkes P.) (Dordrecht: Reidel, 1976), 134-147.
Matthews, M. (1994) Thought experiments in M. Matthews Science Teaching. The Role of History and Philosophy of Science. (New York-London: Routledge) 99-105
Popper, K. (1959/1999) On the use of imaginary experiments especially in quantum theory, in K.Popper The logic of scientific discovery,( New York-London: Routledge) 442-456.
Reiner, M. (1998). Thought Experiments and Collaborative Learning in Physics. International Journal of Science Education, 20(9), 1043-58.
Sorensen R (1992) Thought Experiments (New York and London: Oxford University Press)
Stannard R. (1991), Black hole and Uncle Albert, (London: Faber and Faber)
Stannard R. (2001) Communication physics through story. Physics Education, 36(1), 30-34
Wellington J. (1991) Newspaper science, school science: friends or enemies?, International Journal Science Education 13(4), 363-372. | <urn:uuid:7b6984b2-ddb4-40f7-8d62-d74cb6718a3c> | CC-MAIN-2017-39 | http://old-asel.primedu.uoa.gr/PAPERS/velentzasesera05.pdf | 2017-09-25T07:56:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00664.warc.gz | 257,940,326 | 2,854 | eng_Latn | eng_Latn | 0.91013 | eng_Latn | 0.997025 | [
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FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT Department of Geomatics 'MAP YOUR NEIGHBOURHOOD' COMPETITION Competition Day 4 August 2017
We invite you to enrol teams to participate in a 'Map your Neighbourhood'
Teams must register in advance to reserve a place and finalise arrangements, (see cover letter for instructions).
A maximum of 20 teams can be accommodated.
Bookings will be treated on a first-come first-served basis. No preference bookings will be accommodated.
PRELIMINARY PROGRAMME
8:00 - 8:30 Registration of teams and submission of maps and reports
8:30 - 11:30
Teams present on how they conducted the mapping project. Evaluation of maps by judges
11:30 - 12:30 Prize-giving
Today's world has evolved to become what is referred to as an 'information society'. In this society, information is a basic need to our survival. We then find ourselves with a desire to communicate so that we know what is happening around us and globally. Think of WhatsApp, Facebook, Twitter and Instagram. Each morning we cannot do anything before checking messages on, for example, WhatsApp or spend a day without visiting any of our favourite social networks.
As we communicate with friends over social networks, we often need to meet for a movie or tea in a restaurant. Sometimes we book a trip as a group in other country unfamiliar to us as tourists. In some cases, we just need to move from point A to B after being given an address. How then do we achieve moving (navigating) from one place to another when we are not familiar with that place? What document can you give to a tourist so that he or she can easily move around a place to see different cultural sites? The only document that can help us is a map. A map shows us the different natural and manmade features in a place and we can use it to navigate from one place to another. Maps are one of the major products that we produce in the Geomatics department. Our maps are used by government, private sector, non-governmental sector and schools. The information contained on maps is referred to as geographical information. This information is important because it gives you 'a sense of location' anywhere on the earth's surface. Geographical information has become so vital such that many organisations and people use it on a daily basis for different applications.
1
If you relate to the modern world we live in, you can think of google maps as one of the tools available for navigation on smartphones. You can also share your current location through WhatsApp to a friend so that he or she can navigate and meet you at the exact place. This is possible because of coordinates. In Geomatics, coordinates play a major role as they help us create maps which are used on applications such as Google and Bing maps.
The Department of Geomatics at Tshwane University of Technology is staging a 'map your neighbourhood' competition. Through the active participation of scholars, we wish to show them different ways of viewing the world through mapping.
For the Tshwane University of Technology and specifically, the Department of Geomatics, it is of inestimable value to show young scholars, who still have to choose a career and decide on their preferred field and place of study, based on what our students are capable of doing. The Geomatics profession needs Engineering Surveyors, Geographic Information Systems Specialists, Photogrammetrists, Software and Application Developers, Cartographers and Physical Planners, though fewer people are entering this field.
The Tshwane University of Technology specialises in career training and every student who participates is equipped and ready to enter the job market and produce quality Geomatics work at a professional level.
2
1. COMPETITION FOR SCHOLARS
1.1 Draw a map (freehand and not to scale) of the neighbourhood where your school is situated. The map should have your school as the central point. The map should therefore show your school and the area surrounding the school. The map should present detailed information of your school and the neighbourhood it is in. You can use rulers for some features, if necessary, to make them neater. Take note of the size of different features relative to each other, for example, one tennis court cannot be the same size as a football pitch but needs to be smaller.
Draw a rectangular boundary 2cm from the top, bottom and sides of the A0 paper. This will define your drawing area.
Do your first sketch on the A0 paper and identify how you can improve the positioning of features. Use this map to move around labelling different important features such as classroom blocks, swimming pools, fish ponds residential areas, shopping centres, rivers, mountains, churches, recreation centres and roads. Think of the different symbols that you can use to represent different features on the group. Think of the different colours you can use, for example, blue for water.
Once you have all the information, redraw on another A0 paper. After drawing on pencil, shade the different features using crayons. Draw a key or legend at an appropriate place. Put a title of your map at an appropriate place, for example, Map of Pretoria West. Draw a north pointer (arrow) and explain how you determined the north direction in your report. Write information of group members such as names, surnames and your school name on the map.
It will be worthwhile to research on 'how to make good maps' on www.google.com.
The materials you need at this point are:
- Pencils
- A0 plain white paper (2)
- Rulers
- Crayons
- Stencil
1.2 Visit a printing shop that prints up to A0 size and make a copy of your map, preferably on glossy paper.
NB
1.3 Give a detailed description in a form of a report of:
1. The map-making process from the first field trip to gather information up to creating the final map product (You will give a five-minute presentation in front of the judges).
This report and presentation will be assessed as part of the competition.
2. SUBMISSIONS
AO sketch map of your neighbourhood (hand-drawn)
Copy of AO map on glossy paper
Project report (Not more than two handwritten pages)
3
3. PRIZES
The competition will be judged by taking the following guidelines into consideration:
3.1 A first, second and third place to the teams having the best maps and detailed reports.
The number of prizes handed out will depend on availability.
Reference to mapping https://www.citysightseeing.co.za/content/page/maps
Contact details:
Mr. Edward Kurwakumire
Tel: 012 382 5086
E-mail: firstname.lastname@example.org
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In-Depth Resources: Unit 4
Section 2 Jackson's Policy Toward Native Americans
Guided Reading
A. Sequencing Events As you read this section, answer the questions about events shown in the time line below.
4 UNIT 4 CHAPTER 12 B. Summarizing On the back of this paper, briefly explain the importance of the following in the conflict over the removal of Native Americans from their lands. Indian Removal Act Indian Territory Black Hawk War B. Summarizing On the left side, explain the importance of the following in the conflict over the removal of Native Americans from their lands: Indian Removal Act; Indian Territory; Black Hawk War. You must write 4 sentences for each event - extra credit will be awarded for those who type AND include a visual for each item.
1. In what ways was the Cherokee Nation like the United States?
2. What did the Indian Removal Act call for, and why did Andrew Jackson support it?
3. What did the Supreme Court decide in the case, and what was President Jackson’s response to the court ruling?
4. What was the outcome of the Seminoles' refusal?
5. Why is the forced removal of the Cherokees referred to as the Trail of Tears?
1827 Cherokee Nation founded.
1830
Congress passes the Indian
Removal Act.
1831
Removal of Choctaw and other southeastern peoples from their
lands begins.
1832 The Supreme Court rules on case between Georgia and the Cherokees.
1835 Seminoles refuse to leave their land.
1838 Forced removal of all Cherokees from Georgia begins.
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WHAT IS A GIVING PARTY?
A Giving Party is a unique opportunity for your child and his or her friends to come together, have a great time and learn valuable lessons about the power of their actions and the importance of helping others and making the world a better place. Ideally, each child at the party would have their own copy of The Giving Book since this book is designed to be customized by the child and become a scrapbook of their hopes and dreams for the world. You can decide whether you'd like to provide each child at the party with a copy of the book or ask each guest's parents to be responsible for obtaining the book.
This party guide contains just a few ideas for creating an exciting party that has purpose in its ability to combine fun with a powerful character education experience.
GIVING PARTY OVERVIEW:
The Giving Party, as described in this guide, has seven different activities.
- Personalizing the Book
- Introduction/Setting The Stage
- "Gift Certificate" Activity
- "So Many Ways to Give" Discussion
- "Gift of Happiness" Activity
- "Recycle Rush" Activity
- "Giving Bag" Activity
Of course you may customize the party in a way that best fits your space, timing and the group of children in attendance. You can also refer to the Teacher's Guide available at www.wateringcanpress.com for additional activity possibilities.
Invitations/Guest Prep:
Page five of this PDF is an invitation that you can print out or you can make something similar yourself. We suggest that you have your child fill out the invitations for the guests and then glue them to the front of a 9x12 envelope (available at any office supply store). If you are mailing the invites, you can slip the invitation page inside the envelope for mailing. The envelope will then become a tool for holding the things your guest will bring to the party as part of their preparation. As you can see on the invitation, your guest's prep for the Giving Party will be to talk with their parents about what charities or causes they think are important. Using the computer or clipping from newspapers, the parents can help the child gather some information on those causes that he/she can share with the other guests at the party. Each guest will also need to bring a 3"x5" or 4"x6" picture of him/herself. Make sure the parents know this picture might need to be trimmed to fit in the book.
Decoration Ideas:
The Giving Party doesn't require decorations, but if you want to add more festivity to your event, you can work off the globe theme used on the front of the book and utilize blue and green balloons and streamers. If you want to incorporate the "star" activity outlined on page 49 of The Giving Book, you could decorate with large cut-out stars that would later be used to record your guests' dreams and wishes for the world.
Food and Snack Suggestions:
If you want to offer refreshments, here are some ideas. Round "globe" cookies with green and blue icing make a nice accent or you could do a cake with a message about charity or giving written in icing. Part of The Giving Book's message is that the world is a big place and we must protect it and care about people who live far away or who are very different from us. Incorporating simple delicacies from foreign cultures is a nice way to use food to compliment the purpose of the party. Be creative and create a menu that is practical and fun.
Activities:
After your guests arrive, you want them to all be seated with their Giving Book so they can all see and hear the adult(s) leading the party. They could be seated around a table or on the floor in a living room or family room. If the weather is nice, they could be in a back yard or on a patio. Each child will need room to spread out their book and participate in some arts and crafts projects.
Personalizing the Book:
When you initially give each child their book, explain that it is truly THEIR book and they are encouraged to complete the activities and write in the book as they wish. If you are providing the books for all the children, make sure you complete the "letter" on page 3 of the book by writing in the guest's name and your or your child's name at the bottom. As a group activity,
have each child put their picture in the sleeve on the inside cover of the book. If they have brought a 4x6 picture, they will need to trim it slightly to get the best fit. Have the children write their names on the appropriate line on the first page of the book.
Introduction/Setting the Stage:
You want to tell the guests that this party is going to be a lot of fun and that they will all be learning more about giving and charity. Make sure they know there are exciting activities ahead! As an introduction to the concept of philanthropy, read aloud pages 7-11 of The Giving Book and have the children follow along. Depending on the ages of the guests, you could even have them take turns reading. Let discussion flow and encourage them to ask questions.
"So Many Ways to Give" Discussion:
This is the portion of the party where we want the children to realize that everyone has something to give. Start the discussion by having them turn to pages 14 and 15. Have the children take turns sharing ways people have been giving to them and they have been giving to others. Encourage them to write these down in their books if you'd like. Read aloud pages 17 and 23 and then ask the children for more examples of how they could give or help others.
"Giving Certificates"
Now it is time for the kids to use their imagination and think of ways they can help the people in their lives and in their community. On page six of this PDF, you'll see a sheet of "Giving Certificates." These are gift certificates the children can give to people which represent a promise of something they will do to be nice and give back. It could be helping parents with the chores, visiting with a neighbor, helping do yard work, etc. Have the children complete these certificates and encourage them to present each one to the intended recipient in the days following the party as a concrete first step to being more philanthropic.
"The Gift of Happiness"
This activity will require a little research on your part. You'll need to find a group in your area that could use a little happiness and sunshine – it could be a children's hospital where the sick kids need cheering up, it could be a nursing home with residents that enjoy receiving pick-me ups. Essentially, the children at your party are going to make special handmade cards to share some joy with someone they don't know. Read the poem on Page 25 aloud and see if your guests can guess the special "gift." Tell the guests about the group or individuals you have chosen for this project and explain to them why these people need a little happiness and cheer. Then provide them construction paper, crayons, markers, or other craft supplies to create cards. Have envelopes and stamps on hand so they can address the cards and get a feeling of completion in knowing their "gift of happiness" is on its way.
"Recycle Rush" Activity
Review page 32 with the children and explain to them how important it is to take care of the environment by not littering, recycling and taking care of the earth. The "Recycle Rush" activity is like an Easter Egg hunt, but the children aren't looking for eggs, they are looking for trash that you have hidden around the yard – plastic bottles, cans, etc. You will, of course, want to rinse out the "trash" items before hiding them. The twist is that, in each item, there will be some money (a quarter or two is plenty). Explain to the children that this money will be used to help people and groups that need our support. To prevent competition, set a maximum number of items for each child, like 4 or 5. When they have found all their allotted items, collected the money from them and deposited the trash in the designated bin or bag, they can then help the other guests find their items. This way, all the guests have the same amount of money to start saving for charity.
"The Giving Bag" Activity
Now that the children have some coins to start their savings for charity (and they've run off some of their energy), it is time for an arts and crafts project to create their own "Giving Bag." You can use pages 36 and 37 of the book to present this concept. When explaining the concept of donating money to charity, have the guests go around and share the causes or organizations they discussed with their family. They can also share any information they brought in their envelope on these charities. You can use whatever container you want with the children – a cloth bag, a box, a jar. Give each child their own container and then let them customize it with decoration and their name. Depending on the age of the children, there are endless options for this project – glue, glitter, buttons, markers, paint. Choose a selection of items that let the children be creative and make their "Giving Bag" special.
When the project is complete, explain to the children that THEY get to decide to whom or what group they want to donate their money. Use pages 38 and 39 to encourage them to continue saving money in their "Giving Bag" to help others. Point out page 40 and remind them they'll need to write a letter when they do decide to send in their donation and get their parents help in finding the information needed to make the contribution.
Make sure that all the guests leave with their book, their envelope, their "Giving Certificates," and their "Giving Bag."
More activity ideas are available at www.wateringcanpress.com. We also offer discounts on purchases of 10 books or more through our site.
____________ would like to invite you to a very special party where we’ll have lots of fun while we learn how we can help other people and make the world a better place!!
WHEN:
WHERE:
Make sure you or your parents call us at _____________ to let us know you’ll be attending our Giving Party!!
WHAT TO BRING!!!
Write your name on your envelope and feel free to color this invitation!! One of the fun things we are going to do at the party is talk about how we can help people by giving money to charity. Talk to your family about charity and think of one or two causes that you think are really important. Let a grown-up help you collect information on the organizations or causes you have chosen and put this information in this envelope. Make sure you also put a picture of yourself in your envelope that is either 3"x5" or 4"x6".
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WTCS Repository
10-806-172 Basic Nutritional Science
Course Outcome Summary
Course Information
Description
This course provides an introduction into the science of nutrition. Basics concepts related to digestion and metabolism are presented. The significance of carbohydrates., lipids, proteins and vitamins to the human ogranism are discussed. The relationship of proper nutrition to selected pathological conditions throughout the human lifecycle is presented. The concept of sustainability and environmentally - conscious food production introduced.
Total Credits 3.00
Pre/Corequisites
Prerequisite
Each Wisconsin Technical College determines the General Education course prerequisites used by their academic institution. If prerequisites for a course are determined to be appropriate, the final Course Outcome Summary must identify the prerequisites approved for use by the individual Technical College.
Course Competencies
1. Describe the role for carbohydrate in human physiology.
Assessment Strategies
1.1. in classroom assessment activities, on a quiz, on a worksheet, on a comprehensive examination Criteria
Your performance will be successful when:
1.1. you explain the structure of monosaccharides, disaccharides and polysaccharides
1.3. you explain health benefits of soluble and insoluble fiber
1.2. you relate structure to function
1.4. you complete fiber content worksheet
2. Describe the role for lipds/fats in human physiology.
Assessment Strategies
2.1. in classroom assessment activities, on a quiz, on a worksheet, on a comprehensive examination Criteria
Your performance will be successful when:
2.1. you explain the structure of triglycerides, fatty acids, and cholesterol
2.3. you define the function of fat in the body
2.2. you relate structure to function
2.4. you identify the role of fat and list optimal amounts in the diet
2.6. you explain "good" and 'bad" cholesterol and optimal blood lipid levels for each
2.5. you identify essential fatty acids and food sources for each
2.7. you explain hydrogenation and trans fatty acids
2.8. you outline physiological consequences of over-consumption of fats
3. Describe the role for proteins in human physiology.
Assessment Strategies
3.1. in classroom assessment activities, on a quiz, on a worksheet, on a comprehensive examination Criteria
Your performance will be successful when:
3.1. you complete worksheet assessing own protein intake
3.3. you list three complete and three incomplete proteins
3.2. you relate structure to function
3.4. you identify the diseases caused by protein deprivation
3.6. you describe protein metabolism as related to enzymes, hormones, immunity, gluconeogenesis, and fluid balance
3.5. you identify the health consequences of protein over-consumption
4. Describe the role for vitamins in human physiology.
Assessment Strategies
4.1. completing quiz, worksheet, and comprehensive examination
Criteria
Your performance will be successful when:
4.1. you contrast the role of vitamins to the other nutrients
4.3. you identify the fat soluble vitamins, function, and good food sources for each
4.2. you identify the water soluble vitamins, function, and good food sources for each
4.4. you define precursor and antagonist as they relate to vitamins
4.6. you describe affect of harvesting, processing, preparation and storage of foods to potential vitamin content variablilty
4.5. you identify potential causes of vitamin deficiencies
4.7. you state conditions of use for vitamin supplement preparations
4.9. you complete vitamin use worksheet
4.8. you recognize potentially toxic intake levels of vitamins
5. Describe the role for minerals in human physiology.
Assessment Strategies
5.1. in classroom assessment activities, on a quiz and comprehensive examination
Criteria
Your performance will be successful when:
5.1. you utilize dietary intake tables to identify recommended intakes of trace minerals
5.3. you describe potential toxicity signs from minerals
5.2. you state function and good food sources of essential minerals
5.4. you list population groups "at risk" from deficiency states
5.5. you utilize dietary intake tables to identify recommended intakes of trace minerals
6. Describe the role for water in human physiology.
Assessment Strategies
6.1. in classroom assessment activities, on a quiz, worksheet, and comprehensive examination
Criteria
Your performance will be successful when:
6.1. you calculate own fluid needs on a worksheet
6.3. you define overhydration
6.2. you explain conditions causing dehydration
6.4. you list physiological consequences of dehydration
7. Identify the organs of the digestive track.
Assessment Strategies
7.1. in classroom assessment activities, on quiz, and comprehensive examination
Criteria
Your performance will be successful when:
7.1. you identify physiological location of mouth and esophagus
7.3. you identify the liver, gall bladder, pancreas and small intestines as organs that produce and secrete digestive substances
7.2. you identify physiological location and importance of the role of the liver and gall bladder in the digestive process
7.4. you identify physiological location and function of the small and large intestine
8. Explain chemical and mechanical components of digestion/absorption.
Assessment Strategies
8.1. in classroom assessment activities, on a quiz, and on a comprehensive examination
Criteria
Your performance will be successful when:
8.1. you list three mechanical actions of digestion
8.3. you identify two of the four organs that produce substances needed in digestion
8.2. you identify digestive juices and function of each
8.4. you explain the function of enzymes in chemical breakdown of food
9. List diseases that impact digestion/absorption.
Assessment Strategies
9.1. in classroom assessment activities, on a quiz, and on a comprehensive examination
Criteria
Your performance will be successful when:
9.1. you explain the impact of an ulcer, hernia, GERD, constipation, diarrhea, and IBS on digestion/absorption
9.3. you identify dietary factors related to the impact of constipation on digestion and absorption
9.2. you explain the impact of GERD on digestion and absorption
9.4. you explain the impact of diarrhea and IRS on digestion and absorption
10. Identify substances absorbed upon completion of protien/fat/carbohydrate digestion.
Assessment Strategies
10.1. in classroom assessment activities, on a quiz, on a comprehensive examination
Criteria
Your performance will be successful when:
10.1. you identify three simple sugars absorbed from carbohydrate
10.3. you identify free fatty acids as one of the substances broken down from fat during digestion
10.2. you explain absorption as a process which allows digested nutrients to be moved into circulation
10.4. you identify amino acids as the substances absorbed from the digestion of protein
11. Analyze intake for ten nutrients utilizing standards.
Assessment Strategies
11.1. in classroom assessment activities, on a quiz, and on a comprehensive examination.
Criteria
Your performance will be successful when:
11.1. you will list amounts of foods from each grooup you will include each day
11.2. you will list amounts of foods from each group you need daily
11.3. you will identify serving sizes in both ounces and cup measurements
11.4. you will create an individualized Food Guide Pyramid from mypyramid.gov
12. Explain the role of the Food Guide Pyramid in assessing nutritional adequacy.
Assessment Strategies
12.1. in classroom assessment activities, on a worksheet, on a quiz, and on comprehensive examination Criteria
Your performance will be successful when:
12.1. you list the food groups and amounts needed daily
12.3. you demonstrate use of Food Guide Pyramid and menu for assessing adequacy
12.2. you select and print standardized menu for 2000 kcalories from mypyramid.gov
12.4. you identify the recommended serving size for each food group
13. Describe the role of Dietary Guidelines for Americans for making healthy lifestyle changes.
Assessment Strategies
13.1. in classroom assessment activities, on a quiz, and on a comprehensive examination.
Criteria
Your performance will be successful when:
13.1. you list the eight Dietary Guidelines
13.3. you explain which guideline has the most meaning for you as an individual and why
13.2. you identify lifestyle factors indicated for meeting guidelines
13.4. you describe the role of the guidelines for improving the health of Americans
14. Explain use of nutrients listed and Daily Refernece Value on nutritional label as tools for making healthy food choices.
Assessment Strategies
14.1. in classroom assessment activities, on a quiz, on a worksheet, and on a comprehensive examination Criteria
Your performance will be successful when:
14.1. you list all components of a nutritional label
14.3. you identify items listed in Daily Reference Values
14.2. you describe the rationale for items included on the label
14.4. you list the health claims permitted
14.5. you analyze two food labels on worksheet accurately interpreting requested data
15. Relate nutritional needs to "at risk" groups within each human life cycle stage.
Assessment Strategies
15.1. in classroom assessment activities, on worksheets, on quiz, and on comprehensive examination.
Criteria
Your performance will be successful when:
15.1. you identify lifestyle changes that impact nutritional risk
15.3. you identify two nutrients whose deficiency places children at nutritional risk
15.2. you list three specific nutrients whose deprivation indicates risk during pregnancy
15.4. you list three nutritional risk factors for the elderly
16. Identify nutritional needs during pregnancy, lactation, infancy, toddlerhood, childhood, adolescence, early, middle and late adulthood.
Assessment Strategies
16.1. in classroom activities, on a quiz, and on comprehensive examination
Criteria
Your performance will be successful when:
16.1. you list unique nutrient needs for pregnancy and lactation
16.3. you dsefine growth pattern of infancy
16.2. you identify advantages of breast feeding
16.4. you identify unique eating patterns of toddlers
17. Differentiate between physical changes of growth years and physiological changes in middle to late adulthood.
Assessment Strategies
17.1. in classroom assessment activities, on quiz, and on comprehensive examination
Criteria
Your performance will be successful when:
17.1. you relate physical and nutritional concerns for oder adulthood
17.3. you compare physiological changes to different stages in human life cycle
17.2. you identify nutritional growth parameters for infancy, childhood, adolescence
17.4. you contrast physiological changes of infancy and older adulthood that could relate to nutritional status
18. Identify effect of lifestyle choices on longevity.
Assessment Strategies
18.1. in classroom assessment activities, on a quiz, and on a comprehensive examination
Criteria
Your performance will be successful when:
18.1. you list lifestyle nutritional concerns of middle adulthood
18.3. you describe three nutritional choices that are related to longevity
18.2. you relate physical and nutritional concerns for older adulthood
18.4. you relate nutritional choices from Dietary Guidelines to longevity
19. Calculate nutritional needs during life cycle utilizing standard tools of assessment.
Assessment Strategies
19.1. in classroom assessment activities, on a worksheet, on a quiz, and on comprehensive examination
Criteria
Your performance will be successful when:
19.1. you determine calorie and protein needs for a four-pound infant using standards
19.3. you identify calcium needs and appropriate foods containing calcium for pregnant females
19.2. you accurately calculate your own nutritional needs for calories, protein, and grams of fiber, fat, and carbohydrate
20. Describe the role of exercise in health prevention, maintenance, and fitness goals.
Assessment Strategies
20.1. in classroom assessment activities, on worksheets, on quizzes, and on a comprehensive examination.
Criteria
Your performance will be successful when:
20.1. you identify AHA, ADA, ACS risk factors for disease prevention for cardiovascular disease, diabetes, cancer, and obesity
20.3. you describe appropriate behavioral interventions for implementing exercise plans
20.2. you identify value of exercise in disease prevention
20.4. you list nutritional choices according to guidelines and standards that help prevent identified diseases
20.6. you identify fruits and vegetables and foods related to nutritional deficiencies
20.5. you list overconsumption of fat, calories and sodium as contributing to nutritional excesses
20.7. you relate hypertension, lipid abnormalities, obesity, and limited exercise as lifestyle choices contributing to diabetes
20.8. you define Type 1 and Type 2 Diabetes using ADA criteria
20.10. you identify contributing factors of environment and genetics to obesity
20.9. you interpret BMI calculations relating to obesity
20.11. you list five health consequences of obesity
20.13. you write menus for identified diseases using disease-specific guidelines and with> 95% accuracy
20.12. you relate use of Dietary Guidelines to identified disease prevention
21. Describe the role of nutritional choices on risk for cardiovascular disease, cancer, diabetes, and obesity.
Assessment Strategies
21.1. in classroom assessment activities, on worksheets, on quizzes, and on a comprehensive examination
Criteria
Your performance will be successful when:
21.1. you list two nutritional choices that relate to the risk of cardiovascular disease
21.3. you identify sweetened beverages as a potential contributor to obesity
21.2. you explain the relationship of high fat and low fiber intake to the risk of cancer
21.4. you explain the role of excessive caloric intake to the risk for Type 2 Diabetes
22. Identify physiological consequences of nutritional deficiencies/excesses on identified diseases.
Assessment Strategies
22.1. in classroom assessment activities, on worksheets, on quizzes, and on a comprehensive examination Criteria
Your performance will be successful when:
22.1. you list specific levels of nutritional excess for fat and sodium related to hypertension
22.3. you identify the role of complex carbohydrates in treating diabetes
22.2. you explain the role of substituting nutrient-dense foods for calorie-dense foods in treating obesity and diabetes
22.4. you identify one nutrient excess related to cancer and obesity
23. Identify physiological consequences of nutritional and lifestyle choices on glucose metabolism.
Assessment Strategies
23.1. in classroom assessment activities, on worksheets, on quizzes, and on a comprehensive examination Criteria
Your performance will be successful when:
23.1. you explain the physiology of Type 1 Diabetes
23.3. you list three food groups that impact blood glucose excursions
23.2. you explain the physiology of Type 2 Diabetes
23.4. you identify the role of exercise and weight management on diabetes treatment
24. Explain health consequences of obesity.
Assessment Strategies
24.1. in classroom assessment activities, on quiz, and on comprehensive examination
Criteria
Your performance will be successful when:
24.1. you complete nutritional calculations using standards with 95% accuracy
24.3. you list four health consequences of obesity
24.2. you identify three environmental factors contributing to obesityi
24.4. you identify the BMI as one standard for assessing weight status
25. Analyze research sources describing lifestyle changes that impact nutritional interventions.
Assessment Strategies
25.1. in classroom assessment activities, on worksheets, on quizzes, and on a comprehensive examination
Criteria
Your performance will be successful when:
25.1. you identify AHA guidelines for sodium and fat as a component for cardiovascular disease prevention
25.3. you utilize the Food Guide Pyramid as a tool for preventing obesity
25.2. you list ACS nutritional guidelines for lowering the risk of cancer
25.4. you list ADA guidelines for decreasing the risk of Type 2 Diabetes
25.5. you identify ADA/AHA/NIC/ACS as credible nutrition information resources
26. Describe nutritional interventions appropriate for identified diseases.
Assessment Strategies
26.1. in classroom assessment activities, on worksheets, on quizzes, and on a comprehensive examination
Criteria
Your performance will be successful when:
26.1. you prepare a one-day menu meeting DASH diet guidelines
26.3. you prepare a one-day menu for cancer risk reduction identifying three foods containing phytochemicals
26.2. you prepare a one-day menu using carbohydrate counting standards
26.4. you identify three lifestyle choices for obesity management
27. Identify how food procurement and production of resources contributes to global environmental problems
Assessment Strategies
27.1. in classroom assessment activities, on quiz, and on comprehensive examination
Criteria
Your performance will be successful when:
27.1. you list environmental impact of global food production
27.3. you identify global deficiencies in food production
27.2. you trace production of three food items in the food supply from inception to consumption
27.4. you list populations at nutritional risk due to deficits in food production
27.6. you list food production practices that contribute to resource waste
27.5. you identify energy utilization concerns in food production
27.7. you conduct energy audit and develop action plan meeting criteria
27.9. list outlines acceptable food handling procedures according to Food Code; US or state
27.8. you identify five major hazards in food supply meeting FDA criteria
27.10. you identify three educational tools for food safety meeting criteria
28. Describe global environmental problems in food production.
Assessment Strategies
28.1. in classroom assessment activities, on worksheets, on quizzes, and on a comprehensive examination
Criteria
Your performance will be successful when:
28.1. you identify the impact of environmental degradation on the world food supply
28.3. you identify PEM and Iron deficiency anemia as two nutritional disorders related to ineffective food distribution/production
28.2. you explain the role of poverty and overpopulation to efficient food distribution/production
28.4. you identify overweight and obesity as nutritional excesses related to economics in developing countries
29. Identify environmentally-conscious decisons that minimize impact on environment.
Assessment Strategies
29.1. in classroom assessment activities, on worksheets, on quizzes, and on a comprehensive examination
Criteria
Your performance will be successful when:
29.1. you identify the role of energy utilization during food production to energy conservation
29.3. you conduct a home energy audit using guidelines
29.2. you list four food production practices that contribute to waste
29.4. you develop an intervention plan utilizing results of an energy audit
30. Describe food safety standards.
Assessment Strategies
30.1. in classroom assessment activities, on worksheets, on quizzes, and on a comprehensive examination Criteria
Your performance will be successful when:
30.1. you list four bacteria and one virus as food-borne pathogens
30.3. you list safe food storage, holding and serving temperatures utilizing the Food Code standards
30.2. you identify five food handling procedures to prevent food-borne illnesses
30.4. you list FIGHT BAC as an acceptable educational tool for food safety standards | <urn:uuid:93501ab6-9df8-4640-9b29-1e2236f1c25a> | CC-MAIN-2017-39 | http://mywtcs.wtcsystem.edu/wtcsinternal/cmspages/getdocumentfile.aspx?nodeguid=1a71bc89-4330-4e6f-b71e-33e2506e87a8 | 2017-09-25T07:54:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00664.warc.gz | 239,800,689 | 3,984 | eng_Latn | eng_Latn | 0.974123 | eng_Latn | 0.975275 | [
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Common Name: THREE BIRDS ORCHID
Scientific Name: Triphora trianthophora (Swartz) Rydberg
Other Commonly Used Names: nodding pogonia, nodding ettercap
Previously Used Scientific Names: Arethusa trianthophoros Swartz, Pogonia trianthophoros
(Swartz) Britton et al.
Family: Orchidaceae (orchid)
Rarity Ranks: G3G4/S2?
State Legal Status: Special Concern
Federal Legal Status: none
Federal Wetland Status: FACWDescription: Perennial herb with a hairless stem 2¾ - 12 inches (7 - 30 cm) tall, usually less than 5 inches (13 cm), green tinged with maroon. Leaves ⅜ - ½ inch (1 - 1.5 cm) long and less than ½ inch (1.5 cm) wide, broadly oval, clasping the stem, alternate, maroon-tinged. Flowers white or pale pink, 1 - 6 per plant, nodding on short stalks that rise from the angle between stem and upper leaves. Flowers with 3 spreading, lance-shaped sepals; 2 similar, forward-pointing petals; and a down-curved lip petal up to ¾ inch (0.8 - 2 cm) long, with a crest of 3 bumpy, green ridges. Fruit an oval capsule, about ½ inch (1 - 1.5 cm) long.
Similar Species: No other orchid in Georgia has such a short stem bearing small, pale flowers and small, alternate leaves.
Related Rare Species: None in Georgia.
Habitat: Floodplain terraces along creeks in the Piedmont, moist hardwood forests and rhododendron thickets in the mountains, moist hardwood hammocks in the Coastal Plain. In northern states, three birds orchid is usually associated with beech trees.
Life History: Three birds orchid is a perennial herb that reproduces both sexually and vegetatively. Plants emerge from a fleshy, underground structure called a tuberoid (orchids do not form true tubers) in late summer when the canopy is fully closed and temperatures and humidity are high. Slender stolons (ground-level stems that spread horizontally beneath the leaf litter) radiate out from the tuberoid and form secondary tuberoids at the tips. The secondary tuberoids separate easily from the parent plant to form new – though genetically identical – plants. Colonies of three birds orchid may persist for many years as tuberoids, never sending up a stem and never flowering; some colonies have been reported to be 70 years old. Because production of tuberoids is the dominant form of reproduction, three bird orchid populations may suffer from a lack of genetic variability.
When plants do emerge and flower, the flowers remain open for only a day or so, possibly longer if not pollinated. All plants in a colony will flower in the same brief time period, which increases the chances of attracting pollinators. Little is known about three birds' pollinators although bees are likely. If pollination and fertilization do occur, fruits mature and disperse their seeds in about one month. The seeds are dust-like and dispersed by the wind. The minute seeds have no endosperm and must quickly form a mycorrhizal relationship with a soil fungus from which the developing embryo and seedling can extract nutrients and moisture. Seedling establishment is probably low – the seeds must fall on a patch of soil with the right moisture levels and the appropriate fungus in order to germinate and become established as plants. Given that the opportunity to photosynthesize is limited (plants spend most of their lives as underground tuberoids, and emergent plants spend only a brief time aboveground, live in a low light habitat, and have small leaves), it is likely that three birds orchid is dependent on mycorrhizal relationships as a source of carbohydrates throughout its life cycle.
Survey Recommendations: Surveys are best conducted during flowering (July–frost). Individual flowers usually last only for one day, from mid-morning to mid-afternoon, although a colony may flower for several days. Plants do not emerge every year, and population sizes may fluctuate greatly from year to year.
Range: Georgia, Florida, north to Maine and Ontario, west to Nebraska and Texas. Subspecies mexicana occurs in Mexico and Central America.
Threats: Conversion of habitat to pine plantations and developments, disturbance to soil and ground layers, removal of canopy trees, and competition from invasive pest plants.
Georgia Conservation Status: Seven populations are known, 6 on public lands, including the Okefenokee National Wildlife Refuge and Chattahoochee National Forest.
Conservation and Management Recommendations: Protect mountain bogs, hardwood forests, and wetlands from logging, clearing, and draining. Eradicate exotic pest plants.
Selected References:
Brown, P.M. and S.N. Folsom. 2002. Wild orchids of Florida. University Press of Florida, Gainesville.
Brown, P.M. and S.N. Folsom. 2004. Wild orchids of the southeastern United States, north of peninsular Florida. University Press of Florida, Gainesville.
Chafin, L.G. 2007. Field guide to the rare plants of Georgia. State Botanical Garden of Georgia and University of Georgia Press, Athens.
FNA. 2003. Flora of North America, Vol. 26, Magnoliophyta: Liliidae: Liliales and Orchidales. Oxford University Press, New York.
Godfrey, R.K. and J.W. Wooten. 1979. Aquatic and wetland plants of southeastern United States, Vol. 1, monocotyledons. University of Georgia Press, Athens.
Horn, D., T. Cathcart, T.E. Hemmerly, and D. Duhl. 2005. Wildflowers of Tennessee, the Ohio Valley, and the southern Appalachians. Lone Pine Publishing, Auburn, Washington.
Luer, C.A. 1975. The native orchids of the United States and Canada, excluding Florida. New York Botanical Garden, New York.
NatureServe. 2008. NatureServe Explorer. Arlington, Virginia. http://www.natureserve.org/explorer
Ramstetter, J.M. 2001. Conservation and research plan: Triphora trianthophora (Swartz) Rydb., three birds orchid. New England Wild Flower Society, Framingham, Massachusetts. www.newenglandwildflower.org/conserve/pdf/Triphoratrianthophora.pdf
Tenaglia, D. 2006. Missouri plants: photographs and descriptions of flowering and nonflowering plants of Missouri. htttp://www.missouriplants.com
Weakley, A.S. 2008. Flora of the Carolinas, Virginia, Georgia, northern Florida, and surrounding areas. University of North Carolina Herbarium, Chapel Hill.
http://www.herbarium.unc.edu/flora.htm
Author of Species Account: Linda G. Chafin
Date Compiled or Updated:
L.Chafin, Jan. 2009: original account
D.Weiler, Jan. 2010: added pictures | <urn:uuid:224226f2-afca-4012-973d-7a7c87dbd338> | CC-MAIN-2017-39 | http://georgiawildlife.com/sites/default/files/wrd/pdf/fact-sheets/three-birds_orchid_2010.pdf | 2017-09-25T08:03:57Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00666.warc.gz | 140,845,191 | 1,527 | eng_Latn | eng_Latn | 0.656125 | eng_Latn | 0.983474 | [
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1. Description
1.1 Name of society, language, and language family: Northern Paiute, Numic, Uto-Aztecan
1.2 ISO Code: pao
1.3 Location: Great Basin in eastern California, western Nevada, southeast Oregon, and southwestern Idaho.
1.4 Brief History:
1.5 Influence of missionaries/schools/governments/powerful neighbors: Pyramid Lakes and Walker River reservations had schools in the late 1800's. Schools were established at sites of bigger tribal communities. In the early 1990's Indian schools were established throughout smaller communities.
1.6 Ecology:
1.7 Population size, mean village size, home range size, and density: The Northern Paiute population was 1,430 people as of the year 2000. There were approximately 14 communities in the early 1990's. The size of communities ranged from 20 Paiute at Winnemucca tribe to almost 2000 Paiute at the Pyramid Lake tribe.
2. Economy:
2.1 Main carbohydrate: Pinon Pine nuts are an essential winter food. Rice grass, roots(tubers), and berries were also a part of the diet.
2.2 Main protein source: ducks( were shot with blunt arrowheads to stun to be caught) , rabbits (caught in large communal activates using nets), mountain sheep, deer, and antelope. Some bands fished while other in dryer areas hunted lizards, grubs and insects.
2.3 Weapons: Bows and arrows were the choice of weapon for hunting. They also used "rabbit sticks" to club the rabbit after it was caught in net. Later in Paiute history they received guns from the whites.
2.4 Food Storage: acorns were stored in conical granaries until they were processed.
2.5 Sexual Division of production: Females did most of the gathering of plants. They also were in in charge of managing the home life, and rearing the child. Children would help the mother gather food.
2.6 Land Tenure:
2.7 Ceramics: brown-ware pottery
2.8 Specified Sharing patterns:
2.9 Canoes/watercraft:
3. Anthropometry
3.1 adult height:
3.2 adult weight:
4. Life History, mating, marriage
4.1 Age at Menarche:
4.2 Age at first birth: usually the women was young at her first birth.
4.3 Completed family size: Large families were the norm
4.4 Inter-birth-interval:
4.5 Age first marriage:
4.6 Proportion of marriages ending in divorce: Divorce was possible and simple
4.7 Percent marriages polygynous:
4.8 Bride purchase, bride service, dowry:
4.9 Inheritance patterns:
4.10 Parent-offspring interactions:
4.11 Homosexual activities:
4.12 Pattern of exogamy:
4.13 What is the belief of the role of males in conception? Are the fathers recognized? :
4.14 What is the belief of the mother's role in procreation exactly:
4.15 Is conception believed to be an incremental process:
4.16 Occurrence of sexual coercion, rape:
4.17 Preferential category for spouse: true cross cousin marriage and also pseudo cross cousin marriage was practiced.
4.18 Do females enjoy sexual freedoms:
4.19 Gifts to extramarital partners:
4.20 If mother dies who raises child:
4.21 Adult sex Ratio:
4.22 Evidence for Couvades:
4.23 Distinction for potential fathers:
4.24 Kin avoidances:
4.25 Joking relationships:
4.26 Patterns of descent for certain rights: Kin ties were recognized bilaterally
4.27 Incest avoidance rules:
4.28 Formal marriage ceremony:
4.29 In which way does one get a name: usually there is a ceremony were the grandmother names the child approximately 30 days after birth.
4.30 Marriage within community or outside community: Most marriages were within the community but marriage outside of the community was not uncommon.
4.31 Are marriages arranged: Arranged by parents or grandparents
4.32 Evidence for conflict of interest over who marries who:
5. Socio-political organization and interaction:
5.1 Mean local residential (village) group size: mostly small family group sizes lived together. Because of the arid weather of some regions couldn't support large groups living together.
5.2 Mobility pattern: Tribes and groups moved around a lot because they were hunter- gatherers and moved with the food. In the fall when food was abundant it allowed more people
to group together but in the winter when food was scarce the groups were much smaller.
5.3 Political System: Paiute tribes had chiefs who acted as advisors: They chose when it was time for a ceremony and to make sure everyone had food. They did not have absolute power
because the tribes believed everyone was equal.
5.4 Post marital residence: married couples would usually live the women's family until there first born arrived. Then they would move into the husbands village afterwards.
5.11 Trade: Paiutes would trade other tribes for seashells.
6.Ritual/ Ceremony/religion
6.1 Specializations: Shamans were abundant throughout the Paiute culture. Men and women could be Shamans. Paiute believed in supernatural things such as water, thunder, and animals.
6.3Deaths received more ceremony than did birth. Before funeral observations they would have a cry ceremony. The cry ceremony would be performed a year or two after the death
occurred. At birth there was a naming ceremony anywhere from 1 to 30 days after the birth.
6.4 Other rituals: There was the ghost dance, Round dance is one of the oldest and most common dances performed before hunting and gathering seasons.
6.5 Cultural material: Paiute people had popular songs associated with hand games, round dances and doctor curing's.
6.10 Death and after life beliefs: Death was accepted as a normal part of life. Usually the body was buried with the head facing west where the spirit would travel until reaching the land of the dead. Singing and dancing helped thought to help the dead leave there family and friends to head to the next life.
6.13 Religion: Paiute religion was based off totemic spirits who possessed super powers.
7 Adornments
7.1 Body paint: face paint was used for special occasions and rituals.
7.2 Piercings: Men and women would pierce their ears to wear feathered quail bones.
7.4 Scarification: Men and women wore tattoos on their face.
7.5 adornments: Men and women wore necklaces made of sea shells.
7.6 Ceremonial/ ritual adornment: Paint was used for rituals
References:
1. http://sierrahistorical.org/archives/monoindians.html
2. http:///www.everyculture.com/multi/Le-Pa/paiutes.htm
3. http://www.crystalinks.com/paiute.html
4. http://www.cabrillo.edu/crsmith/noamer_gbasin.htm
5. http://staff.jccc.net?scorbett01/native%20americans/na_5.htm
I believe the Northern Paiute were traditional hunter gatherers because I found no information about them herding or raising crops. I did hear about the southern Paiute growing cropes but nothing about the northern Paiute. They hunted and fished for their food. They also gathered their vegetables from the area around them. | <urn:uuid:086b0c14-4657-4a4a-8438-c4a5bd517c95> | CC-MAIN-2017-39 | http://dice.missouri.edu/docs/utoaztec/NorthernPaiute.pdf | 2017-09-25T08:06:57Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00664.warc.gz | 93,707,924 | 1,605 | eng_Latn | eng_Latn | 0.996826 | eng_Latn | 0.99722 | [
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Aquatic Life
Bigger than the biggest dinosaur...
The Blue Whale
TTTT he blue whale is the largest animal that EVER lived; the largest ever caught was 29 metres long and weighted 158 tonnes. Its heart would have been as big as a Volkwagen "beetle" car and its aorta (the largest blood vessel in the body) wide enough for a person to crawl through.
Captain Cockle's Log
The largest dinosaur that ever lived – the brontosaur – weighed only 30 tonnes – a quarter of the weight of the average fully grown blue whale.
BBBBLUE WHALES RECOVERING
Today the blue whale is protected by the International Union for the Conservation of Nature and Natural Resources (IUCN) as an "endangered species".
Scientist believe the Antarctic population of blue whales could be three times larger than it was 25 years ago – rising from 500 a quarter of a century ago to 1,500 now – according to the International Whaling Commission.
Welcome aboard shipmates! Together, we'll be taking a look at the world's greatest natural resource – one that covers two-thirds of the earth's surface – the sea! Words & pictures by John Joyce
John Joyce 2003
For more adventures from
Captain Cockle, visit his website at www.captaincockle.com www.captaincockle.com www.captaincockle.com www.captaincockle.com
www.naturesweb.ie
Winter 2007
... Louder than the loudest rock band
Blue whales are the loudest animals on earth. When they call to each other, their low frequency whistles rise up to 188 decibels – louder than a jet engine (at 140 decibels) and MUCH louder than human shouting (at only 70 decibels). Any sound over 120 decibels is painful to the human ear.
4 | <urn:uuid:7a9ed17f-6651-49b6-920a-130e7faf0d6a> | CC-MAIN-2017-39 | http://www.naturesweb.ie/Winter2007Page4.pdf | 2017-09-25T07:56:07Z | crawl-data/CC-MAIN-2017-39/segments/1505818690376.61/warc/CC-MAIN-20170925074036-20170925094036-00666.warc.gz | 510,359,545 | 392 | eng_Latn | eng_Latn | 0.995076 | eng_Latn | 0.995076 | [
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Let's talk about homelessness
Ever wondered what it would be like to not have a place to call home or to spend Christmas in temporary accommodation? What do you and your class think can be done to end homelessness for good?
■ Split everyone into six groups and give each a debate card
■ Then appoint a 'Chair' for each group. It will be their job to make sure everyone gets a chance to have their say
■ You'll need to allow a set amount of time per group
To see if any of the debates changed their perceptions of homelessnes you could look to set an essay or follow up discussion on what they have learnt.
What makes a home?
What does it mean to not have a home?
What does it mean to be homeless?
What do you think Shelter Cymru does?
How could someone become homeless?
How can you help the homeless? | <urn:uuid:8e2e63ef-7d60-447f-b852-386dfca60e43> | CC-MAIN-2019-47 | https://sheltercymru.org.uk/wp-content/uploads/2018/11/Activity-Sheets-DEBATE.pdf | 2019-11-21T16:54:37 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00390.warc.gz | 595,691,949 | 186 | eng_Latn | eng_Latn | 0.999554 | eng_Latn | 0.999554 | [
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Respect! Conversation Starters: Digital Dating Abuse
Use these conversation starters to talk to your teen about digital dating abuse.
Digital Safety: How do you decide who to share your cell phone number with? Who do you become "friends" with on Facebook? How can you respond if someone you don't know very well asks for your cell phone number, or to be "friends" online?
Talking Points:
- Be careful about giving out personal information such as your cell phone number to people you don't know very well, regardless of whether you meet them online or in person.
- Check your privacy settings on Facebook and other online accounts to make sure your personal information can only be shared with people you trust.
- If you're ever uncomfortable with someone you're in communication with online or by phone, let me know. We can figure out a way to handle the situation together.
Textual Harassment: Do you ever feel like someone is over-texting you? What crosses the line for you – the number of messages or the content of the messages? What can you do if you feel overwhelmed by text messages?
Talking Points:
- It's not okay for someone to constantly send you messages that interrupt your regular life. For instance, if you can't study or sleep well because of texts coming in all night, that's not okay.
- It's never okay for someone to try to control what you do. If someone texts you asking who you're with, what you're wearing, or demanding that you respond ASAP, that's not okay.
- Even when dating, it's important to have your own personal time with friends and family. If someone you're seeing sends you controlling messages that cut into your private time, that's not okay. Let him or her know you need some space.
- It can be hard to tell someone to stop texting you, but it's really important to be clear about how you feel. Let the person know when it is okay to text you, how often, and what types of messages make you upset, overwhelmed, or uncomfortable.
- Remember to be self-aware! If you think you might be over-texting someone else, give yourself some space. Ask the person directly how they feel about how often and what you text. Treat others online and by cell phone the way you would treat them in person, with respect.
Privacy Violations: How would you feel if your boyfriend or girlfriend was constantly checking your Facebook page or sneaking a peek at your cell phone log to see who you talk to? Why might that make you uncomfortable?
Talking Points:
- You have the right to be friends with people outside your dating relationship. It's not okay for someone you're seeing to control who your friends are and who you hang out with.
- A respectful relationship is built on mutual trust. It's not okay for someone to constantly monitor where you are, what you're doing or who you're talking with.
- Keep your passwords a secret to help protect yourself.
Sexting: Have you heard about kids at school talking about sharing nude or private pictures? How do you feel about sexting? What would you do if you received one of these pictures?
Why do you think people might send or ask for these pictures? Do you think people might feel pressured to send a nude picture, maybe to their boyfriend, for instance? How would you handle the situation if someone asked you for a nude or private picture?
Talking Points:
- There are serious consequences to sending nude or private pictures, including possible criminal charges. Unfortunately, photos that were meant to be private often end up being public because they are sent out as revenge during a break-up, to show off or brag, or even just by accident. Private information can go viral in a matter of seconds.
- It is NEVER okay for someone to use pressure or threats in a relationship, especially in a sexual situation or to get someone to send a nude or private picture. When you tell someone NO or that you're feeling uncomfortable, he or she should stop the situation and respect your decision.
- You have the right to make decisions that keep you safe and comfortable and you deserve to be in relationships where your decisions are honored and respected. If you're feeling uncomfortable, trust your instinct.
- If someone shares a nude or private picture with you, do not pass it on. Spreading private information can be embarrassing and even harmful. Tell an adult immediately.
That's Not Cool: That's Not Cool is a national public education campaign to prevent teen dating abuse that uses digital examples of control, pressure and threats to help teens decide for themselves what's okay, or not okay, in their relationships.
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