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Alvar Núñez Cabeza de Vaca, "Indians of the Rio Grande" (1528-1536)
They are so accustomed to running that, without resting or getting tired, they run from morning till night in pursuit of a deer, and kill a great many, because they follow until the game is worn out, sometimes catching it alive. Their huts are of matting placed over four arches. They carry them on their back and move every two or three days in quest of food; they plant nothing that would be of any use.
They are very merry people, and even when famished do not cease to dance and celebrate their feasts and ceremonials. Their best times are when "tunas" (prickly pears) are ripe, because then they have plenty to eat and spend the time in dancing and eating day and night. As long as these tunas last they squeeze and open them and set them to dry. When dried they are put in baskets like figs and kept to be eaten on the way. The peelings they grind and pulverize.
All over this country there are a great many deer, fowl and other animals which I have before enumerated. Here also they come up with cows; I have seen them thrice and have eaten their meat. They appear to me of the size of those in Spain. Their horns are small, like those of the Moorish cattle; the hair is very long, like fine wool and like a peajacket; some are brownish and others black, and to my taste they have better and more meat than those from here. Of the small hides the Indians make blankets to cover themselves with, and of the taller ones they make shoes and targets. These cows come from the north, across the country further on, to the coast of Florida, and are found all over the land for over four hundred leagues. On this whole stretch, through the valleys by which they come, people who live there descend to subsist upon their flesh. And a great quantity of hides are met with inland.
We remained with the Avavares Indians for eight months, according to our reckoning of the moons. During that time they came for us from many places and said that verily we were children of the sun. Until then Donates and the negro had not made any cures, but we found ourselves so pressed by the Indians coming from all sides, that all of us had to become medicine men. I was the most daring and reckless of all in undertaking cures. We never treated anyone that did not afterwards say he was well, and they had such confidence in our skill as to believe that none of them would die as long as we were among them. . . .
The women brought many mats, with which they built us houses, one for each of us and those attached to him. After this we would order them to boil all the game, and they did it quickly in ovens built by them for the purpose. We partook of everything a little, giving the rest to the principal man among those who had come with us for distribution among all. Every one then came with the share he had received for us to breathe on it and bless it, without which they left it untouched. Often we had with us three to four thousand persons. And it was very tiresome to have to breathe on and make the sign of the cross over every morsel they ate or drank. For many other things which they wanted to do they would come to ask our permission, so that it is easy to realize how greatly we were bothered. The women brought us tunas, spiders, worms, and whatever else they could find, for they would rather starve than partake of anything that had not first passed through our hands.
While traveling with those, we crossed a big river coming from the north and, traversing about thirty leagues of plains, met a number of people that came from afar to meet us on the trail, who treated us like the foregoing ones.
Thence on there was a change in the manner of reception, insofar as those who would meet us on the trail with gifts were no longer robbed by the Indians of our company, but after we had entered their homes they tendered us all they possessed, and the dwellings also. We turned over everything to the principals for distribution. Invariably those who had been deprived of their belongings would follow us, in order to repair their losses, so that our retinue became very large. They would tell them to be careful and not conceal anything of what they owned, as it could not be done without our knowledge, and then we would cause their death. So much did they frighten them that on the first few days after joining us they would be trembling all the time, and would not dare to speak or lift their eyes to Heaven.
Those guided us for more than fifty leagues through a desert of very rugged mountains, and so arid that there was no game. Consequently we suffered much from lack of food, and finally forded a very big river, with its water reaching to our chest. Thence on many of our people began to show the effects of the hunger and hardships they had undergone in those mountains, which were extremely barren and tiresome to travel.
The next morning all those who were strong enough came along, and at the end of three journeys we halted. Alonso del Castillo and Estevanico, the negro, left with the women as guides, and the woman who was a captive took them to a river that flows between mountains where there was a village in which her father lived, and these were the first adobes we saw that were like unto real houses. Castillo and Estevanico went to these and, after holding parley with the Indians, at the end of three days Castillo returned to where he had left us, bringing with him five or six of the Indians. He told how he had found permanent houses, inhabited, the people of which ate beans and squashes, and that he had also seen maize.
Of all things upon earth that caused us the greatest pleasure, and we gave endless thanks to our Lord for this news. Castillo also said that the negro was coming to meet us on the way, near by, with all the people of the houses. For that reason we started, and after going a league and a half met the negro and the people that came to receive us, who gave us beans and many squashes to eat, gourds to carry water in, robes of cowhide, and other things. As those people and the Indians of our company were enemies, and did not understand each other, we took leave of the latter, leaving them all that had been given to us, while we went on with the former and, six leagues beyond, when night was already approaching, reached their houses, where they received us with great ceremonies. Here we remained one day, and left on the next, taking them with us to other permanent houses, where they subsisted on the same food also, and thence on we found a new custom. . . .
Having seen positive traces of Christians and become satisfied they were very near, we gave many thanks to our Lord for redeeming us from our sad and gloomy condition. Anyone can imagine our delight when he reflects how long we had been in that land, and how many dangers and hardships we had suffered. That night I entreated one of my companions to go after the Christians, who were moving through the part of the country pacified and quieted by us, and who were three days ahead of where we were. They did not like my suggestion, and excused themselves from going, on the ground of being tired and worn out, although any of them might have done it far better than I, being younger and stronger.
Seeing their reluctance, in the morning I took with me the negro and eleven Indians and, following the trail, went in search of the Christians. On that day we made ten leagues, passing three places where they slept. The next morning I came upon four Christians on horseback, who, seeing me in such a strange attire, and in company with Indians, were greatly startled. They stared at me for quite awhile, speechless; so great was their surprise that they could not find words to ask me anything. I spoke first, and told them to lead me to their captain, and we went together to Diego de Alcaraz, their commander.
Study Questions
1. Summarize Cabeza de Vaca's impression of the people he came upon during his journey. What are his impressions of their habits and customs? What seems to be his attitude toward these people?
2. How were the author and his companions received and treated by the Avavares Indians?
3. Describe the various difficulties faced by Cabeza de Vaca and his companions during their travels. | <urn:uuid:7a6336d8-089d-4b32-a677-fbace0eb1347> | CC-MAIN-2019-47 | https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/10496/de%20Vaca%20Reading.pdf | 2019-11-21T17:04:00 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00391.warc.gz | 945,460,500 | 1,811 | eng_Latn | eng_Latn | 0.998833 | eng_Latn | 0.998894 | [
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Student guide: Time of flight mass spectrometry
This guide relates to section 126.96.36.199 of our AS and A-level Chemistry specifications. We have produced it to supplement the specification and the Teaching Notes that are already available. On a separate document we have given you a range of summary questions on the topic with example marking guidance.
Time of flight mass spectrometry
Mass spectrometry is a powerful instrumental method of analysis. It can be used to:
- find the abundance and mass of each isotope in an element allowing us to determine its relative atomic mass
- find the relative molecular mass of substances made of molecules.
A common form of mass spectrometry is time of flight (ToF) mass spectrometry. In this technique, particles of the substance are ionised to form 1+ ions which are accelerated so that they all have the same kinetic energy. The time taken to travel a fixed distance is then used to find the mass of each ion in the sample.
Stage 1 – Ionisation
The sample can be ionised in a number of ways. Two of these techniques are electron impact and electrospray ionisation (which are simplified here for AS/A level).
Electron impact (also known as electron ionisation)
The sample being analysed is vaporised and then high energy electrons are fired at it. The high energy electrons come from an 'electron gun' which is a hot wire filament with a current running through it that emits electrons. This usually knocks off one electron from each particle forming a 1+ ion.
(also written as X(g) X + (g) + e – )
The 1+ ions are then attracted towards a negative electric plate where they are accelerated.
Gaseous
sample
Positive ions are
accelerated by a
negative electric
plate
An electron is
knocked off each
particle by the high-
energy electrons to
form 1+ ions
Electron gun
(hot wire
High-energy electrons
filament)
This technique is used for elements and substances with low formula mass (that can be inorganic or organic molecules). When molecules are ionised in this way, the 1+ ion formed is known as a molecular ion.
The molecular ion often breaks down into smaller fragments some of which are also detected in the mass spectrum. (Fragmentation of molecular ions is not included on the specification and is only included here as useful background information).
Electrospray ionisation
The sample X is dissolved in a volatile solvent (eg water or methanol) and injected through a fine hypodermic needle to give a fine mist (aerosol). The tip of the needle is attached to the positive terminal of a high-voltage power supply. The particles are ionised by gaining a proton (ie an H + ion which is simply one proton) from the solvent as they leave the needle producing XH + ions (ions with a single positive charge and a mass of Mr + 1).
The solvent evaporates away while the XH + ions are attracted towards a negative plate where they are accelerated.
Fine
mist
Hypodermic needle
attached to positive
terminal of high-
voltage power supply
Sample in
volatile solvent
Particles gain a proton as
they leave the needle
Positive ions are
accelerated by a
negative electric
plate
This technique is used for many substances with higher molecular mass including many biological molecules such as proteins. This is known as a 'soft' ionisation technique and fragmentation rarely takes place.
Stage 2 – Acceleration
The positive ions are accelerated using an electric field so that they all have the same kinetic energy.
(students would be given this equation if expected to use it in an exam)
KE = kinetic energy of particle (J)
m = mass of the particle (kg)
𝑣 = velocity of the particle (m s –1 )
Therefore, the velocity of each particle is given by:
Given that all the particles have the same kinetic energy, the velocity of each particle depends on its mass. Lighter particles have a faster velocity, and heavier particles have a slower velocity.
Stage 3 – Flight tube
The positive ions travel through a hole in the negatively charged plate into a tube. The time of flight of each particle through this flight tube depends on its velocity which in turn depends on its mass.
The time of flight along the flight tube is given by the following expression:
(students would be given this equation if expected to use it in an exam)
```
t = time of flight (s) d = length of flight tube (m) 𝑣 = velocity of the particle (m s –1 ) m = mass of the particle (kg)
```
KE = kinetic energy of particle (J)
This shows that the time of flight is proportional to the square root of the mass of the ions. Therefore lighter ions travel faster and reach the detector in less time than the heavier particles that move slower and take longer to reach the detector.
eg Ions of the three isotopes of magnesium ( 24 Mg + , 25 Mg + , 26 Mg + ) will travel at different speeds through the flight tube and separate, with the lightest ion ( 24 Mg + ) reaching the detector first.
Flight tube
Stage 4 – Detection
The positive ions hit a negatively charged electric plate. When they hit the detector plate, the positive ions are discharged by gaining electrons from the plate. This generates a movement of electrons and hence an electric current that is measured. The size of the current gives a measure of the number of ions hitting the plate.
The mass spectrum
A computer uses the data to produce a mass spectrum. This shows the mass to charge (m/z) ratio and abundance of each ion that reaches the detector. Given that all ions produced by electrospray ionisation and most of the ions by electron ionisation have a 1+ charge, the m/z is effectively the mass of each ion.
In the following example, the mass spectrum of magnesium is shown. Ions with mass to charge ratio 24.0, 25.0 and 26.0 reach the detector. This shows that magnesium is made up of three isotopes: 24 Mg, 25 Mg and 26 Mg.
mass / charge ratio
The relative atomic mass of an element can be found by calculating the mean mass of these isotopes.
relative atomic mass (Ar) = combined mass of all isotopes combined abundance of all isotopes eg for magnesium:
For molecules that are ionised by electron impact, the signal with the greatest m/z value is from the molecular ion and its m/z value gives the relative molecular mass. However, there may be some other small peaks present around the molecular ion peak due to molecular ions that contain different isotopes.
When using electron impact ionisation (but not with electrospray ionisation), there may also be peaks at lower m/z values due to fragments caused by the break up of molecular ion. (Fragmentation of molecular ions is not included on the specification and is only included here as useful background information.)
In the following example, the mass spectrum of propane has been produced following electron impact ionisation. The peak with the greatest m/z is at 44 (apart from a small signal at m/z 45 which is due to molecular ions of propane with one atom of 2 H or 13 C). This tells us that the relative molecular mass of propane is 44. Peaks at below m/z 44 are due to the fragmentation of molecular ions.
In this next example, a protein has been analysed by time of flight spectrometry following electrospray ionisation using protonation. The peak at 521.1 is for MH + and so the relatve molecular mass of the protein is 520.1. The peak at 522.1 is due to MH + ions containing one atom of 13 C or 2 H. | <urn:uuid:3983ec55-81c1-4632-9b74-11cea16dc0b8> | CC-MAIN-2019-47 | https://filestore.aqa.org.uk/resources/chemistry/AQA-7404-7405-SG-TOFMS.PDF | 2019-11-21T17:30:51 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00389.warc.gz | 409,917,530 | 1,635 | eng_Latn | eng_Latn | 0.996441 | eng_Latn | 0.997267 | [
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Day 1. ArcPad
Lesson 1. GIS basics
Shapefiles and feature classes Coordinate systems Planning your GPS data fields Creating shapefile data sets
Exercise: Creating shapefiles for data
collection
Lesson 2. Intro to ArcPad
Using ArcPad on a computer Tour of menus and buttons ArcPad map documents Editing data with ArcPad
Exercise: Editing in ArcPad on the
computer
Lesson 3. Collecting shapefiles
Connecting GPS to computer Copying data to the GPS Setting GPS options Collecting data
Exercise: Collect shapefile data with the
GPS
Lesson 4. Geodatabases and domains
Geodatabases and feature classes Creating GDB's and feature classes Setting up domains
Exercise: Create geodatabase feature
classes and domains
Lesson 5. Working with AXF files
Getting data for ArcPad Collecting data Checking data back in Good data management practices
Exercise: Collect geodatabase data with
a GPS
Field GPS Workshop Outline
Maribeth Price—Instructor
Day 2. Mobile data collection
Lesson 6. Intro to ArcGIS Online
ArcGIS Online
Feature services
Web maps
Exercise: Create and share a web map
Lesson 7. Prepare for mobile collection
Publishing a feature service Creating a web map for editing Collector and ArcGIS
Demo: Create and host data for mobile
collection
Lesson 8. Collecting mobile data
Using the mobile aps
Implementing photos
Exercise: Collect data on your mobile
Lesson 9. Using hosted data
Downloading feature services
Exercise: Create and host data for
mobile collection | <urn:uuid:a17b52c1-2410-4e60-ba87-ebb61fc4a92c> | CC-MAIN-2019-47 | https://www.sdsmt.edu/Academics/Departments/Geology-and-Geological-Engineering/Docs/GIS/Field-GPS-Outline-7e/ | 2019-11-21T16:10:45 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00396.warc.gz | 960,128,666 | 334 | eng_Latn | eng_Latn | 0.943183 | eng_Latn | 0.943183 | [
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National Journal of Multidisciplinary Research and Development
ISSN: 2455-9040
Impact Factor: RJIF 5.22 www.nationaljournals.com
Volume 3; Issue 1; January 2018; Page No. 161-163
Gotipua: A traditional folk dance of Odisha
Dr. Chandrashree Lenka
Reader in Home Science, P.G. Department of Home Science, Sambalpur University, Odisha, India
Abstract
Odisha has a rich tradition of preserving arts, culture, customs and traditions. The intricate cravings on the walls of ancient temples display a rich tradition of music and dance that Odisha had. The objectives of the research paper is to analyse the theme behind the traditional majestic folk dance Gotipua, its origin and the present status. The information was collected from secondary sources such as books, journal and internet. "Gotipua" is a traditional dance form in the state of Odisha, India and the precursor of Odissi classical dance. It has been performed in Odisha from centuries by young boys below 14 years who clad in female dress and dance to the tune at the music to praise Lord Jagannath and Krishan. In the Odia language "Gotipua" means single boy but the dance is executed by a group of boys who perform arobatic poses inspired by the life of Radha & Krishna, which enthral the audience. Long ago the temples of Odisha had female dancers known as "Devadasi" (Mahari) who were devoted to Jagannath which give rise to "Mahari dancers. With the decline of Mahari dancers around the 16th century during the reign of Ramachandra Dev, boys dancers in Odisha continued the tradition. Though Gotipua dance is similar to Mahari and Odissi, but its techniques, costumes and presentation is different. Young boys put on sarees, ornaments and paint their faces like girls. The dance typically begins with vandana prayer. The dancers perform a three step salutation; the first above their heads towards God, the second in front of their faces for the guru and the third in front of their chest for the audience. It is followed by Abhinaya and based on Radha Krishan Poems or Gita Govindam and Bandha Nrutya which includes Kaliyadaman, Kelikadamba, Bakasura etc. Gotipua had been patronised by Kings during medieval Odisha and at present the "Gotipua Troups" are invited by the villages during festivals like Dola, Dashara and Raja. Each year Guru Kelucharan Mohapatra Odishi Research centre Organises Gotipua Dance festival in Odisha to popularise this dance. Government should provide physical and financial support to the dancers to encourage them & take necessary steps to make this dance famous worldwide.
Keywords: gotipua, vanadana prayer, abhinaya, bandha nrutya
Introduction
Heritage in Odisha has always been preserved through art, culture, customs and tradition. While art and culture are being propagated for tourism, customs and traditions are unique in to communities and ethnic groups that are usually handed down through generation. The intricate carvings on the walls of ancient temples display a rich tradition of music and dance that Odisha had. Folk culture refers to the unifying expressive components of everyday life as enacted by localized tradition bound groups. Earlier conceptualization of folk culture focus primarily on traditions practiced by small foot, homogenous, rural groups living in relative isolation from other groups. It is defined as traditional practices held by small homogenous groups typically living in isolated areas. "Gotipua" is a traditional folk dance form in the state of Odisha, India and the precursor of Odissi classical dance. It has been performed in Odisha from centuries by young boys below 14 years who clad in female dress and dance to the tune at the music to praise Lord Jagannath and Krishan. In the Odia language "Gotipua" means single boy but the dance is executed by a group of boys who perform arobatic poses inspired by the life of Radha & Krishna, which enthrall the audience.
The objectives of the paper is to analyse
1. The origin/history of Gotipua dance.
2. The theme behind the Gotipua dance.
3. The present status of Gotipua dance.
Materials and Methodology
The information on Gotipua dance was collected from secondary sources such as books, journals and internet.
Results and Discussion
Gotipua is a fascinating classical folk dance of Odisha where boys below 14 years clad in female dress and dance to the tune at the music to praise Jagannath and Krishna. In Oriya colloquial language Gotipua means "Single boy" - Goti means single, Pua means - "boys".
History of the Gotipua Dance
In ancient times, the temples of Orissa had female dancers called "Devadasi or Mahari (in Orissa)" who were devoted to Lord Jagannath. The sculptures of the dancers on the basreliefs of the famous temples of Orissa (the Sun Temple in Konark and the Jagannath temple in Puri), show the evidence of this very ancient tradition.
Around the 16th century, with the decline of the Mahari dancers, the class of these boy dancers came into existence in Orissa, to carry out the tradition. This was during the time of Bhoi king Rama Chandra Dev, founder of Bhoi dynasty.
It is totally unknown that when exactly this danced form came in to practice. Still some historians say that this dance tradition appears to have originated during the region of Prataprudradev (1497 A.D. to 1540 A.D.) and gained popularity in the subsequent Muslim Rule. Ray Remananda the famous Vaishnavite Minister of King Pratapruda and ardent follower of Sri Chitanya is the originator of this boy dancing tradition, As Vasishnavs were not approving of the females in to dance practices so it possible that the dance tradition must have come after Sri Chaitanya came to Orissa.
The Gotipua Dance Tradition is now seen in the village Raghurajpur situated 10 kms away from Puri town, situated on the banks of river Bhargabi. It is otherwise known as the Crafts Village as various Orissan handicrafts' craftsmen reside in this village contributing their expertise in Patta Painting and other handicrafts.
Dance
Gotipua dance is in the Odissi style, but their technique, costumes and presentation differ from those of the mahari; the singing is done by the dancers. Present-day Odissi dance has been influenced by Gotipua dance. Most masters of Odissi dance (such as Kelucharan Mohapatra, from Raghurajpur) were Gotipua dancers in their youth.
Odissi dance is a combination of tandava (vigorous, masculine) and lasya (graceful, feminine) dances. It has two basic postures: tribhangi (in which the body is held with bends at the head, torso and knees) and chouka (a square-like stance, symbolising Jagannath). Fluidity in the upper torso is characteristic of Odissi dance, which is often compared to the gentle sea waves which caress the Orissa beaches.
Dancers - their costumes and make-up
To transform into graceful feminine dancers the boys do not cut their hair, instead styling it in a knot and weaving garlands of flowers into it. They make up their faces with mixed white and red powder. Kajal (black eyeliner) is broadly applied around the eyes to give them an elongated look. The bindi (Red Dot) usually round, is applied to the forehead, surrounded with a pattern made from sandalwood. Traditional paintings adorn the face, which are unique to each dance school. The costume has evolved over time. The traditional dress is a Kanchula, a brightly coloured blouse with shiny decorations. An apron-like, embroidered silk cloth (nibibandha) is tied around the waist like a ruffle and worn around the legs. Some dancers still adhere to tradition by wearing a pattasari: a piece of thin fabric about 4 metres (13 ft 1 in) long, worn tightly with equal lengths of material on both sides and a knot on the navel. However, this traditional dress is often replaced by a newly designed cloth which is easier to put on.
Dancers wear specially designed, beaded jewellery: necklaces, bracelets, armbands and ear ornaments. Nose-piercing jewellery has been replaced with a painted motif. Ankle bells are worn, to accentuate the beats tapped out by the feet. The palms of the hands and soles of the feet are painted with a red liquid known as alta. The costume, jewellery and bells are considered sacred.
The repertoire of the dance includes
[x]
Vandana Prayer (worship prayer) of God or Guru (a
customary invocation, offering prayers of gratitude to the Mother Earth, the Divine Lord Jagannath and one's Guru, and welcoming the audience). The dancers perform a 3 step-salutation, the first one above head towards God, the second in front of the face for the Guru, and the third in front of the chest for the audience.
[x] Sa ri ga ma (a pure dance number, celebrating beauty and highlighting mastery of technique). This dance is portraying the elegant dancers and musicians carved into the outer walls of ancient temples.
[x] Abhinaya (enactment of a song, interpretation of poetry of ancient writings). This dance depicts the Radha-Krishna oriented poems such as the famous Gita Govinda from the 12th century. The verses used for narration are extremely ornate in content and suggestion. Graceful, fluid, and sensual, the Abhinaya is like a moving love poem with facial expression, eye movement and mudra gestures:
"Come and see, my love Here comes Krishna, the flute player, the Supreme Performer Come and see, my love He dances wearing ankles bells So lovely rhythmic patterns he makes Listen to his melodies, the mardala beats Listen to his flute and clappings"
Bandha Nrutya (presentation of acrobat yogic postures, creation of figures of Radha Krishna, having similarity to visual presentation drawn up by Pattachitra artists, the traditional painting of Orissa).
Musical accompaniment is provided with
[x] Mardala (two heads drum, rhythm percussion instrument of Orissa)
[x] Gini (small cymbals)
[x] Harmonium
[x] Violine
[x] Bansuri (alto bamboo flute)
[x] and one or two vocalists.
Bandha Nrutya (Acrobatic Dance)
The most interesting part of Gotipua is "Bandha Nrutya", a dance with acrobatic figures and movements. The difficult and intricate poses of the body with supplying of various limbs, are known as "Bandha" (acrobatic in Oriya language). To be able to perform these figures, the boys need to start learning the dance at the early age of five or six. The postures mostly refer to mythological scenes from the life of Krishna.
"Abhinaya Chandrika", an ancient text on Odissi Dance written by Maheshwar Mahapatra during the 15th century, gives a detailed study of the various movements of the feet, hands (mudras), the standing postures, the movement and dance repertoire.
"Sangita Darpana", an ancient text from the 17th century about music and dance, gives a complete repertory and overall style of presentation.
mentions more than 25 varieties of
These writings give details about Bandha Nrutya. Abhinaya Chandrika Bandha:
They are Gagana, Dhurmukha, Torona, Shayana, etc…
Some Bandhas are found in oral tradition and are known as
[x] Chira (welcome pose)
[x] Padmasana (lotus pose)
[x] Hansa (swan: represents wisdom, grace and beauty, and is the vehicle of Saraswati, goddess of knowledge, music & arts)
[x] Mayura (peacock: sacred bird of the Hindu mythology, whose feathers were adorning the head of Krishna)
[x] Chara Mayura (grazing peacock: represents splendor and majesty)
[x] Keli kadamba (holy tree under which Krishna was playing)
[x] Garuda (mythical eagle, vehicle of Vishnu)
[x] Kandarpa Ratha (chariot of Kandarpa, the God of Love)
[x] Sagadi (wheel, compared to the wheels of Jagannath chariot)
[x] Nauka (boat)
[x] Kaliyadalan (defeat of Blacksnake by Krishna)
[x] Bakasura Badha (Krishna killing Bakasura demon)
[x] Radha Krishna, etc…
Present Status
At present the Gurukelucharan Mohapatra Odissi Research centre organises the Gotipua Dance festival in Bhubaneswar each year to encourage the Gotipua dancers and for the promotion of Indian classical music and culture amongst the youth. Guru Maguni Das, Guru Birbar Sahoo are the eminent Gurus of this dance. The dance is not an easy one to master, as it requires rigourous training and regular practice. The boys are recruited to learn the dance at a very young age and undergo training until their adolescence.
It is known that Gotipua had been patronised by kings in medieval Orissa. They were invited by the villages in festivals like Jhulana, Dola, Dasahara and Raja. The subject matter of Gotipua dance's is invaribly mythology and stories from Puranic literatures. Gotipua is responsible for popularisation of the age old Champu and Chhanda literature.
Conclusion
As the "Gotipua dance" is proud of Odisha and a source of heart felt amusement for the audience, care should be taken at every level for the promotion of this dance from the grass root level to make it famous world wide. Government should take necessary steps to establish dance schools at Village, Block, District State and Country level to train the dancers in free of cost and with scholarships. Bold steps should be taken at all levels to popularise this dance by giving proper training to the young youth for the promotion of Indian classical Dance, Music and culture.
References
1. Gotipua Dance Festival. Tourism of Orissa, Government of Orissa. 2013.
2. Dhirendranath Patnaik. Gotipua Dancers. Odissi dance. Orissa Sangeet Natak Akademi. 1971, 60.
3. Gotipua fest starts in city. The Times of India. 2011.
4. Orissa Diary. 2008. Retrieved November 23, 2015. | <urn:uuid:418c93ee-7010-4676-a2ee-eec9c156f083> | CC-MAIN-2019-47 | http://www.nationaljournals.com/download/314/3-1-45-993.pdf | 2019-11-21T16:42:36 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00395.warc.gz | 235,431,223 | 3,126 | eng_Latn | eng_Latn | 0.990556 | eng_Latn | 0.994747 | [
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Oklahoma Department of Mines
Safety-Gram Title 45, Chapter 11
April 2018
Volume 19, Number 4
Effective Communication
What is communication?
It is the act of transferring information to another entity through the use of mutually understood signs.
What is "Effective Communication"?
It extends the communication concept to require understood by someone in the same way it was
that transferred information is received and.
intended
KEY CONCEPTS OF EFFECTIVE COMMUNICATION
o Active Listening: Effective communication has more to do with actively listening than any other thing. It is listening to what is said in a way that you can accurately reflect back and express your thorough understanding.
o Body Language: Also known as nonverbal communication -- Which includes posture, limb and extremity positioning, eye contact and facial expressions. Body language that is consistent with verbal content improves understanding,
o Direct, assertive expression: Verbal communication is the equivalent to active listening. Speaking and expressing what you think, feel or want in a clear, true and non-defensive way. Say what you mean, mean what you say.
while body language that is inconsistent with what is said creates confusion about the real message.
o Dialogue: As important as what is being discussed, dialogue is a conversational practice in which there is a continued exchange of things that matter to us. Its purpose is to provide honor and respect amongst a group. | <urn:uuid:fd59d0d1-cb42-46f4-bd6a-9e4bcbfe0d88> | CC-MAIN-2019-47 | http://mines.ok.gov/Websites/mines1/images/Safety%20Grams/2018/VOLUME%2019%20NUMBER%204%20APRIL%20Effective%20Communication.pdf | 2019-11-21T17:46:14 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00396.warc.gz | 104,475,407 | 290 | eng_Latn | eng_Latn | 0.996922 | eng_Latn | 0.996922 | [
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Professor Belli
ENG 1101, Fall 2013
Peer Review: Responding to First Drafts of Final Project Write-Up
Part I – Argument: Thesis and Purpose
1. Does the write-up begin in a focused way, or do you finish reading it unsure about what the point/argument of this project is? Does it give an overview of the write-up's argument? Does it provide key terms and their definitions? Is it specific enough or is it too vague/general? Make specific comments on the draft itself (brief questions such as "so what?" or "how/why?" or "what does this term mean?" can be really useful).
In addition, in the space below, explain your thoughts on the write-up's opening paragraph/s. Do not simply write that the Introduction/presentation of issue/argument is "good" or "bad" or "specific" or "vague." Tell your group members "why" it is this way and offer suggestions for revision (based on your understanding of how the report as a whole works/develops).
2. Finally, consider the write-up's title. Is it appropriate for the project? Is it specific enough in describing the write-up's particular argument (remember, a two-part title using a colon is a good method)? Make comments on the draft itself.
Part II – Paragraphs: Content, Organization, and Development
1. Go through each body paragraph and, in the margins, write the claim presented there (jot down just a few words … maximum one short sentence). If there is more than one main idea (claim), number them and write them down as well.
2. Then, go back and read the first sentence of each body paragraph. Does this first sentence adequately represent the claim of the paragraph and explain the significance of this idea (why these details are important)? On the draft, write "yes" or "no" next to each first sentence and then explain why or why not.
3. Is each paragraph clearly linked to main argument? Or does your peer ever stray from their main point? On the draft, indicate paragraphs/sections that are not connected to the essay's main argument (are not relevant) and explain why.
4. Does each paragraph build on the previous one (develop the argument further), or is the argument repetitive (stating the same thing over and over again in slightly different words)? Provide comments (with explanations) in the margins.
5. Are there effective transitions between sentences, paragraphs, and ideas? Does the report flow smoothly from beginning to end? Is the report's progression logical and coherent? In the margins, indicate any places you feel that the writing is disconnected (and explain why).
6. Are there any points in the argument where you can honestly say, "so what?" (are they irrelevant, boring, obvious, or not specific enough)? Do your peers simply present facts/information and summarize her sources? If so, indicate these areas in the margins of the draft and offer suggestions for improvement.
Part III – Sources: Comprehension, Analysis, and Incorporation
1. Do your peers demonstrate a strong knowledge of their sources? Do they show a good understanding of the sources' arguments/ideas? Are there any places where you think your peers misunderstood or distorted the meaning/content of a source or didn't address important aspects of its content? Explain your thoughts in the space below and make comments in the margins to address specific cases.
2. Is the necessary background information (the essential/relevant information you need as a reader to understand the argument/recommendations the writers will eventually make) provided at the beginning of the report? Remember that you need a significant amount of local context (the specifics of the City Tech "site" the group chose) to frame your project.
Please note in the margins which paragraphs serve as background information and whether or not they are in the appropriate place in the report (e.g., do they come halfway through the report, when a reader would have benefited from them on page 2?). Also please note any places where you feel confused or wish you had more information abut what is being discussed.
3. How well do your peers incorporate examples/summary/quotations from the various sources (remember, the observations and surveys are sources) into their own writing? Is this material wellintegrated into the body of your peers' report (introduced and then explained), or is it awkward and out-of-place? Is it relevant to your peers' argument (does it support a point they make)?
In the margins of the draft, indicate whether examples/summary/quotes are appropriate (do they support the argument being made in that paragraph?), relevant (for quotes, is it necessary to use the author's exact words here or is the point already clear?), introduced (not just thrown into the essay abruptly/without warning), and explained (do your classmates provide sufficient analysis of the example?). If the quote/detail is just fluff (thrown in to fill up space), please indicate so.
4. Is the use of the texts (either direct quotations/examples or summary/paraphrase) balanced with your peers' own ideas and analysis (do the sources occupy too much – or too little – space in the argument)? Explain your response below.
5. Do your peers cite their sources correctly in MLA style (both parenthetically within the essay and in a separate "Works Cited" page)? If not, offer suggestions for correction on the draft itself. Please note that correct/effective citation is crucial for a researched report!
6. Does the write-up provide possible opposing viewpoints/counter-arguments (or do your peers simply provide one side of the story)? Are these counter-arguments adequately answered/dealt with by your peers within the course of her essay or are they presented in a way that undermines their own position/recommendations (e.g., Are they mentioned but never answered? Are they presented at the very end of the report so the reader leaves with doubts about the validity of the essay's thesis?)? Please explain below and offer suggestions for improvement.
Part IV – Recommendations
Are the recommendations concrete/specific to the local situation (are they context-specific)? Are they fully articulated and supported (is there not only a rationale for why they should be chosen but a plan of action as to how they will be implemented)?
Make sure to address the "so what?" issue and to consider the follow questions:
* Are the recommendations of your peers clear and specific (or are they vague/general)? Why or why not?
* Are the recommendations engaging and more than obvious statements of fact (are they new and interesting)? Why or why not?
* Are the recommendations realistic, and supportable (or does it seem farfetched or irrelevant to the topic)?
* Does the write-up specifically address the purpose of this assignment (to write an argumentative researched report that presents recommendations to a focused problem/issue)?
Part V – Conclusion
Consider the conclusion (final paragraph/s): Does it provide a sense of closure to this write-up? Does it adequately sum up the report's argument/recommendations (and then hint at some broader significance/context) or do you finish reading it feeling unsatisfied? Does it present any new information that confuses you? Explain your specific thoughts in the margins.
Part V – Tone: Style and Diction
1. Describe the tone/voice of the report: Is the tone appropriate for both the assignment and the audience? Why or why not? Consider which "person" your peers write in (1 st , 2 nd , or 3 rd ). Explain your thoughts below and address specific cases in the margins.
2. Are there any words/phrases that seem awkward or harsh to you (that might insult/alienate/confuse readers)? Please address these diction (word choice) issues when they occur on the draft itself.
3. Pay particular attention to the authority and credibility of your peers throughout the write-up. Does it seem over-confident/one-sided (too much like personal opinion rather than close analysis and logical argumentation)? Or does it seem too neutral (doesn't really take a stand or support the argument/recommendations)? Explain below and offer specific suggestions for improvement on the draft itself.
Part VI: Overall Impression
Finally, you should write a "terminal" (end) comment of at least two full (5+ sentences each) paragraphs. Make sure to start off by stating the positive aspects of the write-up (things you think your peers did successfully). Then, choose the main three points that you think your peers should focus on as they revise their write-up. Make sure to be as specific as possible. It is not necessary to repeat every comment you have made already … streamline your feedback to best help your classmates. You will probably have to read the whole report through again (and look over the comments you have made) to figure out how to effectively/concisely sum up your responses. | <urn:uuid:43a99577-e51f-47ec-8b11-287e19dc6c4f> | CC-MAIN-2019-47 | https://openlab.citytech.cuny.edu/belli-f2013-eng1101/files/2013/12/Peer-Review-Assignment-for-Final-Project-Report-Write-Up.pdf | 2019-11-21T16:26:18 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00398.warc.gz | 535,829,874 | 1,861 | eng_Latn | eng_Latn | 0.99836 | eng_Latn | 0.998476 | [
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Finding a Quality Child Care or Early Learning Program
Research shows that children who are in quality child care and early learning programs when they are young are better prepared for kindergarten with better reading skills, more math skills and larger vocabularies.
For child care and early learning programs, it provides resources that help them raise their quality and continuously improve their program.
Grow NJ Kids, New Jersey's Quality Rating Improvement System, is working to raise the quality of child care and early learning across the state of New Jersey.
For parents, it provides information on selecting a quality provider to help them make the most of their kids' early learning opportunities.
Home-Based Settings:
Family Child Care
This type of care is provided in someone's home. In New Jersey, a provider can care for no more than five children, plus a maximum of three of their own children. Home providers can choose to be registered, which means they meet the basic safety and programs requirements established by state law. This registration also allows these in-home providers to accept payments from families participating in government-subsidized child care assistance programs.
Center- and School-Based Settings:
Child Care Centers
Licensed by the state of New Jersey, these facilities are inspected every two years and must meet basic health, safety, program and staffing requirements. They can care for six or more children from the age of 6 weeks to 13 years. There are many types of licensed child care centers, including but not limited to infant/toddler programs, early care and education programs and school-age programs. Licensed centers also may choose to meet more rigorous, research-based or accreditation standards. (There also are license-exempt centers, such as programs that are part of a public school district or private school.)
Head Start & Early Head Start
Head Start and Early Head Start programs support the mental, social and emotional development of children from birth to age 5. In addition to education services, programs provide children and their families with health, nutrition, social and other services.
There are many types of child care or early learning programs to choose from. Some are in a school, others in a child care center or in someone's home.
In-Home Care
In this type of care, a person comes to your home to care for your child. This provider might offer other services such as light housekeeping, starting or making dinner or driving your child to lessons or play dates. Although you may use an agency to find such a provider, they are neither regulated nor licensed by the state and cannot participate in Grow NJ Kids.
School District Preschool Programs
School districts provide research-based preschool programs for 3- and 4-year-olds, that may be located within a school district site, a private provider or a local Head Start agency.
Special Services School Districts
These districts provide options for preschool students with special needs and were developed to address the educational and developmental needs of children ages 3-5. Typically, these districts are comprised of three types of classes: classes that educate 4-year-old students who have special needs in the same classroom as those students who do not have special needs; preschool classes for students with Individualized Educational Programs and the need for smaller groups sizes and more individualized programming; and classes with highly specialized instruction for students with autism and students with hearing impairments.
When visiting a child care or early learning program, there are questions you can ask to help you determine which program is best for your child and family. These questions are based on indicators of quality that are embedded in the Grow NJ Kids standards.
Safe, Healthy Learning Environment
Curriculum and Learning Environment
❏ ❏ Is there regular communication between program staff/teachers and parents? How is the information communicated (email, phone calls, letters sent home with child)?
❏ ❏ Is the space clean?
❏ ❏ Do you see staff and children washing their hands before and after meals and diapering? Is the facility safe and secure?
❏ ❏ Is the outdoor play space safe, clean, free of litter and broken glass?
❏ ❏ What meals are provided by the program? Are children allowed to bring their own food for religious or dietary reasons?
❏ ❏ Does the program have an oral health or a tooth brushing policy?
❏ ❏ Does the program check the children's eyes, hearing, teeth, and growth by providing screenings?
❏ ❏ Does the program support breastfeeding (breast milk storage/ place to breastfeed)?
❏ ❏ Are children of different ages cared for together or are they grouped by age?
❏ ❏ How are children supervised during different situations (sleep or outside play)?
❏ ❏ How many children will be in your child's class/group? What are the ages of the children in the classroom/ home?
❏ ❏ Is there a daily schedule?
❏ ❏ Does the daily schedule incorporate both indoor and outdoor play opportunities?
❏ ❏ Do you observe positive, warm and nurturing teacher-child interactions and conversations while in the classroom/home?
❏ ❏ Do you see children interacting with each other?
❏ ❏ Do the children have access to books and other materials?
❏ ❏ Are the children read to each day?
❏ ❏ Does the program use a researchbased curriculum (age appropriate for infants and young children)?
❏ ❏ Are children given "free play" time (For example, are children allowed to choose the book they'd like to read or what activity they'd like to do)?
Family and Community Engagement
❏ ❏ Does the program have an open door policy? Are parents allowed to visit at any time?
❏ ❏ Does the program make community resources (events, information regarding services) available to families?
❏ ❏ Does the program embrace your child's home language in the classroom/home and/or in the materials being used?
❏ ❏ Does the program share information about activities/lessons being worked on so parents can reinforce at home? For infants, is there a daily log?
❏ ❏ Does the program have opportunities for parents to volunteer in the classroom/home?
❏ ❏ Does the program offer parent workshops?
❏ ❏ Does the program have a parent council or parent group?
Workforce/Professional Development
❏ ❏ What is the education level of the staff?
❏ ❏ How long have the staff been employed with the program?
❏ ❏ What types of trainings do staff attend each year?
❏ ❏ How many staff have received Cardio Pulmonary Resuscitation (CPR) and First Aid training?
❏ ❏ If the program uses a research-based curriculum, have the staff had formal curriculum training?
Administration and Management
❏ ❏ Does the program have a current child care license or family child care registration? (If applicable, as some school district programs are not required to have a child care license.)
❏ ❏ What is the tuition/cost? Other fees?
❏ ❏ Does the program have a parent handbook that outlines policies and procedures including child illness/ sickness, emergencies, discipline?
❏
operating hours?
❏
Is the program director on site during
❏ ❏ What is the daily child check-in and check-out policy when dropping off and picking up your child?
❏ ❏ Is the program enrolled in Grow NJ Kids?
For parenting resources, visit GrowNJKids.
Child Care Helpline 1-800-332-9227
gov | <urn:uuid:e40c99c3-2a89-4877-9b2e-7a69a2db8237> | CC-MAIN-2019-47 | http://www.grownjkids.gov/getattachment/ParentsFamilies/FinalEnglishChecklist82018.pdf.aspx | 2019-11-21T16:57:09 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00398.warc.gz | 205,664,995 | 1,524 | eng_Latn | eng_Latn | 0.998716 | eng_Latn | 0.998759 | [
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Topic Page:
Hanukkah
Definition: Hanukkah from Philip's Encyclopedia
(Chanukah or Feast of Lights) Eight-day festival celebrated in Judaism. It commemorates the re-dedication of the Jerusalem Temple in 165 bc and the miracle of a one-day supply of oil lasting for eight days.
Summary Article:
Hanukkah (Chanukah)
FromCultural Studies: Holidays Around the World
Image from: A menorah is one of the most widely... in Religious Holidays & Calendars
Hanukkah commemorates the successful rebellion of the Jews against the Syrians in the Maccabean War of 162 B.C.E., but the military associations of this festival are played down. What is really being celebrated is the survival of Judaism. After the Jews' victory, they ritually cleansed and rededicated the Temple, then relit the menorah ("perpetual lamp"); hence one of the other names for this celebration, the Feast of Dedication (Hanukkah means "dedication" in Hebrew). The story is told that although there was only enough consecrated oil to keep the lamp burning for one day and it would take eight days to get more, the small bottle of oil miraculously lasted for the entire eight days. It is for this reason that Hanukkah is also known as the Feast of Lights.
Jewish families today celebrate this holiday by lighting a special Hanukkah menorah, a candelabrum with holders for eight candles, one for each day of celebration, plus a ninth, the shammash, "server," used to light the others. One candle is lit on the first night, two on the second, three on the third, through to the eighth night when all are lit. A special prayer is recited during the lighting, and while the candles burn it is a time for songs and games, including the four-sided toy called the dreidel. Other customs include the giving of gifts, especially to children, and decorating the home—something like the CHRISTMAS celebrations in Christian homes around this same time of year.
CONTACTS:
Jewish Community Center of San Francisco
3200 California St.
San Francisco, CA 94118
415-292-1200; fax: 415-276-1550
www.jccsf.org www.facebook.com/jccsf
twitter.com/jccsf
Orthodox Union
11 Broadway
New York, NY 10004
212-563-4000; fax: 212-564-9058
https://search.credoreference.com/content/topic/hanukkah firstname.lastname@example.org
www.ou.org
www.facebook.com/orthodoxunion twitter.com/orthodoxunion
APA
Chicago
Harvard
MLA
Hanukkah (Chanukah). (2018). In P. Jaikumar (Ed.), Holidays around the world: detailing more than 3,400 observances from all 50 states and more than 100 nations : a compendious reference guide to popular, ethnic, religious, national, and ancient holidays, festivals, celebrations, commemorations, holy days, feasts, and fasts, including contact information and websites. Supplemented by special sections on words relating to time, calendar systems, phases of the moon, the world's major living religions, facts about the U.S. states and territories, legal holidays by state, facts about the U.S. presidents, facts about countries around the world, legal holidays by country, tourism information sources ; and by an annotated bibliography and chronological, historic, folkloric, calendar, promotional, sports, and subject indexes (6th ed.). Detroit, MI: Omnigraphics, Inc. Retrieved from https://search.credoreference.com/content/topic/hanukkah
© 2018 Omnigraphics, Inc.
© 2018 Omnigraphics, Inc.
https://search.credoreference.com/content/topic/hanukkah
APA
Hanukkah (Chanukah). (2018). In P. Jaikumar (Ed.), Holidays around the world: detailing more than 3,400 observances from all 50 states and more than 100 nations : a compendious reference guide to popular, ethnic, religious, national, and ancient holidays, festivals, celebrations, commemorations, holy days, feasts, and fasts, including contact information and websites. Supplemented by special sections on words relating to time, calendar systems, phases of the moon, the world's major living religions, facts about the U.S. states and territories, legal holidays by state, facts about the U.S. presidents, facts about countries around the world, legal holidays by country, tourism information sources ; and by an annotated bibliography and chronological, historic, folkloric, calendar, promotional, sports, and subject indexes (6th ed.). Detroit, MI: Omnigraphics, Inc. Retrieved from https://search.credoreference.com/content/topic/hanukkah
Chicago
"Hanukkah (Chanukah)." In Cultural Studies: Holidays Around the World, edited by Pearline Jaikumar. 6th ed. Omnigraphics, Inc., 2018. https://search.credoreference.com/content/topic/hanukkah
Harvard
Hanukkah (Chanukah). (2018). In P. Jaikumar (Ed.), Holidays around the world: detailing more than 3,400 observances from all 50 states and more than 100 nations : a compendious reference guide to popular, ethnic, religious, national, and ancient holidays, festivals, celebrations, commemorations, holy days, feasts, and fasts, including contact information and websites. Supplemented by special sections on words relating to time, calendar systems, phases of the moon, the world's major living religions, facts about the U.S. states and territories, legal holidays by state, facts about the U.S. presidents, facts about countries around the world, legal holidays by country, tourism information sources ; and by an annotated bibliography and chronological, historic, folkloric, calendar, promotional, sports, and subject indexes. (6th ed.). [Online]. Detroit: Omnigraphics, Inc. Available from:
https://search.credoreference.com/content/topic/hanukkah [Accessed 21 November 2019].
MLA
"Hanukkah (Chanukah)."
Cultural Studies: Holidays Around the World
, edited by Pearline Jaikumar,
Omnigraphics, Inc., 6th edition, 2018.
Credo Reference,
https://search.credoreference.com/content/topic/hanukkah. Accessed 21 Nov. 2019.
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Intro to ArcGIS I: Mapping with GIS Outline (7 th edition)
Day 1: Understanding and assembling
Lesson 4B: Maps based on Attributes
GIS data sets
Lesson 1A: Viewing maps and data
* Connecting to data folders
* Adding data to ArcMap
* Viewing the map
* Viewing attribute tables
Exercise 1
Lesson 1B: Layers and data frames
* Using map symbols
* Layers and layer files
* Working with data frames
Exercise 1B
Lesson 1C: Map projections
* Setting the data frame CS
* Using ArcGIS Online data
* Projection properties
* Understanding map distortion
Exercise 1C
Lesson 2A: Assembling GIS data
* Using ArcCatalog
* Creating and organizing data
* Exporting and projecting data
Exercise 2A
Lesson 2B: Assembling data in ArcMap
* Using the Catalog window
* Using ArcToolbox
* Exporting and projecting data
Exercise 2B
Lesson 2C: Using Other Data Sources
* ArcGIS Online
* NAIP 1-m imagery
* ESRI Data and Maps
Exercise 2C
Day 1 Practice Project
Day 2: Visualizing and analyzing data
Lesson 4A: Symbols and Labels
* Exploring symbols
* Labeling features
Exercise 4A
* Data types and map types
* Creating maps from attributes
* Classifying numeric data
Exercise 4B
Lesson 6A: Working with Tables
* Viewing tables
* Using queries and statistics
* Summarizing tables
* Joining tables
Exercise 6A
Lesson 6B: Manipulating Table Values
* Editing tables
* Calculating table values
* Using Excel tables
* Mapping x-y locations in tables
Exercise 6B
Day 2 Practice Project
Day 3: Presenting your results
Lesson 7: Queries
* Using interactive selection
* Selecting by Attributes
* Selecting by Location
Exercise 7
Lesson 5A: Setting up a layout
- Setting up the map page
- Creating a location map
- Using graphic text
- Dynamic labels and annotation
Exercise 5A
Lesson 5B: Finishing the layout
- Adding a legend and north arrow
- Placing scale bars
- Finalizing the layout
Exercise 5B
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Advocating For Children with Behavioral and Cognitive Disabilities in the Juvenile Justice System
Carl R. Smith, Drake University, Des Moines, IA Joan Esposito, Dyslexia Awareness & Resource Center, Santa Barbara, CA Soleil Gregg, Appalachia Educational Laboratory, Charleston, WV
There is a desperate need for greater advocacy on behalf of young people with cognitive and other disabilities who find themselves at risk of entering or who are in the juvenile justice system. Their impairments can manifest as learning disabilities, attention deficit/hyperactivity disorder, mild mental retardation, and an array of conditions that can be described as mental illness. Most of these young people are unaware of the connection between their disabilities and their problematic behavior. They rarely receive a comprehensive assessment of their impairments or receive services or supports for their disabilities. Many face other challenges as well, including substance abuse, poverty, family conflicts, and racism. .
Five major agencies serve youth with disabilities who are at risk of entering the juvenile justice system: education, mental health, child welfare, juvenile justice, and health. Advocacy to improve services for these young people must address both the individual and the collective responsibilities of all five child-serving agencies. Consequently, organizing advocacy for this population presents a number of opportunities and challenges given the different perspectives, funding streams, and eligibility criteria of each child-serving system.
Studies reveal that cognitive and other disabilities are prevalent among juvenile and adult offenders (Brier, 1994; Bilcheck, 1998; Edens & Otto, 1997; and Wexler & McClelland, 1996). Some studies show that up to 75 percent of young offenders have a cognitive deficit, including a learning disability (Henteleff, 1996). A recent study of 2,000 adjudicated youth revealed that nearly 50 percent had histories consistent with a diagnosis of attention deficit hyperactivity disorder (Goldstein & Goldstein, 1992).
1
Juvenile justice systems—as opposed to adult corrections systems—place great emphasis on rehabilitating offenders to prevent them from participating in criminal behavior after they exit the system. The goal of rehabilitation is to benefit the individual child as well as society as a whole. Sadly, both juvenile and adult offenders experience high rates of recidivism. One judge in Dallas, Texas, acknowledged the problem: "The numbers are appalling...whatever we're doing, it doesn't seem to be appropriate for the kinds of young offenders and their families we're seeing today"(Everbach, 1995, p.1A).
This bulletin describes some barriers that hinder the ability of youth with cognitive and other disabilities to receive appropriate interventions that might help them avoid contact with the justice system or learn new patterns of behavior after they have been incarcerated. Further, the bulletin suggests principles to guide advocacy for this population, both to help reduce their risk of entry into the juvenile justice system and to increase services for those who are already incarcerated so that the risk of recidivism may be reduced.
Barriers Faced by Youth with Cognitive Disabilities
Too often, the needs of children with disabilities in the juvenile justice system are not addressed or their conditions go undiagnosed. Often this leads to disastrous outcomes for both the young people and society. Among the barriers faced by these youth are the following:
* Many child-serving professionals (e.g., probation officers, child welfare workers) have little understanding of how cognitive and other disabilities affect children's behavior.
* The general public believes that young people who act out can control their actions, but choose to misbehave.
* Parents are often blamed when their children misbehave because it is assumed that they cannot control them.
* Children with disabilities often have parents with similar impairments, although these adults have never been diagnosed and have never received appropriate treatment or services.
* Policy-makers, child-serving professionals, and society often do not agree that youth with disabilities deserve specialized services, especially when they have been charged with criminal violations.
* Policy-makers generally respond to juvenile crime by passing tougher legislation that causes youthful and adult offenders to be treated similarly.
* Families, communities, and child-serving agencies lack appropriate information, training, and support to help youth who have disabilities.
* Resource limitations force child-serving agencies to make arbitrary decisions about which youth with disabilities qualify for services.
* Public financing generally supports restrictive, residential placements for youth with behavioral problems, especially once they have been charged with a criminal offense.
* The juvenile justice system is not designed to adequately identify and provide services for troubled youth with disabilities who need specialized educational or mental health treatment and services.
* Funding mechanisms and eligibility criteria inhibit collaboration among the different agencies that serve youth with disabilities.
* Comprehensive, family-oriented, community-based interventions for youth with mental disabilities are inadequate or nonexistent.
* Agency and court personnel frequently tell families that the only way to obtain community-based mental health services for their children is to relinquish custody of them to the state. Families are consequently extremely reluctant to ask public agencies for help because they fear losing their children.
* Families whose children are placed in the juvenile justice system find the experience so painful and demoralizing that they frequently need help to navigate it and to obtain appropriate assistance for their children.
To help them deal with these barriers, youthful offenders with disabilities need services that address the full range of their educational, vocational, emotional, social, and medical needs. The timing and intensity of services and interventions will vary. However, like many physical illnesses, behavior problems that are diagnosed and treated early can be treated less expensively, more efficiently, and more effectively than problems that are caught later. Therefore, prevention is generally acknowledged as the most cost-effective strategy to reduce juvenile delinquency and should be the primary focus of programs serving youthful offenders with disabilities (see Leone, Quinn, and Osher this series). A critical companion to prevention is early intervention. Together, these strategies can help ensure that small problems do not develop into big ones.
Developing a Needs-Driven Approach
Rehabilitative efforts may be unsuccessful in part because they fail to consider the effects of disabilities on children's learning and behavior. Data on program outcomes substantiate the importance of matching services to individual needs to increase program effectiveness and reduce recidivism. One expert (Anderson, 1998) reports that 80 evaluations of rehabilitation programs revealed an important distinction between programs that matched individual services with the offenders' needs and learning styles and those that did not. The analysis showed that when programs aligned interventions with individual needs, recidivism was reduced by as much as 50 percent. Another analysis (Lipsey & Wilson, 1993) affirmed the value of programs that use behavioral, skilloriented, or multi-modal approaches.
When systems take a needs-driven (Cessna, 1993) approach as soon as children are identified as having problematic behaviors, youth with cognitive disabilities can benefit. The goal should be to help young people with cognitive disabilities avoid incarceration by providing them with the tools they need to develop alternative life paths. If children are identified after antisocial behaviors are firmly entrenched, they will need a greater number of comprehensive, intensive interventions than if they had been reached earlier. Research, however, shows that even then needs-driven interventions
can make a difference (Howell, 1995). And, even though these programs cost more than early intervention and prevention programs, they are still less expensive than incarceration (Greenwood, Model, Rydell, & Chiesa, 1996). Unfortunately, there are few such programs.
A needs-driven approach for youth at risk of entering or already involved in the juvenile justice system would be characterized by five core concepts:
A disability perspective should be part of the adjudication process. The young offender should be thoroughly assessed so that appropriate services and treatment can be obtained.
Youth should receive the necessary assistance to develop academic, social, emotional, and behavioral skills through training, support, and remediation. Studies show that poor academic performance is related to antisocial behavior and that both are influenced by characteristics such as low intelligence, inattention, hyperactivity, and impulsively (Maguin, & Loeber, 1996).
Youth should have opportunities to maximize their strengths and develop positive skills so they can become productive community members. Programs should help youth develop the ability to form meaningful relationships that connect them with their families, schools, and communities.
Youth should receive assistance with their "spiritual journey" so that they may find meaning in their own lives. The nihilism and aimlessness that are evident in youth culture indicate that a number of young people are searching for meaning and direction.
Youth should receive appropriate support and interventions to help them avoid initial incarceration, but these services also should be available to them during incarceration and after release. With strained family resources and limited knowledge of how to get help, most families have difficulty providing support to their children in trouble (Wilson, 1983). Since some mental disorders, including learning disabilities and attention deficit hyperactivity disorder, are often inherited (Pennington, 1991), parents may have difficulty negotiating the system and successfully advocating for their children because of their own disabilities and will need an advocate to help them help their children.
Principles Guiding Advocacy for Youth with Cognitive Disabilities
To avoid the personal and social costs of delinquent behavior, the nation needs more appropriate treatments for youth with disabilities that are at risk of entering the juvenile justice system. These treatments should rehabilitate antisocial behavior and promote responsible citizenship so that both the individuals and society can benefit. Youth with cognitive disabilities can become productive members of society if their impairments are addressed early and they have opportunities to develop their abilities and skills.
Using Federal Legislation as a Model for Advocacy
Developing a long-range plan to help youth with disabilities avoid contact with the juvenile justice system requires acknowledging the need to intervene early, partly by enforcing the existing Federally-mandated entitlement to special education and related services. The Individuals with Disabilities Education Act (IDEA), modified by the IDEA Amendments of 1997 (P.L. 105-17) protects the right of youth with disabilities to receive a free appropriate public education (See Tulman, (this series) for a discussion of legal issues related to children and youth with disabilities in the juvenile justice system). There are eight key principles that can guide advocacy and services for youth with cognitive disabilities who are at risk of entering, or who are already placed in, the juvenile justice system. These principles build upon the philosophy of IDEA.
Principle 1: Enforce the legal requirement that schools identify and evaluate children suspected of having cognitive disabilities so that appropriate services can be planned and provided.
Principle 2: Provide child-serving professionals, communities, and families with the information, skills, and tools they need to help children and youth with cognitive disabilities.
Principle 3: Establish a continuum of graduated interventions and sanctions.
Principle 4: Provide a range of placement options in the least restrictive environments so that young people can remain in regular environments to the greatest extent possible. This approach
recognizes that it may be necessary to remove youth from their communities in order to address severe problems or ensure public safety.
Principle 5: Encourage interagency cooperation to maximize the resources available and provide comprehensive services that address the multiple needs of children and their families.
Principle 6: Provide accommodations, supports, and services for youthful offenders as they make the transition from incarceration back into the community. This will help ensure that they are educated, ready for employment, and able to live independently.
Principle 7: Provide safeguards to protect the civil rights of youth with cognitive and other disabilities, both before and during incarceration.
Principle 8: Provide support for children, families, and communities during all phases of the adjudication process.
Advocacy for Youth with Cognitive Disabilities Who Are at Risk of Entering or Who Are Placed in the Juvenile Justice System
At the present time, youthful offenders are not a popular group given the high visibility of violence in schools. Historically, there has never been a strong voice advocating for this population of young people because advocacy groups tend to represent the general interest of one group only—either low-income children, or children with disabilities, or children in the juvenile justice system (See Table: Type of Advocacy Group Focus). Unfortunately, there is often little crossover in terms of advocacy among these groups. The sad consequence is the absence of comprehensive advocacy that could help improve services and supports for youthful offenders with disabilities.
Table: Type of Advocacy Group Focus
Case or Class Advocacy
Representing specific individuals on a case-by-case basis is generally called "case advocacy," while representing the interests of a group of individuals is referred to as "class advocacy." The goals of case and class advocacy for children and youth with disabilities are remarkably similar: Both seek
to remove barriers to services and treatment; to increase the availability of necessary accommodations; and to promote the maximum degree of self-sufficiency and economic independence. Although advocates have similar goals when undertaking case or class advocacy, the strategies they use to achieve their goals may differ.
Individuals who may benefit from case advocacy often lack basic information about their legal rights and the availability of services. They may require varying degrees of assistance and support from advocates to obtain the services that they need or to which they may be legally entitled.
Class advocacy involves a number of individuals who face many of the same obstacles listed above. These individuals, however, want to use their collective experiences to change public attitudes, correct misinformation, and promote policies that would address their own situations.
Advocacy Strategies
The barriers faced by youth with disabilities who are at risk of entering the juvenile justice system are complex because they involve a number of different child-serving agencies. The process of building collaborative interagency relationships among education, mental health, child welfare, juvenile justice, and health providers is challenging, but it can be done. Successful case or class advocacy for this group of youthful offenders requires a multi-pronged response that utilizes a variety of approaches. Advocacy strategies to consider include:
Research. The goal of advocacy here is to promote research about the nature of cognitive disabilities and effective treatments and services to ensure that youth with cognitive disabilities may avoid contact or further involvement with the juvenile justice system.
Public Education and Working with the Media. The goal of this strategy is to develop and distribute accurate information based on solid research findings to strengthen public and political interest in helping youth with disabilities to avoid contact or further involvement in the justice system.
Individual Case Advocacy of Youth and Their Families. The goal of this strategy is to provide information to help individual families obtain necessary services for their children who have cognitive impairments and refer them, when necessary, to sources of legal assistance.
Coalition Building. The goal of coalition building is to build a strong constituency among families, advocates, and professionals who can help change negative public policies affecting youthful offenders with cognitive disabilities.
Legislative or Administrative Advocacy. Policy-makers and child-serving professionals do not always agree that youth with behavioral problems deserve special attention. This issue influences the extent to which both the public and policy-makers support making services available.
Litigation. The goal of this strategy is to obtain the least restrictive environment for youthful offenders with cognitive disabilities to better address their disabilities and to improve access to treatment for those who are incarcerated.
Conclusion
This bulletin has described the need for the development of child-serving systems that would better identify youth with cognitive disabilities as soon as they display problematic behaviors. This practice would increase the likelihood that these young people could receive and benefit from appropriate interventions that may help them avoid contact with the justice system. Alternatively, if these youth are already incarcerated, they need appropriate treatment and services that can help them learn new patterns of behavior.
Currently, there is no organized advocacy effort on behalf of youth with cognitive and other disabilities involved in or at risk for involvement in the juvenile justice system. There is, however, an urgent need for one. Advocacy for this population should be guided by certain principles that are based on the special education law such as the Individuals with Disabilities Education Act (IDEA). This bulletin has suggested some specific advocacy strategies that would begin to address the immediate and long-term needs of youth with disabilities.
References
Anderson, D. (1998). When should kids go to jail? The American Prospect, 38, 72-78.
Bilchek, S. (1998). OJJDP Fact Sheet: Mental Health Disorders and Substance Abuse
Problems Among Juveniles. Washington, DC: U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.
Brier, N. (1994). Targeted treatment for adjudicated youth with learning disabilities: Effects on recidivism. Journal of Learning Disabilities, 27(4), 215-222.
Cessna, K. (1993). Instructionally differentiated programming: A needs-based approach for students with behavior disorders. Denver, CO: Colorado Department of Education.
Edens, J., & Otto, R. (1997). Prevalence of mental disorders among youth in the juvenile justice system. Focal Point, 1 (1). Available: http://www.rtc.pdx.edu/fp/spring97/prevale.htm Everbach, T. (1995, October 9). Study faults program for delinquents: Rate of repeat offenders "Appalling" official says, Dallas Morning News, p. 1A.
Goldstein, S. & Goldstein, M. (1992). Hyperactivity: Why won't my child pay attention?
New York, NY: John Wiley & Sons, Inc.
Greenwood, P., Model, K., Rydell, P., & Chiesa, J. (1996). Diverting children from a life of crime: Measuring costs and benefits. Santa Monica, CA: RAND.
Henteleff, Y. (1996). Special needs children and the youth justice system: "Sliding off the scales of justice" as cited in Crime Times, (1998), 4 (2), p. 3.
Howell, J. (ed.). (1995). Guide for Implementing the Comprehensive Strategy for Serious, Violent, and Chronic Juvenile Offenders. Washington, DC: U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.
Individuals with Disabilities Education Act Amendments of 1997, P.L. 105-17, 111 Stat. 37, 1400 U.S.C.A. secs. 1400 et seq. (1998 Supp.).
Lipsey, M. W. & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment. American Psychologist, 48, 1181-1209.
Maguin, E. & Loeber, R. (1996). Academic performance and delinquency. Crime and Justice, 20, 145-264.
Pennington, B. (1991). Diagnosing learning disorders. New York, NY: The Guilford Press.
Wexler, H. & McClelland, M. (Winter 1996). AD/HD. Substance Abuse and Crime,
Attention, 2(3), pp. 27-32.
Wilson, J.Q. (1983). Raising kids. The Atlantic Monthly, 252 (4), 45-56. | <urn:uuid:34fcf677-fd7c-4c48-8459-d31693ad246e> | CC-MAIN-2019-47 | http://www.edjj.org/Publications/AdvocatingChildren.pdf | 2019-11-21T16:55:41 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00401.warc.gz | 190,475,319 | 4,001 | eng_Latn | eng_Latn | 0.921582 | eng_Latn | 0.99342 | [
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Tips On Warming Up Your Voice
Quick Summary
To warm up your voice, try humming a tune so you don't strain your vocal cords. After that, start practicing your scales to extend your voice to its full range. Instead of drinking something cold, use hot tea or room temperature water to keep your vocal cords open. If you still feel tension, drop your jaw massage your cheeks in a circular motion.
Keep good posture.
In order to have the best air flow and therefore the best sound, you need to have good posture.
This goes for when you're both sitting and standing. Imagine a line at the top of your head, through your back, holding you up.
* If you're standing, keep your feet flat on the floor, shoulder width apart. Balance equally on both legs. Keep your head up and shoulders back. Every part of your body should be in the same line.
* If you're sitting, follow the same recommendations as you would for standing, but also keep your back off the chair, sitting towards the edge of your seat.
Breath Deep:
Most people have a bad habit of only using the top of their lungs. Doing this though doesn't employ the diaphragm and doesn't let you use your full power.
* If you are tense at all while breathing, it will resound in the muscles of your vocal folds. Breathe normally, but be conscious of keeping your shoulders low and your chest relaxed. Concentrate on breathing lower staying loose throughout your core. If you need to, place a hand on your stomach to remind yourself that t hat 's the part that should be moving up and down -- not your chest and shoulders. Hold an "s" sound (like a hiss) when you exhale to control the amount of air that you can expel.
Release Your Jaw
Any tension at all will keep you from your best sound. Your jaw is the instrument your voice comes out of -- you have to take care of it, too. The best place to sing from is your diaphragm, so stick it out to breath there.
* Massage your cheeks with the heel of each hand. Push in and down right below your cheekbone and rotate in a clockwise motion. Your jaw should open without you even thinking about it and be forced to relax. Do this several times.
Drink Warm Liquids
Ice cold water will just clam up your vocal folds, very literally. It's also best to avoid caffeine and nicotine, too. All these things constrict your throat and keep you from sounding your best.
Warm teas or room temperature water are your best bets. You definitely want your vocal cords to stay lubed up, but you don't want to freeze or scorch them! If you do choose tea, make sure it's not scalding hot
Do scales. You wouldn't run 5 miles (8.0 km) out of the gate, so don't expect your voice box to be able to go up and down 3 octaves either. Doing scales slowly warms up your voice, extending it to its top and bottom ranges. And it's pretty easy to do, even alone.
* If you are breathing right and holding yourself correctly, it'll be easier to hit those notes in your high register. Be patient, though, and work gradually. You'll actually hurt your voice if you start off too low or too high, forcing it to do things it really doesn't want to do
Work on lip and tongue trills. Another common method to warming up apart from scales are trills. They relax the lip and tongue, engage breathing, and eliminate tension.
* For lip trills, simply create a raspberry sound by loosely placing your lips together. Experiment with different consonant sounds, like "h" and "b." Go slowly up and down your range, but don't do anything that's uncomfortable or hard to maintain.
* For tongue trills, think of the Spanish "r." Place your tongue behind your upper teeth and exhale strongly. Hold the sound and air steady, varying the pitch while trilling. Again, don't do anything your voice doesn't want you to do. You'll know
Add in sirens and kazoos. Some of the more fun warm ups are sirens and kazoos. When you do your siren (which should start low and go high), use your arm and toss it in a circular motion, going up and down with the pitch.
* Kazoos focus of the sound and stretch the vocal folds in a healthy, controlled way. Just pretend like you're sucking in spaghetti -- it's as simple as that. On an exhale, make the "woo" sound; it'll come out like a buzz. Holding the sound steady, go up and down to the extremities of your range. Do this several times. [1]
* Try some tongue twisters going up and down in tunes. This is preparing your voice for complexed songs. A good one is 'Seven salty sailors sailed the seven seas (repeat up in Do Re Me.)
Hum. Humming actually helps cool a voice down, too, which is an oft-forgotten, though important, technique. It warms up your voice without straining your voice like singing can.
* Release your jaw and relax your shoulders. Inhale normally and exhale on a "hum." Go from high to low, like a sighing half-siren. If you feel a tickling around your nose and lips, good job
Gargling Water for Placement: The gargling exercise required the participant to place a small amount of water in the mouth, recline the head, and gargle without voice 10 times for 5-6 seconds with breaks in between. Participants were instructed to relax the throat and gargle with enough airflow to make the bubbles pop up out of the mouth. | <urn:uuid:0ae4f02c-43a0-473e-a20e-4c077b1fa572> | CC-MAIN-2019-47 | https://img1.wsimg.com/blobby/go/8b639866-d077-497d-a5ae-bc96f3e7409b/downloads/1cr0l4jbs_217419.pdf?ver=1571160661849 | 2019-11-21T17:08:15 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00400.warc.gz | 432,858,691 | 1,208 | eng_Latn | eng_Latn | 0.998405 | eng_Latn | 0.998544 | [
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Louisiana Pharmacists Association Educates Patients About Home Treatment of Insect Bites and Stings
For many people in Louisiana, the arrival of warmer weather means camping, fishing, gardening, and enjoying some great food outdoors with family and friends. While participating in these activities is fun, many people do not realize that they are at risk for insect bites and stings. Many people in Louisiana can probably agree that the most common and bothersome insect is the mosquito, because they have experienced the itchy aftermath of its bite. Although mosquitos are the most infamous, fleas, bedbugs, and spiders are also common throughout the state of Louisiana. Bites from ticks and chiggers are also possible, but they are not as common. When it comes to insect stings, the most common offenders include wild honeybees, wasps, hornets, yellow jackets, and fire ants. The pain and itching associated with insect bites and stings can be a nuisance; however, there are many products available over-the-counter that can be used to specifically alleviate symptoms.
Prevention of insect bites and stings is the ultimate solution, even though preventative efforts may not always be successful. Although it is not practical to completely avoid the outdoors, there are some things that can be done to help protect against insect bites and stings. One can wear protective clothing, spray DEET (4-100%) on clothing and exposed body surfaces, and use nets when sleeping outdoors. Repellents, such as DEET and picaridin, work by emitting vapors that discourage the latching of ticks and contact from just about all of the insects. To help control mosquitos near the home, empty any toys, fountains, or buckets that have collected water. Also, healthy hygiene can help with preventing bedbug infestations. Even with prevention, insect bites and stings are sometimes inevitable. Fortunately, many insect bites may be treated at home.
Mosquitoes, fleas, bedbugs, and chiggers are some of the most common sources of insect bites. These bites are usually small, red, raised areas that may be accompanied by pain and itching. Most insect bites may be self-treated at home, due to their nonvenomous nature. However, if redness from the bite spreads or if symptoms are experienced away from the site of the bite, treatment by a medical professional should be sought. The first step in alleviating symptoms is to refrain from scratching. It may be appropriate for children to wear mittens or gloves to prevent scratching. To relieve pain and itching, the bite should be iced with an ice pack wrapped in a wash cloth for 10-minute intervals. If pain and itching does not subside after using the ice pack, topical anesthetics, hydrocortisone cream, topical antihistamines, counterirritants, or a skin protectant may be applied to the site. The table below lists some examples of these products, and there are also several combination products available. To help prevent infection, topical antibiotics or an antiseptic may also be applied to the site of the bite. Examples of these include hydrogen peroxide, rubbing alcohol, and Neosporin®. All over-the-counter products should be used for a maximum of 7 days in patients over the age of 2 years old. If irritation persists past 7 days or if a child is under the age of 2 years old, treatment from a medical professional should be sought.
Bites from ticks and spiders are more serious and should be treated by a medical professional. This is due to the venomous nature of spiders and the disease-spreading potential of ticks. Most spiders, however, are unable to penetrate skin and inject their venom, due to their short, weak fangs. Unfortunately, this is not the case for the brown recluse, black widow, and Hobo spiders. Bites from the black widow and brown recluse spiders may lead to flu-like symptoms such as fever, pain, joint stiffness, and chills. A delayed episode of pain and an open sore or wound at the bite site is also not uncommon. Additionally, bites from Hobo spiders are known for causing slow-healing wounds. Even if you are unsure of what caused the bite, it is important to be aware of the previously listed symptoms and to seek medical attention as soon as possible if any of these symptoms present. Ticks, on the other hand, can literally be seen latched onto the skin, swelling up as they drink the blood. Tweezers should be used to remove the tick fully intact. Caution must be taken to avoid squeezing the body, which may cause the tick to regurgitate, further increasing the risk of transmitting tick-borne illnesses. Also, failing to remove the mouthparts may lead to profound itching and development of nodules that require surgical removal.
Like insect bites, insect stings generally only cause a local reaction, but they do have the potential to be problematic and can lead to an allergic reaction or even lifethreatening anaphylaxis in those who may be sensitive to chemicals in the insect's saliva. Some of the most commonly encountered stings are those inflicted by wild honeybees, wasps, hornets, yellow jackets, and fire ants. Like insect bites, prevention is key when it comes to insect stings. It is important to be aware that the following put you at a higher risk for insect stings: wearing scented lotions, perfumes, and deodorants; wearing brightly colored clothing; walking barefoot while outdoors; provoking or disturbing stinging insects; eating and drinking outdoors; wearing clothing that is soiled with food or drink; and having nests of stinging insects near homes or other living areas.
In the event that preventative measures are not successful and one is stung by an insect, most stings can be treated at home with over-the counter products. When inspecting the area that was stung, it is important to look for a stinger. Wild honeybees have barbed stingers that become embedded in the skin and continuously inject venom, even if the bee is brushed off or flies away. Wasps, hornets, and yellow jackets do not have barbed stingers; however, their stingers enable them to sting repeatedly. Removing the stinger quickly is important, because it continues to inject venom for approximately 23 minutes following the initial sting. The stinger can be scraped away with a piece of gauze, a fingernail, or the edge of a credit card. Never use tweezers on a stinger, because this will only encourage the release of more venom. Once the stinger is removed, hydrogen peroxide or alcohol should be applied to the affected area. Once the affected area is stinger-free, an ice pack should be used to help with itching, swelling, and pain. The ice pack should be applied 2-3 times daily in 10-minute intervals. As with insect bites, it is just as important with insect stings to not scratch the affected area. Even though many over-the-counter products say that they can be used to treat insect bites, it is typically fine to use them to treat insect stings as well. It is recommended to use topical anesthetics and skin protectants for insect bites, unless a drug allergy is present. In the case of drug allergies, topical antihistamines, hydrocortisone, and counterirritants may be used. Examples of these can be found in the table below. Although most over-the-counter products for insect bites and stings may be used 3-4 times a day for 7 days, it is still important to follow the directions listed on the product. If symptoms resolve after 7 days of treatment, use of the product should be discontinued.
Although many insect stings can be treated at home with over-the-counter products, there are instances where home treatment is not appropriate. Evaluation by a medical professional is appropriate in the following cases: patients younger than 2 years of age, substantial allergic response located away from the site of the sting, previous sting by a honeybee, wasp, or hornet, previous severe reactions to insect bites, a personal or family history of significant allergic reactions (e.g. hay fever), and symptoms that have become worse or have not resolved after 7 days of treatment. Allergic reactions, especially severe ones, will require immediate medical attention. The following symptoms indicate that emergency medical attention should be sought: hives, excessive swelling, dizziness or fainting, weakness, nausea, vomiting, diarrhea, difficulty breathing, chest tightness, facial flushing, and swollen tongue, lips, or face. Those with severe allergic reactions caused by insect stings should consider wearing a medical necklace, bracelet, or ID that states the nature of their allergy.
For additional information on home treatment of insect bites and stings or for help with product selection, please contact your local pharmacist.
Selected Products for Home Treatment of Insect Bites and Stings
References:
1. Tips to prevent and treat bug bites. American Academy of Dermatology. https://www.aad.org/public/skin-hair-nails/injured-skin/bug-bites-and-stings. Accessed April 17, 2019.
2. Healy, Kristen. Quick guide to reduce mosquitoes. https://www.lsuagcenter.com/topics/environment/insects/mosquitoes/factsheets/quickguide-to-reduce-mosquitoes. Published February 28, 2014. Accessed April 17, 2019.
3. Fabel PH, Blake EW. Handbook of nonprescription drugs: an interactive approach to self-care. 19th ed. Washington, DC: American Pharmacist Association; 2018.
4. Elsevier Interactive Patient Education. Bee, wasp, or hornet sting, adult. Patient Education, Clinical Key Website. Available at: https://www.clinicalkey.com/#!/content/patient_handout/5-s2.0- pe_ExitCare_DI_Bee_Wasp_or_Hornet_Sting_Adult_en. Revised June 27, 2018. Accessed: April 17, 2019.
Authors:
Alexis Lee, PharmD Candidate 2020 University of Louisiana Monroe College of Pharmacy
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The NEW Healthy Food Pyramid!!
Two things that can guide us towards a healthy balanced diet:
1. The Food Pyramid.
2. The Healthy Eating Guidelines.
- The food pyramid helps us plan for a healthier BALANCED diet.
- The food pyramid tells us the name of the food groups and the number of portions we should be getting from each food group.
- **This picture is different from the picture of the food pyramid in your book. A new shelf was added to the food pyramid in 2013.**
- The second shelf above is the new shelf which was added to the food pyramid.
- Fats, oils and low fat spreads were separated out into their own shelf as they provide us with the important nutrient--fat--, however it is important that these foods are eaten in moderation.
Healthy Eating Guidelines
Key Terms
- Eat less fat
- Eat less sugar
- Eat less salt
- Eat more fruit and veg
- Eat a variety of foods
- Drink more water
- Drink alcohol in moderation
Balanced Diet
Eating the correct amount of foods for what our bodies need.
Chapter 1: Food and Nutrition
Why do we eat food?
Factors which affect our choice of food.
Food helps the body to grow.
Provides the body with energy and warmth
Protects the body against disease.
The table below has a key terms which you need to know in order to understand the study of nutrients
Our Senses
Lifestyle (Family and Friends)
Nutritional Value
Cost
Culture
Religion
Availability (Staple foods/in season).
Advertising
Classification of the 6 Nutrients
There are six nutrients that our bodies need. These are protein, carbohydrates, fat, vitamins, minerals and water.
Structure and Composition Classification
* Proteins are made up of basic units called Amino Acids.
* Amino Acids are small units that join together like beads on necklace.
* There are different types of Amino Acids, and some amino acids are of better quality and therefore more essential in the diet.
* They are joined together by peptide links to form chains of protein.
* These high quality amino acids are called ESSENTIAL amino acids.
* Proteins are classified according to their quality (i.e. the amount of essential amino acids they contain).
Sources
• Each Amino Acid is made up of the elements:
1. Carbon
Growth
Repair of worn out or damaged cells e.g. healing wounds
It forms hormones and enzymes
Structure and Composition
- Fats are made up of fatty acids and glycerol.
- These link together to form an Eshaped structure.
- Each molecule of glycerol is attached to three fatty acids.
- Glycerol and fatty acids contain carbon, hydrogen, oxygen.
Function
- Heat and energy
- A layer of fat in the skin insulates our body keeping us warm.
- Delicate organs in the body like the heart and kidneys are protected by a layer of fat around them. Also helps the nerves in our body.
- We get fat soluble vitamins A,D,E,K from fats
Fat
Classification and Sources
How to reduce fat intake in the diet
- Grill instead of frying
- Cut visible fats off meat
- Use low fat foods
- Cut down on fatty foods like chips etc..
-
Structure and Composition
Classification and Sources
The most basic unit of carbohydrates are simple sugars, for example glucose is a simple sugar.
When several simple sugar units join together they form a chain of starch.
Functions How to increase Fibre Intake
- Provides energy
RDA:
30g for an average person
- Fibre rich foods gives a feeling of fullness
- Fibre helps prevent constipation and other bowel problems.
1. Eat more whole meal cereals like brown bread, brown pasta, brown rice instead of white
2. Eat high fibre breakfast cereals
3. Eat more fruit and vegetables
4. Eat more nuts and seeds | <urn:uuid:4bf0b05f-f264-49f3-95c9-e4abf80ecf41> | CC-MAIN-2019-47 | https://studyclix.blob.core.windows.net/static/content/file/uploads/8/8ec58620-22e0-45bc-94bc-d29729282513.pdf | 2019-11-21T15:38:30 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00400.warc.gz | 595,164,379 | 828 | eng_Latn | eng_Latn | 0.997319 | eng_Latn | 0.99843 | [
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An Exploratory Short Course in Tuvan Throat Singing*
Designed by: Douglas Gallagher Sonoma Academy
Summary:
An introductory course exploring "throat singing" (or overtone singing) as practiced and performed by the people of Tuva. We will explore this truly unique style of vocal production through attentive listening, watching video and practicing techniques and types of throat singing.
Suggested Grade Level: Grades 9-12
Country : Mongolia
Region: Tuva (The Steppes of Mongolia)
Culture Group: Tuva
Genre: Traditional Folk Songs
Instrument: voice
Language: Tuvan
Co-curricular areas: Asian Geography (Asia)
National Standards: #1,2,3,4,5
Prerequisites:
- Some basic experience singing and pitch matching
- Willingness to make unfamiliar vocal sounds in a group
Objectives:
- Learn and explore the techniques of throat/overtone singing
- Learn about this music and singing style in its geographical and cultural context
- Learning to distinguish the three general types of throat singing in the Tuvan tradition (Khoomei, Sigit, Kargiraa)
- Learn and practice basic skills and techniques for overtone singing
- Performance in a Community Meeting (public setting)
Materials:
- Smithsonian Folkways Recordings:
a. Tuva : Voices from the Center of Asia
b. Tuva Among the Spirits
c. http://www.folkways.si.edu/search?query=tuva
- Liner Notes for "Voice from the Center of Asia" downloadable here: http://www.folkways.si.edu/tuva-voices-from-the-center-ofasia/world/music/album/smithsonian
- Smithsonian Folkways Soundscapes article and videos:
http://www.folkways.si.edu/throat-singing-unique-vocalization-three- cultures/world/music/article/smithsonian
Lesson Segments:
1. Listening and Distinguishing
a. Watch video of N. Sengedorj of Mongolia as he demonstrates Khöömei – the Tuvan word for throat-singing in general, as well as one of the distinct types of this art form.
http://www.folkways.si.edu/throat-singing-unique-vocalization-three- cultures/world/music/article/smithsonian
b. Ask these related questions:
i. What do you hear? (a high whistling, a man singing)
ii. How many sounds are being produced? (At least 2)
iii. Does anybody know what that higher sound is called? (a harmonic or overtone)
c. Discuss briefly terms like fundamental tone, harmonics, and overtones, etc. (See page 3 of the Liner Notes in the Folkways album TUVA – Voices of Central Asia for a good explanation of these sonic phenomena.)
d. Ask: 'What do you see?' on the video recording. (Make some general observations about how the singer appears to be producing these sounds. Notice mouth and lip positions, etc.)
2. Guide students to a discovery of appropriate posture and breath in Tuvan singing.
- Have students sit on chairs, in a circle.
- Discuss and work with the importance of posture for good breath control and vocal production; emphasize the fact that throat singing, in particular, will require building up the ability to sustain a pitch for an extended duration. This requires practice and regular exercise.
- Practice breathing exercises – sustained "S"
- Apply breath control work to sustained pitch, etc.
- Sing on 3 key vowels : oo (boot), ah (bought), ee (beet)
3. Reading for Understanding (in class or at home)
Have students spend a few minutes reading the Smithsonian Folkways "Soundscape" article about some of the cultures that practice this remarkable approach to vocalization:
http://www.folkways.si.edu/throat-singing-unique-vocalization-threecultures/world/music/article/smithsonian
4. Some Cultural Orientation Lessons
a. Short lecture/introduction to Mongolia, the steppes of Central Asia and the people of Tuva. Direct students to the following items:
- location of Tuva (map provided below)
- pictures of yurts (traditional dwellings in Mongolia)
- pictures of Central Asian steppe
- horses in the Tuvan culture
b. Introduce the terms: Khöömei, Kargiraa, Sigit the three central styles of Tuvan throat singing. Liner notes in TUVA: Voices from the Center of Asia is an excellent introduction to these terms and the characteristics of these styles.
(Take note of possible variations in the spelling of these terms…e.g. sygit)
c. Watch video of Mark van Tongeren:
http://www.folkways.si.edu/throat-singing-unique-vocalization-threecultures/world/music/article/smithsonian
i. Short discussion of this video and the techniques demonstrated…
ii. Lead students in a short practical experience, by imitating some of the suggestions that Mr. Tongeren demonstrates on the video recording. (Remind the students to practice good posture and breath as we worked on in segment 2 above.)
iii. Work on Vowel Triad technique, listening for the overtones.
oo – oh – ah ah – ay – ee
ee – iih – oo
d. Lead students in an active listening experience (20 min), introducing them to the Kargiraa style of Tuvan throat singing on track 18 http://www.folkways.si.edu/tuva-voices-from-the-center-ofasia/world/music/album/smithsonian (Notation is provided below for the sample.)
- Listen to the sample one or two times; then discuss what can be heard
- Notice the quality of the low sound, of the high sound
- Ask 'What is the fundamental pitch being sung? (Find it on a piano.)
- Sing the "harmonic" melody in regular voices to learn the pitches
- Begin exploring the production of the Kargiraa sound by starting with "vocal fry" sound, going back and forth between an "ah" vowel sound and "vocal fry".
(CITATION: Liner Notes from TUVA: Voices from the Center of Asia) 5. Deepening the Practice of Throat Singing
a. Warming up (review of Lesson Segment 2)
- Check posture
o sit up, sternum slightly lifted, shoulder blades comfortably back and down
- Review and practice good breathing
o Repeat multiple times at different volume levels.
o At a moderate tempo, *breathe* 4 short, rhythmic bursts of air exhaled on "S", *breathe* then sustain for the count of 4.
o After several times stop and make observations about the physical/muscle experience of pulsing and sustaining air.
o Continue this exercise by going through the vowel-sounds: E (beet), AY (bait), AH (bought), O (boat), OO (boot)
- Do the same exercise, but now on the vowel-sound closed "E" (as in beet)
- Remind the students about the importance of building up good breath control and tonal support for throat singing.
b. Active Listening: Listen to the three samples of Khoomei, Sigit, and Kargiraa.
- SAMPLES: from TUVA: Voices from the Center of Asia Practice
1. Khoomei – track 5
2. Sigit – track 2
3. Kargiraa – track 18
c. Have a discussion about similarities and differences between these styles. (Reference the liner notes for clarification and distinctions.)
6. Practicing Throat Singing Through Listening and Imitation
Note: From this point forward the lessons should focus on practice. Emphasize to the students that listening to the samples and imitating the sounds they hear through experimentation is a key method to reaching the goal of producing these unique vocal sounds.
a. Suggestions for discovering the Kargiraa style of singing:
- Start with a solid fundamental tone in mid-to-low register
o (C below middle C works well for young men whose voices have changed. Middle C works well for young women and boys whose voices have not changed.)
- Have all students sing on a unison pitch following these cues:
i. *Big Breath*
ii. Relax the jaw and the back of the throat.
iii. Sustain pitch on the vowel "ah".
iv. Begin switching in and out of tone and "vocal fry".
v. Emphasize that this should not hurt! It should just buzz in the throat comfortably.
vi. Sustain "vocal fry" alone.
vii. Begin adding the sound "ir" as in the word "girl" to the sustained "vocal fry".
viii. Building on this "vocal fry" sound, sing the following words on a sustained mid-range pitch:
ix. Girl-Bird-World-Mural-Laurel- etc.
x. Elongate and emphasize the "r" and "l"
7. Once you've got the basic throaty sound working, start listing for and working on highlighting the overtone sound. Review this by going back to video sample of Mark van Tongeren in the Cultural Orientation Lessons above.
8. Go back to listening to track 18 (Kargiraa "Artii-Sayir") from TUVA: Voices of Central Asia, and then practice finding the overtones above the fundamental tone. (Adjust the fundamental pitch up or downward according to need and vocal ranges.) | <urn:uuid:931d05e5-4703-4898-9018-8b0a1a479b4a> | CC-MAIN-2019-47 | https://folkways-media.si.edu/docs/lesson_plans/FLP10066_tuvan_throat_singing.pdf | 2019-11-21T17:26:33 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00403.warc.gz | 418,490,520 | 1,978 | eng_Latn | eng_Latn | 0.982911 | eng_Latn | 0.989604 | [
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The Marine Environment – MSCI0501
Coastal Processes and Beaches
A brief history of coastal science
What is the coastal zone?
The coastal zone is the interaction between the land and water. It is where the sand is moved by waves, currents and wind.
What are the spatial and temporal scales and examples of each?
* Instantaneous scale: things that happen quickly over short distances e.g. ripples
* Events: things that happen over weeks, months, years and affect bigger chunks of the coastline – bigger spatial scale e.g. storms, monsoons, el nino, frontal dune
* Engineering time scale: things that affect larger sections of the coast line e.g. sea level rude, transgressive dune
* Geology: studying how coast lines develop e.g. inner continental shelf
What is the morphodynamic approach to coastal geomorphology?
It is a wholistic approach based upon the idea that the coast is a system and everything is connected together. Environmental controls such as sediments, geology and external forcing affect: sediment transport, processes and morphology which are all interconnected. Since the coast is a system it contains processes (waves, tides, currents, wind) and these processes move sand around (sediment transport). This sediment transport causes the shape of the coastline to change, called the morphology of the coastline, which in turn affects the processes → all linked together. If humans come and try and change the system this will affect the processes, sand and morphology, creating a feedback affect.
Coastal controls
What are the different coastal controls? (in order of importance)
1. Geology: rocks
a. Global scale: Plate tectonics: plates sit on top of a moving mantle and their interactions can cause earthquakes etc. There are two types of coasts due to plate tectonics: collision coasts (where two plates are colliding, creating mountains,
volcanos, not well developed beached with not much sand), and trailing edge coasts (coastline sitting in the middle of a plate boundary creating flat coasts with rivers and lot of sand). This is how plate tectonics exert a geological control.
b. Regional scale: Continental shelves: varies depending on where you are in the world. Continental shelves control the waves e.g. a steep and narrow continental shelf like the eastcoast of Australia causes large waves, a flat and wide continental shelf breaks the waves early, causing small waves. Flat, shallow and wide continental shelves also attract tsnuamis.
c. Regional scale: Sediment type: The different sediment types are: gravel (mostly in cold coastal areas where there has been glaciation in the past or present), sand (mostly in the lower middle latitudes), mud (most common in humid, temperate, or tropical hot climatic zones) and bioclastics (broken up bits of shells and coral).
2. Sea level: the sea level changes daily and over thousands of years. We are currently in the Quaternary geological time period where the sea level has been rapidly rising and falling over the last 2 million years. The coast line looks different depending on sea level. The causes of sea level change are: movement of plates and astronomical changes (earth and sun orbits). The sea level is rising but there is uncertainty as to how much. The different types of sea level changes and their potential positive or negative change in metres are:
a. Glacio Eutasy: where all the water in the ocean is affected (volumetric change) → related to the melting and re-freezing of the glaciers (dominant type) (100m)
b. Glacio Isostasy: continental rebound, sea level adjustments due to the shifting of land (100m)
c. Hydro Isostasy: weight of water can push continental shelves down (10m)
d. Sediment isostasy: weight of sediment can cause land to sink (10m)
e. Tectonic shifts: earth quakes can cause land mass to get shifted up (10m)
f. Ocean temperature: can cause sea level to rise (1-2m)
g. Ocean currents: strength and trajectory - shift water and push water against coastline – can push up sea level (1.5m)
h. Atmospheric forcing: big storms can affect sea level
3. Wave climate: How we describe the waves over time using statistics e.g. average wave heights, frequency, origin of waves etc. There are different wave climates around the world, most waves in ocean are created in the 'roaring 40 latitude".
4. Tide range: high tide is crest, low tide is trough, affects the type of coastal landforms.
5. Daily processes: waves, currents, tides, sand transport, beaches change every day on a daily basis
What are the current sea level changes?
Over the last century the global temperature has increased by about 0.6 degrees Celsius and the global sea level has risen about 0.2m. This rise is due to melting of small glaciers and thermal expansion of water. The temperature is expected to keep rising and sea level is expected to rise at an accelerated rate.
Motions in the ocean
What are the high and low points of a wave called?
High point: crest, low point: trough
Wave height (H): vertical distance between wave crest and trough
Wave length (L): horizontal distance between consecutive wave crests
Wave period (T): time between consecutive wave crests passing a fixed point
How are waves formed?
Waves are generated by wind and the transfer of energy from wind to the water surface. Ripples on the water surface enhance this energy. As ripples grow in size, so does the rate of energy transfer.
What is the size of a wave dependent on?
* Wind Speed: the faster the wind blows the bigger the wave will be
* Wind duration: the longer the wind blows the bigger the waves
* Fetch: distance over the water that the wind can blow across → the larger the distance the bigger the waves
What are the two types of waves?
Waves are classified according to the period
* Wind waves: have a period of 3-8 seconds
* Swell waves: have a longer wave length and formed – period: 8-20 seconds
What is wave shoaling?
When part of a wave is in deeper water than the other part, the deeper water part will move faster than the shallow part. As a result, the wave will bend or refract.
What are the different types of breaking waves?
* Plunging: when a wave goes from deep to shallow water in small distances – slows down so fast it curls over and crashes down – need steep beach
* Spilling wave: need flat beach, slows down gently
* Surging wave: fast, bulging waves which surge up quickly and retreat quickly
Reflective wave: wave bounces off shoreline and cliff – hits next wave
How are tides formed?
Tides rising up and down are linked to the moon, earth and sun being related. The moon and sun exert a gravitational pull on all water in oceans and this along with earth's rotation causes tides.
What are the controls on the tide range?
The actual tidal range at any location is influenced by ocean bathymetry (the measurement of depth of water in oceans, seas or lakes) and coastal configuration (refraction), the width of the continental shelf (shoaling) and the location of amphidromic points (positions in the earth's ocean where the tidal range is zero. Tidal range rotates around these points). | <urn:uuid:b629cfb4-66e7-47e5-837f-0e84ffabc7a5> | CC-MAIN-2019-47 | https://s3.studentvip.com.au/notes/23231-sample.pdf?v=1532321213 | 2019-11-21T17:27:34 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00401.warc.gz | 587,961,152 | 1,560 | eng_Latn | eng_Latn | 0.996431 | eng_Latn | 0.997366 | [
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Living with brush-turkeys
The least stressful way to live with brush-turkeys is to simply acknowledge how lucky we are to have such birds living in our local areas. It has been found that around 75 per cent of people tolerate them in their back yards.
We can do things to ensure that the destruction in our gardens is minimised. However, remember that the brushturkey is a protected native animal and attempts to harm the bird or trap it without the appropriate permit are illegal. This includes damaging or destroying the eggs in a mound.
More turkeys than ever?
In many parts of the east coast, including leafi er urban areas, people are seeing an increase in brush-turkeys, and many will be seeing them for the fi rst time in their area.
When we create lush gardens with lots of trees, shrubs and mulch, we create the ideal environment for brush-turkeys to move into. They will also be attracted to gardens where there are open compost heaps and pet food, such as cat and dog biscuits or chicken pellets.
Your garden and brush-turkeys
Discouraging them from choosing your garden
* Firstly, reduce food sources—don't leave food out for other native species or household pets.
* Keep piles of spare mulch and leaves covered with tarpaulins.
* Cover the compost.
Encouraging them to relocate their mounds
Don't waste time trying to destroy a well-established mound or chase the bird away. Once a mound is established, waging war on a brush-turkey will be fruitless as you both will expend a lot of energy and nothing will change—so relax and enjoy!
However some people have had success in forcing the birds away from their yards in a number of non-harmful ways. You can encourage a resident brush-turkey to change location, by trying one of the following:
* When the mound is not in use and/or containing eggs, cover it with a heavy duty tarpaulin, black plastic or shade cloth.
* Carry-out selective pruning of the shade-producing vegetation above the mound to let in a good bit of glaring light. Brush-turkeys require suitable shade to help maintain their mounds at optimal temperature. By reducing the shade cover, they may move elsewhere.
* Encourage the bird to use a diff erent part of the garden by building a compost mound under good shade cover. The brush-turkey may be attracted towards the area, and may eventually take over the compost mound as its nesting mound.
* An idea that has been eff ective for some people is the strategic placement of a large mirror. The bird may move on after a couple of days of fi ghting its image (another perceived male in its territory).
Tips for damage control
Once well established, a garden is not as vulnerable to destruction as newly planted and mulched areas.
When planting and mulching new areas, the best way to deter brush-turkeys is to make it really hard for them to rake the ground. The following suggestions may help prevent destruction of newly planted or mulched areas.
* Time your work between when the brush-turkey has ceased to tend the mound and before he returns to reuse this mound or create a new one (between February and August). His need to rake is not so great during this period.
* Place small rocks at the base of plants, or use tree guards to prevent new plants from being dug up.
* Try covering the area with large heavily branched sticks and tree loppings. These may make it diffi cult for the bird to get into the area and rake.
* Use heavier mulches which are not easily raked. Landscapes with rocks combined with heavy planting of low growing species, such as prostrate Grevilleas or clumping plants like Lomandra, can provide thick cover.
* Develop the garden in stages, protecting plants at each stage.
* Place a layer of diamond-wire or chicken-wire below the surface of the mulch to deter brushturkeys raking. Allegedly they detest the feel of raking wire, thus will seek optimal habitat elsewhere. However some birds persist, and this can be distressing to watch.
* Provide the bird with its own mulch supply to take the pressure off your garden. Bring in extra mulch from elsewhere. Perhaps friends or neighbours have leaves, wood chip etc that they want to get rid of?
A bird to admire
Brush-turkeys (Alectura lathami) are 'mound builders'. Their closest relatives now live only on islands of Indonesia, the Philippines, New Guinea and the Pacifi c region. Australia is lucky enough to have three "mound builders"—the other two being the orange-footed scrubfowl and the mallee fowl.
Small children love the brush-turkey with its large size and unusual appearance. It is easily recognised by its deep black plumage, bare red head and neck and its broad, fl at, fan-like tail. The bird's wattle (a fl eshy lobe hanging down from the base of its neck) varies in colour with its age, gender and location.
Breeding occurs from August to December or January. The male brush-turkey builds a very large mound of decomposing vegetation, leaf litter and soil. This can be up to 4 to 6 m wide and 1 to 1.5 m high. The females are attracted by a well-maintained mound and one or more birds will then lay eggs inside the mound. The eggs are a bit larger than a chicken's egg and are laid in intervals of two to three days.
The decomposition of the vegetation in the mound produces heat. The male brush-turkey checks the temperature of the mound by digging holes and inserting his bill. He then removes or adds layers to the mound to ensure the optimum temperature is maintained being between 33° C and 35° C.
Mounds are re-used every year with the dominant male bird maintaining the best locality. Males defend their nest and the territory around it from other males. However, quite often the eggs that the male tends in his mound have been fertilised by another male.
Incubation and temperature regulation is the only assistance the parents provide to their off spring. After around 50 days, the young brush-turkeys hatch. They are fully feathered and able to run and even fl y. However their fi rst job is to dig their way through the layers of the mound, into the open air. This can take a few days. Newly hatched young resemble quail.
Eggs and chicks are vulnerable, and losses are high. Animals such as large goannas often raid the mounds, stealing the eggs and disrupting the incubation temperature. The chicks fall prey to goannas, snakes, birds of prey, foxes and domestic cats and dogs.
More information:
Learn to embrace brush-turkeys. Find out more.
* Wildlife Queensland www.wildlifeqld.com.au
* Birds in backyards www.birdsinbackyards.net
* Mound-Builders (2008) by Darryl Jones and Ann Goth. CSIRO Publishing
Produced by the Habitat Network Connecting people and habitat www.habitatnetwork.org firstname.lastname@example.org
Love them or hate them, they are birds full of character ...
The habitat of choice for a brush-turkey may be a backyard.
Some residents feel they are being invaded—seeing them as large, boisterous birds, determined to destroy the garden by moving mulch all over the place and uprooting new plantings.
However, many people have come to admire and enjoy these birds, and there are ways to make life easier if one chooses your garden. | <urn:uuid:03260b2c-75b3-4542-96ee-f68447ef88bf> | CC-MAIN-2019-47 | https://www.woollahra.nsw.gov.au/__data/assets/pdf_file/0006/189924/Brush_Turkey_Brochure_2.pdf | 2019-11-21T16:41:02 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00402.warc.gz | 1,041,392,631 | 1,590 | eng_Latn | eng_Latn | 0.998425 | eng_Latn | 0.9985 | [
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How Teacher Educators Can Address Our Nation's Financial Crisis
John Dowdell:
Ashland University
Dwight McElfresh: Ashland University
John Sikula: Ashland University
This article from Ashland University reports on what one university, well known for its Teacher Educa tion programs, is doing in an economically depressed state to address our country's financial crisis. Ohio has mandated that financial literacy be taught in high schools by 2010. Reported herein is what is being done to prepare teachers for this responsibility. Support for this effort comes from nine university-based Economic Centers, the Treasurer of the State, and from several foundations and community agencies. The role of the school is being expanded to include instruction in financial management, in hopes of reversing some very negative trends.
Introduction
Our nation is in financial crisis today. Our public schools have been in different types of crises since the 1980s (Sikula, 1990). With schooling becoming more focused upon tradi tional subject matter areas and more standard ized and state and nationally-normed testing, it seems that some practical skills like how to live within your means, how to stretch a dollar, how to balance a checkbook, how to develop a budget, and how to develop financial self-discipline and delayed gratification are subjects of little attention in schools today.
We witness monthly increased car, home, boat and other possession foreclosures. Quick cash stores are multiplying. Our national debt is skyrocketing, and our young people are follow ing poor examples of fiscal restraint all around them. What is being done to address these types of issues, especially while students are in their formative years? Reported herein is what one state with a particularly bad economy is doing to address the downward spiral of economic loss increasingly evident in American society today.
The Problems in Ohio
Ohio is in the rust belt where manufacturing has declined and young people are leaving for greener pastures. Since 2001, Ohio has lost over 200,000 manufacturing jobs. Home foreclosures, predatory lending, personal bankruptcies and excessive credit card debt are soaring. Ohio's national rank in growth in personal income is 46th. Home foreclosures during the second quarter of 2008 were up nearly 21% from the first quarter, and up 27% from the second quarter of 2007. This translates into one of every 134 house holds (6th in the US). The state budget contained tax revenues in 2008 that were $49.4 million less than in 2007 (Hamilton, 2008).
These problems are particularly pervasive in northern Ohio. The literature is filled with descriptions of this crisis. Realizing the mag nitude of the problems, the Ohio Council on Economic Education, the Ohio Treasurer and the
Ohio Department of Education have partnered to focus upon the crisis and to make personal finance education the subject of major atten tion for Ohio's school districts. This reporting provides background and some detail about how forces have joined in Ohio to address the situa tion, and how one university, Ashland University, has lead the way working with teachers, teacher educators, school administrators and others to directly confront the problems.
The Legislative Approach
Amended Substitute Senate Bill 311 was passed in Ohio in 2007 requiring that financial literacy be taught in all schools by the year 2010. All Ohio high schools, beginning with students entering ninth grade for the first time after July 1, 2010, must integrate the study of financial literacy and economics into required social studies aca demic content standards. The legislation did not:
specify how instruction was to be delivered; •
require schools to teach financial literacy at a • specific grade level;
identify who was to teach the content; •
mandate inclusion within an existing course; •
prohibit the creation of a stand-alone course • (State Board, p. 3).
Basically, implementation logistics were reserved for school districts to determine for themselves. Despite the mandate, many school districts did not know where or how to begin. They looked for leadership from universities.
University Leadership
Ohio has nine university-related regional Centers for Economic Education. These centers consult with school districts on many fronts, including how to integrate financial literacy into school curricula. These centers are located throughout Ohio, with activities coordinated by the Ohio Council on Economic Education and encouraged and supported by the Ohio Trea
surer of State, Richard Cordray, who has begun a "Schools Investing in Our Future" awards recognition for school districts that implement a systematic program of personal finance educa tion (Cordray, 2008). The end result is to expand the development of students capable of manag ing their own affairs in an increasingly complex financial world.
For the last two years, Teacher Academies have been coordinated by Ashland University and held to prepare teachers of all types to intro duce financial literacy content into school cur ricula. The Treasurer of State is encouraging the development of systematic programs of personal finance education in school districts by proposing that they:
develop written policies supported by boards • of education to address personal finance education.
involve the community as speakers, with • internships and field trips.
implement personal finance curricula at all • primary, middle and secondary levels.
support personnel to participate in Teacher • Academies and ongoing professional develop ment.
complete an evaluative summary on their • personal finance program (Cordray, 2008, p. 3).
The Ashland University Gill Center
Three of the nine regional Centers for Eco nomic Education in Ohio are now part of Ashland University. They are key elements in Ashland University's Professional Development Services (PDS) Program, the largest program of its kind in Ohio. The Ashland University PDS provides inservice to over 21,000 participants yearly in all 88 of Ohio's counties. Last year approximately 4,000 graduate credit workshops were conducted throughout the state, working with about half of the 612 school districts in a variety of content areas on the Ashland University main campus
and with Professional Development Directors and Economic Education Directors at four of Ash land University's Regional Centers in Cleveland, Columbus, Elyria, and Massillon.
Ashland's Professional Development Services Program is housed in the Gill Center. The Gill Center for Business and Economic Education was established in 1979, with monies provided by benefactor Harry R. Gill, Sr., a local businessman and civic leader. Since then it has grown tremen dously. In July of 2008, the Central Ohio Center on Economic Education, located for years at the Ohio State University, moved to the Columbus Regional Center of Ashland University. Previ ously in 2006, EconomicsAmerica, one of the nine Economic Education Centers located for years at John Carroll University in northern Ohio, moved to the Cleveland Regional Center of Ash land University. These three centers now operate together along the Route 71 corridor connecting northern and southern Ohio. In effect, Ashland University now leads Economic Education efforts in 39 of Ohio's 88 counties.
The major focus of the Gill Center during the last three years has been to prepare teachers via Teacher Academies to teach personal finance literacy in their school districts. Seven Teacher Academies were conducted in 2007, 20 in 2008, and 25 are planned for 2009. There are six major areas of study covered in these Teacher Acad emies. They are:
Decision Making and Money
This area covers basic economic concepts and systems, with a focus on capitalism and decision making in a free society.
Working and Earning
This area focuses upon the value of educa tion, making intelligent career choices, and the consequences and earnings associated with stay ing in school.
Getting Your Money's Worth
This area deals with budgeting, spending pat terns, comparative shopping and philanthropy.
Credit
The focus here is on borrowing, credit cards, credit reports, establishing and understanding credit and how to get and to lose it.
Wealth Creation and Management
Here saving, investing, leveraging, and grow ing your investments are the focus.
Protecting Yourself
The focus here is on fraud, bankruptcy, fore closures, mortgaging, identify theft, and safe guarding assets.
At these Teacher Academies, "blue buckets" are provided. They are filled with curriculum materials, interactive media resources and CDROMs packed with lesson plans and teaching materials. Last spring and summer, 2008, some 410 teachers attended one of the 20 Teacher Acad emies. They came from 230 different schools across 195 districts. The vast majority were high school teachers. An on-line Teacher Academy was developed as well. This involved creating a virtual classroom through interactive discussion boards.
The Teacher Academies directly addressed the two top challenges cited by teachers in Ohio when surveyed about their approaches to teach ing financial literacy. The two problems were: 1. the lack of classroom time to properly prepare to teach personal finance topics; and 2. the lack of classroom materials available (Loibl, 2006). The teachers who attended the summer Teacher Academies were awed by the resources provided. This directly addressed their primary concern in 2007 of a "shortage of appropriate teaching mate
rial" (Rexhausen & Dubey, 2007, p. 3). The pre and post levels of knowledge of Teacher Academy participants differed significantly.
This statewide effort has attracted consider able support from foundations concerned about Ohio's economy. Many grants to support these Teacher Academies have been received. In 2008 alone, over $500,000 were acquired from the fol lowing foundations:
Key Bank Foundation •
Fred A. Lennon Charitable Trust •
Burton D. Morgan Foundation •
Westfield Foundation •
Martha Holden Jennings Foundation •
Sherwick Fund •
Kent H. Smith Charitable Trust •
Ashland University currently has five propos als pending for additional support. In addition, the Chambers of Commerce in several towns and other local community foundations spon sor Teacher Academies in their cities and sup port them with an average $10,000 contribution. A written agreement and branding statement has been developed and signed by the Ashland University President, Fred Finks, and the Ohio Treasurer of State, Richard Cordray, to promote these academies. These Teacher Academies are becoming increasingly popular. They prepare instructors to provide personal literacy training. "Attending a Teacher Academy will not result in a license to teach financial literacy, but it will prepare a person to deliver the instruction" (State Boards, 2008, p. 7).
The Role of the School
Education is by definition a process of change. To be an effective person in American society today requires a different set of skills than in the past. Schools, to be relevant, must address new subject matter. Young people in schools need to develop different skills and tools than previously to be successful and productive as adults. Often, parents lack the wherewithal to contribute positively to the education pro cess – sometimes creating a dangerous cycle, particularly in the arena of financial literacy. Schools can help. "Research shows that students as young as kindergarten can, and should, begin to discern the difference between 'needs' and 'wants' and develop a process for making deci sions having economic impacts" (Cordray, 2008, p.3). Concepts learned in subsequent grades can help build a strong foundation in personal finance and economics. This type of learning needs to be directed in schools rather than in the home by untrained adults.
Schools in Ohio are expected under Sen ate Bill 311 to teach a strong knowledge of the fundamentals of economics and understanding of financial literacy and personal money manage ment. There are three content areas of licensure in Ohio where financial literacy can fit nicely. They are social studies, family and consumer sciences, and business education.
The legislation directs schools to use avail able public-private partnerships and resources and materials from business, industry, and the nine Centers for Economic Education to satisfy SB 311. As long as the class remains under the responsibility of an appropriately licensed high school teacher of record, many types of skilled professionals can deliver the instruction. Bank ers, certified financial planners, credit union staff, stock brokers, insurance personnel and others who work in related fields can be used to help instruct.
The role of the school in a free-market society includes equipping students with knowledge and skills needed to acquire and manage financial resources. A successful and productive life in America today requires the development of these skills. The knowledge and experience needed should be developed during a student's formal education, rather than obtained through the school of hard knocks. Teacher educators and teach
ers must be better trained to deliver this content. Schools and universities need to make the neces sary commitments to provide financial literacy instruction among their curricular offerings.
The Need for More Intervention Models
More states need to assist teachers with appropriate training and resources to address our nation's financial crisis. Currently, 28 states require that personal finance be taught. Good models, like the one in Ohio, are available to help. Schools need to develop systematic approaches and written policies to establish district-wide personal finance education programs.
What is being accomplished in Ohio needs to spread nationally. Work is being done to expand the Ohio model. A grant to the National Council on Economic Education is pending. The grant would support a formal survey of all Ohio school districts to determine how each is answering the call to include financial literacy in the require ments for high school graduation by the year 2010. The survey would provide information that could be used to report back to the sponsors of the legislation. The grant also could help in disseminating valuable information to people in other states with similar circumstances.
Conclusion
Our nation's financial crisis needs to be better addressed by our schools, colleges and universi ties. Teachers and teacher educators need to lead the way in addressing basic financial literacy problems in our schools and society. Some prom ising and best practices are emerging. In Ohio, where the situation is particularly dire, there has developed a model which is worthy of examina tion and possible replication, with appropriate adjustments, elsewhere. Now is the time for teacher educators to step forward and to address the development of similar practical skills pro grams.
Readers wanting more information are encouraged to examine the following websites:
http://ncee.net/resources/ •
www.ode.state.oh.us, keywords Financial • Literacy
www.ocee.org •
www.yourmoneynowonline.org •
www.ashland.edu/gill/econam/ •
References
Cordray, R. (2008). Schools investing in our future. Columbus, OH: Community Education Department.
Loibl, C. (2006). Survey of financial education in Ohio's high schools: Assessment of teachers, programs, and legislative efforts. Columbus, OH: The Ohio State University.
Hamilton, K. (2008, October 8). Buckeye Asso ciation of School Administrators Legislative Update. Paper presented at the meeting of the North Central Buckeye Association of School Administrators, Ashland, OH.
Rexhausen, J., & Dubeyt, A. (2007). Evaluation of teacher academy program. Cincinnati, OH: University of Cincinnati Economics Center for Education & Research.
State Board of Education Financial Literacy Implementation Committee. (2008). Financial literacy implementation committee report. Columbus, OH: Ohio Department of Educa tion.
Sikula, J. (1990). National commission reports of the 1980s. In W.R. Houston (Ed.), Handbook of research on teacher education (pp. 72-82). New York: Macmillan Publishing Company.
Author's Note
Dr. Dowdell is Director of Ashland Univer sity's Gill Center. He has been directing outreach and special programs at AU for 27 years. Cor rectional Education is his primary area of scholar ship.
Dr. McElfresh is Executive Director of Pro fessional Development Services at AU. He served in the Superintendent's Office of Ashland City Schools for years. His scholarship is primarily related to schooling.
Dr. Sikula is Vice President for Regional Centers and Outreach at Ashland University. He was the ATE national President during 1989-90. His scholarship focuses on Teacher Education and school reform. | <urn:uuid:e0eb800c-045a-427c-a764-e71f1ab410a9> | CC-MAIN-2019-47 | https://files.eric.ed.gov/fulltext/EJ948663.pdf | 2019-11-21T16:11:06 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00402.warc.gz | 404,600,285 | 3,390 | eng_Latn | eng_Latn | 0.996462 | eng_Latn | 0.997047 | [
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Pierce Math League - Problem Solving – march 2020 Solns
Topic 2: Counting
[1] How many whole numbers are there from 34 to 117 inclusive (i.e. including 34 and 117)? 84 [Transform to 1 -> 84]
[2] How many numbers are in the following series: 5.7, 11.7, 17.7, 23.7, …, 119.7, 125.7? 21 [Add 0.3, Divide by 6, Transform 1 -> 21]
Topic 4: Miscellaneous Problems
[3] Lauren plays basketball with her friends and makes 10 baskets. If each basket is worth either 2 or 3 points, and Lauren scores a total of 26 points, how many baskets worth 3 points did she make? 6
[4] An equal number of nickels, dimes, and quarters has a total value of $9.20. What is the total value of the quarters? $5.75 [$0.40 per packet, 23 packets, 23x$0.25 = $5.75]
[5] How many times does a digital clock display a time in which the sum of the digits equals 6 between 12am (midnight) and 12pm (noon)? 36
12:03 12:12 12:21 12:30 1:05 1:14 1:23 1:32 1:41 1:50 2:04 2:13 2:22 2:31 2:40
3:03 3:12 3:21 3:30 4:02 4:11 4:20 5:01 5:10 6:00
10:05 10:14 10:23 10:32 10:41 10:50 11:04 11:13 11:22 11:31 11:40
[6] What is the sum of the consecutive whole numbers from 153 through 376 inclusive? 59248 [(112)(529)]
[7] On the planet Pentundecia, there is an unlimited supply of 5-cent and 11-cent coins, but there are no other coins whatsoever. What is the largest amount of money that a Pentundecian can NOT exactly make? (For example, a Pentundecian cannot make 4 cents.) 39 cents | <urn:uuid:09d74249-d283-480b-8de7-eabda3257ceb> | CC-MAIN-2024-51 | https://www.brookline.k12.ma.us/cms/lib/MA01907509/Centricity/Domain/573/PML_Problem%20Set%203_March%202020%20solutions.pdf | 2024-12-02T23:27:26+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066129613.57/warc/CC-MAIN-20241202220458-20241203010458-00293.warc.gz | 636,175,391 | 562 | eng_Latn | eng_Latn | 0.974782 | eng_Latn | 0.974782 | [
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Fine Arts Visual Standards and Benchmarks – Kindergarten Body of Knowledge
Goal 25: Knows the language of the arts.
Learning Standard A: Demonstrates an understanding of the sensory elements, organizational principles and expressive qualities in each of the arts.
Benchmarks
Body of Knowledge
Performance Tasks
Assessment
Learning Standard B: Describes similarities, differences, and connections within the arts.
Benchmarks
Body of Knowledge
Recognizes contrasting qualities in works of art.
Recognizes repetition in works of art (e.g., repeated shapes to form a pattern).
*
*
*
Recognizes contrasting qualities in works of art.
Knows big/little, square/round, and long/short.
Recognizes similarities in art works theme, and elements of art.
Introduce landscape, color, and portraiture.
Goal 26: Through creating and performing understands how works of art are produced.
Learning Standard A: Describes and/or demonstrates how works of art are produced.
Performance Tasks
Assessment
Fine Arts Visual Standards and Benchmarks – Kindergarten Body of Knowledge
Goal 26: Through creating and performing understands how works of art are produced
Learning Standard B: Creates and/or performs in one of the arts.
Benchmarks
Body of Knowledge
Performance Tasks
Assessment
Creates 2-D and 3-D works of art.
* Creates the following visual art processes: drawing, painting, cutting, gluing, sculpting-paper manipulations, and printing found objects.
Goal 27: Understands role of arts in past and present civilizations.
Learning Standard A: Describes the role of the arts in past and present civilizations.
Benchmarks
Body of Knowledge
Performance Tasks
Assessment
Recognizes and identifies function of art
works in everyday life.
* Recognizes art works that tell stories. | <urn:uuid:d01c6a1d-f073-4568-8fe6-cc857b30267d> | CC-MAIN-2019-47 | http://www.sps186.org/downloads/table/2317/fc_8704-469-231-459.pdf | 2019-11-21T17:00:52 | crawl-data/CC-MAIN-2019-47/segments/1573496670921.20/warc/CC-MAIN-20191121153204-20191121181204-00406.warc.gz | 266,420,063 | 370 | eng_Latn | eng_Latn | 0.985923 | eng_Latn | 0.985425 | [
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Jonah and the Big Fish
Scripture Reference: Jonah 1-4
Suggested Emphasis: Everyone deserves a chance to hear about God.
…..
…..
Story Overview:
Ninevah was the capitol city of Israel's enemy, Assyria. The Lord commanded Jonah to go and tell the people in the city of Ninevah that their city would be destroyed if they did not repent of their wickedness. Jonah did not want to teach the people of Ninevah because he thought they would never change. He headed in the opposite direction – away from Ninevah – to try to hide from God. When the boat that he boarded ran into a storm, Jonah was thrown overboard and swallowed by a big fish. Jonah spent three days praying inside the fish and then he was spit out. When Jonah finally went to Ninevah and preached, the wicked people repented and turned to
…..
…..
…..
…..
God.
Background Study:
Jonah ministered as a prophet to Israel from 800-750 BC during the reign of Jeroboam II (793-753). During this time the nation of Assyria controlled a large portion of the area between the Mediterranean Sea and the Persian Gulf. Because Israel's northern borders touched Assyria there were often border conflicts. Since Nineveh was a major city in Assyria, Israel would have considered the people their enemies. Nineveh had a population of 120,000 (Jonah 4:11). Shortly after the events in today's story, Nineveh became the capitol of Assyria.
Although Assyria was strong, Israel's King Jeroboam II was able to restore Israel's traditional borders for a time (2 Kings 14:23-25). Still, the hard feelings and prejudice remained. Israel gloated over her newfound power. The prophets Amos and Hosea were prophesying during this time that Israel would be taken away into exile.
Considering the general bad feelings and fear towards Assyria, it is no wonder that Jonah did not want to go to the city of Nineveh. He did not like them and he assumed that they would reject and probably kill him. What good things could come from going to Nineveh?
When God instructed Jonah to go east to warn the Assyrian capital of Nineveh that it would be overthrown, Jonah decided to go in the opposite way and boarded a ship headed west. The city of Tarshish mentioned in Jonah 1:3 is possibly the city of Tartessus in southwest Spain, a Phoenician mining colony near Gibraltar. By heading in the opposite direction from Nineveh, to what seemed like the end of the earth, Jonah seemed to be trying to escape the work that God wanted him to do.
When the Lord wants something to happen, there is no way that anyone can escape. The Lord sent a strong wind (1:4) and then he revealed Jonah's identity when the sailors cast lots (1:7). Jonah knew that he was the problem. He told them to throw him into the sea. The sailors did not want to do that. They might have thought that they would be in more trouble for killing a prophet of the God of Israel or they might have just not believed that throwing Jonah in would make any difference. It is interesting to note that these heathen sailors were reluctant to hurt Jonah but Jonah was refusing to help the heathen people of Nineveh. In any event, as soon as Jonah was thrown overboard, the storm stopped.
The Hebrew term describing the creature that swallowed Jonah is the general term for a large fish, not necessarily a whale. This could possibly be a species of giant fish that no longer exists today. Pictures often depict Jonah inside the fish's belly with all sorts of extra room. It more possibly was a very tight squeeze.
After three days, Jonah was spit out of the fish's mouth. He knew that he had ignored the Lord's command. When God again commanded him to go to Nineveh and preach, Jonah obeyed and went.
Jonah was surprised when his message was heard and heeded. The king of Nineveh, himself, led the people in repentance. In response to their contrite hearts, the Lord decided to not bring judgement on the city. Instead of being happy, Jonah was angry. He did not like the people and he did not think they deserved to have God's mercy. He went outside the city and built himself a shelter as a shade from the hot sun and then "waited to see what would happen to the city" (Jonah 4:5). I call this pouting!
The Lord used a vine, a worm and a wind to teach and rebuke Jonah. He caused the vine to grow up and make a cool shade for Jonah. Jonah's attention went from the city to the vine. The next day God caused a worm to come and chew the vine until it died. Then he caused a "scorching" wind to come up. Jonah was miserable and wanted to die.
The Lord pointed out Jonah's concern for the vine (even though Jonah did nothing to tend or destroy it). The Lord could make or destroy a vine as he saw fit. If Jonah could be that concerned over a vine then why was he not concerned about the 120,000 people of Nineveh? The Lord was concerned and he knew that the people of Nineveh deserved a chance to hear about him.
What happened before this story?
What happens after this story?
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Way to Introduce the Story:
Before class prepare several sealed containers of "smelly" items. You might try things like perfume, chocolate, oranges, etc. Make sure one container has fish in it – tuna fish is easy to obtain. Don't allow the children to see what is inside the container (blindfold them if you wish) and let them try to guess what is in the container by smelling it. Tell them that today's story has something to do with one of these smells. Let the children try to guess which smell.
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The Story:
Not far from Israel there was another country called Assyria. Assyria was very mean to Israel. Soldiers would often come and fight. The Assyrians wanted to take the land away from Israel and make slaves out of the people. Jonah was a prophet of the Lord who lived in the country of Israel. He did not like Assyria one bit!
Jonah often gave messages from God to the people but this time God had a different kind of job for Jonah. God had a message for the people of Nineveh. He told Jonah to go and tell the people of Nineveh that he would destroy their city if they did not follow him.
Jonah could not believe it! Not Nineveh! Nineveh was a city in Assyria. How could God send him to those bad people? Jonah didn't even like those people. He decided that he would ignore God. Nineveh was to the north of Israel so Jonah travelled south. Maybe God would forget about it if he travelled far enough away.
After the ship was out to sea, a huge wind began to blow. The ship was tossed about until it began to break apart. All of the sailors were afraid of what might happen to them. What was causing this terrible storm?
Jonah knew what was causing the storm. He knew that the Lord was punishing him for trying to run away from his important job. Jonah told the sailors to throw him overboard into the sea. Then the storm would stop.
The sailors were frightened. They did not want to throw Jonah overboard. He would drown. No one could survive the terrible storm! The soldiers tried to row back to shore but the storm was too strong. Finally, they tossed Jonah overboard into to the rolling waves. They just knew Jonah would die.
But Jonah did not die. Instead, the Lord saved him. The Lord caused a big fish to come and swallow Jonah. The fish did not chew him up – it just swallowed him and Jonah was safe inside. Meanwhile, as soon as Jonah was thrown from the ship, the storm stopped and the water became calm again.
Jonah was inside the fish for three days. What do you think that Jonah did in there? Well, there isn't much to do inside a big fish so Jonah prayed to God. Jonah told God that he was sorry for running away. Jonah said that he was ready to obey the Lord now.
Then an amazing thing happened. The big fish spit Jonah out of its mouth onto dry land! Jonah knew that God had saved him for a special reason. God spoke to Jonah and told him again to go to Nineveh. What do you think Jonah did this time? He obeyed God! He went to Nineveh and taught the people about God.
Jonah preached about God but he didn't think anyone would really listen. After all, these were enemies of Israel. But Jonah preached anyway. He told the people of Nineveh that God would destroy their city. Then the people did something that Jonah did not expect. They listened! They were sorry for all of the bad things that they had done. They prayed to God and said that they wanted to obey him. When the Lord heard the prayers of the people of Nineveh, he decided not to destroy their city.
Jonah could not believe it! He didn't even like these people and now God was forgiving them. Jonah was not happy. In fact, he became angry. He went outside the city and built a little shelter to keep the hot sun from giving him sunburn. Jonah thought that maybe God would change his mind. He kept watching the city of Nineveh to see if it would be destroyed.
Jonah got very hot. Then he noticed something. A little vine began to grow on his shelter. The vine got bigger and bigger until it made a nice shade for Jonah. Now Jonah was cool and comfortable and he went to sleep for the night.
The next day Jonah noticed something else. A worm began eating the vine. Soon the worm had eaten the whole vine. Now Jonah was hot again! The Lord caused a hot wind to come up. Jonah was so miserable he just wanted to die.
Then the Lord spoke to Jonah, "Jonah, you sure are worried about the vine and the worm. Did you make the vine? Did you destroy the vine? No, you did not. I did. If you worry so much about a vine then why don't you worry about the 120,000 people in Nineveh? I made them and I want them to hear about me. It is not for you to decide who gets to hear about me!"
Jonah now knew that everyone – even the people of Nineveh – deserves to hear about God.
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Ways to Tell the Story:
This story can be told using a variety of methods. Always remain true to the facts found in the Bible but help children connect to its meaning by using drama, visual aids, voice inflection, student interaction and/or emotion.
Click here for visual aids and story-telling methods.
Click here to download these illustrations and slideshow. Be selective. Each teacher is unique so only use the illustrations that best relate to the way YOU are telling the story in THIS lesson. Too many illustrations can be confusing so eliminate any that cover other stories or details you do not wish to emphasise in this lesson.
Review Questions:
What did the Lord command Jonah to do? Go and preach to the people of 1. Nineveh
Instead of obeying God, what did Jonah do? He got on a ship headed in the 2.
opposite direction
When Jonah was tossed overboard, why didn't he drown? A big fish 3. swallowed him
After the fish spat Jonah out, what did Jonah do? He went to Nineveh and 4. preached
What did the people of Nineveh do when they heard about God? They said 5. they were sorry
When Jonah sat outside the city, what did God use to teach him a lesson? A 6. vine, a worm and a hot wind
Song Suggestions:
Who Did Swallow Jonah?
Refer to the Song Page on this website for more options.
Learning Activities and Crafts:
(How to choose the best learning activities for my teaching situation)
Activities:
Have a picnic and eat tuna sandwiches or fish and chips
Locate Nineveh and the other places on a map
Turn out the lights or cover everyone with a blanket and talk about how it would feel to be inside a big fish
Invite someone who is involved in missions to come to class and talk about the places where our congregation helps spread the word of God.
Crafts:
Make a fish puppet
Check the Teaching Ideas page on this website for ideas that are adaptable to any lesson.
Click here for "Jonah and the Big Fish" printables to print on A4 size paper Click here for "Jonah and the Big Fish" printables (Letter size-USA)
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Other Online Resources:
Colouring page from http://www.christiananswers.net/
Colouring page and puzzle worksheets-Jonah and the great fish (Calvary Curriculum)
Colouring page and puzzle worksheets-Ninevah repents (Calvary Curriculum)
Colouring page and puzzle worksheets-Jonah humbled by God (Calvary Curriculum)
Craft: Illustrated instructions to make a paper boat can be found at http://kirstymcallister.blogspot.co.nz/
Craft: Doorknob hanger from http://www.sundayschoolcrafts.net/
Craft: Video instructions (3 minutes) on how to make a paper fish on a popsicle stick at http://www.simplekidscrafts.com/
Craft: Printable paper craft at http://sundayschoolresources.co.uk/
Study material on how Jonah could have survived being swallowed by a fish from http://www.christiananswers.net/
Online activities and games at http://gardenofpraise.com/
Activity and craft ideas (1) from http://www.churchhousecollection.com/
Activity and craft ideas (2) from http://www.churchhousecollection.com/
Activity and craft ideas (3) from http://www.churchhousecollection.com/
Chart: Chronology of the Prophets before the Fall of Samaria (Israel) at
http://www.biblecharts.org/
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DAILY PROPHET
MRS. TERESA'S UPK CLASS September 30 th – October 11 th
T
- Introduction to Rosh Hashanah
- Introduction to Fire Safety and Fire Prevention
- Continuing Students' Name Recognition And Name Spelling
- Introduction To Sight Words
- Weekly Specials & Enrichments: Science and Literacy Class with Ms. Kathy
PECIALS EVENTS
* 10/03-10/04: School Closed- Rosh Hashanah
* 10/07-10/11: Fire Prevention Week
* 10/09: Dix Hills Fire Department visits Park Shore
S
* 10/14: School Closed – Columbus Day
* ART: Rosh Hashanah and Fire Safety Crafts.
* SPANISH: Reviewing "hola" (hi), "adios" (bye) and "Buenos dias" (Good morning), days of the week, and numbers "uno" (one), "dos" (two), and "tres" (three). Introduction to "Otoño" (Fall), "azul" (blue), and "verde" (green).
* VOCABULARY WORDS: Rosh Hashanah, Shana Tova, apple, honey, challah, shofar, fire, safety, firefighter, fire hydrant, ladder, extinguisher, fire station, alarm.
* FINE MOTOR SKILLS: Continuation of proper pencil grip, tracing, the use of glue sticks, and the use of scissors.
* CENTERS: Various activities that promote the use of fine and gross motor skills. Activities that also help develop sensory, cognitive, and social skills (ex.: building, puzzles, dance/movement, dramatic play, problem solving).
* CIRCLE TIME: "Hello" and "Days of the Week" songs in English and in Spanish. Daily talk about our feelings. Weather discussion throughout the week. Introduction of the seasons and months of the year.
* LETTER OF THE WEEK: Review of the alphabet with a focus on the letters Aa and Bb, their sounds and words that start with each letter. Difference between uppercase and lowercase letters.
* COLOR: Review all colors with a focus on the colors BLUE and GREEN.
* SHAPE: Review all shapes with a focus on the TRIANGLE and RECTANGLE.
* READ ALOUD: Stories related to Rosh Hashanah, fire safety, and books handpicked by students. Review the basic parts of a book (front cover, back cover, spine, pages, book title, author, and illustrator).
* MATH: Number Recognition. Counting from 1-10. Daily Calendar: counting the days of the week, and each number of the day. Daily calendar sequencing/ patterns. Daily Weather: Count the sunny, cloudy, and rainy days.
* SCIENCE IN CLASS: Lesson about fire- An experiment with candles! To further understand fire safety, children should learn that fire, in order to burn, needs heat, air, and fuel, and without any one of these elements, it will go out. For this experiment we will use candles, clay, water, and a glass jar.
* WRITING: Students' name recognition, spelling, and tracing. In class worksheets on various topics in unit. | <urn:uuid:4ec8f0d4-87d4-48d6-a5ec-1722af72f8c3> | CC-MAIN-2024-51 | https://parkshoredayschool.com/wp-content/uploads/2024/10/teresa-sept-30-oct-11.pdf | 2024-12-03T00:13:35+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066129613.57/warc/CC-MAIN-20241202220458-20241203010458-00292.warc.gz | 431,018,637 | 681 | eng_Latn | eng_Latn | 0.993974 | eng_Latn | 0.993974 | [
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How Antibiotic Resistance Spreads
1 Germs (bacteria and fungi) are everywhere. make people, crops, or
Some help us. Some animals sick.
2 Antibiotics kill germs that cause infections. But antibiotic-resistant germs find ways to survive.
3 Antibiotic-resistant
germs can multiply. Some resistant germs can also give their resistance directly to other germs.
4
Antibiotics also kill helpful germs that protect us. Without the helpful germs, resistant germs have an even bigger advantage.
5
Once antibiotic resistance emerges, it can spread into new settings and between countries.
1 Germs (bacteria and fungi) are everywhere. make people, crops, or
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Softball Drills
Confidence Building Drills (Fielding)
Dead Ball
- Have the athlete begin in the "ready position" wide stance, squat down to the ground
- Then have the athlete place their glove on the ground
- Place the ball in front of the athlete's glove and then have the athlete field the ball (bring the ball into their glove and then being the ball and glove up to their waist) and fake a throw
- Repeat multiple times
Dead Ball Approach
- Have the athlete take a couple steps back and place the ball a few steps ahead of the athlete
- Have the athlete approach the ball and field the ball and then fake a throw
- Repeat multiple times
Roll and Approach
- Have the athlete be a couple feet away from you
- Roll the ball to the athlete and have then field the ball and then fake the throw
- Repeat multiple times
Low Bounce and Approach
- Have the athlete be a couple feet away from you
- Low bounce the ball to the athlete and have then field the ball and then fake the throw
- Repeat multiple times
Bounce and Approach
- Have the athlete be a couple feet away from you
- Bounce the ball to the athlete and have then field the ball and then fake the throw
- Repeat multiple times
https://www.youtube.com/watch?v=BDk1_Oytv5w
Fielding and Throwing Drills
Star Drill: https://www.youtube.com/watch?v=5x_9E12OnGc
4 Person Catch
- Have the athletes get in a square with each athlete about 10 yards apart from one another
- Have one athlete begin the drill by throwing the ball to the person on their right, making sure to pivot and turn when throwing the ball
- Then the next athletes will go to their right, continuing to make it around the square.
- After a few rotations, switch directions and have the athletes go to the left
Short Pop Up Fielding
- Have the athletes and the coach stand approximately 5 yards apart from one another.
o The athletes should be in a straight line, one behind the other
- The first athletes in the front of the line jogs to a position a short distance in front of the coach
- The coach throws the ball behind the athlete either to the right or left
- The athlete calls for the ball ("MINE, MINE, MINE"), hesitates long enough to see which direction the ball is going and drop steps in that direction to make the catch
- If the ball is thrown over the athlete's left shoulder they should drop step to the left for the catch. If the ball is thrown over the athlete's right shoulder they should drop step to the right and go with a backhand catch (if they are right-handed)
- The athlete then throws the ball back to the coach and returns to the back of the line
- As the coach you can advance this drill by throwing the ball further and higher to work on catching fly balls in the outfield
Simple Hitting Drills
Basic Hitting
- Standing parallel to the athlete, toss the ball to the athlete
- The athlete should then swing to hit the ball
- Make sure the athlete is making contact before their arms are fully extended
- Standing at a normal distance from the hitter, toss the ball to the athlete
- The athlete should then swing to hit the ball
- Make sure the athlete is making contact before their arms are fully extended
*Both of these drills are great opportunities for the other athletes to practice their fielding drills
Bunting Drills
- Have the athlete get in a bunting stance
- Lightly toss the ball to the athlete and have them bunt the ball
- Each time have the athlete work on bunting in different directions and distances
Hitting Drills involving a Tee
- Set up a tee and just have the athlete hit balls off the tee
- Watch the athletes form and make sure they are swinging through all the way
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HOW TO JUDGE THE CHURCH: A MUSICAL ANALOGY
(You may want to use this lesson as the final, summary lesson in a series, after having looked at several other segments from the documentary covering both the "better" and "worse" of Christian history.)
This segment comes from EPISODE 1: WAR + PEACE.
From Jesus' command to "love your enemies" to the idea of "holy war" is a giant leap. Yet from the Old Testament through to the Crusades and the inquisitions, Christian history is full of violence. Has Christianity been a major contributor to war? How have the followers of a crucified leader managed to get things so wrong? And what difference has it made when they have followed his example of peacemaking and non-violence? Using a musical analogy, this segment holds up the beautiful "composition" Jesus wrote and that has had lasting resonance, despite the fact that his followers have not always "played in tune" with his teachings.
THEME QUESTION
Is it right to judge a religion or belief system based on the actions of its adherents? Why or why not?
1. Discuss in small groups:
a. Do you play, or have you ever played, a musical instrument? If so, which one?
b. Describe how well you played this instrument in the first month after taking it up.
c. Have you ever given a really bad performance? Explain what happened.
2. Read this article, "Five of the worst 'SNL' musical performances" (cpx.video/snl). Which stands out to you as the worst, and why?
3. Should we judge the quality of a song based on a bad performance?
1
UNDERSTAND AND EVALUATE
WATCH the segment: "How to judge the church: A musical analogy" (cpx.video/cello)
1. Contrast the performances of the professional cellist and John Dickson. What is the point the segment is trying to make with this musical analogy?
2. Thinking back to other segments you have studied, in what ways have Christians played "out of tune" with Jesus?
3. What are some examples of when Christians have played Jesus' tune well?
4. John Dickson says that Jesus' "ethic of love has given us much of what we value most in the world today". What are some of these things?
5. On the line below, mark to what extent you agree with the presenters that the religion of Jesus Christ shouldn't be dismissed on account of the many sins of his followers. Explain your response.
Disagree
Agree
READ Luke 6:27-31, Matthew 6:19-21, and Matthew 23:1-12.
1. Summarise what these verses teach about the "composition" Jesus wrote.
2. In what way is this composition "beautiful"?
3. In what way might this composition be controversial?
4. What would be the impact on the world if more people played in tune with these teachings of Jesus?
1. Read the following comment from online user "Mitor the Bold", written several years ago in response to one of the Centre for Public Christianity's articles. Write a response to Mitor's comment, making references to the Bible verses above and the musical analogy from this lesson.
2. What is one new thing you've learnt studying For the Love of God that you'd like to keep reflecting on?
1. Read this article from John Dickson, "Does religion unite or divide us?" (cpx.video/unite). In what ways do the ideals of Christianity both unite and divide?
2. Take a "Guided Tour" of one of the following episodes of For the Love of God, and write down three new things you learnt or stood out to you:
a. War + Peace (cpx.video/tour1)
b. Rights + Wrongs (cpx.video/tour2)
c. Rich + Poor (cpx.video/tour3)
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Medea | Sample answer
2015 Higher Level Exam Question
Parenthood is a central theme of Euripides' play 'Medea'. Discuss this statement supporting your answer with reference to the play.
Parenthood is evident throughout the play Medea. There are different relationships that highlight the complexity of family and parenthood. For example, the relationship between Medea and her two sons. It is clear that Medea loves her children and wants to protect them "like a lioness guarding her cubs." When Creon tells Medea that she must take her sons and go into exile, she begs Creon to show some mercy. She manipulates him by taking advantage of his weakness; his daughter. "Show some pity: you are a father too, you should feel kindly towards them." Medea knows that Creon loves his child and can sympathise with Medea, as a parent. For this reason, he changes is mind and allows Medea to stay in the city one more day. Due to the fact that parenthood is so important to Creon, this is the only reason he is persuaded to change his mind. If he did not care for his daughter as much, Medea would not have been allowed to stay which means she would never have completed her scheme to get back at Jason for leaving her. This is an example of the importance of parenthood in the play.
Although Medea disagrees with Jason's actions, he believes that by marrying into a royal family, it will give her and their children a better future. Jason is trying to provide for the family as men were supposed to do and also expected to do. This shows the type of father Jason is and how he is putting them first. "To ensure your future and to give my children brothers of royal blood and build security for us all." It is clear here that Jason wants to look after his children and give them a worthwhile future despite Medea's beliefs. Parenthood is an important theme here because if Jason had not left Medea to provide a better future for their boys, Medea would not have become angry or upset. She would not have decided on her terrible plan to get revenge on Jason which causes heartbreak for many other characters in the play.
While Medea is very affectionate and loving towards her children, she is also the opposite of this as the play progresses. As she continues to plot her revenge, it is clear that her anger and sadness overpower the love she has for her children. She begins to pretend to care about them to persuade others to believe her and take her side. She is very convincing when she tricks Jason into thinking she cares immensely
1
for them. "To buy my sons from exile I would give life not just gold." It is evident that Medea is not a typical mother because she is willing to kill her children and lie about her true feelings for them just to seek revenge on her husband.
Before Medea goes through with killing her boys, there is a moment of weakness where she questions whether or not it is the right thing to do. We see her acting lovingly towards them. "Women all my courage is gone. Their young bright faces, I can't do it… Why should I hurt them to make their father suffer?" This allows us to see that Medea is still affectionate and caring. But she soon reminds herself of the task at hand and forces herself to gain focus and strength. She realises she must not let her enemies laugh at her and that she has no choice but to follow through with her despicable plan." What is the matter with me? Are my enemies to laugh at me? ...my hand shall not weaken." Clearly, Medea is not the model parent as she is willing to take the lives of her only offspring. This highlights the idea of parenthood and how Medea contradicts all the typical qualities a mother should have.
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The number of nouns in the English language is enormous.
Nouns are "name" words; a noun can be the name of a place, person, thing, period of time, feeling, or idea.
Examples of nouns: EIT, Taradale; Mary, man, child; computer, pencil; day, month, year, morning, afternoon, evening; kindness, beauty; communism..
Nouns are either proper and are capitalised (e.g. World Health Organisation, Einstein, Napier) or common (e.g. pencil, empathy).
Common nouns are not capitalised, unless they are used at the beginning of a sentence.
Some nouns change when they are plural.
In the singular (e.g. book, child) In the plural (e.g. books, children)
Some nouns do not change in the plural form
Examples include: sheep, music.
Nouns with a plural form can be counted; they are countable nouns
For example:
- one book or two books.
Nouns without a plural form are uncountable nouns
For example:
- you cannot say two sheeps or two musics.
Some nouns are uncountable in English but are often countable in other languages.
The three articles in English are a, an, the
All three articles can be used before singular countable nouns
For example:
- a book, the book.
- I have a few jobs to do.
- an egg, an organisation, the egg, the organisation.
The may also be used before an uncountable noun, e.g. The traffic is heavy. The rice is cooked.
How do you know which article to use?
A and an are indefinite articles. This means that if, for example, I ask you for a pen it could be any pen. I am not referring to a particular one.
However, if I ask for the pen, both of us know which pen is being referred to.
The is a definite article.
Note that an is used (instead of a) before a noun beginning with a vowel i.e. a, e, i, o, u.
(pro = for – Latin)
A pronoun stands in place of a noun or nouns.
Note also, that when using a pronoun in place of a person's name, it must be clear to whom you are referring.
For example:
* The tutor told him that he was a good writer. The tutor told the student that he, the student, was a good writer.
Subject pronouns are used if the pronoun is the subject of the sentence:
For example:
* I, we, you, he, she, it, they.
Object pronouns are used if the pronoun is not the subject, but the object of the sentence:
For example:
* her, him, it, me, them, us, and you.
* The supervisor gave me the Health and Safety policy to read.
* The supervisor gave the Health and Safety policy to me.
Examples of indefinite pronouns (used to refer to general or indefinite person(s) or thing(s): all, any, both, each, everyone, few, many, neither, none, nothing, several, some and somebody.
For example:
- Each student needs to get real about deadlines and demands.
- Something isn't making sense.
- All of the students completed their course.
Some pronouns give information about who owns something.
They are named possessive pronouns: hers, his, mine, ours, theirs, and yours.
For example:
- His research was thorough and his methodology good.
Some pronouns introduce a part of a sentence (a clause) that describes, or gives extra information about, the noun that precedes it.
These pronouns are relative pronouns; they start a relative clause:
For example:
- I stood where you could see me.
- The judge, who spoke first, asked for silence.
This, that, these and those are also pronouns
For example:
- That is a good idea.
- These books belong to EIT.
Note that in academic writing the personal pronouns - I, you, we, me, our, us- are not normally used unless the assignment is reflective and calls for personal experience.
These describe/modify/give more information about a noun They usually precede a noun but can come afterwards
For example:
- a disappointing article/ the article was disappointing.
Academic English does not use many adjectives at a time, but note that there is an order to the adjectives in English:
Number/quality or opinion/size/age/shape/ colour/ origin/material /purpose or qualifier.
For example:
- I have two large text books.
- Not large two textbooks.
These link nouns/pronouns to other words in a sentence. Prepositions go before the noun or pronoun.
Examples of prepositions:
to, with, near, of, at, from, under, during, through
For example:
- He hid under the desk.
- EIT is near a bus stop.
These are action words/doing words. These words tell what the noun is doing.
Verbs give an idea of time. Verbs can be: in the present/now time; in future time or in past time.
For example:
- I write…(present time); I wrote…(past time); I will write…(future time).
Adverbs describe/modify/give more information about verbs, other adverbs and adjectives, to add detail to sentences. Adverbs often end in –ly
For example:
- The year passed quickly.
- The course was unnecessarily long.
- She went outside.
- He ran fast.
These link words, or parts of sentences and prevent "choppiness". They are useful for linking parts of sentences together for more streamlined writing.
Examples of conjunctions
Coordinating conjunctions join equal grammatical structures together.
FANBOYS
F:
for
A:
N:
B:
O:
and nor
but or
Y:
yet
S: so
Correlative Conjunctions are conjunctions which are word pairs:
Either/or Neither/nor not only/but also
Subordinating Conjunctions join independent and dependent clauses. (Note: See Sentences.)
These can be used to signal cause and effect, contrast or some other kind of relationship between the clauses.
For example (note the use of commas):
* The library remained open until late, although it was holiday time.
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Pictograph - Flowers
Name:__________________________ Date:___________________
Barbie has a habit of plucking flowers from her aunt's garden. Draw pictograph to represent the data and answer the questions.
Flower Plucking
Day
Number of Flowers
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Flower Plucking
Day
Number of Flowers
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
2) How many did Barbie pluck in all?
4) How many more flowers did Sylvia pluck on Saturday than Monday?
5) How many flowers did Barbie pluck on Friday?
3) Were more flowers plucked on Tuesday or Friday?
1) How many flowers did Barbie pluck on Saturday?
= 3 Flowers
Hint
Monday - 18 boxes
Thursday - 15 boxes
Tuesday - 12 boxes
Friday - 9 boxes
Wednesday - 21 boxes
Saturday - 24 boxes
www.softschools.com
Pictograph - Flowers
Name:__________________________ Date:___________________
Barbie has a habit of plucking flowers from her aunt's garden. Draw pictograph to represent the data and answer the questions.
Flower Plucking
Day
Number of Flowers
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Flower Plucking
Day
Number of Flowers
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
2) How many did Barbie pluck in all?
4) How many more flowers did Sylvia pluck on Saturday than Monday?
5) How many flowers did Barbie pluck on Friday?
3) Were more flowers plucked on Tuesday or Friday?
1) How many flowers did Barbie pluck on Saturday?
= 3 Flowers
Hint
99
6
9
Tuesday
24
Monday - 18 boxes
Thursday - 15 boxes
Tuesday - 12 boxes
Friday - 9 boxes
Wednesday - 21 boxes
Saturday - 24 boxes
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Materials
Pink paint
Black paint
Green paint
Paper
One large paint brush and one fine paint brush
Instructions
Handprint Watermelon
Paint your hand pink and print it onto the paper. Wash your hand before moving on to the next step. 1.
Paint a green strip under the hand print. 2.
Using black paint, paint the seeds on top of the pink handprint with the fine paint brush. 3.
Learn more about the NC Summer Nutrition Program & find more enrichment activities at SummerMeals4NCKids.org!
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YEAR 5 SPRING TERM 2 MEDIUM TERM PLAN
MATHEMATICS
Measurement
Convert between different units of metric measure Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
Geometry – Properties of shapes
Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
Calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres and square metres and estimate the area of irregular shapes
Estimate, Volume and Capacity
Solve problems involving converting between units of time
Use all four operations to solve problems involving measure using decimal notation, including scaling
Continuous objectives
-Solve number problems and practical problems.
MATHEMATICS – BASIC SKILLS
The children will:
-recall multiplication and division facts for tables up to 12 x 12
-solve addition and subtraction multi-step problems in context.
ENGLISH
Recounts
The children will:
Study examples of recounts.
Revisit the key features of recount texts. E.g. Watch a TV interview, then through a hot seating activity children devise questions and evaluate how effective these have been at extracting relevant information.
Demonstrate an understanding of the most effective questioning techniques to elicit high quality information (teacher observation, quality and relevance of questions produced, feedback from children and teacher).
Capture ideas, language and learning to be able to use and apply in the writing phase.
Writing/Presentation
Form news teams and research a topic to report. Produce a plan, carry out interviews, collate and analyse the information they have gathered and then write an article or report.
Write a recount text using notes made from interviews; use appropriate language and grammar (marking and feedback against agreed success criteria).
Plan, draft, edit and review. Produce recounts, applying all the learning from this block.
SPELLING
Words ending in – cial and tial -ant, -ance/ancy, -ebt, -ence/ency
Stories from Other Cultures
The children will be:
Read examples of stories from different cultures and traditions include a serialised class novel.
Children read and discuss a quality text from another culture. Identify and display the features of stories from other cultures. Look at an author's use of language, for example literal and figurative language for descriptions; to create a comic or dramatic effect.
Identify point of view from which a story is told. Select a character and use improvisation and role-play to explore the story from their point of view.
Write in role, for example a letter from one character to another. Identify the features of the text discussed and analyse viewpoint and style. Children write in a role of a character or author.
Writing/presentation
Plan and retell a whole story from an alternative point of view. Discuss and make decisions about how to portray characters and incidents, what detail to include.
Vary pace by using direct and reported speech.
Plan and write a story from another culture.
Plan, draft, edit and review.
Produce a story from another culture, applying all the learning from this block.
GRAMMAR AND PUNCTUATION
The children will learn how to:
- Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
- Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must] Text
- Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]
- Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]
- Brackets, dashes or commas to indicate parenthesis
- Use of commas to clarify meaning or avoid ambiguity
RE
COME AND SEE
-Memorial Sacrifice -Eucharist – Relating
To explore how memories are kept alive and to study the Eucharist.
-Sacrifice – Lent/Easter – Giving
To appreciate the cost of giving.
Focussing on Lent, a time of giving in preparation for the celebration of the sacrifice of Jesus.
PE
Games
Children will develop throwing and catching skills. Working in teams and developing game strategy.
MUSIC
None this half term.
FOUNDATION SUBJECTS
SCIENCE Properties and changes of materials
Children will be taught: To compare materials according to their properties. To investigate thermal conductors and insulators. To investigate materials which will dissolve. To identify and explain irreversible chemical changes.
HISTORY Britain's settlement by Anglo-Saxons and Scots
Children will learn about: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion – Canterbury, Iona and Lindisfarne
DESIGN TECHNOLOGY
Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
COMPUTING
The children will be taught: Coding – changing variables. Working with speed, time and coordinates.
GEOGRAPHY
None this half term | <urn:uuid:70cb4ad9-d956-455e-8310-bee54f280c7e> | CC-MAIN-2024-51 | https://stcharlescatholicprimary.com/wp-content/uploads/2013/04/Year-5-Spring-2-planner-2017.pdf | 2024-12-02T23:29:58+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066129613.57/warc/CC-MAIN-20241202220458-20241203010458-00295.warc.gz | 517,518,773 | 1,085 | eng_Latn | eng_Latn | 0.993347 | eng_Latn | 0.994494 | [
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Errors in Hypothesis Testing Cheat Sheet II
AQA A Level Further Maths: Statistics
Probability of Type II Errors
The Power of a Hypothesis Test
A type II error occurs if the true mean is anything other than what is suggested by the null hypothesis, and the null hypothesis has not been rejected. The probability of a type II error is dependent on the true value of the population parameter. If the true mean is very different to that in the null hypothesis, it would be highly likely that this would be detected in a hypothesis test. However, if the true mean is different but still very close to that in the null hypothesis, it would be much harder to detect making the probability of a type II error being very high.
In a hypothesis test:
𝐏(𝐭𝐲𝐩𝐞 𝐈𝐈 𝐞𝐫𝐫𝐨𝐫) = 𝐏( 𝐧𝐨𝐭 𝐫𝐞𝐣𝐞𝐜𝐭𝐢𝐧𝐠 𝐇 𝟎 |𝐭𝐡𝐞 𝐭𝐫𝐮𝐞 𝐦𝐞𝐚𝐧 𝐢𝐬 𝐚 𝐬𝐩𝐞𝐜𝐢𝐟𝐢𝐞𝐝 𝐝𝐢𝐟𝐟𝐞𝐫𝐞𝐧𝐭 𝐯𝐚𝐥𝐮𝐞 𝐭𝐨 𝐇 𝟎 )
Example 1: The mass of eggs laid by one hen is known to have a normal distribution with variance 8 and an unknown mean. A hypothesis test is conducted to test the hypotheses 𝐻 0 : 𝜇= 40; 𝐻 1: 𝜇≠40, using the mean of a sample size of 12 and 5% significance level.
a) Find the critical regions required for this test.
b) Given that the true mean is 38.2, calculate the probability of making a type II error.
Example 2: It is proposed to conduct a hypothesis test to see whether a coin is fair or not. The coin is flipped ten times, and if there are less than 3 observations of 'heads', the probability of flipping a head is said to be less than half.
a) State the appropriate hypotheses for this test.
b) Calculate the significance level of the test.
c) If the true probability of getting heads is 0.4, calculate the probability of a type II error.
The power of a hypothesis test is the probability that 𝐻 0 is correctly rejected. This is the equivalent to the probability of not making a type II error, and so is defined by:
𝐏𝐨𝐰𝐞𝐫 𝐨𝐟 𝐚 𝐭𝐞𝐬𝐭= 𝟏− 𝐏(𝐭𝐲𝐩𝐞 𝐈𝐈 𝐞𝐫𝐫𝐨𝐫)
Example 3: A hypothesis test for a random variable with distribution given by 𝑋~𝑃𝑜(6) is conducted, where 𝐻 0 is rejected for 𝑋≥10 or 𝑋< 3. If the real value of 𝜆= 4, find:
a) The probability of a type II error.
b) The power of the test.
Example 4: The lengths of a certain species of beetle is known to have a standard deviation of 4mm. A scientist wants to test whether the beetles have a length of 100mm on average. The scientist does this by collecting samples from 10 different beetles from a nest and performing a hypothesis test to the 5% significance level.
a) State the null and alternative hypotheses for this test.
b) Find the critical region for this test.
c) What is the probability of making a type I error in this test?
d) Given that the average lengths of the beetles is actually 102mm, calculate the probability of making a type II error in this test.
e) Hence calculate the power of the test.
https://bit.ly/pmt-edu https://bit.ly/pmt-cc
https://bit.ly/pmt-cc | <urn:uuid:e8d481df-d02c-49ae-b582-b1852de04351> | CC-MAIN-2024-51 | https://pmt.physicsandmathstutor.com/download/Maths/A-level/Further/Statistics/AQA/Cheat-Sheets/Errors%20in%20Hypothesis%20Testing%20II.pdf | 2024-12-02T23:59:29+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066129613.57/warc/CC-MAIN-20241202220458-20241203010458-00298.warc.gz | 438,479,283 | 956 | eng_Latn | eng_Latn | 0.995151 | eng_Latn | 0.995151 | [
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Comparing Places
Comparing the Isle of Struay with where we live
Write or draw all the things you have learnt about where you live and where Katie Morag lives.
Think of things that are the same and things that are different.
Houses
Houses
Landscape
Landscape
Weather
Weather
Where we live
Where Katie Morag lives
Produced by the Met Office © Crown copyright 2009
08/0493 Met Office and the Met Office logo are registered trademarks | <urn:uuid:ca49421f-8964-43c7-be1e-1de6d7328210> | CC-MAIN-2024-51 | https://www.educationnaturepark.org.uk/sites/default/files/2023-10/RGS%20Weather%20and%20Climate%20Resources%20Island%20Home%20Slides%20Part%203_0.pdf | 2024-12-02T22:47:21+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066129613.57/warc/CC-MAIN-20241202220458-20241203010458-00297.warc.gz | 716,160,301 | 104 | eng_Latn | eng_Latn | 0.980014 | eng_Latn | 0.980014 | [
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Pass the Corn
A fun and active game to celebrate National Corn on the Cob Day!
Materials
An ear of corn*
*Note - You will need 1 ear of corn per team of students
Instructions
Divide the students up into two equal teams (you can do more teams if you have a large number of students). 1.
Line each team up and set a piece of corn in front of the first people in each line. 2.
The students must pass the corn to every person in line WITHOUT using their hands! 3.
If the student touches the corn with their hands or drops it, the ear of corn must start over at the front of the line. 4.
The first team that gets the corn through the whole line and to the last person wins! 5.
Learn more about the NC Summer Nutrition Program & find more enrichment activities at SummerMeals4NCKids.org!
This material was funded by USDA's Supplemental Nutrition Assistance Program - SNAP. This institution is an equal opportunity provider. | <urn:uuid:ad84fefa-1fd4-4e9d-a766-b3687563c2c8> | CC-MAIN-2024-51 | https://summermeals4nckids.org/wp-content/uploads/2023/11/Pass-the-Corn.pdf | 2024-12-02T22:46:11+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066129613.57/warc/CC-MAIN-20241202220458-20241203010458-00294.warc.gz | 526,049,851 | 210 | eng_Latn | eng_Latn | 0.99834 | eng_Latn | 0.99834 | [
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This week in Green Shoots we hope to….
Personal, Social and Emotional Development
Welcome our new friends and share our holiday news.
Communication and Language
Sing our favourite songs and rhymes whilst playing instruments.
Physical Development
Use mark making tools to draw a picture of ourselves. | <urn:uuid:0e2c6bd6-738c-4ba6-8374-15c4d19008e8> | CC-MAIN-2024-51 | https://www.reigatestmarys.org/wp-content/uploads/2016/01/GS-Summer-week-1.pdf | 2024-12-02T23:01:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066129613.57/warc/CC-MAIN-20241202220458-20241203010458-00302.warc.gz | 899,650,207 | 57 | eng_Latn | eng_Latn | 0.99241 | eng_Latn | 0.99241 | [
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From Floods to the Future: Imagining the Role of the Los Angeles River
The Los Angeles River has served as the intersection of place and identity for those who surrounded it in the past. Its rich history reveals that the river has affected the lives of nearby inhabitants and, perhaps more importantly, that forward-thinking individuals have attempted to solve its challenges. The next chapter of the LA River's story will depend on the actions taken by this generation, especially in developing a new experience for the Lower Los Angeles River.
Learning to Live with the River
For the early indigenous peoples, known as the Gabrielinos, the river supported settlement and religious rituals. Despite being a nomadic tribe, they would occasionally settle where water could be found and used for survival. The tribe also associated the river with folklore and bathing at dawn to please their creator-god Chengiichngech. When the Spanish arrived, the settlers established Los Angeles as an agricultural village, or pueblo. For the Spanish, the river
represented sustenance for crops and the survival of the imperial interests of the mission system. During the pueblo period, city leaders built zanjas (Spanish for "ditch"), which developed into an extensive network of ditches designed to deliver water to agriculture. When the United States annexed California, Americans began to use the river to provide water to residents and to support spectacular growth.
Taming the River
Because of the river's natural unpredictability, Angelenos actively sought to adjust it to their needs. The position of a Water Overseer, the Zanjero, became the best paid and most influential position in the city, more so than the mayor. Citizens soon experienced the change through fees for water use and regulation affecting their ability to redirect water from the zanja system. As Angelenos developed other sources for water, they began to forget about the river and its impact on their lives. This brief amnesia, however, ended with the intense floods of the 1930s. As officials argued about the proper response to these disasters, the river's communities viewed the river as a force for destruction. After the 1938 flood, Congress authorized the U.S. Army Corps of Engineers to build reinforced concrete channels to guide storm flows quickly downstream and into Long Beach Harbor. The concrete channels that you see today reflect the World War II-era engineering view of river management for Los Angeles.
The River as a Space for Reimagination
Several proposals for river beautification and parks projects have emerged over the years. In 1930, Frederick Law Olmsted, Jr., one of the founders of California's State Parks system, developed a $230.1 million plan that included parkways along the river. In the 1980s, new visions for the river's future spurred
community leaders, including the Friends of the Los Angeles River (FoLAR) and Mayor Tom Bradley, to advocate for a reimagined future. The City of Los Angeles, in 2007, created a revitalization plan for green space focused on the 11 miles of channel in the Glendale Narrows, near Dodger Stadium. Most recently, Assembly Bill 530, introduced by Speaker Anthony Rendon, established a Lower Los Angeles River Working Group to discuss the future of the river. This group has grown and brought together numerous stakeholders, including elected officials and local community members. They recently produced the "Lower Los Angeles River Revitalization Plan" as a major step in transforming its future. Also, the SELA Arts Festival that you are currently attending is an opportunity for you to experience the river and celebrate the arts and culture of the region.
An International Perspective on River Restoration
The Netherlands
The River Waal travels from the North Sea to Germany and travels along Nijmegen, the oldest city in the Netherlands. The river bends sharply and narrows substantially into a bottleneck near the city. Because of climate change, there has been an increase in the amount of water and, subsequently, the risk of flooding. Traditionally, the Dutch have relied on dikes, structures that are designed to contain water from flooding into a populated area. However, the new challenge of climate change was that the people living behind the dikes were at greater risk than before. As a result, the city and its planners needed to convince its community members that a new strategy needed to be adopted to secure the city, which even the most resistant citizens ultimately accepted by 2009. New developments in these projects have provided recreational, housing, cultural, and environmental opportunities for Nijmegen. The restoration of their river, through river widening, has transformed the way the city views itself. Instead of simply being "next to the River Waal," Nijmegen has integrated the feature into its identity!
Republic of Korea
The Cheong Gye Cheon stream stretches about 8.5 miles through the capital city of Seoul. Prior to 2003, a large highway ran above the water and there was continued pollution. Over time, the stream became a public safety hazard because the structures were beyond repair and the dumping hastened corrosion
of the concrete. Although this revitalization project was necessary for safety, the city used the opportunity to begin "people-centered development" designed to improve the quality of life of citizens. Their project was divided into three distinct sections: 1) history and culture, 2) culture and modernity, and 3) nature and the future, which emphasized the city's commitment to providing a cultural space for citizens and to restore the environment. To facilitate community engagement, 15 bridges were restored and seven bridges for pedestrians were installed so that citizens could enter the stream area and have a recreational experience. The goal of these bridge designs was to "harmonize with the surrounding environment." Their ecological goals were met with the increase of various fish and insect species in the stream. Overall, this restoration project led to the improvement of the central business district and provided citizens with a new opportunity to engage with culture and recreation.
Colombia
The Medellín River runs approximately 62 miles in length and traverses eight municipalities. As of 2018, the project is still underway, but the first portion of the plan has been completed in the west end of the city. For local planners, the value of restoring the river was to have it serve as a natural center for the community. Although there has been resistance, the city aimed to reframe the river within its local and environmental contexts. First, bike paths were developed to encourage non-motorized transport and provide an easy way for travelers to access the city. Second, to emphasize an ecological benefit, they are striving to reach 7m 2 of green space per inhabitant. In the existing section of the project, a botanical garden was created. Also, because the river is very long, the project is connected with other local plans, which ensure collaboration and new opportunities for growth. As the project continues, it has the opportunity to enhance the area's quality of life and change the role of the river in the community. | <urn:uuid:4cf5d6cb-f05a-4eaf-914e-0256992f5997> | CC-MAIN-2024-51 | https://www.pacificcouncil.org/sites/default/files/related_resources_files/LA%20River%20handout%20v4.pdf | 2024-12-03T00:33:03+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066129613.57/warc/CC-MAIN-20241202220458-20241203010458-00298.warc.gz | 858,414,479 | 1,426 | eng_Latn | eng_Latn | 0.998157 | eng_Latn | 0.998423 | [
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2401 Langley Avenue Unit B
Pensacola, FL 32504
850-407-7840 - Fx: 850-407-7839
LOW BACK SPRAIN
Your spine, or backbone, consists of the column of 33 bones and tissue that extends from your skull down to your pelvis. Providing the support of your head and body, your backbone encloses and protects a cylinder of nerve tissues, called the spinal chord. The 33 bones in your spine are called vertebrae (one is called a vertebra). The upper 24 vertebrae join together like links in a chain. In between each vertebra is an intervertebral disk, a band of cartilage that acts as a shock absorber between the vertebrae. When someone has a "slipped disk," he or she has an intervertebral disc that has slipped out of position, thus causing friction between two vertebrae and extreme pain from nerves being exposed. The lowest nine vertebrae are fused (joined) together in two groups, forming the sacrum and coccyx.
The cervical vertebrae are the seven vertebrae that form the upper part of your spine, between the skull and the chest.
The thoracic vertebrae are the 12 bones between your neck and your lower back. Thoracic vertebrae have cup-shaped surfaces called facets, in which the ribs rest and connect to the spine. These 'joints' help the ribs to move up and down during breathing.
The lumbar vertebrae are the five largest and strongest of all vertebrae. They are found in your lower back between the chest and hips. The strong muscles of the back are attached to the lumbar vertebrae.
Your sacrum and coccyx are the bones found at the base of your spine. The triangular sacrum—made up of five vertebrae fused together—supports the spine and connects it to the pelvis. Your coccyx, or tailbone, is formed from four fused vertebrae and has little function.
The vertebral foramen is the hollow part of the vertebrae where the spinal chord (nerve tissues) attaches to your brain and sends signals all over your body.
What is a Low Back Sprain?
Lower back pain affects 6 in 10 adults annually. More workdays are lost to back pain than any other ailment.
A sprain is an injury to tendons, ligaments, and/or muscle. When these tissues become overstretched or torn, they become inflamed, causing pain.
Low back sprain results when the soft tissues of the lower back are stretched or torn. It can result from a sudden injury or from more gradual overuse. Muscle spasms may add to pain and discomfort, making movement difficult. The back is prone to this strain because of its weight-bearing function and involvement in our moving, twisting and bending.
Low back sprain may be caused by a tear in an intervertebral disc in the lumbar area of the spine. When torn, the disc secretes substances that cause inflammation. Low back sprain may impair function for a period of up to 4 weeks. Fortunately the vast majority are self limited at about 3 weeks. In some cases the pain can become chronic or the sprain may recur due to inadequate conditioning.
Causes of a Low Back Sprain
Identifying the specific cause of the sprain is usually impossible. Low back sprain can be due to sudden injuries, which result in overstretching or tearing of the soft tissues. Muscles in the low back are large, and strain is thus more painful. However, because the muscles in the lower back provide the stability and strength for even basic activities like walking or lifting, a sprain can occur from doing any of these activities if the muscles are poorly conditioned. Heavy lifting and twisting, sitting for prolonged periods, and general poor health and fitness also contribute to back sprain.
Lower back pain is often caused by poor posture, such as while sitting at a desk or driving a car, or by excessive muscle tension due to emotional stress. It may also occur during pregnancy when the mother-to-be is carrying the extra weight of the baby.
Care should be taken in diagnosis not to miss an unapparent disc injury. Herniated discs may cause pressure on the nerves, creating additional pain.
Other causes of lower back pain can include osteoarthritis, or in younger patients ankylosing spondylitis, a form of arthritis that affects the joints in the spine.
Symptoms of a Low Back Sprain
The basic symptoms include:
* Low back pain that may radiate into the buttocks, but not to the legs
* Inability to maintain normal posture due to stiffness and/or pain
* Stiffness in the low back area, limiting motion
* Muscle spasms either with activity, or at rest
If pain is severe and not responding to initial treatment, or if the pain radiates to the legs, other tests may be required to determine what is causing the pain. CT scans or MRIs may be ordered in order to assess soft-tissue damage. Other possible causes of injury include a ruptured disk, degenerative disk disease, or fracture of one of the vertebrae.
Treatment of a Low Back Sprain
Immediate treatment is aimed at reducing pain and stiffness, and relaxing the muscle spasm. Bed rest is necessary until standing and walking are possible, generally 1-3 days.
The following positions may prove most comfortable while resting:
* Lying on the back with knees flexed, with a pillow underneath the knees
* Lying on the stomach with a small pillow under the lower abdomen
* Lying on the side with a pillow between the knees
While bed rest is necessary for a short time, however, the less complete rest the more effective healing may be. Prolonged bed rest can lead to a loss of muscle strength, and may in fact make muscles stiffer, adding to pain and discomfort.
Treatment may include a course of non-steroidal anti-inflammatory medication (NSAIDs) or other nonnarcotic pain medication to ease pain. Muscle relaxants may be helpful in the first week, but narcotics are not recommended due to the possibility for dependency.
Physical therapy should also be prescribed to assist in healing. Ultrasound, heat, and ice, either alone or in combination, may help relieve muscle spasms, decreasing the pain and swelling. Exercises to slowly stretch out the muscles while they are in spasm may also ultimately assist in reducing pain.
Once the pain has diminished, an exercise program should be instituted in order to strengthen and stretch both the back and stomach muscles in order to prevent further strain. This is the most difficult problem: doing exercises when the pain has left. A good general rule is to do the exercises and stretching for at least the same length of time as the initial pain problem lasted.
If the patient is overweight, a weight loss program may be implemented. Weight on the front of the spine causes the lower back muscles to spasm more continually. This continual strain on the back not only contributes to chronic strain and the potential for sprain, but can also cause disc degeneration and arthritis in the spine.
Long-term treatment should focus on physical fitness, proper lifting and carrying techniques, and proper posture, in order to prevent further injury. Chronically weakened muscles are at a much higher risk of re-injury, so fitness will be emphasized.
Surgery is rarely necessary for a low back sprain. The most common need for surgery is in the case of a disc that has ruptured or "slipped", which causes persistent leg pain.
If pain in the lower back continues to be severe after an initial treatment regime of rest and antiinflammatory medication, or if pain radiates to the legs, diagnostic tests may be required. Computer tomography (CT) scans or magnetic resonance imaging (MRI) tests can help in the assessment of soft-tissue damage. They may identify other causes of injury, such as a ruptured disk, degenerative disk disease, or the fracture of a vertebra.
If surgery is a must, patients should be aware of some risks that come with surgery. Some of the potential risks of surgery include:
* Injury to nerves and blood vessels
* Excessive Bleeding
* Risks of anesthesia, including death
* Blood Clots
* Infection
You should carefully consider these risks along with the possible advantages of the surgery, and weigh them carefully. Because the rehabilitation process requires so much effort on your part, it is important that you have a positive attitude if you decide to have the surgery.
Lower back strain may develop into a recurring problem unless efforts are made to change habitual ways of walking or lifting. Complete recovery from chronic back pain may require changing one's style of life, occupation, or longstanding dietary habits. The maintenance of appropriate body weight and physical fitness is the best defense against lower back strain.
© DynoMed.com, LLC
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Lesson 2 - The Person of The Lord Jesus Christ
Who is Jesus Christ?
In lesson one, we learnt about the persons of the Godhead. We learnt that God is one; and three in persons. This is just as in the calculation below.
The Godhead Calculation
1 X 1 X 1=1 God is three in ONE
Sword Drill: Hebrews 13:8
In this lesson we will learn more about God, and about the second person of the Godhead Key Word - Mediator
The Character and Nature of Jesus Christ
Review of the character of God (from lesson one)
* God is Spirit Sword Drill: John 4:24
* God is Absolute Sword Drill: Isaiah 46:10 God is Infinite Sword Drill: Isaiah 40:28
* God is Unity Sword Drill: 2 Corinthians 13:14
* God is Light Sword Drill: 1 John 1:5
* God is Sovereign over All Sword Drill: Jude 24
* God is Righteous (Perfect) Sword Drill: Psalm 11:7
* God is Just Sword Drill: Deuteronomy 32:4
* God is Love Sword Drill: 1 John 4:8
* God is Life Sword Drill: John 1:4
* God is Omniscient (All knowing) Sword Drill: Jeremiah 29:11
* God is Omnipresent (Everywhere At Once) Sword Drill: Acts 17:27
* God is Omnipotent (All Powerful) Sword Drill: Isaiah 44:24
* God is Immutable (Unchangeable) Sword Drill: Psalm 33:11
* Veracity (All Truthful) Sword Drill: John 14:6
* God is All Wealth Sword Drill: Psalm 112:3
Jesus Christ is Equally God just as the Father and The Holy Spirit. They are the same as in the list above.
The Big Three (The Godhead) always!
1: Speaking to each other.
2: Working together in Unity (harmony) with each other.
3: Knowing what each other is thinking, and what they are doing.
(God never makes mistakes)
4: Loved each other in the past, present and will still do in future.
There was never a time when they were not! What characteristic is this, from the list above?
The Person of The Lord Jesus Christ
Jesus Christ is known by many other names in the "Old Testament". Some of these names are below.
Jesus Christ is called "God"
Sword Drill: Genesis 1:3
Jesus Christ is called The "Creator"
Sword Drill: Genesis1:1 & Genesis 2:4
Jesus Christ is called "Lord"
Sword Drill: Isaiah 12:2
Jesus Christ is called "Lord God Almighty"
Sword Drill: Psalm 89:8
Jesus Christ is called "The Angel of The Lord"
Sword Drill: Numbers 22:23
Questions and Answers (Fill in the blank spaces below)
What are some of the characteristics of Jesus Christ, and how does He work with the other two persons of Godhead
Example: Jesus Christ is Love and He always loves the other persons of the Godhead.
Let's see what big words you can remember?
(Fill in the blanks spaces, using the list of What God is like to help you) Jesus Christ is ___________ and always speaks and acts truthfully with each person of The Godhead (Trinity).
Jesus Christ is __________ and always loves each person of The Godhead Jesus Christ is ___________ and will always act perfectly.
Jesus Christ is ___________ and will always be faithful to each person of The Godhead.
Before anything was created, in forever past. Jesus Christ volunteered to take on the role to be the Creator and Saviour of all mankind. They already knew from Their Omnis___________ all that would take place in the history of mankind. They knew how mankind would fail in making their own wrong choices, in spite of Gods command to them. God knew they would need someone to rescue them.
God The Son volunteered to do this job Himself and provided the perfect solution for our sin, and deadness to God. To accomplish this He had to become a man like us, so that He could pay the penalty for our sins and be punished instead of us.
He had to become our Mediator. He had to become our go-between for our sins. We are born God's enemy and He had to act on our behalf so we could be His friends. He had to be born a MAN to be our sin bearer, and still be perfectly God too. A Mediator is the one who stands between two waring parties to make peace between them both. Jesus
Christ had to become our go-between to sew us together again with God.
Sword Drill: 1 Timothy 2:5-6
The Person of The Lord Jesus Christ
Jesus Christ becomes a man while at the same time, still being completely God. This is very special and a ONE OF A KIND person. No one has been born in this way ever before! How is this possible? You may ask.
The answer is shown in the Bible – Gods Word!!
God sent His only Son Jesus Christ to rescue us. He came as a baby, and was born in a humble animal feeding trough called a manger. He was born to a lady named Mary. He had no human dad, as God was His Father. Mary still had a husband, but they didn't get married until after Jesus was born.
Sword Drill: Isaiah 9:6
God's only Son, who is named Jesus Christ, became Gods greatest gift, for you and me. He was the only baby born to die! He was born as the God Man!
Equal character with God; and equal character with man. Two Natures in One Person forever
God
Man
* God is Spirit
* God is Absolute
* God is Infinite
* God is Unity
* God is Light
* God is Sovereign over All
* God is Righteous (Perfect)
* God is Just
* God is Love
* God is Life
* God is Omniscient (All knowing)
* God is Omnipresent (Everywhere At Once)
* God is Omnipotent (All Powerful)
* God is Immutable (Unchangeable)
* God is All Wealth
* Veracity (All Truthful)
* Self Conscience - aware of themselves
* Mentality - able to think
* Conscience - a measure of right and wrong
* A decider from which to make a choice
* Emotion to respond to God first and then others
In His Divine Nature He was holding the universe together. In His human Nature, He was going to pave our way back to God again. None of His\his natures ever blended together, or were ever mixed together. He knew how to operate from both His Natures PERFECTLY.
Sword Drill: Philippians 2:6-8
The Person of The Lord Jesus Christ
Prophesies about Jesus Christ
Can anyone tell me what a prophecy is, and who made prophecies?
A prophecy is when an event about a person in the future is foretold and what is actually said comes perfectly true, on time and exactly how they said it would happen.
Key Word:
Messiah – Anointed and Appointed Saviour
Did you know there are at least 45 prophecies about Jesus Christ - The Messiah, in the Old Testament, all about His birth, Life rejection and His death? Here are a few of them to think about!
Jesus Christ Coming into the World
Prophecy
Genesis 3:15
– Came true
Galatians 4:4
You may remember this one from Genesis
The Place of His Birth
Prophecy Micah 5:2 – Came true Luke 2:4 - 7
The Time of His Birth
Prophecy Daniel 9:25 – Came true Luke 2:1 - 2
His Birth to a Virgin
Prophecy Isaiah 7:14 – Came true Luke 1:26 - 27
Betrayed by a Close Friend
Prophecy Psalm 55:12-14 – Came true Luke 22 47 - 48
Crucified on a Cross
Prophecy Isaiah 53:12 - Came true Mark 15:27-28
Buried with the Rich
Prophecy Isaiah 53:9 - Came true Matthew 27:57-60
Resurrected from the Dead
Prophecy Psalm 49:15 - Came true Mark 16:6-7
If you wish too, you can look all these passages in your bible later? Now Jesus had arrived as God had promised in Genesis 3.
He had to grow up into an adult and remain perfect, without sinning at all. Only then could He be a "qualified" sin bearer for you and me and satisfy His Father commands for His life.
Sword Drill: John 15:13-15
He always had to obey His Mum and His human Dad along with His Heavenly Father too.
Sword Drill: Luke 2:41-52
The Person of The Lord Jesus Christ
Fill in the blank spaces
Jesus said, when He was asked to eat some food by His disciples.
"My food is to do the______ of Him who sent Me and to Finish His __________Work"
Sword Drill: John 4:34
"Who being in ___________ God, did not consider equality with God something to be grasped but ________ Himself nothing (of no reputation), taking the very nature of a ___________, being made in human likeness, and being found in appearance as a man, He ___________ Himself and became obedient to death, even the death on a ________.
Sword Drill: Philippians 2: 6 – 8
Promise from God to you:
"My God will meet (supply) all your needs, according to His glorious riches in Christ Jesus". Sword Drill: Philippians 4:19
Command from God to you:
"Do nothing out of selfish ambition (getting ahead yourself), but in all humility consider others of better (more importance) than yourself. Each of you should lot only to your own interest, but also the interest of others" Philippians 2:3 - 4
Prayer
Dear Heavenly Father: Thankyou that your Son Jesus Christ volunteered to come to this earth, to be the one who was punished, instead of me upon the cross at Calvary. Thankyou that You brought Him back from the dead and He is now lives with you in heaven. Thank you that He is going to come back for me and take me to be with you one day soon. Help me through your Holy Spirit and your promises to think and decide for the good of others just as Jesus Christ did. Then I too can be like Him in all I think, say and do. Then they might like to come to know Jesus too. I ask these things and thankyou in the precious Name of our Lord Jesus Christ. Amen! | <urn:uuid:ad28ee13-b4a5-488a-b09b-9a196ffa064e> | CC-MAIN-2024-22 | http://seek-the-lord.info/htm/pdf/02personofjesuschrist.pdf | 2024-05-24T22:16:14+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058751.45/warc/CC-MAIN-20240524214158-20240525004158-00714.warc.gz | 26,354,462 | 2,317 | eng_Latn | eng_Latn | 0.990487 | eng_Latn | 0.996531 | [
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Mindful Self-Awareness Exercise: Recognizing Strengths
This exercise will help you and your child learn to recognize personal strengths and things you could improve to help build self-awareness and self-confidence.
* Each exercise takes 10 minutes or less.
* Familiarize yourself with the exercise before using with your child.
* Use the script to guide the exercise. Adjust language as needed.
* Each exercise ends with Reflecting Questions to discuss with your child. Invite your child to stay in mindful silence until the Reflecting Questions.
* All exercises begin with Breath Awareness followed by a Mindfulness Activity that teaches a practical mindfulness skill.
Breath Awareness
Let's get into our quiet and comfortable position today so that we can explore some strengths we have that can build our self-confidence—the feeling that we are valuable and skillful. (pause)
Take a moment to wiggle a bit to make sure you are as comfortable as you can be. You may sit, stand, or lie down. If you choose a seated position, sit up straight and bring your hands to your thighs. You can close your eyes or keep them open and gaze softly downward to begin. I will guide you through a body scan and do it with you. (pause)
Start by slowly breathing in and out. Scan through your body, starting with your feet, leading up to your calves, through your knees, and up to your thighs. Notice any sensations. (pause)
Continue scanning your belly, chest, and out through your arms, wrists, and fingers, back to your chest and around your back. (pause)
Scan up your neck, through your face, and all the way to the top of your head. Be curious about anything you notice—feelings, tingling, pulsing, or anything at all. (pause)
Mindfulness Activity
Continue breathing slowly and deeply. One way we learn about ourselves is to recognize what strengths we have that make us special and helpful to others. Think about a couple of strengths that you have. (pause)
Are you artistic in some way? (pause)
Do you like certain subjects at school? (pause)
What are some games or sports you play well? (pause)
Lions Quest
What are ways you are a kind person? (pause)
Feel what it is like to recognize these good things in yourself. (pause)
We all have strengths and we also have things we want to get better at. What is one area that you want to improve in yourself? (pause)
Would you like to develop artistic skills? Grades? Athletic skills? Qualities that make you a good person? Imagine yourself working to get better at one of these strengths. (pause)
What would you be doing to get better at this strength? (pause)
With hard work, we can build on our personal strengths and learn how to do things even better. Then we can know ourselves and meet challenges with self-confidence. Let's take two deep breaths to finish this activity. If your eyes are closed, open them now.
Reflecting
Take this opportunity to have a conversation about your shared experience using the following reflecting questions:
Reflecting Questions
What?
What were some strengths you discovered about yourself when you thought about them?
So What? Now What?
What did you feel like when you thought about your strengths? What steps can you take to build up a couple of these strengths? | <urn:uuid:fd05a49b-99a4-4d2a-afa5-b2d2cb2c0c39> | CC-MAIN-2024-22 | https://www.lions-quest.org/wp-content/uploads/2020/10/g3-5-Recognizing-Strengths.pdf | 2024-05-24T21:50:35+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058751.45/warc/CC-MAIN-20240524214158-20240525004158-00715.warc.gz | 750,346,170 | 685 | eng_Latn | eng_Latn | 0.997627 | eng_Latn | 0.997677 | [
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On the Uptake
Prematurity: Impacts for Children and Families
Dr. Anne R. Synnes
Clinical Professor, Division of Neonatology, Department of Pediatrics, Faculty of Medicine, University of British Columbia
What is prematurity?
A normal pregnancy lasts 37 to 42 weeks from the time of a woman's last menstrual period. About one in 10 babies are born premature so most people know a premie. In fact, 85% of preterm babies are born at 34 to 37 weeks and are called late preterm. Being born very preterm at less than 32 weeks is rare (less than 2%)
and extremely preterm birth at less than 28 weeks occurs in less than 1 in 100 births. Children born very and extremely preterm require admission to a neonatal intensive care unit (NICU), are sicker, need more intensive treatments, have longer hospital stays and are more likely to have long term challenges than those born late preterm.
years ago it was unusual for extremely preterm babies to survive and now more than 90% of babies born at 28 weeks survive. Despite these successes, prematurity remains the leading cause of infant death. Preterm birth is increasing. Further research is needed to prevent and reduce prematurity.
Survival: Good News
Medical care of mothers and babies, including modern neonatal intensive care, has been dramatically successful. Forty
The Neonatal Intensive Care Unit (NICU) experience
Most parents expect a normal term birth and the NICU experience alters expectations and can be an emotional
roller coaster. Preterm babies have typically been separated from parents and placed in an incubator with wires to monitor heart rate, breathing and oxygen levels and sometimes other equipment such as IVs and breathing machines.
levels and sometimes other equipment such as IVs and breathing machines.
The good news is that we have learned how important it is to have parents close by and involved in their babies care. New single room NICUs with space for parents are being built across Canada. Placing babies on their parents chest, "skin to skin" can help many babies by stabilizing their breathing and temperature, supporting sleep, improving breast feeding, reducing pain, improving development and makes parents feel good.
The Neonatal Intensive Care Unit (NICU) experience
Most parents expect a normal term birth and the NICU experience alters expectations and can be an emotional roller coaster. Preterm babies have typically been separated from parents and placed in an incubator with wires to monitor heart rate, breathing and oxygen
The good news is that we have learned how important it is to have parents close by and involved in their babies care. New single room NICUs with space for parents are being built across Canada. Placing babies on their parents chest, "skin to skin" can help many babies by stabilizing their breathing and temperature, supporting sleep, improving breast feeding, reducing pain, improving development and makes parents feel good.
are working together as part of the Canadian Neonatal Network (CNN) to reduce these injuries. From 2014 to 2017, severe brain bleeds in babies born at 26 to 28 weeks has fallen from 9.8% to 7.5%. The Canadian government has recently funded further research, the Premature Baby Initiative, through the Canadian Institute of Health Research. The growing brain is also vulnerable to other problems that happen to preterm babies such as infections and sick lungs. Good nutrition is important. Canada is a leader in improving the care of preterm babies and reducing many complications of prematurity.
Preterm baby brains
There is dramatic growth and maturation of the brain in the last trimester (3 months) of pregnancy. For the child born very preterm, this brain development occurs after birth while the baby is in hospital. For very and extremely preterm babies, the brain is also susceptible to bleeding from fragile blood vessels or injury from poor blood flow. Brain injury makes it more likely that a child will have a lifelong neurodevelopmental disability. Neonatologists, "baby doctors" in Canada
The childhood experience for preemies
Most children born preterm do very well. Albert Einstein, Sir Isaac Newton and Sir Winston Churchill were preemies. However the tinier the baby, the more likely that the child will have some challenges. Each child is different but there are some typical problems. Clumsiness, slightly lower intelligence, lower school performance and challenges with organizational skills are common. A supportive home environment is especially helpful for these children.
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f
Childhood disability LINK is a bilingual website linking Information and New Knowledge on childhood disability to service providers and families. The website also focuses on enhancing the awareness and understanding of research on a variety of issues in childhood disability. Please visit us at: www.childhooddisability.ca.
Want to learn more on the topic? Suggested readings:
Helpful links:
1. Canadian Premature Babies Foundation: http://cpbf-fbpc.org/
2. Canadian Neonatal Network http://www.canadianneonat alnetwork.org/portal/
3. Canadian Neonatal Follow-Up
Network http://www.cnfun.ca/
Book:
This book features stories written by adults who were born preterm. Saigal S. Preemie Voices. Victoria, Friesen Press, 2014
Preterm children often process sensations such as touch, noise and lights differently either wanting less or more stimulation. Typical behaviors in children born very preterm include poorer attention, more shy and anxious, more difficulty adapting to change and avoiding risks. A small number, especially the most preterm children, will have more significant lifelong challenges. Some examples are cerebral palsy which affects how children use their muscles, more severe problems with intelligence and learning, autism, blindness and hearing. Extremely preterm babies, even those with disabilities, tell us that they have a good quality of life.
Future challenges
There has been no improvement in the percentage of children born preterm who have challenges in childhood and beyond. With more preterm births and more survivors there are more children who need help and support in the community. There is emerging evidence that early intervention can make a difference to improve outcomes for children born preterm. Parents play a central role in the most successful interventions.
Celebrate World Prematurity Day November 17 each year by wearing purple.
Take home points for parents
* Medical advances have allowed more newborns to survive into adulthood than ever before.
* Brain development accelerates rapidly during the third trimester of gestation. Infants born early are vulnerable to altered brain development or brain injury.
* Brain injury is most common among extremely premature infants who are born before 27- 28 weeks of gestation, when the third trimester begins.
* Newborn babies born at term may also be at high-risk for developmental problems if their brain didn't develop optimally during pregnancy, or if the baby was exposed to a brain injury.
* Current advances in brain imaging with MRI are making it easier to recognize brain abnormalities so that newborns and children can be targeted for appropriate supportive and protective treatment and early therapeutic interventions to maximize their developmental outcomes.
Take home points for clinicians
* Early identification of at-risk newborns is important because it allows for intervention while the central nervous system is still forming new connections and reorganizing itself.
* Early treatment is more effective in influencing long-term outcome than treatment that begins after the first presentation of neurodevelopmental disability, which is often around two years of age or even later.
* Imaging studies should carefully examine the basal ganglia and cerebellum in addition to cortical and subcortical structures, as areas that are vulnerable to brain injury.
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Enjoy the outdoors safely
Lyme Disease Protect yourself from tick bites
Protect yourself from tick bites while enjoying the outdoors:
* Cover as much of your skin as possible.
Tuck your shirt into your pants.
Wear enclosed shoes.
Tuck your pant legs into your socks.
* Use insect repellent containing DEET or Icaridin on exposed skin. Follow directions on the label. Do not use DEET or Icaridin on children under 6 months.
* Check yourself, your children, and your pets after your walk.
Remove ticks from skin promptly and carefully using tweezers.
Include armpits, groin, and scalp.
Shower or bathe within 2 hours of being outdoors.
Put clean and dry clothes in a dryer on high heat for at least 10 minutes.
See our pamphlet for more information.
larvae
nymph
male
female
Only Blacklegged ticks may carry Lyme disease. This photo shows what the ticks look like at different stages.
Blacklegged ticks (enlarged 550%)
For more information, go to novascotia.ca/dhw/cdpc, or call your local Public Health office.
Photo courtesy of Robbin Lindsay, Public Health Agency of Canada
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Department of Teaching and Learning, Steinhardt School of Culture, Education, & Human Development Department of Mathematics, Courant Institute of Mathematical Sciences
New York University
MTHED-UE-1049: Mathematical Proof and Proving (MPP)
MATH-UA-125: Introduction to Mathematical Proofs
Homework No. 8
This homework should be submitted just before the beginning of class, on April 9 th , 2012. You should bring to class a copy of the homework that you submit, or at least notes that can remind you of what you did, in order to participate in class discussions. Note that sections *2.10, *2.11, and problem *3 (including *3.1 and *3.2) are bonus questions. You do not have to answer them. If you do, you will get bonus points for correct ansers.
1. In class we did some geometry proofs.
For the proofs you need to do in this part you may rely on the following 'facts':
(i) If two sides of a triangle are equal, then the measures of the angles opposite these sides are equal (in other words, in an isosceles triangle the base angle are congruent/of equal measure).
(ii) If two angles of a triangle are equal, then the measures of the sides opposite these angles are equal (this is the converse of the above).
(iii) An exterior angle of a triangle is larger than any interior angle that is not adjacent to it.
In each proof, you must indicate exactly where you used these facts.
1.1 Write a full proof that: If two sides of a triangle are unequal, then the measure of the angle opposite the larger side is larger than the measure of the angle opposite the smaller side.
1.2 Write a full proof of the converse: If two angles of a triangle are unequal, then the measure of the side opposite the larger angle is larger than the measure of the side opposite the smaller angle.
1.3 Although we know that the straight line is the shortest distance between two points, let's see how we can use what you proved in 1.2 to show that the sum of two sides of a triangle is always larger than the third side.
A hint: Result 1.2 gives us a tool to compare two segments of a triangle. Take any triangle with side lengths a, b, c. Suppose we could construct another triangle with one side K of length a, and another of side L of length b+c, and such that the angle opposite L is larger than the angle opposite K. If so, then 1.2 would tell us that b+c>a. To construct such a triangle, take any given triangle with side lengths a, b, c and extend one side by adding a segment that has length equal to one of the other two sides
Write a full proof that:
The sum of two sides of a triangle is always larger than the third side.
Does your proof hold for any triangle? Does it hold for any two sides you choose? Explain.
2. Here are some questions regarding irrationality of numbers. In some cases, the proof is simpler if you use the results that were already established (by proving or disproving) in previous work or in preceding cases (sub-sections). Try to be as efficient as possible, and to not do a tedious proof when there is an easier/shorter way to go about it. You can also use results from previous homework.
2.1 In the class activity you were asked to find the flaw in a 'proof' to the false claim that 4 is an irrational number. Clearly, this cannot be a valid proof, because we know for sure that 4 is a rational number (since 4 2 ), thus it cannot be irrational. The question was: Where exactly did the flawed proof go wrong?
Please review the proof we did in class, that 2 is an irrational number, and the proof you did as homework – that 3 is an irrational number. Explain where exactly the proof for 2 (or 3 ) does not hold for 4 .
2.2 Is 6 an irrational number? Why or why not? Prove your claim.
2.3 Is the product of two irrational numbers always an irrational number? Why or why not? Prove your claim.
2.4 Is the number 2 3 an irrational number? Why or why not? Prove your claim.
2.5 Is the sum of two irrational numbers always an irrational number? Why or why not? Prove your claim.
2.6 Is the number 2 8 an irrational number? Why or why not? Prove your claim.
2.7 Is the sum of an irrational number and a rational number always an irrational number? Why or why not? Prove your claim.
2.8 Is 5 2 9 an irrational number? Why or why not? Prove your claim.
2.9 Is the product of an irrational number and a rational number always an irrational number? Why or why not? Prove your claim.
*2.10 What can you say about the set of numbers of the form: 2 a b , where , a b Q (i.e., , a b are Rational numbers), 0 b ? Are all or some of them irrational numbers? Why or why not? Prove your claim.
*2.11 What can you say about the set of numbers of the form: 2 a b , where , a b Q (i.e., , a b are Rational numbers), and at least one of , a b is non-zero? Are all or some of them irrational numbers? Why or why not? Prove your claim.
*3. In class we defined a Group (G, ), where G is a set and is an operation that satisfies the following four conditions:
(i) If 1 2 , g g G , then 1 2 g g G (this means that is a binary operation on G);
(ii) If 1 2 3 , , g g g G , then 1 2 3 1 2 3 ( ) ( ) g g g g g g (this means that is associative);
(iii) e G , for which e g g e g , g G (this means that there is an element e in G that is an identity);
(iv) g G , ' g G , for which ' ' g g g g e (this means that every element in G has an 'inverse');
*3.1 Give an example of a group, and prove that it satisfies the four conditions of the definition.
*3.2 Let us designate by G the set of numbers defined in 2.11, and examine as an operation on G the multiplication x of real numbers. Is (G, x) a group? Prove your claim. | <urn:uuid:2a4e0e77-c98a-47cb-a300-91126cfe73b6> | CC-MAIN-2024-22 | https://stevenheilman.org/~heilman/teach/hw8.pdf | 2024-05-24T22:39:55+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058751.45/warc/CC-MAIN-20240524214158-20240525004158-00718.warc.gz | 496,848,814 | 1,538 | eng_Latn | eng_Latn | 0.981435 | eng_Latn | 0.998245 | [
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HT1
HT2
Students will research the artist Martin Pallottini and produce a collage of selected images of the artist's work
Students will produce an A3 copy of Martin Pallottini's portrait work
Students will produce a series of experimental portraits using photography techniques
Students will practice and develop tonal recording skills using tonal pencils, blending tools and putty rubbers
Students will produce a series of drawing studies that
1. Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding
2. Explore and select appropriate resources, media, materials, techniques, and processes, reviewing and refining ideas as work develops
3. Record ideas, observations, and insights relevant to intentions, reflecting critically on work and progress.
Students are taught that throughout this course they will study context that is culturally diverse and relevant to their own lives. They are taught that the work produced will be challenging in nature and will also ensure that students develop advanced art skills
Essential knowledge Reading to provide greater breadth and understanding: Famous Portrait Paintings - Looking at the Most Famous Art Portraits (artincontext.org)
Students are introduced to a range of processes and techniques through a series of mini workshops that will further develop their knowledge and practical skills previously gained throughout the GCSE course.
Students are taught to explore culturally diverse concepts or themes for themselves and will be introduced to the work of artists who have explored similar themes
Assessment will be both formative and summative through the kS5 journey.
Formative-
* One to One discussion
* Observation of skill application
* Use of questioning to assess understanding
Open, closed, higher order, Hinge, and process
* Demonstration to students and from students
* Peer discussion
* Peer Teach
* Observation of skills and work in process
All skills and knowledge will be consolidated through completion of a series of small outcomes.
Summative
Assessment of total completed pages. Pages marked holistically using A' Level framework.
Individual teacher marking, group and departmental moderation are all used
The studying of Advanced level art and Design will allow students to study and develop and apply knowledge, skills and understanding through a range of rich and varied contexts.
Students will develop an interest and enthusiasm for, and enjoyment of art, craft, and design
A series of mini workshops will allow students to develop further their knowledge of art techniques that they will have used throughout GCSE Art and will introduce them to new techniques.
Students are introduced to advanced key elements and techniques throughout the term and subsequent year. This Knowledge is collated in
record using photography and drawing skills.
Students will be introduced to the recording skills and techniques required to successfully use tonal pencils, blending tools and putty rubbers to apply highlights within drawings.
Students will produce an artist copy that demonstrates a similar response and an understanding of, and the application of formal elements used by Martin Pallottini or Michelangelo such as colour, line, tone, texture, shape, and form.
Students will be taught how to develop practical and theoretical knowledge of the techniques used within the Advanced Level course.
Students will be introduced to the techniques required to photograph a successful portrait image that can be used as a reference image.
They will learn how lighting and the angle of photography when photographing an image can produce a dramatic effect.
response intended by the student.
HT5
theme/focus to research.
Students will produce a minimum of two comprehensive artist research
Students will produce a rage of recorded images that will then be used to draw from
Students will develop and explore new techniques producing pages of research that will be submitted for assessment
Students will produce a written related study (minimum of 1000 words) of extended written response analytical and critical understanding
2. Explore and select appropriate resources, media, materials, techniques, and processes, reviewing and refining ideas as work develops
3. Record ideas, observations, and insights relevant to intentions, reflecting critically on work and progress.
4. Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements
and an extended written related study (Element 2).
Students will be taught how to identify a theme that will allow them to produce a focused investigation of work and an individual exploration of personal skills and creative direction.
Essential knowledge Reading to provide greater breadth and Understanding: Difference Between Art and Craft - A Look at Art Versus Craft (artincontext.org)
Students are taught that the theme should include the study of cultural, historical and contemporary visual art practice to ensure a personal response that encourages awareness, empathy and appreciation of difference, diversity and the views of others.
Themes will be decided through personal research, class discussion and individual tutorials
Students will be taught this element of the course will allow them to build a personal and continually evolving body of practical work.
Open, closed, higher order, Hinge, and process
* Demonstration to students and from students
* Peer discussion
* Peer Teach
* Observation of skills and work in process
Summative
Assessment of total completed pages. Pages marked holistically using A' Level framework.
Individual teacher marking, group and departmental moderation are all used when assessing the outcomes produced.
All skills and knowledge will be consolidated through completion of a series of developmental pieces a final outcome and a written response.
The culmination of all work produced will be assessed via the discrete evidence provided by learners of Summative Assessment objectives and criteria.
The work produced whilst researching this theme will allow students to further develop skills established throughout year 12.
By researching a personal theme learners will demonstrate an understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which they operate
The personal investigation element of the course gives students the opportunity to fully develop and explore their chosen specialism(s) whilst expanding their knowledge, understanding and skills in their specialist area.
This will allow students to develop a deeper understanding of their chosen specialism and the ability to critically evaluate their own work and the work of others.
HT6
They will be shown examples of both written and visual responses to be used as inspiration for beginning their theme.
Students will produce work based on their initial research of their chosen theme. They will be taught how to produce a focused investigation in response to their starting point.
Students will be taught how to produce work independently whilst also following a work schedule and meeting deadlines.
Students will research two artists/designers using the research skills that they are developing.
Students will learn how to explore ideas and techniques with new materials.
Using newly acquired sketchbook presentation techniques that are used within A' Level the students will present all research linked to their chosen artist/designer.
Students will learn how to present a creative title page as an introduction
Work produced will be linked to career aspirations within Art and Design so that students can demonstrate skills acquired in order to follow their chosen progression route through to Further or Higher Education or the workplace
The exploration and research of their chosen theme will allow students to acquire experience of new techniques and the development of skills, knowledge and understanding in a range of media.
This research and personal involvement will allow students to use these techniques to produce Artwork inspired by the theme and artists chosen.
The production of work will allow students to demonstrate their advanced knowledge and skills in chosen specialized areas of to their theme. They will use mixed media, collage and lettering/fonts.
Students will learn how to experiment with the layout and presentation of work and research so that they can showcase their investigative and art skills.
Students will learn how to collate/produce work that will form a portfolio of artwork in relation to their chosen theme.
Students will be taught how to demonstrate an understanding of their chosen theme by producing Artist research and analysis.
Students will learn how to use the relevant art vocabulary when discussing artwork. They will learn how to critically evaluate images and artefacts in relation to their social and cultural context.
Written Element
Students will identify a proposed area of study. They will research 3 artists/designers work as an initial introduction to their chosen theme.
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IZA DP No. 8904
Child Care Before Age Two and the Development of Language and Numeracy: Evidence from a Lottery
Nina Drange Tarjei Havnes
March 2015
Child Care Before Age Two and the Development of Language and Numeracy: Evidence from a Lottery
Nina Drange
Statistics Norway
Tarjei Havnes
University of Oslo and IZA
Discussion Paper No. 8904 March 2015
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ABSTRACT
Child Care Before Age Two and the Development of Language and Numeracy: Evidence from a Lottery *
Young children are thought to be vulnerable to separation from the primary caregiver/s. This raises concern about whether early child care enrollment may harm children's development. We use child care assignment lotteries to estimate the effect of child care starting age on early cognitive achievement in Oslo, Norway. Getting a lottery offer lowers starting age by about four months, from a mean of about 19 months in the control group. Lottery estimates show significant score gains for children at age seven. Survey evidence and an increase in labor supply of both mothers and fathers following the offer, suggest that parental care is the most relevant alternative mode of care. We document that the assignment lottery generates balance in observable characteristics, supporting our empirical approach.
JEL Classification:
I21, J13
Keywords: early child care, child development
Corresponding author:
Tarjei Havnes Department of Economics University of Oslo Box 1095 Blindern 0317 Oslo
E-mail: firstname.lastname@example.org
Norway
* Thanks to Oslo Municipality for generously providing data, institutional detail and feedback on the project, in particular to Eli Aspelund, Thomas Bang and Ragnhild Walberg at HEV. The project received financial support from the Norwegian Research Council (Grant Number 212305 and Grant Number 236947). The project is also part of the research activities at the ESOP center at the Department of Economics, University of Oslo. ESOP is supported by The Research Council of Norway (grant no. 179552).
1 Introduction
Child care enrollment of toddlers has increased in many countries over the last decade. In 2010, the enrollment of children below age two stood at 43 % in the United States, and at 33 % in OECD countries, up from 20 % in 2003. In several countries, enrollment is much higher, with rates above 50 % in countries like Denmark, Korea, the Netherlands and Norway. 1 At the same time, there is concern among both researchers and policymakers that separation from the primary caregiver, typically the mother, may cause stress and anxiety in the child, with potentially adverse effects on childrens development [Bowlby, 1969, Mercer, 2006]. 2 Yet, evidence on how child care affects the development of toddlers is largely missing. 3 This is worrying for policymakers, because programs are often heavily subsidized, but also for parents who need to decide whether and when to enroll their children in child care.
In this paper, we provide first evidence on the impact of child care enrollment for children age 1–2 years old (henceforth toddlers), on their cognitive performance in language and mathematics at age seven. Determining the impact in this age group is of key importance, both because enrollment rates are increasing at a strong rate and because children are thought to be particularly vulnerable during this period. For identification, we exploit a randomized lottery used by the city government in the Norwegian capital Oslo in order to allocate offers of child care places when child care institutions are over-subscribed, similar to the strategy used by Abdulkadiroglu et al. [2011]. This should provide variation in child care starting age that is as good as random. Indeed, we document that the allocation mechanism generates balance in observable characteristics, supporting our empirical approach. Armed with unique data on all applicants, offers and enrollment, as well as performance tests in language and mathematics at age seven, we use the randomized offer of a public child care slot as an instrumental variable for the age of the child when he or she first attends child care. Specifically, we consider cohorts born 2004–2006, among whom there was substantial oversubscription of toddlers to child care institutions in Oslo.
Our results show that children who randomly get an offer of public child care perform better on both the language test (0.12 SD) and the mathematics test (0.12 SD) at age 6–7. Next, while children that get an offer first attend child care at about 15 months of age on
1Source: OECD Family data base.
2Bowlby [1969] defines the attachment phase as the period when the child is from 6–8 months to 24 months old. The age period we study in this paper is largely around 12–24 months.
3We are aware of only one other study that estimates how child care affects the development of toddlers. Felfe and Lalive [2014] estimate marginal treatment effects of child care attendance before age three using county level variation in child care coverage rates in West Germany. They find positive impacts of child care on the youngest children, boys, and children from low SES families. A related strand of literature may indirectly reflect the effects of child care attendance in looking at the effect of parental leave policies on child outcomes (e.g. Dustmann and Schønberg [2012], Liu and Skans [2010], Carneiro et al. [2015]). The alternative to parental care in most of this studies is, however, likely to be informal and not formal sources of care.
average, children who randomly do not get an offer first attend at about 19 months of age on average. Among children delayed, about two thirds start a full year later. When we estimate the impact of child care starting age using the lottery offer as an instrumental variable, we find that starting child care one month earlier causes an improvement in test scores of 0.027 SD and 0.028 SD in language and mathematics, respectively.
Because the distribution of the test score we consider is skewed, we must be careful when interpreting the economic significance of our estimates. One way to do this is to compare our estimates to the gaps in test scores that we observe between well defined sub-groups of the population. For instance, the estimated impact of getting an offer corresponds to about the average gap in test performance between boys and girls, or to between 30 % and 40 % of the performance gap between children of low and high educated parents. One should keep in mind, though, that the test scores we consider are essentially truncated at the top, which means that the observed gaps are likely smaller than what we would observe with more symmetrically distributed test scores.
One important argument for why governments want to subsidize child care, is that they can help counter differences in school readiness between children from different socioeconomic backgrounds. When estimating in subgroups, our evidence partly supports this case: We find stronger effects of early child care start among children from low income families, and no impact among high income families in neither language nor mathematics. This suggests that child care policies may be more effective if targeted at low income households.
Our results on how child care affects the development of toddlers complement the growing recent literature on how child care institutions affect the development of preschool age children. 4 The literature is divided in two distinct branches, one focussed on targeted programs, and another focussed on universal programs available to the general population. While studies of targeted programs often find positive effects, 5 the literature on universal programs is smaller and findings are mixed. 6 Perhaps as a consequence, the discussion on child care policies is based largely on the targeted literature and descriptive evidence, even when the policies considered are universal. In contrast, we study the impact of a
4For recent reviews, see Almond and Currie [2010], Ruhm and Waldfogel [2011], or Baker [2011].
5The Perry Preschool and Abecedarian programs are examples of targeted randomized programs (see Barnett [1995] and Karoly et al. [2005] for surveys of the literature.), while the US Head Start program provides an example of a targeted non-randomized program (see e.g. Currie [2001] or McKey et al. [1985] for a review of the findings). While the picture is somewhat mixed, the most robust evidence on Head Start tends to show positive effects on long-run outcomes such as high school dropout, college attendance and crime [Currie and Thomas, 1995, Garces et al., 2000, Ludwig and Miller, 2007, Deming, 2009].
6Several studies from Canada show a negative impact on a variety of child outcomes [Baker et al., 2008, Lefebvre and Merrigan, 2008a, DeCicca and Smith, 2013], while Cascio [2009] and Gupta and Simonsen [2010] find essentially no impact from child care programs in the US and Denmark, respectively. In contrast, positive impacts on a number of outcomes are found from child care programs in several countries, including the US [Fitzpatrick, 2008], Uruguay [Berlinski et al., 2008], Norway [Havnes and Mogstad, 2011b, 2014], Germany [Dustmann et al., 2013, Felfe and Lalive, 2014], and Spain [Felfe et al., 2015].
universally available program among applicants that are explicitly not prioritized in child care.
In studies of how child care affects child development, it is crucial to shed light on the alternative mode of care that children would have been exposed to if they did not attend child care. Typically, one considers three alternatives: Parental care, formal child care and other, more informal, sources of care [Blau and Currie, 2006]. To investigate the counterfactual mode of care for children who get an offer of a public child care slot, we start by considering survey data on stated demand and actual use for the population of parents with toddlers. While about 70 % of parents state demand for child care, either full time or part time, only 33 % actually have their children enrolled in child care. In comparison, while 56 % of parents say that they care for their children themselves, only 17 % actually prefer to do so. This suggests that parental care is the dominant alternative for Norwegian toddlers in general.
To get an estimate of the importance of parental care as the counterfactual in our particular sample, we next consider the impact of getting an offer of a public child care slot on parents labor supply. Results suggest that the offer increases labor supply of both mothers and fathers. While mothers labor supply increases around the margin of full time employment, fathers labor supply increases mostly at the top. This is consistent with parents responding to the offer by reducing the position of mothers and the work hours of fathers, as suggested by anecdotal evidence. This evidence contrasts previous findings for preschool aged children in Norway, where effects on parental labor supply have been estimated to be quite weak [Havnes and Mogstad, 2011a]. 7 At the same time, this may not come as a surprise, since parents of preschool children may both have stronger options in the informal market and be more willing to use them, compared to parents of toddlers. Also, our estimates relate to the mid-2000s, while Havnes and Mogstad [2011a] estimate the impact of the introduction of child care in Norway from the late 1970s. With much higher employment rates of Norwegian women in recent years, informal sources of care may well be less available.
The paper proceeds as follows. We first discuss the institutional background in Section 2. Section 3 presents and discusses our empirical approach, before Section 4 describes our data. Section 5 presents our main results, including discussions on heterogeneous impacts and mechanisms, while section 6 concludes.
7Evidence from other countries is mixed. In a survey of the early literature, Blau and Currie [2006] report elasticities of maternal employment with respect to the price of child care ranging from 0 to -1. More recently, Baker et al. [2008] find a positive effect on maternal labor supply following the introduction of heavily subsidized universally available child care in Quebec. Meanwhile, Lundin et al. [2008] find no such effect when studying a childcare reform which capped childcare prices in Sweden. See also Schlosser [2005], Cascio [2009], Havnes and Mogstad [2011b], Lefebvre and Merrigan [2008b] and Berlinski and Galiani [2007]. For a review of the literature, see Blau and Currie [2006].
2 Institutional background
In this section, we provide brief instititutional background about care of young children in Norway, with a focus on the child care sector.
Parental leave. In 2005, Norwegian parents were entitled to 43 weeks of parental leave with full wage compensation (alternatively 53 weeks with 80 % compensation). 8 This was expanded to 44 (54) weeks in 2006. Parents are further entitled to one year each of unpaid leave in immediate continuation of regular parental leave. In practice, most parents can thus stay at home with their newborn for about a year.
Structure and content of child care in Norway. To help interpret our results, we must understand the type of care we are studying. Child care in Norway is heavily regulated, with provisions on staffqualifications, number of children per adult and per teacher, size of play area, and educational orientation. Institutions are run by an educated preschool teacher responsible for day-to-day management and educational content. The pre-school teacher education is a one year college degree, including supervised practice in a formal child care institution. The head teacher is responsible for planning, observation, collaboration and evaluation of all activities. The head teacher is also responsible for communication and collaboration with parents and local authorities, including health stations and child welfare services when necessary. Child care regulations specify that there should be at least one educated pre-school teacher per 10 children aged below three. In addition, regulations specify that there should be one adult per three children below three, including the teacher. There is no educational requirements for the additional staff. In Oslo, about 60 % of child care institutions are public, while the remaining are privately operated. Both public and private institutions require municipal approval and supervision to be entitled to federal subsidies that cover around 80 % of costs. Since 2003, parental copayment is capped at around 2,500 NOK per month for a full time slot. Child care institutions are typically open from around 7.30 am to 5 pm.
In terms of educational content, a social pedagogy tradition has dominated child care practices in Norway since its inception in the 1970s. According to this tradition children should develop social, language and physical skills mainly through play and informal learning. 9 The informal learning is typically carried out in the context of day-to-day social interaction between children and staff, in addition to specific activities for different age groups.
8This entitlement is conditional on maternal employment during at least six of the ten months before the birth. About 85 % of new mothers satisfy this requirement (NOU 2012:15). Remaining parents are entitled to unpaid parental leave with employment protection, and receive a one-time payment of about 35,000 NOK.
9The social pedagogy tradition to early education has been especially influential in the Nordic countries and Central-Europe. In contrast, a so-called pre-primary pedagogic approach to early education has dominated many English and French-speaking countries, favoring formal learning processes to meet explicit standards for what children should know and be able to do before they start school.
In table 1, we report some institutional characteristics of the institutions in our sample. We see that an average institution in our sample services 17 children aged 0–2, with about three adults per ten children, including one teacher, in line with federal regulations. The minority share among all children in the institution is about 25 %, reflecting the high share of children with a minority background residing in Oslo. The enrollment of children with an immigrant background is, however, very low for children below three years of age [Drange and Telle, 2015]. Note that this implies that our results should be interpreted to reflect the impacts on native children.
Table 1: Institutional characteristics
Source:
The child care register, Statistics Norway.
Child care centers in Norway in an international perspective. The provision of child care in Norway bears resemblance with the other Nordic countries with relatively high public subsidies. 10 However, the enrollment of children below 3 in Norway in 2004 was 44 %, substantially lower than for example Denmark with an enrollment at 83 % . This is comparable to US enrollment which stood at 38 % for this age group at the time [OECD, 2006].
3 Empirical strategy
We are interested in the effect of early child care enrollment on childrens cognitive performance, and follow closely the approach in Abdulkadiroglu et al. [2011]. Because the effects of enrollment are likely to depend on the age at which the child first attends child care, we start with the following outcome equation,
where t denotes the cohort, and AGEit is the age of the child in months when he or she first attends any child care institution, public or private. Xit are a set of socio-demographic
10For children below three years old parental contribution in the Nordic countries varied from 9–15 % compared to an OECD average of 25–30 % in the mid 2000. In 2003, the state subsidy to a child care slot for a child below three was 9,773 EURO annually in Norway [OECD, 2006].
characteristics of the child and parents, measured the year before the child was born. 11
Because enrollment in child care is likely determined in part by parental preferences and child innate characteristics, starting age is likely to be correlated with unobserved determinants of cognitive performance. For instance, we might expect more able parents to be more closely tied to the labor market, and therefore enroll their children in child care earlier. If so, then we may expect that children who are enrolled early would perform better in any case. On the other hand, we might expect more child-centered parents to enroll their children in child care later. If so, being enrolled early could be a marker for a poor home environment, which would suggest that these children should perform worse. This implies that estimation of equation (1) will give biased estimates of the impact of child care starting age on cognitive performance.
To circumvent this problem, we take advantage of an assignment lottery used by the Oslo city administration to distribute offers to applicants when institutions were oversubscribed. Each year, the vast majority of available child care slots in both public and private institutions are allocated in a centralized allocation round. The application deadline is around March 1 of each year, for enrollment in mid-August. Parents may apply for placement in up to seven child care centers in their application, and may list both public and private institutions.
Allocation takes place inside the city district of residence, but available slots may be allocated to children from other city districts after the main allocation round. Children may be awarded priority placement if they have, for instance, a sibling in the same child care instititution or are disabled. In our sample, 24 % of children get priority placement. Children that have their first birthday after September 1 are not included in the main allocation round, but may receive offers after this round is over. In our analysis we exclude both of the former groups, to focus on the main group of children that are included in the main allocation round without being assigned priority.
Based on the applications received, the municipality generates lists of non-priority applicants to each institution. Lists for private instititutions are transmitted to the institutions, which handle their own admissions based on these lists along with full details of the individual child and application. In line with Abdulkadiroglu et al. [2011], we therefore exclude from our analysis children that have a private institution ranked first on their application.
The mechanism for assignment to public institutions resembles a serial dictatorship: The order of children on the full list of applicants to each public institution is randomized in the computer before they are presented to the city official. Available slots are then allocated according to the random rank on the application list, and offers are sent to
11Child characteristics include gender, month of birth and birth order. Parental characteristics include dummy variables for full time work, receipt of social assistance, high school completion, college degree, missing parental education, and missing parent identifier.
parents. Parents may accept or reject the offer. If they reject, the offer is conferred to the highest ranked child on the application list who did not already get an offer at this or some other institution. Once a child receives an offer for a child care place, the child is taken out of the lists to other institutions to which it applied. The child may, however, maintain their application to the first ranked institution. This along with the upper limit on institutions on the list could raise concern about strategic application behavior, but we find no suggestions of this below.
The main allocation round ends each year around June 1. After the main allocation round, available slots may be offered to any applicant, whether or not they ranked the institution on their application. This process is largely at the discretion of the city officials or even child care managers, and is therefore susceptible to manipulation. We therefore use only offers dated before June 1 each year in our analysis.
To help identify the effect of early child care enrollment, we use an IV strategy, where we let the offers generated in the assignment lottery act as instruments for child care starting age. Specifically, we specify our IV-model as follows, where equation (2) is the second stage and equation (3) is the first stage.
where OFFERit is a dummy equal to one if the child received an offer of a public child care place generated in the assignment lottery. In both the first and second stage, residuals are clustered at the level of the first choice institution. Following Abdulkadiroglu et al. [2011], we also include indicators for lottery-specific risk sets Dkit to account for the fact that children apply to different institutions with different numbers of applicants and available slots. The extent of oversubscription determines the probability of receiving a lottery offer. If oversubscription rates are correlated with, for instance, the quality of the child care institution, and applying to good institutions in turn is correlated with unobservable traits that determine cognitive performance, then a comparison based on lottery offers may give biased estimates of the impact on cognitive performance of early child care enrollment. To guard against such bias, we control for the number and identity of institutions to which an applicant applied. 12
In order for random offers to be relevant, we need to have over-subscription of toddlers to child care institutions. This is determined by the number of non-priority applicants per remaining available slot after priority placements. Table 2 shows descriptive statistics
12Specifically, the risk set includes a full set of dummy variables for each institution by year, so that for each institution and year there is a dummy equal to one if child i applied to that institution in that year and zero otherwise. In addition, the risk set includes dummy variables for the number of applications by year.
Table 2: Applications, places and oversubscription in child care institutions in the centralized admission process in Oslo, 2005–2007.
for the number of available slots, the number of applicants and oversubscription to child care institutions in Oslo in the period we consider. Oversubscription is both strong and widespread: The mean number of applicants to each child care slot is just under 12, while the median is nine. This is mirrored in the fact that only 27 % of the children in our sample get an offer in the assignment lottery, and in the strong first stage estimates documented below.
The validity of the lottery offer as an instrument for child care starting age, relies on the quality of the assignment lottery. While the city administration ensures us that the lottery was randomized by a computer algorithm, as described earlier, there is always the possibility that the randomization failed, or that there was manipulation between the actual randomization and the sending out of offers. To verify that the randomization was successful, the first four columns of Table 3 reports means and standard deviations of background characteristics for children in our estimation sample, separately by whether the child received an offer or not. Table 3 shows that the two groups look well balanced. We also test this formally in the context of our econometric model, by regressing the offer dummy on all characteristics, controlling for the risk sets. The final column of Table 3 reports t-statistics of the individual coefficients from this regression, which are usually very low. In a joint test of whether coefficients on all covariates are equal to zero, we get an F -value of 1.22, confirming that the two groups are indeed well balanced.
Table 3: Balance in background characteristics between children with and without a lottery offer.
Note: The table reports means and standard deviations of covariates by whether the child received an offer in the assignment lottery. The final column reports t-statistics of the individual coefficients from a regression of the offer dummy on all characteristics, controlling for the risk sets, and the F -statistic from a joint test of whether coefficients on all covariates are equal to zero. Age refers to the age in months of the child in August of the year of application. Earnings are pensionable income from work and self-employment. Detailed descriptions of the background characteristics are provided in 4.
4 Data
Data. Our data are based on several different administrative registers from the Oslo city government and Statistics Norway. Firstly, we have access to the municipal database used in the centralized application system for child care in Oslo. This provides information on applications for and enrollments in virtually all child care institutions in Oslo for the years 2005–2010, including both public and private child care institutions. Applicants that list several institutions in their applications are registered as separate coincident applications. The database also provides information about offers of slots in public child care centers. Applications, enrollment and offers are recorded with date of receipt, date of first attendance and date the offer was made, respectively.
Second, we have access to a database with information about performance on tests made available by the school authority in Oslo municipality. This provides information about enrollment in primary school and score on performance tests in Norwegian language and mathematics, conducted in April of first grade. The tests are designed nationally, and are intended to help identify underperforming children, enabling schools to allocate resources to these children. The language test maps the ability to write letters, recognize
written letters, identify spoken letters, combine sounds, write words, read words and read sentences. The mathematics test maps the ability to count, to compare numbers, to rank numbers, to recognize sequences of numbers, to count forward and backward from a given number, to split a number into two other numbers (i.e. 4 = 1 + . . .), to solve textual assignments and to add two numbers. We provide further detail on these tests in the appendix.
Each test is scored on a relatively fine scale, where students may score from zero to 105 in language, and zero to 50 in mathematics. Because tests are designed to identify children with problems, test score distributions are skewed, 13 with about ten and 15 % of children in our sample getting the top score in language and mathematics, respectively. This is important to keep in mind when interpreting our results.
In our analysis, we consider two outcomes from each test. First, we normalize the scores to have mean zero and standard deviation equal to one. Second, we use dummy variables for performance below a nationally determined threshold. Thresholds are set for individual parts of each test from a trial of the test on a panel of children, conducted prior to actual testing each year. The thresholds are intended to identify the bottom 15–20 % of children. From these we define the dummy variables Below threshold equal to one if the child has one or more test parts with scores below the threshold, and zero otherwise, separately for language and mathematics. Finally, as a summary measure of cognitive skills, we also consider the unweighted average of the standardized test scores in language and mathematics.
Third, we can link both databases to rich Norwegian administrative registers available from Statistics Norway, with individual information on demographics (e.g. sex, age, immigrant status, marital status, number of children), socioeconomic status (e.g. years of education, income, employment status), and residence. Income and employment data are collected from tax records and other administrative registers. The household information is from the Central Population Register, which is updated annually by the local population registries and verified by the Norwegian Tax Authority. We also have access to national registry data on municipal child care coverage reported by the child care institutions themselves. The reliability of Norwegian register data is considered to be very good, as is documented by the fact that they received the highest rating in a data quality assessment prepared for the OECD by Atkinson et al. [1995]. Importantly, all data sources contain personal identifiers that allow us to link individuals across all registers.
Estimation sample. We start with the universe of children born 2004–2006, 14 for whom parents apply for a child care slot in Oslo for the first time the calender year they turn one
13Appendix figure (A1) draws the distribution of test scores in our sample.
14Due to a restrictive storage policy in the municipality, data on children born in January and February 2004 were deleted from the application data base before we got access to it. We are therefore not able to include these children in our sample.
Table 4: Performance in language and mathematics tests at age seven for children with and without a lottery offer.
Note: Offer are children that received an offer in the assignment lottery, while No offer are children that did not receive an offer in the assignment lottery, see Section 3.
year old. Because our identification comes from offers of public child care slots, we focus attention on children with a public institution on the first rank, while we allow both private and public institutions on ranks 2–7. As discussed above, we also exclude children who had priority in child care or who turn one after September 1 in the application year, since our identification does not influence these children. We finally exclude a handful of children with missing values on our dependent variables, and a handful of children registered as starting in child care before ten months old. Rather than excluding children with missing values on control variables, we construct dummy variables for missing and include these in our regressions. Our final estimation sample then consists of 2,010 children.
5 Empirical results
We now turn to our main analysis of how early enrollment in child care affected the cognitive performance of children at age seven. We start by a reduced form analysis, where we compare outcomes of children who got a lottery offer to children who did not get a lottery offer. Table 4 shows means and standard deviations of our main outcome variables and our key explanatory variable, child care starting age. The mean test scores show that children who receive a lottery offer perform about eight to nine percent of a standard deviation better than children who do not receive a lottery offer. Meanwhile, just over 12 % of children are below the threshold for low performance in language, while about six percent are below the threshold in mathematics. In both subjects, the mean child who got a lottery offer performs about half a point better than the mean child who did not get a lottery offer, and are about 1.5 percentage point less likely to score below the threshold for low performance. This is first evidence that early child care enrollment has a positive impact on childrens cognitive development.
Next, we consider this reduced form model formally, by estimating the impact of getting an offer on test performance, controlling for risk sets as in equation (3). We
Table 5: Estimates of the impact of a lottery offer on performance in language and mathematics.
Note: Effects are reported as percent of the standard deviation. Standard errors are heteroskedasticity robust and clustered at the first choice institution level. All regressions include a risk set with a full set of dummy variables for each institution by year and the number of child care institutions listed. We also include cohort fixed effects. Column 2 reports estimates without covariates whereas column 4 reports estimates including the controls listed in Table 3.
report estimates both including and excluding covariates. While including covariates should not change our estimates when the explanatory variable of interest is as good as random, it may be helpful to improve precision in our estimates. Results reported in Table 5 clarify our observations from above, and indicate that getting a lottery offer improved the average performance of children by about 12 % of a standard deviation. This effect was driven both by an improvement in language of about 12 % of a standard deviation, and by an improvement in mathematics of about the same magnitude.
Table 6 reports estimates from our full IV-model, where the receipt of a lottery offer is used to instrument for the age at first attendance in a child care institution. The two last rows of the table report estimates from our first stage equation, and show that the lottery offer decreased starting age by about four months on average. The F -statistic on the instrument is about 100, which implies that we need not worry about problems associated with weak instruments. To understand more in detail how getting a lottery offer affects child care starting age, Figure 1 shows the cumulative distribution of children having started child care at different ages. While 91 % of children who received an offer had started child care by 18 months old, this was the case for only 65 % of the comparison group. Among those children who were delayed, more than two thirds started a full year later; 96 % (99 %) of children who received an offer had started child care by 24 (36) months old, compared to 77 % (95 %) in the comparison group.
Turning now to the IV-estimates in Table 6, the estimates without controls suggests that starting child care one month later causes a drop in school performance of just under three percent of a standard deviation. This is driven by a drop in both the language score and the mathematics score of just under 0.03 SD. All of these estimates are significant at the five percent level. When we consider the impact on the probability of scoring below the limit for low performance, we find an impact of around 0.6 percentage points on both tests. As expected from the above balancing analysis, estimates barely move when we
include covariates.
To understand the economic significance of changes in test scores is in general somewhat difficult, because they do not have a meaningful cardinal scale [Cunha and Heckman, 2008]. This may be particularly true in our case, where the distribution of the test score is skewed, and quite different from the often bell-shaped test scores considered in the literature. Though comparisons of estimates across different test score outcomes is always risky, this means that it could be particularly misleading to compare our estimates directly to those found in other studies.
To interpret our estimates, we need to map them into a metric that is more easily interpretable in other contexts. One way to do this is to compare our estimates to the gaps in test scores that we observe between well defined sub-groups of the population. For instance, the average gender gap in performance between boys and girls in our sample is about 0.12 SD on both the language and the mathematics test (cf. table 7 below). Our estimates suggest, therefore, an improvement comparable to the gender performance gap when a child gets a lottery offer. In mathematics, winning the lottery is predicted to improve performance by about 0.12 SD, which correspondsto between 30 and 40 % of the performance gap between children of low and high educated parents. Remember, though, that the test scores we consider are essentially truncated at the top here, so the observed gaps are likely smaller than what we would observe with more symmetrically distributed test scores.
Table 6: IV-estimates of the impact of child care starting age on performance in language and mathematics.
Note: Effects are reported as percent of the standard deviation. Standard errors are clustered at the first choice institution level and robust to heteroskedasticity. All regressions control for the risk set by including a full set of dummy variables for each institution by year and the number of child care institutions listed in the application, see Section 3. Control variables are listed in Section 3.
5.1 Heterogeneous effects of early child care enrollment
One important argument for why governments want to subsidize child care, is that they can help counter differences in school readiness between children from different socioeconomic backgrounds. It is therefore natural to next consider whether the starting age in child care has a different impact on toddlers from different socioeconomic groups.
Table 7 reports estimates from our IV-model including covariates, for children in different groups. Most strikingly, we find stronger effects among children from low income families. Indeed, among high income families, we find no impact of early child care start on performance in neither language nor mathematics. This suggests that child care policies may be more effective if targeted at low income households. Across other groups, estimates are broadly similar. The exception is parental education, where children from high educated parents are estimated to improve in mathematics from early child care enrollment, while there is no impact among children from low educated parents.
5.2 Mechanisms
The effect of child care enrollment is related to the alternative mode of care had the children not been enrolled in child care. In our case, our instrument pushes child care enrollment forward by four months on average, or by about one year for a third of the control group. After this period, children who do not get a lottery offer are also on average enrolled in child care. For both, enrollment in child care is largely an absorbing state, with the vast majority of children who enroll staying enrolled until the school starting age (which is six years in Norway). To understand the drivers behind our estimates, we therefore need to consider these two modes of care. That is, what type of care are control
Table 7: IV-estimates of the impact of child care starting age on test performance in different subgroups.
Note: Effects are reported as percent of the standard deviation. Standard errors are clustered at the first choice institution level and robust to heteroskedasticity. All regressions control for the risk set by including a full set of dummy variables for each institution by year and the number of child care institutions listed in the application, see Section 3. Control variables are listed in Section 3.
children in before they start regular child care, and what are the characteristics of the formal care that they attend once they do start regular child care.
We start by considering the alternative mode of care that children first attend if they do not get an offer. Typically, one considers three alternatives: Parental care, formal child care and other, more informal, sources of care [Blau and Currie, 2006]. To investigate the alternative mode of care for children who get an offer of a public child care slot, we start by considering survey data on stated demand and actual use for the population of parents with toddlers, presented in Table 8. While about 70 % of parents state demand for child care, either full time or part time in combination with other forms of care, only 27 % actually have their children enrolled in child care. In comparison, while 56 % of parents say that they care for their children themselves, only 17 % actually prefer to do so. This suggests that parental care is the dominant alternative for Norwegian toddlers in general.
To get an estimate of the importance of parental care as the counterfactual in our particular sample, we now consider the impact of getting an offer of a public child care slot on parents earnings and labor participation. Unfortunately, we do not have data on
Table 8: Survey evidence on the demand for and use of child care.
Source: Pedersen [2003].
Table 9: Estimates of the impact of a lottery offer on parental labor supply the same year and the next year.
Note: Effects on earnings are reported in NOK, 1 USD ≈ 6 NOK. Standard errors are clustered at the first choice institution level and robust to heteroskedasticity. All regressions control for the risk set by including a full set of dummy variables for each institution by year and the number of child care institutions listed in the application, see Section 3. Control variables are listed in Section 3.
hours of work. To measure labor market attachment, we therefore rely on information about annual earnings, including wages and income from self-employment. Specifically, we construct dummy variables for employment based on the basic amounts in the Norwegian Social Insurance Scheme (used to define labor market status, determining eligibility for unemployment benefits as well as disability and old age pension). In 2006, one basic amount was about 80,000 NOK, or about 13,000 USD. Following Havnes and Mogstad [2011a], parents are defined as employed if they earn more than two basic amounts and full time equivalent if they earn more than four basic amounts. Because the child care year starts in August, the impact on parental labor supply may materialize both in the fall of the application year, and in the spring of the following year. We have therefore estimated the impact on outcomes in both years.
Estimates from the reduced form are reported in Table 9. They suggest that receiving a lottery offer increases labor supply of both mothers and fathers. While mothers labor supply increases around the margin of full time employment, fathers labor supply increases mostly at the top. This is consistent with parents responding to the offer by reducing on the extensive margin for mothers and on the intensive margin for fathers, as suggested by anecdotal evidence. This evidence contrasts previous findings for preschool aged children in Norway, where effects on parental labor supply have been estimated to be quite weak [Havnes and Mogstad, 2011a]. This may come as no surprise, since parents of preschool children may both have stronger options in the informal market and be more willing to use them, compared to parents of toddlers. Also, our estimates relate to the mid-2000s, while Havnes and Mogstad [2011a] estimate the impact of the introduction of child care in Norway from the late 1970s. With much higher employment rates of Norwegian women in recent years, informal sources of care may well be less available.
Next, we investigate whether the characteristics of the child care institution that the child first attends depend on whether the child received a lottery offer or not. If children with offer not only started earlier but also attended better quality child care institutions, then this could be driving the improvement in performance we observed in our main estimates. To evaluate this, Table 10 lists a wide set of characteristics of the child care institutions that children first attend. Structural characteristics are mean test scores of all children who first attended the institution, the child–teacher ratio and travel distance from home. Staffcharacteristics are mean characteristics of staff, while peer characteristics are mean background characteristics of children in the same institution. In the first four columns of Table 10, we report the means and standard deviations, while the final two columns report reduced form estimates of the impact of a lottery offer on each characteristic.There are few indications that children with offers attended higher quality institutions. On the contrary, children with lottery offers seem to attend institutions with slightly less teachers and adults per child, higher minority shares and larger numbers of children. At the same time the staffand peer composition is largely similar across the two groups.
Table 10: Characteristics of the first child care institution attended for children with and without a lottery offer
Note: Offer are children that received an offer from the assignment lottery, while No offer are children that did not receive an offer from the assignment lottery, see Section 3. Mean reflects average characteristics of the child care center that the child first attends. The first four columns report means and standard deviations. The final two columns report reduced form-estimates from our IV-model, including all covariates and a full set of dummy variables for each institution by year and the number of child care institutions listed in the application, see Section 3.
Finally, to evaluate the plausibility of starting age as a mechanism, we consider childrens performance as a function of the actual starting age separately among children who received a lottery offer and among children who did not receive an offer. In Figure 1 above we saw the cumulative distribution of children having started child care at different ages. Figure 2 reports the mean test score among children who started child care before different ages, approximated by a local linear regression. At the very right of these graphs, the gap between the two groups corresponds to the difference in performance among all treated and all control children, similar to our reduced form effect. As we move left, the treatment and comparison groups are becoming more homogenous in terms of the age at which they start child care. If starting age is an important mechanism, we expect the performance of children to become more similar as starting ages move closer together. This is largely confirmed in both panels: Children who start child care early, whether
Note: Figures show local linear regression estimates of mean language and mathematics performance against starting age in child care, using an epanichnikov kernel with bandwidth set to one month.
they get a lottery offer or not, perform similarly on the tests, while children who start later and that did not get an offer, tend to perform worse. This is striking in the case of the mathematics test, where the difference between the groups is entirely driven by children in the control group that start late. For the language test, the gap also widens with starting age, but here the gap between early starters suggests that the treatment also generates other relevant differences.
6 Concluding remarks
Child care enrollment of young children is substantial and growing, and child care is often heavily subsidized by the government. At the same time, there is concern among both researchers and policymakers that separation from the primary caregiver, typically the mother, may cause stress and anxiety in the child, with potentially adverse effects on childrens development [Bowlby, 1969, Mercer, 2006]. Yet, evidence on how child care affects the development of toddlers is largely missing.
In this paper, we present evidence on the impact of early child care enrollment on the cognitive performance of children at age seven. Results indicate that early child care enrollment has a beneficial effect for children's performance both on a language test and on a mathematics test. Looking across subgroups, we find stronger effects of starting child care early among children from low income families, and no impact among high income families in neither language nor mathematics. This suggests that child care policies may be more effective if targeted at low income households.
Our results on how child care affects the development of toddlers extends the growing
recent literature on how child care institutions affect the development of preschool age children. While results are mixed, several studies have shown positive effects, in particular for children from disadvantaged families. Our study shows that positive effects of child care are not unique to preschool children, but can be extended also to toddlers below 18 months of age. Importantly, our estimates lend no support to the concerns about detrimental impact of child care at early ages. This is true even though children who are stopped from starting child care early are likely to be at home with a parent.
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A Additional material
A.1 Tables and figures
A.2 Background information about the language test
Every teacher who is responsible for carrying out tests in his/her class receives a teacher's instruction manual. The following text about the test is from this manual of Education [2011b].
Conditions for learning
Test part 1: The student's attitude when it comes to reading: This part should provide information about the student's attitude and interests related to different activities related to the written language. Results on this part of the test should not been given a score but is meant as information to the teacher.
Level of knowledge about the alphabet
Test part 2: To write letters: This measures the student's ability to link sound and letter as well as their ability to construct the letters in question. Firstly, the students hear a word. Secondly the teacher repeats the first sound of the word and asks the students to write the letter that goes with that sound. There is a picture supporting the word in the student book. The students' results on this test should be scored by the teacher.
Test part 3: To recognize letters: This part measures one of the basic skills in reading. Students have four minutes to their disposal. With the starting point a capital letter (versal) the students shall recognize the same lower case letter among several other lower case letters (minuskler). The students' results on this test should be scored by the teacher.
This test part does not have a "critical threshold" since many students may have been exposed to only one type of letter throughout the first school year. The score registrations are meant as information to the teacher about which of the capital letters and lower case letters the students can recognize and link.
Test part 4: To identify the initial sound: This measure the students' ability to do exactly this. The teacher reads a word and asks the students to identify the first sound of the word and write this down. There is a picture supporting the word in the student book. The students' results on this test should be scored by the teacher.
Test part 5: To draw together sounds: Maps the students' abilities in phonological synthesis. Each part of this test contains a sequence with four pictures that illustrate different words. The teacher instructs the students by firstly presenting the word that illustrate each picture and thereafter the target word, sound by sound, with a break between every sound. The task of the students is to carry through the synthesis process and determine which picture that goes with the target word. The students' results on this test should be scored by the teacher.
Understanding words
Test part 6: To write words: Consists of a word dictation where each word is presented for the students in a sentence. This test part comprises 8 sentences in total. The students' results on this test should be scored by the teacher.
Test part 7: To read words implies that the students should compare an illustration with four written words and subsequently identify the word that fits with the illustration. The students should identify as many word as possible (total possible words 19) within five minutes. The students' results on this test should be scored by the teacher.
Understanding sentences
Test part 8: To read sentences consists of nine sub-parts. In each part the student reads a sentence and mark the picture that illustrates the entire content of the sentence among four alternative pictures with similar content. The length of the sentences increases from two to five words as the test proceeds. The students should link as many pictures and sentences as possible within five minutes. The students' results on this test should be scored by the teacher.
A.3 Background information about the mathematics test
Every teacher responsible for carrying out tests in his/her class receives a teacher's instruction manual. The following text about the test is from this manual of Education [2011a].
This test consists of nine pages with several different tasks (se below). The points scored on each page should be added together. The critical threshold for the mathematics test is based on the aggregated sum of points.
Page 1: Maps the students' ability to count, as well as if they know the numbers and can link a number of items to a certain figure
Page 2: Maps if the students understand the idea "equally many", i.e. that they can compare the number in two different countable sets
Page 3: Investigates if the students' can rank the numbers in two different countable sets and if they understand the concept "most"
Page 4: Maps the students' knowledge about a sequence of numbers (linear)
Page 5: Maps the students' knowledge about a sequence of numbers (linear), if they can count forward and backward from a given number, and if they understand the sequence concepts "prior to" and "subsequent to"
Page 6: Investigates the students' knowledge of a series of numbers and the ranking of given numbers within the series
Page 7: Tests the students' ability to split a number into two other numbers (i.e. 4=1+. . . )
Page 8: Tests the students' ability to solve text assignments. The assignments have different additive structures and they deal with both addition and subtraction (but rather low numbers)
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BENNETT HOUSE FACT SHEET
The home of Harvey and Frances Bennett was originally located at 2nd Street and Cherry Avenue. The house was built about 1908 by Harvey's father, Charles F. Bennett of Tustin, who had purchased land in El Toro to grow navel oranges. Charles Bennett constructed the house to provide a home place for a livein caretaker to oversee his El Toro holdings.
In 1910, Charles Bennett contracted pneumonia and his son, Harvey, left high school to become the ranch foreman. This was quite a sacrifice for Harvey who had planned to attend Berkeley. Harvey never left the Bennett Ranch and became a citrus farmer interested in improving strains of oranges and lemons. He served on the Boards of the Tustin Hill Citrus Association and the Olive Heights Lemon Association. He was a member of the Orange County Farm Bureau for over 50 years and worked together with Raymond Prothero, Sr to bring the Metropolitan Water District water to El Toro for orchard irrigation.
Frances McDonnell of Santa Ana, with other high school girls, worked during the summers on the Bennett Ranch pitting apricots. This was how the girls earned money for their school books and clothes. This was a social time. The various apricot camps in El Toro gave regular parties. Frances had known Harvey in high school and they were married in October 1913. Harvey must have been pretty convincing because Frances had already accepted to the nursing program at Good Samaritan Hospital, Los Angeles.
After their marriage, Frances led a busy life raising 6 children, cooking, washing and sewing for the family and ranch hands, and teaching Sunday School at St. George's Episcopal Mission. Frances was active in community work being a member of the Ladies Aide Society which later became the El Toro's Women' s Club. She has also been a member of Santa Ana Ebell Club since 1919.
This one and one-half story gray stucco house built about 1909 consisted of living room, dining roan, kitchen, 2 bedrooms, and a bathroom where closet is now, and three rooms upstairs. The middle upstairs roan was Frances Bennett's sewing room, other 2 roans were used for storage or ranch hand's bedrooms.
Indoor plumbing was added about 1915 with water piped to the bathroom and kitchen. Bath water was heated on the stove. Children bathed in the wash tub in front of the wood stove in the kitchen. They bathed once or twice a week. Electricity cane to El Toro about 1928 when a hot water heater was installed and the wood stove was replaced with an electric stove.
Two back bedrooms were added and the bathroom relocated about 1928. The rear bedrooms were built because the Bennett girls did not like to go upstairs to sleep. They were afraid to go up the narrow stairs with a kerosene lamp into a dark room.
This is the way the original cement porch looked, complete with cobblestone pilasters. Frances Bennett sat a fern on the pilaster with the missing upper column. In later years Mrs. Bennett closed in the porch with glass windows and shelves to display her collection of glassware and souvenirs.
This distinctive sloping roof is called "airplane" roof. This house was constructed about the time airplanes were beginning to be built. The roof was a copy of a new f angled roof Charles Bennett's brother-in-law had seen.
The Bennett Ranch House is the only remaining turn-of-the century wood frame house in the El Toro area.
BENNETT HOUSE FACT SHEET
Supplement No. 1
The Bennett House guest room has been appropriately refurnished to be representative of the 1920-30 period in rural El Toro. The Saddleback Area Historical Society has graciously donated an 1890's full size brass bed for display. Helen Bennett Harvey vividly remembers a brass bed in the guest room as she and Evelyn spent their dark days in that bed recovering from the measles during their youth. The appliquéd quilt displayed on the bed is the Dolly Varden pattern; the same pattern Mrs. Bennett had in the room many years ago. Also reflective of the furnishings which were once in the room are two framed Goodey prints, which are hanging on the wall opposite the bed. Displayed on the dress form is the original wedding dress worn by Frances Bennett's mother in the 1800's. A framed copy of Harvey and Frances' marriage certificate hangs on the wall alongside the wedding dress.
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Electricity Review
Questions 1-6: Urone, Paul Peter and Roger Hinrichs. Chapter 18. Physics. OpenStax, Rice University. Houston, TX. March 2020. https://openstax.org/books/physics/pages/1-introduction.
1. There are very large numbers of charged particles in most objects. Why, then, don't most objects exhibit static electric effects?
(A) Most objects are neutral.
(B) Most objects have positive charge only.
(C) Most objects have negative charge only.
(D) Most objects have excess protons.
2. Can an insulating material be used to charge a conductor? If so, how? If not, why not?
(A) No, an insulator cannot charge a conductor by induction.
(B) No, an insulating material cannot charge a conductor.
(C) Yes, an uncharged insulator can charge a conductor by induction.
(D) Yes, a charged insulator can charge a conductor upon contact.
3. True or false—A liquid can be an insulating material.
(A) true
(B) false
4. If you dive into a pool of seawater through which an equal amount of positively and negatively charged particles is moving, will you receive an electric shock?
(A) Yes, because negatively charged particles are moving.
(B) No, because positively charged particles are moving.
(C) Yes, because positively and negatively charged particles are moving.
(D) No, because equal amounts of positively and negatively charged particles are moving.
5. Two identical conducting spheres are charged with a net charge of +5.0 C on the first sphere and a net charge of −8.0 C on the second sphere. The spheres are brought together, allowed to touch, and then separated. What is the net charge on each sphere now?
(A) −3.0 C
(B) −1.5 C
(C) +1.5 C
(D)
+3.0 C
6. How is the charge of the proton related to the charge of the electron?
(A) The magnitudes of charge of the proton and the electron are equal, but the charge of the proton is positive, whereas the charge of the electron is negative.
(C) The magnitudes of charge of the proton and the electron are equal, but the charge of the proton is negative, whereas the charge of the electron is positive.
(B) The magnitudes of charge of the proton and the electron are unequal, but the charge of the proton is positive, whereas the charge of the electron is negative.
(D) The magnitudes of charge of the proton and the electron are unequal, but the charge of the proton is negative, whereas the charge of the electron is positive.
7. Which one of the following statements best explains why tiny bits of paper are attracted to a charged rubber rod?
(A) Paper is naturally a positive material.
(C) The paper becomes polarized by induction.
(B) Paper is naturally a negative material.
(D) The paper acquires a net positive charge by induction.
8. A charged conductor is brought near an uncharged insulator. Which one of the following statements is true?
(A) Both objects will repel each other.
(C) Neither object exerts an electrical force on the other.
(B) Both objects will attract each other.
(D) The objects will repel each other only if the conductor has a negative charge.
(E) The objects will attract each other only if the conductor has a positive charge.
9. Two uncharged conducting spheres, A and B, are suspended from insulating threads so that they touch each other as shown in (a). While a negatively charged rod is held near, but not touching sphere A, the two spheres are separated as shown in (b).
How will the spheres be charged, if at all?
10. Each of three objects has a net charge:
Objects A and B attract one another.
Objects A and C repel one another.
Objects B and C also attract one another.
Which one of the following table entries is a possible combination of the signs of the net charges on these three objects?
11. The rate at which charge flows through a circuit is referred to as the
(A) current.
(B) resistance.
(C) potential difference.
(D) power.
12. Which one of the following expressions is a current?
(A) 4.0 Ω
(B) 1.5 V
(C) 7.5 Watt
(D) 2.0 A
13. Which types of observations can be used to indicate the rate at which charge flows?
(A) Observe the bulb brightness.
(B) Observe the number of the wires.
(C) Observe the color of the wires.
14. Potential difference is a measure of
(A) the energy the of the charges.
(B) the number of charges in the wire.
(C) how fast the charges move.
(D) the rate at which charge flows.
15. Resistance is
(A) the opposition to the flow of charge.
(B) the rate at which charge flows.
(C) the energy of the charges.
(D) the rate at which energy is dissipated.
16. How does a resistor dissipate power?
(A) A resistor dissipates power in the form of heat.
(B) A resistor dissipates power in the form of sound.
(C) A resistor dissipates power in the form of light.
(D) A resistor dissipates power in the form of charge.
17. A circuit with a light bulb has a current of 2.0 Amps. A second light bulb is added to the circuit in series with the other light bulb. How does the resistance and the current in the circuit change?
18. The batteries and bulbs of the two circuits shown below are identical. In which circuit will the bulbs shine the brightest?
(A) The bulbs will shine the brightest in Circuit A.
(C) The bulb brightness will be the same in both circuits.
(B) The bulbs will shine the brightest in Circuit B.
19. What affect will adding more light bulbs in parallel have upon the resistance and current in a circuit?
20. The batteries and bulbs of the two circuits shown below are identical. In which circuit will the bulbs shine the brightest?
(A) The bulbs will shine the brightest in Circuit A.
(C) The bulb brightness will be the same in both circuits.
(B) The bulbs will shine the brightest in Circuit B.
21. The function of a _______________ is to prevent current overload in a circuit.
(A) switch
(B) circuit breaker
(C) outlet
(D) extension cord
22. 6.0 C of charge pass through a wire in 20.0 s. Calculate the current in the wire.
23. A current of 0.5 A flows through a wire. How much charge passes through in 1.0 minute?
24. Electrons with a charge of 1.6x10 -19 C have an electrical potential of 12 V. Calculate the energy of each electron.
25. The charges flowing in the circuit have 8.0x10 -19 J of energy. Given a charge of 1.6x10 -19 C, calculate the electric potential of the charges.
26. The label on a hairdryer says that is uses 100W of power. If the hairdryer is used for 10 minutes, how much energy is transformed?
27. A TV uses 10 kWh per month. If electricity costs 9 ¢/kWh, how much would it cost per year?
28. An oven uses 3600W of power to bake. How much does it cost to use the oven for 30 minutes using a cost of 9 ¢/kWh?
29. Draw a schematic diagram showing a 9.0 V battery, a switch, a light bulb, and a resistor connected in series.
30. Draw a schematic diagram showing a 9.0 V battery connected to a resistor and a light bulb in parallel. | <urn:uuid:c691e8ee-662f-416b-8728-473634ab2974> | CC-MAIN-2024-22 | https://libbyteach.net/sc10f/Physics/Electricity%20Review.pdf | 2024-05-24T23:03:05+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058751.45/warc/CC-MAIN-20240524214158-20240525004158-00717.warc.gz | 320,721,568 | 1,647 | eng_Latn | eng_Latn | 0.997253 | eng_Latn | 0.998609 | [
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Children will:
- be supported to speak in full sentences this term and throughout the year, answering questions of 'who,' 'what,' where,' when' and in response to their experiences of festivals and celebrations.
- continue to recognise and respond to their names in a variety of ways: for self-registration, in songs and rhymes, for collection times.
- learn songs and rhymes off by heart and re-enact stories in our role play area
- learn the expectations for when we sit on the carpet: sitting nicely, listening, voices away (for story time, for example).
- participate in a vote to decide the new tooth brushing song.
Children will experience different ways to express gross and fine motor skills including (examples):
- running, jumping, climbing, hopping, skipping, dancing
- obstacle courses
- bikes/ trikes/ scooters and cars
- threading
- using paintbrushes, pens, pencils, scissors, cutlery and tweezers
- puzzles
- dough disco to increase their fine motor skills
The children will move their learning from the Nursery area and explore the car park looking at the different vehicles they can see, practise road safety by crossing the pedestrian crossing outside school, and do a traffic survey from the fence line of the KS2 playground.
Children will have experience of a wide range of books, including stories, rhymes and non-fiction. They will listen to books with transport themes and have opportunities to discuss these and re-enact these in role-play opportunities.
They will continue to mark-make using a variety of media including, paint, chalk, water, sand, foam and pencils/ pens. They will also use a variety of media such as paper, large collaborative mark making, exercise books, diaries, sticky notes and begin to write for a purpose in different areas of the classroom and outdoor environment.
In phonics, the children will be learning to recognise rhyming words and rhythm in stories and poetry. They will play 'silly soup' matching words that rhyme and picking ones that don't.
Children will have a focus on Transport this term, learning about different vehicles that travel on the road, by air, sea and space. They will use small world toys, stories, role play and photos to learn about different ways we travel. The children will also develop their map skills by drawing their own placemat, a map of the classroom, then progressing to a map of their journey to school. The children will learn there is a wider world they can access with transport learning about China and travel such as passports and flags.
Festivals and celebrations this term will include Chinese/Lunar New Year and Valentine's Day.
Children will learn:
- Their colour groups in order to support their independence in putting away and collecting their own belongings and working in these groups.
- To manage their own personal hygiene needs, including going to the toilet, dressing and undressing (jumpers and coats), hand washing, using a tissue, and also continuing teeth brushing this half term.
- How to play co-operatively and take turns.
- The children will learn about what makes them special and what makes them different from each other, including talents/things they are good at.
- To think about how they are feeling when they come into Nursery and match their name to a feeling.
Children will have a varied experience of numbers to ten and beyond, including in the indoor and outdoor environments. They will learn 1-1 correspondence with a variety of objects and in their stories, songs and rhymes.
Children will learn mathematical vocabulary associated with position. For example, 'beside', 'next to', 'between', 'front', 'behind'. They will also continue to learn the names and properties of 2D shapes in their daily activities.
Children will also have opportunities to subitise numbers to 6 on dice. The children will learn to make marks for a tally chart counting cars and transport on the street and in the carpark.
Children will:
- Explore materials and gain ideas about how to use them, including scissor use and colour mixing.
- Develop their pretend play, become aware of rules and take on roles. They will create their own play with both 'small world' toys and large boxes, using their imagination.
- Experience messy play including: painting, water play, sand play and mud play, foam, arts and crafts.
- Make art related to festivals such as Chinese New Year
- Perform songs and rhymes, engaging in music-making and dance.
Artwork this half term includes:
- La Terrace de Sainte Adresse by Monet
- The Great Wave by Hokusai
- The Fighting Temeraire by JMW Turner | <urn:uuid:b1813c72-9ed1-4eaf-9cbc-1590f5468648> | CC-MAIN-2024-22 | https://pinnerpark.harrow.sch.uk/uploads/1/2/6/1/126187870/nursery_-_spring_1__-_curriculum_snapshot_-_22-23.pdf | 2024-05-24T23:41:14+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058751.45/warc/CC-MAIN-20240524214158-20240525004158-00719.warc.gz | 403,915,406 | 952 | eng_Latn | eng_Latn | 0.998608 | eng_Latn | 0.998608 | [
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Spelling list: 7th grade words: v
Graded spelling list for 7th Grade students. Words starting with v.
valuable
You have been a asset to the company. valuable
various
There were amusements at the carnival. various
vehicle
Good locks can deter theft. vehicle
version
I'd like to hear your of events. version
vertical
A cliff is a precipice. vertical
victim
Courtney was a of hate crime. victim
vigorously
I washed my hands after touching raw meat. vigorously
violation
It would be a of human rights to not have access to clean water. violation
visualize
After reading the book, Ben could really what the characters visualize looked like.
volcano
Lava is hot molten rock from a . volcano
voyage
The rough sea made the to Antigua exciting. voyage
page 1
This word list
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Q & A – Flying the Aboriginal and Torres Strait Islander Flags
1. Why are there two different flags for Aboriginal and Torres Strait Islander peoples?
Aboriginal and Torres Strait Islander peoples represent two distinct cultures. Therefore, each has its own flag, representing its own unique identity.
It is important to recognise that even within each group, various languages and traditions are practiced all across Australia. Some of these groups have their own flags, or adaptations of these flags.
Flying the Aboriginal and Torres Strait Islander flags demonstrates Australia's recognition of First Nation peoples, promoting a sense of community partnership and a commitment toward reconciliation.
2. What do the flags mean?
Each flag has a different history, and in 1995 both were recognized as official flags of Australia under Commonwealth legislation.
The Aboriginal Flag was designed by Harold Thomas, a Luritja man from Central Australia. According to Thomas, the meaning of the flag is represented through:
Black: The Aboriginal peoples
Yellow: The Sun – the giver of life and protector
Red: The red earth – red ochre and a spiritual relationship to the land
The flag was first flown at Victoria Square in Adelaide on National Aborigines Day, 12 July 1971, after which it was chosen as the flag for the Aboriginal Tent Embassy in 1972.
The Torres Strait Islander flag was designed by the late Bernard Namok of Thursday Island. The flag was recognised by the Aboriginal and Torres Strait Islander Commission in June 1992 and given equal prominence with the Aboriginal flag. The meaning of the Torres Strait Islander flag is represented through:
Green: Land
Blue: Sea
White: Peace
Black: The Torres Strait Islander peoples
At the centre of the Torres Strait Islander flag is a dhari (headdress) that represents the Torres Strait Islander peoples, and a five pointed star that represents the five major island groups, and the role of navigation in this sea-faring culture.
3. How should Aboriginal and Torres Strait Islander flags be displayed?
Flags should be flown and displayed in a dignified manner. This means that they should not be used as a curtain to unveil a monument or plaque, or used as table or seat covers. Flags should not be allowed to fall or lie upon the ground.
Flags should not be flown at night unless they are properly lit. Each flag should be flown from a separate halyard (flagpole).
Each flag flown should be the same size, and usually, flagpoles should be of an identical height. Tattered, torn, or dilapidated flags should not be flown, and may be destroyed privately.
It is important that the local community is consulted prior to the raising of Aboriginal and Torres Strait Islander flags. It is also important that flags are flown in an upright position. For the Aboriginal flag, this means that the black half is above the red. For the Torres Strait Islander flag, this means that the star is positioned below the dhari.
Both flags are of equal importance, and individual circumstances determine which flag, if not both, should be flown.
4. In what order should the flags be flown in?
The Australian flag should take a position of precedence over other flags. This means that if all flagpoles are of the same height, then the Australian flag is positioned on the extreme left hand side (as seen by the audience facing it). This may then be followed by state/territory flags, and finally the Aboriginal and Torres Strait islander flags.
Where one flagpole is taller than others, the Australian flag should be positioned here, with other flags at the same height below it. These other flags should once again be ordered by precedence from left to right.
On Commonwealth occasions, and Aboriginal and Torres Strait Islander occasions for their peoples, the Australian Aboriginal Flag or the Australian Torres Strait Islander Flag may follow the Australian Nation Flag ahead of others.
For further information, visit the Department of Prime Minister and Cabinet website, or contact the Commonwealth Flags Officer via firstname.lastname@example.org.
5. What about copyright?
Permission is not required to fly either the Aboriginal or Torres Strait Islander flags. Different rules however apply to reproduce each flag.
Aboriginal Flag reproduction
In 1997, the Federal Court of Australia found that Harold Thomas was the owner of the copyright in the design of the Aboriginal flag.
Following some licensing and usage controversies, the Federal Government acquired the rights to the Aboriginal flag on behalf of the Commonwealth in an agreement with Harold Thomas in 2022.
With the copyright now with the Commonwealth, the Aboriginal flag is managed in a similar way to the Australian flag; that is it is free to be reproduced on eg clothes or stickers or on digital media, based on the requirement that it is presented in a respectful way.
Torres Strait Islander Flag reproduction
The copyright of the Torres Strait Islander flag is held by the Torres Strait Island Regional Council, previously the Island Coordinating Council (ICC) which along with the 15 Island Communities amalgamated to form the Torres Strait Island Regional Council.
The Torres Strait Island Regional Council permits the reproduction of the Torres Strait Islander flag only under the conditions that:
[x] Where appropriate, recognition is given to the original designer, the late Mr Bernard Namok
[x] The original PMS (Pantone Matching System) flag colours must be used
[x] Permission is to be received in writing from the Torres Strait Island Regional Council prior to its use
As with any product associated with Aboriginal and or Torres Strait Islander cultures, Reconciliation Australia encourages the purchase of these products only from Indigenousowned businesses.
6. Where can I purchase an Aboriginal or Torres Strait Islander flag?
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Community Spread of COVID-19 – Children as Transmission Vectors?
To Go or Not To Go to School
The State of Maryland's closure of all public schools on March 16, 2020 was one part of the broad measures aimed at stopping the spread of COVID-19 and protecting lives. When calling for schools to reopen no later than March 1st, Governor Larry Hogan cited the academic, social, and mental health toll distance learning and isolation is having on our youth. Undoubtedly the school closures have widened the already alarming health and educational inequities that many children struggle with every day. However, concerns remain over in-person education being a potential vector for disease transmission – for students, parents, teachers, and the broader community.
Research into COVID-19 has largely ignored children because of their seemingly mild response to the virus. However, a deeper understanding of how this pandemic affects childhood development will be beneficial to supporting the future generation. To address concerns over the potential reopening of schools, we have examined county-level data from the United States (U.S.) that includes features such as age, race/ethnicity, gender, educational status, economic status, housing density, and underlying disease conditions to find contributing socio-demographic factors that are correlated with COVID-19 cases and deaths. We used a Random Forest Regressor as an AI model and SHAP values to determine the social factors most closely associated with COVID19 cases and deaths.
This is the Time for Distance Learning
Recent studies show evidence that there are more COVID-19 cases among children and adolescents compared to the elderly. In Maryland, the total number of cases among children under 10 years of age is 18,747 while 14,553 cases were reported for people over 80 years of age (Figure 1).
In California, the age group from 0-17 years old accounted for 12.8% of positive cases while people 65+ years accounted for 10.6% of positive cases. Children make up between 6-18% of the total testing from 11 U.S. states and their positivity rate ranged between 7-29.1% for COVID-19
infections. 1 This suggests that given limited testing of children, we may not know how susceptible children actually are to COVID-19.
One modelling study found that when taken as an isolated measure, school closures were predicted to decrease cumulative deaths by approximately 2-4%. 2 Despite this, decreases in COVID-19 cases were noted after schools and daycares closed within many communities. This suggests that children or teachers and school administrators may be potential carriers and vectors of COVID-19 transmission. Initial COVID-19 studies focused on higher mortality risks among elderly age groups. Early on in the pandemic, explanations given for lower COVID-19 cases among children include fewer underlying medical conditions, healthier respiratory tracts due to less exposure to air pollution or cigarette smoke, and stronger innate immune responses. However, many explanations also emphasized the less developed ACE2 protein receptors in children. ACE2 has been shown to bind to the SARS-CoV-2 spike protein and promote internalization of the virus into human cells.
Children have less mature, and therefore, decreased functionality of ACE2 protein receptors for SARS-CoV-2 entry into cells. 3 However, there is now supporting evidence that suggests that children are susceptible to COVID-19, potentially contradicting previous understandings of coronaviruses. Specifically, data showed that pediatric patients with COVID-19 had mild or asymptomatic disease accompanied by pneumonia in about half the cases. 3 Therefore, while children are less likely to die from COVID-19, their chances of catching and spreading the virus may be similar to other age groups.
One study into children as potential carriers has revealed that the virus was present in the respiratory tract of children for a mean (SD) of 17.6 (6.7) days regardless of whether they were
1 COVID-19 in children: the link in the transmission chain
2 School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review
3 Symptomatic and Asymptomatic Viral Shedding in Pediatric Patients Infected With Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2)
asymptomatic. 4 When specifically looking at asymptomatic children, the average number of days in which the virus was detected was 14.1. This is concerning because unless they are tested or the virus is not infectious at that time, these groups of children may be able to spread COVID-19 and have a significant impact on community transmission. 4 Furthermore, another study found that while children were asymptomatic or pre-symptomatic, they had a much higher viral load in their upper airways compared to adults who were hospitalized. 4 Based on these observations, children, and therefore schools may be an important vector of significant COVID-19 transmission.
Be Cool – Go to School
There are many factors that must be considered when determining whether to reopen schools. In addition to COVID-19 transmission, students' mental and emotional wellbeing must be taken into account, in addition to the exacerbation of health and educational inequities exposed by the school closures. In-person learning has many known and established benefits. In a classroom setting, students learn critical socio-emotional skills such as how to set and achieve positive goals and how to regulate their emotions. Due to pandemic-related school closures, many students have lost access to various school-based resources, such as mental health, nutrition, and special education programs. In the U.S., 64% of schools offer mental health treatment and 71% offer mental health disorder diagnostic assessments. 5 Moreover, the National School Lunch Program (NSLP) serves 20.1 million free lunches to American students every day, and provides 1.7 million reduced price lunches, in which students pay $0.40 for their meal. 6 During the 2018-2019 academic year, 7.1 million, or 14% of all public school students between the ages of 3-21, received special education services under the Individuals with Disabilities Education Act (IDEA). 8 These services include speech, occupational, and physical therapy. Undoubtedly, for many children and adolescents, schools provide necessary resources they may be unable to receive at home or outside of a school setting. This is especially true for low-income parents who cannot afford such services and rely heavily on schools.
School districts have several options across the spectrum from fully remote to fully in-person to consider as they evaluate their reopening plans. Although remote learning may be safest in terms of COVID-19 exposure, students lack the attention and interaction afforded to them through live classroom instruction, and some lack the technological resources and access they need to succeed. Predominantly, the school closures have widened educational inequities that have been disproportionately affecting students for years. The "homework gap," a term coined to describe the struggles students experience when working on homework assignments at home without
4 Pediatric Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2): Clinical Presentation, Infectivity, and Immune Responses
5 Explore Data on Mental Health Services in K-12 Public Schools for Mental Health Awareness Month 6 School Meal Trends & Stats
adequate access to the internet or laptops, compared to students who have sufficient access, 7 is widespread these days. 16.9 million students do not have access to high-speed home internet or a computer, causing them to fall behind. 8 This is especially prevalent in rural communities, where 1.7 million households do not have access to high-speed internet typically required for distance learning. 9 In addition, a classroom setting decreases the chances of students being distracted. This lack of engagement can also negatively impact student's social growth and development. Children are less able to apply the socio-emotional skills they learned while engaging in distance learning. During the pandemic, students were mostly at home with no interactions with other students, which affects the development of communication skills. An in-person school setting allows children to more easily learn how to behave in groups, develop and maintain friendships, and how to interact and form relationships with individuals outside of their family. Being able to interact regularly in social settings allows a child to build relationships with different people. The school environment allows children to meet, interact with, and form relationships with peers broadening their perspectives.
Where do we go from here?
More research and investigation needs to be done on the impact of children as a vector of transmission to teachers, parents, and other community members. However, in light of these observations, it is important to understand the effect pandemic disease as well as disease countermeasures have on child development. This effort will help develop preventive measures necessary to protect the community health and wellbeing today while simultaneously ensuring childhood wellbeing and our collective future tomorrow.
7 Students with Disabilities
8 Students of Color Caught in the Homework Gap | <urn:uuid:55b0f012-7112-4444-b638-a6ff772d0d86> | CC-MAIN-2024-22 | https://www.hsr.health/_files/ugd/b0bc49_63341246bc4e4924aef1e3e4edb1191f.pdf | 2024-05-24T22:37:42+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058751.45/warc/CC-MAIN-20240524214158-20240525004158-00717.warc.gz | 710,023,031 | 1,820 | eng_Latn | eng_Latn | 0.99814 | eng_Latn | 0.998161 | [
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2012 Annual Drinking Water Quality Report
North Brookfield Water Department
For
North Brookfield, Massachusetts MassDEP PWS ID # 2212000
Once again we are pleased to provide you with our annual water quality report for the past year. This report is designed to inform you about the quality water and services we deliver to you every day. Our goal is to provide you with a safe and dependable supply of drinking water that meets all state and federal drinking water standards.
As new challenges to drinking water safety emerge, we will be vigilant in maintaining our objective of providing quality drinking water.
PUBLIC WATER SYSTEM INFORMATION
Address:
14 Bell Road, North Brookfield, MA 01535
Telephone #:
(508) 867-0207
Fax #: (508) 867-0224
E-mail:
firstname.lastname@example.org
Web Page:
http://www.northbrookfield.net/water_dept.htm
Facebook:
North Brookfield Water
Contact Person:
Stephen Jones, Superintendent
Board of Water Commissioners: Tim Nason, Chairman
Plant Operator: Andrew Lalashius
James Kularski John Thomasian
Adm. Assistant: Shiela LeBlanc
OPPORTUNITIES FOR PUBLIC PARTICIPATION
Board of Water Commissioners Meetings: First Monday of Each Month at 6:00 pm in the Water Treatment Facility, 14 Bell Road, North Brookfield, MA. As posted with the Town Clerk.
Office Hours: Monday – Friday - 8:00am -2:00pm
YOUR DRINKING WATER SOURCE
Where Does My Drinking Water Come From?
The water from the Horse Pond Reservoir flows by gravity to the Raw Water Pump Station on Oakham Road. A coagulant is added to ensure particles in the water will stick together to form larger particles that can be filtered out. It is then pumped up to the water treatment plant on Bell Hill. At the treatment plant the water goes through an adsorption clarifier and then a mixed media filter that removes particles that are in the water. The water is then disinfected using chlorine while traveling through the clearwell. The water is then pumped to the 1.5 million gallon storage tank that is located beside the treatment plant. From the storage tank the water flows by gravity to all parts of the town. The amount of water pressure that you have depends on the elevation of your residence.
W
The North Brookfield water distribution system is interconnected with the East Brookfield water distribution. We used East Brookfield's water to supply the residences in the Lake Lashaway area for six (6) hours on August 28, 2012 while we replaced a valve in the pressure regulator on the Old East Brookfield Road. This enabled us to supply these houses with uninterrupted water service during this time. East Brookfield's water comes from the West Street Well. They can be reached by calling 508-867-6575.
2012 IN REVIEW
2012 saw the completion of the Horse Pond Dam repair and reconstruction. The backside of the dam was buttressed to add strength, the 36" low level gate valve was replaced and the spillway was reconstructed. The cost of the project came in on budget. The picture below shows Water Department Staff checking out the new walkway and weir board setup.
A Phase I Inspection was completed on the Doane Pond Dam. It was rated as being in "Fair" condition. We repaired and reshingled the roof on the gatehouse at this dam. Although Doane Pond is no longer used as a drinking water source, we still list it as an emergency water supply.
The Water Treatment Plant is now 12 years old which means that some of the equipment has become obsolete or failed altogether. We replaced all three continuous turbidimeters, the spectrophotometer, and the continuous chlorine analyzer in 2012.
SOURCE WATER ASSESSMENT PROGRAM
The Source Water Assessment and Protection (SWAP) program assesses the susceptibility of public water supplies.
What is my system's ranking?
A susceptibility ranking of High was assigned to this system using the information collected during the assessment by D.E.P.
Where Can I See The Swap Report?
The complete SWAP is available at the Water Department or online at www.mass.gov./dep/water/drinking/swapreps.htm. For more information please contact the Water Department at (508) 867-0207.
What are the Key Issues for Our Water Supply?
The overall ranking of susceptibility to contamination for the system is High, based on possible microbial contaminants from aquatic wildlife. Also noted is a Medium Threat from the septic tanks and the heating fuel storage at the residences in the watershed, The report commends the water system for taking an active role in promoting source protection measures in the Water Supply Protection Area.
2012 WATER QUALITY TESTING RESULTS
Total Coliform: Coliforms are bacteria that are naturally present in the environment and are used as an indicator that other potentially harmful bacteria may be present.
Lead & Copper compliance is based on the 90th percentile value, which is the highest level found in 18 out of every 20 homes sampled. This number is compared to the action level for each contaminant. It should be noted that although North Brookfield has made great strides in reducing the corrosion of lead into drinking water there is still the possibility that some homes may have elevated lead in water taken from the tap after it has gone unused for many hours. If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The North Brookfield Water Department is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components.
When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.ep.gov/safewater/lead.
Some people who drink water containing Trichlorethane 1.1.1 in excess of the MCL over many years could experience problems with liver, nervous system and circulatory system.
Turbidity is a measure of the cloudiness of the water. We monitor it because it is a good indicator of the effectiveness of our filtration system.
Unregulated contaminants are those for which EPA has not established drinking water standards. The purpose of unregulated contaminant monitoring is to assist EPA in determining their occurrence in drinking water and whether future regulation is warranted.
Sodium-sensitive individuals, such as those experiencing hypertension, kidney failure, or congestive heart failure, should be aware of the levels of sodium in their drinking water where exposures are being carefully controlled.
Some people who drink water containing bromodichloromethane at high concentrations for many years could experience liver and kidney problems.
Some people who drink water containing chloroform at high concentrations for many years could experience liver and kidney problems and may have an increased risk of cancer.
Some people who drink water containing chloromethane at high concentrations for many years could experience dizziness and fatigue.
Monitoring Waivers: The North Brookfield Water Department has received monitoring waivers for the following contaminants: (IOC) Inorganic Chemicals, Arsenic and Perchlorate for 2011—2019.
The Mass DEP/DWP's determination in approving these waivers for our source was based on information that was previously submitted to them, the land use inventory, SWAP and other inventory records on file with their office.
SUBSTANCES FOUND IN TAP WATER
Sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturallyoccurring minerals, and in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source water include:
Microbial contaminants - such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife.
Inorganic contaminants - such as salts and metals, which can be naturally-occurring or result from urban stormwater runoff, industrial or domestic wastewater discharges, oil and gas production, mining, and farming. Pesticides and herbicides - which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses.
Radioactive contaminants - which can be naturally occurring or be the result of oil and gas production and mining activities.
Organic chemical contaminants - including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also, come from gas stations, urban storm water runoff and septic systems.
In order to ensure that tap water is safe to drink, MassDEP and U.S. Environmental Protection Agency (EPA) prescribe regulations that limit the amount of certain contaminants in water provided by public water systems. Food and Drug Administration (FDA) and Massachusetts Department of Public Health (DPH) regulations establish limits for contaminants in bottled water that must provide the same protection for public health. All drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline at 800-426-4791.
Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and some infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/Centers for Disease Control and Prevention (CDC) guidelines on lowering the risk of infection by cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline at 800-426-4791.
IMPORTANT DEFINITIONS
Maximum Contaminant Level (MCL) – The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
Maximum Contaminant Level Goal (MCLG) –The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
Maximum Residual Disinfectant Level (MRDL) -- The highest level of a disinfectant (chlorine, chloramines, chlorine dioxide) allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
Maximum Residual Disinfectant Level Goal (MRDLG) -- The level of a drinking water disinfectant (chlorine, chloramines, chlorine dioxide) below which there is no known of expected risk to health. MRDLG's do not reflect the benefits of the use of disinfectants to control microbial contaminants.
Treatment Technique (TT) – A required process intended to reduce the level of a contaminant in drinking water.
Action Level (AL) – The concentration of a contaminant which, if exceeded, triggers treatment or other requirements that a water system must follow.
90 th Percentile – Out of every 10 homes sampled, 9 were at or below this level.
```
ppm = parts per million, or milligrams per liter (mg/l) NTU = Nephelometric Turbidity Units ppb = parts per billion, or micrograms per liter (ug/l) pCi/l = picocuries per liter (a measure of radioactivity)
```
Secondary Maximum Contaminant Level (SMCL) – These standards are developed to protect the aesthetic qualities of drinking water and are not health based.
Massachusetts Office of Research and Standards Guideline (ORSG) – This is the concentration of a chemical in drinking water, at or below which, adverse health effects are unlikely to occur after chronic (lifetime) exposure. If exceeded, it serves as an indicator of the potential need for further action.
CROSS CONNECTION AND BACKFLOW
The North Brookfield Water Department makes every effort to ensure that the water delivered to your home and business is clean, safe, and free of contamination. Our staff works very hard to protect the quality of the water delivered to our customers from the time the water is withdrawn from our surface water source, throughout the entire treatment and distribution system. But what happens when the water reaches your home or business? There is still a need to protect the water quality from contamination caused by a cross-connection.
What is a cross-connection?
A cross-connection occurs whenever the drinking water supply is or could be in contact with potential sources of pollution or contamination. Cross-connections exist in piping arrangements or equipment that allows the drinking water to come in contact with non-potable liquids, solids, or gases (hazardous to humans) in event of a backflow.
What is backflow?
Backflow is the undesired reverse of the water flow in the drinking water distribution lines. This backward flow of water can occur when the pressure created by equipment or a system, such as a boiler or air-conditioning, is higher than the water pressure inside the water distribution line (backpressure), or when the pressure in the distribution line drops due to routine occurrences such as water main breaks or heavy water demand causing the water to flow backward inside the water distribution system (backsiphonage). Backflow is a problem that many water consumers are unaware of. And every water customer has a responsibility to help prevent them.
What you can do to help prevent a cross-connection
* Never submerge a hose in soapy water buckets, pet watering containers, pool, tubs, sinks, drains, or chemicals.
Without the proper protection something as simple as a garden hose has the potential to contaminate or pollute the drinking water lines in your house. In fact, over half of the country's cross-connection incidents involve unprotected garden hoses. There are very simple steps that you, as a drinking water user, can take to prevent such hazards:
* Never attached a hose to a garden sprayer without the proper backflow preventer.
* Identify and be aware of potential cross-connections to your water line.
* Buy and install a hose bib vacuum breaker on every threaded water fixture. The installation can be as easy as attaching a garden hose to a spigot. This inexpensive device is available at most hardware stores and home-improvement centers.
* Buy appliances and equipment with a backflow preventer.
* Buy and install backflow prevention devices or assemblies for all high and moderate hazard connections.
If you are the owner or manager of a property that is being used as a commercial, industrial, or institutional facility you must have your property's plumbing system surveyed for cross-connection. If your property has NOT been surveyed for cross-connection, contact the North Brookfield Water Department to schedule a crossconnection survey.
The Massachusetts Drinking Water Regulations, 310 CMR 22.00, requires all public water systems to have an approved and fully implemented Cross-Connection Control Program (CCCP). The North Brookfield Water Department is working diligently to protect the public health of its drinking water customers from the hazards caused by unprotected cross-connections. We are doing this through the implementation of our crossconnection survey program, elimination or proper protection of all identified cross-connections, the registration of all cross-connections protected by reduced pressure backflow preventers (RPBPs) or double check valve assemblies (DCVAs), and the implementation of a testing program for all RPBPs and DCVAs.
There were ninety three (93) routine tests conducted on the backflow devices in North Brookfield during 2012. Three devices failed the testing. All three were repaired by the owners and successfully retested.
WATER CONSERVATION TIPS FOR RESIDENTS
Outdoors
* Skip lawn irrigation systems. Many people have installed underground automatic sprinkler systems and have found they use lots of water, increasing their water bill considerably. Is your lawn being green worth the increased cost?
* Plant in the fall when conditions are cooler and rainfall is more plentiful.
* Maximize the use of natural vegetation and establish smaller lawns. For portions of your lot where a lawn and landscaping are desired, ask your local nursery for tips about plants and grasses with low water demand (such as creeping fescue). Consider planting more trees, shrubs, ground covers, and less grass. Shrubs and ground covers provide greenery for much of the year and usually demand less water. Use native plants in flower beds. Native plants have adapted to rainfall conditions in New England and often provide good wildlife habitat. Cluster plants that require extra care together to minimize time and save water.
* When mowing your lawn, set the mower blades to 2-3 inches high. Longer grass shades the soil improving moisture retention, has more leaf surface to take in sunlight, allowing it to grow thicker and develop a deeper root system. This helps grass survive drought, tolerate insect damage and fend off disease.
* Add compost or an organic matter to soil as necessary, to improve soil conditions and water retention.
* Apply mulch around shrubs and flower beds to reduce evaporation, promote plant growth and control weeds.
* Collect rainfall for irrigation in a screened container (to prevent mosquito larvae growth).
* Winterize outdoor spigots when temperatures dip below freezing to prevent pipes from leaking or bursting.
* Always use a broom to clean walkways, driveways, decks and porches, rather than hosing off these areas.
In the Kitchen
* Only run the dishwasher when it's full.
* Install faucet aerators.
* Only use the garbage disposal when necessary (composting is a great alternative).
In the Bathroom
* Shorten your shower by a minute or two and you'll save up to 150 gallons per month.
* Repair leaky toilets. Add 12 drops of food coloring into the tank, and if color appears in the bowl one hour later, your toilet is leaking.
* Turn off the water to brush your teeth.
* Upgrade older toilets with water efficient models.
* Install faucet aerators and low-flow showerheads.
Laundry
* Run full loads of laundry.
* When purchasing a new washing machine, buy a water saving model that can be adjusted to the load size.
* When doing laundry, match the water level to the size of the load.
* Washing dark clothes in cold water saves both on water and energy while it helps your clothes to keep their colors.
Dear Water Consumer:
This is your Annual Drinking Water Quality Report for 2012. It contains important information about your water that is supplied by the Town North Brookfield.
Landlords: Please make this report available to your tenants.
Businesses: Please post this report where your employees and customers may read it.
Public Buildings: Please post this report where it may be read by people who may drink this water.
Additional copies of this year's report are available from the Water Department at 14 Bell Road or on the Town's website. Very limited supplies of previous years' reports are also available.
Our goal is to provide you with a continuous supply of quality drinking water. We welcome comments and suggestions you may have to help us reach and maintain that goal.
Respectfully,
Stephen G. Jones,
Water Superintendent
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MEETING OTHER CULTURES: MODULE OUTLINE
Purpose
Students explore and talk about some characteristics of and things that contribute to a specific culture. They describe some of the similarities and differences between their own and the target language culture.
Core learning outcomes
This module is designed for students in the elementary stage of LOTE learning.
Outcomes for students at the elementary stage would be:
Comprehending 3.1, 3.2, 3.3, 4.1, 4.2, 4.3
Composing 3.4, 3.5, 3.6, 4.4, 4.5, 4.6
Some students could be in the beginner stage of LOTE learning.
Outcomes for students at the beginner stage would be:
Comprehending 1.1, 1.2, 1.3, 2.1, 2.2, 2.3
Composing 1.4, 1.5, 1.6, 2.4, 2.5, 2.6
To see the detailed descriptions, click on the relevant level.
Field: International worldBand: Upper primary
Content
The content for this module is delineated in the field and tasks and under the headings of 'sociocultural understanding' and 'functions and language elements'. The teacher will need to select a range of appropriate process skills and strategies that will meet the current needs of the students. Students' needs and teaching programs will determine the specific content of form-focused instruction.
Sociocultural understanding
Students explore and talk about some characteristics of and things that contribute to a specific culture. They describe some of the similarities and differences between their own and the target language culture.
Suggested teacher language
This natural language provides rich input.
Teaching considerations
Functions and language elements
* identifying people, places and things: countries, aspects of culture, leisure activities, clothing, food
* describing people and places: nationality, physical descriptions, all, many, some
* describing and asking about routines and habits: lifestyle, frequency
* describing activities and events: cultural events
* identifying when: usually, often, sometimes, seldom
* comparing: same/different
* expressing likes and dislikes
* expressing opinions: good, okay
* giving reasons
* making arrangements
Assessment strategy
In Unit 1, Task 7 and Unit 2, Task 8 the teacher can collect and analyse written samples for a working portfolio. At what level can students use language to describe aspects of different cultures?
In Unit 1, Task 7 and Task 8 and Unit 2, Task 7 and Task 8 the teacher can record performance notes on students' presentations. At what level can students use language to speak about aspects of cultures?
In Unit 2, Task 3, Task 4, Task 5 and Task 6 the teacher can observe and make notes on students' informal oral interactions. At what level can students use language to speak about aspects of different cultures?
In Unit 2, Task 7 the teacher can observe and make notes on students' listening strategies and comprehension. At what level can students use language to identify generalisations made about different cultures?
Sample units
Two work units are provided for this module:
Unit 1: Countries and cultures
Unit 2: Is anyone typical?
Teaching considerations
This is an excellent module to help students recognise diversity and challenge cultural stereotypes. Draw on the diversity within the classroom to enrich the activities but be sensitive to the fact that not all students enjoy having their cultural background highlighted.
In considering how different cultures describe household members, note that there are variations within, as well as between, cultures and avoid stereotypes.
Discussion of issues relating to students' cultural and linguistic diversity requires great sensitivity. Not all cultures and languages are equally valued or respected in Australian society.
Note the complexities of some of the associated themes. You could liaise with the classroom teacher to ensure that issues of racism and the representation of different perspectives in history are explored appropriately at a later time.
COUNTRIES AND CULTURES: UNIT OVERVIEW
Orientating tasks
1 Label countries on a map. Compete in a quiz, matching countries and nationalities with pictures, realia and artefacts.
2 Group people according to certain characteristics. Make a concept web of 'culture', recording some characteristics of a culture.
Enhancing tasks
3 Compile fact sheets about a country and aspects of its culture and share them with a partner.
4 Identify the destination of a mystery flight by observing details of a place and its people.
5 Express an opinion about how many people in a culture exhibit a certain cultural characteristic or behaviour.
6 Read sample poems about children around the world, and write poems that follow the given formats.
Students' needs and teaching programs will determine the specific content of form-focused instruction.
Synthesising tasks
7 Write and illustrate sections of a book about the cultures within Australia.
8 Create an imaginary country and develop various aspects of that country's culture.
Print all Unit Tasks
Print all Unit Resources
Print all Unit Suggested Teacher Language
IS ANYONE TYPICAL?: UNIT OVERVIEW
Orientating tasks
1 Analyse pictures and profiles of characteristics and behaviour of students to determine if there is a 'typical' Australian.
2 Indicate the frequency of certain activities in Australian and target language culture.
Enhancing tasks
3 Develop an Australian menu, noting influences from other cultures on Australian food. Read texts to determine popular foods in the target country, noting any influences from other cultures.
4 Conduct a survey of music likes and habits. Express opinions about contemporary music in the target country.
5 Show in a graph how much free time students have in Australia and the target country. Plan activities for a free afternoon in Australia, noting how applicable this is for a student in the target country.
6 Examine the similarities and differences in clothing in Australia and the target country.
Students' needs and teaching programs will determine the specific content of form-focused instruction.
Synthesising tasks
7 Express opinions on generalisations about Australian culture and the target culture.
8 Prepare a pictorial project on Australian or the target culture, explaining why items were included.
Print all Unit Tasks
Print all Unit Resources
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NGSS Core Ideas Essential Questions
Physical Sciences
PS1: Matter and Its Interactions
How can one explain the structure, properties and interactions of matter?
PS1.A: Structure and Properties of Matter
How do particles combine to form the variety of matter on observes?
PS1.B: Chemical Reactions
How do substances combine or change (react} to make new substances?
PS1.C: Nuclear Processes
How does one characterize and explain these reactions and make predictions about them?
What forces hold nuclei together and mediate nuclear processes?
PS2: Motion and Stability: Forces and Interactions
How can one explain and predict interactions between objects and within systems of objects?
PS2.A: Forces and Motion
How can one predict an objects continued motion, change in motion, or stability?
PS2.B: Types of Interactions
What underlying forces explain the variety of interactions observed?
PS2.C: Stability and Instability in Physical Systems
Why are some ph ysical systems more stable than others?
PS3: Energy
How is energy transferred and conserved?
PS3.A: Definitions of Energy
What is energy?
PS3.B: Conservation of Energy and Energy Transfer
How is energy transferred between objects or systems?
What is meant by conservation of energy?
PS3.C: Relationship between Energy and Forces
How are forces related to energy?
PS3.D: Energy in
chemical Processes and Everyday Life
If energy is conserved, why do people say it is produced or used?
How do food and fuel provide energy?
PS4: Waves and Their Appl ications in Technologies for Information Transfer
How are waves used to transfer energy and information?
PS4.A: Wave Properties
What are the characteristic properties and behaviors of waves?
PS4.B: Electromagnetic Radiation
How can one explain the varied effects that involve light? What other forms of electromagnetic
What is light?
radiation are there?
PS4.C: Information Technologies and Instrumentation
How are instruments that transmit and detect waves used to expand human senses?
Life Sciences
LS1: From Molecules to Organisms: Structures and Processes
How do organisms live, grow, respond to their environment and reproduce?
LS1.A: Structure and Function
LS1.B: Growth and Development of Organisms
How do the structures of organisms enable life's functions?
How do organisms grow and develop?
LS1.C: Organization for Matter and energy flow in Organisms
How do organisms obtain and use the matter and energy they need to live and grow?
LS1.D: Information Processing
How do organisms detect, process and use information about the environment?
LS2: Ecosystems: Interactions, Energy, and Dynamics
How (and why} do organisms interact with their environment and what are the effects of these interactions?
LS2.A: Interdependent Relationships in Ecosystems
How do organisms interact with the living and nonliving environments to obtain matter and energy?
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
How do matter and energy move through an ecosystem?
LS2.C: Ecosystems Dynamics, Functions and Resilience
LS2.D: Social Interactions and Group Behavior
What happens to ecosystems when the environment changes?
How do organisms interact in groups so as to benefit individuals?
LS3: Heredity: Inheritance and Variation of Traits
How are characteristics of one generation passed to the next?
How can individuals of the same species and even siblings have different characteristics?
LS3.A: Inheritance of Traits
How are the characteristics of one generation related to the previous generation?
LS3.B: Variation of Traits
Why (How) do individuals of the same species vary in how they look, function and behave?
LS4: Biological Evolution: Unity and Diversity
How can there be so many similarities among organisms yet so many different kinds of plants, animals and microorganisms?
LS4.A: Evidence of Common Ancestry and Diversity
What evidence shows that different species are related?
LS4.B: Natural Selection
How does genetic variation among organisms affect survival and reproduction?
LS4.C: Adaptation
How does the environment influence populations of organisms over multiple generations?
LS4.D: Biodiversity and Humans
What is biodiversity, how do humans affect it, and how does it affect humans?
Earth and Space Sciences
ESS1: Earth's Place in the Universe
What is the universe, and what is Earth's place in it?
ESS1.A: The Universe and Its Stars
What is the universe, and what goes on in the stars?
ESS1.B: Earth and the Solar System
What are the predictable patterns caused by Earth's movement in the solar system?
ESS1.C: The History of Planet Earth
How do people reconstruct and date events in Earths planetary history?
ESS2: Earth Systems
How and why is Earth constantly changing?
ESS2.A: Earth Materials and Systems
How do Earths major systems interact?
ESS2.B: Plate Tectonics and Large-Scale Systems Interactions
Why do the continents move, and what causes earthquakes and volcanoes?
ESS2.C: The Roles of Water in Earth's Surface Processes
How do the properties and movements of water shape Earth's surf ace and affect its systems?
ESS2.D: Weather and Climate
What regulates weather and climate?
ESS2.E: Biogeology
How do living organisms alter Earth's processes and structures?
ESS3: Earth and Human Activity
How do the Earth's surf ace processes and human activities affect each other?
ESS3.A: Natural Resources
How do humans depend on Earth's resources?
ESS3.B: Natural Hazards
How do natural hazards affect individuals and societies?
ESS3.C: Human Impact on Earth Systems
How do humans change the planet?
ESS3.D: Global Climate Change
How do people model and predict the effects of human activities on Earth's climate?
Engineering, Technology and Applications of Science
ETS1: Engineering Design
How do engineers solve problem?
ETS1.A: Defining and Delimiting and Engineering Problem
What is a design for? What are the criteria and constraints of a successful solution?
ETS1.B: Developing Possible Solutions
What is the process for developing potential design solutions?
ETS1.C: Optimizing the Design Solution
How can various design solution be compared and improved?
ETS2: Links among Engineering, Technology, Science and Society
How are engineering, technology, science and society interconnected?
ETS2.A: Interdependence of Science, Engineering, and Technology
What are the relationships among science, engineering, and technology?
ETS2.B: Influence of Engineering, Technology and Science on Society and the Natural World
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AP Physics 1 Fourth Quarter Project: The Line Rider Rides Again!
Rev. 1: Added alternate method for determining Wf Rev.2: Separate sections for both methods of determining Wf
Line Rider is an internet game, originally created in September 2006 by Boštjan Čadež (also known as "fšk"), a Slovenian student. Soon after its initial appearance on DeviantArt, Line Rider became an internet phenomenon. The basic concept is to draw one or more lines with the mouse on which a boy (referred to as "Bosh" by the creator [ ) on a sled can ride after the player presses the "Play" button. The game includes simulated physics, which means the track must be sufficiently smooth to prevent the character from falling off the sled. The author has said that he prefers the description "toy" to "game", as there is no goal to accomplish, nor does it have an end. [8] In spite of its simplicity, many complicated tracks have been created, which include loops and other stunts. New tracks can consist of unrealistic tricks such as "flings" and "manuals" both on and off the sled. Many tracks created by the community have been set to music, others use background art to fill their tracks with hand-drawn mountain slopes and trees. Tracks are typically shared among users by uploading a video to websites such as YouTube.
1. Software Setup
* Go to https://www.linerider.com/ and experiment by making some simple tracks and letting the little guy go sledding. (Note: There is a newer version located at https://linerideradvanced.com/ but it only runs on Windows or Apple laptops. We are not going to use it for this project).
* There is also a good introductory video located at: https://www.youtube.com/watch?v=DcjcTZRNoh8 . This shows one way to analyze some of the Line Rider physics, but we are going to use a better method.
* You will be recording your tracks using Screencastify. https://www.screencastify.com/ Make sure you have it on your Chromebook.
* You will be using Vernier Video Analysis. There is a free trial available at: www.vernier.com/video-analysis/
* The instruction manual for Video Analysis is at: http://www2.vernier.com/manuals/video-analysis-manual.pdf
2. Line Rider Practice
* Here are some hints on the drawing tools at the top of the screen:
- There are 3 colors of lines. Blue is for a normal downhill track, red is an accelerator track (more on that later) and green is just for scenery artwork.
- There are 3 types of drawing tools. The leftmost one is for drawing smooth curves, the middle one is for normal lines, and the right one is for straight lines.
- The eraser is for, well, erasing. To completely start over, click on the small file icon on the left and select "new."
- The arrow tool is for making adjustments to drawn lines. Try it out.
- The compass tool will move your track and rider up, down, left, or right.
- The zoom tool will allow you to zoom in or out.
* Here are some hints on the playback tools at the bottom of the screen:
- The timeline along the bottom records time in seconds:frames. There are 40 frames per second.
- The basic play, pause, stop, step back, step forward are the first 5 icons
- The flag allows you to set an intermediate starting point anywhere along your track.
- The slow motion button slows down the action but still keeps accurate time
* Here are some hints on the file tools at the left side of the screen:
- The top icon erases your entire track and gives you a blank screen
- The up arrow allows you to load a saved track
- The next icon down is to save a track file
- The camera icon is for exporting a video. This feature does not work on this version of Liner Rider. No problem - we will use Screencastify instead.
- The gear icon is to change some Settings. Click on Settings, then click on General, and make sure Smooth Playback is selected.
- Go back to Settings and click on Riders. Very Important: Notice the slider bar called "Keep Rider In View While Scrubbing." When this is selected (to the right), the background will move to keep the rider in the center of the screen. When it is deselected (to the left), then the background will remain stationary when you hold down the frame advance button (double right arrow). Make sure it is slid to the left. This is critical for the video analysis part of the activity!
- The help and info icons are not very useful.
3. Screencastify Practice
* Here are some hints on how to use Screencastify:
- Draw your track (or no track for free fall) in LineRider
- Click on the Screencastify icon (looks like an arrowhead) at the top right of your screen. The Screencastify control box should open up.
- Make sure "Browser Tab" is selected and click on Record. You will hear the countdown, and once it starts recording, the controls minimize and move to the bottom left of your screen.
- Click and hold down the double right arrows in Line Rider. Do not use the single Play arrow! When the rider reaches the end of his ride, release the double right arrows.
- In the Screencastify controls, click on Pause and then End Recording.
- The Screencastify Video Details window will load automatically. On the right side, click on Download and then Export as mp4.
- Important: Click the box "Convert to Fixed Frame Rate" and type in 10 fps (frames per second). Click on Export.
- You will see the file conversion progress window in the lower right corner. When it is finished, click on Download mp4.
- Select the folder to download the mp4 video file to. Give it a name that you will remember. It must end in ".mp4" or it will not be accessible in the video analysis step.
4. Vernier Video Analysis Practice
* Here are some hints on how to use Vernier Video Analysis
- After you open the program, click on Import Video. Locate and select the .mp4 file that you saved in Screencastify.
- Click on the gear in the lower right corner and make sure the frame rate matches what you saved from Screencastify, which should be 10 fps.
- Click on the 3 rectangles in the top right corner. Turn off the data table and turn on 2 graphs. The first graph is the x and y position versus time, and the second is the x and y velocity versus time.
- Click on the Scale button on the left. Move the two connected circles to the left end and right end of his sled. Enter 0.75 m in the box. Click anywhere outside the box for the new scale factor to take effect.
- Move the single circle (origin) to line up with the starting height of the rider.
- Use the clockwise arrow button at the bottom to step the video forward until the Line Rider starts to move
- Click on the Add button in the top left (it looks like a plus sign). Line it up with the center of his sled, and click once. A dot will appear, and the video will advance one frame.
- Continue to add points until the rider is no longer visible.
- Instructions on how to do the graphical analysis and how to save your files will follow in the "Your Challenge" section.
5. Your Challenge
The goal of this activity is to reverse-engineer the physics of Line Rider, specifically what is going on with gravity, air resistance, and friction. You may work by yourself or with one or two other students. One completed project report per group will be submitted to Google Classroom. More on your final report later.
* Objective #1: Determine the Acceleration of Gravity and Air Resistance
- Make a Screencastify recording of the Line Rider in free fall. Make sure you use the double right arrows so that the rider moves, not the background!
- Save your video as an mp4 file at 10 frames per second
- Import your mp4 file into Vernier Video Analysis. Follow the steps above to add points to the video and create the position and velocity graphs
- Make sure you set the scale. The length of the sled is 0.75 m.
- Go to the position graph, and click on the 3-dot graph in the lower left corner. Select Apply Curve Fit, Quadratic, and Apply.
- Look at the graph of y vs. t. Make sure the y-axis units are meters, not pixels. Look at the BLUE curve fit numbers. The curve fit gives the coefficients of the quadratic equation, ax2 + bx + c.
- Recall that for an object in free-fall, y = ½ gt2. This means that the "a" in your curve fit represents ½ g, where g is the acceleration of gravity. Solve for g and record your calculated values for a and g in your data.
- Go to the velocity graph, and click on the 3-dot graph in the lower left corner. Select Apply Curve Fit, Linear, and Apply.
- Look at the graph of y velocity versus t. The BLUE curve fit gives the coefficients m and b of the equation for a line, y = mx + b.
- Recall that acceleration is the slope of the velocity graph. This means that m = g, where g is the acceleration of gravity. Record your calculated value for g in your data.
- Next, you will determine whether or not there is air resistance in Line Rider's world. Recall that in the presence of air resistance, objects in free fall eventually stop accelerating and reach a constant terminal velocity.
- Look at your graph of y velocity versus time to determine if the Line Rider reaches terminal velocity. You may have to repeat your experiment by zooming out so that you can capture a greater number of frames before the rider drops off the bottom of the screen.
- Save your video analysis files to Google Drive (they should end in .vmbl)
* Objective #2: Determine the Coefficient of Kinetic Friction (Uk) Between the Sled and Snow
- Your challenge is to first determine the work done by friction, then the force of friction, and finally the coefficient of friction between the sled and snow.
- Here are two methods that can be used to measure the work done by friction between the sled and the snow. Choose either one.
- Method A: The Half Pipe
- One of the first things you notice is that he does not slow down when travelling on a level surface, but he will eventually slow to a stop if you put him in a half pipe (u-shaped track).
- If the rider is placed at the top of a half-pipe, he has only potential energy. When he reaches the other side, he doesn't get as high.
- Assume the rider has a mass (m) of 20 kg (45 pounds) and the length of the sled is 0.75 m. Use your calculated value of g from Objective #1.
- Using Video Analysis, measure the difference between his starting height and his final height (on the other side of the pipe). Calculate the work done by friction: Wf = delta mgh
- It is important that you make your half-pipe track as smooth as possible so that friction (not bumps) is the only force slowing him down
- Take a screenshot of Video Analysis, showing the video screen on the left and two graphs on the right. Include the screenshot in your lab report.
- Method B: The Ramp and Horizontal Surface
- Instead of using a half-pipe, make a ramp that smoothly merges into a horizontal line.
- Using Video Analysis, measure the vertical height (h) of the ramp and calculate his PE = mgh at the top.
- Assume the rider has a mass (m) of 20 kg (45 pounds) and the length of the sled is 0.75 m. Use your calculated value of g from Objective #1.
- Measure the velocity (v) of the rider on the horizontal section, and from that calculate his kinetic energy: KE = ½ mv 2. Then, use Wf = PE (top) KE (bottom).
- Take a screenshot of Video Analysis, showing the video screen on the left and two graphs on the right. Include the screenshot in your lab report.
- Method A and B: Calculate the Coefficient of Friction Between the Sled and the Snow
- Recall that the work done by friction is equal to the force of kinetic friction (Fk) times the distance travelled (d), or Wf = Fk * d.
- You can use your Video Analysis graphs and the Pythagorean Theorem to calculate the distance travelled by the rider as he is sliding down the ramp or half pipe. You can now solve the equation Wf = Fk * d for Fk.
- Recall also that the force of kinetic friction (Fk) is equal to the coefficient of kinetic friction times the normal force, or Fk = Uk * Fn.
- The normal force (Fn) varies continuously as the rider slides down the ramp. Assuming a 45 degree angle, you can approximate it using: Fn = Fg * cos 45 or Fn = Fg * 0.707 where Fg = mg
- Assume the rider is 6 years old with a mass (m) of 20 kg (45 pounds). Use your calculated value of g from Objective #1.
- Make sure you save and show all your calculations in your report.
- Save your video analysis files to Google Drive (they should end in .vmbl)
* Bonus Objective #3: Make a Really Awesome Track and Share it with Your Classmates
- You can earn additional points if you make a really cool track for the Line Rider. Once you finish, record it with Screencastify and include a link to it in your lab report
- Points will be awarded for including each of the following:
■ Jump with landing
■ Loop
■ Backwards sliding
■ Scenery
■ Cool crash at the end
■ Music
6. Project Report
* Use the AP Physics Lab Report template (attached below).
* Make sure you include your measured value for the acceleration of gravity, whether or not there is air resistance, and your calculated coefficient of friction between the sled and snow.
* Include screenshots of any relevant video analysis results
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INTO 9 TH STATE
Mathematics
1.
Which property can be used in computing
3 1 3 1
2
2 2
5 2 5 2
1. Associative
2. Distributive
3.Closure
4. Commutative
2. p q
form of 0.729is ___________
1.
720
990
2.
721
990
3.
360
490
4.
361
495
3.
If
7 2 6 5
5 11
y
y
theny= _______
1. -1
2. 1
3.0
4. -2
4. Ramesh gives a quarter of his sweets to Renu and then gives 5 sweets to Raji. He has 10 sweets left. How many did he have to start with?
1. 10
2. 15
3.20
4. 16
5. If 6 2.449 then the value of 3 2 2 3 is closed to
1. 1.225
2. 0.816
3.0.613
4. 2.449
6.
If
11
22
2
11,
3
17
a b
a b
a b
a b
then (a, b) =
1. (7, 4)
2. (8, 3)
3.(6, 9 )
4. (3, 8)
7. If
2 1
3
7 49 7
n
thenn= ______________
1. 3
2. 4
3.6
4. 2
8.
If,
x y
y
x
x
x y then
y
is equal to
1.
x y
x
2.
1
x y
x
3.
y x
x
4. 1 y x x
9. The compound interest on Rs 12,600 for 2 years at 10% per annum compounded annually is _______________
1. Rs 3626
2. Rs 4632
3.Rs 2646
4. Rs 15, 246
10. If the compound ratio of 5 : 8 and 3 : 7 is 60 : xthex= __________
1. 168
2. 172
3.224
4. 220
11.
If
3
2
2
3
2 123
2
136
a ab
a b b
then a : b is __________
1. 4 : 3
2. 3 : 4
3.1 : 2
4. 2 : 3
12. The square root of 18.49 is __________
1. 4.3
2. 4.2
3.4.1
4. 5.3
13. The area of a square field is 5184 m 2 . Find the area of a rectangular field, whose perimeter is equal to the perimeter of the square field and whose length is twice of its breath
1. 3608m 2
2. 4218m
2
3.4608m 2
4. 3218m 2
14. Which of the following is the cubes of odd natural numbers?
1. 32768
2. 4096
3.6859
4. 1728
15.
The median of the data
3 1 2 1 7
, , , ,
4 2 3 6 12
is ____________
1. 3 4
2. 2 3
3.
7
12
4. 1 6
16. If the mean of 1 p, p is q, then the mean of 3 3 1 , p p is
1. 3 8 3 q q
2. 3 8 3 2 q q
3. 3 3 q
4. 3 4 3 q q
17. If median = 60, Mean = 61 then Mode =___________
1. 58
2. 38
3.48
4. 68
18. The mode of 10, 12, 11, 10, 15, 20, 19, 21, 11, 9, 10 is
1. 11
2. 12
3.19
4. 10
19. The area of a circle inscribed in a square of side 28cm is
1. 616 sq. cm
2. 516 sq. cm
3.416sq. cm
4. 316sq.cm
20. Four equal circles are described about the four corners of a square so that each circle touches two of the others. Find the area of the space enclosed between the circumferences of the circles, each side of the square measuring 24cm.
1. 126.52 sq cm
2. 127.36sq cm
3.132.32 sq. cm
4. 123.42 sq.cm
21. 175 men can dig a canal 3150m long in 36 days. How many men are required to dig a
canal 3900m long in 24 days?
1. 325
2. 300
3.275
4. 335
22. Four men and six boys can do a piece of work in 2 days where as one man and three boys can do the same work in 6 days. In how many days can one man and one boy complete the same work?
1. 7
2. 8
3.9
4. 10
23. The time taken by a 180m long train running at 54 km/h to cross a man standing on a platform is
1. 10seconds
2. 12 seconds
3.8 seconds
4. 20seconds
24. If 2 4 , 5 5 , 100 PTR P x T x and R y then
1. 3 xy
2. 3 3 x y
3. 2 3 x y
4. 3 x y
25. What must be subtracted from 3 2 3 5 1 x x x to get 3 2 2 4 2 x x x ?
1.
3
2
4 9 3
x x x
2.
3
2
4 9 3
x x x
3.
3
2
4 9 3
x x x
4.
3
2
4 9 3
x x x
26. If 2 x is one factor of
2
6 0
x ax and
2
9
0
x x b
then a b =
1. 15
2. 13
3.11
4. 10
27. The value of
5 x y is
2 3
3
3 4
xyyxxyxyyx
1.
2 10 14 x xy
2. 2 10 14 x xy
3. 2 11 14 x xy
4. 2 11 14 x
xy
28. One of the factor of 2 9 18 x x is
1. 2 x
2. 1 x
3. 3 x
4. 4 x
29.
2
5 5 25
p p p
is _____________
1. 4 25 p
2. 2 625 p
3. 2 25 p
4. 4 625 p
30. The value of
0.76 0.76 0.76 0.24 0.24 0.24
0.76 0.76 0.76 0.24 0.24 0.24
is
1. 0.52
2. 1
3.0.01
4. 0.1
31. One of the factors of 2 2 1 2 2 2 x x x x is
1. 1 x x
2. 1 1 x x
3. 1 x x
4. 2 2 1 x x
32. Which of the following is a 3-D figure?
1. Square
2. Rectangle
3.Cone
4. Triangle
33. The pentagonal prism of the following is
1.
2.
3.
4.
34. The total surface area of a cube is 600cm 2 then its side is __________
1. 10cm
2. 10cm 2
3.10cm 3
4. 10
35. How many bricks will be required to build a wall of 8m long , 6m height and 22.5cm thick, if each brick measures 25cm by 11.25cm by 6cm?
1. 1200
2. 1800
3.6400
4. 3600
36. Three cubes of sides 3cm, 4cm and 5cm respectively are melted and formed into a larger cube. What is the side of the cube formed?
1. 7cm
2. 6cm
3.5cm
4. 4cm
37. If , 2 a b a b and ab are the sides of a cuboid, then the longest stick that can be placed in it is
1. 2 a b units
2. 2 a b units 3.a + b units
4. a b units
38. Three cubes each of side 3.2cm are joined end to end. The total surface area of the resulting cuboid is
1. 140.16cm 2
2. 141.56cm 2
3.142.26cm 2
4. 143.36cm 2
39. The dimensions l b h of a room are 12m × 7m × 5m. The cost of white – washing inside the room excluding the floor at the rate of Rs 3 per m 2 is ___________
1. Rs 822
2. Rs 820
3.Rs 764
4. Rs 644
40. Which of the following are divisible by 7
1. 321
2. 589
3.449
4. 553
41. In a basket there are '10a b ' fruits. Among '10 b + a' fruits are rotten. The remaining fruits distributed to 9 persons equally. The number of fruits would each child get?
1. 0
2. a b
3. a b
4. 2a b
42. The values of A and B of the number 4 AB 8 (A, B are digits)which is divisible by 2,
3, 4, 6, 8 and 9 is
1. A = 3, B = 4
2. A = 2, B = 3
3.A = 2, B =4
4. A = 3, B =5
43. If cost of 88 articles is A733B, then (A, B)=___________
1. (1, 6)
2. (2, 5)
3.(3, 4)
4. (2, 6)
44. 11 11 11 11 1 2 3 4 is divisible by _________
1. 2
2. 3
3.4
4. 5
45. If ABB × 999 = ABC 123 (where A, B, C are digits) then 2A + B –C = __________
1. 15
2. 16
3.17
4. 18
46.
If
2
5
7 3 , then x =
2
3 81 6561
3
x
x
1. 3
2. -3
3. 1 3
4. 1 3
47.
If 2
4
x y
y x
x
y
x and y then
y
x
=_________
1. 4
2. 8
3.12
4. 2
48. The solution set 2 3 2 x y and 3 4 x y = 20 is
1. (4, -2)
2. 1 1 , 2 4
3. 2, 4
4. 1 1 , 4 2
49. If 2 3 4 35 a b c and 3 5 7 30 a b c then a b c ____________
1. 40
2. 45
3.35
4. 30
50.
The square root of the expression 2 2 2 1 1 1 1 2 x y z xyz x y z
1. x y z xyz
2.
yz zx xy
x y z
3. x y z
4.
x y z
yz xz xy
51. If 3 1 x is a factor of the polynomial 3 2 81 45 3 6, x x a then a= __________
1. 8 3
2. 7 3
3. 10 3
4. 11 3
52. The square root of 1296b 4 is
1. 28b 2
2. 38 b 2
3.36 b 2
4. 42 b
2
53. A town's population increased by 1200 people, and then this new population decreased 11%. The town now had 32 less people than it did before the 1200 increase. The original population is __________
1. 6000
2. 7000
3.9000
4. 10, 000
54.
If 3 1 16 t 1. 3
2 3 3 3 1
7 8
14
t
t
t
thent=
7
2. 3 7
3. 7 3
4. 7 3
55. The sum of the adjacent angles in a parallelogram is
1. 90 0
2. 180 0
3.0 0
4. 360 0
56. The standard form of 0.0000004m is
1. 4 × 10 -5 m
2. 4 × 10 -6 m
3.4 ×10 -7 m
4. 4 × 10 -8 m
57. A shop keeper sold two TV sets at Rs 9, 900 each. He sold one at a profit of 10% and the other at a loss of 10%. On the whole which of the following is true
1. 1% gain
2. Neither gain nor loss 3.1% loss
4. 2% loss
58. Sudhakar borrows 15000 from a bank to renovate his house. He borrows the money at 9% p.a simple interest over 8 years. Then his monthly repayment is
1. Rs 268. 75
2. Rs 255.50
3.Rs 238.25
4. Rs258.75
59. The weight in kgs of 8 students is listed below. Then their mean is 45, 38.5, 42.4, 44.3, 35.8, 39, 41.5, 39.5
1. 40.65
2. 39
3.41
4. 40.75
60. Among 100 employees, the average salary of 99 is Rs 50. The 100 th employee has the salary exceeds the average of 100 employees by Rs 49.50. Then average salary of all the employees is
1. 49
2. 29.50
3.50
4. 50.50
PHYSICS
61. Which one of the following statements is correct
1) Rolling friction is greater than sliding friction
2) Rolling friction is less than sliding friction
3) Rolling friction is equal to sliding friction
4) Rolling friction and sliding friction are same
62. Find the acceleration of the body from the following diagram
1. 6m/s 2
2. 4m/s 2
3.3m/s 2
4. 2m/s 2
63. The pitch of sound depends upon it______
1. Amplitude
2. Wavelength
3.Frequency
4. Speed
64. Magnetic compass acts are tester when it is connected in a circuit due to_____effect
of current
1. Heating
2. Magnetic
3.Chemical
4. None of these
65. The process of depositing a layer of any desired metal on another material by means of electricity is called
1. Electrotyping
2. Electrolysis
3.Electroplating
4. None of these
66. The man made satellites revolving around the earth are called_____satellites.
1. Natural
2. Periodic
3.Linear
4. Artificial
67. Pure water is a
1. Electric conductor 2. Semi conductor
3.Insulator
4. Resistor
68. When a horse pulls a wagon, the force that causes the horse to move forward is the force
1. The ground exerts on it
2. It exerts on the ground
3. The wagon exerts on it
4. It exerts on the wagon
69. If , s k and r are coefficients of static friction, sliding friction and rolling friction, then
1. s k r
2.
k
r
s
3.
r
k
s
4.
r k s
70. Consider the following statements about the blocks shown in the diagram that are being pushed by a constant force on a frictionless table
A. All blocks move with the same acceleration
B. The net force on each block is the same Which of these statements are/is correct
1. A only
2. B only
3. Both A and B
4. Neither A nor B
71. A cold soft drink is kept on the balance. When the cap is open, then the weight
1. Increases
2. Decreases
3. First increases then decreases
4. Remains same
72. Action and reaction forces act on
1. The same body
2. The different bodies
3. The horizontal surface
4. Nothing can be said
73. The instrument is called to approximate measure the intensity of earth quake is
1. Seismograph
2. Sesimoscope
3. Gold leaf electroscope
4. Lightening conductors
74. The outer most layer of the earth is fragmented each fragment is called
1. Zone
2. Plate
3.Region
4. Area
75. A body of mass 40 gm is moving with a constant velocity of 2 cm/sec on a horizontal frictionless table. The force on the table is
1. 39200 dyne
2. 160 dyne
3.80 dyne
4. Zero dyne
76. An elevator weighing 6000 kg is pulled upward by a cable with an acceleration of 2 5 ms . Taking g to be 2 10 ms , then the tension in the cable is
1. 6000 N
2. 9000 N
3.60000 N
4. 90000 N
77. A rocket has an initial mass of
3
20 10kg
. If it is to blast off with an initial
acceleration of
2
4ms
, the initial thrust needed is
2
( 10)
g ms
1. 4 6 10 N
2. 4 28 10 N
3. 4 20 10 N
4. 4 12 10 N
78. The resultant of two forces P 3 and P 2 is R. If the first force is doubled then the resultant is also doubled. The angle between the two forces is
1. o 60
2. o 120
3. o 70
4. o 180
79. Two forces are such that the sum of their magnitudes is 18 N and their resultant is perpendicular to the smaller force and magnitude of resultant is 12 N. Then the magnitudes of the forces are
1. 12 N, 6 N
2. 13 N, 5N
3.10 N, 8 N
4. 16 N, 2 N
80. Two forces with equal magnitudes F act on a body and the magnitude of the resultant force is F/3. The angle between the two forces is
1. 1 17 cos 18
2. 1 1 cos 3
3. 1 2 cos 3
4. 1 8 cos 9
CHEMISTRY
81. Choose the correct answer
1. Code 1
a) HDPE
2. Code 2
b) PVC
3. Code 3
c) PET
1. 1–c,2–a,3–b
2. 1–b,2–c,3–a
3.1–c,2–b,3–a
4. 1–b,2–a,3–c
82.
_____fibre is as strong as steel
1. Rayon
2. Nylon
3.Polyester
4. Acrylic
83. ______is called fake fur.
1. Polyester
2. Nylon
3.Acrylic
4. Rayon
84. Sodium is stored in_____
1. Water
2. Air
3.Kerosene
4. None of these
85. ______foil used in inner packing of food materials and toffees
1. Sodium
2. Magnesium
3.Aluminium
4. Silicon
86. Which non–metal is dissolved in tincture?
1. Chlorine
2. Bromine
3.Iodine
4. Fluorine
87. Petroleum components are separated by a technique called_____
1. Distillation
2. Evoparation
3. Sublimation
4. Fractional distillation
88. Coal fired power plants emits_____
1. Magnisium
2. Aluminium
3.Mercury
4. Silicon
89. Purest form of carbon is called________
1. Coal
2. Charcoal
3.Lamp black
4. Coke
90. _________ is used in matchsticks
1. Potassium chloride
2. Sodium chloride
3. Antimony sulphide
4. Potassium sulphide
91. _______gas is released when potassium permanganate is heated
1. Hydrogen
2. Chlorine
3.Oxygen
4. Nitrogen
92. Burning of a matchstick is an example of_____ combustion
1. Spontaneous
2. Rapid
3.Explosion
4. None of these
93. Middle zone of candle_____hot
1. Highest
2. Moderate
3.Least
4. None of these
94. Arrange the following in the decreasing order of calorific value (KJ/Kg)
[CNG,LPG,Petrol,H2]
1. H2>CNG>Petrol>LPG
2. H2>LPG>CNG>Petrol
3. LPG>CNG>Petro>H2
4. CNG>LPG>Petrol>H2
95. A mixture of carbon monoxide and nitrogen is called
1. Coal gas
2. Water gas
3.Producer gas
4. None of these
96. _________is a synthetic fibre, prepared from coal, water and air
1. Nylon
2. Rayon
3.Acrylic
4. Polyester
97. The creator of first manmade plastic is
1. Alexander graham bell
2. Alexander Parkes
3. Alexander Dumas
4. Alexander Phillip
98. Which non metal is present in eggs?
1. Sulphur
2. Nitrogen
3.Chlorine
4. Hydrogen
99. Some metals reacts with acids to evolve______ gas
1. Hydrogen
2. Oxygen
3.Carbon dioxide 4. Nitrogen
100. Inexhaustible source among these is______
1. Coal
2. Petroleum
3.Solar energy
4. Natural gas
THE END | <urn:uuid:5047bdc3-31d0-4b92-bdf2-ca94e65835db> | CC-MAIN-2021-21 | https://tirumalaedu.com/assets/front/pdf/INTO%209TH%20STATE-min.pdf | 2021-05-09T09:29:48+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00313.warc.gz | 589,867,782 | 6,278 | eng_Latn | eng_Latn | 0.890495 | eng_Latn | 0.947107 | [
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How do you support a child with Attention Deficit and Hyperactivity Disorder (ADHD)?
In every class of 30 children it is likely that there will be between one and two pupils with ADD/ADHD.
It can affect concentration and impulsivity – more specific strategies for individuals can be found here.
* Seat the student with ADHD away from windows and away from the door to avoid distractions
* Give instructions one at a time and repeat as necessary.
* If possible, work on the most difficult material early in the lesson/ day.
* Use visuals: charts, pictures, colour coding.
* Create outlines for note-taking that organise the information as you deliver it.
* Create a quiet area free of distractions for test-taking and quiet study.
* Create worksheets and tests with fewer items; give frequent short quizzes rather than long tests.
* Divide long-term projects into segments and assign a completion goal for each segment.
* Let the student do as much work as possible on computer
* Make sure the student has a system for writing down assignments and important dates /deadlines
* List the activities of the lesson on the board
* Establish eye contact
* Keep instructions simple and structured.
* Vary the pace of lesson and include different kinds of activities.
* Many do well with competitive games or other activities that are rapid and intense.
* Use props, charts, and other visual aids.
* Allow frequent breaks.
* Let the student use a fiddle toy or tap something that doesn't make noise as a physical outlet and to increase levels of concentration | <urn:uuid:c88f3697-038c-42d4-87a1-a020a4c78735> | CC-MAIN-2021-21 | https://www.ecgbert.sheffield.sch.uk/_site/data/files/users/8/files/676980711439D5AB7BB1F10510220268.pdf | 2021-05-09T09:45:40+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00314.warc.gz | 766,477,478 | 311 | eng_Latn | eng_Latn | 0.997241 | eng_Latn | 0.997241 | [
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What words, lines, ideas, and phrases seem important and interesting in this text? (These ideas may come from responses to text-dependent questions or other close reading activities.)
What patterns do you see? What connections seem to exist among these important ideas and details?
What evidence-based claims would these patterns allow you to make about the text? What conclusion that you can draw from the text that you could then support with evidence from the text? | <urn:uuid:770e2e24-cbfb-4502-9e5b-17cf14076742> | CC-MAIN-2021-21 | https://www.debbiewaggoner.com/uploads/1/2/9/9/12998469/ms_makingebargument.pdf | 2021-05-09T09:55:37+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00313.warc.gz | 755,186,099 | 89 | eng_Latn | eng_Latn | 0.998851 | eng_Latn | 0.998851 | [
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* Biologically degrades dead and rotting organic material.
* Supports the water body's beneficial micro-organisms.
* Can be used after intensive treatments such as weed killer to clean the water.
* 100% Natural.
* Completely fish safe and aquatic life friendly. | <urn:uuid:05bb4604-284e-45ae-b44e-ebdc17a2bbfc> | CC-MAIN-2021-21 | https://storage.googleapis.com/wzukusers/user-34858945/documents/5e7bd755bb826Wwwv6sR/Biostim%20Accelerator%20Flyer.pdf | 2021-05-09T11:02:18+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00314.warc.gz | 559,204,986 | 54 | eng_Latn | eng_Latn | 0.995084 | eng_Latn | 0.995084 | [
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HIS PA N I C FA M I LY C A M P
Each spring, familycamp is held for ourSpanish speaking families at Camp john Marc.
Structured similarly to our Family Camp, these families travel down together and spend the weekend engaging with each other, speakers and volunteers. Usually 1820 families totally almost 100 people, attend the camp. In addition, a nurse and volunteers are there as well. Educational sessions are held in Spanish. Doctors, nurses and therapists, primarily from Scottish Rite, come to camp and talk to them about not only Spina Bifida related issues, but about issues specific to the Hispanic community. There are also sessions on educational issues within the schools. The sessions are all translated so that moms and dads both leave with an understanding of how to best address the needs of their child and what options are available to them.
This group is a breakthrough in the Spina Bifida community nationwide and is used as a model on how to teach and grow the Hispanic Spina Bifida Community. Maria Avitia, our Hispanic Group Chair, has spent many hours and years devoted to growing this group, getting them to participate in SBANT activities (like Camp TLC) and outside activities such as wheelchair basketball. It is important for them to become independent and a vital part of society and not stay at home. The Hispanic culture is much different than the Anglo culture in many ways.
Breaking these barriers down is a challenge that has been met and overcome by having such programs as Hispanic Family Camp. It has allowed us to teach this group the importance of taking folic acid and prenatal vitamins to help prevent birth defects such as Spina Bifida. Traditionally they do not take vitamins and much of the food they eat is not fortified with extra vitamins and folic acid.
This camp was instrumental in the growth of the group. We now have several moms that are helping to support our mission and strengthen this community. The older children, many now in their young adulthood, are going to college, experiencing life and are giving back to others. They attend our adult retreats, mentor younger children with Spina Bifida and many are role models in their accomplishments.
The families realize the importance of this camp and work hard to raise money to help offset their expenses which are greater than those of Family Camp. They hold garage sales, sell raffle tickets at their Hispanic Group Talent Show and ask companies who they work with to sponsor them. Education is the key that breaks down barriers. They understand this and are working to change the lives of their children and those to come.
One weekend spent by a family at Camp John Marc, whether they are speaking Spanish or not, can change their lives forever. They appreciate your support! | <urn:uuid:b71576f2-efb1-4c34-966c-20235aade774> | CC-MAIN-2021-21 | http://s863776758.onlinehome.us/wp-content/uploads/2021/03/occpresentationdisplay-hispanic-family-camp-pages.pdf | 2021-05-09T10:48:14+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00316.warc.gz | 42,960,560 | 640 | eng_Latn | eng_Latn | 0.998625 | eng_Latn | 0.998625 | [
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Lisa's - Holistic Rehab & Neurofeedback Inc. Rehabilitate Your Brain
Auditory / Sound integration training
1. What is auditory/sound training?
Drs. Alfred Tomatis and Guy Bérard, were both ear, nose, and throat doctors from France. Tomatis was the first to develop a program and Bérard developed a program soon after. These programs were developed to address auditory hypersensitivity, distortions, and delays in hearing that negatively impact auditory processing. The system uses music, fed through headphones to an individual, to train the middle and inner ear to better process auditory information. This educational training system has been shown to be effective for improving attention and focus, sensory processing, communication, confidence and school related skills of reading, spelling and writing.
2. What is hearing vs listening?
"Hearing is through ears, but listening is through the mind." The two activities hearing and listening involve the use of ears, but they are different. Hearing is the act of perceiving sound and receiving sound waves or vibrations through your ear. Hearing is one of the five senses and it just happens all the time unless you have a hearing problem. Listening is the act of hearing a sound and understanding what you hear. It requires concentration so that your brain processes meaning from words and sentences and you are consciously choosing what you want to hear.
Comparison Chart
Lisa's - Holistic Rehab & Neurofeedback Inc. Rehabilitate Your Brain
3. What is Optimal Listening?
Optimal hearing is the ability to perceive all frequencies of sound comfortably, and equally between the ears. When hearing is at an optimal level, optimal listening is possible, and meaning can be more easily derived and processed from the sounds.
4. What interferes with Optimal Listening?
Hypersensitivity, hyposensitivity, distortions or delays in hearing, unequal processing of frequencies, and inconsistencies or lack of coordination between ears all have the potential to interfere with optimal listening. One or more of these conditions can be present at the same time, causing further interference to hearing and auditory processing for individuals.
5. How do you know when listening is not at an optimal level?
Individuals who do not hear at an optimal level may have difficulty with attention and focus, may be hyper or hyposensitive to sounds, may be easily distracted, may be delayed in thinking or reaction time due to processing delays, may have difficulty integrating auditory information with other sensory information, may have difficulty planning or sequencing, may have difficulty with school tasks (writing, reading and spelling) and may be easily overwhelmed, or prone to tantrums.
6. How does auditory/sound training address these issues?
It provides the individual with the opportunity to listen to music that has been specifically filtered for their comfort and modulated for training of the inner and middle ear. This program aids in the reorganizing of the brain its own ability to modify response, a feature called neuroplasticity. Through personalized auditory stimulation, the reorganization of the brain can reduce delays in processing, sensitivity, and other problems with hearing and communication.
7. Who is a good candidate for auditory/sound training?
* the listener must accept wearing the headphones
* usually 3 years of age or older (can be younger)
* Difficulties with attention, sensory sensitivities (auditory, tactile), reading, poor balance and motor coordination skills, delays in speech and language development, etc
* Time commitment is 40-80min per day for 10-14 consecutive days.
* Can be administered either in clinic, in home, or both if eligible.
At Lisa's Holistic Rehab & Neurofeedback we have two different auditory training programs that we use. If it is an in clinic version it will be two 30min sessions per day for 10 days. If we are doing a home or hybrid version, it will be a 14 day program. | <urn:uuid:783fc807-2d89-4179-b303-84fd0c7a1333> | CC-MAIN-2021-21 | https://lisasholisticrehab.com/wp-content/uploads/sites/668/2021/03/Parent-handout-Auditory-sound-Training.pdf | 2021-05-09T09:58:16+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00315.warc.gz | 388,375,492 | 791 | eng_Latn | eng_Latn | 0.996831 | eng_Latn | 0.996899 | [
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Be Respectful Be Safe Be Kind Be a Learner
STATEMENT OF COMMITMENT TO CHILD SAFETY AND CHILD SAFETY PRINCIPLES
Rangebank Primary School is committed to the safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making.
The school's approach to creating and maintaining a child safe school environment is guided by our school values co-constructed as a community using the School Wide Positive Behaviour Supports (SWPBS) approach.
At Rangebank Primary School our values guide the decisions and behaviours of all members of our school community, including in relation to child safety:
* Be Respectful – look after people and property
* Be Safe – protect yourself and others
* Be Kind – be friendly and considerate to others
* Be a Learner–motivated and try your best
Rangebank Primary School has zero tolerance for child abuse
We are committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Our child safe policies, procedures, strategies and practices will be inclusive of the needs of all children, particularly Aboriginal and Torres Strait Islander children, children from culturally and linguistically diverse backgrounds, children with disabilities, and children who are vulnerable.
Every person involved in Rangebank Primary School has a responsibility to understand the important and specific role they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
CHILD SAFETY PRINCIPLES
In its planning, decision-making and operations, Rangebank Primary School will:
1. Take a preventative, proactive and participatory approach to child safety;
2. Value and empower children to participate in decisions which affect their lives;
3. Foster a culture of openness that supports all persons to safely disclose risks of harm to children;
4. Respect diversity in cultures and child rearing practices while keeping child safety paramount;
5. Provide written guidance on appropriate conduct and behaviour towards children;
6. Engage only the most suitable people to work with children and have high quality staff and volunteer supervision and professional development;
7. Ensure children know who to talk with if they are worried or are feeling unsafe, and that they are comfortable and encouraged to raise such concerns;
8. Report suspected abuse, neglect or mistreatment promptly to the appropriate authorities;
9. Share information appropriately and lawfully with other organisations where the safety and wellbeing of children is at risk; and
10. Value the input of and communicate regularly with families and carers | <urn:uuid:4d5b1144-8db7-43b9-a3a3-d948e5cf90ef> | CC-MAIN-2021-21 | https://www.rangebankps.vic.edu.au/wp-content/uploads/2021/02/statement-of-commitment.pdf | 2021-05-09T10:21:42+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00315.warc.gz | 1,010,330,848 | 525 | eng_Latn | eng_Latn | 0.993791 | eng_Latn | 0.993791 | [
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Week of March 1-5
General News and Reminders:
Tennis shoes are not permitted at this time.
Tuesday we will celebrate the birthday of Dr. Seuss.
Mass on Friday, March 5 – formal uniform.
Language Arts Skills:
Lesson 21
Theme: Friends
New sight Words: give, make, new, play, say, them
Sound and letter review: Short o
Math Skills:
Fractions and ordinal positions
Social Studies:
Authors and Illustrators – their jobs
Religion:
The Holy Spirit Helps Us
Science:
Plants and Food we eat | <urn:uuid:b800eee5-6a3e-4c52-b67f-b641055b70fd> | CC-MAIN-2021-21 | https://stmaryswv.org/download/kindergarten/March-1-5.pdf | 2021-05-09T10:14:21+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00318.warc.gz | 565,229,865 | 121 | eng_Latn | eng_Latn | 0.988962 | eng_Latn | 0.988962 | [
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Conductor and Insulator
Experiment 1: Construction of Conductivity Tester
Type 1
Materials:
Crocodile clips (4), LED, connecting wire, dry cells (1.5V: 2), plastic cup
Procedure:
Connect wires to batteries and a LED bulb as follows in the right fig.
Put the electrodes of the crocodile clips into the sample solution and record the observation to the table.
Type 2
Materials:
Pencils (2), connecting wire, PET bottle cap, a bulb of 60w, a plug, a bulb holder, crocodile mouth (2),
Procedure:
Sharpen the both ends of pencils and make electrodes. Arrange the circuit as shown in the right fig. Cover the conductive portion with vinyl tape completely.
Experiment 2
Materials: Conductivity tester, iron fillings,
Procedure:
Take iron filings on a paper. Put the electrodes of the tester into the iron filings.
Question:
Is the bulb lighted or not?
Prediction:
(a) It is lighted.
(b) It is not lighted.
Experiment 3
Materials: a glass or plastic cup, distilled water, iron fillings.
Procedure:
Take a glass and half fill it distilled water.
Put a spoon full of iron filings into it.
Put the electrodes of the tester into it.
Question:
Is the bulb lighted or not?
Prediction:
(a) It is lighted.
(b) It is not lighted.
Experiment 4
Materials: Salt, a conductivity tester.
Question:
Can a electric current pass through a crystal of salt? Test it with your conductivity tester.
Prediction;
(a) The bulb is lighted.
(b) The bulb is not lighted.
Experiment 5
Materials:
Salt, a glass, distilled water.
Question:
Can electric current pass through salt solution? Test it with your conductivity tester.
Prediction:
(a) The bulb is lighted.
(b) The bulb is not lighted.
Experiment 6
Materials: Two glasses, salt, a conductivity tester.
Procedure:
Take two glasses.
Put dilute solution of salt into one glass 1.
Put concentrated solution into the other glass 2.
Test the conductivity with your tester.
Compare the brightness of the bulb.
Question:
Which glass is brighter?
Prediction:
(a) Glass1 is brighter.
(b) Glass2 is brighter.
(c) The brightness is the same.
Experiment 7
Materials: Ethanol, a glass, conductivity tester.
Question:
Alcohol is a molecular compound. Can electric current pass through alcohol? Take a glass of alcohol and test it with your conductivity tester.
Prediction:
(a) The bulb is lighted.
(b) The bulb is not lighted.
Experiment 8
Materials: Sugar, salt, two glasses, a spoon, conductivity tester
Procedure:
Put salted water into two glasses.
Put two spoons full of sugar into the glass A and nothing into the glass B.
Put the electrode of your conductivity tester into both glasses.
Compare the brightness of the bulb.
Question:
Which glass is brighter?
Prediction:
(a) A is much darker.
(b) B is much darker.
(c) The brightness of A is the same as B. | <urn:uuid:756daf6f-c1ca-45bd-92a7-dc0e5f9e1bc7> | CC-MAIN-2021-21 | https://paksc.org/pk/download/3399/ | 2021-05-09T11:14:28+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00317.warc.gz | 458,318,568 | 646 | eng_Latn | eng_Latn | 0.992073 | eng_Latn | 0.993998 | [
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Introduction
Viikass Jolly
Mr. Viikass Jolly is a motivational speaker, spiritual healer, spiritual guide and life coach. He has counseled more than 10000 students and provided consultation to numerous corporate houses in a span of over 20 years. Several CEO's, management personnel, people from diverse walks of life have taken his consultation and coaching services for attaining their desired targets. He travels extensively across the world to deliver talks on harnessing the power of mind and resolve inner conflicts that hinder us from manifesting desired life. His forte is designing a complete program suited for individuals as well as groups which includes mind programming and related techniques.
His vision is for every person to have a positive self-belief and do a greater good to the community. He helps people unlock and sustain their creative potential and help them be more confident in manifesting their positive ideas. He also hosts an educational radio show on the verses of Gurbani.
Mr. Viikass Jolly from a very early age was deeply interested in understanding consciousness and powers of human mind. He explored these subjects with several masters and experts. Subsequently he developed his own approach and understanding by years of practice. After graduation he did post graduate degree in religious studies and subsequently devoted his life to the mission of creating awareness on this subject for creating a better human society.
Arun Bakshi
An experienced educationist, distinction holder, having two Master Degrees in Computer Science (M.Sc, M.Phil) with significant teaching experience over 18 years for under graduate and post graduate courses in India and abroad is motivated to discover new horizons in modern education system through holistic approach. His academic associations with University of Dammam-KSA, Guru Gobind Singh Indrapratha University-Delhi, DOEACC-Delhi, Institute of Management Technology (IMT) Gaziabad-[Delhi Center], NIIT Imperia-Delhi, IGNOU-Delhi, All India Management Association (AIMA)-Delhi helped him to understand the role of holistic education to formulate a balanced approach model to help achieve outcomes of teaching and learning to achieve desired results. His love for sports helped him to achieve gold, silver and bronze medals. He is also associated with social welfare societies especially related to welfare of senior citizens and animals in distress. He has participated in more than 50 national and international academic events and having more than 35 publications like academic papers, books, chapters including modules/blocks for IGNOU UG and PG courses and NIOS.
Develop a mindset of creative confidence in children to help them flower as complete human beings. This program will provide them required attitude and skills to positively approach life and manifest their true potential. The program instills within children the sense of cooperation, enhances their memory, decision making, imagination and creativity. The child would be familiarized with a life approach that enables him or her to feel that they have capacity to manifest anything in their life what they really want.
Belief
"If every 8 year old in the world is taught meditation, we will eliminate violence from the world within one generation." Dalai Lama
Children can be molded in any way as they are a fresh ground. Their minds have not yet acquired any definite pattern. Therefore it becomes very important to impart a way of life that builds a strong human foundation and also gives them the necessary skills to face the world with positivity. Such a base can be developed by training their mind. To develop their inner faculties guided meditation is the way. Just like outer faculties can be developed by physical education, good food and lifestyle, similarly the inner faculties can be developed by meditation and other related techniques specially designed for young children. If the child is not equipped with these tools then he or she will feel handicapped while facing life. They will doubt themselves and feel that they are limited or undeserving. Such an underdeveloped consciousness will not blossom properly into a fully developed personality and will be negative towards life and other human beings.
Therefore it becomes very important that they know, how to manifest what they desire and how to coexist with others harmoniously without being violent.
Children have less mental barriers, biases, and pre-determined beliefs that allow them to experience mindfulness. Children can achieve mindfulness and thereby practice meditation more easily than adults can. So it's safe to say that incorporating meditation into a child's learning process is easier than we think, and schools across the country have begun adding meditation to their curriculum with positive results.
Outcomes:
Below are some of the outcomes that our program for kids will bring into your schools.
1. Enhanced focus, concentration, peak performance and stress relief
Noticed how kids are drawn to gadgets, social media, and technology more than we ever were in our youth? Modern day demands increasingly challenge us to think and respond more quickly than ever before — and kids are no exception. Constant stimulation during kids' waking hours — from the internet, video games, social media, school assignments — demands them to jump from thought to thought. In such a case you want your child to turn their attention completely to one thing at a time and have the capacity to focus.
A study, by Italian neuroscientist Giuseppe Pagnoni, found that meditation not only changes brain patterns, but it also heightens mental focus that may improve cognitive performance. In the study, brain scans showed that compared to those who meditate, non-meditators had higher activity in their ventral posteromedial cortex, the region of the brain linked to spontaneous thoughts and mind-wandering. So this specially designed program boosts focus and clarity in children. They remain cool and calm even when facing a new situation which they are not habituated to. More and more children show less agitation in their homes by participating in our program.
Stress also can begin to impact children at a very young age, and stressful situations affect health and well-being almost immediately. Demands from academic studies, competition, and always having to "do things right" plays a huge toll on kids' ability to relax. Bluntly put, too much stress inhibits peak performance. When the mind is calm, the body follows. When the mind is free of tension, it will function at its peak. Since meditation is known to help kids focus their energies and reduce tensions, overwhelming evidence suggests that it can help them perform better in school. In fact, meditation can have a profound impact on not only academics, but also athletic, creative and social performance.
A University of California, Los Angeles study found that second and third-graders who practiced meditation techniques for 30 minutes twice a week for eight weeks had improved behavior and scored higher on tests requiring memory, attention and focus than the non-meditators.
More and more schools are incorporating meditation in their learning programs, and it's only a matter of time that meditation becomes a norm for education programs.
2. Support for Healthy Emotional Development, Self-Esteem and Self-Love
In our fast paced lifestyle, children face even more "fears" than ever before. There are fears of not being accepted, fears of too much change, fears of losing loved ones, or simply fears of not being "enough."We want kids to be able to navigate through phases of insecurity, frustration, and impatience without too much distress. But prolonged fear-based stress on a child's emotional development can be debilitating and have long-term repercussions. Our program allows children
to access their natural rhythm of self-awareness and mindfulness — two key components of selfsoothing, problem-solving, patience, and facing fears.
By teaching meditation to children, we help them become aware of this natural state and consequently help them to overcome any obstructive, negative emotions. Most of us as kids, at one time another, felt like we are not "good enough."Childhood, especially during puberty, can be tough, and in a lot of cases, debilitating on our self-esteem and confidence. Naturally most of our present insecurities may have stemmed from childhood: An embarrassing situation that haunted you, not being the "cool kid" at school, not having "that" car, being bullied — any childhood situation that imprinted trauma or any negative belief about yourself. This program will provide access to a greater feeling of inner stability and security amongst young children. When a child learns to focus on the moment, his or her fears, self-doubt, and insecurities are transformed.
3. Enhanced Empathy and Connectedness
There's now tangible, scientific evidence of how meditation increases kindness, compassion, and connectivity among adults and children alike. In a study at Northeastern University, researchers found that "meditation made people willing to act virtuous — to help another who are suffering — even in the face of a norm not to do so." Researchers are uncertain of exactly why meditation heightens empathy and connectedness, but there are two possible reasons. First, meditation improves children's attention-span and their ability to focus on specific things in their environment. Second, meditation creates neural pathways that allow children to see the interconnectedness of human suffering regardless of their relationships. Our guided programs foster loving-kindness builds self-love, compassion, and human or environmental connection on multiple levels. Our meditation program will deeply embed within children good positive seeds of behavior. The children will not feel jealous from others success but feel happy for them. They will respect their elders and shower love to younger kids. They will treat their belongings, books, natural environment around them respectfully and with care. Our guided meditation will make
them aware that they are part of nature just like other humans, birds, animals and thus they will not become self- centered but think for welfare of entire world. We will show them our various interconnections and interdependencies for happy life. We will teach them the secret of quiet laughter and steer them away from envy. We will teach them there is also glory in failure and no shame in tears.
4. Feeling empowered – Yes I can do it – program
Yes, I can do it program is an exercise that we do in our workshop with children to make the child feel –yes, I can do everything that I set I my mind to. Nothing is impossible, unattainable and I have all the talents to achieve my goal. Henry Ford once said — 'Whether you think you can, or you think you can't--you're right.'
Since a young age till teenager period a child is constantly exposed to negative affirmations. As a result of such impositions, restrictions the consciousness of child is stunted. Many children go into rejection mode. Their special talents do not flower and they continuously feel unworthy. Their right brain hemisphere which is the seat for creativity is snubbed. We have designed a meditation technique so that children are not limited to their education. This meditation technique is termed as exploring the mystery of universe. The child is asked to mentally traverse in the vast universe and experientially glimpse how their consciousness has limitless possibilities. We teach them programming of the mind to achieve any goal and the process of manifesting anything in real life.
5. Attitude of gratitude
Thanks therapy- Practicing attitude of gratitude towards everything- taking every situation with happiness.
Gratitude is about feeling and expressing appreciation: for all we've received, all that we have (however little it may be), and for all that has not befallen us. It functions as an antidote for attachment to what we want but don't have and aversion to what we have but don't want. Gratitude is the opposite of being discontented. It's valuable to be aware that nearly all experiences have both "positive" and "negative" aspects. Even circumstances that are brutally physically and/or emotionally painful often contain considerable psycho-spiritual blessings in the forms of learning, growth, and healing. Sometimes we have to work harder to locate the positive and unearth its gifts (and sometimes these become manifest only in retrospect)—but if we make the time and invest the energy to look closely and search consciously, we will find them. There is always something to be grateful for, no matter how negative or desperate things may seem.
Gratitude changes perspective—it can sweep away most of the petty, day-to-day annoyances on which we focus so much of our attention—the "small stuff" situations that bring up feelings of impatience, intolerance, negative judgment, indignation, anger, or resentment. Gratitude is a vehicle to diffuse self-pity and self-centeredness, increase feelings of well-being, and prompt mindful awareness of that which is beyond oneself—of belonging to a greater whole, and of connection to others, as well as to the world.
Over the past decade, numerous scientific studies have documented a wide range of benefits that come with gratitude. These are available to anyone who practices being grateful. Gratitude facilitates contentment. It creates a sense of abundance in their lives. It also improves mood by enhancing feelings of optimism, joy, pleasure, enthusiasm, and other positive emotions. Gratitude promotes physical health enhances sleep. Gratitude strengthens relationships. Children can learn to appreciate the contribution of others to their well- being. Gratitude encourages "paying it forward." Grateful people are generally more helpful, generous of spirit, and compassionate. These qualities often spill over onto others. We train children's brain towards attitude of gratitude. Acknowledging the things each one is grateful for —on paper, with words, or even in thoughts— will help children cultivate an attitude of gratitude—and with it, a boost in happiness that will last in their growing up years.
6. Enhanced imagination, visualization, memory and decision making
Everything is created twice, first in the mind and then in reality- Robin Sharma
A natural way to introduce children to mindfulness is through guided imagery. Guided imagery is a meditative process that uses visualization and imagination to bring awareness to the mind-body connection. Children can easily access this healing process because they're naturally imaginative. By relaxing into a vivid story they gain tools to deal with stress, pain or difficult feelings. It's a wonderful way to connect with your child as they learn to listen to their inner wisdom and access their own power of healing. Psychology Today reported on a study in The Journal of Pediatrics, which found that guided imagery significantly reduces chronic stomach pain in children. In this study, 30 children with chronic stomach pain listened to guided imagery over an eight-week period; 63.1 percent experienced a significant decrease in their pain compared to just
26.7 percent in the control group who only received traditional medical care. An interesting side note to this study was the children's complete compliance—everyone enjoyed listening to the guided imagery so much that they all wanted to complete the study.
Further research is showing that practicing guided imagery can create new neural pathways and reinforce positive behaviors. Our brains can't distinguish between real events and imagined ones. When you imagine yourself in a situation your brain releases bio-chemicals based on your feelings about the person or event. For example, remembering a heated argument will release stress hormones in your body. While focusing on a loving person or joyful experience will increase levels of endorphins and serotonins, making you feel more relaxed and positive. Guided imagery encourages the brain to imagine positive and healing experiences, which helps to develop healthy coping skills and master new behaviors. By focusing your mind's eye on accomplishing goals and creating a desired image of yourself, your brain creates new pathways to reinforce this behavior. This technique has been used for years by trainers and athletes to successfully build confidence and improve performance. We create a Visualization exercise for children by which their imagination powers are enhanced. Their individual decision making and memory is enhanced.
We teach them wonder of books but also give time to ponder the extreme mystery of birds in sky, bees in the sun and flowers of a green hill. We teach them to have faith in their own ideas. We teach them not to follow the crowd but chart out their own path. We teach them to have sublime faith in self, because then he or she will have sublime faith in mankind.
Contact for workshops in schools.
Mr. Viikass Jolly, Mr. Arun Bakshi
Contact No.: +91-9815616111, +91-7009195381, +91-8894957495, +91-8219677425
Email: email@example.com | <urn:uuid:be9f7fd4-5345-4423-be4d-29f977f9fc59> | CC-MAIN-2021-21 | http://nextgenwings.com/wp-content/uploads/2018/06/school.pdf | 2021-05-09T11:26:33+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00318.warc.gz | 37,408,995 | 3,319 | eng_Latn | eng_Latn | 0.997863 | eng_Latn | 0.998085 | [
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Year Group: Nursery
St John's Walham Green C of E Primary School
Information for Parents – How to help your child
Term: Summer Class Teacher: Miss England
REGULAR TASKS
Personal, social and emotional development: This term, we will be developing our friendships and self-confidence. We will be focusing on taking steps to resolve conflicts and initiating good conversations with our friends. This involves sharing interests and taking into account what our friends say. We will be recognising the importance of self-confidence around the class room, speaking in front of and to our peers, as well as sharing information with our adults. We will be developing our confidence to initiate a range of activities in the classroom, as we prepare to transition to Reception.
Date:
26 th March 2021
Library: Children will have the opportunity to visit the library every few weeks. We will also be holding a library session in class on Friday mornings, where children will be able to choose one book to take home each week. Please do take the time to read to and with your child, giving them plenty of opportunity to talk about the story. The stories can be repeated, hearing the patterns in a story will support your child's language development. Through asking questions you will develop their comprehensive skills. This book should be brought back to school on the following Friday.
Physical Development: In addition to our weekly PE lesson, Nursery will be having a daily session outdoors where we will focus on developing our gross motor skills. This will involve lots of climbing, balancing, carrying, throwing and catching. In our PE lessons, we will be practising our jumping skills and our ability to negotiate space.
We will also be working on our fine motor skills to help build up our strength for writing. We will be using this to form recognisable letters and drawings with meaning. We will be developing our ability to hold a pencil correctly and other tools, such as scissors and glue.
Communication and Language: We will be focusing on our listening skills, through books without pictures or prompts and our understanding of spoken language. We will be extending our vocabulary to make clear meaning to others, using talk to organise, sequence and clarify thinking, ideas, feelings and events. We will develop our ability to retell stories, add narrative to our play and take into account what others say and do. Children will start to talk about themselves in positive terms, discussing their strengths and aspects of their personal lives.
Literacy: We will be listening to and reading a variety of stories and poems, recognising rhyming strings and developing our story telling skills. Children will develop their vocabulary through exposure of a variety of books and use this to make meaningful marks. We will be begin to start our Phonics scheme, Read Write Inc, and become familiar with linking sounds to letters, using this to hear the initial sound in words to write simple words/ sentences in meaningful contexts.
Transition: We will be preparing children for their move to reception through a range of transition activities and circle times. More information will be shared with parents in the summer term.
Maths: We will be focusing on 3D shapes and numbers to twenty. Children will have lots of opportunity to explore shape and number through the learning environment, as well as height, weight and length. We will be developing our understanding of numerals and quantities, whilst recognising one more and one less of a given number. We will practice solving number problems. We will focus on mathematical language, encouraging children to reason their decisions. Children will develop their ability to write and recognise numerals to twenty.
Understanding of the World: We will be exploring the world through recognising and understanding growth, decay and changes over time. Children will develop their ability to talk about the familiar world such as plants, animals, nature and found objects. We will be focusing on our senses to extend our vocabulary on how things work and why things happen.
Religious Education: We will be encouraging children to recognise and discuss their family custom, routines and special events. We will continue to use our lunch time and end of the day prayer, as well as the Lord's Prayer during Collective Worship that occurs weekly.
Expressive Arts and Design: We will be exploring a range of media, including paint, collage and printing and practising our ability to use a range of tools. We will be doing lots of imaginative play in our home corner and developing our ability to add a narrative with our friends. The children will have a weekly music session with our music teacher, Mrs. Ostler. Nursery will be singing, using percussion instruments and playing music games using Kodaly-based 'Jolly Music', gradually building up their awareness of beat, rhythm and pitch.
You are always welcome to come and see us with any questions or if you would like further advice or ideas for how you could help your child at home. Thank you in advance for your support.
Class Teachers: Miss England
Head teacher: Ms Wightwick | <urn:uuid:45eb80d6-417b-4cc3-addb-6d18c386a09a> | CC-MAIN-2021-21 | http://www.stjohnsce.lbhf.sch.uk/perch/resources/curriculum/nursery-summer-term.pdf | 2021-05-09T10:17:13+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00318.warc.gz | 90,119,844 | 1,000 | eng_Latn | eng_Latn | 0.997905 | eng_Latn | 0.997905 | [
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10
tips
Nutrition
Education Series
be a healthy role model for children
10 tips for setting good examples
You are the most important influence on your child. You can do many things to help your children develop healthy eating habits for life. Offering a variety of foods helps children get the nutrients they need from every food group. They will also be more likely to try new foods and to like more foods. When children develop a taste for many types of foods, it's easier to plan family meals. Cook together, eat together, talk together, and make mealtime a family time!
1 show by example Eat vegetables, fruits, and whole grains with meals or as snacks. Let your child see that you like to munch on raw vegetables.
2
go food shopping together focus on each other at the table Talk about fun and happy things at mealtime. Turn off the television. Take phone calls later. Try to make eating meals a stress-free time. 6
Grocery shopping can teach your child about food and nutrition. Discuss where vegetables, fruits, grains, dairy, and protein foods come from. Let your children make healthy choices.
3get creative in the kitchen Cut food into fun and easy shapes with cookie cutters. Name a food your child helps make. Serve "Janie's Salad" or "Jackie's Sweet Potatoes" for dinner. Encourage your child to invent new snacks. Make your own trail mixes from dry whole-grain, low-sugar cereal and dried fruit.
4 offer the same foods for everyone Stop being a "short-order cook" by making different dishes to please children. It's easier to plan family meals when everyone eats the same foods.
5 reward with attention, not food Show your love with hugs and kisses. Comfort with hugs and talks. Choose not to offer sweets as rewards. It lets your child think sweets or dessert foods are better than other foods. When meals are not eaten, kids do not need "extras"—such as candy or cookies—as replacement foods.
listen to your child If your child says he or she is hungry, offer a small, healthy snack—even if it is not a scheduled time to eat. Offer choices. Ask "Which would you like for dinner: broccoli or cauliflower?" instead of "Do you want broccoli for dinner?" 7
limit screen time Allow no more than 2 hours a day of screen time like TV and computer games. Get up and move during commercials to get some physical activity. 8
encourage physical activity Make physical activity fun for the whole family. Involve your children in the planning. Walk, run, and play with your child—instead of sitting on the sidelines. Set an example by being physically active and using safety gear, like bike helmets. 9
be a good food role model Try new foods yourself. Describe its taste, texture, and smell. Offer one new food at a time. Serve something your child likes along with the new food. Offer new foods at the beginning of a meal, when your child is very hungry. Avoid lecturing or forcing your child to eat. 10
United States
Department of Agriculture
Center for Nutrition
Policy and Promotion
Go to www.ChooseMyPlate.gov for more information.
10 tips Nutrition Education Series
liven up your meals with vegetables and fruits
10 tips to improve your meals with vegetables and fruits
Discover the many benefits of adding vegetables and fruits to your meals. They are low in fat and calories, while providing fiber and other key nutrients. Most Americans should eat more than 3 cups—and for some, up to 6 cups—of vegetables and fruits each day. Vegetables and fruits don't just add nutrition to meals. They can also add color, flavor, and texture. Explore these creative ways to bring healthy foods to your table.
1 fire up the grill Use the grill to cook vegetables and fruits. Try grilling mushrooms, carrots, peppers, or potatoes on a kabob skewer. Brush with oil to keep them from drying out. Grilled fruits like peaches, pineapple, or mangos add great flavor to a cookout.
6get in on the stir-frying fun Try something new! Stir-fry your veggies—like broccoli, carrots, sugar snap peas, mushrooms, or green beans—for a quick-and-easy addition to any meal.
2
expand the flavor of your casseroles
Mix vegetables such as sauteed onions, peas, pinto beans, or
tomatoes into your favorite dish for that extra flavor.
3 planning something Italian? Add extra vegetables to your pasta dish. Slip some peppers, spinach, red beans, onions, or cherry tomatoes into your traditional tomato sauce. Vegetables provide texture and low-calorie bulk that satisfies.
4 get creative with your salad Toss in shredded carrots, strawberries, spinach, watercress, orange segments, or sweet peas for a flavorful, fun salad.
5 salad bars aren't just for salads Try eating sliced fruit from the salad bar as your dessert when dining out. This will help you avoid any baked desserts that are high in calories.
7 add them to your sandwiches Whether it is a sandwich or wrap, vegetables make great additions to both. Try sliced tomatoes, romaine lettuce, or avocado on your everday sandwich or wrap for extra flavor.
8 be creative with your baked goods Add apples, bananas, blueberries, or pears to your favorite muffin recipe for a treat.
9 make a tasty fruit smoothie For dessert, blend strawberries, blueberries, or raspberries with frozen bananas and 100% fruit juice for a delicious frozen fruit smoothie.
10 liven up an omelet Boost the color and flavor of your morning omelet with vegetables. Simply chop, saute, and add them to the egg as it cooks. Try combining different vegetables, such as mushrooms, spinach, onions, or bell peppers.
United States
Department of Agriculture
Center for Nutrition
Policy and Promotion
Go to www.ChooseMyPlate.gov for more information.
Eat Right
Food, Nutrition and Health Tips from the Academy of Nutrition and Dietetics
25 Healthy Snacks for Kids
When a snack attack strikes, refuel with these nutrition-packed snacks.
Easy, Tasty (and Healthy) Snacks
You may need an adult to help with some of these snacks.
1. Parfait: Layer vanilla yogurt and mandarin oranges or blueberries in a tall glass. Top with a sprinkle of granola.
2. Inside-Out Sandwich: Spread mustard on a slice of deli turkey. Wrap around a sesame breadstick.
3. Rocky Road: Break a graham cracker into bite-size pieces. Add to low-fat chocolate pudding along with a few miniature marshmallows.
4. Mini Pizza: Toast a whole-wheat English muffin, drizzle with pizza sauce and sprinkle with low-fat mozzarella cheese.
5. Spread mustard on a flour tortilla. Top with a slice of turkey or ham, low-fat cheese and lettuce. Then roll it up.
6. Sandwich Cut-Outs: Make a sandwich on whole grain bread. Cut out your favorite shape using a big cookie cutter. Eat the fun shape and the edges, too!
7. Banana Split: Top a banana with low-fat vanilla and strawberry frozen yogurt. Sprinkle with your favorite wholegrain cereal.
8. Apple Pie Oatmeal: Make one packet of microwave oatmeal with low-fat milk. Mix in 1/4 cup unsweetened applesauce. Sprinkle with apple pie spice or cinnamon.
9. Mix together peanut butter and cornflakes in a bowl. Shape into balls and roll in crushed graham crackers.
10. Microwave a cup of tomato or vegetable soup and enjoy with whole-grain crackers.
11. Fill a waffle cone with cut-up fruit and top with low-fat vanilla yogurt.
12. Sprinkle grated Parmesan cheese on hot popcorn.
13. Peel a banana and dip it in yogurt. Roll in crushed cereal and freeze.
14. Spread celery sticks with peanut butter or low-fat cream cheese. Top with raisins.
15. Stuff a whole-grain pita pocket with ricotta cheese and Granny Smith apple slices. Add a dash of cinnamon.
16. Mix together ready-to-eat cereal, dried fruit and nuts in a sandwich bag for an on-the-go snack.
17. Smear a scoop of frozen yogurt on two graham crackers and add sliced banana to make a yummy sandwich.
18. Microwave a small baked potato. Top with reduced-fat cheddar cheese and salsa.
19. Make snack kabobs. Put cubes of low-fat cheese and grapes on pretzel sticks.
20. Toast a whole-grain waffle and top with lowfat yogurt and peaches.
21. Mix together low-fat cream cheese, mixed dried fruit bits and shelled sunflower seeds. Spread on a toasted English muffin.
22. Blend low-fat milk, frozen strawberries and a banana for thirty seconds for a delicious smoothie.
23. Make a mini-sandwich with tuna or egg salad on a whole-grain dinner roll.
24. Sprinkle grated Monterey Jack cheese over a corn tortilla; fold in half and microwave for twenty seconds. Top with salsa.
25. Spread peanut butter on apple slices.
This tip sheet is provided by:
Authored by Academy of Nutrition and Dietetics staff registered dietitians.
©2012 Academy of Nutrition and Dietetics. Reproduction of this tip sheet is permitted for educational purposes. Reproduction for sales purposes is not authorized.
Dip it! Bonus Snacks
* Dip baby carrots and cherry tomatoes in low-fat ranch dressing.
* Dip strawberries or apple slices in low-fat yogurt.
* Dip pretzels in mustard.
* Dip pita chips in hummus.
* Dip graham crackers in applesauce.
* Dip baked tortilla chips in bean dip.
* Dip animal crackers in low-fat pudding.
* Dip bread sticks in salsa.
* Dip a granola bar in low-fat yogurt.
* Dip mini-toaster waffles in cinnamon applesauce.
Find more healthy eating tips at:
www.eatright.org/nutritiontipsheets www.kidseatright.org
For a referral to a registered dietitian and for additional food and nutrition information visit www.eatright.org. | <urn:uuid:8a6b75d0-fcc6-47c4-abc3-10af8b20d379> | CC-MAIN-2021-21 | https://jcprd.com/DocumentCenter/View/326/Healthy-Living-Tips-Nutrition-Education-Series-PDF | 2021-05-09T11:31:59+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00317.warc.gz | 344,805,333 | 2,085 | eng_Latn | eng_Latn | 0.992755 | eng_Latn | 0.997676 | [
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Reading CRCT question pool
Fourth Grade Reading Test
Vicki Uebele
Name:
Date:
Instructions:
Reading CRCT question po
Name:
Date:
Test:
Teacher: Vicki Uebele
Dear Maria,
How are you doing? I am fine. I am so glad it is summer! I went to the beach yesterday. It was so much fun! I found the neatest seashells. One shell is pink and purple. It is spiral-shaped. We took our tubes in the ocean. When a big wave came, we jumped on the tube. We flew high up into the air! It was the best!
We built a huge sandcastle before lunch. My cousin dug a deep moat around the castle and filled it with water. Then I took some of the shells I found and stuck them on the castle. It was such a nice castle. But a big wave came and ate it up! After lunch, we went exploring. We found clams and oysters, and even saw a little crab crawling along the shore. At night, I spotted a group of whales swimming way off in the ocean. I wish they swam closer to the shore so I could see them better!
When I got home, I looked in the mirror and saw that I had a cherry red nose! I had spent too much time in the sun. We should go to the beach together. Next time I see you, I will give you one of the shells I found. Please write back soon. I miss you!
1. Where did the events in this passage take place?
A. the city
B. the beach
C. the mountains
D. the zoo
2. Nathan wanted the whales to swim closer to the shore so he could
A. catch them
B. take their picture
C. touch them
D. see them better
Fourth Grade Reading
2
Reading CRCT question po
3. Which of these happened FIRST in the passage?
A. Nathan saw clams, oysters, and a little crab.
B. Nathan promised to send Maria a shell.
C. Nathan built a sandcastle with his cousin.
D. Nathan looked at his nose in the mirror.
4. Nathan did each of the following to his sandcastle EXCEPT
A. put a moat around it
B. decorate it with shells
C. write his name on it
D. pour water around it
5. Why did Nathan have a cherry red nose?
A. He spent too much time in the sun.
B. He had it painted while playing.
C. He came down with a bad cold.
D. He had rubbed it too hard.
6. This passage is an example of
A. a poem
B. a biography
C. a letter
D. a report
Name:
Date:
Test:
Teacher: Vicki Uebele
Fourth Grade Reading
3
7. Which of the following words from the passage has a suffix that means the most?
A. spiral-shaped
B. neatest
C. together
D. exploring
Name:
Date:
Test:
Teacher:
Reading CRCT question po
Vicki Uebele
Fourth Grade Reading
4
Name:
Test:
Date:
Teacher:
Fireflies
The sounds of cicadas
hum in the trees
as fireflies zip across the front lawn.
Their twinkling tails light up
our glass collecting jars for
one
brief moment
Then we open the pierced lid and let
them out one by one.
Their phosphorescent luster streaks our palms
as our fingers
become launching pads for
their flashy flight into the
overhanging branches of evening.
Fourth Grade Reading
5
Reading CRCT question po
Vicki Uebele
Name:
Test:
Reading CRCT question po
Date:
Teacher:
Vicki Uebele
8. The purpose of this passage is to
A. convince the reader to catch fireflies.
B. entertain the reader with thoughts of fireflies.
C. give the reader facts about fireflies.
D. inform the reader how to care for fireflies.
9. What does the author describe just after the sounds of cicadas in the trees?
A. the twinkling lights of the fireflies' tails
B. fireflies zipping across the front lawn
C. the fireflies using fingers for launching pads
D. glass jar lids being pierced
10. What finally happens to the fireflies in the passage?
A. They stay in glass jars.
B. They go to sleep for the night.
C. They are set free.
D. They stop lighting up.
11. This passage is an example of what kind of writing?
A. a story
B. a folk tale
C. a report
D. a poem
Fourth Grade Reading
Test
6
12. When do the events in this passage take place?
A. one night
B. several days
C. a whole summer
D. many years
13. What is the root of the word twinkling?
A. twin
B. ink
C. twinkle
D. inkling
14. The word overhanging is an example of
A. a contraction.
B. a compound word.
C. a prefix.
D. a root word.
Name:
Date:
Test:
Teacher:
Reading CRCT question po
Vicki Uebele
Mohawk River Valley
When the first people settled at various places in the Mohawk River Valley, the river was clean and pure. Boats were used on the river to move people and products from one town to another.
In the late 1800s and early 1900s, factories were started in these towns. Towns and factories along the river dumped wastes into the river. As time went on, more and more wastes were dumped into the river. Sometimes chemicals, harmful to the animal and plant life, were put into the river. The river became dirtier and dirtier until the water was no longer fit to drink. Few fish could live in it. It was not even safe for people to swim in. Now people are trying to stop polluting the river so that it will once again be fit to use.
Fourth Grade Reading
7
15. What was the river like when the people FIRST settled there?
A. unsafe
B. clean
C. dirty
D. sparkling
16. Why couldn't fish live in the water in the 1900s?
A. There was a dry spell.
B. The water was dirty.
C. People were catching fish.
D. The river had been dug up.
17. What is the root word of dirtier?
A. dirtiest
B. dire
C. dirt
D. dirties
18. What was the result of factories dumping waste into the rivers?
A. The factories were closed down.
B. Boats moved people from place to place.
C. New towns developed all over.
D. The water was badly polluted.
Name:
Date:
Test:
Teacher:
Reading CRCT question po
Vicki Uebele
Fourth Grade Reading
8
19. Which word means the opposite of harmful?
A. related
B. safe
C. dangerous
D. natural
Name:
Date:
Test:
Teacher:
Reading CRCT question po
Vicki Uebele
19. Which word means the opposite of harmful?
A. related
B. safe
C. dangerous
D. natural
Cabin Fever Draws Fire
On Monday night the city council voted to let Watson's grocery make a parking lot next to their store. Watson's plans are to level the old log cabin built by the Darke family 150 years ago.
The cabin has been empty for almost thirty years. It needs many repairs. In fact, many people call it an eyesore. They will be glad when it is gone. We, here at The Hamilton News, however, believe it is time for people to take action and save this building. The staff members at this newspaper believe that these old logs hold important pieces of our past.
Many stories have been told about the Darke cabin. People say that Mark Twain, the great American writer, stayed here when he was a young man. The cabin is the town's oldest landmark.
Instead of destroying it, we should be rebuilding the cabin into a museum of local history. Of course, we should have done this long ago. We should have put new bricks in the chimney. We should have replaced the panes of glass in the windows.
It is not too late to change "should have" to "must." Let us raise funds now and gather the necessary volunteers. Our town must hold on to its past and not let Watson's grocery bulldoze it into dust.
Fourth Grade Reading
9
Name:
Test:
Reading CRCT question po
Date:
Teacher:
Vicki Uebele
20. Plans call for the Darke cabin to be replaced by
A. a council building
B. a grocery store
C. a parking lot
D. a new cabin
21. In which paragraph does the author discuss stories about the Darke cabin?
A. paragraph 1
B. paragraph 2
C. paragraph 3
D. paragraph 4
22. Which of these events happened FIRST?
A. The city council held a meeting.
B. The cabin was bulldozed.
C. Watson's built a grocery.
D. The Darke family built a cabin.
23. Which of these BEST states the ideas in the LAST paragraph?
A. The city council must take over the cabin.
B. With money and people, the cabin can be saved.
C. Without Watson's money, the cabin can't be saved.
D. People feel guilty for not repairing the cabin.
Fourth Grade Reading
10
24. Which of these could BEST replace the word landmark in this passage?
A. place on a map
B. well-known location
C. beautiful area
D. highest point
25. The word eyesore suggests all of these EXCEPT
A. ugly
B. unfair
C. unpleasant
D. unappealing
Name:
Date:
Test:
Teacher:
Reading CRCT question po
Vicki Uebele
Fourth Grade Reading
11 | <urn:uuid:4c7457d7-9aad-4bd2-af3e-d12ab6feceb0> | CC-MAIN-2021-21 | http://www.henry.k12.ga.us/wle/home/crct/fourth%20grade/Fourth%20Grade%20Reading%20Test.pdf | 2021-05-09T09:40:33+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00316.warc.gz | 71,126,441 | 2,124 | eng_Latn | eng_Latn | 0.976075 | eng_Latn | 0.999116 | [
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Find words that begin with …
A
B
C
D
E
F
G
*
*
*
*
*
*
H
*
O
I
*
*
J
*
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V
*
W
*
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Q
*
*
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L
*
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X
*
*
M
*
N
S
T
U
*
*
Find words that begin with …
Ma
Mb
Mc
Md
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Me
Mf
*
Mg
*
Mh
*
Mi
*
Mm
Ml
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minutes miracle
miracles miraculous
miraculously mire
mired mirror
If your smartphone, tablet, or computer has internet access, you can display the official chapter from the Big Book or the 12&12. Tap the(view)link and scroll to the page you want.
Chapter 11
A VISION FOR YOU
OR MOST normal folks, drinking means conviviality, companionship and colorful imagination. It means release from care, boredom and worry. It is joyous intimacy with friends and a feeling that life is good. But not so with us in those last days of heavy drinking. The old pleasures were gone. They were but memories. Never could we recapture the great moments of the past. There was an insistent yearning to enjoy life as we once did and a heartbreaking obsession that some new miracle of control would enable us to do it. There was always one more attempt—and one more failure.
-
-
-
Mp
151
164 and More™Concordance
164 and More is a concordance to the booksAlcoholics Anonymous(4 th Ed. Big Book) and theTwelve Steps and Twelve Traditions(12&12). You can search for a word and browse all passages containing that word.
TheFINDoption on most screens brings up the Find‐a‐Word feature shown to the left. To find passages with "miracles" …
- tap "M"
- tap "Mi"
- scroll the Mi words and tap "miracles"
If you'd rather type the word you want, use the built‐in search on your device. Either typing your word or tapping choices (Find‐a‐Word) displays the same list of passages.
To study the context of a particular passage, tap(view)to display the appropriate Big Book or 12&12 chapter.
miracles
6 passages [5 in BB … 1 in 12&12]
and were quick to
1. miracles. (view)12&12Step Eleven, p.97 We liked A.A. all right, say that it had donemiracles.
2. miracles among us, we should (view)BBThe Family Afterward, p.133 Try to remember that though God has wroughtmiraclesamong us, we should never belittle a good doctor or psychiatrist.
3. miracles, and one was to come to (view)BBA Vision For You,p.161
They had seenmiracles, and one was to come to them.
164 and Moreis available at amazon.com ($5.49 USD). It is compatible with Apple and Android smartphones and tablets, Kindle Fire tablets, PC and Mac computers. You can use it on 6 devices. Before installing164 and Moreon one of your devices, go to amazon.com and download the free "Kindle Reading App" for that type of device (i.e. iPhone, iPad, Android, PC, etc.).
Recovery Press LLC P.O. Box 31005 Albuquerque, NM 87190‐1005
Phone: 505‐980‐4294
Email: email@example.com | <urn:uuid:3aba7b66-07b3-4cc8-b4ff-daf149719e3a> | CC-MAIN-2021-21 | https://www.164andmore.com/164-InfoSheet.pdf | 2021-05-09T11:41:34+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00319.warc.gz | 623,222,292 | 1,050 | eng_Latn | eng_Latn | 0.997647 | eng_Latn | 0.997647 | [
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New Hope – Solebury School District Equity Committee Meeting Minutes December 15, 2020
Dr. Lentz, committee chair, called the meeting to order at 4:00 PM, via Zoom.
The committee broke into groups to discuss group goals, desired qualities and characteristics of an equitable school district. Feedback and questions included:
* equity as a mindset, not a discrete project
* preparing students for life beyond NHS to avoid culture shock
* how do we reach every sub-community? Do we address in phases?
* Define equity vs equality for the public
* NHS needs a cultural shift – address the way kids talk to one another
* Keep students central
* How do we address inherent bias? Can we schedule awareness trainings?
Dr. Magerman summarized the community survey results, which will be published for the public and discussed in greater detail at the next meeting. 783 people responded and 50 interviews were conducted. Main takeaways: the district should cultivate community engagement for students to expose them to a broader variety of experiences, people, and viewpoints. The committee needs a high level of transparency for parents around curriculum changes – survey indicates a fear of political agenda around teaching topics of race and social identities.
Erik Pedersen reported on the presentation subcommittee. At the last meeting, the subcommittee discussed growing cultural competency across all grade levels, with a potential K-6 and 7-12 split. Presenters could include a diverse range of music, dance, art, politics. Should be student led – what do they want? Mr. Pedersen has established a student equity committee at the high school that includes 10 dedicated students so far. They echoed the need for greater exposure to diverse people and opinions. One student is working on a cultural awareness component for Spirit Week. They also discussed curriculum: what isn't connecting? As well as connecting to alumni and establishing peer work and role playing. The next subcommittee meeting is Jan. 7.
Chris Schwartz gave the policy subcommittee update. They are very early in the process but discussed defining committee goals; working on an equity statement; creating policy to achieve buy-in from stakeholders; and looking to model policies in other school districts and PSBA resources.
Dr. Lentz reported for the resource subcommittee. They discussed finding common themes across grade levels for programs like one book/one district or Read Across the World. Their target groups are students, teachers, and parents. Resources include films, podcasts, articles, literature, data, as well as partnerships with area organizations like Peace Center, ADL, and PCCY. Crossover with presentation subcommittee.
The committee broke into groups again to discuss what defines equity in NHSD. What are the key components and how will we know when equity is achieved?
* Meet students where they are
* Equity is not an end point – will be successful when the district has the policies, protocols, and procedures in place to hear and meet the needs of all students
* Fair and just opportunity for everyone to meet their potential
* Free from discrimination and bias
* Eliminate policies and procedures that serve as barriers
* Distinguish equity from equality
* Look to and teach from examples in history of overcoming bias
* Equity is the process, equality is the outcome
* Don't give up – equity is a moving target
* Look to advance to equity as a foundation, root of district operations
* Include measurable goals
Groups discussed: what would an equitable district look like? What are the ultimate goals? 5-10 year changes?
* Less of a bubble. NHS has a diverse label but homogenous substance
* Connect talk with action. How do students participate in the change they want to see? How do we change how the interact with one another?
* 5-10 year goal: equity is a foundation, not a topic
* Teaching with intent. Train teachers to have difficult conversations/lead discussions around literature, etc with race as context
* Sustained interest and engagement
* kids would not be afraid to express themselves
* create realistic milestones
* anti-racism and white privilege incorporated into curriculum
* create a safe place for all
Dr. Lentz adjourned the meeting at 6:10. Links and resources will be shared with the committee ahead of the next meeting. | <urn:uuid:0710be81-5dd6-4c2e-87da-3d548aec6ed1> | CC-MAIN-2021-21 | https://www.nhsd.org/cms/lib/PA01001961/Centricity/Domain/4/2020-12-15%20Equity%20Committee%20Minutes.pdf | 2021-05-09T11:46:35+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00319.warc.gz | 944,316,581 | 876 | eng_Latn | eng_Latn | 0.998799 | eng_Latn | 0.998852 | [
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Show understanding of a range of familiar spoken phrases, for example through acting out part of a familiar story heard.
I can recognise familiar phrases and sentences in stories.
Listen to and accurately repeat particular phonemes in songs and rhymes and begin to make links to spellings.
I can accurately repeat the sounds that I hear in songs and rhymes.
Notice that the target language may contain different phonemes and that some similar sounds may be spelt differently to English.
I can link some of the sounds of the language to their spellings.
Ask and answer a range of questions on different topic areas.
I can ask and answer questions about different topics.
Using familiar sentences as models, make varied adaptations to create new sentences.
I can change simple sentences I have heard in different ways to make new sentences.
Read aloud using accurate pronunciation and present a short learned piece for performance.
I can read aloud with good pronunciation.
Read a range of familiar written phrases and sentences, recognising their meaning and reading them aloud accurately.
I can understand and read out several familiar phrases and sentences.
Follow the written version of a text he/she is listening to.
I can follow the words of a text when it is being read aloud.
Begin to work out the meaning of unfamiliar words within a familiar text using contextual and other clues.
I can work out the meaning of some new words when I am reading.
Write words and short phrases from memory.
I can write a range of words and some short phrases from memory.
Use a range of adjectives to describe things in more detail, such as describing someone's appearance.
I can use different adjectives to describe people or a detailed picture.
Write descriptive sentences using a model but supplying some words from memory.
I can write sentences to describe something, using some words I've remembered and an example sentence to help me.
Recognise a wider range of word classes including pronouns and articles, and use them appropriately.
I can use pronouns and articles correctly.
Understand that adjectives may change form according to the noun they relate to, and select the appropriate form.
I understand that adjectives sometimes change because of the noun they describe.
Recognise questions and negative sentences.
I can recognise a question and a negative sentence. | <urn:uuid:7c9108e3-23de-4ade-87e5-09512ffb208c> | CC-MAIN-2021-21 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1735487/user/grnLP7XCzU?response-content-disposition=attachment%3Bfilename=Band_4_-_Languages_-_Poster.pdf&AWSAccessKeyId=AKIAXSFB2UMTNFUBN2F7&Expires=1620601051&Signature=MgepHbrKwZ0LMF1j%2FkRw5hEE%2BUA%3D | 2021-05-09T10:57:32+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00320.warc.gz | 518,919,585 | 448 | eng_Latn | eng_Latn | 0.99877 | eng_Latn | 0.99877 | [
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2393
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INTO 6 TH CBSE/ICSE
MATHEMATICS
1. What is the successor of the sum of smallest and greatest numbers possible with the digits 3, 6, 0, 7, 1 used only once
1. 86676
2. 86677
3.86678
4. 77678
2. The place value and face value of a number is always equal at
1. One's place
2. Tens' place
3.Hundred's place 4. Thousand's place
3. Write next two numbers in the given pattern: 1, 8, 27, 64, 125, ___, ___
1. 140, 178
2. 216, 347
3.215, 343
4. 216, 343
4. If 429 3 = x, then 1716 x =
1. 10
2. 5
3.8
4. 12
5. The cost of 5 mangoes is ` 27.50, what is the cost of 2 mangoes
1. ` 5.50
2. ` 10.50
3. ` 11
4. ` 15
6. Which of the following statement is not true
1. LCM of two co-primes is their product
2. a number 70 has 8 factors
3. multiples of a number are countable
4. 1 is a factor of every number
7. Add: 1 23 and 1 32
1. 2 5 5
2. 5 56
3. 1 55
4. 2 5 6
8. Which of the following is meaningless
1. CIX
2. XIV
3.CXC
4. IXIV
9. Subtract 5 9 from 5
1. 35 9
2.
40
9
3.35 9
4. 25 9
10. 60.06 + 666.6 + 6.006
1. 732.666
2. 186.78
3.732.018
4. 186.078
11. The value of proper fraction is always
1. Equal to 1
2. Less than 1
3.Greater than 1 4. Zero
12. HCF of two consecutive even numbers is
1. 0
2. 1
3.2
4. Not defined
13. How many digits are needed to write the numbers from 1 to 150
1. 337
2. 342
3.347
4. 343
14. Simplify: 25 – 16 4 2
1. 23
2. 13
3.17
4. 1.125
15. The equivalent fraction of
5
6
is
1. 5 12
2. 10 14
3. 15 18
4. 20 6
16. What should be added to 0.329 to get 4 is
1. 4.329
2. 0.325
3.4.671
4. 3.671
17. The HCF of 333 and 407 is
1. 1
2. 34
3.37
4. 333
18. How many numbers between 100 and 300 are divisible by 8
1. 23
2. 24
3.25
4. 22
19. Simplify: 1 1 2 1 1 2 2
1. 8 3
2. 13 3
3. 19 4
4. 17 5
20. What is the remainder in the expression 11 25 ? 14
1. 25
2. 11
3.14
4. 361
21.
0.0025
0.05
1. 0.5
2. 0.05
3.0.005
4. 0.0005
22. What is the average of 15, 8, 0, 9, 11 is
1. 8
2. 8.2
3.8.4
4. 8.6
23. Which of the following metric unit is the smallest
1. Kilo
2. Centi
3.Deci
4. Milli
24. If HCF of two numbers is 9, which of the following can never be their LCM?
1. 54
2. 60
3.72
4. 45
25. Express 5 8 into decimals
1. 1.6
2. 0.625
3.0.725
4. 1.06
26. In a class there are 52 boys and 28 girls. What fraction of the pupils are girls?
1. 7 10
2. 7 20
3. 13 20
4. 28 20
27. Simplify: 4 2 1 7 9 7
1. 1
2. 2
3.3
4. 4
28. Half of a number is 7.5, what is 4 10 th of the same number?
1. 3
2. 4
3.6
4. 6.5
29. The sum of two numbers is 25,619. One of them is 19,989. The other number is
1. 45,608
2. 26,030
3.5630
4. 5360
30. A train leaves the station at 9.25 PM and reaches destination at 5.10 AM. The duration of the journey is
1. 7 hours 15 minutes
2. 5 hours 35 minutes
3. 7 hours 45 minutes
4. 8 hours 15 minutes
31. Express 256 l into deca litres
1. 2.56 dal
2. 25.6 dal
3.0.256 dal
4. 2560 dal
32. Which of the following has not a definite length?
1. AB
2. PQ
3. OP
4. Both 2 and 3
33. An angle which is more than 180 0 and less than 360 0 is
1. Acute angle
2. Right angle
3.Obtuse angle
4. Reflex angle
34. Find the circumference of a circle whose radius is
7
22
cm is
1. 1 cm
2. 2 cm
3.14 cm
4. 4 cm
35. The temperature of a cup of hot milk was 149 0 F. Express it in Celsius scale
1. 85 0 C
2. 95 0 C
3.80 0 C
4. 65 0 C
36. How many degrees does the minute hand turn through in a quarter of an hour?
1. 30 0
2. 60 0
3.90 0
4. 180 0
37. A quadrilateral in which all sides are equal and all angles are equal
1. Rhombus
2. Rectangle
3.Square
4. Kite
38. The adjacent figure represents
1. parallel lines
2. Transversal lines
3. concurrent lines
4. Perpendicular lines
39. What is the perimeter of adjacent figure
1. 10 cm
2. 12 cm
3. 14 cm
4. 16 cm
4cm
1cm 1cm 1cm 1cm 1cm 4cm
40. The length of a rectangle is 1.5m and the breadth is 30cm. Find its area
1. 4500 sq. cm
2. 0.450 sq m
3.Both 1 and 2
4. 45sq.cm
41. Earth surface consists of 75% water. Express it in fraction in lowest terms.
1. 5 6
2. 3 4
3. 15 20
4. 3 5
42. Simple interest on ` 400 for 2 years at 10% per annum is
1. ` 50
2. ` 70
3. ` 80
4. ` 100
43. A solid shape covered by 6 square faces is
1. Sphere
2. Cube
3.Cuboid
4. Cylinder
44. A line segment whose end points lie on a circle is
1. Radius
2. Sector
3.Segment
4. Chord
45. If diameter of a circle is 3.026 cm, then its radius is
1. 3.026 cm
2. 6.052 cm
3.1.513 cm
4. 1.008 cm
46. Express 22 : 45 in 12 hours clock is
1. 10.45 AM
2. 12.45 PM
3.10.45 PM
4. 11.45 PM
47. Which of the following number has more factors
1. 24
2. 36
3.72
4. 91
48. A square sheet of paper whose perimeter is 48 cm, then find its area
1. 48 cm 2
2. 144 cm
3.192 cm
2
4. 144 cm 2
49. Find the least value of *, so that 464*28 is exactly divisible by both 8 and 9.
1. 1
2. 3
3.5
4. 9
50. A hall measures 16m by 12m. How many square tiles of side 4m will be required to
pave its floor
1. 10
2. 12
3.48
4. 8
SCIENCE
51.
A ___________ of a star planet is an object that goes around the star
1. Satellite
2. Eclipse
3.Solar
4. moon
52. Stratosphere contains a layer of a gas
1. Argon
2. Ozone
3.Oxygen
4. All of these
53. Dust and smoke are leads to type of pollution
1. Water
2. Air
3.Gas
4. Vapour
54. Lever depends on ________. Load and fulcrum
1. Inside the effort
2. Position of the effort
3. Body of the effort
4. Both 1 and 2
55. Winding edge is actually an ___________
1. Rough plane
2. Inclined plane
3.Smooth plane
4. 1 and 2 only
56. Stone is fixed does not move called ___________
1. Motion
2. Lever
3.Fulcrum
4. Effort
57. Levers are grouped into_______types
1. 3
2. 2
3.4
4. 5
58. The wheels used in all these machines have a rod in the centre known as
1. Wheel
2. Screwdriver
3.Screw
4. Axle
59. Volume of substance increases, its weight
1. Decreases
2. Remains same
3.None of these
4. Increases
60. Density =
1. Weight + length 2. Weight – volume 3.Weight volume 4. Weight volume
61. Iron is denser than
1. Water
2. Wood
3.Glass
4. Lead
62. The examples of second class levers
1. Wheel barrow
2. Nut cracker
3.Bottle opener
4. All of the above
63. Satellites are sent up in rockets revolves around the earth known as
1. Eclipse
2. Artificial satellite
3. Communication satellite 4. Weather satellite
64. The side of the moon facing us gets no sunlight at all, we can't moon called
1. Gibbous moon
2. Full moon
3.New moon
4. Crescent moon
65. Earth pulls everything down with the force of _______
1. Electric
2. Nuclear
3.Gravity
4. Magnet
66. The first manned space craft to reach the moon was
1. Apollo 9
2. Apollo 11
3.Apollo 8
4. Apollo 12
67. Upthrust is
1. Real weight
2. Weight of displaced by an object
3. Real weight – weight in water
4. Both 1 and 2
68. The winding edge of a screw is
1. Rod
2. Pulley
3.Lever
4. Thread
69. _________ founded upthrust is equal to the weight of water displaced object
1. Pascal
2. Torricelli
3.Newton
4. Archimedes
70. Shadow of the earth can fall on the moon called
1. Lunar eclipse
2. Solar eclipse
3. Partial solar eclipse
4. All of the above
71. Which of the following disease is caused by the lack of iron?
1. Scurvy
2. Rickets
3.Anaemia
4. Scurvy
72.
DPT is a vaccine for
1. Diphtheria, Polio,tuberculosis
2. Dengue, pertusis,tetanus
3. Diphtheria,pertusis,tetanus
4.Dengue ,polio,tetanus
73. The rock which is used as a body scrubber?
1. Sand stone
2. Marble
3.Pumice
4. Basalt
74. What is the smallest structural unit of a living thing?
1. Tissue
2. Cell
3.Organ
4. Organism
75. Identify the stems given below
1. Garlic
2. Sweet potato
3.Turnip
4. Carrot
76. Which of the following seeds are dispersed by wind?
1. Touch-me-not
2. Geranium
3.Balsam
4. Drum stick
77. The part of an eye, on which the image forms
1. Retina
2. Pupil
3.Iris
4. Lens
78. Wheel barrow is an example for
1. First- class lever
2. Second-class lever
3. Third-class lever
4. Wheel-axle
79. Which of the following is an inert gas?
1. Hydrogen
2. Neon
3.Ammonia
4. Oxygen
80. Objects float on water if
1. Weigh < upthrust 2. Weigh > upthrust 3.Weigh = upthrust 4. Weigh upthrust
81. Volume=
1. Density weight
2. Density volume
3. Weight Density
4. Density + weight
82. The process which is used to separate soluble impurities from water
1. Filtration
2. Distillation
3.Winnowing
4. Crystallization
83. PSLV- C37 was successfully launched 104 satellites in a single flight on
1. February-20 th
2. Feb-18 th
3.Feb-15 th
4. Feb-3 rd
84. In which month we observe pink moon
1. November
2. April
3.September
4. December
85. Our back bone is made up of
1. 22 bones
2. 33 bones
3.14 bones
4. 12 bones
86. Strong stretchy band which joins two bones together
1. Tendons
2. Ligaments
3.Muscles
4. All
87. Acid rains are caused by
1. Carbon dioxide
2. Sulphur dioxide
3.Nitrogen dioxide 4. All the above
88. Which of the following is a viviparous animal?
1. Hen
2. Dog
3.Crocodile
4. Lizard
89. Which of the following are belong to protein group?
1. Chapati
2. Peas
3.Tomato
4. Potato
90. Full form of "WWF" is
1. World wide fund
2. World wildlife fund
3. World wild life foundation
4. World wealth foundation
ENGLISH
91. The opposite of "idle" .
1. busy
2. nadir
3.free
4. careful
92. A friend to a friend: you must post this letter for me.
1. request
2. order
3.enquiry
4. suggestion
93. This is Ram's book
1. pronoun
2. proper noun
3.adjective
4. noun
94. She usually writes ink.
1. with
2. in
3.by
4. none
95. It (bleed) since she cut her finger.
1. has been bleeding 2. is bleeding
3.was bleeding
4. will bleed
96. bread you are eating is not fresh.
1. an
2. the
3.an
4. none
97. Many a man injured yesterday.
1. is
2. was
3.were
4. are
98. He is watering the plants.
1. The plants is watered
2. The plants were being watered by him
3. The plants are being watered by him
4. He is being watered the plants
99. He goes to school my car.
1. in
2. by
3.on
4. for
100. The noun form of "see"
1. saw
2. sight
3.looking
4. sighted
THE END | <urn:uuid:02de6060-e1f4-4f25-ab72-3b4fe30ef165> | CC-MAIN-2021-21 | https://tirumalaedu.com/assets/front/pdf/INTO%206TH%20CBSE%20&%20ICSE-min.pdf | 2021-05-09T11:24:17+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00320.warc.gz | 580,881,507 | 3,870 | eng_Latn | eng_Latn | 0.926344 | eng_Latn | 0.977004 | [
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Open Fire Station Bay Doors
Earthquakes threaten 1 in 4 Americans. Earthquakes currently cannot be predicted, but people can act beforehand to reduce the harm when earthquakes occur. One way to do that is to implement earthquake early warning, which refers to a system that rapidly detects earthquakes just after they begin, quickly calculates how strongly the ground will shake, and notifies people or systems just a few kilometers or tens of kilometers from the epicenter before the shaking arrives. With a few seconds' warning, people and systems can take useful protective actions. The next few pages answer key questions for people deciding whether and how to adopt earthquake early warning to open fire station bay doors before shaking arrives. This material was written by leading earthquake engineers, seismologists, emergency managers, and other pioneers of earthquake early warning, including people who developed, implemented, and use earthquake early warning in real life.
This is one of seven guidelines for different ways to use earthquake early warning. Find the full set at http://www.sparisk.com/pubs/Porter-2020-EEW-Set.pdf
Essence of the Practice
A device receives an alert via the Internet and through a hardware interface to the door controls, opens fire station bay doors to reduce the chance that doors will be jammed closed by racking damage to the station structure (Figure 1). The device also causes an audible alert to be broadcast through the fire station public address system, two-way radio system, or both.
Context in Which the Use Case Would Work
Requires electrically operated doors, power, and Internet connectivity. Works in places with an earthquake early warning network: California, Oregon, Washington, Mexico, Japan, Turkey, Romania, China, Italy, and Taiwan.
Best Practices for Earthquake Early Warning Open Fire Station Bay Doors
Realistic Expectations
Expect success when the fire station is far enough away from the epicenter that the alert can be received before strong shaking arrives with enough time to open fire station bay doors. Overhead doors can take less than 10 seconds to open in some facilities and up to 20 seconds in others. Fourfold doors can take 7 seconds or more to open. When an earthquake strikes a large metropolitan area, many fire stations may be too close for doors to completely open before strong shaking arrives; some fire stations will experience strong shaking before the alert arrives and doors begin to open.
Clear Behavior
No human action is required. Doors open automatically.
Potential Vulnerabilities
The system may fail to send an alarm because of
* Unexpected changes to the upstream warning system's application programming interface (API) or insufficient time to accommodate the API change. At least one vendor is less susceptible to such changes.
* Electric power or Internet connectivity is lost or cut off before the message is received or the doors can fully open. This potentiality can be somewhat mitigated by the vendor monitoring power and Internet connectivity and alerting end users to loss of power and by providing backup power to the alerting system and to the doors.
* Prior unnoticed or uncorrected damage to hardware. Constant monitoring by the vendor and following a frequent testing protocol can mitigate this problem.
* Failure to start software. Monitoring and testing protocols can mitigate this problem.
* The alert may or may not arrive long enough in advance of strong shaking because of proximity to the rupture and because of the time it takes to open doors.
Implementation Costs
One vendor charges in the low $10,000s for initial installation at a single facility, plus $1,000s per year for maintenance, with economies of scale at multiple locations.
Hardware and Software Requirements
A proprietary hardware interface controls the bay doors. It also includes an audio output that announces an alert through the public address system in the fire station, the two-way radios, or both.
Training, Education, and Outreach Materials
None is required.
Maintenance Requirements
Maintain the public address system, perform annual testing, and ensure remote monitoring and system updates from the vendor.
Examples of Past Use
The Los Angeles County Fire Department installed an early warning system in station 51 that opens firehouse doors. A successful test was performed in September 2014 (Xia and Lin 2014). Interested readers can contact the Deputy Chief of Special Operations & Hazardous Materials, California Governor's Office of Emergency Services, 1-916-845-8751, or Early Warning Labs, 1-424-238-0060, firstname.lastname@example.org. Menlo Park, California implemented a system in 2019 (Perry 2019). Readers can contact Alejandro Cantu, SkyAlert, 1-415-374-1214, email@example.com. Vendors and user contact people may change in the near term.
Best Practices for Earthquake Early Warning Open Fire Station Bay Doors
References
Perry, T.S. (2019). A 30-second earthquake warning gives a Menlo Park fire station a chance to protect itself. IEEE Spectrum. (June 25, 2019). Retrieved from https://spectrum.ieee.org/view-from-thevalley/at-work/start-ups/a-30-second-earthquake-warning-gives-a-menlo-park-fire-station [accessed May 6, 2020]
Xia, R., and Lin, R.G. II (2014). Earthquake early alert system ready to expand in California. Los Angeles Times November 23, 2014. https://www.latimes.com/local/california/la-me-1123-earthquake-earlywarning-20141123-story.html [accessed April 28, 2020] | <urn:uuid:1efdaf67-c36e-444c-9ea8-8ef357f0de8e> | CC-MAIN-2021-21 | https://www.sparisk.com/pubs/Porter-2020-EEW-6-Doors.pdf | 2021-05-09T10:37:55+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00321.warc.gz | 1,034,529,256 | 1,142 | eng_Latn | eng_Latn | 0.982551 | eng_Latn | 0.996278 | [
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CASL Point #3: Quality Learning Targets
A learning target (also known as an objective, learning intention, learner outcome, expectation, etc.) is simply a clear description of what is to be learned. It should provide a clear vision of the 'destination' for student learning. It should focus on describing what is to be LEARNED vs what is to be 'DONE' (activity). A learning target can take from "five seconds to five weeks" depending on the complexity of the knowledge/reasoning/skill/product called for and its overall importance in the curriculum–as well as the age/abilities (prior experience and cognitive development) of your students.
In order to make targets clear to students, they must first be clear to teachers. The best way to reach clarity and consensus on what students must learn (i.e., standards) is by having a conversation with a group of other teachers or 'experts' who are well-versed in the content/concepts/standards that must be addressed in a particular content area. Standards are typically high-level expectations that need to be "broken down" into scaffolded segments of learning (i.e., targets) that allow a focus on one key concept or element (knowledge, reasoning, skill) at a time.
If students know what is expected of them, they are much more likely to achieve success. The learner should be able to "see the target" as well as define what success with the target looks like. Consider the following primary science standard (which overall is a PERFORMANCE SKILL standard):
Students will use senses and scientific tools (e.g., hand lens/magnifier, metric ruler, balance, etc.) to observe, describe and classify earth materials (solid rocks, soils, water and air) using their physical properties.
One performance skill learning target may be:
use senses to observe different earth materials
In student-friendly terms, a teacher may post or share a target like:
I can make observations of rocks, soil, and water with my senses. This means I can tell more about them by using my eyes to look, my hands to touch, my ears to listen to, my nose to smell, and sometimes my mouth to taste.
This makes clear to the students not only what they are learning to do (make observations), but also how they will know if they have done it successfully or well. This target may remain for a week or more as the teacher engages students in multiple learning experiences, using formative assessments of their competence to plan each subsequent experience.
When deconstructing a standard into a set of targets, there are some criteria that should be met to ensure quality.
Each target should clearly align to and support attainment of the standard.
Each target should be clear to the teacher (and to the students) and focused on what is to be LEARNED – not just an activity.
In looking at the 'set' of deconstructed targets for the standard collectively, others with expertise in the same content area should generally agree that the overall intent of the standard is met and that the targets would, in fact, scaffold the learner toward mastery/attainment of the overall standard.
So, when is a deconstruction considered wrong or weak?
It is wrong if there is a misunderstanding of the intent of the standard -which is why many "experts" are needed to ensure consistency in interpretation.
The deconstruction would be considered weak if it
o lacks developmental continuity (ability to scaffold learning based on the developmental needs of the learners) or
o fails to adequately address the content/concept(s) in the standard.
(Excerpted and adapted from Classroom Assessment for Student Learning: Doing it Right, Using it Well, Rick Stiggins, et al; Seven Strategies of Assessment for Learning, Jan Chappius; Active Learning Through Formative Assessment, Shirley Clarke) | <urn:uuid:e00938a1-1c03-4099-a80e-f5d5c39196ad> | CC-MAIN-2021-21 | https://www.debbiewaggoner.com/uploads/1/2/9/9/12998469/casl_in_ky_common_message_3.pdf | 2021-05-09T10:54:38+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00321.warc.gz | 737,583,752 | 779 | eng_Latn | eng_Latn | 0.997962 | eng_Latn | 0.997962 | [
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SKILLS INVENTORY
Rate yourself in the following skill categories using the scale below:
1 = Strong ability in this area
2 = Some ability
3 = Enough ability to get by with help from others
4 = No ability at all
Be honest when rating yourself, and do not compare yourself to others. Use your best estimate of your abilities.
VERBAL-PERSUASIVE
__ Writing: Express myself in written forms of communication.
__ Talking: Relate easily to people in ordinary conversational settings.
__ Speaking: Deliver a talk or address an audience.
__ Persuading: Able to convince others to believe something I hold to be true.
__ Selling: Convince others to buy a product/service I am selling.
__ Dramatics: Portray ideas or stories in a dramatic format.
__ Negotiations: Bargain/discuss with goal of reaching agreement.
SOCIAL
__ Social ease: Relate easily in situations which are primarily social in nature.
__ Dealing with public: Relate effectively with a variety of people who come to an establishment for information, service or help.
__Appearance/Dress: Dress presentably and appropriately for a variety of interpersonal situations or group occasions.
__ Accepting negative feedback: Able to cope with criticism.
NUMERICAL
__ Working with numerical data: Comfortable with large amounts of quantitative data and compiling, interpreting, and presenting data.
__ Solving quantitative problems: Reason quantitatively so that problems having numerical solutions can be solved without the aid of a computer or other mechanical device.
__ Computer use: Use computers to solve quantitative problems, have knowledge of programming, computer capabilities, etc.
INVESTIGATIVE
__ Scientific curiosity: Learn about scientific phenomena and investigate events which may lead to such knowledge.
__ Research: Gather information in a systematic way for a particular field of knowledge to establish certain facts or principles.
__ Technical work: Work easily with practical, mechanical or industrial aspects of a particular science, profession or craft.
MANUAL-PHYSICAL
__ Mechanical reasoning: Understand the way that machinery or tools operate and the relationship between mechanical operations.
__ Manual dexterity: Skilled in using your hands.
__ Spatial perception: Judge the relationship of objects in space; manipulate them mentally and visualize the effects of putting them together or of turning them over or around.
__ Physical stamina: Physically resistant to fatigue and illness.
__ Outdoor work: Familiar with the outdoors; able to work outdoors without encountering a great many obstacles.
CREATIVE
__ Artistic: Keenly sensitive to aesthetic values; able to create works of art.
__ Imaginative with things: Create new ideas and forms with various physical objects.
__ Imaginative with ideas: Create new ideas and programs through conceptualizing existing elements in new ways; able to merge abstract ideas.
WORKING WITH OTHERS
__ Supervising: Oversee, manage or direct work of others.
__ Teaching: Help others learn how to do or understand something; able to provide knowledge or insight.
__ Coaching: Instruct or train an individual to improve performance in a specific area.
__ Counseling: Engage in a direct helping relationship with another in situations where the person's concern is not solvable through information-giving or advice.
MANAGERIAL
__ Organization and planning: Develop a program, project or set of ideas through systematic preparation and arrangement of tasks, coordinating the people and resources necessary to put a plan into effect.
__ Orderliness: Arrange items in a systematic fashion so that such items or information can be readily used or retrieved.
__ Handling Details: Able to work efficiently with a great variety and/or volume of information.
__ Making Decisions: Comfortable in making judgments or reaching conclusions about matters which require specific action; able to accept responsibility for the consequences of such actions.
List the top 10-15 skills that you rated most highly and the categories from which they came.
Provide a SPECIFIC example of a time when you used each skill. | <urn:uuid:d07c3814-f62d-4b2e-8c6f-b0946d7405f9> | CC-MAIN-2021-21 | https://cdn.uconnectlabs.com/wp-content/uploads/sites/100/2020/07/Skills-Inventory.pdf | 2021-05-09T11:11:54+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00322.warc.gz | 193,483,898 | 800 | eng_Latn | eng_Latn | 0.929461 | eng_Latn | 0.929696 | [
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Energy, Work and Power
Question Paper 1
Time Allowed:
57 minutes
Score:
/47
Percentage:
/100
1 (a) (i) On Fig. 3.1, draw a graph of extension against load for a spring which obeys Hooke's law. [1]
(b) Fig. 3.2 shows a model train, travelling at speed v, approaching a buffer.
(ii) State the word used to describe the energy stored in a spring that has been stretched or compressed.
.......................................................................................................................................[1]
The train, of mass 2.5 kg, is stopped by compressing a spring in the buffer. After the train has stopped, the energy stored in the spring is 0.48 J.
Calculate the initial speed v of the train.
v
= ...........................................................[4]
package
motor
conveyor belt
2 Fig. 2.1 shows a conveyor belt transporting a package to a raised platform. The belt is driven by a motor.
package
motor
conveyor belt
Fig. 2.1
(a) The mass of the package is 36 kg.
Calculate the increase in the gravitational potential energy (g.p.e.) of the package when it is raised through a vertical height of 2.4 m.
increase in g.p.e. = [2]
(b) The package is raised through the vertical height of 2.4 m in 4.4 s.
Calculate the power needed to raise the package.
power =
[2]
(c) The electrical power supplied to the motor is much greater than the answer to (b)
.
Explain how the principle of conservation of energy applies to this system.
[2]
For more awesome GCSE and A level resources, visit us at www.savemyexams.co.uk/
(d) Assume that the power available to raise packages is constant. A package of mass greater than 36 kg is raised through the same height.
Suggest and explain the effect of this increase in mass on the operation of the conveyer belt.
[3]
[Total: 9]
3 An athlete of mass 64 kg is bouncing up and down on a trampoline.
At one moment, the athlete is stationary on the stretched surface of the trampoline. Fig. 3.1 shows the athlete at this moment.
(a) State the form of energy stored due to the stretching of the surface of the trampoline.
...............................................................................................................................................[1]
(b) The stretched surface of the trampoline begins to contract. The athlete is pushed vertically upwards and she accelerates. At time t, when her upwards velocity is 6.0 m / s, she loses contact with the surface.
(i) Calculate her kinetic energy at time t.
kinetic energy = .........................................................[2]
(ii) Calculate the maximum possible distance she can travel upwards after time t.
maximum distance = .........................................................[3]
(iii) In practice, she travels upwards through a slightly smaller distance than the distance calculated in (ii).
Suggest why this is so.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) The trampoline springs are tested. An extension-load graph is plotted for one spring. Fig. 3.2 is the graph.
0
0
extension
load
X
Fig. 3.2
(i) State the name of the point X.
.......................................................................................................................................[1]
(ii) State the name of the law that the spring obeys between the origin of the graph and point X.
.......................................................................................................................................[1]
[Total: 9]
4 An electric train is initially at rest at a railway station. The motor causes a constant force of 360 000 N to act on the train and the train begins to move.
(a) State the form of energy gained by the train as it begins to move.
...............................................................................................................................................[1]
(b) The train travels a distance of 4.0 km along a straight, horizontal track.
(i) Calculate the work done on the train during this part of the journey.
work done = ...........................................................[2]
(ii) The mass of the train is 450 000 kg.
Calculate the maximum possible speed of the train at the end of the first 4.0 km of the journey.
maximum possible speed = ...........................................................[3]
(iii) In practice, the speed of the train is much less than the value calculated in (ii).
Suggest
one
reason why this is the case.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) After travelling 4.0 km, the train reaches its maximum speed. It continues at this constant speed on the next section of the track where the track follows a curve which is part of a circle.
State the direction of the resultant force on the train as it follows the curved path.
...............................................................................................................................................[1]
5 (a) The boxes on the left contain the names of some sources of energy. The boxes on the right contain properties of some sources of energy.
Draw two straight lines from each box on the left to the two boxes on the right which describe that source of energy.
renewable
not renewable
polluting
not polluting
solar energy
natural gas
[2]
(b) Coal-fired power stations are polluting.
State an advantage of using coal as a source of energy.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) A coal-fired power station generates electricity at night when it is not needed.
Some of this energy is stored by pumping water up to a mountain lake. When there is high demand for electricity, the water is allowed to flow back through turbines to generate electricity.
On one occasion, 2.05 × 10 8 kg of water is pumped up through a vertical height of 500 m.
(i) Calculate the weight of the water.
weight = ...........................................................[1]
For more awesome GCSE and A level resources, visit us at www.savemyexams.co.uk/
(ii) Calculate the gravitational potential energy gained by the water.
energy gained = ...........................................................[2]
(iii) The electrical energy used to pump the water up to the mountain lake is 1.2 × 10 12 J. Only 6.2 × 10 11 J of electrical energy is generated when the water is released.
Calculate the efficiency of this energy storage scheme.
efficiency = ...........................................................[2]
[Total: 8]
6 Fig. 3.1 shows a skier taking part in a downhill race.
Fig. 3.1
(a) The mass of the skier, including his equipment, is 75 kg. In the ski race, the total vertical change in height is 880 m.
Calculate the decrease in the gravitational potential energy (g.p.e.) of the skier.
decrease in g.p.e. = ...........................................................[2]
(b) The skier starts from rest. The total distance travelled by the skier during the descent is 2800 m. The average resistive force on the skier is 220 N.
Calculate
(i) the work done against the resistive force,
work done = ...........................................................[2]
(ii) the kinetic energy of the skier as he crosses the finishing line at the end of the race.
kinetic energy = ...........................................................[2]
(c) Suggest why the skier bends his body as shown in Fig. 3.1.
...............................................................................................................................................[1] | <urn:uuid:13846216-66af-40ac-82ec-9e2e2ff1b0d1> | CC-MAIN-2021-21 | https://cdn.savemyexams.co.uk/uploads/5/0/8/7/50878855/17.1-energy_work_power-cie_igcse_physics_ext-theory-qp.pdf | 2021-05-09T09:55:03+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988966.82/warc/CC-MAIN-20210509092814-20210509122814-00321.warc.gz | 184,524,678 | 1,544 | eng_Latn | eng_Latn | 0.853734 | eng_Latn | 0.92598 | [
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DOC > NOAA > NESDIS > NCDC
Search Field:
Climate Monitoring
State of the Climate
National Overview
Help
State of the Climate National Overview July 2011
National Oceanic and Atmospheric Administration
National Climatic Data Center
Use the form below to access monthly reports.
Report:
Year:
Month:
Maps and Graphics
Temperature and Precipitation Ranks
July 2011
May - Jul 2011
Feb - Jul 2011
Aug 2010 - Jul 2011
U.S. Percentage Areas
Very Warm/Very Cold Very Wet/Very Dry
More Information
Climate at a Glance U.S. Climate Extremes Index (CEI) Climatological Rankings
National Overview:
Climate Highlights - July
The average U.S. temperature in July was 77.0 degrees F (25.0 degrees C), which is 2.7 degrees F (1.5 degrees C) above the long-term (1901-2000) average, resulting the fourth warmest July and the fourth warmest month on record. Precipitation, averaged across the nation, was 2.46 inches (62.5 mm). This was 0.32 inch (8.1 mm) below the long-term average, with large variability between regions.
Both Oklahoma and Texas had their warmest months on record, with monthly statewide average temperatures of 88.9 degrees F (31.6 degrees C) and 87.1 degrees F (30.6 degrees C), respectively. Oklahoma's statewide average temperature was the warmest monthly statewide average temperature on record for any state during any month. The previous warmest monthly statewide average temperature was also in Oklahoma, during July 1954, at 88.1 degrees F (31.2 degrees C).
Only seven of the lower 48 states — all west of the Rockies — experienced a July average temperature near or below the 20th century average. The other 41 had a
1/5/2013 7:00 AM
« June 2011 National Overview Report
August 2011 »
National Overview Report
Jan - Jul 2011
above-normal, much-above-normal, or record warmest July.
Regionally, the South climate region, which includes Arkansas, Kansas, Louisiana, Mississippi, Oklahoma, and Texas, had its warmest single calendar month for any climate region since records began in 1895. The average temperature of 86.1 degrees F (30.1 degrees C), bested the previous all-time record of 85.9 degrees F (29.0 degrees C) set in July 1980 in the South climate region.
Dallas exceeded 100 degrees F (37.8 degrees C) on 30 of the 31 days during July. In Oklahoma City, July was the warmest single calendar month with an average temperature of 89.2 degrees F (31.8 degrees C), besting the previous record of 88.7 degrees F (31.5 degrees C) set in August 1936. Further east, Washington DC (National AP) also had its warmest single calendar month on record. The average temperature of 84.5 degrees F (29.2 degrees C) smashed the previous record of 83.1 degrees F (28.4 degrees C) set in July 2010 and July 1993. Other selected monthly and daily records can be viewed here: July 2011 Climate Extremes
Precipitation during July was variable across the country. Wetter-than-normal conditions occurred along parts of the Gulf Coast, all of the Pacific Coast, and much of the upper Midwest. Dry anomalies prevailed in most other locations. July offered no relief to the parched soils of Texas and Oklahoma where it was the second (tied) and ninth driest July on record, respectively. Additionally, Texas has had five straight months in which average precipitation ranked in the bottom ten driest. Meanwhile, it was the eighth wettest July on record for California — this during a month which is typically quite dry for most of the state.
Winds ahead of monsoonal thunderstorms produced an expansive dust storm which stretched for nearly 100 miles and quickly moved through a large area of Arizona on July 5. The dust storm traveled approximately 150 miles picking up dust as it traveled across the extemely dry desert lands. The infrastructure in the densley populated city of Phoenix was directly impacted, limiting the movement of automobiles and air traffic.
The largest national footprint of D4 ("exceptional drought") in the 12-year history of the U.S. Drought Monitor occurred in July. In Texas "exceptional drought" covers more than 75 percent (201,436 sq mi) of the state. This area is larger than the entire Northeast climate region (196,224 sq mi). Drought conditions are so harsh in some locations that it would take as much as 20 inches of precipitation in one month to end the drought. Conditions in Oklahoma are also dire, with 100 percent of the state suffering from D1-D4 (Moderate-Exceptional) drought. At the beginning of the water year (9/28/2010), drought conditions (D1-D4) covered only four percent of the state.
The July Climate Extremes Index for the CONUS was 37 percent. This is the highest July value in the CEI record (since 1910). The culprits were, in order of impact: Extreme warm minimum temperatures (60 percent of the country, easily the largest on record), extreme wet PDSI (soaked northern plains & western great lakes), extreme warm maximum temperatures, and extreme dry PDSI (south-central U.S. through Gulf Coast). According to the Regional CEI, the South and Southeast had their 1st- and 2nd-most extreme July's on record, respectively
For all locations that report daily temperature data, 1.5 percent of station reports tied or broke a daily high maximum temperature record during the month, while 3.4 percent of station reports tied or broke a daily high minimum temperature record. For
July, 78 U.S. locations tied or broke daily all-time maximum high temperature records while 213 locations tied or broke an all-time daily warm low temperature record (warm nighttime temperatures). Notables included:
Record High Maximums
Newark, NJ (108 degrees F or 42 degrees C, July 22)
Washington/Dulles (105 degrees F or 40 degrees C, July 22)
Portland, ME (100 degrees F or 38 degrees C, July 22)
Shamrock, TX (117 degrees F or 47 degrees C, July 12 - previous record was set June 27, 2011)
Record High Minimums
Richmond, VA (81 degrees F or 27 degrees C, July 12)
Washington/Reagan (84 degrees F or 29 degrees C, July 23 and July 24)
Dallas/DFW, TX (85 degrees F or 29 degrees C, July 25)
Dallas/DFW, TX (86 degrees F or 30 degrees C, July 26)
Ponca City, OK (91 degrees F or 33 degrees C, July 26)
Climate Highlights - 3 - 12 - Month and Year-to-Date Periods
During the three month period (May-July), a persistent trough/ridge weather pattern set up across the U.S., bringing below normal temperatures to the western third of the country and above normal temperatures to the eastern half. This pattern resulted in Washington State having its coolest such period on record, while the Northwest climate region had its second coolest (tied). The West climate region had its tenth coolest such period.
Oklahoma had its warmest May-July period, while 18 other states had a top ten warmest three months. The South climate region had its second warmest May-July and the Northeast and Southeast both had a top ten warmest such period.
The trough/ridge pattern during the past three months also affected precipitation patterns across the U.S. The persistent flow of moisture from the West coast to the upper Midwest resulted in the fifth wettest May-July period for the Northern High Plains area. Meanwhile, the ridging in the south generally prevented organized precipitation systems in the area, resulting in the second and seventh driest such period for the South and Southeast, respectively.
At the statewide level, it was the second driest May-July period for Texas and New Mexico, fourth driest for Oklahoma, and the sixth driest for Georgia. Conversely, both Montana and North Dakota had their fourth wettest such period. It was also anomalously wet for California which tied for its fifth wettest May-July. Other states that were abnormally wet included: Utah (6th wettest), Wyoming (9th), and South Dakota (10th).
The six-month (February-July) and the year-to-date (January-July) periods were record dry for Texas, New Mexico and the South climate region. Conversely, across the Northern half of the country, most states experienced much above normal precipitation. Three states had record precipitation amounts for the February-July period: Kentucky, Ohio, and Michigan.
Flooding along the Missouri River Basin was associated with a record amount of precipitation during the rolling 12-month period (August 2010-July 2011) in Montana, North Dakota, and Minnesota. The previous records for statewide precipitation during this period were last established in 1901 and 1907 in North Dakota and Montana, respectively.
Regionally, much drier-than-normal conditions have been persistent through the 12-month period for the South and Southeast climate regions. It was the third driest such period for the South and the eighth driest for the Southeast.
Alaska Temperature and Precipitation:
had its 36 th coolest July on record, with a temperature 0.2°F (0.7°C) below the 1971–2000 average. Alaska
had its 27 th warmest May-July on record, with a temperature 0.4°F (0.2°C) above the 1971–2000 average. Alaska
had its 40 th warmest year-to-date period on record, with a temperature near the 1971–2000 average. Alaska
had its 46 th wettest July since records began in 1918, with an anomaly that was 5.0 percent above the 1971–2000 average. Alaska
had its 43 rd driest May-July on record, with an anomaly that was 2.6 percent below the 1971–2000 average. Alaska
had its 25 th driest year-to-date period on record, with an anomaly that was 3.3 percent below the 1971–2000 average. Alaska
For additional details about recent temperatures and precipitation across the U.S., see the Regional Highlights section below and visit the Climate Summary page. For information on local temperature and precipitation records during the month, please visit NCDC's Records page. For details and graphics on weather events across the U.S. and the globe please visit NCDC's Global Hazards page.
Regional Highlights:
These regional summaries were provided by the six Regional Climate Centers and reflect conditions in their respective regions. These six regions differ spatially from the nine climatic regions of the National Climatic Data Center.
Northeast Midwest Southeast High Plains Southern Western
Northeast Region: (Information provided by the Northeast Regional Climate Center)
July 2011 was hot and dry in the Northeast. Eleven of the states in the region had temperature averages that placed in the top 15 warmest since 1895, with Delaware
having its warmest July in 117 years. Out of the top 15, but still much warmer than normal, Maine placed 24th warmest since 1895. State departures ranged from +1.8 degrees F (1.0 degrees C) in Connecticut to +3.8 degrees F (2.1 degrees C) in Delaware. On average, the Northeast's temperature was 72.8 degrees F (22.7 degrees C), which was 2.9 degrees F (1.6 degrees C) warmer than normal and the 7th warmest since 1895. The persistent ridge that had the central US in a serious heat wave moved east during the third week of the month. The mercury soared into the upper 90's and low 100's (32-40 degrees C), establishing new temperature records throughout the Northeast. On the 22nd, the mercury reached 104 degrees F (40 degrees C) at Central Park, NY, 106 degrees F (41.1 degrees C) at Baltimore, MD, and 108 degrees F (42.2 degrees C) at Newark, NJ. Interestingly, the previous high for the date at all of these three locations was 101 degrees F (38.3 degrees C) on July 22, 1957. The highs of 103 degrees F (39.4 degrees C) at Bridgeport, CT and 105 degrees F (40.6 degrees C) at Washington Dulles on the 22nd were all-time highs for those locations. Also notable were the many daily high minimum temperature records that were broken during the month. With minimum temperatures of 77 degrees F (25 degrees C) to 84 degrees F (28.9 degrees C), Binghamton and Central Park, NY, Scranton, PA, and Washington National, DC tied or established new all-time high minimum temperature records on the 22nd or 23rd. New monthly average temperature records were set at seven first order stations, including Atlantic City, NJ, Washington National, DC, and Baltimore, MD. The previous warmest July at these three locations was just last year.
The Northeast's average rainfall total of 2.98 inches (75.7mm) made this month the 13th driest July since 1895. It was also the 13th driest July in New Hampshire and New York; Connecticut saw its 14th driest July in 117 years. State departures ranged from 50 percent of normal in Connecticut to 88 percent of normal in Delaware. The Northeast averaged 70 percent of its typical July rainfall amount. Hot and dry weather during July resulted in moderate drought conditions in most of Delaware and Maryland, western New York and central and northwestern Pennsylvania. The southeastern shore of Maryland was experiencing severe drought conditions according to the US Drought Monitor issued on the 2nd of August. Reports of dry pastures and crop stress were received from the agricultural communities in these locations. In addition, some municipalities in Pennsylvania and New Hampshire issued water conservation advisories. While the month of July was dry, precipitation during the previous six months was plentiful enough that eight of the Northeast states averaged above normal for the period January through July. In fact, the period was the 3rd wettest since 1895 in Pennsylvania, the 7th wettest in New York and Vermont and the 8th wettest in the Northeast.
The region had its share of severe weather during July. Seventeen days out of the month saw reports of wind damage, hail and/or intense rain somewhere in the region. Lightning strikes on the 22nd injured at least 5 people, four at a campsite in Aroostook County, ME, and one in Charleston, WV. Lightning also caused house fires on the 23rd in Massachusetts and Rhode Island. A particularly strong line of storms on the 29th resulted in the formation of tornados and downbursts in northeastern Pennsylvania, and central and southeastern New York. Wind speeds ranged from 65 to 120 mph (29 to 54 m/s). Trees were snapped or uprooted and several structures damaged, including a barn that was blown off its foundation in Otsego County, NY. A downburst near Scranton, PA left one person injured.
For more information, please go to the Northeast Regional Climate Center Home Page.
Midwest Region: (Information provided by the Midwest Regional Climate Center)
Hot and humid weather held sway across the Midwest for most of the month of July as the result of a persistent upper level ridge over the central United States. Average daily temperatures ranged from 3 degrees F to 6 degrees F above normal during the month, with the greatest departures found in southwestern and western Missouri. For all nine Midwestern states this July ranks in the top seven warmest Julys, based on preliminary data. The hot weather was accompanied by very humid air, with dew points frequently remaining in the 70s F (21 to 26 degrees C) and even reaching the low 80s (28 degrees C) in some locations. The combination of high temperatures and dew points produced heat indices frequently in excess of 110 degrees F (43 degrees C). The peak of the heat wave occurred during the third week of July. Daily average maximum temperatures ranged from as much as 8 degrees F (4.4 degrees C) above normal in southwestern Missouri to near normal in Kentucky. Maximum temperatures in an area encompassing eastern Indiana into western Ohio experienced were 5 degrees F to 6 degrees F (2.8 degrees to 3.3 degrees C) above normal. The humid air mass prevented overnight temperatures from falling enough to provide relief from the oppressive conditions. Daily average minimum temperatures were generally 4 degrees F to 6 degrees F (2.2 degrees to 3.3 degrees C) above normal, except south of the Ohio River and in far northern Minnesota. It was the high minimum temperatures that helped push rankings for this July into the top seven for the Midwestern states. Preliminary data show that 1,581 record high minimum temperatures were tied or set in the Midwest during July, with 920 occurring in the five-day period from July 18-23. In contrast, there were only 528 record high temperatures tied or set during the entire month.
A large portion of the Midwest saw far less than normal rainfall in July. The most persistent and heaviest rains fell on the periphery of the large upper ridge, where a boundary between the hot humid air south and slight cooler air to the north often stalled out. Rainfall was 150 percent to more than 200 percent of normal from west-central Minnesota east-southeast across southern Lower Michigan. Rainfall was also well above normal across southern Illinois. There were a number of significant heavy rain events during the month in these areas, and record daily precipitation amounts were set in several locations the last two weeks of July. More than seven inches (178 mm) of rain fell in the Chicago area July 22-23, and more than four inches (102 mm) fell in northeastern Ohio, causing extensive flash flooding in both areas. On July 28th more than 15 inches (381 mm) of rain accumulated in a relatively small portion extreme eastern Iowa and northwestern Illinois, causing extensive damages from flash floods and one fatality. Dubuque, Iowa received 16.01 inches (407 mm) of rain in July, but that total was swollen by a record 24-hour rainfall of 10.62 inches (270 mm) on the night of July 27th. Their July total was the highest for any month at that location among 158 years of records (old record 15.46 inches (393 mm) in September 1965).
Severe weather occurred in all nine states in July, but was concentrated from Minnesota through Wisconsin, northern Illinois, and eastward into northern Ohio. Most of the reports were for severe thunderstorm winds. The most significant event was a long-lived derecho that developed in Nebraska on July 10th and swept across central Iowa, southern Wisconsin, northern Illinois and Indiana, and much of Ohio late on the
10th and July 11th. Measured wind gusts to 80 miles per hour were reported, and winds were estimated as high as 110 miles per hour near Dysart, Iowa (Tama County).
For details on the weather and climate events of the Midwest, see the weekly summaries in the MRCC Midwest Climate Watch page.
Southeast Region: (Information provided by the Southeast Regional Climate Center)
Mean temperatures in July were above normal across the Southeast region. The greatest departures (4 to 5 degrees F (2.2 to 2.8 degrees C)) extended from central North Carolina to northern Virginia, while the southern tier of the region was 1 to 2 degrees F (0.5 to 1.1 degrees C) above normal for the month. Mean temperatures were slightly below normal across Puerto Rico and the U.S. Virgin Islands. July ranked as the all-time warmest month in Washington D.C., exceeding the previous record set in July 1993 and July 2010 by almost 1.5 degrees F (0.8 degrees C). Cape Hatteras, NC tied its warmest month ever in a record extending back to 1898. Additionally, several locations recorded one of their top 3 warmest July's on record, including Raleigh-Durham, NC (warmest on record), Asheville, NC, Greensboro, NC, Tampa, FL, Columbia, SC, Greenville-Spartanburg, SC, Roanoke, VA, and Richmond, VA. On the 12th of the month, Richmond set an all-time record high minimum temperature of 81 degrees F (27.2 degrees C), breaking the old record of 79 degrees F (26.1 degrees C) last set in 2010. The West Palm Beach, FL area tied an all-time record high minimum temperature of 85 degrees F (29.4 degrees C) on the 28th and 29th of the month. As in June, the persistence of warm temperatures was recordbreaking in some cases. Savannah, GA set a record for consecutive number of days of 90 degree F (32.2 degrees C) or higher temperatures with 46 (from May 20th to July 4th), breaking the old record of 44 set back in 1993. Raleigh-Durham, NC recorded five consecutive days of 100 degree F (37.8 degrees C) and higher temperatures from the 20th to the 24th of the month, breaking the previous record of four consecutive days last set in June 2008.
Monthly precipitation varied considerably across the Southeast in July. The wettest locations (150 to 200 percent of normal) were found across southern Alabama, northwest Florida, central North Carolina, and the Tidewater region of Virginia. Williamsburg, VA recorded 5.24 inches (133.1 mm) of rainfall on the 8th of the month, which broke the previous 24-hr record rainfall total in July of 4.64 inches (117.9 mm). Norfolk, VA recorded 10.89 inches (276.6 mm) of rainfall for the month, which was nearly 6 inches (152.4 mm) above normal. Miami Beach, FL recorded 10.18 inches (258.6 mm) for the month, or 280 percent of normal. July was also an exceptionally wet month across Puerto Rico, especially along the northern and southern slopes where precipitation was more than 300 percent of normal. Guayama, PR recorded 18.4 inches (467.4 mm) of rainfall for the month, making it the wettest July in a record extending back to 1933. In contrast, the driest locations (less than 50 percent of normal) were found across northern Virginia and eastern North Carolina. The latter has been particularly dry over the past three months. New Bern, NC and Morehead City, NC recorded their driest May-July periods in records extending back to 1948, while the Wilmington, NC area recorded its third driest May-July period in a record extending back to 1874.
There were 622 reports of severe weather across the Southeast in July, with at least
one report on 25 of the 31 days. Only one tornado was reported. On the 7th of the month, an EF-0 tornado touched down in Pasco County, FL north of the Tampa Bay area, causing minor roof damage to several mobile homes. Also in Florida, on the 26th of the month a man was injured after being struck by lightning on his roof in Orange Beach, FL.
The Southeast saw some improvement in drought conditions in July; however, more than 50 percent of the region was still classified in moderate drought (D1) or greater by the end of the month. The most notable improvement was a reduction from exceptional (D4) to extreme (D3) conditions across southern portions of Alabama, Georgia, Florida, as well as the Florida Panhandle, where monthly rainfall totals were greatest. The beneficial rains helped improve pastures and increase hay production, but also increased disease pressures, prompting some farmers to begin applying fungicide. Many field crops, particularly corn and peanuts, continued to lag behind historical figures, though farmers in western and central Virginia reported a bumper crop for many fruits and vegetables. The persistence of hot weather and poor pasture conditions early in the season contributed to weight loss in cattle and several livestock deaths.
For more information, please go to the Southeast Regional Climate Center Home Page.
High Plains Region: (Information provided by the High Plains Regional Climate Center)
July 2011 temperatures were higher than normal across the High Plains Region. Average monthly temperatures ranged from near normal to 10.0 degrees F (5.6 degrees C) above normal. The largest departures occurred in central and southern Kansas, where temperatures ranged from 6-10 degrees F (3.3-5.6 degrees C) above normal. The hot temperatures caused many locations to be ranked in the top 10 warmest Julys. Dodge City, Kansas continued to experience extreme temperatures this month and racked up a record 23 days at or above 100 degrees F (37.8 degrees C). In a typical year, Dodge City will have 10.5 days at or above 100 degrees F (37.8 degrees C) and by the end of July, this year's total already stood at 35. These hot days helped Dodge City set its 3rd hottest July on record with an average temperature of 86.9 degrees F (30.5 degrees C). The record of 87.3 degrees F (30.7 degrees C) was set in 1934 (period of record 1874-2011). The hot and humid weather had various impacts on crops and livestock this month. In Kansas, the near record heat coupled with ongoing drought conditions caused crop conditions to decline throughout the month. However, in the Dakotas, the hot and humid conditions helped push along row crop development, but severely stressed livestock. According to the Aberdeen American News, over a thousand cattle died in South Dakota due to the high heat and humidity.
Precipitation was highly variable this month. Unfortunately, drought stricken areas of southern Kansas and southern Colorado missed out on most of the precipitation. The majority of Wyoming also missed out on the precipitation and most of the northern half of the state had precipitation totals which were at most 50 percent of normal. One location which received little precipitation this month was Dodge City, Kansas which only received 19 percent of normal precipitation. While this was not low enough to break July records, the year-to-date precipitation was the lowest on record (period of record 1874-2011). So far this year, Dodge City has only received 3.95 inches (100 mm) of precipitation. The second driest January-July occurred in 2002, when 5.71
inches (145 mm) of precipitation fell.
July 2011 was not a dry month for the entire Region as some areas did receive above normal precipitation. Northern Colorado, portions of northern Kansas, a large part of the Nebraska panhandle, eastern South Dakota, and central North Dakota all had precipitation totals which were at least 150 percent of normal. A few locations even broke monthly precipitation records. Walden, Colorado, located in the north central part of the state, had its wettest July on record with 3.21 inches (82 mm) of precipitation. The old record of 3.06 inches (78 mm) was set in 1952 (period of record 1897-2011). Cheyenne, Wyoming had its second wettest July on record with 5.63 inches (143 mm). On July 12, severe storms brought heavy rain and large hail (up to 2 inches in diameter) to the Cheyenne area, and nearly half of the monthly precipitation total occurred that day. This set a new daily rainfall record for July 12 in Cheyenne with 2.43 inches (62 mm). The old record of 1.69 inches (43 mm) occurred in 1981 (period of record 1871-2011).
The U.S. Drought Monitor had both improvements and degradations this month. Heavy precipitation was able to alleviate abnormally dry conditions (D0) in southern Nebraska, northern Kansas, and northern Colorado. The areas which were designated as moderate (D1), severe (D2), and extreme (D3) drought remained largely the same. However, extreme heat coupled with dry conditions led to an expansion of exceptional drought conditions (D4) not only in southern and central Kansas, but also in south central Colorado. By the end of the month, North Dakota, South Dakota, and Wyoming remained drought free. According to the U.S. Seasonal Drought Outlook released July 21st drought conditions in Colorado and most of Kansas were expected to improve. Only the most southern portions of the drought conditions in Kansas were expected to persist.
Severe weather was an everyday occurrence across the Region this month as either tornadoes, hail, or high winds were reported somewhere in the Region each day. Some of the larger events happened on July 10, 12, 13, and 17. On July 10, tornadoes, high winds, and hail were reported across southern North Dakota. According to the National Weather Service in Bismarck, North Dakota, the highest winds were estimated at 125 mph (201 km/hr) in Dickey County. Damage occurred to homes, grain bins, power poles, and trees. A 200 foot radio station tower and a large portion of the Oakes Municipal Airport were also destroyed. In addition, the high winds and hail destroyed thousands of acres of crops. On July 12, large hail damaged aircraft at the Sky Harbor Air Service in Cheyenne, Wyoming. According to the Wyoming Tribune Eagle, the hail was 2-3 inches deep in some places. On July 13, large hail damaged aircraft at the Denver International Airport and caused numerous delays and cancellations. According to the Denver Post, this hail storm caused $164.8 million in damages. On July 17, an EF3 tornado in La Moure County, North Dakota caused significant damage to homes, outbuildings, power poles, and trees. According to the National Weather Service in Bismarck, North Dakota, only 1 injury was reported, however many farm animals were killed.
For more information, please go to the High Plains Regional Climate Center Home Page.
Southern Region: (Information provided by the Southern Regional Climate Center)
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As was the case in the previous month, July was again a very warm month for the Southern Region. The region as a whole averaged a temperature of 85.80 degrees F (29.89 degrees C). This is the warmest July on record (1895-2011) for the Southern Region. This is not surprising given that the majority of stations in the region averaged between 2 to 6 degrees F (1.11 to 3.33 degrees C) above monthly normals. The highest anomalies were observed in Oklahoma and northern Texas, where average temperatures ranged between 6 to 10 degrees F (3.33 to 5.56 degrees C) above expected values. Both Oklahoma and Texas experienced their warmest July on record (1895-2011), with state average temperatures of 88.90 and 87.10 degrees F (31.61 and 30.61 degrees C), respectively. Arkansas had a state average temperature of 84.50 degrees F (29.17 degrees C), which was the fourth warmest July on record (1895-2011). With a state average temperature of 83.80 degrees F (28.78 degrees C), Louisiana experienced its fifth warmest July on record (1895-2011). In Mississippi, it was the twelfth warmest July on record (1895-2011). The state average temperature there was 82.60 degrees F (28.11 degrees C). Tennessee averaged 80.00 degrees F (26.67 degrees C) and it was the tenth warmest July on record (1895-2011).
With the exception of southern Louisiana, southern and central Mississippi, the month of July was very dry across the Southern Region. In Texas, most stations received less than 25 percent of normal precipitation, while stations in the central portion of the state received less than five percent of expected values. Some stations did not see a drop of rain in the entire month. With a state average precipitation total of just 0.72 inches (18.28 mm), it was the driest July on record (1895-2011) for the state. Similar conditions occurred throughout most of Oklahoma and western Arkansas, where the majority of stations received less than one quarter of normal precipitation. Oklahoma averaged only 0.9 inches (22.86 mm)of precipitation for the month, which was the ninth driest July on record (1895-2011). Arkansas averaged 2.20 inches (55.88 mm), or its eighteenth driest July on record (1895-2011). In Tennessee, precipitation totals ranged from twenty-five to ninety percent of normal. The state averaged 3.67 inches (93.22 mm) of precipitation and it was the twenty-seventh driest July on record (1895-2011) there. Southern Louisiana and much of Mississippi did experience normal to above normal precipitation. Precipitation totals in those areas ranged from one hundred to two hundred percent of normal. Louisiana averaged 6.28 inches (159.51 mm) of precipitation for the month, while Mississippi averaged 6.69 inches (169.93 mm). For Mississippi it was the twentieth wettest July on record (1895-2011), while for Louisiana it was the thirty-seventh wettest on record (1895-2011).
Another month of anomalously high temperatures and anomalously low precipitation totals has led to expansion and worsening of drought conditions in Arkansas, Texas and Oklahoma. In Arkansas, the western half of the state is now experiencing severe drought, which last month was mostly drought-free. Central Oklahoma has been downgraded to exceptional drought, while eastern portions of the state are now seeing the introduction of extreme drought. There has also been some expansion of exceptional drought in central Texas. Some improvements in drought conditions have occurred in southern Louisiana, where precipitation has been plentiful. The southwest saw a one category improvement to extreme drought, while the southeast saw a two category improvement to severe drought. This is also the case for southern Mississippi, most of which is now upgraded to moderate and severe drought conditions. As was the case in the previous month, Tennessee remains drought free. In total, 47.32 percent of the Southern Region is in exceptional drought or worse, with 79.33 percent experiencing severe drought conditions or worse.
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In Texas, numerous cities were privy to triple digit high temperatures for more than half of the month, and some places already have broken their record of 100+ degrees F (37.78+ degrees C) days for a year. (Information provided by the Texas Office of State Climatology)
Since the beginning of wildfire season in November, Texas has seen 16,368 fires and close to 3.5 million acres (14,163.99 square kms) have been burned. Among the properties destroyed, 2,300 structures and 601 were lost in the fires this season. By the end of July, 248 out of 254 counties had issued a burn ban. The remaining six counties were located in far South Texas and along the coast near Louisiana in areas that are least affected by the drought. For many, Independence Day fireworks were out of the question because of the burn bans. (Information provided by the Texas Office of State Climatology)
Ranchers' herds had been reduced to minimal populations and some had been depleted completely. A few individuals had continued to enforce supplemental feeding, but water was scarce to be found. The drought hit Texas with such a ferocity that the entire state was declared a natural disaster zone. Over $1.5 billion in agriculture losses were estimated, and the economic impacts were expected to increase across the state. Texas closed in on the $4.1 billion record set in 2006, and was predicted to surpass it. Tropical Storm Don ignited the hopes of many for potential relief, but it only left traces of precipitation behind in South Texas and it fizzled out after making landfall. (Information provided by the Texas Office of State Climatology).
For more information, please go to the Southern Regional Climate Center Home Page.
Western Region: (Information provided by the Western Regional Climate Center)
July of 2011 saw a continuation of much below normal temperatures in the Pacific Northwest, and much above average temperatures in New Mexico. Precipitation was above average in the coastal Northwest, and in parts of the Southwest, and below average in a broad swath from California through Montana and Wyoming. The Southwest monsoon began about on schedule and brought a mixed precipitation response.
Temperatures were slightly below normal throughout the coastal West, with record lows set or tied throughout Oregon, Washington, and Utah. Seattle saw four recordbreaking daily lows during the month. The most significant were lows of 50 degrees F (10 degrees C) on July 9th and 23rd, below former records of 53 degrees F (12 degrees C). They did see one record high of 79 degrees F (26 degrees C) on the 6th, above the former record of 77 degrees F (25 degrees C). During this cool month Meacham, Oregon fell to a daily record 31 degrees F (-0.6 degrees C) the 23rd, over a period that begins in 1929. Many daily records for coolest high temperature were also set throughout the Pacific Northwest in July. Temperatures were slightly to well above normal in New Mexico, Colorado, Wyoming and southeast Montana.
The Pacific Northwest also experienced several rainfall records during what is normally the driest month of the year. On the 18th downtown Portland, Oregon received 0.82 inches (20.8 mm), exceeding the previous record of 0.53 inches (13.5 mm) set in 1974. The next day Medford, Oregon topped its previous daily record of 0.36 inch (9.1 mm) with 0.48inches (12.2 mm). The Southwest remained generally
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drier than normal, though monsoon activity began this month, bringing scattered relief from drought conditions.
Four Lake Tahoe area ski resorts were open for the 4th of July weekend for the first time since the mid 1990's. Other resorts were also open for holiday skiing in Oregon, Colorado, and Utah.
Monsoon activity began in Arizona this week following a period of drought. Strong thunderstorm downdrafts kicked up dry, loose sand forming a dust storm 5,000 feet (1500 m) deep moving at up 50 mph (80 kph) and 100 mi (161 km) long on its leading edge. The dust storm traveled 150 to 200 miles (241 to 322 km) from Tucson to Phoenix. Visibility was reduced to between 0 and 5 feet (1.5 m) causing flight delays and interrupting ground travel. Trees and power lines were knocked down but no injuries were reported. Numerous videos captured this visually arresting event.
Heavy rains associated with thunderstorms and arrival of a moist air mass combined with rapid snowmelt to produce flooding in the Western two-thirds of Utah. Many streams and rivers along the south aspect of the Uinta Mountains, notably the Duchesne River, remained at or above flood level for several days. Near Tabiona, Utah, a portion of State Highway 35 a washout during the night caused two vehicles to drive into a gulch, and led to a fatality.
The Las Conchas Fire near Los Alamos began on June 26, and continued to burn throughout the month of July. The fire consumed 156,593 acres and destroyed 63 residences. Smoke from the fire has caused poor air quality in surrounding areas throughout the month. As of July 31, the fire was 99 percent contained. Flash flooding occurred in burned areas July 21 and 22 as a result of monsoon activity in the area. Two weather stations in Valles Caldera recorded the passage of the flame front, but escaped major damage because of low vegetation.
The Southwest experienced moderate to exceptional drought during the month of July. In New Mexico sixteen counties declared a natural disaster due to exceptional drought. Wildfires and severe water shortages were experienced across the state. Twelve counties in Colorado received similar declarations, and disaster status is sought after for six additional counties. Low crop yields are expected for Colorado farmers, and livestock production is becoming expensive due to lack of grasses and supplemental feeding.
See NCDC's Monthly Records web-page for weather and climate records for the most recent month. For additional national, regional, and statewide data and graphics from 1895-present, for any period, please visit the Climate at a Glance page.
PLEASE NOTE: All of the temperature and precipitation ranks and values are based on preliminary data. The ranks will change when the final data are processed, but will not be replaced on these pages. Graphics based on final data are provided on the Temperature and Precipitation Maps page and the Climate at a Glance page as they become available.
Citing This Report
NOAA National Climatic Data Center, State of the Climate: National Overview for July 2011, published online August 2011, retrieved on January 5, 2013 from http://www.ncdc.noaa.gov
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/sotc/national/2011/07.
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SUCCESS STORIES
Two moms shine a light on hearing in the classroom
Susan Stibal and Beth Brady partnered with their local district to create a pilot project called Hear to Learn, which brought Redcat audio systems to every elementary class
MAKING EVERY DESK A GOOD PLACE TO HEAR
Imagine asking a child to learn to read in the dark. Of course she would struggle. Instead of turning the lights on in her classroom, imagine you categorize her as low-achieving or mediocre. No school in the country would allow this. We expect every child's desk to be a good place to see, but not every desk is a good place to hear.
Classrooms are noisy—and growing. Many "open concept" schools don't even have walls to contain noise between classrooms. Radiators rattle. Vents hum. Chairs squeak. It's no wonder research shows that kids not seated in the front row miss 30% to 50% of what their teachers say.
Other factors can put students further behind. Maybe they sit in the back, speak English as a second language, have ear infections or attention deficits, or are socioeconomically disadvantaged.
Most parents don't necessarily see when their children struggle to hear. But hearing is not invisible to us. As moms, one with a child who hears with cochlear implants and one who works as a speech pathologist, when we discovered classroom audio and quickly learned about the benefits, we immediately determined that this was something every classroom in our community should have.
We partnered with Lincoln Public Schools in Lincoln, Nebraska, on a pilot project called "Hear to Learn." After convincing the superintendent and raising the needed funds, we installed 139 Redcat classroom audio systems—one in every room of five elementary schools. We're now in phase two, working with the University of Nebraska-Lincoln to study the benefits.
After two months with the systems, here's what our teachers are saying:
1) CHILDREN HEAR INSTRUCTION NO MATTER WHERE THEY SIT
Because the audio system's flat panel speaker projects the teacher's voice evenly across the classroom, every desk becomes a good place for students to hear and learn. Teachers are able to quickly get a student's attention from across the room and don't have to repeat themselves when giving instructions.
2) NO MORE "TEACHER VOICE"
Teachers raising their voices to be heard often results in vocal-strain related absences, or just plain old exhaustion at the end of the day. When they wear the small infrared microphone around their neck, teachers can speak normally (or even whisper) and still be heard throughout the room.
LINCOLN PUBLIC SCHOOLS AND HEAR TO LEARN LINCOLN, NE
CHALLENGE
Allowing all students in large and chaotic classrooms to hear the teacher and each other clearly.
LIGHTSPEED SOLUTION
Redcat Access Tabletop System
RESULTS
* Teachers are able to quickly get a student's attention from across the room and don't have to repeat themselves when giving instructions
* When they wear the small infrared microphone around their neck, teachers can speak normally and still be heard throughout the room
* Teachers report fewer off-task behaviors, resulting in easier classroom management, increased instructional time, and better academic outcomes for students
* With the handheld microphone for students, even the quietest child can be heard
CASE STUDY
3) STUDENTS PAY BETTER ATTENTION AND STAY ON TASK
Students listen and engage more readily when they can hear. Teachers report fewer off-task behaviors, resulting in easier classroom management, increased instructional time, and better academic outcomes for students.
4) STUDENTS LEARN MORE FROM EACH OTHER
With more emphasis on reciprocal (student-to-student) teaching, hearing each other is critical. With the handheld microphone for students, even the quietest child can be heard. Teachers tell us children love the microphones and wait patiently to use them.
5) TOOLS LIKE VIDEOS AND MUSIC AND MAXIMIZED
Using multimedia not only helps keep children engaged, but it's an important part of today's reading curriculum. Our teachers are able to hook up their laptops or personal electronic devices wirelessly to the speaker while their voices are still being heard clearly over the music or video.
We started the Hear to Learn project because we knew that it was vital for children to hear their teachers and each other. Thanks to our passionate supporters in the community, we were able to make a difference. Think about your hometown. How can you help children hear to learn?
Connect with Susan Stibal and Beth Brady by watching this short video and following Hear to Learn on Facebook.
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ARE YOU READY?
Preparedness tips for older adults and caregivers
Emergency preparedness plans can work best when they're tailored to individual needs. Such is the case for older adults, some of whom should take special precautions and may require extra help to stay safe in a disaster.
Photo courtesy iStockphoto—Adam Kazmierski
Plan ahead
Preparing for a disaster before it strikes is critical, especially for disasters that can happen suddenly and with little warning, such as tornadoes or earthquakes.
First, do the research. What kinds of natural disasters can happen in your community? Is there a chance you'll be instructed to evacuate, and where are the evacuation routes? Where are the closest shelters, and will those shelters meet my needs? For example, many shelters do not allow pets while other shelters are equipped to care for evacuees with special medical needs.
Photo courtesy iStockphoto—
Everyone, no matter their age, needs to prepare an emer-
Photo courtesy iStockphoto—michellegibson
gency kit for their home. As you prepare your kit, think about your daily needs and what might happen if your access to regular resources, such as a pharmacy, were cut off. Basic kit components include a fl ashlight, a fi rst aid kit, extra batteries, a battery-operated radio, bottled water, nonperishable food and a manual can opener. Make sure to also stock extra medical supplies, such as hearing aid batteries, extra glasses or blood sugar testing equipment.
Betsy Dupuis
apha getready.org
Photo courtesy iStockphoto—geopaul
Also include an emergency supply of prescription medicines — try to stockpile enough for at least two weeks. Talk to your doctor about if and how you can ration your medicine if you start to run out and can't get more. Can you take half a dose? Can you take it every other day? Consult your doctor before making this decision. It's also a good idea to put a copy of your medical records as well as a list of prescriptions you take and contact information for your physicians in your stockpile kit.
Keep all of your medical-related emergency supplies together in a waterproof container. This will make them easy to grab if you have to evacuate.
Communication is key
It's important to create a support network, especially if you will need assistance in an emergency. If you will be unable to take action in a disaster, it is critical that you make plans ahead of time.
Start by identifying a friend or family member that you know you can count on and share your emergency plans with them. Let someone in your support network know where your emergency medical supplies are kept and consider giving her or him a key to your house. You can even designate a "preparedness buddy" who will check on you during an emergency to make sure you are okay. Keep the contact information for those in your support network up to date so you aren't searching for phone numbers during an emergency.
Photo courtesy iStockphoto—Sarah Garner
If you believe you'll need help during a disaster, such as getting a ride to a shelter, call and let local emergency officials know long before something happens. This is a good idea even if you've already made plans with friends or family. Many emergency response agencies keep lists of residents who'll need help in an emergency. Such officials can also tell you if shelters will be available for residents with special medical needs.
If you live in a nursing home or assisted living facility, consider asking officials about their emergency preparedness plans. Do they have plans for both sheltering in place as well as evacuation? Is there a designated shelter the facility will evacuate to? How will they notify you in case of a disaster?
800 I Street, NW • Washington, DC • 20001-3710
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Reading
At Northowram, we aim to nurture and promote a love of reading which will stay with children for life.
Nursery children take home a library book home each week and this is a great opportunity for the children to share books with their family. Nursery children have access to a high quality reading area which accessed continually throughout the day. Our Nursery team encourage a love for reading from an early age by delivering two high quality story time sessions per day, which include variety of genres and books that are rich in language.
Reception children take home a wide selection of story books (Oxford Reading Tree, Pearson, Read Write Inc, Dandelion Readers) to expose children to a variety of texts. Reading books are matched to children's Phonics ability to enable children to be successful in what they have read. Children are listened to read at least once a week in a teacher led reading group and on a 1:1 basis. Children work on their fluency and understanding skills in order to progress through the book levels.
Year One pupils follow the Read Write Inc. storybooks which they take home to practice. As the children progress they will move onto PM Benchmark books which the children are able to choose themselves. Across school, children are listened to read regularly and each classroom has their own reading corner to promote a love and appreciation of reading.
As part of our early reading at Northowram, children in Early Years and Year One have daily phonic sessions. From Year 2 upwards, each class has a dedicated independent reading time every day. This time focuses on developing children's decoding and fluency skills but also has a strong emphasis on comprehension. This dedicated time for reading provides opportunities for children to read daily and ensures reading remains high profile across our school.
Reading is embedded into our curriculum at Northowram with reading being taught through English, following our long term plan which is based around sequences of learning being delivered through a range of high-quality texts.
Phonics
At Northowram, children's phonics journey begins in Nursery with children being taught and exposed to the sounds from Phase 1 in 'Letters and Sounds'. During this phase, lots of emphasis is placed on developing children's listening and oral phonics skills. Children begin to listen to and make different sounds around them, such as animal sounds, toy sounds and sounds in spoken language. They also learn how to segment and blend through lots of interactive games and fun activities. Children are immersed in a wide range of nursery rhymes, songs and books to help them extend their growing vocabulary. Their 'Letters and Sounds' journey then continues into Reception with a daily Phonics lesson.
When children enter Year 1, they then progress onto Read Write Inc. phonics which is taught daily throughout Year 1. Children initially focus on learning one sound a day and practice saying the sound, reading and writing words with the sound in. Once the children are confident with the sounds, children begin writing sentences using a range of sounds. In Year
2, children progress to accessing daily spelling session following the Read, Write, Inc. spelling scheme.
Whilst in Early Years, children are initially given picture books to take home and enjoy exploring to promote their oracy skills and understanding of texts. Once more confident with letter sounds and reading, children then take a story book home to read which matches the stage they are currently accessing in Phonics. This continues in Year 1.
Phonics is embedded into all our areas in provision in Early Years and children have access to a wide range of engaging, stimulating resources to support their phonic development and skills.
Spelling
At Northowram, children in Years 2-6 are taught spelling through the Read Write Inc. spelling scheme. It is a fast-paced, fun spelling scheme which reflects the objectives and requirements from the National Curriculum for each year group. Spelling is taught daily in Year 2 to Year 6.
As part of their phonics and spelling sessions, children also learn to read and spell the high frequency words relevant for their phase.
Writing
Writing is embedded into the curriculum at Northowram and children are provided with a wealth of stimulating, creative writing opportunities. Children's writing journey begins in Early Years where children are provided with a wide range of interesting and purposeful markmaking opportunities within provision. As children progress through school, they write for a range of real audiences and purposes and cross-curricular links are utilised wherever possible to embed children's writing skills.
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Anxiety Management
Before you can manage your anxiety, you have to know what kind of anxiety you are dealing with:
Real Threats: Sometimes our anxiety is alerting us to a real threat (like a mountain lion headed your way or a dangerous person approaching you in a dark alley). While anxiety indicates that something might be right, sometimes something actually is wrong. Therefore, it makes sense to do a quick scan of what is going on to see if there are any real threats. Take a minute or two to see if there is a source of threat?.but not for too long. If you cannot identify an actual threat in one or two minutes, it?s probably safe.
False alarms/hypothetical worries: This is the type of anxiety we experience when something bad might happen. For example, when you get anxious for a test, the worry may be ?I am going to fail.? Since the test hasn?t happened yet, and I?m assuming you are not a fortune teller, we cannot be certain that you will ever actually fail. The worry is therefore hypothetical because it may or may not occur. To identify a hypothetical worry, look for anxiety about the future or things that haven?t happened yet. They often start with ?What if.? Alternatively, sometimes we get anxious ?out of the blue? or for no identifiable reason. Anything from caffeine to exercise can trigger sensations similar to anxiety which, in turn, can make us believe something is actually wrong. In either scenario, our anxiety indicates as threat but there isn?t actually one; it is a false alarm.
Once you?ve figured out the type of anxiety you are having, you can take action to help resolve it. Here is some helpful information about addressing each type of anxiety:
Problem-Solve for Real Threats: Real threats are real problems and therefore can have real solutions. If the threat is to your well-being or physical safety, get yourself safe (this is why we call it fight or flight)! For non-life threatening situations, problem-solving is an effective way to work towards resolving the anxiety-provoking situation.
Learn the Right Skills for False Alarms: False alarms are very common and the experts have come up with lots of effective ways to manage them. Since this type of anxiety is not about something happening now, problem-solving won?t work. Skills that help manage hypothetical worry about the future include:
1. Identifying and modifying unhelpful thinking patterns
2. Learning to tolerate uncertainty
3. Learning to approach the feared situation
Regardless of the type of anxiety, learning how to calm your body down is a great skill to have when you are anxious. Techniques such diaphragmatic breathing, grounding and progressive muscle relaxation are just a few ways to help your body calm down.
Counseling and Psychological Services [1] offers both individual and group therapy options to help you learn these anxiety management skills. Come in for a walk-in appointment today to find the support that?s right for you!
Source URL: https://campushealth.unc.edu/health-topics/stress-and-anxiety/anxietymanagement
Links
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Chapter 11
Decision Theory
Exercises
11. 1.
The bicycles will be sold for $100 each. Any bicycles left over at the end of month can be sold at $45 each.
A bicycle store would like to order bicycles for the coming month. Orders for the bicycles must be placed in quantities of 20. The cost per bicycle is $70 dollars if they order 20, $67 if they order 40, $65 if they order 60 and $64 if they order 80.
If the bicycle store runs out of bicycles, then it will suffer a loss of "goodwill" among its customers. This goodwill is estimated to be $5 per customer who was unable to buy a bicycle. It is further estimated that the demand for bicycles in coming month will be 10, 30, 50, or 70, with probabilities of 0.2, 0.4, 0.3, and 0.1 respectively.
1. Create a payoff table.
2. Find the best action under each of the following decision criteria:
i. Maximax
iii. Minimax
ii. Maximin
iv. Minimax regret
v. Expected value
11. 2.
Mrs. Greedy's a payoff table is as follows:
Mrs. Greedy is thinking of investing in the stock market. Suppose she is considering four alternatives: investing $8000, $4000, $2000, or $1000. These are the four choices that are within her control. The consequences of her investment, in terms of her profit or loses, are dependent on the market and beyond her control.
Profit
1. Find an "optimal" investment strategy.
2. Determine the decision-maker's risk attitude.
11. 3.
The buyer's estimate of gains (in thousands of €) are given in the following table:
A dress buyer for a large department store must place order with a dress manufacturer 9 months before the dresses are needed. One decision is as to the number of knee-length dresses to stock. The ultimate gain to the department store depends both on this decision and on the fashion prevailing 9 months later.
Given the following preference function recommend a decision.
11. 4.
Develop a decision tree for this situation.
A company is investigating the possibility of producing and marketing backyard storage sheds. Undertaking this project would require the construction of either a large or a small manufacturing plant. The market for the product produced – storage sheds – could either be favourable or unfavourable. The company has, of course, the option of not developing the new product at all.
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Thor at Fort Caswell Rifle Range by Phil Fravel
On November 11, Thor travelled to the Fort Caswell Rifle Range for the Veterans Day WWI Commemoration Roll Call. At 11:00am, the time the Armistice went into effect 101 years ago, Norma Eckard, president of Friends of Fort Caswell Rifle Range began the program.
This year, the special guests were the family of WWI Brunswick County veteran and only POW, Pvt Robert Bollie Stanley. Two grandchildren of Pvt Stanley (Fred Stanley and Deborah Bolin) began the continuation of the Roll Call for Brunswick County WWI veterans. Descendants who participated in previous commemorations returned: Gwen Clemmons Causey (granddaughter of Sgt Henry Lindon Clemmons) and David Lewis (grandson of Lt David Elton Lewis).
Thor was fired at the end of each Roll Call reading to honor the WWI veterans.
The next scheduled reading is April 04, 2020 at 11:00am. Descendants add meaning to the ceremonies and are considered special guests. All of the work done by Friends of Ft. Caswell Rifle Range is dedicated to the families of the veterans and they are welcome to attend or call names for the Roll Call.
A word about Friends of Fort Caswell Rifle Range by President Norma Lee Eckard:
My husband Ron Eckard and I have been working on the 1918 Fort Caswell Rifle Range since 2011. The rifle range is located across the street from where we live in Caswell Beach and was once the property of Fort Caswell. In fact, most of Oak Island was the property of the military.
The range is about 200 feet long and it needs repairs to the two lintels and a passageway wall. While we researched who built this piece of history, we established
that it was built by Fort Caswell to train soldiers for World War I. The rifle range was added to the proposal of MdM of Durham and in December 2013 it was entered on the National Register of Historic Places. In March 2015, Friends of Fort Caswell Rifle Range became a 501(C)(3).
In order to inspire people to support the responsibility and care of the range we asked the public to send us photographs and stories about family members who served in WWI. We then created a WWI Wall of Honor. This is shown on the website.
As time grew closer to the WWI Centennial Commemoration, we knew that research was needed to identify Brunswick County men and women who served in the war. Our daughter, Amy, already had our website up and running so she dedicated the month of October 2017 to the research of military records to accumulate a list of Brunswick County military. Our current total is 717 men and one female nurse from Southport who served in WWI from our county.
We're excited to announce that an historical book is in the works. Our non-profit wanted the book completed in November 2018. Now we plan to publish within the year 2020. We are applying to foundations for support to publish. If possible the books will be placed in our libraries, high schools, middle schools, early college and Brunswick Community College as reference material for students and the public.
Our planned title is "BRUNSWICK COUNTY IN THE GREAT WAR: Preserving the Fort Caswell Rifle Range and the Legacies of the Men and Women Who Served."
http://www.southporthistoricalsociety.org
Editor's Note: The article below is reprinted with permission from the Friends of the Fort Caswell Rifle Range website. It was researched and written by Amy Eckerd. Visit the site to read lots more about the Rifle Range and stories of the Brunswick County men and women who served in World War One and to learn how you can help honor Brunswick County WW1 vets.
WWI Profile: William James Gordon 1891-1930
William James Gordon
Southport, Brunswick County, NC US Army
Private, First Class
March 29, 1918 – April 9, 1919
Served:
Overseas:
June 10, 1918 – February 11, 1919
Wounded: November 4, 1918
Gunshot wound
Photo source: 92ndinfantry.org.
William James Gordon was born May 29, 1891, in Southport, Brunswick County, NC, the son of Franklin H. Gordon (1855-1939), a public-school teacher (and first black educator in Brunswick County), and Nannie Gordon (1860-1943). His father is buried in John N. Smith Cemetery in Southport. His father's headstone shows William had two siblings, Cenelius and Frank. The locations of his mother's and brothers' gravesites are unknown.
William was married on June 4, 1912, in Southport to Evelyn Frink (1891-1957). His 1917 WWI Draft Registration shows he was married with a 4 year old son. He is listed as a laborer working in Philadelphia. His son, William James Gordon, Jr. (1913-2004) had a very distinguished career in education like his grandfather, served his country like his father, and is buried in Lebanon National Cemetery in Kentucky.
William was honored with a position in the 365th Infantry, 92nd Division, along with William Frederick Brooks, who sadly had died of meningitis days after the infantry left for France, and Robert Bollie Stanley, all from Brunswick County.
Before leaving for France, the 92nd Division chose their insignia and nickname. The 92nd was nicknamed the "Buffalo Soldiers" in honor of African American troops who served in the American West after the Civil War. The patch is shown above.
Company H of the 365th Infantry, which included Pvt Gordon and Pvt Stanley, embarked at Hoboken, NJ, on June 10, 1918, and reached Brest, France, on the 19th day of June 1918. The camp was established at Bourbonne-les-Bains, a small resort area in the northeast of France, about 60 miles from the front. They immediately began an eight week period of intensive training in offensive and defensive tactics.
On July 6, 1918 Pvt. Gordon was promoted to Private First Class.
The soldiers of the 92 nd and the 93 rd infantry divisions were the first Americans to fight in France.
http://www.southporthistoricalsociety.org
Whittler's Bench, Fall 2019
In August, they took up positions in the St. Die sector, where they received their first contact with the enemy. They fought with honor through many engagements on the Meuse-Argonne front and won numerous awards from the French.
October 29, 1918: Pvt Robert Bollie Stanley (Pfc Gordon's fellow soldier from Brunswick County) was reported missing.
November 4, 1918: Pfc Gordon was wounded. November 11, 1918: The armistice between the Allies and Germany was signed.
Photo source: 92nd Division WWI History. This map shows the approximate location of the front lines in western Europe when the 92nd Division was deployed.
In the 365th's final battle, there were 43 Killed in Action or Died of Wounds, 583 Wounded, and 32 Missing, most of whom were killed or succumbed to wounds. Of the three initial Brunswick County soldiers in the infantry, Pvt William Frederick Brooks died of disease before leaving the United States, Pfc William James Gordon was wounded, and Pvt Robert Bollie Stanley was missing.
On February 25, 1919, Pfc Gordon boarded the U.S.S. Nansemond with other sick and wounded soldiers. He was discharged from the Army on April 9, 1919.
William passed away in 1930 from heart disease [source: ancestry.com]. His death certificate lists a contributory cause to his death as "paralysis left side due to bullet wounds received in world war."
He was laid to rest in Smith Cemetery with his father. A military headstone was requested in 1937 and remains there today.
In the years following the war, the 92nd Division gained fame as records of their accomplishments slowly became known. The November 7, 1942 edition of Baltimore Afro-American, p 20, published this account from General John J. Pershing:
The 92nd Division has been, without a doubt, a great success. And I desire to commend both the officers and the men for the high state of discipline and the excellent morale which has existed in this command during its entire stay in France.
The 92nd Division continued their gallantry in World War II, after which segregation in the military was ended.
Most of the information gathered was from E.J. Scott, author of The American Negro in the World War, Chapter XI, which quoted the work of T.T. Thompson, Historian of the Famous 92nd Division. Another excellent reference is the website http://92ndinfantry.org/
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Directions: You are an editor preparing this article for publishing. Read the article, and help future readers understand the key ideas by using your critical-thinking skills to fill in the blank text features.
(add title)
What you need to know to make sure that medicines help instead of hurt
Did you know over 20,000 kids per year need medical help due to medicine mistakes or misuse? 1 Luckily, most of these errors can be prevented. Learn how you can help keep yourself and your family members safe!
Know the Facts: Over-the-Counter vs. Prescription Medicines
Medicines fall into two major categories: Over-thecounter (OTC) medicine is bought in a drugstore or supermarket without the need for a doctor's prescription. Prescription medicine, on the other hand, is specially ordered by a doctor or nurse practitioner and is available only from a pharmacist. Only the person whose name is on the prescription should take that medicine.
Despite these differences, there are important safety points that OTC and prescription medicines share. First, children should use these medicines only with the permission of a parent or trusted adult. Also, it is always important to read the medicine label before each use. It is dangerous to misuse or abuse any type of medicine.
(add section heading)
How can you be sure you're taking an OTC medicine safely? Every OTC medicine, includes a Drug Facts label, which is required by the Food and Drug Administration (FDA). The Drug Facts label helps you understand the medicine, who should take it, and how to take it safely. These sections are on each Drug Facts label:
- ACTIVE INGREDIENTS: Lists the ingredients in the medicine that make it work.
- USES: Describes the symptoms that the medicine treats.
- WARNINGS: Lists safety information including side effects, questions you may need to ask a doctor before use, and which medicines to avoid taking at the same time.
- DIRECTIONS: Indicates the amount or dose of medicine to take, how often to take it, and how much you can take in one day.
- OTHER INFORMATION: Explains how to store it.
- INACTIVE INGREDIENTS: Lists ingredients not intended to treat symptoms (e.g., preservatives). These can be important in the case of an allergy.
- QUESTIONS OR COMMENTS?: Provides the phone number for the company if you have questions.
(add illustration or diagram)
(add section heading)
Remember the story of Goldilocks and the three bears? She needed the porridge to be "just right." Like Goldilocks, you need the "just right" dose of a medicine. Too little medicine may not be effective; too much medicine can cause you harm. Luckily, researchers have already figured out the appropriate dose that each person needs based on age, weight, and other factors. You can find this information in the "Directions" section of the Drug Facts label.
To take the correct dose of a medicine, always use the dosing device that is provided (often a small cup for a liquid). Dosing devices are customized to each medicine— you should never substitute a dosing device with kitchen spoons or any other household measuring device.
1 of 2
''
(add section heading)
Some people might think that because a medicine is available over the counter, it cannot cause any harm. However, misusing any medicine by not reading and following the medicine label carefully can lead to serious consequences. For example, certain ingredients may cause allergic reactions. Also, certain medicines can interact with other medicines and may cause side effects or harm when mixed. Many medicines contain the same kind of active ingredients, so it's important to not take them at the same time. Furthermore, medicines will not work properly if not taken at the proper dose!
What should you do if you think that you or someone else has taken the wrong dose or wrong medicine, or if you just have questions about a medicine? Call the free and confidential Poison Help number, 1-800-2221222. Experts answer the phone year-round 24/7. Unlike 911, it doesn't have to be an emergency to call.
Safe Storage and Safe Disposal
If you have any younger siblings or small children in your life, you know that kids are naturally curious. That is why it is so important to make sure that all medicines are stored up, away, and out of sight.
sure to follow the FDA's guidelines for safe disposal of medicines. Mix OTCs with a substance people wouldn't want to eat (e.g., kitty litter) and then place the mix in a closed container (e.g., sealed baggie) in the trash.
Be Part of the Solution
Every year, poison control centers manage about 80,000 cases involving medicine-dosing errors in children, tweens, and teens. 2 Help eliminate this danger! Educate your family and community about medicine safety—and remember to always take medicine with the supervision of a parent or trusted adult.
Glossary:
:
:
When your family cleans out the medicine cabinet, be
Think It Through Record your responses on a separate sheet of paper.
Part I Text Features: Explain Your Reasoning
Part II Critical-Thinking Questions
While you read this article, you were thinking as both a reader and a writer. Explain the text features you chose to add, being sure to support your ideas with evidence from the text.
1. Why did you select the words you included in the glossary?
2. Choose one of your section headings. Explain why it fits the central idea of the section.
3. Describe the diagram or illustration you chose to include. How would this diagram help the reader understand the text?
Evaluate the following statements, using evidence from the text to explain your thinking.
1. Your sibling says, "It's not safe to measure cough syrup with a kitchen spoon, but this measuring spoon for baking is okay because it's made for measuring." Is your sibling right? How do you know?
2. Your younger sibling took some OTC medicine because she thought it looked like candy. You suggest calling the Poison Help number. Your babysitter says, "She doesn't look sick from it, so we should just wait and see if it's a real emergency." Is your babysitter right? How do you know?
4. Why is the pull-out quote that you chose so important to the central idea of the article?
3. Your friend has a headache, and his parent gives him a dose of an OTC pain medicine. Later, he says, "It's been 30 minutes and I don't feel any better. My mom must not have given me enough medicine—I should probably take another dose." Is your friend right? How do you know?
1, 2, recommended by specialist in poison information, all outcomes.
AAPCC National Poison Data System query parameters: 2011–2016 annual average, ages 0-19, all unintentional and intentional misuse reasons for pharmaceutical exposure, cases en route to a health care facility or treatment
2 of 2 | <urn:uuid:6f9b8341-608c-4d82-82a4-c62bbfc21701> | CC-MAIN-2021-21 | https://www.scholastic.com/content/dam/teachers/sponsored-content/otc-medicine-safety/AAPCC_56_lesson5_informational_text.pdf | 2021-05-18T11:03:26+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00332.warc.gz | 1,021,108,147 | 1,429 | eng_Latn | eng_Latn | 0.998478 | eng_Latn | 0.998581 | [
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Imperial Rome and Ostia
The construction of Imperial Rome
COLIN CHANT:
The splendidly evocative ruins of ancient Rome have long been a challenge to historians and archaeologists intent on reconstructing how that city once looked and functioned. During the imperial period the city grew larger than any before in the western world. How was the city constructed and what were the materials used? How was it defended? How was the population supplied with food and water? How were the people housed and entertained? Above all how did the Romans make the city work? This model shows how Rome might have looked during the reign of the Emperor Constantine. The population at its peak was probably a million, enormous by ancient standards, and five times that of Alexandria, the next largest city in the Roman Empire. Meeting even the basic needs of such a population - let alone the construction of monumental public buildings surely required considerable engineering and organisational ability. Yet the Romans themselves have the reputation of contributing nothing 9f note to the history of technology. By this account, they were completely uninventive, all they did was to appropriate the innovations of the peoples they conquered. How can we reconcile these two judgements? The ancient history of Rome lasted some thousand years, From the time when it was ruled by kings, through the republican period, which lasted some four centuries, and then into the empire, when Rome reached the height of its power. It's necessary to consider these things in the context of Rome's physical development. It combines fertile land with ready access to the sea, by means of the river Tiber.
Equally vital was high ground for defensive purposes the famous Seven Hills of Rome. As the city expanded into the valleys the marshy ground between the hills was drained by channelling an existing stream into the River Tiber. This became Rome's main sewer: the Cloacae Maxima, still in use nine centuries later during the reign of Constantine. Indeed it is still in use today, despite modem landfill on the banks of the Tiber. The first stone defences were built in the early republican era, the so-called Servian Wall. They were carefully constructed with a locally quarried material called tuba, a softish sedimentary volcanic ash. Easy to quarry, it continued to be used in the imperial period even after concrete became the main building material.
JANET DELAINE:
Although we tend to think about Roman construction of the imperial period in terms of concrete, there was in fact a viable alternative, which was very much used in the re.. . earlier republican period. and this is the use of large squared blocks of tufa as we have here. The use of these large tufa blocks continued in fact for some particular functions, usually large public buildings, right into the middle of the first century and beyond. Notice how fine the joints are between the stones. This means that work has to take place both at the quarry, and on site, whereas concrete requires far less skilled labour.
COLIN CHANT:
Stone was also used to replace wood for building bridges. Stone arches were necessary to span the river, as in the Pons Cestius, built during the late republic, and then replaced in the imperial period. The facing material of the later bridge was travertine, another local stone. This bridge has been rebuilt many times, but it still serves its original function - connecting the right bank of the river with the Tiber Island.
Another important masonry structure is the Porta Maggiore, built in the early imperial period. This monumental double arch is also constructed with travertine, a kind of limestone from nearby Tivoli. Travertine, a much harder material than tufa, but more difficult to quarry, was
increasingly used as a building material in early imperial buildings. Beneath the Porta Maggiore survives .a portion of road. Like all major roads in the vicinity of Rome, it was paved with basalt, a very durable, local volcanic rock. Even in this deep ruts were worn by the constant traffic of wheeled carts. | <urn:uuid:dd62d632-425b-43cf-9c2b-8471c6341374> | CC-MAIN-2021-21 | http://media-podcast.open.ac.uk/feeds/at308-imperial-rome-and-ostia/transcript/at308.01rome02.pdf | 2021-05-18T11:40:14+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00332.warc.gz | 40,706,762 | 837 | eng_Latn | eng_Latn | 0.999201 | eng_Latn | 0.999069 | [
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The University of Maine
DigitalCommons@UMaine
Fisheries
10-2-2020
Delaware Saving Turtles Brochure
Delaware Division of Fish and Wildlife
Follow this and additional works at: https://digitalcommons.library.umaine.edu/maine_env_fisheries
Repository Citation
Fish and Wildlife, Delaware Division of, "Delaware Saving Turtles Brochure" (2020). Fisheries. 37. https://digitalcommons.library.umaine.edu/maine_env_fisheries/37
This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Fisheries by an authorized administrator of DigitalCommons@UMaine. For more information, please contact email@example.com.
Maine Environmental Collection
Diamondback Terrapin
Diamondback terrapins are turtles that live in the Delaware Bay, the Inland Bays and most brackish rivers in Delaware – habitat they share with the blue crab. They spend most of their time in the water, but females come ashore in May and June each year to lay their eggs in sandy areas above the high tide line. Young terrapins spend the first couple years of their life in nearby wetlands.
Special thanks to:
Maryland Department of Natural Resources
Cover photo by:
Jay Fleming www.jayflemingphotography.com
To learn more about terrapins and their conservation, visit the following websites:
Chesapeake Bay Program, http://chesapeakebay.net/fieldguide/ critter/diamondback_terrapin
Diamondback Terrapin Working Group, www.dtwg.org
The National Aquarium, www.aqua.org
The Terrapin Institute, https://www.facebook.com/ terrapininstitute
The Wetlands Institute, http://wetlandsinstitute.org/research/ diamondback-terrapins/
The Department of Natural Resources and Environmental Control is committed to affirmative action, equal opportunity and the diversity of its workforce.
Going Crabbing?
What's the problem?
The diamondback terrapin is a species of conservation concern in Delaware. They were trapped to near extinction at the turn of the 20 th century because of their popularity for turtle soup, but have since rebounded. These turtles now face threats including drowning in crab pots, boat collisions, road mortality and nest predators, as well as loss of beach nesting habitat to development and climate change.
The terrapin desperately needs your help to survive.
Each year recreational crab pots unnecessarily claim the lives of terrapins. Terrapins are lured into crab pots by the same baits used to attract blue crabs. However, unlike blue crabs, terrapins must rise periodically to the surface for a breath of air. Terrapins trapped in a fully submerged crab pot will eventually drown.
How can you help?
Recreational crabbers are legally allowed to set a maximum of two recreational crab pots in Delaware waters. Since 2001, Delaware fisheries regulations require that the entrance funnel of all recreational crab pots must be equipped with a crab pot turtle bycatch reduction device (TBRD), also known as a turtle excluder device (TED).
Developed by turtle conservationists, TBRDs are rigid rectangular inserts attached to the entrance funnels of crab pots to prevent large terrapins and other air-breathing animals from entering. TBRDs reduce unintended drownings without interfering with trapping legal-sized blue crabs. You can help by purchasing crab pots with TBRDs included or by adding the devices to your crab pots.
Where do you get a TBRD?
Some retailers sell crab pots with TBRDs attached and others sell the devices separately. TBRDs can also be purchased directly from many tackle shops or constructed from 11-gauge galvanized wire.
Will TBRDs prevent all terrapins from entering a crab pots?
Unfortunately, some small terrrapins will fit through the 1 / 34 X 4 / 34-inch TBRD. Making TBRDs any smaller will reduce the capture of legal-sized crabs. Checking crab pots a minimum of twice daily helps prevent small trapped terrapins from drowning.
Installing a Turtle Bycatch Reduction Device (TBRD) on a crab pot. | <urn:uuid:63dc53da-e6b9-45e4-83cb-3c34ace90e2e> | CC-MAIN-2021-21 | https://digitalcommons.library.umaine.edu/cgi/viewcontent.cgi?article=1037&context=maine_env_fisheries | 2021-05-18T12:04:19+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00336.warc.gz | 245,745,921 | 888 | eng_Latn | eng_Latn | 0.938785 | eng_Latn | 0.992114 | [
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Donation of the Month
Object: Coverlet
Catalog #: 1988.33.6
Donor: Virgil Lovelace
This charming overshot cotton and wool coverlet, in the "Sea Star" or "Monmouth" pattern, was woven by someone in the Garrett family of central Missouri sometime between 1864 and 1867. The term "coverlet" is generally used for a hand-woven bedcover with a loom-controlled pattern. The name comes from the French couvre-lit, which means "to cover the bed." While coverlets were made in America in the 1700s, most surviving examples date from the early to mid 1800s.
Not much is known about the Garrett family. Lucy Ann Garrett, the donor's grandmother, met her future husband, George Grant Osborn, sometime during the Civil War, marrying him shortly after the conflict ended. George, a Union Army veteran, was never given a middle name by his parents. Since he admired Ulysses S. Grant, he adopted Grant's surname as his middle name. George and Lucy lived in Missouri and had five children before moving to the old Amos Osborn homeplace in Northwest Arkansas.
In 1841 George's parents, Amos and Hannah Osborn, emigrated from Rockport, Indiana, to homestead 160 acres on land northwest of the future townsite of Rogers. They came by way of the Ohio River, then the Mississippi, disembarking somewhere in eastern Arkansas before buying an oxen team and loading their possessions for the long trek to Northwest Arkansas. The Osborns, Wights, and other families homesteading the area established a Primitive Baptist Church and named their community Little Flock.
Overshot coverlets like this one are so-called because the weft threads are allowed to "overshoot" several warp threads to make the pattern. These coverlets are produced on relatively simple four-harness or fourshaft looms. The shafts are the frames which raise a set of warp threads and are operated by treadles. Raising different shafts alone or in combination creates a geometric pattern.
Overshot coverlets might be produced by professional weavers, but most were made by women working in their homes. Following instructions called pattern drafts, women made coverlets in a nearly endless variety of patterns. Families passed down pattern drafts from mother to daughter; neighbors and friends also shared their favorites. Like quilt patterns, coverlet patterns were given names based on nature, politics, the Bible, and historical events. But pattern names varied from place to place and women often created their own unique variations.
Early coverlets were made with a linen warp, since homespun cotton was not strong enough for that purpose. After the 1890s much stronger, commercially spun cotton yarn became widely available. Women began to use this yarn, undyed, for their warp. The cotton warp threads were measured out and mounted onto the loom. A pattern draft told how to thread the loom and work the pedals to create a certain design.
While woman purchased their cotton warp yarn, they made their own wool weft yarn at home. The process began with shearing the sheep and cleaning and washing the wool. Wool was prepared for spinning by straightening the fibers with cards. The wool was spun and the yarn measured into skeins using a clock reel (which clicked to indicate when the correct amount of yarn had been wound on to it) or a niddy-noddy, an oddly shaped, handheld device. The yarn could then be dyed using natural or commercial dyes.
One of the most commonly used dyes was indigo, made from the indigo plant and imported from India; because of this many coverlets are deep blue and off-white in color. But natural dyes could create other colors. Red came from Asian madder, brown from red oak bark, and yellow from peach leaves, for example. In the 1850s the first coal-tar-based synthetic dyes were introduced; others soon followed. Unfortunately, many of these synthetic dyes faded quickly.
The dyed woolen yarn was then put onto a bobbin and loaded into a shuttle. The shuttle carried the weft yarn through the shed, the term for the space created when part of the warp threads were lifted by the loom. Since the loom was not as wide as a bed, two woven panels were joined together to make the coverlet. In the South it was said to be bad luck to exactly match the two sides together. (The Garrett family coverlet is mismatched.) When the panels were completed and sewn together, the edges could be finished by hemming the non-selvage sides. The bottom of the coverlet might also be finished in a fringe or a narrow border; fringe might be made on a tiny tape loom and sewn to three sides of the coverlet. | <urn:uuid:64e061cb-1850-433d-b507-46af26509ac4> | CC-MAIN-2021-21 | https://www.rogersar.gov/DocumentCenter/View/660/Coverlet-PDF | 2021-05-18T11:17:37+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00334.warc.gz | 1,023,270,701 | 1,002 | eng_Latn | eng_Latn | 0.998641 | eng_Latn | 0.998773 | [
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喔! 聖善夜! 群星閃爍多光明 在伯利恒, 救主今夜降生 迷茫大地, 罪惡虛空中嘆息 直到晨曦顯現, 帶來黎明 真光顯現, 恩典照亮世人 揮別長夜, 迎接榮耀早晨
俯伏敬拜! 讓讚美聲傳萬邦 喔! 聖善夜! 救主基督降生
政權必擔在祂肩上 馬槽嬰孩是萬王之王 看祂不張揚不喧嚷 祂來為作贖罪羔羊 (2X)
俯伏敬拜! 讓讚美聲傳萬邦 喔! 尊貴、榮耀、能力永遠歸祂 尊貴、榮耀、能力永遠歸祂 (2X）
永永遠遠歸祂
* At the HEART of the Christmas story, there is SURPRISE. 在聖誕節故事的中心，有個驚喜。
* Surprises that have lasting impact on who we are, and what we believe, and how we understand who we are, and who God is.
*驚喜對我們是誰，我們相信什麼，我們如何理解我們是誰以及神是誰具有持久影響。
* So I want to take some time, this Christmas Eve, to talk about three of the biggest surprises of Christ mas聖誕節最大的三個驚喜
Christmas Eve Service 平安夜崇拜
John 1:1-4
In the beginning was the Word, and the Word was with God, and the Word was God. 2 He was in the beginning with God. 3 All things were made through him, and without him was not any thing made that was made. 4 In him was life, and the life was the light of men. 5 The light shines in the darkness, and the darkness has not overcome it.
1太初有道，道與神同在，道就是神。2這道太初與神同在。3萬物是藉著他造的；凡被造的，沒有一樣不是藉著 他造的。4生命在他裏頭，這生命就是人的光。
* In the Greek language, the word, for 'word' is the word "LOGOS
在希臘語中，"word"一詞是"Logos"一詞•
* From a Jewish point of view, the logos would have been understood like, "the divine wisdom of God" 從猶太人的角度來看，Logos被理解為"上帝的神聖智慧"
* They would have called it the word of God.
* The Torah, or law of God, was the Logos of God.
* "The Word" is what brought the world into being;
* For them, God's word ordered all that is.
* From a Greek point of view,從希臘的角度來看，
* The Greek philosophers used Logos to describe the spoken word but, they also used this word to describe the unspoken word, the words still in our mind, this thing we call 'reason'. 希臘哲學家使 用"Logos"來描述口說出的話，但是，他們也使用Logos來描述不言而喻的思維，這些思維仍在我們的腦海 中，我們稱之為"推理"。
John 1:14
And the Word became flesh and dwelt among us, and we have seen his glory, glory as of the only Son from the Father, full of grace and truth.
約翰福音1:14道成了肉身，住在我們中間，充充滿滿地有恩典有真理。我們也見過他的榮光，正是父獨生子的榮 光。
* He says the WORD, became FLESH. 約翰說道成了肉身
* two common words for body, or flesh, in the Greek language. 在希臘語中，兩個用於形容身體或肉體的 常用詞。
*Soma： clean, nice , Soma: 乾淨，不錯
* John says, "The LOGOS, became SARX." 約翰說："Logos成了SARX"
* Sarx is a crude term. •Sarx是一個概括的用語。
* Sarx is a crass way of referring to the body. Sarx是一種提及身體的普通描述方式
* It's earthy. Its gritty and human 屬地氣的，堅韌的·屬人的
* why did he choose SARX and not SOMA? 他為什麼選擇SARX而不是SOMA？
* God is comfortable with messiness. With Sarx 上帝對髒亂感到坦然。
* God is in the realm of awkward.
*上帝坦然地處在尷尬的境界。
* God is in realm of brokenness, and life, and scars, and pain.
*上帝坦然地處於破碎，生命，傷痕和痛苦的境界。
* God is in the realm of dysfunctional families, and messed up lives.
*上帝坦然地處在功能失調的家庭或亂七八糟的生活。
* God, moves, T O W A R D, sarx.
*上帝朝向SARX。
* Logos Becomes Sarx and made his DWELLING among us.
*Logos成為Sarx，並在住在我們中間。
* The incarnation, the birth of Jesus, this moment in this little town of Bethlehem - the Word becomes Sarx. 此刻，耶穌的誕生在伯利恆這個小鎮上，這一刻-道成為SARX。
* GOD, COMING to us. 上帝，來到我們中間
* it's not just the fact that he comes that is surprising, but also, the MANNER IN WHICH he comes. 不 僅是他來的事實令人驚訝，而且他來的方式也很令人驚訝。
Luke 2:1-7
In those days a decree went out from Caesar Augustus that all the world should be registered. 2 This was the first registration when Quirinius was governor of Syria. 3 And all went to be registered, each to his own town. 4 And Joseph also went up from Galilee, from the town of Nazareth, to Judea, to the city of David, which is called Bethlehem, because he was of the house and lineage of David, 5 to be registered with Mary, his betrothed, who was with child. 6 And while they were there, the time came for her to give birth. 7 And she gave birth to her firstborn son and wrapped him in swaddling cloths and laid him in a manger, because there was no place for them in the inn.
路加福音2: 1當那些日子，凱撒奧古斯都有旨意下來，叫天下人民都報名上冊。2這是居里扭作敘利亞巡撫的時 候，頭一次行報名上冊的事。3眾人各歸各城，報名上冊。4約瑟也從加利利的拿撒勒城上猶太去，到了大衛的 城，名叫伯利恆，因他本是大衛一族一家的人，5要和他所聘之妻馬利亞一同報名上冊。那時馬利亞的身孕已經 重了。6他們在那裏的時候，馬利亞的產期到了，7就生了頭胎的兒子，用布包起來，放在馬槽裏，因為客店裏 沒有地方。
* This God comes quietly, humbly, in a manger. There is a surprise at the heart of the Christmas story.
*這位上帝在馬槽裡悄悄謙卑地來，聖誕節故事的核心令人驚訝。
* God sets out to save the world and he doesn't do it like we would do it. •上帝著手拯救世界，但他沒 有用我們的方式去拯救。
* This God does it quietly. He is born in the manger •這位上帝安靜地降生在馬槽。
* He's born to the shameful: A couple, recently married, but with a controversial pregnancy hanging over their story. •他生來就是可恥的: 一對剛結婚的夫妻，但從聖靈受孕這事充滿了爭議。
* We can feel God, bends into the weakness as we read the story. 上帝陷入了軟弱
* He becomes the lowly. 他成為低賤的人 he came in infancy, 他以嬰孩的形體來到
* He doesn't rescue us from above, reaching down to lift us up.
*他不是從天上來救我們，而是來到世上伸手扶起我們。
* He sneaks into the trenches beside us, and fights his way out with us.
*他潛入我們身旁在戰溝中與我們並肩戰鬥。
* The real Christmas shines in the darkest of places. 真正的聖誕節在最黑暗的地方發出光芒。
* And the ONLY conclusion we are left to draw is that THIS. GOD. LOVES. US. 我們唯一可以得出的結論就 是" 神， 愛， 我們"
* But, the greatest surprise may not be the fact that he arrived, or the manner in which he arrived, but in the reality that this God who entered space and time - STILL DOES.
*但是，最大的驚喜可能不是他來了，或他到達的方式，而是這位進入了時空的神依然存在
John 1:9-12
The true light, which gives light to everyone, was coming into the world. 10 He was in the world, and the world was made through him, yet the world did not know him. 11 He came to his own, and his own people did not receive him. 12 But to all who did receive him, who believed in his name, he gave the right to become children of God…
約翰福音9那光是真光，照亮一切生在世上的人。10他在世界，世界也是藉著他造的，世界卻不認識他。11他到 自己的地方來，自己的人倒不接待他。12凡接待他的，就是信他名的人，他就賜他們權柄作神的兒女。
* Jesus referred to himself as the light of the world. 耶穌稱自己為世界之光
* The light. 光
* Entering the darkness. 進入黑暗
* And that light, still shines. 並且，該燈仍然發光
* That light, continues to illuminate the darkest of places. 光繼續照亮最黑暗的地方
* He is not the perpetual infant son of God. 耶穌不是永遠上帝的嬰孩。
* That's how the story began. But it's not how it ended. 這是故事的開始，但這不是結局
* He tore the night apart 他把夜晚分開
* He ripped the skies in half. 他把天空撕成兩半
* He broke through the dark. 他突破了黑暗
* He turned the universe upside down. 他將宇宙顛倒過來
* Light has come into the darkness of night. 夜幕降臨時，光已經進入
Matthew 1:23
"Behold, the virgin shall conceive and bear a son, and they shall call his name Immanuel" (which means, God with us).
馬太福音1:23 必有童女懷孕生子；人要稱他的名為以馬內利。
* this isn't a God who simply did something in the PAST.
* He's the God who is WITH US in the P R E S E N T. 這不是只在過去做過什麼的神。
*他是現在與我們同在的上帝。
* He still comes to us. 他仍然來找我們
* He continues to join us. 他繼續加入我們
* The light of the world, into the darkest of nights. 世界之光，進入最黑暗的夜晚
* He comes, humbly. 他謙卑地來
* He comes, quietly. 他安靜地來到
* And he illuminates the dark places, the darkest moments, of our lives. He gives us the ability to walk in the night. 他照亮了我們生活中最黑暗的地方，最黑暗的時刻。 •他使我們能夠夜間行走。 | <urn:uuid:750a496f-7d0f-4bd2-a49f-f76a7e494f47> | CC-MAIN-2021-21 | https://thechurchco-production.s3.amazonaws.com/uploads/sites/2812/2020/12/2020-12-24-Chinese.pdf | 2021-05-18T11:30:19+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00335.warc.gz | 586,312,069 | 2,919 | eng_Latn | eng_Latn | 0.955899 | eng_Latn | 0.990333 | [
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What is grief?
Grief is simply a normal response to loss. But it is not simple and it doesn't feel normal. Grief is a complex experience that impacts every area of life: emotional, physical, mental, spiritual. It can feel very destabilizing, especially after losing a loved one. It's unpredictable; it doesn't follow any particular timetable and is different for each person. Grief can affect us in many and sometimes surprising ways. You may feel that your sense of the world and your place in it has been turned upside down. Grief isn't linear or experienced in stages. Its movement is more circular and uneven, and many reactions and feelings overlap. It may take you on an emotional roller coaster, or come over you again and again likes waves.
In the early days of grief, it's not unusual to feel numb and unable to fully grasp the impact of your loss. You may be prepared to feel sad, but surprised by feeling angry, guilty, fearful or even relieved. All of these are normal emotional responses and can change from day to day or moment to moment. The stress of grief can create physical symptoms that may include sleep disturbances, loss of appetite, and lack of energy. Grief can disrupt life and create confusion, inability to concentrate, and loss of memory, making daily routine activities challenging to complete. Grief takes time; it can't be rushed. It's important to be patient and gentle with yourself. Give yourself permission to accept help as well as practice good self-care.
Kids Grieve Too
Just as each adult grieves differently, so does each child. However, there are some special aspects of children's grief— primarily based on a child's age and stage of development. For example, children who experience a death at a young age may have difficulty understanding what death really means. They often don't understand death's finality, its causes, its irreversibly, and its universality. Children frequently grieve in intense, short episodes.
In addition, their grief is often delayed—and they're liable to return and re-process the loss at different stages in their lives. For more information about children's grief and ways to support grieving children, go to email@example.com.
2 | HALCYON AT C O L O R A D O V N A
1. Draw pictures, decorate picture frames, and create collages with pictures and words about the special person.
2. Tell stories about the life of the person who died.
3. Write a letter of goodbye or poem about the loved one.
4. Create a memory box or storybook that includes what the child will miss about the loved one.
5. Plant a tree or garden in memory of the special person.
A Prayer for Spring
By Janis Heil
WHAT CAN HELP WHEN YOU ARE GRIEVING?
Springtime is often thought of as the season of renewal, but it can also be a season of ambivalence. Although warmer, sunnier months can be nurturing and inspire new hopefulness, grief does not suddenly go away just because seasons change. Spring can be a time in the year's cycle when people who are grieving may feel powerfully disoriented and out of
step. Not only is everyone still living ordinary lives, but the natural world itself appears to be full of hopefulness, lovely new beginnings, and second chances. All things we may not feel.
Here are a few things that can help you when you are grieving:
Sleep, Rest, and Relaxation. Regular sleep and rest are very important. If you have trouble sleeping, try drinking a glass of milk, listening to soothing music, or listening to a guided meditation.
Allow Yourself Time to Grieve. You need time to grieve. This can be time alone or time with others you trust. Grief takes time. If you allow the time you need, it takes less time.
Eat and Drink Well. Try to eat well-balanced meals. Drink plenty of water and herbal teas; try to avoid caffeinated drinks or alcohol.
Access Support. Find people or support groups who are comfortable with your grief and will let you experience your feelings, whether that is crying, telling your story again and again, or sitting with you in silence. Get help with the things that are stressful (i.e., financial matters, parenting, etc.).
Do Something with Your Feelings. Find an outlet for your feelings. Journaling, painting, sculpting, writing, or playing music can be a release. Find what works for you.
Physical, Mental, and Spiritual Self-Care. Grief is exhausting and you need to replenish yourself. Get some exercise. Take a hot bath. Do some yoga or meditation. Take "time outs" and breathe deeply. Connect with your spiritual community and/or the natural world.
Be Gentle with Yourself. Above all, be gentle with yourself. Try to be patient with the process and know that grief can feel like waves, ebbing and flowing, sometimes day by day or moment by moment.
SEASONS OF GRIEF - SPRING | 3 | <urn:uuid:b94804c5-3d23-4cf9-82ff-3ec41c64e28d> | CC-MAIN-2021-21 | https://vnacolorado.org/wp-content/uploads/2021/03/halcyoncvna_grief-mailer_spring21-web_reduced.pdf?ba07fb&ba07fb | 2021-05-18T11:13:51+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00335.warc.gz | 626,099,946 | 1,062 | eng_Latn | eng_Latn | 0.99852 | eng_Latn | 0.998666 | [
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PO Box 12122, Suva Duavatasustainabletourism.org 03 December 2020
We champion the interconnection between experiences within local communities, the environment & culture.
Who we are?
The Duavata Sustainable Tourism Collective is a group of small and medium enterprises in the tourism sector that are passionate about the preservation of Fiji's natural environment, its cultural heritage and arts, the engagement of communities in valuing and protecting natural resources and the ability of the tourism industry to contribute income to support conservation initiatives. The Collective was established in 2018 to provide a more unified voice on some of these issues. Below our current members of our Collective group;
- Leleuvia Island Resort
- Rivers Fiji
- Talanoa Treks
- Takalana Bay Retreat & Dolphin Watch Fiji
- Uprising Beach Resort
- Lawaki Beach House
- Nukubati Resort
- KokoMana
- Waitika Farm
- Namosi Eco Retreat
- Drua Experience (Sailing & Sustainability)
- Barefoot Manta
What is the Duavata Conservation Leadership programme?
The Duavata Conservation Leadership programme will deepen young conservation leaders' connection to nature, by working in partnership with sustainable tourism operators that have longstanding community connections and conservation initiatives.
This initial round will target 160 young conservation champions, between the ages 16-25yrs.
NatureFiji-MareqetiViti will provide an initial introduction to key issues and challenges in protecting and enhancing Fiji's biodiversity and environment.
Four or five educational experiences, provided by Duavata members, will provide practical educational nature-based experiences.
These experiences will include:
* learning to sail a traditional camakau canoe
* supporting river health monitoring at some of Fiji's important biodiversity hotspots
* learning how to thatch a traditional bure and the importance of soga palm conservation to ensure the continued availability of the resource
* learning about the importance of wetland conservation in the Upper Navua conservation area
* learning about reef ecology and coral restoration
* learning to use art as a way of communicating conservation messages
As part of the programme, participants will be required to commit to an activity that shares their experience and knowledge gained with others in some way. This could be a talanoa session with their community, their school or University, their church group or by writing a short blog or creating a photo diary. They will be encouraged to be as creative as possible and work together in small groups should they wish.
During 2021, they will come back together twice for sessions on two key conservation topics of their choosing. Fijian experts will be invited to share their knowledge at these sessions.
When & where do we plan to do this?
Throughout year 2021, with the main focus in the Central Division initially to test the programme.
Why should I pledge?
Your pledge will provide an opportunity for us to support young conservation leaders to deepen their connection to nature and the outdoors. We know that these outdoor educational experiences early in life, can support them to think deeply about their role in helping to protect their surrounding and ultimately our shared planet and create conservation leaders for the future.
Fijians have a deep rooted connection to land and the environment as an extension of identity. The concept of vanua implies stewardship over land to protect it for the next generation of guardians.
As urban development has continued we have become increasingly disconnected from our vanua. Trips home may be difficult to organise and costly. This has resulted in thousands of school age and young adults in Fiji having experienced little beyond urban centres such as Suva.
The tourism recovery will be long and protracted. In the interim, as Duavata members we want to use our knowledge and expertise to ensure that the experiences on offer to visitors to the country are also accessible to Fijians.
This campaign is a partnership between NatureFiji-MareqetiViti and the Duavata Sustainable Tourism Collective.
What happens to the donation I make?
The crowdfunding campaign will support the design and set up of the various trips and experience. It will also raise funds for initial seed funding to test the concept with a view to the model becoming self-sustaining.
Guests that have sponsored a young champion on an experience will receive photos as a 'Vinaka Vakalevu' and an e-postcard or video highlighting some of the learning.
How will my pledge help?
For each $100 AUD we receive, one young champion will get the opportunity to experience one of the above activities. Your donations will cover all logistics, necessary for the activities to occur in safe and enjoyable conditions, in line with our child protection policy.
Have we done this before?
Several Duavata members have experience of providing educational activities to Fijian and international students and guests. These include conservation science communication, biodiversity monitoring, flora and fauna surveys and coral reef ecology. While we try and do as much as we can locally, as tourism operators we often find ourselves offering experiences to international guests and students that we wish we could offer to Fijians.
Am I going to receive updates once I donate?
Pictures, videos and newsletters documenting the activities that the conservation leaders participated in will be communicated to all donors. Regular updates will happen on our social media pages and our website.
How will your conservation leaders be chosen?
In order to qualify or be chosen as a conversation leader applicants should be between 16-25yrs, with prior consent from parents/guardians of those applicants between the ages 16-18yrs. Applications will need to be supported by a letter of recommendation from a recognised individual or organisation e.g. community group or leader, church group, school or educational institution etc. Applicants will have to demonstrate prior commitment to environmental conservation.
Who will be managing all donated funds & will we be advised of its allocation/use?
The Duavata Sustainable Tourism Collective is in process of registering as a non-profit organisation. NatureFiji-MareqetiViti is the operational arm of the Fiji Nature Conservation Trust and was established in 2007.
Funds donated will be managed by NatureFiji-MareqetiViti and provided to the Duavata members managing each activity.
What categories of donation is there, that I can donate towards?
Where can I learn more?
Below are some further links you may want to click on to give you a bit more idea of what we're about and some of the experiences that will be adapted to support conservation leaders.
Duavata Sustainable Tourism Network:
https://duavatasustainabletourism.org/ https://www.facebook.com/Duavata-Collective-2221682748156317
Example Experiences:
Experience 1
Learning to sail a traditional Camakau at Leleuvia https://www.leleuvia.com/ https://youtu.be/OeEI6oL_-7o
Experience 2
Learning about Fiji wetland conservation by rafting the Upper Navua with Rivers Fiji https://www.oars.com/video/river-eden-film-pete-mcbride/
Experience 3
Monitoring Fiji tree frogs and falcons at Nabalesere's beautiful waterfalls with Talanoa Treks https://www.talanoa-treks-fiji.com/waterfall-and-cave-diy-options/
Experience 4
Learning to thatch a traditional bure at Namosi Eco Retreat https://www.facebook.com/namosieco
Experience 5
Learning about the importance of agroforestry systems at Waimakare Forest Farm and /or KokoMana https://www.waimakare.com/visiting-our-farm/ https://www.kokomanafiji.com/ | <urn:uuid:11626b8b-d16d-4929-ba5c-264a56023e55> | CC-MAIN-2021-21 | https://www.talanoa-treks-fiji.com/wp-content/uploads/2020/12/Duavata_2-Page-Introduction-Flyer-for-Donors_Dec2020.docx.pdf | 2021-05-18T10:48:31+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00338.warc.gz | 1,079,523,210 | 1,564 | eng_Latn | eng_Latn | 0.957017 | eng_Latn | 0.995274 | [
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WELL CHILD VISIT
2 Year
Name ___________________________________Age in Years ______________ Date of Visit ___________________________
Concerns/Discussion
□ Family concerns
□ Illnesses/Accidents
□ Behavior/Discipline
□ Toilet training
□ Observe parent/Child interaction
□ Other concerns
Nutrition Guidance
□ 3 meals & 2-3 nutritious snacks/day
□ Make mealtime pleasant (avoid fighting or forcing)
□ Family meals
□ Do not "comfort" or "reward" with food
□ Appropriate size utensils
□ Offer variety of foods
□ Can use low-fat dairy products
Developmental/Behavioral
□ 2-3 word phrases; rapidly expanding vocabulary
□ Up and down stairs
□ Kick a ball
□
Stacks 5-6 blocks
□ 20 words and 2-word phrases
□ Imitates adults
□ Temper tantrums
□ Throws ball
□ Ignores instructions and requests
Physical Exam
□ General
□
Wt ______ % ______
Ht ______ % ______
HC_____ % ______
Monitor growth chart
□ Temp _______
□ Skin (Nevi, café au lait spots)
□ Nodes
□ Head
□ Eyes
□ Ears
□ Nose
□ Oropharynx (bottle tooth decay)
□ Neck
□
Chest/Breast
□ Lungs
□ Cardiovascular
□ Abdomen
□ Genitalia
□ Hips/Extremities
□ Neuro
□ Evidence of Neglect/Abuse
Screening/Immunizations Screening
□ Hearing (exam & history)
□ Vision (exam & history)
□ Lead—Screen high risk (educate all parents)
□ Anemia—Screen high risk
□ Hyperlipidemia—Screen if high risk
□ Tuberculosis—PPD for high risk
□ Dental
- Discuss fluoride
- Exam and refer if abnormal
- Educate on care
Immunizations
□ Per ACIP schedule (Record below)
□ Review record & "catch up" as needed
Anticipatory Guidance
□ Injury/Accident prevention
(car, outside play, drowning, electrical, poisoning, falls, burns, copy parents)
□ Gun safety
□
Discuss sleep habits
(night waking, fears, nightmares)
□ Discipline (Time out)
-Praise good behavior, reasonable expectations, stress consistency, (avoid hitting, spanking, yelling)
□ Ignore temper tantrums
□ Toilet training-discuss readiness signs (praise successes, DO NOT PUNISH)
□ Normal to play with parts of body
□ Let child explore
□
Limit TV viewing
□ Sibling rivalry
□ Care of minor injuries & illnesses
Record all abnormal findings below.
________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
Assessment and Plan: _______________________________________________________________________________________ ________________________________________________________________________________________________________
PHN Referral (if indicated) ___________________________ WIC Referral (if indicated) ________________________________
Physician Signature: ________________________________________________________________________________________
Immunizations given:
_______________________________ _______________________________
Based on Bright Futures: Guidelines for Health Supervision of Infants, Children and Adolescents
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'1-3-5 Cluster' Collaborative Enquiry Day Feedback
Agreed Focus of Enquiry:
Learning and Challenge:
- What does progress look like during lessons?
- Is impact of feedback clear in children's learning?
- Are learning opportunities appropriate to all abilities?
- What effect does the marking and feedback policy have on children's learning?
- Thoughts on the curriculum
- SIP areas of development
School Staff involved:
All staff were involved
Sources of evidence:
The team worked in pairs—one from school together with external team members- with each pair working across two year groups
- Learning walks
- Interview with children with their work
- Lunch time activities
- Interviews with phase leaders
- Interview with literacy lead teachers
Learning walks
* Most learning environments were of high quality, stimulating children and supporting learning. They own their environment and feel comfortable within it.
* Self generating activities really challenge and develop learning at all levels while being accessible to all
* Teaching is well organised and planned with links made to previous learning- resources appropriate and readily available to support independence
* Children plan their work and work systematically and are always on task
* Modelling of teaching is consistent -- embedded and reinforced to address learning
* Teachers are very enthusiastic and have high expectations that are understood by children and because of this, and because they enjoy their learning, behaviour is very good
* TAs are often very helpful in supporting children and helping them make progress
* Children of all abilities make at least good progress
Lunch time activities
Reflection
This supports children who are experiencing behaviour challenges and is based on restorative justice. Children are encouraged to reflect on their behaviour and how it might impact on other people. They are able to discuss this and data indicates that the strategy is very helpful. This is run by the Leader of Learning for Social and Emotional Health and a member of the Senior Leadership Team each day. They know all the children and subsequently, children respond to them effectively.
A variety of lunchtime support was in place including library club and Lego therapy.
Interviews with children
The whole team interviewed two children in each year group—they brought their books with them. All were very articulate and enthusiastic about school, identifying why they were happy at Primrose Hill. In many cases it was because they like the teachers because they make learning interesting and fun. They were able to explain the feedback they get from teachers and it was clear that there is a consistent approach throughout the school. They are positive about improving their learning, demonstrating impact of a focus on growth mind-set.
Interviews with middle leaders
Phase Leaders
The role played by the phase leaders has been developed over the year and it is clear that they all understand their role and can talk about what they know about their own phases—they are getting increasingly proficient in analysing the impact their role has on standards and progress.
Literacy Leader
This teacher is a very experienced English lead teacher who is able to analyse provision accurately and to identify where developments should be made. She plans to increase her understanding of literacy in EYFS and KS1
Strengths of the school
* EYFS provides a rich and stimulating curriculum which gives children an outstanding start in education; beginning with the two-year old provision, there is consistency and quality throughout.
* KS1 curriculum which develops EYFS child orientated approach is impacting on independence, learning and progress of all children. It is very child centred.
* PE and Music lessons were very high quality, inclusive and challenging and led by skilled practitioners.
* The teaching across the school has many creative and unique approaches.
* Modelling is effective across the school.
* Some very good intervention and support happening for a range of children. 'More able are swept away and less able very well supported'.
* Pastoral support for children is well thought out and very effective -- the school is very inclusive and supports a huge range of need. Rainbow is a particular strength of the school.
* There
* Children are very articulate and independent – they clearly feel responsible for their own learning, are able to reflect on their own progress and identify next steps. They work collaboratively
* Relationships are very good throughout the school, acting as a model for children who understand their responsibilities for each other
* Primrose Hill is a very effective learning environment
Agreed areas to improve provision:
* Consider the strengths of the EYFS and KS1 curriculum in implementing this approach in KS2
* Develop spoken and written feedback in order that it is consistent, simple, accessible and relevant
* Develop whole school child/teacher conferencing to support the feedback process
* Address any inconsistencies in TA support
* Address any inconsistencies in learning environment | <urn:uuid:659ac952-d20e-4a53-b80f-437b0e4ace7d> | CC-MAIN-2021-21 | https://www.primrosehill.camden.sch.uk/wp-content/uploads/2017/07/Primrose-Hill-Collaborative-Review-Final.pdf | 2021-05-18T10:01:55+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00337.warc.gz | 996,463,984 | 960 | eng_Latn | eng_Latn | 0.998296 | eng_Latn | 0.998369 | [
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Mimi Peterson, MD Scott Radomsky, MD Amy Montgomery, MD
7507 East Tanque Verde Road, Tucson, AZ 85715 Phone 520-722-2585 Fax 520-722-1097
Sandy Herron, MD Amelia K. Decker, MD Jennifer Moher, MD Brent Watkins, MD
WWW.TANQUEVERDEPEDS.COM
6-7 YEAR EXAMINATION
1. Development: At this age, a typical child can:
- Throw and catch a ball
- Ride a bicycle
- Tie shoelaces
- Write numbers to ten
- Write the alphabet
- Print his/her first name
- Tell right from left
- Draw a person with 6 body parts plus clothing
2. Injury Prevention: Injuries account for almost two-thirds of the deaths at this otherwise healthy age.
b. Fire: Use of smoke detectors, care with matches and smoking materials, a kitchen fire extinguisher, and a family escape plan can prevent tragedies.
a. Automobiles: A belt positioning booster car seat is required until 8years old and 4'9". Booster seat use and crossing safety need constant reminders. Children must ride in the back seat if there are air bags.
c. Water: Swimming lessons and reminders about water safety are important. Never leave a child alone near water even if they are good swimmers.
e. Guns: If you have no guns in your home, do not buy any. If you do have
d. Personal: Teach your child about strangers and "off limits" behavior.
f. Bikes, Rollerblades and Scooters: Always use appropriate protective gear such as helmets, knee pads and wrist guards. Children should not be allowed to ride in the street without close adult supervision.
3. Diet: Evidence suggests that at least some children perform better at school with an adequate breakfast. Television and convenience foods tend to promote a diet high in salt and sweets. Having a variety of alternative snack foods can promote better nutrition. Precut vegetables, dried fruits, fruits, cheese, and unsalted nuts are examples of good snack foods. Variety is always helpful.
4. Behavior: Children this age often become very caught up in activities. Interests in dinosaurs, animals, reading aloud and drawing are common. These are golden opportunities to be enriched when possible with libraries, museums and travel.
5. Television: Increasing evidence shows that unrestricted television promotes: obesity, violence, poor social skills, and poor school performance. Have your child choose and plan his/her viewing in advance and stick to the schedule. Help him/her plan alternate activities; include those activities with outlets for physical energy.
6. Healthy Habits:
* Engage regularly in physical activity. Parents can encourage youth sports if the child is interested.
* Eat a well balanced diet
* Get adequate sleep
* Encourage reading and hobbies
* Limit TV/video game/ computer viewing to 2 hours or less per day
* Brush teeth twice daily with fluoride toothpaste
NEXT VISIT: 1-2 Years | <urn:uuid:c2971a7a-b747-4f23-bbcd-f5b8642ee24a> | CC-MAIN-2021-21 | https://tanqueverdepeds.com/pdf/WellHandout_6-7year.pdf | 2021-05-18T11:01:33+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00338.warc.gz | 578,061,881 | 648 | eng_Latn | eng_Latn | 0.996019 | eng_Latn | 0.996329 | [
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Upstander Stone Project for Schools
PURPOSE OF LESSON: to sensitize the hearts of children on the issues of the Holocaust by familiarizing them with the need to stand up for what is right, particularly in situations where others are stereotyped, bullied, victimized, or persecuted
CONTEXT FOR LESSON: The Holocaust was the systematic, state-sponsored persecution and murder of six million Jews by the Nazi regime and its allies and collaborators. Holocaust is a word of Greek origin meaning "sacrifice by fire." The Nazis, who came to power in Germany in January 1933, believed that Germans were "racially superior" and that the Jews, deemed "inferior," were an alien threat to the so-called German racial community. During the era of the Holocaust, German authorities also targeted other groups because of their perceived racial and biological inferiority: Roma (Gypsies), people with disabilities, some of the Slavic peoples (Poles, Russians, and others), Soviet prisoners of war, and blacks. Other groups were persecuted on political, ideological, and behavioral grounds, among them communists, socialists, Jehovah's Witnesses, and homosexuals.
BACKGROUND MATERIALS: Use any of the following materials to present the Holocaust, depending on the age of your students (K-12).
Books: Hidden: A Child's Story of the Holocaust by Loic Dauvillier, Marc Lizano
Survivors: True Stories of Children in the Holocaust by Allan Zullo & Mara Bovsun
Number the Starsby Lois Lowry
The Boy on the Wooden Box by Leon Leyson with Marilyn J. Harran & Elisabeth B. Leyson
When Hitler Stole Pink Rabbit by Judith Kerr
The Boy in the Striped Pajamas by John Boyne
Milkweed by Jerry Spinelli
The Book Thief by Marcus Zusak
The Upstairs Room by Johanna Reiss
Non-Fiction Holocaust Books for Children
Film: Show portions of this introductory Holocaust film (select age-appropriate excerpts)
Lessons: https://www.ushmm.org/educators/teaching-about-the-holocaust/general-teaching-guidelines
Implement any appropriatelesson resources
Indispensable for discussion and processing of any and all lesson content:
HolocaustTeachingTriangle:WhichRoleDoYouChoose?
RATIONALE FOR PROJECT: Stones have long been and continue to be used as historical grave markers; Jewish people bring small stones to leave on their loved ones' gravesites, as stones are permanent (as opposed to flowers) and serve as a reminder that memories of our loved ones last forever.
MATERIALS FOR PROJECT: 3-inch stones, preferably with one flat surface (we will provide rocks) acrylic paints and acrylic markers
1 (or more) pages of 20 children's names who were murdered in the Holocaust
SCOPE AND SEQUENCE:
1. Introduce the subject: Spend one (or more) class period(s) introducing the historical facts of the Holocaust, including age-appropriate material from the above lesson resources. You might assign a portion of one or more of the books from the book list for the children to read; you might also read a section of one of the books aloud.
2. Process: Spend another class period teaching the Holocaust Teaching Triangle to encourage the students to understand the importance of speaking up (as opposed to remaining silent) when they see someone being bullied, mocked, or persecuted in any way. Define what those terms actually mean. Spend some discussion time to allow the students to answer age-appropriate questions, such as: How might you feel if your best friend were not allowed to sit in your class with you? How would you feel if YOU could not sit with your classmates? How would you feel if you were required to wear a badge on all your clothes that stated something about you: GLASSES, FALSE TOOTH, BLONDE HAIR, GREEN EYES, SHORT, TALL, FAT, SKINNY, UNATHLETIC, etc. What could you do to speak up for someone who is persecuted? What is an upstander? What is a rescuer?
3. Respond: Using permanent markers or waterproof paints, invite each student to decorate a stone.
Start by asking each child to select a name from the list(s) provided to you of Holocaust victims, liberators or rescuers taken from the following website: United States Holocaust Memorial Museum.
Each student writes the first name of his or her selected person on one side of a stone. The student may also wish to add the person's country of origin and/or age, in the case of a victim who perished. (Stones can be painted before or after adding the name and other written information.) Students are also free to paint or draw a small picture on the other side of the stone.
Optional response: Students could also research additional information about the person.
4. Assess: Invite students to explain why they decorated their stones in a particular way. Discuss the fact that suffering takes many different forms; talk about the importance of gratitude and kindness; address the value of every person, regardless of disabilities, skin color, problems, misfortunes, etc.
5. Follow up: Explain to the students that the stones will be returned to the Holocaust Garden of Hope in Kingwood, Texas, to be placed in a special area commemorating Holocaust victims, survivors, rescuers, and liberators. * Return the box of stones to:
Holocaust Remembrance Association c/o The Nathaniel Center 804 Russell Palmer Rd. Kingwood, TX 77339 www.hra18.org Tel. (888) 546-8111
*If your school would like to invite a local Holocaust survivor or descendant to speak, the above project could be done prior to or before the visit. Contact Rozalie Jerome, a second-generation descendant of survivors, to arrange a speaker for your classroom. Rozalie is the executive director of the Holocaust Garden of Hope in Kingwood.
NOTE: Painted stones will be placed in a special area of the Holocaust Garden of Hope in Kingwood, Texas, at King's Harbor. Exceptional stones will be incorporated into HGOH traveling exhibits for display to the public. | <urn:uuid:0ddf1de2-0e38-4c77-9db4-ad27e354b85f> | CC-MAIN-2021-21 | https://holocaustremembranceassociation.org/wp-content/uploads/2020/10/HRA-Upstander-Stone-Proj-Schools-20201014.pdf | 2021-05-18T10:56:07+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00340.warc.gz | 326,660,441 | 1,287 | eng_Latn | eng_Latn | 0.99575 | eng_Latn | 0.997153 | [
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Education Pack: Lesson plan
Teaching aims
Resources
- Understand the role of the Welsh Language Commissioner
- Demonstrate how the Welsh language can be used in Wales
- Learn about the rights people have to speak Welsh in Wales
- Know how to contact the Commissioner
Lesson 1
Discussion
Start the lesson by asking the class what they know about the Welsh Language Commissioner? Have they heard about it? Who is it? If not, what do they think the Commissioner does? Record these on the whiteboard or ask them to do it as a single task/with a discussion partner. Once everyone has set out their ideas, go on to the presentation.
Presentation
Show the presentation, which explains the Commissioner's work and how we make a difference. Tasks and discussion points are included during the presentation – and will require access to computers in order to search for information.
Video
The video shows what the Commissioner's Office is responsible for in your area.
What are we going to learn?
Once you have finished going through the presentation, ask the pupils:
- How important is the Commissioner work?
- Should Welsh speakers use their rights to speak Welsh?
- The orange bubble logo shows a person can speak Welsh – what do you like about the scheme?
- What else should the Commissioner be doing?
- Video 'Welsh in your area'
- Presentation – The Welsh Language Commissioner
- Factsheet for teachers
Challenge
Take the children to the nearest high street/ town/ village to make their own version of the video. Where can they see the Welsh language and where are they able to use it?
What about creating posters to place in shops around the local area explaining the orange bubble sign, and encouraging people to speak Welsh.
Or why not work individually to gather photos of the Welsh language in their local area and create a presentation on Pic Collage.
Developing further
If you would like to develop the work further, what about:
- Hold a Skype chat/ share your film with another area in Wales, and compare both areas – where can the children in both schools see the Welsh language? How different is the situation when comparing the two areas? Are the children able to speak Welsh in their leisure centre or shop?
- Mastermind subject. If you would have a 'Welsh language history' as a Mastermind topic, what would you need to know? Make a mind map to consider all the elements you need to research and learn about. What about holding a quiz between different teams at the end of the lesson?
- History of the language: Research into the history of the Welsh language. What was the population a hundred years ago? Look into the history of establishing S4C, bilingual road signs, how was the Urdd established, the first Welsh school, and the Welsh Not for example.
MAT Learners (More Able and Talented)
Differentiate between organisations that have to offer services through the medium of Welsh (public organisations) and those who do on a voluntary basis (charities and the private sector).
Children should work in pairs creating a Venn diagram identifying four public organisations, four businesses and four charities. What is the difference between them?
Share
If you want to share a video, photos or work you have been doing with us, please do not hesitate to contact.
You are also welcome to send questions, and we can send you a reply from the Commissioner over a video.
Contact details Welsh Language Commissioner's communications team:
E-mail - email@example.com
Twitter - @ComyGymraeg
Facebook – Comisiynydd y Gymraeg | <urn:uuid:73ca7d9c-d740-4796-a859-37b3ed1e7a00> | CC-MAIN-2023-06 | https://filmhubwales.org/wp-content/uploads/2020/02/Lesson-plan-final_English-1.pdf | 2023-02-08T00:47:04+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500664.85/warc/CC-MAIN-20230207233330-20230208023330-00089.warc.gz | 275,480,706 | 735 | eng_Latn | eng_Latn | 0.998901 | eng_Latn | 0.999025 | [
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Mara, Tanzania
Mid-Year Update 2022
Despite the delayed onset of rainfall this year, the project has been going well: 404 312 seedlings were raised and distributed to be planted by individuals and institutions, exceeding our target of 400 000 for this period. A survival assessment of the planted tree seedlings will be carried out later in the year.
Training is well on track. Our annual target is 120 farmers and 120 institutions, and so far 124 institutions – including 114 schools – have taken part in training sessions. 87 farmers (49 men and 38 women) attended four workshops on improved agroforestry practices. They covered agroforestry system design and techniques; growing and planting timber and multipurpose trees; perma gardening and composting; and pruning, harvesting and pest management. Training ensures that farmers and institutions can better manage the seedlings they have received from the project, and that the benefits they bring as they mature – which include shade, fruits and timber, soil improvement, cleaner water, nitrogen fixing and carbon sequestration – will continue long into the future.
Our partner in the field, the Global Resource Alliance (GRA), presented Awards for Excellence in tree planting and care to 12 farmers and 6 institutions who managed their planted seedlings particularly well, demonstrating good after-planting care and high survival rates. Here, second prize winner Karindo A. from Butiama is being awarded a wheelbarrow, and two students from Meshpen secondary school in Rorya District show off their trophy.
The nursery staff attended training on grafting and budding at Morogoro Tanzania Tree Seed Agency, and then grafted 740 fruit seedlings across both nurseries, with more to follow. Grafting joins two different plants to make valuable new ones: the root system of one is connected to the shoot of another, which has a desirable trait – such as fruit size or quantity, or a reduced gestation period – not seen in the first plant. Together they grow and develop as one plant, preserving the required trait coming from the genetic makeup of the second plant. Each grafted seedling is sold for TZS 3000 – ten times more than a non-grafted seedling.
What is agroforestry?
Agroforestry combines agriculture and forestry: trees and shrubs are grown around or among crops or pastureland. It plays a critical role in successful forest restoration by:
* compensating the loss of access to forest resources;
* reducing the pressure on forest resources and incentivising sustainable forest management by alleviating poverty;
* ensuring reliable incomes to fund sustainable forest management.
The value of an agroforestry system is in its diversity; selecting and distributing a variety of environmentally and socially appropriate tree species. In Tanzania, our programme grows between 45-70 species each year that have specific uses.
Some trees, such as timber, are harvested and ideally replaced. Planting fast-growing species in dedicated woodlots reduces pressure on the natural and degraded forests we are working to restore. Others, such as fruit and nitrogenfixing trees, are pruned year after year providing food, soil fertility and numerous other benefits. Of course, all the types of trees sequester carbon as they grow.
Please visit our Why and How webpage for more information.
You'll receive an annual update in March. Meanwhile, stay up-to-date with our interactive Mara map, and check out the photos on Flickr. | <urn:uuid:25d4acf6-51a8-4c2f-ba71-d1838593db02> | CC-MAIN-2023-06 | https://www.weforest.org/wp-content/uploads/2022/10/WeForest_Mara_update_Aug22.pdf | 2023-02-07T23:57:47+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500664.85/warc/CC-MAIN-20230207233330-20230208023330-00088.warc.gz | 1,075,474,925 | 702 | eng_Latn | eng_Latn | 0.997252 | eng_Latn | 0.997539 | [
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EPISODE 9 LEVEL B2
READING COMPREHENSION
ELECTIONS
Presidential elections are held (= organized) every five years in our country. There are usually a few candidates who run/stand for (= 'apply for') the presidency. They launch (= start, introduce) their election campaigns months before the election day. They've got their spin doctors who advise them what to say and how to behave in order to make people vote for (= choose) them. When the election day comes, citizens all over the country go to polling stations (= places where we vote) and put their votes into ballot boxes. As life shows, it's not always the candidate whom the opinion polls (= surveys carried out to find out what people in general think about a subject) predicted to win that is in fact elected as new president.
More contexts for the new words:
* They are planning to launch a new model of the car next year. (= introduce onto the market)
* He held office of President for 10 years. (= was in the office, had the position)
EXERCISE 1
Match the expression halves.
1. to hold
2. to run for
3. to launch
4. a spin
5. to vote
6. a polling
7. a ballot
8. an opinion
a. a campaign
b. box
c. doctor
d. elections
e. for sb
f. poll
g.
presidency
h. station
EXERCISE 2
Use the words from Exercise 1 to complete the questions and then answer them.
1. Have you ever taken part in an ………………………… poll?
2. Which candidate did you vote ………………………… in the last elections?
3. Where is your nearest ………………………… station?
Today is the second lesson that will deal with relative pronouns. Let's look at the sentence below:
As life shows, it's not always the candidate WHOM the opinion polls predicted to win that is in fact elected as new president.
WHOM is used when it is the object of a verb (the opinion polls predicted someone to win). In spoken English WHOM is usually reduced to WHO, so you often end up with such sentences:
This is the girl WHO(M) I met at the party last week. (= I met her) It's ideal to marry the person WHO(M) you love. (= you love him/her) Why didn't you talk to the teacher WHO(M) I told you about? (= I told you about him/her)
A/ Did you expect Smith to win the elections?
B/ No, never. He really was a DARK HORSE!
A dark horse is a horse or a politician who wins a race or competition although no one expected them to.
PHRASAL VERBS CLOSE-UP
1. If you VOTE something DOWN, you defeat something such as a law or plan by voting against it.
He wanted to introduce freedom of information, but they voted him down. The proposal to build a new road through the forest was voted down by the local council.
2. If you VOTE something THROUGH, you accept and make possible something such as a law or plan by voting for it.
We voted the changes through.
The committee voted through a proposal to cut the defence budget.
EXERCISE 3
Complete the sentences. The number of missing letters is given.
1. There were lots of hopes connected with the new law proposal, but it was voted _ _ _ _ by the Parliament.
2. The new budget has successfully been voted _ _ _ _ _ _ _.
3. Opinion polls did not give him much chances of winning. He really turned out to be
a _ _ _ _ horse when he won the election.
NEWS
BUYING VOTES
Last weekend's election will probably go down in history as one with the biggest scandals in history. Both major parties tried to ensure victory by purchasing votes. Especially the elderly were offered minor sums of money in order to cast their vote for the right party. Needless to say, the procedure is illegal for both sides. However, it is estimated that at least a few thousand voters have been bribed to elect a particular candidate. This event raises questions concerning the feasibility of traditional elections, and reopens the discussion on internetbased voting. It is assumed that – if all voting was done online – there would be less room for bribery and foul play. Only the future will show if this is indeed the case.
GLOSSARY
- go down in history – be remembered
- ensure – to make sure that sth happens
- purchase – buy
- cast a vote – to vote
- to bribe sb – to pay sb to do sth
- feasibility – whether sth is reasonable
- foul play – unfair behaviour
KEY TO EXERCISES
e
h
b
f
Ex.2
1. opinion
2. for
3. polling
Ex.3
1. down
2. through
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For Peat's Sake
– The Necessity of Keeping Cobrico Wetland Wet
Kirsty Hawkes gets stuck into peatbogs and swamps which, without water, can all too easily become fen fires and peat pyres.
It's easy to get bogged down in terminology when it comes to peat. When Mark Gunning, CFA incident controller for the Cobrico Swamp fire, was asked to present a paper at the International Association of Wildland Fire – Fire Behaviour and Fuels Conference 2019 in Albuquerque, USA, he found over ninety definitions. For me, coming from Scotland, the term peat is inextricable from the word bog, so I was pleased to find this explanation in the National Geographic:
Peat forms in bogs. Bogs are a type of wetland with a high acid content. Like all wetlands, bogs are inhabited by marshy plants, including trees, grasses, and moss. The bog's acidity prevents this vegetation from fully decaying. This partly-decayed organic material builds up in bogs. Over millions of years, it becomes peat. In certain circumstances, peat can be an early stage in coal formation. Most of the time, however, peat is a unique material.
Peat covers between 3% and 5% of the earth's surface depending who you ask. The biggest areas are in the northern hemisphere especially Canada, but peat bogs can be found in New Zealand, Indonesia and South America.
Nearly three decades ago when I was a public relations officer for Scottish Natural Heritage, Scotland's government agency for wildlife, I was asked to extol the wonders of peat bogs. These threatened habitats were,
I wrote, "treasure troves" of biodiversity, home to many rare plants and animals and "encyclopaedias of land use and climactic changes". Peat bogs, more commonly called peatlands now, were a hard sell then and still are.
All in a name?
The use of the word "bog" is symptomatic. In the UK it is slang for toilet, "bog standard" means "ordinary", "bog off" is self-explanatory, "bogging" is a Scots expression for "disgusting", "bog trotters" is a derogatory term for Irish people and try typing "bog" on your iPhone – the emoji it supplies says it all. Unsurprisingly the word derives from Gaelic and Irish for soft, moist and flexible, hence the word "bogged" for getting stuck. Perhaps having more peat and more Scottish settlers, in New Zealand areas of peat are described as bog, but in Australia the word "swamp" is used. Etymologically rooted in an old Germanic word for "sponge" or "fungus", "swamp" was popularised in the USA, particularly the Deep South, and as such, like "bog", suffers from negative connotations – think duelling banjos and alligators.
Barb Cowley lives next to what is listed on most maps as Cobrico Swamp Conservation Reserve, but she would rather the name was changed to Cobrico Lake and Wetland Wildlife Reserve. She says: "The name just doesn't fit. I don't like the word swamp. It suggests a boggy area. A lot of the land is not that wet, and the lake gets missed out altogether in the name. It's a permanent lake."
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Barb does however refer to this part of her land as "the scrub" and in this she is technically correct. According to the Victorian government the habitat represented by Cobrico Swamp is "swamp scrub" or EVC53 where EVC is "ecological vegetation classification." Once again hardly a sexy name, but according to government sources only 5% of the Swamp Scrub present at European settlement remains in Victoria.
But whether we call a wetland a marsh, mire, quagmire, soak, bog, fen, swamp or as Roald Dahl would have it a "quelchy quaggy sogmire", if it contains peat, in a droughtprone country like Australia, it presents a fire hazard. This then is peat's biggest PR problem here.
Peat for Power and Plants
When I first heard that the peaty Cobrico Swamp was on fire, it made no sense to me. Such places are wet where I come from, but due to drought and drainage, this is not the case in Australia. That the fire persisted for nearly seven weeks was more understandable. I grew up with peat fires which stayed lit all night in the family hearth. That we were inhaling small particulate matter and potentially impacting our health was unknown to me.
According to the National Geographic Finland, Ireland and Scotland are the biggest consumers of peat as a fuel. South West Victoria was heavily settled by Scots and Irish, but with so many trees to burn, using peat as a fuel never caught on. Ireland currently has three peat fuelled power plants, but reliance on peat power has decreased since its heyday in the 1960s when peat provided 40% of Ireland's electricity. In 2016 it produced about 8%, but 20% of the country's carbon emissions, creating more CO2 than coal and twice as much as natural gas.
The most familiar use for peat in Australia is in gardening, but at a growth rate of 1cm per 1000 years it's hardly a renewable resource. Over the past few decades some countries have moved to phase out the use of peat in horticulture, but nowhere has this actually happened and Canada remains the biggest player in the industry. Some commercial production occurs in Australia largely in Tasmania where only 0.006% of land is sphagnum peatland, the preferred type for gardening.
Peat Beats Climate Change
The English National Trust which owns extensive historical gardens has been peat free for many years. On the Trust's website peat is extolled as "of great importance to our planet:
* as a carbon store – peat holds more carbon than the combined forests of Britain, France and Germany
* for wildlife – many scarce species inhabit peatlands
* for water management – peat holds up to 20 times its own weight in water
* for archaeology – peat preserves a record of past vegetation, landscapes and people."
According to the UN the 3% of peatlands which cover the Earth's surface store twice as much carbon as the world's forests which make up about 31% of the land. They are a massive carbon sink which should be nurtured.
The Scottish government via Scottish Natural Heritage sees peat as part of the solution to a warming planet. In February 2020 £250m of funding was announced for peatland restoration over the next ten years, as a "clear nature-based solution to the climate crisis." Peat PR in Britain has come a long way since my day. Its image in Australia is rather different, but not without its advocates.
Mark Bachmann of the Nature Glenelg Trust is passionate about peat and wetlands.
"Nearly 70% of wetlands in western Victoria have gone since settlement and even the ones left have been modified by drainage. The southeast of South Australia and southwestern Victoria would have had thousands of hectares of permanently saturated peat. After co-ordinated drainage programs to open up much of this land for agricultural development, only a fraction is left in its undrained state. As our climate gets drier, it is vital that we restore wetlands, not only as wildlife habitat and carbon stores, but to greatly reduce both the risk and the impact of bushfires. And of course, fully hydrated peat wetlands stay wetter for much longer than ordinary wetlands, even in a drought."
(Interestingly Mark thinks that Cobrico Swamp might more properly be described as a "fen" than a "bog" due to its hydrology. He makes a good point, but for the purposes of this article he has kindly agreed to "bog-off.")
Mark Bachmann of the Nature Glenelg Trust is passionate about wetlands.
Peat Pyres
But once peat has dried out it becomes a tinder box capable of creating a bushfire which is difficult to put out and extremely toxic. Colac-based Mark Gunning has been a fire fighter since 1980 and has taken a special interest in peat pyres. He encountered his first near Hamilton during the Ash Wednesday Fires of 1983 and since then has been battling them with greater frequency.
"Each peat fire is different," he told me, "but they are always hard to put out and often require expensive earthworks and technology to meet complex challenges. Yeodene Peat Swamp, near Colac, has been burning on and off for at least 25 years. Fires can go on burning underground without anyone knowing for years and then one day conditions will be right, and they'll kick off on the surface. It's like tooth decay."
A rumour circulated around the Cobrico fire that expertise had to be called in from Tasmania in order to subdue the fire. Mark clarified this:
"Australia has a limited capacity of specialist vehicles called CAFS (Compressed Air Foam
41
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Systems) which are good for extinguishing peat fires. The Australian Capital Territory and Tasmania are well advanced with CAFS capability and are often called upon to support Victorian firefighters. On this occasion the CAFS vehicle came from Tasmania."
Mark's expertise in peat fires took him to Gippsland in the summer of 2019/2020. Of the 19 firefighters tackling one peat fire there, all were treated and some hospitalised for smoke inhalation.
He said: "Peat fires release more carbon dioxide and monoxide than regular bushfires. Also, it's heavy work where you are closer to the source of the fire and for longer periods. We all recovered though."
Of the St Patricks Day Fires, eleven were peat fires, three of which were significant. These were at Lake Elingamite which burned for four and a half weeks, the area between Lake Bullen Merri and Lake Gnotuk near Camperdown which took two weeks to suppress and at Cobrico where high levels of carbon monoxide were detected near the fires and fine particulate matter for up to 5km. Cobden's schools and early childhood centres were closed, and 58 patients/ residents were evacuated from Cobden's hospital and aged care facility.
Peat's Flora and Fauna
No such evacuation was possible for the plants and animals which call Cobrico Swamp home. The rare and beautiful Swordgrass Brown Butterfly (Tisiphone abeona) was photographed here in 2005. This species has eight subspecies. All are associated with the wetland loving plant genus Gahnia such as tall saw-sedge (Gahnia clarkei) which is listed in a botanical survey of Barb Cowley's property carried out by botanist, Geoffrey Carr on 31 March 2009. Geoffrey describes the habitat as "a structurally intact Swamp Scrub site" but points out that it is surprisingly dry and thus lacking in the biodiversity he expected. He did however record one rare plant species, the Leafy Twig Sedge (Cladium procerum), and one threatened orchid, the Small Sickle Greenhood (Pterostylis lustra). It is not known whether these plants still grow there. The latter grew under the Woolly Tea Tree (Leptospermum lanigerum) where much of the ground has collapsed since the fire and is scarred with holes like a battlefield, making it very hard to walk on and extremely fragile.
Small Sickle Greenhood (Pterostylis lustra)
This is why drones were used in May 2020 to distribute 32 kilograms of native seeds over 40 hectares of burnt ground. Using planes or helicopters would have been much more expensive and seeds would have scattered well beyond the targeted area. The five drones were able to release seed only 2-3 metres above the ground. It is the first time this type of technology has been used in Australia for peatland rehabilitation. The project, which was managed by Heytesbury District Landcare Network, was funded by DELWP at a cost of $80,000 and includes funds for continued monitoring and a follow up survey. Seventeen species of seeds were flown and sown. These included trees such as Scented Paper Bark (Melaleuca squarrosa), shrubs like Myrtle Wattle (Acacia myrtifolia) and grasses including Wallaby Grass (Austrodanthonia caespitosa). Geoff Rollinson of HDLN is especially keen to compare the areas which have naturally regenerated with those that have been assisted by aerial seeding.
Meanwhile as a result of the 2018 peat fires Corangamite Shire has commissioned local mapping of peat swamps to be better prepared for future fire events. As part of this, the fire committee has also taken part in a peat bushfire workshop. The shire has shared its methodology with other councils. Surf Coast and Colac-Otway look likely to follow suit. Mapping peat areas will certainly help when it comes to fighting a bushfire on the site but replenishing these sites with water would be a preventative measure.
Geoff and Ross Martin of DELWP continue to seek funding for research and restoration of peat areas and hope to engage a university on the subject. As Geoff says: "Historically farmers have seen wetlands as an obstacle to productivity. Drainage is still going on today. The wetland at Cobrico has shrunk over the decades. When peat is present taking out the water turns them into a fire hazard. Restoring wetlands would be a good strategy for increasing the resilience of the land and keeping more carbon in the soil."
As veteran firey, Mark Gunning, says: "I'm a conservative kind of person, but the scale of bushfires I have attended in the last ten years quadruples what I have experienced in the previous thirty. There's something going on with the climate and it's not good. Peat fires are getting worse as things get drier. We shouldn't be letting farmers take more water out of these wetlands. It's just exacerbating the problem."
If peatland continues to be regarded as a fire hazard rather than a valued wildlife habitat and watery haven from fire, peat's public image will continue to be problematic. If it's all in a name, then let's rename these
Preparing the drones for seeding at Cobrico.
43
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areas. In Canada, they use a Cree Indian word for bogland – muskeg. The Cobden area is on Djargurd Wurrung land and the clan associated with Cobrico Swamp were called Netcunde. This wetland would have been much larger before drainage by early farmers. What then did the Netcunde call
the peat bog/swamp/fen which would have been such a central feature of their home? What does Cobrico, spelled Kobricoo on an 1853 pastoral run map, actually mean? Let's find an Aboriginal word and rebrand the peat bog.
Acknowledgement of Country:
Heytesbury District Landcare Network acknowledges Aboriginal and Torres Strait Islander people as the Traditional Custodians of the land. Heytesbury District Landcare Network also acknowledges and pays respect to Elders past, present and emerging.
Acknowledgements:
The author of this publication would like to thank everyone who was interviewed and consulted in its production including Barb Cowley, John and Joy Errey, Kerryn Guthrie, Tony, Lorraine, Shane and Dean Negrello, Rob Adinsall, Gene Gardiner, Nerissa Lovric, Ross Martin, Bryce Morden, Sharna Whitehand, John Robinson, Mark Gunning, Mark Bachmann.
Photography credits:
Cheryl Heynemann, Barb Cowley, Geoff Rollinson, Mark Bachmann, Corangamite Shire Council, Glenelg Hopkins CMA, "The Warrnambool Standard", Google Commons.
Authorised and published by:
Heytesbury District Landcare Network Shop 1/47 Main St, Timboon, VIC 3268
Postal address:
PO Box 69, Timboon, VIC 3268
Phone: 03 5598 3755
Website: www.heytesburylandcare.org.au
Published May 2021
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Power, Religion, and War in the Middle Ages
The Roman Catholic Church in the Middle Ages
The Catholic Church, or the Church as it is often referred to, was very influential in Western Europe during the Middle Ages. The Church and its teachings provided many people with security and order. It also provided a structure for the clergy, or bishops and priests, within the Church. As you have learned, the pope is the head of the Roman Catholic Church and lives in Rome. Beneath the Pope in the hierarchy or structure of the Church are the Bishops, and then the priests. Priests tended to be most people's contact with the Church in the Middle Ages as priests were the one who were living near and maintaining village churches.
The Church was also very influential in education in the Middle Ages. Monasteries and convents offered the best educational communities in Europe during this time. To improve their lives and show their devotion to their God, many men entered monasteries, or religious communities where men gave up all of their possessions and devoted their lives to serving God. The men who lived in these communities were called monks. Women would join convents for the same reasons. Monasteries and convents did things like opened schools, maintained libraries, and copied books. These actions meant that monasteries and convents were the only places in Western Europe that were preserving the legacy of Rome. In addition, often times the village priest would be the only person in the community who was literate.
The Church was also very powerful in the affairs of the government during the Middle Ages. Think about the separation of church and state that is a fundamental aspect of our Constitution. The exact opposite was occurring in Europe during this time period. Frequently, the Church would ask governments in Europe to make certain decisions and the governments would obey. The Church had many tools to persuade rulers to do as the Church wanted. One of these tools was called excommunication. The Church could tell a ruler that he or she would be kicked out of the church, or excommunicated, if they did not follow the will of the Church in their government. If a person was excommunicated, they feared that they would have no chance at salvation, or going to heaven, when they died. The Church also had the power of interdiction—or the ability to tell a ruler that no church services would be able to be performed in their kingdom if he or she did not do what the Church asked. This would turn the people of the kingdom against the king, as people of this time felt that church services were crucial to their salvation; and many peasants depended on the welfare of the church to survive.
If the Church had power in the governments in Western Europe, Kings also had great power within the Church as well. During the Middle Ages, lay investiture was very common. Lay investiture is the ability of kings and nobles to appoint Roman Catholic bishops. However, this practice was banned by Pope Gregory VIII in a document called the Concordat of Worms which was signed in 1122. This document ended lay investiture, but gave the Emperor the ability to veto the Church's election of a bishop within their kingdom.
The Crusades
The Crusades were a series of wars fought in the Middle Ages from 1096 to 1272. During this time, the pope began many European military expeditions to the Holy Land (especially the city of Jerusalem). This was because Jerusalem came under the control of Muslim Turks. Before the Turks were in control, anyone could visit important religious sites. However, once the sites were under Muslim control, Christians were unable to make pilgrimages. As a result, the Crusades were fought for control of and rights to visit the Holy Land.
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The first Crusade occurred when Pope Urban II called upon the knights of Europe to defeat the Turks. Pope Urban also saw the Crusades as a way to get feudal lords to fight together against a common enemy, instead of fighting against one another as they often did. He also believed that military expeditions under his direction would increase the power and influence of the Catholic Church. Feudal lords had several reasons for supporting the Crusades. Many felt it was their religious duty to support the wishes of the pope. Many hoped to gain land and wealth by defeating the Turks. Others went for adventure and the chance to become heroes. Merchants—especially those in the Italian port cities of Venice and Genoa--also believed that the Crusades could benefit them as well. Many merchants provided ships for the voyages and believed that expeditions to the Near East would lead to an increase of trade with that part of the world.
In the First Crusade, from 1096-1099, preachers, such as Peter the Hermit, traveled through the countryside convincing peasants to leave for the Holy Land. Peter the Hermit was untrained in military skill and therefore led an army lacking training and proper military equipment. On this Crusade, many starved to death, and many more were killed by the Muslim Turks. As a result, this peasant army never reached Jerusalem. Later, an expedition of knights reached the Holy Land and captured Jerusalem, brining it back under Christian control.
In the Second Crusade, from 1147-1149, the King of France and the emperor of Germany led armies that were defeated by the Muslim Turks who won back some of their lost territory. The Third Crusade (1189-1192) began when Jerusalem fell back into the territory of the Muslim Turks. Richard the Lionhearted, King of England at the time, led the Crusaders who developed a truce with the Muslim Turks where the land in and around Jerusalem would remain under Muslim Turk control, but Christians would be allowed to visit.
During the 1200's many more expeditions were organized, but all were unsuccessful. One of these expeditions was called the Children's Crusade. In this Crusade, two armies of children—one from France and one from Germany, were led by a boy named Stephen who believed God wanted him to take an army to the Holy Land. This "army" consisted of 30,000 young boys and girls—many of them under the age of twelve. None of these boys and girls reached the Holy Land, and few returned home safely as many died from starvation, cold weather, exhaustion and drowning.
The Crusades had a strong impact on World History. While the Holy Land and Jerusalem remained under Muslim Turk control, Europeans learned how to build better ships and draw better maps; which later assisted in European exploration of the world. Trade and travel also increased with many goods from Southwest Asia making their way to Europe. With more goods from other parts of the world, businesses expanded as well. Crusaders who had returned to Europe also wanted to return to the areas they had been in to travel. Because of strong royal leadership, the Crusades also increased the power of the King, and weakened the power of feudal lords. The power of feudal lords also declined due to the death of many lords in battle and the expense of supplies and equipment. Unfortunately, this time period also marked the beginning of bad feelings between Muslims and Christians.
As you just read, the Crusades increased the power of the King. In England, this power continued to increase until King John signed the Magna Carta in 1215. This document guaranteed basic political rights for the people of England. Some of the rights that are contained in this document are: no taxation without representation, trial by jury, and protection under the law for English citizens. By signing the Magna Carta, a document that limits the power of the monarchy, King John illustrated that even Kings are not above the law in England.
11
1. When did it happen?
First Outbreak 1347 – lasted 3 years
12
Additional outbreaks through the 1600's
2. What else is it called?
Black Death, Black Plague, Pestilence
3. What was it?
A bacterial infection (if antibiotics were invented could have been eradicated)
4. Where did it come from?
Flea infested black rats from Asia, came to Europe on Trade Ships and Trading Caravans
Black rats died from the Plague and fleas looked for a new host
New host could have been anything, but the dirty conditions the people lived in black rats
were commonly found in households, and fleas new hosts were HUMAN
The flea's digestion would be clogged with Bacteria and would regurgitate blood back into
new host contaminating them with the plague
5. How many people died?
It is estimated that 1/3 or as much as 1/2 of the population of Europe died between 1347 and
the mid 1600's during the outbreaks.
6. What did people in the Middle Ages think caused the Plague, and how did they try to prevent it?
People thought that god was punishing them for sins
o So they prayed to God for forgiveness
People thought that BAD AIR was causing the plague
o So they locked themselves in their homes closing out the bad air
o Light a fire and burn special herbs and scented woods to ward off the bad air
o carry bouquets of herbs and flowers to ward off the bad air
People thought that the Jews were spreading the Plague, this is due to the amount of people
that disliked Jews for historical reasons; Anti-Semitism is not a new idea.
o So they killed, and tortured many Jews.
People thought sleeping during the day might cause the plague
o People only slept at night
People also believed that just thinking about the plague or death might cause the plague.
o People only thought good thoughts
7. What are its symptoms, and how does it affect the infected person?
High fever that gives you the chills and makes you delirious(crazy)
An unquenchable thirst
Hard black eggs sized boils called buboes found in the armpits, groin, and neck.
Rotting black smelly skin
Usually die within 5-days or sooner, about 3% of people that caught the plague survived.
Bubonic Plague
8. How did the Doctors of the Middle Ages try to treat an infected person since they didn't know about antibiotics?
Doctors believed they needed to remove poisons from the body they did this in a number of different ways:
13
i. Blood Letting –they did this by using a blade and letting someone bleed or by
applying leeches to a person's body, usually they let them bleed too much and they
died from having a lack of blood in their body
ii. Rupture and draining of Buboes
iii. Purging your system by using herbs that work as laxatives
Quarantine
i. People were walled into buildings or house when it was suspected they or a member
of their family had the plague.
9. How did the Plague affect The Catholic Church?
People thought that god was punishing them; many lost their faith and turned away from the
Church that once held so much power over their daily lives
The Church lost a lot of power
10. How did the Plague affect The Feudal System:
Feudalism crumbled as peasants, serfs, vassals and lords fled their manors to escape the
plague.
The countryside faced a shortage of labor, and landlords stopped freeing their serfs. They tried to get more forced labor from them, as there were fewer peasants to be had. Peasants
in many areas began to demand fairer treatment or lighter burdens
People did not stay loyal to a king/lord they were more concerned with protecting themselves
then protecting their lord.
11. How did the Plague affect The Economy:
Cities were hit hard by the plague. Financial business was disrupted as debtors died and their creditors found themselves without recourse. Not only had the debtor died, his whole family had died with him and many of his kinsmen. There was simply no one to collect from.
Construction projects stopped for a time or were abandoned altogether.. Mills and other special machinery might break and the one man in town who had the skill to repair it had
died in the plague. .
There were not enough people to work jobs so wages rose. Because of the number of deaths,
there was an oversupply of goods, and so prices dropped. Between the two trends, the
standard of living rose for those still living!
12. How did the Plague affect The Society of the Middle Ages?
No one was spared from the plague, Rich, Poor, Old, or Young. Everyone was capable of
getting this disease.
Parents would commonly abandon their children when infected.
Farms and entire villages died out or were abandoned as the few survivors decided not to
stay on.
Whole families died, with no heirs, their houses standing empty.
The plague would only stay in one place for about 4 months and then move on. Usually if
you lived in this place it was certain death.
The dead were left in the streets as people feared even touching them might cause a person
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EPISODE 18 LEVEL A1.2/A2.1
READING COMPREHENSION
EATING AND DRINKING
Mary: Let's have a quick snack (= something small like a Mars bar) for lunch! I'm dying of hunger (= I am so hungry I think I'm going to die)!
John: Well, I don't know if this is such a good idea. You will be hungry again soon. I need a hearty meal (= big meal)! You know I only eat gourmet food (= high quality food). Did you eat good breakfast?
Mary: You really have a healthy appetite (= you can eat a lot)! Not everybody thinks about healthy food all the time! I think I'll just have a soft drink (= e.g. cola) and a Mars bar!
John: Suit yourself! I'm going to look for a reasonably priced (= with acceptable price, not very expensive) restaurant and eat some square meal (= with soup, main course and dessert; full meal) there.
More contexts for the new words:
* I hope you enjoyed your meal ! (= I hope you liked your meal)
* If you eat this, you will just spoil your appetite ! (= if you eat this, you will have problems eating a normal meal)
Match the beginnings and endings of expressions.
EXERCISE 2
Complete the questions, then answer them.
1. What is your favorite quick s………………………..?
2. Which reasonably p………………………….. restaurant would you recommend?
3. What gourmet f………………………… do you like?
ENGLISH IN USE
Let's look at past simple questions. Our example today is:
Did you eat good breakfast?
As you can see we use "did" to make a question and we use the present form of the verb with it. Here you have some more sentences to look at:
Did you go to work on Sunday? Did he drink any tea this morning?
It is not correct to say "Did he went to work?"
IDIOM CLOSE-UP
A/ Would you like to go to a ballet show tomorrow?
B/ Thanks for inviting me, but ballet isn't really MY CUP OF TEA.
If something isn't your cup of tea, it is not the type of thing that you like.
PHRASAL VERBS CLOSE-UP
1. When you EAT OUT, you eat a meal in a restaurant and not at home.
When I lived in Spain, I used to eat out all the time. We eat out once a week.
2. If you order food to TAKE AWAY, you buy prepared food in a shop or restaurant and take it somewhere else to eat.
I had no time to cook, so I ordered some curry to take away. Will that pizza be in, or would you like a takeaway?
EXERCISE 3
Rewrite the sentences keeping the same meaning and using the word in CAPITALS.
1. On Fridays we usually eat in restaurants.
OUT .....................................................................................................................
2. I don't like football.
TEA ..................................................................................................................
3. Please order some pizza and bring it home.
AWAY ..................................................................................................................
NEWS
COFFEE ADDICTS
Doctors are alarmed to witness the rapid growth of a new addiction. In addition to alcoholics, chocoholics and workaholics, we are now facing an alarming spread of coffeeholics. The reasons for addiction to coffee are many, but the most important is probably the fast pace of life that we all have to live in big cities. A cup of coffee in the morning helps you get up. Another one, on your way to work, makes sure you don't fall asleep at the steering wheel. One more is necessary when you arrive at your office, before you can get down to work. And this is only the beginning. By the end of the day, the average office worker might have had ten cups of coffee!
GLOSSARY
- addiction – when you can't stop taking something after you start
- spread – increase, growth
- pace – tempo
- steering wheel - a wheel in a car which you turn to make the car go left or right
- get down to - start
4. c
Ex.2
1. snack
2. priced
3. food
Ex.3
1. On Fridays we usually eat out.
2. Football isn't my cup of tea.
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SPEAKER Q&A
WHAT IS SCRUBS CAMP?
Scrubs Camps are one-day, hands-on health career exploration opportunities for 5 th grade through 12 th grade students. Students will learn about the wide variety of health careers that are available to them through lecture, hands-on activities, and discussion.
The Scrubs Camp is a day-long event where students will hear from a variety of healthcare professionals who will discuss what they do and how they got into their professions. Students will also have a chance to experience many hands-on activities throughout the day. Scrubs Camp is aimed at for 5 th grade through 12 th grade students who have an interest in entering the healthcare field.
WHAT WILL THE DAY BE LIKE?
Over the course of the day, students will hear from approximately 8-10 healthcare speakers, do many hands-on healthcare career-related activities and learn more about educational opportunities in North Dakota's high schools. Students will have lunch on site and also be allowed time to complete their HIPAA certification and sign-up to job shadow. Camps will run approximately 8:00 am - 3:30 pm.
WHAT DO WE NEED FROM YOU AS A SPEAKER?
Plan to devote 1/4th of your total session time to discussing your career. The remaining time should be devoted to a hands-on activity that is pertinent to your occupation. For ideas and examples of hands-on activities, contact Brittany Dryburgh at 701-777-8002 or firstname.lastname@example.org.
WHAT SHOULD I TALK ABOUT?
* What is your job/formal job title/where do you work
* Where did you go to school/train and how long did it take
* What made you choose that career
* What do you do/what is a typical day like for you
* What classes should students take in high school and in postsecondary programs/Volunteer Experience/Part-time jobs
* What do you like best about your job
* Work Environment: alone/group, office/open area, sitting/on feet, etc.
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236
Phocarctos hookeri (Gray, 1844)
OTAR Phoc 1 NSL
FAO Names: En - Hooker's sea lion; Fr - Lion de mer de Nouvelle-Zelande; Sp - León marino de Nuevo Zelandia.
Fig. 487 Phocarctos hookeri
Distinctive Characteristics: Hooker's sea lions have a muzzle that is fairly broad; the top is either fiat or slightly rounded. The ear pinnae are small and inconspicuous. The vibrissae are moderate in length, reaching as far back as the pinnae on some animals. In adult males, the neck and shoulders are greatly enlarged, and there is a mane of thicker and longer hair from the nape to the shoulders, and the chin to the chest. The head appears small. Adult females are much smaller and thinner than males through the neck, chest, and shoulders; the head and muzzle are narrower or less domed than in males.
At birth, pups are dark brown with a lighter crown and nape; a pale stripe extends from the crown to the nose, including the mystacial area. Pups begin to moult their birth coat at 2 months. Adult females and subadults of both sexes are silvery grey to brownish grey above and tan to pale yellow below. The demarcation between light and dark is high on the neck and usually extends over the insertion of the flippers. The light coloration often extends above the ears (which can appear highlighted) to the eyes, and down the sides of the muzzle, There is considerable variation in the extent of dark and light areas, particularly on the head. The crown and the top of the muzzle are often darker, giving the appearance of a stripe of dark colour running to the nose, which can be more extensive, and include most of the muzzle. On some animals there may be little discernable contrast between coloration above and below. The foreflippers are often darker above, greyish to brown. Subadult males darken as they mature, and may pass through reddish orange or brown colour phases before attaining sexual maturity.
DORSAL VIEW
Fig. 488 Skull
Adult males have a dark brown to charcoal coat, which can have a hint of silver-grey, particularly on the sides and back.
The dental formula is I 3/2, C 1/1, PC 6/5.
Can be confused with: Three otariids (New Zealand [p. 248], Antarctic [p. 252], and subantarctic [p. 250] fur seals) are known to occur in or near the present range of the Hooker's sea lion. Hooker's sea lions can be differentiated from fur seals, based on coloration, fur characteristics, head and muzzle shape, size of the ear pinnae, and size and shape of the outer toes on the hindflippers.
Size: It is estimated that adult males reach 3.3 m and 400 kg or more. Adult females can be at least 2 m long and weigh 160 kg. Newborns are approximately 60 to 70 cm and weigh 6.5 to 8 kg.
Geographical Distribution: The primary habitat of this species is several subantarctic islands south of New Zealand, and their surrounding waters. The principal breeding colonies are in the Auckland islands, Campbell Island, and the Snares Islands. Historically, Hooker's sea lions had a more extensive range that may have included much of New Zealand.
Biology and Behaviour: The breeding season in this species is more defined than that of the similar Australian sea lion. Adult males establish small territories that have fluid boundaries. Pups are born from early December to early January.
Hooker's sea lions do not appear to be migratory although they disperse widely over their range during the non-breeding season. Some animals can be found at major rookeries and haul-outs year-round. Their activities at sea are little known.
There are no detailed accounts of feeding habits, but Hooker's sea lions take a wide variety of prey, including squid and such demersal species as flounder, octopus, and crustaceans. They are also known to take penguins, and even fur seal and elephant seal pups, on occasion. Some observations suggest they feed continuously while at sea.
Exploitation: Prehistoric use of this sea lion was made by the native Maori people of New Zealand. Commercial sealing began in the early 19th Century for hides and oil and continued until stocks were severely depleted by the middle of that century (in less than 50 years). Sporadic commercial sealing activity continued through the second world war, after which commercial sealing was banned in New Zealand. One unusual source of mortality comes from the activities of rabbits introduced by humans, which have excavated burrows near sea lion rookeries. Pups have been known to explore these burrows, become entrapped, and suffocate.
IUCN Status: Vulnerable.
Callorhinus ursinus (Linnaeus, 1758)
OTAR Call 1 SEN
FAO Names: En - Northern fur seal; Fr - Otarie des Pribilofs; Sp - Lobo fino del norte.
Distinctive Characteristics: Adult male northern fur seals have long coarse guard hairs, particularly on the neck, chest, and upper back; females and subadults have shorter, finer guard hairs. Adult females and subadults are moderate in build. It is difficult to distinguish the sexes until about age 5. The neck, chest, and shoulders of adult males are greatly enlarged over those of females and subadults (although those at the end of the breeding season may be thin to the point of emaciation). The head of northern fur seals looks deceptively small because of the very short down-curved muzzle and small nose. The nose extends slightly beyond the mouth in females and moderately in males. Fur is absent on the top of the foreflipper and there is an abrupt look of a "clean shaven line" across the wrist. The hindflippers are about one-fourth of the total body length, the longest in any otariid; they have extremely long, cartilaginous terminal flaps on all of the toes, beyond the position of the nails on the 3 central digits. The ear pinnae are long and conspicuous; in older animals they are naked at the tips. The vibrissae are long, and regularly extend to beyond the ears; they are white in adults. Newborns have black vibrissae that become white by way of "salt and pepper" stages in subadults.
Adult females and subadults are medium to dark silver-grey above. The flanks, chest, sides, and underside of the neck (often forming a "V" pattern in this area) are cream to tan. There are variable cream to tan coloured areas on the sides and top of the muzzle, chin, and as a "brush stroke" running backwards under the eye. The fur of the ear pinnae near the naked tip and the insertion is often pale. Adult males are medium grey to black, or reddish to dark brown all over. The mane can have variable amounts of silver-grey or yellowish tinting on the guard hairs. Pups are blackish at birth, with variable oval areas of buff on the sides in the axillae, and on the chin and sides of the muzzle. After 3 to 4 months, pups moult to the colour of adult females and subadults. The dental formula is I 3/2, C 1/1, PC 6/5.
DORSAL VIEW
VENTRAL VIEW
Fig. 491 Skull
Can be confused with: Northern fur seals can be confused with 3 other otariid species in their range: the Guadalupe fur seal (p. 240), and California (p. 230) and Steller (p. 228) sea lions. See the section on the Guadalupe fur seal for distinguishing these 2 fur seals. Northern fur seals can be separated from both sea lions, based on differences in size, pelage, flippers, head and muzzle shape, and relative size and prominence of the ear pinnae.
Size: Males can be as large as 2.1 m and 270 kg. Females can be up to 1.5 m and 50 kg or more. Newborns average 5.4 to 6 kg and 60 to 65 cm.
Geographical Distribution:Northern fur seals are widely distributed in the waters of the North Pacific Ocean and Bering and Okhotsk Seas. The vast majority of the population breeds on the Pribilof Islands, with smaller numbers on the Commander Islands as well. Rookeries are inhabited in summer and autumn. These oceanic pinnipeds spend most of the year at sea, rarely (if ever) returning to land until the beginning of the next breeding season. Many animals, especially juveniles, migrate south to southern California or the waters off Japan.
Biology and Behaviour: This is a highly polygynous species.In general, males arrive at the rookeries before females; they fight and display to establish and maintain territories. Breeding on the Pribilof Islands occurs from mid-June through August, with a peak in early July (the median date in southern California is approximately 2 weeks earlier than at the Pribilofs).
At sea, northern fur seals are most likely to be encountered alone or in pairs, but at times in groups of 3 or more. Dive depth has been studied in lactating females and was found to average about 68 m and 2.6 minutes. Northern fur seals spend quite a bit of time rafting at the surface, either asleep or grooming. They employ a wide variety of resting postures, including raising 1 or more flippers into the air, and draping their flippers in a "jug handle" position.
The diet is varied and includes many varieties of epipelagic and vertically migrating mesopelagic schooling and non-schooling fish and squid. They seem to feed mainly at night.
Exploitation: Northern fur seals have been exploited by humans in both historic and prehistoric times. Their remains can be found in the middens of many peoples that have lived around the Pacific rim. First discovered by Europeans in 1786, sealing commenced and proceeded with highs and lows, but few periods of no commercial harvesting. All time population lows in the early 20th Century prompted a convention on conservation and led to international cooperation and management and an end to wasteful and destructive pelagic sealing. Commercial sealing ended on Saint Paul Island in the Pribilofs in 1984. A limited subsistence harvest by and for Native Americans continues to this day. The population of northern fur seals has also suffered from the depletion of commercial fish species that are important food resources for seals. They are also thought to be declining at least in part due to mortality from frequent entanglement in nets and debris of all types. All fur seals are susceptible to oil in the water so production and transport of petroleum products offshore creates an ongoing risk from accidents.
IUCN Status: Insufficiently known.
Arctocephalus townsendi (Merriam, 1897)
OTAR Arct 2 SGF
FAO Names: En - Guadalupe fur seal; Fr - Otarie de Guadalupe; Sp - Lobo fino de Guadalupe.
Distinctive Characteristics: Guadalupe fur seals have a thick pelage, with dense under-fur. The forehead is flattened to slightly convex. Adults have moderate length whitish cream vibrissae and long prominent ear pinnae. The foreflippers have pelage that covers the black leathery skin on the upper surface, well past the wrist. The hindflippers are moderately long. The toes of the hindflipper are all approximately the same length; the hallux is only slightly wider and thicker than the other digits. Adult males have a very long, flattopped, pointed muzzle with a large bulbous nose with downward pointing nostrils (they can have a shark-like silhouette). Adult males develop a mane of long coarse guard hairs that cover the neck. This area is also thickened and more muscular in bulls.
Coloration of adult males is dark greyish brown to greyish black. The longer guard hairs of the mane may be light tipped, yielding a greyish grizzled appearance. Much of the head and back of the neck often appears tan to yellowish, whereas the throat and underparts of the neck are darker. Coloration of adult females is dark grey-brown to greyish black above, variably paler below (especially on the chest and underside of the neck, which can be creamy grey). There may be areas of lighter colour on the face.
The dental formula is I 312, C 1/1, PC 6/5.
DORSAL VIEW
241
Can be confused with: Three other otariids, the northern fur seal (p. 238) and California (p. 230) and Steller sea lions (p. 228) share the present range of the Guadalupe fur seal. The Guadalupe fur seal can be distinguished from them by head shape, ear size, hindflipper length, and coloration differences. Note the differences between the amount of fur on the foreflippers between Guadalupe and northern fur seals.
Size: Two adult males were about 1.8 and 1.9 m in length and the latter specimen was estimated to weigh 160 to 170 kg. Two adult females were about 1.2 and 1.4 m; the latter was estimated to weigh 45 to 55 kg.
Geographical Distribution: Guadalupe fur seals have a relatively small core range. At present, the only place they are known to breed is on Guadalupe Island off central Baja California, Mexico. Males are now regularly seen on San Miguel and San Nicolas Islands of southern California. They are also occasionally sighted at sea in the Southern California Bight, and on beaches in central and northern California. The pelagic distribution of this species is unknown. When ashore, Guadalupe fur seals prefer volcanic caves and grottos, or other rocky habitats. The former range of this species was apparently much more extensive.
Biology and Behaviour: Breeding and pupping in this species are from mid-June to August; most pups are born from the middle to the end of June. Females with pups and subadults may be seen on or around the island throughout the winter and into the spring.
Knowledge of activities and behaviour at sea, away from Guadalupe Island, are limited to a handful of records. At sea, they appear to be mostly solitary. Observations of animals in captivity suggest that they spend much of their waking time grooming. They raft at the surface to rest in the characteristic "southern fur seal" head-down posture. They also float with 1 or more flippers extended out of the water. When traveling rapidly, they have been observed to porpoise.
Feeding activities and food habits are nearly unknown.
Exploitation: Guadalupe fur seals were nearly exterminated by humans in the 19th Century, and by the turn of the century the species was considered extinct. Following the observation of several dozen fur seals on Guadalupe Island in 1926, and the collection of 2 animals for the San Diego Zoo in 1928, none were seen again until 1949 when a lone bull landed on San Nicolas Island. A 1954 search of Guadalupe Island found 14. A count from 1987, yielded 3 259 animals including 998 pups. Guadalupe Island has been a protected pinniped sanctuary since its designation by the Mexican government in 1975. These fur seals are fully protected under Mexican law.
IUCN Status: Vulnerable.
Arctocephalus philippii (Peters, 1866)
1
OTAR Arct 4
FAO Names: En - Juan Fernandez fur seal; Fr - Otarie de Juan Fernandez; Sp - Lobo fino de Juan Fernandez.
Distinctive Characteristics: Juan Fernandez fur seal adults have whitish cream vibrissae and prominent, long ear pinnae. Adult males have a very long, pointed, flat muzzle that may be slightly down-curved at the very end, and which terminates in a large, bulbous, fleshy nose, with downward pointing nostrils. The large size of the nose creates a shark-like silhouette in bulls. The forehead is flat to slightly convex. Adult males develop a mane of long, coarse guard hairs. This area is also thickened and more muscular in bulls. Nearly all adult males are scarred, some heavily. In adult females, the muzzle is long and pointed, and the nose extends beyond the mouth somewhat. The nose is large, but not as bulbous as in adult males. In most aspects, females seem to be typical of other species of the genus.
Adult males are dark blackish brown on the back and belly. The longer guard hairs of the mane are silver-tipped. The crown down to the ears, and nape to the shoutders sometimes appear silvergrey; the throat and neck are darker. Adult females are grey-brown to dark brown above, and variably paler below, especially on the chest and underside of the neck, which can be creamy grey. There may be areas of lighter colour on the face.
The dental formula is I 3/2, C 1/1, PC 6/5.
DORSAL VIEW
243
Can be confused with: Among other otariids, the South American (p. 246) Antarctic (p. 252), and subantarctic (p. 250) fur seals, and the South American sea lion (p. 232) have distributions that normally bring them near to that of Juan Fernandez fur seals, but there is no evidence that any of the former 3 species has regularly occurred at the Juan Fernandez Archipelago, nor is there a record for the Juan Fernandez fur seal on the mainland of South America.
Size: Adult males are estimated to be 1.5 to 2.1 m in length and weigh 140 to 159 kg. Adult females are estimated to be 1.4 to 1.5 m and 50 kg. Average lengths and weights for newborns are approximately 65 to 68 cm and 6.2 to 6.9 kg.
Geographical Distribution: The Juan Fernandez fur seal is restricted to the Juan Fernandez Archipelago in the eastern South Pacific Ocean off Chile and an incompletely known area of surrounding waters. When ashore, these fur seals prefer rocky and volcanic shorelines with boulders, grottos, overhangs, and caves.
Biology and Behaviour: Breeding in this species is from mid-November to the end of January; most pups are born from late November to early December.
There is no information on migration or diving. At sea, these fur seals can be quite animated at the surface, grooming and resting head down with hindflippers elevated and swaying in the air. They also raft at the surface with flippers tucked in a "jug-handle" position.
The diet of this species is poorly known. Cumulative evidence from stomachs has yielded the remains of 5 varieties of squid. Local fishermen claim that these fur seals also consume various fishes and lobsters.
Exploitation: Juan Fernandez fur seals have been severely exploited by humans. Records from sealers' logs, dating from the start of commercial sealing in 1687, account for approximately 4 million seals being taken from these islands. The species was thought to be extinct by 1900. In 1965 a relict population of approximately 200 fur seals were "rediscovered" on Mas Afuera Island.
IUCN Status: Vulnerable.
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Marietta City Schools
District Unit Planner
Everything on the unit planner must be included on the unit curriculum approval statement.
Grade 8 Mathematics
Unit title
Unit 2: Exponents
MYP year
3
Unit duration (hrs)
25 Hours
Mastering Content and Skills through INQUIRY (Establishing the purpose of the Unit): What will students learn?
GSE Standards
Standards
Work with radicals and integer exponents.
MGSE8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions.
MGSE8.EE.2 Use square root and cube root symbols to represent solutions to equations. Recognize that x² = p (where p is a positive rational number and lxl < 25) has 2 solutions and x³ = p (where p is a negative or positive rational number and lxl < 10) has one solution. Evaluate square roots of perfect squares < 625 and cube roots of perfect cubes > -1000 and < 1000.
MGSE8.EE.3 Use numbers expressed in scientific notation to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.
MGSE8.EE.4 Add, subtract, multiply and divide numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Understand scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g. use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology (e.g. calculators).
Analyze and solve linear equations and pairs of simultaneous linear equations.
MGSE8.EE.7 Solve linear equations in one variable.
MGSE8.EE.7a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
MGSE8.EE.7b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Know that there are numbers that are not rational, and approximate them by rational numbers.
MGSE8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
MGSE8.NS.2 Use rational approximation of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line, and estimate the value of expressions (e.g., estimate π 2 to the nearest tenth). For example, by truncating the decimal expansion of √2 (square root of 2), show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
Concepts/Skills to be Mastered by Students
* Distinguish between rational and irrational numbers and show the relationship between the subsets of the real number system.
* Recognize that every rational number has a decimal representation that either terminates or repeats.
* Recognize that irrational numbers must have decimal representations that neither terminate or repeat.
* Understand that the value of a square root can be approximated between integers and that non–perfect square roots are irrational.
* Locate rational and irrational numbers on a number line diagram.
* Use the properties of exponents to extend the meaning beyond counting-number exponents.
* Recognize perfect squares and cubes, understanding that non-perfect squares and non perfect cubes are irrational.
* Recognize that squaring a number and taking the square root of a number are inverse operations; likewise, cubing a number and taking the cube root are inverse operations.
* Express numbers in scientific notation.
* Compare numbers, where one is given in scientific notation and the other is given in standard notation.
* Compare and interpret scientific notation quantities in the context of the situation.
* Use laws of exponents to add, subtract, multiply and divide numbers written in scientific notation.
* Solve one-variable equations with the variables being on both sides of the equals sign, including equations with rational numbers, the distributive property, and combining like terms.
* Analyze and represent contextual situations with equations, identify whether there is one, none, or many solutions, and then solve to prove conjectures about the solutions.
Vocabulary
* Addition Property of Equality- The same number can be added to both sides of an equation and the sides remain equal.
* Additive Inverses- Two numbers that have a sum of 0.
* Algebraic Expression- An algebraic expression is a mathematical phrase that consists of variables, numbers, and operation symbols.
* Cube Root- The cube root of a number, n, is a number whose cube equals n.
* Equation- An equation is a mathematical sentence that includes an equals sign to compare two expressions.
* Evaluate an Algebraic Expression- To evaluate an algebraic expression, replace each variable with a number, and then follow the order of operations.
* Exponent- An exponent is a number that shows how many times a base is used as a factor.
* Inverse Operation- Inverse operations are operations that undo each other.
* Irrational- An irrational number is a number that cannot be written in the form 𝑎 𝑏 , where a and b are integers and b ≠ 0. In decimal form, an irrational number cannot be written as a terminating or repeating decimal.
* Like Terms- Terms that have identical variable parts are like terms.
* Linear Equation in One Variable- An equation is a linear equation if the graph of all of its solutions is a line.
* Multiplication Property of Equality- Both sides of an equation can be multiplied by the same nonzero number and the sides remain equal.
* Multiplicative Inverses
* Perfect Square- A perfect square is a number that is the square of an integer.
MCS MYP Grade 8 Unit 2 Planner. Last Revised:
August, 2022
Resources, materials, assessments not linked to SGO or unit planner will be reviewed at the local school level.
* Radical- An expression that uses a root, such as square root, cube root.
* Rational- A rational number is a number that can be written in the form 𝑎 𝑏 or − 𝑎 𝑏 , where a is a whole number and b is a positive whole number. The rational numbers include the integers.
* Scientific Notation- A number in scientific notation is written as the product of two factors, one greater than or equal to 1 and less than 10, and the other a power of 10.
* Significant Digits- The number of digits that are meaningful.
* Solution- A solution of an equation is a value of the variable that makes the equation true.
* Square Root- A square root of a number is a number that, when multiplied by itself, equals the original number.
* Variable - A variable is a letter that represents an unknown value.
Statement of inquiry
Various numeric forms can be used to enhance our understanding of scientific principles.
Inquiry questions
Factual— How can we simplify exponential expressions?
Conceptual— How are exponents and scientific notation related?
Debatable- What is the best form of representing numbers and expressions?
Approaches to learning (ATL)
Give and receive meaningful feedback.
Bring necessary equipment and supplies to class.
Category:
Cluster:
Skill Indicator:
Learning Experiences
Add additional rows below as needed.
MCS MYP Grade 8 Unit 2 Planner. Last Revised: August, 2022
Resources, materials, assessments not linked to SGO or unit planner will be reviewed at the local school level.
MGSE8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions.
Exponent Rules Inquiry Activity
The intention of this task is for it to be student-centered. The task will allow students to use reasoning skills to discover the concept. Students will work in groups to discuss their math processes in order to arrive at the rules for exponents. The teacher will serve as a facilitator during this activity.
MGSE8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Multi-Step Equations Error Analysis
The purpose of this activity is to strengthen their skills with solving equations. In order to understand the process of this concept, the students will work to identify an error and then explain the correct procedures. Teachers will provide opportunities for students to "turn and talk" to each other about the concept. This strategy further enables students to process the skill for more understanding.
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